Human Development: A LifespanSpring 2018
▪ FCS 324 (17429)Instructor: Anna Otto
▪ PSYC 370 (17430)
SYLLABUS
Course Description:
Students will study the physical, cognitive, social, and emotional development of humans from conception through the life span. Emphasis will be placed on the theoretical and practical application of developmental principles including atypical aspects of development. Major developmental theories concerning life span development will be studied. Topics from conception to death will be presented including: conception, prenatal development, including prenatal developmental complications, physical, cognitive, social, emotional developmental, and developmental issues. Included in these broad developmental areas are learning, brain development, personality, morality, and societal influences on development. Atypical development and challenges to optimal development will be included. The course also examines end of life issues and bereavement. This is a foundational course for careers in the educational, social, psychological, and medical fields. Students may receive credit for FCS 324 or PSYC 370, but not both.Course Prerequisite/Advisory:
Prerequisite: None
Advisory: ENGWR 101 and ENGRD 110, or ESLW 340 and ESLR 340; and ESL 114 with grades of "C" or better.
Learning Outcomes and Objectives:
Upon completion of this course, the student will be able to:
•identify developmental factors that are influenced by heredity and environment including factors that lead to atypical and delayed development.
•define and give examples of developmental domains including developmental problems within each domain.
•compare and contrast major aspects of physical, cognitive, social, and emotional development and challenges in these areas during the life span.
•evaluate the research on the influence of nature and nurture.
•analyze how the concept of gender influences development.
•compare and contrast how identity is developed and how identity changes during the life span.
•analyze a major life event and/or time period based on life span theories.
•discuss and give examples of cultural factors that shape development and influence values, attitudes, and beliefs.
•describe and give examples of how the scientific method can be used to evaluate research in life span development.
Required Text:
Berk, L.E. (2018). Exploring lifespan development(4th ed.). Boston:Pearson.
Schedule Information:
Class meetings: TTh 1:00-2:20pm,Davis 212
Office hours: Thursdays 12:20-12:50 in Davis 124, or by appointment
E-mail:
Phone: (530)747-5200 (Davis Center), where you may leave a message
Web page:
Class Format:
This class provides an interactive learning opportunity. Students are encouraged and expected to participate in class discussions. Individual, small group and whole group work will be required. Class lecture and activities will emphasize and expand on text material. Students will be responsible for all material covered in the text and all material covered in class.
Behavior Expectations:
In my classroom, it is my intent to establish an atmosphere that is conducive to the learning of all students. As such, I attempt to be fair, reasonable and respectful to my students. In return, I expect my students to display the same behaviors to me and other students in the class. Typically, this is achieved in a college course without explicit discussion. However, to make sure that everyone has the same understanding of what this entails, we will be following SCC’s Student Code of Conduct. If you are not familiar with this document, be sure that you review.
In addition, following SCC’s Academic Standards, “…students are expected to attend all sessions of classes in which they are enrolled.” Students who fail to attend the first session of a class may be dropped and lose their seat in class. Any student with excessive absences may also be dropped from the class. According to college policy, “(e)xcessive absences are defined as 6% of the total hours of class time.” For additional information about attendance and other expectations, refer to:
Active cell phones create a distraction in the class. If you must bring a cell phone with you, please make sure that it is either off or on silent mode and stored out of site. Please note, texting and other non-class uses of electronics are NOT allowed during class. Students who create a distraction to the teacher or other students may be asked to leave the classroom.
Important Dates:
Keeping in mind, that adding or dropping a class is the responsibility of the student … not of the instructor.
▪ Last day to enroll: January 28, you will need a Permission to Add (PTA) Number
▪ Last day to drop with a refund: January 26
▪ Last day to drop without a notation on record: January 28
▪ Last day to drop with a “W” grade: April 15
▪ Last day to petition for credit/no credit: February 15
Course Requirements and Weighting:
1)Periodic exams (300 pts.; 50%). There will be three unit exams and a final exam. Each exam will be worth 100 points; your best three scores will be used to calculate your final grade. The dates and content of the exams are noted in the tentative topical outline below. All exams begin promptly at the beginning of the class period. You will need to arrive on time, as exams may not be given to students who arrive late. Make-up exams will only be given in cases of illness or emergency, and must be completed within one week of the original exam; no make-ups are available after an exam has been returned to students. Special arrangements must be made to administer a make-up exam, so it is the student’s responsibility to contact me before the next class if they miss an exam. Points may be deducted for late exams. There will not be any opportunity to make-up the final exam.
2)Class assignments (120 pts.;20%). Each age period will include a short assignment. The due dates are noted in the tentative topical outline below. Specific details will be handed out during the semester. Assignments may require written and/or oral components. Assignments submitted after their due date will have points deducted (10% during the first week; 20% during the second week; 30% during the third week; 40% during the fourth week; 50% during the fifth and subsequent weeks). Assignments are due at the beginning of the class period; assignments submitted after the beginning of class may be considered late.
