Lee-Nichols WCE Course Documentation
TED 253 – 001 Human Development
Fall 2014
Instructor: Mary E. Lee-Nichols, Ph.D.
T/TH 10:00 – 11:15 2035 Swenson Hall
Office: 2062 Swenson Hall
Phone: (715) 394-8349
Office Hours
Tuesday & Thursday
12:30pm – 3:00pm
And by appointment!
E-mail: mleenich@uwsuper.edu
Please do not hesitate to contact me via
email/phone to communicate in real-time
via telephone, Skype, D2L chatroom, etc.
“Through others, we become ourselves.”
L.S. Vygotsky
Course Description
TED 253 Human Development examines theories of human development from birth through adolescence.
Focuses on physical, social, emotional, and cognitive aspects of development in relation to student learning.
Explores contexts that shape development, including family, culture, community, environment, and schools.
Includes up to 10 hours of field experience.
This course is designated as Writing Intensive
This course counts toward the Certificate of Writing Excellence: http://www.uwsuper.edu/wac/cwe.cfm
Course Competencies
This course is designed as a foundational course to prepare students in understanding the critical
components of human development related to PK-12 education as they work toward meeting the UWSuperior Teacher Education Program Standards found at:
http://www.uwsuper.edu/acaddept/edl/ted/publications/upload/Teacher-Education-ProgramStandards-1-10.pdf and preparation for licensure through the Wisconsin Department of Public
Instruction.
University of Wisconsin-Superior Liberal Education Learning Goals
This undergraduate level course is designed to support your growth towards the following Institutional
learning goals:



The ability to think and make connections across academic disciplines.
The ability to analyze and reflect upon multiple perspectives to arrive at a perspective of one's own.
The ability to engage in evidence-based problem solving.
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Lee-Nichols WCE Course Documentation
Required Textbooks
Lightfoot, C.; Cole, M.; & Cole, S. (20013). Development of Children (7th Ed.). New York: Worth Publishers.
ISBN-13 978-1-4292-4328-5/ISBN-10: 1-4292-4328-7
Grading/Evaluation of Student Performance
Your grade will be based on your work on a variety of assignments that will allow you to demonstrate your
understanding of course material. Attendance is essential due to the significant amount of content completed through
engagement in class activities. Specific due dates are included in your Course Schedule.
Personal Essay (5 points):
This assignment allows me to get to know you better. In this two-page, double-spaced essay, please introduce yourself
and tell what you would like me to know about your life, education, interests, career plans, and especially your
experiences related to human development, including the extent of your knowledge/interactions with children/young
adults. Additionally, please let me know of religious/cultural obligations, traditions, holy days, or celebrations that you
would like me to know about as I schedule assignments and due dates. This paper will not be graded; you will receive
full credit for handing it in.
Participation (40 points):
Participation is a central and critical component of this class. It is structured and conducted on the basis of
cooperative learning theory. Because of the content and delivery of this class, your involvement in class discussions and
activities are essential. Unexcused absences will result in 5 points each (maximum 40 pts), deducted from your
participation grade.
CheckPoints (100 points):
Participation also requires coming to class thoroughly prepared, which means you must have your reading
assignments completed prior to class so that you can apply and extend your understanding of concepts to activities and
discussions in class. Therefore, during the course of the semester, CheckPoints are posted in the D2L (Learn@Superior)
to assist you in checking your comprehension of course readings. CheckPoints must be completed prior to class
(10:00am) on due dates (see Course Schedule) and are worth 10 pts each. You will have two attempts at each
CheckPoint, with the highest of the two recorded.
Developmental Case Studies (60 points):
This course requires field experience in the form of four observations conducted in four separate settings
related to the stages of development that will be explored this semester. A written summary, including analysis and
reflection of each of the four developmental experiences is required. Additionally, your initial case study will include an
introduction to analysis and a writing component that will require consultation with the Writing Center. Observations
will be conducted as class field trips where ethnographic observations will be conducted in child-care centers and
schools. You will not be responsible for finding field experience placements in schools. Details of the field experience
component will be discussed in class and posted on D2L.
