Clemson University
College of Health, Education, and Human Development
HEHD 800: Foundations of Youth Development: An Applied Perspective
Spring, 2012
Introduction to the Course
HEHD 800 will provide an overview of youth development theories and processes forming the
structure of youth services in the United States. The course will examine various theories that
have evolved regarding youth development specifically. Although theories of child and adolescent
development will be included, the focus is on theories related to program development and
interventions addressing positive youth development. Emphasis is on how to apply these theories
to "real world" issues facing young people. Students will examine social change and its impact on
youth development, and they will explore the myriad of governmental, for-profit and not-forprofit programs, resources, and organizations addressing youth development.
Introduction to the Instructor
Dr. Bob Barcelona
Youth Development Leadership Program
College of Health, Education, and Human Development
414 Edwards Hall
Clemson, SC 29631
E-mail: rbj@clemson.edu Phone: (864) 656-1891
On-Site (Live) Office Hours
 Tuesdays “Drop-in” 5:30pm-6:30pm on Adobe Connect
(connect.clemson.edu/HEHD800)
 Fridays “LIVE” at the University Center in Greenville, SC by phone appointment;
Other times via Adobe Connect or in Clemson by appointment - send e-mail to
rbj@clemson.edu to book
Email response statement – I will generally respond to email correspondence within 48
hours.
Course Requirements
Pre-requisites: Admission into the MS or certificate programs in Youth Development
Leadership or approval of the Course Instructor
Recommended Textbook & Other Course Materials (these are NOT required for purchase)
Hamilton, S.F., & Hamilton, M. A. (Eds.). (2004). The youth development
handbook: Coming of age in American communities. Thousand Oaks, CA:
Sage Publications. (approx $77 new on Amazon.com)
Villarruel, F. A., Perkins, D.F., Borden, L.M., & Keith, J.G. (Eds.). (2003).
Community youth development: Programs, policies, and practices.
Thousand Oaks, CA: Sage Publications. (approx $55 new on Amazon.com)
Only a portion of each text (no more than 20%) will be covered directly in HEHD 800.
However, all course readings have been digitized and converted to .pdf files and placed on
the password-controlled HEHD 800 Blackboard site under “Course Readings”.
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Recommended textbooks may be ordered from the Clemson University Bookstore
or any of the other sources available on the Internet.
Minimum Technical Requirements:
 Access to email and the Internet
 Internet browser Internet Explorer version 5.5 or greater, Netscape 6.2 or
greater, or another equivalent level of browser.
 Current version of an operating system, a word processing package, a
spreadsheet package, presentation software, and the Adobe Flash Player
(www.adobe.com/downloads )
 Microphone for group presentations; the web camera is optional
 Since this course involves sending and receiving large files of information and
meeting online, you will find that a high speed Internet connection is
advantageous.
Time Commitment and Weekly Interactions Requirements
To be successful in this online course, you must be willing to allocate sufficient time
to access course materials, participate in online classes and discussion groups, and
complete all of the assignments. Similar to traditional classroom courses, you will
interact with the content, your teacher, and your classmates on at least a weekly
basis through course assignments, asynchronous discussion, and synchronous
meetings as indicated in this syllabus. During this course, you should plan on
scheduling 12 to 15 hours per week.
Attendance Policy
HEHD 800 meets live using web conferencing technology (Adobe Connect) on
Tuesday evenings between 7:00-8:30pm EST. Students are expected to be logged
into the Adobe Connect classroom (http://connect.clemson.edu/hehd800) and
prepared for class each week. Because things come up that are unexpected (i.e.
family emergencies, child illnesses, work commitments), one “student choice” eabsence from the synchronous classes is allowed. Whenever possible, students
should notify the instructor of the intended absence, preferably by e-mail, in
advance. After the one e-absence is used, each additional absence will be
considered “unexcused” and will result in a 2% point deduction from the final
grade. Any student who misses more than two synchronous classes (i.e. 3
or more total absences) will be assigned a failing grade regardless of
points accumulated.
