HDFS 363 Syllabus Fall 2018 PDF

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Download HDFS 363 Syllabus Fall 2018 PDF

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Human Development and Family Studies 363: Development- Adolescence through Old Age Fall 2018 Instructor: Email Office: Phone: Office hours:

Dr. Sigan Hartley [email protected] 4101 Nancy Nicholas Hall (1300 Linden Drive) (608) 265-5424 By appointment; email to set up time to meet

Teaching Assistants (TAs): Amanda Lockett [email protected] Julia Yoon [email protected] INTRODUCTION TO COURSE: Please click on the link below to view an Introduction module for this course. This presentation will walk you through the syllabus and mechanics of the course, including how to access course material. https://mediaspace.wisc.edu/media/Intro+to+Course+HDFS+363+Fall+2018/1_4wje nb4w COURSE FORMAT: This is an online course. There are no ‘live’ or face-to-face classroom meetings. Instead, all materials will be posted on the Canvas course site on Learn@UW. This includes the syllabus, course material (other than textbook), announcements, and discussion board activities. You will also be taking quizzes via the Canvas course site. This course is worth 3 credits. This is broken down into approximately 135 total hours (45 hours per credit) of learning activities during the semester, including time spent reading and engaging with the eText and online module information and activities, and time spent preparing for and completing assignments, discussions, and quizzes. COURSE DESCRIPTION: This course examines theory, research, and practical applications in the field of lifespan human development related to the period of adolescence through the end of the life. We will examine physical, cognitive, and socioemotional development of individuals during adolescence, young adulthood, middle adulthood, and later adulthood and the individual, family, historical, and cultural factors that influence these stages. TECHNICAL ASSISTANCE: No special software is required as long as you have a web browser with an up-to-date Adobe Flash Player plugin. We have had the most consistent success with Microsoft Internet Explorer, Apple Safari, and Google Chrome. To test your browser, try playing the introduction lecture located at the link above. If you are unable to load course content, you should contact the DoIT Help Desk to resolve any technical problems (608-

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264-4357, 6:00 AM to 1:00 AM, 7 days a week, http://kb.wisc.edu/helpdesk/). You may have difficulty accessing some of the material on iPads or phones. You will need a Google Apps Account (provides Google Docs, Google Form Surveys, etc.), which is free to all UW students. You will need to use your wisc email to access this account. Instructions for how to setup a Google Apps Account can be found on the course homepage. LEARNING OUTCOMES: This course fulfills the following Learning Outcomes:  Describe change in physical, cognitive, and socioemotional development from adolescence through old age  Gain knowledge of individual differences in developmental change across the lifespan  Identify biological, psychological, and social mechanisms related to developmental change  Discuss how biological, psychological, and social mechanisms interact in a dynamic and reciprocal fashion to shape develop across the lifespan  Identify policy and intervention pathways for promoting optimal health and wellbeing from adolescence through old age. ONLINE MODULES: This course has been structured around the required course eText book. In addition, there are online modules that are intended to highlight and elaborate on concepts from the textbook as well as present on additional topics. Each online module contains a variety of materials including readings, videos, presentations, and activities. It is recommended that you read the eText book chapter first and then complete the online module. Online modules were designed to be interactive, and include ungraded recap and reflection quiz questions and surveys and activities asking you to apply concepts to your own life, current events, social policy, and interventions. In addition, discussion board activities are designed to engage students in a dialogue about recent scientific findings and media stories that relate to course concepts. REQUIRED ETEXT: As noted in the Course Guide, this course is participating in the UW-Madison Engage eText Pilot. Your eText is from the Engage tool in your Canvas course page. We will be using Santrock, J.W. (2017). Life-span Development, Sixteenth Edition. New York, NY: McGraw-Hill Education. To access your eText and learn more about Engage, follow these steps: 1. In the menu at the left of the screen, click on “Unizin Engage” to open the Engage reading platform. 2. In the top right corner of Engage, click on your initials/photo.

