Advanced Child Development (3)
11261- PSYC 411 – 001
Class meets: 11:00 am - 12:15 pm WF Kinard 115 Aug 24, 2015 - Dec 15, 2015
Instructor: Dr. Cheryl Fortner-Wood
To Contact Instructor:  FortnerC@Winthrop.edu  803-323-2641 or Fax: 803-323-2371
Office Hours in 134 Kinard Hall: Wednesdays and Fridays 9:30-10:45 am and by appointment
If you have questions about material, assignments or your performance in the course, please
meet with me during office hours. If you prefer to talk on the phone or need to meet outside
of office hours, do not hesitate to contact me to set up a time to talk. If you contact me via
email and I do not respond to your message by the end of the next business day, please
assume I did not see your message, resend it, and touch base with me in class. In the rare
case that I am not able to hold office hours or keep an appointment, I will notify students via
email as soon as possible. To be sure you are not inconvenienced; always check your
Winthrop email before travelling a long distance to meet with me.
Course Description
Study of current theory and research on the development of children from conception
through middle childhood (12 years). Emphasis will be placed on describing normal
development. Biological and contextual mechanisms that facilitate and hinder
development in physical, neural, motor, cognitive, language, social-emotional and moral
domains will be considered. Notes: Offered variable times.
Prerequisites: C- or better in PSYC 101, 206 (PSYC 411 is 3 Credit Hours)
Student Learning Outcomes
I borrowed and adapted the objectives from American Psychological Association. [(2013).
APA guidelines for the undergraduate psychology major 2.0. Washington, DC: Author.
Retrieved from http://www.apa.org/ed/precollege/about/psymajor-guidelines.pdf.] Please
note how these objectives correspond to Winthrop’s four University Level Competencies
(ULCs, http://www.winthrop.edu/academic-affairs/secondary.aspx?id=15731). All of the
course’s learning activities (essay exams, review paper and presentation, annotated
bibliography, service learning and reflection report, developmental assessment, and in-class
application) assess students’ achievement of these learning goals. All of the learning
activities require students to build effective communication skills (ULC 4).
Learning Goals for PSYC 411: Advanced Child Development as quoted from APA (2013)
pps. 15-16 (italicized text and ellipses indicate changes from the APA text)
Goal 1: Knowledge Base in Child Development
Students should demonstrate fundamental knowledge and comprehension of the major
concepts, theoretical perspectives, historical trends, and empirical findings to discuss how
psychological principles apply to child development. … Students completing a
baccalaureate degree should show depth in their knowledge and application of
psychological concepts and frameworks to problems of greater complexity.
ULC
#
1, 3
Dr. Fortner-
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1.1 Describe key concepts, principles, and overarching themes in child
development
 1.2 Develop a working knowledge of child development’s content domains
 1.3 Describe applications of child development
Goal 2: Scientific Inquiry and Critical Thinking
The skills in this domain involve the development of scientific reasoning and problem
solving, including effective research methods. … Students completing a baccalaureate
degree should focus on theory use as well as designing and executing research plans.
 2.1 Use scientific reasoning to interpret psychological phenomena
 2.2 Demonstrate child development information literacy
 2.3 Engage in innovative and integrative thinking and problem solving
 2.4 Interpret … basic developmental research
 2.5 Incorporate sociocultural factors in scientific inquiry
Goal 3: Ethical and Social Responsibility in a Diverse World
The skills in this domain involve the development of ethically and socially responsible
behaviors for professional and personal settings in a landscape that involves increasing
diversity… Students completing a baccalaureate degree should have more direct
opportunities to demonstrate adherence to professional values that will help them
optimize their contributions and work effectively, even with those who do not share their
heritage and traditions. This domain also promotes the adoption of personal and
professional values that can strengthen community relationships and contributions.
 3.1 Apply ethical standards to evaluate developmental science and practice
 3.2 Build and enhance interpersonal relationships
 3.3 Adopt values that build community at local, national, and global levels
Goal 4: Communication
Students should demonstrate competence in writing and in oral and interpersonal
communication skills. Students completing a baccalaureate degree should produce a …
project, explain scientific results, and present information to an … audience. They should
also develop flexible interpersonal approaches that optimize information exchange and
relationship development.
