Why are we here?
This section is designed to complement lecture sessions. Through our large and small group discussions, group presentations, and other activities together, I hope enhance your understanding of the ideas and concepts presented in the lectures and the readings, to foster critical thinking about human development, and to encourage you to apply these ideas to the analysis and interpretation of real-world events. What discussion will NOT be is a repetition of lecture material; that is, attending section will not serve as an adequate substitute for lecture attendance. More specifically, to get the most out of this course, it is essential that you: (1) plan on regularly attending both lecture and discussion sections; (2) do all of the assigned readings before coming to section; (3) think critically about the readings; (4) actively participate in classroom discussions.
Grading and Requirements:
As mentioned in the lecture syllabus, your discussion section grade will total 200 points out of the 410 points possible for this class. The other 210 points are earned from an in-lecture quiz (30 points) and 3 exams (60 points each). I will be grading any assignments you complete for section.
In section, you will be evaluated on the following:
section attendance, section participation, a group presentation, an exam
review assignment, a (3-4 page) application paper, as well as two (4-5)
page papers. The point breakdown for these assignments is as follows:
Attendance -------------------------------------------------
( - 5 for every absence)
Participation -----------------------------------------------
15 points
Group Presentation---------------------------------------
40 points
Exam Review Questions and Outline --------------
20 points
Application Paper--------------------- ---------------------
25 points
Interview Paper----------------------------------------------
50 points
Media Analysis Paper-------------------------------------
50 points
TOTAL 200 points
Attendance ( - 5 for every absence): Attendance is mandatory and will be taken at every discussion section. I understand that things do happen and conflicts can arise, but if you have to miss a class, please let me know ahead of time. Remember however, you are responsible for getting the information that is covered in section (and lecture), even if you are absent. Missed assignments can only be made up if you are excused for missing the class. To receive an excused absence, you must contact me BEFORE CLASS and you must complete a comparable alternative assignment.
Participation ( 15 points): Active Participation means more than just showing up. You will have many opportunities to contribute to the class: answering questions, voicing opinions, actively paying attention and listening to what others are saying, discussing material in small groups, participating in classroom demonstrations and activities, and giving me feedback about how things are going for you in the course (i.e., at office hours or through e-mail). I realize that for a variety of reasons, not everyone feels comfortable speaking up in class. However, we will participate in a number of classroom activities this term that will allow everyone the opportunity to engage with the material that is the essence of participation. If you are very shy about speaking up in front of others, come see me and let me know. Finally, I do want to stress that participation points can be lost if you are not being respectful or responsible to yourself or your classmates (i.e., talking during class, reading the paper during class, not allowing others a chance to talk, etc.). <Please read the attached sheet titled "Ground Rules for Discussion">
Group Presentation (40 points): Throughout the semester, groups of about 3-4 students will design and present a discussion section on a controversial topic in developmental psychology. There will be a total of 6 group presentations. The dates and topics that these group presentations cover are listed on the next page. Each group will focus on issues from different periods of development and will present relevant topics and issues for the class to consider. In presenting their topics, groups should aim at incorporating key ideas and concepts presented in the textbook, as well as in lecture. Furthermore, presentations should consider the topic from a cross-cultural perspective using a broad definition of culture that includes, but is not limited to, such factors as race, ethnicity, gender, and socioeconomic status. You will rank your choices for group presentations during the second discussion section. Once you have been assigned to your group, it will be your job to meet (outside of class) with the other students that are also in your group.
To prepare for the presentation, each group member will read at least one article pertinent to the topic of their presentation. Each group member will then hand in a 1-2 page summary of the article they have reviewed, and will present a 2-3 minute summary of the article during the presentation. While my preferred choice is for articles from scholarly journals, I realize that some topics do not receive heavy coverage there. Therefore, you are allowed to include articles from respectable popular media such as "Psychology Today" and "Newsweek", for 1 or 2 of the pieces that your group presents. For articles describing specific studies or experiments, summaries should include a brief summary of the goals or hypotheses of the study, a brief summary of the methods used, and a brief overview of the results. Your summary should also include any commentary on how well you think the data support the issue. For articles that are review pieces or personal commentaries, your summary should review the key points raised in support of and questioning the issue. You should review the strength and depth of the evidence provided. Does the author have a particular agenda or stance on the issue? Were there any gaps in the logic or presentation? Were you convinced? Finally, each group member will also be responsible for preparing three discussion questions on the issue.
To earn presentation points you must fulfill the following criteria:
Dates and topics of the group presentations:
The topics listed below are merely suggestions for your group. Your group
can easily pick another controversial topic, however, you must choose a
controversial issue that is relevant to the period of development that
is listed. If you choose something other than what is listed below, you
must inform me ahead of time.
Infancy/Early Childhood (1/24 or 1/25)
à Genetic
Screening—What is it? Who uses it? Pros and Cons.
à The
making of the American Superbaby-----socialization theories of intellectual
and language development (i.e., nurture) vs. behavioral genetics (i.e.,
nature).
à Current
Issues in Conception----what are the various methods, how effective are
they, infertility, should couples have to bear the burden of paying to
have a child?
