ADOLESCENT PSYCHOLOGY. MASTER SYLLABUS in-class, on-line, and telecourse

ADOLESCENT PSYCHOLOGY COURSE NO. PSY 206 MASTER SYLLABUS in-class, on-line, and telecourse (approved by curriculum subcommittee October 25, 2010) for review and approval of: Psychology/Sociology Department Curriculum Committee, and ATC Revised: Spring/Summer I - 2010 Prof. Pedro X. Cosmé 1 P a g e

Table of Contents April 2010, letter from the Chairperson Psychology/Sociology Dept.Page 3 Master Syllabus Update expanding to incorporate on-line and tele-course...pages 4-26 I. Suggested Textbooks - 4 II. Catalogue Description - 4 III. Course Objectives - 4 IV. General Education Goals - 5 V. Special Suggestions Related to Teaching Methods - 5 VI. Suggested Schedule - 7 VII. Sources of Useful Supplementary Materials & Community Resources - 9 VIII. Audio-Visual Aids- 9 IX. Laboratory Manual Used or Complete Set of Experiments - 9 X. Achievement Standards and Evaluation of Results - 9 XI. List of Standardized Tests Used - 10 XII. Suggestions for Improvement of Course - 10 XIII. Information Literacy 10 XIV. Congruency of Objectives and Outcomes 11 Appendix A -- Recommended Discussion Board Topics - 15 Appendix B: Recommended Term Paper - 21 How to Write a Good Paper - 22 Grading Criteria - 23 Appendix C: UCC Specific Objectives for General Education - 24 Appendix D: Psychology Program Objectives 26 Appendix E: Letter to Students - 27 Appendix F: Specific to PSY 206-300, Adolescent Psychology as an online course - 28 Course Syllabus - 33 Appendix G: COMPLIANCE WITH ATC: Guidelines for Developing a Distance Learning Course 37 Appendix H: COMPLIANCE WITH ATC: Procedures for Developing a Distance Learning Course 39 2 P a g e

TO : THE CURRICULUM COMMITTEE From: Eileen Kaufman The Psychology Department approved the attached proposal for Psy 206 On-line. 3 P a g e

I. SUGGESTED TEXTBOOKS: Faculty may select from one of these or from another department/department chair approved textbook. Allen, J. & Allen, C. W. (2009). Escaping the endless adolescence: How we can help our teenagers grow up before they grow old. New York: Ballentine Books Arnett, J. J. (2010). Adolescence and emerging adulthood. (4 th ed.). Pearson Education, Inc.: Upper Saddle River, NJ Chap, Clark & Rabey, S. (2009). When kids hurt: Help for adults navigating the adolescent maze. Grand Rapids, MI: Baker Publishing Group Steinberg, L. (2008). Adolescence. New York, NY: McGraw Hill II. CATALOGUE DESCRIPTION Adolescent Psychology is an approved general education course described within the 2008-2010 UCC catalog, page 187, Prerequisite: PSY 101. 3 lecture hours per week. 3 credit hours The study of biological, social-emotional and cognitive development during the adolescent period. The course will focus on the transitions occurring within these major domain areas and on developmentally relevant segments such as peers, family, identity-autonomy, sexuality, school, including achievement, and issues of adjustment. III. COURSE OBJECTIVES There are a variety of views and perspectives in the field of adolescent development. Theories range from the historical antecedents of Freud and Erickson to the more modern concepts of social change. Adolescence is often viewed as a tumultuous time of life. Expectations abound about what is "normal" adolescence and what are signs of trouble or atypical behavior. Defining what is normal is often confusing to the adolescents and to their parents. The hallmark of adolescence is that it is a time marked by intensity and change. To illuminate the experience of adolescents as a social group. Shaffer & Kipp (2007/2010) describe adolescence as a complicated stage of development expanding traditional thinking from the teenage years to such time as they shoulder full adult responsibility. To focus on adolescents in social and theoretical contexts, cognitive and intellectual development, and ethnic values, student learning will also 4 P a g e

include the adolescent s self- concepts and psychosexual development, sexual maturation and body image, adolescent society, and adolescents in their own families, while also examining the changes associated with social and moral development, education and work, and the psychosocial problems of adolescent alienation and substance abuse. To prepare learners in their academic and professional development, by guiding them into the diversity of adolescence through the use of scaffolding and critical thinking. IV. GENERAL EDUCATION GOALS In keeping with UCC Gen. Ed. Learning Goals described for this course, a copy that has been provided to each student, students will demonstrate knowledge and understanding of major theoretical orientations in the domain areas of adolescent cognitive, biological and social-emotional development. Students will demonstrate through examinations, written assignment, online post and replies knowledge and understanding of adolescent research outcomes in various context; such as, the family, peers, education, identity, and morality/values. Students will apply psychological concepts, theories, and research findings to everyday life experience in order to expand students academic experience, while also preparing them professionally for work within or related to psychology, social services, etc. Students will identify developmental factors and contexts that contribute to positive psychological outcomes as well as environmental factors which may impede adolescent growth and development. Students will identify and describe the processes and milestones within the domain areas of cognitive, biological and social-emotional development. Students will be expected to demonstrate reasonable skepticism and curiosity by asking questions about causes of behavior, while also recognizing human diversity and psychological explanations affecting various populations and contexts. Students will also be expected to demonstrate critical thinking and other academic competence, i.e., ability to use computers or other technology to select and evaluate relevant resources in scientific literature. Students will be expected to demonstrate effective communication and writing skills, supported by scaffolding techniques presented by the instructor. V. SPECIAL SUGGESTIONS RELATED TO TEACHING METHODS A. Lecture Lecture techniques may be used to emphasize important sections of the text, supplementary readings, and other materials. 5 P a g e

B. Recitation Students are to be encouraged to participate in class discussion of topics, whether in-class or online, and to present everyday experiences related to topic materials, to include their sharing insight based on their personal experience contributing toward cultural diversity. C. Small group discussion and activities 1 Small groups may be organized for in-class and/or online exercises and demonstrations of particular material D. Outside Speakers Speakers from related professions may be presented in-class or through online video streams. E. Students final paper 2 F. Journals Students are asked to maintain a journal for each class day in order to prepare them for later academic writing, and to help them develop critical thinking skills by emphasizing elements of the learning that has been meaningful to them and how it correlates to their gaining a more in-depth understanding of the topic and their role in society. Students may incorporate personal experience, observation of day-to-day situations, etc, from film, television program viewing, etc. 1 See appendix A for a list of suggested discussion board topics. 2 See appendix B for a sample of student paper 6 P a g e

