Course Syllabus EDUC 2307 Child and Adolescent Development

Wayland Baptist University (WBU) San Antonio, Texas Location: Main Campus on IH 35 North

Fall, 2009 Fridays: 6-10:10 p.m.

Jeannine C. Foster, Ed. D. Adjunct Professor Phone: 210-826-7595 (Leave a message with a secretary who will place it in the Faculty Box for Dr. Foster to obtain.)

E-mail: doctorjfoster@earthlink.net (minimally read twice weekly)

Notice: Engaged phones and other electronic devices sans hearing aids and other medically necessary instruments are not allowed during class. Usage of them results in an immediate exit from the classroom, and the date in which such infraction occurs counts as an absence. Computers are allowed ONLY to present assignments to the class. Individual computers are not allowed during class. Reminder: they, too, are electronic devices.

1. Catalog Description. Child and Adolescent Development. Designed to acquaint students with the physical, intellectual, and personality development of healthy children from birth through middle childhood. (An extension through the adolescent period is included as per the required textbook content.)

2. Prerequisite. Stated in the current Wayland Baptist University catalog. Please be advised that knowledge gained through prerequisites is essential; limitations are not acceptable.)

3. Required Resource Materials. Textbook: Papalia, D.E., Olds, .S.W. & Feldman, R. D. (2008) A Child’s World: Infancy Through Adolescence (11^th Ed.) Additional materials for the second and following classes: dictionary, ample writing materials, lined notebook paper, pens (blue and/or black) and pencils, white-out, paper clips, two loose-leaf binders, access to a computer (outside of the class and power Point capabilities), an APA stylebook, and a ream of white blank typing paper. Other necessary materials may be requested during the semester. The supplies, when appropriate, may be pre-used.

4. Course Outline.

Organization and development and presentation of scholarly writing; application and presentation of a product using the research skills; collection of and analysis of primary materials gathered and integrated with secondary sources and scholarly interpretations thereof; empirical observations; longitudinal and latitudinal studies; learning of an individual’s environment with bidirectional implications; diagnoses of development and behaviors based upon multiple factors; prognoses based upon overt and covert behaviors and other valid data; events and activities that cause, excel, or deter normal v. abnormal development; psychological, social cognitive, and physical development; rewards and punishments; memory theories including long-term and short -term analyses; development of fictional works; role playing; other information deemed appropriate.

5. Course Requirements

Know the major theories of five significant psychologists; analyze, diagnose, and predict development and its aligned behavior; read, analyze, and share a professor-approved work of fiction related to some age/stage of development; use the APA formal for all assignments; converse with two professionals or colleagues in the class regarding an identified situation and how to approach the situation using knowledge including strategies learned in the class and/or from the textbook; know the basic modus operandi to be ethical, legal, and effective to work with special populations. Be conversant in class and group discussions ascertaining empirical support when appropriate; present a cartoon (matted) related to one aspect of the course; know of two non-American child-rearing practices; be knowledgeable of any especially-assigned topic. Remember that attendance as per Wayland Baptist University is found on page 89 of the current catalogue which, in application, is that after the second absence from class, no credit is given for the class.

Additional requirements include:

One formal essay, a research paper or a case study that is pre-approved by the professor, and a comprehensive final examination

Academic class participation within the classroom, individually and as a participant in a group, is expected for total-class learning. If assigned, field trips are to be attended by students.

6. Course Outcome Competencies

The student will identify numerous learning theories and methods to impede or restrict learning and development.

The student will observe and analyze behaviors, analyze statistical data collected, and predict future behaviors.

The student will be confident to role play appropriate situations that relate to development within an assigned scenario.

The student will suggest effective prescriptive learning methodologies based upon information acquired. Behavioral, cognitive, and physical theories will be included.

The student will design a multi-media project and will present it to the class.

The student will enhance and effectively use an extensive vocabulary, much of which is acquired within the course.

The student will formulate and demonstrate age-appropriate activities and literature for children of an assigned age/stage.

The student will present a binder with significant resource materials.

The student will have spent his/her time, energy, and finances productively within the well-planned, purposeful course.

7. Means for Assessing Student Achievement of the Outcome Competencies.

Throughout the semester, the professor objectively will assess grades to evaluate activities. Attendance as per the Wayland Baptist University’s policy will be honored. The following schema suggests the percentages within the grading criterion. Only with special permission from the Dean or Assistant Dean that is granted to the professor will the criterion be changed.

Writings two (20% for one and 40% for the other—a major writing) 60%

One by week 5; the major one by week 9

Class work/discussions/ presentations 20%

(There will be numerous activities of varying values.)

Professor’s Assessment 10%

Final Examination 10%

Because each activity is required, each one must be completed in order to pass the course. Late work, if accepted, will have 20% of the tentative grade subtracted from it for the final grade on a paper. Proofreading is essential. Misspelled words, incorrect facts, figures in error, and inappropriate or lack of citations are not allowed. Errors cause grade reductions. Use the Hacker handbook or a published one pre-approved by the professor to measure correct, college-level writing. The writing lab is available on Saturdays; take advantage of the “free” tutoring available in the lab. Also, have numerous persons proofread assignments that are done out of class. Papers are to be error-free.

