COLLEGE OF EDUCATION

EDUC 1220
Psychology of Human Development:
Children & Adolescents in a Diverse Society
Spring 2010

Francesca López, Ph.D.

[email protected]
Phone: (414)
Office hours: By appointment
Office: 113G

Required texts:

1. Santrock, John. W. (2009). Child development: An introduction. 12th Ed.

ISBN13-9780073370637

2. Guest, Andrew. M. (2009). Taking sides: Clashing views in lifespan development.

2nd Ed. ISBN13-9780073515281

Recommended (not required)

3a. Brantlinger, Ellen. A. (1993). The politics of social class in secondary school:
Views of Affluent and impoverished youth.

3b. Elkind, David. (2006) The hurried child: 25th anniversary edition.

Other required readings will be provided by the instructor as pdf documents on d2l.
Course Description
EDUC 1220, Psychology of Human Development: Children & Adolescents in a
Diverse Society applies psychological principles of child and adolescent development
and provides a critical examination of variables (gender, socioeconomic status (SES),
race, ethnicity, culture, and language) that have an impact on physical, cognitive, social,
emotional, and moral developmental outcomes.

Intended Learner Outcomes

Students will have a better understanding of children and how they develop in a diverse
society. By the end of this course, students are expected to 1) understand the importance
of synthesizing research to understand the developmental process; 2) distinguish critical
components among the major theories in the areas of cognitive, emotional, social, and
moral development; 3) understand the milestones of human development as they affect
children at their various stages of functioning; 4) understand how to apply psychological
theories to facilitate their teaching; 5) understand the influence of gender, SES, race,
ethnicity, and language on a child’s development.

Standards Addressed
In compliance with the National Council for the Accreditation of Teacher Education
(NCATE) and the Wisconsin Department of Public Instruction (DPI), the faculty and
administration of the College of Education have designed an assessment system which
aligns course assignments with teaching standards and indicators. These course
assignments called “performance assessments” have been integrated throughout the
undergraduate teacher education programs to provide opportunities for students to
demonstrate the knowledge, skills, and dispositions related to effective teaching. In this
course, students will be required to complete the following task.

Standard #2: The teacher understands how children learn and develop, and can provide
learning opportunities that support their intellectual, social, and personal development.
Completing the Critical Task Assignment will give you the opportunity to demonstrate
what you know about influences on children’s learning over time, and how individual
variations in developmental progression and readiness are affected by the
interconnection of the domains of development and the systems that directly and
indirectly influence them.

Performance on the exams, assignments, and course project will address the Performance
Assessment for this course. Details on the assignments and course project will be given as
the course progresses.

Course Policies and Expectations

Attendance:
You are expected to attend class on a regular basis. There will be unannounced in-class
activities that will serve as a check on attendance. If you are unable to attend class, you
are responsible for the material covered in class.
Participation and Preparedness:
You are expected to read any assigned readings before class.

Grading:
There are thirteen reflection papers from the Taking Sides book that will be graded, four
formative assignments, one course project, and three exams (see attached schedule).

Reflection papers: 15% (13 @ 1.15% each)

Assignments: 20% (4 @ 5% each)
Exams: 45% (3 @ 15% each)
Course Project: 20%

Final grades will be assigned according to the following scale:

A: 93 – 100
AB: 88 – 92
B: 83 – 87
BC: 78 – 82
C: 73 – 77
D: 68 – 72
F: < 68

Assignments:

Assignment 1: This assignment is an experiential activity that will provide you with the
opportunity to apply important cognitive development theory principles from the course.
Instructions for the activity will be described in a separate handout. (5 points)

Assignment 2: This assignment is an in-class activity that will provide you will the
opportunity to draw conclusions from comparisons between the misuse of statistics and
interpretations of data based on statistical inferences. (5 points)

Assignment 3: This assignment is an experiential activity that will provide you with the
opportunity to apply important moral development theory principles from the course.
Instructions for the activity will be described in a separate handout. You will write a page
relating your results to the material in the text, and include a brief reaction to this
experience. (5 points)

Assignment 4: This assignment is an in-class activity that will provide you with the
opportunity to apply quantitative reasoning to examine biases about at-risk students, as well
as contributing factors to low performance. You will submit a reflection on your “pre/post”
biases and beliefs. (5 points)
Reflection Papers:
There are thirteen reflection papers. Ten are based on readings in your Taking Sides
text; three are readings that are available on the d2l content page
 Brantliner
 Elkind
 Sternberg
 Gardner
The format will be covered in class; a rubric and example are available on the d2l
content page of the course.

Exams:
Exams are not cumulative. Material on the exams will be from the texts, d2l readings,
and class lectures.

