Educational Psychology 2050

Human Growth and Development

Syllabus
Instructor

Course Overview

Amy Oyenuga, MAT

Course Name: EPY 2040- The

Science of Learning: Theories,
Application and Practice

Department
Educational Psychology

Course Credit(s): 3.0 Credits

Email

Course Dates/Times: FALL

Wednesday 4:30PM-7:00PM

Aoyenuga1@student.gsu.e
du

College of Education Theme

Office Location
GSU COE 8th Floor

Preparing Informed, Empowered,

Committed and Engaged Educators

Office Hours

Prerequisite(s):

By appointment
Follow me on:
(hyperlinks)

Students must be enrolled in a

degree-granting program at GSU or
have the permission of the college.
Required Text & Materials
Berk, L. E. & Meyers, A. B. (2015). Infants, children,
and adolescents (8 ed.). Boston, MA: Pearson
Education, Inc.
th

Course Materials

other digital
website via

FALL 2015

Required and optional weekly readings and

resources will be available on the course
Bright Space.

Page 1

Students will engage

in a variety of course
activities including:

Website
You can access course website through Bright Space at www.gsu.edu
or go to the following
address: http://thescienceoflearningscience.wordpress.com/ .We will use
the Bright Space course website to disseminate readings, make weekly
announcements, give feedback, and post links to additional material
online, so check it regularly.

In class

discussions
Reading

reflections
Case studies
Citizen project
Teaching
Reviewing videos,

and online articles

And other out-of-

Opportunities for Extra Credit

class experiential
opportunities!

Students will be offered extra credit through experiential

learning opportunities. These opportunities will be
announced via Brightspace. Students will be expected to
attend the workshop/event and return with a brief
summary of how it relates to the science of learning.
(Additional forms may be posted on the classroom
webpage or Brightspace).
Course Goal: Thepurposeofthiscourseisforthestudenttogain
skillsthatsupportunderstandingofhumangrowthanddevelopment.
Course Objectives:
Throughout the duration of the course the student and
facilitator will aim to achieve the following:
To study theory and research related to the course of
human development from birth to emerging adulthood.
To consider physical, cognitive, emotional, and social
components of development.
To examine the roles of genetic and environmental
factors in human development.
To build skills in expressing and evaluating researchbased ideas and claims.

Class Requirements
Class Engagement (10%)

FALL 2015

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The more you invest in this course, the more you will get out of it. We will provide you with many
different opportunities to engage actively with the course content, including primary source readings,
class attendance (mental and physical), digital resources, discussions (online and in-person), in-class
activities, out-of-class events, individual meetings, and office hours. We will base your engagement
grade on the degree to which you take advantage of these opportunities, appreciating that equal
engagement can take different forms.
Quizzes (10%)
A short quiz will be posted in the Quizzes Tab for each chapter. These quizzes are designed to help you
review the material in the textbook before each test. Quiz items may have associated feedback and I
strongly recommend you review any provided feedback in order to prepare for the tests. Quizzes will be
due at 11:59 pm on the Wednesday before tests are posted (see Course Schedule). I also strongly
recommend staggering the quizzes and completing them after you read each chapter rather than waiting
to do them all the night before the test. You are able to take quizzes as often as you like, and the average
grade of your attempts will be recorded for your final quiz grade. Late submitted quizzes will not be
accepted.
Tests (3) (30%)
Three tests will be given during the semester. Each test will cover material up to the preceding test and
will be objective in format. There will be no unexcused make-up tests. A study guide will be posted the
morning before each test is posted. Tests will be posted on Thursday at noon and will be available until
the following Monday at 11:59 pm. Once you begin a test, you will have 90 minutes to complete it. Tests
will include approximately 50 multiple-choice items and cannot be retaken. (Please see the note above
regarding your time management for tests 1 & 2.) Since you are limited to 90 minutes once the test
begins, be sure you are using a reliable Internet connection.
Critical Review of the Film, Babies (15%)
A Critical Review of the Film Babies should be turned in to the D2L/Brightspace Dropbox by For this
option, you will write a 3 page analysis of Babies.
a. Babies is available on YouTube (for $2.99), or Amazon.
b. You should connect specific content from the film to content covered in class.
c. Your review should compare the 4 children and their environments within the three major
areas of development we study in the text
i.
Physical Development
ii.
Cognitive Development
iii.
Emotional and Social Development
d. You may choose to point out things in the film that surprised you.
e. You should draw conclusions about how the film does or does not support specific theories
we have learned about in class.
f.
Your review should be a critical analysis of the movies content, not a comment on whether
or not you liked the movie.

