CD102 EG/RT

City Colleges of ChicagoHarold Washington College

CD 102 HUMAN GROWTH AND DEVELOPMENT IISection RT, Mondays from 6:00-8:40 in room 722

Section EG, Wednesdays from 11:00-1:40 in room 720________________________________________________________________________

Faculty: Janvier Jones, M.S.InstructorChild Development

Office: Applied Science DepartmentRoom 712B

Office Hours: Mon. 4:50 p.m. – 5:50 p.m.Tues. 8:50 a.m. – 9:20 a.m. and 12:30 p.m – 1:30 p.m.Wed. 1:50 p.m. – 3:50 p.m.Thurs. 8:50 a.m. – 9:20 a.m. and 12:30 p.m – 2:30 p.m.

. Phone: (773) 217-0483

E-mail: Via “Messages” in Blackboard

________________________________________________________________

Title, Number, & Classification: Human Growth and Development II 090-0102

Division: College CreditCurriculum: CareerProgram: Career/OccupationalCourse Term: 16 weeks

Credit & Contact Hours:Credit: 3 Credit hoursLecture: 3 Lecture hoursLab: NoneContact hours: 3 Contact hoursObservation hours: 5 Observation hours

Fall 2013Jones

1

CD102 EG/RT

Catalogue Description:Continuation of Child Development 101. Emphasizes adolescence through late adulthood. Writing assignments, as appropriate to the discipline, are part of the course

Prerequisite: Child Development 101 or consent of department chairperson

Course Objectives:The course will:

1. Introduce concepts of development in adolescence, adulthood, and older age.

2. Explore health issues associated with adolescence, adulthood and older age.

3. Examine the physical changes that take place during puberty, adulthood and older age.

4. Explore the aging process, end-of-life choices and death and dying.

Student Learning Outcomes: Upon completion of this course, students will be able to:

Review and discuss the theories of development associated with infancy through adolescence.

Analyze adolescent egocentrism. Examine the hallmarks of adulthood including the social clock, mate selection, entering

the workforce, marriage and parenthood, the empty nest, and divorce. Evaluate Erikson’s stages of identity formation. Discuss nutrition and the role it plays in development. Analyze drug use/abuse. Interpret the warning signs of suicide. Identify and describe common eating disorders. Investigate fertility and related issues to pregnancy and conception. Identify and define the characteristics of puberty. Reflect on the aging process. Reflect and discuss memory loss, dementia and Alzheimer’s disease. Identify Kübler Ross’ stages of grief. Evaluate end-of-life choices, including hospice care, living wills and euthanasia. Research the aging process and discuss varying theories about aging. Compare and contrast various reactions to death and dying and discuss the cultural

variances and their implications to end-of-life.

Fall 2013Jones

2

CD102 EG/RT

Topical Course Outline: Adolescence

Emerging Adulthood

Adulthood

Late Adulthood

Death and Dying

Students for whom the course is intended:

Recommended Methods of Instruction:D - Discussion/LectureG – Group workOther Methods – Observations and assessments

Recommended Methods of Evaluation: Regular classroom attendance Participation in class activities Exams and Quizzes Individual and Group Projects Observation & Interpretation papers Reflective Journaling

Required Text:Berger, K. S. (2008). The developing person: Through the life span (8th ed.). NY, NY: Worth Publishers.

NOTE: The instructor will assign additional readings throughout the semester.

Amount of Writing Required:This course requires various forms of writing i.e. observations, essay exams, interviews and research projects. All assignments must be typed using 12 pt font, either “Times New Roman” or “Arial”, and double spaced. Approximately 50-60% of your grade is dependent on writing.

Plagiarism will result in FAILURE. A student who submits a paper which in whole or part has been

written by someone else or which contains passages quoted or paraphrased from another’s work

without proper acknowledgement (quotations marks, citations, etc.) has plagiarized. Maintain your

integrity when completing assignments and be overzealous to give credit where credit is due. If you are

ever unsure about what constitutes plagiarism, ask questions. Please come see me if you are having

any problems. Students who are found to have plagiarized work may be subject to various disciplinary

Fall 2013Jones

3

CD102 EG/RT

actions including a failing grade on the particular assignment, failure of the entire course, and possible

expulsion from Harold Washington.

