Course Syllabus

TE 420: Adolescent Development

Section 0001 (42823) Fall 2017
This course is completely online: http://blackboard.umkc.edu

Instructor: Jessica Ross, M.A.

Office: Suite 212 Education Building (Mailbox located in Copy Room)
Office Hours: By Appointment
Office Phone: 816-235-2492
Email: JessicaLRoss@umkc.edu
Website: Material from this course is available on Blackboard (log in at blackboard.umkc.edu)

Texts/Materials:
Steinberg, L. (2013). Adolescence (10th Edition). New York: McGraw-Hill Higher Education
Additional materials will be made available on Blackboard. Regular Internet Access (minimum
4x/week) is required for this class.
Due to FERPA guidelines regarding sharing of students academic records, students MUST have
access to their UMKC email accounts. Your Single Sign-On (SSO) will also be used to log onto
Blackboard.

University of Missouri, Kansas City Mission Statement

UMKCs mission is to lead in life and health sciences; to deepen and expand strength in the visual and
performing arts; to develop a professional workforce and collaborate in urban issues and education; and to
create a vibrant learning and campus life experience.

School of Education Mission Statement

To recruit, prepare/train/educate and support outstanding teachers, mental health professionals, and
administrators who will create lifelong opportunities through education for Americas diverse urban
communities. This mission is focused on the development of six concepts: academic excellence; strategic
innovation; inquiry leading to reflective decision-making and problem-solving; skilled and
knowledgeable professionals working collaboratively; democracy, diversity, and social justice; and
creating caring and safe environments.

Targeted Programs
This 400-level course is especially appropriate for students in the UMKC School of Education pursuing
undergraduate degrees in Middle-School, Secondary, or K-12 Education, and/or certification in specific
subject areas at these levels. These programs prepare teacher candidates to teach in specific subject areas.
Emphasis is placed on teaching in urban settings, with students placed in one of nine urban partner
districts.

Please note that graduate students may take a certain number of courses at the 400-level to count toward
their degrees. If you are a graduate student interested in this course, please consult with your advisor to
make sure that this class is appropriate for your program of study.
 Course Description
This course provides an introduction to aspects of physiological, emotional, cognitive, social, and moral
development in the transition from childhood to adolescence that have implications for learning and
instruction at the secondary level. Emphasis will be placed of helping prospective teachers acquire a
basic understanding of the fundamental changes associated with adolescence, the various contexts in
which these changes take place, and how these changes result in specific areas of psychosocial growth. A
primary aim of the course is to encourage pre-service teachers to critically evaluate ideas about adolescent
development in order to identify and construct a meaningful core of professional knowledge. As such,
throughout the process participants will be asked to consider how a variety of individual, contextual, and
cultural factors may influence teaching and learning in classroom settings.

Intended Outcomes:

SOE Competencies and

Student Learning Outcomes / Objectives Assessment(s) other Relevant
Standards*
1. Identify major changes in biology, cognition, Discussion, Weekly SOE 1a
and social status associated with adolescence Activities, Quizzes CAEP 1.1, 1.3
InTASC 1
MoSPE Teacher #2.1

2. Describe ways in which adolescents Discussion, Weekly SOE 1a, 4b, 5b

reciprocally influence family, school, peer, Activities, Quizzes CAEP 1.1, 1.3, 1.4
and work contexts over the course of InTASC 1
development. MoSPE Teacher #2.1, 2.5,
2.6

3. Describe how individual change and social Discussion, Weekly SOE 1a, 4b
context work together to foster the Activities, Quizzes CAEP 1.1, 1.3, 1.4
psychosocial development of adolescents. InTASC 1
MoSPE Teacher #2.1, 2.5,
2.6

4. Use the knowledge gained in each of these Weekly Activities, SOE 2a, 2b, 5b
areas to critically reflect on educational Final Project CAEP 1.1, 1.3
practices at the middle and secondary InTASC 1
education levels. MoSPE Teacher #2.1, 2.5,
2.6

*SOE Competencies; CAEP Standards; INTASC Standards; Missouri Teacher Standards

Teaching Methodology and Format:

