Family Studies and Human Development 487
Advanced Family Relations – Fall 2012
MCPRK 103, TR 3:30-4:45pm
Instructor
-Dr. Melissa Curran
(My last name is pronounced as Kur-in)
Office:
McClelland Park 301K
Email:
macurran@email.arizona.edu
Phone:
621-7140
Office Hours: Tuesdays 2pm to 3pm or by appointment
Teaching Assistants, or TAs
-Shannon Corkery
Office:
McClelland Park (look for name on cube in front of office number 301G)
Email:
sac301@email.arizona.edu
Office hours: Tuesdays 1pm to 2pm or by appointment
-Dan Erickson
Office:
McClelland Park (look for name on cube in front of office number 315H)
Email:
ericksondh@email.arizona.edu
Office hours: Thursdays 1pm to 2pm or by appointment
Preceptor
-Melissa Fisher
Office:
McClelland Park (look for name on cube in 301 suite)
Email:
mfisher2@email.arizona.edu
Office Hours: Wednesdays 12:30pm to 1:30pm or by appointment
Course overview
In this course, you will learn about, use, and apply theories to understand topics and concepts regarding
interpersonal and family relationships. A better title for this class is “Theories of Interpersonal and Family
Relationships.”
Course objectives
1. To gain knowledge and understanding of theoretical perspectives and issues in the study of interpersonal
and family relationships.
2. To gain knowledge of major research findings and issues related to interpersonal and family relationships.
3. To think critically about theory, research, and issues in interpersonal and family relationships and express
this thinking effectively in writing.
4. To integrate and apply relevant theoretical perspectives and research findings in the analysis and
interpretation of normative interpersonal and family behavior.
Required readings
There is no text for this class (although see book requirement below). Instead, the readings are available on
D2L. To access the readings, go to http://d2l.arizona.edu/, FSHD 487, and click on the “CONTENT” tab.
The book required for this class (to write the paper) is: The Awakening by Kate Chopin, available for purchase
at UA bookstore.
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Refer to the course schedule (part of this syllabus) for the order and list of required readings.
Course updates
Check D2L at least every other day for announcements. D2L will be used as the main source of updating
information (announcements, changes to course syllabus, grades, etc.)
Course requirements
**Being on time. It is very important that you are on time for class. It is very disruptive if you are late to class
for the instructor, TAs, and students. If you are late, and do not have written approval from the instructor before
class begins for your lateness that day, you will receive a 0 for assignments due that day (e.g., start of class
questions or SOC, article overview questions or AOQ) and for any activities scheduled that day (e.g., exams). If
you are late or do not come to class on evaluation day, you cannot make up the self or group evaluations. If you
are late in turning in your paper, you will be assigned late points rather than a 0.
**Laptop use. Laptops are allowed during class, as long as students comply with course uses. See more
information below under Class Attendance and Courtesy.
**Reading is an integral part of this class. It is NOT sufficient to skim readings and memorize facts or
definitions. Instead, you are expected to carefully read and process the readings for deeper comprehension and
to apply the information from the readings to all portions of the class. During class time, you are expected to
actively engage in lectures and activities. Information from the readings and class will overlap to some extent,
although not entirely; information from both the readings and from class will be part of the evaluative
component of your grade.
The course will consist of lectures and discussion. Some class sessions will include short written activities,
small-group discussions, or both. These class activities are designed to enhance learning and retention of course
content and to encourage students to think more deeply and critically about the subject matter. Students are
expected to attend class, keep up with required readings, and participate fully in class discussions and activities.
The TAs and the preceptor will NOT help you with major problems involving writing. Instead, the TAs and
preceptor can help by answering questions about class and clarifying points about theories.
If you know, or find out, that you are experiencing problems with the writing portion of this class, you are
strongly encouraged to go to the Think Tank Writing Center (see http://thinktank.arizona.edu/services/writing).
Feedback and a signature from the Writing Center are also required for the paper (discussed under Paper).
Grading
-Start of class questions, or SOC (24 of 25 at 5 points each)
-SOC bonus days: One or more days will count more than 5 points
-Article overview questions or AOQ (9 of 10 at 20 points each)
-Group work (8 of 9 at 20 points each)
-Group work evaluation
-Exams (3 of 4 at 100 points each)
-Paper: Writing Center requirement
-Paper
-Extra credit (Option 1 or Option 2)
Total Possible Points
2
120
20
180
160
50
300
25
100
10________
955 points
Each of these requirements is explained in more detail below.
