EDPC 5317-Human Growth and Development University of Texas at El Paso Spring 2009

Transcription

1 Note: This syllabus is subject to revision EDPC 5317-Human Growth and Development University of Texas at El Paso Spring 2009 Melinda Haley, Ph.D. Office: Education Building #703 (915) Office Hours: Tuesday 2:00 4:30 pm, Wednesday 5:00-7:00 pm, and by appointment COURSE DESCRIPTION: Descriptive analysis of the typical patterns of human physical, social, emotional, moral, intellectual, cognitive, and personality growth and development. COURSE RATIONALE: Professional counselors and educators need to acquire knowledge on the process of human growth and development and thereby understand and appreciate how various internal and external factors can influence this process. COURSE OBJECTIVES/STUDENT COMPETENCIES: *The standards cited below refer to the Texas School Counselor Certification Standards 1. To understand the major theories relevant to human growth and development (Domain I, Competency 001). 2. To be knowledgeable regarding the different stages of human growth and development to include conception, birth, infancy, early childhood, middle childhood, adolescence, adulthood, aging, and death and dying (Domain I, Competency 001). 3. To examine physical, cognitive, social, emotional, moral, and personality development (Domain I, Competency 001). 4. To develop greater awareness and understanding of one s own personal growth and development (Domain I, Competency 001). 5. To understand the characteristics and educational needs of special populations (Domain I, Competency 002). 6. To understand counseling related research techniques and practices (Domain II, Competency 004). REQUIRED TEXT: Craig, G. J. & Dunn, W. L. (2007). Understanding Human Development. Upper Saddle River: NJ. Prentice Hall. Companion Web site: WEB CT: Students must have a UTEP account in order to access this course with WebCT. Go to the following UTEP portal to access Web CT: Students also need to have Microsoft Explorer (Version 5.5 or later) installed.

2 Recommended Software: Microsoft Word is recommended for PC users. The UTEP bookstore sells unlicensed versions of Microsoft Office, which contains Word. Claris Works is recommended for Mac users. Course Evaluation: Quizzes: A total of 8 quizzes (multiple choice format) will cover information presented in reading assignments, handouts, and class discussions. The lowest quiz score will be dropped automatically, leaving the best 7 scores to add to the total score. The quizzes are to be done INDIVIDUALLY. Students will their answers to the professor by 5:00 pm on the day the quiz is due. Quizzes are counted as late at 5:01 pm and the quiz will be lowered by one grade if received after that time. Quizzes can be turned in early. Interview Reports: Students will be divided into groups. Each group will consist of 3-6 students. Each group will be assigned a developmental level in concordance with the textbook (e.g., Toddlerhood, early childhood, middle childhood, adolescence, young adulthood, middle adulthood, older adulthood). Each group must interview one person within their assigned developmental level. For each interview, the group of students will write a report to be ed to the professor. Each report should follow the American Psychological Association 5 th edition guidelines (a highlight of this document can be found on Web/CT). A summarization of the main points of this paper is listed below and is provided on WebCT. The assignment is due via no later than 5:00 pm on the date it is due. Papers will be considered late if they arrive after 5:01 pm and will be marked down accordingly. Interview papers can be turned in early. The paper should be 5-10 pages in length and should also include ALL of the following components: 1) Provide the exact age, race, ethnicity, and biological sex of the person interviewed. 2) Describe the interview technique used and the context (setting) in which the interview was conducted (and whether it was effective in generating comfort and verbal interaction and eliciting information). 3) Note who was present during the interview and the approximate duration of the interview 4) What observations did you make regarding the developmental level of the person? 5) Compare your observations of the person you interviewed to the developmental characteristics presented in the text for the age range of the person. (E.g., what characteristics of this person did you observe that fits (or does not fit) with the characteristics your text presents for individuals of the same age?). You must consider physical, cognitive, language, identity/personality, and sociocultural development. At least three of the theories discussed must be those of Piaget, Erikson, and Bronfenbrenner. 6) Also, reference any indication of potential developmental issues or situations that may require personal adjustment (- i.e., stage/event). If none, then state none for all areas under consideration. 7) The paper should also include a critical analysis of findings (what might explain the similarities and/or differences between the person you interviewed and the development that was described in the textbook.

3 * With each group assignment, group members will fill out an individual participation sheet, documenting each group member s participation. Group members who do not contribute equally to projects will have this lack of participation reflected in their grade. Interview Report Presentation: Each group with give a minute presentation of their findings to the class. This presentation will be an informal discussion and PowerPoint is optional. Critical Thinking Exercises: You will be provided with a list of critical thinking topics. These exercises will require in-depth consideration and application of the material covered in class and assigned readings. Choose a topic from the list and provide an in-depth discussion of the issue using your textbook and class lectures to substantiate your position. Be sure you cite the textbook appropriately! These exercises are to be done INDIVIDUALLY and are to be ed to the instructor. They should be 3-5 pages in length and follow APA format. Critical thinking exercises are due by 5:00 pm on the date indicated and are counted as late at 5:01 pm and will be lowered by one grade if received after that time. Critical thinking papers can be turned in early. Group Research Paper: Working in collaborative groups, students will research a developmental issue related to a particular age group. The topic and paper should clearly be linked to how normal development is affected by the topic issue. Papers should be pages in length and follow APA style. Group research papers are due by 5:00 pm on the date indicated and are counted as late at 5:01 pm and will be lowered by one grade if received after that time. Group research papers can be turned in early. Group Research Presentation: Presentations should be approximately minutes in length and should be informative and engaging and utilize PowerPoint or other technology. An outline of the research findings and an APA-style reference list will be made available for the professor and each student in the class. Active Group Participation and Attendance: In order to meet the objectives outlined for this class, the attendance and active participation of every student will be necessary. You will be expected to participate actively in presentations and group activities during each class. In addition, you are expected to raise any questions and concerns regarding the assigned readings and activities to ensure that information that is not clearly presented in the text will be covered more in-depth during class-time. Your consistent attendance and contributions to class discussions, presentations, etc. will not only enhance our learning opportunities, they will also be considered as a part of your final grade. All absences must be discussed with the professor prior to the absence, except in the case of an extreme family/personal emergency. In order for an absence to be excused, the student MUST bring in a note from their doctor, pediatrician, employer, the court, or provide other documentation from a verifiable source that the absence was unavoidable. Failure to do so results in an unexcused absence. No Exceptions! An unexcused absence will result in lowered participation points and the inability to make up work not turned in or missed. Final grades for this course will be lowered one letter grade for each absence over one. Students cannot miss more than three scheduled classes and complete this course. In addition, all students are expected to participate 100% in the group projects. Failure to do so will affect the final grade and the student may fail the course.

