PS121 Human Growth & Development

for F1FF 2011

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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


F1FF 2011 FA


Daugherity, Reed F. M.C.


Adjunct Faculty, Psychology


Master of Counseling

Office Location

Fairchild AFB

Office Hours

Thursdays 4-5 PM

Daytime Phone



Semester Dates

15 Aug – 9 Oct, 2011

Class Days


Class Time

5:00 - 7:40 PM

Credit Hours



Life-Span Development

Author:  Santrock, John W.

Edition: 13TH  (2010)

ISBN 13: 978-0-07-353209-7   

MBS Direct SKU #: 1003455

Publisher: McGraw-Hill Publishing Company

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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:

Our course is based upon an interaction of the following: reading, class discussions and dialogue, personal observation, quizzes, major paper, and two exams (mid and final).
I am interested in your ideas and informed opinions, experiences and what research you have read. You are welcome, and encouraged, to bring data to support your thinking. I ask you not to inject opinions or assumptions just to be participating. Please participate from a substantive perspective.

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. Explain major theories, concepts, and topics of interest to developmental psychologists.
  2. Evaluate research data collected by developmental psychologists.
  3. Apply the knowledge and principles of developmental psychology to improve our lives and the lives of others.
  4. Examine the impact of cultural influence on human development.
  5. Identify how environment effects development.
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:

At least two un-announced quizzes will be given during the course.
Two exams of 50 questions per will be given. The midterm will be given out on 8/1/11; the final will be given out on 8/29/11You will be given the exams one week prior to turn-in date and are encouraged to collaborate with your colleagues, or other professionals, to complete the exam.  


Class participation:               100 Pts

Midterm exam:                       100 Pts

1 hour observations:             350 total pts (7x50 Pts each)

2 quizzes:                                50 total pts (2x25 Pts each)

Final Exam:                            100 Pts

Total points available               700

Grade based on percentage of total points:

90 – 100% = A

80 – 89%   = B

70 – 70%   = C

60 – 69%   = D

50 – 59%   = F

Late Submission of Course Materials:
I will not accept late assignments.

Classroom Rules of Conduct:

We respect each other as we wish to be respected.
Please do not interrupt another when s/he is speaking.
All writing is to have correct grammar, spelling, and syntax. They will be 20% of your grade.

Course Topic/Dates/Assignments:



Reading Assignment


Week 1




Guidelines, Biological Beginnings, Prenatal development

Chs 1, 2, 3

Lectures and discussion

Week 2




Physical, Cognitive and Socio-Emotional Development in Infancy

Chs 4, 5, 6

Lectures and discussion

Week 3




Physical, Cognitive, Socio-Emotional Development in Early, Middle, and Late Childhood

Chs 7, 8, 9, 10

Lectures and discussion

Midterm exam handed out 8/1

Week 4




Physical, Cognitive and Socio-Emotional Development in Adolescence

Chrs 11, 12


Lectures and discussion

Midterm exam due 8/8

Week 5




Physical, Cognitive and Socio-Emotional Development in Early Adulthood

Chs 13, 14

Lectures and discussion

Week 6




Physical, Cognitive and Socio-Emotional Development in Middle Adulthood

Chs 15, 16

Lectures and discussion

Week 7




Physical, Cognitive and Socio-Emotional Development in Late Adulthood

Chs 17, 18, 19

Lectures and discussion

Final exam handed out 8/29

Week 8




Death, Dying and Grieving



Ch 20

Lectures and discussion

Final exam due 9/06

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:8/4/2011 2:39:57 PM