Final grades will be based upon earning a minimum of 90% of total points for an A; 80% for a B; 70% for a C;
and 60% for a D. Scores are not rounded up. Earning less than 60% of the total points will result in a failing
grade for the course.
Grading for Honor’s section
If you are taking the Honor’s section of this class, please see the instructor the first day of class to obtain
further grading information relevant for this section.
General study tips for all assignments





Read the syllabus to know what is expected for the assignment (page limits, formatting, etc.)
Learn from completion of, and feedback on, assignments (SOC, AOQs, group work, exams, paper)
o [Your lowest grade is dropped (true for SOC, AOQ, group work, and exams)]
**Be explicit (clear) and concise with responses.**
Read the directions and make sure that you are answering EACH part of the question.
Make sure to answer the question.
**Avoid a “dump all” of everything you know about the theory, or a write-up about theory X as
if for Wikipedia, when responding.**
 Instead, make sure to only include relevant information in your responses.
 (Longer essays are more likely to predict lower exam grades).
GRADING EXPLAINED
**Refer to the course outline below for due dates of the assignments.**
The class is structured so that you, individually, read the articles and are prepared for class. One way to have
you actively read and process the articles is through answering article overview questions, or AOQs, which
should allow you to understand the main point of each article, assessed through start of class questions, or
SOCs. You then will be able to think further about the information from the articles, and what you wrote in the
article overview questions, in the group work, which will then help prepare you for the essay exams and the
paper. In all parts of the class, explicit, concise, and relevant information is the goal.
Overview of Theories PowerPoint:
To help you understand the major concepts of the Bengston and Kiernan articles, and the major concepts for
each of theories, I have posted an overview of theories PowerPoint on D2L under Content under Overview of
Theories. Print and read though this overview PowerPoint, bring it to class with you, refer to it during
assignments, and use it to help you throughout the semester.
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START OF CLASS QUESTIONS (SOC):
At the start of each class (with the exception of the exam days), we will display one multiple choice question on
the screens at the front of the room. Be prepared to immediately answer the question, and then turn in your
response at the front of the room for each class day. Use a half sheet of paper to turn in your response.
Be sure to put your name, and the date, on the sheet of paper that you turn in. Without a name or a date you will
receive 0 points of credit. Promptly at 3:30pm, class will begin and students will no longer be able to submit
their answers.
The reason a date is required as part of SOC is for record keeping purposes (i.e., recording of grades on d2l;
checking hard copy of what you turned in versus what is posted on d2l). If the date is missing on the SOC, we
have no way to confirm which day you turned a specific SOC.
If you typically just make it just in time for class, one idea is to prepare this sheet ahead of time (name, date),
and then immediately answer the question and turn it in to the front of the room before 3:30pm.
Purposes of this assignment: To give you motivation to read the articles before class so that you can engage in
lecture and be prepared for group work, to reward students to come to class on time, and to add “easy” points to
your grade. SOCs are broad and should be easily answered if you have done the reading before class.
If you turn in SOC on time and answer correctly, you will earn 5 points for that day.
If you turn in SOC on time but answer incorrectly, you will earn 2.5 points for the day.
If you turn in SOC on time, but do not put your name or date on the paper you turn in, you will earn 0 points for
that day.
If you do not turn in a SOC, you will earn 0 points for the day.
Overall, you have the potential to earn 140 points for these daily assignments (higher than the equivalent of an
exam grade).
To note: On one or more days this semester (typically those that are low in attendance, or in which a smaller
number of students access the article from d2l) points for start of class questions may be higher than 5.
If we discover that you are turning in SOC for another member of the class, both or all of you will receive a 0
for that assignment. Further, you will be subject to the consequences of academic integrity / dishonesty by the
University.
If you miss a SOC for a valid reason (e.g., Dean’s excuse), present this documentation to the preceptor the next
day you return to class. That day, the preceptor will present to you the SOC for your missed day. Be prepared to
answer the missed SOC during class following the requirements above. Missed SOC will not be emailed to you
and cannot be made up during office hours. All missed SOCs need to be made up before the relevant exam (e.g.,
missed SOCs for Bengston, Kiernan, Attachment, Family Systems, and SI need to be made up before Exam 1).
