UNIVERSITY OF SOUTHERN MAINE
Department of Human Resource Development
Course Syllabus
HRD 668 - Human Development
Spring, 2002
Tuesday 4:10-6:40
312 Bailey Hall
Office Hrs: Tue.
& Thur. 2 - 4 p.m.
Robert
Atkinson
410
Bailey Hall
780-507
atkinson@usm.maine.edu
www.usm.maine.edu/~atkinson
Course
Description:
This course examines the processes underlying
growth, development, and behavior changes of humans from conception through
adulthood and aging. The interaction of biological and environmental factors
will be considered in studying physical, cognitive, and psychosocial
development during the stages of the life span. Prerequisites: None. 3 credit hours.
Goal:
This course will provide students with an
understanding of human development as a continual process, with an ongoing
requirement of adapting and adjusting to the environment. The course will also
assist students in developing a practical understanding of the process of human
development.
Course
Objectives:
Students
will be able to:
1. Understand and apply theoretical
perspectives of human development;
2. Describe the interaction of biological and environmental
factors in physical, cognitive, and psychosocial development;
3. Identify research strategies for the observation of
developmental phenomena;
1.
Understand the
methodological and conceptual challenges in the assessment of human behavior;
5. Develop personally as a life-long observer of human growth and
development in order to identify and communicate the needs of individuals in
their process of development; and,
6. Understand the social and cultural influences on human
development, including knowledge of diverse populations, changing gender roles,
sexism, urban and rural issues, developmental crises as well as traditional and
contemporary life patterns.
Relationship
to CEHD Curriculum Framework
All
courses in CEHD are designed to facilitate learning through content knowledge,
skills, and dispositions with an emphasis on connections and partnerships, best
practices, validating practices, and reflection and critical inquiry. This
course prepares professionals in these areas in the following ways:
Using Program Content Knowledge, Skills, and
Dispositions to Design Educational Programs: Recognized standards of excellence have been applied in the
development of this course.
Forging Connections and Partnerships: Students and faculty will connect theory and
practice through observations and service learning projects with various
schools, businesses, and other community agencies.
Developing Best Professional Practices: Instructor will model best professional practices
in the classroom and expect students to aspire to high standards of
professional practice.
Validating Practices: Students will demonstrate through research,
assessments, and other performances how content knowledge, skills, and
dispositions have been achieved.
Modeling Reflection and Critical Inquiry: Students and faculty will actively engage in
examining, questioning, and learning from content knowledge, understandings,
and their own professional development.
General
Policies:
1. Attendance at all Classes is expected.
2. Class discussion is considered to be a valuable part of the
course, and everyone is expected to participate.
3. All assignments are expected to be completed on time and will
be considered late if not submitted by the class period immediately on the due
date.
4. Incompletes will only be allowed in extreme circumstances, and
must be approved in advance.
Course
Format
Each
session may include discussion of the readings, small group activities, videos,
and oral presentations. Open and frank discussion is encouraged, and respect of
all viewpoints is expected. Self-reflection is also encouraged, especially in
regard to one's own experience of human growth and development.
Academic Support: If you need course adaptations or
accommodations because of a disability, please contact the instructor as soon
as possible. Also make an appointment with the office of academic support for
students with disabilities. At any
point in the semester, if you encounter difficulty with the course or feel you
could be performing at a higher level, consult with the instructor. Students experience difficulty in courses
for a variety of reasons. For problems
with writing skills and time management, make an appointment to see a student
tutor at The Learning Center, Luther Bonney, 2nd floor (780-4228). Help is also available through the
Counseling Center, 106 Payson Smith (780-4050) and the and the Office of
Academic Support for Students with Disabilities, 2nd floor Luther Bonney,
Portland Campus (780-4706).
Texts: Diessner,
R. and Tiegs, J. (2001) Sources: Notable Selections in Human
Development. Second Edition. Guilford, CT:
Dushkin/McGraw-Hill.
Gardiner, H.W., Mutter, J.D., &
Kosmitzki, C. (2nd edition, 2002). Lives Across Cultures:
Cross-Cultural Human Development. Boston: Allyn and Bacon.
Muller, W. (1996) How, Then, Shall We Live? New York: Bantam.
Course
Requirements:
1. Regular class attendance and
participation in class and online discussions. 20%
2. A four part autobiographical exercise, focusing on
birth, childhood, and adolescent experiences, as well as a preview of your
pre-retirement years. (Guidelines to follow) 20%
3. An oral class Presentation (individually or with a
partner) on a theory, or issue of importance within the study of human
development. (Guidelines to follow) 10%
4. A self-designed learning project; an observation, a
case study, a service learning/field project, or other project-based learning
that you design and carry out, using one of the methodologies in studying human
development or exploring an issue or stage of human development. This will usually include a few hours of volunteer service to an
individual, agency, or organization that serves developmental needs.