VI. SUGGESTED SCHEDULE: Subject content may vary to coincide with catalogue description, course objectives, text, scaffolding materials, critical-ethical cultural perspectives, and general education criteria. Topic/Chapter Recommended Learning Outcomes Student Activities 3 Ch. 1 Introducing Adolescent Learners can define adolescent psychology and differentiate it from other disciplines; such as such as behavioral, cognitive, evolutionary, or biological psychology. In-class/Online Discussions Psychology Ch.2 Biological Foundations Ch.3 Cognitive Foundations Ch. 4 Cultural Beliefs Learners can identify the different research strategies used in adolescent psychology. Learners can apply fundamental concepts to everyday life situations, and identify valid psychological applications for intervention or training-education situations. Learners can distinguish between the different levels of explanation used in adolescent psychology. Learners can distinguish between childhood and adolescent development and adolescent transition to adulthood. Learners can identify the processes of gender differences and the role of genes during puberty, i.e., menstruation. Learners can specify the process involved in the development of schemas leading to concepts about gender formation leading to adolescent identity and role confusion. Learners can identify the influence of attitudes upon behavior and differences in brain maturation to account for higher level thinking such as hypothetico-deductive reasoning, abstract and logical thinking, Learners can identify the areas of the brain and its relationship to cognition, such as the role of the prefrontal cortex. Learners will be able to characterize the predictability of behavior based upon theoretical perspectives that identify the influence of parental and environmental on cognition. Learners will explore the role of adolescent cognitive development and meeting social expectations. Learners can examine the conditions under which behavior is influenced by their culture. Learners can explain the influence that behavior has upon attitudes, and the conflict adolescents encounter when trying to identifying themselves to social expectations. In-class/Online quizzes, exams, journals See above See above See above 3 See section III-C, III-E, III-F; and section VIII A1-5. 7 P a g e

Topic/Chapter Recommended Learning Outcomes Student Activities 4 Ch. 5 Learners can define gender, genes and culture. In-class/Online Gender Discussions Ch 6. The Self Ch 7. Family Relationships Learners can distinguish between the concepts of gender, genes, and culture Learners can identify the contributions that social influence has upon personality, sexuality, and role expectations. Learners can identify the role of caregiver communication in relation to adolescent self-esteem and gender identity formation. Learners can define and distinguish between social conformity, compliance and obedience, while navigating toward individual identity. Learners can examine classic studies contributing to identity formation, and crises affecting familial, academic, and other relationships. Learners can identify personality formation and transitions to adulthood. Learners can define traditional from non-traditional families Learners can describe how varied familial relationships affect adolescents in school, among peer and in other social situations. Learners can describe both similar and different challenges faced by adolescents from traditional and non-traditional families. Learners can describe the similarities and differences success, achievement, support and accomplishment is interpreted by adolescents based on their familial experience. Learners can examine studies concerning parental affect and development. Learners can characterize factors that describe adolescent rejection, emotion, and their reaction. Learners will examine psychological theories that describe adolescent transition into adulthood and the relevance of family. In-class/Online quizzes, exams, journals See above See above SUGGESTED SUPPLEMENTAL DISCUSSION TO BE BASED ON KOHLBERG S THEORY OF MORAL DEVELOPMENT 4 See section III-C, III-E, III-F; and section VIII A1-5. 8 P a g e

VII. SOURCES OF USEFUL SUPPLEMENTARY MATERIALS & COMMUNITY RESOURCES Kohlberg, L. (2008/1963). The development of children's orientations toward a moral order: I. Sequence in the development of moral thought. Human Development, 51(1), 8-20. doi:10.1159/000112530 Some useful websites are: o US Dept. Education: http://www.ed.gov/index.jhtml o American Academy of Child and Adolescent Psychiatry: http://www.aacap.org o American Psychological Association: http://www.apa.org o Center for Psychology in Schools and Education: http://www.apa.org/ed/cpse/ o American Psychological Society: http://www.psychologicalscience.org/ http://www.psychologicalscience.org/teaching o National Institute of Teaching Psychology: http://www.nitop.org/ o Tufts University Child and Family Web Guide: http://www.cfw.tufts.edu/ VIII. IX. AUDIO-VISUAL AIDS Variety of videos can be accessed from u-tube as well as from the following academic site: http://www.socialpsychology.org LABORATORY MANUAL USED OR COMPLETE SET OF EXPERIMENTS (If course has a Laboratory) Not applicable. X. ACHIEVEMENT STANDARDS AND EVALUATION OF RESULTS A. Examples of type of exams 1. Three or four Exams 2. Weekly Quizzes (optional) 3. Online Mastery Quizzes (optional) 4. In-class or Online Discussions Boards (optional) 5 5. Final Paper 6 5 See appendix A for optional discussion board topics 6 See appendix B for suggested student paper 9 P a g e

XI XII. XIII. LIST OF STANDARDIZED TESTS USED Not applicable. SUGGESTIONS FOR IMPROVEMENT OF COURSE Up-to-date data, academic and contemporary videos, and other scaffolding tools are vital for this course INFORMATION LITERACY Students must be comfortable accessing psychological materials from the library and the library s Internet website and databases. Professors can help students by providing them with instructions, scheduling and by scheduling a library training visit. Also insofar as psychological papers are written in APA format, instructors should provide student with preliminary training based on the most recent version of the APA Writing Manual. 10 P a g e

XIV. CONGRUENCY OF OBJECTIVES AND OUTCOMES UCC GEN. ED. LEARNING GOALS 7 1. Students will communicate effectively in both speech and writing. (1a, 1b, 1c, 1d) 3. Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.(3a) 4. Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals. (4a, 4b, 4c, 4d) 1. Students will communicate effectively in both speech and writing. (1a, 1b, 1c, 1d) 3. Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.(3a) 4. Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals. (4a, 4b, 4c, 4d) Psy 206 Psychology Program Objectives 8 Recommended Learning Outcome Goal 1. Learners can define adolescent Theory and Content of psychology and differentiate it from Psychology other disciplines; such as such as Goal 2. behavioral, cognitive, evolutionary, or Research Methods in biological psychology. Psychology Goal 6. Learners can identify the different Information and research strategies used in adolescent Technological Literacy psychology.. Learners can apply fundamental concepts to everyday life situations, and identify valid psychological applications for intervention or trainingeducation situations. Goal 1. Theory and Content of Psychology Goal 2. Research Methods in Psychology Goal 3. Critical Thinking Skills in Psychology Goal 6. Information and Learners can distinguish between the different levels of explanation used in adolescent psychology. Learners can distinguish between childhood and adolescent development and adolescent transition to adulthood. Learners can identify the processes of gender differences and the role of genes during puberty, i.e., menstruation. Learners can specify the process involved in the development of Student Activities 9 Chapter 1 Introduction In-class/Online Discussions In-class/Online quizzes, exams, journals Chapter 2 Biological Foundations In-class/Online Discussions In-class/Online quizzes, exams, journals 7 See appendix C for UCC Gen Ed Learning Goals 8 See appendix D for Psychology Program Objective 9 See section III-C, III-E, III-F; and section VIII A1-5. 11 P a g e

Technological Literacy schemas leading to concepts about gender formation leading to adolescent identity and role confusion. 1. Students will communicate effectively in both speech and writing. (1a, 1b, 1c, 1d) 3. Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.(3a) 4. Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals. (4a, 4b, 4c, 4d) 5. Students will use social science theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens. (5a, 5b, 5c) Goal 1. Theory and Content of Psychology Goal 3. Critical Thinking Skills in Psychology Goal 4. Application of Psychology Goal 6. Information and Technological Literacy Learners can identify the influence of attitudes upon behavior, as well as differences in brain maturation to account for higher level thinking such as hypothetico-deductive reasoning, abstract and logical thinking, Learners can identify the areas of the brain and its relationship to cognition, such as the role of the prefrontal cortex. Learners will be able to characterize the predictability of behavior based upon theoretical perspectives that identify the influence of parental and environmental on cognition. Chapter 3 Cognitive Foundations In-class/Online Discussions In-class/Online quizzes, exams, journals Learners will explore the role of adolescent cognitive development and meeting social expectations. 1. Students will communicate effectively in both speech and writing. (1a, 1b, 1c, 1d) 3. Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.(3a) 4. Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals. (4a, 4b, 4c, 4d) 5. Students will use social science theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens. (5a, 5b, 5c) Goal 1. Theory and Content of Psychology Goal 3. Critical Thinking Skills in Psychology Goal 4. Application of Psychology Goal 5. Values in Psychology Goal 6. Information and Technological Literacy Learners can examine the conditions under which behavior is influenced by their culture. Learners can explain the influence that behavior has upon attitudes, and the conflict adolescents encounter when trying to identifying themselves to social expectations. Chapter 4 Cultural Beliefs In-class/Online Discussions In-class/Online quizzes, exams, journals 12 P a g e

