Course Syllabus Table of Contents
PSYCH 344
Developmental Psychology: Adolescence
through Youth
Fall 2010
Table of Contents
Course Description – What is Adolescent Development about ................................................ 2
The Goals of the Course are .................................................................................................... 3
Textbook and Other Required Materials for the Course ........................................................... 4
Recommended Course Materials ............................................................................................. 4
How to Register for “My Development Lab” ............................................................................. 4
Grading Scale .......................................................................................................................... 5
The Course Assignments ......................................................................................................... 6
Description of Course Assignments and Activities ................................................................... 7
Accommodations for Students with Disabilities ........................................................................ 9
Attendance ............................................................................................................................... 9
Grades and Grade Appeals....................................................................................................... 9
Behind the Scenes Look at Exams and Testing! ...................................................................... 10
Study Hints ............................................................................................................................... 12
Classmate’s Names and Emails ............................................................................................... 12
Scheduling during Finals Week ................................................................................................ 12
Figuring out your Final Exam Schedule ................................................................................... 13
Tentative Course Schedule ...................................................................................................... 13
Observing a Religious Holiday ................................................................................................. 15
Honors Option .......................................................................................................................... 15
ANGEL Testing for Readiness Assessment Quizzes................................................................ 15
Commercialized Lecture Notes ................................................................................................. 15
Academic Integrity ..................................................................................................................... 15
Excerpts from “Cheating from Where the Student Sits” ............................................................ 16
Registering your iClicker .......................................................................................................... 18
Online Aspects of the Course .................................................................................................. 18
How to get your Questions Answered throughout the Semester ............................................. 18
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Adolescent Development: Fall 2010
Psychology 344
Developmental Psychology: Adolescence Through Youth
Course Syllabus, Fall 2010
Classroom: 118 Psychology Bldg
Mon, Wed & Fri 1:50 p.m. to 2:40 p.m.
Prof. Cathleen McGreal
Email: mcgreal@msu.edu
Phone: (517) 432-0736
Office: 338 Psychology Building
Office Hours and Locations:
Monday:
3:00 to 4:00 p.m. at 338
Psychology Building
Thursday : 10:15 to 11:00 at Sparty’s in
Snyder/Philips [Snyder side]
Undergraduate Assistant: Angela Finkbeiner
Email: finkbe31@msu.edu
Office Hours and Location:
Tuesday : 10:00 am to 11:00 am at Sparty’s in
Snyder/Philips [Snyder side]
Wednesday: 12:30 pm to 1:30 pm at Sparty’s in
Snyder/Philips [Snyder side]
My Development Lab Class ID: cm545828
Virtual Teen: Class ID: 14471420
Angel Website: https://angel.msu.edu
ANGEL HELP Line 24/7 : 355-2345 or 1-800-500-1554
Course Listed as: FS10-PSY-344-001 Dev Psy: Adol-Yth
We will post answers to Frequently Asked Questions on ANGEL. Check there to see if your question has
been answered already before sending an email. You may find your answer right away!
Email Policy: Send email from the ANGEL account to “All Faculty”. Make sure you put “Psych 344”
in the subject line. This is the way we distinguish course mail from the numerous emails we receive
throughout the day. We may reply through MSU mail or ANGEL. We will try to respond to mail that has
“Psych 344” in the subject line within 24 hours of the email (Monday through Friday).
Helpful Hint: Check out the Weekly Checklist right above the Class Lounge in ANGEL
to see what assignments are due each week!
Course Description - What is Adolescent Development about?
Psych 344 covers research and theory regarding development between puberty and adulthood
including physical, cognitive, social, and emotional and personality development. Contexts of adolescence
within the family and within the peer group including sexuality, dating, and romantic relationships are
included.
According to psychologist John Santrock, widespread generalizations in the U.S. culture have often
been formed from viewing a limited set of highly visible adolescents. This course provides a detailed look at
adolescence in order to move beyond the stereotypes that have become pervasive in society. What are the
contexts for development when individuals approach puberty in our society? How do increased cognitive
capabilities influence the adolescent's view of identity and morality? What challenges occurred in
development as a time of "not a child" but "not an adult" emerged in the 20th century? What changes have
occurred recently? Why is adulthood “emerging” and at what age does one finally become an adult? How
does taking a cultural approach give us greater insights into the diversity of developmental possibilities during
adolescents? Throughout the semester we will analyze different research studies and theoretical perspectives
in order to answer these, and other, questions about the years of adolescence and early adulthood.
Adolescent Development: Fall 2010
Page 3
The Goals of the Course are…
At the end of this course I want my students to be able to:
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Describe and explain major theories and concepts of adolescent development, as well as important researchers
and theorists in this field of study at a performance level that would lead to passing scores on the Psych GRE
questions which deal with this area of development.
Further analyze methods used in developmental psychology (how we know what we know!) and to think
critically when analyzing developmental research (this process began with Psych 244).
Explain historical contrasts and cultural beliefs that are significant in the study of adolescence and early
adulthood.
Synthesize information from biological, cognitive, and psychosocial sources so that a comprehensive
perspective on adolescence is formed.
Be able to state developmental concepts in their own words and apply the information
presented in the text and in class to specific content areas typical in the lives of adolescents and
their families.
AIn case you're worried about what's going to become of the younger generation,
it's going to grow up and start worrying about the younger generation.@ Roger Allen
Learning is an active process and it is hard work! You will determine how well you accomplish the
goals. Many people are involved in your college education, but the most important person is YOU!
