Summer 2013
Texas A&M University Central Texas
Human Development - 64730 - PSYK 504 - 110
Jun 04, 2013 - Jul 26, 2013
Instructor: Dr. Joan N. Strutton
Office: Room 306 North Campus
Phone: (254)519-5444
Email: strutton@ct.tamus.edu
Use this email address instead of Blackboard for immediate responses. All assignments
should be sent to the Blackboard system.
Office Hours:
Monday
Virtual Hours
8:00-12:00
Tuesday
Methods & Practices
1:30-4:20
Office Hours
11:00-1:30
Wednesday
Virtual Hours
8:00-12:00
Thursday
Methods & Practices
1:30-4:20
Mode of instruction and course access:
This course is a 100% online course. For a guide to use the new Blackboard 9.1, refer to the
Online Learning Resources tab. If this is the first time you are taking a course that uses
Blackboard, I recommend you complete all topics in this tutorial. The first week of the course
includes activities and assignments that will help you get up to speed with the navigation,
sending and receiving messages, discussion posts, and submitting an assignment. Your ability to
function within the Blackboard system will facilitate your success in this course.
You will use your University ID (UID) and the 6-digit University PIN to logon to this system.
Student-instructor interaction:
I check email daily and reply to students within 24 hours. Please email me at
strutton@tamuct.edu for the quickest response. I will be online during posted virtual hours. We
will be able to stay in touch through Blackboard, email, and phone. Appointments may be
scheduled as well.
UNILERT
Emergency Warning System for Texas A&M University – Central Texas
UNILERT is an emergency notification service that gives Texas A&M University-Central Texas
the ability to communicate health and safety emergency information quickly via email and text
message. By enrolling in UNILERT, university officials can quickly pass on safety-related
information, regardless of your location. Please enroll today at http://TAMUCT.org/UNILERT
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Summer 2013
COURSE INFORMATION
Course Overview and description:
This course is a lifespan survey of the development of human beings from conception to
death. Topics included will be research and theory into physical, cognitive, social, and
personality development in each of the different age groups: prenatal, infancy,
childhood, adolescence, and adulthood.
Course Objectives:
Student Learning Outcomes
After completing this course, students will understand the transitions from infancy to
childhood to adulthood. The student will gain a broad knowledge of the cognitive,
physical, social, and emotional development of the individual as well as an understanding of his
or her relationships within the family, with peers, and with significant others. In addition, the
student will gain knowledge of aging process.
TEA Competency Goals Statements (certification or standards)
DOMAIN I—UNDERSTANDING STUDENTS
Competency 001 (Human Development)
The school counselor understands processes of human development and applies
this knowledge to provide a developmental guidance program, including counseling
services, that meets the needs of all students.
1. Demonstrates knowledge of developmental progressions in the social,
emotional, physical, motor, language, and cognitive domains in children and
adolescents.
2. Demonstrates knowledge of developmental issues of particular importance,
including atypical differences, at different stages of human development
(e.g., early childhood, middle childhood, adolescence).
3. Recognizes the interrelatedness of developmental domains and ways in
which this interrelatedness may affect students' behaviors (e.g., how affective
characteristics may affect academic performance).
4. Understands the range of human developmental variation (e.g., typical and
atypical behaviors) and knows how to provide appropriate, effective guidance
and counseling services that are responsive to students' developmental
characteristics and differences.
5. Understands students' developmental characteristics and needs in relation to
educational and career awareness, planning, and decision making.
Required Text:
Sigelman and Rider, 2011, Life-Span Human Development (7th Edition), Wadsworth
Publishing
Students may purchase their books from any vendor.
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Summer 2013
Course Requirements
Paper: Course Objectives 2.1, 2.2
You will complete this assignment by creating a human being. The creation of your human being
should occur throughout the class and follow the presentation of material in your textbook. This
human being is not to be yourself or anyone you know, but one you create demonstrating what
you are learning about each developmental stage. It should be written in APA format and will be
worth 100 points. Refer to the rubric for writing guidelines. It is due August 3.