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ARTICLE OVERVIEW QUESTIONS (AOQ):
The purpose of these article overview questions (AOQ) is to help you actively read and understand the
information from the articles, to have you concisely and explicitly answer questions about the article, and to
prepare you for class discussions, group work, essays, and the papers. Thus, these AOQs are a very important
part of the learning process.
All AOQs are posted on D2L under Content under Article Overview Questions, or AOQs
Readings for Exam 1: Five (5) AOQs are due:
Can choose from AOQs that have the ‘*’ in course outline below:
--Bengston and Kiernan, which count as 2 AOQs given two separate articles;
--Bretherton, Steele, Segrin, LaRossa, or Curran, which count as 1 AOQ each
Readings for Exam 2: Two (2) AOQs are due:
Can choose from AOQs that have the ‘*’ in course outline below:
--Must choose one from Social Exchange: Either Sabatelli & Shehan 1993 OR Sabatelli 1984
--Must choose one from Interdependence: Impett & Gordon 2008 OR Impett et al. 2005
Readings for Exam 3: Three (3) AOQs are due:
Can choose from AOQs that have the ‘*’ in course outline below
--Deutsch, Oswald, Boss+, Leite+
+Note that for Ambiguous Loss you can choose either Boss OR Leite, but you cannot choose both articles.
Your lowest AOQ will be dropped. Thus, AOQs cannot be made up or turned in late.
Anything turned in late, via email, or via D2L will be assigned a 0.
If not turned in by 3:30pm, an AOQ is considered late.
Students often turn in AOQs late because they had planned to print the document across the hall, but then the
computer lab is closed or otherwise occupied. This is not an excuse. Plan ahead.
Requirements for AOQs:
--Turn in your answers as a hard copy BEFORE class starts ON THE ASSIGNED DUE DATE.
----If you know you will be late to class, or that you will miss a date on which an AOQ is due, ask a group
member to turn in the AOQ for you before class starts, or bring the AOQ to office hours of the instructor or
TAs. Again, the document needs to be turned in before class starts on the assigned date.
--AOQs may NOT be turned in via email, on D2L, in instructor’s or TA’s mailbox, or to the administrative
assistant in FCS. If AOQs are turned in through any of these ways, they will be assigned a 0.
--Bring a second hard copy of your AOQs with you to help you in group work
--Document must be typed.
--*1 typed page, double spaced, Times New Roman, 12 point font, 1 inch margins.*
--This requirement directly above is the most common way that students miss points.
--Limit or (better) avoid quotations from the articles. Instead paraphrase information and cite properly,
including name of authors and year, as well as page number where you found the answer to the question (e.g.,
Bengston, 2005, p. 8).
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Grading for AOQs:
--The preceptor or TAs will skim your questions to ascertain your understanding of the article, and to identify if
there were any overall issues or confusion with the reading. It is your responsibility to complete these questions
and ensure the information is accurate, as these AOQs can then be used as study guides for the exams.
--You will receive one of the three symbols as a grade:
(20 points);
- (10 points); or X (0 points).
Scoring for AOQs is as follows:
=
Very explicit answers to all the questions (Preceptor or TAs did not have to search for your response);
correctly cited page numbers; within the one page (double spaced) limit; responses were not in the form
of quotes, but instead information from article was written in own words; all formatting was followed
- = Difficult to tell if answer is correct because information is implicit or peripheral (Preceptor or TAs had
to search to understand meaning); page numbers cited were not correct; majority of response was quotes
from readings; not written in own words
X=
Not turned in; turned in late (any time after class starts; on due date other than the one assigned to that
article); turned in via email or D2L (either before or after class); went beyond one page (double spaced)
limit; was single spaced (too much information); formatting not followed (e.g., 10 point font; 0.75 inch
margins; not Times New Roman); clear that the article was not read
Specific to MAC users (about margins):
Change Margins:
Open toolbox --> document margins --> left and right move to 1.0
Change Header and footer:
View --> header and footer
Your written answers to the article overview questions must be your own work. You must answer the questions
in your own words.