 4.1 Demonstrate effective writing for different purposes
 4.2 Exhibit effective presentation skills for different purposes
 4.3 Interact effectively with others
Goal 5: Professional Development
The emphasis in this goal is on application of psychology-specific content and skills,
effective self-reflection, project-management skills, teamwork skills, and career
preparation. … While PSYC 411 does not include specific career activities, the in-class
activities (including professional guest speakers), developmental assessment, and service
learning activities will provide opportunities for students to address the following APA
objectives.
 5.1 Apply psychological content and skills to career goals
 5.2 Exhibit self-efficacy and self-regulation
 5.3 Refine project-management skills
 5.4 Enhance teamwork capacity
 5.5 Develop meaningful professional direction for life after graduation

1
2
4
2,3
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My Expectations of You
I expect students to behave in the following ways. Failure to behave in accordance with
these expectations will likely negatively impact student success in the course.
1. You will prepare for, attend, and participate in every class.
2. You will not text or use computer or communication devices for non-course related
purposes during class time (see the College of Arts and Sciences policy specified at:
http://www.winthrop.edu/uploadedFiles/artscience/PolicyForHandHeldTechApril2014.pdf).
3. If you need to communicate with someone during class time, please step out of the
classroom to do so. It is courteous to let your professor know before class that you may
need to step out during class.
4. You will be an active learner: reading chapters before we discuss the material in class,
completing online activities that correspond to the chapters, raising questions,
contributing to discussions both in and out of class, utilizing Blackboard, taking
accurate and complete notes, and sharing relevant resources you have found with
your classmates.
5. You will complete all assignments according to the directions, honorably, and on time.
6. You will contact me as soon as possible if you have concerns about understanding
material, accessing course materials on Blackboard, completing assignments, or your
performance in this class.
7. You will utilize me as a resource as early as possible in class, during office hours, by
appointment, by e-mail, and/or via telephone.
8. You will listen and interact effectively and sensitively with fellow classmates and with
me even when someone expresses a viewpoint that is very different from you own.
Student Code of Conduct
As noted in the Student Conduct Code: “Responsibility for good conduct rests with students
as adult individuals.” The Student Life policy on student academic misconduct is outlined in
the “Student Conduct Code Academic Misconduct Policy” in the online Student Handbook
found at (http://www.winthrop.edu/studentconduct/). Academic dishonesty of any form
(including but not limited to cheating, plagiarism, falsifying information) may result in a
student receiving an F for this course.
Evaluation of Student Learning
Your grade will be based on two essay exams, your in-class application of course material, a
literature review paper with corresponding oral presentation, one annotated bibliography of
an empirical journal article, and performance on the service learning project. These activities
are designed to support and assess significant learning of course material. Every activity is a
critical part of your learning experience in the course. Therefore, students who do not
complete all of the assignments on time will not be allowed to earn higher than a B in the
course. Students who fail to complete any one of the activities sets will fail the course.
You are always welcome to submit assignments early. If you bring your written assignments to
my office hours or an appointment before they are due, I can provide feedback that will
help you get the most out of the learning activity. The earlier you bring them, the more useful
my feedback.
Dr. FortnerGrading Scale
A = 420+
A- = 405-419
B+ = 390-404
B = 375-389
B- = 360-374
C+ = 345-359
5 Syllabus
C = 330-344
C- = 315-329
D+ = 300-314
D = 285-299
D- = 270-284
F < 269
Final Grade = Total Points Earned
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Learning Assessments
Take-Home Midterm Exam = 100 points
Comprehensive Final Exam = 100 points
Literature Review with Oral Presentation = 100 points
Annotated Bibliography = 25 points
Developmental Assessment = 25 points
Service Learning w/ Report = 75 points
In-class application of course material = 25 points
Total Possible Points = 450 points
Deadlines in the field of Child development are very strict. Submitting a proposal or
manuscript late usually means it will not be considered and all of the work is wasted.
Likewise, there is a stiff penalty for turning assignments in late in this class. Late assignments
will not be graded. To avoid being late, be sure to submit written assignments to Turnitin
through Blackboard and bring a hard copy to class the day they are due. If you are having
last-minute printing problems, e-mail your document to me immediately and bring your
document on a disk with supporting materials to class on time. I will print your document for
you. It is your responsibility to keep track of your grades and hold on to your assignments at
least until the end of the semester.
Annotated Bibliography = 25 points; Submit a copy of your article to Dr. FW by 9/11 for
approval. This assignment will expand the number of empirical sources each student
discussed in class. Each student will share one annotation of an empirical, primary source
published in the last 12 months. You choose the article and submit it for my approval by 9/10.
