NEW MEXICO JUNIOR COLLEGE
Human Growth and Development
|A.||Course Title:||Human Growth and Development|
|B.||Course Number:||PS 223B - 30299|
|G.||Office:||Heidel Hall (HH) 215|
|I.||Office Phone:||(575) 492-2816|
|J.||Office Hours:|| Monday: 10:00:00 AM-11:00:00 AM (MST);
Wednesday: 10:00:00 AM-11:00:00 AM (MST);1:15:00 PM-5:15:00 PM (MST);
Friday: 10:00:00 AM-11:00:00 AM (MST);12:00:00 PM-3:00:00 PM (MST);
I will answer messages and emails within 24 hours Monday thru Friday and within 48 hours on weekends. I will also be online during my office hours for virtual appointments.
|K.||Time Zone:||Mountain Time|
This course encompasses the sociocultural, environmental, spiritual, and religious influences on the person and the family. This course also introduces the student to the concept of family and provides an overview of the theories of human development. Focus is on family development and relationships, physiologic concepts, and psychological concepts from conception to death.
Human Growth and Development is a general education course with no guarantee of transfer to any other college or university. The student must consult with the college or university they wish to attend for a course evaluation to determine appropriate transfer of credits. This course is frequently a prerequisite for nursing, physical therapy, occupational therapy, and education related study.
LaunchPad + Paper Text
Invitation to the Life Span 3e & LaunchPad for Invitation to the Life Span 3e (Six Month Access)
Author: Kathleen Stassen Berger
©2016 | Third Edition | ISBN-10: 1-319-06177-X; ISBN-13: 978-1-319-06177-7
available through the bookstore
The LaunchPad component is a requirement for the class. Without LaunchPad a large part of the assignments can not be completed.
If the books are not available at the start of class, there is a temporary access option in launchPad which provides a 2 week access to the launchPad assignments and an ebook.
You can buy your books online at the NMJC Bookstore.
Quiz 450 possible points
15 Quizzes @ 30 points each
Discussion: 300 possible points -
6 assignments @ 50 points each
Module Exams: 400 possible points -
4 tests @ 100 points each
Orientation: 50 points
Group Project: Powerpoint presentation and research paper on Psychosocial Development - 150 points
Final Exam: 150
1500 points will be "offered" to you this semester and a straight grading scale will be used
90 = A
80 = B
70 - C
60 = D
Below 60 = F
No curves or extra credit opportunities will be available. FINAL GRADES WILL NOT BE CURVED. I follow the normal rules of math, this means that if you have a 59.4, 69.4, 79.4, or 89.4 you will NOT get the higher grade; however, if you have a 59.5, 69.5, 79.5, or 89.5 you will be rounded up to the higher grade. No exceptions!
Late work: Each assignment should be completed on or before the due date. If you have an emergency arise, it is your responsibility to contact me immediately and extensions will only be granted in extreme cases (canvas is down on the day of submission, student hospitalization, death in IMMEDIATE family). Assignments must be turned in on time. I do not give extra credit assignments.
Reading Assignments: You will have weekly reading assignments from the textbook/E-book. (See Course Outline.)
Class Discussion: All discussion will be posted on Canvas. Please make your discussion postings(three total required on each discussion) are specifically answering the topic given and posted before the due dates. Pay attention to the discussion board requirements and what is due each week! Some weeks you will have to post an initial discussion board AND two responses to classmates while other weeks you will only post the initial post and respond to your classmates the following week.
All quizzes are on the Lauchpad Portal. Due dates are posted in the course outline. They are open book. You will be given 30 multiple choice questions and have 60 minutes to answer them. If you have any issues with Launchpad, you MUST call them as unfortunately I cannot help you. Their phone number is (800) 936-6899
Exams: All Module exams are completed online within the course shell(Canvas). All Module exams are multiple choice, closed book and are timed. All module exams will be taken using respondus lockdown monitor. You will be given 50 multiple choice questions and have 75 minutes to take them. You will need a webcam in order to use this service and I will be able to view your testing session. Cheating will result in an immediate zero. There is also a $10.00 fee associated with this service that is good for the entire semester.
Proctored Final Exam
The final exam over all of the chapters is proctored at the Testing Center at NMJC, another reputable testing facility, or using respondus monitor.
