Spring, 2000
Daniel A: Helminiak, Ph:D.
 

Course Description

Adolescence is the period between childhood and adulthood. Only recently has it emerged as a distinctive stage in the life span, and its exact boundaries are debatable. Yet, in our complex contemporary society, this period of preparation for adulthood becomes ever more important, and the forces working to shape it, ever more powerful. With a view to the whole of the human life span, this course will examine in detail the adolescent years. The material should be of particular interest for many students in the class who are still in late adolescence and thus very close to the concerns of the course. Use of a standard textbook on adolescence and human development will provide an array of facts on the matter. Lecture, discussion, field research, media input, and guest speakers will broaden considerations and help the class understand the phenomenon of adolescence and its place in our contemporary view of the human life.
 

Course Objectives

. to be familiar with the key terminology, personalities, theories, and methodologies in the field of life-span development
. to ponder the course of human life and achieve some understanding of adolescence
. to understand oneself better and gain some perspective on one’s life
. to appreciate the diversity among human individuals, ages, and cultures
. to be more able to make age-appropriate responses to people in one’s personal and professional life
. to develop some level of critical judgment about human development as a field of study
 

Course Requirements

1. Study of assigned readings and reflection on the issues. The course text is John W. Santrock, Adolescence (7th ed.), Boston: McGraw-Hill. Daily assignment of readings is listed in the Course Outline below. As the course progresses, the time allotted each topic may be adjusted or rescheduled to accommodate learning needs and guest speakers. Emphases within the assigned chapters will be noted in class lectures.

2. Active participation in class through attendance and discussion.

3. Three non-cumulative exams. Exams will consist of multiple choice questions and will be based on the textbook and class presentations and discussions. Use of the Student Study Guide is recommended for test preparation. Students are responsible for textbook material whether or not it is covered in class.

4. Field research project. Each student is to interview an adolescent about his or her life experience and report on the interview with a 5-to-8-page (for graduate students, 8-to-12-page), typed, double-spaced paper. The report should reflect on the subject’s experience in light of material studied in the course and should include some critical assessments. Use of correct English spelling, grammar, and punctuation are part of the assignment. In focus groups and the plenary session on February 24, the class itself will propose the format of the interview and report. Written reports are due and summaries will be shared with the class on March 21.
 

Course Evaluation

Final grades will depend on class attendance, three exams, and the field research project. The exams and report will each constitute 1/4 of the grade. Class attendance will be scored as extra points, a maximum of 8 points, to be added to the exam average. Letter grades will be assigned as follows: A=90+%; B=80-89%; 0=70-79%; D=60-69%; F<60%.

Students must sit three exams. An optional final exam will also be given. This final exam will be comprehensive. Students may use the optional exam to replace their lowest score on previous exams or to make up a missed exam. No other make-up exams will be offered. A student who misses two exams must w ithdraw from the course.

In two different ways students may earn a maximum of four extra credit points to be added to their final percentage grade. First, by making a class “comment.” A comment is a brief statement about some experience (movie, TV show, magazine or newspaper article, conversation, happening, etc.) that is relevant to the course material and would be useful for the class to hear. One percentage point may be gained for sharing the experience, and a second point for explaining how the issue relates to a specific topic on a specific page in the textbook. Alternatively, two points may be gained for another type of comment, a report back to the class about some question that arose and needed follow-up research. Comments must be prearranged with the instructor. Second, students may gain two percentage points by participation in campus activities (lectures, theater, workshops. etc.) that relate to the course. These will be announced as the course progresses, and students are encouraged to alert the class to such events.
 

 Course Outline

Jan. . 25 Personal Introductions and Introduction to the Course
 13 Chapter 1: Introduction
 18 Chapter 2: The Science of Adolescent Development
2O
 25 Chapter 3: Biological Processes and Physical Development
 27

Feb. 1 Chapter 4: Cognitive Development and Social Cognition 3
 8 First Exam
 10 Chapter 6: Families
 15 Chapter 7: Peers
17
 22 Chapter 8: Schools
 24 Focus Group on Life Span Interview
 29 Chapter 9: Culture

Mar. 2
 7/9 Spring Break
 14 Chapter 10: The Self and Identity
16
 21 Life Span Interview Reports Due: Class Sharing
 23 Chapter 11 & 12: Gender and Sexuality
28
 30 Second Exam

Apr.. 4 Chapter 13: Moral Development, Values, and Religion 6
 11 Chapter 14: Achievement, Careers, and Work
13
 18 Chapter 15: Adolescent Problems
2O
 25 Summary, Conclusions, Evaluations, Good-byes
 27 Third Exam

May 4: 8 to 10 A.M. Optional Comprehensive Exam