PS121 Human Growth & Development

for SP 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.


PS 121 Human Growth & Development


SP 2013 HO


Cowley, Brian J.


Professor of Psychology


B.S.-Psychology-Utah State University
M.S.-Behavior Analysis & Therapy-Southern Illinois University at Carbondale
Ph.D.-Developmental & Child Psychology-University of Kansas

Office Location


Office Hours

MW 10:00 AM-12:00 PM; MW 1:15-2:15 PM

Daytime Phone


Other Phone





Web Page


Semester Dates

January 14, 2013 through May 10, 2013

Class Days


Class Time

9:00 - 9:50 AM



Credit Hours



Santrock, J. W. (2011) Life-span development (13th Ed.). New York: McGraw-Hill (ISBN 978-0-07-353209-7)

student registration info

  • course
  • PS121 - Human Growth and Development
  • instructor
  • Brian Cowley
  • section
  • Spring - 2013 - MWF - 9:00-9:50 AM
  • registration dates

how to register:

It's easy! Go to your section web address and click register now.

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.
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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:
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

  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:

·         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.

·         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

Possible Points

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.

  • 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.

100 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.

Each student will need enter their group’s discussion thread 5 times to receive full credit. Each entry will be worth 2 points.

  • 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.

100 Points

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.

  • 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.

100 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. Reply to First Group’s Case Study
  2. Reply to Second Group’s Case Study
  3. Reply to Third Group’s Case Study
  4. Classroom Presentation

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.)

100 Points

·         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.



Points Possible

% for Grade




90-100 %






Group Projects/Case Studies




Learning Modules




Milestone Video Lab




Research Paper




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:



Reading Assignment


Unit 1

Weeks 1 & 2




Martin Luther King 1-21-13


Careers in Life-Span Development

Biological Beginnings

Prenatal Development

Chapter 1

Appendix (p. 45)

Chapter 2

Chapter 3

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

Unit 2

Weeks 3 & 4




Physical Development in Infancy

Cognitive Development in Infancy

Socioemotional Development in Infancy

Chapter 4

Chapter 5

Chapter 6

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

Unit 3

Weeks 5 & 6




President’s Day 2-18-13

Physical and Cognitive Development in Early Childhood

Socioemotional Development in Early Childhood

Chapter 7

Chapter 8

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

Unit 4

Weeks 7 & 8




Physical and Cognitive Development in Middle and Late Childhood

Socioemotional Development in Middle and Late Childhood

Chapter 9

Chapter 10

Quizzes, Return and Report, Case Study Analysis, Learning Modules: Chapters 9 & 10

Unit 5

Weeks 9 & 10




Spring Recess




Physical and Cognitive Development in Adolescence

Socioemotional Development in Adolescence

Chapter 11

Chapter 12

Quiz, Learning Modules: Chapters 11 & 12, Milestones: Adolescents-Body Image, Adolescents-Emotions, Adolescents-Thinking & Memory, &

Unit 6

Weeks 11 & 12




Good Friday


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

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

Unit 7

Weeks 13 & 14




Socioemotional Development in Middle Adulthood

Physical Development in Late Adulthood

Cognitive Development in Late Adulthood

Chapter 16

Chapter 17

Chapter 18

Quiz, Learning Modules: Chapters 16, 17, & 18, Milestones: Middle Adulthood-Emotion, Late Adulthood-Body Image, Late Adulthood-Sexuality

Unit 8

Weeks 15 & 16




Socioemotional Development in Late Adulthood

Death, Dying, and Grieving

Chapter 19

Chapter 20

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

May 8, 2013 from 8:00-10:00 AM

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 ( or Park University 2011-2012 Undergraduate Catalog Page 95-96
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 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 95
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 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:1/11/2013 3:59:55 PM