The webcam for the regular exams can be built into your computer or can be the type that plugs in with a USB cable. Watch this short video short video to get a basic understanding of LockDown Browser and the webcam feature(http://www.respondus.com/products/lockdown-browser/student-movie.shtml).
Download and install LockDown Browser from this link: http://www.respondus.com/lockdown/download.php?id=363738921
Note: Don't download a copy of LockDown Browser from elsewhere on the Internet; those versions won't work at our institution.
To take an online test, start LockDown Browser and navigate to the exam. (You won't be able to access the exam with a standard web browser.) For additional details on using LockDown Browser, review this Student Quick Start Guide (PDF) Link: http://www.respondus.com/products/lockdown-browser/guides.shtml#student.
Finally, when taking an online exam, follow these guidelines:
• Ensure you're in a well lit, quiet location with a good, fast Internet connection where you won't be interrupted
• Turn off all mobile devices, phones, etc.
• Clear your desk of all external materials — books, papers, other computers, or devices
• Remain at your desk or workstation for the duration of the test
• Make sure your webcam is plugged in or enabled before starting LockDown Browser
• LockDown Browser will prevent you from accessing other websites or applications; you will be unable to exit the test until all questions are completed and submitted
• You will be recorded during the test to ensure you're not using any external resources.
Group Project: You will have a group project where you are required to work with other classmates. You will NEVER have to actually meet with them as I provide you with your own group shell that you can communicate, post discussions, post announcements and so on. The point is to get you guys interacting with each other just like with the discussions to make the learning environment engaging and fun even though it is online. A powerpoint presentation and research paper will be completed on one of the developmental stages propose by Erik Erikson. This is worth 150 points. The powerpoint will be shared online for the other students to view and will be used for one of the discussions. You will also be required to review two of your classmates papers through turnitin peermark and review your groups participation so that everyone will get fair grades.
Progression: Students who intend to apply to the Nursing Program are advised that a grade of “C” or better is required.
Grades for discussions, quizzes, developmental stage (critical thinking) project, and module exams should be posted within a week of the due date if not immediately graded.
Inbox messages should be answered within 24 hours in most cases.
This class operates on Mountain Standard Time (MST) and all due dates and times are based on Mountain Standard Time. It is the student's responsibility for adjusting due dates and times to their time zone.
Retrieving Grades from T-BirdWeb Portal
Go to the New Mexico Junior College T-BirdWeb Portal login page. Please enter your User Identification Number (ID), which is your Banner ID, and your Personal Identification Number (PIN). When finished, click Login.
Tips for Success in Online Courses:
1. Log in to class regularly.
2. Pay attention.
3. Take notes.
4. Keep up with readings and assignments.
5. Ask questions when you do not understand something.
6. Utilize your professor’s office hours and e-mail.
7. Read the text.
8. Adhere to the deadlines posted in the course outline.
New Mexico Junior College’s institutional student learning outcomes represent the knowledge and abilities developed by students attending New Mexico Junior College. Upon completion students should achieve the following learning outcomes along with specific curriculum outcomes for respective areas of study:
New Mexico Junior College's Social/Behavioral Sciences Department endorses the core competencies as established by the state of New Mexico. Within our respective fields, as appropriate, students should:
A. identify, describe, and explain human behaviors and how they are influenced by social structures, institutions, and processes within the contexts of complex and diverse communities.
B. articulate how beliefs, assumptions, and values are influenced by factors such as politics, geography, economics, culture, biology, history, and social institutions.
C. describe ongoing reciprocal interactions among self, society, and the environment.
D. apply the knowledge base of the social and behavioral sciences to identify, describe, explain, and critically evaluate relevant issues, ethical dilemmas, and arguments.
Selected specific competencies will be used to demonstrate mastery of the above.
SPECIFIC COURSE OBJECTIVES / COMPETENCIES – PS223B
In order to successfully complete this course, the student should be able to:
Chapter Specific Outcomes:
Chapter 1 The Science of Human Development
1. Describe the scientific method and begin to understand the basic tool of developmental psychology
2. Explain and understand the nature vs. nurture issue, including the domains and terminology.
3. Know the basic themes of the life-span perspective, including concepts, models, and contexts.
4. Explore scientific conclusions, interpretation, applications and ethics.
5. Compare and contrast the developmental theories of Freud and Erikson; describe Piaget's Theory of Cognitive Development; discuss the basic concepts of behavior theory, humanism, and evolutionary theory.