Course Project:
There are two options for the course project. Instructions, the rubric, and an example of the
course project are on the d2l content page. You will either:

a) Select a topic related to human development that is controversial (e.g., single-sex

classrooms, child discipline), and find one article in a peer-reviewed scholarly journal
supporting each side of the controversy. You will then summarize and critique each
article, and provide a conclusion. (The articles must be selected from a list of approved
journals); OR

b) Select a topic of interest related to human development that would benefit students,
parents, and/or teachers at a service learning site site (e.g., model a peer mediation
technique, present disciplinary strategies that are age appropriate for various ages,
model scaffolding for parents in assisting with homework). In addition to a
presentation (or lesson, depending on your topic and audience), you will then
summarize the research you used to inform the presentation/lesson, a sample outline
and notes from the presentation/lesson, and an evaluation of how the project has
contributed to your learning and benefited students, teachers, and/or parents.

Regardless of which of the option, you will present your course project to the class (see
schedule).

Late Assignments:
Due to the experiential nature of the assignments, late assignments have a maximum
value of half the original value. Each day the assignment is late, the maximum
value decreases by half of its current value.

Make-up Exams:
Make-up exams will only be given in cases of documented illness or emergency.

Extra Credit
There is no extra credit for this course.
Academic Integrity:
You are expected to uphold the Student Code of Conduct and the Code of Academic
Integrity as outlined by Marquette University. Students found to be in violation of
these codes will face consequences outlined in the documents. For more information
go to:
http://www.marquette.edu/rc/academichonesty.shtml

If you are unfamiliar with plagiarism policies or what is considered plagiarism,

guidelines and suggestions are available at
http://www.marquette.edu/wac/neutral/WhatIsPlagiarism.shtml

Disability Accommodations:
If you have a disability and need academic accommodations, please contact me. You
should also visit
http://www.marquette.edu/oses/disabilityservices/services/index.shtml for more
information including the process for requesting classroom assistance.

Cell Phones:
Cell phones are to be turned to vibrate, silent mode, or turned off completely; they
should not be visible during class. In the event you receive a phone call that you
determine is an emergency call, kindly take the call outside; do not answer the call in
the classroom. Cell phones are to be turned completely off during exams.

Texting:
Each time I see you text during class, your final grade will be reduced by 5 points.

Laptop Use:
Outlines for class lectures are provided on d2l; you should print them ahead of time.
No laptops are allowed.

College of Education Applicants

A minimum grade of “C” is required for students who are formally applying to the
College of Education.

Incomplete Grades
A grade of Incomplete (“I”) is only given in unusual circumstances at the discretion of
the instructor, and only considered when the student has made satisfactory progress in
the course (usually a grade of BC or better). New deadlines for completing
coursework that has received a grade of Incomplete were recently established; see
your student handbook for more information.
 Dates Topics Readings* Assignment
Due**
1/19 Introduction: Studying child
and adolescent development
1/21 Research Chapter 1
1/26 Research continued* Chapter 1
1/28 Biological beginnings Chapter 2
2/2 Prenatal development Chapter 3 Reflection Issue
#1
2/4 Physical Development and Chapter 4 Reflection Issue
Health #4
2/9 Motor, sensory, and perceptual Chapter 5 Reflection Issue
development #7
2/11 EXAM I (Ch. 1-5)

2/16 Cognitive development: Piaget Chapter 6 Assignment

Piaget (bring to
class!!!)
Reflection Issue
#5
2/18 Cognitive development: Chapter 6 Reflection
Vygotsky Elkind (d2l)
2/23 Information processing Chapter 7
2/25 Culture: Teresa Perry 4:30 Chapter 17
3/2 Intelligence Chapter 8 Reflection
Testing D2l readings: Brantlinger (d2l)
(Gifted Minority; AND Perry
Ability versus lecture
achievement)
3/4 Intelligence + Disabilities D2l readings: Reflections
Uncommon Sternberg AND
talents Gardner

3/9 Language and literacy Chapter 9 Reflection Issue

development #9
3/11 EXAM II: Chapters 6-9 and 17
3/14-3/21 Spring Break
3/23 Emotional development Chapter 10
3/25 Emotional development Chapter 10
4/1-4/4 Easter Break
4/6 Self-concept, identity, Chapter 11
motivation
4/8 Gender Chapter 11
4/13 Gender Chapters 12 Reflection Issue
D2l readings: #10
(The Why
Chromosome;
Guns and Dolls)
4/15 Moral development Chapter 13 Reflection Issue
Go over course project rubric #3
Assignment
Moral
Development
(bring to
class!!!)
4/20 Families Chapter 14
4/22 Peers, development, and Chapter 15 Reflection Issue
bullying D2l readings: #2
Friendships
4/27 Peers, development, and Chapter 15
bullying D2l readings:
Friendships
4/29 Schools and Achievement Chapter 16 Reflection Issue
#12
5/4 Course Project Presentations Reflection Issue
#8
5/6 Course Project Presentations Course Project
Due
5/13 (8:00 Final Exam Chapters 10 - 16
am class) (Room and time to be
announced)
5/14 (3:30
pm class)

* due prior to class

** due 11:59 PM on the day of class