Meeting Times, Location, & Course Delivery Details
This class is online only. I will put up assignments and readings for you to complete each week of the semester on Blackboard. You will do the readings and assignments on your own and submit them on Blackboard by the due dates provided. If you have questions or need assignments clarified, you are welcome to email me, call me, or stop in my office to chat with me.
Contact Information
Upon successful completion of this course...
1. The student will articulate the features of and identify the strengths and weaknesses of two types of
research: quantitative (experimentation, correlation, descriptive statistics) and qualitative.
2. The student will identify one major milestone in each of the areas of physical, cognitive, and social
emotional development for the following stages: infancy, early childhood, middle childhood, adolescence,
and young adulthood.
3. The student will articulate one manifestation of each milestone (listed above) in a home or school
situations.
4. The student will articulate the major tenets of the following theoretical frameworks: Piaget's Theory of
Cognitive Development, Behaviorism's reinforcement and punishment, Erickson's Theory of Psycho-social
Development, Cognitive/Information Processing Model, Constructivism (internally directed, externally
directed, both; individual, social), Humanism (Maslow and Glasser), Vygotsky's Socio-cultural Theory of
Development.
5. The student will analyze examples, vignettes, and cases in order to identify characteristics that indicate
one or more theoretical frameworks. Students will use the theoretical framework to describe the
phenomenon in the example or to suggest possible action.
Human Development content group
Textbook
Name: Child Development and Education
Edition:8th
ISBN: 9780137871506
Author: Teresa M. McDevitt & Jeanne Ellis Omrod
Publisher: Pearson
Educational Psychology content group
Textbook
Name: Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching
Edition:6th
ISBN: 9780136817628
Author: Jeanne Ellis Omrod & Brett D. Jones
Publisher: Pearson
Human Development Course Objectives
- summarize 7 developmental theories and their defining characteristics
- classify research articles by type
- demonstrate professional communication strategies when collaborating with parents
- separate child and adolescent into developmental stages
- describe characteristics of Piaget's developmental stages
Educational Psychology Course Objectives
- identify strategies to increase student motivation in the classroom
- explain complex cognitive processes that occur during learning
- explain stages of moral development
- make a plan for developing an effective classroom environment
- construct an aligned lesson plan that shows the connection between the academic standard, the learning objectives, and the assessment
Tentative Schedule
Subject to change during the semester. Adequate notice of changes will be given.
These will be posted separately for each group with only your group's assignments and due dates listed.
Assignments: There will be activities posted online each week for you to complete. These will be in addition to reading the chapter and watching a recorded video of me going over the chapter information for you. The activities are designed to help you better understand the content of the chapters iun the book and to see how to apply that knowledge in real life. Be sure to check the course schedule and/or the Module Overview each week for the due dates for your activities. Please reach out if you have questions about the readings, the assignments, or anything else you need help with.
Exams: There will be four exams in this class for each group. They will be on Blackboard which means you will need to be sure to have your device charged before you start the exam because once you start it you will need to finish in in that attempt. Also, if you have accommodations through the Academic Resource Center, you will need to ensure that you schedule your tests with Nate 72 hours before you need to take it. You are fine to take it it in the ARC if you need to. Even if you don't have accommodations, if you would prefer to take your test in the ARC to ensure a quiet environment, you are welcome to do so. Just let me know and I can let Nate know to schedule a spot for you. You will have a study guide available prior to the tests to assist you in preparing for them. Your final exam will not be comprehensive. The Class schedule will indicate what chapters are covered on each exam as well.