8. Students will understand the importance of a global perspective and culturally diverse peoples. (8c) Goal 7. Sociocultural and International Awareness 1. Students will communicate effectively in both speech and writing. (1a, 1b, 1c, 1d) 3. Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.(3a) 4. Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals. (4a, 4b, 4c, 4d) 5. Students will use social science theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens. (5a, 5b, 5c) 8. Students will understand the importance of a global perspective and culturally diverse peoples. (8c) 1. Students will communicate effectively in both speech and writing. (1a, 1b, 1c, 1d) 3. Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.(3a) 4. Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals. (4a, 4b, 4c, 4d) 5. Students will use social science Goal 1. Theory and Content of Psychology Goal 2. Research Methods in Psychology Goal 3. Critical Thinking Skills in Psychology Goal 4. Application of Psychology Goal 5. Values in Psychology Goal 6. Information and Technological Literacy Goal 7. Sociocultural and International Awareness Goal 1. Theory and Content of Psychology Goal 2. Research Methods in Psychology Goal 3. Critical Thinking Skills in Psychology Goal 4. Application of Psychology Learners can define gender, genes and culture Learners can distinguish between the concepts of gender, genes, and culture Learners can identify the contributions that social influence has upon personality, sexuality, and role expectations. Learners can identify the role of caregiver communication in relation to adolescent self-esteem and gender identity formation. Learners can define and distinguish between social conformity, compliance and obedience, while navigating toward individual identity. Learners can examine classic studies contributing to identity formation, and crises affecting familial, academic, and other relationships. Learners can identify personality formation and transitions to adulthood. Chapter 5 Gender In-class/Online Discussions In-class/Online quizzes, exams, journals Chapter 6 The Self In-class/Online Discussions In-class/Online quizzes, exams, journals 13 P a g e

theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens. (5a, 5b, 5c) Goal 5. Values in Psychology Goal 6. Information and Technological Literacy 1. Students will communicate effectively in both speech and writing. (1a, 1b, 1c, 1d) 3. Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.(3a) 4. Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals. (4a, 4b, 4c, 4d) 5. Students will use social science theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens. (5a, 5b, 5c) Goal 1. Theory and Content of Psychology Goal 2. Research Methods in Psychology Goal 3. Critical Thinking Skills in Psychology Goal 4. Application of Psychology Goal 5. Values in Psychology Goal 6. Information and Technological Literacy Learners can define traditional from non-traditional families Learners can describe how varied familial relationships affect adolescents in school, among peer and in other social situations. Learners can describe both similar and different challenges faced by adolescents from traditional and nontraditional families. Learners can describe the similarities and differences success, achievement, support and accomplishment is interpreted by adolescents based on their familial experience. Learners can examine studies concerning parental affect and development. Chapter 7 Family Relationships In-class/Online Discussions In-class/Online quizzes, exams, journals Learners can characterize factors that describe adolescent rejection, emotion, and their reaction. Learners will examine psychological theories that describe adolescent transition into adulthood and the relevance of family. 14 P a g e

Appendix A -- Recommended Discussion Board Topics Subject content may vary to coincide with catalogue description, course objectives, text, scaffolding materials, critical-ethical cultural perspectives, and general education criteria. Chapter 1 Introducing Adolescent Psychology Research Topic: Do you agree or disagree with the view that adolescence is inevitably a time of storm and stress? Specify what you mean by storm and stress, and explain the basis for your view 1. Refer to the 8 stages of critical thinking presented on the first day of class. 2. Define adolescence and discuss whether storm and stress is an inevitable part of this transitionary period of development. 3. Locate either a quantitative or qualitative journal from a reliable psychological online source, see help from the library, such as PSYCH ARTICLES and present your interpretation of its content. Note: the statistics may be difficult to understand, but focus on the abstract, introduction, review the methods and discussion sections. 4. What prompted you to select the chosen research study? 5. Do you agree or disagree with the results of the research you have found? Describe your response based on your personal or other experience. 6. What did you notice about how psychological journals (research papers) are written? How does this guide, or how will it guide, your writing? 7. What have you learned from the study and did it change your opinion? Please describe. 8. Did the article you selected follow ethical standards? Describe. Chapter 2 Biological Foundations -- What kind of preparation for menarche/semenarche would you recommend be provided for today s adolescents? At what age? If schools provide information on menarche/semenarche, should that information include a discussion of the relation between these events and sexuality? Research Topic: Adolescence is described as a transition into adulthood marked by physical and anatomical change. During this time cells turnon, the literature describes this as a stressful time for youths. 15 P a g e

Appendix A cont d 1) In what ways would an open discussion at home or at school about puberty help adolescents understand the anatomical and emotional changes that are occurring to them. 2) What responsibilities does puberty present to adolescents? 3) Is it fair in the absence of familial or academic instruction for student to not be informed? Please describe, since Internet access is readily available to inform. 4) How does puberty differ in females compared to males? 5) Why do you think youths engage in sexual activity, and define certain activity as non-sexual, without considering the consequences of their actions? 6) What responsibility has society played in supporting adolescent sexuality? 7) What responsibility has society played informing adolescents of puberty and transition into adulthood? 8) What would you want to inform adolescents concerning puberty that wasn t shared with you? Research Topic: Throughout history, physical attractiveness has been important in the initiation of relationships between or among the sexes. Yet, the specific definition of an attractive person has changed many times. Explain: 1) How is attractiveness defined? 2) How does the definition get changed? 3) How is the definition of attractiveness conveyed to adolescents? 4) Whom do adolescents compare themselves? 5) What role does self-efficacy play in how adolescents feel about themselves? 6) Is physical attractiveness important or is it a shallow concept? 7) What is your view on attractiveness, and how does that direct your views of others similar to or different from yourself? 8) How does role playing provide adolescents an opportunity to learn about themselves. 9) Does adolescence bring about an awkwardness that this group attempts to compensate? 10) Describe the effect of social groups and identity formation. 16 P a g e