Concept Map (10%)

FALL 2015

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Concept Maps Throughout the semester, students will construct an evolving concept map of the
central concepts, constructs, and theorists from the readings. The map will provide a representation of
students developing understanding of educational psychology as a field. Students will be provided
with a list of terms that are required to be included in their maps. Terms will be posted on BrightSpace
at least one week before the assignment begins. Students should add additional terms as their map
evolves, and students are required to bring their concept maps to class. The concept maps will be
evaluated at three points in the semester (worth 20 points further directions provided in class).

End of Term Portfolio (25%)

End of Term Portfolio- At the end of the term you will submit a portfolio showing your
work and demonstrating your progress against the goals of the course. The end of
term portfolio must be cumulative and must represent your understanding of all
topics covered this semester. So save ALL your work both electronically and in
hard copy at least until the end of the year. See the appendix for associated
rubric(s).

Evaluation and Scoring of Work

Class Engagement (Participation in
Discussions)

10

Quizzes

10

Critical Review of Film Babies

15

Concept Map

10

Tests

30

End of Term Portfolio

25

Total

100 Points

(See appendix for assignment rubrics)

Total Possible Points:
A = 90 100
B = 80-89
C = 70-79
D = 60-69
F = 59 or fewer

100
points earned
points earned
points earned
points earned
points earned

Course Schedule
FALL 2015

Page 4

WEE
K
OF

MODUL
E

TOPIC

REQUIRED READING (see

posted checklist for assigned
page numbers)

ASSIGNMENT
Due Mondays &
Wednesdays by 11:59
pm

6/6

Course Intro

Chapter 1

Discussion Post (6/6)

Genetic &
Environmental
Foundations

Chapter 2

Discussion Post (6/8)

Infancy &
Toddlerhood

Chapter 4 (pp. 141-157)

Chapter 5

Discussion Post (6/13)

Chapter 6
Chapter 7

Portfolio 1 Option Draft

(6/15)

6/13

st

6/15

Quizzes DUE by 11:59 pm (Chapters 1, 2, 4, 5, 6, 7)

6/16 - 6/20

TEST 1 Posted on Thursday, 6/16 at noon. Due by Monday, 6/20 by 11:59 pm.

6/20

Early Childhood

6
6/27

Middle Childhood

Chapter 8
Chapter 9 (pp. 311-336)

2 Peer Reviews (6/20)

Chapter 9 (pp. 336-355)

Chapter 10

Discussion Post (6/22)

Chapter 11
Chapter 12 (pp. 429-446)

Discussion Post (6/27)

Chapter 12 (pp. 446-471)

Chapter 13

Discussion Post (6/29)

6/29

Quizzes DUE by 11:59 pm (Chapters 8, 9, 10, 11, 12, 13)

6/30 - 7/4

TEST 2 Posted on Thursday, 6/30 at noon. Due by Monday, 7/4 by 11:59 pm.

7/1 - Last Day to Withdraw http://registrar.gsu.edu/registration/withdrawals/ for details).

7/4

Adolescence

10
7/11

11

Emerging Adulthood

Chapter 14
Chapter 15 (pp. 554-568)

Discussion Post (7/4)

Chapter 15 (pp. 568-585)

Chapter 16

Discussion Post (7/6)

Chapter 17

Discussion Post (7/11)

PERSONAL MISCONCEPTIONS PAPER Due by 11:59 pm, July 13.

FALL 2015

7/13

Quizzes DUE by 11:59 pm (Chapters 14, 15, 16, 17)

7/14
7/18

TEST 3 Posted on Thursday, 7/14 at noon. Due by Monday, 7/18 by 11:59 pm.

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*Adopted from Dr. Maggie Renken, 2016

1. The course syllabus provides a general plan for the course;
deviations may be necessary.
2. Your constructive assessment of this course plays an indispensable
role in shaping education at Georgia State. Upon completing the
course, please take time to fill out the online course evaluation

More information on university rules and regulations can be found in the GSU
student handbook: http://studenthandbook.gsu.edu/

Late Work Policy

Late work will not be accepted without written permission from the instructor.
Late work submitted without permission from the instructor will not be granted
credit.
Make-up Examination Policy
Make up examinations will not occur due to the discussion-based nature of the
course. As a result, students should refer to the late work policy for all other
missed work concerns.
Academic Honesty Policy
Georgia State University's policy on academic honesty as published in the current catalog will be
adhered to in this course. Any observed violations of these standards of academic conduct will be
reported to authorities in accordance with university policy.
Academic Integrity
You are expected to adhere to the GSU policy on academic integrity (also see relevant portion
of Writing with Sources). Plagiarized work will be given zero credit and disciplinary action will be
taken.