If you know in advance that you will not be in class the day an AOQ was due, you can turn the AOQ in before
the specified due date to the TAs, preceptor, or instructor (e.g., during office hours). It is also permissible for
another student to turn in your AOQ as long as the AOQ is done by you and not by this other student.
Copying another student's answers, or copying quotes verbatim from the article, is considered a violation of the
University's Code of Academic Integrity (see section on Other Policies). All parties involved will be
subject to the consequences of academic integrity / dishonesty by the University.
Finally, you are encouraged to review all of the AOQs, as they help prime you to think about the material for
exams and the paper. Even for those AOQs you do not turn in, it is suggested that you at least read through and
try to answer the AOQs questions, so you have this knowledge about the article.
Important to note: Because not all of the AOQs will be turned in, and because the preceptor or TA will be
skimming your AOQs, it is your responsibility to seek feedback to specific questions that you have.
Once all AOQs for an exam have been submitted, you are not able to submit remaining AOQs to replace
previous AOQ grades. For example, if for Exam 1 you turn in the first three AOQs and received a 0, you cannot
turn in the fourth AOQ to replace your previous 0. The first AOQs received are the ones that count toward your
grade.
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GROUP WORK:
The purpose of group work is to build from the AOQs, and help you understand further the concepts from the
theory, which will help you on the exams and the papers. You will be breaking up into small groups of
approximately four to five people. Groups will be assigned by the instructor during the second week of class.
You will sit with, and be working with, the same group for the entire semester.
Remember to bring the articles to class as you will need to review information in the articles during group work.
For example, when we cover attachment theory, please bring with you ALL the articles which have been
assigned for that theory, and not just the one being covered that day.
Group work will be randomly collected during the semester. (Certain group works to be collected will be
announced ahead of time. See the course outline for those group work activities that will be collected).
Do not have the expectations that all group works will be collected and graded. As you will read in Bengston et
al. (2005) this semester, science is social, and the purpose of group work is to help you think about and discuss
the course material, even if the group work that day is not collected and graded.
Your lowest group work score will be dropped. As was already described for AOQs, group work cannot be
made up and turned in later.
You will have a set amount of time during class to work on and complete the group work (usually 15 to 20
minutes). Thus, it is very important to have already read the articles and be prepared for class. Extra time will
not be allotted because groups are not prepared for class.
Grading for group work:
--Here, the TAs will more carefully read your written responses.
-----That being said, like the AOQs, it is still very important to explicitly answer the questions making sure to
cite appropriate page numbers and information from class. If the TAs need to search for your responses then
points will be deducted.
---Here, you can earn a score between 0 and 20, with grading requirements that are similar to AOQs, although
with a greater possible range of scores (e.g., 10, 12, 14, 20, 19, etc.)
(3a) A group work evaluation will also be part of your grade. This grade will be based on the average of your
AND your group members’ evaluations of your contribution to the group. The self and group evaluations will
be turned in on during class (See Course Outline). On this date, you will articulate how many points you and
each of your group members deserve, given group contributions over the semester. If you are not in class on this
day, you cannot make up this evaluation.
If we discover that you are adding the name or names of group members who are not in the class that day for
whatever reason, everyone in the group will receive a 0 for that day of group work. If you are late that day and
we do group work, you will receive a 0. If group members know you are late, and still add your name to the
paper, all group members that day will receive a 0. Further, you will be subject to the consequences of academic
integrity / dishonesty by the University.
Also important to note and similar to the AOQs: Because not all of the group work will be turned in, it is your
responsibility to seek feedback to specific questions that you have.
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EXAMS:
There will be three unit exams and a cumulative final exam. The format of all exams will be ESSAY.
Your lowest score on one of the four exams will be dropped. Only your top three scores will be entered into
your final grade calculation.
If you need to miss one of the four exams for any reason, that exam score will be dropped. There will NOT be
any make-up exams as you are allowed to drop one exam.
If you are late on an exam day, and do not have written approval from the instructor before class begins for your
lateness that day, you will receive a 0 for the exam. Be on time for classes and exam days.
If we discover that you are in any way cheating on the exam, or talking to another student during the exam, you
will receive a 0 for that assignment. Further, you will be subject to the consequences of academic integrity /
dishonesty by the University.
