LIFESPAN HUMAN DEVELOPMENT (WEBCAMPUS)
Great Basin College
HDFS 201 Lifespan Human Development – Fall 2012
Instructor: Marlene Killion, CFCS
3 credits Phone: 623-3366
Message: 623-8130 (Lowry High School)
Fax: (Lowry) 623-8185
E-mail:
COURSE DESCRIPTION: This course focuses on the physical, cognitive, and intellectual development of individuals and the relationship of that development to the family life cycle. Specifically, the course will focus on the stages of infancy, childhood, and adolescence as well as the developmental aspects of the family system as it changes and evolves. Because individual development takes place in the context of the family system, the reciprocal nature of interaction, development and relationships between individuals and their family systems will be explored.
TEXT: Berger, K.S. (2007). The Developing A Person Through the Life Span. (7th Ed.) New York: Worth.
OVERALL COURSE OBJECTIVES:
- The student will gain a clearer, more holistic understanding of human development.
- The student will gain a better understanding of general family dynamics.
- The student will increase awareness of the personal decisions that must be made throughout his/her life and of the cultural, social, environmental, and political influences that affect those decisions.
- The student will develop a deeper level of understanding of the interrelationships and the reciprocal nature of impact on the individual, family and environment.
- Introduce the theory, methods & research findings of lifespan development.
- Describe how the biological, social, and psychological "clock" influences the events of the life cycle.
- Explore the biosocial, cognitive and psychosocial development in each stage of the life cycle.
(ASSESSMENT OF EACH OF THESE IS THROUGH THE ASSIGNMENTS AND EXAMS LISTED UNDER COURSE REQUIREMENTS.)
SPECIFIC COURSE OBJECTIVES: By the successful completion of HDFS 201 the student will be able to:
- Identify and explain the five characteristics of development
- Distinguish between methods of research and cite strengths and weaknesses in the use of each.
- Explain the theories of development (strengths and weaknesses) and identify theorists in each area.
- Understand the role of heredity and environment on human development.
- Describe human development from conception through birth.
- Identify and discuss the developmental hallmarks of infancy, toddlerhood, childhood, adolescence, early adulthood, middle adulthood and late adulthood in terms of biosocial, cognitive and psychosocial (social and emotional) realms.
- Discuss family issues associated with each stage of the individual’s lifespan.
- Explain the development of gender roles from behavioral and social learning perspectives.
- Give and evaluate examples of various approaches to discipline and parenting.
- Apply parenting approaches to examples of families with children of differing ages.
- Identify and discuss issues of importance for families and their adolescents.
- Discuss the stressors associated with teen pregnancy and/or unwed parenthood. Provide suggestions for aiding these families.
- Discuss the family from a historical perspective, citing recurrent themes.
- Discuss issues of mate selection including attraction, dating, love, and premarital sexuality.
- Identify factors involved in the decision to parent.
- Discuss infertility, associated sources of stress, and its impact upon the relationship.
- Discuss the transition to parenthood and related familial changes.
- Discuss the interrelationship of individual and familial roles throughout the lifespan.
- Identify differences and similarities in roles and relationships for families of various socio- economic levels.
- Analyze causes and solutions for emotional problems in early adulthood.
- Examine the effects of college on cognitive growth.
- Uncover aspects of love, marriage and divorce.
- Compare the two basic psychosocial needs (love and work) in early adulthood.
- Examine health habits that can avert many diseases and increases vitality.
- Describe the role of expertise in cognitive development.
- Identify and describe the types of grandparents.
- Discuss the joys and stresses of employment during middle age.
- Compare and contrast the theories of aging.
- Compose a description of a centenarian.
- Examine how primary aging, secondary aging and ageism affect cognitive development in late adulthood.
- Identify and explain the causes of dementia.
- Develop plans to meet the needs of the frail elderly.
- Justify the meaning of a “good death.”
- Examine different cultural traditions and beliefs regarding death.
- Analyze Kubler-Ross’s emotional stages of death.
COURSE REQUIREMENTS:
- Required reading from Berger. Readings should be completed according to the dates on the calendar
- Assignments that include:
ASSIGNMENTS / ASSESSMENT
Syllabus Quiz / 10 points
Introductions of oneself on discussion board / 10 points for post
Discussions posted on the discussion board / Grade Form
Personal response papers submitted through the assignment box / Grade Form
Article review submitted through the assignment box / Grade Form
Interviews submitted through the assignment box. / Grade Form
Book report/critique submitted through the assignment box / Grade Form
- Four examinations. (Each exam has two sections, multiple choice and essay)
Each student is responsible for all material and assignments.
