Adolescence &
Emerging Adulthood
Iowa
University
HDCollege
FSofState
634
XW
Human Sciences
Department of Human Development and Family Studies
Spring 2014
Professor: Dr. Brenda Lohman
E-mail: Please use the BlackBoard email
for all communication regarding this course.
Office: 4389 Palmer Suite 2356
Telephone: 515-294-6230
ELCOME TO THIS ONLINE SEMINAR:
I want to personally welcome each of you to this online seminar. Adolescence and emerging adulthood are
my main interest areas. I am the Director of Graduate Education and an Associate Professor of Human
Development & Family Studies at Iowa State University. My research interests focus on the successful
academic, physical, psychosocial and sexual adjustment of adolescents especially those from economically
disadvantaged families of color. My research program intersects human development and family studies
research with public policies that may promote or constrain individual and family well-being. I am excited to
share my knowledge and experiences, as well as learn from your knowledge and experiences with
adolescents. I am delighted to be teaching this online doctoral seminar and am looking forward to a
thoroughly enjoyable semester. Dr. Lohman
When there is a good fit between skill and challenge, chances are that you are not only enjoying the
moment, but you are stretching your capabilities, learning, and growing!
(Csikszentmihalyi, 1982)
EQUIRED TEXT AND/OR ARTICLES:
Lerner, M. R. & Steinberg, L. (Eds.) (2009). Handbook of adolescent psychology. Volume 1:
Individual bases of adolescent development (3rd Ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Lerner, M. R. & Steinberg, L. (Eds.) (2009). Handbook of adolescent psychology. Volume 2:
Contextual influence on adolescent development (3rd Ed.). Hoboken, NJ: John Wiley & Sons, Inc.
The two volume set may be purchased directly from the publisher or can be found
online at discounted rates. It is also available electronically through the Iowa State University
Library for free.
Optional Supplement: APA (2009), Publication manual of the American Psychological
Association. (6th Ed.). Washington, DC: APA.
HDFS 634 XW Tentative Course Syllabi Spring 2014
1
OURSE RATIONALE:
Who is a child? Who is an adolescent? Who is an adult? How should we approach the study of adolescence
and emerging adulthood? How has the study of these periods changed over the past several decades?
The answers to the above questions are far from clear. As children grow and interact with their environment,
the processes underlying their development become increasing complex. Adolescence is a fascinating time of
life from a developmental perspective because of the many physical, social, and psychological changes that
occur. Popular wisdom considers adolescence to be a time of turmoil and crisis, but is that really an accurate
description? Research would tell us no. By emerging adulthood, the biological, cognitive, social, and cultural
influences on an adolescent have become so intertwined that untangling their separate influences becomes
very difficult-especially because few of these processes are amenable to experimental manipulation. Further,
the complexity of these processes produces much greater variability in adolescent development than there is
in development during infancy and childhood. So how will we try and understand this fascinating period of
development?
The purpose of this online doctoral seminar is to acquaint students with the strengths and weaknesses of
current research on “adolescence and emerging adulthood and to develop the skills needed to contribute to
analyzing and understanding adolescents growing up in America today. The readings for this online seminar
provide an overview of adolescence into emerging adulthood. The goal of this online course is to provide the
student a theoretical and practical understanding of the economic, biological, social, and psychological
factors that influence the developing adolescent. This online seminar will offer a multidisciplinary overview
of contemporary adolescent developmental research and theory, with an emphasis on major theoretical,
conceptual and research issues facing scholars studying adolescents today. We will investigate issues of
adolescent development within a bioecological framework and a developmental contextual lifecourse
framework putting strong emphasis on the contributions of peers, families, and school systems, and the
environments in which they operate. We will examine biological changes such as puberty and brain
development, cognitive and moral development, changes in parent and peer relationships, sexuality, gender,
cultural context, and ethnicity. Problems of adolescence, such as drug use, eating disorders, suicide,
violence, and teen pregnancy will be covered, but once again the majority of this online seminar will
emphasize positive youth development.
This course has five primary goals, to have students: (1) learn the factual information that is the basis of our
scientific understanding of adolescence and emerging adulthood; (2) address the primary biopsychosocial
literature as it relates to these periods; (3) gain a better understanding of the importance of theory in
influencing empirical research; (4) learn to recognize the implications of theory for research; and (5) gain a
better grasp of the variability of experiences in the United States and beyond, when possible.
Because the range of relevant issues is far too vast to be covered completely in a single semester, we will not
be able to read deeply on any one subject but will read representative work on a broad range of topics. In the
process of writing a research proposal, you will have the opportunity to read more deeply on a substantive
area of interest. In addition, it is assumed that you have some basic knowledge concerning these periods of
development. If not, you might find it helpful to obtain an introductory development textbook.
