Springfield College
School of Human Services
Tampa Bay Campus
MCCP 627/86
Human Nature, Development and Assessment
( 2 Credits )
Summer, 2009
Larry Pittinger
261 Steele Street
New Britain, CT 06052
860-224-9255
lpittinger@aol.com
CLASS DATES: Sundays: 5/17, 6/14, 7/19, 8/16.
TIMES: 9:00 a.m. to 5:00 p.m.
Location: Tampa Campus
REQUIRED TEXTS:
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1. No Two Alike: Human Nature and Human Individuality by Judith
Rich Harris (Paperback - Jun 11, 2007)
Paperback: 336 pages
Publisher: W. W. Norton (June 11, 2007)
ISBN-10: 0393329712
ISBN-13: 978-0393329711
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2. The Blank Slate: The Modern Denial of Human Nature (Paperback)
by Steven Pinker (Author)
Paperback: 528 pages
Publisher: Penguin (Non-Classics) (August 26, 2003)
ISBN-10: 0142003344
ISBN-13: 978-0142003343
COURSE DESCRIPTION:
This course is a critical exploration of various views of human nature
and how these contribute to an understanding of human
development and assessment. Biological, psychological and social
arguments will be discussed, along with various philosophical ideas
and views of the world. The course should give ample room for
discussion and speculation on these topics.
COURSE OBJECTIVES:
Historical and current theories of Human Nature and Human
Individuality will be examined. Understanding the range and limits of
individuality is critical for effective human service professionals. The
need to be aware of diverse models of human nature,
development, and assessment must be met with more responsive
and effective human service delivery systems. Upon successful
completion of this course, students will be able to:
1. Demonstrate a working knowledge of the dynamic relationship
between instinct and choice.
2. Enter into a scholarly discussion related to the impact of
evolutionary factors that influence individuals including
gender, age, and culture.
3. Demonstrate an understanding of “Social Darwinism” in the
twenty-first century.
4. Define major theories of stages of human development and
understand their impact on both the development of the child
and the adult.
5. Demonstrate an understanding of the role, responsibility, and
impact of the human services professional in assessing and
diagnosing individuals in the behavioral health care field.
COURSE FORMAT:
This class will involve interactive exercises, case studies, debates,
readings, role plays, socio-drama, and discussions.
This course is designed to build on student’s written and oral
communication skills. The influence of social factors on Human
development will be examined. The social factors may include
race, gender, class, power, professionalism, advocacy, etc. It is
important for each student to come to each session well prepared
to actively engage in meaningful discussion of materials that will be
covered. Given the fact that some of the material may address
topics of a controversial nature, it is to be understood that opinions
and viewpoints are to be conveyed in a manner that fosters both
inclusion and mutual respect.
Due for Session I: Pre-class assignment
Text Reading Assignment:
None, but bring both texts to class.
Write a 3-5 page double spaced paper in which you discuss your
views and opinions about how individuals become unique.
Specifically, in the field of human services what do you need to
learn about the groups and people you serve and what you need to
know about the group(s) you represent.
SESSION 1:
1) Review of course expectations, Introductions
2) Review of Pre-Class Assignment
3) Introduction to instinct and choice
4) In-Class Assignment – Collective Unconscious
5) Review Assignment for Session Two.
Session II:
WRITTEN ASSIGNMENT: Prepare a 4 page written assignment – topic
to be discussed at first session.
Text Reading Assignment: Blank Slate - Read Chapters 1, 2 and 3
(pages 1-58); No Two Alike - Read Chapters 1 and 2 (pages 1-49)
and be prepared to actively discuss the material.
1)
2)
3)
4)
5)
6)
Review of Assignment
Review of Texts
Individuality
Differences
In-Class Assignment –
Review Assignment for Session Three
Session III
WRITTEN ASSIGNMENT:
Prepare a 4 page written assignment –
topic to be discussed at second session.
