Argosy University, Chicago
COURSE SYLLABUS
PP7020
Child & Adolescent Development
Fall 2011
Faculty Information:
Faculty Name: David J. Van Dyke, Ph.D.
Campus: Chicago
Office phone number : (312) 777-7699
E-mail: dvandyke@argosy.edu
Office hours: by appointment
Course Catalogue Description:
This course focuses on normative development of the individual personality, from childhood
though adolescence. Theories and empirical literature relevant to the biological, cognitive,
intellectual, emotional, social, cultural, and transcultural development of the individual
personality are explored. The normative course of the individuation is the subject of the course,
with some consideration, by implication and class presentations, given to the genesis and
epigenesis of psychopathology.
Course Pre-requisites: None
Required Textbooks:
Erikson, E.H. (1950). Childhood and society. Norton & Co.
Freud, A. (1992). The Harvard lectures. International Universities Press, Inc. ISBN:
0823623106
Lerner, R.M. & Lerner, J.V. (1999). Theoretical foundations and biological bases of
development in adolescence. Garland Publishing. ISBN: 0815332904
Piaget, Jean (1959). The language and thought of the child. 3rd Edition. Routledge/Taylor &
Francis Group. ISBN: 0415267501
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat
(full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08;
Norton Antivirus.
Course Length: 15 Weeks
Contact Hours: 45
Credit Value: 3.0
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Course Objectives
Course Objective
become familiar with the central issues and
primary theoretical perspectives of child and
adolescent development.
consider how biological, cognitive, socialcultural (e.g., peers, family) and emotional
aspects of development influence
psychological functioning.
begin developing a framework for observing
and evaluating healthy and maladaptive
functioning.
establish an organizational framework to
conceptualize clinical material as it is
integrated with developmental research and
theory.
write well-organized, conceptually
integrated behavioral observations and
clinical assessments that present a clear
understanding of each adolescent’s or
child’s psychological development.
Apply knowledge about adolescent
development into clinical conceptualization
and practice.
Program Goal
Goal 5 – Scholarship
Goal 4 – Science
Goal 3 – Diversity
Method of Assessment
Assignment: Discussion
questions
Assignment: Abstracts
Assignment: Mid-term
(part 2)
Goal 5 – Scholarship
Assignment: Final)
Goal 2 – Intervention
Assignment: Final
Goal 5 - Scholarship
Assignment: Mid-term
(part 1)
Goal 2 – Intervention
Assignment: Final
Instructional Contact Hours/Credit
Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a
course. Instructional engagement activities include lectures, presentations, discussions, groupwork, and other activities that would normally occur during class time. Instructional engagement
activities may occur in a face-to-face meeting, or in the eclassroom.
In addition to instructional engagement, students can expect to complete 30 hours of outside
work for every 1 semester credit hour of a course. Outside work includes preparing for and
completing readings and assignments. Such outside work includes, but is not limited to, all
research associated with completing assignments, work with others to complete a group project,
participation in tutorials, labs, simulations and other electronic activities that are not a part of the
instructional engagement, as well as any activities related to preparation for instructional
engagement.
At least an equivalent amount of work as required in paragraph above shall be applied for other
academic activities as established by the institution, including laboratory work, internships,
practica, studio work, and other academic work leading to the award of credit hours.
Purpose:
When you complete this course you will be able to conduct a thorough child observation (with
some possible experience interviewing a child, parent and/or teacher). In addition, you will be
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able to conceptualize and integrate a broad range of theoretical and developmental considerations
to produce an informed assessment of a child with respect to his or her overall contexts,
developmental strengths, limitations, and adjustments.
Course Requirements and Expectations
Attendance: Attendance at each class is mandatory. Please inform the instructor in advance if
you must miss a class under special circumstances. Students who miss two or more classes will
lose one letter grade.
Class Participation & Discussion Questions (50 points): Students will be asked to answer
question(s) for various weekly readings. They must be turned in by the last week of the semester.
You are expected to be familiar with and knowledgeable about the readings assigned each week
– be prepared to discuss, make observations, ask questions AND connect to the previous content
covered in readings and class.
