NEW MEXICO JUNIOR COLLEGE
Human Growth and Development
|A.||Course Title:||Human Growth and Development|
|B.||Course Number:||PS 223B - 30298|
|D.||Days/Time:||M W 12:00:00 PM - 1:15:00 PM|
|G.||Office:||Heidel Hall (HH) 215|
|I.||Office Phone:||(575) 492-2816|
|J.||Office Hours:|| Monday: 9:30:00 AM-10:00:00 AM (MST);
Tuesday: 9:30:00 AM-10:00:00 AM (MST);
Wednesday: 9:30:00 AM-10:00:00 AM (MST);
Thursday: 9:30:00 AM-10:00:00 AM (MST);
These office hours are effective from Tuesday May 28th until Thursday June 27th. I will answer messages and emails within 24 hours Monday thru Friday and within 48 hours on weekends. I will also be available immediately after our BI 114 class for the first 5 week summer session. I will be online daily for my online summer students at least once per day until final grades are due for the eight week summer session.
|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.
Invitation to the Life Span 4e & LaunchPad for Invitation to the Life Span 4e (Six Month Access)
Kathleen Stassen Berger
©2018 | Fourth Edition |ISBN-13: 978-1-319-14064-9
* Please note: Be certain you purchase the bundled textbook with Launchpad. Launchpad is an electronic (online) textbook companion. Your purchase will provide you an online access code – do not throw this away. There will be ongoing assignments, including online quizzes in Launchpad throughout the course (these quizzes are not taken in Canvas). If you have purchased a "used" textbook, I recommend you contact LaunchPad tech support and purchase Launchpad directly from them (you may need to do this if you are repeating this course as well). LaunchPad tech support number is 1-800-936-6899.
You can buy your books online at the NMJC Bookstore.
You will be "offered" 1000 points during the semester
Quizzes (15 Quizzes – one for each chapter) = 300
Unit exams (4 Exams) = 400
Final exam (comprehensive)= 150
Critical Thinking Assignment = 100
Attendance = 50
Your grade is based off of how many points you "earn"
900 - 1000 = A
800 - 899 = B
700 - 799 = C
600 - 699 = D
Below 599 = 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!
Quizzes: Launchpad online timed open book quizzes are taken weekly and are due on the Sunday night the week after we cover the material in lecture. You will be given 20 multiple choice questions and have 45 minutes to answer them. The quizzes are multiple choice and are intended to test your grasp of knowledge from reading the text and listening to lecture and thereby assist you to be prepared for Unit Exams and interactive classes. THERE ARE NO MAKEUPS ON QUIZZES SINCE YOU HAVE AN ENTIRE WEEK TO COMPLETE THEM AT HOME. Rare exceptions are permitted for unforeseen circumstances, such as documented extended illness or hospitalization – the student is responsible to initiate a request to take the quiz within one week of the quiz deadline or the quiz will not be permitted to be taken. The makeup quiz will be 2-3 essay questions. Students who miss the quiz may take the quiz for their own learning benefit however will not earn points. If you have issues with Launchpad, you MUST contact them as I cannot help you unfortunately. Their phone number is (800) 936-6899.
Exams: Unit Exams (total of 4) will be taken in class on the Monday of the week listed on the course calendar. Each Unit of instruction (3 chapters) will be followed by an exam (50 questions per exam). All exams are multiple choice and are given during class. THERE ARE NO MAKEUPS EXAMS PERMITTED WITHOUT PENALTY (make ups are rarely permitted and when they are it is only for unforeseen circumstances, such as when the student can provide documented illness with a physician’s note or hospitalization) – the student is responsible to initiate a request to take the exam ON THE DAY OF the missed exam NO EXCEPTIONS. Any student with more than one make up exam may have a combination of alternate style questions such as matching questions, fill in the blank, or essay questions. The first missed exam will carry a 10 point penalty, the second missed exam will carry a 20 point penalty, and no more than two make up exams are allowed.
Attendance: Students who miss the equivalent of two weeks of class (4 classes) may be withdrawn by the instructor; however withdrawal by the instructor is not guaranteed. It is the student's responsibility to notify the instructor on the day of the absence with a reason for the absence and to see what was missed. A roll sheet will be passed round every day and it is the student's sole responsibility to sign in to verify their attendance. The door will be closed 5 minutes after class begins. Please do not knock on the door to get in as it is disruptive to the class and you will not be allowed in. Please use the restroom and handle anything else before class as constant interruptions are also disruptive to the class.
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 issues, ethical dilemmas, and arguments.
Selected specific competencies will be used to demonstrate mastery of the above.
Specific Course Objectives and Competencies
Please note: Before you complete the quiz each week you should complete the learning curve assignment for that chapter to prepare for the quizzes because 1.) there are open book online Launchpad quizzes each week (these will be taken the week we cover the chapter in class and will be due the Sunday after we complete the chapter) and 2.) each week you may be directed to complete additional assignments (such as watch videos) in Launchpad to help you prepare for class - points may be earned for successful completion of these assignments. These LaunchPad assignments are also excellent study resources to prepare for quizzes and exams.
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.
This is a web-enhanced course. You will be using the LaunchPad packaged with the book for assignments throughout this class to help prepare you for class, such as watching brief videos and use other resources to help you study for exams, etc. Launchpad has a variety of study tools including an ebook and can be purchased separately from their website. Launchpad offers a free trial period if you cannot afford it immediately so that you can still participate in class. You also are expected to check in on our Canvas course for email messages or announcements, etc at least several times a week.
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 is required at every session of each course for which the student is enrolled. When unavoidable circumstances make attendance impossible, students must provide a satisfactory explanation of their absences to their professors. College-sponsored activities are considered excused absences and the appropriate sponsor of those students who will be absent from class will notify professors. Students having absences due to college-sponsored activities will need to make arrangements with the affected classes / professor to take care of required work; however, arrangements for make-ups should be made within a reasonable time frame, usually within one week of the absence. Regarding make-up work, absences due to late registration are considered the same as regular absences.
All cell phones and pagers must be turned off when the student is participating in any lecture, laboratory, or other learning activity.
The professor is responsible for maintaining a class environment best suited for effective learning. By registering for this class, the student is assumed to have entered into an agreement with New Mexico Junior College and the professor to attend 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.
Food and Drink Policy
Food items and soft drinks may not be consumed in NMJC classrooms. Students are also discouraged from bringing food and drink items into the classroom even though these items remain in sealed packaging. Bottled water is permissible.
No Children in the Classroom
In order to adhere to instructional procedures as well as maintain the safety of children, NMJC’s policy of no children in the classrooms (lecture, lab, etc.) will be followed.
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.
Smoking/Use of Tobacco
New Mexico Junior College is cognizant of the health hazards associated with smoking / use of tobacco for the smoker, as well as the non-smoker. In an effort to provide a healthy environment for students, employees, and others who may frequent the campus, NMJC prohibits smoking / use of tobacco inside any campus building or facility.
Free tutoring services are available to all NMJC students through Brainfuse and the Academic Success Center located at the Pannell Library on the 1st floor.
Regular, punctual attendance is required for all classes at NMJC. Although the professor has the right to drop any student who has missed the equivalent of 2 weeks of instruction (based on a 16 week semester) whether it’s a face to face, online, or a hybrid course, it is not guaranteed that the professor will drop the student. 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 5:00 p.m. on Tuesday, November 19, 2019. All students are encouraged to discuss their class status with the professor prior to withdrawing from the class.