HDFS 634XW Tentative Course Syllabi Spring 2014
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N GENERAL:
Written work will be due each week. This online seminar will primarily consist of focused discussion seeking
to answer compelling questions regarding developmental research, based closely on the readings. Much of the
reading for this course is sophisticated and challenging to understand. Questions raised in empirical studies of
adolescence and emerging adulthood do not, for the most part, have neat and tidy answers. One of the main
aims of this seminar is to come together as a group to figure out what is really being said and how to evaluate
it. The key to the success of this seminar lies in each individual’s level of class preparation and participation.
Therefore online participation and discussion is an important obligation for all of us and will be a large basis
for the final grade.
ENSITIVE NATURE OF COURSE CONTENT & ONLINE ETIQUETTE:
Iowa State University is committed to social justice. Our University does not discriminate on the basis of
“race, ethnicity, sex, pregnancy, color, religion, national origin, physical or mental disability, ag e (40
and over), marital status, sexual orientation, gender identity, status as a U.S Veteran (disabled, Vietnam,
or other), or other protected class.” The Professor concurs with these commitments and expects to foster
a nurturing learning environment base d on upon open communication, mutual respect, and
nondiscrimination.
Due to the inherent nature of this course, much of the material covered may be related to experiences you
have directly experienced in your life or indirectly experienced through family and friends. Although this
is a seminar format, the Professor has worked to provide you with opportunities to individually process
information and to ask questions. The Professor believes that effective education
is a two–way exchange. Therefore, she encourages you to become an active participant in this course
and hopes that you will gain knowledge that will enhance your decision –making throughout your life.
During discussion, the Professor invites students to compare and contrast personal experiences with
course content. However, you will never be required to share personal information that you are not
comfortable revealing to the Professor or to your classmates. Since the Professor expects diversity in
beliefs and values related to individual and family issues and due to the potential sensitive nature of
course content, it is imperative that everyone respect each other’s opinions and experiences, especially
those that may differ from your own. Behavior disrespectful of fellow class mates or disruptive of the
classroom environment will not be tolerated. The Professor reserves the right to censor anything that
she deems unacceptable in an academic setting. In addition, any student who engages in continual
distracting and/or disruptive behavior may be removed from the course.
HDFS 634XW Tentative Course Syllabi Spring 2014
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CADEMIC INTEGRITY & MISCONDUCT:
The academic development of students and the overall integrity of the institution are primary
responsibilities of ISU. Academic dishonesty is condemned at all levels of life, indicating an inability to
meet and face issues and creating an atmosphere of mistrust, disrespect, and insecurity. In addition, it is
essential in an academic community that grades accurately reflect the attainment of the individual student.
Faculty, students, and administrators have shared responsibilities in maintaining the academic integrity
essential for the University to accomplish its mission. Students are expected to conform to the
University’s standards of academic integrity.
Cheating or plagiarism will not be tolerated. Academic dishonesty in this class includes but is not limited
to, helping another student or receiving help yourself on an assignment or examination; copying another
student’s work; providing another student with your own work; and directly or indirectly citing a research
paper without appropriately referencing it (i.e., plagiarism). Iowa State University’s academic misconduct
guidelines will be upheld during this seminar. These guidelines require that each Professor report to the
Committee on Academic Misconduct all instances of what the Professor believes to be academic
misconduct. Details regarding what constitutes academic misconduct can be found in the ISU Graduate
College Handbook, Chapter 9: Rights and Responsibilities. Should academic dishonesty occur, the course
instructor will take action as outlined by the university procedural system. Please note that any incidence
of plagiarism or other academic misconduct will result in an automatic failing grade in this course.
ISABILITY ACCOMODATIONS:
Any student in this course who has a disability that may prevent him or her from fully demonstrating his or
her other abilities should contact the Professor personally as soon as possible to discuss accommodations
necessary to ensure full participation and facilitate your educational opportunities. Those seeking
accommodations based on disabilities should obtain a Student Academic Accommodation Request (SAAR)
from the Disability Resources (DR) office (515 –294–7720). DR is located in Room 1076 of the Student
Services Building and the DR office email is disabilityresources@iastate.edu.
ELIGIOUS ACCOMMODATIONS:
If you need academic accommodations by virtue of your religion (e.g. missing a deadline, rescheduling a
project), please contact me as soon as possible to discuss your needs.
E
VALUATIONS:
The Professor will request your evaluations every few weeks in the class and at the last lecture.
She also welcomes unsolicited observations at any time.
HDFS 634XW Tentative Course Syllabi Spring 2014
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C
LASS POLICIES & LOGISTICS:
Course Materials. Students are responsible for ALL material and assignments presented online, as well as in
the course readings. Overviews and discussion questions may supplement, highlight, or bring something
entirely different from what is in the text.
