CHLD 354 Syllabus, p. 1
Adolescent Development
Child Development 357
Fall 2010
Instructor: Dr. Diana Coyl-Shepherd
Office: Modoc 103
Office phone: 898-4696
E-mail: dcoyl@csuchico.edu
Office Hours: Mon, Wed and Thurs 11:00 – 12:00 pm, Mon and Tues 2 – 3 pm,
and by appointment.
Use Child Development Program office, Modoc 216, for drop-off or messages if needed.
Class Meeting times: Tuesdays and Thursdays 11:00 am -12:15 pm, Modoc 120
Required Readings
1. Santrock, J.W. (2008). Adolescence (12th edition). New York: McGraw-Hill.
2. Electronic readings. Available in Vista Learning Modules.
Pre-requisites:
CHLD 250 or CHLD 252 or PSYC 355.
Course description
This course provides a broad research and theory-based overview of development during
adolescence in the following domains: physical, cognitive, emotional, social, moral, and identity
development. An ecological framework is used to examine the influence of socio-cultural
contexts, ethnicity, gender, family, peers, and school settings on adolescent experience and
development.
Course Objectives
Upon completion of this course, students will be able to:
a.
review major theories and concepts regarding adolescent development
b.
understand key developmental domains and changes relevant to adolescents
c.
understand key developmental contexts in which adolescents develop
d.
review current research-based, scholarly literature on adolescent issues
e.
critically debate and discuss current social issues pertinent to adolescence
Technical support for Vista
Contact Student Computing: 898-4357 or 800-780-4837.
Special concerns/needs
If you have a documented disability that may require reasonable accommodation, please contact
Disability Support Services (DSS) for coordination of your academic accommodations. They can
be reached at 898-5959. More information about their services can be found at
http://www.csuchico.edu/dss/index.shtml
Note: Students with special needs/concerns are invited to meet with Dr. Coyl early in the
semester to discuss possible accommodations.
CHLD 354 Syllabus, p. 2
Assignments
A. Participation: Attendance, Quizzes and Class Activities, Peer Feedback
B. Observation or Family Interview paper + Rough Draft
C. Group Presentations: Power Point and Annotated Bibliography
D. Three exams
Total Possible Percentage
Percentage of
Grade
32%
16%
18%
34%
100%
Grades will be assigned as follows
Grade
%
A
93100
A9092.9
B+
8789.9
B
8486.9
B8082.9
C+
7779.9
C
7476.9
C7072.9
D+
6769.9
D
6066.9
F
60 or
less
Updated grades will be available through Vista Gradebook during the class so that you will know
how you are doing. Your current class percentage may change with each assignment or exam.
The student with the highest score anchors the A. If you have questions or concerns about your
grades, please come see me, don’t wait until the end of the session!
The Class Schedule
will be posted on the Home Page of Vista. It contains a schedule of dates that topics that will be
covered in class, required readings, assignments and exam due dates. This schedule is subject
to change at the discretion of the professor. Updates or changes to the class schedule will be
announced if needed.
Class Structure
Course material will be housed within the Chico State Connection Portal- Vista section. Adobe
Reader can be downloaded from www.adobe.com.
Software for this Class
The University supports Microsoft Word 2007. University computers are unable to read
documents created in WordPerfect. If you are creating documents with WordPerfect, YOU MUST
save them in Rich Text Format before sending, but this is not always successful and formatting is
often not preserved- you may lose points for incorrect formatting on written assignments. Late
points will be deducted for assignments sent in file formats the instructor cannot open.
Class Policies regarding Academic Honesty
All written work is to be individually produced unless otherwise noted in the assignment.
Plagiarism is the use of the written work of others (either direct copies or close paraphrases) as
one’s own original work. If quotations and/or passages from other works are used in papers, they
must be accorded the proper citation in order to avoid any misunderstandings about plagiarism.
When there is evidence that a student has committed plagiarism, copied the work of others,
allowed others to copy their work, cheated on an exam, altered class material or scores, or has
inappropriate possession of exams, or sensitive material, the incident will be investigated by
Student Judicial Affairs. The consequences for academic dishonesty are severe.
CHLD 354 Syllabus, p. 3
Cell phones, texting and laptop classroom rules
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Turn off your cell phones or set them on silent mode when you come to class.
