Education | Child Development
P623 | 5895 | Dr. Myrtle Scott


OBJECTIVES

l. To acquire a more sophisticated developmental perspective.

2. To acquire a good grounding in developmental theory.

3. To acquire a more sophisticated command of several important
subareas of particular interest in development today.

4. To acquire depth in one area.

IMPLEMENTATION STRATEGIES

l. Readings
2. Class activities, discussions, guests, etc.
3. Independent study
4. Other as indicated


TOPICS

l. Developmental perspective
2. Recent research on brain development and its effects
on behavior
3. Genetic influences on behavior and development
4. Environmental influences on behavior and development
5. Theories in developmental psychology
6. Selected individual topics


EVALUATION STRATEGIES

l. Common content exam. - This exam will cover all material in topics
l-5 and will be given on November 16.  Each student may select (by
September 14) a proportion of her/his grade to be based on the exam
within the range of 60% to 75%.

2. Paper. - Each student will select a developmental topic (clear this
with me by September l4) and prepare an in-depth review of the
literature and conclusions in the area. An abridged version of this
paper will also be presented in class. The remainder of the course
grade will be based on this paper.  You may also propose a special
project.  The objectives for paper and project will be the same:
YOU MUST DEMONSTRATE YOUR KNOWLEDGE OF NORMAL CHILD DEVELOPMENT.
This means that the working title for ALL papers and projects will
be some variation of "The Development of XXX...."  Applications,
interventions, etc., while very important, are NOT appropriate for
this task.  The idea is to explore in-depth some special aspect of
development.

All papers are to be done in APA style.  Points will be deducted
for APA style errors.  Please turn in your paper in an envelope
that can be sealed for return to you.  Put your name on the outside
of the envelope and I will put it in your ed psych mail box.  If
you want the paper mailed to you, include your address and
sufficient postage.  You need not put the paper in a binder or
folder.  Just a paper clip will do.


SPECIAL REQUEST

An awkward problem sometimes comes up for classes that meet in small
rooms.  It may also be exacerbated in the new building because it is a
sealed building.  The problem has now come up enough times that it
seems better to deal with it directly.  Today's modern perfumes and
colognes are VERY powerful.  A number of students have indicated to me
that they are sensitive to these chemicals, either because of
allergies (I am also among this number), or personal preference.
Because this room is fairly small and not well ventilated may I
request that all of us refrain (on Tuesdays and Thursdays) from
wearing a scent that can be detected by our neighbors.  Thanks.  I
appreciate your help with this emerging problem of modern
technology!GRADING GUIDELINES

The grading standards for this course will be those adopted by the
School of Education Faculty Policy Council as follows.

School of Education
Indiana University

GUIDELINES FOR GRADES IN GRADUATE EDUCATION COURSES

1.  The following definitions of letter grades are a guide to the
evaluation of student performance and an indication to students as
to what level of performance earns a given grade.

A  Extraordinarily high achievement; shows unusually complete
command of the course content and exceptionally high degree of
originality and/or scholarship.

A- Outstanding achievement; thorough command of the course content.

B+ Very good work; above average in performance and comprehension.

B  Good work; solid and acceptable performance.

B- Fair; acceptable performance on most but not all aspects of the
course.

C+ Not wholly satisfactory; marginal performance on several aspects
of the course.

C  Marginal; minimal performance or comprehension regarding
important aspects of the course.

C- Largely unsatisfactory; inadequate performance or comprehension
regarding most aspects of the course.

D+}

D }Unacceptable work; performance or comprehension falls
substantially below acceptable standards.
D-}

F  Wholly unacceptable; little or no command of the course content.

Counseling by the department is recommended if the final grade is C or
below; Students' suitability for continuation in the program should be
reconsidered if the final grade is below C-.

2.  The above definitions are to be applied to all levels of graduate
courses in the School of Education.  In 400 and 500 level
Education courses taken for graduate credit the modal grade is
expected to be B.  This means that more Bs (including B+ and B-)
will be awarded than any other grade.  Cs should not be
unexpected, particularly in larger enrollment classes.  Students
in 600 and 700 level Education courses are assumed to be more
highly selected and more highly motivated than those in lower
numbered courses, consequently they are expected to perform very
well.  It would not be unusual, therefore to have distributions
with more A's than any other grade in these classes.

NOTE:  The School of Education requires an average of 3.0 to remain in
good standing.  No grade lower than a C counts toward a degree.  Any
graduate program expects students to earn more A's than C's, but C's
will be given for marginal work.