Department of Child and Family Development
CFD 375C Human Development: Adolescence/Adulthood
Spring 2015
Instructor Contact Information
Instructor: Hsing-chen Tung, Ed. D.
Office: EBA 401
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Monday 11am - 12pm (Walk-In okay)
Monday 12pm - 2pm (By appointments only)
Wednesday 10:15am - 10:45am (By appointments only)
Thursday 10:45am - 11:15am (By appointments only)
Phone: 619 594-4445
Email: htung@mail.sdsu.edu
The best way to contact the instructor is through Email. Please put the course number and
your name in the email subject line. Emails are normally replied within 48 hours during
weekdays. Students may also call during the walk-in office hour.
Section and Enrollment Information
Class meeting: Monday & Wednesday 9am-9:50am
Class location: P 144
Schedule number: 20532
Course prerequisites:
 For CFD majors:
1. Proof of credit or concurrent registration in a CFD 378 lab class1. Submit either a hard
copy or an electronic copy of your schedule or transcript showing your name.
Students selecting the Child Development Specialization should enroll in CFD 378B or CFD
378D. Students selecting the Family Development Specialization should enroll in CFD 378C
and CFD 378D. For questions on which specialization to select, visit the Undergraduate
Advisor, Prof. Pamela Gardner.
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2. Signed CFD Reflective Learning Portfolio Agreement. Please find the agreement on CFD
website under “CFD students.” Submit either a hard copy or an electronic copy.
 To submit the electronic copy of #1, #2, and #3 prerequisites, copy and paste them
into a file. Click on “Submit Prerequisites Here” on the side bar after you log into
Blackboard. Then click on “View/Complete” and type your name. The submission
title can be your name. (If you are taking multiple courses with the instructor, put
all the course numbers in the submission title.) Then you will browse your
computer to attach the file.
3. Completion of all lower division preparation for the major courses with a grade of C
(2.0) or better.
4. If you do not have a degree audit report to show your preparation for the major, you
may submit your unofficial transcript with the following 10 courses circled or
highlighted. Each of these needs a C or better: Bio 100, Psy 101, Soc 101, Psy 280 (or
Soc 201 or an elementary statistics class), CFD 135, CFD 270, CFD 270L, CFD 272, CFD
275 and CFD 278.
 For Psych majors minoring CFD: Completion of all lower division preparation for the
major courses with a grade of C (2.0) or better
 For all other CFD Minors:
 Completion of all lower division preparation for the major courses with a grade of C
(2.0) or better
 Psy 101, CFD270 and CFD 270L, each with a D- or better.
Enrollment and crashing policies:
Students will be dropped from the class if prerequisites are not submitted by Monday
Jan 26. Crashers with prerequisites will be accepted if there are spaces.
Course Description
This course provides a comprehensive overview of physiological, cognitive, language, and
socio-emotional development of the individual in cultural contexts from age 12 to old age.
Throughout the course, the aim is to relate practical issues and concerns to theory and
research. The ultimate goal is that upon completion of the course, students will be ready to
apply the professional knowledge while working with people in these age ranges -adolescents to individuals in late adulthood.
Student Learning Outcomes
The National Council on Family Relations (NCFR) has implemented Family Life
Education Content Areas for preparing family development professionals. This course
utilizes these areas in identifying course goals/objectives and course instructional
activities, assigning course requirements, and creating assessments. The following table
identifies how these areas are aligned with the Student Learning Objectives for the course,
as well as with each course assignment. Visit the following Web site for detailed listing of
the content areas.