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Lee-Nichols WCE Course Documentation
Book Project (20 points):
The purpose of this project is for you to apply the course content in a new situation. You will read a children’s
book that has a child or adolescent protagonist. You will choose one book from a selection of children’s books (the
books will be provided), read the book (imagining yourself as the protagonist’s teacher), and determine the best way to
meet the needs of the character in the classroom. You will work with a group to create a short presentation in which you
will relate what you have learned in this class to ensure academic success for the main character in the book. Details of
the assignment will be discussed in class and posted on D2L.
Midterm Exam (25 points):
This extensive midterm exam covers material from the first half of the course. Questions may include multiple
choice, true and false, matching, short answer, or short essay.
Final Exam (25 points):
This comprehensive final exam covers material from the entire semester with an emphasis on material
presented the second half of the course. Questions may include multiple choice, true and false, matching, and short
answer.
Final Synthesis/Reflection Paper (25 points):
A final synthesis/reflection paper addressing what you learned and its impact on you and your professional goals will be
required of each student. The paper should be 5 pages in length (double-spaced). It must synthesize critical components
of the course from a personal perspective. This is a very important paper, reflecting your understanding and philosophy
of human development relative to student learning. It may be included in your professional portfolio.
Course Point Breakdown
Papers:
Grading Scale
Personal Essay
Developmental Case Studies (4)
Final Synthesis/Reflection Paper
5
60
25
Midterm
Final Exam
25
25
Exams:
Participation:
40
Other:
Check-Points
Group Book Project
Total:
100
20
A
AB+
B
BC+
C
CD+
D
93-100% or 279-300 points
90-92.5% or 270-278 points
87-89.5% or 261-269 points
83-86.5% or 249-260 points
80-82.5% or 240-248 points
77-79.5% or 231-239 points
73-76.5% or 219-230 points
70-72.5% or 210-218 points
67-69.5% or 201-209 points
63-66.5% or 189-200 points
300 points
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Lee-Nichols WCE Course Documentation
Course Policies
Working Assumptions for the Course:

We will respect one another, and the often differing, beliefs, values, and experiences that we bring together
as a class.

We will be open to challenging our own beliefs, assumptions, and interpretations.


We are here to participate in a meaningful educational experience, which will require your attendance in
class, and being prepared for discussions by thoroughly completing assignments and course readings.
Throughout the course, you will be expected to reflect on, and engage in, discussions on class material sharing your
thoughts and even differences of opinion. Disagreeing with ideas, holding alternative views and challenging the
status quo are all a part of the higher education tradition, as they provoke us to re-examine our own thinking. We
WILL create a safe and welcoming learning environment for students of all races, ethnicities, sexual orientations,
gender identities, ages, religions, economic classes and ability statuses. To achieve this, we must all make a
commitment to engage in each activity and assignment in a respectful, inclusive, and culturally appropriate manner,
and to maintain confidentiality when students share personal information.
Late assignments: You are expected to hand in all assignments in the designated DropBox in D2L on time (i.e., on the
designated due date). Please communicate with me if extenuating circumstances preclude you from meeting due dates.
No assignments will be accepted after the final class session unless prior arrangements for an incomplete have been
made with the instructor.
Returning student work: Your work will be accessed via D2L DropBoxes, evaluated, with grades posted in D2L.
Attendance: Attendance is expected at each class session and is reflected in your participation grade. Should illness or
an emergency preclude you from attending class, and you are able to contact the instructor via email or phone, such
courtesy is expected and appreciated.
Writing Support: The University of Wisconsin-Superior Writing Center, located in Swenson 1030, offers support to
student writers in one-on-one sessions with peer consultants. Consultations are available free of charge to any UWSuperior student from any class in any discipline. Writing Center consultants help writers brainstorm, find topics,
incorporate and document sources, organize drafts, develop revision strategies, and more. Both in-person and online
consultations are available. When you visit the Center, take a copy of your assignment, any drafting or notes you may
have, as well as any sources you're working with. Have these items on hand for online consultations, too. Make
appointments at http://www.rich75.com/uwsuper. To find out when the Center is open and what other resources it
offers, visit the Writing Center webpage at http://www.uwsuper.edu/writingcenter.
University Policies
The University of Wisconsin-Superior is dedicated to a safe, supportive and nondiscriminatory learning environment. It is
the responsibility of all undergraduate and graduate students to familiarize themselves with University policies
regarding special accommodations, academic misconduct, religious beliefs accommodation, discrimination and
absence for University sponsored events. For details refer to the appropriate sections in the UW-Superior Class
Schedule or the UW-Superior General Catalog and the ”Student Disciplinary Procedure” (UWS Chapter 14) and the
“Student Nonacademic Disciplinary Procedures (UWS Chapter 17).”