Chapter 3 Cognitive Foundations Appendix A cont d Research Topic: The Constitution of the United States specifies a minimum age of 35 before a person can be elected president. 1) Why do you suppose this is so? 2) Describe traditional cognitive developmental perspectives of cognitive development, i.e., Piaget, Vygotsky 3) How does the brain change to accommodate higher thinking functions? 4) Do you believe that adults at 35 have the psychological maturity to manage their behavior or the behavior of others without imposing their values, beliefs and other schemas? Describe. 5) At what age do you think individuals gain the wisdom of becoming a good parent and social leader? 6) Describe familial influence and its impact on leadership. 7) Do voters select candidates based on the candidate s past actions, promises for the future, or based on external attributes such as attractiveness? 8) If you were to select one skill a president must develop before becoming eligible to take office what would that skill be and why? 9) Do you think an individual with minimal academic education, but later attending college can become President? What obstacles do you think they would have to overcome? Research Topic: By what age, if at all, should adolescents be allowed to decide whether to get a tattoo, whether to use birth control, whether to live on their own? 1) Justify your answer in terms of the decision-making concepts presented in the chapter. Explain the following: 2) Should adolescents be allowed to emancipate themselves but then depend on their parents, or others, for support? 3) Should adolescents whom emancipate themselves feel entitled to expect to be treated as adults when they are not shouldering full adult responsibility? 4) Is it fair for parents, caregivers, teachers, etc., to be confronted by adolescents that want to be treated as adults when they do not pass a college course or follow rules of greater society? 17 P a g e

5) Is it fair for parents, teachers, and others in society to expect adolescents to have knowledge of what they want for their future, i..e., college, career, etc., even though they have limited life experience? 6) In what ways can parents and others in society prepare their children for a positive adolescent transition? Please describe. Chapter 4: -- Cultural Beliefs Please explain. 1) Do you think that the beliefs and values of all cultures are equal? 2) Do you think that the beliefs of some cultures are better and truer than the beliefs of others? 3) Do you believe that individuals of one group use their values, beliefs and culture as a measurement of others? 4) Do you see yourself as equal to others? 5) What standard do you base your evaluation, and why? 6) Do cultural beliefs instill identity values that are difficult to identify with or change for individuals seeking to be different from their cultural expectancies, for behavior, religion, etc. 7) How do adolescents measure their identity in response to their exposure to multi-cultural environments? Do you think they would be more open-minded or hold to their familial ideals? Chapter 5: Gender Please explain. 1) Do you think the manhood requirements common in traditional cultures provide, protect, and procreate also exist in a modified form for adolescent boys in Western societies? 2) Are there other qualities that you think are part of the requirements for manhood not just adulthood, but manhood specifically in Western societies? 3) Describe the similarities and differences between cultural rites of passages that adolescent males go through in Western and other societies. 4) Describe the similarities and differences between cultural rites of passages that adolescent females go through in Western and other societies. 5) Do these rites of passage into adulthood identify a higher level of cognitive, emotional and psychological maturity or do these attributes emerge later over 18 P a g e

time based upon experience? If later over time, then at what point do adolescent males and females actually become adults? 6) Did you go through a formal rite of passage, whether religious or cultural? If so, describe how that made you feel at the time and its impact on your subsequent behavior. 7) Aside from ones genitalia, how do males and females identify themselves as boys/girls, men/women? In other words, what social behaviors have been taught to identify how boys/girls, men/women behave, and when does gender indoctrination begin? 8) If boys/girls and men/women behave in ways that are not in keeping with social norms, such as men knitting or crocheting, how does this behavior converted to sexual identity? 9) Is sexual identity an internalized unconscious process of self-identification over preferences, straight, lesbian, gay, bisexual, transgender or questioning, or is one s sexual identity the result of external experience or pressure? 10) If individuals whom identify themselves as straight, (heterosexual), know that about themselves in the absence of experience, then why do they often believe that there must be an external cause for others to be lesbian, gay, bisexual, transgender or questioning? 11) Does ones sexual preference determine their gender? Chapter 6 The Self 1) Americans generally consider it healthy to have high self-esteem. Is it possible for self-esteem to be too high? If so, how would you be able to tell when that point is reached? 2) Is it subjective, based simply on each person s opinion, or could you define that point objectively? 3) Describe how self-efficacy is learned and the roles of caregivers and society have in shaping self-efficacy in children and adolescence. 4) Is it possible for an adolescent to have positive self-efficacy to feel doubtful of their ability during middle school, high school and college? What would bring this about? 5) It has been said that female students become more self-conscious once they enter high school. Find a research study that describes differences between male and female academic performance, and self-efficacy, in high school? Describe cause for declining performance among female students? 19 P a g e

Chapter 7 Family Relationships 1. Do you believe that non-traditional families are less likely to have children and adolescents achieving positive outcomes? Explain. 2. In a single parent household, is the lack of another live-in parent a detriment to the developing child or adolescent? Explain. 3. Are single custodial fathers able to nurture and guide their children through adolescents with positive outcomes? 4. Why do you think fathers tend to be less involved than mothers in the lives of their adolescents? Do you think this will remain true when the current generation of adolescents grows up and becomes parents? 5. Why has there been an increase in adolescent pregnancies? How do you think this will affect society s future? 6. If a parent lacks a certain skill, such as in sports, what can they do to expose their children to sports and to provide them with an understanding of the rules that particular sporting event has? 7. Are same-sex couples capable of parenting? What do you think adolescents from these homes experience from peers of traditional or single-parent families. 8. Are older aged parents as capable of parenting as younger parents? How do you think parental age impacts adolescent development? 9. How are adolescents from minority or multi-ethnic homes perceived in terms of academic ability and having parental support? 10. Is there a change in how society views the family structure and will then lead to more positive adolescent outcomes? 11. Do adolescents have an understanding of what they want to major in college or do as a career? What can parents do to support adolescent decisionmaking, and what if after a decision is made, such as a college major the adolescent finds it does not meet their expectations should they be permitted to change majors or must they remain with their initial selection? 12. Do you think adolescent family relationships today are different from years past, please explain. (Note: there is current research on this topic, which you might want to explore before responding.) 20 P a g e

Appendix B: Recommended Term Paper- APA Format Poets Online: Identity and Self-Efficacy in Adolescents Poetry Part A: Part B: You must find and refer to several psychological journals related to adolescent self-reflective writings and describe key elements of the researcher s findings. There are many Internet sites where adolescents share their poetry. Search the Internet for poems written by adolescents. Note the ages of the adolescents who wrote the poems you will be contrasting. It may be helpful to refer to specific lines/quotes in connection with your evaluation. Part C: Describe the themes of each poem selected Describe how each poem resonant with salient aspects of adolescent development that you ve learned about throughout this course (e.g., cognitive development, social contexts, school, friends, peers, romantic relationships, adolescents at-risk, etc.)? Describe how each poem relates to aspects of self and identity development? Describe how each poem reveal any issues about the author s sense of self-efficacy? Create a poem to describe an aspect of your adolescent experience. 21 P a g e

How to Write a Good Paper 1. When you write a response paper your role is that of a teacher. In other words, it is up to you to take the reader on a journey toward an understanding what you have learned. 2. The best form of writing uses synthesis and the rules of critical thinking taught at the onset of class and reaffirmed throughout the course. Refer to your notes Steps of Critical Thinking. 3. In addition to using your own words, it is important for you to incorporate citations from reliable published sources to lend credibility to your words. These published sources must be psychological references, such as PSYCH ARTICLES. Wikipedia is not considered a reliable source. 4. When presenting a theory or specific concept to explain to the reader how it is applicable, and its relevance in psychological learning. 5. APA formatting is required; please refer to your notes and handout based on the 6 th edition of the Writer s Manual of the American Psychological Association. 6. A separate coverage page is not necessary, but please include a reference page 7. Use the skills learned in your journal writing to direct the reader. Remember a paper has a beginning, middle, and end, you are telling a story, whether academic or other form, you must direct the reader to the purpose of your paper, what you have learned, and its relevance to society and psychological literature. 8. Stay on task, do not lose focus of the purpose of the paper 9. Be sure that the content of the paper is relevant to the assignment. 10. A well- written paper that does not address the assigned topic will not receive a good grade. Additional writing criteria: o All papers, including journals, must be: typed, Times New Roman 12 pitch font, doubled-spaced, one inch (1 ) margins on all sides spellchecked, written in an orderly way to demonstrate student s subject understanding and point of view, and A minimum of 4 content pages. 22 P a g e