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Family Life Education Content Areas by National Council on Family Relations:
http://www.ncfr.org/sites/default/files/downloads/news/FLE_Content_Areas_2011.pdf
Student Learning Objectives
Assessment
NCFR Areas
1. Identify/Describe the developmental
3 exams
characteristics/ issues/concerns of the
1 essay
individual from age 12 to late adulthood in the
in-class activities/ quizzes
major domains: physical, motor, cognitive,
language and psychosocial
NCFR: 1, 3,
4, 5, 6, 7, 8,
9
2. Identify/Describe the main ideas of the
major theories and research on
adolescent/adulthood development
3 exams
NCFR: 1, 3,
4, 5, 7
3. Articulate the psychological perspective
from the standpoint of an individual in the
ages ranges of adolescence through late
adulthood
1 essay
4. Acknowledge the importance of cultural
influences on adolescent and adulthood
development
3 exams
5. Apply the knowledge of adolescent and
adulthood development to real life
situations
3 exams
6. Analyze personal development based on
theories and research on adolescent and
adulthood development
1 essay
1 essay
in-class activities/ quizzes
in-class activities
1 essay
NCFR: 1, 3,
4, 5, 7
NCFR: 1, 3,
4, 5, 7, 8, 9
in-class activities/ quizzes
1 essay
in-class activities
in-class activities
NCFR: 1, 3,
4, 5, 6, 7, 8,
9
NCFR: 4, 5,
7, 8, 9
CFD Departmental Goals this Course Meets:
Goal #1: Students know and understand typical and atypical development characteristics
and needs across the lifespan.
Goal #2: Students know and understand family dynamics and interaction across the
lifespan.
Goal #3: Students use their understanding of and relationships with children and families
to design, implement, and evaluate experiences that promote positive learning and
development for all children and families.
Goal #4: Students demonstrate in-depth, critical knowledge of theory relevant to the child
and family development profession.
Goal #5: Students possess high-level communication skills.
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Goal #6: Students demonstrate a high level of cultural competence.
Course Materials
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You will be bringing the textbook to class a few times.
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A black-and-white copy of this text is on reserve in the SDSU Library.
Santrock, J. W. (2013). Life-Span development (14th ed.). New York, NY: McGraw Hill. (ISBN:
978-007-803-5326)
--OR the customized copy with the required content, chapters 11 through 20:
Santrock, J. W. (2013). Human development/learning: Adolescents through adulthood (14th
ed.). New York, NY: McGraw Hill. (ISBN 10: 1308-008-392)
American Psychological Association (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association. (ISBN10: 1-4338-0561-8; This text can be purchased online for about
$20.)
Assessment and Grading
Assignments and Exams
Required assignments
The three exams will be multiple-choice application questions. The
exams are not cumulative. Each exam will cover information from
lectures and the required readings.
Be on time for the exam. If you are late for the exam and a student
has already finished it and left the classroom, you will receive a zero
for the exam.
No exam will be given to students before the scheduled exam time.
Contact the professor before the test for any special arrangements
that are necessary. A make-up exam will not be given except in the
event of extraordinary circumstances beyond the control of the
student (e.g. severe illness or death in the family). In such situations,
a written documentation by an appropriate professional must be
provided.
There is one required essay, Finding a Path to Purpose. This
assignment gives you an opportunity to contemplate your purpose
of life while you relate your personal experiences and development
to theories and research of adolescent/adulthood development.
Length: 5-6 pages
Points possible
240 (80 points each)
90 points
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Required assignments
Points possible
In-class activities (unannounced):
Several times throughout the semester, students will participate in
activities and some quick, low stakes quizzes during class. Each quiz
will be about the foundational material from the reading of the day,
and will mostly start at the beginning of the class. Students who
come in late will not be able to make up for the quiz unless
documentation is provided. We will go by the classroom clock. Any
accommodations needed should be brought to the professor’s
attention within two weeks after the semester starts.
TOTAL
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400
Final Grades
Please be advised that we do not round up for the final grade (e.g., 79.5% to be round up to B-).
Final grades will be based on the total points earned. How the total points are converted into the
final grades is as what follows:
A = 372-400 points
A- = 360-371 points
B+ = 348-359 points
B = 332-347 points
B- = 320-331 points
C+ = 308-319 points
C = 292-307 points
C- = 280-291 points
D+ = 268-279points
D = 252-267 points
D- = 240-251 points
F = < 240 points
Grading Policies
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Papers must be turned in AT THE BEGINNING OF THE CLASS ON THE DAY THEY ARE
DUE. Both the hard copy and the Turnitin copy need to be on time. 10 minutes into
class, assignments are considered late. An assignment will receive a reduction of 20
points for being late each week.