Once approved, Dr. FW will determine the presentation day. The annotation must not
exceed one page and should follow this order: a) the full original reference of the article in
APA format, b) a summary of background, c) a list of research questions, d) descriptive list of
research method information including sample, procedures, and measures, e) statistical
findings, f) discussion/conclusions as well as g) at least two potential strengths of the study
and h) at least two potential weaknesses of the author(s)’s interpretations.
Literature Review Paper w/ Oral Presentation = 100 points; Topic due 10/9
Outline due 10/30
Paper Due 11/13
In-Class Presentations 11/18-12/4
For this paper, you will review at least 10 professional sources, the majority of which must be
primary sources from journals affiliated with the major professional organizations in the field of
Child Development. No source can have been originally published earlier than 2008 without
express permission, and the majority of sources must have been published in the past 3 years.
You must format your paper according to APA style (6th edition). To receive full credit for this
assignment, you must submit a preliminary outline and bibliography by 10/30. You will share
what you learned in writing your paper with your classmates in an oral presentation. I
recommend using PowerPoint or Prezi to organize and share your information. You will
receive your randomly assigned presentation date by Fall Break. In your presentation, be
sure to describe research implications and practice/policy implications of the research you
reviewed for your paper.
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Take-Home Midterm Exam = 100 points; Due 10/16
You will receive the 3-4 essay questions for this exam at least one week before they are due.
This is an open-book exam. In fact, you are encouraged to use as many sources as you find
helpful as long as you cite each source in the questions.
Developmental Assessment = 25 points; Due 10/23
Students will be instructed in how to administer a developmental assessment and will borrow
the necessary materials from the Psychology Department. We will learn how to use the
assessment and discuss our experiences administering it. If you need assistance finding a
child of an appropriate age to administer the assessment, please let me know ASAP so I can
help you.
Service Learning w/ Report = 75 points; Due 12/4
Our class will serve a non-profit organization this semester and will dedicate at least 10 hours
per person to assist this organization. You will prepare a 2-3 page report describing the
following 1) What you did to help, 2) how you applied your knowledge to serve the agency,
3) lessons you learned through the experience, and 4) what you should have done
differently or what others could do in the future to serve the non-profit agency.
In-class application of course material = 25 points; Due every class
You are expected to come to class prepared to discuss the class readings, support your
fellow classmates when they present, and ask questions to help your understanding of
course material and assignments. I will make notes on each student’s contributions during
every class as well as discussions in Blackboard. Engage in these conversations every class
and you will earn full credit on this component.
Comprehensive Final Exam = 100 point; In-class 8 am Saturday 12/12
This 3-5 question essay exam will take place in class during our scheduled exam time. If you
have a schedule conflict, you must make alternative arrangements with me on or before the
last day of class.
Attendance
You are responsible for all announcements, material, and discussion that occur during
our class. This includes, but is not limited to, information about assignment directions
and due dates. You will be expected to complete assignments according to the
information I provided during class, regardless of whether you are there to hear it. If
you miss class, regardless of the reason, you need to ask your fellow students what you
missed. Do not rely on me to restate what was said during previous classes or to bring
handouts or returned assignments to class more than once. I will be tracking
attendance in this class to assign participation credit and will follow the University
policy as specified in the latest catalog.
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Electronic Resources Available to You: Class List Server, Dropbox, Blackboard
Our class listserver address is PSYC411001@class.winthrop.edu. I will use the class listserv
to share information with you quickly and efficiently. The listserv was already populated and
most of you were automatically added to the listserv. Some students may need to manually
add themselves to the list (e.g. if you recently added a Winthrop email address or the class).
Directions for subscribing manually are found on the Student Services link at:
www.winthrop.edu/acc/technology. If you have trouble receiving messages from the list,
please check your autoforward settings and/or be sure you have not exceeded your email
quota.
Dropbox. You can access class resources at http://www.dropbox.com including class
handouts, and links to resources.
Blackboard. Typed assignments must be submitted to Turnitin via Blackboard before a
hard copy is submitted in class to be graded. Assignments not submitted to Blackboard on
time will not be graded.
Required Reading
Students are expected to come to class having read the required readings specified in the
course schedule and prepared to discuss them. Most readings come from the course text.