Therefore, your role is to
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organize your life so that you can attend class regularly. Plan to be present on exam days. Students are
expected to attend class from the beginning to the end! It is disruptive to arrive late or to leave early.
keep up with the assignments/readings so that you can structure the knowledge we share in class. It is
your responsibility to know when assignments are due based on the deadlines in the syllabus.
listen and learn from those around you, asking questions and participating in class discussions.
relate your knowledge to your own life (remember the "Self-reference" aspect of memory?!)
be engaged in the class! (sad to say, we don’t multi-task as well as we think we do!)
Important Note: As a courtesy to your classmates and instructor, please put all cell phones on silent or
vibrate mode and respond to your calls and texts after class unless it is an emergency that is important
enough for us to disrupt our class. We DO want to know when DPS sends a message about a tornado
warning. We can wait until after class to find out that Bubble Island is having $2.00 specials!
Newspapers, IPods, and other distracting materials are not allowed in class; remember to turn
them off and put them away when class begins. They distract me as well as your classmates!
Regarding Food: Some professors view food as distracting but I think that hunger is equally distracting!
If you haven’t eaten lunch by 1:50 then you need food! It is OK to bring lunch as long as you can eat it
quietly (avoid carrots!). Just make sure you clean up any evidence when you leave 
In order to be an effective instructor, my role is to
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facilitate your learning by structuring the course and class time.
select effective resources for your learning.
structure opportunities to learn from each other and from me.
give you feedback regarding your performance in the course.
establish a positive environment that fosters appreciation of the adolescent period of development.
Page 4
Adolescent Development: Fall 2010
Textbook and Other Required Materials for the Course:
Arnett, Jeffrey Jensen. (2010). Adolescence and Emerging Adulthood (4th edition).
Boston: Prentice-Hall.
MyVirtualTeen (Pearson access code comes with your textbook bundle or may be purchased separately) i
iClicker (for classroom response system – if you have one for any previous or current classes you can
use it for this class and just use a different registration number). See end of syllabus for details.
Recommended Course Materials:
MyDevelopmentLab (Pearson access code comes with textbook bundle or may be purchased separately)
How to Register for “My Development Lab”
To register for this website:
1. Go to the appropriate website:
http://wps.prenhall.com/wps/media/access/Pearson_Default/7839/8027290/login.html
2. Select your textbook (if applicable).
3. Click Register. (if you bought a new book at the bookstore then you have an access code –
Otherwise you can buy it if desired) ii
4.
5.
6.
Use your MSU email address as your log-in ID.
Choose any password that you will remember each time you access the website.
Our class ID code is: cm545828
When you finish registering, you receive a registration confirmation email containing your login
ID and password.
Now you are registered on the MyDevelopmentLab Site
Note: You can join a class as you complete registration for website access by clicking Join a
Class from the Confirmation & Summary (last) page of registration. You need to have the Class
ID ready to be able to join the class. If you select this option, you can join a class using the
following procedure beginning with step 3. Otherwise, you can join later as described in the
following procedure beginning with step 1.
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Page 5
Adolescent Development: Fall 2010
To join a class if you are already registered:
1.
2.
Enter the website by logging in:
a.
Return to the website URL.
b.
Select your textbook (if applicable).
c.
Log in with your personal login name and password.
Click Join a Class.
The Join a Class option is displayed in the website navigation.
3.
When you are prompted for a Class ID, enter cm545828 and confirm that the instructor name and class
information is correct by clicking Next.
4.
At Confirmation & Summary page, click Enter Class Now to immediately access the class.
After joining the class, you receive a class enrollment confirmation email containing your login name and password.
5.
After you have joined a class, you can access it later at any time by repeating step 1 above. If you have only one
active class, you enter it once you log in. If you have two or more active classes, you are presented with a list of
classes once you log in. To enter a class, select one from the list.
Grading Scale
GRADE
PERCENTAGE SCORE
POINTS
4
90 % to 100 %
251 -280
3.5
85 % to 89 %
237 - 250
3
80 % to 84 %
223 - 236
2.5
75 % to 79 %
209 - 222
2
70 % to 74 %
195 - 208
1.5
65 % to 69 %
181 - 194
1
60 % to 64 %
167 - 180
0
< 60%
#166
Note: Students who score
the minimum number of
points for a grade rejoice that
they "just made it."
Unfortunately, sometimes a
score is at the very top of the
range. The only points
available are earned through
assignments listed in the
syllabus. There are no ways
to get more points after the
final, so please don't contact
us if you are a point away
from the next grade!
The grades in this course are based on performance, not on effort. If earning a particular grade is very important to you (for example, if you are on academic probation or if a certain grade is required for you to participate in sports or to graduate) then make sure that you do everything in your power throughout the semester to earn as many points as possible on the graded activities. Please do not ask us to raise your grade at the end of the semester because the grade you earned is not the grade that you wanted.
Page 6
Adolescent Development: Fall 2010
Assignment
Date
Content Covered
Exam 1
9/29
Chapters 1,2,3,4 /Lecture/Discussion/Video
45
Exam 2
10/27
Chapters 5,6,7,8 /Lecture/Discussion/Video
45
Exam 3
12/8
Chapters 9, 10, 11, 12 /Lecture/Discussion/Video
Final
12/14
Comprehensive Exam (Tuesday @ 12:45 to 2:45)
45
Clickers
Variable
Variable
25
ICA #1
9/1
Chapter 1 Introduction, Lecture, Discussion
3
ICA #2
9/10
Chapter 2 Biological Foundations, Lecture, Discussion
3
ICA #3
9/17
Chapter 3 Cognitive Foundations, Lecture, Discussion
3
ICA #4
9/24
Chapter 4 Cultural Beliefs, Lecture, Discussion
3
ICA #5
10/8
Chapter 5 Gender, Lecture, Discussion
3
ICA #6
10/15
Chapter 6 The Self, Lecture, Discussion
3
ICA #7
10/22
Chapter 7 Family Relationships, Lecture, Discussion
3
ICA #8
10/29
Chapter 8 Friends and Peers, Lecture, Discussion
3
Chapter 9 Love - Stratford Residency Workshop at Wharton Center
3
ICA #9
Possible
[45]
Earned
Drop?