Students are required to wait 15 minutes for the instructor to arrive for a
synchronous class. If the instructor has not arrived within 15 minutes, the students
should attempt to contact the instructor to ascertain if there is a technical failure
and if other arrangements have been made for the meeting.
Academic Integrity Policy
As members of the Clemson University community, we have inherited Thomas
Green Clemson’s vision of this institution as a “high seminary of learning.”
Fundamental to this vision is a mutual commitment to truthfulness, honor, and
responsibility, without which we cannot earn the trust and respect of others.
Furthermore, we recognize that academic dishonesty detracts from the value of a
Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in any
form.
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Key Dates
Beginning Date: January 19, 2012
Last Day to Add: January 19, 2012
Last Day to Drop Without Record (W): January 21, 2012
Last Day to Drop Without Final Grade: February 3, 2012
Ending Date: March 2, 2011
Navigating the Course
Getting Started
The electronic classrooms for this course are located in Blackboard and Adobe Connect. To
gain access to the course you need your Clemson Student ID (username) and password.
Blackboard
1. Open your Internet browser to the Clemson University home page at
www.clemson.edu
2. Select the URL of http://bb.clemson.edu and press Enter
3. Login with your Clemson University Username and Password
4. The Welcome page will list your current courses
5. Select this course and enter the Blackboard classroom
A Sample Blackboard Classroom
Announcements
Faculty Info
Course Information
Presentations
Assignments
Discussion Forums
Communication
External Links
Tools
Content Collection Tab
Adobe
1.
2.
3.
4.
Course announcements
Contact information and bios for course instructors
Course Syllabus, Calendar, and Presentation Schedules
Course Materials, Presentations, Recordings
Assignment Descriptions
Asynchronous Threaded Discussion Forums
Sending email messages, Discussion Boards, Group Pages,
Chat Rooms, Roster, Calendar
Key course links and on-line resources
Grades, Course Evaluation, User Manual
Library E-Reserves (under Institution Content)
Connect
Open your Internet browser
Enter the URL for this course: http://connect.clemson.edu/hehd800
Select the option to Enter as a Student/Visitor
Enter your name and click on the Enter Room button
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A Sample Adobe Connect Classroom
Camera and Voice
Web Cam pictures
Microphone controls
Attendee List
List of attendees in the
meetings
Chat
Attendee, presenter, and
host comments and
discussions
Share
Power Point presentation
Shared Documents
Note
Notes
Poll
Question and multiple choice
answers
Communicating Electronically
Netiquette Expectations
Always practice Internet Etiquette when communicating electronically. The purpose
of communicating electronically in an online course is to share information.
 Be respectful of other participants, their time, their bandwidth, and their
opinions.
 Remember that you are communicating with people who do not have the
advantage of seeing your body language or hearing your voice inflections,
and who may interpret your message differently than you intended.
o Using all caps may be interpreted as shouting.
o Use humor and sarcasm carefully (we can’t see the twinkle in your
eye); add emoticons to provide a visual representation of your intent.
o Keep your critiques constructive; antagonistic criticism is called
“flaming” and may cause an unwanted reaction.
 Remember that you are judged by the quality of your writing.
o Spelling and grammar do count.
o Be coherent and succinct.
o Don’t plagiarize; respect copyrights.
o Don’t depend on a single source when contributing new information
from external resources.
o Be professional.
Sending and Receiving email
The instructor(s) will respond to all inquiries, questions, and other electronic
correspondence within a timely, but not necessarily immediate, manner. Most
electronic communications will be answered within 48 hours. All email messages
from the instructor(s) will be sent to the student’s Clemson University email
address. To avoid having your message mistakenly identified as SPAM, please
identify the course in the subject line (HEHD 800).
Learning Expectations
Course Objectives
At the end of this course, the student will be able to:
1. Identify the major characteristics of the primary theories of youth development.
2. Demonstrate the use of each theory of youth development in providing the
family, program, and/or community experiences for positive youth
development.