6. Develop an understanding of other key developmental constructs such as: Social Learning Theory and Maslow's Hierarchy of Needs.
7. Explore and understand research strategies, cautions, and challenges from science including applications, implications, and ethics.
Chapter 2 From Conception to Birth
8. Explain the basic relationship between DNA, chromosomes, alleles, genes, and inherited traits or illnesses.
9. Understand and describe the concept of genotype to phenotype including the expression of dominant and recessive genes and gene interactions.
10. Develop a basic understanding of the Human Genome Project.
11. Define the three stages of prenatal development and key growth and developmental expectations during each stage.
12. Describe the first few minutes of life for the new born infant and the meaning and value of an APGAR score.
13. Be familiar with the various types of medical assistance at birth.
14. Describe the changes pregnancy/new born can have upon the developing family.
15. Be familiar with disorders as a result of abnormal genes, chromosomes, and heritability.
16. Define a teratogen and how the varied harmful effects can affect the developing fetus.
17. Explain the causes and effects of low birth weight.
Chapter 3 The First Two Years: Body and Mind
18. Be familiar with infant's normal patterns of growth and overall health.
19. Describe the infant's neurological pattern of brain growth and development, specifically transient exuberance and pruning.
20. Explain the normal pattern of motor-skill development during infancy, understand information processing theory, and compare and contrast fine and gross motor development.
21. Be familiar with SIDS, immunizations, and infant nutrition/malnutrition.
22. Describe Piaget's theory of sensorimotor intelligence: Stage 1 thru Stage 6.
23. Describe key theories and concepts in language development during the first two years.
Chapter 4 The First Two Years: The Social World
24. Understand how emotional development occurs during the first two years.
25. Understand the key concepts of temperament, synchrony, secure and insecure attachment.
26. Realize the importance of the culture and social context in which infant's emotions develop as well as cultural variations in infant daycare.
27. Explain the major personality theories regarding the development during the first two years of life.
Chapter 5 Early Childhood: Body and Mind
28. Compare and contrast the physical development as the child advances from infancy/toddlerhood thru early childhood.
29. Characterize the physical development of the brain during early childhood and how this influences the expression of emotions.
30. Describe the theories related to thinking during early childhood.
31. Describe language learning, including bilingual education during early childhood.
32. Understand the variations in early childhood education.
Chapter 6 Early Childhood: The Social World
33. Explain the issues involved in emotional development, such as emotion regulation and self-concept development including gender identification and cultural influences during early childhood.
34. Describe the significance of play and types of play.
35. Compare and contrast styles of caregiving and its effect on the child's development.
36. Outline concepts within moral development such as empathy and prosocial behavior and antipathy and antisocial behavior, and the types of aggression.
37. Review and reflect on the latest research on discipline, including use of corporal punishment, psychological control and time out.
38. Understand and explain the various causes of harm to children and the three levels of prevention.
Chapter 7 Middle Childhood: Body and Mind
39. Describe patterns of normal growth and health and special health concerns, such as childhood obesity and asthma during middle childhood.
40. Characterize the key elements of cognitive development during middle childhood according to the theories of Jean Piaget and Vygotsky, including reaction time and selective attention.
41. Describe information processing and language development in middle childhood.
42. Explore the issues between teaching and learning during middle childhood.
43. Define and describe development psychopathology including IQ, Flynn effect, multiple intelligences, special needs, and special education.
Chapter 8 Middle Childhood: The Social World
44. Describe theoretical views of psychosocial development, including Erikson and concepts of resiliency and stress during middle childhood.
45. Understand the influences of various family functions and structures, and the family-stress model and the key factors in the negative impact of divorce upon children.
46. Explore middle child peer group issues, such as the culture of children, unpopular children, bullies and victims.
47. Describe Kohlberg's Theory of Moral Reasoning and which stage is relevant during middle childhood and what limitation or criticisms should be considered.
Chapter 9 Adolescence: Body and Mind
48. Describe the physical changes that puberty initiates for the development of the adolescent body and distinguish between primary and secondary sex characteristics.
