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SYLLABUS
HED 311 Human Growth & Development – Spring 2015
Section: 001 Wham 205 Tuesday & Thursday 9:35 – 10:50 a.m.
Instructor: Jong-Ho Kim, M.S., M.Ed., CTRS
Office: Pulliam 108
Email: [email protected]
Phone: 618-453-2777
Office Hours: Tuesdays & Thursdays, Noon – 1:30 p.m., or by appointment
Contact Information for Two Classmates:
Name______________________________
Name ______________________________
Email _____________________________
Email _____________________________
Course description: This course is designed as an overview and introduction to the
study of development through the life-span. Students will learn about various theories,
themes, and concepts applicable to the life-span from birth through senescence and death;
and explore ways in which they can apply these to their own development and the
development of others
Course material: Understanding Human Development, Craig & Dunn, 3rd Ed
Access code for MyPsychLab: http://mypsychlab.com
Course ID for mydevelopmentlab.com: you must register for the course site. If you do
not register, you will not be able to complete one of the major assignments. Go to
http://mydevelopmentlab.com . Find our text in the list – click on it. On the next page you
will begin course site registration – click on “students.” When prompted enter the course
ID: TO BE ANNOUNCED. Once into the course site register your Virtual Child. Click
on ‘Virtual Child’. Follow the directions. You will be asked a series of questions, then
name your child. When prompted enter the class. The Class ID: TO BE ANNOUNCED
Course objectives: Upon completion of this course the student will be able to:
1. Identify and discuss several behavioral and social cognitive theories including Freud,
Piaget, Erikson, Bandura, Vygotsky.
2. Discuss changes in physical, cognitive, socio-emotional development throughout the
life-span. 3. Understand special problems and concerns throughout the life-span.
4. Critically examine issues related to life-span development from birth to death.
5. Discuss health-related factors related to human development across the life-span.
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Attendance: Is expected and required, however, under certain circumstances, you may
need to miss class. Each student is allowed to miss up to three (3) classes without severe
penalty. However, each class missed will result in a reduction of participation points.
Missing any exam is not allowed, unless for a University sanctioned event. If you know
ahead that you will miss a test (ie athlete, university sanctioned class event, etc) you must
request (via email or in person) a makeup before test day. You must also provide an
excuse, in writing, from the coach or professor. In-class activities or quizzes will not be
made up on days you miss. You are responsible for obtaining any information you miss
when you miss class. Contact a classmate to get missed information and notes.
Electronic devices: use of electronic devices not limited to, iPods, cell phone, laptops are
NOT allowed to be in use unless specifically for class use such as note-taking. Only
laptops and tablets are permissible for taking class notes. Misuse of electronic devices
will result in dismissal from class with an unexcused absence recorded. NO
CELLPHONE USE ALLOWED!
Assessment
Grading Scale:
Based on total points received, the grading scale is as follows:
100-90% A
89-80% B
79-70% C
69-60% D
Under 60% F
3 Exams
50 points each/total 150 points
Chapter Quizzes/Class Participation (TBA) 75 points total
Observation/Group Presentation
75 points
My Virtual Child
50 points
Interview
50 points
______________________________
Total:
400 points
Additional points may be added throughout the semester in the form of inclass/homework activities
Late Policy: Assignments are expected to be turned in on the assigned due date. Any
assignments turned in late will be penalized 5 % per day late.
Assignments:
Observation (Child Development Lab) and Presentation:
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116 Quigley Hall. Each student will observe their assigned age group for a minimum of
one (1), one (1) hour period in the lab. The observation focuses on addressing questions:
What did you see that you expected for your age group? ; What did you see that you did
not expect? ; What did you hear? You may observe at different times. All students will be
in groups of three to five (depending on class size) for the presentation portion of the
assignment. Each group will present the chapter pertaining to the age group observed.
You MUST use examples from your observation in your presentation. All members of
the group will contribute to the presentation, and should be as equal as possible. You will
create a power point presentation which covers the chapter corresponding to our assigned
class reading for the class day. The group presentation will be 25-30 minutes. Each group
MUST submit one (1) electronic copy of your presentation at least one day (24 hours)
before you present so that I can post on online
My Virtual Child You will ‘raise’ a virtual child from birth to age 18. You will find
your child in MyDevelopmentLab (refer to Course ID above TBA). Do each age as we
cover the corresponding chapter in class. No need to work ahead, but do not wait until the
last minute to do. It will take at least 8 hours to complete your computer time. Once you
have raised your child to age 18, the computer will tell you the outcome. Then you will
write a reflection about your parenting experience. Begin with a brief explanation of your
experience including the outcome for your child. Then answer some questions. What
went right? What did not go well? What would you do differently? How might this
experience help with raising real children? How might this experience help in your future
practice? Be sure to incorporate information from your text for appropriate
age/development, and how your child matches up. Grades will be based upon depth of
reflection and the extent to which you incorporated text information into your writing.