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3. Compare and contrast the social environment and circumstances impacting
youth development throughout the decades of the late 20th century up to the
present day.
4. Identify and discuss the breadth of risk factors and behaviors confronting youth
in today’s society.
5. Articulate the role of government, for-profit and not-for-profit organizations in
the promotion of positive youth development.
6. Identify and discuss the services of the major organizations addressing youth
development.
7. Conceptualize and write a community-wide plan for positive youth
development.
Grading Policies
Scale
90-100
A
80-89
B
70-79
C
60-69
D
0-59
F
Weight of Assignments, Participation, Other Assessments
Assignment
Point Breakdown
1. Synchronous Meetings
5 online class meetings @ 3 points each
15 points
2. Discussion Board Forums
6 on-line discussions @ 5 points each
30 points
3. Group Work
Wiki Project & Presentations: 15 points
CYD Project: 15 points
Peer evaluation: 5 points
Up to 20 points awarded
35 points
4. Final Comprehensive Exam
5. Discretionary Point
Point Total
Up to extra 1 point awarded at the
discretion of the course instructor based
on the following factors: professionalism,
work quality, initiative, leadership, and
creativity
Total:
20 points
+1
100 points
Course Assignments
1. Synchronous Meetings. Students are expected to participate in the weekly synchronous
meetings. Each class will be facilitated by the instructor and may include student team
presentations and/or guest speakers. All students are expected to actively participate in
class discussions via both voice and text chat each week to receive the maximum point
allocation for a given week. Active participation will allow students to earn up to 2 points
per class session (see rubric on the Blackboard site under “assignments” for a description
of in-class assessment). Students may miss 1 weekly synchronous meeting without
penalty.
Synchronous classes will held every Tuesday at 7:00 p.m. Eastern Time beginning on
Tuesday, January 24, 2011 and will be facilitated through the Adobe Acrobat Connect
software. Each class will be approximately 1.5 hours in length. The only software
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requirement is the Adobe Flash Player available at no cost at www.adobe.com/downloads.
Students will need a microphone - a web camera is optional. The meetings will be
recorded for later review.
The Internet URL for this course is http://connect.clemson.edu/hehd800
If you have difficulty connecting to the meeting, contact the instructor at rbj@clemson.edu
to let him know of the situation, and log a ticket with ITHelp@clemson.edu to troubleshoot
the issue.
All weekly pre-recorded lectures, assigned readings and quizzes must be completed before
the meeting.
2. Online Discussion Board Forums. Online Discussion Board Forums are designed to facilitate
asynchronous interactions about a particular thread or topic. You enter the discussion on
your time schedule and within the required timeframes, read the postings, add comments,
and introduce new material related to the topic. The purpose of a threaded discussion is to
expand your knowledge through the collective research and comments on the subject. To
be successful in online discussion forums, you need to visit the site frequently and become
actively engaged in the process.







Research the topic and add constructive comments and information
Practice professional netiquette when communicating with others
Visit the discussion frequently
Stay on the subject
Share relevant experiences and external resources
Strive for quality more than quantity of postings
Include open ended questions in your postings to encourage dialogue
All students are expected to participate in all Discussion Board Forums. Access to the
Discussion Board forums is through Blackboard. Post your initial responses to the forum by
Saturday at 11:59 pm (your time). Add to the discussion and/or reply to the initial
discussion postings of other class members by Tuesday at 12:00 pm (your time).
Participation in discussion boards will be graded based on the quality of your postings,
including referencing course readings, identifying outside resources, sharing information
from your experiences with youth agencies and/or specific programs, contributions to new
knowledge, and horizontal discussion (i.e. talking to each other by responding to others’
posts and ideas). Discussion Board participation is graded based on a rubric system. Go to
the HEHD 800 course Blackboard site and click on “Assignments” to view the grading
rubric for Discussion Boards. Students may miss one DB assignment or drop the
lowest DB grade at the end of the semester without penalty.
