PVAMU Course Syllabus Human Development: Life Span HDFM 2553

PVAMU Course Syllabus Human Development: Life Span HDFM 2553

College of Agriculture and Human Sciences Department of Agriculture, Nutrition and Human Ecology

Instructor Name: Office Location: Office Phone: Fax: Email Address:

TeneInger Abrom Johnson, MS Ag/Business Room 409 936-261-2509 936-261-2501 tabrom-johnson@pvamu.edu

Office Hours:

M 10-4, T 10-12, W 10-11, R 1-4, Fri. by appointment

Virtual Office Hours: Contact via email

Course Location: AG/BUSI Rm 221

Class Meeting Days & Times: Wednesday 2:00pm to 4:50pm

Course

HDFM 2553

Catalog Description: An examination of the dynamic processes of human development from conception to

senescence in physical, sensory, intellectual, emotional, and social development. The course studies the influence of family and society on individual development in each stage of the life cycle. Lifespan development is fundamentally about change over time; as such the general theme of this course is to consider how, why, and if people change. We will discuss psychological issues related to stages of he lifespan from infancy to old age, primarily exploring elements of cognitive and social development--with some discussion of physical development where relevant.

Prerequisites: NONE Co-requisites: NONE

Required Text: Kail, R. V. & Cavanaugh, J. C. (2013). Human Development: A Life-Span View .6th Ed. Wadsworth Cengage Learning Publishers. ISBN-13: 978-1-111-83411-1

Access to Learning Resources:

PVAMU Library: phone: (936) 261-1500; web: University

Bookstore: phone: (936) 261-1990; web:

NOTE: All assignments must be typed in 12 font and Times New Roman. Each key term job must be

numbered consecutively. Please check grammar and spelling. Two points will be deducted for each error or misspelled word. (Please proofread all assignments before submitting for grading).

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Course Goals or Overview: Growth and development of the individual from conception through senescence with a view of the influence of family and society on individual development at each stage of the life cycle is the primary focus of this course. Lifespan development is fundamentally about change over time. The general theme of this course is to consider how, why, and when people change during their lifespan. Theoretical and empirical perspectives on the lifespan will be integrated throughout the course. Discussions will focus on both chronological and topical approaches to development with an emphasis on psychological issues related to the stages of lifespan development from infancy to old age. This course is an exploration of the elements of cognitive/intellectual, social/emotional development, and physical development.

Course Objectives/Accrediting Body (NCATE, ABET, NAAB, etc..) Standards Met: (standards will depend on the course

At the end of this course, the student will be able to demonstrate mastery at the 70th percentile or greater through a variety of

course embedded assessments in each of the following course focal areas.

Alignment with Academic

Alignment with Core

Program

Curriculum

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Prenatal development, infancy,

#1Technical writing APA T Goal # 3

early childhood demonstrate

style in research ?A

knowledge of the foundation (heredity, prenatal development, infancy, the early childhood of

connection between theory and practice, laboratory work

development and the

interrelationship among the physical

world and the cognitive and

socioemotional characteristics of

early childhood.

2

School-age children and

Provide both a theoretical and T Goal # 1

adolescents--demonstrate an

empirical foundation that

awareness of the relationship between individual application of cognitive, physical and socioemotional characteristics of

enables students to become knowledgeable and critical interpreters of information

growth

about growing, development

and development varied environmental settings.

and needs of individuals.

3

Young and middle

Provide discussions and

R Goals #3 #5

adulthooddemonstrate use of analytical decision-making strategies correlated with the physical, cognitive, socio-emotional (personality and relationship development)

examples of the blend of basic and applied research as well as current critical topics and issues that demonstrate the connections between theory and practice

4

Late adulthood--demonstrate

Provide a comprehensive

R Goal # 1

synthesis and integration of

account that fosters

knowledge of the adulthood with varied earlier stages of development

understanding of human development across the lifespan

2

5

The students should be able to

Provide a blend of basic and I

demonstrate an ability to articulate a comprehensive and integrative summative understanding of the various stages of human development throughout the lifespan and relate varied developmental stages to an

applied research as well current critical topics and issues that demonstrate the connections between theory and practice, laboratory work and life.

identified significant and/or a career

choice

Code Key: T--Taught

R--Reinforced

I--Integrated

Goals 1-5

COURSE OUTLINE

Week 1

LECTURE- The Study of Human Development Assignment One: Read and analyze a research article on applying Human Development to Lena Horn using guidelines provided by your instructor (in class). Activity: Peer-to-Peer group discussion: Groups One & Two(chapters 1&2) Assignment two: Complete Key Terms on page 37.

Week 2

LECTURE- Biological Foundation: Heredity, Prenatal Development, and Birth

Activity: Real People Applying human development Ben and Matt Pick their Niches

Assignment two: Complete Key Terms on page 79.

