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Syllabus for Child & Adolescent Development
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| Email: To be provided in class
Telephone: To be provided in class
Help time: I would be happy to help you after class and will let you know how we can arrange it.
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| Number: Psy 301 W4S18
Location: Sacramento Academic Center, Room 102
Time and Dates: June, Mondays & Wednesdays at 5:30 pm to 10 pm. Some Saturdays. See outline below for dates and times
Required Textbook: Cole and Cole The Development of Children 4th Edition. YOU WILL NEED THIS TEXT ON THE FIRST DAY OF CLASS.
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 | WHAT IS THIS COURSE ABOUT?
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| We will examine changes in thinking, feeling, and relationships during four development periods: infancy (the first year), toddlerhood, early childhood (ages 4-6), middle childhood (ages 7-11), and adolescence (ages 12-19). We will discuss what happens during these periods and why. We will also discuss problems and controversies involving changes during this period. This course will most benefit students interested in better understanding how and why children change as well as students interested in helping children develop optimally.
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| WHAT ARE THE GOALS OF THIS COURSE?
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| By the end of the course you will be able to:
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 | Describe changes during cognitive, emotional, and social development during four life periods.
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| Explain changes using central developmental theories, concepts, findings, and methods.
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| Compare and contrast developmental changes in diverse sociocultural settings.
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| Analyze arguments about child development
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| Propose solutions to common problems experienced by children and adolescents.
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| You need plenty of time for this course. This course requires that you are able to read and understand 39 pages of text for each class. This means you should have at least 3 hours to prepare for each class. If you do not have this amount of time you should not take this class.
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| The textbook is among the most advanced on the market. Although it is among the best, I did not select it. You may find it quite dense. I will help you to the best of my abilities but you should be prepared to devote the necessary reading time.
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| You cannot procrastinate or cram for this course. There is no final exam or final paper.
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| You need to write notes. Students who simply highlight the text and do not take written notes on the text, class, or videos will not do well.
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| You need to write and express yourself clearly. You score is partially based on your ability to write well and communicate clearly.
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| You need to attend every class and arrive promptly. You will be assessed in every class and absences may harm your grade. Three or more absences, according to NU policies, will result in an F. NU policy does not distinguish between excused and unexcused absences in this regard (visit www.nu.edu/catalog). Arriving more than 15 minutes lates and leaving before class is dismissed is equivalent to a half-absence. Thus, arriving late twice counts as one absence.
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| HOW WILL MY PERFORMANCE BE EVALUATED?
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| Quizzes: Quizzes evaluate your ability to understand the readings, lessons, and videos. Questions assess your knowledge of Aims 1 and 2 usually on two chapters, two lessons, and a video. There will be 5 quizzes in this course. The last quiz is cumulative and counts twice. You may use YOUR hand-written notes on quizzes but no other material. Here is an example of quiz question:
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| 1. “Out of sight, out of mind” means that an infant, according to Piaget, lacks _____________
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| In-class essays: Essays evaluate your ability to apply what you have learned to evaluate arguments, describe development in different contexts, and propose solutions to problems (Aims 3, 4, and 5). Your essays are also evaluated by your ability to communicate clearly. You will complete five in-class essays. The last essay will ask you to integrate multiple topics and developmental periods and counts as double. Here is an example of an essay question:
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| A judge proposes to settle a custody dispute using the Strange Situation. Custody will be granted to the parent with whom the child is most securely attached. Analyze.
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| Class briefings (not graded): To make class-time more active and to improve your professional skills, I will ask you to briefly discuss one section or objective in the reading. For example, in the chapter on infancy I ask you to summarize to the class what you learned about the influence of culture on attachment patterns. Your presentations will not be graded, however, you will be required to meet with me if you routinely are unprepared to review chapter material. This indicates to me that you are either underprepared for the course or are having difficulty with the material. I will be happy to help you with either of these problems.
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| HOW ARE FINAL GRADES CALCULATED?
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| Essays and quizzes are averaged to calculate your final grade. Remember that the last quiz and essay counts double. The following grading scale is in accord with National University policy.
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| A: 9.6 to 10.0. (GPA = 4.0) Significantly exceeds standards
A-: 9.0 to 9.5 (GPA = 3.7)
B+: 8.7 to 8.9 (GPA = 3.3) Exceeds standards
B: 8.4 to 8.6 (GPA = 3.0)
B-: 8.0 to 8.3 (GPA = 2.7)
C+: 7.7 to 7.9 (GPA = 2.3) Meets standards
C: 7.4 to 7.6 (GPA = 2.0)
C-: 7.0 to 7.3 (GPA = 1.7)
D+: 6.7 to 6.9 (GPA = 1.3) Below standards
D: 6.4 to 6.6 (GPA = 1.0)
D-: 0 to 6.3 (GPA = .7)
F: More than 3 absences (GPA = 0) Failing
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| WHAT IS CONSIDERED ACADEMIC DISHONESTY AND WHAT ARE THE CONSEQUENCES?
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| Cheating on quizzes and plaigerism is considered academic dishonesty. The first time you cheat or plaigerize you will receive 0 points on the assignment and will not be able to make it up. The second time you cheat or plaigerize you will receive an F grade for the course. Cheating may also result in expulsion. Please refer to National University policy. If you have any questions on what constitutes plagiarism, ask me immediately.
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| CAN I APPEAL AN ASSIGNMENT GRADE?
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| Yes. You can appeal all quiz and essay scores except the last quiz and the last essay. All appeals must be submitted by email or in writing within one week of receiving your graded assignment. All appeals must refer to the either the page number in the text or the lesson date. Because of the potential of misunderstanding, verbal appeals are not accepted.
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| CAN I MAKE-UP AN ASSIGNMENT?