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3. Click on the Help link. 4. Click on “Students” to access quick overviews of how to navigate the platform and all the general studying/learning features – reading, note-taking, highlighting, questioning, printing, bookmarking, searching, and collaborating. *A hard copy of the textbook is on reserve at Steenbock library GRADING RUBRIC: Your grade is based on: 1) highest 10 QUIZ scores (out of a possible 11), each worth 25 points 2) highest 9 DISCUSSION ORIGINAL Scores (out of a possible 10), each worth 2 points 3) highest 9 DISCUSSION MATE Response Scores (out of a possible 10), each worth 2 points 4) highest 9 ASSIGNMENT points (out of a possible 10), each worth 2 points Thus, a total of 304 points can be earned. Grades will be assigned as follows: A= 288-304 points AB = 273-287 points B = 257-272 points BC = 242-256 points

C = 212-241 points D = 181-240 points F = 0-180 points

GRADED COMPONENTS: QUIZZES: There are 11 quizzes that are completed via the canvas course site. You can use any course materials that you want while completing quizzes (e.g., textbook, notes, presentation slides). But, you must complete quizzes by yourself and without assistance from other individuals. Each quiz is timed and can be taken only once. After you begin a quiz, you cannot stop and continue at a different time. Therefore, it is your responsibility that you take the quiz during a time when you will be free of distraction and that technical problems are minimized (e.g., stable internet connection, fully charged laptop battery). Due date: Quizzes are due by 11:59 pm on the assigned due date (see schedule below). The course is self-paced in the sense that students can take quizzes at any point between the time the quiz is posted and the date/time that the quiz is due. Each quiz will be posted at 8am 7 days before the due date; thus, students can take the quiz within this 7-day window. Items: Quiz # 1-10 consist of 25 multiple-choice questions (each question is worth 1 point, for a total of 25 points per quiz). Timed: You will have 30 minutes to complete the quiz. You will receive a score of 0 on any questions not answered within the 30 minutes.

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Optional Final Quiz (Quiz 11): The optional final quiz (or Quiz 11) is also taken via the Canvas course site. This final quiz consists of 50 multiple-choice questions (each worth ½ point; total of 25 points) and is cumulative (i.e., covers information from the entire course). You will have 60 minutes to complete the optional final quiz. You will receive a score of 0 on any questions not answered within the 60 minutes. There is NOT an additional in-class final exam for this course. Viewing Incorrect Responses: Students will be able to see which quiz questions were answered incorrectly one time immediately following each quiz. If you have questions about a quiz and/or believe that your answer is the best answer (even though it was marked incorrect), email Prof. Hartley with: 1) the question; 2) a detailed explanation for why your answer is the best/better answer. In this explanation, you must provide citations from the textbook and/or modules to support your argument. Late Quizzes: Because you can take quizzes at your convenience, late quizzes will never be accepted; if you miss one of the first 10 quizzes for any reason, you can drop that score and replace it with the final quiz. DISCUSSION: Each student will be assigned to a small discussion group of about 10 students (referred to as your “discussion mates”). I will post a question to the discussion board (e.g., asking you to reflect on a recent news story, video, or article). Original Response: First, you need to post an original response to the question (2 pts). Your original response will be evaluated based on the extent of complexity, critical analysis, and application of course content. Original posts must be at least 250 words. These points will be allotted using the following criteria: Clarity: The post is written clearly and well-organized, with minimal grammatical/spelling errors. Completeness: The post addresses all parts of the discussion question/assignment and is an appropriate length Use of evidence: The post reflects a solid understanding of course content. Opinions are clearly supported by evidence from information from the course (eText modules, or supplemental information). It is best to indicate where information came from (e.g., “In the eText on page xx, …..” or “as indicated in the video “xxx,”…..). Extension/reflection: The post is thoughtful and extends or reflects upon course content, for instance by connecting it to personal experience, social policies, things in the media, or by responding to someone else’s experience. Response to two Mates: Second, you need to post a response to two of your discussion mates’ original posts (2 pts). Please try to post a response to a discussion mate that has NOT already received a response. You can tell if a post has been

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responded to because the response will appear underneath the original post (links are indented slightly). So, please choose a discussion mate’s post to which no one else has responded. If every discussion mate has received a response, you may post a response to anyone. Your response to your discussion mate will be evaluated based on whether it is a thoughtful response that builds on the original post by adding new and substantial information (example: “This is a great idea for an intervention. I especially like the parent component, as it provides a nice way to strengthen the teenager-parent relationship. One way to further improve upon this idea would be to ………”). Each mate response should be a minimum of 150 words. All posts/responses are due by 11:59pm on the date shown below. Because you are able to complete these posts at your convenience and because your classmates depend on your posts to complete their own assignments, posts will never be accepted late. Moreover, you can drop your lowest Original Response score and lowest DiscussionMate response score from your final grade. How to use Discussion Board: 1. From the Course Homepage, click on the “Discussions” tab on the left panel. 2. A list of Discussions will appear (Discussion 1, Discussion 2, etc.). 3. To read the discussion prompt, click on the discussion title and you will see a post from Prof. Hartley. 4. The first thing you should do is indicate whether your post is an Original Response or Discussion-Mate response and put your name (For example: “Original Response- Sigan Hartley” or “Discussion-Mate - Sigan Hartley”). 5. Then make your post. 6. When you are finished composing the content of your post, click on the button labeled “Done.” 7. To respond to someone else’s post (i.e., Discussion-Mate Response), click on the “Reply” arrow at the bottom of their post. ASSIGNMENTS There is a total of 10 graded Assignments. The highest 9 Assignment scores will be used to calculate your overall course grade. Detailed information about each Assignment can be found in the online module. The purpose of these activities is to help students engage with course concepts in critical and meaningful ways. Each Assignment is worth 2 points.