49. Describe how stress and nutrition can impact the physical and sexual maturation.
50. Explain the strengths and weakness of adolescent brain development.
51. Describe the nature of adolescent egocentrism, how it is demonstrated and its benefits and dangers.
52. Explain Piaget's formal operational thought processes, including the adolescent's ability to begin thinking abstractly, and advance to deductive reasoning.
53. Identify adolescent's strengths and vulnerabilities as "digital natives".
Chapter 10 Adolescence: The Social World
54. Explain the adolescent search for identity, including the four areas of identity formation, and concepts of foreclosure and moratorium.
55. Explain the nature of adolescent relationships with adults, especially parents, and with peers, including romance.
56. Discuss the causes and symptoms of clinical depression and compare and contrast the terms suicide, suicide ideation, parasuicide and cluster suicide and identify risk factors for suicide in the adolescent.
57. Outline key concepts and trends in delinquency, drug use and abuse during adolescence, including most frequently used drugs by adolescents and their effects.
Chapter 11 Adulthood: Emerging Adulthood
58. Explain the factors contributing to the strong healthy bodies for most emerging adults.
59. Explain emerging adult risk taking behavior and social norms.
60. Explain the elements of post-formal thought, including the effects of college and diversity.
61. Discuss how adults meet the need for intimacy through developing relationships, friendships, sexual partnerships, and cohabitation.
Chapter 12 Adulthood Body and Mind
62. Understand the typical pattern of body development during middle adulthood, including the process of senescence.
63. Describe normal sexual reproduction of adulthood, problems of infertility, and age-related changes in the sexual-reproductive system.
64. Understand the varied components of intelligence and significant data from research on aging and intelligence.
65. Explore the nature of stress, its effect upon the body and thought process and coping patterns.
66. Describe the theory selective optimization with compensation and how expert cognition develops.
Chapter 13 Adulthood: The Social World
67. Explain Erikson's "Big Five" personality traits.
68. Understand the continued expansion of intimacy in adulthood through friendships, romantic partnerships and family bonds.
69. Review and reflect of the importance of generativity vs. stagnation during adulthood, and consider the distinction between the extrinsic and intrinsic rewards or work.
Chapter 14 Late Adulthood: Body and Mind
70. Examine the concept of ageism, the key theories of aging including the three types of old and reflect upon the impact it has upon older adults and society.
71. Discuss selective optimization in three areas of life for the late adulthood population: sexual activity, driving and survival and the concepts of primary and secondary aging
72. Describe the typical age-related changes that occur in the brain and in information processing.
73. Distinguish between mild and major cognitive impairment and identify the different types of dementia and their causes, treatment and possible means of prevention.
74. Identify neurocognitive impairments common in older individuals that can be reversed when treated by medical professionals.
Chapter 15 Late Adulthood: The Social World
75. Examine theories of late adulthood including Self Theories, stratification theories, and Erikson’s Psychosocial Stage of integrity vs. despair.
76. Discuss the preferred activities, living arrangements, and relationships of the aging adult.
77. Understand the problems facing the frail elderly and their caregivers.
Epilogue: Death and Dying
78. Understand people experience death from a multicultural and life span perspective.
79. Describe the services of hospice and palliative care and reflect upon the idea of providing for a good death.
80. Identify and discuss the five stages of grief as described by Kubler-Ross.
If you have not already received login information for Canvas/T-BirdWeb Portal/E-mail, you will need to contact the Enrollment Management office at (575) 492-2546.
Check first-time login page for instructions at www.nmjc.edu/distancelearning/coursescourseschedules/canvasinstructions.aspx.
You must have access, on a regular basis, to a computer that supports the Canvas minimum specifications and has an active connection to the Internet. See the minimum computer specification requirements at www.nmjc.edu/distancelearning/coursescourseschedules/Canvasinstructions.aspx.
Launchpad is a very important component of this class. Since this class is fully online, we rely on class discussions (which will be on canvas); however, we will also use launchpad every week for your quizzes and quite a bit of study material. If you cannot get launchpad immediately, they offer a trial period so you can still complete your assignments until you can get full access to it. Video lectures will be recorded and available as soon as possible for each chapter as well.
Students will be held responsible for the information on these pages.