Abstracts: (50 pts.) Students will be assigned two articles to abstract (1 – 2 pages). Abstracts
will have the citation at the top of the page and include the student’s name. Abstracts will be an
overview of the major theses and points of the article. Students will have 5 minutes to present the
content of the abstracts to the class and lead a discussion about the article.
Assignments:
Papers will be due by 9:30 a.m. on the class date specified. All papers shall be in APA format
(including cover page, citations, and references). Electronic copies are preferred.
Mid-term (175 points): 1) Child Observation and 2) Rite of Passage Ritual. Sections are
observation and theoretical/developmental discussion (75 pts). DUE November 3
1. Child Observation
A. You will observe a child (between 3 and 12). It is important that you observe a child
that is not known to you, both because of ethical considerations and the impact prior
impressions may have on your ability to formulate your developmental conclusions.
Also, be sure you do not observe children who are being considered for diagnostic
referrals since you will not be providing feedback to parents or teachers about your
impressions of the behavioral observation. You will provide an observation and
behavioral description. You need to observe the children in a non-clinical setting,
such as at school, park or home. The advantage to observing children in school is that
you are able to consider their interactions with peers and their participation (or lack
thereof!) in group activities. I would recommend around an 45 – 60 minute
observation. Make sure you receive permission to observe if in a school from the
principal/teacher.
B. Provide a discussion/interpretation of the child’s development which integrates
developmental theories presented in lectures and readings from weeks 1 – 7.
Demonstrate your critical thinking of how the theories and child support each other,
are divergent and help a person understand children in a larger context (that of
developmental time). Your discussion must include an analysis of relevant contextual
factors (i.e., ethnicity, class, gender, religious belief, environment). Since we are
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focusing on Developmental Contextual model, context plays a significant role in the
overall development of each person.
2. Rites of Passage Ritual (100 pts) – Due Nov. 24
A. Using current and relevant literature, each student will develop an UNIQUE rite of
passage for adolescents. This would involve significant acts/gifts/wisdom/ceremony
that signify an event in a person's life focusing on a transition from one stage to
another. This rite will make EITHER the entrance into adolescence OR the entrance
into adulthood. This must be a unique ritual that addresses the developmental needs
of the adolescent during this transitional period. There are three sections of this paper:
review of literature, rites of passage ritual detailed, critical thinking demonstrating
how the ritual meets developmental and transitional needs of adolescent (e.g.,
reducing risk factors, increasing resiliency/protective factors, etc.)
***I have found it helpful (read mandatory) for authors and readers to have headings that guide
the reader through the paper. This provides organization and structure and helps both author and
reader to transition from one idea to another. APA style headings based on the number of
heading levels you have, etc. It is also expected that you have numerous (minimum 10+)
references supporting your writing.
Final (225 points) DUE – December 11.
Students will write a case study on a film (chosen by the professor during the course…e.g., Mi
vida loca, What’s eating gilbert grape?, Eve’s Bayou, Mermaids, Girl Interrupted). The paper is
required to have four sections: Paragraph about a presenting problem (create one, but be able to
support it), Theoretical conceptualization (which must include: biology, sexual
development/identity, cognition, emotions, self-concept, etc.), Contextual issues (family life
cycle stage, peer relationships, school, work, etc.), and an intervention section. You should
discuss how the each developmental issue (and their interactions) must be addressed in your
clinical work. The paper is to be between 15-20 pages and APA style (margins, reference,
headers, etc.). You will be expected to support all of your assertions with the use citations from
this course (and other locations). I expect a minimum of 18 citations necessary to adequately
accomplish this task.