Examples of sample essays will be posted on D2L (except for the final). Sample essays will be based on reading
of the article and information from the lecture, and will be derived from AOQs and group work.
Information about sample essays:
--Neither the instructor, TAs, nor preceptor will read drafts of sample essays.
--We will answer specific questions about the essay exams, as posed in class, via email, or both.
--For questions sent via email, we may post answers to specific questions on D2L (your name will not be used)
so that the other students in the class can see the questions and responses.
--We will answer emails about sample essay questions up to a certain date and time, which will be posted under
Announcements on D2L. Make sure to check D2L for that updated information.
As has been said for the AOQ and group work: Make sure to ask specific questions when you have them.
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PAPER:
You will need to read the novel, The Awakening by Kate Chopin, for this assignment.
The sooner you read the novel, the more helpful it will be for you in completing the paper. We will be doing a
group exercise specific to The Awakening during class. Make sure to read the book before this in-class group
exercise. See the Course Outline for the date of this group work.
This novel, The Awakening, is typically viewed from the viewpoint of feminism. Feminism as well as other
theories from this class can be used to explain this novel. Thus, the purpose of this paper is to choose two
theories from this course and compare and contrast them in explaining the novel. The goal will be to explicitly
use appropriate, concise, and relevant language from both theories in answering the questions below.
Each individual will turn in her or his own paper. This is not a group paper.
INSTUCTIONS FOR THIS PAPER:
All instructions for assignment are posted on D2L under Content under Paper (The Awakening).
[To note, the paper must be typed and should be 4 pages, with double spacing, 1 inch margins, and 12 point
font. This paper will be turned in as a hard copy and also via dropbox on d2l by the start of class on the date
specified in the Course Outline].
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PAPER – WRITING CENTER REQUIREMENT
As part of this paper about The Awakening, you will need to make an appointment at the Writing Center to
obtain feedback on your paper.
It is in your best interest to plan ahead here, so that you are able to make an appointment and obtain feedback.
Neither TAs nor the preceptor are an acceptable substitute for this requirement.
INSTUCTIONS FOR WRITING CENTER REQUIREMENT:
Instructions for this Writing Center requirement are posted on D2L under Content under Paper (The
Awakening).
Feedback of your draft, and a signature from the Writing Center, will be turned as a hard copy by the start of
class on the date specified in the Course Outline.
This book is available at the UA Bookstore. The cost is nominal (under $5).
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Extra credit
You have two extra credit opportunities in this course. Extra credit opportunities are optional.
You can choose either Option 1 OR option 2 to earn up to 10 points. Either of these options will take about the
same amount of effort. The maximum number of extra credit points you can earn on Option 1 or Option 2 is 10
points.
For Option 1 (online survey) OR Option 2 (paper): Deadline is by the time class starts on the date specified in
the Course Outline.
Option 1:
Pass along flyers to an individual who has been in a monogamous romantic relationship for at least 6 weeks. As
a student, you qualify to participate in this study if you have had a romantic partner for at least 6 weeks. Other
individuals you can pass the flyer along to include your parents, siblings, friends, etc. The individual will be
asked to complete a one-time survey about their beliefs about relationships and their relationship quality. This
survey will be done online.
To obtain extra credit: If you are not doing the survey yourself, you need to indicate to the individual who is
taking the survey to type in the name of the student (you) and the class for which extra credit is being requested
(e.g., FSHD 487). Without this information, you will not be able to earn extra credit.
*Additional information and answers to frequently asked questions, as well as the recruitment flyers, will soon
be posted on D2L under Content under Extra Credit. Once posted, please read this document before taking the
survey, as questions you have should be answered in this document.*
Option 2:
For the second option you can write a paper. For this paper you should find an empirical article that uses one of
the theories covered in class, and write a summary (two pages; single spaced; 1 inch margins; 12 point font)
describing the article and discussing how it is relevant to the theory covered in class. Full points will only be
given if the main points of the tenets are used correctly when explaining the empirical article. Include a copy of
the article on which the review is based.