You must adhere to all additional University policies, which can be found at:
http://www.uwsuper.edu/deanfaculties/forms/upload/Revised-Syllabus-Attachment-for-2013-2014.pdf
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Lee-Nichols WCE Course Documentation
TED 253-001 Human Development
Course Schedule
Fall 2014
Please note that I may make minor changes/updates in this schedule. Any changes will be announced in class and posted on the D2L course site.
WEEK
TOPIC
Course Overview
1
2
3
DATE
9/2
Developmental Science
Developmental Theory
9/4
Prenatal Development
9/9
Welcome to the World!
The First 3 Months:
Infancy:
Physical & Cognitive
Development
Personal Essay Due (1/23)
Development of Children Text, Chapter 3: pp. 79-119
CheckPoint #1 Due
Development of Children Text, Chapter 4: pp. 120-159
9/11
CheckPoint #2 Due
Development of Children Text, Chapter 5: pp. 161-197
9/16
9/18
4
Infancy:
Social & Emotional
Development
Early Childhood:
Language Acquisition
ASSIGNMENTS, READINGS, DUE DATES
Syllabus
Lumpkin, A. (2007). Caring teachers: The key to student learning. Kappa Delta Pi
Record, 43(4), 158-160.
Development of Children Text, Chapter 1: pp. 1-45
CheckPoint #3 Due
Development of Children Text Ch 6 (pp. 199-231)
School Visit #1 – Infancy Observations
CheckPoint #4 Due
9/23
Case Study #1 Introduction & Reflection Drafts, and Analysis Worksheet Due
9/25
Case Study #1 (Draft & Appointment with Writing Center) Due
9/30
CASE STUDY#1 (Edited & Revised Copy) DUE
Development of Children Text Ch 7 (pp. 232-269)
5
10/2
6
Early Childhood:
Physical & Cognitive
Development
Development of Children Text Ch 8 (pp. 271-303)
10/7
10/9
CheckPoint #5 Due
Mid-Term Exam
10/14
7
10/16
Early Childhood:
Social & Emotional
Development
Review
MIDTERM EXAM
Class will meet in SW 2020 Computer Lab
(you may bring 2 double-side pages of notes with you)
Development of Children Text Ch 9 (pp. 305-341
10/21
8
10/23
SCHOOL VISIT #2 – Early Childhood Observations
(class will meet at school site)
CheckPoint #6 Due
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Lee-Nichols WCE Course Documentation
Readings available in D2L
10/28
9
Families & Schools
10/30
10
Middle Childhood:
Physical & Cognitive
Development
CASE STUDY#2 DUE
Development of Children Text Ch 11 (pp. 386-427)
11/4
Edible Garden Thematic/Integrated Unit Planning
11/6
11
Middle Childhood:
Social & Emotional
Development
Check Point #7 Due
Development of Children Text Ch 13 (pp. 465-503)
11/11
SCHOOL VISIT #3 – MIddle Childhood Observations
11/13
12
Adolescence:
Physical & Cognitive
Development
Check Point #8 Due
Development of Children Text Ch14 (pp. 504-549)
11/18
CASE STUDY #3 DUE
SCHOOL VISIT #4 – Adolescent Observations
11/20
13
Adolescence:
Social & Emotional
Development
Check Point #9 Due
Development of Children Text Ch 15 (pp. 551-600)
11/25
Check Point #10 Due
11/27
Human Development:
Science & Theory Revisited
14
12/2
Thanksgiving Break – No Class
Group Book Reading Due - Project Work Day
CASE STUDY#4 DUE
Group Book Project Work Day
Theory into Practice – Part I
12/4
Theory into Practice – Part II
12/9
15
Group Presentations 1-4
Group Presentations 5-6
12/11
Course Wrap-Up, Evaluations
Final Synthesis & Reflection Due 5/12
FINAL EXAM
12/16
FINAL EXAM 10:30 – 12:30 (you may bring 2 double-side pages of notes with you)
Class will meet in SW 2020 Computer Lab
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Lee-Nichols WCE Course Documentation
TED 253 – 001 Case Study Assignment
Purpose:
The purpose of this assignment is to better understand children at different stages of development through
observation/interaction and analysis using developmental theory. You will be required to submit one paper
for each visit/observation:
 Infancy
 Early Childhood
 Middle Childhood
 Adolescence
Observation Site:
I have arranged visits with area schools and a child care center for these observations. It is very important
that you are in attendance these days as missing a visit would necessitate scheduling a visit through the field
experience coordinator, also imposing an additional visit on the teachers who have been gracious in opening
their classrooms to us. Having said that, if you are not feeling well, I would not want you to pass on an illness
to the students we are visiting. Please make sure you are prompt in your arrival to the school site (our
schedule includes travel time), are dressed professionally, have your Student ID, pen/pencil and paper (for
notes), and present a GREAT attitude! Please – no gum, food, or beverages!