Assignment Table:
Week Topic
Sep 8 GeneticEnvironment
Interface
Sep 15
Sep 22
Readings
Lerner: pp. 1 – 52; 172 – 200 (Petersen, Muuss,
& Baltes chapters)
Assignment
Vygotsky: Chapter 7 Infancy
Developmental
Lerner: pp. 71-82; 201 – 206; 308 – 330 (Life
Contextual Model course as developmental theory; Relatvie
plasticity; Dialectics, developmental
contextualism)
Mechanistic:
Behavioralist
Vygotsky: Chapter 8 The crisis of the first year
Lerner: pp. 53 – 60 (theories of adolescent
development)
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Sep 29
Oct 6
Mechanistic
Theories: Social
Learning
Attachment
Lerner: pp. 84 – 92 (stormy decade)
Allen, J. P., & Land, D. (1999). Attachment in
adolescence. In J. Cassidy, & P. R.
Shaver(Eds.), Handbook of Attachment (pp.
319-335). New York: The Guilford Press.
Ainsworth, M. D., & Bell, S. M. (1970, March).
Attachment, exploration, and separation:
Illustrated by the behavior of one-year-olds in a
strange situation. Child Development, 41(1), 4967.
Bowlby, J. (1988), The role of attachment in
personality development, in A secure base.
Lecture 7, (pp. 119- 136). New York: Basic
Books.
Oct 13
Organismic
Theories: Freud
Siegel, D. J. (1999), Attachement, in The
developing mind. Ch3, (pp.67-120). New York:
The Guilford Press.
Lerner: pp. 115 – 120
A Freud:
Oct 20
Oct 27
Stage theories:
Erikson
Stage theories:
Piaget
Erikson: 23-186
Erikson: 187 – 274
Piaget: 1 - 128
Piaget: 129 – 286
Piaget & Inhelder (1954) – on reserve in library
Nov 3
Stage theories:
Vygotsky
Nov 10
Biological
Changes
Development of
the Self
Nov 17
Fischer (1980) – on reserve in library
Vygotsky: Chapter 9 Early Childhood; Chapter
10 The crisis at age ; Chapter 11 The crisis at
age 7
Lerner: p. 207 – 280; 93 – 114
Mid-Term
PART 1 Due
Plummer (1995)
Lerner: pp. 61 – 70
Thomas Chp. 16 – Kohlberg’s Moral
Development; Chp. 17 – An integrated theory of
moral development
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Nov 24
Family Context
Erikson: 275 Lerner: pp. 281 - 307
Mid-Term
PART 2 Due
Silverberg & Steinberg (1990)
Lerner: pp. 331 – 336
Dec 1
Socio-Cultural
Issues
Dec 8
Interventions:
Delinquency,
School problems
& Emotional
Problems
Steinberg, Fegley, & Dornbusch (1993)
Erikson: 403 – 424
Patterson (1993)
Jessor, van den Bos, van der Ryn, Costa, &
Turbin (1995)
Dobkin, Tremblay, Masse & Vitaro (1995)
Dec 11
FINAL DUE
Grading Criteria:
Your performance in this course will be based upon the assignments described above and class
participation. Final grades will be determined as follows:
Grading requirements
Class Participation &
Discussion Questions
Abstracts
Midterm
Final
Grading scale
A
AB+
B
BC+
C
CF
10%
10%
35%
45%
100%
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 and below
Required Articles
**Allen, J. P., & Land, D. (1999). Attachment in adolescence. In J. Cassidy, & P. R.
Shaver(Eds.), Handbook of Attachment (pp. 319-335). New York: The Guilford Press.
*Ainsworth, M. D., & Bell, S. M. (1970, March). Attachment, exploration, and separation:
Illustrated by the behavior of one-year-olds in a strange situation. Child Development,
41(1), 49-67.
**Bowlby, J. (1988), The role of attachment in personality development, in A secure base.
Lecture 7, (pp. 119- 136). New York: Basic Books.
**Siegel, D. J. (1999), Attachement, in The developing mind. Ch3, (pp.67-120). New York: The
Guilford Press.
**Vygotsky, L.S. (1998). The collected works of L.S. Vygotsky. Vol. 5. Plenum Press. ISBN:
0306457075 (SELECTED READINGS)
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*In ebsco
**Chapters in books I have and will copy
Recommended Reading
Fraiburg, S. (1996). The magic years. Scribner.
Furstenberg, Elder, Cook, et al. (1998). Managing to make it.