Your reflection is to be 3-5 pages, double-spaced, 1” margins, 12 point font. You do not
need a reference citation, unless you use a source other than the textbook.
Interviews: You will interview at least 3 persons. 1 persons in each of the following age
groups: young adult, middle adult, and older adult. You may interview more than 3
persons. You will write a reflection, 3-4 pages, double-spaced, 1” margins, 12 point font.
In this reflection you will not give any names, but will answer several questions. You
may add any additional information you wish to make your reflection more complete.
Beginning questions will be provided in class. Use these as a start, but add your own
questions – 3-5!! Grades will be based on completeness of the interviews,
comparison/contrast between the different interviewees, and the extent to which you
incorporate text material with the information obtained in the interviews. Do not
write a list of questions and answers, rather make your paper a narrative of the
information you obtain—tell me a story. You may write each adult individually, or you
may write from the perspective of the questions. You do need to compare and contrast the
different ages – how are they the same? Different? Why is this?
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For the observation and interview additional information will be provided closer to
the due date. Extra credit: none.
Tentative Class Schedule*
Date
Week 1
Jan 20
Jan 22
Topic
Introduction
Chapter 1 Intro
Week 2
Jan 27
Jan 29
Week 3
Feb 3
Feb 5
Week 4
Feb 10
Feb 12
Week 5
Feb 17
Feb 19
Week 6
Feb 24
Feb 26
Week 7
Mar 3
Mar 5
Mar 7-15
Chapter 2 Heredity &
Environment
Week 8
Mar 17
Mar 19
Week 9
Mar 24
Mar 26
Week 10
Mar 31
Apr 2
Week 11
Apr 7
Apr 9
Chapter 3 Prenatal Development
Assignment
Read Ch 1
Read Ch 2
Begin My
Virtual Child
Read Ch 3
Due
Complete Registration for
MyDevelopment Lab
Observation in CDL
Quiz on Thurs
Chapter 4 Infancy-Phys.,
Cognitive & Language
Read Ch 4
Group Presentations
Quiz on Thurs
Chapter 5 – Infancy-Personality
Chapter 6 – Early Childhood Phys.
Read Ch 5
Read Ch 6
Group Presentations
Chapter 7 – Early ChildhoodPersonality, Review for Exam
Read Ch 7
Group Presentations
Chapter 8 – Middle ChildhoodPhys.
Mar 5 – Exam 1
Spring Break
Read Ch 8
Exam 1 – Ch. 1-7
Chapter 9 – Middle ChildhoodPersonality
Read Ch 9
Chapter 10 – Adolescence Phys.
Chapter 11 – Adolescence
Personality
Chapter 12 – Young Adult Phys.
Read Ch 10
Read Ch 11
Chapter 13- Young Adult
Personality
Apr 9 - Exam 2
Mar 26 - My Virtual Child
Reflection DUE
Read Ch 12
Read Ch 13
Exam 2 - Ch 8-13
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Week 12
Apr 14
Apr 16
Chapter 14 – Middle Adult Phys.
Chapter 15 – Middle AdultPersonality
Read Ch 14
Read Ch 15
Week 13
Apr 21
Apr 23
Chapter 16 – Older Adult Phys.
Discussion Interview Assignment
Read Ch 16
Week 14
Apr 28
Apr 30
Chapter 17 – Older AdultPersonality
Read Ch 17
Week 15
May 5
May 7
Ch 18 – Death & Dying
Review for Final Exam and WrapUp
Final Exam : Thurs, May 14th
9:35-10:50 a.m.
ReadCh18
Week 16
Apr 23 - Interview Paper Due
Final Exam – Ch. 14-18
* Tentative class schedule is subject to change. Quizzes may occur without prior notice.
Department of Health Education and Recreation Academic Honesty Policy:
The mission of the Department of Health Education and Recreation (HER) is to improve
the quality of human life through promoting healthy living throughout the life span to
provide students with the skills needed to be successful and productive citizens. To
pursue this mission, the Department of HER believes in the importance of reinforcing
academic honesty. An Academic Honesty Code used by students and faculty promotes an
atmosphere of integrity and honesty.
