PS121 Human Growth & Development

for F2B 2010

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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.


PS 121 Human Growth & Development


F2B 2010 BLA


McGee, Michael


Adjunct Faculty


MS Counseling
BA Psychology
LPC Intern (Texas), LCDC Intern (Texas)

Office Location

Fort Bliss

Office Hours

Before and after class, or by appointment

Daytime Phone

(915) 407-0882


Semester Dates


Class Days


Class Time

5:00-10:00 pm



Credit Hours



Berger, K.S. (2008).  The developing person through the lifespan (7th Ed.). 
      New York, NY: Worth  / ISBN 13-978-0-716-76080-1 / ISBN 10-0716760800

Recommended resource:

American Psychological Association (2009). Publication manual of the American Psychological    
      Association (6th ed.). American Psychological Association

ISBN-10: 1433805618 / ISBN-13:  978-1433805615

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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

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 one that incorporates real life situations with the interactiveness of lectures, readings, quizzes, dialogue, examinations, and writings.  I enjoy, and you can expect, for me to engage each student's mental repertoire.

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.

  Instructor Learning Outcomes
  1. Understand the fundamentals of observing, assessing, and analyzing human growth and development.
  2. Identify and explain the physical, social, and physiological changes through the human life span.
  3. Understand and discuss the application of human growth and development through review of case studies.
  4. Identify, analyze, and discuss the diversity of different age groups based on similarities and differences observed through classroom discussions and personal experiences.
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


1 Hour

The Play Years


1 Hour

The School Years


1 Hour



1 Hour

Early Adulthood


1 Hour

Middle Adulthood


1 Hour

Late Adulthood


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:

This course will include a midterm exam, final exam, five quizzes, a presentation of your observational research, attendance/participation, and a research paper grade.  All assignments are expected to be in APA format, which means you must include a reference page and follow all APA guidelines.  If your presentation or papers do not adhere to APA format, points will be deducted from your assignment.  If you choose to turn in your assignments by hardcopy, I will accept it; however, your work needs to submitted for grading prior to the assignment’s deadline. 


This information is included in the Course Syllabus so you will have easy access to understand how points are awarded and how a final letter grade is achieved.

For an individual breakdown of how points are awarded for a specific item/assignment you need to read AND print the Grade Rubric document.

Item / Assignment


Class Attendance/Participation


Power Point/Platform Presentation of Observations


Midterm Exam


Core Assessment Research Paper


Quizzes (wks 2-3; 5-7)


Final Exam


Total Points Possible


Letter Grades



  1000 - 900


  900 - 800


  800 - 700


  700 - 600


  Less than 600


Late Submission of Course Materials:

The due date and time of each assignment is indicated in this syllabus and will be reviewed again in class.  There is no excuse for not turning in your work on time or early.  I will consider granting an extension when and if you contact me, but it must be prior to the work being due.  Extensions are granted for extenuating circumstances only.

With the understanding that I accept work prior to the due date, late assignments will have an automatic 20 point deduction the first day after the required submission date and time.  Thereafter, there will be a 10 point per day deduction.  Please keep in mind that if you are even one minute late, your work is considered late.

Classroom Rules of Conduct:

If you need to answer your cellular, please step outside of the class and return when your call in completed.  Please make your calls brief.  If you need a bathroom break, please excuse yourself quietly then return promptly when you are done.

Everyone has an opinion; hence, I expect for everyone in class to voice their own thoughts and argument to debate and analyze.  If you have a contradictory viewpoint, they must be expressed with respect and directed at the issue not to the person. Please think critically before communicating.  I will not tolerate disrespect towards another student.

Please do not wait until the last minute to contact me when a situation presents itself that will interfere with class participation or with an assignment that is due. I am flexible, fair, and I strongly value honest communication.  To inform all students who will be taking this class, there will be class Thanksgiving week. I will be present so I expect you to also.

Please be sure to check your Park U e-mail and eCompanion for announcements related to the course and / or Park University.

I will respond to your e-mails or phone calls within 48 hrs. Please ensure all e-mail correspondence contains your name and course number “PS121” in the "Subject" line. Please be sure to leave your name, number, time, and date of call and your message when calling me.

You will not pass the class without taking the final. There is no alternate assignment for the midterm or final exams.

Course Topic/Dates/Assignments:

Email Icebreakers/Student Introduction - During the very first week of the class, you will be required to make sure you can use PirateMail in order to ensure we can communicate with one another.  We will be communicating by e-mail, posting to doc sharing, and Virtual Cafe during your time taking this course.  You will be required to "post" a Student Introduction using the Virtual Cafe link on the Course Home menu so all of us can know one another.  The more detailed and thorough your posts are to virtual café and doc sharing, the more extra points will be added to your final point accumulation.  It will be quality and quantity that makes the difference in the final computation of extra credit points.

Class Schedule**


Week 1The Beginnings (Part I)

Read Chapter(s) 1 - 4

Classroom Debate/Ice Breakers/Introductions

Group discussions

Syllabus Review/Classroom Expectations & Conduct


Week 2 – The First Two Years (Part II)

Read Chapters 5-7

Quiz on Chapters 1-5 (10 points)

Group discussions

Classroom topic discussion


Week 3 – The Play Years (Part III)

Read Chapter(s) 8-10

Power Point/Platform Presentations

Quiz on Chapters 5-10 (10 points)

Jeopardy on Chapters 1-13

Group discussions

Classroom topic discussion


Week 4 The School Years (Part IV)   

Midterm Exam on Chapters 1-13, Parts I-IV (200 points)

Read Chapters 11-13

Power Point/Platform Presentations

Group discussions

Classroom topic discussion


Week 5- Adolescence (Part V)

Read Chapters 14-16

Power Point/Platform Presentations

Quiz on Chapters 14-16 (10 points)

Classroom topic discussion

Group discussions

Core Assessment research paper due by Saturday midnight MST


Week 6 – Emerging Adulthood (Part VI)

Read Chapter(s) 17-19

Quiz on Chapters 17-19 (10 points)

Power Point/Platform Presentations

Group discussions

Classroom topic discussion


Week 7 – Adulthood (Part VII)

Read Chapters 20-22

Quiz on Chapters 20-22 (10 points)

Power Point/Platform Presentations

Jeopardy on Chapters 14-25

Group discussions

Classroom topic discussion


Week 8 Late Adulthood (Part VIII)

Read Chapters 23-25

Power Point/Platform Presentations

Final Exam includes Chapters 14-25, Parts V-VIII (300 points)

Wrap Up and Closing Remarks

Classroom topic discussion

One of the class sessions may be held online in the eCompanion. This will be announced in advance so please become familiar with eCompanion.

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 ( or Park University 2010-2011 Undergraduate Catalog Page 92

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

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: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
•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.  
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                                                                                                                                                                                                                           
The research paper meets expectations while including a student developed graphic or table.

The research paper contains the following sections:

•APA citations




•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




•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.



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

Last Updated:10/23/2010 10:32:08 AM