HD 101 Section 050: Life Span Human Develpment
Summer 2011
3 Credit Hours
Primary Instructor: Dr. Corrie Harris
Core Designation: Social and Behavioral Sciences
HD 101 is an introductory survey course of the basic principles of development across the life span. The developmental principles will be studied within the framework of growth and change in the basic domains of the physical, cognitive, and social self. Upon completion of the course, students should have a better understanding of general developmental principles and their own course of development.
Through full participation in class activities and assignments, students will have the opportunity to:
Course Schedule (subject to change):
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May 31 |
Course Introduction, Start Chapter 1—The Study of Human Development |
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June 1 |
Finish Chapter 1, Intro Chapter 2—Biological Foundations |
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June 2 |
Finish Chapter 2, Intro Chapter 3—Tools for Exploring the World |
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June 3 |
Finish Chapter 3, Intro Chapter 4—The Emergence of Thought and Language |
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June 6 |
Finish Chapter 4 |
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June 7 |
Interview assignment due (will discuss these in class) & Quiz 1 |
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June 8 |
Chapter 5—Entering the Social World |
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June 9 |
Chapter 6—Off to School |
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June 10 |
Chapter 7—Expanding Social Horizons |
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June 13 |
Chapter 8—Rites of Passage |
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June 14 |
Developmental Case Study due; Review for mid-term |
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June 15 |
Mid-term exam |
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June 16 |
Chapter 9—Moving into the Adult Social World |
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June 17 |
Chapter 10—Becoming an Adult |
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June 20 |
Chapter 11—Being with Others |
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June 21 |
Chapter 12—Work & Leisure & Quiz 2 |
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June 22 |
Chapter 13—Making it in Midlife |
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June 23 |
Chapter 14—The Personal Context of Later Life |
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June 24 |
Chapter 15—Social Aspects of Later Life |
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June 27 |
Chapter 16—The Final Passage |
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June 28 |
Wrap-up/Review |
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June 29 |
Final Exam (2:00—4:30pm) |
Tests: Textbook material and resource material from the text website are both good study aids. Tests consist of 50 multiple choice items, many of which are application-based. Therefore, it is to your benefit to study for a deep understanding of concepts vs. strict memorization of terms and definitions. How does one study for deep understanding? Here are a few ideas:
Developmental Case Study Paper:
Using yourself as a subject, utilize the knowledge you’ve gained of developmental theories and processes to write a case study of your physical, cognitive, and psychosocial development up to your current life stage (adolescence, early adulthood, middle age, etc.) Describe your own personality and what cultural and familial aspects have affected who you are today. Include information about your:
*Address how your development compares to the information from your text and/or material discussed in class (citing examples of alignment with particular theories and/or the work of scientists who have shaped our understanding of human development.) Your document should be 3-5 typed, double-spaced pages. Be sure to proofread your paper for spelling and grammatical errors, and ensure that your paper is well-organized with introductory and conclusion paragraphs and logical flow in between.
Interview Homework Assignment:
Interview an older relative or family friend (at least your parents’ age, preferably older.) Find out information about them such as the origin of their names, their childhood, experiences during the Great Depression and/or other major events in history (this will be different from person to person based on the relative’s age), and relationships with parents, wedding, marriage, early family years, etc. Be sure to include ALL of the following items regarding your relative:
Type a 1-2 page double-spaced SYNOPSIS (not a replay of your dialogue) of what you learned in talking with this individual. Bring to class to discuss and turn in on June 7.
Grades: Grades will be derived from the following components:
2 tests (mid-term and final), each worth 25% 50%
Developmental Case Study Paper 20%
In-Class Assignments & Homework 10%
Quizzes 10%
Discussion/Participation 10%
Total 100%
Grades will be determined as follows:
A+ = 97 – 100 C+ = 77-79 F = 59 and below
A = 93 – 96 C = 73 – 76
A-= 90 – 92 C- = 70-72
B+ = 87 – 89 D+ = 67 – 69
B = 83 – 86 D = 63 - 66
B- = 80 – 82 D- = 60 - 62
Policy on Late/Make-up Work: I will only accept late assignments when students are absent from class due to a university recognized excuse (e.g., illness with doctor’s excuse, or travel related to participation in official University-related events.) I will not accept late assignments or give makeup tests or quizzes to students who do not have officially recognized excuses. **When absences are excused, students should contact the instructor via email within 24 hours of the absence to set up arrangements for a make-up test or submission of missed assignments. Otherwise, a late penalty will be assessed.
Attendance Policy: Summer classes move quickly; we will cover approximately one chapter per day. In addition to attending class every day, I expect you to come prepared to discuss the material by keeping up with the reading. If you accrue no more than 2 unexcused absences, I will add 5 bonus points to your final test grade.
Extra Credit Opportunities: There may be a few opportunities to gain extra credit through participating in campus and/or community events related to course content, through participation in online discussion boards through e-Learning, or through bonus items on tests or quizzes. These opportunities will be discussed in more detail in class and/or via email.
All students in attendance at the University of Alabama are expected to be honorable and to observe standards of conduct appropriate to a community of scholars. The University expects from its students a higher standard of conduct than the minimum required to avoid discipline. Academic misconduct includes all acts of dishonesty in any academically related matter and any knowing or intentional help or attempt to help, or conspiracy to help, another student.
The Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct.
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