3. Group Work. One of the hallmarks of online learning is the premium placed on peer
collaboration and the social capital that is developed through the collaborative learning
process. To be successful in an online learning program, you need excellent
communications skills and a willingness to collaborate with your peers. You cannot escape
collaboration in this program!
In HEHD 800, you will be assigned to a team of approximately 4 students as part of an
activity that we will complete while you are here on campus at Clemson January 20-22.
Your team will complete two different collaborative assignments: 1) integrative content
summary, group knowledge building, and virtual presentation of one of our weekly class
topics using the HEHD 800 wiki (http://hehd800.wikispaces.com); and 2) a progressive inclass case study that will move you towards building a community youth development
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plan. We will block off time each week in class for your team to meet in a separate Adobe
Connect classroom. This classroom will also be available for your team to meet outside of
class time if you so desire. Your team may meet in a variety of different ways, including in
your group’s Adobe Connect room (http://connect.clemson.edu/hehd800group#), through
discussion board forums, via email messages, and/or telephone calls.
To be successful in online group work, you need to be aware of the following:





Be an active team player
Contribute to the assignment and share the work load
Share your thoughts about the process, problems, and concerns
Provide constructive feedback to the other group members
Remember that this is a learning process and should increase your knowledge
Specific information on the two Group Work projects can be found under the
“Assignments” link on the HEHD 800 Course Blackboard site. The following is a brief
synopsis of both assignments:
Group Presentation: Teams will choose a course content area and specific topic that they
are interested in. Teams will provide a summary of information related to the course topic
by synthesizing the readings, providing real-world examples and applications of the
content, contributing new resources, and providing at least 1 short (5 minute) epresentation highlighting the wiki content. Teams will provide a discussion question or two
that captures some key point/s of interest related to their topic and will lead this
discussion for approximately 10 or 15 minutes during our synchronous class meeting on
Tuesday night.
Community Youth Development Plan: Each week, teams will work on various components
of a community youth development plan for a fictional city called “Granite Station.” Teams
will be given class time each week to address key elements of the plan as a group, but
may need to meet outside of class to finalize work on the various charges and to assemble
the final plan. The final plan should be put together in MS Word and e-mailed to the
course instructor by 5:00pm on the day it is due.
Peer evaluation. Each team member will submit a graded evaluation of the other
members of their team to the instructor at the end of the semester. Evaluations will be
completed based on the Peer Evaluation rubric posted on the HEHD 800 Course Blackboard
site. Individual contribution grades will be assigned based on the feedback provided.
4. Final Comprehensive Exam. A comprehensive final exam will be given based on the
readings and class discussions in HEHD 800. It is expected that students will be able to
draw upon the content and examples provided within the HEHD 800 wiki and Blackboard
Discussion Boards to assist in writing the final exam in the class. Students will be
provided with the final exam questions on the second to last week of class (February 21).
Final exams should be e-mailed to rbj@clemson.edu no later than 5:00pm on Friday March
2, 2012. Late exams will be penalized 1 full letter grade per day. For example – exams
turned in after 5:00pm on Friday will be penalized 1 full letter grade if they are completed
by 5:00pm on Saturday; exams turned in after 5:00pm on Wednesday will be penalized 2
full letter grades and so on.
5. Discretionary Point. Up to 1 extra credit point will be awarded by the course instructor
based on a student’s body of work throughout the entire semester. Students don’t need to
do anything in particular to earn this point (i.e. there is no assignment per se). However,
in order to earn this, students need to demonstrably stand out throughout the
semester in the following areas: professionalism (e.g. good communication, promptness,
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courtesy toward others), work quality (e.g. depth, rigor, clarity), initiative (e.g. going
above-and-beyond on assignments, adding value to the class), leadership (e.g. providing
vision for group work, coordinating efforts, making a meaningful contribution), and
creativity/innovation (e.g. taking unique approaches to assignments, thinking outside-thebox, coming up with new ideas). The keys to earning this point: stand out (in a good
way), contribute something of value to the class, and be excellent!
