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HEV 100: HUMAN GROWTH AND DEVELOPMENT Instructor: Andy Saltarelli, M.A.

Class Time: M, W 7:30-8:45pm Office: 213 Powers (I am rarely in my office) Place: Pearce 138 Office Phone: 774-3743 (voicemails may not be returned – use e-mail) Section Number: 22009430 Office Hours: 30 min after every class or by appointment Email: salta1aj@cmich.edu (e-mail is the best way to get a hold of me) Blackboard (Bb) and E-mail: Blackboard is a web-based program used to facilitate communication about the class. Important announcements and copies of all course materials will be posted on Blackboard. Through the use of Blackboard, important announcements will also be e-mailed to students at their cmich accounts. All students are expected to check their cmich e-mail account regularly. Students should be able to reach Blackboard (Bb) by using any computer with Internet access and by logging into the web portal at: http://portal.cmich.edu. Bulletin Description: Study of the basic principles of human development and their relation to family interaction. Text: Berger, K. (2005). The Developing Person Through the Lifespan (6th Ed.). New York: Worth Publishers. The companion web site can be found at: http://bcs.worthpublishers.com/bergerlifespan6e/ which includes chapter outlines, practices tests, and many other useful resources. Course Objectives: This course is designed as an introduction to the processes and principles that shape the experience of human development from conception and birth to age and death. Students will be introduced to the broad body of scholarship that informs the field of human development and will be challenged to critically evaluate their assumptions about the nature of human growth and change. This course is designed to provide all students with (1) a broad academic foundation in the behavioral and social sciences and, (2) an opportunity for exploration of issues important for personal development. By the completion of this course, students should be able to: 1. Describe the basic pattern of development from conception and birth to old age and death. 2. Describe the forces that shape how individuals develop differently from each other. 3. Analyze how different levels of context impact personal experience at each stage of development. 4. Identify and review the scientific literature relevant for understanding developmental issues. 5. Explain how developmental principles can be applied to shaping the development of others in professional roles and settings. 6. Identify personal plans and develop strategies for how to shape one’s own development. Course Requirements: Participation: (50 points) Although attendance will not be marked for lectures, it will be difficult to do well in class without regular attendance. Additionally, ten short in-class writing responses will be assigned randomly throughout the semester. Each writing response will be worth five points each. The writing responses will be collected the day they are assigned and you must be present in class that day to receive credit. Approved absences are for exceptional situations only (e.g. medical emergency, death in family) and require documentation. Credit may also be lost for disruptive behavior in class. Exams: (4 x 50 points) Four exams will be used to assess students’ mastery of essential course principles and concepts during the semester. Each exam will use a combination of true/false, multiple choice, and at least one short answer question. Although there may be some minor changes in the schedule for the class, all exams will be administered on the scheduled dates. Exams cannot be taken early and there will be a limited make-up time scheduled for missed exams. All late exams will also receive an automatic 5-point deduction unless prior approval has been granted for an excused absence. Excused absences are for exceptional situations only. Exam 4 will be administered during the final exam period and will focus on both content from the last section and principles and themes that extend across the whole semester.
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Research Review: (50 points) Each student is required to write a brief (2-4 page) review of two empirical research articles published in human science journals that provide some insight into a developmental question of personal interest. This review must include (1) a brief introduction with an explicit statement of the question to be explored, (2) a description of each of the studies including the methods and findings, and (3) proper documentation and citation of the articles used. Details of the assignment, including evaluation criteria, will be included in a handout to be posted on Blackboard and discussed during the second week of class. Personal Development Project (PDP): (3 x 40 points) Each student is required to complete three “hands-on” out-ofclass explorations of the forces that shape human development and the processes by which humans can shape their own development. These three activities will be related to students’ past, current, and future personal contexts respectively. The activities will be handed in on three separate occasions during the semester and each will include: (1) a structured report about the activity (2) physical documentation of all activities completed (3) a short reflection essay (1-2 pages) regarding the lessons gained from the experience Students may choose from a list of activities provided by the instructor or may negotiate equivalent activities approved in advance by the instructor. Additional details about the project will be discussed in class and posted on Blackboard during the first week of class. Grading: Letter grade will reflect the overall quality of student performance. For this class, performance is reflected in students’ contributions to the course (participation), ability to communicate mastery of course concepts and principles (exams), and the quality of assignments completed for the course (research review and personal development project). Participation 50 Exams (4 x 50) 200 Research Review 50 Personal Development Project 120 420 possible points A 93% Superior A- 90% B+ 87% B 83% Above Average B- 80% C+ 77% C 73% Average C- 70% D+ 67% D 63% Below Average D- 60% E 59% Failing

