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Human Growth and Development (PSC 250)
Section 101 (T/Th, 10:00)
Dr. Christy Schuette
Spring, 2016
Office: Humanities Building, Room 128 (H-128)
Phone: 410-822-5400, Ext. 2335
Email: The best email address to use is: cschuette@chesapeake.edu. I check this email
address often (and I also get your messages from this email address on my iphone) and my
response will be the quickest. You can also email through Canvas but my preference
would be to use the email address included here.
Office Hours: T: 8:00-10:00 & 12:45-1:45; Th: 12:45-1:45; W (virtual office hour) 7:008:00 pm and by appointment
COURSE DESCRIPTION: A study of the physical, intellectual, emotional, and social
development of the human organism. Emphasis is given to the various stages of the life
span and the
developmental
“All that is valuable in human society depends upon the opportunity for development
accorded the individual.”
influence of social
Albert Einstein
class, the family, the
school, and the group.
(3 credits).
Prerequisite: PSC 150.
REQUIRED TEXTBOOK: Dunn, W.L., & Craig, G.J. (2013). Understanding Human
Development. (3rd ed.). Upper Saddle River, NJ: Pearson. (ISBN: 978-0-205-23365-6)
“I have always had this view about the modern education system: we pay attention to brain development, but the development of
warmheartedness we take for granted.” Dalai Lama
STATEMENT OF COURSE GOALS: The goals for the course are to:
1. Describe how human development is the product of social, psychological, and
biological factors.
2. Apply the processes of human growth to various developmental theories.
3. Apply the concepts of heredity and environment to development.
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4. Compare and contrast various issues that affect development, such as class,
ethnicity, and culture.
“Education is a human right with immense
power to transform. On its foundation rest
the cornerstones of freedom, democracy, and
sustainable human development” Kofi
Annan
STUDENT LEARNING OUTCOMES: At the completion of this course, the student
will be able to:
1. Describe development through the lifespan in prospective to social, psychological,
and biological factors.
2. Identify the stages of development through the lifespan and the role of nature and
nurture.
3. Apply concepts and theories of lifespan development to real life situations
4. Compare how the relationship between class, ethnic group, and cultural effects on
development.
5. Evaluate research methods used in studying development throughout the lifespan.
“Human development thus far has been fueled and guided by feeling that things could be and are probably
going to be, better.”
Brian Eno
METHOD OF EVALUATING STUDENT PERFORMANCE:
1. Quizzes: There will be 4 ONLINE multiple-choice quizzes that are based on the
textbook reading. The quizzes will be open book but will be timed. Each quiz will
be worth 25 points (total = 100 points)
2. Exams: There will be a final exam that will be OPEN notebook (NOT open book). It
will be worth 50 points (total = 50 points)
3. Observation Log & Reflection Paper: see description below (100 points)
4. Individual Presentation: see description below (20 points)
5. Group presentation: You will be assigned to groups and each group will be given a
chapter on adulthood to present. We will discuss the group presentations in more
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detail in class. Evaluation will be based on instructor evaluation as well as class
evaluation AND group member peer review. (40 points)
6. Debates: There will be two in-class debates (25 points each). Students will be
assigned to groups and will be given a topic to debate. Students will be given time in
class to prepare the debate and will need to submit an outline of key points as well
as a reference list. Evaluation will be based on instructor AND group member peer
review. (total = 50 points)
7. Bucket list: What are the 10 things that you want to do before you die? The list
shouldn’t be longer than 1 page. Give a short explanation for each item on your list.
(10 points)
8. Participation: You will be able to earn 2 points for each week of class if you attend
and participate (14 weeks of class; total = 28 points plus 2 points for overall
course participation= 30 points). USING YOUR CELL PHONE DURING CLASS
WILL RESULT IN A LOSS OF PARTICIPATION POINTS FOR THAT DAY.
Total possible points = 400 points
Grading Scale:
A = 90-100 percent
B = 80-89 percent
C = 70-79 percent
D = 60-69 percent
F = Below 60 percent
“Nothing is unthinkable, nothing impossible
to the balanced person, provided it comes
out of the needs of life and is dedicated to
life’s further development.”
Lewis Mumford
Point-to-Grade Conversion:
358-400 points = A
318-357 points = B
278-317 points = C
238-277 points = D
237 points or less = F
ASSIGNMENT DESCRIPTIONS:
Observation Log & Reflection Paper: Choose a child to observe. You can use the
childcare center on campus if you would like (Please see the note below if you are
choosing this option) or a child in your extended family or neighborhood. This project will
include 2 parts. For the first part, you will conduct three 60-minute observations in
which you record the child’s observable behavior and interactions. This observation log
will need to be typed but it can be bullets and does not have to be in paragraph format with
complete sentences. Please do NOT use the child’s real name. Each log should be at least
1-page in length (and may be longer if the child engages in frequent conversation).