Week 3

LECTURE- Tools for Exploring the World: Physical, Perceptual, and Motor

Development

Activity: Peer-to-Peer group discussion: Groups three & four (chapters 3&4)

Assignment Three: Complete Key Terms on page 120.

Week 4

LECTURE- The Emergence of Thought and Language: Cognitive Development in Infancy and Early Childhood. Activity: Discussion in class-Major Milestones of Language Development Assignment four: Complete Key Terms on page 164.

Week 5 Week 6

LECTURE- Entering the Social World: Socio-emotional Development in Infancy and Early Childhood Activity: Peer-to-Peer group discussion: Groups five & six Assignment five: Complete Key Terms on page 201.

LECTURE-Off to School: Cognitive and Physical Development in Middle Childhood

Assignment six: Complete Key Terms on page 245.

Week 7

LECTURE-Expanding Social Horizons: Socio-emotional Development in Middle

Childhood.

Activity: Peer-to-Peer group discussion: Groups seven & eight

Assignment seven- Complete Key Terms on page 283.

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Week 8

LECTURE-Rites of Passage: Physical and Cognitive Development in Adolescence

Assignment eight- Complete Key Terms on page 313.

Week 9

LECTURE-Moving Into the Adult Social world: Socio-emotional Development in

Adolescence

Activity - Peer-to-Peer group discussion: Groups nine & ten

Assignment nine- Complete Key Terms on page 341.

Week 10 LECTURE- Becoming an Adult: Physical, Cognitive, and Personality Development in Young Adulthood Assignment ten-Complete Key Terms on page 381.

Week 11 LECTURE-Being with Others: Forming Relationships in Young and Middle Adulthood. Assignment eleven: Complete key terms on page 416.

Week 12

LECTURE- Work and Leisure: Occupational and Lifestyle Issues in Young and Middle Adulthood. Assignment twelve: Complete key terms on page 453.

Week 13 LECTURE-Making it in Midlife: The Biopsychosocial Challenges of Middle Adulthood Assignment thirteen: Complete key terms on page 493.

Week 14

LECTURE- The Personal Context of Later Life: Physical, Cognitive, and Mental Health Issues Assignment fourteen: Complete key terms on page 538.

Week 15

LECTURE-Social Aspects of Later Life: Psychosocial, Retirement, Relationship, and Societal Issues Assignment fifteen: Complete key terms on page 578.

Week 16 LECTURE-The Final Passage: Dying and Bereavement Assignment sixteen: Complete key terms on page 617.

A Quiz will be given after three chapter are completed:

Chapters 1,2 &3 Quiz #1

Chapters 4,5 &6 Quiz #2

Chapters 7,8 &9 Quiz #3

Chapters 10,11&12 Quiz #4

Chapters 13,14,

15,& 16 Quiz #5

Mid-Semester Exam March 11, 2015

Final Exam

May 6, 2015

Course Evaluation Methods

Given prior notice, the contents of this syllabus and class assignment are subject to change at instructors' discretion. If you have any questions or need assistance, please feel free to contact your instructor.

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This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course:

Exams and Quizzes ? Online tests designed to measure knowledge of presented course material Activities ? Assignments designed to supplement and reinforce course material Projects ? Students group projects utilized to supplement and reinforce course material Class Participation ? Student's daily attendance and participation in class discussions

Grading Matrix Instrument

Class Attendance Written Assignments Quizzes Mid Term Exam Class Participation/ Discussion Final Exam Total:

Value (points or percentages)

50 points 50 points 5 quizzes at 50 points each 100 50 100

Total

50 50 250 100 50 100 600

Grade Determination: A = 540 ? 600pts; B = 539 ? 480pts; C = 479 ? 420pts; D = 419 ? 360pts; F = 359pts or below

Submission of Assignments:

Students are responsible for all assignments even when absent or if enrollment into the class was late. Please submit all assignments as instructed. Submit quizzes online within the assigned date and time period. Quizzes "will not be reopened". Also, hand-in assignments must be handed in by each student (I will not accept emailed assignment in place of your attendance on any particular class day).

All assignments are due on the posted date for that particular assignment. Assignments must be typed neatly, 12 font and one inch margins. Please check grammar and spelling. (Please be mindful of mechanics). Two points will be deducted for each error or misspelled word. (Please proofread all assignments before submitting for grading).

The students are expected to submit all assigned activities designed to enhance knowledge and skill development in the course on the assigned days at the beginning of class. Otherwise the designated assignment will be considered late and the total possible points for the assignment will automatically be reduced at the rate of "10 points" per day for each day the assignment is past due. In-class activities do not have a make-up option. Each activity will be assigned and completed during a designated class period.

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