Welcome to Human Growth and Development!

Step 1: Be sure you have completed the course prerequisite: General Psychology (PSC 150)!

Step 2: Purchase or rent the required text.

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

Step 4: Do you remember the theories from General Psychology? Please complete the take-home “refresher” exam on Angel.

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 the relevance of prospective careers and 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

Inside This Syllabus

1 Instructor and textbook

information, and course prerequisite

1 Course description,

purpose, and student learning outcomes

2 Assignments and

course outcomes

3 Grading Scale,

expectations, and how to make this course a GREAT experience

4 Reflections, academic

policies, and helpful websites.

Syllabus Spring 2013

Student Learning Outcomes

Human Growth and

Development

Office Hours: Wye Mills: T/Th 10-11:15

Cambridge: M/W 11-11:30; T: 6-6:30

Online: M/W 1-2:15 Also by appointment!

“There is in every child at

every stage a new miracle

of vigorous unfolding.”

-Erik Erikson

“Click” my picture for faculty web

page!

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

Feldman, R. (2011). Develoment across the life span. (6th ed.). Amherst, MA: Prentice Hall.

“Click” on the book to see one of my favorite sources for renting or purchasing textbooks!

“Click” on the picture to listen to “100 Years” by Five For Fighting as you navigate the syllabus. This song reminds me of development 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?

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, H-130, 410.822.5400, Ext. 2205 Email through Angel

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 lifespan and the

developmental

influence of social

class, the family, the

school, and the group.

(3 credits)

Description

Page 2 PSC 250 Syllabus

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

Attendance and Participation (50 points): 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.

PSC 150 take-home “refresher” (50 points): We will be reviewing basic psychological theory very quickly in class, as this information is presented at length in general psychology (PSC 150 is a prerequisite). Completing this “refresher” will help you understand the multipath model as it applies to psychopathology.

Exams (200 points): There will be two in-class exams; a midterm and a final exam. Both exams will cover material discussed in class as well as in the text. Review questions for each exam will be provided through Angel. THERE WILL BE NO MAKE-UP OR LATE EXAMS, so plan accordingly! Exception: if you have a medical form signed by a physician stating that you (or your minor-aged child) were receiving medical treatment on that date, you will be allowed to make up the exam. Each exam is worth 100 points and you should plan to arrive on time as no one will be allowed to take an exam once the first person has completed the exam.

Movie Analysis (100 points): You will complete a written analysis on two films viewed in class. This analysis will require you to use critical thinking skills as well as the application of developmental concepts. Each movie analysis is worth 50 points.

Individual “Biography” Project (100 points): You will write about the development of a psychological theorist. Your writing should reflect the role of both nature and nurture on the individual’s development. More information will be forthcoming.

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.

Learning Assessment 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;

Discuss the basic physical changes that take place over the life cycle.

Identify and discuss the prenatal, infancy, childhood, adolescence, and adulthood markers that divide the lifespan;

Explain the stages of Piaget and Erikson

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

PSC 250 Syllabus 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 36 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 preoccupations loom 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 capacity for 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 recommended it; although it is tough to watch it is well worth it!

I expect you to:

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 3)

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 250 Syllabus

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 here for LRC

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.

Spring 2013 Calendar