This is an online, asynchronous course. However, this course will require just as much of your time as a
face-to-face course will. Each session, you will be asked to review a chapter from our main textbook, plus
a supplementary reading (i.e., a book chapter or article, or their equivalent in smaller pieces). There will
also be one or more podcasts or videos to review, to total approvimately an hour of media content per
week. I will also provide a weekly introduction (approx. 5-10 minutes in length) to the weeks material;
this will be available as a video.
You will be assessed on your ability to meet course and session objectives through quizzes, participation
in discussion boards, and weekly assignments, all of which will be available on and collected through
Blackboard. Because assessments are due throughout the week (i.e., quizzes are due on Monday,
discussion posts due in the middle of the week, and assignments due Friday), it is expected that you will
review course material prior to the Monday listed as the start of a unit. With the exception of the first
couple weeks of class, all materials, discussion questions, assignments, and quizzes pertaining to a unit
will be available two weeks ahead of the date listed in the schedule.

Assignments:
Quizzes (25% of grade; 12 quizzes counting for 2.08% of the total course grade each): There will be a
brief quiz (open-material but limited to 60 minutes per attempt) comprised of multiple-choice items
corresponding to each class session. They are designed to test your knowledge of terminology and
concepts introduced in each chapter, and are typically due at the end of the day on Monday. (The two
exceptions are the first week of class and the week of Labor Day; see schedule for details). Quizzes will
be available two weeks ahead of their due dates, so you can work ahead. You are allowed two attempts on
each quiz before the due date/time (with the highest score retained), and two weeks can be skipped or
dropped. Once you begin a quiz attempt, you will have to complete it; you cannot open it and then return
to it later.

Discussion Boards:
Each week, you will have the opportunity to respond to two posted questions. These questions, which will
be discussed in small groups that I will create the first week of class, will require you to reflect on
readings and other materials presented as you discuss concepts and applications with your peers. Your
initial responses to the questions are typically due by the end of the day for Tuesday, and you are also
responsible for returning to the threads to post a response to someone (typically by Thursdayagain, see
the schedule for details on exceptions to this schedule). Two weeks of discussion boards will be active at
any given time (though questions will be available a few days sooner), again to allow you to work ahead.
Two weeks of discussion can be skipped or dropped. (25% of Grade; 12 discussions counting for 2.08%
of the total course grade each)

Application Assignments:
You will complete your choice of eight application assignments across thirteen weeks of content.
Application assignments relevant to cognitive transitions, school contexts, and achievement are required
and their grades cannot be dropped; you may choose the final five assignments from the ten remaining
weeks of content. These assignments will require you to apply the knowledge gained from this week; e.g.,
to case studies, critiques of educational research, analysis of educational policies, or reflections on your
own education as an adolescent. (35% of Grade; 8 assignments counting for 4.38% of your total course
grade)

Final Assignment:
Last but not least, you will apply what you have learned throughout the entire semester by handing in a
final project. Instructions for this project will be available no later than Week 5. (15% of Grade)

Grading:
Quizzes will be graded as the percentage of items correct on each assignment.
All other materials will be graded on rubrics that will be made available on Blackboard. There will be one
rubric for discussion boards, one rubric for all application assignments, and one rubric for the final
assignment.
Grades:

A: 93-100% A-: 90-92%

B+: 87-89% B: 83-86% B-: 80-82%
C+: 77-79% C: 73-76% C-: 70-72%
D+: 67-69% D: 63-66% D-: 60-62%
F: Below 60%

Standard Campus and School of Education Policies:

Academic calendar and withdraw dates:

Students are encouraged to review important add, drop, or withdraw dates.

The University has very specific guidelines on withdrawing from classes. There are important financial
and assessment implications of trying to drop a course after the deadline. Please consult the Registration
and Drop Dates Schedule for details.

Academic honesty:
The Board of Curators of the University of Missouri recognizes that academic honesty is essential for the
intellectual life of the University. Faculty members have a special obligation to expect high standards of
academic honesty in all student work. Students have a special obligation to adhere to such standards.
Academic dishonesty, including cheating, plagiarism or sabotage, is adjudicated through the University of
Missouri Student Conduct Code and Rules of Procedures in Student Conduct Matters.

