University of Wisconsin-Whitewater
Curriculum Proposal Form #4A
Change in an Existing Course
Type of Action (check all that apply)
Course Revision (include course description & former and new syllabus)
Contact Hour Change and or Credit Change
Diversity Option
General Education Option
area: GI *
Grade Basis
Repeatability Change
Other:
* Note:
For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General
Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Effective Term: 2137 (Fall 2013)
Current Course Number (subject area and 3-digit course number): EdFound 478
Current Course Title:
Adolescent Development
Sponsor(s):
Jennifer Petersen
Department(s):
Educational Foundations
College(s):
Education
List all programs that are affected by this change:
None
If programs are listed above, will this change affect the Catalog and Advising Reports for those
programs? If so, have Form 2's been submitted for each of those programs?
(Form 2 is necessary to provide updates to the Catalog and Advising Reports)
NA
Yes
Proposal Information:
I.
They will be submitted in the future
(Procedures for form #4A)
Detailed explanation of changes (use FROM/TO format)
FROM: Not a GI option
TO: GI option
II.
Justification for action
In Adolescent Development students become familiar with theories, themes, and
conepts of development from puberty through emerging adulthood. This course
meets a variety of the goals of the general education program.This course teaches
knowledge that is (or should be) common to all educated persons, such as basic
psychological principles of how humans learn and grow. The fundamentals of brain
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development, nutrition, maturation of intellectual thought, and development of social
skills and identity are key concepts that all students should learn. This knowledge is
applicable to a variety of disciplines including psychology, philosophy, education,
and anyone interested in working with teens or becoming a parent. We hope that
this course will provide students across the university with an opportunity for
self discovery as students learn the developmental principles to explain where
they have come from and where they are going.
Throughout this course students are asked to think critically about theories of
development and how they apply to adolescent maturation and integration of
physical, social, and cognitive development. Critical analysis is stressed as students
engage in classroom debates and discussion of complex material. Written
assignments in this course require integration and synthesis of knowledge and
critical thought to apply core concepts of developmental theories to observations in
every day life. Written communication skills are improved by process writing
approach requiring students to produce multiple drafts of each paper that have been
edited for clarity and concision.
In regard to the goal of encrouaging students to make sound and ethical value
judgements, this course teaches explicitly the theories of moral development and
advanced methods of analyzing universal ethical principles. In addition to this
explicit approach to teaching morality, students are also taught about ethical values
such as volunteering, values of identity, and values of gender and ethnicity. Students
learn about positive youth development, which views all youth as innately “good”
and dissects the social forces that lead teens to make good and bad choices. Students
are encouraged to engage in a service learning opportunity by volunteering at a
school or community organization for teens and applying their knowledge from the
course to this learning experience. Volunteer opportunities such as this are defined as
a high impact learning practice by LEAP.
A fundamental component of adolescent development is the development of gender
and sexuality. Students are encouraged to appreciate both sexual and gender
diversity as they learn about gender differences and similarities and sexual
orientation as a vital piece of identity development.
Finally, this course teaches principles for continual mental and physical wellbeing. The majority of students who enroll in this course consider themselves to be
adolescents or emerging adults. This course typically leads students on a journey of
self discovery as they learn about common experiences among their peers such as
questioning authority, a quest for identity and intimacy, and more complex, abstract
thought. Students learn that these common experiences are typical during this
developmental period and are indicators of maturing emotional and cognitive
thought.
III.
Syllabus/outline (if course revision, include former syllabus and new syllabus)
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Educational Foundations 478/678: Adolescent Development
Winther Hall
Instructor: Dr. Jenni Petersen
Email: petersej@uww.edu
Office: WH 6043
Office Hours: T 9-10, W 3-4 or by
appointment
Course Description
Adolescent Development acquaints students with the major theories related
to adolescent development and helps students interpret the theories in
ways which are meaningful in understanding and working with adolescents.
Focus is on the changes of adolescence with special attention given to the
biological, cognitive, social and emotional systems.
Course Objectives:
During this course students will become familiar with theories, themes, and concepts of
adolescent development. In addition to learning the fundamental of physical, social and cognitive
developmental change, students will explore development through the lens of a scientist by
evaluating empirical research. Adolescent development is also a practical field with implication
for teaching, parenting, and any interaction with teens. Students will learn how to apply their
knowledge of developmental psychology as a science to these practical implications. I encourage
students to think critically about the topics covered in this course and identify ways to apply their
knowledge of adolescent development to their everyday lives.
