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PS 121 Human Growth & Development
Cowley, Brian J.


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

FA 2010 HO

Faculty

Cowley, Brian J.

Title

Professor and Chair of the Psychology and Sociology Department

Degrees/Certificates

B.S. - Psychology - Utah State University
M.S. - Behavior Analysis and Therapy - Southern Illinois University at Carbondale
Ph.D. - Developmental and Child Psychology - University of Kansas

Office Location

Mabee 225B - Parkville Campus

Office Hours

T & R 9:00-10:00 AM & 11:30 AM-12:30  PM

Daytime Phone

816-584-6501

Other Phone

None

E-Mail

brian.cowley@park.edu

None

None

Semester Dates

August 16, 2009 to December 10, 2009

Class Days

T & R

Class Time

10:10-11:25 AM

Prerequisites

None

Credit Hours

3


Textbook:
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

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:
PS121 - This special course project is designed by Honors Program students in consultation with the course instructor and is completed in addition to all required course work. 1:0:1

Educational Philosophy:
My educational philosophy is based on bringing the student to the table for critical thinking. A variety of teaching methods are employed according to the learning objectives and the available environmental setting. Students will be required to engage, explore, explain, elaborate, and evaluate topics about the history of psychology.

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 daily quiz offered over the chapters and lectures covered during the days lecture. 5 multiple choice questions will be given at the end of class (15 minutes before the end of class).  You will need to identify the correct answer from the distracter answers. Each quiz will be worth up to 5 points.
  • Comprehensive Final Exam: There will be a Comprehensive Final Examination proctored covering all chapters and lectures studied during the semester. You will have two hours during Finals week to take the Comprehensive Final Exam at the prescheduled time. I will not allow any students to take the final at any other time than the schedule time. It will contain multiple-choice questions. Some of the questions will be obtained from your weekly quizzes and the weekly vocabulary quizzes. The rest will be drawn from the chapters and lectures covered during the entire 8 units of the semester. The Final Comprehensive Exam will be worth up to 200 points.
  • Return and Report: To get full points you must answer all of the Instructors questions posted in the Discussion Thread. 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 combination of entry and response will be worth up to 5 points.

Entry

2.5 Points

Response

2.5 Points

Total

5 Points

  • Journal of Volunteer Experience.To get full points you must answer all of the Instructors questions posted in the Discussion Thread. 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. If the student did not make an observation during a given week, apply previous journal entries to the new information being covered in class during that week. The journal entry discussion thread activity will be worth up to 50 points each.

Journal Entry

Elements

Points Possible

8 Hours

Entry (Journal Entry tied to Textbook Materials) 15, 1st Response 5, 2nd Response 5.

25 Points

Total

400 Points

  • 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 divisions and each division will be worth up to 100 points. 

Rubric

All activities will be included in the Discussion Thread

Written Case Study Elements (The elements listed below are supporting evidence to the case study)

Frequency Count of Discussion Thread

Quality of Thread Entries

Section 1

  • Requirements are found on Group Discussion Thread

Section 2

  • Requirements are found on Group Discussion Thread

Section 3

  • Requirements are found on Group Discussion Thread
  • 10
  • 9
  • 8
  • 7
  • 6
  • 5
  • 4
  • 3
  • 2
  • 1
  • 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.

35 Points Available

40 Points Available

25 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:

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

Classroom Presentation

Presentation Organization

2 Types of Media (PowerPoint, video, handout, etc.)

25 Points

Total

75 Points

  • Classroom Participation.  Each student will receive points for two different types of classroom participation. One type of participation would be attendance in class. The second type will be as follows. Each student will be expected to have read and analyzed the readings for that day. Each student will be expected to offer their observations of the reading to the rest of the class or to apply the readings to the research article that was presented. At the beginning of each classroom period, each student will be given a 3 x 5 card with their name on it. When the student offers an observation from the days readings that have not been offered by another student, the instructor will collect their card. In the first case, the student will get 5 points for attendance. In the second case the instructor will collect the rest of the cards at the end of class. Those who have cards taken during class will get 5 points. Those who are not in class or turn their cards in at the end of class will get 0 points.

Grading:
  

Assessment

Points Possible

% for Grade

Grade

Quizzes

80

90-100 %

A

Final

200

80-89%

B

Journal of Volunteer Experience

400

70-79%

C

Return and Report

80

60-69%

D

Group Projects/Case Studies

375

1-59%

F

Classroom Participation

140 Points

Research Paper

300 Points

Total

1575

Late Submission of Course Materials:
Any assignment turned in after the date it is due can be given up to half credit for that assignment. No course materials will be accepted after the last class meeting.