Text Reading Assignment:
Blank Slate – Read Chapters 6 and 7 (pages 103-135); No Two Alike –
Read Chapters 4 and 6 (pages 83-114 and pages 143-163) and be
prepared to actively discuss the material.
1)
2)
3)
4)
5)
6)
Review of Assignment
Review of Eugenics, Euthenics
Introduction to Family Life Cycle
Dealing with Birth Order
In-Class Assignment – Real Problems
6)Review Assignment for Session Four
Session IV
Text Reading Assignment: Blank Slate – Part VI (pages 421-434);
No Two Alike – Chapters 9 and 10 (pages 209-265).
WRITTEN ASSIGNMENT: Prepare a five page written assignment –
topic to be discussed at third session.
1) Review Assignment for Session Four
2) In-Class Assignment - Participants will present papers on human
nature Task Groups
3) Review of Course Expectations
ASSIGNMENTS:
Springfield College’s graduate program is based on the
participative learning process. As such, the core value of the school
includes providing an atmosphere that promotes the exchange of
disciplined ideas. Each participant is expected to fully participate in
each session. Although a participant is expected to hand in all
required papers, even late – late assignments will result in a lowered
final grade. Attendance is a requirement of the School of Human
Services and will be expected. Failing to attend a session may result
in a lowered final grade.
CLASS DISCUSSIONS & STUDENT PARTICIPATION:
Class discussions are of vital importance in this course. Your
participation in these discussions is considered essential, and will
largely contribute to your final grade. Review the outline of the class
discussion prior to each class, and be prepared to enter into an
active and scholarly discussion related to the topic indicated.
Research into the topic or issues indicated for each class discussion
is strongly advised and encouraged.
DEFINITION OF CLASS PARTICPATION:
All talk does not constitute good class participation. Class
participation that contributes to a positive grade is characterized by
the following:
 Ties personal experiences to the concepts being studied, gives
an orderly, brief version of the experience, with a point made
by others:
 Avoids repeating in a different form points made by others;
 Shows evidence of having completed, understood, and
applied the readings for the course:
 Incorporates ideas shared by others and the instructor to
create “ a fuller picture” of the concept under discussion”
 Poses real-life questions or challenges that spring from the
discussion and attempts to shape an “informed” conclusion.
ACADEMIC HONESTY:
All students are expected to do their own work, and give
appropriate credit when citing/quoting from other sources.
Plagiarism, which is the using of ideas, words, concepts, thoughts,
etc. of others without giving them proper credit, is unacceptable in
any form. A complete explanation of plagiarism can be found in
the Springfield College Student Handbook, as well as the current
edition of the APA Publication Manual.
GRADING CRITERIA:
As stated earlier, the form of this class is Socratic. Therefore open
discussions about the material will occur at each session. Class
participation in the form of meaningful and disciplined reasoning will
make up 50% of your final grade.
Completion and presentation of the pre-class assignment will make
up 25% of your final grade. The final presentation in Session IV will
count 25% of your final grade.
GRADING CRITERIA:
A = 95-100
B+ = 86-89
C+ = 76-79
F = <69
A- = 90-94
B = 83-85
C = 70-72
POLICY ON GRADING AND INCOMPLETE GRADES: Student grades
are based on course work submitted by the last day of class. Any
assignments not submitted by the last day will not be accepted, and
your grade will be based on work you have turned in by that day. A
grade of “Incomplete” (I) will only be granted based on
incapacitating illness or exceptional circumstances beyond the
control of the student. You, the student, must initiate such a request.
You WILL NOT be granted an “I” simply because you need
additional time to complete required coursework. There are no
exceptions to this policy. Please see the instructor if you have any
questions about this policy.
ACADEMIC HONESTY: All students are expected to do their own
work, and give appropriate credit when citing/quoting from other
sources. Plagiarism, which is the using of ideas, words, concepts,
thoughts, etc., of others without giving them proper credit, is
unacceptable in any form. A complete explanation of plagiarism
can be found in the Springfield College student handbook, as well
as the current edition of the APA manual. ANY incident of
plagiarism may result in a failing grade for the course and referral to
the Campus Director.