Contacting the Professor. Please feel free to contact the Professor via e-mail, if you have any questions or
suggestions throughout the semester. Please do not feel that you have to have a “problem” to contact me.
The Professor will attempt to answer all e-mail no later than 3 working days after receiving your question.
Although this is an online learning environment, the Professor wants to be available to you. Therefore, she
encourages you to contact her with questions or concerns or to schedule an individual appointment, if
needed. The best way to contact the Professor is via the Blackboard course email system. If the Professor
will be unavailable for an extended period, she will notify the class by posting an announcement on
Blackboard or by sending an email.
Course Pace. HDFS 634XW is a 3-credit hour course. Typically during a 16-week semester, it is
expected that at a minimum each student will complete 9 hours of work related to this course ea ch week.
The Professor has developed the syllabi in a similar manner to how she would teach an in-person
graduate seminar. I will not lecture but help guide discussions that occur online. Thus, this online course
is set up in a manner that allows for some flexibility in the completion of work while also providing
structure to ensure completion of all course requirements. Students will complete a topical module
weekly. You should plan to log into Blackboard at least three to four times per week. It is important that
students schedule time during the week for each topical module to complete all the assignments.
However, the Professor recognizes that each student’s life and study habits are unique. Thus, the
Professor allows students to complete each of the modules on a semi-structured format. However, if you
are a procrastinator, please allow ample time to answer your assignments. Do note that I doubt you will
be able to log on to Blackboard on the day an assignment is due and complete all of your work.
Due Dates. All work assigned must be completed on time. No late assignments will be accepted. Notification
of missing the deadline must occur prior to the assigned deadline time. In the event of a documented
emergency, assignments may be accepted with proper documentation. Legitimacy of the excuse will be
determined by the Professor and arrangements for a make-up will be made subsequently.
Incompletes. I can give extra time to students who have unexpected circumstances that prevent them from
finishing the seminar on time. This extension will only occur in rare instances, thus please avoid
incompletes. If unusual circumstances arise it is your responsibility to contact the Professor to make
alternative arrangements by the end of the semester. Incomplete assignments have to be completed within
one year or the course grade will be assigned according to the number of points accumulated to date. Please
remember that students who take incompletes tend to not do as well for two reasons: 1) it is harder to
remember the readings and discussion after the passage of time; and 2) new demands on your time.
HDFS 634XW Tentative Course Syllabi Spring 2014
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Preparing and Saving Work. Save all of your work in several locations, such as a personal computer and a
flash drive as technological issues may arise! It is “good practice” to prepare your answers to each of the
activities below in a word processing document. Please use formal written English in all communications in
this online course that includes emails to the Professor, course discussion activities, and the research
proposals. Do not use abbreviations or short-cuts typically used in text messaging or in other online chat
boards.
After preparing your answers you may cut (crtl + c) and paste (crtl + v), your answer into the appropriate
space in BlackBoard. Not only does this allow you to save a copy of your work, it also allows you to more
carefully check your grammar and spelling; both of which will be accounted for in the grading of
assignments in this course. Please remember to allow ample time to post and upload your assignments as
well as for unforeseen computer issues.
OURSE REQUIREMENTS:
Described in greater detail on the following pages, the five requirements for this online seminar are to:
(1)
be involved in the general online course discussions;
(2)
be a Chapter Leader (Once By Self or Twice with Partner Depending on Course
Enrollment ) - prepare a chapter summary and presentation, post 2 discussion questions,
facilitate class discussion for your chapter, and respond to three student’s posts;
(3)
write a Weekly Comprehensive Synopsis - write and submit a comprehensive synopsis to one
discussion question per chapter each week (except for the week for which you are a Chapter
Leader);
(4)
write Weekly Comprehensive Discussion Responses – respond to two discussion posts per week
(except for the weeks for which you are Chapter Leader); and
(5)
write a Research Proposal.
1. General Involvement in the Course
Learning Objective: To become an integral participant in our learning community and to be able to
concisely and coherently discuss and debate the topic at hand.
ALL students are responsible for logging on to class, completing ALL of the readings before class, and
providing meaningful comments and questions/answers beyond those required in the class assignments.
Online class time will be used to analyze the quality and meaning of each reading in terms of its
underlying rationale, theoretical perspective, and substantive contribution to the literature. Class
preparation includes reading the material before class with a critical eye and participating in class
discussions. The format of the class will be informed discussion. Therefore, a high value will be placed
on active participation in discussions focused on the readings. Be prepared to discuss your views, raise
questions, and evaluate the research presented through written responses on the Discussion Board.
