HONR 219Y: MERGING THE MULTIPLE MES: DEVELOPMENTAL ORIGINS OF THE INTEGRATED ADULT SELF Spring 2015, Section 0101, Tu/Th 2 – 3:15, 3236 Benjamin Instructor: Dr. Allan Wigfield Email: awigfiel@umd.edu Phone: 301-405-2809 Office: 3304Q Benjamin Office Hours: Required Readings Book: Leary, M. R., & Tangney, J. P. (Eds.) (2012). Handbook of self and identity (2nd. ed.). New York: Guilford Press. NOTE: CALLED “IDENTITY” IN THE COURSE READING SCHEDULE. Articles: Can be downloaded from the “Readings” Folder on CANVAS or found on the library’s research port. Office Hours: Wednesdays 2 – 3 or by appointment Course Description: HONR 219Y will help students understand the development of individuals’ self-concepts and identity over the infancy, childhood, adolescent, and early adulthood periods. Four basic questions will be addressed in the course: 1. How do psychologists, sociologists, and educators define terms like self-concept, self-esteem, and identity? 2. How do self-knowledge, identity, and processes related to identity change from infancy to early adulthood? 3. What factors (environmental, relational, biological) influence the developing selfconcept and identity? 4. How have self-concept and identity been studied by researchers? Course Objectives: Students in HONR 219Y will: l. Gain knowledge and develop critical thinking skills about the development of selfknowledge 2. Connect theory and research on the self to their own self-knowledge 3. Understand how self-knowledge varies across different groups, and how culture influences this knowledge 4. Learn to critique social science research on self-concept, identity, and self-esteem 5. Refine and improve writing skills 1 Student Expectations: You will be expected to: 1. Read the syllabus thoroughly and ask any questions that arise 2. Be respectful to the instructor, fellow students, and the educational mission of the course 3. Attend all classes and arrive on time 4. Complete all assigned readings and tasks by the date specified; doing the readings is especially important because class discussions will focus on the readings 5. Reflect on your own experiences, and share appropriate life examples to highlight lectures and discussion CLASS POLICIES Academic integrity: The University of Maryland, College Park has a studentadministered Honor Code and Honor Pledge. For more information on the Code of Academic Integrity or the Student Honor Council, please visit http://www.studenthonorcouncil.umd.edu/whatis.html. This Code sets standards for academic integrity at Maryland for all undergraduate and graduate students. As a student you are responsible for upholding these standards for this course. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. The code prohibits students from cheating, fabrication, facilitating academic dishonesty, and plagiarism. I Plagiarism is defined as submitting someone else’s work as your own, submitting your own work completed for another class without permission, or failing to properly cite information other than your own (found in journals, books, online, or otherwise). Any form of academic dishonesty will not be tolerated, and any sign of academic dishonesty will be reported to the appropriate University officials. Special needs: If you have a registered disability that will require accommodation, please see the instructor so necessary arrangements can be made. If you have a disability and have not yet registered with the University, please contact Disability Support Services in the Shoemaker Building (301.314.7682, or 301.405.7683 TTD) as soon as possible. 2 Religious observances: The University of Maryland policy on religious observances states that students not be penalized in any way for participation in religious observances. Students shall be allowed, whenever possible, to make up academic assignments that are missed due to such absences. However, the must contact the instructor before the absence with a written notification of the projected absence, and arrangements will be made for make-up work or examinations. Course evaluations: As a member of our academic community, students have a number of important responsibilities. One of these responsibilities is to submit course evaluations each term though CourseEvalUM in order to help faculty and administrators improve teaching and learning at Maryland. All information submitted to CourseEvalUM is confidential. Campus will notify you when CourseEvalUM is open for you to complete your evaluations for fall semester courses. Please go directly to the website (www.courseevalum.umd.edu) to complete your evaluations. By completing all of your evaluations each semester, you will have the privilege of accessing online, at Testudo, the evaluation reports for the thousands of courses for which 70% or more students submitted their evaluations. Inclement weather: In the event of inclement weather, this course will comply with the