CDE
232 Human Development
Instructor:
Denise Ann Bodman (Bustamante)
Room: Cowden 101
Telephone:
480-965-8335
Email: dbodman@asu.edu
Office
Hours: MWF,
9:30 to 10:15; TTH, noon to 1; and by appointment
Line
Number:
59696 - MWF, 10:40-11:30, ART 220
The
development of the individual is an exciting process, beginning with the rapid
metamorphoses of cells at conception and continuing through the intricate
changes of growth and aging. The study of the life span is also intriguing
because each of us, and everyone we care about, is constantly developing.
This course, therefore, includes both scientific discoveries and personal
insights.
Development
in childhood is seen more readily because rapid changes take place in physical
size, knowledge, and social interactions. Heightened
public awareness of the problems of aging in our contemporary society has led to
new information on the processes of growth and change taking place in middle and
late adulthood as well. Thus, we
will work this semester within a framework of womb-to-tomb (or, as one wag puts
it, from sperm to worm), whenever possible.
It
is important to remember that each of us analyzing the developing individual is
only human, and thus our interpretation of behavior and change is filtered
through our own biases. Thus we
will spend time becoming familiar with the major theories of human development
and the languages these theorists use so that you may identify biases where they
occur; and we will pay special attention to the research that supports or
contradicts each theory to help you evaluate each view.
Critical thinking, as well as mastery of the material, is a goal of this
course.
Course Objectives
At the
end of this semester, you should be able to
1.
describe the life
span as an ongoing developmental process, or set of processes, involving both
continuity and change, by giving examples from the literature, including
physical, social, cognitive, and personality development;
2.
analyze different
developmental events from the perspectives of the four major theories of
development: cognitive, learning,
psychoanalytic, and humanistic, and recognize those theories when used by others
to analyze events;
3.
understand how
research contributes to the understanding of development;
4.
recall important
developmental concepts and be able to recognize and apply these concepts in
various situations;
5.
formulate relevant
questions about developmental processes and events, and use standardized
techniques for gathering objective answers to these questions.
Text
Seifert, K. L., Hoffnung, R. J., & Hoffnung, M.
(2000). Lifespan development (2nd
ed.). NY: Houghton Mifflin Company.
Evaluation of Students
A
student’s grade will be determined by performance on 5 examinations (4
examinations plus a final). The
lowest test grade of the first 4 examinations will be dropped; the fifth test
will not be dropped. Zero
scores will not be dropped. In
addition, your nine observations and various in-class assignments will be worth
a total of 50 points (equivalent to an exam).
Students missing in-class assignments will be given credit if
they have called prior
to class with a valid excuse. Examinations
will cover reading material (50 percent), lecture, class activities, speakers,
and films; they will be multiple choice, matching, and true/false.
Many questions will be application
of knowledge learned.
All
assignments must be turned in on time;
late assignments will receive lower scores.
Make-up examinations will only be given on approval of instructor 1 week
in advance; exams missed due to illness require written doctor’s excuse.
If you miss a class, I do not provide notes or give “re-lectures.”
You must find someone in class for notes and handouts.
If you have any questions about the notes you receive, you may meet with
me during office hours to discuss those questions.
A =
270-300 B= 240-269 C= 210-139 D= 180-209 E=179 or
less
