Human Growth and Development

EDPY J705 | S U M ME R II 2011 [Pick the date][Type the sender company name]

INSTRUCTOR:
Dr. Kellah M. Edens Office: Wardlaw 128 Phone: 803-622-4756 Email: kellah@sc.edu

COURSE DESCRIPTION:
This course is described in the catalogue as an overview of the contributions of the biological and social sciences to an understanding of cognitive, emotional, social and physical human development. Since this is an education course, material that would be most useful to teachers will be emphasized. Although the basic content of this course consists of theories and research findings related to development, it will stress the application of theory and research findings to classroom practice.

C O U R S E G O A L S A N D O B J E C T I VE S :
A. Goals: The major goal of the course is to provide individuals who teach, parent, or otherwise work with children, adolescents, and adults the opportunity to learn about how people develop so that they can foster healthy development. Consistent with the mission of the College of Education to prepare Professional Educators, the course will try to promote in students a scholarly, inquiring attitude and a commitment to continuing professional and personal growth. B. Objectives: Toward that end, students will complete several forms of assessment in which they demonstrate: Knowledge about how humans develop including the areas of cognitive, language, emotional, social, moral, and physical development. An understanding of the major theories and theoretical issues about human development. The ability to use knowledge and theories about human development to interpret behavior and to plan educational settings that will foster healthy development. Knowledge about individual differences (e.g., special populations) and group differences (e.g., multicultural) in development, how these differences occur, and implications of these differences for educational practice. Knowledge about problems that may occur in the course of human development and about strategies to ameliorate such problems. Critical thinking necessary for problem solving and understanding controversial issues in human development study and education.

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COURSE RESOURCES: Blackboard and Instructor Course Website

As you are aware, Blackboard is the Course Learning Management System at USC, and most of you are familiar with its navigation. If you are not, check out Bb basics and Bb FAQs . You also will be accessing many of the resources from my course website http://www.usc-Dr-Edens.org When you first login to Bb (before you access EDPY J705), make a habit of reading Announcements posted by the Bb team. If the server is experiencing diffulties or if there are issues with the Bb platform, it generally is posted. If you encounter a specific problem, and there is no Announcement about it in Bb, send an e-mail to bbsupport@sc.edu describing the specific error message and problem clearly. You may also call the University Technology Services Helpdesk at 777-1800 the team is very responsive to questions or problems.

Hardware, Software, and High Speed Internet Connection Requirements

You should have regular access to a reliable desktop or laptop computer with a high speed internet connection. As you likely know, a dial-up connection is not suitable for any online course, as you will be downloading lots of files and viewing video clips. Make certain that your computers firewall does not prohibit your downloading files and lecturettes, and accessing urls (Most school districts block downloading from outside the school site intranet.) Written assignments should be submitted as a Microsoft Word document (.doc, .docx, or .rtf ). Microsoft Works is not compatible with Bb. If you do not have Microsoft Word installed on your computer, you should use Open Office Writer instead, which you can obtain for free at http://www.openoffice.org/. You will be viewing lots of media, including video clips. You should have regular access to a computer installed with recent updates of RealPlayer, Quicktime, and a current Flash player download .

Textbook(s)
The text for this class is Life-span Human Development, by Carol K. Sigelman and Elizabeth A. Rider, 6th edition (2009) CA: Belmont Wadsworth Cengage. The text is available in Columbia at the Barnes and Noble Book Store in the Russell House and can be purchased on line from Barnes and Noble at USC or from any used textbook website.

COURSE TOPICS AND ACTIVITIES: Readings

The course is divided into 4 modules, with multiple textbook chapters and other related readings in each module as can be seen in the chart. We will spend about 1 week on each module. You should note that because of the brevity of the summer session, I have omitted several of the chapters and some of the pages within other chapters. These omitted chapters and pages are important and something you may wish to read on your on. I encourage you to do so as time permits. All required readings other than the Sigelman & Rider text will be available for you to read online or print out from the Module in which the readings are posted. Links to important professional websiteswill be available with additional readings that may interest you. Module
Orientation Module 1

Chapters
1 2 3 4. 5

Focus Pages
pp. 1-27 pp. 29-56 pp. 73-84 pp. 139-148

Topic
Understanding Life-Span Human Development. Theories of Human Development. Genes, Environment, and Development. Prenatal Development and Birth. Health and Physical Development.