Others come from sources such as the Society for Research in Child Development Social
Policy Report. To access those sources, follow the hyperlinks embedded in the course
schedule. The citation for the required text is: Gauvain, M. & Cole, M. (2009). Readings on the
Development of Children (5th Ed.). Worth Publishers: New York, NY.
Students with Disabilities
Winthrop University is dedicated to providing access to education. If you have a disability
and require specific accommodations to complete this course, contact the Office of
Disability Services (ODS) at 323-3290. Once you have your official notice of
accommodations from the Office of Disability Services, please inform me as early as possible
in the semester. If you have questions about accessibility statements or other
accommodation issues, please contact ODS. Information about services and
accommodations is also available on the ODS
website: http://www.winthrop.edu/disabilities/.
Victims Assistance
The Office of Victims Assistance (OVA) provides services to survivors of sexual assault,
intimate partner violence, and stalking as well as educational programming to prevent these
crimes from occurring. The staff assists all survivors, regardless of when they were victimized in
obtaining counseling, medical care, housing options, legal prosecution, and more. In
addition, the OVA helps students access support services for academic problems resulting
from victimization. The OVA is located in 204 Crawford and can be reached at (803) 3232206. In the case of an after-hours emergency, please call Campus Police at (803)323-3333,
or the local rape crisis center, Safe Passage, at their 24-hour hot-line, (803)329-2800.
For more information, please visit: http://www.winthrop.edu/victimsassistance/.
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Academic Success Center
Winthrop’s Academic Success Center is a free resource for all undergraduate students
seeking to perform their best academically. The ASC offers a variety of personalized and
structured resources that help students become effective and efficient learners. The services
available to students are as follows: peer tutoring, academic skill development (test taking
strategies, time management counseling, and study techniques), group and individual study
spaces, and academic coaching. The ASC is located in University College on the first floor
of Dinkins Hall, Suite 106. Please contact the ASC at 803-323-3929 or success@winthrop.edu.
For more information on ASC services, please visit www.winthrop.edu/success.
Winthrop University’s Office of Nationally Competitive Awards (ONCA) identifies and assists
highly motivated and talented students to apply for nationally and internationally
competitive awards, scholarships, fellowships, and unique opportunities both at home and
abroad. ONCA gathers and disseminates award information and deadlines across the
campus community, and serves as a resource for students, faculty, and staff throughout the
nationally competitive award nomination and application process. ONCA is located in
Dinkins 222. For more information, please fill out an online information form at the bottom of
the ONCA webpage www.winthrop.edu/onca and email onca@winthrop.edu.
Dr. Fortner-
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Date
Focus of Class
Class Discussions will be based on the following readings
W 8/26
Introductions
F 8/28
Ethics in research
with children
Syllabus
Read: Preserving and Enhancing the Responsible Conduct of Research Involving Children and Youth: A
Response to Proposed Changes in Federal Regulations Fisher, et al (2013)
http://www.srcd.org/sites/default/files/spr_27-1.pdf
Also note the following ethical guidelines from relevant professional organizations
 http://www.naeyc.org/resources/research/ethical
 http://grants1.nih.gov/grants/policy/hs/index.htm
 http://www.srcd.org/about-us/ethical-standards-research
 http://www.aera.net/Portals/38/docs/About_AERA/CodeOfEthics(1).pdf
W 9/2
Developmental
Assessment
F 9/4
W 9/9
Theoretical
Foundations
F 9/11
W 9/16
Resilience
F 9/18
Military & Veteran
Families
W 9/23
Biological
Influences
F 9/25
Biopsychosocial
Interactions
W 9/30
F 10/2
W 10/7
Abuse, Neglect,
and Privation
Midterm
distributed
Early Language
and Cognition
Learning
Materials will be provided
2. Ecological Models of Human Development Urie Bronfenbrenner
The Fourth Law of Behavior Genetics (Chabris, et al., 2015; Current Directions in Psychological Science)
https://benjamin.economics.cornell.edu/FourthLawBehaviorGenetics-accepted.pdf
4. Development and Learning Jean Piaget