How to Write a Good Paper cont d o All writing must be stapled; o loose sheets will not be accepted. o All pages must be legible, pages with light ink will not be accepted o Late submissions will not be accepted. o Papers that do not conform to this criteria will be graded F o All content will be kept confidential. GRADING CRITERIA Your paper will be evaluated along the criteria of: 1) content of the post, 2) integration of course material into the post, 3) clarity of the post, 4) mechanics such as spelling, grammar, and punctuation, and 5) timeliness of submissions. 23 P a g e

Appendix C: UCC specific objectives for General Education: NJCC Gen. Ed. Learning Goals Critical thinking is embedded 1. Students will communicate effectively in both speech and writing. 2. Students will use appropriate mathematical and statistical concepts and operations to interpret data and to solve problems. 3. Students will use the scientific method of inquiry, through the acquisition of scientific knowledge. 4. Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals. 5. Students will use social science theories and concepts to analyze human behavior and social and political institutions and to act as responsible citizens. 6. Students will analyze works in the fields of art, music, or theater; literature; and philosophy and/or religious studies; and will gain competence in the use of a foreign language. Suggested Individual College-Wide Learning Objectives: a. Students will explain and evaluate what they read, hear, and see. b. Students will state and evaluate the views and findings of others. c. Students will logically and persuasively state and support orally and in writing their points of view or findings. d. Students will evaluate, revise, and edit their communication. a. Students will translate quantifiable problems into mathematical terms and solve these problems using mathematical or statistical operations. b. Students will construct graphs and charts, interpret them, and draw appropriate conclusions. a. Applying the scientific method, students will analyze a problem and draw conclusions from data and evidence. b. Students will distinguish between scientific theory and scientific discovery, and between science and its scientific technological applications, and they will explain the impact of each on society. a. Students will use computer systems and/or other appropriate forms of technology to present information. b. Students will use appropriate forms of technology to identify, collect, and process info. c. Students will use appropriate library/learning resource tools such as cataloging systems to access information in reference publications, periodicals, bibliographies, and data bases. d. Students will recognize when information is needed and be able to locate, evaluate, and use information. a. Students will analyze and discuss behavioral or societal issues using theories and concepts from a social science perspective. b. Students will explain how social institutions and organizations influence individual behavior. c. Students will describe and demonstrate how social scientists gather and analyze data and draw conclusions. d. Students will apply civic knowledge both locally and globally and engage in activities that exercise personal, social, and civic responsibility. a. Students will describe commonly used approaches and criteria for analyzing works*. b. Students will analyze works* and applying commonly used approaches and criteria. c. Students will demonstrate a value added competence in the production and comprehension of a foreign language. * in the fields of art, music, or theater; literature; philosophy and/or religious studies and possibly within the context of studying and using a language other than English. 24 P a g e

NJCC Gen. Ed. Learning Goals Critical thinking is embedded 7. Students will understand historical events and movements in World, Western, non-western or American societies and assess their subsequent significance. 8. Students will understand the importance of a global perspective and culturally diverse peoples. 9. Students will understand ethical issues and situations. Suggested Individual College-Wide Learning Objectives: a. Students will state the causes of a major historical event and analyze the impact of that event on a nation or civilization. b. Students will discuss a major idea, movement, invention or discovery, and how it affected the world or American society. c. Students will demonstrate how writers interpretations of historical events are influenced by their time, culture, and perspective. a. Students will link cultural practices and perspectives with geographic and/or historical conditions from which they arose. b. Students will explain why an understanding of differences in people s backgrounds is particularly important to American society. c. Students will recognize and explain the possible consequences of prejudicial attitudes and discriminatory actions. d. Students will recognize and assess the contributions and impact of people from various nations and/or cultures. a. Students will analyze and evaluate the strengths and weaknesses of different perspectives on an ethical issue or a situation. b. Students will take a position on an ethical issue or a situation and defend it. 25 P a g e

Appendix D: Psychology Program Objectives Goal 1. Goal 2. Theory and Content of Psychology Research Methods in Psychology Goal 3. Critical Thinking Skills in Psychology Goal 4. Application of Psychology Goal 5. Values in Psychology Goal 6. Information and Technological Literacy Goal 7. Sociocultural and International Awareness Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. Students will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation. Students will respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes. Students will understand, develop insights, and apply psychological principles to personal, social, and organizational issues. Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline. Students will demonstrate information competence, ability to use computers and other technology, and an ability to communicate effectively in a variety of formats. Students will recognize, understand, and respect the complexity of sociocultural and international diversity. 26 P a g e

Appendix E: Letter to Students To: PSY 206 Adolescent Psychology Online Students From: Prof. Cosmé, 709-7190, Office N2-16 Welcome to my courseroom. Whether this is your first online course, or you are a seasoned veteran of online courses, how you invest and manage your time, follow instructions, learn, communicate, and meet deadlines is key to your enjoying the course and successful outcome. Online learning is not the same as learning within a traditional classroom. In a traditional classroom your instructor reviews content material and presents it in a variety of ways, such as lecture and film. In an online course your instructor informs you of the chapters, which must be read, and provides discussion questions, which must then be presented by you in an essay format and posted within the discussion board by a specific day and time each week. As for instructor involvement, the instructor monitors the online course-room, reviews all communications, and will comment on your discussion post and to others. The instructor will also expand on critical points to ensure understanding of course content. The instructor also communicates privately with students via the course email, and when needed via telephone conference. In an online class every student must respond to the discussion question and to each other. In other words, in addition to your post (discussion) assignment and there are two (2) each week, every student is required to read two peer posts (discussions) and to respond to those posts in an academic way using synthesis and critical thinking. Saying, I like your post! is not good enough. You must describe what you like, dislike, agree, or disagree with and it must tie in to what you are learning in the courseroom supported by citations. Therefore, if you agree with Piaget s sensorimotor stage, you will need to describe the stage from a reliable psychological source and then expand by stating why you agree. Working online is a wonderful way to learn, and it allows you, the student, the greatest amount of flexibility to work at home, from the beach, anywhere that you have Internet access, and at any time, day or night. However, that does not mean these courses are easier, they contain the same content as if taken in class, and the classroom management policies and college rules apply as outlined in your syllabus. If there are technical difficulties preventing you from access the course you must notify me immediately via email, in addition to your contacting UCC s Distance Learning Department UCCONLINE@UCC.EDU 27 P a g e

