Chld 455 p. 1
Chld 455: Seminar in Family Relations
Fall 2010
Instructor: Dr. Diana Coyl-Shepherd
Office: Modoc 103
Office phone: 898-4696
E-mail: Vista mail only
Office Hours: Mon, Wed, Thurs 11:00am – 11:50 am, Mon & Tues 2:00 -3:00pm,
and by appointment
Class Meetings: Tuesdays and Thursdays 12:30pm – 1:45 pm, Modoc 123
Required Texts:
Gottman, J.M. (1999). The Seven Principles for Making Marriage Work. New York:
NY. Rivers Press.
Orman, S. (2006) Suze Orman’s Financial Guide Book: Put the Nine Steps to Work, New York,
NY: Three Rivers Press.
Smith. S. R., Hamon, R. R., Ingoldsby, B. B., & Miller, J. E. (2009) Exploring Family Theories
(2nd Edition) New York: Oxford University Press.
Required Electronic Readings: Available in Vista course in the Learning Modules.
Pre-requisites:
One of these courses: CD 250, CD 252, CD 255, Psy 355. This requirement will be enforced
strictly. For courses taken outside CSUC, course verification (a copy of your grade card or your
unofficial transcript) must be submitted by first week of classes to prevent disenrollment.
Course Description:
This course reviews couple and family life experiences within the United States, and interpersonal
relationships between couples and among family members using relevant theories and empirical
research. The cultural meaning of family experience and a practical emphasis on family financial
resource management in modern U.S. culture will also be emphasized.
Course Objectives
Upon completion of this course, students will be able to:
 demonstrate an understanding of, and ability to apply scientific methods of thinking
(including logic and empirical reasoning) about families
 differentiate between personal and subjective theories and beliefs about family life and
scientific theories and empirical research on families
 identify the primary theories and scholarly works used in family studies and related fields
(e.g., psychology and sociology)
 understand both qualitative and quantitative family research
 evaluate theories and research studies in terms of their strengths and weaknesses, validity,
reliability, and generalizability
 prepare a literate and coherent review on a topic relevant to family life and present this
information to the class and professor
 demonstrate writing skills using appropriate APA Style writing guidelines
Chld 455 p. 2
Assignments
A. Preparation: Reading Quizzes
B. Participation: Class Activities, Self & Instructor Ratings of Class Participation,
Peer Feedback Presentations
C. Student Presentation
D. Family Interviews, Transcriptions and Reflection Paper
E. Midterm
F. Final Exam
Percentage
13%
22%
15%
20%
15%
15%
Grades
Grades will be assigned as follows:
Grade
%
A
93100
A9092.9
B+
8789.9
B
8486.9
B8082.9
C+
7779.9
C
7476.9
C7072.9
D+
6769.9
D
6066.9
F
60 or
less
Updated grades will be available through Vista Gradebook. Your current class percentage may
change with each assignment or exam. The student with the highest score anchors each
assignment. If you have questions or concerns about your grades, please contact me.
The Class Schedule
will be posted on the Home Page of Vista. It contains a schedule of dates that topics that will be
covered in class, required readings, assignments and exam due dates. This schedule is subject to
change at the discretion of the professor. Updates or changes to the class schedule will be
announced if needed.
Class Structure
Course material will be housed within the Chico State Connection Portal- Vista section. Adobe
Reader can be downloaded from www.adobe.com.
Technical support for Vista
Contact Student Computing: 898-4357 or 800-780-4837
Software for this Class:
The University supports Microsoft Word 2007. University computers are unable to read documents
created in WordPerfect. If you are creating documents with WordPerfect, YOU MUST save them
in Rich Text Format before sending, but this is not always successful and formatting is often not
preserved- you may lose points for incorrect formatting on written assignments. Late points will be
deducted for assignments sent in file formats the instructor cannot open.
Chld 455 p. 3
Class Policies regarding Academic Honesty
All written work is to be individually produced unless otherwise noted in the assignment.