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Assignments delivered via E-mail are not accepted. However, if you are not able to
turn in your assignments during class because of extraordinary circumstances, your
Turn-It-In copy still needs to be submitted by the time it is due, and you need bring a
hard copy of the assignment and a documentation signed by a professional by the next
class. After verification of your circumstances, your assignments will then be
considered on time. The last day to turn in any assignments is 8am on Monday May 11.
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Students must write their own names on the in-class activity sheets. Students who
arrive 15 minutes late (by classroom clock) to class may not write their names on the
activity sheets. Likewise, students who leave class early, after completing the activity,
will not receive credit. An in-class assignment/quiz needs to be handed in right after it
is finished for credit. Falsification will result in no credit for the activity, plus 3%
deduction in the course score.
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An attempt to correct any error in the grades would not be honored if it has been two
weeks since the points were posted on Blackboard. Within a week after points are
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earned, grades will be posted. Please monitor your own progress and contact the
instructor immediately if you suspect any error.
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Missed in-class assignments must be made up within two weeks after your absence. A
written documentation signed by an appropriate professional is needed to make up an
in-class assignment. Each student is allowed only one absence for the semester and may
make up that missed in-class assignment without documentation.
CFD 375C Course Activities and Schedule
Week/Date
Topics
Reading
1
1/21
Introduction of Course
Syllabus
2
1/26
Ch. 11 Physical Development in Adolescence
pp. 355-373
1/28
Ch. 11 Cognitive Development in Adolescence
pp. 373-385
2/2
Ch. 11 Cognitive Development in Adolescence
2/4
Ch. 12 Socioemotional Development in Adolescence
pp. 387-400
2/9
Ch. 12 Socioemotional Development in Adolescence
pp. 400-416
2/11
* instructions of essay, bring instructions & textbook
2/16
Ch. 13 Physical and Cognitive Development in Early Adulthood
pp. 420-434
2/18
Ch. 13 Physical and Cognitive Development in Early Adulthood
pp. 434-449
2/23
Ch. 14 Socioemotional Development in Early Adulthood
pp. 451-457
2/25
Ch. 14 Socioemotional Development in Early Adulthood
pp. 457-465
3/2
Ch. 14 Socioemotional Development in Early Adulthood
pp. 465-479
3/4
Exam #1
3/9
Ch. 15 Physical Development in Middle Adulthood
pp. 480-494
3/11
Ch. 15 Cognitive Development in Middle Adulthood
pp. 494-507
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APA instructions
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3/16
Ch. 16 Socioemotional Development in Middle Adulthood
pp. 508-520
3/18
Ch. 16 Socioemotional Development in Middle Adulthood
pp. 520-531
3/23
Ch. 17 Longevity
pp. 534-542
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3/25
Ch. 17 The Course of Physical Development in Late Adulthood
pp. 543-551
*Essay due
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15
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3/29-4/4 No Class – Enjoy your spring break!
4/6
Ch. 17 Health in Late Adulthood
pp. 551-563
4/8
Exam #2
4/13
Ch. 18 Cognitive Development in Late Adulthood
pp. 564-573
4/15
Ch. 18 Cognitive Development in Late Adulthood
pp. 573-580
4/20
Ch. 18 Cognitive Development in Late Adulthood
pp. 580-593
4/22
Ch. 19 Theories of Socioemotional Development about Late
Adulthood
pp. 594-602
4/27
Ch. 19 Socioemotional Development in Late Adulthood
pp. 602-611
4/29
Ch. 19 Socioemotional Development in Late Adulthood
pp. 611-619
5/4
Ch. 20 Death, Dying, and Grieving
pp. 620-632
5/6
Ch. 20 Death, Dying, and Grieving
pp. 632-644
5/11
Monday 8am-10am Exam #3
Course Policies and Expectations
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Participation in class, including listening, taking notes, and speaking up
Present for instructions for the essay (2/11).
Completion of readings on time, which helps you understand lectures better and earn
good scores on quizzes and exams
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Completion of assignments on time, which ensures that you avoid late assignment
penalty
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Download and print out the PowerPoint slide presentation for each lecture. The slides
will be posted on Blackboard a few days before each lecture.
