Graduate Course Proposal Form Submission Detail - EDF7138
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Approved, Permanent Archive
Submission Type: New
Course Change Information (for course changes only):
Comments: SCNA approved 4/7/09; changed number from 7133 to 7138
- Department and Contact Information
Tracking Number Date & Time Submitted 2122 2008-06-20 Department College Budget Account Number Psychological & Social Foundations ED TPA 10000 172500 000000 0000000 Contact Person Phone Sarah Kiefer 9740155 firstname.lastname@example.org
- Course Information
Prefix Number Full Title EDF 7138 Adolescent Development Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 4 D - Discussion (Primarily) R - Regular Abbreviated Title (30 characters maximum) Adolescent Development Course Online? Percentage Online -
Advanced graduate standing
This course examines adolescent development in the physical, cognitive, social, and motivational domains. Academic achievement, social and cultural contexts, developmental theory, methodology, and educational practices and policies are discussed.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Currently, there is not a doctoral level course on adolescent development that is offered. It is critical that doctoral students have a thorough understanding of development during adolescence in order for them to build a comprehensive understanding of t
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This course would also service School Psychology and Counseling programs as knowledge of adolescent development is foundational to effectively serving this population and promoting positive development and adjustment.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
The course is being taught for the first time in Summer Session C, 2008.
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
A credentialed faculty member with a doctoral degree in developmental psychology, educational psychology, or a related field; and a foundational understanding of research in adolescent development.
- Other Course Information
1-0 Formulate questions with regard to the theoretical frameworks surrounding the research agenda of adolescent development.
2-0 Review research on the different types of developmental theory and methodology essential to understanding adolescent development and how it relates to educational practices and policies.
3-0 Understand the various domains of development during adolescence (physical, cognitive, social, and moral development).
4-0 Learn to analyze factors of adolescent development in various social contexts: how do families, schools, peers and media influence adolescent development?
5-0 Acquire cultural and individual perspectives in understanding the diversity of developmental outcomes during adolescence.
6-0 Understand the psychosocial aspects of adolescent development, and the role of motivation in achievement.
7-0 Develop competency in the acquisition and reviewing of literature relating to adolescent development.
B. Learning Outcomes
Blackboard Reading Response (20%)
Students will be required to post a response for each week’s reading on the Blackboard discussion board. Reading responses should be at least one page length and should be posted by 5:00 p.m. on the day previous to the class. Students are required to make specific reference to the readings in their responses. Responses may include a critique of the strengths and/or weaknesses of a research article, a discussion of similar/dissimilar aspects of multiple readings, and/or a discussion of how an aspect of the reading(s) can be applied to one’s own area of research interest or to a topic related to adolescent development. Students are welcome to include any questions that they may have about the readings in their responses.
Primary & Secondary Reader (15%)
Students will be assigned class readings to be completed before the class meets. Each student will be assigned as a primary reader on one of the articles to be discussed. Students will choose their articles on the first day of class. The number of articles that a student will be a primary reader on depends on the number of students enrolled in the course in the given semester. All other students will have the role of secondary readers for these readings. The primary reader will be responsible for reading their selected reading as well as finding a peer-reviewed journal article relating to the same topic as their assigned reading. This article can be a follow-up, a contrary discussion, or an article cited in the primary article. The primary reader will be responsible for discussing the selected article along with their chosen article as part of the class discussion. The primary reader will be responsible for writing a two-three (2-3) page article summary and critique on the two articles, along with a copy of the chosen article, to be submitted to the professor on the day the article is to be discussed. Double spaced, standard 12 point Times New Roman font, 1” margins.
Annotated Bibliography (15%)
Students will be required to complete an annotated bibliography consisting of a minimum of 12 peer-reviewed journal articles. The student should choose a topic that is related to adolescent development. All of the articles included in the annotated bibliography should relate to the student’s chosen topic. Students will cite each peer-reviewed article using APA style format and write a summary of the main points of the article (theoretical framework, hypotheses, methods, key findings, significance of study). Students must summarize main points in their own words; the abstract is not acceptable. Double spaced, standard 12 point Times New Roman font, 1” margins, APA style (visit http://www.apa.org for more information).
Literature Review (20%)
Students will choose a topic of interest to them related to adolescent development. They will complete a (10 page minimum) literature review of the topic at hand. Topics must be approved by the professor to ensure that they not be too broad or too limiting. The literature review should be a thorough and integrative review of at least 10 peer-reviewed articles, and should include a discussion of the theoretical and/or methodological issues in the literature. Students should demonstrate critical thinking and an analysis of the literature, rather than a summation. Plagiarism will not be accepted and will result in the student failing the course. Double spaced, standard 12 point Times New Roman font, 1” margins, 10 pages. Include a separate title page and reference page.
Study Proposal (25%)
The student will propose a research project to study an aspect of adolescent development. The student will write: 1) a one-two (1-2) page problem statement, based on the literature review and 2) a three-four (3-4) page description of the study, including main aims of the study, key hypotheses, method, preliminary findings, and significance of study. Students will also create a one-page summary sheet of the key aspects of the study proposal (problem statement, description of study) that they will share with their colleagues in the class. Double spaced, standard 12 point Times New Roman font, 1” margins.
Class Participation (5%)
A careful reading of the material and enthusiastic classroom participation are essential. Students are expected to act as secondary readers on all readings for which they are not assigned as primary reader. As a secondary reader they are expected to contribute to the discussion initiated by the primary reviewer. Students will be expected to show professional demeanor and attitudes in class, to attend all classes, actively contribute to the discussion, and participate in learning activities. Students’ participation will be evaluated by their preparation for the course, professional demeanor, and active participation in class discussions.
C. Major Topics
1. Overview of Adolescence
a. Adolescent Development in Context
b. Developmental Theories and Methods
2. The Fundamental Changes of Adolescence
a. Biological Transitions
b. Cognitive Transitions
c. Social Transitions
d. Moral Reasoning
3. The Contexts of Adolescence
a. Parent-Adolescent Relationships and Influences
b. Adolescents' Relationships with Peers
c. Schools as Developmental Contexts
d. Adolescents and Media
e. Work and Leisure
4. Psychosocial Development during Adolescence
a. Identity: The Search for Self Understanding
b. Gender-related Influences on Development
d. Sexuality and Health Issues
e. Motivation and Achievement
5. Adjustment Outcomes during Adolescence
a. Aspects of Risk and Resilience in Adolescence
b. Positive Youth Development
c. The Future of Adolescence
Lerner, R. M., & Steinberg, L. (2004). Handbook of adolescent psychology (2nd Ed.), New Jersey: Wiley & Sons, Inc. The textbook is available at the USF Bookstore, as well as at Amazon.com and other online distributors.
A reading packet will be available from Pro-Copy. Pro-Copy is located at 5219 E. Fowler Avenue and is open 24 hours. Packets will be three-hole punched. You will need to supply your own binder.
Research articles (along with readings not included in the course packet) will be placed on Blackboard under Course Readings.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information