ChAD 195 Senior Seminar in Child Development This is a fully online class it does not meet on campus Spring 2007

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1 San Jose State University -- Department Of Child And Adolescent Development ChAD 195 Senior Seminar in Child Development This is a fully online class it does not meet on campus Spring 2007 Instructor: Dr. Kathryn Lindholm-Leary klindholmleary@mac.com (best way to reach me) Office: Sweeney Hall 317 Phone: Office Hours: Wednesday 1:30-2:30 & by appointment Mission of the College of Education: The mission of the College of Education at San Jose State University is to prepare educators, including teachers, administrators, and service providers who have the knowledge, skills, disposition, and ethics that ensure equity and excellence for all students in a culturally diverse, technologically complex, global community. Mission of the Department of Child and Adolescent Development: The mission of the Child and Adolescent Development Program is to develop educated persons, intelligent, well-informed, responsible life-long learners who take an active interest in the world around them. The goal is to prepare individuals who have a command of various theories and milestones of human development; an appreciation of the influences of parents, peers, teachers, social institutions, and other socializing agents on all domains of development throughout childhood and adolescence; an appreciation of the special considerations relevant to cultural, ethnic, social class, and gender diversity; an awareness of the effects of different child-rearing practices or conditions on the fulfillment of development promise (e.g., parenting styles, day care, divorce, child abuse); an understanding of individual differences (e.g., learning styles, abilities, handicaps) and how to accommodate them; and a sensitivity to the commonalities and diversities in people of all ages. PURPOSE OF THE COURSE: This course is designed for seniors to promote an integrated understanding of the discipline and to examine the significance of research and policy in child development. The emphasis is on assisting the student in developing the ability to critically evaluate methods, problems and findings of research in the field of child development. PREREQUISITES: 12 units in Child Development and Senior standing. This course assumes a basic understanding of the material studied in the core ChAD courses; understanding of APA format, how to read research articles, basic concepts and research in child and adolescent development. Technology and Skill Requirements: Convenient and dependable access to the Internet is necessary for enrollment in the class. Also, you must have basic computer skills. At a minimum these include the ability to use a word processor, send and read , download files, and conduct Internet searches. OBJECTIVES FOR THE STUDENT: Students completing the course should be able to: 1. Appreciate the significance of research in the area of child development, and understand the implication of research on policy issues in child development. 2. Increase their ability to critically evaluate methods, problems, and findings of research and policy. 3. Possess an integrated understanding of the discipline. 4. Have the ability to examine the influencing contextual variables (e.g., home, school, and culture) on research findings and policy in child development. FORMAT OF CLASS: Online notes and readings, online discussion, online presentations, and some films. This is a fully online course, so there is no on-campus meeting for this class.

2 COURSE REQUIREMENTS: 1. This is a regular 15-week course for which you earn 3 units of credit. In a normal class, the class would physically meet for three hours and you would be expected to spend about 2-3 hours outside of class for every hour in class (studying, completing assignments, etc). An online course has the same workload requirements, so you should plan on spending about 6-9 hours of work per week on this class. 2. Students are expected to log on a minimum of once per week and are expected to post a substantive contribution to the discussion at that time. Simply saying "I agree" or something to that effect is not sufficient. You must support your position or begin a new topic or somehow move the discussion along to receive credit for logging on. 3. Participation is mandatory and refers to participation in class discussions and activities. Students will NOT be able to pass this course without participating in the online discussion. 4. The discussion area is not a chat room, so please stay on topic. While supporting your right to freedom of expression on the Internet, I expect you to respect your classmates. That means to be courteous when posting, refrain from personal attacks, and do not use profane or obscene language. Remember that your classmates will read your posts. Violation of these guidelines can cause your account to be suspended or revoked. While I will not edit or censor the postings that you put on the discussion board, I do reserve the right to remove what I deem to be (in my own judgment) inappropriate posts or materials. 5. To take this course, you will need access to a computer with a web connection. Please check the requirements listed on WebCT in the Week 1 Module 1 to make sure you have the sufficient computer hardware and web browser access. 6. Students will be required to complete assignments--some group, some individual--that provide an opportunity to examine in greater detail issues discussed in each unit of the course. Class assignments must be word processed, except where indicated otherwise. See Calendar for due dates. Late assignments will be accepted, but penalized if they are late; 10% for first day after assignment, then 30% for 1-7 days late, 60% for 8-14 days late, 0% for assignments over 14 days late. 7. Students are expected to think critically about and integrate information learned in this course. This course includes a variety of disciplinary and political perspectives to challenge you to think about issues from a broader perspective. Students with disabilities: If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, me, or see me during office hours. Presidential Directive requires that students with disabilities register with DRC to establish a record of their disability. (SJSU policy) COURSE READINGS: 1. A set of readings is also required; the readings are available at Maple Press (located on 481 E. San Carlos St between 9th and 10th streets; phone ). 2. Online readings will also be used. GRADING: Grading will be based on the assignments, class discussion and participation, quizzes, and exams. The grade for the course will be determined approximately as follows: Assignments 34% Number, content, and relevancy of online postings of discussion questions 33% Exams 33% Grading is on a straight percentile: A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, 0-59 F