Personal anecdotes are wonderful for illustrative purposes, but they do not take the place of a wellconstructed argument.
A percentage of your final grade will be earned by overall participation points for
general involvement in the course.
HDFS 634XW Tentative Course Syllabi Spring 2014
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2. Chapter Leader – Summary, Creation of Discussion Questions, and Leading Class
Discussion
Learning Objective: The purpose of these activities transcends above and beyond the basic concept of
learning current research trends and topics in adolescent development, and is meant to help develop
your teaching, management, and moderation skills.
A. Chapter Summary.
Each week, students will serve as discussion leaders for their assigned chapter. As discussion leader,
the task is to provide a summary of the chapter highlighting key themes or issues, to lead the class in
critiquing these themes and issues, and to raise questions for class discussion. Please create these
summaries in a Power Point presentation. If you have the ability to voice record your lecture over the
Power Point that is encouraged. You are welcome to draw on your past experiences, courses, and
outside readings, resources, or videos.
Chapter Leaders should submit their chapter presentation electronically to BlackBoard no later than 9
a.m. on Monday of the week it is assigned (earlier if possible!).
B. Posting Discussion Questions.
To help facilitate online discussion each week, the Chapter Leader will be required to post 2 discussion
questions based on his/her assigned chapters for that class period. In addition to expanding upon the
specific content of a chapter, discussion questions should be designed to help us evaluate the
strengths and weaknesses of the chapter and elucidate the overall message of the weekly topical
module as a whole. Thus, discussion questions that crosscut the readings for the week are encouraged
as they show integration of the materials and higher -order cognitive processing. Questions that are
applied or policy-relevant are also encouraged.
Chapter Leaders should submit their discussion questions electronically to BlackBoard no later than 9
a.m. on Monday of the week it is assigned (earlier if possible!).
C. Moderating the Discussion.
Chapter Leaders do not post a response to discussion questions during the week for which they are the
Chapter Leader. Instead, Chapter Leaders should respond to three of the student’s responses with at
least a paragraph response. In addition, Chapter Leaders should moderate the discussion
throughout the week and make sure the discussion stays on track.
Chapter Leaders should submit their responses to the three student responses (approximately one
paragraph) electronically to BlackBoard but no later than 9 a.m. on Saturday of the week it is assigned
(earlier if possible!). In addition, Chapter Leaders should moderate the discussion throughout the week
with short posts and questions throughout the week to keep the conversation going.
HDFS 634XW Tentative Course Syllabi Spring 2014
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3. Weekly Comprehensive Discussion Post
Learning Objective: The purpose of these writing assignments is to increase your comprehension of
course materials as well as to facilitate your writing skills and your ability to translate research findings
into an appropriate synopsis.
ALL students are responsible for logging on to BlackBoard, completing ALL of the readings for the
week, and providing meaningful comments and questions/answers to the discussion boards. The format
of the class will be informed discussion. Discussion Boards will be used to analyze the quality and
meaning of each reading in terms of its underlying rationale, theoretical perspective, methodology, and
substantive contribution to the literature. Class preparation includes reading the material with a critical
eye and participating in class discussions. A high value will be placed on active participation in
discussions focused on the readings. Be prepared to discuss your views, raise questions, and evaluate the
research presented.
Personal anecdotes are wonderful for illustrative purposes, but they do not take the place of a wellconstructed and supported response. Thus, you are encouraged to share your personal feelings and
opinions on the question posed, but MUST support your answer with relevant course content. It is
important to remember to cite material via the use of vocabulary terms, concepts, and the research findings
presented in the text when answering these questions. APA citations with page numbers should be
included in the summary (e.g., Author Last Name, Year). Do not use direct quotes.
Remember this is your opportunity to show the Professor that you are reading, comprehending, and
analyzing the literature. Once again, you are welcome to draw on your past experiences, courses, and
outside readings and resources but it is not required that you read anything beyond that week’s readings.
Students are required to answer one discussion question per chapter each week. Responses are
typically 2 pages in length. Please make sure to check your post for grammar and spelling. Students
who are not Chapter Leaders should submit their Comprehensive Discussion Synopsis post to
Blackboard no later than 9 a.m. on the Thursday of each week (earlier if possible!).
4. Weekly Response to P eer’s Posts
After posting your comprehensive response to one of the discussion questions submitted by the Chapter
Leader, then you should respond both thoughtfully and thoroughly to the postings of at least two other
classmates. Each person’s opinion should be treated in a respectful manner. Once again, you are
welcome to draw on your past experiences, courses, and outside readings and res ources but it is not
required that you read anything beyond that week’s readings. Finally, your response must be supported
by course materials to receive full credit on the assignment. These responses will typically be shorter, one
to three paragraphs.