3)Chapter Quizzes (95 pts.; 16%). Chapter quizzes are due at the beginning of class as indicated on the tentative topical outline below. Quizzes submitted late may receive up to half credit. No credit will be available after the unit exam.
4)Participation (75 pts; 12.5%). It is expected that you attend and participate in all class sessions, for the entire class period. Examples of expected participation include beginning of class review and in class activities, as well as being engaged during class time. Participation points are assigned at the end of each “unit.” Students who are regularly in class, on time, and appropriately participating and engaged in class will earn full participation points. Remember, you need to be in class in order to participate!
5)Receipt of syllabus and policies and introductory email (10 pts.; 1.5%). Please sign and return the attached sheet (5 pts.). This sheet is required to be returned to the instructor before points begin accumulating for the semester. Go to the class website and follow the instructions to send an introductory email from your Sac City gmail address (5 pts.).
6)Extra Credit (TBA). Periodically extra credit opportunities may be made available to students. The details, points and due dates will be announced as the opportunities are presented. Students who have received any disciplinary action will not be allowed to earn extra credit points.
Grading:
Student grades will be determined based on the total number of points earned on exams, assignments, quizzesand participation. I use the following allocation as my guideline in assigning final course grades:
90% of total points = A
80% of total points = B
70% of total points = C
60% of total points = D
below 60% = F
Accommodations: If you are a student with special needs, please let me know as soon as possible if you need accommodations. These discussions are best handled by scheduling an appointment with me. All needs that have been verified through the Disability Services & Programs for Students (DSPS) on campus will be accommodated.
Tentative Topical Outline:
Date / Topic / Readings / Work Due1/16 / Introduction
Theory & Research / Ch. 1 / Syllabus receipt and introductory email
1/18 / Theory & Research / Ch. 1 / Quiz 1
1/23 / Theory & Research
Foundations / Ch. 1
Chs. 2 & 3 / Quiz 2
1/25 / Foundations / Chs. 2 & 3 / Quiz 3
1/30 / Foundations / Chs. 2 & 3 / Assignment 1
2/1 / Foundations
Infancy & Toddlerhood / Chs. 2 & 3
Chs. 4, 5 & 6 / Quiz 4
2/6 / Infancy & Toddlerhood / Chs. 4, 5 & 6 / Quiz 5
2/8 / Infancy & Toddlerhood / Chs. 4, 5 & 6 / Quiz 6
2/13 / Infancy & Toddlerhood / Chs. 4, 5 & 6 / Assignment 2
2/15 / Exam #1 (Chs. 1-6)
2/20 / Early Childhood / Chs. 7 & 8 / Quiz 7
2/22 / Early Childhood / Chs. 7 & 8 / Quiz 8
2/27 / Early Childhood / Chs. 7 & 8 / Assignment 3
3/1 / Middle Childhood / Chs. 9 & 10 / Quiz 9
3/6 / Middle Childhood / Chs. 9 & 10 / Quiz 10
3/8 / Middle Childhood / Chs. 9 & 10 / Assignment 4
3/13 / Adolescence / Chs. 11 & 12 / Quiz 11
3/15 / Adolescence / Chs. 11 & 12 / Quiz 12
3/20 / Adolescence / Chs. 11 & 12 / Assignment 5
3/22 / Exam # 2 (Chs. 7-12)
3/27 / SPRING BREAK
3/29 / SPRING BREAK
4/3 / Early Adulthood / Chs. 13 & 14 / Quiz 13
4/5 / Early Adulthood / Chs. 13 & 14 / Quiz 14
4/10 / Early Adulthood / Chs. 13 & 14 / Assignment 6
4/12 / Middle Adulthood / Chs. 15 & 16 / Quiz 15
4/17 / Middle Adulthood / Chs. 15 & 16 / Quiz 16
4/19 / Middle Adulthood / Chs. 15 & 16 / Assignment 7
4/24 / Late Adulthood / Chs. 17 & 18 / Quiz 17
4/26 / Late Adulthood / Chs. 17 & 18 / Quiz 18
5/1 / Late Adulthood / Chs. 17 & 18 / Assignment 8
5/3 / End of Life / Ch. 19 / Quiz 19
5/8 / Exam #3 (Chs. 13-19)
5/10 / NO CLASS – FINALS SCHEDULE
5/15 / Final Exam, 12:45-2:45
Acknowledgement of Receipt of Syllabus,
including Behavior Expectations, Course Requirements and Tentative Topical Outline,
for
FCS 324/PYSC 370
Human Development
Spring 2018
Instructor: Anna Otto
Student Name: ______
Student Signature: ______
Be sure to update your student gmail account, as the contact information on file with the college will be used for communication, if needed.
Any information I should know (e.g., medical conditions or special emergency procedures). Remember, though, any special needs requiring accommodations should be verified through Disability Services and Programs for Students (DSPS).