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PS 121 Human Growth & Development
Bentley, Mara


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

S2T 2010 DLB

Faculty

Bentley, Mara, MA

Title

Adjunct Faculty

Degrees/Certificates

BS Human Resources
MA Clinical Psychology
MA Experiential Psychology

Office Location

Online

Office Hours

Online

Daytime Phone

online - emails checked and replied to Daily

Other Phone

fax: 714-849-5511

E-Mail

Mara.Bentley@park.edu

professorbentley@aol.com

Semester Dates

03/15/10 to 05/09/2010

Class Days

Online

Class Time

Online

Prerequisites

None

Credit Hours

3


Textbook:
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

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/.
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 helpdesk@parkonline.org 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.


Course Description:
PS 121 Human Growth and Development: 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:
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

  1. Identify and use vocabulary words related to human growth and development through the written word.
  2. Analyze the concepts found in common to each period from conception to death.
  3. Critically examine such topics as developmental science, developmental theories, heredity, prenatal development, birth, infants, toddlers, children, adolescents, young adults, adults, older adults, and death. Each of the developmental periods will be analyzed from a biosocial, cognitive, and psychosocial perspective.
  4. Identify basic notions found in research method often used in human growth and development.
  5. Demonstrate high quality written communication skills through interaction with other students and the instructor in a structured, flexible environment.
  6. Identify public policy that influences the lives of people as they develop through the lifespan.


Core Assessment:

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:

Topic Area

Data Collection

Minimum Duration of Observation/Interview

The First Two Years

Observation

1 Hour

The Play Years

Observation

1 Hour

The School Years

Observation

1 Hour

Adolescence

Observation

1 Hour

Early Adulthood

Observation

1 Hour

Middle Adulthood

Observation

1 Hour

Late Adulthood

Observation

1 Hour

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 Rubric

Class Assessment:

      ·       Quiz: There will be a weekly quiz offered over the chapters covered during the week. You will have one hour during the week to take the quiz. Each quiz will contain 10 multiple choice questions. You will need to identify the correct answer from the distracter answers. Once the week is over, Sunday at Midnight, you will not be able to access the quiz. Each quiz will be worth up to 10 points for a total of 80 points.

      ·        Research Paper (Core Assessment): Each student will conduct seven 1 hour observations/interviews with people in various stages of their development. The following table will show what stages will be required:

Topic Area Data Collection Minimum Duration of Observation/Interview
The First Two Years Observation 1 Hour
The Play Years Observation 1 Hour
The School Years Observation 1 Hour
Adolescence Observation 1 Hour
Early Adulthood Observation 1 Hour
Middle Adulthood Observation 1 Hour
Late Adulthood Observation 1 Hour

      These observations can occur in any setting where people can be found. When interviewing, be sure to have your questions developed before the interview. 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.

  • Journal of Volunteer Experience. Each student will be required to volunteer 8 hours of their time at an agency or organization that serves people (These observations can be used as observations for topic areas in the research paper).  Each student will be required to keep a journal about their volunteer service each week.  Each student will enter their journal entry into a discussion thread and then will be required to respond to two fellow classmates.  The journal entry will need to be a synthesis between the textbook information and the student’s own voluntary experience.  Statements like “good job”, “I agree” and so on, will not count.  The response must be thoughtful and evaluative.  The journal entry discussion thread activity will be worth up to 50 points each.
Journal Entry Elements Points Possible
1st Hour Entry (Journal Entry tied to Textbook Materials) 30, 1st Response 10, 2nd Response 10. 50 Points
2nd Hour Same 50 Points
3rd Hour Same 50 points
4th Hour Same 50 Points
5th Hour Same 50 Points
6th hour Same 50 Points
 
Total 400 Points

      ·        Topic Discussion: Each weekly Topic Discussion will begin on Monday and end on Thursday. Each student will be will be expected to respond to a question or scenario that will be posted each week. Your discussion answer should use the information and vocabulary you have come to learn from your textbook and other sources. Each answer needs to contain information from Berger (2005) and information from outside the textbook. This could include PowerWeb, a website, or the scientific literature. Each student needs to cite each source of information using APA style and include the full reference citation at the end of the discussion. Each student can earn up to 20 points for each weekly response.