Expectations of the students: Attendance is mandatory. Grades are lowered one letter grade after the third absence Consistent tardiness is not tolerated and will result in a lowered grade. Students are expected to turn in all work on time. Late assignments are not

accepted. Students are expected to be present for each quiz. Make-ups for the quizzes will be at

the sole discretion of the instructor. Class participation is essential to student success. Participation grade includes

attendance, timely homework submission, in-class discussion and general contributions to the class as a whole.

BlackBoard Use is an integral part of this course. You must check this site for this course at least three times a week. You will turn in all assignments through Blackboard, and any additional readings or crucial course information will be posted there.

****No-tolerance cell phone policy****

Expectations of the instructor: The instructor will begin and end each class session on-time The instructor will be prepared for each session The instructor will be available during office hours and will be otherwise accessible via

e-mail The instructor will return work promptly and maintain grades throughout the semester

Students With Disabilities StatementHarold Washington College abides by the Americans with Disability Act and with Section 504 of the Rehabilitation Act of 1973 and will provide reasonable accommodations to students with disabilities covered by these laws. If you have a disability for which you may require accommodations, please contact the Disability Access Center located in Room 107 or call 312-553-3050.http://www.ada.gov/pubs/adastatute08.htm

Family Educational Rights and Privacy Act (FERPA)http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Section 504 Rehabilitation Act of 1973http://www.dol.gov/oasam/regs/statutes/sec504.htm

Student Support Services:

Fall 2013Jones

4

CD102 EG/RT

Wellness Center: http://www.ccc.edu/colleges/washington/departments/Pages/Wellness-Center.aspxThe Harold Washington College Wellness Center provides mental health and other social services to support your personal well-being and academic success.

Writing Lab: http://www.ccc.edu/colleges/washington/departments/Pages/Writing-Lab.aspxThe Writing Lab provides tutoring support in writing specifically or provides students with the opportunity to make an appointment with their classroom tutor.

Tutoring Services: http://www.ccc.edu/colleges/washington/departments/Pages/Tutoring.aspxTutoring Services supports student success through peer, professional, and embedded tutoring.

Chicago Legal Clinic: http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal-Clinic.aspxThe Chicago Legal Clinic works directly with students to identify their legal needs and provide community based quality services..

“Active Pursuit of Course”: You are maintaining “active pursuit” if you are completing assigned work on time; prepared and engaged during in-class discussions, activities, and projects; and maintaining a level of attendance that will facilitate successful completion of the course.

Hybrid Course StructureThis course has been designed to provide a hybrid experience, including both face-to-face and online activities. This course has a requirement of three contact hours per week. Within the hybrid structure, contact time for the course will be divided as follows:

50% face-to-face 50% online

We will meet face-to-face in the classroom every other week beginning with week one. Or face-to-face sessions will consist of lectures, discussions, large and small group work, and critical friends work (which is discussed in greater detail in the syllabus).

Our online sessions will consist of a variety of individual and group activities using Blackboard and relevant websites. These activities may include but are not limited to:

Discussion postings Journaling Web quests Blogs Collaborate sessions (synchronous) Virtual field trips

Fall 2013Jones

5

CD102 EG/RT

The Blackboard site will also allow access to the syllabus, scoring rubrics, narrated PPT lectures, and all other relevant learning materials for the course. All assignments will be submitted electronically via Blackboard TurnItIn.

During online weeks/modules, you will continue to be responsible for meeting submission guidelines on any work that is due that week. All initial submissions of online work will be due the Wednesday of each online week. Responses to the work of your peers will be due the Saturday of each online week. Homework assignments, such as reflection journals and observation/interpretation papers, have a different submission schedule. You can find submission details in the “Course Outline” section of this syllabus and by clicking the “Assignments” tab in Blackboard and accessing the relevant weekly module. Student attendance/participation during hybrid hours is mandatory.

Commitment to Honesty and Respect:In this class, we will take a closer look at issues surrounding how we were raised and educated, as well as our views about how we raise and educate our own children or those in our care. The choices we make in these areas are often very personal. We will also be discussing issues of diversity related to race, gender, class, ability, religion, and sexual orientation—again issues that can be very personal. There will be times when you will find support for your beliefs, and times when they will be challenged.

