Education | Adolescents in a Learning Community
F401 | 6039 | Joel Vaught

Required Textbook:
Rice, F. P., & Dolgen, K. G. (2002). The Adolescent: Development,
Relationships, and Culture (10th ed.). Boston, MA: Allyn and Bacon.

Course Overview:
This course is designed to provide an overview of adolescent
development.  More specifically, this course will examine the
cognitive, social, emotional, and identity development of
adolescents.  In addition, the various contexts within which
adolescents develop will be examined.  These contexts include the
family, the school system, and the workplace.  Finally, common
problems that arise during adolescence will be discussed.

Course Objectives:
Students will understand basic theories of adolescent development.
Students will be able to apply their knowledge of adolescent
development to the classroom.
Students will develop the necessary knowledge and skills to assist
adolescents who are experiencing problems.

Course Policies:
Attendance:  Students are expected to attend class.  While attendance
will not directly impact a student’s grade, lack of attendance will
likely result in lower exam scores.
Readings:  Students are expected to complete the required readings
prior to the class period in which those readings will be discussed.
Late Work:  Assignments (other than exams) may be turned in late.
However, late assignments will receive a 5% deduction for each day
they are late.
Late Exams:  No late exams will be given.  Exams must be completed on
the day they are scheduled.  In the even of an extreme emergency, the
student is responsible for providing adequate documentation (such as
a doctor’s note).  If this occurs, please contact me as soon as
University Policies:  Students are expected to follow all university
policies regarding plagiarism and academic dishonesty.  In addition,
students are expected to maintain a civil classroom environment.
Course Requirements:
Reflection Papers (100 points: 25 points each)
Students will write 4 reflection papers throughout the semester.
Each paper will be 1-2 pages in length (double spaced, 12 point font,
1-inch margins on all sides).  For each of these papers, the student
will choose one specific concept, theory, or idea from the text and
explain how this could be applied in a classroom setting.
Alternatively, students can write about how this concept, theory, or
idea will impact them as a teacher.  (Note:  the concept, theory, or
idea must come from the designated section:  for example, “cognitive
development” for reflection paper 1, “social development” for
reflection paper 2, etc.).  More information will be given in class.
Problem-Solving Papers (60 points: 20 points each)
Students will write 3 problem-solving papers throughout the
semester.  Each paper will be 1-2 pages in length (double spaced, 12
point font, 1-inch margins on all sides).  For each paper, students
will receive a description of an adolescent with a unique problem.
Students must use their understanding of the concepts discussed in
class and in the text to identify each adolescent’s problem and
develop ideas for how they would help each adolescent cope with their
problem.  More information will be given in class.
Group Presentation (100 points)
Students will be divided into groups of 3 or 4.  Each group will
choose one problem that adolescents frequently experience (e.g., drug
abuse, drop out, depression, suicide, etc.).  Group members are
responsible for finding community resources to help adolescents deal
with these problems.  The members of each group will then present
information about the problem they chose as well as the community
resources they found to the rest of the class.  More information will
be given in class.
Exams (240 points: 120 points each)
Students will be given 2 exams.  These exams will be open-book, open-
note multiple choice exams.

Grading Policy:
Students can earn a maximum of 500 points in this course.  Grades
will be assigned as follows:
A = 475-500	
A- = 450-474	
B+ = 435-449
B = 415-434
B- = 400-414
C+ = 385-399	
C = 365-384		
C- = 350-364	
D+ = 335-349
D = 315-334	     			
D- = 300-314
F = below 299

Daily Schedule:

Topic(s) Covered:	
Readings For This Date:	
Assignments Due:

Monday, Sept. 1	
Wednesday, Sept. 3	
Theories of Adolescence	
Ch. 1, pp. 1-3
Ch. 2	

Monday, Sept. 8	
Cognitive Development	
Ch. 6
Ch. 7	

Wednesday, Sept. 10	
Cognitive Development (continued)		

Monday, Sept. 15	
Cognitive Development (continued)		

Wednesday, Sept. 17	
Ch. 8	

Monday, Sept. 22	
Self-concept (continued)		
Reflection Paper 1 (Cognitive Development)

Wednesday, Sept. 24	
Social Development	
Ch. 10, pp. 242-250	

Monday, Sept. 29	
Social Development (continued)	
Ch. 11	

Wednesday, Oct. 1	
Social Development (continued)		
Problem-Solving Paper 1

Monday, Oct. 6	
Social Development (continued)		

Wednesday, Oct. 8	

Monday, Oct. 13	
Moral Development	
Ch. 12	Reflection Paper 2 (Social Development)

Wednesday, Oct. 15	
Moral Development (continued)	
Monday, Oct. 20	
Adolescents and Families	
Ch. 13
Ch. 14	

Wednesday, Oct. 22	
Adolescents and Families (continued)	
Monday, Oct. 27	
Adolescents and Families (continued)		
Problem-Solving Paper 2

Wednesday, Oct. 29	
Adolescents and Families (continued)	
Monday, Nov. 3	
Adolescents and Schools	
Ch. 15	

Wednesday, Nov. 5	
Adolescents and Schools (continued)		
Reflection Paper 3 (Adolescents and Families)

Monday, Nov. 10	
Adolescents and Work	
Ch. 16	

Wednesday, Nov. 12	
Special Issues (Low SES)	
Ch. 3, pp. 50-59	
Problem-Solving Paper 3

Monday, Nov. 17	
Special Issues (Minority Groups)	
Ch. 3, pp. 59-81	

Wednesday, Nov. 19	

Monday, Nov. 24	

Wednesday, Nov. 26	

Monday, Dec. 1	
Special Issues (To be determined)	
Group Presentations

Wednesday, Dec. 3	
Special Issues (To be determined)	
Reflection Paper 4 (Topic of choice from course)
Group Presentations

Monday, Dec. 8	
Special Issues (To be determined)	
Group Presentations

Wednesday, Dec. 10	
Special Issues (To be determined)	
Group Presentations

INTASC principles addressed whole or in part by this course:

2: The teacher understands how children learn and develop, and can
provide learning opportunities that support their intellectual,
social, and personal development.

3: The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to
diverse learners.

5: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in
learning, and self-motivation.

10: The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support students'
learning and well-being.