• Plagiarism is the use of the written work of others (either direct copies or close paraphrases) as
one’s own original work. If quotations and/or passages from other works are used in papers, they
must be accorded the proper citation in order to avoid any misunderstandings about plagiarism.
• When there is evidence that a student has committed plagiarism, copied the work of others,
allowed others to copy their work, cheated on an exam, altered class material or scores, or has
inappropriate possession of exams, or sensitive material, the incident will be investigated by
Student Judicial Affairs. The consequences for academic dishonesty are severe.
Cell phones, texting and laptop classroom rules
 Turn off your cell phones or set them on silent mode when you come to class.
 Text messaging will not be tolerated in class; any student found to be sending or checking
text messages during class will be invited (quite publicly) to make a choice either to cease
the texting or leave the classroom.
 You are welcome to bring your laptop to class and use it to take notes, access readings
we’re discussing, or lecture overviews.
 You are not welcome to use your laptop to surf the web, check email, or otherwise perform
non-class-related activities during class.
Best advice: If you aren’t using your technology to perform a task specifically related to what we
are doing in class at that very moment, put it away.
Consideration of other students and faculty
You are expected to be considerate of others at all times by being on time and seated when class
begins; remaining in your seat until class is dismissed (except in the event of an emergency); and
refraining from talking or causing distractions when others are speaking.
Special concerns/needs
If you have a documented disability that may require reasonable accommodation, please contact
Disability Support Services (DSS) for coordination of your academic accommodations. They can
be reached at 898-5959. More information about their services can be found at
http://www.csuchico.edu/dss/index.shtml
Note: Students with special needs/concerns are invited to meet with Dr. Coyl early in the semester
to discuss possible accommodations.
Please Note: Your enrollment in this class implies that you agree to these requirements.
Please do not ask for these requirements to change due to your personal circumstances; Such
requests are unfair to other students and are contrary to University policies.
Chld 455 p. 4
ASSIGNMENTS AND EVALUATION CRITERIA
A. PREPARATION
In a senior-level course, students have the responsibility for completing assigned readings and
some activities outsides of class, prior to their discussion in class. Reading quizzes are designed to
assess students’ understanding of required class materials. Students who complete the readings in
advance are better prepared to understand and contribute in meaningful ways to class lecture and
discussion.
Quizzes will be posted in the Vista Assessments on Fridays (opening at 9am and closing by
midnight the following Monday) prior to the dates specific materials will be covered in class. The
quizzes will contain questions from the class readings for the coming topical learning module. If
students miss the time period in which each quiz is available, they cannot be made up.
Students can go into the Vista assessments tab and take quizzes any time prior to the closing
date. There will be 10 questions per quiz. Students will have 2 chances to answer the items
correctly before receiving a final score. Each quiz is worth 5 possible points. Students are
encouraged to complete the readings and quizzes early, and participate in class. Students may
use the readings and their own notes to answer them.
B. PARTICIPATION
1. Class Activities
Students will complete activities sheets on pertinent topics, current readings or materials covered
in class lecture and discussion. If a student is absent or comes to class late on the day of an
activity, they will forfeit the points associated with that activity. You may use any class materials
(lecture notes, your notes, readings, etc) to complete them. Some activities you will complete
individually, for others you may work with another classmate. In order to earn credit for these
assignments, each student must have their name on a completed activity sheet on the day they
are given in class.
2. Self and Instructor Ratings of Class Participation
A seminar course is designed to focus on a particular topic, in which everyone present is
requested to actively participate. It is essentially a forum in which assigned readings are
discussed, questions can be raised and debates can be conducted. At US universities, seminar
classes are generally reserved for upper-class students. In CHLD 455, class discussion will
supplement lecture, not replace it. Periodically throughout the semester I will distribute rating
sheets for students to self-assess their level of class preparation and participation. These ratings
will contribute points to students’ overall participation percentage. I will also rate students.