Because of the many personal issues that may arise, it is important that we seek to create a classroom community in which the rights, dignity, and worth of every individual are respected. We do this in many ways; we always use respectful language, we give our attention to whomever is speaking in class, we commit to exploring our own biases, and we commit to giving and receiving respectful feedback as we work to do these things. Please speak up, in class or directly to me, if I or any other member of the community behaves in a way that undermines the security of our time together. Thank you.

Course Work:

Assignments Points Total PointsTwo exams 60 points midterm

40 points final100 points

Four Observations 25 points each 100 points

Four Reflective Journal Entries

10 points each 40 points

Critical Friends Work 40 points 40 pointsParticipation 2 points each class session 32 points

312 total points

Fall 2013Jones

6

CD102 EG/RT

Assessment & Evaluation:Final grades are determined by a percentage of total points (see above) earned on quizzes, observations, homework, 3-ring binder, final project, discussion sessions, attendance and participation. The instructor will mark student work with the number of points given for each assignment. All students will collect and retain graded coursework in 3-Ring binders.

Grading Scale:A = 90% - 100% 280.8-312 B = 80%- 89% 249.6-277.68 C = 70% - 79% 218.4-246.48D = 60% - 69% 187.2-215.28F = 59% or less 184.08 or less

Assignment Descriptions

TWO EXAMSMidterm—60 pointsFinal—40 pointsExam content includes information from the assigned chapters and homework, class discussions, activities, and corresponding observations. Exams are comprised of multiple choice, short answer and/or essay questions.

OBSERVATIONS/INTERPRETATIONS 25 points eachFour observation/interpretation assignments will be required for this course. Each observation will focus on a specific age from adolescence to late adulthood.

Each observation will be based on a feature length film that highlights the behaviors of characters from the desired age-range. We will watch the film together in class, and discuss behaviors from the film as they relate to relevant theories and milestones from the text. For your observation/interpretation, you will cite behaviors from the film (two from each domain) and interpret those behaviors based on what has been learned from the text and other course resoureces. All interpretations must include the specific behavior, relevant theory and/or milestones from the text, and an accurate explanation of how the two relate. The explanation will include a definition of terms from the text, and a comparison/contrast between info from the text and what was actually observed.

We will discuss this assignment at length throughout the semester. Also, see guidelines in the Observation Handbook and samples of successful observations/interpretations posted in Blackboard. PLEASE NOTE: You may want to view the film more than once in order to most accurately cite behaviors. With this in mind, you should be prepared to rent or borrow videos either through an online source, or from a library or video rental source. The instructor will provide free sources when possible, but these may not always be available.

Fall 2013Jones

7

CD102 EG/RT

4 Reflective Journal Entries10 points eachStudents will focus on the course materials and how the information from the course is related to their own lives. Use the following criteria as it applies:

What are the facts? (objective point of view)o Settingo Date/Timeo What happenedo Sequence of events (including what you did)

What were my thoughts/feelings? (Subjective point of view)o Your role o Your feelings o Your motivationso Your reactions

Why did I think/feel that way? (Contributing factors)o Attitudes and ideaso Skillso Gaps in knowledge

What, if anything, has changed? (Resolution)o How you feel nowo How you might handle things differentlyo What you learned

How does this relate to the text?Entries should be 2-3 pages long, typed and double-spaced using 12pt font.

Special Note: These reflections will be guided reflections, focused on a specific topic related to the course material. Topics will be discussed and chosen in class.

Critical Friends Work40 pointsYour “Critical Friends” will review your written work before you submit it for grading. When students give critical feedback, they are expected to:

Provide suggestions for revision or improvement of content and writing. This means that you have looked at the rubric indicators and have made certain that your colleagues have demonstrated the identified objectives. A simple “good job” or “great work” will not be enough. You have to ask them questions for clarification, pose alternate means of saying something, or demonstrate how they can meet the criteria of the rubric more fully.

Assist in aligning submitted assignments with the assignment criteria. This means you need to make certain that you provide comments that are linked to the assignment guidelines and rubric descriptors.

Fall 2013Jones

8

CD102 EG/RT

Assure that adherence to writing guidelines is demonstrated in assignment. This means you are providing feedback related to spelling, grammar, organization, and other aspects of the writing.