Text messaging will not be tolerated in class; any student found to be sending or checking
text messages during class will be invited (quite publicly) to make a choice either to cease
the texting or leave the classroom.
You are welcome to bring your laptop to class and use it to take notes, access readings
we’re discussing, or lecture overviews.
You are not welcome to use your laptop to surf the web, check email, or otherwise perform
non-class-related activities during class.
Best advice: If you aren’t using your technology to perform a task specifically related to what we
are doing in class at that very moment, put it away.
Consideration of other students and faculty
You are expected to be considerate of others at all times by being on time and seated when class
begins; remaining in your seat until class is dismissed (except in the event of an emergency); and
refraining from talking or causing distractions when others are speaking.
48-hour time limit for Feedback or To Ask Questions regarding
assignments/papers before the assignment due date.
If an assignment/paper is due on Thursday, students have until Monday of that same week to
email, ask questions or seek feedback on a draft. I will not respond to questions or requests for
feedback if they are posed with less than 48 hours before the assignment is due. Allow 24 hours
for a response by email from the instructor. If you make a request over the weekend, allow 48
hours for a response. In other words, don’t procrastinate, get a draft done early so that there is
adequate time to obtain clarification or make changes before the due date.
To receive an Incomplete
A student must have a “serious and compelling reason” to account for their inability to finish
coursework. The University requires that a student who seeks a grade of incomplete must be
passing the course at the time of the request.
PLEASE NOTE: Your enrollment in this class implies that you agree to these requirements.
Please do not ask for these requirements to change due to your personal circumstances; such
requests are unfair to your fellow students and are contrary to University policies.
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CHLD 354 Syllabus, p. 4
Assignments and evaluation criteria
This is an upper-division course; your attendance, preparation, and participation are therefore
crucial aspects of the course. The following assignments are intended to enhance your
knowledge and understanding of adolescent development and issues, to practice critical thinking,
and technical writing skills.
A. PARTICIPATION
Your Attendance
preparation, and participation are essential to your learning experience. Failing to attend without
LEGITIMATE excuse and sitting silently and unprepared in class discussions is unacceptable and
will be grounds for grade reduction. Attendance will be taken throughout the semester;
unexcused absences will count as deductions against your participation grade.
Quizzes
will be posted in the Vista Assessments for the weekend (Fri at 9 am and will close Monday by
midnight) prior to the dates specific readings will be covered in class. The quizzes will contain
questions from the required readings for that coming week. Quizzes will be open for students to
take until the first day we discuss those readings in class.
Students can go into the Vista assessments tab or in the topical learning modules under Required
Activities and look for the quiz link and take the quizzes any time prior to the closing date in which
those topics will be covered in class. There will be 10 questions per quiz. Students will have 2
chances to answer the items correctly before receiving a final score. Each quiz is worth 5
possible points. Students are encouraged to complete the readings and quizzes early, and
participate in class.
Class Activities
are discussion worksheets on pertinent topics, current readings or materials covered in class
lectures. Activities will not be announced in advance, if a student is absent or comes to class late
on the day of an activity, they will forfeit the points associated with that activity. You may use any
class materials (lecture notes, your notes, readings, etc) to complete them. In order to earn credit
for these assignments, each student must have their name on a completed activity sheet on the
day they are given in class.
Peer Feedback
The University has identified peer evaluation as a critical thinking skill that all students should
develop. Each student can earn points by providing feedback to other students on a draft of
another student’s Observation or Family Interview paper prior to its due date
A rubric will be provided for this. You will use the rubric to “score” sections of a paper or
presentation and to provide comments and suggestions. Provide specific and professional
suggestions; avoid generic comments such as “it was really good.”
Peer feedback can be helpful in improving a written assignment, however, the instructor reserves
the right to grade each assignment at her skill level, based on her knowledge and experience,
which may not correspond to that of other students.
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CHLD 354 Syllabus, p. 5
B. OBSERVATION PAPER AND DRAFT
The objective of this assignment is to provide an opportunity for students to observe adolescents
in natural settings, engaged in typical behaviors and interactions and to then write a paper that
describes observed development in key domains and within specific contexts and then write a
summary of that observation using APA Writing style. This paper will include a comparison with a
current research study.
