DEPARTMENT OF CURRICULUM AND INSTRUCTION EDUC 314: HUMAN GROWTH, DEVELOPMENT, & LEARNING IN A DIGITAL AGE SPRING 2015

Transcription

1 DEPARTMENT OF CURRICULUM AND INSTRUCTION EDUC EDUC 314: HUMAN GROWTH, DEVELOPMENT, & LEARNING IN A DIGITAL AGE SPRING 2015 TIME AND PLACE: Lecture: Mondays & Wednesdays 9:00 9: Wham INSTRUCTOR: Stacy D. Thompson Office: 322H Wham Phone number: Office hours: T-10:30-12:30, W- 1:00 3:30 and by appt. stacyt@siu.edu TEACHING ASSISTANTS: Dava Roth davajaneil1@siu.edu; Wham 322D Discussion: Tuesday at 11 & 1 Sarah Merino sarahmerino@siu.edu, Wham 322D Discussion: Monday & Wednesday at 10 TEXT: Santrock, J. W. (2013). Life-Span Development. New York: McGraw- Hill. COURSE DESCRIPTION: This course is designed to be an overview of theoretical and research-based understandings of human development. Principles of development as well as dynamics of human behavior and relations will be explored. A sequential approach is taken to allow the understanding of how broad concepts of development apply to different life stages. A global, multicultural approach is taken for appreciation of development as it takes place in diverse cultures across the world. This course provides content that supports the SIUC Conceptual Framework for Teacher Education (see p. 6 of syllabus) COURSE OBJECTIVES: 1. To achieve an understanding of the physical, intellectual, emotional, and social development of individuals across the life span. 2. To increase awareness of the interrelatedness of the individual and the near environments, particularly the family system. 3. To explore the diversity of human development and family interaction through the consideration of cultural and non-normative influences.

2 EDUC Week 1 Jan. 19 Martin Luther King, Jr. Day Aug. 21 Introduction to EDUC 314 & Life-Span Development Week 2 Jan. 26 Introduction to Life-Span Development Chapter 1 Jan. 28 The Science of Life-Span Development Psychoanalytic theories Week 3 Feb. 2 Theories con t Cognitive theories Feb. 4 Theories con t Behavioral, Social Cognitive, Biological & Ecological theories Week 4 Feb. 9 Research in Life-Span Development Feb. 11 Biological Beginnings Chapter 2 Week 5 Feb. 16 Prenatal Development & Birth Chapter 3 Feb. 18 Prenatal Dev con t/review for and discuss exam Week 6 Feb. 23 Exam #1 Chapters 1, 2, & 3 Feb. 25 Physical Development in Infancy Chapter 4 Week 7 March 2 Cognitive Development in Infancy Chapter 5 March 4 Socioemotional Development in Infancy Chapter 6 Week 8 March 9 & 11 EDUC 314 COURSE SCHEDULE SPRING BREAK ---- No Class Week 9 March 16 Physical & Cognitive Dev in Early Childhood Chapter 7 March 18 Socioemotional Development in Early Childhood Chapter 8 Week 10 March 23 Exam #2 Chapters 4, 5, 6, 7, & 8 March 25 Physical & Cognitive Development in Middle and Late Childhood Chapter 9 Week 11 March 30 Socioemotional Development in Middle and Late Childhood Chapter 10 April 1 Physical & Cognitive Development in Adolescence Chapter 11 Week 12 April 6 Socioemotional Development in Adolescence Chapter 12 April 8 Physical & Cognitive Development in Early Adulthood Chapter 13 Week 13 April 13 Socioemotional Development in Early Adulthood Chapter 14 April 15 Exam #3 Chapters 9, 10, 11, 12, 13, & 14 Week 14 April 20 Physical & Cognitive Development in Middle Adulthood Chapter 15 April 22 Socioemotional Development in Middle Adulthood Chapter 16 Week 15 April 27 Physical & Cognitive Development in Late Adulthood Chapter 17 April 29 Cognitive Development in Late Adulthood Chapter 18 Week 16 May 4* Socioemotional Development in Late Adulthood Chapter 19 May 6 Death & Grieving Chapter 20 FINAL EXAM: Friday May 15, 2015 at 8:30-10 am.***this is a working syllabus and therefore subject to change.

3 Credit: COURSE REQUIREMENTS The course is designed for 3 undergraduate credit hours. Credit may be gained by: regular attendance and participation in discussion groups completion of in-class, out-of-class, and discussion group assignments ON the due date passing scores on exams. Assignments Points Grading Scale 1. Exam #1 /75 points A= 90% 2. Exam #2 /75 points B= 80% 3. Exam #3 /75 points C= 70% 4. Exam #4 /100 points D= 60% 5. Time Line /50 points F= below 60% 6. discussion (15@10 pts) /150 points 525 points EDUC Desire 2 Learn Lecture notes will be posted on Desire2Learn. You can login at: Exams (4 75 to 100 points) Four exams will be given (see schedule for dates). Exams will consist of multiple-choice and matching questions. Students will be expected to be familiar with major concepts throughout the course for all exams. Exam 4 is not comprehensive. Exams begin promptly at 9:00 am on the dates stated in the syllabus. Students must bring their SIU ID and a #2 pencil to class on the days of exams. If you are late, do not enter the room which might disturb students who arrived on time. You will not be allowed to take the exam if you are late. See instructor after class. Make-up exam policy: Make-up exams will consist of 20 essay questions and will be comprehensive in nature to be taken the last week of class. The instructor should be contacted immediately (within 24 hours) before or after a missed exam and the student must have an acceptable note or document about the absence to take the make-up exam. ASSIGNMENTS All assignments are expected to be turned in to the dropbox on D2L by the beginning of each class period they are due. Assignments should not be printed to hand in. An assignment turned in after that time will not be accepted. All assignments are to be typed, double-spaced, and written in complete sentences using correct grammar, Instructor reserves the right to give unannounced quizzes if students are not doing their readings. Time Line (50 points) Students will develop a time line indicating past as well as future events in their lives. You also will provide a written reaction to these events in their own personal development. See attached page for more specific details. Discussion Points 10 points each) There will be opportunities to earn points in discussion class throughout the semester. The activities require work outside of class and you will submit the majority of the work online on D2L.

