GallenSpring 2017 PSYED2317 Syllabus. Version: 01/03/2017 (syllabus may change and new version supersede old versions)

PSYED 2317

Applied Developmental Psychology Professional Seminar 1(1 credit)

Spring 2017, Wednesdays, 4:30-7:10pm

432 Posvar Hall

Robert Gallen, Ph.D.Office Hours:Wed. & Thurs 1-3 or by apt.

5939 Posvar Hall

(412) 624-6942 (office)

This course supports the ADP 2nd year internship and capstone project.The professional seminar will provide a space for reflecting on and sharing the experiences you have at your ADP internship sites, and support for design and implementation of your capstone project. This course, taken concurrently with Community-Based Practice Learning II, engages students across all specializations in their practice learning placements. The ADP professional seminar will develop students’ sense of identity as an applied developmental scientist and will help them to actively develop professional ethics and standards in this process. As part of the ADP professional seminar, students will collaborate with faculty, agency supervisors, and master student colleagues to progress with completion of the master’s written capstone project.

Last term you established the plan for your capstone. This term is for implementation and completion.

Objectives:

1.Engage in reflection and sharing of experiences from the ADP internship sites.

2.Refine and implement the plan for the master’s ADP capstone project.

3.Discuss, revise and present the evolving capstone project during class meetings.

4.Compile the final product for this course to include the written report, a poster session, and individual capstone defense meetings

The final product for this course will include presentation at a poster session, a written report, and individual capstone defense meetings (half hour each, with slides and executive summary):

  • April 4, 5-7pm: ADP Showcase: Poster presentations at the University Club
  • Capstone defense meetings: April 17-28

READINGS

There is no required textbook. All readings are available online and/or through CourseWeb. We will read short articles for each class session.

GRADES

This class will follow an “A or revise” policy. That is, for each of the assignments described on the following page you will either receive an A or you will be asked to revise your assignment until it receives an A. The only way you will not receive an A for the course is if you do not receive credit for every assignment. In other words, if you do not bring every assignment up to A level. There are 100 points in the course and points, are associated with the following letter grades:

A+ 97-100
A93-96
A-90-92.9
B+87-89.9
B83-86.9 / B-80-82.9
C+77-79.9
C73-76.9
C-70-72.9 / D+67-69.9
D63-66.9
D-60-62.9
F<60

ASSIGNMENTS

The assignments below are intended to help you successfully complete your capstone and share your progress in order to get the support and comradery of the class. I will provide detailed descriptions for each assignment (except spotlight) in other documents. Here are the basic descriptions.

1. Evaluationplan (10 points)

How will you know if your capstone was successful? How well did it work? What did others think about it? At the end of fall term you created a plan for your capstone that included some form of assessment or evaluation. This assignment will allow you to go into more detail about assessment. Your evaluation plan should very clearly set you up to learn about your intervention. It can be quantitative and/or qualitative, and it can be formative and/or summative.

2. Spotlight(10 points)

Each student will have the opportunity to have a “spotlight” on their internship and capstone experience. This consists of a background reading, then 15-30 minutes of class time, focused on you and your project. Use this time to your advantage! This is an opportunity to get your instructor’s and classmates’ advice and feedback about your ongoing project. You can use this time however you like but I recommend some presentation time to bring us up to speed, followed by discussion. You will facilitate the discussion. This can be structured (e.g., with small group activities, written advice on index cards, etc.) or freeform. Either way, you should prepare questions for the class that will help you further your project.

We will sign up for time slots during the first class session. Advanced readings for classmates should be submitted to the instructor for posting in CourseWeb at least one week prior to your spotlight presentation. This should include the capstone-in-a-page, a progress update, and a reading (or video or audio) that would be helpful during the spotlight. If your spotlight occurs on one of the days when we are watching video updates, your video can lead in to your spotlight discussion.

2. Video progress check(20 points)

Over the course of two class periods you will have the opportunity to officially share with your classmates how your capstone is going. The assignment is to do this in the form of a short (2-5 minute) video that you will create.

3. Poster(20 points)

This assignment involves creating a professional poster to share your capstone. A full description will be provided to you in CourseWeb.

4. Final Paper & Executive Summary(40 points)

The final paper assignment is similar to the final paper assignment for last term and can build on that paper; however, now you can add discussion of implementation and what you learned. A full description will be provided in CourseWeb.

THE FINE PRINT

GRADES AND ASSIGNMENTS: In class, you will receive more explicit instructions for completing each course assignments. Please ask if you have questions regarding how you will be evaluated in this course. I am happy to discuss your learning goals and progress toward them at any time, though the earlier in the semester the better. Please note, however, that I DO NOT discuss grades over email, due to the sensitive nature of grades and laws about student rights and privacy. If you would like to speak to me about such matters, we can talk in person. If you feel there is a specific, technical error in the grading, I will review that particular concern. However, grades, in general, are non-negotiable. I am, however, happy to discuss ways in which you may enhance your learning and performance in this course.