Students who are not Chapter leaders should submit their responses to 2 student’s post electronically to
Blackboard no later than 9 a.m. on Saturday of each week (earlier if possible!)
HDFS 634XW Tentative Course Syllabi Spring 2014
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5. Write a Research Proposal
Learning Objective: A career in academia is motivated by a publish or perish mantra. Thus, the purpose of
this assignment is to help you narrow your research interests as well as assist you in developing critical skills
in writing and developing new empirical research via writing a grant proposal.
As a graduate student, you are being prepared not only to consume but also to create knowledge. Therefore,
you need to understand the course material well enough to think through how you would study remaining
unanswered questions raised throughout the semester. You do not need to actually do the research. However,
you do need to choose a narrowly focused research question and argue why it is important to study. The
proposed research may be either "basic" research (e.g., identifying the causes or correlates of development or
behavior) or "applied" (e.g., evaluating the effectiveness of a specific program for changing
behavior/attitudes), but it must involve adolescents.
Use this research proposal to describe how insights from thinking about adolescents might provide new
concepts, theories and/or methods for studying the topic that you are interested in assessing. In addition, you
need to lay out specifically how you would either answer the question or test competing theories or empirical
findings. Students’ projects may be qualitative and/or quantitative, and should reflect prior coursework in
theory, research methods, and statistics. The topic of the proposal must be negotiated with me on an
individual basis and sent to be by email for approval by 10 p.m. on Sunday, February 16th.
The actual research proposed will typically not be carried out this semester. However, I would like it to be the
goal of everyone in this online seminar to develop a research question on a topic regarding adolescent
development that could be carried out as an independent study. It should be a project of appropriate scope for
you to potentially carry out in the near future (e.g. over the summer or in the next semester or so).
Alternatively, the paper could be used as the basis of a Master’s thesis or Ph.D. dissertation or a paper for the
doctoral portfolio in Human Development and Family Studies at Iowa State University. Thus your research
proposal must be clear, concise, and more importantly a realistic proposal for collecting your own data or
identifying a data set with which to answer the questions posed.
Please Note: For more advanced students, if you already have a project underway that focuses on a topic that
addresses adolescent issues, you may work on that project for this online seminar. These papers must be an
empirical research article (introduction, methods, results, and discussion section) or grant proposal. The topic
of the paper must be approved by me on an individual basis and approved via email. I expect a paper at the
end of the semester that is appropriate to present at a national conference or is ready for submission to a
peer-reviewed journal. The expected audience for this paper (e.g., what journal? conference? funding
agency?) must be provided, along with a copy of any submission guidelines.
HDFS 634XW Tentative Course Syllabi Spring 2014
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Research Proposal Guidelines:
A. Like all research proposals this one will have two main parts: an analytical literature review in which you
describe the problem, and a methodology section in which you describe how you propose to address this
problem empirically. The proposal should include an outline and topical headings in organizing the
paper, such as these topical headings:
i. Literature Review: This section includes a detailed summary of the background for this proposal.
Please critically evaluate the existing knowledge and identify the gaps your research is intended
to fill. Also describe the general significance of this work to the field. In addition remember to
detail what theoretical orientation or rationale underlies the proposal? This section will be the
longest part of the paper, as you integrate your research goals with the existing body of research
(no more than 15 pages).
ii. Hypotheses Or Research Questions: List any hypotheses to be tested. Make sure the literature
review leads up to your specific questions or hypotheses.
iii. Methods: a) Sample or Data, b) Procedure, and c) Measures: Describe the research design and
procedures to be used to accomplish the goals of the research. Include the proposed sample,
specific ideas for possible measures (of both independent and dependent variables), and a
description of procedures for data collection. Consider the adequacy of your measures for the
population you are studying. This section should be 3 to 5 pages.
iv. Analytic Plan: Describe how data analyses will confirm or disconfirm hypotheses. This means
that you should specify the statistical analyses you will use. Be sure to use appropriate techniques
for your assumptions. This section should be 1 to 2 pages.
B. The paper should be analytical and conceptual, drawing on one of the theoretical orientations or
frameworks presented in this online seminar or from one of the departmental theory courses (e.g., 510
and/or 511). The framework that is used should guide the development of the paper.
C. This proposal should be written as a publishable quality paper based on your own original research.
Publishable quality means that students should work toward creating a paper that is worthy of
publication in a social science journal, after some revision. The standard for papers is that they will
eventually be submittable for review at a peer-reviewed professional journal such as Developmental
Psychology, Journal of Research on Adolescence, Journal of Adolescent Research, Journal of Youth and
Adolescence, Youth and Society, etc. Because this is no easy task, I recommend that you get started on
your papers as soon as possible.
