SYLLABUS
Syllabus
HED 311 ~ Human Growth & Development
Section:
01
Wham 328
T/TH 8:00 – 9:15 am
Instructor: Brett M. Burnham, MA, MS, MAT
Office: Pulliam 108
Email: brettmburnham@siu.edu
Phone: 1-618-453-5185
Office Hours: Tuesdays & Thursdays, 11:00am – 1:30 pm, and by appointment
Contact Information for Two Classmates:
Name______________________________
email _______________________________
Name ______________________________
email ________________________________
Course description: This course is designed as an overview and introduction to the study of
development through the life-span. Students will learn about various theories, themes, and concepts
applicable to the life-span from birth through senescence and death; and explore ways in which they can
apply these to their own development and the development of others
Course material:
Understanding Human Development, Craig & Dunn, 2nd Ed; Access code for MyDevelopmentLab
*for those who do not wish to purchase the hard copy text, you may go to the website and purchase the
e-copy and course access. You will not be able to access this text after this semester.
Course ID for mydevelopmentlab.com: you must register for the course site. If you do not register,
you will not be able to complete one of the major assignments.
Go to http://mydevelopmentlab.com . Find our text in the list – click on it. On the next page you will
begin course site registration – click on “students.” When prompted enter the course ID: cm391282.
Once into the course site register your Virtual Child. Click on ‘Virtual Child’. Follow the directions.
You will be asked a series of questions, then name your child. When prompted enter the class. The
Class ID: TO BE ANNOUNCED
Course objectives: Upon completion of this course the student will be able to:
1. Identify and discuss several behavioral and social cognitive theories including Freud, Piaget,
Erikson, Bandura, Vygotsky.
2. Discuss changes in physical, cognitive, socioemotional development throughout the life-span.
3. Understand special problems and concerns throughout the life-span.
4. Critically examine issues related to life-span development from birth to death.
5. Discuss health-related factors related to human development across the life-span.
Attendance: Is expected and required, however, under certain circumstances, you may need to miss
class. Each student is allowed to miss up to three (3) classes without severe penalty. However, each
class missed will result in a reduction of participation points. Students with more than three (3)
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SYLLABUS
unexcused absences will be asked to withdraw from the course with a failing grade (WF). Missing any
exam is not allowed, unless for a University sanctioned event. If you know ahead that you will miss a
test (ie athlete, university sanctioned class event, etc) you must request (via email or in person) a makeup before test day. You must also provide an excuse, in writing, from the coach or professor. In-class
activities will not be made up on days you miss. You are responsible for obtaining any information you
miss when you miss class. Contact a classmate to get missed information and notes.
Electronic devices:
Only laptops and tablets are permissible for taking class notes. Misuse of electronic devices will result in
dismissal from class with an unexcused absence recorded. NO CELLPHONE USE ALLOWED!
Assessment
Grading Scale:
Based on total points received, the grading scale is as follows:
100-90%
A
89-80%
B
79-70%
C
69-60%
D
Under 60% F
3 Exams
Observation/group presentation
My Virtual Child
Interview
Other Assignments (TBD):
50 points each/total 150
50 points
50 points
50 points
50 points
Total: 350 points
Additional points may be added throughout the semester in the form of in-class/homework activities
Late Policy:
Assignments are expected to be turned in on the assigned due date. Any assignments turned in late will
not be accepted at all unless excused prior to the due date.
Assignments:
Observation (Child Development Lab) and Presentation:
116 Quigley Hall. Each student will observe their assigned age group for one (1), one (1) hour period
(assignments in class). What did you see that you expected for your age group? What did you see that
you did not expect? What did you hear? You may observe at different times.
All students will be in groups of three to five (depending on class size) for the presentation portion of
the assignment. Each group will present the chapter (or part of chapter) pertaining to the age group
observed. You MUST use examples from your observation in your presentation. All members of the
group will contribute to the presentation, and should be as equal as possible. You will create a power
point presentation – remember the rules of good pp presentation. The group presentation will be 20-30
minutes. Each group MUST submit one (1) hard copy of your presentation.
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My Virtual Child
You will ‘raise’ a virtual child from birth to age 18. You will find your child in MyDevelopmentLab
(refer to Course ID above). Do each age as we cover the corresponding chapter in class. No need to
work ahead, but do not wait until the last minute to do. It will take approx. 8 hours to complete your
computer time. Once you have raised your child the computer will tell you the outcome. Then you will
write a reflection about your parenting experience. Begin with a brief explanation of your experience
including the outcome for your child. Then answer some questions. What went right? What did not go
well? What would you do differently? How might this experience help with raising real children? How
might this experience help in your future practice? Be sure to incorporate information from your text
for appropriate age/development, and how your child matches up. Grades will be based upon depth of
reflection and the extent to which you incorporated text information into your writing. Your reflection is
to be 3-5 pages, double-spaced, 1” margins, 12 point font. You do not need a reference citation, unless
you use a source other than the textbook.
