Department of Child and Family Development
CFD 375C Human Development: Adolescence/Adulthood (Schedule #: 20530)
Spring 2014
P 144
Monday & Wednesday 9am-9:50am
Instructor: Hsing-chen Tung, Ed. D.
Office Location: EBA 401
E-mail: htung@mail.sdsu.edu
Office phone: 619 594-4445
Office Hours:
 Monday 10:15-11:30am (Students may drop in, although I will first see students with
appointments.)
 Appointments are needed for Wednesday 10:15-11am and Thursday 10:45-11:30am.
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.
Prerequisites
Students will be dropped from the class if transcripts are not submitted by Monday January
27. Electronic or hard copies are both acceptable. When you email your prerequisites,
please put the course number in the subject of the email.
Highlight or circle
 your name & major
 the catalog year you are under
 the courses (& a 378 lab if you are a CFD major) that need to be checked by the
instructor
 For CFD majors:
1. Proof of credit or concurrent registration in a CFD 378 lab class1.
2. Completion of all lower division preparation for the major courses with a grade of C
(2.0) or better.
Submit a Degree Audit Report showing “Okay Preparation for the Major” and the
prerequisite courses.
3. Signed CFD Reflective Learning Portfolio Agreements for students entering school
in/after the 2011-12 catalog year. Please find the agreement on CFD website.
4. If you do not have a degree audit, you may submit your unofficial transcript with the
following 9 courses 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, and CFD 275.
 For 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. (Psych majors only need
preparation courses for Psych majors.)
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.
Goal #6: Students demonstrate a high level of cultural competence.
Student Learning Outcomes/Objectives
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.
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
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.
1
Student Learning Objectives
Identify/Describe the
developmental characteristics/
issues/concerns of the individual
from age 12 to late adulthood in
the major domains: physical,
motor, cognitive, language and
psychosocial
Identify/Describe the main ideas of
the major theories and research
in adolescent/adulthood
development
Articulate the psychological
perspective from the standpoint of
an individual in adolescence
through late adulthood
Acknowledge the importance of
cultural influences on human
development from adolescence
through late adulthood
Apply the knowledge of human
development from adolescence
through late adulthood to real life
situations
Argue appropriateness of ways of
promoting development based on
course knowledge
Assessment
3 exams
1 paper
in-class activities/
quizzes
NCFR Areas
NCFR: 1, 3, 4, 5, 6, 7, 8,
9
3 exams
1 paper
in-class activities/
quizzes
1 paper
in-class activities
NCFR: 1, 3, 4, 5, 7
3 exams
1 paper
in-class activities/
quizzes
3 exams
1 paper
in-class activities
NCFR: 1, 3, 4, 5, 7, 8, 9
1 paper
in-class activities
NCFR: 4, 5, 7, 8, 9
NCFR: 1, 3, 4, 5, 7
NCFR: 1, 3, 4, 5, 6, 7, 8,
9
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 acquired right after
you finish it, and develop the habit to continue thinking and learning about yourself and
from people around you.
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 also 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 reallife situations.
Expectations
 Participation in class, including listening, taking notes, and speaking up
 Present for instructions and discussions on the term paper.
 Completion of readings on time, which helps you understand lectures better and earn
good scores on quizzes and exams

Completion of assignments on time, which ensures that you avoiding late assignment
penalty

Download and print out the PowerPoint slide presentation for each lecture. The slides
will be posted on Blackboard a few days before each lecture.

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 writing Mentoring Services
provided by the CFD department if necessary.

Academic integrity: Plagiarism is six or more words in succession borrowed from
another student’s work, published literature, or internet sources without quotation
marks. Instances of cheating and plagiarism will result in failure of the course and
referral for disciplinary procedures.

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 emailing and surfing the Internet are not allowed. Please refrain from
chatting and other disruptive behaviors during class. Points will be deducted for these
behaviors.

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
Required Text

You will be bringing the textbook to class a few times.