3 See Grades Explained Here in the WebCT for ChAD 195 for more specific information. NOTE!!!!!! It is expected that all requirements will be completed on time. Delays will result in a loss of points and any requirements not handed in by the last class meeting will be given an F (or zero points). Make-up exams and/or Incompletes will be given only under highly extraordinary circumstances. ACADEMIC INTEGRITY AND PLAGIARISM Plagiarism will not be accepted in any assignments, papers, or exams! Read the next page about the University policy on academic dishonesty. Any papers/exams/assignments that include minor plagiarism ("forgetting" to put in a quote) will be given a 0, and there will be NO possibility of resubmitting the paper/exam/assignment for further grading. Any student handing in a paper with extensive plagiarism or handing in someone else's paper from the current or a previous semester will receive an F in the class and may be referred to the administration for disciplinary action. I will not accept the response that you did not know or realize what you were doing. This is a college class and it requires you to think about what you are doing and writing. Be sure you read and understand the SJSU policy on Academic Integrity and Plagiarism ( We will go over this the first week of class. Be sure you understand the definitions, what your roles as a student are, and what my roles as a faculty are, and the consequences of academic dishonesty. The policy of the Child and Adolescent Development Department is that all student papers and exams must be submitted to turnitin.com to check for plagiarism. In Week 1, you will register for turnitin.com and download the student guide ( Even if you have registered in other classes or in previous semesters, you have to register for my class (if you are in 2 of my classes, you have to register for both). To register, go to turnitin.com and follow their very clear instructions about how to register at the site. [If this is your first time, look at the top right corner and click on Create a user profile, and then follow the instructions.] You'll need a class ID and password to sign up. For ChAD195, the ID is and the password is chad195

4 POLICY ON ACADEMIC DISHONESTY Academic Integrity Policy -- The university emphasizes responsible citizenship and an understanding of ethical choices inherent in human development. Academic honesty and fairness foster ethical standards for all those who depend upon the integrity of the university, its courses, and its degrees. This policy sets the standards for such integrity and shall be used to inform students, faculty and staff of the university s Academic Integrity Policy. The public is defrauded if faculty and/or students knowingly or unwittingly allow dishonest acts to be rewarded academically and the university s degrees are compromised. Student Role -- It is the role and obligation of each student to: Know the rules that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams and/or course assignments. Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy; Know what the consequences of violating the Academic Integrity Policy will be, student s appeal rights, and the procedures to be followed in the appeal, Foster academic integrity among peers. Faculty Member Role -- It is the role and obligation of each faculty member to: Apprise classes of the Academic Integrity Policy and the ethical standards required in courses and the permissible procedures in class work and/or examinations. This information should be referenced in course syllabi (and other materials as appropriate); Make every reasonable effort to foster honest academic conduct. Specifically, examinations should be appropriately proctored or monitored to prevent students from copying, from using non-cited resources, or exchanging information. Examinations and answers to examination questions should be secured in such a way that students cannot have prior access to them. Efforts should be made to give unique and varied assignments; Take action against a student in accordance with this policy when the faculty member has supporting evidence that a student has violated the Academic Integrity Policy; and Comply with the rules and standards of the Academic Integrity Policy. 1.0 Definitions Of Academic Dishonesty 1.1 Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at SJSU includes but is not limited to: o Copying, in part or in whole, from another s test or other evaluation instrument including homework assignments, worksheets, lab reports, essays, summaries, quizzes, etc.; o Submitting work previously graded in another course unless this has been approved by the instructor or departmental policy; o Submitting work simultaneously presented in two courses, unless this has been approved by both course instructors or by the department policies of both departments; o Using or consulting, prior to, or during an examination, sources or materials not authorized by the instructor; o Altering or interfering with the grading process; o o Sitting for an examination by a surrogate, or as a surrogate; Any other act committed by a student in the course of their academic work which defrauds or misrepresents, including aiding or abetting in any of the actions defined above. 1.2 Plagiarism At SJSU plagiarism is the act of representing the work of another as one's own without giving appropriate credit, regardless of how that work was obtained, and/or submitting it to fulfill academic requirements. Plagiarism at SJSU includes but is not limited to: The act of incorporating the ideas, words, sentences, paragraphs, or parts of, and/or the specific substance of another's work, without giving appropriate credit, and/or representing the product as one's own work; Representing another s artistic/scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works as one's own. 4.0 Sanctions Faculty members are responsible for determining the type of academic sanction to be applied to students involved in incidents of cheating or plagiarism. Faculty may find it helpful to consult with their department chair, senior faculty, and/or the Chief Judicial Affairs Officer in consideration of appropriate academic sanctions. Such sanctions shall be proportional to the offense against the Academic Integrity Policy that has occurred. Usually a form of "grade modification" will be employed. Before sanctions can be employed, the faculty member must have verified the instances of academic dishonesty by personal observation and/or documentation. In all cases, the violation must be reported to the Office of Judicial Affairs on the reporting form for violations to the Academic Integrity Policy. A student may be: Reprimanded orally, Failed in the evaluation instrument (paper or exam), Reduced in course grade, Failed in the course. Referred for administrative sanctions. A faculty member may choose to refer a student to the Office of Judicial Affairs for disciplinary action in addition to the academic sanction the faculty member has taken. 6.0 Threats -- Any threats against any member of the faculty as a consequence of implementing this policy on academic integrity will be cause for disciplinary action, in addition to civil and criminal liabilities.

