Theory and research in social, emotional, physical, and intellectual development and its application to instruction. Emphasis on the late childhood through middle adolescence. Prerequisite(s): Junior or senior class standing (UAlbany 2007–08 Undergraduate Bulletin). We will draw on a variety of instructional approaches including questioning, assigned readings, reflective writing, hands-on activities, class discussions, and individual or group papers.

Our major goals for this course are to:

a. understand the domain of child and adolescent development,

b. apply the acquired knowledge to real-life situations,

c. think critically about the content area,

d. analyze issues pertaining to the area using the language of the discipline, and

e. develop further interest in the discipline.

Readings [back to top]

The main text for this course is available in the campus bookstore and at Mary Jane Books:

Bukatko, D., & Daehler, M. W. (2004). Child development: A thematic approach (5th ed.). New York: Houghton Mifflin. [ISBN: 061833338]

Textbook Web site: http://college.hmco.com/psychology/bukatko/child_dev/5e/students/

As a supplemental resource to the textbook Study Guide is recommended (not required) for students. A copy of the textbook and the Study Guide are available at the Library Reserve Collections under the course name. Additional required articles can be found on e-reserve page via the library Web site. The password is in the syllabus.

E-mail Listserv [back to top]

E-mail listserv is the in-class group e-mailing list. Information concerning the class members can be shared through this listserv. I will mostly use it to make weekly announcements. You can use it to announce related news, find project partners, arrange study groups etc. Only subscribed members can receive from and send messages to the group. For more information on listserv check ITS Email Services at http://www.albany.edu/its/accounts_email/listserv_faq.html. If you experience problems using the list, contact me or ITS.

Course Requirements and Evaluation [back to top]

You will demonstrate your achievement of the learning objectives/understanding goals via the following assignments:

A. Throughline Reflections (10 points—4 and 6 respectively): You will be asked to write about several overarching questions, or throughlines. Your written throughlines will be collected at the beginning and end of the semester and assessed according to a checklist. One rewrite of the first throughline is allowed, due one week after you receive your graded work from me. No rewrites of final throughlines are allowed.

B. Tests (30 points—10 each): You will be assessed on 4 non-cumulative in-class tests on the dates listed in the syllabus. Lowest test grade will not be included in the final grades. Tests will include information covered during lectures, class assignments, and assigned readings (text & articles). Tests will consist of multiple-choice, true-false, and matching questions. Tests can only be made up with submission of written medical or legal documentation indicating the reason for the absence(s).

C. Pop Quizzes (10 points): At least 5 unannounced quizzes on the reading of the day will be given. Format of the quizzes will be similar to tests.

D. Research Projects (30 points—15 each): You will be responsible to complete an observational project and write a report on each of the following topics: 1) Attachment or temperament, and 2) Morality or adolescence. Detailed descriptions of the projects and evaluation rubrics will be provided.

E. Case Analyses (15 points—7.5 each): Two real-life cases will be provided for you to analyze in the light of guiding questions followed by class discussions.

F. Attendance and Participation (5 points): I expect you to attend classes on time and participate in every class. Course Blackboard site can be used for online discussions and participation. Moreover, I expect you to do the assigned readings before each class. Class discussions, assignments, and projects will assume you have done the readings. Absences will only be excused with submission of written medical and/or legal documentation to me indicating the reason for the absence.

Grading Policy

The grades will be based on the completion of all course requirements and evidence of understanding and application of your knowledge of theories of learning and development. Rubrics or checklists for assignments will be provided.

A = 93 +

A- = 90 – 92

B+ = 87 – 89

B = 83 – 86

B- = 80 – 82

C+ = 77 – 79

C = 73 – 76

C- = 70 – 72

D+ = 67 – 69

D = 63 – 66

D- = 60 – 62

E = < 60

Weekly Schedule [back to top]

Week

Date

Topic, Readings, and Assignments Due

1/23

Introduction and overview

1/28

First two years

Due: Welcome assignment

1/30

Study of Child Development (Ch 2)

Due: First throughline

2/4

Themes and Theories (Ch 1)

2/6

Genetics and Heredity (Ch 3)

Due: First case analysis

2/11

Prenatal Period (Ch 4)

2/13

Test 1

2/18

No class – Winter Break/President’s Day

2/20

Physical Development (Ch 5)

2/25

Perception and Learning (Ch 6)

2/27

Cognitive Development (Ch 8)

3/3

Cognitive Development (Ch 9)

3/5

Test 2

3/10

Linguistic Development (Ch 7)

3/12

Intelligence (Ch 10)

3/17

Intelligence (Ch 10)

3/19

Emotional Development (Ch 11)

Due: First research project

W10

3/24

No class – Spring Break

3/26

No class – Spring Break

W11

3/31

Development of Self and Identity (Ch 12)

4/2

Test 3

W12

4/7

Gender (Ch 13)

4/9

Gender (Ch 13)

W13

4/14

Family (Ch 14)

Due: Second research project

4/16

Family (Ch 14)

W14

4/21

No class

4/23

Peers (Ch 15)

W15

4/28

Peers (Ch 15)

4/30

Beyond Family and Peers (Ch 16)

Due: Second case analysis

W16

5/5

Evaluation and conclusion

Due: Final throughline

Final

5/9

Test 4

Information [back to top]

Educational Technology

The course makes use of following information technologies:

· Course Web page publishes useful links and course grades.

· E-reserve contains additional readings and other course documents.

· Listserv is the class group e-mailing system for internal communication.

· Blackboard is the online course platform for learning activities outside the classroom. You will use your Net ID and UNIX password to log in.

For more information or help on any of the above, contact me or the Information Technology Services at http://www.albany.edu/its.

Submissions

You will get your assignments back with my comments on. Assignment submissions are preferred in paper on the day of class for the assigned due date. For one reason or the other, if you can not bring the paper copy of your assignment to the class, you can send your work as an e-mail attachment before the midnight of the due date. However, if you e-mail your assignment, you still need to submit a print copy as soon as possible. Only hard copies of your assignments will be graded.

Equity

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please notify the director of Disability Resource Center (Campus Center 137, 442-5490). That office will provide the course instructor with verification of your disability, and will recommend appropriate accommodations. For more information, visit the website of the UAlbany Disability Resource Center at http://www.albany.edu/disability.

Academic Dishonesty

The University at Albany Standards of Academic Integrity prohibits all forms of academic dishonesty. These include plagiarism (presenting as one's own work the work of another person, including paraphrasing or summarizing without acknowledgment, submission of another student's work as one's own, the purchase of prepared research or completed projects or papers, and the unacknowledged use of research sources gathered by someone else), cheating on examinations, multiple submissions of work, forgery, sabotage, unauthorized collaboration, and falsification. If you engage in course-related academic dishonesty, your work will not be accepted or your grade on the work in question will be dramatically lowered. In some cases, the University Judicial System recommends disciplinary probation, suspension, or expulsion from the University. Any student wishing to protest any such action can initiate grievance procedures, starting at the department level. For more information visit http://www.albany.edu/gradstudies/academics/a4.shtml.

Links

Division of Educational Psychology and Methodology: http://www.albany.edu/educational_psychology/

Events at UAlbany: http://www.albany.edu/todayualbany/

Future Educators’ Club: http://www.albany.edu/~fec

School of Education: http://www.albany.edu/education/

State University of New York: http://www.suny.edu/

University Library education subject guide: http://library.albany.edu/subject/education_main.html

University Library reference collection: http://library.albany.edu/reference/