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PSYED 2262: Adolescent Development II

Spring 2017

Tanner Wallace

5946 WWPH

COURSE OVERVIEW

You will be teaching adolescents, or youth ages 11 – 18 years old. How your students think, feel, and experience the world around them will be unique to their own life histories and perspectives, but developmental psychology can provide some helpful insights into typical and normal thoughts, feelings and experiences during adolescence. This online course focuses on the cognitive, social, and biological changes from middle childhood, youth ages 6 – 10 years old through adolescence within the contexts of family, peers, community, school, and culture.

This semester we will be focused on observing in your field placements and applying theory to practice.

LEARNING OBJECTIVES

By the end of this course sequence, students should:

1.  Understand the importance of supportive adult relationships during adolescence.

2.  Know and understand characteristics of adolescent development across developmental domains (e.g. cognitive, physical, identity, social, psychological, etc.)

3.  Understand of how individual characteristics such as gender, socioeconomic status, and racial or ethnic background, as well as social contexts such as the family, peer group, school, neighborhood, and work environment interact to influence adolescent development.

4.  Discuss the role of identity development in relationship to the task of constructing or authoring one’s life story.

COURSE FORMAT

The entire class will occur online. Course content is organized into weekly modules and the course schedule is organized in a weekly format. Articles will be provided on the class Blackboard site.

COURSE ASSIGNMENTS

Module Application Activity (4 activities @ 25 points each =100)

COURSE EVALUATION

Final Grades:

Based on the 100 possible points, grades will be assigned as follows*:

A+: / 97-100 points / C: / 73-76 points
A: / 93-96 points / C-: / 70-72 points
A-: / 90-92 points / D+: / 67-69 points
B+: / 87-89 points / D: / 63-66 points
B: / 83-86 points / D-: / 60-62 points
B-: / 80-82 points / F: / <60 points
C+: / 77-79 points

*Note: Total points are rounded to nearest whole. So, 0.000 to 0.500 is rounded down & 0.501 to 0.999 is rounded up. Instructor reserves the right to round in your favor.

A NOTE FOR STUDENTS WITH DISABILITIES

If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 140 William Pitt Union, (412) 648-7890, , (412) 228-5347 for P3 ASL users, as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for the course.

ACADEMIC INTEGRITY

Students have the responsibility to be honest and to conduct themselves in an ethical manner while pursuing academic studies. Students have the right to be treated by faculty in a fair and conscientious manner in accordance with the ethical standards generally recognized within the academic community (as well as those recognized within the profession). Should a student be accused of a breach of academic integrity or have questions regarding faculty responsibilities, procedural safeguards including provisions of due process have been designed to protect student rights. These may be found in Guidelines on Academic Integrity: Student and Faculty Obligations and Hearing Procedures at www.provost.pitt.edu/info/ai1.html

GRIEVANCE PROCEDURE

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]

·  Student Health Services: 412-383-1800 (http://www.studhlth.pitt.edu)

·  Counseling Center: 412-648-7930 (http://www.counseling.pitt.edu)

·  The Writing Center: 412-624-6556 (www.english.pitt.edu/writingcenter)

·  Disability Resources and Services: 412-648-7890 (http://www.drs.pitt.edu/)

·  Office of International Services: 412-624-7120 (http://www.ois.pitt.edu/)

·  Information Technology (Computing Services & Systems Development): http://technology.pitt.edu/

·  Office of the Registrar (academic calendar, transcripts, course registration/enrollment): http://www.registrar.pitt.edu/

·  Software Download Service (students can get many software programs, including Microsoft Office, at low or NO cost, either online or by picking up CDs at campus computer labs): http://www.software.pitt.edu

Schedule (PSYED 2261)

Fall 2016

Weeks / Application Topic / Readings for this Topic
1/8
1/15
1/22 / Application Topic 1
Engagement in Learning Processes
Application Assignment Due:
Sunday January 29th by 11pm / Hafen, C. A., Allen, J. P., Mikami, A. Y., Gregory, A., Hamre, B., & Pianta, R. C. (2012). The pivotal role of adolescent autonomy in secondary school classrooms.Journal of youth and adolescence,41(3), 245-255.
Cooper, K. S. (2013). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American educational research journal,51(2), 363–402.
Dweck, C. S., Walton, G. M., & Cohen, G. (2011). Academic tenacity. White paper prepared for the Gates Foundation. Seattle, WA.
1/29
2/5
2/12 / Application Topic 2
Social Networks in the Classroom
Application Assignment Due:
Sunday February 19th by 11pm / Benner, A.D., Crosnoe, R., & Eccles, J.S. (2015). Schools, peers, and prejudice in adolescence.Journal of Research on Adolescence, 25, 173-188.
Hamm, J. V., Farmer, T. W., Lambert, K., & Gravelle, M. (2014). Enhancing peer cultures of academic effort and achievement in early adolescence: Promotive effects of the SEALS intervention.Developmental psychology,50(1), 216.
Gest, S. D., Madill, R. A., Zadzora, K. M., Miller, A. M., & Rodkin, P. C. (2014). Teacher Management of Elementary Classroom Social Dynamics Associations With Changes in Student Adjustment. Journal of Emotional and Behavioral Disorders, 22(2), 107-118.
2/19
2/26
3/5
3/12 / Application Topic 3
Psychological Safety & Interpersonal Connections
Application Assignment Due:
Sunday March 19th by 11pm / Gehlbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher–student relationships and academic achievement. Journal of Educational Psychology, 108(3), 342.
Pittinsky, T. L., & Montoya, R. M. (2016). Empathic joy in positive intergroup relations. Journal of Social Issues, 72(3), 511-523.
Williams, J. D., Woodson, A. N., & Wallace, T. L. (2016). “Can we say the N-word?”: Exploring psychological safety during race talk. Research in Human Development, 13(1), 15-31.
3/19
3/26
4/2 / Application Topic 4
Emotions & Learning
Application Assignment Due:
Sunday April 9th by 11pm / Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in experimental social psychology, 47(1), 53.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341.