PS121 Human Growth & Development

for S1J 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


PS 121 Human Growth & Development


S1J 2012 PV


McGraw, Gwynne


Adjunct Faculty


M.A. Counseling Psychology University of St. Mary
B.S. Social Psychology Park University

Office Location

by appointment

Office Hours

by appointment

Daytime Phone


Other Phone



Semester Dates

January 16, 2012 to March 11,

Class Days


Class Time

5:30 - 9:50 PM

Credit Hours



Development Through Life : A Psychosocial Approach • 10TH 09

Barbara Newman & Phillip Newman

  • ISBN978-0-495-55341-0


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.
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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:
I believe that learning takes on a variety of dimensions and should not be limited to textbook and lectures.  The course will consist of interaction between the class, hands-on assignments, readings, lectures, as well as other approaches.  My goal is for students not to simply learn the material presented by rote, but to inspire them to understand it and see its application outside of the classroom setting.

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


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:
Grades will be based on a mid-term exam, final exam, core assessment project, class participation, and weekly assignments.

Weekly assignments will be a report of observations and interviews from the age group discussed the previous week. These assignments will help to prepare students for the core assessment project and ensure the material from the previous week is reinforced. 

Midterm and Final Exam will cover materials from the previous 4 weeks. The final is not comprehensive. 

Core Assessment Paper: The Core Assessment Paper should be between 8 & 10 pages; slightly over one page per hour of observation/interview. This does not include the Title Page, Table of Contents, Abstract, Reference Page, or Appendices. APA style should be used. 

Weekly assignments, six worth 20 points each 
Exams, two worth 100 points each
Class participation, weekly totaling 80 points
Core Assessment Project, 200

450-500  A
400-449  B
350-399  C
300-349  D
299 and below F

Late Submission of Course Materials:
Assignments are due on the date listed unless prior arrangements are made with the instructor.  For unapproved late assignments an immediate10% deduction will be made and an additional 5% per day late penalty.   After the 4th day assignments will not be accepted unless approval from instructor is granted.

Classroom Rules of Conduct:
I expect students to arrive prepared for class and on time.  I additionally expect students to stay for the entire class period.  Please turn cell phones to vibrate.  We will take our first break around 7pm, additional breaks will be taken at the top of each hour.  During breaks you will be free to return calls.  If it is an emergency you may step into the hall.  Please be respectful of the others in the class. 

Course Topic/Dates/Assignments:

 Date  Topic  Assignment Due
 1/19  Introduction, syllabus review,
Chapters 1 - 4
 1/26 Chapters 5, 6, 7
 2/2  Discussion of interviews/ observations
Chapters 8, 9, 10
 The First Two Years
 2/9 Discussion of interviews/observations
 Chapters 11, 12, 13
The Play Years
 2/16 Discussion of interviews/observations
Midterm over Ch. 1-13
Chapters 14, 15, 16
  The School Years
 2/23 Discussion of interviews/ observations
Chapters 17-22
3/1  Discussion of interviews/observations
Chapters 23, 24, 25
Late Adulthood
 3/8 Final Exam
Core Project

Please review the chapters we will be covering prior to coming to class.  The instructor
reserves the right to modify this plan to accommodate the needs of the class. 

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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 2011-2012 Undergraduate Catalog Page 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.



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Last Updated:12/12/2011 12:44:55 PM