Dates
Completed by 7/7 Module 1 due by midnight 7/13

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Module 2

Module 3

6 7 8 9 10 11 12 13 14 15 16 17.

pp. 157-175 pp. 186-215 pp. 216-243 pp. 244-257; pp. 265-275 pp. 276-303 pp. 308-326 pp. 342-359; pp. 363-371 pp. 373-404 pp. 405-429 pp. 437-449 pp. 468-488

Perception. Cognition. Memory and Information Processing. Intelligence and Creativity. Language and Education. Self and Personality. Gender Roles and Sexuality. Social Cognition and Moral Development. Attachment and Social Relationships. The Family. Developmental Psychopathology. The Final Challenge: Death and Dying. Synthesis of Topics: Synthesis paper and MC part

Module 2 due by midnight 7/23

Module 3 due by midnight 7/29 Module 4 due by midnight 8/5

Module 4

Final Exam

Due by midnight 8/7

Presentations
Each week will be a condensed lecturette usually less than 12 minutes or so in length related to the readings. I also will post powerpoint outlines of the chapters.

Quizzes
You will be required to complete four No-pressure Quizzes, one for each module. These quizzes will consist of approximately 25 35 multiple choice, fill-in the blank questions and/or short open-ended questions based on the textbook readings. You are expected to complete all readings and view the lecturettes before you take the quiz. You must get 80% of the quiz questions correct to receive the MAX. quiz points. This should reduce your anxiety over missing some items. Lower than 80% (i.e., missing will lower the number of points for that module quiz. For example, if a Quiz has 30 items, you would need to get 24 of those items correct (i.e., 80%) or higher to receive full credit (25 pts.) For those receiving less than 80% (getting less than 24 items out of 30 items correct), points will be allotted according to how many items you miss. Please do not agonize over these quizzes that is not my intent.

Exams
The final exam will consist of a Synthesis Paper and short objective portion for you to demonstrate your acquisition, application, and synthesis of course concepts.

Getting to Know Each other - Virtually

Some of you are familiar with the challenges of web-based courses. One of the challenges is the lack of face-to-face contact. While names ARE listed on the roster and discussion board, much is missing in terms of human interaction. So that we can associate a name with a face and have insight into that name as a person who has a full life outside of the course, please post a picture and information about who you are to the People Log (PLOG) or Personal Log whichever is a better term - on my course website http://www.usc-dr-edens.org. Include contact information, degree program, personal and professional goals, and something interesting, weird, intriguing .. about you. To Create your plog :

A. Go to http://www.usc-dr-edens.org B. Click PLOG C. From the menu bar, drag and drop the picture icon. Click Edit image and upload your photo to 300 by 300 pixels. The PLOG will scan for viruses, and you can adjust the size of the photo by dragging the handles. D. Type in contact information, degree program, personal and professional goals, and something unique, interesting about you. E. Later, go back and meet your classmates!

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Module Tasks
Several graded tasks/activities/assignments are associated with each Module. The tasks/activities include writing a Brief Paper (I call it simply a Brief) for each module on an important topic. In the team Blog you will react to video segments related to the weekly topic, and also blog about your thoughts about particular topics. It is the students responsibility to keep up with these assignments and to have them completed by due date. The student is responsible for being up-to-date on all information and assignments posted on my site and in Blackboard. A checklist of tasks by module and due date is available as a document to keep handy as a reminder for you . You will post your Brief for each module will posted in Blackboard using the Assignment tool and the Safe Assignment tool. The Assignment tool is set up for your use in each Module. From the assignment, you will download the Assignment instructions file and submit the completed Assignments at View/Complete. You will not use Digital Dropbox for this course.