ATTENDANCE: You are expected to attend class each session of the
term, arrive on time, and stay the entire class. Class begins at 10:00
am and ends at 6:00 pm. Missing a class will result in the lowering of
your grade by one letter, and an appropriate make-up assignment
will be given. If you are traveling from out of town, it is your
responsibility to make travel arrangements such that you arrive on
time and leave at the end of class. More than 30 minutes late for
any class will be considered the same as having missed the entire
session. Missing two classes in a term is unacceptable, and will result
in a failing grade for this class.
NOTE: Each student in the course is responsible for all SHS academic
policies and college policies as found in the School of Human
Services Student Handbook, 2007-2008.
SPECIAL SERVICES: Springfield College and the School of Human
Services are committed to providing an equal educational
opportunity for all students. Any student who requires a reasonable
accommodation to meet the requirements of this course is
encouraged to notify the instructor as soon as possible. Reasonable
services and accommodations are provided for students with
physical, psychological, and learning disabilities based on need.
The disability must be documented with appropriate evaluations
administered by qualified professionals. This documentation must be
on file with Dr. Ram Upadhyay, he can be reached at (813) 9362800, campus designee for the SHS Office of Student Support
Services.
The syllabus is a binding agreement between the faculty member
and the students in the course. After distribution of the syllabus, any
changes to the syllabus must be (1) agreed to by all parties without
coercion, (2) distributed in writing, and (3) distributed to all parties.
CRITERIA FOR ASSESSING FORMAL WRITING ASSIGNMENTS
1. CLARITY OF EXPRESSION: The writer expresses ideas in a natural
voice that permits a smooth reading and clear communication of
ideas. The ideas are written so they can be understood easily, and
the reader does not have to struggle to understand what the writer is
saying.
2. LOGICAL ORGANIZATION OF IDEAS: Most college prepares
require an introductory paragraph (or two) that grabs the reader’s
attention, makes the reader want to continue reading, and gives
the reader some idea of what the paper is about. The main idea of
the paper does not have to be stated in the opening sentence or
even in the opening paragraph, but it should be clear before the
end of the essay. What is important is that the readers have a sense
of the writer’s direction throughout the essay and that each
paragraph should flow logically into the next.
3. ELABORATION AND DETAIL: The writer needs to develop the ideas
of the essay fully and provide adequate supporting detail. Details
can include examples, allusions, statistics, quotations, paraphrases,
summaries, and more. Has the writer answered questions such as
“what,” “what if,” “why not,” “how,” “how come”?
4. CRITICAL THINKING: The writer needs to demonstrate the ability to
analyze a subject from different perspectives, identify what’s at
stake in each of these perspectives, and connect his or her
conclusions to the central theme of the paper. It is not enough to
present supportive examples without making clear the significance
of these examples and how they advance the point the writer is
trying to make.
5. EFFECTIVE USE OF RESEARCH TECHNIQUES WHERE APPROPRIATE:
The writer needs to select appropriate material from references to
support ideas, use a variety of references, integrate the source
material smoothly into the flow of paper, and demonstrate
consistent and correct use of the APA documentation style.
6. EFFECTIVE USE OF LANGUAGE AND DICTION: The writer should use
vocabulary that is suitable to the subject and the audience. Are the
wards used accurately and effectively?
7. MECHANICS AND USAGE: Mechanics include the standard
conventions of spelling, capitalization, punctuation, and correct
paragraph indentation. Usage involves issues of verb tenses,
apostrophes, subject-verb agreement, noun-pronoun agreement,
run-on sentences, sentence fragments, and misplace as well as
dangling modifiers. Occasional errors that do not interfere with the
reading of a text may be considered acceptable.
813-936-2800 or 800-724-2778.