The following behaviors are some examples of academic dishonesty:
* Taking an exam for another student.
* Forging or altering an official document.
* Paying someone to write a paper to submit under one's own name.
* Copying (with or without another person's knowledge and claiming it as one's own
work).
* Including items on a list of references that were not used.
* Doing assignments for someone else.
* Obtain a copy of a test before it is given.
* Working with other students on a assignment when not expressly told to do so.
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Kibler, W. (1993). Academic Dishonesty: A student development dilemma. NASPA
Journal,30(4).
Also:
* Cheating, which is intentionally using unauthorized material, information, or study aids
in any work submitted for credit.
* Fabrication, which is intentional and unauthorized falsification or invention of any
information or citation.
* Plagiarism, which is the deliberate use of ideas, words, or statements of another person
as one's own without acknowledgment being given.
* Facilitation, which is knowingly helping someone else do any of the above.
Pavela, G. (1978). Judicial review of academic decision-making after Horowitz. School
Law Journal, 55(8), 55075. See also p. 29 in the 1996 SIUC Student, Faculty, and Staff
Information Booklet.
The following approach will be used in incidents of academic dishonest:
1. An academic "honor board" will consist of five members. The make-up of the board is
as follows: the vice-presidents of Eta Sigma Gamma and the Student Recreation Society,
one faculty member of the Department of Health Education and Recreation, one Health
Education student, and one Recreation student, the latter three to be appointed by the
department chair. The function of this board will be to review charges of academic
dishonesty, and work with the instructor who has brought the charge to decide upon a
sanction or response.
2. The first time a student is found engaging in academic dishonesty, the faculty member
involved in the incident has the option of either handling the issue individually or
forwarding it to the honor board. If the incident is handled between the student and the
faculty member, the faculty member will provide the department chair with a brief
description of the infraction and the resolution. This should be signed by both the student
and the faculty member. Every effort should be made to review and clarify to the student
the reasons why their behavior constitutes academic dishonesty, thus allowing the student
to fully understand the ethical basis of the policies, and offer the student the opportunity
of integrating these values into his/her own value system.
3. Any student who engages in academic dishonesty twice during his/her academic career
will be required to have a hearing with the honor board. This hearing will consist of a
review of the incident and an opportunity for the student to respond to the charge. The
honor board, in consultation with the instructor, will decide upon the sanction to be
imposed. The sanction would be commensurate with the magnitude of the offense.
4. If the student disagrees with the department's decision, he/she may then request a new
hearing with the Dean of the College of Education and Human Services, who will, if guilt
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is determined, decide upon the appropriate sanction. To begin this process, the student
should schedule a meeting with the College's Chief Academic Advisor located in Wham
135.
Emergency Procedures:
Southern Illinois University Carbondale is committed to providing a safe and healthy
environment for study and work. Because some health and safety circumstances are
beyond our control, we ask that you become familiar with the SIUC Emergency
Response Plan and Building Emergency Response Team (BERT) program. Emergency
response information is available on posters in buildings on campus, available on the
BERT’s website at www.bert.siu.edu, Department of Public Safety’s website
www.dps.siu.edu (disaster drop down) and in the Emergency Response Guidelines
pamphlet. Know how to respond to each type of emergency.
Instructors will provide guidance and direction to students in the classroom in the event
of an emergency affecting your location. It is important that you follow these instructions
and stay with your instructor during an evacuation or sheltering emergency. The Building
Emergency Response Team will provide assistance to your instructor in evacuating the
building or sheltering within the facility.
Sexual Harassment Policy
Please take time to read and familiarize yourself with SIUC’s sexual harassment policy:
http://generalcounsel.siu.edu/policies.html
Student Complaints
Support is given to the belief that in most instances complaints and grievances can be
minimized if communication is maintained between students and faculty. If the student,
after discussing the complaint with the faculty member or members involved, still wishes
redress, the Chair should be consulted.
When a student requests an appointment with the Department Chair to voice an academic
complaint about an instructor, the student will be asked to provide details on a Request to
See Department Chair form. An appointment will be scheduled when the form is
returned. Prior to the appointment, the faculty member involved will provide information
to the Department Chair on the Information for Student Meeting with Department Chair
form. The Department Chair will maintain a record of the discussion/outcome on the
Record of Meeting with Department Chair form. If the Department Chair is unable to
resolve the complaint to the mutual satisfaction of those concerned, then the formal
grievance procedure will be followed.
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