Classroom Rules of Conduct:
 

  • Attend class and be prompt. Roll will be checked during each class period. It is your responsibility to make up anything missed in class and that your scheduled assignments are submitted on time.
  • Be prepared for class. This means that you have read the assigned readings and are prepared to discuss them. This course will consist of class discussion, small group discussion, service learning, lecture, and outside of class experiences. You are expected to take part in the discussions and group work. Also, assigned readings will not always be reviewed in class, but examinations will be from both assigned readings and class discussions.
  • Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to a CD, a hard drive, or flash drive and print out paper copies for backup purposes.
  • The student is expected to have a copy of all written assignments on computer disk, flash drive, or in a hard copy form. You will also be expected to retain all graded and returned assignments and examinations.
  •  

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

Course Topic/Dates/Assignments:
 

Date

Topic

Reading Assignment

Assignments

Week 1

8-16-10

Through

8-22-10

The Development Through Life Perspective

8-19-10: Attendance Only

Chapter 1

Quizzes, Return and Report, Journal of Volunteer Experience

Week 2

8-23-10

Through

8-29-10

Psychosocial Theory

8-24-10: Attendance Only

8-26-10: Cards Participation

Chapter 2

Quizzes, Return and Report, Journal of Volunteer Experience

Week 3

8-30-10

Through

9-5-10

Major Theories for Understanding Human Development

8-31-10: Attendance Only

9-2-10: Cards Participation

Chapter 3

Quizzes, Return and Report, Journal of Volunteer Experience Group Projects/Case Studies

Week 4

9-6-10

Through

9-12-10

The Period of Pregnancy and Prenatal Development

The Research Process

9-7-10: Cards Participation

9-9-10: Cards Participation

Chapter 4

Appendix

Quizzes, Return and Report, Journal of Volunteer Experience

Week 5

9-13-10

Through

9-19-10

Infancy (First 24 Months)

9-14-10: Attendance Only

9-16-10: Cards Participation

Chapter 5

Quizzes, Return and Report, Journal of Volunteer Experience

Week 6

9-20-10

Through

9-26-10

Toddlerhood (Ages 2 and 3)

9-21-10: Cards Participation

9-23-10: Attendance Only

Chapter 6

Quizzes, Return and Report, Journal of Volunteer Experience

Weeks 7

9-27-10

Through

10-3-10

Early School Age (4-6 Years)

9-28-10: Attendance Only

9-30-10: Attendance Only

Chapter 7

Quizzes, Return and Report, Journal of Volunteer Experience, Group Projects/Case Studies

Week 8

10-4-10

Through

10-10-10

Middle Childhood (6-12 Years)

10-7-10: Cards Participation

Chapter 8

Quizzes, Return and Report, Journal of Volunteer Experience

10-11-10

Through

10-17-10

Fall Break

Fall Break

Fall Break

Week 9

10-18-10

Through

10-24-10

Early Adolescence (12-18 Years)

10-19-10: Attendance Only

10-21-10: Attendance Only

Chapter 9

Quizzes, Return and Report, Journal of Volunteer Experience

Week 10

10-25-10

Through

10-31-10

Later Adolescence (18-24 Years)

10-26-10: Cards Participation

10-28-10: Cards Participation

Chapter 10

Quizzes, Return and Report, Journal of Volunteer Experience

Week 11

11-1-10

Through

11-7-10

Early Adulthood (24-34 Years)

11-2-10: Attendance Only

11-4-10: Cards Participation

Chapter 11

Quizzes, Return and Report, Journal of Volunteer Experience, Group Projects/Case Studies

Week 12

11-8-10

Through

11-14-10

Veteran’s Day (11-11-10)

Middle Adulthood (34-60 Years)

11-9-10: Cards Participation

Chapter 12

Quizzes, Return and Report, Journal of Volunteer Experience

Week 13

11-15-10

Through

11-21-10

Later Adulthood (60-75 Years)

11-16-10: Cards Participation

11-18-10: Attendance Only

Chapter 13

Quizzes, Return and Report, Journal of Volunteer Experience

Week 14

11-22-10

Through

11-28-10

Thanksgiving (November 25-26, 2010)

Very Old Age (75 Until Death)

11-23-10: Attendance Only

Chapter 14

Quizzes, Return and Report, Journal of Volunteer Experience

Week 15

11-29-10

Through

12-5-10

Understanding Death, Dying, and Bereavement

11-30-10: Cards Participation

12-2-10: Attendance Only

Chapters 15

Quizzes, Return and Report, Journal of Volunteer Experience, Final Case Study

Comprehensive

Final

December 7, 2010 from 10:15 AM to 12:15 PM

December 7, 2010 from 10:15 AM to 12:15 PM

December 7, 2010 from 10:15 AM to 12:15 PM

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
I take academic honesty seriously.  I will actively monitor student work to assure that it is indeed the student's work.  If I discover any academic dishonesty, at the very least the assignment in question will be given no credit.  If it appears that the academic dishonesty in question is part of a larger pattern of dishonesty, I will pursue more severe measures that include the possibility of expulsion from class and from the university.  I welcome any discussion or question about academic dishonesty.

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
When a student comes to me with questions about plagiarism before an assignment is turned in it will not be dishonest.  If I discover plagiarism and then the student asks questions about it, the student will still have engaged in plagiarism which is one form of academic dishonesty.  If this occurs, I will proceed as I would in any case of academic dishonesty.

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.

Park University 2010-2011 Undergraduate Catalog Page 95-96

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 .



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:8/16/2010 2:54:57 PM