Welcome to Human Growth and Development!

Step 1: Please be sure you completed the course prerequisite; to be enrolled in this course, General Psychology (PSC 150) is required!

Step 2: Obtain required text for the course.

Step 3: Read through this entire document prior to completing any assignments.

Step 4:Explore the course site in CANVAS! This is a new learning management system for many, so do not be afraid to explore the course, use the help feature, and ask questions.

Step 5: Complete the course orientation. This orientation contains several parts, so be sure to follow directions in the course site to complete this successfully.

Step 6:How much do you remember from General Psychology? Your understanding and application of the psychological theories covered in that course are vital to your success in this course. You will find notes as well as a “refresher” quiz to jumpstart your memory!

By the end of the course, students will be able to:

1. Describe development through the lifespan in prospective to social, psychological, and biological factors.

2. Identify the stages of development through the lifespan and the role of nature and nurture

3. Apply concepts and theories of lifespan development to real life situations

4. Compare how the relationship between class, ethnic group and cultural affects development.

5. Evaluate research methods used in studying development through the lifespan

Student Learning Outcomes

Human Growth and Development

PSC 250

“There is in every child at

every stage a new miracle

of vigorous unfolding.”

-Erik Erikson

The purpose of this course is to explore the processes that influence our development over the life span, from birth to death.

“Click” on the picture to listen to “100 Years” by Five For Fighting as you navigate the syllabus. This song reminds me ofdevelopment across the lifespan!

“Click” on the picture to listen to “Remember When” by Alan Jackson as you navigate the syllabus. This song reminds me of development across the lifespan!

“Give me a child and I’ll shape him

to do anything.” – B.F. Skinner

Obesity, in

children and adults has risen

dramatically over the past several decades. “Click”

the picture for more.

Recommended Film

OR

Can you think of any songs that remind you of human development? If so, please share them with me!

How do you think the US compares to other countries on

infant mortality, maternity and

paternity leave, and birth weight? The answers may

surprise you. Read more in Chapter 3!

Getting Started

Jennifer Hawley Student conversation hoursare M/W from 1:00-2:15 Click on my picture for more!

This course is a study of the physical,

intellectual, emotional, and social development of the human organism.

Emphasis is given to the various stages of the life-span, and the

developmental influence of social

class, the family, the school, and the group.

Prerequisite: PSC 150

Description

Syllabus

Fall 2014

3rd

Edition ISBN: 9780205233700

Dunn and Craig

Inside This Syllabus

1 Instructor information,

course prerequisite

1 Course description,

purpose, and student learning outcomes

2 Assignments, LATE

POLICY, and course outcomes

3 Grading scale, and

course expectations

4 Reflections, academic

policies, and helpful websites.

Page 2 PSC 250Syllabus

Temple Grandin is a professor at Colorado State University with a doctoral degree in animal science. She is also a best-selling author who just so happens to have autism! “Click” the picture to see and hear more!

“Scientific knowledge is in

perpetual evolution; it finds

itself changed from one day

to the next. Scientific

thought, then, is not

momentary; it is not a static

instance; it is a process.”

–Jean Piaget

What do I do first?

(1) Canvas Orientation (50 points): You should start with the orientation; this includes sending an introductory conversation to the instructor from Canvas (10 points), posting and responding to the orientation discussion (20 points), and completion of both the APA quiz (10 points) and the syllabus quiz (10 points). Please look in the orientation module for more information.

(2)PSC 150 “refresher” (50 points): General Psychology (PSC 150) is a prerequisite for this course, which means that you should already be familiar with basic psychological theory. Completing this “refresher” will help you identify any areas of weakness that may require further reading or discussion with me. This course examines development from various psychological theories previously discussed in General Psychology. Since the goal of this assignment is mastery, you will have TWO attempts through Canvas. In addition you will have an opportunity to review your refresher with me for an additional 10 points. This refresher can be found under the first module.

Quizzes: (200 points): There will be 5 quizzes in the course; each will contain multiple choice, true/false, matching, and short essays. Each quiz will be based on chapter readings from the text as well as instructor notes provided in the course. Quizzes will be submitted on Canvas and students will have the option of dropping the lowest quiz grade provided every quiz has been completed. There will be no make-up quizzes or late quizzes accepted.

Application papers(100 points): Since it is ultimately important that you understand how the information you are learning throughout this course can apply to real aspects of human development, you will apply aspects of human growth to films viewed in class. No late application papers will be accepted.

Group “Culture” Project (100 points): You will work with others to develop a presentation in which you discuss how social class, ethnicity, and/or culture affect an aspect of development. More information will be forthcoming.

Collaborative Work (100 points): There will be many in-class activities and discussions. If you are not in class to participate you do not earn credit. Some of these assignments will require participation outside of class, either through text readings or articles/videos that can be accessed through Canvas. No late collaborative work will be accepted since one cannot participate if one is not attending class, right?

Learning Assessments Your overall course grade will be determined by your level of success on each of the learning assessments identified below.

Did you know that the most recent estimates from the CDC Press Release indicate

that 1/88 children in the US have been identified as having ASD.

This rate is up 23% from 2006 and 78% since 2002. Why are the rates

going up so much, or are they?

Critical thoughts anyone?

By the end of the course students will be able to:

Describe how human development is the product of social, psychological, and biological factors;

Apply the processes of human growth to various developmental theories;

Apply the concepts of heredity and environment to development;

Compare and contrast various issues that affect development, such as class, ethnicity, and culture.

Course Outcomes

LATE POLICY: No late assignments will be accepted!

Since there is typically an assignment due each week, it is imperative to your success in the course that you stay current so please plan accordingly.