5 Course Topics, Readings, Assessments & Timelines Unit 1: Introduction to WebCT, Information Competence, and Classmates (Week 1) Introduction to/review of WebCT; Introduction to/review of Information Competence for ChAD 195; Locating and analyzing scholarly sources for ChAD assignments; Introduction to ChAD 195 course, instructor, and classmates. o Readings: Online o Assessments: Unit 1 Completion, Quiz #1 on Unit 1 Unit 2: Introduction to Research and Policy (Weeks 2-4) Research methods; Critiquing research and policy; Policy issues. o Readings: Readings 1-7 and online o Assessments: Assignment 1 ongoing, Exam #1 on Unit 2 Unit 3: The Family Socioemotional Development (Weeks 5-10) Family constellations and functioning; Policy issues: attachment, divorce, family violence, poverty; Interventions with families. o Readings: Readings 8-18 and Online o Assessments: Assignment 1, Exam #2 on Unit 3 Unit 4: Media Identity Issues and Personality (Weeks 11-12) Advertising and influences on identity (gender, ethnicity); Influence of media on behavior; Media policies. o Readings: Readings and Online o Assessments: Assignment 2 Unit 5: Peers, Social Competence, and Child Advocacy (Weeks 13-15) Peer interactions; Social competence and social skills; Aggression, deviance, and delinquency; Interventions with youth; Advocates for children and youth; Careers in child and adolescent development. o Readings: Readings and Online o Assessments: Policy Paper & Presentations (Assignment 3), Exam #3 on Units 4-5 See WebCT Calendar for due dates of weekly discussions, assignments, quizzes, and exams.