4 Grading: Quizzes-best 7 out of 8 (15 pts. ea) 105 pts. 1 Interview report 30 pts. 1 Interview report presentation 10 pts. 1 Group Research Paper 40 pts. 1 Group Research Paper Presentation 15 pts. 3 Critical Thinking 10 pts. each 30 pts. Active Group Participation and Attendance 15 pts. Total 245 pts. Grade scale: A = points B = points C = points Student Behavioral Expectations: 1. Students are expected to work independently on all assignments unless specifically stated otherwise. Academic honesty is expected of all students. Academic dishonesty (including but not limited to cheating, plagiarism, and collusion) is considered a violation of the UTEP Handbook of Operating Procedures and will not be tolerated. Plagiarism is defined as using five or more words verbatim from the work of another without the use of quotations marks and appropriate citations. Cheating may involve copying from or giving information to another student, or using unauthorized materials during a quiz or test. Collusion involves collaboration with another person to commit any academically dishonest act. Any act of academic dishonesty will be referred to the Dean of Students for review and possible disciplinary action. 2. All assignments must be completed and turned in. Students are expected to submit all assignments as scheduled. Postings on Web/CT will be considered late after 11:59 p.m. on the evening due. 3. Note: You MUST have a working UTEP for this course. (We will not be using the Web/CT ) If you do not have a UTEP , you can get one free by following these directions: Log on to Click on my.utep.edu Click on Get your UTEP account here Follow prompts to activate your If you experience any problems call the HELP DESK # 4357 on campus; off campus

5 Resources on WebCT: 1. The instructor uses WebCT as a tool to disseminate quizzes, example papers, grading criteria, a summarization of APA guidelines etc. HOW TO ACCESS WEB-CT 1. Go to 2. Click on my.utep.edu 3. Click on WebCT 4. Select this course EDU 5317 Human Growth and Development 5. From here you can navigate the course, currently the course syllabus and several interview techniques are posted for your access. If you have difficulties, call the HELP DESK at the numbers above. You will send your first WebCT assignment via the mail option on WebCT. The mail option on WebCT is completely separate from our UTEP accounts. ***NOTE*** HELP DESK HOURS ARE: Monday-Friday 7a.m.-8p.m.; Saturdays 9a.m.-1p.m Note: ALL assignments are to be turned in to the professor by no later than 5:00 pm on the date it is due. Assignments arriving at 5:01 pm are considered late and will be marked down by one letter grade.

6 Class Schedule EDPC Spring 2009 Bring your textbook to each and every class meeting Date Location Content Assignments/Due Date 01/22/09 Campus Go Over Course Syllabus Introductions Introduction to Web/CT Assign Groups Lecture: (Introduction to Human Growth and Development) Read chs. 1-4 Access Quiz # 1 on Web/CT 01/29/09 Home Read Ch. 5 02/05/09 Campus Lecture: (Bronfenbrenner) Research Tutorial Case Vignette: Small Group Activity 02/12/09 Home Work on Group Projects and Critical 02/19/09 Campus Lecture: (Cognitive Development: Piaget) Case Vignette: Small Group Activity 02/26/09 Home Work on Group projects and Critical 03/05/09 Campus Lecture: (Psychosocial Development: Erikson) Case Vignette: Small Group Activity 03/12/09 Home Work on Group Projects and Critical Read Ch. 6 Quiz # 1 Due to Instructor Group Research Presentation Topics Critical Thinking Exercise # 1 Due Read Ch. 7 Quiz # 2 Due Read Ch. 8 Read Ch. 9 Critical Thinking Exercise # 2 Due Quiz # 3 Due Read Ch. 10 Read Ch. 11 Quiz # 4 Due 03/19/09 SPRING BREAK 03/26/09 Campus Lecture: (Identity and Sociocultural Development) Group Research Presentations Research Papers Due Read Ch. 12

7 Date Location Content Assignments/Due Date 04/02/09 Home Work on Group Projects and Critical Quiz # 5 Due Read Ch /09/09 Campus Lecture: (Physical Development) Group Research Presentations 04/16/09 Home Work on Group Projects and Critical 04/23/09 Campus Lecture: (Language Development, Bilingualism) Group Research Presentations 04/30/09 Home Work on Group Projects and Critical 05/07/09 Campus Interview Paper Presentations Closure/Student Evaluations 05/14/09 Home Work on Group Projects and Critical Read Ch. 14 Critical Thinking Exercise # 3 Due -- Quiz # 6 Due Read Ch. 15 Interview Paper Due Read Ch. 16 Quiz # 7 Due Read Ch. 17 Read Ch. 18 Quiz # 8 Due