3. Peer Feedback Sheets
The University has identified peer evaluation as a critical thinking skill that all students should
develop. Each student can earn points by providing feedback to other students on four other
groups’ presentations.
Chld 455 p. 5
A rubric will be provided for the presentations. You will use the rubric to “score” sections of a
presentation and to provide comments and suggestions. In order to earn full credit, provide specific
and professional suggestions; avoid generic comments such as “it was really good.”
Peer feedback can be helpful in improving an assignment, however, the instructor reserves the
right to grade each assignment at her skill level, based on her knowledge and experience, which
may not correspond to that of other students.
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C. STUDENT PRESENTATION
Assignment Objective
This oral presentation should include an overview of current scholarly information on your topic.
Select a topic from the list provided by the instructor in the Assignments Learning Module, or you
and your partners may choose a topic area that pertains to families that is not on the list. All topics
must be pre-approved by the instructor by email.
Complete instructions for this assignment look are found in the “Assignments” learning module, in
a file entitled “Instructions for Student Presentation”.
The sources for your presentation must be scholarly (e.g., gov’t websites like the CDC or NICHD,
or textbooks or other types of reference books) and research studies with identifiable samples of
participants who are families. DO NOT USE POPULAR sources (e.g., newspaper articles,
parenting magazines).
You must have a total of five sources for this presentation, all clearly identified in your
presentation. Four of these sources must be empirical research studies on your topic.
To find current research articles (1990s or more recent) in professional journals such as Child
Development, Journal of Marriage and Family, Family Relations, etc., use the CSU, Chico Merriam
Library Research Station: www.csuchico.edu/lref/guides/rbn/index.htm. Under “Quick Links to
Databases and Indexes A –Z” click on “PsycINFO”, “ERIC” or EBSCOhost” which will take you to
databases that contain scholarly, peer-reviewed research articles and studies. The following link
provides you with tutorials for using EBSCOhost
databases. http://www.csuchico.edu/lins/chicorio/index.html
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D. FAMILY INTERVIEWS TRANSCRIPTION AND REFLECTION PAPER
Assignment Objective
One goal of this assignment to provide students with first-hand information about parenting beliefs,
behaviors and practices. This information will be compared with empirical studies that we review
during the semester. Another goal is to provide students with experience in conducting data
collection with a family. Empirical studies are the basis for our knowledge of couples and family life
and students should gain a greater understanding of research methods used in working with
families.
Your work must be original and independently written.
Chld 455 p. 6
Complete instructions for this assignment look are found in the “Assignments” learning module, in
a file entitled “Instructions for Family Interview Assignment”.
Students will select and request the voluntary participation of parents from two different families
who each have a child that is still living at home (parents who have infants through young adults
living at home are appropriate). Two parents (from separate families) must be willing to complete a
parent interview and a brief demographic survey. Plan about 60-90 minutes to complete the
interview and survey with each family. Students must set up a time to meet with the family in order
to collect this data and obtain a signed consent form from the parents. I strongly urge you to record
the interview, as you will need to transcript (verbatim-word for word) the interview as part of this
assignment. In addition, students will write a reflection paper about research with families.
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E & F. EXAMS
Two exams will be completed during class period on the scheduled days. The exam format may
include: matching items, short answer and summary items. Study Guides will be made available
prior to each exam.
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Child Development Program Mission statement
Within the context of the broader university commitment to higher education, the Child
Development Program offers opportunities for students to engage in the purposeful acquisition and
integration of child development theory, research, and practice. Specifically, the program centers
on the Foundations of Child Development, Child Study and Assessment, Programs for Children
and Families, Professional Qualities, Critical Thinking Skills, and Developmental Context.
Contribution to the CD Major at CSU Chico
Portfolio: The completed, graded assignments for this class can be used for the student’s senior
portfolio. Keep your work!
