LEAD and SERVE constitute the conceptual framework for all programs for professional educators in the College of
Education at NC State. They are the touchstones that assure that our students graduate with the following:
 LEAD: four forms of knowledge; general pedagogy, content-specific pedagogical strategies, content or
discipline knowledge as well as knowledge of the content of education, including foundations, historical
perspectives and school settings.
 SERVE: elements that show the range of dispositions developed in our candidates; scholarly, ethical,
reflective, valuing diversity and experienced in practical application of knowledge.
General Course Information
PSY/EDP 476-001: Psychology of Adolescent Development
Instructor:
Virtual Office:
Email:
Phone:
Office Hours:
Shanita Brown, M.Ed, LPCA, NCC
http://elluminate.wolfware.ncsu.edu
ssbrown2@ncsu.edu
919-604-5800
By appointment (telephone or in person)
Number of Credits: 3 Hours
Course Prerequisites/Co-requisites: None
Meeting Time: This distance course is asynchronous. We will not have on campus meetings.
Virtual Class Location: This course will be taught online through NC State's Moodle course
management platform. Access http://moodle.wolfware.ncsu.edu/ and log-in with your Unity ID and
password. After logging-in, click on the PSY/EDP 476 section to access the course site.
Required Texts:
Sadowski, M. (2003). Adolescents at school: Perspectives on youth, identity, and education. Cambridge, MA:
Harvard Education Press.
Santrock, J. W. (2013). Adolescence. (15th ed). New York: McGraw-Hill.
Optional Texts:
Cohen-Sandler, R. (2005). Stressed-out girls: Helping them thrive in the age of pressure. NY: Penguin Books.
Tatum, B. D. (1999). "Why are all the Black kids sitting together in the cafeteria?": And other conversations
about race. New York: Basic Books.
Tolman, D. L. (2005). Dilemmas of desire: Teenage girls talk about sexuality. Cambridge, MA:
Harvard University Press.
Required and Recommended Software and Equipment: You must have internet access and access to
the web browser Firefox in order to best engage in course activities (e.g. Moodle, etc). The ability to
open Microsoft Word, Adobe PDF, and Real Player/Quick Time Player files is also required.
Course Overview
Course Purpose: The purpose of this course is to inform you about the theories of development and to help you
analyze your own experiences based on these theories. It is my hope, then, this process will provide you with a
foundation from which you may base your own decisions in your profession. However, it is important to note that
this course will not tell you everything you need to know about adolescent development as individual adolescents
develop differently in different situations. As the course proceeds, your role will be not only to try and
understand what you hear and read but also to ask questions, to formulate an opinion about the theories that are
presented, and to connect what you read to your own experiences as both a student and a professional.
Controversial Course Content: The content covered in this course involves trends in adolescent culture and
development. In addressing these trends, much of the literature, discussion, and media (e.g. music, videos, etc.)
utilized will concern popular culture. Thus, some of the topics covered as well as the means of exploring them
may make some students uncomfortable. However, the discussion of these topics (and the means of discussing
them) is necessary for the understanding of the present-day adolescent. As such, this course mandates a tolerance
for all diverse perspectives, respect for experiences, and an open mind about different values and cultures.
These course objectives address the following elements of the conceptual framework:









L: Learn general pedagogy (state related goal, if any. Continue with each element)
E: Educate with content specific strategies for teaching, may include technology
A: Apply discipline or content specific knowledge
o Students will become familiar with common theories and ideas about adolescent
development and be able to evaluate these theories critically in light of their own knowledge
and experiences.
D: Demonstrate understanding the educational context, i.e., school culture, societal issues
o Students will begin to formulate their own theories about adolescent development
(particularly in the school context).
S: Scholarly knowledge base to guide educational decisions
o Students will investigate the potential implications of their own and others' ideas for their
future practice, whether as psychologists, educators, parents, or other professionals.
E: Ethical disposition for behaving with respect, integrity, personal responsibility
R: Reflective and self-evaluative
o Students will develop an appreciation for the field of psychological and educational
research
V: Value diversity with a sensitivity to cultural, economic, developmental, ethnic, racial, gender, religious
and sexual orientation differences
o Students will develop an understanding of the diverse experiences of adolescence.
E: Experienced in practical application of knowledge
Teaching strategies: Students will learn different developmental theories by reading and reflecting on
assigned reading, reviewing online lectures/presentations, short video clips, and discussing theories with
peers. Students will also examine articles related to research and critically analyze and critique the
article based upon class discussions.
Grading: Graded activities WILL be evaluated for grammar or other mechanics of writing. I will NOT accept
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late assignments unless there is a properly documented excuse. Access http://policies.ncsu.edu/regulation/reg-0220-03 . Late assignments, without a legitimate excuse, will result in a grade of “0” on the assignment.
Major Assignments
Major Assignments/Projects: All course assignments are completed online.
Assignment
9 Reflections
& Responses
Description
Each individual student will write reflections on 9 of the course
topics (3 points per reflection for 27 points). In addition, students
will read the reflections of the other class members and comment
on, at least, two other class members’ reflection each week. (2
points per week for 18 points). Reflections are due no later than
Thursday by 11:59pm of the assigned week. *See assignment rubric
on Moodle for details.*
Points
45
(3) Reaction
Papers
Students will choose 3 articles and examine how the article relates to 30
research read in class,(5 points each), and describe a psychological
or classroom implication for the article (5 points) It is expected that
you will analyze and critique the article based upon the theories
discussed in this class. *See assignment rubric on Moodle for
details.* Due Feb. 5, Mar. 5, & April 10, 2014.
Movie Review
Media plays an important role in the lives of adolescents. The
purpose of this assignment is to review a recent movie in terms of
adolescent development theories. Choose from one of the following
films regarding adolescence: June, Thirteen, Mean Girls, Boys N the
Hood, Save the Last Dance, Saved, Stand and Deliver, or Finding
Forrester. (You can also suggest another film, however, you must
get permission and it must be a film that I have viewed). For the
assignment, you will provide a summary of the movie, review and
critique the movie in terms of theories of adolescent development,
and provide implications for your respective research area or
discipline. You will need a minimum of 5 outside sources (e.g.,
books, book chapters, or journal articles). This assignment should
be 10-12 typed pages, double-spaced, in Times New Roman, 12inch font, following APA guidelines.
*See assignment rubric on Moodle for details. Due April 30, 2014*
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Reaction Papers (10 points each, 30 points) Choose 3 of the 6 articles and write a reaction paper that addresses
the following: (1) Explain how the article relates to the related research read in class (5 points); (2) Describe a
psychological or classroom implication for the article (5 points). Your reactions are to be 1-2 pages. The
reactions are to be posted via WebCt by midnight on the day that it is due.
1. “Joaquins’s Dilemma” Understanding the link between racial identity and school related behaviors
(Noguera in Sadowski, pp. 23-33) OR Model minorities and perpetual foreigners: The impact of
stereotyping on Asian American students (Lee in Sadowski, pp. 75-93); Due: February 5, 2014
2. Who wins and who loses? Social class and student identities (Brantlinger in Sadowski, pp. 147-161) OR
The impact of disability on adolescent identity (Wehmeyer in Sadowski, pp. 167-179); Due: March 5,
2014.
3. “Who am I as a learner?” Would girls and boys Tend to Answer Differently? (Galley & Collins in
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Sadowski, pp. 85-93) OR Still in the shadows: Lesbian, Gay, Bisexual, and Transgender Students in U.S.
Schools. (Sadowski in Sadowski, pp. 117-135); Due: April 10, 2014.
Tentative course agenda
Please Note: Readings and assignments are listed below on the dates they are due; that is, the dates by which they
should be completed. Readings are listed by the author's last name. I will post recorded lectures at least a week
before assignments are due. Rubrics for assignments will be posted on Moodle. Occasionally, I will post video
clips, and simulation activities on Moodle.
Setting the Theoretical Context
Week:
1/6
Introduction
1/13
History—Chapter 1 (Santrock)
1/20
Science of Adol. Development/Puberty—Chapter 2 (Santrock); Reflection 1 due by 1/24
1/27
The Brain & Cognitive Development—Chapter 3 (Santrock); Reflection 2 due by 1/30
2/3
The Self, Identity, Emotion & Personality—Chapter 4 (Santrock); ***REACTION 1 DUE on 2/5****

“Joaquins’s Dilemma” Understanding the link between racial identity and school related behaviors
(Noguera in Sadowski, pp. 23-33) OR Model minorities and perpetual foreigners: The impact of
stereotyping on Asian American students (Lee in Sadowski, pp. 75-93
Physical, Social, and Emotional Influences
2/10
Culture—Chapter 12 (Santrock); Reflection 3 due by 2/13


Who wins and who loses? Social class and student identities (Brantlinger in Sadowski, pp. 147-161)
The impact of disability on adolescent identity (Wehmeyer in Sadowski, pp. 167-179)
2/17
Moral Development, Values & Religion--Chapter 7 (Santrock); Reflection 4 due by 2/20
2/24
Family Relationships--Chapter 8 (Santrock); Reflection 5 due by 2/27
3/3
Gender--Chapter 5 (Santrock); ****REACTION 2 DUE on 3/5****

“Who am I as a learner?” Would girls and boys Tend to Answer Differently? (Galley & Collins in
Sadowski, pp. 85-93)
3/10
Spring Break—NO CLASS
3/17
Peers, Romantic Relationship & Lifestyles—Chapter 6 (Santrock); Reflection 6 due by 3/20
3/24
School—Chapter 10 (Santrock); Reflection 7 due by 3/27
3/31
Sexuality—Chapter 6 (Santrock); Reflection 8 due by 4/3

Growing up in the shadows: Lesbian, Gay, Bisexual and Transgender Students in U.S. Schools
(Sadowski in Sadowski, pp. 117-135)
4/7
Problems in Adolescence —Chapter 13 (Santrock) ; ****REACTION 3 DUE on 4/10****
4/14
Stress & Coping – Chapter 13 (Santrock); Reflection 9 due by 4/17
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4/21
Achievement, Work & Careers – Chapter 11 (Santrock)
Wednesday, April 30, 2014 by 11:59pm: ***MOVIE REVIEW DUE***
NOTE : This syllabus represents a flexible contract between us. I reserve the right to make changes, depending
on student needs and interests in the class.
IMPORTANT INFORMATION
A complete list of reminders for the beginning of the semester can be found at
http://www.ncsu.edu/provost/academic_regulations/beg_of_semester.html
University policy dictates that the following be included in the course syllabus:
Students are bound by the academic integrity policy as stated in the code of student conduct. Therefore, students
are required to uphold the university pledge of honor and exercise honesty in completing any assignment. See the
website for a full explanation: http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php
Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of
available accommodations, students must register with Disability Services for Students at 1900 Student Health
Center, Campus Box 7509, 515-7653. http://www.ncsu.edu/provost/offices/affirm_action/dss/ For more
information on NC State's policy on working with students with disabilities, please see
http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php
Help for taking and passing PRAXIS I and II is available in the College of Education Learning Technology
Resource Center located in room 400 of Poe Hall. PRAXIS registration information, study guides, etc. are found
at www.ets.org/praxis Information on CED Teacher Education is found at http://ced.ncsu.edu/teachered
The College of Education’s Conceptual Framework may be found in its entirety at
http://ced.ncsu.edu/about/conceptual_framework.htm
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