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For the second part of the project, write a 4-6 page paper in which you discuss your
conclusions about the child’s cultural, physical, cognitive, social, and emotional
development based on theory and information from our text. Use APA formatting and a
minimum of 3 references (you can use the book as one of your references). The other
references will need to be SCHOLARLY JOURNAL ARTICLES that can be located by using the
library databases. We will discuss the use of appropriate references in class.
Use the following headers in your paper: Cultural development, Physical
development, Cognitive development, Social Development, and Emotional development.
Your paper also should include a separate introduction and conclusion. You will need to
submit a record log for each observation in addition to your paper.
**If you are planning to use the child development center on campus, you will need
to contact Heidi Garlick, the center’s director, to request permission. She can be
reached at 827-5801 or hgarlick@chesapeake.edu. Visits MUST BE SCHEDULED AT
LEAST 2 weeks BEFORE THE ASSIGNMENT IS DUE. The observations will only be
allowed from 9:00-12:00 or 3:30-5:00.
**To receive 5 points of extra credit on this assignment, you can provide evidence
that you went to the tutoring center at the Learning Resource Center for paper
editing / proofreading. The information for the tutoring center is below:
The Academic Support Center is located in L-105 of the Learning Resource Center in Wye Mills and in
the Multi-Service Center in Cambridge. Tutors will work with you one-on-one or in small groups to
provide assistance with a variety of disciplines, including writing (e.g., style, organization, content, voice,
grammar, and documentation (including MLA and APA formats)), math, science, technology, and more.
In addition to your notes and work so far, bring your assignment to your session. To make an
appointment, use the online scheduler or call 410.827.5854. Check their website for current hours.
Individual Presentation: Students will choose a topic of interest and make a 10-minute
presentation to provide information to your peers regarding your topic of choose. You will
need to use a VISUAL AID (powerpoint, Prezi, a poster, or handout) and SUBMIT a list of 35 references (scholarly resources found by using the library databases) through
Canvas on the day of your presentation. During your poster presentation, you will have an
opportunity to answer questions from your peers regarding what you learned. Choose a
topic of interest and be creative!  We will discuss potential topics in more detail during
class.
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“By virtue of being born to
humanity, every human being has a
right to the development and
fulfillment of his potentialities as a
human being.”
Ashley Montagu
*****If class is cancelled due to snow, please check CANVAS for our class
activities and assignments so that we can keep to our schedule.
TENTATIVE COURSE SCHEDULE:
Date
Topic/Readings/Assignments
1/26 (T)
Introduction to Lifespan Development
Review Syllabus & Canvas
__________________________________________________________________________________________________________________
1/28 (Th)
Chapter 1
Read: Read: Chapter 1, pp. 1-8
__________________________________________________________________________________________________________________
2/02 (T)
Chapter 1 (cont): Research Methods
Read: Chapter 1, pp. 9-33
2/04 (Th)
Heredity and Environment
Read: Chapter 2
__________________________________________________________________________________________________________________
2/09 (T)
Quiz 1 (Chapters 1 & 2)—due at start of class
Prenatal Development and Birth
Read: Chapter 3, pp. 66-81
2/11 (Th)
Prenatal Development & Birth (cont).
Read: Chapter 3, pp. 81-97
__________________________________________________________________________________________________________________
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2/16 (T)
Infancy & Toddlerhood: Physical, Cog, & Lang Dev
Read: Chapter 4
__________________________________________________________________________________________________________________
2/18 (Th)
Infancy & Toddlerhood: Pers. & Sociocultural Dev
Read: Chapter 5
Groups prepare for debate 1
2/23 (T)
Debate 1 in class: Issues relevant to prenatal devtoddlerhood
2/25 (Th)
Quiz 2 (Chapters 3-5)—due at start of class
Early Childhood: Physical, Cognitive, & Lang Dev
Read: Chapter 6
3/01 (T)
Early Childhood: Pers & Sociocultural Dev
Read: Chapter 7
__________________________________________________________________________________________________________________
3/03 (Th)
Middle Childhood: Physical & Cognitive Dev
Read: Chapter 8
Observation/Log Reflection Papers are due in
class
__________________________________________________________________________________________________________________
03/08 (T)
Middle Childhood—Personality & Sociocul. Dev
Read: Chapter 9
__________________________________________________________________________________________________________________
03/10 (Th)
Adolescence: Physical & Cog Dev
Read: Chapter 10
__________________________________________________________________________________________________________________
Happy Spring Break (No Classes): March 13-20
__________________________________________________________________________________________________________________
03/22 (T)
Quiz 3 (Chapters 6-9)—due by start of class
Adolescence: Personality & Sociocultural Dev
Read: Chapter 11
03/24 (Th)
Groups prepare for debate 2 (Adolescence)
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__________________________________________________________________________________________________________________
03/29 (T)
Debate 2 in class—Adolescence
__________________________________________________________________________________________________________________
03/31 (Th)
Young Adulthood: Phy & Cog Dev
Read: Chapter 12
__________________________________________________________________________________________________________________
04/05 (T)
Quiz 4: Chapters (10-13)—due by start of class
Young Adulthood: Personality & Sociocultural Dev
Read: Chapter 13
04/07 (Th)
Group project planning time
04/12 (T)
Middle Adulthood—Physical & Cog Dev
Read: Chapter 14
Group 1 presents
Topics are due for Individual Presentations
__________________________________________________________________________________________________________________
04/14 (Th)
Middle Adulthood—Personality & Sociocultural Dev
Read: Chapter 15
Group 2 presents
__________________________________________________________________________________________________________________
04/19 (T)
Late Adulthood—Physical & Cog Dev
Read: Chapter 16
Group 3 presents
04/21 (Th)
Late Adulthood—Personality & Sociocultural Dev
Read: Chapter 17
Group 4 presents
__________________________________________________________________________________________________________________
04/26 (T)
Death & Dying
Read: Chapter 18
Bucket List is Due
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04/28 (Th)
Death & Dying (cont).