Observation papers will all be submitted two ways:
Through the Turnitin Link for each assignment found in the Assignments Learning Module.
Through the Vista Assignments Tab entitled for each paper assignment.
Turnitin Links
You will turn in your electronic Word documents through the Turnitin link in the Assignments
Learning.
I strongly encourage students to use feedback from the reports generated by Turnitin.com to
make corrections to their papers prior to submitting final versions of their papers for grading.
The objective for using this program is to provide students with feedback regarding potential
copyright errors that may arise in the course of normal academic writing assignments.
The results of students’ final submission to Turnitin may affect individual grades for these
assignments.
Assignments Tab
Drafts and final versions of papers must be submitted through the corresponding Assignment
Tabs as an attached Word Doc BEFORE coming to class on the day that each of these
assignments are due.
Printed Observation paper drafts will be exchanged with another student so that peer feedback
can occur. If students do not bring a draft of their paper, they will not be allowed to provide
feedback for another student’s paper. They will be distributed on a Thursday and must be
returned with the completed feedback rubric the following Tuesday to class. see Class Schedule
for due dates.
Complete instructions are provided in the Assignment Learning Module of Vista.
B. PARENT-ADOLESCENT INTERVIEW AND DRAFT
As an alternative to doing the observation paper, students may choose to do an interview with a
parent and their adolescent. The objective of this assignment is to provide an opportunity for
students to interview an adolescent and one of his or her parents to better understand parenting
issues during adolescence and adolescents’ close relationships (peers, romantic, and family).
Complete instructions for these assignments can be found in the ASSIGNMENTS Learning
Module.
CHLD 354 Syllabus, p. 6
C. GROUP PRESENTATION ASSIGNMENT
The objective of this assignment is to allow students to work in small groups to prepare and
present on a current topic or issue pertinent to adolescents and adults who work with adolescents
(e.g., parents and professionals such as teachers, counselors, coaches) and to create an
annotated bibliography of the sources used for the presentation.
Preparation:
All students will select an issue and become part of group of 4-5 members. Once the groups are
formed students must arrange to meet outside of class and prepare:
1. a poster for presentation in class and
2. an annotated bibliography submitted electronically through the Assignments tab.
Complete instructions are provided in the Assignment Learning Module of Vista.
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D. EXAMS
Three paper and pencil tests will be given consisting of multiple choice, matching and short
answer items. Exams address material presented in class and in the class readings (textbooks
and other course materials). Exam dates are listed in the Class Schedule. The top three scores
will be used toward your exam grade. If you are satisfied with your exam scores from the first
three exams you do not need to take the final (which will be cumulative, created from items taken
from the 3 in-class exams).
Study guides: content specific study guides will be available prior to each exam date, a for the
final exam. These are typically posted about one week before the exam date.
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E. Extra Credit Assignment: Adolescent Movie Summary and Critique
Students wishing to earn extra credit (e.g., to make up points lost on an assignment or
exam) have the option of creating a 2-page typed, double-spaced, paper based on their
viewing of a movie that focuses adolescent experiences.
This assignment must be submitted as a Word document, in the Assignments tab.
Students may receive only partial credit if the requirements for both sections of the paper are
not thoroughly addressed.
Part 1. Movie Summary: provide a summary of the plot, description of main character(s) and
issues to be resolved or conflict/challenges that the main character faces. (1 page)
Part 2. Adolescent Issues: Using a developmental perspective (learned through lecture and class
readings), describe the influences affecting the character(s) (e.g., dealing with pubertal change,
changes in identity, emotions, moral attitudes, or in social relations with peers or adults).
Conclude this section with your critique and/or recommendations. Did you think the movie
accurately, or realistically depicted adolescent experiences? (1 page).
CHLD 354 Syllabus, p. 7
VISTA CONTENT
TOPICAL LEARNING MODULES CONTAIN:
a. Lecture overviews
b. Required Electronic readings
c. Required Activities
d. Video Clips and Weblinks
ASSIGNMENTS Learning Module:
1. APA STYLE GUIDELINES
1.1 APA General Guidelines For 357
Vista Folders on Home Content
Page
“Study Guides” folder will
contain study guides for each
exam.
