Course Syllabus
PSY 504.130
Human Development
Texas A & M University —Central Texas
Department of Psychology & Counseling
Fall 2014
Aug. 25, 2014 – Dec. 12, 2014
Course: Human Development
Class Times: Online
Location: The Interweb
Office Hours:
M: 3:00 – 5:30 p.m.
T: 3:00 – 5:00 p.m.
W: 3:00 – 5:30 p.m.
Or by appointment
1.0.
Professor: Richard K. Yeager, Ph.D
Phone: 254-519-5775
Office: 318H, Warrior Hall
E-mail: Through Blackboard (preferred) or
ryeager@ct.tamus.edu
Secretary: Ms. Barbara Peek: (254) 501-5879
(barbara.peek@tamuct.edu)
Course Overview:
This course is a survey of theories describing human development. 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.
2.0.
Course Objectives:
The general objectives for this course are:
Describe the major theoretical approaches to classifying and understanding human
development.
Apply theoretical constructs to commonly encountered problems in development.
Describe the different theoretical approaches to the same developmental problem.
Distinguish between normal individual variations and developmental problems.
3.0.
Required Textbook:
Miller, Patricia H. (2011). Theories of developmental psychology (5th ed.). New York: Worth
Publishers.
A student of this institution is not under any obligation to purchase a textbook from a
university-affiliated bookstore. The same textbook may also be available from an
independent retailer, including an online retailer.
4.0.
Course Requirements:
4.1. Exams: 300 Total Points
There will be three exams during this course. Each exam is worth 100 points each. Exams will
be online, open book, and open note but must be completed individually. Exams must be taken in
Blackboard on the scheduled date (see course calendar). Once begun, exams must be completed
within three hours. Make sure that you are someplace with a reliable connection to Blackboard.
Student computer or student Internet Service Provider problems will not be accepted as an excuse
for failing to take or complete the exam. Students will only be allowed to retest if there is a
problem with Blackboard or with University computing facilities. If a problem occurs with
University equipment, please have the computing lab staff document the problem.
Alternate test forms may be presented to the students. If you want to challenge a test item, you
will do so in writing no later than 1-day after the test has been closed. You are required to provide
me with the question, your argument as to why the exam question is incorrect and any supporting
information from the text or your notes supporting your argument. Your misunderstanding or
misinterpretation of the item is not justification to present a challenge to the exam. Students are
on the honor system for these exams and any violation will result in the student receiving a zero
(0) for the exam and the possibility of further sanctions according to university policy (see
Academic Honesty & Integrity, below). Make-up exams will only be given for University
excused absences. Appropriate documentation will be required to be given a make-up exam. If
you know that you will not be able to take an exam on the scheduled date and contact me PRIOR
to the scheduled date, alternate arrangements may be made at my discretion.
4.2. Theory Evaluations: 100 Total Points
The class will be examining different theoretical approaches to explaining human behavior.
Specifically, each section discusses different “explanations” for how we become people. Each
theory makes different assumptions about psychology and development. Beginning with Chapter
2, ten theories will be considered (Chapter 9 covers three “emerging” theories). You will need to
evaluate each theory according to a set of criteria (posted separately). Each evaluation is worth
10 points.
4.3. Discussion Board Posts: 10 Total Points
During the course of the semester, we will be examining a number of theories of human
development. Each theory offers some explanation of why and how people develop physically,
socially, and/or cognitively. From a scientific and historical standpoint, each theory has various
strengths and weaknesses. To spur critical thinking of these issues, you will be required to make
a number of discussion board posts during the semester. Each section of the course will have a
set of questions that each student is required to answer. All posts must be substantive and
demonstrate that you have done all the reading associated with the discussion item. As part of
your discussion, you may include hyperlinks to videos illustrating relevant concepts (e.g.
scaffolding behaviors from the section on Socio-Cultural Theory). You may also include links to
QUANTITATIVE research articles testing key concept. These article need to come from peer
reviewed, quantitative research journals (e.g. Child Development, Developmental Psychology).