ICA #10
11/19
Chapter 10 School, Lecture, Discussion
3
ICA #11
12/3
Chapter 11 Work, Lecture, Discussion
[3]
Drop?
ICA #12
12/10
Chapter 12 Media, Lecture, Discussion
[3]
Drop?
R. A. Quiz # 1
9/4
Chapter 1 [opens by 9/1 closes Friday, 9/4 at 11:00 pm.]
3
R. A. Quiz # 2
9/7
Chapter 2 [opens by 9/1 closes Tuesday, 9/7 at 11:00 pm]
3
R. A. Quiz # 3
9/12
Chapter 3 [opens 9/8 at 10:00 a.m. closes Sun, 9/12 at 11:00 pm.]
3
R. A. Quiz # 4
9/19
Chapter 4 [opens 9/13 at 10:00 a.m. closes Sun, 9/19 at 11:00 p.m.]
3
R. A. Quiz # 5
10/3
Chapter 5 [opens 9/27 at 10:00 a.m. closes Sun, 10/3 at 11:00 p.m.]
3
R. A. Quiz # 6
10/10
Chapter 6 [opens 10/4 at 10:00 a.m. closes Sun, 10/10 at 11:00 p.m.]
3
R. A. Quiz # 7
10/17
Chapter 7 [opens 10/11 at 10:00 a.m. closes Sun, 10/17 at 11:00 p.m.]
3
R. A. Quiz # 8
10/24
Chapter 8 [opens 10/18 at 10:00 a.m. closes Sun, 10/24 at 11:00 p.m.]
3
R. A. Quiz # 9
10/31
Chapter 9 [opens 10/25 at 10:00 a.m. closes Sun, 10/31 at 11:00 p.m.]
3
R. A. Quiz # 10
11/14
Chapter 10 [opens 11/8 at 10:00 a.m. closes Sun, 11/14 at 11:00 p.m.]
3
R. A. Quiz # 11
11/28
Chapter 11 [opens 11/15 at 10:00 a.m. closes Sun, 11/28 at 11:00 p.m.]
[3]
Drop?
R. A. Quiz # 12
12/5
Chapter 12 [opens 11/29 at 10:00 a.m. closes Sun, 12/5 at 11:00 p.m.]
[3]
Drop?
Annotated Bib.
10/13
Due 11 pm in drop box and bring hard copy to class on 10/14
20
Teen News
11/26
Newspaper articles on ANGEL template (team assignment)
40
Total Points
280
Adolescent Development: Fall 2010
Page 7
Description of Course Assignments & Activities
FINAL EXAM The Final Exam will consist of 45 objective questions, each worth 1 point. It will include
EXAMS
CLICKERS
R. A. QUIZ
ICA
information from the beginning of the semester. It is on Tuesday during finals week (Dec. 15,
2009) from 12:45 p.m. to 2:45 p.m. The final is in our regular classroom. Chapter 13 will not
be covered. Note that MSU has a strict policy regarding final exams:
"A student absent from a final examination without a satisfactory explanation will receive a
grade of 0.0 on the numerical system, NC on the CR-NC system, or N in the case of a course
authorized for grading on the P-N system. Students unable to take a final examination because
of illness or other reason over which they have no control should notify the associate deans of
their colleges immediately."
Three exams will be given during the semester. One of the exams will be dropped. The exams
will consist of multiple-choice questions. BE ON TIME FOR EXAMS! No exam will be given
if you arrive at the classroom late and a completed exam has already been turned in. If this
happens it will be the exam that you drop. If you miss more than one exam then makeup
exams are given in the case of emergency situations (family, medical, personal). You must
contact me as soon as possible and be prepared to document your absence (medical/police
reports). The makeup exam may be in an alternate format but it will cover the same information
as the regular exam.
There will be many classes in which we have graded clicker questions. During these classes you
can earn one point for participating with your clicker and one point for answering a question
correctly. The maximum number of points is 25.
The readiness assessment quizzes for each chapter are found in ANGEL. They are open-book
but time is limited. They are to be completed on your own. Completing them with another
student would be considered cheating. Each quiz will be available Wednesday after class (10:00
a.m.) and will remain open until Sunday night at 11:00 p.m. Since the quizzes are available for
an extended time there are no makeup quizzes. Do not wait until the last minute because you
could have computer problems. If this happens or if you forget to take one then you do get to
drop two quizzes. The Readiness Assessment Quiz will close on ANGEL at 11:00 p.m. on
the due date listed on page 5 of the syllabus. The purpose of the quiz is to make sure you
have read over the chapter and are prepared to discuss it during lecture. It is open book but
you must have a thorough understanding of the chapter because there would not be time to
look up the answer to each question! Feedback from the Readiness Assessment
Quizzes will be made available on Sunday night and will remain on ANGEL for one week.
After that time your quiz is available to review during office hours. HINT: IF YOU TAKE
THE QUIZZES IN MY DEVELOPMENT LAB AFTER READING THE CHAPTER
YOU WILL DO VERY WELL ON THE READINESS ASSESSMENT QUIZZES!!!
Note that the quiz dates for Chapters 1 and 2 are different because of our unusual schedule
during week 1 and 2 Two R.A. Quizzes are dropped.