Assignment guidelines:
1. Begin by introducing your “human.” Provide demographic characteristics of
your human including: gender, socio-economic status background, ethnicity,
cultural background, family composition, parental characteristics, physical and
psychological health of family members. Remember that these demographics
characteristics will impact your developing human at each stage!
2. Apply the stages from chapters you read to your developing human. You will
apply the theory to all aspects of your growing person. For example, in the
pregnancy and prenatal development, discussion will include, but not limited to:
development through the trimesters; involvement of the father (however
applicable); mother’s emotional state; fetal development; impact of culture on
pregnancy; mother’s health and nutrition; reactions to birth, etc. The same
application of the material to your growing human will take place for each chapter
up until the death of your human.
3. Option: if you are struggling with the application of the material, it may help to
‘interview’ or talk with someone who is in this stage or who has a child in the
particular stage you are struggling with. If you do this, please be clear with the
person you talk to that this is for an assignment and that you are not using their
experience, but trying to get a clear understanding of the stage of life. Feel free to
share with the person the materials from class to let them know what we are
discussing. This part is not to be formally written up for your paper. It is only to
help you gain deeper understanding.
Quizzes:
Course Objectives 2.1, 2.2
Quizzes will cover assigned readings, power-points, and online discussions. The quizzes will be
multiple choice, true/false, and short answer questions. Students are expected to take all quizzes
as scheduled. It is the student’s responsibility to contact me to arrange alternative times to take
the quizzes. This should be completed in advance of the scheduled times unless there is an
emergency. There will be 1 quiz for each chapter that will be timed. I will set the exams for 2
attempts in the event you have Blackboard or computer issues. Each quiz is worth 100 points. .
You may work ahead of the exam schedule if you have read the chapters.
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Summer 2013
Posts:
Course Objectives 2.1, 2.2
My goal for this is to create a forum where we can ask questions and post comments on the
material as well as of each other. Since I will not be lecturing on each chapter, I want to use this
to clarify anything that you may be confused about. I will post a conversation for each chapter,
but please feel free to start your own discussions. You will be responsible for all the materials
posted. Each week, you will be required to post meaningful responses to the discussion board.
Based on the time you post in relation to other students, you should also respond to other
student's comments. Your postings should reflect well thought out and intelligent points of
discussion. I reserve the right to decide if the student's effort and insight will receive full credit.
Please feel free to take a personal stand and express your convictions on the topics presented
(within professional reason). Refer to the Discussion Board Rubric for guidelines. You may
work ahead of the posting schedule if you have read the chapters.
Student-instructor interaction:
I check email daily and reply to students within 24 hours. Please email me at
strutton@tamuct.edu for the quickest response. I will be online during posted virtual hours. We
will be able to stay in touch through Blackboard, email, and phone. Appointments may be
scheduled as well.
Grading Criteria:
Paper
100 points
Quizzes
100 points each
Posts
100 points for cumulative average
A:
B:
C:
D:
F:
90-100 Points
80-89 Points
70-79 Points
60-69 Points
<59 Points
Posting of Grades:
Exam grades will be posted immediately; papers will be graded within 5 days of submission; and
the posts will be graded the last day of class and averaged.
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Summer 2013
Technology Requirements:
For a guide to use Blackboard, refer to
http://online.tarleton.edu/fac_dev/applications/student_blackboard. If this is the first time
you are taking a course that uses Blackboard, I recommend you complete all topics in this
tutorial. The first week of the course includes activities and assignments that will help you
get up to speed with the navigation, sending and receiving messages and discussion posts,
and submitting an assignment. Your ability to function within Blackboard system will
facilitate your success in this course.
Upon first logon to Blackboard, run a browser check
http://online.tarleton.edu/Dual/computersettings.htm to be sure that your computer and
browser settings are correct for Blackboard to function well. This is a CRITICAL step as
these settings are important for when you take an exam or submit an assignment.
Technology issues are not an excuse for missing a course requirement – make sure your
computer is configured correctly and address issues way before deadlines.