Other: Appropriate behavior is expected for all in-class discussions and out-of-class activities. Students are to treat the instructor, students, guests, and others with respect. For example: - only one person speaks at a times - no rude reactions to the comments of other students or guests - no loading book-bags/gathering materials until the lecture is complete - turn off all electronic devices unless you have permission from the instructor - students should be on-time and follow through with commitments made for projects and meetings with the instructor - confidentiality should be maintained where appropriate The instructor will privately note problems with theses issues. Repeat offenders will be required to meet with the instructor and will lose participation credit points. Academic honesty is an absolute expectation. Any student that appears to be guilty of violating academic standards related to cheating or plagiarism will be required to meet with the instructor. Students found guilty of academic dishonesty will receive a penalty in the course (from E on the assignment to an E for the course) and will be
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reported to the Office of Student Life. All work completed for this class must be your own original work. Dishonesty about activities completed, using materials from a previous semester, or inappropriate use of words on papers without quotation marks and citations are all examples of academic dishonesty. All students are encouraged to read the CMU “Academic Integrity Policy” as Appendix II in the CMU Undergraduate Bulletin or on the web at: http://ethics.cmich.edu/ACADEMIC_INTEGRITY_POLICY.pdf According to official CMU policy, “CMU provides students with disabilities reasonable accommodation to participate in educational programs, activities, or services. Students with disabilities requiring accommodation to participate in class activities or meet course requirements should first register with the Office of Student Disability Services (120 Park Library; telephone: 774-3018; Telecommunications Device for the Deaf: 774-2568), and then contact me as soon as possible.” This syllabus is a tentative plan for the course and may be modified at the discretion of the instructor. Any changes made in assignments, dates, etc. will, however, be announced in class and posted to students’ cmich e-mail accounts. It is the students’ responsibility to stay updated on changes in course requirements announced and posted.

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Schedule of Topics and Readings This outline of topics provides the order of material to be covered. Although the dates of particular material may be adjusted to meet the needs of the class, all exams will be given on the dates listed and early exams are never given (in case of official university closures, the exam will automatically be given on the next class day). Please plan accordingly. Students may complete the assigned readings either before or after the class discussion of the material. The focus in the reading should be on the comprehension and application of major concepts and principles – not on the memorization of small details. Chapter numbers which correspond to the text book are enclosed within parentheses. 1/8 1/10 1/15 1/17 1/22 1/24 1/29 1/31 2/5 2/7 Course Introduction: HD Assumptions (1) Theory and Research (2) MLK Jr. Day – No Class Genes and Environment (3) Prenatal Development and Birth (4) Infancy: Biosocial Development (5) Infancy: Cognitive Development (6) Infancy: Psychosocial Development (7) Exam I Early Child: Biosocial (8) 4/2 4/4 4/9 4/11 4/16 4/18 Middle Adult: Biosocial (20) Middle Adult: Cognitive (21) Middle Adult: Psychosocial (22) Exam 3 Late Adult: Biosocial and Cog. (23) Late Adult: Cognitive (24)

Third PDP Activity Due Start of Class 4/23 4/23 Late Adult: Psychosocial (25) 4/25 Death and Dying (EP) 4/30 Final Exam 7-8:50pm (In Pearce 138)

2/12 Early Child: Cognitive (9) 2/14 Early Child: Psychosocial (10) First PDP Activity Due Start of Class 2/14 2/19 2/21 Middle Child: Biosocial (11) Middle Child: Cognitive (12)

2/26 Middle Child: Psychosocial (13) 2/28 Adolescence: Biosocial (14) Research Review Due Start of Class 2/28 3/5 3/7 3/12 3/14 3/19 3/21 NO CLASS SPRING BREAK Adolescence: Cognitive (15) Adolescence: Psychosocial (16) Exam 2 Young Adult: Biosocial (17)

3/26 Young Adult: Cognitive (18) 3/28 Young Adult: Psychosocial (19) Second PDP Activity Due Start of Class 3/28
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