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PS 121 Human Growth & Development
Cowley, Brian J.


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

FA 2011 HO

Faculty

Cowley, Brian J.

Title

Professor and Chair of Psychology and Sociology

Degrees/Certificates

B.S. - Psychology - Utah State Universtiy - 1987
M.S. - Behavior Analysis and Therapy - Southern Illinois University - 1989
Ph.D. - Developmental and Child Psychology - University of Kansas - 1997

Office Location

Mabee 225B - Parkville

Office Hours

T R - 10:00 AM-12:00 PM; F - 9:00-11:00 AM

Daytime Phone

816-584-6501

Other Phone

None!

E-Mail

brian.cowley@park.edu

None!

None!

Semester Dates

August 15, 2011 to December 9, 2011

Class Days

--T-R--

Class Time

8:45 - 10:00 AM

Prerequisites

None

Credit Hours

3


Textbook:

Santrock, J. W. (2011) Life-span development (13th Ed.). New York: McGraw-Hill
 
 

Connect:

Overview and Setting Expectations: McGraw-Hill’s Connect is a web-based assignment and assessment solution required for this course. Connect is designed to assist you with your coursework based on your needs. As outlined in this syllabus, assignments will make up a {significant} portion of your overall course grade.

Access: Connect access codes are packaged with a new textbook in the bookstore, at no additional cost. Connect can also be purchased online at our section’s Connect web address:
{add Connect course WEB ADDRESS}. If you purchase Connect online, you will have the option of purchasing Connect or ConnectPlus, which includes an interactive eBook to supplement the required textbook for this course. NOTE: You can register in Connect and have access without a code for a limited time period (typically three weeks).

 

Registration: To register in Connect, please visit {add Connect course WEB ADDRESS} and click
Register Now.”

Support & Tips: If you have any issues while registering or using Connect, please contact McGraw-Hill’s
CARE team through http://www.mhhe.com/support. To avoid problems related to unexpected technical issues, you are advised not to wait until the last moment to complete assignments. Please review your “Student Quick Tips” for further support.

online registration instructions

Go to the following Web address and click the "register now" button

http://connect.mcgraw-hill.com/class/b_cowley_fall_-_2011_-_tr_-_845-1000_am

This is a unique address for  Fall - 2011 - TR - 8:45-10:00 AM

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 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:
 

·        Unit Quiz: There will be a unit quiz offered over the chapters and lectures covered during each unit in Connect from McGraw-Hill. 15 multiple choice questions will be due by the end of a unit.  You will need to identify the correct answer from the distracter answers. Each quiz will be worth up to 15 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.

·        Research Paper (Core Assessment): Each student will conduct seven 1 hour observations with people 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. Be sure to blend into your environment. Carrying around a clip board will result in people acting differently and possibly becoming suspicious. 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.

·        Journal of Volunteer Experience. (10 students will be randomly selected to work with a hospice agency)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

·        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 per student

Quality of Thread Entries

Section 1

·         Introduction/Background (Includes making up a fictitional person and building the case around them. Student needs to use textbook and literature to develop the many aspects of the case background).

·         bulleted list of teaching objectives

·         Classroom Management (How the case will be presented to the class)

Section 2

  • Blocks of Analysis (How the textbook and Literature informs this case study).

Section 3

  • Answer Key for the case that provides reasonable answers to questions posed in the case
  • References
  • 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

Classroom Presentation/Section 4

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

Reply to Third 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

100 Points

·        Learning Modules. Each student will receive 10 points for completing the learning modules found in connect in each unit.

·        Milestone Practice. There will be some video segments illustrating developmental processes with a few accompanying questions. These will not be worth any points, but will be used for discussion in class. If you want to be prepared for these discussions, it would be useful to view these video segments.

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

400

1-59%

F

Learning Modules

200

Research Paper

300

Total

1660

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

Unit 1

8-15-11

Through

8-28-11

Introduction

Careers in Life-Span Development

Biological Beginnings

Prenatal Development

Chapter 1

Appendix (p. 45)

Chapter 2

Chapter 3

Quizzes, Return and Report, Journal of Volunteer Experience, Learning Modules: Chapters 1, 2, & 3,

Unit 2

8-29-11

Through

9-11-11

Labor Day –

9-5-11

Physical Development in Infancy

Cognitive Development in Infancy

Socioemotional Development in Infancy

Chapter 4

Chapter 5

Chapter 6

Quizzes, Return and Report, Journal of Volunteer Experience

Group Projects/Case Studies Section 1,

Learning Modules: Chapters 4, 5, & 6, Milestone Practice

Unit 3

9-12-11

Through

9-25-11

Physical and Cognitive Development in Early Childhood

Socioemotional Development in Early Childhood

Chapter 7

Chapter 8

Quizzes, Return and Report, Journal of Volunteer Experience,

Learning Modules: Chapters 7 & 8, Milestone Practice

Unit 4

9-26-11

Through

10-9-11

2-21-11 President’s Day Holiday

Physical and Cognitive Development in Middle and Late Childhood

Socioemotional Development in Middle and Late Childhood

Chapter 9

Chapter 10

Quizzes, Return and Report, Journal of Volunteer Experience

Group Projects/Case Studies Section 2, Learning Modules: Chapters 9 & 10, Milestone Practice

Unit 5

10-10-11

Through

10-23-11

10-9-11 Through 10-16-11 – Fall Recess

Physical and Cognitive Development in Adolescence

Socioemotional Development in Adolescence

Chapter 11

Chapter 12

Quizzes, Return and Report, Journal of Volunteer Experience, Learning Modules: Chapters 11 & 12, Milestone Practice

Unit 6

10-24-11

Through

11-6-11

Physical and Cognitive Development in Early Adulthood

Socioemotional Development in Early Adulthood

Physical and Cognitive Development in Middle Adulthood

Chapter 13

Chapter 14

Chapter 15

Quizzes, Return and Report, Journal of Volunteer Experience

Group Projects/Case Studies Section 3,

Learning Modules: Chapters 13, 14, & 15, Milestone Practice

Unit 7

11-7-11

Through

11-20-11

Veteran’s Day - 11-11-11

Socioemotional Development in Middle Adulthood

Physical Development in Late Adulthood

Cognitive Development in Late Adulthood

Chapter 16

Chapter 17

Chapter 18

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

Learning Modules: Chapters 16, 17, & 18, Milestone Practice

Unit 8

11-21-11

Through

12-4-11

Thanksgiving – November 24-25, 2011

Socioemotional Development in Late Adulthood

Death, Dying, and Grieving

Chapter 19

Chapter 20

Quizzes, Return and Report, Journal of Volunteer Experience

Group Projects/Case Studies Classroom Presentations, Learning Modules: Chapters 19 & 20, Milestone Practice

Comprehensive

Final

October 8, 2011 from 8:00-10:00 AM

October 8, 2011 from 8:00-10:00 AM

October 8, 2011 from 8:00-10:00 AM

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
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 2011-2012 Undergraduate Catalog Page 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 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.



 
 

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Last Updated:8/15/2011 11:43:35 PM