Technology Support
For technological or computer issues, students should contact the Online Instructional
Support Desk:
Email: support.citde@tarleton.edu
Phone: 254-968-1960 or
Toll Free: 866-744-8900 - Option 3
For issues related to course content and requirements, contact your
professor
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Summer 2013
COURSE OUTLINE AND CALENDAR
Human Development
64730 - PSYK 504 - 110
June 4-July 26
Week
June 4
June 10
June 17
June 24
July 1
July 8
July 15
July 22
Assignment
Chapter 1: Understanding Development
Chapter 2: Theories of Development
Exams and Posts
Chapter 3: Genes & Environment
Chapter 4: Prenatal & Birth
Exams and Posts
Chapter 5: Health & Physical
Chapter 6: Perception
Chapter 7: Cognition
Exams and Posts
Chapter 8: Memory & Information
Chapter 9: Intelligence & Creativity
Exams and Posts
Chapter 10: Language & Education
Chapter 11: Self & Personality
Exams and Posts
Chapter 12: Gender Roles
Chapter 13: Social & Moral Development
Exams and Posts
Paper Due
Chapter 14: Attachment
Chapter 15: The Family
Chapter 16: Developmental Psychopathology
Exams and Posts
Chapter 17: Death & Dying
Chapter Exam, Final Exam and Posts
Due
June 8
June 15
June 22
June 29
July 6
July 13
July 20
July 25
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Summer 2013
Rubrics
Discussion Board Rubric
Criteria
Critical
Thinking
Connections
Uniqueness
Timeliness
A (90-100)
Outstanding
• rich in content
• full of thought,
insight, and
analysis
Clear connections
• to previous or
current
• to real-life
situations
• new ideas
• new
connections
• made with
depth and
detail
• All required
postings
• Early in
discussion
• Throughout
the discussion
B (80-89)
Proficient
• substantial
information
• thought,
insight, and
analysis has
taken place
• new ideas or
connections
• lack depth
and/or detail
C (70-79)
Basic
• generally
competent
• information is
thin and
commonplace
D/F (0-69)
Below Expectations
• rudimentary
and superficial
• no analysis or
insight is
displayed
• limited, if any
connections
• vague
generalities
• no connections
are made
• off topic
• new ideas or
connections
• lack depth
and/or detail
• few, if any new
ideas or
connections
• rehash or
summarize other
postings
• All required
postings
• Most at the last
minute without
allowing for
response time
• no new ideas
• “I agree
with…”
statement
• All required
postings
• Some not in
time for others
to read and
respond
• Some, or all,
required
postings
missing
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for
the necessary paperwork. Professors cannot drop students; this is always the responsibility of the
student. The record’s office will provide a deadline for which the form must be returned,
completed and signed. Once you return the signed form to the records office and wait 24 hours,
you must go into Duck Trax and confirm that you are no longer enrolled. If you are still enrolled,
FOLLOW-UP with the records office immediately. You are to attend class until the procedure is
complete to avoid penalty for absence. Should you miss the deadline or fail to follow the
procedure, you will receive an F in the course.
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of
personal and scholarly conduct. Students guilty of academic dishonestly are subject to
disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an
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Summer 2013
examination or other academic work, plagiarism, collusion, and the abuse of resource materials.
The faculty member is responsible for initiating action for each case of academic dishonestly.
More information can be found at www.tamuct.org/studentconduct.
Disability Support Services
Texas A&M University – Central Texas complies with Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990. TAMUCT promotes the use of the
Principles of Universal Design to ensure that course design and activities are accessible to the
greatest extent possible. Students who require reasonable accommodations based on the impact
of a disability should contact Gail Johnson, Disability Support Coordinator at (254) 501-5831 in
Student Affairs, Office 114E. The Disability Support Coordinator is responsible for reviewing
documentation provided by students requesting accommodations, determining eligibility for
accommodations, helping students request and use accommodations, and coordinating
accommodations.