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| You are allowed to make-up your lowest quiz and essay score or a missed quiz or essay. No excuse is necessary. Make-up quizzes and essays are scheduled for the last class after the last quiz and essay. You may not make-up the last quiz and last essay.
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| WHAT HAPPENS IF I AM ABSENT?
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| If you are absent more than 3 times you will receive an F in this course no matter your performance on assignments. This is National University policy and is described in the Catalog.
Important: Arriving more than 15 minutes late or leaving before class is dismissed is considered as a half-absence. Therefore, arriving late twice counts as one absence.
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| WHAT DOES THE INSTRUCTOR MOST WANT ME TO KNOW?
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| First, I love teaching and I take it very seriously. Second, I really enjoy teaching developmental courses. Developmental courses can be not just interesting but also enjoyable and insightful. It seems I learn a little about my own development when I teach this course. I hope you will too. Lastly, I want everyone to do well and I am here to help you. In class, I will let you know how you can contact me and would be happy to meet with you or talk with you outside class.
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| COURSE OUTLINE (THIS OUTLINE MAY CHANGE WITH LITTLE NOTICE)
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| Class 0: Get the textbook and start reading!
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| Practice quiz and essay (not graded)
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| Quiz 1: Chapters 5 and 6, Classes 2 and 3, and video
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| Quiz 2: Chapters 9 and 10, Classes 4 and 5, and video
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| Quiz 3: Chapters 12 and 14, Classes 6 and 7, and video
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| Quiz 4: Chapters 15 and 16, Classes 8 & 9, and video
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| Quiz 5: All readings, classes, and videos
Essay 5: integrative (focuses on multiple aspects and developmental periods)
You may make-up one quiz (Quizzes 1-4) and one essay (Essays 1-4)
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| Students must complete two-thirds of the course work to qualify for a grade of incomplete (I). See the General Catalog “Grading System” for additional information about grading.
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| AN EMAIL ACCOUNT IS RECOMMENDED (BUT NOT REQUIRED) FOR THIS COURSE.
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| Acts of academic dishonesty are a very serious offense. Please take care to give appropriate credit when you are referring to the work of others. References should be cited using the APA format. Plagiarism of written (intentional or unintentional) and/or research assignments will result in a grade of “F” (0 points) for the assignment. Repeated acts of plagiarism will result in an “F” for the course. For further information on plagiarism consult the General Catalog.
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| Students will apply research theories, methods, and findings to evaluate its usefulness. You will also be reading, analyzing, and discussing recent studies. As a result, you will become a more critical evaluator of scientific information and recommendations.
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| Analytical or critical writing is one of the most important skills of your professional life. You will write analytical essays weekly. As failure to write clearly and concisely will likely hurt you in your career, clear, legible, concise writing is expected of you in this course.
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| You will discuss ethical controversies involving developmental theories. An important skill in this component is the ability to listen well and calmly to the views of others (i.e., tolerance).
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| Students will examine the cultural context of developmental theories (or, in many cases, the lack of consideration for cultural variation)
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| Written material, such as essays, must comply with the APA style guide, 5th edition. You are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written material must follow specific standards regarding citations of authors’ work within the text and references at the end of the paper. Students are encouraged to use the services of the University’s Writing Center when preparing materials. Grades will be assigned for written material in accordance with the University catalog and the following criteria by the School of Arts and Sciences.
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| Note: Letter grades may be assigned for any or all of the following reasons:
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| Outstanding achievement, significantly exceeds standards
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| Unique topic or unique treatment of topic, takes risk with content; fresh approach
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| Sophisticated/exceptional use of examples
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| Original and “fluid” organization; all sentences and paragraphs contribute; sophisticated transitions between paragraphs
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| Integration of quotations and citations is sophisticated and highlights the author’s argument
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| Confidence in use of Standard English, language reflects a practiced and/or refined understanding of syntax and usage
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| Sentences vary in structure, very few, is any mechanical errors (no serious mechanical errors)
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| Commendable achievement, meets or exceeds standards for course
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| Specific, original focus, content well handled
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| Significance of content is clearly conveyed; good use of examples; sufficient support exists in all key areas
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| Has effective shape (organization), effective pacing between sentences or paragraphs
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| Quotations and citations are integrated into argument to enhance the flow of ideas
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| Has competent transitions between all sentences and paragraphs
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| Conveys a strong understanding of Standard English; the writer is clear in his/her attempt to articulate main points, but may demonstrate moments of “flat” or unrefined language
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| May have a few minor mechanical errors (misplaced commas, pronoun disagreement, etc.), but no serious mechanical errors (fragments, run-ons, comma-splices, etc.)
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| Marginal achievement; below standards
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| Significance of content is unclear
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| Ideas lack support, elaboration
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| Lacks sufficient examples or relevance of examples may be unclear
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| Support material is not clearly incorporated into argument
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| Expression is frequently awkward (problematic sentence structure)
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| Mechanical errors may often impede clear understanding of material
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| May have a few serious mechanical errors, but no recurring serious mechanical errors (fragments, run-ons, comma splices, etc.)
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| D range 7 points (Note: the D grade is a passing grade; work that is not of passing quality should receive grade F.)
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| Unsatisfactory achievement; does not meet minimum standards
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| Significance of content is unclear
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| Ideas lack support, elaboration
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| Lacks sufficient examples or relevance of examples may be unclear
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| Support material is not clearly incorporated into argument
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| Expression is frequently awkward (problematic sentence structure)
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| Mechanical errors may often impede clear understanding of material
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| May have recurring serious mechanical errors (fragments, comma splices, etc.)
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| Includes plagiarized material (intentional or unintentional)
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| Difficult to follow due to awkward sentence or paragraph development
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| Mechanical errors impede understanding
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