Education | Adolescent Development
P516 | 5025 | Mary Hancock

Required texts

•Santrock, J.W. (2003). Adolescence (9th Ed.). New York: McGraw-Hill.

Course Description.
P516 is a masters’ level course dealing with factors of growth and
development in adolescents. The course is intended to introduce and
familiarize students with the physical, psychological, social,
cognitive, and emotional issues that accompany the period of human
development known as adolescence. The primary focus of this course is
on normal adolescence but some contemporary issues associated with
problems of adolescents will also be addressed (substance abuse,

Course Objectives
Students who participate fully in P516 should

•Acquire an understanding of normal adolescent development

•Be able to identify issues of concerns to contemporary adolescents,
especially those related to school

•Recognize and understand the importance of developing a sense of
personal self worth during the adolescent transition.

•Be able to apply this information to the real lives of adolescents

Course Policies
Attendance:  Regular attendance is expected. Participation in daily
activities and discussion is integral to your learning experience in
this class. Please arrive to class on time as it is disruptive to
your fellow students to walk in late.

E-mail:  It is essential that you maintain an active e-mail account.
Correspondence relating to this course may be sent via e-mail so be
sure to check your account regularly.

Oncourse: This online tool will be used for class announcements,
postings, and other course information. Please be sure to check this
as well as email on a regular basis.

Missed/late assignments:  Assignments are due at the beginning of
class on the date specified. Late work, while acceptable, will
receive a reduction of 5% of total points possible for each day that
it is late. Special arrangements will be made only for extreme

Class preparation:  You are responsible for reading the assigned text
prior to each class session. Daily activities and discussions will be
based on the assumption that you have read your assignments and are
prepared for class.

Adaptations and Modifications:  If you have any special needs (i.e.
learning disability or other special circumstances) that would
require adaptations or modifications to regular assignments, exams,
or due dates you should notify me within the first week of class.

Academic integrity:  All university policies and regulations
concerning academic misconduct and stated in the Indiana University
undergraduate bulletin apply in this course.  It is your
responsibility to familiarize yourself with these policies.

Syllabus changes:  The course syllabus provides an overview of the
plan for each class session. The instructor reserves the right to
alter the syllabus as needed. Any deviations from the original
syllabus will be announced in class.

Course Requirements/Assignments

Participation (20 pts): Starting on June 30th, at the beginning of
each class session you will be required to submit a typed/word
processed summary of some point of particular interest to you from
your assigned reading for that day (a paragraph). In addition you
should include a personal comment or question concerning any aspect
of the reading. This should be no more than one page (12pt font and
double-spaced). The format for this exercise is as follows:  your
name and date at the top right of the paper; your point of interest
underlined (at left margin) followed by a short summary; your comment
or question preceded by either C: or Q: (at left margin).
Name and date – (top right)
Point of interest: summary
C: your personal comment
Q: your question

Tests (2 x 40 pts. each):  Testing can be both a learning aid and a
method of assessment.  Two exams will be given in order to assess
your comprehension of the course material and its applications.  For
each test you will be presented with several essay questions and from
these you will be required to answer a specified number (4 of 8).
Make ups will be considered only for extreme and unavoidable

Term Paper (80 pts.):  You will be required to write a research paper
on a topic dealing with adolescent behavior and development. This
project will involve a review of current sources of information
related to adolescence. Through you research you should develop an in-
depth understanding of some aspect of the process of adolescent
development and as a result be able to propose some researchable
hypotheses and/or offer practical implications.
The paper should be completed in APA format using 12 point font; the
content should be between 10-14 pages. You should print two copies of
your paper to hand in – one will be returned to you.

Topic Statement (20 pts.): In preparation for your term paper you
will be required to submit a statement about your intended topic and
a listing of at least three sources that you have already identified
in your early research.

This statement should be no longer than a few paragraphs. Your topic
should be one of interest to you but be careful not to choose one
that is too broad.

Grades will be determined on a point scale as follows:

Participation 20 pts			  		
Tests (2x50) 80 pts
Term paper 80 pts
Topic statement	20 pts
Total 200 pts					           	

Total possible points = 200

A  = 190-200				
A- = 184-189						
B+ = 178-183		
B  = 172-177		
B- = 168-171
C+ =  162-167
C  =  156-161
C- =  150-154
D+ =  144-149
D  =  140-143
D- = 134-139
F   = 133 and below


Week 1	June 23: Introduction and overview
Read Santrock pp. 5-29	June 25: Science of Adolescence
Read Santrock Chapter 2

Week 2	June 30: Physical transitions
Read Santrock Chapter 3	July 2: Cognitive transitions
Read Santrock Chapter 4

Week 3	July 7: Families/Parents
Read Santrock Chapter 5
DUE: Topic Statement	July 9: Peers
Read Santrock Chapter 6

Week 4	July 14:
TEST #1	July 16: Schools
Read Santrock Chapter 7

Week 5	July 21: Culture
Read Santrock Chapter 8, pp. 255-268
and pp. 277-285	July 23: Self/Identity
Read Santrock Chapter 9

Week 6	July 28: Gender
Read Santrock Chapter 10	July 30: Sexuality
Read Santrock Chapter 11

Week 7	Aug. 4: Moral and Spiritual Development
Read Santrock Chapter 12
PAPER DUE – 2 copies	Aug. 6: Work
Read Santrock Chapter 13,
pp.407-419 and pp.428-433

Week 8	Aug. 11: Adolescent Problems
Read Santrock Chapter 14	Aug. 13:

Indiana University School of Education Principles
INTASC Core Standards

The IU School of Education provides a core of six principles as a
framework for the development of education classes. P516, Adolescent
Development, is organized around these principles which include:
community, critical reflection, meaningful experience,
intellectual/personal/professional growth, knowledge and multiple
forms of understanding, and personalized learning. This course
incorporates these principles in daily activities, assignments, and
discussions. More information and explanation can be found online at:

In addition, this course also adheres to the “Model Standards for
Beginning Teacher Licensing and Development” as established by the
Interstate New Teacher Assessment and Support Consortium (INTASC).
These standards identify a “common core of teaching knowledge and
skills” that INTASC deems necessary for effective, high quality
teaching. More information about INTASC and the model standards can
be found online at:

The P516 unit specifically addresses the following INTASC standards:

Principle #2: Understanding how adolescents develop: The teacher
understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal

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

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

Principle #10: Fostering relationships with colleagues, parents, and
community agencies: The teacher fosters relationships among
colleagues, parents, and agencies in the larger community in order to
support students’ learning and well-being.