Include both your write up and the pdf of the article under dropbox on d2l as follows:
1) Word document (your write up) should be labeled as follows: Your last name. Your first name. Last
name of author from article and year (e.g., 1. Smith. Bob. Sassler 2004)
2) For the actual article, please specify 2 and then switch the order (e.g., 2. Sassler 2004 Smith. Bob). This
way, we will be able to match your write up with your article in the drop box. Including only the write
up without the pdf will result in partial points for extra credit.
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Class Attendance and Courtesy
Attendance is not formally kept in this class, but attendance is important for you to learn the material. Should
you miss a lecture, you are responsible for obtaining the class notes through a classmate. The TAs and the
preceptor will NOT share class notes and I will NOT be posting the full lecture notes. If you are absent from
class the day we collect group work, you will NOT receive points for that assignment.
Holidays or special events observed by organized religions will be honored for those students who show
affiliation with that particular religion. These absences need to be preapproved by the UA Dean of Students (or
Dean designee), and documentation needs to be given to the instructor before the date in question.
If you have a medical emergency, or are sick (e.g., visit Campus Health Services), email official documentation
(e.g., doctor’s note on official hospital stationary with a valid signature) to the TAs as soon as possible to make
up missed work while you were absent from class.
Disruptive Behavior: All disruptive behavior will be handled with the University’s policy, which can be viewed
online at: http://policy.arizona.edu/disruptive-behavior-instructional
Note that Disruptive Behavior is treated seriously and may include summoning of the University police, filing a
Student Code of Conduct Complaint with the Dean of Students Office, and/or communication with the
Department Head or Dean of the matter.
Examples of Disruptive Behavior (not an exhaustive list):
Coming late to class: Note the section about Being on Time at the beginning of the syllabus.
Cell phones (talking, texting, using internet functions on your phone, etc.): Turn off cell phones during class
and remove them from your desk. Put them in your bag or purse. If cell phones are on your desk during class,
you will be asked to remove them from your desk, so that they are out of your sight. If your cell phone is out
during class or during an exam, you will receive a 0 for the assignment for that day / for the exam.
Laptop use: Laptops are increasingly being utilized by students to take notes and access course material
during class time. We understand and appreciate the added benefit laptops offer. We also recognize the added
distraction that sometimes accompanies their use.
Laptops are permissible if they are being used for class related purposes which include:
1) Note taking during lecture
2) D2L access during group work to access articles, or at the onset of class to access Power Points.
If you find something that would be of interest to the class, do not email to the instructor or TAs during class,
but instead wait until after class.
Any awkward positioning of laptops (i.e. barely opening the screen so only the student can see it, positioning
the laptop so it faces the side wall) are not acceptable. If you wish to use your laptop, you must place it in front
of you, fully open, and visible to those around and behind you. Students will be given two warnings about
inappropriate laptop usage (awkward positioning, browsing the web, instant messaging, etc.). Upon the second
warning from the instructor and/or TAs, students lose the privilege to use their laptop during class time for the
remainder of the semester. If students do not comply with the instructor, TA, or preceptor requests, the matter
will be handled according to the policy on Disruptive Behavior.
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University policies
Statement of Copyrighted materials: Students are advised that all lecture notes, lectures, study guides and other
course materials disseminated by the instructor to the students, whether in class or online, are original materials
and as such reflect intellectual property of the instructor or author of those works. All readings, study guides,
lecture notes and handouts are intended for individual use by the student. Students may not distribute or
reproduce these materials for commercial purposes without the express written consent of the instructor.
Students who sell or distribute these materials for any use other than their own are in violation of the
University’s Intellectual Property Policy (available at http://www.ott.arizona.edu/uploads/ip_policy.pdf).
Violations of the instructors copyright may result in course sanctions and violate the Code of Academic
Integrity.
Academic integrity: I will strictly enforce university guidelines. Students are encouraged to share intellectual
views and discuss freely the principles and applications of course materials. However, graded work/exercises
must be the product of independent effort unless otherwise instructed. Students are expected to adhere to the
Code of Academic Integrity.
