SPRING 1997 - MW 3:00 - 4:15 pm

REQUIRED TEXTS:        Dacey, J., & Kenny, M. (1997). Adolescent
                 development (2nd ed.). Madison, WI: Brown & Benchmark.

                       Elkind, D. (1984). All grown up and no place to
                 go: Teenagers in crisis. Reading, MA: Addison-Wesley.

GOALS:           The purpose of this course is to:

                 a)  provide a broad introduction to the study of adolescent development that will enable students to better understand human growth and changes which occur during adolescence;

                 b)  develop critical thinking and familiarity with psychological research methods used to study adolescent development; and

                 c)  increase understanding and acceptance of individual differences in development.

EVALUATION:

Four scheduled TESTS are worth a total of 540 points. These tests will consist mostly of multiple choice items (with some matching and possibly short answer questions included). Test #1 (covering Chapters 1 & 2) is worth 80 points. Test #2 (covering Chapters 3-6) is worth 160 points. Test #3 (covering Chapters 7-10) is worth 160 points. Test #4 (covering Chapters 11-13 and Elkind text) is worth 140 points. No make-up tests will be given. Students are expected to be present on the day of the scheduled test.

One INTERVIEW (35 points) and one OBSERVATION (35 points) will be conducted by students during the semester with a total of 70 points to be earned. Explanations of these assignments are attached. Assignments are due at the beginning of class (3 pm) on days noted on the attached schedule. Late papers will receive feedback but no credit.

Participation in a GROUP PRESENTATION of topics covered in the Elkind text will earn from 0 to 70 points. You will sign up for 1 of the 10 groups listed below. Working in small groups (3 or 4 students) you will generate survey questions related to your selected topic (to be approved in advance by Dr. Marcon; Groups 1-5 survey questions should be submitted on or before 3/24/97 and Groups 6-10 survey questions should be submitted on or before 3/26/97) and conduct an actual survey of 100 adolescents (50 males, 50 females). On the day of your class presentation your group will have 10 minutes: a) to highlight key points from Elkind's chapter (that would be easily understood by a parent seeking advise and/or information from you on that particular topic) and b) disclose the results of your survey. The presentation format is up to you. Be creative. The presentation will be graded by class members (up to 50 points possible) and the average score will be assigned as the group's grade. Additionally, your individual contribution to the group's project (up to 20 points) will be assigned as an average of each member's assessment of your contribution.

A personalized WALKABOUT will be worth 70 points. Each student will design and submit a plan for their own sort of walkabout activity. This will include all THREE PHASES of the process (prewalkabout, walkabout, and postwalkabout). Students will have an opportunity to share their plans during class discussion of the end of adolescence and initiation into adulthood. Walkabouts are due at the beginning of class (3 pm) on Wednesday, April 23. Late papers will receive feedback but no credit.

Class PARTICIPATION is expected of all students and will contribute up to 200 points in the final course grade. Each student is responsible for documenting his/her participation and submitting a suggested participation grade at the end of the semester (use attached forms). This grade is to be assigned in three parts. Participation grades are due Monday, April 21. Late papers will receive feedback but no credit.

        PREPARATION for class involves completing assigned reading prior to class, studying for tests 5 or more days ahead of schedule, completing interview/observation in a timely manner, completing out-of-class assignments, and meeting task deadlines assigned by your survey group. Students will be responsible for documenting preparation to participate. A portion of the participation grade will be assigned for reading preparation (up to 15 points) and completion of out-of-class non-graded assignments (up to 70 points).

        ATTENDANCE is another important part of class participation. If you are not here or are habitually tardy, you cannot participate. Therefore, students will be responsible for documenting attendance, and a portion of the participation grade (up to 15 points) will be assigned accordingly.

        INVOLVEMENT in the class will contribute up to 100 points and can be earned by thoughtful contribution to class discussion (both small and large group), sharing ideas which build upon those of class members, summarizing key discussion points, asking probing questions that encourage further exploration, etc. If it is difficult for you to talk in class, you may also document out-of-class participation (i.e., attending announced events/lectures, reading supplemental material, viewing suggested videos) to demonstrate your commitment and involvement in this class. Each student is expected to be an active learner who takes initiative in directing his/her learning experience in this course. However, you should also be sensitive to other classmates. Quality of contribution is preferred over quantity. If you find yourself talking a great deal more than others, please be sensitive to the possibility that you may be preventing others from actively participating. A portion of your involvement grade (up to 30 points) should be assigned for participation in data collection activities during class.

GRADING:        A total of 950 points is possible.

                92% = A = 950 to 874

                90% = A - = 873 to 855

                88% = B+ = 854 to 836

                82% = B = 835 to 779

                80% = B - = 778 to 760

                78% = C+ = 759 to 741

                70% = C = 740 to 665

                60% = D = 664 to 570

          below 60% = F = below 570

ATTENDANCE:        Regular class attendance is the student's obligation. On any assignment where your absence or other behavior impacts your classmates (i.e., not preparing for group presentation) HEAVY PENALTIES will be imposed. Attendance is also to be considered when assigning yourself a participation grade.

     "On my honor I pledge that I have neither given nor received help
      on this work nor am I aware of any violation on the part of others."

                                 -------------------------------                                         Signature

For each assignment, make sure you understand the extent to which you may work with others. Ask if you are unsure. Finally, any unethical or even insensitive interactions with children/staff during assigned observations could be penalized by failing the course.