Chld 455 p. 7
VISTA CONTENT
10 Topical Learning Modules (LM) contain:
a. Lecture overviews
b. Required Electronic readings
c. Supplemental materials
d. Video Clips
e. Required Activities
Vista Folders on Home Content
Page
“Study Guides” folder will
contain study guides for each exam.
2. “APA Resources” Guidelines,
Citations, Web link to APAstyle.org
Assignments Learning Module:
1.1
APA Paper Formatting Guidelines for 455
1.2
Sample APA Reference List
2. Student Presentation
2.1 Suggested Topics for Presentations
2.2 Instructions for Student Presentation
2.3 Instructor’s Grade Rubric for Presentation
2.4 Peer Feedback Form for Presentations
2.5 Example Presentation on “Single Parent
Dating”
3. Family Interview Assignment
3.1 Instructions for Family Interview Assignment
3.2 Sample formatting for Family Research paper
3.3 Instructor Grade Rubric for Family Research
3.4 Family Research Paper TURNITIN Link
3.5 Sample Interview Questions for Transcription
files
3.6 Parent Informed Consent Letter
3.7 Demographic Survey
3.8 Parent Interview Questions
3. Syllabus and Class Schedule
Learning Modules contain:
Lecture Overviews, Electronic
Readings, media, and Assignments.
4. Conducting online Research: links
to the Merriam Library research
station.
Vista Tabs (Left side of screen)
Announcements
CHECK Announcements prior to
each class period and the end of the
week for important class information
and updates.
Discussion: some class activities will
be posted under this tab.
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icckTi
u
me™
essand
orisap
ar enee
ded
tom
oprsee
th
ict ure.
Assignments: use this tab to
submit electronic Word documents
and Power Point Presentation.
Learning Modules contain:
Lecture Overviews, Electronic
Readings, media, and Assignments.
Mail: Send and receive mail to
professor or other students in class.
Grades: Check for scores on
graded assignments and current %.
Chld 455 p. 8
SLOs Objectives
For CD majors at CSU-Chico, the objectives of this course correspond to the following Learning
Objectives (SLOs) as outlined by the Child Development Program Committee
Course Objectives
Learning Priority
Assignments
a. Demonstrate an understanding of, and
ability to apply scientific methods of thinking
(including logic and empirical reasoning)
about families.
Critical Thinking Skills (SLO V)
Foundations of Child
Development (SLO I)
Professional Qualities (SLO IV)
b. Differentiate between their personal and
subjective theories and beliefs about family
life and scientific theories and empirical
research on families.
Child Assessment and Study
(SLO II)
Critical Thinking Skills (SLO V)
Professional Qualities (SLO IV)
c. Identify the primary theories and scholarly
works used in family studies and related fields
(e.g., psychology and sociology)
Foundations of Child
Development (SLO I)
Critical Thinking Skills (SLO V)
Professional Qualities (SLO IV)
Developmental Contexts (SLO VI)
Critical Thinking Skills (SLO V)
Developmental Contexts (SLO VI)
Professional Qualities (SLO IV)
Class
Activities
Presentation
Family
Interview
Exams
Class
Activities
Presentation
Family
Interview
Exams
Class
Activities
Presentation
Exams
d. Understand both qualitative and
quantitative research.
e. Evaluate theories and research studies in
terms of their strengths and weaknesses,
validity, reliability, generalizability
Programs for Children and
Families (SLO III)
Professional Qualities (SLO IV)
Critical Thinking Skills (SLO V)
Developmental Contexts (SLO VI)
f. Prepare a literate and coherent literature
review on a topic relevant to family life and
present this information to the class and
professor.
h. Demonstrate writing skills using appropriate
APA Style and Formatting Guides.
Professional Qualities (SLO IV)
Critical Thinking Skills (SLO V)
Developmental Contexts (SLO VI)
Professional Qualities (SLO IV)
Critical Thinking Skills (SLO V)
Class
Activities
Family
Interview
Exams
Class
Activities
Presentation
Family
Interview
Exams
Presentation
Presentation
Family
Interview