2. “APA Resources” Guidelines,
Citations, Web link to
APAstyle.org
Vista Tabs (Left side of screen)
2.1
2.2
2.3
2.4
2.5
ADOLESCENT OBSERVATION
Instructions for Adolescents Observation Paper
Sample Observation Paper APA formatting
Observation Paper TURNITIN LINK
Instructor Grade Rubric for Observation Paper
Peer Feedback form for Observation Draft
PARENT-ADOLESCENT INTERVIEW
Instructions for P-A Interviews and Survey
Sample Interview Paper APA formatting
P-A Interview Paper TURNITIN LINK
Instructor Grade Rubric for P-A Interviews
Informed Consents for Parent and Adolescent
Parent-Adolescent Surveys and Interview
Questions
3.6 Peer Feedback form for P-A Interview Draft
3.1
3.2
3.3
3.4
3.4
3.5
GROUP PRESENTATION ASSIGNMENT
4.1 Instructions for Group 357 Presentations and
Annotated Bibliography & Sample Summaries
4.2 Sample Title Page for Group Annotated
Bibliography
4.3 Annotated Bibliography TURNITIN link
4.5 Instructor Grade Rubric for Group Presentations
4.5 Peer Feedback Form for Group Presentations
HINT: Vista only shows the first 10 Learning Modules. At
the bottom right corner of the screen it says Page: 1
(1-10). Click on the up/down arrow key to see more LMs.
Select “All (1-13) and click on the green arrow to the right
to see all the learning modules.
Announcements
CHECK Announcements prior
to each class period and the
end of the week for important
class information and updates.
Assessments: Weekly
quizzes will be found by clicking
on this icon.
Assignments: use this tab to
submit electronic Word
documents.
Learning Modules contain:
Lecture Overviews, Electronic
Readings, media, and
Assignments.
Mail: Send and receive mail
to professor or other students in
class.
Grades: Check for scores on
graded assignments and current
%.
CHLD 354 Syllabus, p. 8
Child Development Program Mission statement
Within the context of the broader university commitment to higher education, the Child
Development Program offers opportunities for students to engage in the purposeful acquisition
and integration of child development theory, research, and practice. Specifically, the program
centers on the Foundations of Child Development, Child Study and Assessment, Programs for
Children and Families, Professional Qualities, Critical Thinking Skills, and Developmental
Context.
Child Development Program Vision Statement
Students in the Child Development Program will gain an understanding of the development of
children and families and how to apply this knowledge in a variety of human service and
educational settings. Faculty will facilitate students’ professional development through teaching,
leadership, promoting scholarly activities, and guiding relevant practical experiences. Graduates
of the program will be knowledgeable and reflective professionals who recognize and value the
uniqueness and diversity of children and families within and across multiple ecological contexts.
Contribution to the CD Major
Portfolio: The completed, graded assignments for this class can be used for the student’s senior
portfolio. Keep your work!
For CD majors at CSU-Chico, the objectives of this course correspond to the following Learning
Priorities (SOAPS) as outlined by the Child Development Program Committee:
Course Objectives
Learning Priority
Assignments
a. Define major concepts
and growth in the 4 main
developmental domains
Critical Thinking Skills (SOAP V)
Foundations of Child Development (SOAP I)
b. Observe and write
about SA children’s
development
c. Locate research
scientific literature
Child Assessment and Study (SOAP II)
Critical Thinking Skills (SOAP V)
d. Understand ecological
contexts of SA children’s
development.
Critical Thinking Skills (SOAP V)
Developmental Contexts (SOAP VI)
e. Review research
studies
Programs for Children and Families (SOAP III)
Professional Qualities (SOAP IV)
Critical Thinking Skills (SOAP V)
Developmental Contexts (SOAP VI)
Observation paper
Exams
Quizzes
Activity Sheets
Observation paper
Group Presentation
Assignment
Observation Paper
Group Presentation
Assignment
Observation paper
Activity Sheets
Group Presentation
Assignment
Exams
Observation paper
Group Presentation
Assignment
Peer Feedback
f. Evaluate peer work
Child Assessment and Study (SOAP II)
Critical Thinking Skills (SOAP V)