Interviews: You will interview at least 3 persons. 1 persons in each of the following age groups: young
adult, middle adult, and older adult. You may interview more than 3 persons. You will write a
reflection, 3-4 pages, double-spaced, 1” margins, 12 point font. In this reflection you will not give any
names, but will answer several questions. You may add any additional information you wish to make
your reflection more complete. Beginning questions will be provided in class. Use these as a start, but
add your own questions – 3-5!! Grades will be based on completeness of the interviews,
comparison/contrast between the different interviewees, and the extent to which you incorporate text
material with the information obtained in the interviews. Do not write a list of questions and
answers, rather make your paper a narrative of the information you obtain—tell me a story. You may
write each adult individually, or you may write from the perspective of the questions. You do need to
compare and contrast the different ages – how are they the same? Different? Why is this?
For the observation and interview additional information will be provided closer to the due date.
Extra credit: none.
Tentative schedule*:
Date
Week 1
Jan 14
Jan 16
Topic
Assignment
Due
Introduction
Chapter 1 Intro
Read Ch 1
Complete registration for
MyDevelopmentLab
Reads Ch 2
Begin My Virtual Child
Read Ch 3
Read Ch 3
Observations in CDL – you
schedule
Week 2
Jan 21
Jan 23
Chapter 2 Heredity & Environment
Week 3
Jan 28
Jan30
Chapter 3 prenatal development
Week 4
Feb 5
Feb 7
Chapter 4 infancy – physical
Read Ch 4
Presentations Begin!
Week 5
Feb 11
Feb 13
Chapter 5 infancy – personality
Chapter 6 – early childhood phys
Read Ch 5
Read Ch 6
Presentations
Obs. in Child Devel. Lab
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Week 6
Feb 18
Feb 20
Week 7
Feb 25
Feb 27
Ch 7 – early childhood personality
Review for exam
Read Ch 7
Ch 8 – middle childhood phys
Read Ch 8
Exam I – Ch 1 – 7
Presentations
Feb 27 – Exam I
Week 8
Mar 4
Mar 6
March 8 – 16
Ch 9 – middle childhood personality
Spring Break
Finish up chapters 8/9
Have a safe, healthy, restful break!
**hint** you are strongly urged to complete your interviews during break
Week 9
Mar 18
Mar 20
Ch 10 – adolescence phys
Read Ch 10
Ch 11 – adolescence personality
Read CH 11
Week 10
Mar 25
Mar 27
Ch 12 – young adult phys
Read Ch 12
Week 11
Apr 1
Apr 3
Ch 13 – young adult personality
Read Ch 13
Week 12
Apr 8
Apr 10
Ch 14 – middle adult phys
Read Ch 14
Apr 10 – Exam 2
Read Ch 15
Week 13
Apr 15
Apr 17
Ch 15 – middle adult personality
Ch 16 – older adult phys
Read Ch 16
Week 14
Apr 22
Apr 24
Ch 17 – older adult personality
Read Ch 17
Ch 18 – death & dying
Read Ch 18
Review for final and wrap-up
Final exam – Ch 15 – 18
Week 15
Apr 29
May 1
Finish raising your child!
Mar 28 – My Virtual
Child Reflection DUE
Apr 21 – Interview Paper
DUE
Week 16
Tuesday, May 6th 7:50-9:50 a.m.
*schedule is subject to change! You will be notified of change.
Final Exam:
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Department of Health Education and Recreation Academic Honesty Policy:
The mission of the Department of Health Education and Recreation (HER) is to improve the quality of
human life through promoting healthy living throughout the life span to provide students with the skills
needed to be successful and productive citizens. To pursue this mission, the Department of HER
believes in the importance of reinforcing academic honesty. An Academic Honesty Code used by
students and faculty promotes an atmosphere of integrity and honesty.
The following behaviors are some examples of academic dishonesty:
* Taking an exam for another student.
* Forging or altering an official document.
* Paying someone to write a paper to submit under one's own name.
* Copying (with or without another person's knowledge and claiming it as one's own work).
* Including items on a list of references that were not used.
* Doing assignments for someone else.
* Obtain a copy of a test before it is given.
* Working with other students on a assignment when not expressly told to do so.
Kibler, W. (1993). Academic Dishonesty: A student development dilemma. NASPA Journal,30(4).
Also:
* Cheating, which is intentionally using unauthorized material, information, or study aids in any work
submitted for credit.
* Fabrication, which is intentional and unauthorized falsification or invention of any information or
citation.