D. Papers must be written in the APA style and should be no more than 25 to 30 double-spaced pages.
E. You should have a clear statement of your research question within the first three paragraphs of your
paper. Please write in the ACTIVE VOICE (see the book Elements of Style by Strunk and White if you
are unsure how to do this.)
F. I strongly recommend that you look at NIH, NSF, NIMH web pages and dissertation proposal guidelines
describing research proposals if you are uncertain about how to write a research proposal (Examples have
also been posted on BlackBoard). I will also provide a few examples.
HDFS 634XW Tentative Course Syllabi Spring 2014
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G. Research Proposal Deadlines:
i. Students will report their progress on their papers each week in online seminar.
ii.
Students must submit their topics to me, by email, for approval by 10 p.m. Sunday, February
16th . This email should include a one-two paragraph description of the rationale, description of
the question and preliminary research strategy.
iii.
A preliminary proposal or brief prospectus, approximately 5 to 7 pages, should be turned in to me
on or before by 10 p.m. Sunday, March 30th to BlackBoard.
iv.
Because first drafts of papers are seldom satisfactory, students should allow plenty of time for
writing their papers.
v.
An electronic copy of your paper is due by 10:00 a.m. on the first day of finals week
- Monday, May 5 at 10 a.m. Please submit an electronic copy to the professor via email.
vi.
Late papers will not be accepted.
vii.
Papers will be graded on substance, organization, integration and accuracy in the use of concepts,
analytic logic, and clarity of writing. Students should read their papers for misspelled words,
typos, punctuation and so forth before submitting them; these are a distraction and a sign of
carelessness.
viii.
Students are strongly encouraged to consult with me as they develop their papers. There will also
be a paper proposal discussion board online so that peers may aid in the development of your
proposals.
HDFS 634XW Tentative Course Syllabi Spring 2014
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OURSE DUE DATES:
Week
Assignment
Weekly - Everyone General Class Participation
Once or Twice a
Semester, Chapter
Leader -
Due Date
Weekly
Summarize & Present Chapter, Post 2
Discussion Questions, Moderate
Discussion and Respond to Posts of 3
students
By 9 a.m. on Monday of assigned
week
Critical Summary Response to One
Discussion Question
By 9 a.m. on Thursday of each week
Response to 2 Peer’s Comprehensive
Posts to the Discussion Questions
By 9 a.m. on Saturday of each week
Weekly,
Comprehensive
Synopsis for
Non Chapter
Weekly
Leaders for Non
Chapter Leaders
– Discussion
5Replies
Proposal Topic
Electronic Copy of Proposal Topic
due by
10 p.m. on Sunday, February 16th
11
Proposal Prospectus
Finals
Final Research Proposal
Proposal Prospectus Due by 10 p.m.
on Sunday, March 30th
th
2By
10 a.m. on Monday, May 5th
OURSE GRADING:
Grades will be awarded according to the following point system:
Assignment
Points
1) Overall Virtual Classroom Participation
100
2) Chapter Leader
200
3) Weekly Comprehensive Synopsis
10*35
4) Weekly Discussion Replies
10*15
5) Research Proposal
200
TOTAL
1000
Total Points
100
200
350
150
150
1000
Percent
10.0%
20.0%
35.0%
15.0%
20.0%
100.00%
Final course grades will assigned based on the following point distribution:
A = 1000–940
C+ = 799–770
C– = 739–700
A- = 939–900
C = 769–740
D+ = 699–670
B+ = 899–870
D = 669–640
B = 869–840
D– = 639–600
B- = 839–800
F = 599 or below
Note: A grade of C or below in graduate school is typically considered unacceptable performance or
failing. Evaluation scores/grades will be transmitted to the Blackboard grade book. If you are unsure
of your grade, email me at any time to check.
HDFS 634XW Tentative Course Syllabi Spring 2014
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entative Course Calendar & Reading List:
Week
Week 1: January 13
– Introduction
Week 2, January
20: Theory
Overview
Reading
Part One: Conceptual, Methodological, & Theoretical Foundations
1)
2)
3)
4)
5)
Week 3, January 27:
MacroContextual
Influences
6)
7)
8)
Week 4, February 3:
MacroContextual
Influences
9)
10)
11)
12)
Week 5, February
10: MacroContextual
Influences
13)
14)
15)
Week 6, February
17: Positive Youth
Development,
Mentoring, &
Micro-Contextual
Influence of Work
16)
Week 7, February 24:
Biological
Development
19)
20)
17)
18)
Vol. I. Cp. 1. The Scientific Study of Adolescent Development:
Historical and Contemporary Perspectives (Richard M. Lerner
and Laurence Steinberg). 3 -14.
