University of Wisconsin-Whitewater
Curriculum Proposal Form #4A
Change in an Existing Course
Type of Action (check all that apply)
Course Revision (include course description & former and new syllabus)
Contact Hour Change and or Credit Change
Diversity Option
General Education Option
area: GI *
Grade Basis
Repeatability Change
Other:
* Note:
For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General
Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Effective Term: 2137 (Fall 2013)
Current Course Number (subject area and 3-digit course number): EdFound 478
Current Course Title:
Adolescent Development
Sponsor(s):
Jennifer Petersen
Department(s):
Educational Foundations
College(s):
Education
List all programs that are affected by this change:
None
If programs are listed above, will this change affect the Catalog and Advising Reports for those
programs? If so, have Form 2's been submitted for each of those programs?
(Form 2 is necessary to provide updates to the Catalog and Advising Reports)
NA
Yes
Proposal Information:
I.
They will be submitted in the future
(Procedures for form #4A)
Detailed explanation of changes (use FROM/TO format)
FROM: Not a GI option
TO: GI option
II.
Justification for action
1
In Adolescent Development students become familiar with theories, themes, and
concepts of development from puberty through emerging adulthood. This course meets a
variety of the goals of the general education program. This course teaches knowledge
that is (or should be) common to all educated persons, such as basic psychological
principles of how human learn and grow. The fundamentals of brain development,
nutrition, maturation of intellectual thought, and development of social skills and
identity are key concepts that all students should learn. This knowledge is applicable to a
variety of disciplines including psychology, philosophy, education, and anyone
interested in working with teens or becoming a parent.
Throughout this course students are asked to think critically about theories of
development and how they apply to adolescent maturation and integration of physical,
social and cognitive development. Critical analysis is stressed as students engage in
classroom debates and discussion of complex material. Written assignment in this course
require integration and synthesis of knowledge and critical thought to apply core
concepts of developmental theories to observations of every-day life. Written
communication skills are improved by a process-writing approach to these assignments
that requires students to produce multiple drafts that have been edited for clarity and
concision.
In regard to the goal of encouraging students to make sound and ethical value
judgements, this course teaches explicitly the theories of moral development and
advanced methods of analyzing universal ethnical principles. In addition to this explicit
approach to teaching morality, students are also taught about ethical values such as
volunteering, values of identity, and values of gender and ethnicity. Students also learn
about the positive youth development approach to development which views all youth as
innately “good” and dissects the social forces that may lead teens to make good or bad
choices. Students are encourages to engage in a service-learning opportunity by
volunteering at a school or community organization for teens and applying their
knowledge from the course to their learning experience. Volunteer opportunities such as
this are defined as a high impact learning practice by LEAP.
A fundamental component of adolescent development is the development of gender and
sexuality. Students are encourages to appreciate both sexual and gender diversity as they
learn about gender differences and similarities and gender and sexual orientation as a
vital piece of identity development.
Finally, this course teaches principles for continual mental and physical well-being such
as an understanding of the development of the self and identity, and cognitive growth.
The majority of students who enroll in this course consider themselves to be adolescents
or emerging adults. This course typically leads students on a journey of self-discovery as
they learn that common experiences among their peers such as questioning authority, a
quest for identity and intimacy, and more complex, abstract thought are typical during
this developmental period and are indicators of maturing emotional and cognitive
thought.
III.
Syllabus/outline (if course revision, include former syllabus and new syllabus)
2
Educational Foundations 478/678: Adolescent Development
Winther Hall
Instructor: Dr. Jenni Petersen
Email: petersej@uww.edu
Office: WH 6043
Office Hours: T 9-10, W 3-4 or by
appointment
Course Objectives:
During this course students will become familiar with theories, themes, and concepts of
adolescent development. In addition to learning the fundamental of physical, social and cognitive
developmental change, students will explore development through the lens of a scientist by
evaluating empirical research. Adolescent development is also a practical field with implication
for teaching, parenting, and any interaction with teens. Students will learn how to apply their
knowledge of developmental psychology as a science to these practical implications. I encourage
students to think critically about the topics covered in this course and identify ways to apply their
knowledge of adolescent development to their everyday lives.
Each student has strengths and weaknesses in different evaluation formats. I strive to provide
multiple formats for students to demonstrate their knowledge in a way that highlights their
strengths. Assignments in this course will not only allow students to demonstrate proficiency of
knowledge, but also encourages cooperation among their classmates, critical thinking skills, and
the application of scientific principles to everyday life.