Greenspan, S. & Thorndike-Greenspan, N. (2003). The clinical interview of the child, 3rd edition.
American Psychiatric Press.
Haley, J. (1997). Leaving home: The therapy of disturbed young people (2nd Ed.).
Brunner/Mazel.
Hughes, J. N. (1991). The clinical child interview. Guilford Publications. ISBN: 0898622409
Lerner, R.M. & Lerner, L. V. (1999). Foundations and biological bases of development in
adolescence. Garland Publishing. ISBN:0815332904
Nathanielsz, P. (2002). The Prenatal Prescription. New York: HarperCollins. ISBN: 0060957050
Thomas, R. M. (1997). Comparing theories of child development, 4th edition. Wadsworth
Publishing. ISBN:053435579X
Thompson, M. & Kindlon, D. (2000). Raising Cain: Protecting the emotional life of boys.
Ballantine Books.
Selekman, M.D. (1993). Pathways to change. Guilford Press.
Vargas & Koss-Chioino (1992). Working with culture.
Wolf, E.S. (2002). Treating the self: Elements of clinical self psychology. Guilford Press.
Abstracts
Week 2
Bronfenbrenner, U. (1986). The ecology of the family as a context for human development.
Developmental Psychology, 22, 723-742.
Bronfenbrenner, Urie; Ceci, Stephen J. (1994). Nature-Nurture Reconceptualized in
Developmental Perspective: A Bioecological Model, Psychological Review, 101 (4), pp.
568-586
Plomin, R. & Colledge, E. (2001). Genetics and Psychology: Beyond heritability. European
Psychologist, 6, 229-240.
Scarr, S. (1983). How people make their own environments: Implications for parents and policy
makers. Psychology, Public Policy, and Law, 2 (2), 204-228.
McKinney, Abrams, Terry, & Lerner (1994). Child development research and the poor children
of America: A call for a developmental contextual approach to research and outcome. Family
& Consumer Sciences Research Journal, 23, 26 – 42.
Week 3
Plomin, W. & Daniels, D. (1987). Why are children in the same family so different from one
another? Behavioral and Brain Sciences, 10, 1-16.
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Plomin, R., Reiss, D., Hetherington, E. M. & Howe, G. W. (1994). Nature and nurture: Genetic
contributions to measures of the family environment. Developmental Psychology, 30, 32-43.
Scarr, S. (1992). Developmental theories for the 1990s: Development and individual differences.
Child Development, 63, 1-19.
Week 4
Skinner, B. F. (1985) Cognitive science and behaviorism. British Journal of Psychology, 76,
291-301.
Skinner, B. F. (1987). Whatever Happened to Psychology as the Science of Behavior?..; Source:
American Psychologist. Vol. 42 (8) August 1987, pp. 780-786
Skinner, B. F. (1989). The Origins of Cognitive Thought; Source: American Psychologist. Vol.
44 (1) January 1989, pp. 13-18.
Skinner, B. F. (1990). Can psychology be a science of mind? American Psychologist, Nov90,
Vol. 45 Issue 11, p1206 - 1211.
Week 6
Bandura, A., Barbaranelli, C., & Caprara, G. V. (1996). Multifaceted impact of self-efficacy
beliefs on academic functioning.Child Development, Vol 67(3), Jun 1996. pp. 1206-1222.
Week 7
*Fonagy, P. & Moran, G.S. (1990). Studies on the Efficacy of Child Psychoanalysis. Journal of
Consulting and Clinical Psychology. Vol. 58 (6) December 1990, pp. 684-695
*Bronfenbrenner, U. (1960). Freudian theories of identification and their derivatives. Child
Development, 31, 15-40.
Mahler, M. S. (1979). Symbiosis and individuation: the psychological birth of the human infant.
Selected papers of Margaret Mahler, vol. 2. New York: Aronson.
Mahler, M.S. (1979). Mother-child interaction during separation and individuation. Selected
papers of Margaret Mahler, vol. 2. New York: Aronson.
Kernberg, O. (2001). Object relations, affects, and drives: Toward a new synthesis.