FALL 2015

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Accessibility
Any student needing academic adjustments or accommodations is requested to present their letter
from the Accessible Education Office (AEO) and speak with the professor by the end of the second
week of the term, (specific date). Failure to do so may result in the Course Heads inability to respond
in a timely manner. All discussions will remain confidential, although AEO may be consulted to
discuss appropriate implementation.
Disruptive Behavior
Professional behavior includes appropriately interacting with instructors and other students.
According to GSU policy, Disruptive student behavior is student behavior in a classroom or other
learning environment (to include both on and off-campus locations), which disrupts the educational
process. The instructor defines disruptive class behavior for this purpose. Such behavior includes, but
is not limited to, verbal or physical threats, repeated obscenities, and unreasonable interference with
class discussion, making/receiving personal phone calls, or pages during class, leaving and entering
class frequently in the absence of notice to instructor of illness or other extenuating circumstances,
and persisting in disruptive personal conversations with other class members. For purposes of this
policy, it may also be considered disruptive behavior for a student to exhibit threatening, intimidating,
or other inappropriate behavior toward the instructor or classmates outside of class. A student who
demonstrates disruptive or unprofessional behavior will be given written notification that the behavior
was inappropriate. In addition to documenting the incident, the written notification will inform the
student of his/her options related to the documentation.
ADA Considerations
Students who need special accommodations to participate in class should contact the instructor as
early in the semester as possible so that the appropriate accommodations can be arranged. Students
must self-identify so that arrangements can be made according to the Universitys policies and
guidelines provided by the Office of Disability Services.
How to Reach Me
See the information on the top of this syllabus. Please call if you have questions or to schedule makeup work or an appointment. If I am unavailable, I will get back to you ASAP, usually within 24 hours.
*This syllabus represents a general outline for the course; deviations may be necessary.

Additional Resources
Writing:
FALL 2015

Page 7

TheWritingCenterisavailableforGSUstudentsneedingrelativelyminororspecifichelpwithapiece
ofwriting.TheWritingCentercanalsogivestudentsadviceoncitingsources,avoidingplagiarism,etc.
Also,thefollowingwebsitehasmultipleopportunitiestopracticewritingscientificallyandwritingwith
brevityandclarity:http://sydney.edu.au/stuserv/learning_centre/resour.shtml
ConceptMaps:
Thefollowingwebsitesofferonlinespacestoconstructaconceptmap:
https://bubbl.us/mindmaphttps://chrome.google.com/webstore/detail/connected
mind/pmkffmgahaepmhkhkblhopnpleeikokc#
http://www.mindmeister.com/help/google/drive
Therearemanymoretoolsatyourdisposal,pleasedontendyoursearchwiththeselinks!
Service Learning Projects:
Example service learning projects: http://www.usfca.edu/templates/centers_mccarthy_inside.aspx?
id=2147494080
http://www.gcsu.edu/engagement/docs/101_BRIGHT_IDEAS_FOR_SERVICE_LEARNING.pdf

FALL 2015

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Appendix:
Reflection Evaluation Criteria (the rubric)
Reflection Paper

Criteria

Superior (3 points)

Sufficient (2 points)

Minimal (1 point)

Depth of
Reflection

Response demonstrates
an in-depth reflection on,
and personalization of, the
theories, concepts, and/or
strategies presented in
the course materials to
date. Viewpoints and
interpretations are
insightful and well
supported. Clear, detailed
examples are provided, as
applicable.

Response demonstrates a general

reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are supported.
Appropriate examples are
provided, as applicable.

Response
demonstrates a
minimal reflection on,
and personalization of,
the theories, concepts,
and/or strategies
presented in the course
materials to date.
Viewpoints and
interpretations are
unsupported or
supported with flawed
arguments. Examples,
when applicable, are
not provided or are
irrelevant to the
assignment.

Response includes all

components and meets or
exceeds all requirements
indicated in the
instructions. Each
question or part of the
assignment is addressed
thoroughly. All
attachments and/or
additional documents are
included, as required.

Response includes all

components and meets all
requirements indicated in
the instructions. Each
question or part of the
assignment is addressed.
All attachments and/or
additional documents are
included, as required.

Response is missing
some components
and/or does not fully
meet the requirements
indicated in the
instructions. Some
questions or parts of
the assignment are not
addressed. Some
attachments and
additional documents,
if required, are missing
or unsuitable for the
purpose of the
assignment.

