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San Joaquin Delta College
HUMAN DEVELOPMENT
Course Information
Department Number: FCS 19/ HS 19
Title of Course: Human Development
Course Code: 97945 / 52439
Instructor:
Location:
Day:
Melinda Westland
Locke 313
Monday and Wednesday
Student Units: 3
Semester: Spring 2016
Email: mwestland@deltacollege.edu
Time: 9:30 – 11:00 AM
Office Hours: By Appt (before & after class)
Phone: 209-931-1156
Prerequisites: Level II reading or concurrent enrollment
Our overarching goal in this course is to engage in a valuable learning experience exploring the process of human development. In this course, we will learn about human development from the beginning of life to the end. A major theme is that life can be viewed in three different dimensions: the physical, cognitive, and psychosocial (psychological development in and with the social environment) changes in the individual. The development of the individual is an exciting process, beginning with the rapid transformation of cells at conception and continuing through the varied changes of growth and aging.
Course Objectives:
Specific Objectives: Upon successful completion of this course, the student will be able to:
1. Compare and contrast the basic theories of human development, the history of the life span studies, and the issues of developmental research.
2. Describe the biosocial, cognitive and psychosocial development changes that occur at specific periods of life span stages.
3. Describe and evaluate cognitive growth at each stage including the process of language development, thinking and problem-solving, intelligence, and creativity.
4. Describe and evaluate the psychosocial tasks of each of the stages of life including the impact of the family, siblings and peers, schools, media, work, sexuality, and culture.
5. Describe and evaluate the biosocial development of the stages of life including disease processes and modes of enhancing wellness.
6. Describe examples of development of morality.
Course Outcomes:
Upon completion of the course the student will be able to:
1. The student will compare and contrast the basic theories of human development on written exams.
Catalog Statement:
This course is an integration of the biological, cognitive, and psychological aspects of human development throughout the lifespan. The course is a study of the developmental tasks facing individuals at various points in the life cycle and the ways social interaction and cultural institutions shape the development of the individual. The course is designed as a foundation course for careers in educational, social service, psychological, and health fields.
(UC, CSU).
Additional information regarding this course and its program learning outcomes can be found on the
District’s webpage. This course is associate degree appropriate.
Required Textbook:
The Developing Person Through the Lifespan by Kathleen Stassen Berger, 9 th
edition. If students choose to use a different edition of the required textbook, the student assumes responsibility for differences between that edition and the 9th edition.
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January 20
Course Schedule
The teaching schedule is tentative and may be altered to accommodate learning
Wed Chapter 1 – Science of human development
READ: Chapter 1, HW: Intro Letter Activity Assignment
Chapter 2 – Theories of human development
READ: Chapter 2
January 25 Mon
January 27 Wed
February 1 Mon
Chapter 3 – Heredity & environment
READ: Chapter 3
Chapter 4 – Prenatal development & birth
READ: Chapter 4, Last day for a refund 2/1
February 3 Wed Chapter 5 – The first two years: Biosocial development
READ: Chapter 5, Last day to drop without a W is 2/7
February 8 Mon
February 10 Wed
Chapter 6 – The first two years: Cognitive development
READ: Chapter 6
Chapter 7 – The first two years: Psychosocial development, Study prep
DUE: Written Assignment #1, READ: Chapter 7
February 15 Mon
February 17 Wed
February 22 Mon
February 24 Wed
February 29 Mon
March 2
March 7
Wed
Mon
Holiday, No class
READ:
Exam #1 (Chap 1 – 7)
Chapter 8 – Early childhood: Biosocial development
READ:
READ:
Chapter 10 – Early childhood: Psychosocial development
READ:
Chapter 8
Chapter 9 – Early childhood: Cognitive development
Chapter 9
Chapter 10
Chapter 11 – Middle childhood: Biosocial development
Chapter 11
Chapter 12 – Middle childhood: Cognitive development
READ: Chapter 12
March 9 Wed Chapter 13 – Middle childhood: Psychosocial development, Study prep
READ: Chapter 13
March 14 Mon Exam #2 (Chap 8 – 13)
March 16 Wed Chapter 14 – Adolescence: Biosocial development
READ: Chapter 14, Last day to drop with a W is 3/18
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April 27
May 2
May 4
May 9
May 11
May 16
April 6
April 11
April 13
April 18
April 20
April 25
March 21-23 Mon, Wed Spring Break, No class
March 28 Mon Chapter 15 – Adolescence: Cognitive development
READ: Chapter 15
March 30
April 4
Wed
Mon
Chapter 16 – Adolescence: Psychosocial development
READ: Chapter 16
Chapter 17 – Emerging Adulthood: Biosocial development
DUE: Written Assignment #2, READ: Chapter 17
Wed Writing Lab
Mon
Wed
TBD
Chapter 18 – Emerging Adulthood: Cognitive development
READ: Chapter 18
Mon Chapter 19 – Emerging Adulthood: Psychosocial development, Study prep
Wed
Mon
READ: Chapter 19
Exam # 3 (Chap 14 – 19)
Chapter 20 – Adulthood: Biosocial development
READ: Chapter 20
Wed Chapter 21 – Adulthood: Cognitive development
READ: Chapter 21
Mon
Wed
Mon
Wed
Mon
Chapter 22 – Adulthood: Psychosocial development
READ:
Chapter 23 – Late Adulthood: Biosocial development
DUE:
Chapter 22
Extra Credit (last day),
Chapter 25 – Late adulthood: Psychosocial development
READ: Chapter 25
Chapter Epilogue – Death & dying
READ: Epilogue
READ: Chapter 23
Chapter 24 – Late Adulthood: Cognitive development
DUE: Written Assignment #3 , READ: Chapter 24
May 18
May 20
Wed
Fri
Course evaluations
Study prep
FINAL Exam # 4 8:00 – 9:50 AM
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Class Expectations
Attendance

