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PS3313

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COURSE SYLLABUS

HUMAN GROWTH AND DEVELOPMENT

PSYC 3313 76

 

 

 

 

 

 

 

SPRING 2007 SEMESTER

LANGSTON UNIVERSITY OKLAHOMA CITY

4205 LINCOLN BOULEVARD

OKLAHOMA CITY, OKLAHOMA 73105

 

 

 

 

 

 

 

 

SIDNEY CARTER, ED.D., professor

Room #115

Phone (405) 962 1633

E-mail  Scarter@lunet.edu

 

 

 

 

 

 

 

 

Langston University

School of Education and Behavioral Science

Psychology

PSYC 3313 76 Human Growth and Development

3 Credit Hours

Room 115

 

 

FACULTY

 

Professor:        Sidney Carter, ED. D

Office:             Oklahoma City Campus

Phone:             (405) 962 1633

Office Hrs.      4 p.m. until 8 p.m. Wednesday, Thursday and Friday

Class Hrs.       4:30 p.m.  to  7:10 p.m.    Wednesday

 

“Human Growth and Development “ is a course designed to emphasize the theories, constructs and concepts that lead to understanding the principles of development for infants, children, adolescents, young adults, middle-aged and mature members of society.  Several different perspectives will be viewed from psychological to biological and moral to cognitive differences.  Selected aspects will be highlighted as deemed necessary by the instructor.

 

 

I.        CATALOG DESCRIPTION:

          Human Growth and Development deals with principles of

          Understanding and guiding the development of infants into

          Mature members of society.  Significant aspects of life from

          Conception to death are emphasized.  Fifteen (15) hours of field

          Experiences are required beyond regular class time (Teacher

          Education students only).  Prerequisites:  PSYC 1113,  ED 2212

          (For Education majors only).

 

 

 

 

 

 

II.                RATIONALE;

          Parents, teachers, social scientists and a variety of other

          Professionals are required to interact with individuals,

          (Children through late adulthood) on a daily basis.  It is believed

          That the more information one has about individuals the more

          appropriate the contacts will be.  The course is also designed to

          aid students in gaining additional insight into their recent history,

          the nature of their own childhood, adolescence, early adulthood

          and middle adulthood and view how it has shaped their present

          makeup.  Human Growth and Development is a provocative field

          of inquiry regardless of one’s culture, race, ethnicity,

          Socioeconomic background, and or religious preference.

 

 

III.     COURSE OBJECTIVES:

           Upon successful completion of this course, each student is

           Expected to be able to:

 

           1.   Explain the history of child development and compare it with 

                 the relatively brief history of interest in life-span development

           2.   Compare theories and underlying assumptions proposed by

                 Known theorist such as Freud, Erickson , Piaget and Maslow.

           3.   Explain the basic laws of genetics, drawing on human

                 Experience.

           4.   Discuss physical development and intelligence from birth to

                 Adulthood.

           5.   Discuss personality development from birth through

                 Adulthood.

           6.   Discuss social and emotional development from birth through

                 Adulthood.

           7.   Discuss cognitive development from birth through adulthood.

           8.   Describe both normal and abnormal patterns of human

                 Development.

           9.   Apply research methods to the study of human development.

           10. Use knowledge to enhance oneself and ones knowledge of

                 Others.

 

 

 

IV.      INSTRUCTION METHODOLOGY:

           Instruction methods will include student-instructor discussion,

           lecture, special presentations, video presentation and library

           Research.  In cases where it is available and or required, students 

           will participate in observation exercises, in selected school

           systems, mental health centers, or daycare facilities.

 

V.       METHODS OF EVALUATION:

          A.   Examinations, class participation and paper

                 1.  Four (4) page typed Paper                                   100 points

                 2.  Mid-term examination                                         100 points

                 3.  Final Examination                                                100 points

                 4.  Class participation                                                100 points

 

                                                                Total Points                  400 points

       

 

To ensure students are reading chapter assignments Pop Quizzes may be given without notice for extra points!

 

      

            B.   Grading Scale

                  A    =   350 to 400 points

                  B    =   300 to 349 points

                  C    =   250 to 299 points

                  D    =   200 to 249 points

                  F    =   199 and below

 

 

 

            Required Textbook:

                   Papalia, D.E. & Olds, S.W. (2001) Human Development

                   (10th ed.) San Francisco, California: McGraw –Hill, Inc.

 

 

 

 

 

 

Academic Honesty

 

Cheating and plagiarism will not be tolerated.  Any student caught cheating will receive a zero for that exam and/or risk receiving an F for the course.  Plagiarism is defined as the use without proper acknowledgement of the ideas, phrases, sentences or larger units of discourse taken from the work of another writer or speaker.

 

     The American Heritage Dictionary defines plagiarism as “to steal and use (the ideas of writings of another) as one’s own”.  In standard academic practice, this means if you copy any more than three consecutive words written or spoken by another you must acknowledge the source of these words using a footnote, and by either enclosing the words in quotation marks, or (if a longer quotation) uniformly indenting and single-spacing the material.  Correct citation method is APA style.