Observation and Analysis:
Your paper will be based on your observations of children at different stages of development during your
visits to schools/centers. Infant observations can vary as children may be very active… or fall asleep! You are
to focus on one or two students in the classroom. Please choose students whose school experience seems
different from your own. For each paper, you will analyze and summarize your observations in order to
describe the experiences of the students you observe. It is critical that you support your descriptions of
students with specific examples from your observations. Therefore, it is essential that you take good notes
during the time that you are observing (or immediately after if you are participating in an activity). Be careful
to avoid stereotyping or jumping to unwarranted conclusions. You must attach your notes to your paper (you
do not need to recopy, word process, or otherwise alter your notes). Your papers should be 2 to 3 doublespaced pages each, not including your attached notes.
Each paper will include:
 A brief description of the school/center and pertinent information about the classroom/setting
(location, developmental/grade level, number of students, etc.) (1-2 paragraphs)
 Summary descriptions of your selected students, based on your observations. Summary
descriptions must be supported with examples from your observations. Analyze the experience of
the child you are observing based on your observations. You must use developmental theory as a
basis for your analysis.
 Pseudonyms in place of children or teacher/caregivers names.
 A brief reflection on your experience as an observer (1-2 paragraphs).
 Your field notes (attached or submitted in class – with your name on them!). in their original form.
 Most of your paper will be written in the third person. Obviously, you will use the first person for
the reflection section. You may make limited and judicious use of the first person in writing about
your observations if it is essential to make your point. Remember, however, that except for the
reflection, the paper is not about you.
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Lee-Nichols WCE Course Documentation
Note: Please see Exemplary Papers posted in D2L for examples.
Writing Support
Case Study #1 will be supported with intensive instruction in conducting ethnographic observations, taking
field notes, analyzing your field notes using developmental theory, and technical aspects of writing a case
study. Therefore, this paper will have use a scaffolded approach in its construction. Components and Due
Dates are as follows:
9/18
Ethnographic Observations Conducted at Childcare Center site.
9/23
Bring to Class:
 Introduction & Reflection Drafts
 Field Notes
 Analysis Worksheet
9/25
Bring to Class:
 Peer Reviewed Introduction & Reflection Edits
 Analysis Draft for Discussion & Peer Review
 Appointment Time Scheduled with Writing Center
9/30
Instructor Feedback following Writing Center Consultation
required prior to submitting Final Edited/Revised Copy
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Lee-Nichols WCE Course Documentation
Grading Rubric for Case Studies
1
Paper recounts
incidents or events,
but these are not
summarized or
analyzed in a
meaningful way.
2
Paper draws
conclusions about
students, but these
are not adequately
supported with
details.
3
Paper summarizes the
experiences of the selected
student(s). Summary
statements are supported
with details from
observation.
Reflection
(3 points)
Reflection is
superficial.
Organization
(3 points)
Paper loses focus on
assigned topic or
proceeds in an illogical
manner. The lack of
order and structure
detract from the
reader’s
understanding.
Reflection is thoughtful
and demonstrates full
engagement with the
experience.
Paper contains an
informative yet succinct
introduction and
conclusion. The order and
structure are logical and
move the reader through
the text easily.
Conventions
(3 points)
Paper contains
frequent errors in
spelling, sentence
construction,
mechanics,
punctuation, and
grammar. No
consultation with
Writing Center
evident.
Reflection is detached
and suggests only
partial engagement
with the experience.