Students may also call UCC technical support at 908-497-4364. It is your responsibility to have a back-up plan for computer and course access, late submissions will not be accepted especially since this is an online course from which access is attainable 24 hours a day, every day. My email address is COSME@UCC.EDU, and my office number during regular business hours, which do not include nights, weekends or holiday s is 908-709-7190. It is important for you to become familiar with the online courseroom and you can begin this process by go to the ANGEL Online Student Starter Kit @ www.ucc.edu/distanceeducation/start and by logging on to ANGEL: www.ucc.edu/distanceeducation/angellogon.htm You should review of ANGEL immediately following enrollment in an online course because it contains so much information. The sooner you begin to navigate the courseroom and see how it is set up, such as the Tabs for tests, assignments, discussions, etc., but note: some of the discussion tables will not open in advance. These discussion topics and access to your post question is kept locked and only become available approximately 3-4 days before it is due. If you miss the deadline it will automatically lock and prevent you from responding resulting in a -0- grade for that particular assignment. For students that need special assistance, services available to students with disabilities, please go to http://ucconline.ucc.edu/default.asp for UCC s policies. 28 P a g e

Appendix F: Specific to PSY 206-300 Adolescent Psychology as an online course This web-based proposed course is not a new course to UCC, but an expansion of PSY 206 presently taught in-class. Adolescent Psychology is an approved general education course described within the 2008-2010 UCC catalog, page 187, Prerequisite: PSY 101. 3 lecture hours per week. 3 credit hours 1. The objective of this course proposes to incorporate all the elements of the present in-class course offering while expanding availability to students interested in the online learning experience, as a compliment to their classroom course work, or as an alternative to traditional classroom learning environment, preparing them as competitive learners in expanding academic online learning environments. Further the knowledge acquired by students in this online course, supports UCC s academic objectives leading toward degree fulfillment within the psychology and social services programs, and other interested students seeking an elective in Psychology. A benefit to offering this course online, rather than in the classroom, is that it will reach a broader segment of the population beyond traditional travel restrictions insofar as the Internet offers no restriction to learning and obtaining degree credit. In addition, this course is applicable to students focused on alternative academic and career paths such as students of UCC s Nursing Program. Overall, this as an online course will help learners prepare for their academic and professional development, while also guiding them to become more appreciative of adolescent lives through critical thinking and synthesis demonstrated in their course work consisting of essay responses with citations, as well as in their response to other learner post and replies to fellow students and instructor. 2. The sets of learning activities the students will participate comply with UCC s general education learning goals, listed below, the learning outcomes demonstrated by student activities consist of a) responding to two substantive questions each week emerging from the course text, with weekly academic response to a minimum of two learners, all of which the student must demonstrate topic comprehension, critical thinking, synthesis, and communication skills, and b) a final research project written in accordance with APA guidelines, explained by the instructor on-line in the resource area. (See XIV. CONGRUENCY OF OBJECTIVES AND OUTCOMES, p. 11) 29 P a g e

3. Student interest - Perceived need for this course online Adolescent Psychology (PSY 206) is presently offered in-class in a faceto-face format. The online format provides an opportunity for students who seek distance learning courses and adds to the students selection resulting in increased enrollment. When offered prematurely as an online course for Summer II 2010, enrollment was at 20 students, before it was canceled and transferred in-class. 4. Transferability Adolescent Psychology (PSY 206) is an approved general education course described within the 2008-2010 UCC catalog, page 187. As stated in the catalogue, PSY 206 is a PSY elective for AA in Psychology and Social Services degree and a social science elective for every degree that requires a social science elective. 5. Resources None. This course is offered online by a faculty who has already been certified in Angel. 6. Course Outline See: VI. SUGGESTED SCHEDULE p. 7, CONGRUENCY OF OBJECTIVES AND OUTCOMES p. 11, and Appendix A p. 15 7. Criteria for student evaluation Students will be evaluated on their individual performance, in accordance with course objectives as described throughout this proposal, The course syllabus and additional instructor expectations, handout serves as a reference guide for student use, and will be mailed to each enrolled student several weeks before class begins, with a copy also sent by email via their UCC CWID. Attendance and courseroom participation will be monitored intermittently daily including during the weekends to measure the amount of time students are spending within the courseroom, to address student questions, and to provide instruction through individual email or group email depending upon which is needed at the time of review. Participation in online discussion boards o Students are expected to participate in weekly discussion boards. To receive full credit for discussion boards, students must post two academic posting to the discussion board topic in essay format, using APA writing methods, incorporating citations, which will be presented to the students as a handout at the start of the course and throughout the course as an informative resource. o The length of time each student invests within the courseroom involved with posting and replies to academic discussion, and 30 P a g e

8. Technical Issues responding to instructor inquiries communication will be monitored, as it is an available tool offered by Angel and an important part of student assessment. o The main posting and responses are graded based on the grading rubric. There are two academic discussion postings weekly, which require knowledge of course content and synthesis of information. For a summer course, see Appendix A, for Spring or Fall semester the discussions will be expanded to incorporate additional textbook chapters. Each post is considered a mastery test for that chapter. o There will be a final online research paper that requires cumulative synthesis, written in APA format. (See Appendix B, p. 21) o Grading will be in accordance with UCC s grading policy as described in its course catalog, student handbook, and course syllabus, based on the following criteria. 1) content of the post, 2) integration of course material into the post, 3) clarity of the post, 4) mechanics such as spelling, grammar, and punctuation, and 5) timeliness of submissions. This on-line course was taught by a faculty whom has taught it in-class at Kean University and at UCC, and is certified in Angel, i.e., o 2008- Using Multimedia Classroom o 2008-Entering Grades Online o 2009-Using and Assessing Discussion F1orums o 2009-Managing the Gradebook This faculty member has completed his PhD coursework and passed his comprehensive examinations while attending Capella University, a leading online accredited learning institution with a verified GPA of 3.933. The format used by Capella University in its course rooms is in keeping with two-year college student guided aptitude to write an essay and research paper, use synthesis based on Critical Thinking tools presented that will be presented by this faculty at the start of class, and directed to use APA writing style. 31 P a g e

Through threaded discussion and direct mailing this faculty member will provide students APA writing samples pursuant to: The American Psychological Association (2009) Publication manual of the American Psychological Association (6 th ed.). American Psychological Association: Washington, DC. This course will utilize Angel as the learning platform. Students who register for this course already have (or, will have) the opportunity to learn Angel as the online learning platform used by UCC 10. The content created by the instructor is based on the textbook and accompanying material provided by the publisher. There is no need for special software, or media packages, or licensing to be obtained by the college. The instructor is has been through the Angel training along with several advanced trainings in Angel. The instructor has extensive experience in curriculum and instructional design. The instructor has modified/revised Master Syllabi, and developed courses at UCC in the past two years; such as Fall, 2010, Honors in Diversity: Social Bias and its Effect on Interpersonal Relationships. However, this is the first online course developed and taught for UCC. 10 See Distance Education FAQS in the catalogue or go to http://www.ucc.edu/distanceeducation/default.htm 32 P a g e