Attendance and participation are expected of all students.*Attendance policy is listed on the next page

Sign the attendance roster each session. Do not sign for anyone else.
 It is the student’s responsibility for any material missed due to absence. It is highly recommended that you locate notes if you miss a class - some of the material covered is not in the text.

College policy states that students who do not attend class the first session may be dropped.

Missing class more than four times in the semester may also result in being dropped from the course.
 It is the student’s responsibility to make schedule changes or drop the course before deadline dates (listed in Course Schedule).

To leave messages regarding absences or for other reasons, use the e-mail address listed.
Communication with the instructor is key .

If you have a documented disability and need accommodations for this class, please see me as soon as possible or contact the Disability Support Programs and Services (DSPS) for assistance. DSPS is located in the DeRicco Building, 2 nd
Floor. The phone number is (209) 954-5151ext: 6272
Classroom behavior

Please arrive to class on time every day and stay until the end of class.
If you need to leave early for a specific reason, please advise the instructor before class.

Be attentive during class. Save outside conversations for another time. If students are chatting during class, they may be asked to separate. No talking during exams.

Evaluate if you are too tired to be in class. Falling asleep is not appropriate during class.

Respectful behavior toward all involved in the course is expected. Arguments or contention is inappropriate. Students will be asked to leave if they are disruptive to classroom instruction.

Turn off cell phones or put on silent.

P lease do not text or use your phone during class; step outside to use your phone for emergencies, if needed. Here’s why – recent research has found that it takes at least 15 minutes to refocus on concentrated mental activity after answering a cell phone. Studies show that the brain cannot focus on two things at once (such as texting and taking notes at the same time).

Refer to the Student Rights and Responsibilities webpage on the San Joaquin Delta College website for additional information from the Student Handbook.
Assignments

Please check your student e-mail regularly. E-Services lab is available (DeRicco first floor).

There will be no make-up exams. If you miss a test, use the extra credit to make up points.

It is highly recommended you do extra credit in case you need to miss a test unexpectedly.

All work is due by the beginning of class on the due date.

Include a cover page for all assignments.

Bring assignments to class; do not turn in assignments to the Division Office.

Please turn in hard copies of all assignments; no assignments will be accepted by e-mail.

