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Human Growth and Development (PSC 250)
Section 102 (M/W, 1:00)
Dr. Christy Schuette
Fall 2014
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: M/W: 11:30-1:00; Tues: 9:30-11:30 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.
4. Compare and contrast various issues that affect development, such as class,
ethnicity, and culture.
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“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. Reading reflections: There will be 4 reading reflections that are based on the
textbook reading. Each will be 1-page in length. See more detail under the
assignment description below. Each reflection 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. Poster Presentation: see description below (40 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
detail in class. Evaluation will be based on instructor AND group member peer
review. (20 points).
6. Debates: There will be two in-class debates (25 points each). Students will be
assigned to groups and will choose a topic (from a list of choices) to debate.
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Students will be given time in class to prepare the debate. 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)
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:
Reading Reflections: In each chapter of the textbook, the authors include several thought
questions in purple ink. Please choose a particular chapter, and one of the thought
questions to respond to for EACH paper. You will need to use 4 different chapters but you
can choose the chapter and the question (be sure to write out the question that you select).
The paper should be approximately 1 page in length.
Observation Log & Reflection Paper: Choose a child to observe. You can use the
childcare center on campus if you would like 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).
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
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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.
Poster Presentation: Students will choose a topic of interest and make a poster
presentation (you can use a large poster board or a tripod poster stand) to present
information to your peers regarding your topic of choose. You will need to use 3-5
references (scholarly resources) and include a reference page. 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 poster
presentations in more detail during class.
“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
TENTATIVE COURSE SCHEDULE:
Date
Topic/Readings/Assignments
1/25 (M)
Introduction to Lifespan Development
Review Syllabus
Read: Chapter 1, pp. 1-8
1/27 (W):
Chapter 1 (cont.)
Read: Chapter 1, pp. 9-33
9/01 (M)
No class—Labor Day
__________________________________________________________________________________________________________________
9/03 (W)
Heredity and Environment
Read: Chapter 2
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__________________________________________________________________________________________________________________
9/08 (M)
Prenatal Development and Birth
Read: Chapter 3
READING REFLECTION 1 IS DUE
9/10 (W)
Infancy & Toddlerhood: Physical, Cog, & Lang Dev
Read: Chapter 4
__________________________________________________________________________________________________________________
9/15 (M)
Infancy & Toddlerhood: Pers. & Sociocultural Dev
Read: Chapter 5
Groups prepare for debate 1
9/17 (W)
Debate 1 in class: Issues relevant to prenatal devtoddlerhood
9/22 (M)
Early Childhood: Physical, Cognitive, & Lang Dev
Read: Chapter 6
9/24 (W)
Early Childhood: Pers & Sociocultural Dev
Read: Chapter 7
Topics due for Poster Project
Reading Reflection 2 is Due
__________________________________________________________________________________________________________
9/29 (M)
Middle Childhood: Physical & Cognitive Dev
Read: Chapter 8
_________________________________________________________________________________________________________
10/01 (W)
Middle Childhood—Personality & Sociocul. Dev
Read: Chapter 9
__________________________________________________________________________________________________________________
10/06 (M)
Observation/Log Reflection Papers are due in
class
10/08 (W)
Adolescence: Physical & Cog Dev
Read: Chapter 10
__________________________________________________________________________________________________________________
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10/13 (M)
Adolescence: Personality & Sociocultural Dev
Read: Chapter 11
Groups prepare for debate 2
10/15 (W)
Debate 2 in class—Adolescence
__________________________________________________________________________________________________________________
10/20 (M)
Young Adulthood: Phy & Cog Dev
Read: Chapter 12
Reading Reflection 3 is Due
__________________________________________________________________________________________________________________
10/22 (W)
Young Adulthood: Personality & Sociocultural Dev
Read: Chapter 13
10/27 (M)
Group project planning time
10/29 (W)
Middle Adulthood—Physical & Cog Dev
Read: Chapter 14
Group 1 presents
__________________________________________________________________________________________________________________
11/03 (M)
Middle Adulthood—Personality & Sociocultural Dev
Read: Chapter 15
Group 2 presents
Reading Reflection 4 is Due
11/05 (W)
Late Adulthood—Physical & Cog Dev
Read: Chapter 16
Group 3 presents
11/10 (M)
Late Adulthood—Personality & Sociocultural Dev
Read: Chapter 17
Group 4 presents
__________________________________________________________________________________________________________________
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11/12 (W)
Death & Dying
Read: Chapter 18
Bucket List is Due
11/17 (M)
Death & Dying (cont).
11/19 (W)
Poster Presentations
__________________________________________________________________________________________________________________
11/24 (M)
Poster Presentations
__________________________________________________________________________________________________________________
11/26 (W)
No class—Happy Thanksgiving!
__________________________________________________________________________________________________________________
12/01 (M)
Poster Presentations
__________________________________________________________________________________________________________________
12/03 (W)
Last class: Final Exam Review
__________________________________________________________________________________________________________________
Final Exam:
Wednesday, Dec. 10, 12:30-2:30
“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. No projects will be accepted after October 20, 2014.
**For the reading reflections and the bucket list, 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
**For presentations (poster 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
poster 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.
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ADMINISTRATIVE POLICIES
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.