PS 121 Human Growth & Development
SP 2013 HO
Cowley, Brian J.
Professor of Psychology
B.S.-Psychology-Utah State UniversityM.S.-Behavior Analysis & Therapy-Southern Illinois University at CarbondalePh.D.-Developmental & Child Psychology-University of Kansas
MW 10:00 AM-12:00 PM; MW 1:15-2:15 PM
January 14, 2013 through May 10, 2013
9:00 - 9:50 AM
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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 human development.
Learning Outcomes: Core Learning Outcomes
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:
Minimum Duration of Observation/Interview
The First Two Years
The Play Years
The School Years
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 RubricClass Assessment:
· 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.
· Case Study Project. 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 – Case Study Project
Written Case Study Elements: Each time a section of the case is completed it needs to be added to the previous work and turned in in its entirety as an attached Microsoft Word Document attached in the last entry in the Discussion Thread.
Frequency Count of Responses in Discussion Thread
Quality of Responses in Discussion Thread
Case Study Background (Unit 2): Each group will create their own case study. For section 1 they will make up a fictional person that they can build their case around. Each group will use their textbook and the literature to develop this case. They will start with describing the social, physical, and psychological aspects of your cases life. This will include such features as family, education, physical characteristics, socioeconomic status, etc. Each group will provide a bulleted list of learning objectives for the case study. These objectives should be focused on the class.
Each student will need enter their group’s discussion thread 5 times to receive full credit. Each entry will be worth 2 points.
Case Study Analysis (Unit 4): Each group will make their case study more comprehensive by using their textbook and the literature to compare and contrast how their case is developing compared to a typically developing individual. Either their case will show different development or typical development. This will have to be thoroughly explored in the case.
Case Management (Unit 6): Each group will provide a plan as to how they will present their case to the class. They will also provide a quiz and answer key for the case. Each group will provide a references page for their case that shows the literature that was used.
thread 5 times to receive full credit. Each entry will be worth 2 points.
Case Classroom Presentation (Unit 8): There will be a final discussion thread where the class will have access to each group’s final case study 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.
1-3. Critical Analysis, Comparison to Textbook Material, Comparison to Literature Outside of Textbook
4. Presentation Organization
2 Types of Media (PowerPoint, video, handout, etc.)
· Learning Modules. Each student will receive 10 points for completing the learning modules found in connect in each unit.
· Milestone Video Lab. There will be some video segments illustrating developmental processes with a few accompanying questions. Each Milestone Practice will be worth up to 3 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.
% for Grade
Group Projects/Case Studies
Milestone Video Lab
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:
E-Mail Procedures: General e-mail: When sending an e-mail, you must identify yourself by:
Purpose of the e-mail
Weeks 1 & 2
Martin Luther King 1-21-13
Careers in Life-Span Development
Appendix (p. 45)
Quiz, Learning Modules: Chapters 1, 2, & 3, Milestones: Crossing the Midline, Taste Perception, Neonatal Reflexes, Fine Motor, Gross Motor 1-15 Weeks, Gross Motor 2-28 Weeks, Gross Motor 6-12 Weeks, Motor Scaffolding, Sensory Motor
Weeks 3 & 4
Physical Development in Infancy
Cognitive Development in Infancy
Socioemotional Development in Infancy
Quiz, Case Study Background,
Learning Modules: Chapters 4, 5, & 6, Milestones: Systems Approach, Emergence of Language, Cry Differentiation, Object Permanence, Development of Attachment, Emotional Expression 8-36 Weeks, Emotional Expression 2 Weeks-3 Years, Interactional Synchrony, & Social Smile
Weeks 5 & 6
President’s Day 2-18-13
Physical and Cognitive Development in Early Childhood
Socioemotional Development in Early Childhood
Quiz, Learning Modules: Chapters 7 & 8, Milestones: Advanced Gross Motor, Imitative Learning, Learning to Follow Instructions, Pre-Literacy, Scaffolding, Theory of Mind, Understanding Numbers & Logic, Friendship, Types of Play, & Self Care
Weeks 7 & 8
Physical and Cognitive Development in Middle and Late Childhood
Socioemotional Development in Middle and Late Childhood
Quizzes, Return and Report, Case Study Analysis, Learning Modules: Chapters 9 & 10
Weeks 9 & 10
Physical and Cognitive Development in Adolescence
Socioemotional Development in Adolescence
Quiz, Learning Modules: Chapters 11 & 12, Milestones: Adolescents-Body Image, Adolescents-Emotions, Adolescents-Thinking & Memory, &
Weeks 11 & 12
Physical and Cognitive Development in Early Adulthood
Socioemotional Development in Early Adulthood
Physical and Cognitive Development in Middle Adulthood
Quiz, Case Management,
Learning Modules: Chapters 13, 14, & 15, Milestones: Early Adulthood-Body Image, Early Adulthood-Sexuality, Early Adulthood Thinking & Memory, Early Adulthood-Emotions, Middle Adulthood-Body Image, Middle Adulthood-Sexuality, Middle Adulthood-Thinking & Memory
Weeks 13 & 14
Socioemotional Development in Middle Adulthood
Physical Development in Late Adulthood
Cognitive Development in Late Adulthood
Quiz, Learning Modules: Chapters 16, 17, & 18, Milestones: Middle Adulthood-Emotion, Late Adulthood-Body Image, Late Adulthood-Sexuality
Weeks 15 & 16
Socioemotional Development in Late Adulthood
Death, Dying, and Grieving
Quiz, Case Classroom Presentation, Learning Modules: Chapters 19 & 20, Milestones: Late Adulthood-Emotion & Lifespan Perspective on Death & Dying, Core Assessment
May 8, 2013 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 95-96I 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 95When 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.
Park University 2011-2012 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: http://www.park.edu/disability .
Last Updated:1/11/2013 3:59:55 PM