Remain respectful of divergent viewpoints and remain positive and professional during all interactions with classmates

When students receive critical feedback, they are expected to: Be prepared. This means you must bring in hard copies of work for your peers to

review. You must have copies for each member, and the copies must be typed. Be willing to accept and revise assignments according to feedback from both the

instructor and critical friends throughout the course. Be willing to ask clarifying questions if suggestions made by critical friends or instructor

are not clear. Be prepared to explain or clarify aspects of your work that may be critiqued by peers or

instructor. Be respectful of divergent viewpoints and remain positive and professional during all

interactions with classmates.NOTE: See checklist below. We will discuss this process further in class. Also note that you will NOT receive points for Critical Friends work if you do not bring in your own work for review

Attendance/Participation32 points totalStudents can receive up to 2 points each class period for attendance and participation. Students will receive the maximum allotted points for each session if they come to class and are prepared to participate in discussion of weekly topics. This does not mean that every student must lead the discussion every week. Rather, students participate in group discussions by actively listening, contributing questions, and/or discussion points to the group and taking notes. Please note: If you are absent or do not follow participation guidelines, you will not receive full points for participation.

Fall 2013Jones

9

CD102 EG/RT

DATE FACE TO FACE CLASS SESSION ONLINE CLASS SESSIONAll initial discussion submissions are due by Wednesday

of each online week at 8:00 p.m. All replies are due by Saturday of each online week by 8:00 p.m.

Reading Due(before class each week)

Week OneMon. 08-26-13Wed. 08-28-13

Review of big ideas from CD 101

Introductions

Discussion of syllabus

Ch. 14 Lecture and Discussion:Adolescence: Biosocial Development

Observation overview and practice.

Read Ch. 14

Week TwoMon. 09-02-13Wed. 09-04-13

Ch. 15 Narrated PPT: Adolescence: Cognitive Development –20 min.

Discussion Post: 30 min.

Video: “Pariah” 100 min.

Read Ch. 15

Week ThreeMon. 09-09-13Wed. 09-11-13

Ch. 16 Lecture and Discussion:Adolescence: Psychosocial Development

Critical Friends Work

Read Ch. 16

Week FourMon. 09-16-13Wed. 09-18-13

Ch. 17 Narrated PPT:Emerging Adulthood: Biosocial Development—30 min. Video: TED talk re: Mood Disorders—30 min.

Collaborate Synchronous Session: 60 min.

Reflective Journal Entry 1 due—Invincibility Fable—30 min.

Read Ch. 17

Week FiveMon. 09-23-13Wed. 09-25-13

Ch. 18 Lecture and Discussion: Emerging Adulthood: Cognitive Development

Adolescent Observation due

Read Ch. 18

Fall 2013Jones

10

CD102 EG/RT

Critical Friends WorkWeek SixMon. 09-30-13Wed. 10-02-13

Ch. 19 Narrated PPT: Emerging Adulthood: Psychosocial Development—30 min.

Video: “Good Will Hunting” 126 min.

Read Ch. 19

Week SevenMon. 10-07-13Wed. 10-09-13

Ch. 20 Lecture and Discussion: Adulthood: Biosocial Development

Reflective Journal Entry 2 due—Intimacy vs. Isolation

Critical Friends Work

Read Ch. 20

Week EightMon. 10-14-13Wed. 10-16-13

Ch. 21 Narrated PPT: Adulthood: Cognitive Development—30 min.

Midterm Exam Due—120 min.

Emerging Adulthood Observation due

Read Ch. 21

Week NineMon. 10-21-13Wed. 10-23-13

Ch. 22 Lecture and Discussion: Adulthood: Psychosocial Development

.Critical Friends Work

Read Ch. 22

Week TenMon. 10-28-13Wed. 10-30-13

Ch. 23 Narrated PPT: Late Adulthood: Biosocial Development—30 min.

Video: “The Pursuit of Happyness” 120 min.

Read Ch. 23

Week ElevenMon. 11-04-13Wed. 11-06-13

Ch. 24 Lecture and Discussion: Late Adulthood: Cognitive Development—30 min.

Critical Friends Work

Reflective Journal Entry 3 due—Then and Now

Read Ch. 24

Week TwelveMon. 11-11-13Wed. 11-13-13

Ch. 25 Narrated PPT: Late Adulthood: Psychosocial Development—20 min.

Video: “Young @ Heart” 100 min.