About the Instructor:
Robert J. Barcelona, Ph.D. is an assistant professor of youth development at Clemson
University. Dr. Barcelona’s research and professional interests focus on the leadership and
management of youth-serving programs and organizations, with a particular focus on afterschool
settings and community-based youth sports and physical activity programs. He has published
one textbook, has more than 20 professional publications, and has presented his work locally,
nationally and internationally.
Dr. Barcelona has worked professionally in athletics and recreation administration, serving as an
Assistant Athletics Director at the University of California, Berkeley, where he also served as the
activity director for the Y-Cal youth partnership and the Cal National Youth Sports Program. He
also worked professionally at the University of Mississippi, where he served as the Director of
Intramural Sports and Sport Clubs, in addition to his work in school and community-based youth
sports throughout the Magnolia state. Prior to teaching at Clemson, Dr. Barcelona was a faculty
member at the University of New Hampshire for 7 years. At UNH, he taught undergraduate and
graduate courses, coordinated an interdisciplinary minor in Youth Development, served as the
lead evaluator for the Dover Leaders’ Project, and worked as the founder and project
administrator of CoachSmartNH.
Dr. Barcelona has been at Clemson since the summer of 2008. He currently teaches in Clemson’s
graduate Youth Development Leadership program where he works with approximately 40
professional masters degree students, as well as in the Department of Parks, Recreation, and
Tourism Management, where he teaches and works with undergraduate, masters, and doctorallevel students. He is currently serving as a co-principle investigator on two federally funded
projects: 1) a community-based evaluation focusing on the quality of life of youth and families
living in low-income neighborhoods and public housing in Greenville, SC; 2) a multi-year, $1.2
million 21st Century Community Learning Centers-funded afterschool initiative for elementary
school youth in the Anderson 1 and 4 school districts (GoalPOST).
Dr. Barcelona has been married to his wife Heather for 13 years, has four children – Madeline (8
years), Nathan (6 years), Emily (2.5 years), and Dominic (5 months) - and a chocolate lab named
Kemah. He coaches youth sports, directs a physical activity and recreation program for
homeschool students at the elementary, middle, and high school levels, dabbles in various youth
ministry efforts, and tries to practice what he preaches about the importance of family, youth,
quality of life, health, and community (to varying degrees of success).
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Schedule and Calendar
DATE
Week 1:
Thurs-Sat
1/19-21
TOPIC
- Concepts & Principles of PYD
- PYD Programs
- Key Goals and Outcomes of PYD
Week 2:
Tues, 1/24
- Historical Perspectives of Youth
Culture, Organizations, &
Research
Week 3:
Tues, 1/31
- Applied Theoretical and
Conceptual Frameworks for PYD
Week 4:
Tues, 2/7
-
- Dimensions of Diversity – Youth
Issues and Needs (Ethnicity/Race, Gender, Religiousity)
-
Week 5:
Tues, 2/14
- Youth Development Systems &
Organizations: Funding,
Evaluation, and Partnerships
Week 6:
Tues, 2/21
- Youth Development Leadership
& Personnel
Week 7:
Tues, 2/28
- PYD Settings, Contexts &
Practices: Families, Schools,
Communities and the future of
PYD
-
READINGS
Hamilton et al. (2004), pp. 3-22
Eccles & Gootman (2002) , pp. 86-115
Roth & Brooks-Gunn (2003a), 94-111
Roth & Brooks-Gunn (2003b), pp. 170182
Eccles & Gootman (2002), pp. 66-85
Baldwin et al. (2005), pp. 219-239
Savage (2007a), pp. 63-76
Savage (2007b), pp. 442-253
Walker et al. (2011), pp. 8-19
LeMenestrel & Lauxman (2011), pp. 139154
Irvine (2006); Henig (2010)
Larson & Walker (2005), pp. 131-148
Larson (2000), pp. 170-183
Lerner et al. (2011), pp. 40-64
Detzler et al. (2007), pp. 109-116
Saito & Sullivan (2011), pp. 109-125
Perkins & Caldwell (2005), pp. 149-164
Russell & Campen (2011), pp. 95-108
Olive (2003), pp. 27-46