Vol. I. Cp. 2. Modeling Longitudinal Data from Research on
Adolescence (Todd Little, Noel A. Card, Kristopher J. Preacher,
& Elizabeth McConnell). 15 – 54.
Vol. I. Cp. 3. “More Than Good Quotations:” How Ethnography
Informs Knowledge on Adolescent Development & Context
(Linda Burton, Raymond Garrett-Peters, & Sherry Eaton). 55- 93.
Vol. I. Cp. 16. Processes of Risk & Resilience (Bruce Compas
& Kristen Reeslund). 561 – 588.
Vol. II. Cp. 18. A Shared Commitment to Youth: The Integration of
Theory, Research, Practice, & Policy (Aida Balsano, Christina
Theokas, & Deborah Bobek). 623 – 650.
Vol. II. Cp. 9. Adolescence, Adolescents, & Media (Don Roberts,
Lisa Henriksen, & Ulla Foehr). 314 – 344.
Vol. II. Cp. 10. The Legal Regulation of Adolescence (Jennifer
Woolard & Elizabeth Scott). 345 – 371.
Vol. II. Cp. 11. Development of Citizenship (Lonnie Sherrod &
James Laukhardt). 372 – 408.
Part Two: Domains of Individual Development In Adolescence
Vol. I. Cp. 13. Religion and Spirituality in Adolescent Development
(Pamela Ebstyne King & Robert W. Roeser). 435 – 478.
Vol. II. Cp. 15. Ethnicity & Immigration(Andrew Fuligni, Diane
Hughes, & Niobe Way). 527 – 569.
Vol. II. Cp. 16. Cross-Cultural Issues (Alice Schlegel). 570 – 589.
Vol. II. Cp. 17. Globalization, Societal Change, and Adolescence
across the World (Reed Larson, Suzanne Wilson, and Aimee
Rickman). 590 – 622.
Vol. II. Cp. 12. Neighborhood Influences on Adolescent
Development (Tama Leventhal, Véronique Dupéré, and Jeanne
Brooks-Gunn). 411 –443.
Vol. II. Cp. 13. Poverty & Socioeconomic Disadvantage (Vonnie
McLoyd, Rachel Kaplan, Kelly Purtell, Erika Bagley, Cecily
Hardaway, & Ciara Smalls). 444 – 491.
Vol. II. Cp. 14. The Transition to Adulthood: Challenges of Poverty
and Structural Lag (Stephen F. Hamilton and Mary Agnes
Hamilton). 492 – 526.
Vol. I. Cp. 15. Positive Youth Development (Jacqueline V.
Lerner, Erin Phelps, Yulika E. Forman, and Edmond Bowers).
524 – 558.
Vol. II. Cp. 5. Mentoring (Jean Rhodes & Sarah Ryan Lowe). 152 –
190.
Vol. II. Cp. 8. World of Work (Jeremy Staff, Emily Messersmith, &
John Schulenberg). 270 – 313.
Vol. I. Cp. 4. Brain Development (Tomas Paus). 95 – 115.
Vol. I. Cp. 5. Puberty: Its Role in Development (Elizabeth Susman &
Lorah Dorn). 116 – 152.
HDFS 634XW Tentative Course Syllabi Spring 2014
13
Assignments
Electronic Copy of
Proposal Topic due to
Professor by 10 p.m. th
Sunday, February 16
Week 8, March 3 :
Cognitive and
Moral
Development
Week 9, March
10: Identity Formation
Week 10, March 17:
Spring Break
Week 11, March 24:
Week 12: March 31
– Micro-Contextual
Influences:
Schooling
21) Vol. I. Cp. 6. Adolescent Thinking (Deanna Kuhn). 152 – 186.
22) Vol. I. Cp. 7. Social Cognitive Development (Judith Smetana &
Myriam Villalobos). 187 – 228.
23) Vol. I. Cp. 8. Moral Cognitions & Prosocial Responding Nancy
Eisenberg, Amanda Sheffield Morris, Brenda McDaniel, & Tracy
Spinrad). 229 – 265.
24) Vol. I. Cp. 9. Identity Formation & Self Development (James Coté).
266 – 304.
25) Vol. I. Cp. 10. Gender Development (Nancy L. Galambos, Sheri A.
Berenbaum, and Susan M. McHale). 305 - 357.
SPRING BREAK
26) Vol. I. Cp. 11. Attachment and Autonomy during Adolescence
(Kathleen Boykin McElhaney, Joseph P. Allen, J. Claire
Stephenson, and Amanda L. Hare). 358 – 403.
27) Vol. II. Cp. 1. Parent-Child Relationships Brett Laursen & W.
Andrew Collins). 3 – 42.
28) Vol. II. Cp. 2. Adolescents' Relationships with Siblings (Patricia
East). 43 – 73.