8. Attendance Requirements

Because the course is an on-site college course, it is appropriate to mention the attendance in class as stated in the Wayland Baptist University 2009/2010 Catalog. Found beginning on page 89, the student is to familiarize him/herself of the policy. Stated here: Doc Foster expects students to be in class, on time, and prepared to do their work each evening. Likewise, her policy, aligned with the WBU policy, is if any student is in any outside agency’s program, he/she might have additional requirements regarding attendance and tardiness. After the second absence, Doc Foster will attempt via phone or after the student’s next appearance in the class to inform the student of his/her unsatisfactory progress and will file a report to the appropriate on-campus administrator. Any student who misses 25% or more of the regularly scheduled class meetings will receive a grade of “F” in the course. Additional attendance policies for the course will be defined by Doc Foster. These policies include students in deployment situations. ALL student appeals are to be address, in writing to the Campus Dean. Note: the 25% rule provides for only two absences, regardless of their reasons. Doc Foster traditionally wants students to make-up hours at mutual conveniences; however, realization is that making up class time is certainly not equal to being in class. Students are responsible to comply with the tardy policies as well.

9. University Policy Statement

The Wayland Baptist Catalog 2009-2010 informs that no otherwise qualified disabled person be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University. Students are to follow procedures for the course and to fulfill course requirements. Special accommodations for students are to be provided to Doc Foster in writing at the beginning of the second class session, thus allowing her time to assist the student so involved.

10. Methods of Instruction

A composite methodology to share materials may include lectures, handouts, analytical discussions, video materials, external resource persons, student-directed activities, field trips, hands-on inductive and deductive interrogatives, case studies, literature reviews and searches, role playing, experiments, and other appropriate pedagogical and psychological/educational activities. Note: one entire class period will be assigned to research.

11. Grading Criteria

See Number 7 in the syllabus. Also, no so-called “extra credit” is allowed; however, optional assignments offered by Doc Foster to the class can be provided. The assignments will be awarded points on a pre-announced maximum credit grading system. No grade for ANY written assignment will be recorded as “final” for itself unless the paper/activity is rewritten in an acceptable format and at an acceptable level. Enhancing activities will be accepted only on the assigned dates and times of acceptance within the class session. Outside sources including electronic media without proper referencing are inappropriate, and, if necessary, an appropriate WBU administrator will be informed for proper measures to be determined.

12. Meeting Times and Dates of Assignments.

Class time: from 6 to 10:10 p.m. on Fridays in Wayland Baptist University, Main Campus, San Antonio, Texas. See the orange flyer for the official academic calendar. Doc Foster prefers to integrate students’ input to determine assignments and the specific due dates. Therefore, a tentative, detailed calendar of activities and assignments will be determined within the first class meeting. Then the major activities’ due dates will be distributed in the second class. Although announced as such, the dates may change; however, changes will be announced prior to the class meetings on which the assignments are due.

13. Office Hours/Faculty Access

Traditionally office hours are by appointments on Friday evenings immediately after class and will end before 10:30 p.m. Arrangements for conferences at other times are possible. Because office hours are by appointment immediately after class, only brief, non-scheduled conferences will be held after class if there are no schedule appointments within the time from for office hours. Special hours to visit with students are as requested and/or needed and are held in a designated area on campus as determined by the Assistant Dean. Students are to confer with Doc Foster concerning any segment of the course in which they feel a discussion is appropriate. If the concern is not resolved with the student-professorial level, then Doc Foster will schedule an appointment for the student, her, and the Assistant Dean to meet. Always the first step to resolve any concern is first to collaborate with the professor.

14. Essential. Students are to have college-level papers in the APA format. Out-of-class papers are to be typed in 12-point Ariel type. Each paper is to have a title page, abstract, a body, and a reference page. Assignments are to be attached with a paper clip in the upper left-hand corner. Research papers and case studies are to be in three-ring, loose-leaf binders. Plastic sleeves are NOT allowed except to house loose artifacts. Except for research papers and case studies, no assignment’s grade will be recorded in the grading process unless it is rewritten/revised and retyped and returned to Doc Foster atop the original paper at the following class meeting after it was returned to the student the first time. If the above instructions/formats are not followed, papers in non-compliance will not be read, and grades will be recorded as zeros. Few, very few exceptions will be made to this rule, and ALL exceptions will be reported in writing by Doc Foster to the Assistant Dean.

15. Summary

The course is designed for students and Doc Foster about child development theories to allow students with more in-depth knowledge in the disciplines of education and the behavioral sciences.

After having read and discussed the syllabus, each student will sign an acknowledgement sheet of such for Doc Foster’s course portfolio.