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PS 121 Human Growth & Development
Buckingham, William Paul


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

U1T 2012 DLA

Faculty

Buckingham, William Paul

Title

Senior Instructor / Adjunct Faculty

Degrees/Certificates

Master of Social Work
Licensed Clinical Social Worker
Board Certified Diplomate in Clinical Social Work

Office Location

Online

Daytime Phone

325-812-5661

E-Mail

wm.buckingham@park.edu

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

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

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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 word.

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:
 

·       Quiz: There will be a weekly quiz offered over the chapters covered during the week. You will have one hour during the week to take the quiz. Each quiz will contain 10 multiple choice questions. You will need to identify the correct answer from the distracter answers. Once the week is over, Sunday at Midnight, you will not be able to access the quiz. Each quiz will be worth up to 10 points for a total of 80 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. 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/interviews 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. 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.

    • Journal of Volunteer Experience. Each student will be required to volunteer 6 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.  The journal entry discussion thread activity will be worth up to 50 points each.

    Journal Entry

    Elements

    Points Possible

    1st Hour

    Entry (Journal Entry tied to Textbook Materials) 30, 1st Response 10, 2nd Response 10.

    50 Points

    2nd Hour

    Same

    50 Points

    3rd Hour

    Same

    50 points

    4th Hour

    Same

    50 Points

    5th Hour

    Same

    50 Points

    6th hour

    Same

    50 Points

     

    Total

    400 Points

    ·        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.

    1st Source

    10 Points

    2nd Source (Outside of Textbook)

    10 Points

    Total

    20 Points

    ·        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)

    5 Points

    2nd Response (To Another Class Member's Didactic Discussion)

    5 Points

    Total

    10 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

    Quality of Thread Entries

    Section 1

    ·         Introduction/Background (which includes a bulleted list of teaching objectives)

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

    Section 2

    • Blocks of Analysis

    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

    Classroom Presentation

    Presentation Organization

    2 Types of Media (PowerPoint, video, handout, etc.)

    25 Points

     

    Total

    75 Points

     
     
    • Return and Report: On a weekly basis each student will be required to obtain information from their community. This assignment is a discussion thread that will require you to reply with your thoughts about the information as it applies to issues discussed in the class. You will also be required to respond to at least 1 other class mate entry.  The instructor for this course will participate activley in this discussion thread by asking general questions, questions for clarification, and by providing further information.  The combination of entry and response will be worth up to 5 points.

    Entry

    2.5 Points
    Response 2.5 Points
    Total 5 Points

    Grading:

    Item / Assignment

    Points

    Weekly Quizzes (8 x 10)

    80

    Research Paper

    300

    Journal of Volunteer Experience(8 x 50)

    400

    Topic Discussions (8 x 20)

    160

    Topic Responses (16 x 5)

    80

    Final Exam

    200

    Group Projects/Case Study
    (Section one, Section two, and Section three: 100 pts  each)
    (Section four: 75 pts)

    375

    Return and Report (8 x 5)

    40

    Total Points Possible

    1,635

    Letter Grades

    Percentage

    Points                                       

    Grade

     90%-100%

    1471.5 - 1635  pts

    A

     80%-89.9%

    1308 – 1471.4 pts

    B

     70%-79.9%

    1144.5 - 1307 pts

    C

     60%-69.9%

    981 – 1144.4 pts

    D

     59.9% and Less

    980 pts and Less

    F

    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:

    PS 121

    Purpose of the e-mail

    Full Name

    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.

    Course Topic/Dates/Assignments:


    Date

    Topic

    Reading Assignment

    Assignments

    Week 1

    The Development Through Life Perspective

    Psychosocial Theory

    Chapters 1 and 2

    • Quiz
    • Journal of Volunteer Experience
    • Topic
    • Return and Report

    Week 2

    Major Theories for Understanding Human Development

    The Research Process

    The Period of Pregnancy and Prenatal Development

    Chapters 3 and 4

    Appendix

    • Quiz
    • Journal of Volunteer Experience
    • Topic
    • Return and Report
    • Group Projects/Case Studies

    Week 3

    Infancy (First 24 Months)

    Toddlerhood (Ages 2 and 3)

    Chapters 5 and 6

    • Quiz
    • Journal of Volunteer Experience
    • Topic
    • Return and Report

    Week 4

    Early School Age (4-6 Years)

    Middle Childhood (6-12 Years)

    Chapters 7 and 8

    • Quiz
    • Journal of Volunteer Experience
    • Topic
    • Return and Report
    • Group Projects/Case Studies

    Week 5

    Early Adolescence (12-18 Years)

    Later Adolescence (18-24 Years)

    Chapters 9 and 10

    • Quiz
    • Journal of Volunteer Experience
    • Topic
    • Return and Report

    Week 6

    Early Adulthood (24-34 Years)

    Middle Adulthood (34-60 Years)

    Chapters 11 and 12

    • Quiz
    • Journal of Volunteer Experience
    • Topic
    • Return and Report
    • Final Case Study

    Week 7

    Later Adulthood (60-75 Years)

    Very Old Age (75 Until Death)

    Chapters 13 and 14

    • Quiz
    • Research Paper
    • Journal of Volunteer Experience
    • Topic
    • Return and Report

    Week 8

    Understanding Death, Dying, and Bereavement

    Chapters 15

    • Quiz
    • Journal of Volunteer Experience
    • Topic
    • Return and Report
    • Final Case Study
    • Comprehensive Final Exam
     

    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.
    ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

    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:

    This material is protected by copyright and can not be reused without author permission.

    Last Updated:5/7/2012 7:56:45 PM