Hdfs 210: Lifespan Development

HDFS 210: LIFESPAN DEVELOPMENT

CREDIT HOURS: 3

SOUTH DAKOTASTATEUNIVERSITY

Summer 2012

Course Meeting Time: Course begins 5-29-12and ends 8-03-12

Instructor: Deanna Gilkerson, Ph.D.

Office:PugsleyCenter 139

Office Phone: 605-688-5708, Home: 605-692-6753, Cell: 605-695-1171

E-mail:

Course Description:

Catalog Description: Study of the changes that take place during an individual’s life from conception till death. Emphases on theory, psychosocial, biosocial and cognitive development.

Additional Course Description: This course more specifically focuses on the developmental patterns in physical growth, intellectual abilities, emotional stability and social skills of the developing person. The roles of biological, psychological and cultural factors will be considered from conception to late adulthood. We will explore the multiple biological, psychological, emotional, social factors influencing the behaviors of ourselves and other developing individuals across the lifespan. We will also explore an ecological as well as a family systems approach to understanding diversity in lifespan development. This course provides partial fulfillment of the requirements for the “Youth and Adult Development” competency area for American Humanics certification and is a required course for the minor in Leadership and Management of Nonprofit Organizations.

Course Prerequisites: None

Description of Instructional Methods:

This is an internet delivered class!

This class will use power point slide lectures, and small discussion groups.

Technical Support: Helpdesk 605-688-6776 or SDSU. .

Distance Education Support:

Course Requirements: (SDSU Bookstore: )

Required Text: Santrock, J. M. (2012,2008). Essentials of life-span development.Second Edition. New York, NY: McGraw Hill. ISBN 978-0-07-353207-3

Supplementary Materials: Student CD and access to Power web are packaged with a new text. These are tools are optional, but may help the student do well in the class. (Off Campus Library Access:

Class attendance and Make-up policy:

Attendance: You are expected to log on to the class several times each week.There will be small group discussion assignments posted on Desire 2 Learn that students will need to participate in each week. It is the student’s responsibility to read and study the class lectures that will be provided in the format of power point slides under the course content icon on Desire 2 Learn as well as read the assigned chapters in the text.

Make-up Assignments and Exams: Assignments are due by 11:50 p.m.on the date posted. Please let me know in advance if there is any reason that you cannot hand in an assignment on time. Assignments will be considered late and penalized 5 points for every day that the assignment is late. Exams must be taken during the posted times. Missing an exam requires a valid, documented excuse provided to me before the test occurs. You must talk to me if you have any other undocumented personal circumstance that you feel requires you to miss an exam.

Professional Behavior: You are expected to show respect to everyone sharing the class with you. Any behavior that is disruptive to the class, disrespectful to your classmates or disrespectful to me is not acceptable. Take note that I am listed as a member of all small discussion groups and I do read all messages posted on the discussion board.

Cheating and plagiarism policy:

Nothing is more important than honesty in your academic work and is expected of all students.

College of Education and Human Sciences ACADEMIC HONESTY POLICY

In written papers and other class projects (electronic format, hard copy, or otherwise) it is unethical and unprofessional to present the work done by others in a manner that indicates that the student is presenting the material as his/her original ideas or work. Cheating, assisting others, or plagiarizing on tests, quizzes, problems, research papers, or other assignments will result in written notification to the student involved, the academic advisor, the department that offers the course, the appropriate College or Administrative Dean, and parent/guardian (when student is dependent for financial aid purposes). Plagiarizing is submitting uncited materials as your own work, which was in fact produced by others. Examples include uncited work from journals, books, work of others, or electronic sources*. In addition, the penalty for academic dishonesty may be one or more of the following, at the discretion of the instructor, and based on the seriousness of the situation:

A grade of zero on the test, quiz, homework, problem, or other assignment for the student(s) involved.
A grade of F for the course.
Referral of the matter to the Student Conduct Committee or the GraduateSchool for disciplinary action.

Students have the right to appeal an academic dishonesty charge. Procedures for this process are available in Department offices and the Dean’s office. No final course grades will be given until all avenues of appeal have been completed or the case resolved.

If repeated offenses occur in either a specific class or in 2 more different classes, the matter will be automatically referred to the Student Conduct Committee/Graduate School.

* World Wide Web (www), CD Rom, video and audio, graphic materials, etc.

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Course Goals and Student Learning Outcomes

Objectives for this course align with the System General Education Goal #3:

Students will understand the organization, potential, and diversity of the human community through study of the social sciences.

The following Student Learning Outcomes are included in this course:

Identify and explain basic concepts, terminology, and theories of the selected social science disciplines from different spatial, temporal, cultural and/or institutional contexts.
Apply selected social science concepts and theories to contemporary issues.
Identify and explain the social or aesthetic values of different cultures.
Examine the origin and evolution of human institutions.
Discuss the allocation of human or natural resources within societies.

