SYLLABUS
Revised Summer 2011
Department of Educational Studies, Leadership and Counseling
Murray State University
CNS635, Human Development
Credit Hours: 3 semester hours
I.Title:Developmental Processes
II.Catalog Description:
A detailed study of the life-span development of the individual in terms of human growth and development, foundations and dynamics of human behavior and personality, and learning theories and their application.
III.Purpose:
This course is designed to help developing counselors, educators, and other human service workers to have a better working knowledge of development/ socialization models at each developmental stage- infancy, childhood, adolescence, young adulthood, the middle years, and aging. Students will be expected to demonstrate a broad understanding of these needs and tasks, to have knowledge of change, motivation, biological and cultural influences, and development of the self-concept. In addition, students will be familiar with how these meet KERA's Learning Expectations especially goals 3 and 4.
IV.Course Objectives:(KY School Counselor Standards 2, 3, 4, 5, 6, 7)
A.Students will gain knowledge of:
- Developmental studies as an academic discipline, its aid to personal adaptation, as well as cultural value.
- History of human development, major theories, and research methods.
- Implications of genetic influence on human development as well as maturation issues such as brain development, individual differences, health and nutritional and environmental (ecological) impact.
- Biosocial influences such as ethology, developmental preparedness environment interaction, and behavioral influences.
- Social influences such as family interaction, identification, socialization impact of class, peers, schools, religion, and other cultural effects.
- Sensation, perception, cognition, and how maturation and aging affects these issues.
- Learning theory and its application as well as the role of attention and memory.
- Theories of cognitive and intellectual development, and issues in measurement of intelligence over the life-span.
- Neurobiological bases of motivation as well as personality and environmental impact on development.
- Theories of sex-role development, sexual behavior over the life span, and biosocial influences of sexual development.
- Theories of personality development and related issues such as self-concept, attitudes, beliefs, values, and life-style.
V.Content Outline:
A.Overview of Life-Span Human Development
1.History
2.Theories
3.Cultural Values
4.Methods of Research
B.Biological and Biosocial Influences
1.Genetics
2.Maturation
3. Health and Nutrition
4.Interactive Influences
C.Social and Environmental Influences
1.Early Experience
2.Family Influence
3.Social Influence
4.Cultural Influence
D.Behavioral Processes
1.Sensation and Perception
2.Learning, Attention, and Memory
3.Intelligence
4.Motivation and Emotions
5.Sex Differences and Behaviors
6.Personality
VI.Instructional Activities:
How learning will be accomplished and how this learning will be assessed
Learning Focus:Assessment:
1.acquisitionA.Portfolios
2.extensionB.On Demand Tasks
3.application
4.reflection
5.professionalism
Knowledge Base
1.History of human development major theories, and research methods. (1 & 2 B)
2.Implications of genetic influence on human development as well as maturation issues such as brain development, individual differences, health and nutritional and environmental (ecological) impact. (1 & 2 B)
3.Biosocial influences such as ethology, developmental preparedness environment interaction, and behavioral influences. (1 & 2 B)
4.Social influences such as family interaction, identification, socialization impact of class, peers, schools, religion, and other cultural effects. (1 & 2 B)
5.Sensation, perception, cognition, and how maturation and aging affects these issues. (1 & 2 B)
6.Learning theory and its application as well as the role of attention and memory. (1 & 2 B)
7.Theories of cognitive intellectual development, and issues in measurement of intelligence over the life-span. (1 & 2 B)
8.Neurobiological bases of motivation as well as personality and environmental impact on development. (1 & 2 B)
9.Theories of sex-role development, sexual behavior over the life span, and biosocial influences of sexual development. (1 & 2 B)
10.Theories of personality development and related issues such as self-concept, attitudes, beliefs, values, and life-style. (1 & 2 B)
Skills Base
1.Obtain Case Study experience by examining an aspect of human development. (3 A)
VII.Field and Clinical Experiences:
A. Observation and interview.
B. CASE STUDY – COMMON ASSIGNMENT
A case study will be developed to capture a typical problem (Statement of Problem) you have encountered in your experiences dealing with individuals. Include a detailed description with as much information as you can access, observe, or remember.
From Chapter #1: utilizing a minimum of five developmental theories, develop an initial hypotheses to help understand the problem/issue based on the different theoretical perspectives.
As we continue with subsequent chapters and presentations, further analyze the case study based on information garnered from this information. By the end of the semester, there will be information from each chapter applied to the case study as a possible explanation and for further understanding of the issues of the individual from the case study.
At the end of the semester, based on this information and the resulting possible explanations for the problem/issue, a plan will be developed to address the problem/issue. The plan is to be grounded in the theories and on best practices research. A reflection will be included.
VIII.Resources:
See XI. Text and References
IX.Grading Procedures:
A.Examinations
Test I25 points
Test II25 points
Participation and articles50 points
Personal Case Study – application
With leadership component50 points
Case Study - application50 points
Research Paper 50 points
TOTAL250 points
A = 91% - 100%227-250
B = 80% - 90%200-226
C = 70% - 79%175-199
C.Class Participation:
Since this course is organized in a seminar format, all students are expected to participate in the class activities and discussions. When Blackboard Discussion Board is utilized, it is expected that all students will join in the discussion.
D.Evaluation:
Administer student rating evaluation instrument, MSU Instructional Assessment System (IAS)
X.Attendance Policy:
This course adheres to the policy published in the MSU Graduate Bulletin. Class attendance is expected. If the class meets via Blackboard Discussion Board, full participation and discussion by each class member is expected and this will count as attendance for that class period.
XI.Academic Honesty Policy:
Cheating, plagiarism (submitting another person’s material as one’s own), or doing work for another person which will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers or the presentation or unacknowledged material as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.
XII.Text and References:
A.Text:
Kail, R.V. & Cavanaugh, J. C. (2007).Human Development: A Life-Span View, (5th Edition). Belmont, CA: Wadsworth, Cengage Learning.
B.References: (See Bibliography)
XIII.Prerequisites:
Admission to graduate study at Murray State University and graduate standing.
Non-Discrimination Policy Statement
Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or the provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities.
BIBLIOGRAPHY
1.Berks, Laura E., Child Development,Allyn and Bacon, 1989.
2.Dworetzby, John P., and Davis, nancy J., Human Development:
A Life Span Approach, West Publishing, 1989.
3.Fitzgerald, H.E., and Walraven, M.G., Human Development:
Annual Editions, Duskin, 1988.
4.Hoffman, Paris, Hall and Schell, Developmental Psychology
Today, Random House, 1988.
5.Papalia, D., and Olds, S. W., Human Development, McGraw
Hill, 1981.
6.Salkind, N.J., Theories of Human Development, 2nd Ed.,
Wiley, 1985.
7.Shaffer, David R., Developmental Psychology,Brooks/Cole,
1989.
8.Shaffer, David R., Social and Personality Development,
Brooks/Cole, 1988.
9.Sheehy, Gail, Passages, E. P. Dutton, 1976.
10.Sheehy, Gail, Pathfinders, William Morrow, 1981.
11.Vanden-Zander, James W., Human Development, 4th ed.,
Alfred A. Knoph, 1989.
12. See Web based resources