There are 12 Graded In-Class Activities (ICA). If you miss ICA #1 because you added the
course late then that activity may be made up on September 8th at 12:30 pm in the Sparty’s in
the Snyder side of Snyder/Phillips working in a small-group of students who also added late. If
you do not make it up at that time then ICA #1 will be one of the In-Class activities that will be
dropped. Altogether, two In-Class activities are dropped.
ANNOTATED BIBLIOGRAPHY Due Tuesday, October 12, at 11:00 p.m. in Drop Box
10
let
The purpose of the annotated bibliography is to find resources for your Teen News articles. The
five research articles should be annotated to outline how these articles are relevant to the Teen
News stories. The annotated articles must be from academic (peer reviewed) journals. Use APA
Style. Choose 5 articles representing 5 different contexts of adolescent development from the
contexts listed below:
families, peers, schools, work, leisure, identity, autonomy, intimacy, sexuality or achievement.
On September 15 in class we will be forming teams and your team will turn in the 5
contexts that your team will focus on (you can change your mind at a later date – just
me know in writing). You will have plenty of time to find articles.
Adolescent Development: Fall 2010
NOTE:
Page 8
Make sure that each team member chooses different articles for the bibliography.
You will turn in your individual annotated bibliographies to be graded through a dropbox submission on ANGEL. But you will also bring a hard copy of your Annotated
Bibliography to class on 10/13 to review with one another and then turn in as a team so
that we can make sure that your contexts match with your September 15 focus sheet
and to make sure that there is no duplication.
TEEN NEWS
Instead of writing a traditional term paper, this assignment uses your growing knowledge of
adolescence in an applied manner. You will be writing 5 shorter “papers” using a more colloquial
language. The assumption is that you and your teammates work at a newspaper and are responsible for
putting together a page directed toward adolescents OR toward the parents of adolescents (your
choice). Teen News will consist of five stories.
Each of the five stories will be chosen from a different context of adolescence based on your annotated
bibliography:
Families, peers, schools, work, leisure, identity, autonomy, intimacy, sexuality or achievement.
As a team you will need to
1. Give “Teen News” a title of your own.
2. Decide what topics will be covered from the list of 10 above and develop what you feel is an
important story on each of the five topics. [based on your individual annotated bibliographies]
3. Decide which two stories will be accompanied by pictures because that places the location of those
stories. (The newspaper model in ANGEL controls the size of each story, so decisions need to be made
about which stories get the most space and which ones the least space.) The template requires the use
of the pictures that we purchased from a Stock Photography source for this assignment (it is not
possible to load your own pictures into the template).
4. Decide the positions of the other stories based on what you feel are the more important and
interesting stories (more space will be given).
5. Remember, the academic references submitted in your annotated bibliography will be the primary
sources relating to each story. You are taking academic resources and translating them into colloquial
language. You cannot take a popular magazine, such as Newsweek or Parents Magazine, and use it as
your reference. In those cases another writer has already done the translation from the academic
reference to the popular work!
6. Text should fill up the space allotted for each story. (A newspaper wouldn’t run white space at the
end of a story!) Thus, words will have to be carefully chosen.
7. A final characteristic of the newspaper page will be its overall appearance. Colors, if used should
be such as to work together well, and an appropriate picture chosen. The final product of the team will
present five interesting stories and be laid out in a way that would be appealing to adolescents or their
parents.
8. You will turn in a typed sheet of all references used in your newspaper – one typed sheet per group
with the title of your Teens News, your group number, and your individual names.
Newspaper Template: The team templates for the front page are located in ANGEL. You will see
your Team Name, select that and then select Launch Newspaper.
How the Newspaper Works: Your team's job is to insert stories and images when available into the
template to create an informative page about adolescence. You will use your mouse to click on the
different editable areas. Some areas allow you to add images. Use the Change Photo button to select
from a list of images. When you first go to that area there probably will not be a Photo. When you want
to save your work click on the OK button. There is a help button located in the top right hand side of
the newspaper that will give you more specific instructions on how to navigate the front page. A word
of caution: You can overwrite your teammate’s work if you are working on it simultaneously so make
sure you collaborate on the project and truly work as a team.
Submission of the Assignment and Grade: One and only one copy of the Newspaper is turned in for
Adolescent Development: Fall 2010
Page 9
your team. ANGEL will close the newspaper at the time indicated below and we will grade whatever
has been completed by that time. Both team members will receive the same grade on the newspaper.
You do not have to submit the newspaper in any special way – just save your work! Submit your
reference page in the Reference Drop Box. Only one reference page per team is submitted.
Due:
November 24, 2010 at 5:00 p.m. [It is strongly recommended that it be completed earlier, for
example, by class time on Wednesday, November 24th.]
HOW TO PUT YOUR TEEN NEWS REFERENCE PAGE IN THE DROP BOX
Each team needs to load ONE reference page into ANGEL. This is a simple process. Make sure that
your paper is in .doc or .docx or .rtf format. If you have any difficulty MSU has a 24/7 ANGEL help
line. If you are local then just call 355-2345. If you are working on the paper during a weekend away
then call
1-800-500-1554.
When you submit your assignment, enter in the Title field:
Team [Your Team #] - References – [Title of your Teen News]
This will help your instructors easily locate your assignment.
If you don't follow this naming convention then it is possible that there will be a delay in finding and
grading your paper. Make sure you put the names of all the team numbers on the top of the references
page as well.
Grading Rubrics can be seen in the Drop Box. Go to ANGEL and look for the Instructions for how to
do this under the Teen News icon (it has the icon of a newspaper).
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Please provide the VISA form given to you by the Resource Center for Persons with Disabilities. If
you have not contacted the RCPD office yet then make an appointment with a counselor at 353-9642
(voice) or 355-1293 (TTY) and they will work with you to establish reasonable accommodations during
your years at MSU.