Read Ch. 25

Fall 2013Jones

11

CD102 EG/RT

Collaborate Synchronous Session—30 min.

Adulthood Observation dueWeek Thirteen Mon. 11-18-13Wed. 11-20-13

Epilogue Lecture and Discussion

Reflective Journal Entry 4 due—Living Until 100!

Critical Friends Work

Read Epilogue

Week FourteenMon. 11-25-13Wed. 11-27-13

Web Quest—60 min.

Collaborate Synchronous Session—60 min.

Late Adulthood Observation dueWeek FifteenMon. 12-02-13Wed. 12-04-13

Final Exam Due

Extra Credit Reflection—What is a “Good Death”?

Week SixteenMon. 12-09-13Wed. 12-11-13

Grade conferencing.

Fall 2013Jones

12

CD102 EG/RT

INSTRUCTIONS FOR SUBMITTING ASSIGNMENTS THROUGH BLACKBOARD TURNITIN

Create the document you will submit using word processing software (Microsoft Word is best). Acceptable document extensions are .doc, .docx, .pdf, .rtf. Please make sure that you take note of restrictions in Turn It In. There may be other acceptable file types added, so reference the site to make sure.

Save your document! Give it a name associated with the assignment you are doing (Thought Paper 1, or Infant/Toddler Observation, for example). You should save a copy of the work to your flash drive. If you are creating the document on a public computer, your flash drive will be the ONLY way you can preserve a copy of your work, unless you email it to yourself. Documents on public computers are erased at each reboot!

Login to BlackBoard and click on this course in your course list Click the “Assignments” menu option on the left side of the page. Find the assignment you want to complete and click on “View/Complete Assignment” (just

below the assignment title). You will be directed to the Turn It In page for the assignment

1. “Single File Upload”—You will be attaching a single file unless otherwise instructed. You don’t need to change this setting.

2. “Author/First Name, Last Name”—Your name should automatically appear here. If it doesn’t, then type it in and let me know (just in case there is some problem).

3. “Submission Title”—You should give the assignment the same title that it has in the syllabus, for the sake of consistency.

4. “Requirements for Single File Upload”—Please read. This tells you what file types and sizes are permitted, as well as what to do if your file exceeds the size limit. This should not happen in most cases. Files must be at least 20 words long, which should also not be a problem.

5. “Browse”—Click this button to search for the document you wish to submit. If the document is on the computer you are working on, check the “Documents” or “My Documents” menu item and look for the document. If the document is on your flash drive, then insert the drive and access the document. When you find the work, double click on it and it will appear in the box to the left of the “Browse” button in Turn It In.

6. “Upload”—Once the document title appears in the box, click “upload”. You will be directed to the submit page.

7. “Submit”—NOTE: MAKE SURE YOUR FILE IS COMPLETE BEFORE YOU SUBMIT. You can only submit one file per assignment. Once you click “Submit” you will not be able to go back and add another file. This page will allow you to view the document before you submit. Check to make sure you have attached the correct document and that it is complete BEFORE you click the “Submit” button. If you have mistakenly uploaded the wrong document, simply click the link marked “return to upload page” and follow the instructions. If you review the document and it is what you want to send, click “Submit”. Once you do, you will be directed to the successfully submitted page. Click “OK”.

8. Make sure to check your CCC student email for a submission receipt. This is the ONLY way you will have to prove you submitted the work on time. The receipt lists the time and date of the submission, among other info.

9. IMPORTANT! You can view comments on your work by clicking on the “View/Complete” link that you used to submit, then following the prompts OR by clicking on the grade for the assignment in “My Grades”. You MUST review comments for each assignment.

Observation/Interpretation Rubric

Fall 2013Jones

13

CD102 EG/RT

Standards Meets the Standard Emerging skills Does not Meet the Standard

4b. Knowing & understanding effective strategies & tools for early education

Objective language is used throughout the observation description. Student remains focused on observed behavior and does not include any interpretive or reflective statements.

Objective language is used sometimes but the student also includes interpretive comments.

Subjective or judgmental language is used throughout the description and the student continuously makes interpretive comments.

3b. Knowing about & using observation, documentation, & other appropriate assessment tools & approaches

Actions and interactions are all described in vivid detail. Child’s language is quoted verbatim. Actions are recorded sequentially.