6 LIST OF READINGS Unit 1: Introduction to WebCT, Information Competence, ChAD 195 All online readings. Unit 2: Introduction to Research and Policy 1. Breakwell, G.M., & Rose, D. (2000). Research: Theory and method. In G.M. Breakwell, S. Hammond, & C.Fife-Schaw (Eds.), Research methods in psychology (2 nd ed.) Thousand Oaks, CA: Sage Publications. Pages Barrett, M. (2000). Practical and ethical issues in planning research. In G.M. Breakwell, S. Hammond, & C.Fife- Schaw (Eds.), Research methods in psychology (2 nd ed.) Thousand Oaks, CA: Sage Publications. Pages Chambers, D.E. (2000). Social policy and social programs (3 rd ed.). Boston: Allyn & Bacon. Pages 47-53, Chambers, D.E. (2000). Social policy and social programs (3 rd ed.). Boston: Allyn & Bacon. Pages Poverty Research News, 2001, Vol 5. No. 6. Pages Haskins, R., & Primus, W. Point-counterpoint: Perspectives on welfare reform and children. Joint Center for Poverty Research Newsletter Patten, M.L. (2001). Questionnaire research: A practical guide (2 nd ed.). Los Angeles: Pyrczak Publishing. a. Pages 1-3 b. Pages 9-20 c. Pages d. Pages Unit 3: The Family Socioemotional Development 8. Cowan, P.A., Powell, D., & Pape Cowan, C. (1998). Parenting interventions: A family systems perspective. In W. Damon (Series Ed.) & I.E. Sigel & K.A. Renninger (Vol. Eds.), Handbook of child psychology: Volume 4. Child psychology in practice (5 th ed.). New York: Wiley. Pages Thompson, R.A. (1998). Early sociopersonality development. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Volume 3. Social, emotional, and personality development (5 th ed.). New York: Wiley. Pages 28-39, 48-54, McLoyd, V.C. (1998). Children in poverty: Development, public policy, and practice. In W. Damon (Series Ed.) & I.E. Sigel & K.A. Renninger (Vol. Eds.), Handbook of child psychology: Volume 4. Child psychology in practice (5 th ed.). New York: Wiley. Pages Lamb, M.E. (1998). Nonparental child care: context, quality, correlates, and consequences. In W. Damon (Series Ed.) & I.E. Sigel & K.A. Renninger (Vol. Eds.), Handbook of child psychology: Volume 4. Child psychology in practice (5 th ed.). New York: Wiley. Pages SRCD Factsheet on Child Care Findings McLoyd, V.C. (1998). Children in poverty: Development, public policy, and practice. In W. Damon (Series Ed.) & I.E. Sigel & K.A. Renninger (Vol. Eds.), Handbook of child psychology: Volume 4. Child psychology in practice (5 th ed.). New York: Wiley. Pages Joint Center for Poverty Research (2000). Congressional Research Briefing Summary: Early childhood intervention programs: What are the costs and benefits? Goodman, G.S., Emery, R.E., & Haugaard, J.J. (2000). Developmental psychology and law: Divorce, child maltreatment, foster care, and adoption. In W. Damon (Series Ed.) & I.E. Sigel & K.A. Renninger (Vol. Eds.), Handbook of child psychology: Volume 4. Child psychology in practice (5 th ed.). New York: Wiley. Pages Goodman, G.S., Emery, R.E., & Haugaard, J.J. (2000). Developmental psychology and law: Divorce, child maltreatment, foster care, and adoption. In W. Damon (Series Ed.) & I.E. Sigel & K.A. Renninger (Vol. Eds.), Handbook of child psychology: Volume 4. Child psychology in practice (5 th ed.). New York: Wiley. Pages Cowan, P.A., Powell, D., & Pape Cowan, C. (2000). Parenting interventions: A family systems perspective. In W. Damon (Series Ed.) & I.E. Sigel & K.A. Renninger (Vol. Eds.), Handbook of child psychology: Volume 4. Child psychology in practice (5 th ed.). New York: Wiley. a. Pages b. Pages McLoyd, V.C. (2000). Children in poverty: Development, public policy, and practice. In W. Damon (Series Ed.) & I.E. Sigel & K.A. Renninger (Vol. Eds.), Handbook of child psychology: Volume 4. Child psychology in practice (5 th ed.). New York: Wiley. Pages

7 Unit 4: Media Identity Issues and Personality 19. Donnerstein, E., & Smith, S. (2001). Sex in the media. In D.G. Singer & J.L. Singer (Eds.), Handbook of children and the media. Thousand Oaks, CA: Sage Publications. Pages Huntemann, N., & Morgan, M. (2001). Mass media and identity development. In D.G. Singer & J.L. Singer (Eds.), Handbook of children and the media. Thousand Oaks, CA: Sage Publications. Pages Strasburger, V.C. (2001). Children, adolescents, drugs, and the media. In D.G. Singer & J.L. Singer (Eds.), Handbook of children and the media. Thousand Oaks, CA: Sage Publications. Pages Bushman, B.J. (2001). Effects of televised violence on aggression. In D.G. Singer & J.L. Singer (Eds.), Handbook of children and the media. Thousand Oaks, CA: Sage Publications. Pages Unit 5: Peers, Social Competence, and Child Advocacy 23. Rubin, K.H., Bukowski, W., & Parker, J.G. (1998). Peer interactions, relationships, and groups. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Volume 3. Social, emotional, and personality development (5 th ed.). New York: Wiley. a. Pages b. Pages Coie, J.D., & Dodge, K.A. (1998). Aggression and antisocial behavior. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Volume 3. Social, emotional, and personality development (5 th ed.). New York: Wiley. Pages Rubin, K.H., Bukowski, W., & Parker, J.G. (1998). Peer interactions, relationships, and groups. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Volume 3. Social, emotional, and personality development (5 th ed.). New York: Wiley. a. Pages b. Pages Rubin, K.H., Bukowski, W., & Parker, J.G. (1998). Peer interactions, relationships, and groups. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Volume 3. Social, emotional, and personality development (5 th ed.). New York: Wiley. Pages Coie, J.D., & Dodge, K.A. (1998). Aggression and antisocial behavior. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Volume 3. Social, emotional, and personality development (5 th ed.). New York: Wiley. Pages Trotta, L. (2001). Children s advocacy groups: A history and analysis. In D.G. Singer & J.L. Singer (Eds.), Handbook of children and the media. Thousand Oaks, CA: Sage Publications. Pages Carson, E.D. (2002). Who speaks for America s children? The role of child advocates in public policy.