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PS 121 Human Growth & Development
Rosenberg, Sheila


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 121 Human Growth & Development

Semester

F2A 2007 BE

Faculty

Rosenberg, Sheila

Title

Adjunct Faculty

Degrees/Certificates

B. A. Sociology
M.Ed. in Education/Social Work
PhD. in Community and Human Resources with a speciality in Adult Education

Office Location

TBD

Office Hours

Per appointment

Daytime Phone

512-692-9136

E-Mail

sheila.rosenberg@park.edu

srosenberg@austin.rr.com

Class Days

-M-W---

Class Time

5:10 - 7:50 PM

Prerequisites

See Park University guidelines

Credit Hours

3


Textbook:

The Developing Person Through The Life span, Sixth edition, Berger, K.S., 2007 ISBN: 07-7167-5706-0
 
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A discussion of the physical, social, and physiological changes occurring during the life of the individual from conception to death. Emphasis is placed on the similarities and differences of the various age groups and the specialized needs of each. 3:0:3

Educational Philosophy:

The facilitator's educational philosophy is one of interactiveness based on lectures, readings, quizzes, group and individual activities using cooperative and experiential learning techniques. Cooperative and experiential learning is powerful for the student. The learning experience is shared in some manner that is cooperative in nature- i.e. role play, group exercises, team projects, etc.
 

  Instructor Learning Outcomes

  1. Acquire a basic working knowledge of theories and principles of human development through the lifespan
  2. Identify and define key concepts and terms employed in the field to describe the phenomena they study
  3. Examine some of the ways in which knowledge of human development is produced, evaluated, applied, and modified by scientists, scholars, and practitioners, and the media and public
  4. Interpret individual and group differences from multiple points of view, employing perspectives that consider psychological, biological principles as well as social, cultural, and historical context
Class Assessment:
This class emphasizes lecture, textbook reading assignments, team project, quizzes, interactive exercises, and the core assessment [research paper]. The class is designed to provide students with activities and exercises in human growth and development concepts that they can take with them for real world application. 
 
         Core Assessment [Research Paper]
         The Core Assessment Paper must address 75% of the Core Learning Outcomes
 
      Topic Area            Data Collection          Minimum Duration of Observation/Interview
 
The First Two Years   Observation/Interview   1 hour
The Play Years           Observation/Interview   1 hour
The School Years       Observation/Interview   1 hour
Adolescence               Observation/Interview   1 hour
Early Adulthood          Observation/Interview   1 hour
Middle Adulthood       Observation/Interview   1 hour
Late Adulthood           Observation/Interview   1 hour
 
Students will interview and observe an individual for each stage of human development outlined above.  These observations can occur in any setting where people can be found. Students will develop interview questions and observations criteria PRIOR to interviewing their subjects. The paper is worth 300 points.
 
The students will: (1) Write a minimum of a four page [double-spaced-12 pt. font] research based paper and include a cover sheet with name/date/instructor/class and title of paper-40 points; (2) Use a minimum of three research sources [use APA style when citing references] - 30 points. The textbook can be used as one of the references. (3) Write an analysis of each observation and interview for each stage above - 70 points; (4) Attach the observation sheets and interview questions with the responses as appendices to their paper - 40 points; (5) Identify an arguable claim (thesis statement) in the area of human growth and development - 60 points; (6) Use their observations and the literature they have identified as evidence to support their arguable claim - 60 points.
 

Grading:

Grading:
 
Tests: 40% of grade [400 points = Team project/final exam = 300 points; two quizzes = 100 points]
Core Assessment  30% of grade [ 300 points]
Class participation/discussion 30% of grade [300 points]
 
Grading Criteria:
 
90-100% = A [900-1000 points]
80-89% =   B [800-899 points]
70-79% =  C [700-799 points]
60-69% =  D [600-699 points]
0-59% =    F [0-599 points]

Late Submission of Course Materials:
Late submission of required course assignments may result in reduced grade.

Classroom Rules of Conduct:

The time, effort, and expense required for adult learning demands adult behavior.

Course Topic/Dates/Assignments:

Monday October 22: Course overview, Read Chapters 1 and 2; Individual and group exercises
Wednesday October 24: Read Chapters 3 and 4; Individual and group exercises
Monday October 29: Read Chapters 5 and 6; Individual and group exercises
Wednesday October 31: Read Chapters 7 and 8; Individual and group exercises
Monday November 5: Read Chapter 9; Quiz on Chapter 9
Wednesday November 7: Read Chapters 10 and 11; Individual and group exercises
Monday November 12: Read Chapter 12; Quiz on Chapter 12
Wednesday November 14: Read Chapters 13 and 14; Individual and group exercises
Monday November 19: Read Chapter 15; Team Planning
Wednesday November 21: Read Chapters 16 and 17; Individual and group exercises
Monday November 26: Read Chapters 18 and 19; Individual and group exercises
Wednesday November 28: Read Chapters 20 and 21; Core Assessment Paper Due
Monday December 3: Read Chapters 22 and 23; Individual and group exercises
Wednesday December 5: Read Chapter 24; Team Practice
Monday December 10: Read Chapter 25; Individual and group exercises
Wednesday December 12: Team Projects
 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:10/13/2007 8:07:02 AM