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PS 121 Human Growth & Development
Marquez, Maria R.


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.

Course

PS 121 Human Growth & Development

Semester

F1B 2011 BL

Faculty

Marquez, Maria R.

Degrees/Certificates

B. S.  Social Psychology
M.A. Counseling

Office Location

Park University, Fort Bliss, Texas

Office Hours

By appointment only

Daytime Phone

(915) 494-0980

E-Mail

Maria.Marquez@park.edu

mmadrid@fabensisd.net

Semester Dates

17 October to 11 December 2011

Class Days

--Monday & Wednesday--

Class Time

5:00 - 7:30 PM

Prerequisites

None

Credit Hours

3


Textbook:

Berger, K.S. (2012).  The developing person through the lifespan (8th Ed.).  New York, NY: Worth:

ISBN 13:978-1-4292-3203-6

ISBN 10:1-4292-3203-X

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/.


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 work.

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. 1. Understand the fundamentals of observing, assessing, and analyzing human growth and development.
  2. 2.Understand the physical, social, and physiological changes through the human life span.
  3. 3. Understand the application of human growth and development through review of case studies.
  4. 4. Understand 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

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:

1.  Midterm Exam

2.  Final Exam

3.  Research Paper

4.  Observation/Presentation

5.  Five Quizzes

Grading:

Item / Assignment

Points

Final Exam

300 

Research Paper

300

Midterm

150 

Quizzes (5 x 30)

150 

Observation/Presentation

100 

Total Points Possible

1000

Percentage

Points                                       

Grade

 90%-100%

900-1000 pts. 

A

 80%-89.9%

800-899 pts.

B

 70%-79.9%

700-799 pts.

C

 60%-69.9%

600-699 pts.

D

 59.9% and Less

599 or less pts.

F

Late Submission of Course Materials:

Each week's work must be completed by the end of the week.  No credit will be received for work turned in after the week it was due, unless you have contacted me 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:

All students must be respectful of other's opinions during class at all times.

Laptop computers are welcomed in the classroom if they are used for note taking or presentations.  No email, game playing, or non PS121 Human Growth & Development activities on the laptop will be tolerated during the scheduled class time.  Please do not bring food or beverages into the classroom.  Bottled water is okay.

If you bring a cell phone to class, the ringer must be set to silent mode and you may not answer the phone, nor text during class.  If you must answer the phone, please quietly do so outside the classroom. 

I will not tolerate side bar conversation during my lectures. Common respect and courtesy will be expected at all times. 

Students who leave after the class break without notifying the instructor will be reported as an unexcused absence.  Regardless of the circumstances you must notify the instructor. 

It is the student's responsibility to notify instructor when not reporting to class due to illness or other unavoidable reason.  If a student misses three class sessions they will lose a letter grade.  More than six class sessions missed will result in a failure of the course.  Two unexcused absences will be reported to the Center Administrator. 

 

Course Topic/Dates/Assignments:

Week 1:  Class introduction, review of syllabus, select date for core assessment interview project, lectures on chapters 1-2
               Class lectures: Read Chapters 3-4/Quiz #1 (Chapters1-4)

 

Week 2:  Class lectures:  Read Chapters 5-6

               Class lectures:  Read Chapter 7/Quiz #2 (Chapters 5-7)

 

Week 3:  Class lectures:  Read Chapters 8-9               

               Class lectures:  Read Chapter 10/Quiz #3 (Chapters 8-10)

 

Week 4:  Class lectures:  Read Chapters11-13;  Review for Midterm 

               Midterm Exam (Chapters 1-13)

 

Week 5:  Class lectures:  Read Chapters 14-15

               Class lectures:  Read Chapter 16/Quiz #4 (Chapters 14-16)

 

Week 6:  Class lectures:  Read Chapters 17-18

               Class lectures:  Read Chapter 19/Quiz #5 (Chapters 17-19)

 

Week 7:  Class lectures:  Read Chapters 20-22/ Core Assessment Observation Presentation

               Core Assessment Observation Presentation/Submit research paper

 

Week 8:  Class lectures:  Read Chapters 23-25, Epilogue “Death and Dying”; Review for final

               Final Exam (Chapters 14-25; Epilogue “Death and Dying”)

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 2011-2012 Undergraduate Catalog Page 93

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 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: 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.



 
 

Copyright:

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Last Updated:9/12/2011 9:39:00 PM