4 EDUC SPECIAL NEEDS: If any member of this class feels that he/she has a qualified disability and needs special accommodations, he/she should notify the instructor and request verification of eligibility for accommodations from the Office of Student Disabilities. Please advise the instructor of such disability and the desired accommodations at some point before, during, or immediately after the first scheduled class period. ACADEMIC DISHONESTY: Academic dishonesty by a student degrades the student s character and reputation and impedes the teachinglearning process. Any action intended to obtain credit for work that is not one s own is considered academic dishonesty (also known as cheating or plagiarism). Academic dishonesty or misconduct is neither condoned nor tolerated at SIU. Academic dishonesty may include, but is not limited to, the following: Submitting another student s work as one s own. Copying from another student s test, or allowing another student to copy during a test. Using materials that are not permitted during a test. Copying or having someone other than the student prepare the student s paper, project, report, or take-home test. Permitting another student to copy or writing another student s project, report, paper, or take-home test. Plagiarizing (presenting material as one s own original work when, in fact, the material is copied from a published source without adequate documentation). Any instance of academic dishonesty on an assignment will result in a zero for that assignment and may result in the failure of the course. Other penalties may include a card recommending that the student not be retained in their major and a faculty vote on suspension or expulsion from the major. Professional Conduct Professional behavior of students is expected at all times, in all practicum settings and in lecture sessions. Keep in mind that you represent the University. Professionalism should be displayed in your attire, attitude, and behavior. Because every student is entitled to full participation in class without interruption, all students are expected to come to class prepared and on time, and remain for the full class period. Disruptive behaviors, including excessive talking, texting, reading newspapers, and using unauthorized electronic devices during class are not permitted. THIS IS ESPECIALLY TRUE ON EXAM DAYS! Use of Electronic Devices The use of personal pagers, cell phones, laptops and other electronic communication devices is strictly prohibited during class time. Cell phones are for emergencies only and should be silenced when entering the classroom, labs, field placements, or any other instructional area. In the case of emergencies, students should indicate this to the instructor and leave the class to address the situation. Laptops are not permitted in class without instructor approval. Students found texting, checking s, surfing the internet, etc, during class or laboratory times may be asked to leave the classroom. In addition, devices with photographic capabilities may not be used for photographing individuals against their will or knowledge. While Southern Illinois University is a public institution, it is not a public place, and therefore taking photographic images of people, places, etc. requires prior approval.

5 Teacher Education Program This course meets the following Illinois Professional Teaching Standards (IPTS): Standard Knowledge Indicators The competent Teacher: 1A) understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum; 1B) understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving capabilities; 1C) understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community; 2A) understands theories and philosophies of learning and human development as they relate to the range of students in the classroom; 2B) understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines; 2C) understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization, and recall) and ensures attention to these learning processes so that students can master content standards; 2D) understands the relationship of knowledge within the disciplines to other content areas and to life applications 2E) understands how diverse student characteristics and abilities affect processes of inquiry and influence patterns of learning 2G) understands the theory behind and the process for providing support to promote learning when concepts and skills are first being introduced 4B) understands how individuals influence groups and how groups function in society EDUC Assignment/Activity Life Story Interviews Parent Interview/ Individual Child Case Study Time Line Assignment Nature vs. Nurture Assignment Collaborative Community Project Theorist Observation Parent-Child Observation Movie Analysis Developmental Disability Article Review Case Study Analysis Life Story Interviews Time Line Assignment Teacher/Child-Care Provider Discussion Movie Analysis Media Messages 5A) understands the cognitive processes associated with various kinds of learning Case Study Analysis SIUC Conceptual Framework for Teacher Education The conceptual framework identified by Southern Illinois University Carbondale's College of Education and Human Services illustrates the professional community's commitment to preparing reflective educational leaders at both the undergraduate and graduate level. Reflective educational leaders not only practice reflective thinking but also become practitioners of reflective action, engaging in informed reflection during and after interactions with their students. Thus, this course will develop skills and competencies related to the major tenets of SIU's Teacher Education Program: Reflective educational leaders understand the diverse characteristics and abilities of all students and how these students develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. Using these experiences, they create instructional opportunities to maximize student learning. Course Objectives: 1, 2, 3, 4, 5, & 7. Helpful Website: Illinois State Board of Education

6 EDUC 314 6