GRADING
1. Book report. A book topic chosen from class materials and approved by the instructor. The final paper should be 4 -5 pages in length. Specific details for the final write-up can be located with the book report information on the homepage. This paper is worth 100 points.
2. Personal response papers. Two are due this semester. Each worth 50 points. More details in the personal response information.
3. Interviews: Three are due this semester each worth 30 points. More details in the interview information.
4. Examinations. There will be 4 examinations given. Each exam will be worth 100 points. Exams will be true and false, multiple choice, and essay in nature and will cover material from the Berger text
5. Discussions posted on the bulletin board. Five must be done this semester. Each is worth 20 points. A portion of those points are earned by responding to at least two points posted by fellow classmates. See more details under Discussion Information.
GRADING SCALE:
100 - 94% = A
93 - 90% = A-
89 - 87% = B+
86 - 84% = B
83 - 80% = B-
79 - 77% = C+
76 - 75% = C
74 - 70% = C-
69 -68% = D+
67 - 64% = D
63 - 60% = D-
59 and below - F
STUDENT RESPONSIBILITIES
- The student is expected to read the assigned chapters and complete any assignment.
- The student is responsible for learning the information. If you do not understand the material, or feel lost, please contact the instructor.
- All communication in this class must use proper grammar and spelling.
- Students are required to turn in assignments on time. PLEASE NOTE DUE DATES AND TIMES ON THE CALENDAR AND IN THE LEARNING MODULES.
- If a student wishes to drop the course they must do so officially prior to the 13th week of class or receive an F.
CLASS SCHEDULE, ASSIGNMENTS AND DUE DATES ARE LISTED IN THE LEARNING MODULES AND ON THE ON THE CALENDAR.
Note the instructor reserves the right to change certain aspects of the class syllabus, such as the schedule of assignments, materials and test dates. No changes will be made to the schedule without informing the class in a timely manner.
Study Strategies for Success
To improve your understanding of the class material you may incorporate any of the following tips into studying routine.
- Before you read the chapter, read all of the headers and all of the definitions. Read the summary at the end of the chapter and any questions posed at the end of the chapter. Then go back and read the complete chapter, you should be able to answer the questions.
2. Access and utilize the study helps.
3. When studying for an exam
- formulate questions based on the study guide provided, answer the questions in writing
- prepare note-cards with vocabulary definitions and theories explained on one side and just one word on the other, quiz yourself
- start studying early, that way you have more time to ask questions about information you may be confused about
4. Make sure you have read the chapters and are familiar with the information before taking the exams. The exams have a limited time of 2 hours. If you use the textbook, you will want to be able to find the information quickly.
PLAGIARISM
Policy of Academic Integrity: GBC subscribes to the traditional policy of academic integrity: students are expected to be honest. Students are expected to do their own work. Students who plagiarize or commit academic dishonesty are violating the standards of academic integrity and are subject to consequences raging from failing the assignment or course to dismissal from the institution.
Plagiarism is presenting someone else’s word, ideas or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references, and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:
- Another person’s actual words are quoted
- Another person’s idea, opinion, or theory is used, even if it is completely paraphrased in the student’s own words.
- Facts, statistics or other illustrative materials are borrowed, unless the information is common knowledge.
ADA – ACCOMMODATION
Great BasinCollege supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodation with students. Please contact the ADA officer in Elko at 753-2271 at your earliest convenience to request timely and appropriate accommodation.
IMPORTANT DATES – HDFS 201 – Fall 2012
August 27, 2012 First day of class
August 30, 2012 Post introduction and complete syllabus quiz
September 7, 2012 First discussion point due
September 13, 2012 Personal Response Paper #1 due
September 24, 2012 Exam #1 due
September 27, 2012Second discussion point due
October 4, 2012Personal Response Paper #2 due
October 15, 2012Exam #2 due
October 18, 2012 Third discussion point due
October 28, 2012Book report/critique due
November 1, 2012Fourth discussion point due
November 12, 2012 Exam #3 due
November 15, 2012 Article Review due
November 22, 2012 three interview forms due
November 29, 2012Fifth discussion point due
December 18, 2012Exam #4 due
Book report/critique 100 points possible
Exams 100 points each - possible 400 points
Personal response papers 50 points each - possible 100 points
Article review 50 points possible
Interviews 90 points possible
Discussion Board – discussions are 20 points each -possible 100 points
Introduction 10 points possible
Syllabus quiz 10 points possible
Total possible points: 860 points