5. Interaction Between Learning and Development Lev S. Vygotsky
Submit AB article for approval
Child and Family Resilience… (Masten & Monn, 2015; Family Relations)
6. Children of the Garden Island Emmy E. Werner
Resilience of Refugee Children After War (APA 2010)
http://www.apa.org/pubs/info/reports/refugees-executive-summary.pdf)
Military and Veteran Families and Children: Policies and Programs for Health Maintenance and Positive
Development (Cozza, Lerner, & Haskins, 2014; Social Policy Report, pps. 3-15)
http://www.srcd.org/sites/default/files/documents/spr283_final.pdf
7. Recall in Infancy: A Neurodevelopmental Account Patricia J. Bauer
8. The Interplay Between Genotypes and Family Relationships: Reframing Concepts of Development and
Prevention David Reiss
9. Of Human Bonding: Newborns Prefer Their Mothers’ Voices Anthony J. DeCasper and William P. Fifer
10. Culture and Early Infancy Among Central African Foragers and Farmers Barry S. Hewlett, Michael E. Lamb,
Donald Shannon, Birgit Leyendecker, and Axel Scholmerich
Biological Embedding of Child Abuse & Neglect (Jaffee & Christian, 2014, Social Policy Report)
http://www.srcd.org/sites/default/files/spr_28_1_final.pdf (pps. 1,3-12)
12. Specificity and Heterogeneity in Children’s Responses to Profound Institutional Privation Michael L. Rutter,
Jana M. Kreppner, and Thomas G. O’Connor
15. Becoming a Native Listener Janet F. Werker
16. Event Categorization in Infancy Renee Baillargeon and Su-Hua Wang
Putting Education in “Educational” Apps: Lessons from Science and Learning (Hirsh-Pasek, et al., 2015, PSPI 3-34)
Dr. FortnerDate
Focus of Class
F 10/9
Attachment
W 10/14
Early Emotional
Development
F 10/16
Early Cognition &
Metacognition
Midterm Exam
Due
5 Syllabus
Page 9
Readings for class
Attachment 101 for Attorneys (http://www.psychology.sunysb.edu/attachment/online/attachment101.pdf)
17. Rethinking Maternal Sensitivity: Mothers’ Comments on Infants’ Mental Processes Predict Security of
Attachment at 12 Months Elizabeth Meins, Charles Fernyhough, Emma Fradley, and Michelle Tuckey
18. Early Experience and Emotional Development: The Emergence of Wariness of Heights Joseph J. Campos,
Bennett I. Bertenthal, and Rosanne Kermoia
19. The Credible Shrinking Room: Very Young Children’s Performance with Symbolic and Non-symbolic Relations
Judy S. DeLoache, Kevin F. Miller, and Karl S. Rosengren
20. Understanding Minds and Evidence for Belief: A Study of Mofu Children in Cameroon Penelope G. Vinden
Fall Break October 19-20, 2015
W 10/21
Social - Cognition
F 10/23
Developmental
Assessment Due
W 10/28
Socialization
F 10/30
Social Media
W 11/4
Bullying & Safety
F 11/6
Culture &
Teaching
21. Transmission of Aggression Through Imitation of Aggressive Models Albert Bandura, Dorothea Ross, and
Sheila A. Ross
22. Cultural Differences in American and Mexican Mother-Child Pretend Play JoAnn M. Farver, Carollee Howes
Bring your Developmental Assessment to class - we will discuss it
1. The Adaptive Nature of Cognitive Immaturity David F. Bjorklund and Brandi L. Green
23.Gender and Group Process: A Developmental Perspective Eleanor Maccoby
24. Personal Storytelling as a Medium of Socialization in Chinese and American Families Peggy J. Miller, Angela
R. Wiley, Heidi Fung, and Chung-Hui Liang
Parents and Social Media (Duggan, Lenhart, Lampe, & Ellison, 2015; Pew Research Report 7/16/15)
http://www.pewinternet.org/2015/07/16/parents-and-social-media/
27. Electronic Bullying Among Middle School Students Robin Kowalski and Susan Limber
29. Ethnic Diversity and Perceptions of Safety in Urban Schools Jaana Juvonen, Adrienne Nishina, Sandra
Graham
28. Cultural Teaching: The Development of Teaching Skills in Maya Sibling Interactions Ashley Maynard
30. How Asian Teachers Polish Each Lesson to Perfection James Stigler and Harold Stevenson
W 11/11
Being Multilingual
Multilingual Children: Beyond Myths and Toward Best Practices (McCabe, Tamis-LeMonda, Bornstein, et al, 2013,
Social Policy Report) http://www.srcd.org/sites/default/files/documents/E-News/spr_27_4.pdf
F 11/13
Paper
Due
Underrepresented
Positive Development of Minority Children (Cabrera, 2013; Social Policy Report, pps. 3-15)
http://www.srcd.org/sites/default/files/documents/washington/spr_272_final.pdf
11/18
- 12/4
Student Presentations;
Research Paper Due W 11/13 - Prepare to support your peers (Get a head start on the next readings)
Thanksgiving Break 11/25-11/27
F 12/4
Sa12/12
Service Learning
Service Learning Report Due
Comprehensive Final; Students must take their exam at this time unless otherwise arranged with Dr. FW by 12/4.