ATTENDANCE
Students whose names are not on the official class list provided by the Registrar's Office for this course
may not attend this class. Although attendance is not taken in this class there are test questions based on
lecture that are not in the textbook. In addition, active participation is required for in-class activities
and for the clicker questions.
GRADES AND GRADE APPEALS
Scoring office. When the Scoring Office sends the test results the correct answer and your answer
are listed on the feedback sheet. Keep that sheet to review an exam during office hours. Make sure that
you fill in the letter “A” before your student number and fill in the bubbles correctly or you will not
receive a feedback sheet from the scoring office.
Page 10
Adolescent Development: Fall 2010
Grade Appeals. If you want to review an exam then bring this feedback sheet with you because it
tells you what answer you put and then lists the correct answer. You will have only two weeks after
you receive each midterm exam grade and one week after each quiz to appeal questions. You will
have one week after each in-class activity to appeal that grade. After that time, no additional changes
to grades or exam scoring will be made. Final grades need to be submitted soon after we complete our
final exam. Final exam questions need to be appealed as soon as you receive the exam feedback before
final grades are submitted.
Checking your Grades in ANGEL. 1. Go to the Reports tab. 2. Once in this tab the default tab
that you should be working in is "Report Settings". Make sure you are here and not in "Saved Reports".
3. Under Category the default setting is typically "Learner Profile". You want to change this to
"Grades". 4. The other settings are OK: Report Box next to it is set to "Member Grades" and the User
Box should have your name in it. 5. Click on the Run Button. You should now be able to see your
grades.
Viewing your Quiz Answers in ANGEL. This is similar to what you will see in ANGEL
after everyone has taken the quiz and feedback is released. This example shows a grade of 3
out of 3 points on a quiz.
Your Submissions
Submitted
Grade (3 pts)
9/5/2005 6:40:33 PM
3
Comments
If you click on the hypertext date then a page will open up and you will see all the
questions and answers.
1.
In order to appeal a question, send the appeal through ANGEL to FACULTY.
Only exam points appealed in this method will be considered.
2.
In order to appeal a question explain why your choice is the BEST answer.
Document your explanation. Provide page numbers.
3.
Explain why the other choice is wrong or ambiguous (or at least not as good a choice as
the answer you selected).
If we notice that a question has been keyed incorrectly then we change it for all students at the
same time. If you receive an email from the faculty regarding a regrade then you don't need to
go through this process. We will have already made the change and it should be appearing
correctly in the Gradebook.
BEHIND THE SCENES LOOK AT EXAMS AND TESTING!
Why do we have exams in classes? One very practical reason is because at the end of the semester I
have to assign each of you an individual grade. Another practical reason is that when this course
appears on your transcript there will be others looking at it in order to assess your level of competence
in the material that is covered. These individuals may be hiring you for a job or may be deciding
whether to accept you into a graduate program. There is an expectation that you have mastered a body
of knowledge that is traditionally covered in this course (see the large oval below).
Adolescent Development: Fall 2010
Page 11
But there are other purposes for tests that aren't as obvious. An important reason to test is that it
encourages students to develop their own organizational strategies for remembering the material. Each
of us has to develop ways to integrate the material into information that we already know. In other
words, for this material to be relevant long after the course ends, YOU have to figure out how to study
for the exam, organize the material so that it is incorporated into long-term memory, and then retrieve it
when it is needed. Exams help develop critical thinking skills because you take concepts that you have
learned in one context and apply them to novel problems.
This large oval
represents what you
have learned
Important information
Important information
Important information
Important information
Important information
Important information
Important information
Important information
Important information
Important information
i f
i
Sample of
important
information
Since there isn’t time to ask you
EVERYTHING that is important,
the smaller oval represents a sample
of your knowledge. I assume that
you
would be able to answer other
questions
just as well if we had more time for
the exam. DO NOT USE THIS
SAMPLE TO DECIDE WHAT IS
IMPORTANT IN THE COURSE.
MANY IMPORTANT CONCEPTS
Adolescent Development: Fall 2010
Page 12
STUDY HINTS
A helpful study technique would be to review with a classmate to see another perspective. Writing
multiple-choice questions for each other also leads to a deeper level of processing of the course material.
The actual writing of the questions is usually more helpful than taking the questions your friend writes
because it is difficult finding distracters that your friend might find plausible. Making a Study Guide
for one another is useful; it helps each of you integrate ideas into your long-term memory. Use the
website listed on the back of your textbook, too!
Classmate's Names and Email
It is handy to have the names of the students who sit close to you in class in case you are sick and want
to find out what happened when you were absent. If you write them down here then you know where to
look later on!
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Scheduling during Finals Week: Notes from the Registrar's Office
"No student should be required to take more than two examinations during any one day of the final
examination period. Students who have more than two examinations scheduled during a particular day
during the final examination period may take their class schedules to the Academic Students Affairs
Office in their colleges for assistance in arranging for an alternate time for one of the three examinations.
Common end of semester examinations are scheduled in certain courses with several class sections. In case of a
conflict in time between a common examination and a regularly scheduled course examination, the latter has
priority. The department or school giving the common end of semester examination must arrange for a make-up
examination. A student absent from a final examination without a satisfactory explanation will receive a grade of
0.0 on the numerical system, NC on the CR-NC system, or an N in the case of a course authorized for grading on
the P-N system. Students unable to take a final examination because of illness or other reason over which they have
no control should notify the assistant deans of their colleges immediately." This website has policy information and
the final exam schedule.
http://www.reg.msu.edu/ROInfo/Calendar/FinalExam.asp
Our final is Tuesday, December 14, 2010 from 12:45 p.m. to 2:45 p.m.