Paper addresses
assigned topic, but the
order and structure do
not readily move the
reader through the
text. Paper may lack
focused introduction
or conclusion or may
lack effective
paragraphing or
transitions.
Paper contains 3-8
errors in spelling,
sentence construction,
mechanics,
punctuation, and
grammar. Peer review
and Writing Center
consultation – final
paper does not
contain evidence of
revised work.
Content
(6 points)
Paper contains no more
than three errors in
spelling, sentence
construction, mechanics,
punctuation, and grammar.
Notes are attached or
handed in separately. Clear
evidence of peer review,
consultation with Writing
Center and subsequent
revision.
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Lee-Nichols WCE Course Documentation
TED 253-001
Fall 2014
Final Reflection & Synthesis (25 points):
The final reflection will address what you have learned and its impact on you and your professional
goals. This paper should be approximately 5 pages (double-spaced) in length (please do not exceed 5
pages), and should synthesize critical components of the course from a personal perspective. This is a
very important paper, reflecting your understanding of human development within the context of
education. It may be included in your professional portfolio.
For this paper I encourage you to think about why an understanding of human development
(physically, socially, emotionally, and cognitively) is important for teachers, and how it contributes to
effective teaching – and most importantly, student engagement and learning. This will require you to
synthesize content from the course to build a case supporting a developmental approach to educating
students. You will also reflect on how course concepts/activities have impacted your own
understanding of learning and how it might be demonstrated in your future classroom.
Due in DropBox no later than Thursday, December 11th at midnight (11:59pm).
Grading Criteria:
Paper reflects an understanding of developmental theory related to physical, social, emotional, and cognitive
domains from Infancy through Adolescence (5 pts).
Paper demonstrates how an understanding of human development is essential in providing an appropriate
learning environment and approach to teaching that advances student learning (5 pts).
Paper includes specific examples of how a developmental approach to teaching effectively meets the needs of
learners at different stages (5 pts).
Paper addresses how an understanding of developmental theory will be evident in your own classroom (5 pts).
Paper is well-written, an introduction and conclusion clearly defined, with limited grammar and spelling errors (5
pts).
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Lee-Nichols WCE Course Documentation
Personal Essay
This assignment allows me to get to know you better. In this two-page, double-spaced essay, please introduce yourself
and tell what you would like me to know about your life, education, interests, career plans, and especially your
experiences related to human development, including the extent of your knowledge/interactions with children/young
adults. Additionally, please let me know of religious/cultural obligations, traditions, holy days, or celebrations that you
would like me to know about as I schedule assignments and due dates. This paper will not be graded; you will receive
full credit (5 points) for handing it in.
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Lee-Nichols WCE Course Documentation
Department of Educational Leadership
Department Meeting Minutes
February 25, 2014
Present: M. Burdge, O. Clark, M. Churchill, A. Flaig, S. Griffith, C. Hulce, T. Kronzer, S. Masterson, M. LeeNichols, J. Paul, O. Seifert
Chair Kronzer called the meeting to order at 1:00pm.
Minutes:
 February 19, 2014 minutes were approved.
Chair Announcement:
 Chancellor spoke at the Chair’s meeting.
 Retention and recruitment were discussed at Chair’s.
 Scholarship discussion at Chair’s.
New Business:
 Motion by M. Burdge and seconded by C. Hulce for M. Lee-Nichols and M. Churchill to pursueTED
253, 339 and 494 to be Writing Certificate Eligible. Approved unanimously.
 Send Graduate plan of studies to M. MacLean to be considered to be International Students Graduate
Programs.
Old Business:
 Friday is program review with L. Blue and W. Kropid.
Committee Reports:
 UAAC - M. Churchill: TED is ahead of the catalog change process.
 Grad Council – O. Clark: Handout provided on The Superior Plan Action Steps. Discussion followed.
 Faculty Senate – O. Clark: No Report.
 TEAC – S. Masterson: Catalog copy has been approved.
 Library Liaison – M. Lee-Nichols: Keep in mind there is money available for library items to be
ordered.
 Sunshine- C. Hulce-No report.
 Writing Across Curriculum – No report.
For the Good of the Order:
 M. Burdge met with Continuing Ed and Susan Larson- Kidd to finalize a summer certificate program for
Autism.
 Dr. Churchill was selected to present at the Systems Technology Conference.
Adjourned at 1:50pm.
Respectfully submitted by T. Rady
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