Actions and interactions are described clearly but lacking in detail. Child’s language is quoted some of the time. Actions are recorded sequentially some of the time

Actions and interactions are described with very little detail and are difficult to follow. Child's language is not included or is corrected for grammar. Actions are not recorded sequentially and are difficult to follow

Supportive Skill #3: Written & Verbal Skills

No spelling, grammar or punctuation errors or typos.

Some errors in spelling, grammar, and punctuation, or typos that somewhat distract from the writing.

Many errors in spelling, grammar, punctuation, and typos. Errors are prominent and distract too much from the writing.

3a. Understanding the goals, benefits, & uses of assessment

Student uses observed behaviors as evidence for interpretations or reflections.

Student sometimes uses observed behaviors as evidence but also uses some speculation

Student does not use observed behaviors as evidence but relies solely on speculation

1b. Knowing & understanding the multiple influences on development & learning

Supportive Skill #5: Identifying & using professional resources

Student uses concepts of development as the main source of evidence for interpretations or reflections

Student begins to use concepts of development as evidence for interpretations but also relies on personal experience to describe development

Student relies solely on personal experience and does not use concepts of child development as evidence for interpretations or reflections

1c. Using developmental knowledge to create

Student uses observation to make informed, and developmentally/culturally

Student begins to use observation to inform practice but also

Student does not use observation to inform practice but solely

Fall 2013Jones

14

CD102 EG/RT

healthy, respectful, supportive, & challenging learning environments

appropriate decisions in the classroom (hypothetically or field experiences)

relies on teacher-centered practices

relies on teacher-centered practices

Fall 2013Jones

15

CD102 EG/RT

Reflection Scoring RubricStandards Meets the Standard Emerging skills Does not Meet the

Standard4d. Reflecting on their own practice to promote positive outcomes for each child

Reflections are thoughtful and complete.

Reflections are brief. Reflections are superficial.

Supportive Skill #1 Self-assessment & self-advocacy

They reveal personal feelings or experiences about the topic.

They reveal a little about personal feelings or experiences related to the topic, but they could be more thoughtful and go into more detail.

They don’t reveal any personal feelings or ideas

6d. Integrating knowledgeable, reflective, & critical perspectives on early education

Questioning and other techniques are used that probe for deeper meaning.

There is the beginning of reflection or questioning.

No questioning is used.

Supportive Skill #4: Making connections between prior knowledge/experience & new learning

The writing describes how the student’s understandings have changed using specific, meaningful examples. Comparisons are made between student’s prior and current understandings. Important questions are raised for further exploration.

The writing describes how understandings have changed and gives some examples. Limited comparisons are used between student’s prior and current understandings.

Nothing is revealed or examined in any detail.

Supportive Skill #3: Written & verbal skills

No spelling, grammar or punctuation errors or typos.

Some errors in spelling, grammar, and punctuation and/or typos that distract from the meaning.

Many errors in spelling, grammar, punctuation. Errors & typos are prominent and distract too much from the writing.

Supportive Skill: Written communication

The writing is clear and well organized.

The writing is fairly clear but the organization can be difficult to follow.

The writing is unclear and disorganized.

Fall 2013Jones

16

CD102 EG/RT

Critical Friends Checklist

Fall 2013Jones

17

CD102 EG/RT

Yes No Notes

I provided several suggestions for revision and/or improvement of content and writing for this assignment.

I provided informed feedback based on assignment guidelines and rubric descriptors.

I provided informed feedback regarding the mechanics of the assignment (spelling, grammar, punctuation, organization).

I was respectful of divergent viewpoints, remained positive and supportive during all interactions with classmates, and respectfully addressed any problems and/or miscommunications. I sought help with this when needed.

I received several suggestions for revision and/or improvement of content and writing for this assignment.

I received informed feedback based on assignment guidelines and rubric descriptors.

I received informed feedback regarding the mechanics of the assignment (spelling, grammar, punctuation, organization).

Members were respectful of divergent viewpoints, remained positive and supportive during all interactions with me, and respectfully addressed any problems and/or miscommunications. They sought help with this when needed

I understood how I might incorporate feedback to improve my work.

I was not sure how to incorporate feedback to improve my work. I sought clarification from group members.

Fall 2013Jones

18