COURSE SYLLABUS UNION COUNTY COLLEGE SPRING 2011 1033 Springfield Avenue, Cranford, New Jersey 07016 Division of Psychology/Sociology TITLE / COURSE NO.: Adolescent Psychology (PSY 206-300) 3 credits Thursday, January 20, 2011 Tuesday. May 17, 2011 Finals Week: May 10-13 & 16 MONDAY, JAN 17, Martin Luther King Jr. Day (COLLEGE CLOSED) MONDAY, FEB 21, PRESIDENTS DAY (COLLEGE CLOSED) MONDAY-SUNDAY, MAR 14-20, SPRING RECESS (NO CLASSES) FRIDAY, APR 22, GOOD FRIDAY (COLLEGE CLOSED) PREREQUISITES: INSTRUCTOR / LECTURER: TELEPHONE NUMBER: OFFICE HOURS: E-MAIL: General Psychology Pedro X. Cosmé, Ph.D. (candidate) 709-7190 (to be determined) Emails are reviewed and responded to Monday Friday 8am-5pm COSME@UCC.EDU REQUIRED TEXT: Arnett, J. J. (2010). Adolescence and emerging adulthood. (4 th ed.). Pearson Education, Inc.: Upper Saddle River, NJ Course Overview Welcome to your online course, PSY 206. The years of development between childhood and young adulthood are referred to as adolescence. During this period, the child undergoes an amazing transformation. While the obvious physical changes associated with onset of puberty provide clear markers for the beginning of this process of growth and development, other changes are equally impressive. In a few short years, the child becomes a young adult in every facet of his or her being. There are a variety of views and perspectives in the field of adolescent development. Theories range from the historical antecedents of Freud and Erickson to the more modern concepts of social change. Adolescence is often viewed as a tumultuous time of life. Expectations abound about what is "normal" adolescence and what are signs of trouble or atypical behavior. Defining what is normal is often confusing to the adolescents and to their parents. The hallmark of adolescence is that it is a time marked by intensity and change. This course focuses on adolescents in social and theoretical contexts, cognitive and intellectual development, and ethnic values. We will study the adolescent's self concepts and psychosexual development, sexual maturation and body image, adolescent society, and adolescents in their own families. We will conclude the course by examining the changes associated with social and moral 33 P a g e

development, education and work, and the psychosocial problems of adolescent alienation and substance abuse. CATALOG DESCRIPTION The study of biological, social-emotional and cognitive development during the adolescent period. The course will focus on the transitions occurring within these major domain areas and on developmentally relevant segments such as peers, family, identity-autonomy, sexuality, school, including achievement, and issues of adjustment. GENERAL EDUCATION GOALS In keeping with UCC Gen. Ed. Learning Goals described for this course, a copy that has been provided to each student, students will demonstrate knowledge and understanding of major theoretical orientations in the domain areas of cognitive, biological and social-emotional development. Students will demonstrate knowledge and understanding of research outcomes through their post and replies concerning adolescence in various context; such as, the family, peers, education, identity, and morality/values. Students will apply psychological concepts, theories, and research findings that relate to everyday life to expand student experience academically and in preparation of future work in the helping industries, i.e., psychology, social services, etc. Students will identify factors and contexts that contribute to psychological development in positively and those which impede development. Students will identify and describe developmental processes and milestones in the domain areas of cognitive, biological and social-emotional development. Students will be expected to demonstrate reasonable skepticism and curiosity by asking questions about causes of behavior, while also recognizing human diversity and psychological explanations affecting various populations and contexts. Students will also be expected to demonstrate competence, i.e., their ability to use computers or other technology as they select and evaluate relevant resources, based in the scientific literature. Students will be expected to demonstrate effective writing communication and writing skills. Learner Expectations Statement Prior to the start of this online course, learners will receive a Learner Expectation Statement from the instructor by mail that will explain what is expected from them, including resource information for APA writing style. UCC s online courses and programs are based on interactive teaching, learning, and communication. Learners actively contribute to one another's learning through critical dialogue, integrative learning, and collaborative learning, and the Instructor will also actively participate and guide the class toward in-depth comprehension of the course objectives and content areas. In order to take full advantage of the experiences and resources UCC offers, learners are expected to manage and direct their academic progress with support and guidance from faculty. To acquire knowledge and build skills, learners are expected to: Read and become familiar with the course syllabus and expectations. Keep up with assignments and readings. Ask for clarifications about material or course expectations. 34 P a g e

Analyze assigned readings and offer thoughtful interpretations. Read all courseroom postings. Make a minimum of two substantive postings per week. That is, contribute postings that add to and advance the quality of the discussion. Engage other learners by responding to their postings. Be respectful of diverse perspectives and refrain from making inappropriate comments in courseroom discussions and personal interactions. It is expected that all discussion contributions and courseroom assignments will be submitted by the date and time specified in the course syllabus or as required by the instructor. GRADES : Grading will be measured based on UCC s grading policy as described in its course catalog, student handbook, and course syllabus. The quality of the students performance will be measured through the threaded discussion, and the final paper, and grading rubric provided to each student as part of the Faculty Expectation handout mailed to each student prior to the start of this course, and acknowledged by each student upon entering the start of the course courseroom. Course questions will remain available for student access and then locked at midnight of the due date to prevent further editing, late-submissions or peer replies. o The weight of the weekly discussions consisting of 9 substantive chapter questions (posts) and 18 student replies is 75%. o The weight for the final project is 25%. A grade of D will not fulfill certain course prerequisites, major course requirements and will not transfer to other institutions. Student grades are earned and are objectively reflected of student performance, requests for extra credit assignments, etc. will not be considered. COURSE CONTENT OUTLINE: The courseroom locks immediately after midnight of the post due date as follows: Chapter Chapter Title Date the chapter question will be open for student review. Student response due date Chapter One Introduction July 13 due by midnight July 15 Chapter Two Biological Foundations July 15 due by midnight July 17 Chapter Two July 19 due by midnight July 21 Chapter Three Cognitive Foundations July 21 due by midnight July 24 Chapter Three July 26 due by midnight July 28 Chapter Four Cultural Beliefs July 28 due by midnight July 31 35 P a g e

Chapter Five Gender August 2 due by midnight August 4 Chapter Six The Self August 4 due by midnight August 7 Chapter 7 Family Relationships August 9 due by midnight August 11 Assignment Term Project ----- due by 5 PM August 19 Note: Plagiarism: Taking anyone else's work as one's own. Presenting another's words, ideas, forms of expression, materials, or labor without proper citation, referencing, and declaration that this material originated outside the student's own work. Plagiarism will result in immediate student failure in the course. Below are websites that may be helpful for student or instructor resources: o o o o o US Dept. Education: http://www.ed.gov/index.jhtml American Academy of Child and Adolescent Psychiatry: http://www.aacap.org American Psychological Association: http://www.apa.org Center for Psychology in Schools and Education: http://www.apa.org/ed/cpse/ American Psychological Society: http://www.psychologicalscience.org/ http://www.psychologicalscience.org/teaching o o National Institute of Teaching Psychology: http://www.nitop.org/ Tufts University Child and Family Web Guide: http://www.cfw.tufts.edu/ TECHNICAL ISSUES: This course will utilize Angel as the learning platform. Students who register for this course already have (or, will have) the opportunity to learn Angel as the online learning platform used by UCC 11. If a technical issue arises students are directed to immediately inform the instructor by email COSME@UCC.EDU and to simultaneously email UCC s Distance Learning Department UCCONLINE@UCC.EDU Students may also call UCC technical support at 908-497-4364; however, only one email and phone call is needed. Multiple requests about the same issue fill up voice mail or email inboxes causing response delays. INFORMATION LITERACY Students must be comfortable accessing psychological materials from the library and the library s Internet website and databases. Professors can help students by providing them with instructions, scheduling and by scheduling a library training visit. Also insofar as psychological papers are written in APA format, instructors should provide student with preliminary training based on the most recent version of the APA Writing Manual. 11 See Distance Education FAQS in the catalogue or go to http://www.ucc.edu/distanceeducation/default.htm 36 P a g e