Bb Blogs
You will participate in Blogs with your team in Bb. In order to earn Blog points, you must post a Blog with your thoughts for each of the Topics for a given Module and make two comments (where you comment to someone elses Blog). The Team Blogs will be our primary way of communicating with each other and building a learning community. Keep in mind that these on-line discussions will take the place of face-to-face conversations in the classroom and should cover the same range and depth as an in-class discussion. Here are some guidelines from the Center for Teaching Excellence for participating in an online blogs and/or discussion: All messages posted are public to your team. Its the same way that ideas are shared with a class in a f2f discussion-everyone around you, hears you. You are expected to read all blogs. Some posts you may simply skim and decide that you don't need to read it deeply or respond. But you are responsible for reading all of the messages that are posted in the blog. Not reading messages is the equivalent of sleeping in class. You are expected to respond to each other. The blog simulates the f2f classroom discussion. You are expected to make substantive comments to the posts- I agree is not considered a substantive post. Althought courteous, I enjoyed reading this, also is not considered sufficiently substantive for credit. Use a person's name when you comment to a posting. It helps to keep all of us oriented and it helps us maintain a clearer sense of who is speaking and who is being spoken to. As we begin to associate names with tone and ideas, we come to know each other better. Use email to send a private message. If you want to send a private message to someone, click on the person's name and use the email function. Otherwise, all messages are considered public to your team.

COURSE POLICIES: Instructor Feedback/Communication

I will use the Announcements tool in Blackboard (see the Blackboard Support page in the Begin Here section for instructions on using this tool) to communicate changes to the course and other course information. Notice the tabs on the Announcements page you will have access to all Announcements posted during the semester simply click the tab for archived Announcements (e.g., last 7 days, las 30 days). I will be reading the Discussion Board Forums and commenting occasionally. You will receive specific feedback on learning activities as appropriate.

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I will contact individual students via Bb email and sometimes my regular e-mail. Make certain that your mail provider does not block e-mails from mailbox.sc.edu.

Student Feedback/Communication
I welcome all feedback on the course. My preferred method of communication with individual students is via email. Please send your email to kellah@sc.edu. Include your name in the subject line (e.g., YourName 705). I will respond to email within two week days (Monday Friday) at the very most. If you experience a legitimate emergency which will prevent you from completing required coursework on time, I expect you to communicate with me at the earliest reasonable opportunity. Please state the nature of the emergency and when you expect to turn in the coursework.

Submitting Electronic Files

All electronic files must be submitted in .doc, .docx, .rtf, or .pdf format. Please name your submitted file using the following convention: Assignmentname_Yourname.doc. Thus, if my name were Overthe Hill and I was submitting the Module 1 Brief, I would rename my working paper titled 705 paper.doc file as Mod1Brief_OvertheHill.doc. Files in Works (. wps.), Word Perfect (.wpd), and other formats and/or without the proper naming convention (or at least a reasonable attempt) will be returned to the student and additional handling charges (lost points) may apply.

Late Work
The due date and time associated with each activity, discussion, assignment, and quiz are stated clearly in Blackboard and on the Course Schedule. Late work due to procrastination will not be accepted. Late work due to legitimate emergency may be accepted.

U N I VE R S I T Y P O L I C I E S : Academic Integrity Statement

Academic ethical behavior is essential for an institution dedicated to the promotion of knowledge and learning. The University of South Carolina is committed to fostering a university environment which exemplifies the values embodied in the Carolinian Creed. All members of the University Community have a responsibility to uphold and maintain the highest standards of integrity in study, research, instruction, and evaluation; as well as adhering to the universitys Honor Code. It is the responsibility of every student at the University of South Carolina to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this Honor Code or who knowingly assists another to violate this Honor Code shall be subject to discipline. Examples of an honor code violation in a web-based course include the following. A) Falsification: altering or fabricating any information or citation in an academic exercise or activity. B) Plagiarism: representing, by paraphrase or direct quotation, the published or unpublished work of another person as one's own in any academic exercise or activity without full and clear acknowledgment. C) It also includes using materials prepared by another person or by an agency engaged in the sale of term papers or other academic materials. substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work. D) Finally, substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work is in violation of the Honor Code. For more information, see the Carolina Community Student Handbook. Your enrollment in this class signifies your willingness to accept these responsibilities and uphold the Honor Code of the University of South Carolina. Students will be held accountable to the Honor Pledge which they have agreed to: I pledge, on my honor, to conduct myself with the foremost level of academic integrity.

Academic Dishonesty
The Instructor of this course will take appropriate actions in response to Academic Dishonesty, as defined the Universitys Student Code.