Writing is clear, concise,

and well organized with
excellent
sentence/paragraph
construction. Thoughts

Writing is mostly clear,

concise, and well organized
with good
sentence/paragraph
construction. Thoughts are

Writing is unclear and/or

disorganized. Thoughts are
not expressed in a logical
manner. There are more than
five spelling, grammar, or

(25% of Total
Points)

___/3

Required
Components

(25% of Total
Points)

___/3

Structure

(25% of Total
Points)
FALL 2015

Page 9

___/3

Evidence and
Connection to
Outside
Experiences

(25% of Total
Points)

___/3

FALL 2015

are expressed in a
coherent and logical
manner. There are no
more than three spelling,
grammar, or syntax errors
per page of writing.

expressed in a coherent and

logical manner. There are
no more than five spelling,
grammar, or syntax errors
per page of writing.

syntax errors per page of

writing.

Response shows strong

evidence of synthesis
of ideas presented and
insights gained
throughout the entire
course. The
implications of these
insights are thoroughly
detailed in the
respondent's clear
connections between
what is learned from
outside experiences
and the topic, as
applicable.

Response shows
evidence of synthesis of
ideas presented and
insights gained
throughout the entire
course. The implications
of these insights are
presented in the
respondents general
connections between
what is learned from
outside experiences and
the topic, as applicable.

Response shows
little evidence of
synthesis of ideas
presented and
insights gained
throughout the
entire course. Few
implications of these
insights are
presented in the
respondent's
general ideas or
issues from outside
experiences related
to the topic, as
applicable.

Page 10

Concept Map Requirements:

4 Points
1. Map Content
2. Presentation Concepts
Map Content
Inclusion of
Course Terms(s)
Levels of
hierarchy

Presentation
Concepts
Evidence of
understanding
concepts

FALL 2015

0-1 pts
No Course
Terms(s)
illustrated

2-3 pts
Course Terms unclear
from layout of map

4 pts
Course Terms
included and clearly
illustrated

Only primary and

secondary

Multiple levels

Multiple levels with

connections across
all levels

0-1 pts

2-3 pts

4 pts

Concepts are
presented in a
vague or loose
manor with
little detail

Concepts are
presented that
demonstrate a basic
understanding of the
concepts.

Concepts are
presented that
demonstrate a deep
understanding of
the material and
connections
between concepts.

Page 11

End-of Term Portfolio Rubric

Novice

Apprentice

Journeyman

Expert

0-3 points

4-6 points

7-9 points

10 points

Thoroughness

Artifacts are
of poor
quality and/or
some course
competencie
s are not
addressed.
No inclusion
rationale
provided.

Sufficient
artifacts to
demonstrate
learning
outcomes for
each of the
course
competencie
s are
included.
Artifacts are
of a good
quality. Weak
rationale for
inclusion of
artifacts is
presented.

Sufficient
artifacts to
demonstrate
learning
outcomes for
each of the
course
competencies
. Artifacts are
of a high
quality. Some
general
rationale for
inclusion of
artifacts is
presented.

Sufficient
artifacts to
demonstrate
learning
outcomes for
each of the
course
competencies
. Artifacts are
of a high
quality. Wellstated
rationale for
inclusion of
artifacts is
presented.

Written
Reflection/
Rationale/Analysi
s

Artifact
reflections
are unclear
or missing.

Incomplete
artifact
reflections
provided or
general
statements
provided.

Appropriate
yet somewhat
incomplete
reflections for
each artifact
are provided.

Appropriate
and complete
reflections for
each artifact
are provided.
Each
statement
includes
course
objectives,
description of
artifact,
background of
artifact, and
reflection on
learning
demonstrated
.

FALL 2015

Points
Earne
d

Page 12

Novice

Apprentice

Journeyman

Expert

0-3 points

4-6 points

7-9 points

10 points

Evidence/Artifact
s of learning
Outcomes

Unclear or
contradictory
evidence of
growth
throughout
the course
displayed.
Evidence of
improvement
missing.

Evidence of
growth
throughout
the course
displayed.
Evidence of
improvement
has not been
included.

Clear
evidence of
growth
throughout
the course
displayed.
Some general
evidence of
improvement
included.

Clear
evidence of
growth
throughout
the course
displayed.
Evidence of
improvement
(e.g.,
reflections
concept
maps,
samples of
student
work/thought
processes,
research
ideas,
professional
development
materials)

Personal
Introduction
/Professional
Philosophy

The
professional
philosophy is
unclear or
contradictory

The purpose
of the
philosophy is
described.
No
justifications
for beliefs
have been
included.

The
professional
philosophy is
clearly
defined.
Some general
justifications
for beliefs are
provided.

The
professional
philosophy is
clearly
described and
includes
specific and
appropriate
references to
justify beliefs.

FALL 2015

Points
Earne
d

Page 13

FALL 2015

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