Each student is expected to maintain the highest standards of honesty and integrity in online academic and professional matters. The College reserves the right to take disciplinary action, up to and including dismissal, against any student who is found guilty of academic dishonesty or otherwise fails to meet these standards. Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others; and nondisclosure or misrepresentation in filling out applications or other College records. Cheating or gaining illegal information for any type of graded work is considered dishonest and will be dealt with accordingly.
Americans with Disabilities Act (ADA) Information
Any student requiring special accommodations should contact the Special Needs Student Services Coordinator at (575) 492-2576 or by e-mail at firstname.lastname@example.org.
Attendance Policy and Participation Expectations
It is expected that you regularly log into class at least three times weekly and check your Canvas mail to ensure you have not missed any changes/updates. Students are expected to complete discussions/quizzes/tests/ assignments before deadlines expire.
If you experience difficulty with Canvas you may reach the Canvas Helpdesk at email@example.com, or by calling the 24 hour helpdesk phone at (575) 399-2199.
The professor is responsible for monitoring and evaluating student conduct and student behavior within the Canvas course. By registering for this class, the student is assumed to have entered into an agreement with New Mexico Junior College and the professor to log into the class regularly and to behave in an appropriate manner at all times. Disruptive behavior may result in the student being removed from the class and dropped for the semester. For comprehensive information on the common rules of netiquette and other online issues, please review the NMJC Online Student Handbook.
Online Learning Environment
By participating in an online class, you undertake responsibility for your own progress and time management.
Offering the work of another as one’s own, without proper acknowledgment, is plagiarism; therefore, any student who fails to give credit for quotations or essentially identical expression of material taken from books, encyclopedias, magazines and other reference works, or from the themes, reports, or other writings of a fellow student, is guilty of plagiarism. Plagiarism violates the academic honesty policy and is considered cheating.
Free tutoring services are available to all NMJC students through Brainfuse and the Academic Success Center located in Mansur Hall room 123 and 124.
The instructor has the right to drop any student who has failed to log on to Canvas for two weeks or more, but it is not guaranteed that the instructor will drop you. If the student chooses to stop attending a class, he/she should withdraw from the class by accessing your student account in the T-Bird Web Portal at www.nmjc.edu, or submitting the required paperwork to the Registrar’s Office by TBA. Failure to withdraw yourself from a course by this date may result in your receiving an “F” in the course. All students are encouraged to discuss their class status with the professor prior to withdrawing from the class.
All Assignments are
due on Sundays
Chapter 1: The Science of Human Development
Learning Module 0 activities
Chapter 1 Quiz due Jan 21
Chapter 2: From Conception to Birth
Discussion Board Two
Chapter 2 Quiz due Jan 28
Chapter 3: The First Two Years; Body and Mind
Chapter 3 Quiz
Exam 1due Feb 4
Chapter 4: The Social World
Discussion Board Three - Initial Post
Chapter 4 Quiz due Feb 11
Chapter 5: Early Childhood; Body and Mind
Sign up for groups for presentations
Discussion Board Three - Replies
Chapter 5 Quiz due Feb 18
Chapter 6: The Social World
Chapter 6 Quiz
Exam 2 due Feb 25
Chapter 7: Middle Childhood; Body and Mind
Discussion Board Four – Initial Post
Chapter 7 Quiz due Mar 4
Chapter 8: The Social World
Discussion Board Four - Replies
Chapter 8 Quiz due Mar 11
Chapter 9: Adolescence; Body and Mind
Chapter 9 Quiz
Exam 3 due Mar 18
Chapter 10: The Social World
Discussion Board Five – Initial Post
Chapter 10 Quiz due Mar 25
Spring Break No Classes All Week
No Assignments Due
Chapter 11: Adulthood; Emerging Adulthood
Discussion Board Five - Replies
Chapter 11 Quiz due Apr 8
Chapter 12: Body and Mind
Chapter 12 Quiz
Exam 4 due Apr 15
Chapter 13: The Social World
Discussion Board Six
Chapter 13 Quiz due Apr 22
Chapter 14: Late Adulthood; Body and Mind
Upload Critical Thinking Group Project
Chapter 14 Quiz due Apr 29
Chapter 15: The Social World
Peer Reviews (2)
Chapter 15 Quiz, Epilogue Extra Credit Quiz due May 6
Final Exam 100 points over chapters 13 – 15
50 points comprehensive available Monday May 7 through Wednesday May 9 at 7pm