1st Source 10 Points
2nd Source (Outside of Textbook) 10 Points
Total 20 Points

      ·        Topic Responses: Each Topic Response will be due on Thursday of each week. Each student will be expected to respond to Two fellow student's Topic Discussions with one objective, that is to discuss how the information being applies to society. These responses need to be logical and based on information gleaned from the didactic discussions. Each student can also clarify or extend the chosen discussion. Each Topic Response will be worth up to 5 points each.

1st Response (To a Class Member's Observation/Interview Discussion) 5 Points
2nd Response (To Another Class Member's Didactic Discussion) 5 Points
Total 10 Points
      • Comprehensive Final Exam: There will be a Comprehensive Final Examination offered covering all chapters studied during the semester.. You will have one hour during the eighth week to take the Comprehensive Final Exam. it will contain a mixture of multiple-choice, short-answer, and essay questions. Some of the questions will be obtained from your weekly quizzes and Midterm Examination. The rest will be drawn from the chapters covered during the entire 8 weeks of the semester. The Comprehensive Final Exam will be sent to a Proctor that you have selected using the Park University guidelines and has been approved by your instructor. The Final Comprehensive Exam will be worth up to 200 points.
 
  • Group Projects/Case Studies.  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 their 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 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 divisions and each division will be worth up to 50 points. 
Rubric B All activities will be included in the Discussion Thread  
Written Case Study Elements (The elements listed below are supporting evidence to the case study) Class Presentation Elements Case Study Journal Elements Frequency Count of Discussion Thread Quality of Thread Entries
Section 1
  • Describe age appropriate behavior.
  • Describe appropriate developmental measures and milestones.

Section 2

  • Observations from the textbook..

Section 3

  • Observations from the literature.
  • Presentation Organization
  • 2 Types of Media (PowerPoint, video, handout, etc.)
  • Complete each question listed for the case study journal.
  • Complete each rating scale listed for the case study journal.
  • 20
  • 18
  • 16
  • 14
  • 12
  • 10
  • 8
  • 6
  • 4
  • 2
  • Each entry thread needs to add original information to the thread.
  • Good job, interesting, and other non-information words or statement will not count.
  • Content must be congruent with discussion under way.
10 Points Available 10 Points Available 10 Points Available 10 Points Available 10 Points Available
Total = 50 Points Available  
  • 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 discussion thread reply will be graded according to the rubric below:
Discussion Thread Reply Criterion Points
Reply to First Group’s Case Study Critical Analysis, Comparison to Textbook Material, Comparison to Literature Outside of Textbook 25 Points
Reply to Second Group’s Case Study Critical Analysis, Comparison to Textbook Material, Comparison to Literature Outside of Textbook 25 Points
 

 

  • Return and Report: On a weekly basis each student will be required to obtain information from their community. This assignment is a discussion thread that will require you to reply with your thoughts about the information as it applies to issues discussed in the class. You will also be required to respond to at least 1 other class mate entry.  The instructor for this course will participate activley in this discussion thread by asking general questions, questions for clarification, and by providing further information.  The combination of entry and response will be worth up to 5 points.
Entry 2.5 Points
Response 2.5 Points
Total 5 Points

Grading:

Grading:

Item / Assignment Points
Weekly Quizzes (8 x 10) 80
Research Paper 300
Journal of Volunteer Experience(8 x 50) 400
Topic Discussions (8 x 20) 160
Topic Responses (16 x 5) 80
Final Exam 200
Group Projects/Case Study (4 x 50) 200
Final Case Study 50
Return and Report (8 x 5) 40
Total Points Possible 1,510

Late Submission of Course Materials:
Each week's work must be completed by the end of the week (Sunday at midnight Mountain Time). No credit will be received for work turned in after the week it was due., unless you have contacted be before the due date and explained any special circumstances. I will then decide whether the "special" circumstances are sufficient for late work. Late work is to be the exception and not a persistent pattern. There is no extra credit in this class, so it is important to complete the work during the time frame expected.

