PS121 Human Growth & Development

for S2B 2013

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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.


PS121 Human Growth and Development


S2B 2013 BL


Ogle, Ann K., Ms.


Adjunct Faculty


B.S. Education
M.S. Psychology
PhD Candidate, Industrial and Organizational Psychology

Office Location

Park University, Ft. Bliss, Texas

Office Hours

By Appointment

Daytime Phone

915-241-8085 (text messaging acceptable)

Other Phone



Semester Dates

3/18 to 5/12/2013

Class Days


Class Time

5:00 to 10:00 PM

Credit Hours


Newman, B.M., & Newman, P. R. (2012). Development Through Life: A Psychosocial Approach. (11th ed.). Belmont, CA: Wadsworth.

Weekly research and reading assignments will also be assigned.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Recommended Resource/Text:

American Psychological Association. (2010). Publication Manual of the American Psychological Association. 6th ed. Washington, D.C.: American Psychological Association.

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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:
It is my belief that learning is dynamic; in order to fully understand and think about material, an exchange of ideas is necessary. Consequently, beyond the materials made available throughout this course of study, it will the lively and interesting exchanges that make the material valid and important – not only to receiving a grade for the course but to the application of its ideas in life and in future study.  (Ogle, 2012).

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:

Discussion Questions: During weeks two through eight (six of eight weeks), students will develop a response to two discussion questions. Those responses must be at least 150 to 250 words in length and have one reference. All reference must come from a recognized source (i.e. a textbook, a peer reviewed journal, a dictionary or encyclopedia). Sources like Wikkipedia will not be considered acceptable. 

Lecture Notes: Both the midterm and final examinations will be “open lecture notes”. It is encouraged that students use not only handouts and presentations, but also notes from each class to complete these tests. It is further encouraged that the learners in this course make notes as appropriate from the textbook, as the textbook will not be open during the tests.

Research Paper: A research paper will be due in week six (6). This paper will be at least 1400 to 1700 words in length and have at least five scholarly references from textbooks or peer reviewed journals. Sources like dictionaries and encyclopedias will not count toward the five required sources for this assignment. The paper will be formatted according to the APA manual of style, and a title page is required. (Topic choices are during week one).

Power Point Presentation: During week seven, each student will make a power point presentation that shares the information from their research paper. This power point presentation will be 8 to 10 slides in length, and will include presenter notes for review by the instructor. A reference slide is required but will not count toward the total number of contextual slides. The presentation should last at least 10 minutes and should not exceed 20 minutes.

 APA Recognized Manual of Style: All assignments for grading will be submitted in the APA Manual of Style. The week one lecture will include key elements for this to include font type and size, spacing requirements, first line versus hanging indentations, appropriate italics, cover page, and heading/subheading structures.


Grading Plan:

Discussion Questions: 10 points each/ 20 points per week/ 110 points per semester

Midterm: 200 points

Final: 200 points

Research paper: 200 points

Power Point Presentation: 200 points

Observation Papers: 10 points each or 70 points per semester

APA Style: 20 points


Possible score: 1000

Grading Scale:

90-100 = A

80-89 = B

70-79 = C

65-69 = D

Below 65 = F

Late Submission of Course Materials:
If an assignment is late, 10% of the total grade will be lost the first week, 50% the second week, and after two weeks the assignment will not be accepted. However, special circumstances may be discussed.

Classroom Rules of Conduct:

This course will borrow the pillars from Character Counts ®: Respect, Trustworthiness, Responsibility, Fairness, Caring, and Citizenship ( These pillars will be the flagship for our mutual conduct in class.

We will respect one another by listening to each other, debating each other with the understanding we all may be right, and attempting not to disturb each other while we study (i.e. put your phone on vibrate). We will show our sense of citizenship by respecting our campus (limit food and drinks in the classroom and pick up after ourselves). We will show our trustworthiness by holding academic integrity as integral to our work and completing this course as the University has tasked us to. Finally, we will be fair and kind. All of these will show that we care.

Course Topic/Dates/Assignments:

Week 1/Day 1: Introductions and review of the syllabus. Lecture/Discussion. Assignment: Read Chapters 1 and 2.

             Day 2: Lecture/Discussion.  Discussion Questions (DQs) assigned.

Week 2/Day 1: Lecture/Discussion. DQ 1 and 2 due. Read Chapters 3 and 4.

              Day 2: Lecture/Discussion. Observation paper #1 due.

Week 3/Day 1: Lecture/Discussion. DQs 3 and 4 due. Read Chapters 5 and 6.

             Day 2: Lecture/Discussion. Observation paper #2 due.

Week 4/Day 1: Lecture/Discussion. DQ 5 due. Read Chapters 7 and 8.

             Day 2: Observation papers # 3 and # 4 due.  Midterm Exam.

Week 5/Day 1: Lecture/Discussion. DQs 6 and 7 due. Read Chapter 9 and 10.

             Day 2: Observation paper # 5, 6, and 7 due. Focus on your research paper and power points due week 6                and 7!

Week 6/Day 1: Lecture/Discussion. Read Chapters 11 and 12.

             Day 2: Research Paper due.

Week 7/Day 1 and Day 2: Power Point presentations. Lecture/Discussion. DQs 8 and 9 due. Read Chapters 13, 14, and 15.

Week 8: Lecture/Discussion. DQs 10 and 11 due. 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 ( or Park University 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 Undergraduate Catalog Page 95

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 2012-2013 Undergraduate Catalog Page 98

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:2/17/2013 9:48:38 AM