If you have 3 finals in one day then you need to go to either:
170 Bessey (main office, 355-3515) OR 229 Akers OR S33 Wonders. These offices have a list of
which classes have priority over others when it comes to the final exam. They will give you a form
to take to the professor that they want to schedule a makeup. Then you will return the form to them.
If you get seriously ill or something out of your control comes up during finals week then students
must "notify the assistant deans of their colleges immediately." The dean will let me know, although
I would appreciate that you cc the information to me also.
Page 13
Adolescent Development: Fall 2010
Figuring Out Your Final Exam Schedule: Go to Registrar Website
If Your Class Meets*
Beginning at One of These Times
MWF
MTuThF
MTWTF
1:50
Your Exam Date and Time Is
Tuesday
December 14
12:45-2:45 p.m.
Tentative Course Schedule
PSYCH 344 WEEKLY READINGS
Mon.
Week One
Chapter 1: Introduction
Fri.
Sept.1
Sept. 3
Semester Begins
ICA #1
Sept. 1 Ecclesiastical Year begins – Orthodox Christian
Week Two
Wed.
Sept.6
Sept. 8
ICA #2
MSU
Chapter 2: Biological Foundations
Sept. 2 Krishna Janmashtami - Hindu
Sept. 8-10 Rosh Hashanah – Jewish
Sept. 10 Eid al Fitr‐ Ramadan ends ‐ Islam
Week Three
Closed
LABOR DAY
Sept. 13
Chapter 3: Cognitive Foundations
Sept. 15
Sept.17
Teen News
ICA #3
Forming Teams
Choosing 5
Contexts
Sept. 12 Paryushana - Jain
Sept. 17-18 Yom Kippur - Jewish
Week Four
Sept. 10
Sept. 20
Sept.22
Sept. 24
ICA #4
Sept. 27
Sept. 29
Oct. 1
Chapter 4: Cultural Beliefs
Week Five
Exam I
Chs 1,2,3,4
Chapter 4: Cultural Beliefs (cont)
Week Six
Chapter 5: Gender
Oct. 4
Oct. 6
Oct. 8
ICA #5
Page 14
Adolescent Development: Fall 2010
Week Seven
Oct. 11
Oct. 13
Chapter 6: The Self
Teen News
Annotated
Bibliography
Culture, Temperament and Personality
[10/12 @ 11:00 pm]
Week Eight
Chapter 7: Family Relationships
Oct.18
Middle of
Semester
Oct. 17 Dasera - Hindu
Week Nine
Oct.25
Chapter 9: Love and Sexuality (Friday)
Nov. 1
Week Twelve
Nov. 3
Teen News
Group Work
Nov. 1 Samhaine – Pre‐Christian Celtic, Druid, Wicca, (Northern Hemisphere)
All Saint’s Day – Christian Nov. 2 All Souls Day – Catholic Christian Nov 5 Diwali Hindu Sikh Jain Week Eleven
Chapter 9: Love and Sexuality
Stratford Residency Workshop Love/Sex &
Shakespeare
Oct. 27
Exam II
Chapters
5,6,7,8,
Chapter 8: Friends and Peers (Monday)
Week Ten
Chapter 9: Love and Sexuality & Teen News
Oct. 20
SLOAN
CONSO
RTIUM
Oct. 15
ICA #6
Oct. 22
ICA #7
Oct. 29
ICA #8
Nov. 5
Teen News
Group Work
SLOAN
CONSO
RTIUM
Nov.8
Nov.10
Nov.12
ICA #9?
tba
ICA #9?
tba
ICA #9?
tba
Nov. 15
Nov. 17
Nov. 19
ICA #10
Nov. 22
Nov. 24
Nov.26
Teen News due
today at 5:00 pm
Bring your laptops
to class if you
haven’t finished
Thanksgiving
Break
Dec. 1
Dec. 3
ICA #11
Dec. 8
Dec. 10
ICA #12
Chapter 10:School
Nov 16 Eid al Adham – Islam Week Thirteen
Chapter 10:School
Teen News Activities
Nov 26 Day of Covenant‐ Baha’i Nov 28 First Sunday of Advent – Christian
Week Fourteen
Chapter 11: Work
Nov. 29
Dec 2‐9 Hanukkah – Jewish Week Fifteen
Chapter 12: Media
Dec 6 Saint Nicholas Day – Christian Dec 8 Immaculate Conception of Mary – Catholic Christian Week Sixteen
FINAL EXAM WEEK
Dec 12 Feast Day of Our Lady of Guadalupe – Catholic Christian
Dec. 6
Exam III
Chapters
9,10,11,12
Tuesday December 14, 2010 12:45-2:45 p.m.
Comprehensive Final Exam (regular classroom)
Please don't schedule rides/flights or
any other activities that conflict with our final.
If parents or other individuals schedule these
activities for you then make sure they are
aware of when our final is scheduled.
Adolescent Development: Fall 2010
Page 15
OBSERVING A RELIGIOUS HOLIDAY
You may make up coursework missed to observe a religious holiday only if you make arrangements in
advance with the instructor. If you do not make arrangements in advance then your absence for a
religious holiday will be one of the in-class activities or clicker activities that you can drop. Obviously
it is to your advantage to look over the schedule and let me know ahead of time. I've noted several of
the religious holidays that our MSU students celebrate. If I haven't included a religious holiday that
you observe then please let me know for the future so that I can include it in the syllabus for next
semester!
HONORS OPTION
If you are planning to take Psych 344 as an Honors Option class then you have a separate set of course
deadlines. Please ask for the assignment and deadlines by September 10, 2010. You must meet all the
deadlines in order to earn the Honor Option.