University’s decision involving whether classes are to be held. If class is cancelled, assignments that were due on the cancelled day will be due at the next class meeting. Attendance: It is up to the individual student to attend each class. If you miss class, you are responsible for obtaining additional notes from a classmate. Power Point Slides will be posted online after each class in which such presentations are used; however, my Power Points are brief outlines of what will be discussed and it is highly unlikely that you will be able to do well in this course without consistent attendance. Much of the learning in this course will come from the class discussions of the articles. You may not make up assignments due to being absent unless you notify me prior to class, and provide written documentation within one week that your absence complies with University of Maryland policy. The university provides students with excused absences the opportunity to reschedule significant assessments, except in cases where the nature of the assessment precluded the possibility of rescheduling, OR to perform a substitute assignment without penalty. An instructor is not under obligation to offer a substitute assignment or to give a student a make-up assessment unless the failure to perform was due to an excused absence, that is, due to illness (of the student or a dependent), religious observance (where the nature of the observance prevents the student from being present during the class period), participation in university activities at the request of university authorities, or compelling circumstances beyond the student’s control. Students claiming excused absence must apply in writing and furnish documentary support for their assertion that absence resulted from one of these causes. http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1540 - Non-consecutive, medically necessitated absences from multiple class sessions: Students who throughout the semester miss multiple, non-consecutive class sessions due to medical problems must provide written documentation from a health care professional that their attendance on those days was prohibited for medical reasons. - Non-medical excused absences: According to University policy, non-medical excused 3 absences for missed assignments or assessments may include illness of a dependent, religious observance, involvement in University activities at the request of University officials, or circumstances that are beyond the control of the student. Students asking for excused absence for any of those reasons must also supply appropriate written documentation of the cause and make every attempt to inform the instructor prior to the date of the missed class. The full policy on excused class absences for student illness can be found at http://www.president.umd.edu/policies/v100g.html. Please review. Make Up Assignments In accordance with the detailed policies below, you may NOT make up written assignments or turn in assignments for which you are absent unless you notify the instructor PRIOR to class, AND 1. Within one week provide written documentation that your absence complies with the University of Maryland policy. In extremely exceptional circumstances, the prior notification requirement may be waved. 2.All make-up activities must be completed as soon as possible. Assignment Formats: Written work should follow standard American Psychological Association (APA) 6th edition formatting (12 pt. font; Times New Roman; 1-inch margins). Feel free to print double-sided. Citations should also follow APA formatting. See UMCP’s library webpage (under Research Tools) for more information about APA citations. There also is a tutorial on APA style and citations on the APA website. Late Assignments: All written assignments on the assigned date; you will submit your assignments electronically through the ELMS system. E-mailed assignments directly to me will not be accepted unless prior arrangements have been made. Late assignments are marked down five points for each weekday they are missing. In the case of an approved absence, please make arrangements with me to turn in your work. Final Grades: Final grades will be calculated based on the total number of points earned for the assignments described in “course assessment.” Letter grades will be assigned according to the percentage of points earned, outlined in the chart on the following page. Unless a calculation error has been made on my part, final grades will not be changed. There are no exceptions to this policy. 4 COURSE REQUIREMENTS 1) Article questions (30 points). You will submit a question about one of the readings for each class; these should be sent to the ENTIRE CLASS via the Discussions section of Elms by noon on Monday for Tuesday readings and noon on Wednesday for Thursday readings. 