Avoid non-peer reviewed journals, magazines, newspapers, web-sites, or qualitative articles. You
will also be required to comment on at LEAST one post from a fellow student for each section.
Responses should also be substantive and demonstrate your familiarity of the topic. Simply
responding “Good post” to someone is not substantive and will not receive the full points.
You can find your Discussion Board questions posted under the “Discussions” tab in Blackboard.
Discussion questions will close on the Sunday that a particular chapter is completed. Posts will
be closed after that date and you will not be able to make up those points.
4.4. Informal Discussion Board Posts:
Apart from the assigned discussion board postings, which are basically guided discussions based
on required questions that you must answer to earn points, you are encouraged to pose your own
questions and/or comments on the discussion board in Blackboard. There might be topics or
issues that you would like to discuss with the professor and/or your classmates. I will create an
Informal Discussion thread on Blackboard. Feel free to use this informal discussion board to
raise questions, comments, etc. Since this is an online class, this provides everyone with an
opportunity to interact with each other and provide opportunity for learning.
5.0.
Grading Criteria:
Exam #1
Exam #2
Exam #3
Discussion Board Posts x 10
Theory Evaluations x 10
(100 points)
(100 points)
(100 points)
(10 points)
(100 points)
24%
24%
24%
4%
24%
369 - 410 points = A
329 – 368 points = B
287 – 328 points = C
246 - 286 points = D
< 246 points = F
90 – 100%
80 – 89%
70 – 79%
60 – 69%
6. 0.
Course Calendar*
Date
8/31
9/14
Chapter
1
2
9/28
3
9/28
10/12
Open 9/15 – 9/28
4
10/26
5
11/9
6
11/9
11/16
Open 11/3 – 11/9
7
11/23
8
11/30
9
Topic
Introductions
Piaget and the Neo-Piagetians
Evaluation Due.
Psychoanalytic Theories
Evaluation Due.
Exam 1
Vygotsky and the Socio-cultural Approach
Evaluation Due.
Social Learning Theory
Evaluation Due.
Information Processing
Evaluation Due.
Exam 2
Evolutionary Theories
Evaluation Due.
Gibson’s Ecological Theory
Evaluation Due.
Emerging Theories
Evaluation Due.
Development Revisited
Exam 3
12/7
10
12/12
Open 12/8 – 12/12
* Professor reserves the right to amend this syllabus at any time. Assignment dates and times subject to change.
Please check for current dates/times in Blackboard assignment/assessment links
7.0.
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 give a deadline for which the form must be completed, signed,
and returned. 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.
8.0. Academic Honesty
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
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.
9.0 . Disability Services
I will provide reasonable accommodations to students with disabilities, so as not to
discriminate because of that disability. Student responsibilities primarily rests with
informing faculty at the beginning of the semester and in providing authorized
documentation through designated administrative channels. If you have or believe you
have a disability, may wish to self-identify. You can do so by providing documentation to
the Director of Student Affairs. Students are encouraged to seek information about
accommodations to help assure success in this class. Please contact Brandon Griggs at
griggs@ct.tamus.edu, (254) 519-5721 or Main Building Room 114.
10.0. 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/central texas/departments/library/
11.0. Resources/Expectations.
Students are expected to read the assigned materials prior to each class and be prepared to discuss
those reading. Open, active discussion and questions related to course concepts are strongly
encouraged. Such discussion fosters a critical evaluation and understanding of concepts.
Students who are absent from class are responsible for that day’s material, as outlined in the
syllabus.
Students are responsible for reviewing the course calendar included with this syllabus and in
Blackboard for all assignment deadlines so they can plan to complete the assignment in a timely
manner and/or before the deadline. It is the student’s responsibility to plan accordingly so that all
deadlines are met. Please note that all requirements are outlined in the syllabus and in the
Blackboard course section.
Finally, please show respect for everyone in the class. Try to avoid monopolizing class
discussions, insulting other people, etc. Everyone deserves the chance to be engaged in the class
and to be treated as a fellow scholar.