This course will primarily address Wisconsin Teaching Standards: (2) teachers know how
children grow and (3) teachers understand that children learn differently
Required Text:
Cobb, N. J. (2010). Adolescence: Continuity, change, and diversity. 7th edition. Sinauer.
Additional required readings will be available on Desire 2 Learn.
Assignments
Exams:
Exams will be primarily multiple choice with a few short essay questions. They will cover
material that was presented in class, in the textbook, and in the additional readings from each
unit. The first two exams will be “slightly” cumulative, that is, they will build upon theories and
concepts that have learned in prior units, but will not include specific details from prior units.
Textbook Reading Reactions (RR)
Reading reactions will test your understanding of the readings before we discuss the topic in
class. During five unidentified times during the semester I will bring 5 x7 notecards to class.
Before we begin class I will ask you to fill the notecard with information from the readings that
3
week that you found interesting. You may use notes that you took while you did the readings to
help you with your writing, but you may not use the textbook.
Service Learning or Research Project
Although we will learn a lot of adolescence during this course, there is nothing like learning in a
real-life setting and having experience with teens. As part of this course you will be required to
volunteer with teenagers in the community for a minimum of 10 hours. There are a variety of
volunteer opportunities in Whitewater or wherever you primarily live. I’d be happy to help you
find a location to volunteer if you are having a hard time. Once you have completed 10 hours or
volunteering and have your supervisor sign off on your hours you will complete a 3-5 page paper
integrating your experience to theories and concepts learned in class.
Research Project: As an alternative to the service learning experience you may write a 8-12 page
paper in which you create a community program for teenagers. Describe how this program
would benefit teens using research and evidence to support your ideas. Imagine that you are
writing a grant to start this new program. In order to get this grant you must provide evidence to
support your program. Please include at least 6 references other than your textbook to provide
evidence that this program will work.
Observation Study
Students will select a teenager from a media source such as a TV show, a movie, or a book. After
careful observation of this character students will write a 4-5 page paper analyzing the
character’s observed behavior and connecting it to information from this course. More
information about this project will be provided later in the semester
Grading
Evaluation
Purpose
How Often
Points
Exam
To demonstrate proficiency of
course material
To demonstrate the application
of concepts through creative
learning
To increase participation by
encouraging students to be
prepared for class
To apply your knowledge of
adolescent development.
After each
unit
Once
3 x 100
Obervation
Study
Reading
Reactions
(TS)
Paper
Total
Points
300
Five
5 pts – plan
105
100 pts paper
10 points each 50
One
100pts
100
Total Points
555
4
A
AB+
B
BC+
92.6-100%
89.6-92.5%
86.6-89.5%
82.6-86.5%
79.6-82.5%
76.6-79.5%
C
CD+
D
DF
72.6-76.5%
69.6-72.5%
66.6-69.5%
62.6-66.5%
59.6-62.5%
<59.6%
Attendance
Our class time is much too valuable to spend time taking attendance each day. However, it is to
each students benefit to attend every lecture and be prepared to discuss the assigned readings for
that day. Some of the material covered in lecture will not be available in the readings, but
students will be responsible for that material on the exams. Therefore students who attend lecture
will receive a higher grade in the course than students who do not.
Academic Dishonesty
Academic dishonesty will not be tolerated. This includes, but is not limited to, cheating on an
exam and plagiarism. Breaches of academic dishonesty will result in a failing grade and will be
taken up with the university committee charged with prosecuting academic dishonesty.
Special Testing Conditions
Accommodations will be made for students with physical or learning disabilities who require
help in the course. Students who require special testing conditions should provide me with this
information during the first two weeks of class.
Other Responsibilities
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and nondiscriminatory learning environment. It is the responsibility of all undergraduate and graduate
students to familiarize themselves with University policies regarding Special Accommodations,
Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for
University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and
Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies
and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic
Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary
Procedures") (UWS Chapter 17).
Date
Week1
Week 2
Topic
Defining Adolescence
Theories
Readings
Chapter 1
Chapter 2
Week 3
Week 4
Week 5
Week 6
Physical Changes
Cognitive Changes
Self, Identity, Intimacy
Exam 1
Chapter 3
Chapter 4
Chapter 5
Week 7
Family
Chapter 6
5
Assignments
Volunteer hrs due
Week 8
Week 9
Week 10
Friends
Schools
Leisure, Work, College
Chapter 7
Chapter 8
Chapter 9
Week 11
Week 12
Week 13
Week 14
FinalExam
Exam 2
Sexuality
Values and Problems
Positive Development
Chapter 10
Chapter 11-12
Chapter 13
6
Vol/Res draft
Vol/Res
paper due
Obs draft due
Obs paper due