* Plagiarism, which is the deliberate use of ideas, words, or statements of another person as one's own
without acknowledgment being given.
* Facilitation, which is knowingly helping someone else do any of the above.
Pavela, G. (1978). Judicial review of academic decision-making after Horowitz. School Law Journal,
55(8), 55075. See also p. 29 in the 1996 SIUC Student, Faculty, and Staff Information Booklet.
The following approach will be used in incidents of academic dishonest:
1. An academic "honor board" will consist of five members. The make-up of the board is as follows: the
vice-presidents of Eta Sigma Gamma and the Student Recreation Society, one faculty member of the
Department of Health Education and Recreation, one Health Education student, and one Recreation
student, the latter three to be appointed by the department chair. The function of this board will be to
review charges of academic dishonesty, and work with the instructor who has brought the charge to
decide upon a sanction or response.
2. The first time a student is found engaging in academic dishonesty, the faculty member involved in the
incident has the option of either handling the issue individually or forwarding it to the honor board. If
the incident is handled between the student and the faculty member, the faculty member will provide the
department chair with a brief description of the infraction and the resolution. This should be signed by
both the student and the faculty member. Every effort should be made to review and clarify to the
student the reasons why their behavior constitutes academic dishonesty, thus allowing the student to
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fully understand the ethical basis of the policies, and offer the student the opportunity of integrating
these values into his/her own value system.
3. Any student who engages in academic dishonesty twice during his/her academic career will be
required to have a hearing with the honor board. This hearing will consist of a review of the incident and
an opportunity for the student to respond to the charge. The honor board, in consultation with the
instructor, will decide upon the sanction to be imposed. The sanction would be commensurate with the
magnitude of the offense.
4. If the student disagrees with the department's decision, he/she may then request a new hearing with
the Dean of the College of Education and Human Services, who will, if guilt is determined, decide upon
the appropriate sanction. To begin this process, the student should schedule a meeting with the College's
Chief Academic Advisor located in Wham 135.
Emergency Procedures:
Southern Illinois University Carbondale is committed to providing a safe and healthy environment for
study and work. Because some health and safety circumstances are beyond our control, we ask that you
become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team
(BERT) program. Emergency response information is available on posters in buildings on campus,
available on the BERT’s website at www.bert.siu.edu, Department of Public Safety’s website
www.dps.siu.edu (disaster drop down) and in the Emergency Response Guidelines pamphlet. Know how
to respond to each type of emergency.
Instructors will provide guidance and direction to students in the classroom in the event of an emergency
affecting your location. It is important that you follow these instructions and stay with your instructor
during an evacuation or sheltering emergency. The Building Emergency Response Team will provide
assistance to your instructor in evacuating the building or sheltering within the facility.
Sexual Harassment Policy
Please take time to read and familiarize yourself with SIUC’s sexual harassment policy:
http://generalcounsel.siu.edu/policies.html
Student Complaints
Support is given to the belief that in most instances complaints and grievances can be minimized if
communication is maintained between students and faculty. If the student, after discussing the
complaint with the faculty member or members involved, still wishes redress, the Chair should be
consulted.
When a student requests an appointment with the Department Chair to voice an academic complaint
about an instructor, the student will be asked to provide details on a Request to See Department Chair
form. An appointment will be scheduled when the form is returned. Prior to the appointment, the
faculty member involved will provide information to the Department Chair on the Information for
Student Meeting with Department Chair form. The Department Chair will maintain a record of the
discussion/outcome on the Record of Meeting with Department Chair form. If the Department Chair is
unable to resolve the complaint to the mutual satisfaction of those concerned, then the formal grievance
procedure will be followed.