Individual Presentations
05/03 (T)
Individual Presentations
__________________________________________________________________________________________________________________
05/05 (Th)
Individual Presentations
Final Exam Review
Final Exam:
Thursday, May 12, 9:30-11:30
“Education survives when what has been learnt has been
forgotten” B.F. Skinner
POLICY FOR LATE ASSIGNMENTS:
**For the observation log/reflection paper, 10 points will be deducted for EACH day
that the project is late.
**For the bucket list assignment, 5 points will be deducted for EACH day that the
papers are late and they won’t be accepted more than 1 week past the due date
**As the quizzes will be taken ONLINE, the opportunity to take the quiz will CLOSE
once the quiz is due. No make-up quizzes will be given.
**For presentations (individual presentations and group presentations) and for the
debates, individuals who do not show up for their assigned presentation time will
receive a 0 for the assignment. Students will be allowed to choose the day of their
individual presentations, therefore it is the student’s responsibility to keep a record
of the assigned day and to come prepared to present on that day.
**No make-up work will be accepted after APRIL 21, 2016
ADMINISTRATIVE POLICIES
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Course withdrawal: Students not completing the course must formally withdraw with the
Registrar’s office by filling out a withdrawal form. This form must be on file in registration
to avoid a failing grade on college transcripts. Note the withdrawal dates in the current
schedule.
Plagiarism or cheating: Plagiarism or cheating of any kind will not be tolerated.
Plagiarism is the taking of information from another and passing off the ideas or words as
one’s own without giving proper credit to the original source. This behavior is unethical
and a violation of the Student Conduct Code. Evidence of either cheating or plagiarism will
result in an automatic zero for the assignment and an F for the course.
Students with Disabilities: Students with disabilities seeking services or
accommodations through Chesapeake College must disclose the need for these services or
accommodations to the Office of Disability Services. To be eligible one must have a
documented disability as defined by the Rehabilitation Act of 1973 or the Americans with
Disabilities Act (ADA) of 1990. For information on eligibility, contact Judy Gordon,
Developmental Studies Case Manager/ADA Coordinator at jgordon@chesapeake.edu.
Academic Instruction Emergency Management Plan: In the event that the college needs
to close for an extended period of time due to a flu pandemic, severe weather event, or
other emergency situation, consideration will be given to the timing and duration of the
closure as follows:
1. Closure during the semester for up to one week: there will be an opportunity to
make up work missed without significant alteration to the semester calendar.
2. Closure extending beyond one week (or in situations where classes are cancelled on
the same day/evenings over multiple weeks) the college may extend the length of
the semester. Depending on the timing of the closure, scheduled breaks, end of
semester dates, and/or the processing of final grades may be impacted. Students
can acquire information about closures on the College website or by calling 410822-5400 or 410-228-4360. Chesapeake College courses held off campus sites will
follow the protocol of the host facility.
Gender-Based Misconduct Policy:
Chesapeake College prohibits sexual misconduct and sex discrimination by or
against all students, employees, and campus guests. If you have any questions or
concerns or if you need to make a complaint, contact Chesapeake’s Title IX
Coordinator, Human Resources Director Susan Cianchetta, by email at
scianchetta@chesapeake.edu , or by phone at (410) 827-5811. Please note: If you
choose to report sexual misconduct or sex discrimination to a faculty member,
that individual is required to report the incident (including the names of
alleged perpetrators, and all the facts surrounding the misconduct to our Title
IX Coordinator.) You may request that we keep your name confidential, but
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we may not be able to do so. If you do not want this information reported, you
may share the information confidentially with counseling, advocacy, health,
mental health, or sexual-assault-related services. For detailed information
about policy, procedures, prevention education, and sources of counseling, advocacy
and support, please see Chesapeake’s Gender-Based Misconduct Policy at
http://www.chesapeake.edu/consumer/Gender-BasedMisconductPolicy.pdf.