Classroom Rules of Conduct:

Online - Etiquette/Courtesy: Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism. It is important no to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness which does not promote learning. Here are online references that discuss online writing http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html .

E-Mail Procedures: General e-mail: When sending an e-mail, you must identify yourself by:

PS 121
Purpose of the e-mail
Full Name

It is required that you use Pirate Mail for your online class. All information - problems with assignments, concerns, etc. - pertaining to the class will be sent to you through Pirate Mail. I will check my e-mail frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable. All e-mail sent to me needs to be copy/pasted. No attachments will be accepted due to the risk of viruses.

Course Topic/Dates/Assignments:

Week Chapters Topics Assignments
1 1, 5-7
  • Introduction
  • 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
2 2, 8-10
  • Theories 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
3 3, 11-13
  • Heredity 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  
4 14-16
  • Adolescence: Biosocial Development
  • Adolescence: Cognitive Development
  • Adolescence: Psychosocial Development
  • Quiz
  • Journal of Volunteer Experience
  • Topic
  • Return/Report
  • Group Projects/Case Study
5 17-19
  • Emerging Adulthood: Biosocial Development
  • Emerging Adulthood: Cognitive Development
  • Emerging Adulthood: Psychosocial Development
  • Quiz
  • Journal of Volunteer Experience
  • Topic
  • Return/Report
6 20-22
  • Adulthood: Biosocial Development
  • Adulthood: Cognitive Development
  • Adulthood: Psychosocial Development
  • Quiz
  • Journal of Volunteer Experience
  • Topic
  • Return/Report
  • Group Projects/Case Study 
7 23-25
  • Late Adulthood: Biosocial Development
  • Late Adulthood: Cognitive Development
  • Late Adulthood: Psychosocial Development
  • Quiz
  • Journal of Volunteer Experience
  • Topic
  • Return/Report  
  • Research Paper
8 4, Epilogue
  • Prenatal Development and Birth
  • Epilogue: Death and Hope
  • Quiz
  • Journal of Volunteer Experience
  • Topic
  • Return/Report
  • Group Projects/Case Study  
  • Final Case Study
  • Final

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.

  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, but unexcused absences may carry further penalties.
  3. 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".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. 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.
  6. 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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

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 .

Bibliography:
 

Mara Bentley has 20 years of progressive experience in the fields of Human Services, Social Work, Counseling, Consulting, and Psychotherapy. In addition to heading her private counseling practice, Mara Bentley serves as Adjunct Professor, for the Local Community College District. Ms. Bentley received a Bachelor in Science Degree in Human Resources from California State University, Long Beach and a Master in Arts in Clinical Psychology from the University of Pepperdine.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
2,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
•Compared and contrasted 5-6 topic areas and corresponding literature. Compared and contrasted 3-4 topic areas and corresponding literature. Compared and contrasted 1-2 topic areas and corresponding literature.  
Application                                                                                                                                                                                                                                                
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student will offer personal experience about 5-7 topic areas. The student will offer personal experience about 3-4 topic areas. The student will offer personal experience about 1-2 topic areas.  
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
5,6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
The research paper meets expectations while including a student developed graphic or table.



 
The research paper contains the following sections:

•APA citations

•Introduction

•Analysis

•Conclusion

•APA formatted references page.

•References Page – all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.

The research paper will also include the following:

•Focus (arguable claim, original idea, & clear controlling idea)

•Development (full discussion, smooth style, & personal experiences)

•Organization (smooth transitions, clear paragraphing, & logical sequence of topics)

•Mechanics (proper grammar, punctuation, and spelling)



 
The research paper contains the following sections:

•Cover page

•Abstract–summary of Project

•Introduction

•Analysis

•Conclusion

•APA formatted references page.

•References Page–all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.



 
 

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Last Updated:3/13/2010 9:42:23 PM