Graduate Course Proposal Form Submission Detail - EDF6120
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SCNS Liaison Notified of Graduate Council Approval
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: USFSP approved April 2014; pending concurrence from USFSM. Resubmitted for concurrence 3/21/16. To USF Sys 3/21/16. To SCNS 3/29/16
- Department and Contact Information
Tracking Number Date & Time Submitted 4731 2013-04-10 Department College Budget Account Number EP USF01STP51173510000 0000000000000 Contact Person Phone Deanna Michael 34577 firstname.lastname@example.org
- Course Information
Prefix Number Full Title EDF 6120 Child Development Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Child Development Course Online? Percentage Online B - Face-to-face and online (separate sections) 0
This course provides an overview of educational, emotional, hereditary, intellectual, social, and physical factors influencing child growth and development.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Replacing Selected Topics with Permanent number; already listed in program
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?
When it is only offered twice a year at least 15 students per semester.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 3 or more times
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Ph.D. or Ed.D. in Educational Psychology or equivalent; 18 graduate credits in appropriate field
- Other Course Information
To have knowledge and understanding of:
1. Current theoretical perspectives of human development including key issues in developmental psychology (e.g. nature v. nurture; qualitative v. quantitative changes) and
2. Cognitive development based on the constructivist perspective (e.g. Piaget, Vygotsky) and implications for educating children.
3. Cognitive development based on information processing perspectives and implications for educating children.
4. Development of intelligence and implications for educating children.
5. Personal and emotional development and implications for educating children.
6. Development of motivation and self regulation and implications for educating children.
7. Social and moral development and implications for educating children.
8. Plan and develop activities and learning experiences appropriate for ESOL students, including: use of graphic organizers to teach content knowledge and strategies to develop students' metacognition.
B. Learning Outcomes
Florida Educator Accomplished Practice 4—Critical Thinking
Florida Educator Accomplished Practice 5—Diversity
Florida Educator Accomplished Practice 7 – Human Development and Learning
Florida Educator Accomplished Practice 9 – Learning Environments
Florida Educator Accomplished Practice 10 – Planning
Candidate Learning Outcome 1 – Knowledge of subject matter and theories of learning and human development
Candidate Learning Outcome 2 – Inquiry, critical thinking, and fostering student success
Candidate Learning Outcome 4 – Engaging in the teaching cycle to foster high student achievement
Candidate Learning Outcome 5—Work collaboratively with colleagues, families, and the broader community to advocate for social justice
Candidate Learning Outcome 8—Make decisions based on a rich array of data in a just, responsible manner
English for Speakers of Other Languages Performance Standard 5 – Use appropriate methods and strategies using knowledge of first and second language acquisition processes.
English for Speakers of Other Languages Performance Standard 6 – Apply current and effective ESOL teaching methodologies
English for Speakers of Other Languages Performance Standard 10 – Analyze student language and determine appropriate instructional strategies
ESOL Competency 2 - Identify the principles of first language acquisition theories.
C. Major Topics
1. Cognitive development of children through the 8th grade.
2. Current theoretical perspectives of human development including key issues in developmental psychology
3. Interpretation, and use of data for student achievement
4. Identification of student developmental needs through case study analysis
5. Identification of appropriate research-based interventions in classrooms through case study analysis
6. Creation of behavior support plans to demonstrate application of student knowledge of behavior support plans to promote high standards of academic achievement for students.
7. First Language acquisition principles.
8. Lesson plan development with modifications for ESOL and students with disabilities.
Snowman, J., McCown, R., & Biehler, R. (2012). Psychology applied to teaching (13th ed.). Belmont, CA: Wadsworth.
E. Course Readings, Online Resources, and Other Purchases
Case Studies developed for use in Child Development course
F. Student Expectations/Requirements and Grading Policy
Case Study Project
Part I 25 points
Part II 50 points
Part III 150 points
Article Review 1 75 points
Article Review 2 100 points
Article Review 3 100 points
ESOL Mind Map/
Graphic Organizer 50 points
Lesson Plan Project 150 points
Module Completion 300 points
590 and below F
G. Assignments, Exams and Tests
2 Case Studies that build to 3 analysis papers
3 article reviews
Mind Map/Graphic Organizer on first language acquisition
Lesson Plan with modifications for ESOL and Students with Special Needs
Completion of all unit modules and assigned readings
Exams are within the Modules and are related to reading assignments
H. Attendance Policy
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,
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
Make up of missed work will be permitted, but points will be taken off for turning in work after the due date. No work will be accepted two weeks past its original due date and all course work must be turned in by the last day of class to receive credit.
Each individual is expected to earn his/her degree on the basis of personal effort. Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Plagiarism is defined as “literary theft” and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally know to the public at large must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work. Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an “F” with a numerical value of zero on the item submitted, and the “F” shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.
Detection of Plagiarism:
The University of South Florida has an account with an automated plagiarism detection service, which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to Turnitin.com. Assignments are compared automatically with a huge database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized.
For more information about Academic Integrity of Graduate Students see http://www1.usfsp.edu/catalog-grad/academic-integrity-of-students.htm
J. Program This Course Supports
Elementary Education MA--Plan 1, MSM concentration, and Curriclum Literacy and Plan 2 Dual Track (Initial Certification and ESOL)
- Course Concurrence Information
Exceptional Student Education MA and Exceptional Student Education MAT in the USFSP College of Education