Psychoanalytic Inquiry, 21, 604-619.
Week 8 – Erikson
*Erikson, E. H. (1950). Childhood and Society. Chapter 7: Eight Ages of Man
Week 9 – Piaget and Vygotsky
Bodrova, E. & Leong, D.J. (1998). Scaffolding emergent writing in the zone of proximal
development. Literacy teaching and learning, 3, 1-18.
Vygotsky, L.S. (1930). Chpts 2, 6, 7 & 9
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Wells, G. (1999). The zone of proximal development and its implications for learning and
teaching. Dialogic inquiry: Towards a sociocultural practice and theory of education. New
York: Cambridge University Press.
*Piaget, Jean (2000) Piaget's theory. In: Lee, Kang (Ed); Childhood cognitive development: The
essential readings. Malden, MA, US: Blackwell Publishers. pp. 33-47.
*Piaget, J., Gellerier, G., & Langer, J. (1988) Extracts from Piaget's theory. In: Richardson, Ken
(Ed); Sheldon, Sue (Ed); 1988. Cognitive development to adolescence: A reader. Hillsdale,
NJ, England: Lawrence Erlbaum Associates, Inc. pp. 3-18.
*Chomsky, N. (1980). On cognitive structures and their development: A reply to Piaget, In M.
Piattelli-Palmarim (Ed.), Language and learning: The debate between Jean Piaget and Noam
Chomsky. Cambridge, Mass.: Harvard University Press.
Week 10 – Biological/Pubertal Transitions
*Buchanan, Eccles, & Becker (1992). Are adolescents the victims of raging hormones: Evidence
for activational effects of hormones on moods and behavior at adolescence. Psychological
Bulletin, 111, 62-107
*Zahn-Waxler (1996). Environment, biology, and culture: Implications for adolescent
development. Developmental Psychology, 32, 571-573.
Mead (1930). Adolescence in primative and modern society
Caspi, Lynam, Moffit & Silva (1993). Unraveling girls’ delinquency: Biological, dispositional,
and contextual contributions to adolescent misbehavior. Developmental Psychology, 29,
19-30.
*Quadrel, Fischoff, & Davis (1993). Adolescent (in)vulnerability. American Psychologist, 48,
102-116.
Caspi & Moffitt (1991). Individual differences are accentuated during periods of social change:
The sample case of girls at puberty. Journal of Personality and Social Psychology, 61,
157-168.
Ge, Conger & Elder (2001) The relation between puberty and psychological distress in
adolescent boys. Journal of Research on Adolescence, 11, 49-70.
Week 11 – The Self
Vygotsky (1999). New translation of Vygotsky’s ‘Consciousness as a problem in the psychology
of behavior.’ In Undiscovered Vygotsky: Studies on the pre-history of cultural-historical
psychology. European studies in the history of science ideals, Vol. 8, pp. 251-281.
Canals, Vigil-Colet, Chico, & Marti-Henneberg (2005). Personality changes during adolescence:
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The role of gender and pubertal development. Personality and Individual Differences, 39,
179-188.
Harter & Monsour (1992). Developmental analysis of conflict caused by opposing attributes in
the adolescent self-portrait. Developmental Psychology, 28, 251-260.
*Kinney (1993). From “nerds” to “normals”: Adolescent identity recovery within a changing
social system. Sociology of Education, 66, 21-40.
Kohlberg () moral development
*Archer (1989). Gender differences in identity development: Issues of process, domain, and
timing. Journal of Adolescence, 12, 117-138.
Waterman (1988). Identity status theory and Erikson’s theory: Communalities and differences.
Developmental Review, 8, 185-208.
Friedlander (1999). Ethnic identity development of internationally adopted children and
adolescents: Implications for family therapist. Journal of Marital and Family Therapy, 25,
43-62.
Savin-Williams (1998). The disclosure to families of same-sex attractions by lesbian, gay, and
bisexual youths. Journal of Research on Adolescence, 8, 49-68.