Course Objectives

Upon successful completion of this course, the student should be able to:

Define theories of human development and what contributes to/maintains human behaviors across the lifespan. Further, students will identify the research methods used in Lifespan Development. In addition, the student should be able to define life span development concepts from the text and those discussed in class. (Meets SGE #3, student learning outcomes 1, 2, and 4). Assessment: These concepts will be assessed through exams and small discussion group assignments.
Examine the principles and define the processes in conception and prenatal development (meets SGE #3, student learning outcomes 1and 5). Assessment: These concepts will be assessed through exams and small discussion group assignments.
Identify the influences of internal (biological, perceptual, cognitive, emotional) factors as well as external factors (context, culture, race/ethnicity, social norms, values, roles) in lifespan development. Examine the effects of culture, ethnicity, and social class values, beliefs, and behaviors on the birth process, infant development, child development, adolescent development and adult development. In addition, students will be able to discuss, evaluate, and apply the concepts to issues and problems in their present and future professional/personal lives. (Meets SGE #3, student learning outcomes 1, 3, 4, 5). Assessment: This objective is measured through written assignments done by groups answers on exams.
Identify, research, apply critical thinking skills to the impact of historical events and societal attitudes on infant, adolescent, and adult development (meets SGE #3, objectives 1,3,5). Assessment: Identification, research and critical thinking skills will be measured through exams, written assignments from small group discussions.
Formulate opinions and explain the importance of sensitivity and responsiveness with the developmental tasks of others. Students will be able to recognize and evaluate how the person is developing by examining an ecological perspective’s influence on individual and family. How does diversity (culture, ethnicity, race, social class, gender) influence development? What are the external forces guiding human development? Are there more than just cultural, social, emotional, and moral factors influencing the outcomes? Where do diverse family configurations fit into lifespan development? (Meets SGE#3, student learning outcomes 1,2, 3, 4, and 5). Assessment: These concepts will be assessed through exams and small discussion group assignments.

Evaluation Procedures:

Assessments for this course will include 2 semester exams and a Final exam (3 total exams), 7 small group discussion assignments done using the Desire 2 Learn, and 1 individual assignment.

Exam Format: The examinations in this class will be 50 multiple choice questions worth 2 point each.

Exams are open book and open notes, but you will have only one hour from the time you begin the exam to complete all 50 questions. This means that you will need to know the material well in advance of taking the exam. (You will also want to make sure that you have a computer system that works before you begin the exam. Exams will be posted for three days. Be sure to arrange your schedule in order to log on during those three days to take the exam.

Small group discussions: You will be assigned to a small discussion group of seven people. Each week your discussion group will have an assignment to complete related to the stage of development we are studying that week. Each member of the group will have one week when they are responsible for being the group’s leader and recorder. Group members will be submitting group participation scores to me each week.

It is not possible to make up a missed assignment! If you are going to be away from your computer during the week, it is your responsibility to make arrangements with your group for alternative ways to contribute to the group’s discussion. You might be able to join in on a conference phone call, or use a hotel fax machine.

Performance Standards/grading policy

Grades will be based on points earned throughout the semester. Exams and assignments will not be curved. The total number of points possible for this course is 800 points. I do not use Extra Credit in my classes. But provide 400 points to allow students to be successful even if they do not do well on exams.

Getting connected assignment / 10 points
Exam 1 / 100 points
Exam 2 / 100 points
Final Exam / 100 points
7 Out of Class Assignments @ 50 points each (25 possible points for group’s paper, and 25 possible points for discussion participation.) / 350 points
Group leader and recorder score / 40 points
Total Points / 700 points

Grading for this course is based on overall percentage points using the following scale:

A / 92% to 100%.
B / 82% to 91.99%
C / 72% to 81.99%
D / 62% to 71.99%
F / 61.99% or below

Privacy laws and university regulations restrict me from giving out grade information in an email or over the telephone. Grades will be posted online as soon as possible after all students have completed the exam.

Students with Disabilities:This course acknowledges the importance of ADA requirements. Any student who feels s/he may need an accommodation based on the impact of a disability should contact Coordinator of Disability Services privately to discuss your specific needs. Please contact the Office of Disability Services at 605-688-4504 (Voice) or fax: 605-688-4987, in Room 125, the Wintrode Student Success Center to coordinate reasonable accommodations for students with documented disabilities. For more information please see SDSU’s Office of Disability Services..

Tentative Schedule for Lifespan Development

Summer 2012

May / 29 / Introduction to the Course and Syllabus Location
June / 1 / Chapter 1-Introduction to Lifespan Development
June / 1 / Assignment one Getting connected Due
Chapter 2- Biological Beginnings
June / 6 / Group Discussion paper one due- Creating a couple
Chapter 2 continues: Prenatal Development and Birth and Postpartum Period.
Chapter 3-Physical and Cognitive Development in Infancy
June / 13 / Group Discussion paper two due- Genetics and prenatal dev.
Chapter 4- Socioemotional Development in Infancy
June / 20 / Group Discussion paper three due- Infant and Toddler observations
June / 21,22,23, / First Exam: Chapters 1-4
June / 26 / Chapter 5 : Physical Cognitive Development in Early Childhood
Chapter 6: Socioemotional Development in Early Childhood
Chapter 7: PhysicalCognitive Development MiddleLate Childhood
Chapter 8: Socioemotional Development MiddleLate Childhood
July / 6 / Group Discussion paper four due- Preschool and School age obs.
Chapter 9: PhysicalCognitive Development in Adolescence
Chapter 10: Socioemotional Development in Adolescence
July / 11 / Group Discussion paper five due- Observation of Adolescents
July / 12,13,14, / Exam 2 Chapters 5-10
Chapter 11: PhysicalCognitive Development in Early Adulthood

Chapter 12 Socioemotional Development in Early Adulthood

Chapter 13-PhysicalCognitive Development in Middle Adulthood
Chapter 14- Socioemotional Development in Middle Adulthood
July / 18 / Group Discussion paper six due-
Chapter 15- Physical & Cognitive Development in Late Adulthood
Chapter 16-Socioemotional Development in Late Adulthood

Chapter 17-Death, Dying, and Grieving

August / 1 /

Group Discussion paper seven due: Life Story

August / 1,2,3 /

Final Exam-Chapters 11-17

Freedom in learning: Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinion or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Student who believes that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should first contact the instructor of the course to initiate a review of the evaluation. If the student remains unsatisfied, the student may contact the department head and/ or dean of the college which offers the class to initiate a review of the evaluation.