 

 

AFFIRMATIVE ACTION

 

Langston University in compliance with Title VI and VII of the Civil Rights Acts of 1964, Executive Order 11246 as amended, Title IX of the Educational Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, handicap, or status as a veteran in any of its policies, practices, or procedures.  This includes, but is not limited too, admissions, employment, financial aid and educational services.

 

 

ADA STATEMENT

 

Langston University fully subscribes to all required standards of the American with Disabilities Act of 1990 (ADA).  Persons in need of assistance should contact the ADA Compliance Officer in the Office of Student Affairs, Room 119, Page Hall, (405) 466 3445.  This should be reported at some point before, during, or immediately after the first scheduled class period so accommodations can be provided for the student to be successful in that class.

 

 

 

Policy on Electronic Devices in the Classroom

 

All electronic devices (e.g., cell phones, pagers, palm pilots, beepers watches) must be turned off and (with the exception of watches) concealed during class.  Interacting with these devices during class is strictly prohibited.  Instructors may make exceptions for instructional purposes.  A student who anticipates an emergency call must go directly through the emergency dispatch system located in the Langston University Police Department.  The emergency dispatcher will deliver the message to the instructor.

 

Penalty for Infraction

 

·        A student who fails to comply with this policy will be initially dismissed from the class and (per the Instructor’s discretion) may be counted absent.  Points may be deducted for work missed during that time.

·        A student whose electronic device is activated during an exam will be dismissed from the class and denied the opportunity to  complete or take that exam.  An Instructor may elect not to grade that exam.

·         A student who violates this policy a second time will be dropped from the course for disruptive behavior.

 

 

Disability

Statement:  Any student with a disability that will affect his or her

                     Progress in this class and is registered with student

                     Services, please inform the professor during or after the

                     First class meeting. 

 

 

 

Prepared by_____________________________                    Date______________

                                  Instructor                                                                          

 

Reviewed by_____________________________                    Date______________

                                  Chairperson/Coordinator                                                             

 

Accepted by______________________________                   Date______________                               

 

Class Schedule

Human Growth and Development

 Spring Semester 2007

 

                                                                                                                          Chapter(s)

1 17 07     Introduction to Class and Syllabus Review                           

 

1 24 07    The Study of Human Development show “Wild Child Film”               1

 

1 31 07    Theories / Research    and    Forming a New Life                                    2, 3

 

2 07 07    First Three Years  (Physical Development)                                             4 

  

2 14 07    First Three Years (Cognitive/ Psychosocial Development)                     5, 6

                                                                 

2 21 07    Early Childhood…Physical / Cognitive                                                   7, 8

                                                                                                                                       

2 28 07    Adolescence  Physical / Cognitive  (P/O Take home Mid-Term)        11                                                                   

                                                                          Test Covers Chapters 1 – 8

 

3 07 07    Young Adulthood  (Psychosocial (Take home Mid-term Due)            12       

 

3 14 07     Young Adulthood Physical/Cognitive/Psychosocial Development        13, 14                 

 

3 21 07     NO CLASS,  SPRING  BREAK                      

 

3 28 07     Middle Adulthood (Physical and Cognitive Development)                    15                                                                              

 

4 04 07     Middle Adulthood  (Psychosocial)                                                          16                             

 

4 11 07     Late Adulthood    (Physical and Cognitive Development)                     17

 

4 18 07     Late Adulthood     (Psychosocial Development)                                    18                                                                                                  

 

4 25 07     PAPERS DUE

                         PRESENTATIONS BEGIN

 

5 02 07     PRESENTATIONS CONTINUE

                            PASS OUT FINAL EXAM

                                   FINAL EXAM COVERS CHAPTERS 11 THROUGH 18

 

5 09 07     FINAL EXAMINATION DUE                                                                                                                             

                                                                                                                                                                                                                                                             CONGRATULATIONS TO GRADUATING SENIORS

GUIDELINES FOR DEVELOPMENT OF PAPER

 

Assignment:  Write a paper summarizing “one” of the development stages we have discussed (i.e. First Three Years, Early Childhood, Adolescence, Young Adulthood, Middle Adulthood, or Late Adulthood).

 

 In your paper utilize one of the six theoretical perspectives (Psychoanalytic, Learning, Humanistic, Cognitive, Echological or Contextual) we have discussed to explain the development stage you select.

 

 

EXAMPLE:

  

If you select Early Childhood as the development stage you want to write your paper on, then, discuss all of the events that should “normally” occur during this stage and relate these occurrences to one of the six theoretical perspectives above.  Be sure to give credit to the Developmental Scientist who popularized the theoretical perspective you use.

 

TECHNICAL ASPECTS:  The paper should be typed, double spaced, 1 inch margins at top and bottom of page, correct spelling, punctuation, and appropriate citations of  references (if applicable).  The paper should be no less than 4, and  not more than 8 pages long .

 

HAPPY WRITING!

 

 

 

 

 

 

 

 

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