Academic inquiry, course discussion, and privacy:

University of Missouri System Executive Order No. 38 lays out principles regarding the sanctity of
classroom discussions at the university. The policy is described fully in Section 200.015 of the Collected
Rules and Regulations. In this class, students may not make any audio or video recordings of course
activity (including those recordings prepared by an instructor), except students permitted to record as an
accommodation under Section 240.040 of the Collected Rules. All other students who record and/or
distribute audio or video recordings of class activity are subject to discipline in accordance with
provisions of Section 200.020 of the Collected Rules and Regulations of the University of Missouri
pertaining to student conduct matters.

Those students who have written permission from the course instructor to record are not permitted to
redistribute any audio or video recordings of statements or comments from the course to individuals who
are not students in the course without the express permission of the faculty member and of any students
who are recorded, including those recordings prepared by an instructor. Students found to have violated
this policy are subject to discipline in accordance with provisions of Section 200.020 of the Collected
Rules and Regulations of the University of Missouri pertaining to student conduct matters.

Attendance policy: Students are expected to attend and participate in classes. Advance notice of
attendance policies of academic units and individual instructors should be given, and such notice should
be in writing. Students should notify instructors of excused absences in advance, where possible. Students
who have an excused absence are expected to make arrangements with instructors for alternative or make-
up work. Such arrangements should be made in advance of the absence, where possible. Instructors
should accommodate excused absences to the extent that an accommodation can be made that does not
unreasonably interfere with the learning objectives of the course or unduly burden the instructor.
Attendance policies shall be applied in a non-discriminatory manner.

Campus safety:
Inclement weather, mass notification, and emergency response guide.

Counseling and Health Services Available at UMKC:

UMKC students may experience many challenges in their lives while attending college stress,
depression, suicidality, trauma, relationship issues, health concerns, etc. As your instructor I care about
your success and well-being, and want to make you aware of some helpful resources on campus. The
UMKC Counseling Center, located at 4825 Troost in Room 206, offers a wide range of supportive
services to students. Appointments can be made by calling 816.235.1635. UMKC Student Health and
Wellness , located at 4825 Troost in Room 115, offers a full range of health care and promotion
services. Appointments can be scheduled online or by calling 816.235.6133. The MindBody Connection
is located in the Atterbury Student Success Center in Room 112 and offers a variety of stress-reduction
services. Counseling and Guidance and Counseling Psychology students, please be aware that accessing
these services may compromise your ability to obtain practicum or internship placements at the Center.
Please see your student handbook for details and/or contact CEP faculty for information on other avenues
for support.

Disability support services:

To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact
the Office of Services for Students with Disabilities (OSSD) as soon as possible. To contact OSSD, call
816-235-5696. Once verified, OSSD will notify the course instructor and outline the accommodation
and/or auxiliary aids to be provided.
English proficiency: Students who encounter difficulty in their course because of the English proficiency
of their instructors should speak directly with their instructors. If additional assistance is needed, they
may contact the UMKC Help Line at 816-235-2222.

Grade appeal policy:

Students are responsible for meeting the standards of academic performance established for each course
in which they are enrolled. The establishment of the criteria for grades and the evaluation of student
academic performance are the responsibilities of the instructor. The University grade appeal procedure is
available only for the review of allegedly capricious grading and not for review of the instructor's
evaluation of the student's academic performance. Capricious grading, as that term is used here,
comprises any of the following: (1) The assignment of a grade to a particular student on some basis other
than the performance in the course; (2) The assignment of a grade to a particular student according to
more exacting or demanding standards than were applied to other students in the course (Note: Additional
or different grading criteria may be applied to graduate students enrolled for graduate credit in 300- and
400-level courses.); and (3) The assignment of a grade by a substantial departure from the instructor's
previously announced standards.

The School of Education procedure for a grade appeal may be found at: School of Education Grade
Grievance Procedure. If you have other concerns, you should follow a similar process. The first step is
to meet with the course instructor. If there is no satisfactory resolution of the problem, you may bring
your concern to the Division chairperson. We recommend that you send the chairperson your concern in
writing and request a meeting. If the chairperson is unable to resolve the issue, your next step would be to
contact Assistant Dean Christine Timmerman. Once again, we recommend that you send your concern in
writing and follow-up with a request for a meeting.

Discrimination grievance procedures for students:

Such grievance procedures can be found here: Discrimination Grievance Procedures for Students.

Grievance procedures (School of Education):

The School of Education has policies in place for assisting students with concerns and
grievances: General Grievance / Complaint Policy.