2) Reading Reaction papers (170 points). You will write two 4-6-page reaction papers to readings on the syllabus that you find particularly interesting. One paper must be submitted by March 13 and can include your reactions to any class reading assigned before that date. The second paper must be submitted by May 6 and can include your reactions to a class reading assignment between March 13 and May 6. Papers must be double spaced with 1-inch margins and Times New Roman 12 Font. Each paper is worth 85 points. The papers should include the following sections: a. Summary of the readings that shows your understanding of the central concepts in the article (1-2 pages); 25 points. b. A response to one central idea in the reading that relates to either an experience in your life, a current political, social, or educational issue; or contrasts the article’s findings with evidence that some groups may not experience the issue or process as described in the reading (2-3 pages), 40 points c. An analytic or investigative thought question that extends your discussion of the reading to a next step in the inquiry into the selfconcept issue you are discussing (one page, 20 points) d. Correct grammar, punctuation, syntax, and use of APA style (15 points). 3) Article analyses (75 points). You will summarize three empirical articles by describing the research questions addressed, the methods of the study, and so on. More detailed description of this assignment will be handed out in class. The third assignment will involve analyzing one article and tying it to aspects of your own self and identity development. Each of these article analyses will be worth 25 points. 4) Presentation (50 points). You and a classmate (or two other classmates) will make a presentation about one of the topics in class that was of interest to you. You will need to discuss two NEW articles that you find about the topic in your presentation; the presentations will be done on the last two days of class. More details about the presentations will be given in class. 5) In class assignments (50 points). There will be 5 unannounced in classassignments throughout the semester. Each is worth ten points. These assignments can be made up only if you have an excused absence from the class on the days they occur. 5 6) Participation (25 points). A successful honors seminar requires full participation by all students and the instructor. We will discuss what participation means for this seminar. Based on that discussion you will rate your participation on a biweekly basis, and these evaluations along with the instructor’s evaluation will determine your participation grade. Course Grades Article questions 30 points Two reaction papers 170 points Three article analyses 75 points Presentation 50 points In-class Assignments 50 points Participation 25 points TOTAL POINTS 400 points Final grades will be assigned as follows: > 98% 92%-97.9% 90-92% 88-89.9% 82-87.9% 80-81.9% 79-79.9% 72-78.9% 70-71.9% A+ A AB+ B BC+ C C- 68-69.9% 62-67.9% 60-61.9% < 60% 6 D+ D DE Course Schedule TOPIC READING 1/27 Course Introduction Identity Chapter 1 1/29 Defining the self Harter (1998, pp. 553-557); Identity, Chapter 4; Identity, Chapter 31 pp. 680-682 2/3 Defining the self: Possible selves Oyserman & Fryberg (2006) 2/5 Self in infancy Harter (1998, pp. 557-562) Erikson (pp. 247-51) Keller et al. (2004) 2/10 Self in toddlerhood Harter (1998, pp. 562-565); Identity, Chapter 31 p. 682-686; Erikson (pp. 251-258); Lewis et al. (2004) 2/12 Self in middle childhood Erickson (pp. 258-261) Identity, Chapter 31, pp. 686-693, Jacobs et Al. (2002) 2/17 Adolescence Identity, Chapter 31, pp. 693-710 Erickson (pp. 261-266; 269-274), Marcia (1966) Marcia (1970) 2/19 Adolescence ARTICLE ANALYSIS 1 DUE Laible et al. (2004) Bergh (2005) 2/24 Adolescence Trzesniewski et al. (2006) Dumas et al. (2009) 2/26 Self-esteem Harter (1990) 3/3 Self-esteem and narcissism Hirschi (2015) Trzesniewski et al. (2008) Twenge (2008) 3/5 Self-Efficacy Identity Chapter 10 3/10 Self-Efficacy Usher (2009) 3/12 Gender and self Good (2011) Berger (2013) 7 LAST DAY TO SUBMIT REACTION PAPER 1 3/17, 3/19 SPRING BREAK 3/24 Gender and self Garrod et al. (1) (2012) 3/26 Ethnic identity Quintana (2007) Phinney (1997) 3/31 Ethnic identity Umana-Taylor (2009) French (2006) 4/2 Culture and self ARTICLE ANALYSIS 2 DUE Identity Chapter 27 4/7 Culture and self Garrod et al. (2) (2012) 4/9 Unconscious self Identity Chapter 8 4/14 Spirituality and the self Poll (2003) Kiesling (2006) 4/16 NO CLASS, AERA MEETING 4/21 Self, social identity, and relationships Identity Chapter 23 4/23 Self and relationships ARTICLE ANALYSIS 3 DUE McLean (2003) 4/28 Self Concept and depression Martin (1999) Alfeld-Lilo et al. (1998) Dishman et al. (2006) 4/30 Neuroscience perspective on the self Identity Chapter 29 5/5 Social media, technology and the self Matsuba (2006) Deatherage (2014) Valkenberg (2011) LAST DAY TO SUBMIT REACTION PAPER 2 5/7 PRESENTATIONS 5/12 PRESENTATIONS 8