Assignments will be reduced by 30 points for each class session they are late. Do not turn in late work that is no longer worth any points.

No late assignments will be accepted after May 11, 2016.

Delta College has computer facilities available for student use.

It is highly recommended that students keep copies of returned assignments and tests for their own records until grades are issued.
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Academic Dishonesty/Cheating/Plagiarism
Cheating is to engage in deceitful behavior; practice trickery or fraud. In the academic setting it is often the act of presenting another person’s work as one’s own work. This can be done by looking on another student’s test for answers, receiving and/or using unauthorized copies of tests, bringing notes (actual or electronic) to a closed-book test, or any other method that provides the student with illicit information.
Plagiarism is cheating, whether it is copying from a book, from a website, or using another student's work.
Attendance Policy
Attendance in class is critical to success. Attendance consists of meeting the required number of hours as set by the course schedule. Failure to attend the class may result in an inability to complete assignments, master the required information, obtain important updates and information regarding assignments, and to succeed on quizzes and exams. According to the SJ Delta College Policy 5075, "any student who fails to attend any class session during the first three sessions of the class at the beginning of the term may be dropped from that class unless the student has advised and obtained an absence approval from the faculty member." If you expect to miss class, it is the student’s responsibility to notify the instructor by email at mwestland@deltacollege.edu
. Excessive absences are defined as “one more than the number of time the class meets per week”. If a student misses three class periods, they may be dropped from the course, at the discretion of the instructor.
If the student misses more than three classes, and has not notified the instructor, the student will be dropped and will not be eligible for reinstatement.
The professor reserves the right to make any necessary adjustments in the operation of the course that in his/her professional judgment are warranted to better meet the needs of the students.
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Course Requirements

Four exams covering material from both in-class discussions and the textbook (100 points each)
The Final Examination is mandatory

Three Written Assignments (100 points)

Four In-class Assignments (20 points each)

One Office Appointment (20 points)

Extra credit (Optional): You may do up to 2 extra credit assignments (50 points each)

Students must achieve no less than 70% of the total points possible by the end of the course (558)
Grading Scale
A 720-800 points (90-100%)
B 639-719 points (80-89%)
C 558-638 points (70-79%)
D 477-557 points (60-69%)
F Below 476
Assignment Details
1.
Exams (100 points each)

Exams will include multiple choice and true/false questions

Exams will be comprised of 100 questions worth 1 point each. A #100 scantron is required.

85-90% of the test questions will come from in-class teachings and film clips

There are no make-up tests. Extra credit is available if a test is missed
2.
Written Assignments (100 points each)
 All assignments should be typed, double-spaced with 12-point font and 1-inch margins
 Use APA format for all referencing and citations and include a cover page. If needed, utilize the writing center for assistance with APA formatting.
 Papers should be two to four pages in length
 Papers will be evaluated with the following criteria: Formatting & citations=25 pts, Clarity & conciseness of issue discussion=50 pts, writing/grammar=20 pts
Assignment # 1 – 5 Year Plan/Goals Paper (additional details on page 8 of syllabus)
 Assignment details are listed below. Goals should be listed in positive language, i.e. “I will…”
Assignment #2 – Topic of Interest (details on page 9)
 Select a topic within one developmental stage and share your personal experience or interest in this topic.
Assignment #3 – Funeral Paper (details on page 9)
 You may ask the Reading Writing Learning Center for assistance (Holt 201, 954-5657)
3.
In-class Assignments (20 points each)

Various in-class assignments, must be present to earn points

Reflective journal
4.
Office Appointment (20 points)

Meet with me by appointment once during this course, no later than May 11 th
.

