PS 121 Human Growth & Development
S1T 2010 DLB
Pena, Sabrina S.
M.Ed. Guidance and CounselingB.S. Psychology and Sociology (double major)
01/11/10 to 03/07/2010
Required: Newman, P. R. & Newman, M. N. (2009). Development through life: A psychosocial approach. Belmont CA: Wadsworth Cengage Learning.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Student Companion Site: You can find additional learning resources such as practice quizzes, flash cards, Crossword Puzzles, Glossary, Web links, etc at the student companion website at http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&flag=student&product_isbn_issn=9780495553410&discipline_number=7
For additional information on general psychology and other psychological concepts, please visit PsychBytes at http://www.psychbytes.com/, a web site created by Dr. Jean Mandernach. Need a review on how to format your paper using the APA format style? Visit http://www.psychbytes.com/APA.htm.
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email email@example.com or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
Educational Philosophy: My educational philosophy is based on using a variety of methods in learning with a focus on application. Lectures, readings, tests, group work, class discussion, vocabulary examinations, writing, and the use of reference systems are significant components of this learning process. Each student will be required to analyze, criticize, and synthesize presented information. Each student will be required to demonstrate these skills through the written word.
Learning Outcomes: Core Learning Outcomes
Each student will write one research paper. Each student will conduct seven 1 hour observations with children, adolescents, and adults in various stages of their development. The following table will show what stages will be required:
Minimum Duration of Observation/Interview
The First Two Years
The Play Years
The School Years
These observations can occur in any setting where people can be found. Each student will be required to write a paper that will be an analysis of their observations. Each paper will need to have the observation sheets and interview questions and their responses attached as appendixes. The 1 hour used for the observation and interview need to be recorded in your appendix. Each paper will need to be double spaced. Each paper will need to use APA style when citing references and will need an APA style references list. Each paper will need to have 3 references including the textbook. The student will need to synthesize, analyze, and evaluate these observations and the literature that they have cited. The paper will be worth up to 300 points. To see what is required and how the points will be distributed, see the Core Assessment Rubric at the end.
Link to Class RubricClass Assessment:
Group Projects/Case Studies. A discussion thread will be provided for each group. It is not necessary for the Instructor to enter this discussion. All students will be combined 3-4 sized groups. Each group will be required to develop a case study based on the theories and information found in the textbook that is being studied. Each group will be assigned a time-period during the human lifespan (Infancy, Early Childhood, the School Years, Adolescence, Young Adulthood, Middle Adulthood, Late Adulthood, and Death and Dying) by there instructor. Each group will create a fictional person who will be the subject of their case. Each group will create a case study of this person that accounts for physiological, social, cultural, and psychological issues facing their case. They will use evidence from their textbook and the literature to describe and analyze their case. The case study will be divided into three sections. Each sections 1-3 will be worked on by each group separately and the rubric below will be used to evaluate the groups progress each time. There will be 1 case study with 3 sections and each section will be worth up to 100 points.
All activities will be included in the Discussion Thread
Written Case Study Elements (The elements listed below are supporting evidence to the case study)
Case Study Journal Elements
Frequency Count of Discussion Thread
Quality of Thread Entries
25 Points Available
10 Points Available
40 Points Available
Total = 100 Points Available per Section
There will be a final discussion thread where the class will have access to each group’s final case study (finalized sections 1-3) and the two types of media presentations. Each group will need to put their final case study and media presentations into the provided discussion thread in week 8 or they will lose their points earned earlier for each section of the case study. Each student will critically analyze two case studies from two separate groups to theirs and will include their analysis in the discussion thread. Each group will present their case study to the rest of the class. Each discussion thread reply will be graded according to the rubric below:
Reply to First Group’s Case Study
Critical Analysis, Comparison to Textbook Material, Comparison to Literature Outside of Textbook
Reply to Second Group’s Case Study
2 Types of Media (PowerPoint, video, handout, etc.)
Late Submission of Course Materials: Each week's work is due by the end of the week (Sunday at midnight Mountain Time) except for the Topic, which is due by Thursday. No credit will be received for work turned in after the week it is due unless you have contacted me before the due date and explained any special circumstances. I will then decide if the "special circumstances" are sufficient for late work. Late work is to be the exception and not a perisistent pattern. IF I accept your work late, your work will be graded using the grading rubric and a 50% deduction of the total possible points will be applied. There is no extra credit work in this class, so it is important to complete the work during the time frame set forth each week.
Classroom Rules of Conduct:
Course Topic/Dates/Assignments: Week Chapters Topics Assignments 11, 5-7Introduction The First Two Years: Biosocial Development The First Two Years: Cognitive Development The First Two Years: Psychosocial Development Quiz Journal of Volunteer Experience Topic Return/Report 22, 8-10Theories of Development The Play Years: Biosocial Development The Play Years: Cognitive Development The Play Years: Psychosocial Development Quiz Journal of Volunteer Experience Topic Return/Report Group Projects/Case Study 33, 11-13Heredity and Environment The School Years: Biosocial Development Cognitive Development: The School Years The School Years: Psychosocial Development Quiz Journal of Volunteer Experience Topic Return/Report 414-16Adolescence: Biosocial Development Adolescence: Cognitive Development Adolescence: Psychosocial Development Quiz Journal of Volunteer Experience Topic Return/Report Group Projects/Case Study 517-19Emerging Adulthood: Biosocial Development Emerging Adulthood: Cognitive Development Emerging Adulthood: Psychosocial Development Quiz Journal of Volunteer Experience Topic Return/Report 620-22Adulthood: Biosocial Development Adulthood: Cognitive Development Adulthood: Psychosocial Development Quiz Journal of Volunteer Experience Topic Return/Report Group Projects/Case Study 723-25Late Adulthood: Biosocial Development Late Adulthood: Cognitive Development Late Adulthood: Psychosocial Development Quiz Journal of Volunteer Experience Topic Return/Report Research Paper 84, EpiloguePrenatal Development and Birth Epilogue: Death and Hope Quiz Journal of Volunteer Experience Topic Return/Report Group Projects/Case Study Final Case Study Final Exam
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 2009-2010 Undergraduate Catalog Page 92
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 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
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 .
Last Updated:3/12/2010 10:12:34 PM