HSM320: Human Development

HSM320: Human Development
Credit Hours:
3
Contact Hours:
This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 14-20 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research.
Course Description and Outcomes
Course Description:
This course explores theories and research in human development. Topics include physical, language, intellectual, moral, personality, social, and emotional development as they relate to the human services professional.
Course Overview:
Human Development integrates applied, professional, and academic perspectives on key theories, issues, and concepts relating to human development. The course describes in detail the human progression from birth to death with respect to physical, cognitive, and social aspects of development. The course distinguishes four main developmental stages that span life from in-utero to death: prenatal/infancy/early childhood, school-age/adolescence, early/middle adulthood, and late adulthood/death. The course embodies a practical approach to the integration of basic human services concepts and common societal issues that supports future coursework and professional practice. An emphasis on professional activities and case studies/scenarios provides substantive application of course materials and weaves together concepts and substance in a manner that constitutes an effective scaffold learning approach to topics such as culture and diversity, communication and analytic skills, human services concepts, and organizational influences.
Course Learning Outcomes:
1. Identify and explain important theories and concepts relating to early, middle, and late human development in the physical, cognitive, and behavioral dimensions.
2. Analyze and describe social aspects and relationships throughout the lifespan.
3. Appraise the life span development of an individual through personal career choice, occupational transitions, and ultimately retirement.
4. Reflect upon and assess the physical, psychological, and psycho-social aspects of late aging, death, dying, and grief.
5. Analyze and summarize concepts and cases related to diversity, special populations, and multicultural human development.
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Participation & Attendance
Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible.
Course Materials
Textbook Information is located in the CSU-Global Booklist on the Student Portal.
Course Schedule
Due Dates The Academic Week at CSU-Global begins on Monday and ends the following Sunday.  Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points.  Opening Exercises: Take the opening exercise before reading each week’s content to see which areas you will need to focus on. You may take these exercises as many times as you need. The opening exercises will not affect your final grade.  Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire.  Critical Thinking: Assignments are due Sunday at 11:59 p.m. MT.  Live Classroom: Although participation is not required, Live Classroom sessions are held during Week 2 and Weeks 5 or 6. There are two total sessions.
Week # Readings Assignments 1  Chapters 1, 2, & 3 in Essentials of Human Development: A Life Span View  Discussion (25 points)  Opening Exercise (0 points)  Mastery Exercise (10 points)  Critical Thinking (125 points) 2  Chapters 4 & 5 in Essentials of Human Development: A Life Span View  Discussion (25 points)  Opening Exercise (0 points)  Mastery Exercise (10 points)  Portfolio Project Milestone (20 points) SAMPLE
3  Chapters 6 & 7 in Essentials of Human Development: A Life Span View  Discussion (25 points)  Opening Exercise (0 points)  Mastery Exercise (10 points) 4  Chapters 8 & 9 in Essentials of Human Development: A Life Span View  Discussion (25 points)  Opening Exercise (0 points)  Mastery Exercise (10 points)  Critical Thinking (125 points)  Live Classroom (0 points) 5  Chapters 10 & 11 in Essentials of Human Development: A Life Span  Discussion (25 points)  Opening Exercise (0 points)  Mastery Exercise (10 points) 6  Chapters 12 & 13 in Essentials of Human Development: A Life Span  Discussion (25 points)  Opening Exercise (0 points)  Mastery Exercise (10 points)  Critical Thinking (120 points) 7  Chapters 14 & 15 in Essentials of Human Development: A Life Span View  Discussion (25 points)  Opening Exercise (0 points)  Mastery Exercise (10 points) 8  Chapter 16 in Essentials of Human Development: A Life Span View  Discussion (25 points)  Opening Exercise (0 points)  Mastery Exercise (10 points)  Portfolio (330 points)
Assignment Details This course includes the following assignments/projects:
Module 1
Critical Thinking: (125 points)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Childbirth and Baby Care Class Pamphlet
You are a human services worker meeting with 16-year-old, Kathy who is seven months pregnant. You are trying to educate Kathy on the benefits of attending a series of childbirth and baby care classes that you have arranged for her to take. Baby Audrey will be born in approximately eight weeks, and Kathy has attended only half of one session, which comprised one and a half of the 18 hours of required class time. After you meet with Kathy, she still
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refuses to attend the classes, so you decide to provide her with a pamphlet that will provide education on pregnancy self-care and newborn care essentials.
Create a pamphlet that you will give to Kathy and other young mothers in similar circumstances, describing information from this week’s textbook readings and other sources that will help mothers through the prenatal stage and facilitate proper knowledge of, and attention to, their care and safety and those of the newborn babies.
Discuss and cite the course textbook and at least one additional credible source to support the knowledge and recommendations in the pamphlet. The CSU-Global Library is a good place to find this credible source(s). This working draft of the pamphlet should be 2-3 pages in length with document and citation formatting per CSU-Global Guide to Writing and APA Requirements.