(Guidelines to follow) 20%
5. A Journal, or personal learning portfolio, consisting
of 14 one page entries in which you reflect on your learning relative to
the goals of the course, your own personal goals, and the issues raised by the
readings. (Guidelines to follow) 30%
"We spend our years as a tale that is
told."
Psalm 90:9
DATE TOPICS ASSIGNMENTS
1/15 The Human Life Cycle
Introduction & Overview
Issues & Approach
Expectations & Guidelines
1/22 Theories of Human Development
Freud - psychosexual
development Sources:
3-7
Piaget - cognitive
development Sources:
8-15
Erikson -
psychosocial development Sources:
16-25
Gilligan - women’s
development Sources:
38-53
Theories and methodology LAC: ch. 2
1/29 Cross-Cultural Human Development
Themes and
applications LAC:
ch. 1
Culture &
socialization LAC:
ch. 3
Culture &
physical development LAC:
ch. 4
The family in
cultural context LAC:
ch. 9
2/5 Infancy and Toddlerhood 1st
Autobiography Due
Genes and Environmental Influence Presentations
Anastasi - environment vs. heredity Sources: 92-103
Thomas, et.al. - temperament Sources: 106-114
Physical and cognitive development
Piaget - the sensorimotor stage Sources: 117-126
Social and personality development
Ainsworth - patterns of attachment Sources: 127-136
Video:
Seasons of Life - Infancy
2/12 Early Childhood Presentations
Cognitive development
Piaget-egocentrism & perspective taking Sources: 137-142
Vygotsky - inner speech Sources:
143-147
Social and personality development
Bandura - observational learning Sources:154-161
Baumrind - parenting styles Sources:162-173
Culture,
Language, and Cognition LAC: ch. 5
Video:
Seasons of Life - Early Childhood
2/19 Winter Break
2/26 Middle Childhood 2nd
Autobiography Due
Cognitive development Presentations
Skinner - verbal behavior Sources: 177-185
Chomsky - language development Sources:
186-189
Piaget - conservation Sources:
190-195
Social and personality development
Selman - stages of friendship Sources:
196-204
Piaget - stages of moral judgement Sources: 205-209
Culture &
Social Behavior LAC: ch. 8
Video:
Seasons of Life - Childhood
3/5 Adolescence Presentations
Physical and cognitive development
Jones - somatic development Sources:
227-239
Piaget - formal operations Sources: 241-244
Kohlberg - moral reasoning Sources: 26-37
Gardner - multiple intelligences Sources: 54-65
Identity &
the Inner Life - Who Am I? Muller, 3-27
Video:
Seasons of Life - Adolescence
3/12 Adolescence Presentations
Social & personality development
Marcia - identity statuses Sources: 248-259
Penn
& Witkin - appropriate self-focus Sources:
265-275
The Teenage World Atkinson
(online)
Identity &
the Inner Life - Who Am I? Muller, 29-65
3/19 Early Adulthood
3rd Autobiography Due
Cognitive
Development Presentations
Belinky - Women’s Ways of Knowing Sources: 279-288
Noddings - Caring: A Feminist Perspective (handout)
Social & Personality
Development
Levinson - the adult life cycle Sources: 296-305
Intimacy, Love
& the Inner Life - Muller, 69 - 98
What do I Love?
3/26 Spring Break
4/2 Early Adulthood Presentations
Intimacy, Love &
the Inner Life Muller,
99-140
The Forms of Love (online)
Video:
Seasons of Life - Early Adulthood
4/9 Middle Adulthood Presentations
Social & Personality Development
Maslow - self actualization Sources: 307-315
Gould - adult life stages Sources:
316-321
Atkinson - midlife: the crisis
reconsidered (online)
How shall I live,
knowing I will die? Muller,
147-174
4/16 Middle Adulthood 4th
Autobiography Due
Generativity &
the Inner Life - Presentations
Remembering &
Gratefulness Muller, 177-232
Developmental Tasks
of Midlife (online)
Video:
Seasons of Life - Middle Adulthood
4/23 Late Adulthood Learning
Project Due
Psychosocial Development Presentation
Fowler - stages of
faith Sources:
332-339
Erikson - integrity vs. despair Sources: 340-347
What is my Gift? Muller,
235-284
Video:
Surfing for Life
4/30 Culture & Issues of Sex
& Gender LAC:
ch. 7
Culture, Self & Personality LAC:
ch. 6
Culture & Health LAC:
ch. 10
Non-western Perspectives
Wilber - stages of
contemplation Sources: 74-78
Baha'u'llah - stages of mystic development Sources:
79-83
Confucius - the
great learning Sources:
84-91
5/7 Looking Back and Looking Ahead Journal Due
A Review of the
Major Themes & Theories LAC: ch. 11
The Role of Death in Life
Kubler-Ross - stages
of dying Sources: 348-355
On Life and Living, Kubler-Ross (online)
Wordsworth - intimations of immortality Sources: 66-73