Rodriguez et al. (2003), pp. 47-78
Pollack (1999), pp. 3-19; Pipher (1995),
pp. 45-73
King (2007), pp. 227-242
Darling et al. (2006), pp. 765-779
Wheeler (2000), pp. 47-54
Young (2010), pp. 482-504
Arnold & Cater (2011), pp. 82-94
Byrne & Hansberry (2007), pp. 75-84
Borden et al. (2011), pp. 126-138
Astroth et al. (2004), pp. 25-37
Johnson et al. (2004), pp. 51-64
Yohalem et al. (2006), pp. 1-38
Bradshaw & Garbarino (2004), pp. 170192
Gomez & Ang (2007), pp. 97-104
Outley et al. (2011), pp. 59-72
Swisher & Whitlock (2004), 216-238
Brennan (2008), pp. 55-64
Blyth (2011), pp. 167-182
ASSIGNMENTS
- DUE: DB #1 (Initial Post
= 1/20); Follow-up
Post/s = 1/21)
- DUE: DB #2
- DUE: Wiki Group 1
- DUE: DB #3
- DUE: Wiki Group 2
- DUE: DB #4
- DUE: Wiki Group 3
- DUE: DB #5
- DUE: Wiki Group 4
- DUE: DB #6
- DUE: Wiki Group 5
- DUE: DB #7
- DUE: Group CYD Plans
Final Exam Due: Friday, 3/2 at 5:00pm via e-mail to rbj@clemson.edu
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Other Resources
Advising
You are assigned to an adviser upon admission into the program. Regular interactions with your
adviser will make your academic journey more efficient and effective. Questions about your
adviser should be directed to your academic area office.
Financial Aid
http://virtual.clemson.edu/groups/finaid/
This link provides you with information about financial aid opportunities.
Graduate School Information
http://www.grad.clemson.edu/
The Graduate School web pages include current policies, procedures, calendars, and related
forms.
Help with Technology
http://dcit.clemson.edu/departments/help_desk
The CCIT Help Desk is available by telephone (864-656-3594) or email (consult@clemson.edu).
Check the web site for available hours.
Assistance with Blackboard or Acrobat Connect may also be available through the CCIT
Technology Services area. Send an email message to ITHelp@clemson.edu.
Library Services
http://www.lib.clemson.edu/
The library web pages connect you to the many services and resources provided for Clemson
University students, including online databases, e-journals, electronic books, interlibrary loan,
etc.
Library Distance Education Services
http://www.lib.clemson.edu/distance/index.htm
The library distance education web pages connect you with services designed specifically for offcampus students.
Registrar’s Office
http://www.registrar.clemson.edu/
The Registrar’s Office web site provides you with information about course schedules, registration,
calendars, tuition fees, and grades.
Searching the Net
http://www.lib.clemson.edu/qr/internet.htm
Online courses frequently require you to search for resources on the Internet. The large numbers
of indexes, search engines, and web pages require navigation skills. The library has prepared a
guide for you at this web site.
Student Disability Services
http://www.clemson.edu/asc/sds_student_guide.html
If you have a disability that may impair your participation in this course, you need to notify the
course instructor and the Office of Student Disability Services before the course begins. This web
site describes the available services, policies, and procedures.
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Student Handbook
http://stuaff.clemson.edu/handbook/2003/
This link connects you to the online version of the Student Handbook.
Textbooks
http://whywaitforbooks.com
Textbooks may be ordered from the Clemson University Bookstore or any of the other sources
available on the Internet.
http://www.campusi.com
This website searches 100 bookstores and offers a price comparison of textbooks by seller.
VA Educational Benefits
http://www.registrar.clemson.edu/html/veteran.htm
This link provides you with information about the Veterans Administration Education Benefit
program at Clemson University.
Clemson University is accredited by the Commission on Colleges of the Southern Association of
Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097; telephone number
404-679-4501).
This syllabus is subject to change/improvement as needed.
The most current version is posted in Blackboard.
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