Office Hours: Thursday 14:00-16:00, Room 3
My pedagogical stance has been greatly influenced by academics who believe that students build knowledge and skills by associating new materials with prior knowledge and experience. Teaching and learning is a mutual and consistent collaboration. As students actively partake in the learning process, professors are there to bridge their present level with the next one. I view students as capable and responsible individuals, who start and, with efforts, successfully complete the courses they undertake.
This course will examine physical, cognitive, emotional and social development from adolescence into late adulthood. Special attention will be placed in conveying the sense of interdependency of all these aspects of development. We will emphasize the interrelatedness of theory, research, and applications in studying adolescent and adult development and will take a critical stance in evaluating the various research findings.
By the end of this course you should be able to 1) describe three components of adolescent and adult development (cognitive, social, and personality) and identify the ways in which these components change over time; 2) compare and contrast major theories of adolescent and adult development in terms of what each theorizes promotes development; 3) understand how brain development relates to adolescent behavior; 4) develop skills that will facilitate further learning and reasoning, including critical thinking, argument development, and verbal and written expression; and 5) apply this newly learned knowledge to facilitate positive interactions with adolescents and adults in your own life.
Berk, L. (2007). Development through the lifespan (4th edition), NY: Allyn & Bacon / Pearson Education, Inc.
Arnett, J. (2010). Adolescence and emerging adulthood (4th Edition), NY: Prentice Hall/Pearson Education, Inc.
Readings: Assigned readings are to be completed before the class during which we will discuss them. I will not always follow the textbook exactly, but you will be expected to have read all of the material in the assigned chapters in order to be able to fully participate in the class discussion. I encourage you to ask questions or raise issues in class based on the readings.
Attendance and Participation: Attendance in UNYT classes is mandatory. I will keep track of your attendance and punctuality every hour of class. I will NOT excuse any absence – only the Record’s Office can excuse an absence (for example, for illness). Also, please refrain from arriving late or leaving early from class, without talking to me before hand. Unless you receive prior approval, these hours will be counted as absences.
Evidence of your overall participation in the course (class attendance and participation in class discussions, presentation of selected readings) will be important and will be considered for 15% of your final grade.
Examinations (2 in total): There will be two examinations including the final examination.
Midterm exam (25%): It will consist of a variety of questions including shorter and longer essay questions. Prior to this exam you will be given a list of possible short answer exam questions. These questions should help you prepare more efficiently for the exam. More details about exam procedures will be given during class times.
Journal and Individual Presentations (25%): Students will be requested to keep a journal with materials and readings throughout the course. The collected material should inform your individual oral presentation, which will take place during the last class meeting. The presentation also aims to aid you to apply concepts and skills learned in this class to real-world issues. Instructions on how to prepare for the presentation will be given to you in class.
Final Exam/ Written work (35%): A final paper (7-10 pages) is due towards the end of the semester. The goal of the paper is for you to apply adolescent and adult development topics to real-world concerns. More detailed information on the paper topics and requirements will be given in class. The essay should include at least 5 sources in its bibliography. It should be typed (12 pt Times New Roman, double spaced) and written according to the guidelines of the 6th edition of the APA publication manual. All the references of the sources you use must be written in APA style. Check your work for spelling and grammar before submitting it in TURNITIN.
Attendance & Participation
|Presentation & Journal||25%|
|Final Exam/ Essay||35%|
Conduct: Please avoid disruptive behavior such as talking with your classmates and turn off your cell phones before class time. I would like us to enjoy our learning experience, but also to act appropriately for the situation. Since this is a 3hr class, we will have at least one break depending on our pace.
Office Hours: I encourage all students to drop by my office at any time with any questions or concerns you may have.
Format: All written assignments must adhere to APA format: A4 size, Times New Roman font, 12 pt, double spaced with standard margins and page numbers. You should always check your work for spelling and grammar. The paper should be submitted to TURNITIN program. If students do not have a TURNITIN account, they should create one. Please keep in mind that you have to submit your papers at TURNITIN by the deadline indicated in the syllabus. Other ways of paper submission are NOT accepted.
Late Assignments: Make-up exams will NOT be given unless there is a case of documented emergency. Written assignments must be submitted before midnight on the day they are due or TURNITIN will automatically consider them late. After this, 10% of the grade will be deducted.
Academic Dishonesty/Turnitin: UNYT does not tolerate academic dishonesty. Read the UNYT Student Honor Code for a more detailed description of plagiarism and cheating. Please be aware that assignments submitted via TURNITIN must not receive an overall plagiarism mark of over 10%, otherwise they will be graded down significantly. Any assignment with a plagiarism rate of 25% or higher will be automatically graded as an F (0%).
Learning Difficulties: If you feel that you have encountered special learning difficulties and/or serious problems that interfere with your studies, please make an appointment with UNYT Counseling Center, Dr. E Cenko (email@example.com) and/or the Academic Support Center, Dr. Albana Canollari (firstname.lastname@example.org). For more information, please contact me and or your academic advisor.
|Letter Grade||Percent||Generally Accepted Meaning|
|B+||87-89||Good, above average|
|D+||67-69||Significantly below average|
|Overview. Theory and Research in Human Development||Berk, Ch. 1|
|Theoretical Perspectives cont./ Developmental Research Methods||Berk, Ch.1 & 2|
|Biological Foundations in Adolescent Development||Berk, Ch. 2, Ch 11, Arnett Ch 2|
|Cognitive Foundations in Adolescent Development||Berk, Ch. 11, Arnett Ch. 3|
|Gender Development in Adolescence
|Berk, Ch. 12, Arnett Ch 5
|Role of Peers and Family in Adolescence
Problems and Resiliency in Adolescence
|Arnett Ch 7, 8
Arnett, Ch 13
|MIDTERM EXAMINATION||Written Exam 25%|
|Physical and Cognitive Development in Early Adulthood||Berk, Ch. 13|
|Emotional and Social Development in Early Adulthood||Berk, Ch. 14|
|Physical and Cognitive Development in Middle Adulthood||Berk, Ch. 15|
|Emotional and Social Development in Middle Adulthood||Berk, Ch. 16|
|Physical and Cognitive Development in Late Adulthood||Berk, Ch. 17|
|Emotional and Social Development in Late Adulthood
Death, Dying and Bereavement
|Berk, Ch. 18, 19|
|Journal & Presentations
An overview of the course
Revised October 2015