Each student has strengths and weaknesses in different evaluation formats. I strive to provide
multiple formats for students to demonstrate their knowledge in a way that highlights their
strengths. Assignments in this course will not only allow students to demonstrate proficiency of
knowledge, but also encourages cooperation among their classmates, critical thinking skills, and
the application of scientific principles to everyday life.
This course will primarily address Wisconsin Teaching Standards: (2) teachers know how
children grow and (3) teachers understand that children learn differently
Required Text:
Cobb, N. J. (2010). Adolescence: Continuity, change, and diversity. 7th edition. Sinauer.
Additional required readings will be available on Desire 2 Learn.
Assignments
Exams:
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Exams will be primarily multiple choice with a few short essay questions. They will cover
material that was presented in class, in the textbook, and in the additional readings from each
unit. The first two exams will be “slightly” cumulative, that is, they will build upon theories and
concepts that have learned in prior units, but will not include specific details from prior units.
Textbook Reading Reactions (RR)
Reading reactions will test your understanding of the readings before we discuss the topic in
class. During five unidentified times during the semester I will bring 5 x7 notecards to class.
Before we begin class I will ask you to fill the notecard with information from the readings that
week that you found interesting. You may use notes that you took while you did the readings to
help you with your writing, but you may not use the textbook.
Service Learning or Research Project
Although we will learn a lot about adolescence during this course, there is nothing like learning
in a real-life setting and having experience with teens. As part of this course you will be required
to volunteer with teenagers in the community for a minimum of 10 hours. There are a variety of
volunteer opportunities in Whitewater or wherever you primarily live. I’d be happy to help you
find a location to volunteer if you are having a hard time. Once you have completed 10 hours or
volunteering and have your supervisor sign off on your hours you will complete a 3-5 page paper
integrating your experience to theories and concepts learned in class.
Research Project: As an alternative to the service learning experience you may write a 8-12 page
paper in which you create a community program for teenagers. Describe how this program
would benefit teens using research and evidence to support your ideas. Imagine that you are
writing a grant to start this new program. In order to get this grant you must provide evidence to
support your program. Please include at least 6 references other than your textbook to provide
evidence that this program will work.
Observation Study
Students will select a teenager from a media source such as a TV show, a movie, or a book. After
careful observation of this character students will write a 4-5 page paper analyzing the
character’s observed behavior and connecting it to information from this course. More
information about this project will be provided later in the semester
Grading
Evaluation
Purpose
How Often
Points
Exam
To demonstrate proficiency of
course material
To demonstrate the application
of concepts through creative
learning
To increase participation by
encouraging students to be
After each
unit
Once
3 x 100
Obervation
Study
Reading
Reactions
Five
4
Total
Points
300
5 pts – plan
105
100 pts paper
10 points each 50
(TS)
Paper
A
AB+
B
BC+
prepared for class
To apply your knowledge of
adolescent development.
92.6-100%
89.6-92.5%
86.6-89.5%
82.6-86.5%
79.6-82.5%
76.6-79.5%
One
C
CD+
D
DF
100pts
100
Total Points
555
72.6-76.5%
69.6-72.5%
66.6-69.5%
62.6-66.5%
59.6-62.5%
<59.6%
Attendance
Our class time is much too valuable to spend time taking attendance each day. However, it is to
each student’s benefit to attend every lecture and be prepared to discuss the assigned readings for
that day. Some of the material covered in lecture will not be available in the readings, but
students will be responsible for that material on the exams. Therefore students who attend lecture
will receive a higher grade in the course than students who do not.
Academic Dishonesty
Academic dishonesty will not be tolerated. This includes, but is not limited to, cheating on an
exam and plagiarism. Breaches of academic dishonesty will result in a failing grade and will be
taken up with the university committee charged with prosecuting academic dishonesty.
Special Testing Conditions
Accommodations will be made for students with physical or learning disabilities who require
help in the course. Students who require special testing conditions should provide me with this
information during the first two weeks of class.
Other Responsibilities
The University of Wisconsin-Whitewater 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 please refer to the Schedule of Classes; the “Rights and
Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies
and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic
Disciplinary Procedures” (UWS Chapter 14); and the “Student Nonacademic Disciplinary
Procedures") (UWS Chapter 17).