Appointments may be scheduled before class or after class.
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5.
Extra Credit: Life Applications or Student Volunteerism (50 points each)

You may volunteer for an on-campus learning event. Instructor approval must be obtained in advance. Upon completion, proof of service should be provided to instructor AND/OR

Choose from the list of life application projects on pages 9 & 10 or the Movie Paper option

You may choose two extra credit options, each must come from a different section (1, 2, 3, 4)

Include a cover page and notate which section number and letter you are addressing

Assignments should be from 1 ½ to 3 pages, double spaced with 1-inch margins o Papers will be evaluated with the following criteria: Formatting, writing, grammar, paper length=20 points, Thoroughness of life application or connection to course material=30 points. o Further details on pages 10 & 11 of syllabus
Written Assignment #1: 5 Year Plan
Five-Year Plan
Please consider what you would like to do with your life in the next five years. There are several good resources online, if you Google “Personal Five Year Plan”.
Consider the following questions:
1. What are your educational goals for the next five years?
A. College?
B.
Internship?
C.
Specialized degree, then more college?
2. What are your employment goals?
A. Will you be prepared to meet your employment goals in five years or will you need more time to prepare?
3. What are you personal goals?
A.
Marriage?
B.
Family?
C.
Change of location?
D.
Travel?
E.
Other goals?
4. What specific goals do you want to set for the long term?
5. What specific goals for the short term? a. This might include a car, a new stereo, etc.
6. How realistic are these goals for you?
7. What is your plan B, if your plan does not take the direction that you would like it to take?
8. What will you do if you change your mind completely?
9. Other: This is anything that you think is important to your five-year plan.
Your paper should be 2 - 4 pages in length, typewritten on the computer, double- spaced, and in a
12 point font. Goals should be listed in positive language, i.e. “I will…”
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Written Assignment #2: Topic of Interest

Select a topic within one developmental stage and share your personal experience or interest in this topic.

Give your paper a title

There should be a minimum of one reference citation from our textbook.
 Papers should be typed, double-spaced with 12-point font and 1-inch margins
 Use APA format for all referencing and citations and include a cover page
 Papers should be two to four pages in length
Written Assignment #3 Options: Funeral planning
Plan your FUNERAL
This exercise is designed to promote consideration of end of life choices that we should be prepared to make. The objective is to give the student the opportunity to:

Understand the process of decision making for end of life planning.

Apply a thoughtful process regarding those decisions that will assist family in provision of a process that is realistic and desirable
understand the cost related to the process

Write the paper from a perspective that you have lived a long full life
1. Visit a funeral-planning site of your choice (Google “funeral planning).
2. Make decisions regarding the type of funeral that you would like.