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Syllabus Attachment
Spring 2014
“We emphasize student achievement and success because achievement and
success are essential if we are to shape future leaders and transform lives.” ¹
IMPORTANT DATES *
Semester Class Begins …………………………………………….01/13/2014
Last day to add a class (without instructor permission): ………….01/24/2014
Last day to withdraw completely and receive a 100% refund: ….01/26/2014
Last day to drop a course using SalukiNet: ……………………….03/23/2014
Last day to file diploma application (for name to appear in Commencement
program): ………………………………………………………….03/28/2014
Final examinations:…………………………………………….5/5 – 5/9/2014
* Note: For outreach, online, and short course drop/add dates, visit
Registrar’s Academic webpage http://registrar.siu.edu/
SPRING SEMESTER HOLIDAYS
Martin Luther King, Jr.’s Birthday 01/20/2014
Spring Vacation 03/08—03/16/2014
WITHDRAWAL POLICY ~ Undergraduate only
Students who officially register for a session may not withdraw merely by the
stopping of attendance. An official withdrawal form needs to be initiated by the
student and processed by the University. For the proper procedures to follow
when dropping courses and when withdrawing from the University, please visit
http://registrar.siu.edu/pdf/ugradcatalog1314.pdf
INCOMPLETE POLICY~ Undergraduate only
An INC is assigned when, for reasons beyond their control, students engaged in
passing work are unable to complete all class assignments. An INC must be
changed to a completed grade within one semester following the term in which
the course was taken, or graduation, whichever occurs first. Should the student
fail to complete the course within the time period designated, that is, by no
later than the end of the semester following the term in which the course was
taken, or graduation, whichever occurs first, the incomplete will be converted
to a grade of F and the grade will be computed in the student's grade point
average. For more information please visit:
http://registrar.siu.edu/grades/incomplete.html
REPEAT POLICY
An undergraduate student may, for the purpose of raising a grade, enroll in a
course for credit no more than two times (two total enrollments) unless
otherwise noted in the course description. For students receiving a letter grade
of A,B,C,D, or F, the course repetition must occur at Southern Illinois
University Carbondale. Only the most recent (last) grade will be calculated in
the overall GPA and count toward hours earned. See full policy at
http://registrar.siu.edu/pdf/ugradcatalog1314.pdf
GRADUATE POLICIES
Graduate policies often vary from Undergraduate policies. To view the
applicable policies for graduate students, please visit
http://gradschool.siu.edu/about-us/grad-catalog/index.html
DISABILITY POLICY
Disability Support Services provides the required academic and programmatic
support services to students with permanent and temporary disabilities. DSS
provides centralized coordination and referral services. To utilize DSS
services, students must come to the DSS to open cases. The process involves
interviews, reviews of student-supplied documentation, and completion of
Disability Accommodation Agreements.
http://disabilityservices.siu.edu/
STUDENT CONDUCT CODE
http://policies.siu.edu/other_policies/chapter3/conduct.html
http://pvcaa.siu.edu/
SALUKI CARES
The purpose of Saluki Cares is to develop, facilitate and coordinate a
university-wide program of care and support for students in any type of
distress—physical, emotional, financial, or personal. By working
closely with faculty, staff, students and their families, SIU will continue
to display a culture of care and demonstrate to our students and their
families that they are an important part of the community. For
Information on Saluki Cares: (618) 453-5714, or siucares@siu.edu,
http://salukicares.siu.edu/index.html
EMERGENCY PROCEDURES
Southern Illinois University Carbondale is committed to providing a
safe and healthy environment for study and work. We ask that you
become familiar with the SIU Emergency Response Plan and Building Emergency Response Team (BERT) pr ogr ams. Emer gency r esponse information is available on posters in buildings on campus,
available on BERT’s website at www.bert.siu.edu, Department of
Safety’s website at www.dps.siu.edu (disaster drop down) and the
Emergency Response Guideline pamphlet. Instructors will provide
guidance and direction to students in the classroom in the event of an
emergency affecting your location. It is important that you follow these
instructions and stay with your instructor during an evacuation or
sheltering emergency.
INCLUSIVE EXCELLENCE
SIU contains people from all walks of life, from many different
cultures and sub-cultures, and representing all strata of society,
nationalities, ethnicities, lifestyles, and affiliations. Learning from and
working with people who differ is an important part of education as well
an essential preparation for any career. For more information please
visit: http://www.inclusiveexcellence.siu.edu/
MORRIS LIBRARY HOURS
http://www.lib.siu.edu/about
LEARNING AND SUPPORT SERVICES
Help is within reach. Learning support services offers free tutoring on
campus and math labs. To find more information please visit the Center
for Learning and Support Services website:
Tutoring : http://tutoring.siu.edu/
Math Labs http://tutoring.siu.edu/math_tutoring/index.html
WRITING CENTER
The Writing Center offers free tutoring services to all SIU students and
faculty. To find a Center or Schedule an appointment please visit
http://write.siu.edu/
AFFIRMATIVE ACTION & EQUAL OPPORTUNITY
Our office's main focus is to ensure that the university complies with
federal and state equity policies and handles reporting and investigating
of discrimination cases. For more information visit:
http://diversity.siu.edu/#
Additional Resources Available:
SALUKINET: https://salukinet.siu.edu/cp/home/displaylogin
ADVISEMENT: http://advisement.siu.edu/
PROVOST & VICE CHANCELLOR: http://pvcaa.siu.edu/
SIU ONLINE: http://online.siu.edu/
¹ Southern Illinois University Carbondale. (2013). Pathways to Excellence: A Strategic Plan
Retrieved from http://chancellor.siu.edu/_common/docs/A_Strategic_Plan.pdf
Spring 2014 R.O’Rourke