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.
--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.
American Psychological Association (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association.
Grading
There will be 3 exams (worth 80 points each), which 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 term paper, Finding a Path to Purpose, worth 90 points. Detailed
instructions for the paper will be discussed in class.
In addition, there will be many in-class activities/assignments and some quick, low stakes
quizzes (70 points in total). Each quiz will be about the foundational material from the
reading of the day, and will start at the beginning of the class. 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.
Required assignments
Possible Points
3 Exams
In-Class Activities/Quizzes
1 Paper
240 (80 points each)
70
90
Total: 400 points
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 earned are
converted into the final grades is as follows:
372-400 pts. = A
320-331 pts. = B268-279 pts. = D+
360-371 pts. = A308-319 pts. = C+
252-267 pts. = D
348-359 pts. = B+
292-307 pts. = C
240-251 pts. = D-
332-347 pts. = B
280-291 pts. = C< 240 pts. = F
Late Assignment Policy
 Papers must be turned in at the beginning of the class on the day they are due.
After 10 minutes, assignments are considered late. An assignment will receive a
reduction of 20 points for being late each week.

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
May12.
 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. 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 additional
point reduction in the course score.
 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
earned, grades will be posted. Please monitor your own progress and contact the
instructor immediately if you suspect any error.

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.
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 available in the “CFD 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 with be used solely for the purposes of evaluation from higher education
accreditation institutions (e.g., NAEYC, NCATE).
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.
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.
Absence from a Class
The course schedule is subject to change. Changes made will be announced in class or on
Blackboard. It is the student’s responsibility to find out about the changes from
Blackboard, 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
Date
(Keep this page for yourself.)
CFD 375C MW Tentative Course Schedule
Week/Date
1 1/22
2 1/27
1/29
3 2/3
2/5
4 2/10
2/12
5
2/17
2/19
6 2/24
2/26
7 3/3
3/5
8 3/10
3/12
9 3/17
3/19
10 3/24
3/26
11 3/31
12 4/7
4/9
13 4/14
4/16
14 4/21
4/23
15 4/28
4/30
16 5/5
5/7
17 5/12
Topics
Introduction of Course
Ch. 11 Physical Development in Adolescence
Ch. 11 Cognitive Development in Adolescence
Ch. 12 Socioemotional Development in Adolescence
Ch. 12 Socioemotional Development in Adolescence
Ch. 13 Physical and Cognitive Development in Early
Adulthood
Ch. 13 Physical and Cognitive Development in Early
Adulthood
* instructions of paper #1, bring instructions & textbook
Ch. 14 Socioemotional Development in Early Adulthood
Ch. 14 Adult Lifestyles, Marriage and the Family
Ch. 14 Gender, Relationships, and Self-Development
Exam #1
Ch. 15 Physical Development in Early Adulthood
Ch. 15 Cognitive Development in Early Adulthood
Ch. 16 Socioemotional Development in Middle Adulthood
Ch. 16 Close Relationships in Middle Adulthood
Ch. 16 Close Relationships in Middle Adulthood
Ch. 17 Longevity
Ch. 17 The Course of Physical Development in Late
Adulthood
*Paper #1 due
No Class – Enjoy your spring break!
Ch. 17 Health in Late Adulthood
Exam #2
Ch. 18 Cognitive Development in Late Adulthood
Ch. 18 Cognitive Development in Late Adulthood
Ch. 19 Theories of Socioemotional Development about Late
Adulthood
Ch. 19 Socioemotional Development in Late Adulthood
Ch. 19 Socioemotional Development in Late Adulthood
Ch. 20 Death and Dying
Ch. 20 Death and Dying
Ch. 20 Coping with the Death of Someone Else
Monday 8am-10am -- Exam #3
Reading
Syllabus
pp. 355-373
pp. 373-385
pp. 387-400
pp. 400-416
pp. 420-434
pp. 434-449
pp. 451-460
pp. 461-472
pp. 472-479
pp. 480-494
pp. 494-507
pp. 508-520
pp. 520-531
pp. 534-542
pp. 543-551
pp. 551-563
pp. 564-579
pp. 579-593
pp. 594-602
pp. 602-610
pp. 610-619
pp. 622-629
pp. 629-634
pp. 634-644