TECH IN CLASS: I encourage you to bring digital devices to class and use them as tools in your learning. I expect you, as digital natives, to manage your attention productively in class. This probably means limiting Facebook-checking and texting. But it also means that when Google-able topics come up in class discussion, I encourage you to search & share.

ATTENDANCE: Regular class attendance is essential to a positive learning experience and is crucial to success in this course. The teaching format of this course will encourage active engagement and learning through discussion and in-class activities. Students are responsible for all material presented in class.

LATE ASSIGNMENTS: All assignments are expected during the session noted on the syllabus. Unless prior arrangements have been made (at least 48 hours in advance), late submissions will not be accepted and will result in a grade of 0 for that assignment. Depending on the circumstance, late submissions that are accepted may be at a reduced level of points.

UNIVERSITY COURSE POLICIES

ACADEMIC HONESTY

Cheating and/or plagiarism will not be tolerated. Students suspected of violating the University of Pittsburgh Policy on Academic Integrity, from the February 1974 Senate Committee on Tenure and Academic Freedom reported to the Senate Council, will be required to participate in an outlined procedural process as initiated by the instructor. A minimum sanction of a zero score for the assignment will be imposed, with likely additional consequences, including possible failure of the course for the semester and/or dismissal from the graduate program.

A NOTE FOR STUDENTS WITH DISABILITIES: If you have a disability that requires testing accommodations or other classroom modifications, you need to notify instructors and the Disability Resources and Services no later than the 2nd week of the term. You are required to provide documentation from Disability Resources and Services to determine the appropriate accommodations. To notify Disability Resources and Services, call 648-7890 (Voice or TTD) to schedule an appointment. The Office is located in 216 William Pitt Union.

STATEMENTONCLASSROOMRECORDING: Toensurethefreeandopendiscussionofideas,studentsmaynotrecordclassroomlectures,discussionand/or activitieswithouttheadvancewrittenpermissionoftheinstructor,andanysuchrecordingproperlyapprovedin advancecanbeusedsolelyforthestudent’sownprivateuse.

DEPARTMENTAL GRIEVANCE PROCEDURES

Departmental Grievance Procedures. The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. When a PSYED student or a student in a PSYED class believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines by (1) first trying to resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the program chair; (3) then, if needed, resolving the matter through conversations with the department chair; (4) if needed, next talking to the associate dean of the school; and (5) if needed, filing a written statement of charges with the school-level academic integrity officer. [Dr. Michael Gunzenhauser is the Associate Dean and Integrity Officer.]

ADDITIONAL STUDENT RESOURCES

•Technology/Computer Help Desk: 412-624-HELP [4357]

•Graduate Studies at Pitt:

•Student Health Services: 412-383-1800 (

•Counseling Center: 412-648-7930 (

•The Writing Center: 412-624-6556 (

•Academic Resource Center: 412-648-7920 (

•Disability Resources and Services: 412-648-7890 (

•Office of International Services: 412-624-7120 (

•Information Technology (Computing Services & Systems Development) (

•Office of the Registrar (calendar, transcripts, registration, enrollment) (

SCHEDULE

Wed. / TOPIC / READINGS (prior to this class) / Due
Jan 4 / Welcome back!
Spotlight sign up /
  • Syllabus
  • Comps guidelines
  • Comps paper guidelines

Jan 11
Jan 18 / Evaluation /
  • Buitrago, 2015 (a)

Jan 27
Feb 1 / Objective notetaking
Spotlight 1, 2, 3 /
  • Paul, 2012 (b)
  • FieldNotes handout
  • Spotlight articles
/ Evaluation plan
Feb 8
Feb 15 / Writing IS re-writing
Spotlight 4, 5, 6 /
  • Startup podcast 16: The secret formula (c)
  • Spotlight articles

Feb 22
Mar 1 / Watch progressvideos
Spotlight 7, 8, 9 /
  • Spotlight articles
/ Video progress check
SPRING BREAK: Mar 6-10
Mar 15 / Watch progressvideos
Professional poster making Spotlight 10, 11, 12, 13 /
  • Comps poster guidelines
  • Spotlight articles

Mar 22
Mar 29 / Capstone Prep / Poster
Poster abstract
Tuesday Apr 4 / Poster Presentations / ADP Capstone Poster Showcase
- University Club / Poster Presentations
Apr 5
Apr 12 / Capstone Prep / Final paper
Executive summary
April 17-28, 2017: Capstone Defense Meetings

References

(a)Buitrago, C. (2015, November). Framing program evaluation: Why we should tinker with theories of change and logic models.

(b)Paul, A. M. (2012, May). How to increase your powers of observation. Time.

(c)Startup podcastepisode 16: Listen at

Or get at iTunes or wherever podcasts are found.

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