See: http://deanofstudents.arizona.edu/codeofacademicintegrity
Threatening behavior: The University seeks to promote a safe environment where students and employees
may participate in the educational process without compromising their health, safety or welfare. The Arizona
Board of Regents’ Student Code of Conduct, ABOR Policy 5-308, prohibits threats of physical harm to any
member of the University community, including to one’s self. Threatening behavior can harm and disrupt the
University, its community and its families. Please see the following document for more information:
http://deanofstudents.arizona.edu/disruptiveandthreateningstudentpoicy
Grade appeals: If you would like to appeal a grade for an exam or assignment, you should do so in
writing to the instructor within 7 days from the day the grade was returned to you. Any appeals sent to the
TAs or preceptor will be forwarded to the instructor. Any appeal that does not come in writing and within 7
days will not be considered. If you make an appeal, you should state either (a) why you believe your exam or
assignment was incorrectly scored, or (b) why you believe your answer to a particular question or item is
correct, citing specific page numbers of the assigned readings or lecture notes to support your case.
It is not sufficient to argue your case first in person during office hours or before, during, or after class.
Instead, you need to appeal your grade in writing to the instructor.
Course withdrawal: Students withdrawing from this course must notify me prior to nonattendance in
classes, and must execute drop or withdrawal procedures in accordance with the UA policies.
Confidentiality of student records: See http://www.registrar.arizona.edu/ferpa/default.htm
Special needs: Students who need special accommodation or services should contact the Disability Resources
Center, or DRC. See http://drc.arizona.edu/ for more information. You must register and request that the Center
or DRC send me official notification of your accommodation needs as soon as possible. Please plan to meet
with me by appointment or during office hours to discuss accommodations and how my course requirements
and activities may impact your ability to fully participate. The need for accommodations must be documented
by the appropriate office.
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Course Outline
Subject to change statement: Information contained in the course syllabus, and in the course outline, may
be subject to change with advance notice, as deemed appropriate by the instructor
Readings with a * denote AOQs. [See section above about AOQs for more information].
Date
August 21
Topic
Introduction to FSHD 487
Readings (to do BEFORE coming to class+)
Syllabus (+to be reviewed during class)
August 23
Theory / Future of Marriage
Bengston
August 28
Theory / Future of Marriage
Kiernan
First group work is today,
and it will be collected
--Sit with groups starting today (find
group assignments on d2l)
AOQ choice to turn in:
Bengston * AND Kiernan *
(counts as 2 AOQs)
Attachment
Bretherton & Mulholland*
August 30
Bring handout about attachment
(print or access from D2L)
September 4
Attachment (Earned security)
Phelps
September 6
Attachment (Abuse/Earned security)
Steele *
September 11
Finish Attachment / Start Family
Systems
Segrin & Flora *
September 13
Family Systems
September 18
Family Systems
Weegman
September 20
Symbolic Interaction (SI)
LaRossa & Reitzes *
(read pages 135 & 136; 143 to end;
skim rest of article)
September 25
Symbolic Interaction (SI)
Curran, Utley,
and Muraco
Curran,
Utley, &* Muraco
September 27
Catch up and Review
October 2
Exam 1
October 4
Group exercise: Using SI to explain
The Awakening
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The Awakening (book)
Bring handout about paper to class
(print or access from D2L)
October 9
Social Exchange
Sabatelli & Shehan (1993) *
October 11
Social Exchange
Group exercise: Using Social
Exchange to explain The Awakening
Sabatelli (1984) *
October 16
Interdependence
Impett & Gordon (2008) *
October 18
Interdependence
Impett et al. (2005) *
October 23
Catch up and review
October 25
Exam 2
October 30
Feminism
November 1
In-class work day specific to paper
November 6
Feminism
November 8
Queering
Oswald *
November 13
Queering
Nielsen
November 15
Ambiguous Loss
Boss*
November 20
+Before class begins:
-Turn in Paper via hard copy AND
dropbox on d2l;
-Turn in Writing Center
feedback/signature as hard copy
Ambiguous Loss
Leite*
November 22
No class – Thanksgiving
[No class]
November 27
November 29
Review of Theories / Self and Group
Evaluations / Class Evaluations /
Papers will be returned to you today /
Last day to turn in extra credit
Exam 3
December 4
Review for final
December 10
Deutsch *
[Last day of class on academic calendar]
[See d21, under Content, under Final Exam
Final exam to be turned in via d2l
for instructions specific to final exam].
DROPBOX today by 11am
[Full references are posted on D2L under Content under Syllabus]
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Name: ___________________
Testing your knowledge over FSHD 487 syllabus
**Please use your syllabus to answer each of these questions.**
1. I thought this class was called Advanced Family Relations? Why are there so many articles about
theory?