ANGEL TESTING FOR READINESS ASSESSMENT QUIZZES
The exam method used online in the Department of Psychology is one that enhances exam security
during online testing. It is called “Single-question, no backtrack”. In this type of exam only one
question is delivered at a time. A student makes a decision about that question, answers the question
and submits it. Then the next question is presented. It is not possible to go back to previous
questions. Instructors can ask questions knowing that a question “gives away” the answer to a previous
question. Of course, this could never happen on a regular paper-and-pencil test.
This method requires a different strategy for test taking. You may have learned to answer all the
questions that you know and then go back to the others. This strategy is not possible in a singlequestion, no backtrack testing method. On the other hand, since this uses open-book testing many
students find that those questions about which they had doubts are the ones that they want to look up in
the book. A very quick look to refresh their memories and they can proceed with confidence.
I recommend taking the Practice Quiz on the syllabus to get used to this testing method before you take
the first quiz (R.A. Quiz #1) that counts towards your grade.
COMMERCIALIZED LECTURE NOTES
Commercialization of lecture notes and university-provided course materials is not permitted in this
course.
ACADEMIC INTEGRITY
One of the responsibilities of being a college student is to read the current issue of Michigan State
University, Academic Programs (published by the Registrar's Office) for information about what
constitutes scholastic dishonesty.
Scholastic dishonesty will be prosecuted to the fullest extent in this class.
You get a 0.0 in the class and I write a letter to your Dean and to mine about the incident. It is possible
that the department may take steps to expel a student found guilty of cheating. A file will be kept that
details why this grade was given.
Most students are honest. Many students put in considerable effort and come in during office hours to
earn a good grade and it isn't fair to them to give a student who cheats the same grade. Academic
integrity is highly valued in a community of scholars. If an assignment hasn’t been discussed as a group
assignment then assume that it is an individual assignment.
Adolescent Development: Fall 2010
Page 16
Don’t look at notes or other students’ papers during exams or plagiarize written work. Make sure that
your cell phone and other electronic devices are put away. Our online quizzes are open-book but they
must be completed individually, without consulting classmates. When in doubt about academic
integrity, ask me. The last two pages of the syllabus are from our Ombudsman's Page. Read them!
Excerpts from "Cheating from Where the Student Sits"
http://www.msu.edu/unit/ombud/dishonestystud.html
Academic honesty and integrity are fundamental values in a community of scholars. As stated in the MSU
Academic Freedom Report, students and faculty share a commitment to and responsibility for
"maintaining the integrity of scholarship, grades, and professional standards." To abuse these values is to
assault one's own personal integrity and character. Yet cheating occurs on this campus and elsewhere.
One researcher has called cheating an "international epidemic."
The best way to protect yourself from an allegation of academic dishonesty is simple: Don't cheat. Read
on for the answers to frequently asked questions on this topic, which is of increasing interest on campuses
throughout the world.
I think I know what cheating is, but how does MSU define cheating?
Start with the Academic Freedom Report, especially Article 2. Then move on to Protection of Scholarship
and Grades. This defines academic dishonesty as conduct that violates the fundamental principles of truth,
honesty, and integrity.
The following conduct is specifically cited:
supplying or using work or answers that are not one's own;
providing or accepting assistance with completing assignments or examinations;
interfering through any means with another's academic work;
faking data or results.
From this, it's obvious that you can't -- or at least shouldn't:
turn in an exam, paper, or project that is not wholly your own work;
copy answers from another student's exam or test;
get questions and/or answers from students who have already taken an exam or quiz you are scheduled to
take;
have another person take a test for you;
submit the same paper for two or more classes;
use other authors' ideas and phrases without proper attribution; and
collaborate with other students on projects or assignments without your instructor's permission.
Adolescent Development: Fall 2010
Page 17
How can I avoid even being suspected of cheating?
Your question assumes that innocent behavior can attract negative attention from instructors, and that may be true.
To protect yourself from any suspicion of cheating, try the following.
When taking quizzes, tests or exams:
keep your eyes fixed firmly on your blue book or score sheet;
don't take any unauthorized gear to the test site, (e.g., study notes, textbooks, calculators, cell phones);
place your personal belongings under your desk and out of sight;
don't fiddle (e.g., tap your pencil or fingers, rearrange your clothing);
know what plagiarism is so you can avoid it.
[Plagiarism (from the Latin plagiarius, an abductor, and plagiare, to steal): Plagiarism is defined as
presenting another person's work or ideas as one's own.]
What do I do if my instructor accuses me of cheating--and I really didn't do it?
If this should happen, don't get angry or retaliate with rudeness. Take a deep breath, get out paper and pencil for
note taking, and politely ask your instructor what evidence she or he has to support such a serious allegation.
Carefully and calmly take notes on each point of evidence. Ask your instructor to meet with you as soon as
possible so that you can present evidence to refute the allegation. Then, immediately locate witnesses or evidence
(e.g., notes, drafts, study partners) that can be used to establish your innocence and take the information to the
scheduled appointment with your instructor.
You also may seek assistance from the Office of the Ombudsman. The Ombudsman can tell you what your rights
are and explain the appeals process, should that be necessary. Briefly, an appeal for either the accusation or
sanction begins with meeting with the instructor. If a resolution is not reached, the next step is to meet with the
department chair/school director. A formal hearing would follow if the unit head or the Ombudsman cannot
resolve the issue.
What happens to me if I am guilty of cheating?
If your instructor believes you have committed an act of academic misconduct, s/he may issue a penalty grade,
including, but not limited to, a failing grade on the assignment or in the course. If your instructor gives you a 0.0
in the course the Integrity of Scholarship and Grades All-University Policy requires your instructor to send a letter
to your dean to explain the circumstances. Depending on the seriousness and extent of violation, the dean can refer
your case to your college hearing board for possible disciplinary action. The college hearing board can impose the
following sanctions (AFR 4.2.4): issue a warning, place you on warning probation, institute disciplinary probation,
or suspend you. Visit the Ombudsman to clarify the procedures and policies.