PSC 250Syllabus Page 3

Letter Percentage Points Equivalent

A 90-100 537-600

B 80-89 477-536

C 70-79 417-476

D 60-69 357-416

F Less than 60 Less than 357

You can expect me to: Provide complete and well-organized

course material

Encourage questions and other communications

Maintain one office hour each week and be available for questions during that time

Provide feedback on assignments within 10 days (14 days for papers and reflective writings)

Respond to messages with 24 hours, M-F unless otherwise announced

Be professional and respectful in all communication with you.

Grading Scale

Expectations

“Those who have the strength and the love to sit with a dying patient in the silence that goes beyond words will know that this moment is neither frightening nor painful, but a peaceful cessation of the functioning of the body.”

-Elisabeth Kübler-Ross

Recommended Reading:

On Death and Dying

In 2005, the US Supreme Court

ruled that individuals under

18 could not be granted the death

penalty. This decision was in

part due to neuroscientists and

developmental researchers who

provided evidence that adolescent

brains are not mature or wired

like those of adults.

“Self-absorption in all its forms kills empathy, let alone compassion. When we focus on

ourselves, our world contracts as our problems and preoccupationsloom large. But when we focus

on others, our world expands. Our own problems drift to the periphery of the mind and so seem

smaller, and we increase our capacityfor connection - or compassionate action.”

-D. Goleman Social Intelligence:

The New Science of Human Relationships

Recommended Reading

This film, How To Die In Oregon, released in 2011 explores the death with dignity

act. I highly recommend it; although it is tough to watch, it is well worth it!

I expect you to: To have access to Microsoft

Word and Adobe

Complete all assignments by the due dates

Regularly communicate with me and other students as appropriate

Actively engage in all discussions

Check the course site regularly (see Note on page 4)

Be professional and respectful in all communications with me and your classmates

Be honest and responsible.

Be committed to success in the course.

It is legal for individuals with a terminal illness to end their life in Oregon,

Washington, and Montana.

Kübler-Ross, who was instrumental in changing the way we viewed death,

vehemently opposed physician-assisted suicide. However, she came to see suicide

as a legitimate option when faced with her own mortality, after being incapacitated by a series of strokes. She was quoted as

saying, “when I’ve had enough of this, I’ll do it myself.”

To read more, please

refer to Chapter

11!

Page 4 PSC 250Syllabus

Students with Disabilities: If you

have a disability or are seeking services or accommodations through Chesapeake, you must disclose the need for these services to the Office of Disability Services. To be eligible you must have a documented disability as defined by the Rehabilitation Act of 1973 or the ADA of 1990. For more information on eligibility, visit the student service website (page 3) or contact Judy Gordon, at jgordon@chesapeake.edu.

Deep Thoughts by

Jennifer Hawley

Balance: Select a realistic course load. If you are working a fulltime job, one, possibly two courses, are at most what you can reasonably manage. You are to do a minimum of two hours each week outside of class for every hour in the course site. As a rule of thumb, I typically suggest calculating five-six hours each week (in addition to the time you are in the class site) for each three hour credit course. Although programs are listed as two-year programs, it does not mean you have to complete the program in two years, nor is it feasible in many cases. Make sure that the time commitment is a good fit for your personal and professional schedule.

Preparation: College is VERY different from high school. Assignments are more complex and much of your learning experience is expected to be done by you alone! Due dates are clearly communicated. There are no surprises! Read and review your materials from this course each day; make assignment completion on time a priority.

Effort: If you are having trouble with concepts or navigating the course, please contact me. I want you to do well, but that responsibility also falls on your shoulders! Effort increases performance; utilizing your instructors, office hours, discussions, and college resources can be instrumental in your success in a course, and your overall college success. I want you to succeed, so take an active role in the process!

Click above for LRC search databases

tutorials APA format

Plagiarism and Cheating will not be tolerated. Plagiarism is the taking of information from another and passing those ideas off as your own without giving proper credit to the original

sources. This behavior is unethical and a violation of the

Student Code of Conduct. Evidence of either cheating or

plagiarism will result in an automatic zero for the

assignment, an F in the course, and possible disciplinary action by the college. Please do not do

it! If you are unsure what requires a reference, ask!

Academic Instructor Emergency Management Plan In the event that the college needs to close for an extended period of time due to a flu pandemic, severe weather event, or other emergency situation, consideration will be given to the timing and duration of the closure as follows:

1. Closure during the semester for up to one week: there will be an opportunity to make up work missed without significant alteration to the semester calendar.

2. Closure extending beyond one week (or in situations where classes are cancelled on the same days/evenings over multiple weeks) the college may extend the length of the semester. Depending on the timing of the closure, scheduled breaks, end of semester dates, and/or the processing of final grades may be impacted. Students can acquire information about closures on the Chesapeake College Homepage or by calling 410.822.5400 or 410.228.4360. Chesapeake College courses held off campus sites will follow the protocol host facility.

Other Useful Chesapeake Resources

Student Services Academic Support

Center

Purdue OWL

APA format

Academic Policies

Useful websites

Course Withdrawal: Before you

withdraw from the course, please contact me so that we can

determine, together, if this is the best action for you. If we decide

that a withdrawal is most beneficial, then you must formally withdraw

with the Registrar’s office by completing the necessary forms. This

form must be on file in registration to avoid a failing grade for the

course. Please make note of the last day to formally withdraw in the

current schedule. Academic Calendar

Please Note: You guys learn better when you are an active part of the process. There is no

substitute for attending class. Class participation is expected; there will be many in-class

activities where you should be prepared to discuss and write about material covered in the

text and notes. If you are not present to participate, you are not earning credit toward

your grade and you are not maximizing your

learning experience.