2. I cannot find the readings for this class. Where are they located? How can I access them?
3.
I am having problems with the writing part of this course. Where can I go to get help for writing? Are
such services free to me as a student? Is any part of the Writing Center required for this class?
4. I already know I’m going to be out of town on one of the exam days. Can I make up this exam? What is
the policy for make-up exams? Should I tell the instructor, TAs, or preceptor that I will not be there for
the exam?
5. I know that I need to do a paper in this class. Where is the information about this paper located (e.g.,
what I need to do, outline, requirements, due date)? Will the instructor, TAs, or preceptor read drafts of
this paper? Will the instructor, TAs, or preceptor answer specific questions I have about this paper?
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6.
Where can I find these AOQs (or article overview questions)? When should they be turned in (before,
during, or after class)? Why do I need to bring in a second hard copy of my completed AOQs? What is
the advantage of doing AOQs that are not required?
7.
How will I know to which group I have been assigned? Am I supposed to bring my readings with me to
class?
8.
What should I do if I miss a class? Do I need to email the instructor, TAs, or preceptor to tell them I
will not be in class? From whom can I get class notes? Will full lecture notes be posted on D2L?
9. I really want to earn extra credit and help improve my grade. Where can I find information about extra
credit?
10. If I have other questions besides the ones above, what is the best place to find the answers? (Hint: See
bold statement below).
**Please use your syllabus to answer each of these questions.**
16
Advanced Family Relations
FSHD 487
Fall 2012
Student Information Sheet
Please remove this page, read and sign below, and then return it to the instructor on the second class
period.
1) Statement of Student Awareness and Responsibility
Your signature below indicates that you (a) have read the FSHD 487 syllabus in its entirety, (b) are aware of
course requirements and responsibilities, and (c) agree to follow the policies outlined.
_________________________________
Full Name (printed)
______________________________
Signature
Telephone #:_______________________
Email address:__________________
Major:____________________________
Minor:________________________
Writing course taken before enrolling in this class:
Name of course or course number:
Semester and year taken:
Name of instructor:
_________________________
_________________________
_________________________
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Please complete this document, remove it, and turn it in on the second day of class.
Name: ____________________________
Date: ____________________
People come to this class with varied backgrounds. To give us an idea of how much each of you believes you
know about each theory or framework, please provide your honest assessment to each of the questions below.
Using the following scale, please circle how much, overall, you know about family and interpersonal theory
using the scale of 1 (not at all) to 7 (very much) listed for each of theories below.
--Attachment
On a scale of 1 to 7, please circle how familiar are you with this framework:
Not at all
Somewhat
Very much
1
2
3
4
5
6
7
Name two or three concepts that go with this framework:
--Family systems
On a scale of 1 to 7, please circle how familiar are you with this framework:
Not at all
Somewhat
Very much
1
2
3
4
5
6
7
Name two or three concepts that go with this framework:
--Symbolic Interactionism
On a scale of 1 to 7, please circle how familiar are you with this framework:
Not at all
Somewhat
Very much
1
2
3
4
5
6
7
Name two or three concepts that go with this framework:
--Social exchange
On a scale of 1 to 7, please circle how familiar are you with this framework:
Not at all
Somewhat
Very much
1
2
3
4
5
6
7
Name two or three concepts that go with this framework:
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Name: ____________________________
Date: ____________________
--Interdependence
On a scale of 1 to 7, please circle how familiar are you with this framework:
Not at all
Somewhat
Very much
1
2
3
4
5
6
7
Name two or three concepts that go with this framework
--Feminism
On a scale of 1 to 7, please circle how familiar are you with this framework:
Not at all
Somewhat
Very much
1
2
3
4
5
6
7
Name two or three concepts that go with this framework:
--Queering
On a scale of 1 to 7, please circle how familiar are you with this framework:
Not at all
Somewhat
Very much
1
2
3
4
5
6
7
Name two or three concepts that go with this framework:
--Ambiguous loss
On a scale of 1 to 7, please circle how familiar are you with this framework:
Not at all
Somewhat
Very much
1
2
3
4
5
6
7
Name two or three concepts that go with this framework:
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