29) Vol. I. Cp. 12. Schools, Academic Motivation, and StageEnvironment Fit (Jacquelynne S. Eccles and Robert W. Roeser). 404
– 434.
30) Vol. II. Cp. 6. Schooling Adolescents (Richard F. Elmore). 193 –
227.
31) Vol. II. Cp. 7. Adolescent Out-of-school Activities (Joseph
Mahoney, Deborah Vandell, Sandra Simpkins, and Nicole Zarrett).
228 – 269.
Week 13, April 7 :
Micro-Contextual
Influences: Peers,
Romantic
Relationships, and
Sexuality
32) Vol. II. Cp. 3. Peer Relationships (B. Bradford Brown &
James Larson). 74 – 103.
33) Vol. II. Cp. 4. Romantic Relationships (Jennifer Connolly &
Caroline McIsaac). 104 – 151.
34) Vol. I. Cp. 14. Adolescent Sexuality (Lisa Diamond & Ritch
Savin-Williams). 479 – 523.
Week 14: April 14
Disabilities, Psychical
Wellness, and
Internalizing Problems
35)
36)
37)
Week 15: April 21
Externalizing Behaviors
38)
39)
Week 16, April 28
Proposal Prospectus
Due by 10 p.m. on
Sunday, March 30
Part Three: Challenges to Healthy Development
Vol. I. Cp. 17. Adolescents with Developmental Disabilities and
Their Families (Penny Hauser-Cram, Marty Wyngaarden Krauss, and
Joanne Kersh). 589 – 617.
Vol. I. Cp. 18. Adolescent and Young Adult Health: From Basic
Health Status to Clinical Interventions (Elizabeth M. Ozer and
Charles Irwin). 618 – 641.
Vol. I. Cp. 19. Internalizing Problems during Adolescence (Julia A.
Graber and Lisa M. Sontag). 642 – 682.
Vol. I. Cp. 20. Conduct Disorder, Aggression, & Delinquency (David
Farrington). 683 – 722.
Vol. I. Cp. 21. Adolescent Substance Use (Laurie Chassin, Andrea
Hussong, & Iris Beltran). 723 – 764.
Part Four: Proposals and Wrap-Up
WRITING WEEK
Electronic Copy of
Paper Due by
Monday, May 5 at 10
a.m. to Dr. Lohman
Finals Week: May 5
HDFS 634XW Tentative Course Syllabi Spring 2014
14
U
singBlackboard
Instructions for using the Blackboard built–in tools are supplied in the Preparation and Introduction to
Blackboard module. Blackboard is a courseware product.
• You must access Blackboard through a high speed connection.
Blackboard has specific web browser requirements and browser setting requirements. You must do a
browser check to ensure that your computer is compatible with this version of Blackboard. You can do this
by going to http://www.Blackboard.com/tuneup. Any problems will be noted along with a link to information
on correcting the issue. Perform a browser check on each computer that you use. It is important that your
browser …
• is a supported web browser
• will save cookies (it must)
• has Javascript enabled (it must be)
• has the pop–up blocker turned off (it must be off)
• has the correct version of Java is installed
Each student has a unique login id and password that must be entered to access the course. If you are an ISU
employee, or have registered for an ISU course before, then you were previously assigned an ISU login id
and set your own unique password. You can use your current ISU login id and password to access HDFS
634XW via Blackboard.
If the computer you work at is shared with another person, it is important to remember to officially
"logout" when you finish each Blackboard session. You can logout by clicking the Logout link in the
upper right corner of the screen. Alternatively, quit the browser (do not just collapse it to end t he
program). If you do not logout or close the browser program, you will remain logged in and the next
person to sit at your computer will have complete access to your course account.
Blackboard has time limits for access. If there is not activity in a 30–minute time period, you may be
logged out automatically. It is therefore important that you keep a copy of your assignments in files on your
personal computers as a back up to any submissions you make in Blackboard. For example, type your essay
answers in Microsoft Word (or whatever word processing program you use) and save them on your hard drive
or a flash drive. Then copy and paste your answers into Blackboard. For discussion board postings where
your response is lengthy (more than a paragraph) you may also want to type and save your work in Microsoft
Word vs. only typing and submitting it via Blackboard.
It is common for Blackboard to experience a file server update on Saturday mornings from 6 –6:30 a.m.
(central time). Times when Blackboard is not available (undergoing updates) will be listed on the Blackboard
log in page.
For additional support using Blackboard, please contact the Solution Center by email at
solutions@iastate.edu, by phone at 515–294–4000, or if on campus by walking into 195 Durham
Center. Faxes can be sent to 515–294–9062.
HDFS 634XW Tentative Course Syllabi Spring 2014
15