Any other advice?
Again, don't cheat. The stakes are too costly for your academic career and your reputation. Faculty are increasingly
resorting to various strategies to discourage their students from committing any acts of academic dishonesty,
including stepping up their monitoring of students during exams. If you need assistance in passing a course, seek
help from your instructor.
The Learning Resources Center can provide you with strategies to improve your study skills and habits. Start on
projects early in the term, give yourself adequate time to study for exams, and don't pressure yourself to be perfect
Adolescent Development: Fall 2010
Page 18
Registering your iClicker
This is a two step process.
(1) You need to register with iClicker.
(2) You need to register to be in the gradebook of every class that uses the clicker
You can use this clicker in multiple classes and across multiple semesters.
Go to www.iclicker.com/registration
[this website has a video showing how to do it if you like to SEE how rather than READ how]
Then do the following:
1. Enter your First Name and Last Name in the appropriate boxes.
2. When it says enter your student ID, put your MSU email address without the @msu.edu (e.g., put sparty1 for
sparty1@msu.edu). [NOT YOUR PID]
3. Enter your iClicker remote ID (this is the unique set of numbers and letters located on the bottom of the back of the
remote).
4. Enter the security code that appears on the screen. The security code will appear as a slightly distorted series of numbers
(designed to maintain the site’s security and prevent hacking). Click “Enter.”
5. After your information is saved on the server, you will see an on-screen message confirming that registration was
successful.
How clickers are used in the course (25 points maximum):
We will first use the iClicker during Weeks One and Two, as a way registering you in my Clicker gradebook and getting
everyone used to using clickers. We will officially start using them for points on September 13 and most days that we meet
thereafter. Each day we will have at least two or three multiple choice questions for you to answer. You get one point for
participating with your clicker during class. If you answer the majority of the questions correctly during each session you will
be given one more point for that session. We will use the clicker in most class sessions. The maximum points you can earn
from iClicker points is 25 points. Notice that you can miss some classes for whatever reason, or not get a correct answer, or
have your batteries go out and still earn the maximum points. If you forget your clicker or lose it, make sure you find it before
you begin to lose points! There are no makeups for clicker questions since you do not need to participate in every clicker
session.
Anyone using more than one iClicker during class will have the clickers taken, and the registered
persons for these clickers AND the person clicking them will receive a zero (0) in the course.
Online Aspects of the Course …
There will be some assignments and course content available through the ANGEL course management system. If
there is a problem using the ANGEL system then please report it as soon as possible to the MSU HELP LINE at
1-800-500-1554 or (517) 355-2345. (24 hours, 7 days a week). They will log the problem and in turn, report it to
me. You may also report the problem to me (although I am not available 24/7 like the Help Line  ) If there is a
system problem then hearing about what happens from more than one student will help them discover what has
gone wrong. If it is just a problem with your computer then they can help troubleshoot that issue, too. Keep the
ANGEL help numbers by your computer in case there is a problem.
How to get your questions answered throughout the semester
First, check out the ANGEL FAQ discussion board. Another student may have had the same question earlier in the
course and you won’t have to wait at all for your answer! If your answer is not there then send an email through
ANGEL. (See below)
You may want to post a question in the Class Lounge because another student may see it and happen to know the
answer (especially if it is 2:00 a.m.!) The Class Lounge is a place to talk to other students. If it is of common
interest I will move those details to the FAQs so that they are easy to find. The Class Lounge is a place to let each
other know interesting information that relates to Adolescent Development. For example, if you read something in
Adolescent Development: Fall 2010
Page
the newspaper about teen driving or see something in the news about middle school children and Facebook
bullying it is great to let other students and me know about it. If you want to know the answer to a technical
question about the course that needs my reply soon then send the question through ANGEL to “ALL FACULTY”.
When contacting me:
1.
CONTACT ME THROUGH ANGEL, NOT THROUGH MSU MAIL – you will already be in that site if you are
checking the FAQs!
2.
Put PSYCH 344 in the Subject Line of your Email.
Given the large number of emails (and spam!) that instructors receive this allows me to give current students first
priority. Direct your concerns to “FACULTY” and I will try to answer you within 24 hours, Monday through Friday. I
may reply through MSU mail but I’ll know the email came from our class because of the ANGEL heading and your
subject line!
i
If you purchase a used book then you can buy access to MyVirtualTeen at www.myvirtualteen.com.
MyVirtualTeen on its own is $25.00.
ii
MyDevelopmentLab (with MyVirtualTeen and FULL ebook): available for $71.90 online at
www.mydevelopmentlab.com.
If you are on a scholarship and need a bookstore to order your books, the physical code for this to avoid purchase
off a website: ISBN: 0205777678 / 9780205777679. I would recommend this choice only if you plan to use the
electronic book on the site and not buy a used textbook as well. This standalone MyDevelopmentLab comes with
MyVirtualTeen and the ebook. The ebook has the exact same pages and illustrations as the regular textbook, it is
just online. Unless you get the used book for a REALLY low price I can’t imagine why you would want to buy a
used book AND this site because having the ebook on it really brings the price up - the $71.90 figure is due to the
fact that it has a textbook on it. If you buy the physical textbook brand new then they throw in the ebook as a
convenience factor so that you always have it with you, whether you are studying in your room or just carrying
around your laptop. If you want a physical textbook and MyDevelopmentLab and the electronic textbook then I
would go with the new book that has the ebook included in the price.