Option #2: PowerPoint Slideshow
You are a human services worker meeting with 16-year-old Kathy, who is seven months pregnant. You are trying to educate Kathy on the benefits of attending a series of childbirth and baby care classes that you have arranged for her to take. Baby Audrey will be born in approximately eight weeks, and Kathy has attended only half of one session, which comprised one and a half of the 18 hours of required class time. After you meet with Kathy, she still refuses to attend the classes, so you decide to provide her with a pamphlet that will provide education on pregnancy self-care and newborn care essentials.
Create a PowerPoint (PPT) slide show that you will show to Kathy and other young mothers in similar circumstances, describing information from this week’s textbook readings and other sources that will help mothers through the prenatal stage and facilitate proper knowledge of, and attention to, their care and safety and those of the newborn babies.
Discuss and cite the course textbook and at least one additional credible source to support the knowledge and recommendations in the PPT slide show. The CSU-Global Library is a good place to find this credible source. This slide show should be 10-12 slides in length with document and citation formatting per CSU-Global Guide to Writing and APA Requirements. In addition, each slide should contain up to 5 lines of text and the Notes section of the slides should include substantive expansion on the slide topics. The notes must be 150-200 words per slide.
Module 2
Portfolio Project Milestone (20 Points of the total Portfolio Project grade, assessed this week)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Metadata Analysis Lifespan Development Case Study
Submit a one-paragraph to one-page description of the human life scenario that will serve as the case study for your Portfolio Project. The assignment specifies the following:
Select a human life to use as a case study. This can be about someone whose life you can gather information about (such as a friend, relative, scholar, artist, politician, or celebrity). If you prefer, you may select a fictional person such as an adult character in a book, movie, etc.
What developmental theories would be relevant and interesting to combine with your case study? Explain.
Review the Portfolio Project Description on the Module 8 Materials (Option 1) page and the Portfolio Project grading rubric on the Module 2 Materials page for details.
Option #2: Reflective Personal Case Study
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Submit a one-paragraph to one-page description of the human life scenario about yourself as the chosen character that will serve as the case study for your Portfolio Project. The assignment specifies the following:
State the character (yourself). Include a description of how you will approach this reflective personal case study by introspectively examining your own life in relation to the theories.
Review the Portfolio Project Description in the Module 8 Materials (Option 2) and the Portfolio Project grading rubric on the Module 2 Materials page for details.
Module 4
Critical Thinking: (125 points)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Identity Development Journal: Adolescence
Create a journal entry (2-4 pages) with personal reflections on your experience as an adolescent that pertain to your identity development. How did your personal adolescent experience compare to developmental theories (Erikson) that we have learned about in this unit?
Discuss and cite the course textbook and at least one additional credible source to support the knowledge and recommendations in the journal entry. The CSU-Global Library is a good place to find this credible source(s). The entry should be 2-4 pages in length with document and citation formatting per CSU-Global Guide to Writing and APA Requirements.
Option #2: Adolescent Development Paper
Create a paper (2-4 pages) describing the theories of adolescent that relate to identity development. Select two and compare and contrast them. Which do you agree more with and why? Be sure to thoroughly analyze and discuss the developmental theories that we have learned about in this unit.
Discuss and cite the course textbook and at least one additional credible source to support the knowledge and recommendations in your paper. The CSU-Global Library is a good place to find this credible source(s). The paper should be 2-4 pages in length with document and citation formatting per CSU-Global Guide to Writing and APA Requirements.
Module 6
Critical Thinking: Title (120 points)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Dean’s Normative Crisis
Dean is 49 and has a brand new sports car, a new look, new interests, and has turned to extracurricular activities—he has become less interested in being with Leah, his wife of 25 years, and suddenly more interested in going to nightclubs to drink, dance, and gain the attention of younger women. After experiencing burnout a few years ago and being laid off from his job, Dean took time off to return to school. He earned a graduate degree and then had to begin his new career at a lower level and work his way up. Dean makes more money than he did in his previous career but does not yet have the same status he enjoyed on his old job. Retirement is still many years away, and he has plenty of time to succeed in his new role and even possibly become a partner in the firm.
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Briefly describe and evaluate the concept of a normative crisis that occurs in middle age, addressing each of the following items in your response:
1. Refer to and apply Erikson’s theory and the commentary provided in this week’s textbook readings on midlife crisis.
2. Relate Erikson’s work specifically to personal priority rearrangements that may occur in middle adulthood.
3. Explain how the concept of midlife crisis relates to lives of midlife males, transgender individuals, and females.
Discuss and cite the course textbook and at least one additional credible source to support the knowledge and recommendations in your paper. The CSU-Global Library is a good place to find the credible source(s). The paper should be 2-4 pages in length with document and citation formatting per CSU-Global Guide to Writing and APA Requirements.