Mead & Strauss (1964) The Self and The Organism
Week 12 – Family Context
*Winnicott, D.W. (2003). Mirror-role of mother and family in child development. In J. RaphaelLeff (Ed.), Parent-infant psychodynamics: Wild things, mirrors and ghosts. London: Whurr
Publishers. Pp. 18-24.
Brown, Mounts, Lamborn, & Steinberg (1993). Parenting practices and peer group affiliation in
adolescence. Child Development, 64, 467-482.
Holmbeck, G.N. ( ). A model of family relational transformations during the transition to
adolescence.
Steinberg, L. (2001). We know some things: Parent-adolescent relationships in retrospect and
prospect. Journal of Research on Adolescence, 11, 1-19.
*Silverberg & Steinberg (1990). Psychological well-being of parents at mid-life: The impact of
early adolescent children. Developmental Psychology, 26, 658-666.
Bartle, Anderson & Sabatelli (1989). A model of parenting style, adolescent individuation and
adolescent self-esteem: Preliminary findings. Journal of Adolescent Research, 4, 283-298.
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Paikoff & Brooks-Gunn (1991). Do parent-child relationship change during puberty?
Psychological Bulletin, 110, 47-66.
Cooney & Mortimer (1999)
Week 13 – Socio-Cultural Context
Mounts & Steinberg (1995). An ecological analysis of peer influence on adolescent grade point
average and drug use. Developmental Psychology, 31, 915-922.
Jarvinen & Nicholls (1996)
*Whitbeck, Yoder, Hoyt, & Conger (1996)
*Capaldi, Crosby & Stoolmiller (1996). Predicting the timing of first sexual intercourse for atrisk adolescent males. Child Development, 67, 344-359.
Upchurch, Aneshensel, Sucoff, & Levy-Storms (1999). Neighborhood and family contexts of
adolescent sexual activity. Journal of Marriage and the Family, 60, 920-933.
Week 14 – Interventions
McHolland, J.D. (1985)
Gjerde & Westenberg (1998). Dysphoric adolescents as young adults: A prospective study of the
psychological sequelae of depressed mood in adolescence. Journal of Research on
Adolescence, 8, 377-402.
*Klein, M. (1971). The psycho-analytic play technique: Its history and significance. In M. Klein,
P. Heimann, et al (Eds.), New directions in psycho-analysis: The significance of infant
conflict in the pattern of adult behavior. Oxford, England: Tavistock.
Griff, M.D. (1983) Family Play Therapy
Cunningham & Henggeler (1999)
Quinn, & Van Dyke (2004)
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000
electronic books and other content covering all academic subject areas including Business &
Economics, Career & General Education, Computers, Engineering & Applied Science,
Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic
resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and
passwords are distributed during orientation, but can also be obtained at the circulation desk,
calling 312-777-7653, or by e-mail at auchilibrary@argosy.edu.
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In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Library Online Catalog. Catalog searching
is easily limited to individual campus collections. Alternatively, students can search combined
collections of all Argosy University Libraries. Students are encouraged to seek research and
reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for
academic-level research, searching periodical indexes and search engines, and evaluating and
citing information. In the tutorial, students study concepts and practice them through
interactions. At the conclusion of each module, they can test their comprehension and receive
immediate feedback. Each module takes less than 20 minutes to complete. Please view the
tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during
the learning process, Argosy University requires that the submission of all course assignments
represent the original work produced by that student. All sources must be documented through
normal scholarly references/citations and all work must be submitted using the Publication
Manual of the American Psychological Association, 5th Edition (2001). Washington DC:
American Psychological Association (APA) format. Please refer to Appendix A in the
Publication Manual of the American Psychological Association, 5th Edition for thesis and paper
format. Students are encouraged to purchase this manual (required in some courses) and become
familiar with its content as well as consult the Argosy University catalog for further information
regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential cases
of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students
with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student
with disabilities needs accommodations, the student must notify the Director of Student Services.
Procedures for documenting student disability and the development of reasonable
accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
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discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic,
and educational experiences. Both the academic and training curricula are designed to provide an
environment in which students can develop the skills and attitudes essential to working with
people from a wide range of backgrounds.
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