College of Education and Professional Studies Conceptual Framework
Since its founding, the University of Wisconsin-Whitewater has distinguished itself as a
leader in teacher education. The College of Education continues this tradition of creating a
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community of learners. This community, composed of students, university faculty and staff,
school educators, and community leaders, is characterized by reflection, engagement, service and
responsiveness as befits reflective facilitators of learning.
The College of Education is the unit with the responsibility for coordinating all programs offered
for initial and advanced licensure and for the on-going renewal of knowledge, skills, and
dispositions of teachers and other school personnel. The advanced programs in School
Psychology and School Business Management reside outside of the College of Education but are
included in the professional education unit at the University of Wisconsin-Whitewater.
In continuing to use teacher reflection as a focus in its goals and assessments, the College
adheres to its philosophical stance for an emphasis on performance assessment. In large part, the
aim of all licensure programs is to develop teachers and other school personnel as reflective
facilitators who continually evaluate the effects of their choices and actions on others and who
actively seek out opportunities to grow professionally. In doing so, the unit will be a major
producer of quality classroom teachers, will attract and retain the largest number of minority
teacher candidates in the state, and will foster increased global awareness by providing
international opportunities for all interested education students.
The essential mission of the teacher education program at the University of WisconsinWhitewater is the preparation of effective teachers and other school personnel in order to meet
the needs of diverse student populations in the public schools and in other educational settings
throughout the state of Wisconsin. In addition to providing an array of programs leading to initial
licensure, the unit provides programs for advanced licensure, for advanced degrees, for licensure
renewal, and for personal and professional enrichment.
In fulfilling its mission, the College of Education emphasizes quality and excellence and
embraces the Wisconsin Teacher Standards (WTS), the five concept assessments associated with
the Wisconsin Teacher Standards - communicative skills, human relations, professional
dispositions, content knowledge and pedagogical knowledge - and a knowledge base on the
development of reflective judgment in adults. The standards set forth by the National Council for
the Accreditation of Teacher Education (NCATE) complement the Wisconsin Teacher Standards
(WTS) and they have been reflected in the unit's teacher preparation practices in recent years.
The unit has adopted the Wisconsin Teacher Standards (WTS) which incorporate the principles
developed by the Interstate New Teacher Assessment and Support Consortium (INTASC). These
standards under gird all curricula leading to licensure in the state of Wisconsin. To receive a
license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate
proficient performance in the knowledge, skills, and dispositions under each of the following
standards:
The unit holds that effective teachers and other school personnel must be well-educated
and well-grounded in the content knowledge of their disciplines. They should be skilled in the
practices of pedagogy and possess an array of interpersonal and technical skills. They should be
committed to educating all students, have confidence in their power to make a difference in
children's lives, be open to innovation and change, and be able to work effectively with diversity
in colleagues, students, parents, and contexts. In addition to knowing about children, subject
matter, educational theory, and strategies for teaching, teachers and other school personnel
should be dedicated to the development of youth, and possess an openness to new ideas and the
challenge of conflicting ideologies.
The conceptual framework is grounded in a knowledge base which cites research and
educational philosophy to support practice. While there is recognition that unit faculty values
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vary and that specific programs weigh some values more heavily than others, there is
nevertheless universal agreement that candidates should think, solve problems, communicate,
create positive learning environments, respect all learners, engage in life-long learning, conduct
action research, and develop a style of leadership. In short, each candidate must facilitate and
reflect.
Date
Week1
Week 2
Topic
Defining Adolescence
Theories
Readings
Chapter 1
Chapter 2
Week 3
Week 4
Week 5
Week 6
Physical Changes
Cognitive Changes
Self, Identity, Intimacy
Exam 1
Chapter 3
Chapter 4
Chapter 5
Week 7
Week 8
Week 9
Week 10
Family
Friends
Schools
Leisure, Work, College
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Volunteer hrs due
Week 11
Week 12
Week 13
Week 14
FinalExam
Exam 2
Sexuality
Values and Problems
Positive Development
Chapter 10
Chapter 11-12
Chapter 13
Obs draft due
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Assignments
Vol/Res draft
Vol/Res
paper due
Obs paper due