Traditional vs non-traditional

Cremation vs burial

Memorial vs actual funeral

Music
 Clothing
 Photos

Party after; wake; family gathering

Guests at the service
3. Write a 2 to 4 page paper describing your perfect funeral. Include current costs for the type of service that you choose, including plot, casket or urn, etc. Address the bullets listed in point number two.
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Extra Credit
You may select 2 of the following Extra Credit Assignment options:
Write a Movie Paper
Watch one movie related to human development from the following list: Inside Out, Boyhood,
Lars and the real girl, American History X . Write a paper making connections to course materials and sharing your reaction to the movie. Paper should be a minimum of two pages, typed, doublespaced with a cover page. Use APA when citing our textbook.
And/Or
Write a paper on one of the topic below
Section 1 (Chapters 1 – 7)
A.
Behaviorism has been used to change personal habits. Think of a habit you would like to change
(i.e., stop smoking, exercise more, watch less TV). Count the frequency of that behavior fro a week, noting the reinforcers for each instance. Then develop a substitute behavior, reinforcing yourself for it. Keep careful data for several days. What did you learn?
B.
Draw a genetic chart of your biological relatives, going back as many generations as you can, listing all serious illnesses and causes of death. Include ancestors who died in infancy. Do you see any genetic susceptibility? If so, how can you overcome it?
C.
Interview three mothers of varied backgrounds about their birth experiences. Make your interviews open-ended—let them choose what to tell you, as they give you at least a 10 minute description. Then compare and contrast the three accounts, noting especially any influences of culture, personality, circumstances, and cohort.
Section 2 (Chapters 8 – 13)
A.
Keep a food diary for 24 hours, writing down what you eat, how much, when, and why. Then think about nutrition and eating habits in early childhood. Do you see any evidence in yourself of imbalance (e.g., not enough fruits and vegetables, eating when your not hungry)? Did your food habits originate in early childhood, in adolescence, or at some other time?
B.
Ask three parents about punishment, including their preferred type, at what age, for what misdeeds, and by whom. Ask how they were punished as children and how that affected them. If your sources all agree, find a parent with a different viewpoint.
C.
Internet sources on any topic vary in quality, but this may be particularly true of websites designed for parents of children with special needs. Pick one childhood disability or disease and find several
Web sources devoted to that condition. How might parents evaluate the information provided?
D.
Visit a local elementary school and look for the hidden curriculum. For example, do the children line up? Why or why not? When and how? Does gender, age, ability, or talent affect the grouping of children or the selection of staff? What is on the walls? Are parents involved? If so, how? For everything you observe, speculate about the underlying assumptions.
Section 3 (Chapters 14 – 19)
A.
Talk with someone who became a teenage parent. Were there any problems with the pregnancy, the birth, or the first years of parenthood? Would the person recommend teen parenthood? What would have been different if the baby had been born three years earlier or three years later?
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B.
Locate a news article about a teenager who committed suicide. Can you find evidence in the article that there were warning signs that were ignored? Does the report inadvertently encourage cluster suicides?
C.
Describe the daily patterns of someone you know who has unhealthy habits related to eating, exercise, drug use, risk-taking, or some other aspect of lifestyle. What would it take for that person to change his or her habits? Consider the impact of time, experience, medical advice, and fear.
D.
Talk to three people you would expect to have contrasting views on love and marriage (differences in age, gender, upbringing, experience and religion might affect attitudes). Ask each the same questions and then compare the answers.
Section 4 (Chapters 20 – Epilogue)
A.
Attend a gathering for people who want to stop a bad habit or start a good one—open meeting of alcoholics Anonymous or another 12-step program, and introductory session of Weight Watchers or SmokEnders, or a meeting with prospective gym members. Report on who attended, what you learned, and what your reactions were.
B.
Imagine becoming a foster or adoptive parent yourself. What do you see as the personal benefits and cost?
C.
Ask five people of various ages if they want to live to age 100 and record their responses. Would they be willing to eat half as much, exercise much more, experience weekly dialysis, or undergo other procedures in order to extend life? Analyze the responses.
D.
People of different ages, cultures, and experiences vary in their values regarding family caregiving, including the need for safety, privacy, independence, and professional help. Find four people whose backgrounds (age, ethnicity, SES) differ. Ask their opinions and analyze the results.
Paper structure:

Include a cover page and notate which section number and letter you are addressing
 Assignments should be from 1 ½ to 3 pages, double spaced with 1-inch margins

Papers will be evaluated with the following criteria: Formatting, writing, grammar, paper length=25 points, Thoroughness of life application or connection to course material=25 points.
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Reflective Journal
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
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Reflective Journal
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
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Reflective Journal
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
What did you learn about yourself or others close to you?
How did you feel about writing your will or planning your funeral?
What is your biggest take-away from this class?
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Point Tally
Name: _________________________________________
Test 1 (100 points)…………………………………………………………………………. ____________
Test 2 (100 points)…………………………………………………………………………. ____________
Test 3 (100 points)…………………………………………………………………………. ____________
Test 4 (100 points)…………………………………………………………………………. ____________
Assignment #1(100 points)…………………………………………………………………
Assignment #2 (100 points)…………………………………………………………………____________
Assignment #3 (100 points)…………………………………………………………………____________
In-class Assignment #1 (20 points)………………………………………………………….____________
In-class Assignment #2 (20 points)………………………………………………………….____________
In-class Assignment #3 (20 points)………………………………………………………….____________
In-class Assignment #4 (Reflective Journal) (20 points)……………………………………____________
Office Appointment (20 points)…………………………………………………………….. ____________
Extra credit (50 points)………………………………………………………………………____________
Extra credit (50 points)………………………………………………………………………
Total ____________
Grading Scale
A 720-800 points (90-100%)
B 639-719 points (80-89%)
C 558-638 points (70-79%)
D 477-557 points (60-69%)
F Below 476
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