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Graduate Course Proposal Form Submission Detail - EDF6531

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Current Status: Approved by SCNS - 2012-05-15
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): 1) Change title to "History of Childhood" 2) Eliminate the prerequisite 3) Change description to the following: "History of modern childhood, including diversity of childhood experiences and social construction of age categories."
Comments: for Teacher Ed Cert; to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12. SCNS apprd eff 6/1/12.


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2692 2011-12-08
     
    Department College Budget Account Number
    Psychological and Social Foundations ED 172500
     
    Contact Person Phone Email
    Sherman Dorn 49482 dorn@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDF 6531 History of Childhood, Disability, and Deviance

    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
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Hist of Chldhd, Dsblty & Dvnc
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    PR: Department approval required.

    Corequisites

    Course Description

    Historical development of the idea and experience of modern childhood. Social construction of age categories and age related institutions such as schools. Issues of diversity including concepts of deviance, ability and disability in historical perspective


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    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 is a title, course description, and prerequisite change. The first two are more accurate descriptions of the content of the course. There is no need for a prerequisite of department approval.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Terminal degree or 18 credit hours in social foundations of education, social history, or related areas.


  4. Other Course Information

    A. Objectives

    • Exploration of the historical literature of childhood as a knowledge base.

    • Exploration of the historical literature of childhood as an area of active research.

    B. Learning Outcomes

    Students will demonstrate the following skills in writing:

    • Understanding of key features of historical childhood experiences as consensus views in the standard historical literature of childhood.

    • Understanding of how the construction of normality and childhood has changed over the past few centuries as consensus views in the standard historical literature of childhood.

    • Understanding of major active controversies in the history of childhood and the role of research in the historical knowledge base.

    • Understanding of one part of the literature in more depth.

    C. Major Topics

    1. Major historical changes by era in the U.S.

    2. Construction of categories including classification by age (infancy, childhood, adolescence, youth), disability, and race and ethnicity

    3. Childhood and social policy, including the construction of delinquency, moral panics, and the development of the state

    D. Textbooks

    E. Course Readings, Online Resources, and Other Purchases

    Other readings (and a brief description of their place in the literature):

    Barry Franklin, From “Backward” to “At Risk”: Childhood Learning Difficulties and the Contradiction of School Reform (Albany: SUNY, 1994). Franklin’s book is one of the few social histories of disability and special education to be written by an historian.

    James Gilbert, A Cycle of Outrage: America’s Reaction to the Juvenile Delinquent in the 1950s (New York: Oxford, 1986). Gilbert’s book focuses on the construction of delinquency and fears of popular culture.

    Annette Lareau, Unequal Childhoods (University of California Press, 2003). Lareau wrote an almost-instant classic on the sociology of modern childhood.

    Viviana Zelizer, Pricing the Priceless Child (New York: Basic Books, 1985). Zelizer’s book is a classic in the history of the middle-class construction of childhood.

    F. Student Expectations/Requirements and Grading Policy

    Biweekly response papers, together 40%

    Major essay, 40%

    Class reflections blog, 20%

    G. Assignments, Exams and Tests

    Biweekly response papers: Every other week, students will submit a 2-page response paper (no more than 600 words, citation mechanics excluded) that identifies salient points in the reading and what the reading contributes to our knowledge of the history of childhood.

    Major essay: At the end of the semester, students will write a 12- to 15-page essay analyzing the literature on one topic in the history of childhood.

    Class reflections blog: Each week, students will write a structured entry of 5-7 sentences in a group blog for the class, a piece of text that analyzes one part of class discussion. The first 1-2 sentences must be a description of one event or pattern you observed in class. Students are restricted to a single event or pattern. The rest of the entry should discuss that event or pattern, putting it in the context of the course, suggesting different ways that the discussion could have gone, or providing some other analysis. The grade for the collective set of blogs at the end of the semester is based on a student's ability to observe and analyze patterns of discussion in class. (This assignment, reflection, is fairer than grading direct discussion contributions.)

    H. Attendance Policy

    Attendance: Students may have two unexcused absences without penalty. A third unexcused absence will result in a full letter-grade drop in the semester. A fourth unexcused absence will result in failing the course. Students are expected to bring a short list of discussion questions to each class.

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    J. Program This Course Supports

    1. Proposed M.Ed. in Educational Studies. 2. Doctoral programs with social foundations requirements or cognates


  5. Course Concurrence Information



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