Appendix G: COMPLIANCE WITH ATC Guidelines for Developing a Distance Learning Course (downloaded from the ATC Committee webpage June 16, 2010) The Contract (Article XXIX) makes specific provisions for courses that will be offered via Distance Learning (DL) formats. Faculty should review this section of the Contract before proceeding with plans to develop a Distance Learning course. Included in this article are the requirements for the approval process for a DL course and a description of compensation for DL training. I. Web-Based Courses Before offering a Web-Based Course on line, we strongly recommend that faculty: A. Discuss with your Department the preliminary proposal for offering the web-based course, and get Departmental approval. (completed - Spring 2010) B. Discuss with VPAA the preliminary proposal for offering the web-based course. Get approval of release time for development/implementation of the course from VPAA if so desired. (completed - Spring 2010) C. Become knowledgeable/proficient in web-based teaching methodologies, instructional design, and software tools. This can be done by attending a formalized web-based training program offered by the college, or participate in appropriate conferences, workshops, or other training. (in compliance by 2010) D. Take a web-based course as a student to experience first-hand what students will encounter as a cyberstudent. (in compliance PhD Student Capella University) E. Test significant units of a proposed on-line course, on a trial run basis. This can be done in a variety of ways: Have interested students, faculty, and members of the professional staff serve as "students" to test course materials. Testing with a larger group of students at one time is important since bugs sometimes only appear when a program is pushed to the limit. Use "web-enhanced" components of the course in one or more courses before going on-line. For instance, experiment with students utilizing your course Web site with current students enrolled in regular courses. Within the scope of current college access and capabilities, experiment with the PowerPoint lectures, the graphics, video clips, 37 P a g e

simulations, discussion and chat capabilities that you have incorporated in your WebCT course, or that are available from the publisher of the system. Take into consideration that with current technology, including password protected sites, that the security of tests papers, etc. sent electronically maybe an issue. (Testing will be done with a sample of the student population within a current psychology traditional course in class.) F. Consult with the Distance Learning Coordinator. (completed Spring and Summer I, 2010) G. Consult with IT about your projected network, hardware, and software needs. (not applicable) H. Consider the following administrative issues: Are there extra costs above regular registration tuition and fees? (not applicable) How will students register, and how will initial contact with students be made? (students will register on-line and in person according to UCC s enrollment procedures; the instructor will send an email and USPS welcome letter see appendix E.) If tests are going to be proctored, what arrangements must be made for proctoring? (if required due to student qualifiable emergency, instructor will proctor). I. Prepare the Course Proposal for the Academic Technology Committee (ATC) and the Curriculum Committee. Instructions are posted on each committee s webpage. The ATC will review the technical aspects of presenting the course online. The Curriculum Committee will be concerned with how use of web-based technology will impact the academic issues relating to the course. Use the proposal to help you focus on the various issues that will need to be addressed in order to have a successful course. (Completed in accordance to website 6-16-2010) II. Telecourse Guidelines (not applicable to this submission) 38 P a g e

Appendix H: COMPLIANCE WITH ATC Procedures for Submitting Distance Learning Course Proposals for ATC Review (downloaded from the ATC Committee webpage June 16, 2010) The purpose of this document is to describe the procedures that Faculty should use in developing a Distance Learning course proposal. Proposals must be created and reviewed for new courses and existing courses that will be offered in the distance learning (DL) format (Telecourse and Online) for the first time. Two committees will review the proposal. First, the Faculty member must have their proposal reviewed by the Academic Technology Committee (ATC). The ATC review is concerned with the technical aspects of the proposal such as the availability of adequate computer network resources. The intent of this review is to aid the Faculty member and ensure that the course s technical needs are met. Second, the Faculty member must submit their proposal to the Curriculum Committee. By contract, this committee must approve the proposal before the course can be offered. All courses (whether new or existing) that are being offered in the DL format for the first time must be approved by Curriculum. Beyond the requirements listed above, Faculty are free to develop their DL course in any fashion that they wish. The ATC has developed some general guidelines, for faculty who are planning to offer distance learning courses (Telecourse and Online) for the first time. This document is located on the ATC website. DL Course Proposal Development and Submission to the ATC and Curriculum Committee 1. The Curriculum Committee s Rules and Procedures (available at that committee s webpage) spells out the format for new course proposals and the procedures for their submission. The details for DL course proposals are described in Article V. In particular, Paragraph B.11 specifies the inclusion of a Technical Issues Appendix which will be reviewed by the ATC. 2. Preparing the Technical Issues Appendix. This appendix should address the following technical issues that are related to conducting the course. a. Is the web content to be hosted on UCC's server or will it be hosted on a courseware publisher/content site's server? If it will be hosted outside the 39 P a g e

UCC server, what technical support is provided for the students and faculty and has this been discussed with IT? UCC's server b. What course management system will be utilized? Angel c. What hardware and software do students and faculty require in order to implement this course? Microsoft Word 2003, 2007 or 2010 d. What methods/tools will be available to the student to communicate with the instructor or other students on an asynchronous or synchronous basis? Discussions will occur online within the courseroom as an open dialogue, private dialogue will occur via email between faculty and student within Angel and separately through faculty s UCC s email address. Telephone communication will occur on an as needed basis, and if a face-to-face meeting is necessary faculty will me with staff at the Cranford campus during a time within the normal business day. e. Are there any additional tools, services, or support required of Information Technology Dept. (IT) or by the Faculty/Staff Learning Resource Center (FSCRC) in order to implement this course? NO f. What support will you require from IT and FSCRC to add material to the web-based course? Not expected, but if assistance is required faculty will contact Barbara Hollywood s office for direction. Are there any Internet Service Provider (ISP) limitations? NO g. Have there been any technical problems in field-testing/using the webbased course? NO, UCC S web-based courses have been field tested, and before this course is made available to students faculty will peer review. h. Have you consulted with IT regarding the implementation of your course? YES, in April when notice was received to submit a formal proposal for ATC and Curriculum Committee review, during the preparation, and then this faculty took additional advice from both the ATC representative on the Curriculum Committee, as well as the Curriculum Committee in session May, 2010. i. Have you received DL training at UCC? Yes, during 2008, the most recent training occurred November 2009 consisting of: 11/6/09 Angel Training 7.3 Managing the Gradebook 11/12/09 Using & Assessing Discussion Forums j. What additional training do you need in order to prepare for and implement the course? NONE 40 P a g e

3. Have your department Chairperson submit an electronic copy of your entire proposal, including the Technical Issues Appendix, to the ATC Chairperson for review. Your department Chairperson will also submit the proposal to the Curriculum Committee. Ideally, the ATC will complete its review of the proposal prior to its review by the Curriculum Committee since their approval is contingent upon the ATC s review. Concurrent review by the two committees is possible. 4. If you wish to attend the ATC when your proposal is being reviewed, consult with the ATC Chair about meeting times. YES 5. Recommendations of the ATC will be forwarded to the author(s) of the proposal and their department chairperson, the Curriculum Committee, IT, and copied to the VP for Academic Affairs and the VP Administrative Services. 41 P a g e