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Quiz Due Assignment Due (by 11:59 (by 11:59 pm) pm) Quiz 1 Assignment 1 Sept 13th Sept 13th

Discussion Due (by 11:59 pm)

Topic

Materials

Adolescence: Physical and Cognitive Development

eText Chpt 11 Online Module 1

Adolescence: Socioemotional Development

eText Chpt 12 Online Module 2

Quiz 2 Sept 20th

Assignment 2 Sept 20th

Discussion 2 Original: Sept 18th Reply to 2 mates: Sept 19th

Early Adulthood: Physical and Cognitive Development

eText Chpt 13 Online Module 3

Quiz 3 Sept 27th

Assignment 3 Sept 27th

Discussion 3 Original: Sept 25th Reply to 2 mates: Sept 26th

Early Adulthood: Socioemotional Development

eText Chpt 14 Online Module 4

Quiz 4 Oct 11th

Assignment 4 Oct 11th

Discussion 4 Original: Oct 9th Reply to 2 mates: Oct 10th

Middle Adulthood: Physical and Cognitive Development

eText Chpt 15 Online Module 5

Quiz 5 Oct 18th

Assignment 5 Oct 18th

Discussion 5 Original: Oct 16th Reply to 2 mates: Oct 17th

Middle Adulthood: Socioemotional Development

eText Chpt 16 Module 6

Quiz 6 Oct 25th

Assignment 6 Oct 25th

Discussion 6 Original: Oct 23rd Reply to 2 mates: Oct 24th

Late Adulthood: Physical Development

eText Chpt 17 Online Module 7

Quiz 7 Nov 8th

Assignment 7 Nov 8th

Discussion 7 Original: Nov 6th Reply to 2 mates: Nov 7th

Late Adulthood: Cognitive Development

eText Chpt 18 Online Module 8

Quiz 8 Nov 15th

Assignment 8 Nov 15th

Discussion 8 Original: Nov 13th Reply to 2 mates: Nov 14th

Late Adulthood: Socioemotional Development

eText Chpt 19 Online Module 8

Quiz 9 Nov 29th

Assignment 9 Nov 29th

Discussion 9 Original: Nov 27th Reply to 2 mates: Nov 28th

Death, Dying, and Grieving

eText Chpt 20 Online Module 9

Quiz 10 Dec 6th

Assignment 10 Dec 6th

Discussion 10 Original: Dec 4th Reply to 2 mates: Dec 5th

Optional Final Quiz (Quiz 11)

eText Chpts 11-20 Modules 1-9

Quiz 11 Dec 15th

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Discussion 1 Original: Sept 11th Reply to 2 mates: Sept 12th

COMMUNICATING: Given that there is not a ‘live’ class, it important that you stay connected and regularly check for announcements posted on the announcement page of our Learn@uw site. In addition, we will send you reminder emails to your campus account. Be sure to check your campus email regularly. You are encouraged to contact Dr. Hartley if you have any questions about how to take an online course, or about course content, or quizzes. The

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best way to contact Dr. Hartley is through email. ACADEMIC INTEGRITY: This is an expectation in all classes. Academic integrity requires that the work a student presents to an instructor honestly and accurately indicates the student’s own academic efforts. Students in this class have the right to expect that their fellow students are upholding the academic integrity of this University. Please refer to the University’s website for complete information and policies regarding academic misconduct. DISABILITY ACT STATEMENT: I wish to fully include persons with special needs in this course. Please let me know if you need any accommodations in the curriculum, instruction, or assessment procedures of this course to enable you to succeed. I will work with you to develop strategies to meet both your needs and the requirements of the course. Please note that official university services and accommodations require documentation from the McBurney Disability Resource Center on campus (702 W. Johnson, 608-263-2741, [email protected], www.mcburney.wisc.edu). SYLLABUS DISCLAIMER: The instructor reserves the right to make changes to this syllabus as needed. Any changes will be announced via email and posted on the course website. It is the student’s responsibility to check email and the website regularly, make note of changes to the syllabus, keep up with readings and presentations, and meet due dates for quizzes.

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