à Child
Care/Parental Employment—Pros and cons of child day care. Things to consider:
social-emotional development of child, general effects of parental employment
on the family system, single parents, quality of care, legal implications.
à Physical
discipline and corporal punishment----child abuse or necessary parental
tool?
à Attachment
to parents---what effect does it have on social competence?
Childhood and Education (1/31 or 2/1)
à Rise
of reported incidence of ADHD. Are doctors too quick to prescribe Ritalin
for today’s kids?
à Does
IQ testing belong in schools? What are the benefits and limitations of
intelligence testing?
à Pros
and cons of tracking in schools (separation of students into Honors, College
Prep, AP, Special Education classes). Should students be segregated based
on their abilities and potential? What are the effects of tracking on students’
social and intellectual development?
à Growing
up using the Internet---how does it affect children’s development, learning
style, etc.?
à Benefits
and limitations of single-sex vs. co-educational schooling systems.
Adolescence (3/7 or 3/8)
à Media’s
contribution to adolescents’ sexuality or eating disorders.
à Teen
violence and violence in schools---Who is responsible?
à Teen
Moms and Dads---How does having a baby affect teenage parents? How does
having a teenage parent affect the baby’s life? What are the grandparents
rights and responsibilities?
à Risky
behaviors---Who is responsible? "Just a phase" or a slippery slope to problem
behaviors in adulthood?
à Adolescents
in the criminal justice system---Should young people be tried as adults?
Adulthood (3/28 or 3/29)
à Child
Custody---Who should get primary custody of children after divorce? What
are mom and dad’s rights? Rights of stepparents?
à Rights
of absent biological father, or sperm donor?
à Right
of biological parents vs. adopted parents?
à Rights
of imprisoned mothers, mothers who complete drug rehab?
à Adults
living in mental institutions, group homes---should mentally disabled adults
be segregated by sex or allowed to develop cross-sex friendships and romantic
relationships? Should they be allowed to marry and have children?
à Limitations
on mental health coverage by insurance companies.
Old Age (4/4 or 4/5)
à The
placement of elderly people in nursing homes. What is best for the elderly
when they can no longer take care of themselves?
à Families
with three generations in the house. How does it affect the family system?
à Grandparents’
visitation rights after divorce.
à Assisted
suicide and voluntary, active euthanasia: Role of legal and medical professions.
Exam Review Assigments: Questions and
Outline (20 points):
Exam Questions: For
the quiz and each of the in-class exams, you will be required to submit
to me, via email, 3 multiple choice questions concerning the material covered
on the upcoming exam (jaeckelj@umich.edu).
These multiple choice questions should have 4 answer choices and include
the answer and a brief explanation.
Example:
|
Chapter Outlines: In addition
to the questions, each of you will create a detailed outline on one of
the 20 textbook chapters covered in class. These outlines should be single-spaced,
detailed, and betweeen 3-5 pages long. Everyone will sign up for
an outline at the first discussion section, and there are different
due dates for each outline. Submit your outlines to me in a Microsoft
Word attachment or an IBM formatted diskette.
Email your questions and outlines to me on
the due date by 5pm. Because I will be compiling the questions and outlines
for you and your fellow classmates, paper copies of the assignment will
NOT be accepted. Once compiled, the outlines and questions will be posted
on the class website for study aids for your section. Points will be deducted
if your questions or outlines are late or poor in quality.
Application Paper (25 points):
The purpose of this 3-4 page paper is to encourage you to apply the ideas
and theories you are learning about human development to the analysis and
interpretation of real-world events. For this assignment, you will need
to watch a movie (of your own choice) and analyze its characters using
theories of development. This analysis should include a thorough description
of the theories, as well as information from 2 outside sources other than
your textbook. One of these sources has to be a journal article. Although
more information will be given about this paper at a later date, you should
start thinking about what movie you are going to analyze.
Interview Paper (50 points):For
this 4-5 page paper assignment, you are required to interview a parent
on a topic of your choice. More specific information will be given about
this assignment at a later date.
Media Paper (50 points): This
4-5 page paper assignment requires you to analyze the content of several
television programs. More specific information will also be given about
this assignment at a later date.
Plagiarism: Plagiarism does not merely consist of turning in an assignment written by someone else. Plagiarism also occurs when sources of ideas or words are not cited (see attached sheets for further information). Proof of plagiarism or cheating results in you getting a zero on the assignment, and possibly an F in the class. In other words, don't do it. If you have any question about proper documentation procedures, please come and talk to me. You can also check out the APA writing style web site for help with documentation procedures (www.ldl.net/~bill/aparev.htm).
Counseling Services: Sometimes certain
material can bring up personal feelings/reactions that students may not
know how to cope with. Sometimes events in your life may give rise to these
feelings as well. Counseling and Psychological Services may be able to
help. (3100 Michigan Union: 764-8312)
Need Help Writing: English Composition
Board (1111 Angell Hall: 764-0429) offers a variety of services, including
reviewing rough drafts of students papers. They also review papers online
(www.lsa.umich.edu/swc/OWL/owl.html).
**The information contained within this syllabus
is subject to change. If a change occurs, you will be given proper notification.