PS 121 Human Growth & Development
F2T 2010 DLA
Xaverius, Pamela K.
PhD in child and developmental psychology (concentration in gerontology)MA in human developmentBA in psychology
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
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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:
· 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:
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.
Entry (Journal Entry tied to Textbook Materials) 30, 1st Response 10, 2nd Response 10.
· 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.
2nd Source (Outside of Textbook)
· 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)
2nd Response (To Another Class Member's Didactic Discussion)
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.)
Item / Assignment
Weekly Quizzes (8 x 10)
Journal of Volunteer Experience(8 x 50)
Topic Discussions (8 x 20)
Topic Responses (16 x 5)
Group Projects/Case Study
(Section one, Section two, and Section three: 100 pts each)
(Section four: 75 pts)
Return and Report (8 x 5)
Total Points Possible
1471.5 - 1635 pts
1308 – 1471.4 pts
1144.5 - 1307 pts
981 – 1144.4 pts
59.9% and Less
980 pts and Less
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:
Purpose of the e-mail
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.
The Development Through Life Perspective
Chapters 1 and 2
Major Theories for Understanding Human Development
The Research Process
The Period of Pregnancy and Prenatal Development
Chapters 3 and 4
Infancy (First 24 Months)
Toddlerhood (Ages 2 and 3)
Chapters 5 and 6
Early School Age (4-6 Years)
Middle Childhood (6-12 Years)
Chapters 7 and 8
Early Adolescence (12-18 Years)
Later Adolescence (18-24 Years)
Chapters 9 and 10
Early Adulthood (24-34 Years)
Middle Adulthood (34-60 Years)
Chapters 11 and 12
Later Adulthood (60-75 Years)
Very Old Age (75 Until Death)
Chapters 13 and 14
Understanding Death, Dying, and Bereavement
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
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
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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Last Updated:10/18/2010 12:49:38 PM