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Special Needs
If a student has difficulty with a course requirement, needs special assistance with an assignment, or would like to alter an assignment to meet his/her needs, he or she should meet with the instructor prior to the assignments' due date. Students with ADA-documented physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations. Veterans may also be eligible for services. USC ADA Statement The University of South Carolina provides high-quality services to students with disabilities, and we encourage you to take advantage of them. Students with disabilities needing academic accommodations should: (1) Register with and provide documentation to the Office of Student Disability Services in LeConte College Room 112A, and (2) discuss with the instructor the type of academic or physical accommodations you need. Please do this as soon as possible, preferably within the first week of class

GRADING:
Grades will be posted in Bb in Gradebook. Your final course grade will be based on the following:

Component
Plog (USC-Edens) Module Briefs (Modules 1, 2, 3, 4@ 30) (Bb) Team Blog Participation (4 Modules@25) (Bb) No-pressure Quizzes (Modules 1, 3, 4@ 25; Module 2@ 35) (Bb) Big Paper (Bb) Final Exam (MC in Bb) Total Points

Points
20 120 100 110 75 25 450

Your grade will be calculated using the following scale: Grade

A B+ B C+ C D F

Percentage Range
100 90% 89 87% 86 80% 79 77% 76 70% 69 60% <60%

Points
450 405 404.9 391 390.9 - 360 359.9 - 347 346.9 - 315 314 270 <269.9

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SCHEDULE:

S UMMER II J ULY 5 A UGUST 5

FINAL EXAM BY AUGUST 8

D A TE

M OD U LE

C OU R SE R E A D IN G S

A ND

T A S KS

D E L IV E RA BLE
WEEK (DATE)

D U E TH I S

Read carefully read orientation information, review syllabus 7/5-7/7 Orientation: Getting started Navigate/explore functionality of my site and Bb Complete Developmental Beliefs brief survey
Understanding LifeSpan Human Development

PLOG up due 7/7

Post your PLOG (personal blog) (refer to your own developmental beliefs from survey) Read Ch. 1 pp. 1-27

7/8 7/13

Module 1
Theories of Human Development. Genes, Environment, and Development. Health and Physical Development

Ch. 2 pp. 29-56 Ch. 3 pp. 73-84 Ch. 5 pp. 139-148

Nature/Nuture Brief (due 7/13 in Bb) Team Blog Postings: Interplay of

gene and environment in your life, Bronfenbrenner, video reaction (due 7/13) Module 1 Quiz (due 7/13 in Bb )

Module 1 articles and videos Ch. 6 pp. 157-175 Ch. 7 pp. 186-215 Ch. 8 pp. 216-243 Ch. 9 pp. 244-257; pp. 265-275

7/13 7/23

Module 2
Perception. Cognition. Memory and Information Processing. Intelligence and Creativity. Language and Education.

Vocabulary gap implications for Achievement Brief (due 7/23 in Bb ) Team Blog Postings: Perception,
Junior Kumon, video reactions - (due 7/23) Module 2 Quiz (due 7/23 in Bb )

Ch. 10 pp. 276-303 Module 2 articles and videos

7/23 7/29

Module 3
Self and Personality. Gender Roles and Sexuality. Social Cognition and Moral Development.

Ch. 11 pp. 308-326 Ch. 12 pp. 342-359; pp. 363-371 Ch. 13 pp. 373-404

Applications of Erikson Brief (due 7/29 in Bb) Team Blog Postings: Application
of Dodges social information processing

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Module 3 articles and videos

model or Pattersons antisocial behavior model, video reactions (due 7/29 in Bb)

Module 3 Quiz (due 7/29 in Bb) Impact of Divorce Brief (due 8/5 in Bb) Team Blog Parent
effects, video reactions (due 8/5 in Bb )

7/29 8/5

Module 4
Attachment and Social Relationships. The Family. Developmental Psychopathology.

Ch. 14 pp. 405-429

Ch. 15 pp. 437-449 Ch. 16 pp. 468-488 Module 4 articles and videos

Module 4 Quiz (due 8/5 in Bb )

8/5 8/8

Synthesis Paper & Final Exam

Paper in Safe Assignment and Final Exam posted in Bb. Click on Final
Exam tab (due 8/7)