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College-level quality writing: legible and proofread. An assignment will be returned to
you prior to grading if it is difficult to read. In most cases, your assignments will then be
late and you will lose points. Consider using the free Mentoring Services provided by
the CFD department to improve your writing if necessary. The application form is
posted under “course documents” on Blackboard. You can also make an appointment at
the Writing Center of the university at http://writingcenter.sdsu.edu/.
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Academic integrity: Plagiarism is six or more words in succession borrowed from
another student’s work, published literature, or internet sources without quotation
marks. Rephrasing others’ ideas without citation is also plagiarism. Instances of
plagiarism and cheating will result in failure of the course and referral for disciplinary
procedures.
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Classroom etiquette: Turn off cell phones prior to class. Headsets and cell phones are
not allowed during class and the exams. Laptops are a great device for taking lecture
notes, but it is very disrespectful to be emailing and surfing the Internet during class.
Please refrain from chatting and other inappropriate behaviors during class. Points will
be deducted for such behaviors.
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The course syllabus, announcements, and course documents will be posted on
Blackboard. Announcements might also be sent via Email. It is recommended that
students provide an SDSU Rohan student Email account for Blackboard and check for
course communication on a regular basis.
Student Blackboard Support: http://its.sdsu.edu/blackboard/BB9/index.html
 Taskstream: CFD Majors who are enrolled in this course will need to have a TaskStream
electronic portfolio subscription, and be enrolled in the appropriate TaskStream
"Program" which contains your program portfolio. More information about purchasing
a TaskStream subscription and enrolling into a TaskStream Program is posted on
Blackboard, as well as available in the “Portfolio” section of the Child and Family
Development website: http://coe.sdsu.edu/cfd/portfolio/index.php
 Student Work Samples: Your work, without the name, may be selected by the
instructor to keep on file. The work that is selected will be used solely for the purposes
of evaluation from higher education accreditation institutions (e.g., NAEYC, NCATE).
 Guidelines for Turnitin.com: Students agree that by taking this course all required
papers may be subject to submission for textual similarity review to Turnitin.com for
the detection of plagiarism. All submitted papers will be included as source documents
in the Turnitin.com reference database solely for the purpose of detecting plagiarism of
such papers. You may submit your papers in such a way that no identifying information
about you is included. Another option is that you may request, in writing, that your
papers not be submitted to Turnitin.com. However, if you choose this option you will be
required to provide documentation to substantiate that the papers are your original
work and do not include any plagiarized material.
Teaching Methods
Adolescent/Adulthood Development is a fascinating subject matter and the course is
intended to be relevant, meaningful, and inspirational! The ultimate goal of the course is
that you will be ready to use the human development knowledge you have acquired right
after you finish it, and develop the habit to continue thinking and learning about yourself
and from people around you.
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Multimedia, such as videos and photos of adolescents and adults in action, will be shown to
illustrate developmental characteristics/issues. Lectures and demonstrations will be used
often to introduce the course concepts. During the lectures, whole group discussions will
also take place. Your thoughts and comments are welcomed, and your practical knowledge
gained from life experiences and working with adolescents and adults will certainly enrich
our discussions.
During class, students will often be working on independent and group activities and
answering questions when lectured concepts are applied, personal development is
reflected upon, knowledge is actively constructed, and critical thinking is encouraged. The
aim of completing these activities is to hone understanding so that you will not only do well
on all other graded work you will submit, but also gain practice on applying knowledge to
real-life situations.
Student Disability Services (http://www.sa.sdsu.edu/sds/)
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To
avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that I cannot provide accommodations based upon disability until I have
received an accommodation letter from Student Disability Services. Your cooperation is
appreciated.
Absence from a Class
The course schedule is subject to change. Changes made will be announced in class. It is the
student’s responsibility to find out about the changes from your classmates or the
instructor if you are absent from a class. Students need to borrow the detailed notes from
their classmates after being absent.
Below please write down the names, phone numbers and emails of three classmates whom
you could call to borrow notes after your absence.
1.
2.
3.
To be enrolled in CFD 375C, I have read and accept the policies and terms as herein stated.
___________________________________________
Student Signature
(Keep this page for yourself.)
__________________________
Date
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