Statement of Human Rights:

The Board of Curators and UMKC are committed to the policy of equal opportunity, regardless of race,
color, religion, sex, sexual orientation, national origin, age, disability and status as a Vietnam era veteran.
Commitment to the policy is mentored by the Division of Diversity, Access & Equity, but it is the
responsibility of the entire university community to provide equal opportunity through relevant practices,
initiatives and programs. \
Title IX: Under the University of Missouris Title IX policy, discrimination, violence and harassment
based on sex, gender, and gender identity are subject to the same kinds of accountability and support
applied to offenses based on other protected characteristics such as race, color, ethnic or national origin,
sexual orientation, religion, age, ancestry, disability, military status, and veteran status. If you or someone
you know has been harassed or assaulted, you can find the appropriate resources by visiting UMKCs
Title IX Office webpage. or contacting UMKCs Title IX Coordinator, Mikah K. Thompson
(816.235.6910 or thompsonmikah@umkc.edu). Additionally, you can file a complaint using UMKCs
online discrimination complaint form.

While most UMKC employees are required to report any known or suspected violation of Title IX,
students may seek confidential guidance from the following campus locations:
UMKC Counseling Service: Volker Campus
4825 Troost Ave, Suite 206
Kansas City, MO 64110
Phone (816) 235-1635
UMKC Counseling Service: Health Sciences Campus
Health Sciences Building 1418
2464 Charlotte
Kansas City, MO 64108
Phone (816) 235-1635
(open Tuesdays, 1-5pm)
Student Health and Wellness
4825 Troost Ave., Suite 115
Kansas City, MO 64110
Phone - (816) 235-6133

UMKC Connect:
Important information is available to undergraduate students in UMKC Connect accessed through
Blackboard. Throughout the term, students may receive emails regarding course grades or academic
performance. Students are expected to address information posted in a timely fashion. This information
may be shared with the students Success Network made up his or her academic advisor(s) and other
campus resources so that UMKC may fully support the students success.

Course-Specific Policies:
Late Work:
Late work is generally not accepted; however, you may skip or drop a certain number of assignments as
indicated above without penalty. If you have extenuating circumstances that you believe warrant
additional accommodation, or that you fear may interfere with your ability to complete the class, please
let me know ASAP (and certainly before the due date of any assignments that may be missed). Do not let
yourself get several weeks behind!
 Title in Begins Topic (corresponds to name of Quiz Initial Response Assignment
BB Steinberg chapter covered) (Select 12 to Posting (Complete same (select 8 to
complete) (Select 12 to 12 weeks as complete)
complete) Initial
Posting)

Week 1 Monday, August 21 Introduction and Orientation *Thursday* *Thursday* *Friday* n/a
Week 2 Monday, August 28 Biological Development Monday Tuesday Thursday Friday
Week 3 Tuesday, September 5 Cognitive Development Tuesday Wednesday Thursday *Friday*
Week 4 Monday, September 11 Psychosocial Development Monday Tuesday Thursday Friday
Week 5 Monday, September 18 Family Monday Tuesday Thursday Friday
Week 6 Monday, September 25 Peers Monday Tuesday Thursday Friday
Week 7 Monday, October 2 School Monday Tuesday Thursday *Friday*
Week 8 Monday, October 9 Work and Leisure (inc. Media) Monday Tuesday Thursday Friday
Week 9 Monday, October 16 Identity Monday Tuesday Thursday Friday
Week 10 Monday, October 23 Autonomy Monday Tuesday Thursday Friday
Week 11 Monday, October 30 Intimacy Monday Tuesday Thursday Friday
Week 12 Monday, November 6 Sexuality Monday Tuesday Thursday Friday
Week 13 Monday, November 13 Achievement Monday Tuesday Thursday *Friday*
Monday, November 20 NO ACTIVITIES DUE
THANKSGIVING BREAK.
Week 14 will be open.
Week 14 Monday, November 27 Psychosocial Problems Monday Tuesday Thursday Friday
Monday, December 4 FINAL PROJECT WORK Final Paper Due
Friday
Note: All quizzes, postings, and assignments are due at 11:59 PM on the stated date. Assignments *Starred and Bolded* are required. Because
quizzes are typically due Monday night, it is expected that you will begin reviewing course material in advance of the weekly start date provided
here.