Option #2: Erikson, Middle Adulthood, and Midlife Crisis PowerPoint
1. Refer to and apply Erikson’s theory and the commentary provided in this week’s textbook readings on midlife crisis.
2. Relate Erikson’s work specifically to personal priority rearrangements that may occur in middle adulthood.
3. Explain how the concept of midlife crisis relates to lives of midlife males, transgender individuals, and females.
Discuss and cite the course textbook and at least two additional credible or scholarly sources to support your analysis and positions. The CSU-Global Library is a good place to find scholarly sources. Your paper should be 8-12 slides in length with cited and referenced narratives in the Notes section within PowerPoint so that slides do not become too crowded. The notes must be 150-200 words per slide. APA reference citation formatting is required per the CSU-Global Guide to Writing and APA Requirements.
Module 8
Portfolio Project: Title (350 Points)
Choose one of the following two assignments to complete. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Meta-analysis Lifespan Development Case Study
Throughout the course, you have explored and examined human development through the entire human lifespan. Select a human life to use as a case study. This can be the life of someone you know (such as a friend or family member), or someone about whose life you can gather information (such as a scholar, artist, politician, or celebrity). If you prefer, you may select a fictional person, such as an adult character in a book, movie, etc. If you wish to apply your own life as an illustration of human development theory and concepts, choose Option #2, below.
The human life you select will be applied as an illustration of human development theory and concepts. In an essay 8-10 pages in length, address the following:
1. Explain how the developmental theories pertaining to physical and cognitive development that are discussed in the textbook and in the course modules are relevant to your character’s progression through the developmental stages. Discuss a minimum of two theories in your analysis.
2. Explain how each of the eight stages covered in the course has played out in your subject’s life and how they pertain to social aspects and relationships throughout his/her lifespan. (E.g., your subject may not have lived through the later stages of her/his own life but will have experienced those stages among family and social relationships.)
3. Describe how gender and culture have impacted the human development process for your chosen subject.
Your Portfolio Project will include the following: SAMPLE
 Cover page in APA format
 Introduction
 Body of paper
 Conclusion
 Reference list in APA format
Discuss and cite the course textbook and at least three credible or scholarly sources in addition to the course textbook, to support your analysis and positions. The CSU-Global Library is a good place to find sources. Your paper should be 8-10 pages in length, in addition to the cover and reference pages, with document and citation formatting per the CSU-Global Guide to Writing and APA Requirements.
Option #2: Reflective Personal Case Study
Throughout the course, you have explored and examined human development through the entire human lifespan. In Option 2, you will be reflecting in-depth on your own human life experience as the case study for your reflective paper.
Your life will be applied as an illustration of human development theory and concepts. In an essay 8-10 pages in length, address the following:
1. Explain how the developmental theories pertaining to physical and cognitive development that are discussed in the textbook and in the course modules are relevant to your progression through the developmental stages. Discuss a minimum of two theories in your analysis.
2. Explain how each of the eight stages covered in the course has played out (or might play out if you are not in later stages) in your life and how they pertain to social aspects and relationships throughout your lifespan.
3. Describe how gender and culture have impacted the human development process for your own life.
Your Portfolio Project will include the following:
 Cover page in APA format
 Introduction
 Body of paper
 Conclusion
 Reference list in APA format
Discuss and cite the course textbook and at least three credible or scholarly sources in addition to the course textbook, to support your analysis and positions. The CSU-Global Library is a good place to find sources. Your paper should be 8-10 pages in length, in addition to the cover and reference pages, with document and citation formatting per the CSU-Global Guide to Writing and APA Requirements.
Course Policies
Course Grading
20% Discussion Participation
0% Opening Exercises
0% Live Classroom
8% Mastery Exercises 37% Critical Thinking Assignments 35% Final Portfolio Paper
Grading Scale and Policies
A
95.0 – 100
A-
90.0 – 94.9
B+
86.7 – 89.9
B
83.3 – 86.6
B-
80.0 – 83.2 SAMPLE
C+
75.0 – 79.9
C
70.0 – 74.9
D
60.0 – 69.9
F
59.9 or below
In-Classroom Policies
For information on late work and incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies.
Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources.
Citing Sources with APA Style
All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the “APA Guide & Resources” link. A link to this document should also be provided within most assignment descriptions on your course’s Assignments page.
Disability Services Statement
CSU–Global is committed to providing reasonable accommodations for all persons with disabilities. Any student with a documented disability requesting academic accommodations should contact the Disability Resource Coordinator at 720-279-0650 and/or email ada@CSUGlobal.edu for additional information to coordinate reasonable accommodations for students with documented disabilities.
Netiquette
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words?
Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom.
If you have concerns about something that has been said, please let your instructor know. SAMPLE