Dr. Fortner-
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Student’s Name_________________________________________
PSYC 411 Service Learning Time Log
Your assignment will be considered late if this form is not completed in its entirety and submitted by the deadline for the service learning reflection
paper. Use more than one log form or back of form if necessary.
Date
Time In
Time Out
#Hours
Service Agency
Staff or Supervisor Signature
Service Duties:
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
Age range of individuals served? _______________________________________________
By signing, I certify that I have served all of the above listed hours.
Student’s Signature:______________________________________________
Date _Date
Time In
Time Out
#Hours
Service Agency
Date:___________________________
Staff or Supervisor Signature
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Student Name: ________________________________________
PSYC 411 Service Learning Paper
Your 2-3 page reflection paper should include three parts (What did you do? What did you learn? What do they
need?). You are welcome to use the following outline and headings to organize your paper. You will not be
penalized if your paper exceeds 3 double-spaced but please keep it below 6 pages.
Directions
Points Assigned
Points Earned
What did you do to help? (10 points)
a) How many hours did you serve?
2
b) How did you apply your knowledge or skills to
serve the agency?
4
c) Describe in detail what you did during your
service (this doesn’t have to be linked to each
4
time you served, just a summary of the service
you provided CAH during your time there).
What did you learn? (20 points)
Provide examples from your activities or observations
that are relevant to our class discussions, readings,
and/or material from other classes. The bulk of your
applications should be from PSYC 411 readings
material/ discussions. If appropriate, provide 1-2
examples of interactions with children you observed or
20
participated in. Do NOT include children’s real names.
Use pseudonyms. Just get you started, examples of
applications could include our ethics readings, examples
of cognitive advances, attachment/relationships as a
protective or risk factor, and cultural influences. You are
in no way required to use these ideas nor are you
limited to just these suggestions.
What do they need? (10 points)
a) What should you have done differently or what
can future volunteers do to build on what you
4
did?
b) What are examples of needs or donation
requests specified by CAH staff? Provide 2-3
3
examples and say how these supplies will
benefit the children or staff?
c) What did you find CAH to need outside of what
CAH has recommended folks donate? Say how
3
these supplies will benefit the children or staff.
Provide proof of sufficient service. (35 points)
Here you earn credit for serving.
The more you serve, the more points you earn. Bonus
35
credit may be awarded for exceeding expectations for
quantity or quality of service.
Your proof of service must include your name, dates,
start times, end times, and confirmation of your service
hours from someone (like Sharada Abraham).
Your paper is due in class 12/3/14. You must also submit it to Turnitin via Blackboard by 12/3/14.
Service Learning Grade:
Dr. Fortner-
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Student Name: _______________________________________
PSYC 411 Literature Review Paper w/ Oral Presentation = 100 points


Topic due 10/9
Outline & Reference List due 10/30


Paper Due 11/13
In-Class Presentations 11/18-12/4
Points
Assigned
Directions
For this paper, you will review at least 10 professional sources
40

the majority of sources should be primary sources from
journals affiliated with the major professional organizations in
the field of Child Development.

No source can have been originally published earlier than
2008
5

Majority of sources must have been published in the past 3
years.
5
You must format your paper according to APA style (6th edition).
To receive full credit for this assignment, you must submit a
preliminary outline and bibliography
You will share what you learned in writing your paper with your
classmates in an oral presentation. Each oral presentation should be
10-12 minutes and will focus on what you found most interesting in
reviewing your articles
I recommend using PowerPoint or Prezi to organize your information.
In your presentation, be sure to list and describe research
implications and practice/policy implications. (You should
include at least one slide on research implications and one slide on
practice or social policy implications.)
We will allow time for Q & A after each presentation
– Presenter provided knowledgeable responses to questions
I recommend presenters distribute a 1-2 page handout that includes
key points and the full reference list
Strengths
Areas for improvement
Research Paper Grade:
0
5
5
20
0
Research = 5
Policy = 5
5
5
Points
Earned