Smarthinking
Online tutoring platform that enables TAMU-CT students to log-in and receive FREE online
tutoring and writing support. This tool provides tutoring in Mathematics, Writing, General and
Organic Chemistry, Physics, Biology, Introduction to Human Anatomy and Physiology,
Accounting, Economics, Introductory Finance, Spanish, and Statistics.
Access: Students will have access after 5:00pm on the 4th class day. Students may gain access
by going to www.smarthinking.com and entering in their University Student ID as their
username and Birthday (mmddyyyy) as their password. Once you log-in, you have the option to
change your log-in information. If you have difficulties contact Student Affairs at 254-519572110.
Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to live and
work in an information-centered society. Librarians will work with students in the development
of critical reasoning, ethical use of information, and the appropriate use of secondary research
techniques. Help may include, yet is not limited to: exploration of information resources such as
library collections and services, identification of subject databases and scholarly journals, and
execution of effective search strategies. Library Resources are outlined and accessed at.
http://www.tarleton.edu/centraltexas/departments/library/
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Summer 2013
Writing Rubric
Qualities & Criteria
Poor (0-80)
Good (80-90)
Excellent (90-100)
Follows poorly the
requirements
related to format
and layout.
Follows, for the
most part, all the
requirements
related to format
and layout. Some
requirements are
not followed.
Closely follows
all the
requirements
related to format
and layout.
The essay is not
objective and
addresses poorly
the issues referred
in the proposed
topic. The
provided
information is not
necessary or not
sufficient to
discuss these
issues.
The essay is
objective and for
the most part
addresses with an
in depth analysis
most of the issues
referred in the
proposed topic.
The provided
information is, for
the most part,
necessary and
sufficient to
discuss these
issues.
The essay is
objective and
addresses with an
in depth analysis
all the issues
referred in the
proposed topic.
The provided
information is
necessary and
sufficient to
discuss these
issues.
The essay is not
well written, and
contains many
spelling errors,
and/or grammar
errors and/or use
of English errors.
The essay is badly
organized, lacks
clarity and/or does
not present ideas
in a coherent way.
The essay is well
written for the
most part, without
spelling, grammar
or use of English
errors. The essay
is for the most part
well organized,
clear and presents
ideas in a coherent
way.
The essay is well
written from start
to finish, without
spelling, grammar
or use of English
errors. The essay
is well organized,
clear and presents
ideas in a coherent
way.
Format/Layout
Presentation of the text
Structuring of text
Follows requirements of
length, font and style
Content/Information
All elements of the topics are
addressed
The information is technically
sound
Information based on careful
research
Coherence of information
Quality of Writing
Clarity of sentences and
paragraphs
No errors and spelling,
grammar and use of English
Organization and coherence
of ideas
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Summer 2013
References and use of
references
Scholarly level of references
How effective the references
are used in the essay
Soundness of references
APA style in reference list
and for citations
Most of the
references used
are not important,
and/or are not of
good/scholarly
quality. There is
not a minimum of
4 scholarly
resources, and/or
they are not used
effectively in the
essay. References
are not effectively
used, and/or
correctly cited
and/or correctly
listed in the
reference list
according to APA
style.
Most of the
references used
are important, and
are of
good/scholarly
quality. There is a
minimum of 4
scholarly
resources that are
for the most part
used effectively in
the essay. Most of
the references are
effectively used,
correctly cited and
correctly listed in
the reference list
according to APA
style.
All the references
used are
important, and are
of good/scholarly
quality. There is a
minimum of 4
scholarly
resources that are
used effectively in
the essay. All the
references are
effectively used,
correctly cited and
correctly listed in
the reference list
according to APA
style.
The Operation of the Online Course and Being an Online Student
Online learning requires students to be very self-disciplined, be sure you understand and are
prepared to comply with all required class assignments and deadlines. For this course, refer to
the syllabus for all assignments and due dates. No late work will be submitted after August 7.
Personal Statement
.
This will be a great class that will be interactive and you will learn fascinating information about
human development. I have a strong background in this area and plan to include innovative
activities to enhance your learning. Be prepared to participate and learn. I am committed to
make this a class you will remember and benefit from personally and professionally.
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