The grading scale will be as follows:
Grade | Point Range | Percent of Total Points Possible |
A | 94-100 | |
A- | 90-93 | |
B+ | 87-89 | |
B | 84-86 | |
B- | 80-83 | |
C+ | 77-79 | |
C | 74-76 | |
C- | 70-73 | |
D | 67-69 | |
F | Below 66 |
Instructor Course Policies
Since this class is an online class, you will not be counted present or absent based on your physical appearance in class. Rather, your attendance will be based on your participation and your submission of your weekly assignments. The more you participate with online discussions, submission of assignments, asking questions, etc. the more you are "present". I can see on my end when and how long you access the Blackboard site so if you log in on Sept. 2 and not again until Dec. 9, that's where I would consider you "absent". If you fail to submit one weekly assignment packet, I'll email you to remind you. If you fail to submit a second weekly assignment packet, I have to submit your name to our Early Alert System which goes to Student Success because now you are risking a failing grade in class.
Academic Integrity: Integrity is one of the Wilmington College Core Values and honesty is our mutual responsibility. Academic dishonesty in any form will not be tolerated. Such dishonesty may result in failing the assignment, project, test, or course and additional disciplinary action.
See the current Student Handbook for the college's Academic Integrity policies as they pertain to examinations, plagiarism, classroom behavior, and the process for handling academic misconduct charges.
Plagiarism: Wilmington has strong policies against plagiarism. Students who engage pout their standing at the college in serious danger. The expectation for this course, and indeed this institution, is that when students prepare papers, they will review relevant resources and then, using their powers of analysis and integration, develop products that reveal their understanding and original thinking on the assignment (McKeachie, 2002, p. 173). The best way to be able to do this is to plan ahead. Students should give themselves plenty of time to develop an idea, gather sources to carry it out, develop an outline or graphic organizer for their paper, write at least one draft, and allow plenty of time for rewriting.
The instructor will be more than willing to work individually with any students who need help, or to connect them with free developmental writing services available at Wilmington College. Please do not succumb to the temptation to copy something from a friend, the Web, or any other source. Be sure to give credit for ideas that are taken from other authors.
Be aware that violation of the Academic Integrity/Plagiarism policy may lead to a warning flag in the Education Area. Please see the Education pages in the Undergraduate catalog for information about the Education Area Warning Flag system.
Wilmington College Mission
WC Mission Statement
The purpose of Wilmington College is to educate, inspire, and prepare each student for a life of success and services.
To fulfill that purpose, Wilmington College provides a high quality undergraduate and graduate educations shaped by the traditions of the liberal arts, career preparation, and the distinctive values of the Religious Society of Friends 9Quakers). By offering academic programs, practical experience, and co-curricular activities in a variety of settings to students from diverse backgrounds, the College leads students to gain an awareness of the world, to acquire knowledge of career and vocation, and to seek truth and social justice.
In keeping with the rich heritage of the liberal arts, the College seeks to educate the whole person- intellectual, emotional, physical, and spiritual - in ways that foster critical thinking, reflection, the free exchange of ideas, open inquiry, tolerance, and a desire for lifelong learning. The liberal arts are integrated with career preparation to help students develop the knowledge and skills to succeed in a career or further education.
As an academic community, Wilmington College is rooted in historic Quaker values that include integrity, service, simplicity, equality, peace and social justice, and respect for all persons. These values motivate those who learn and work at Wilmington College to make positive contributions to their professions and their communities.
The Education Area mission is to prepare educators in the liberal arts tradition. Faculty members collaborate to develop professional educators who demonstrate a thorough knowledge of the subjects they will teach and of the teaching and learning process. Teacher education candidates in particular will gain the ability to teach diverse student populations and develop an understanding of the cultures and communities in which they practice. As educators they will be equipped to create positive learning environments that encourage active student engagement and self-motivation. Education Area graduates will become reflective practitioners who are able to collaborate with a variety of stakeholders in establishing learning communities.
Diversity
In their course you will be learning about the development of children and adolescents, along with the theories about how they learn. We may talking about some topics that may be triggering and uncomfortable. If you need to take a break, I am fine with that. We also may be speaking about children with disabilities as part of the content. I would strongly encourage you to write and speak using "person-first language" where the person precedes the disability, both figuratively and literally. This standard will result in terms such as "people with disabilities" instead of "the disabled people" (Retrieved on August 15, 2004 from http://www.cec.sped.org/bk/Author_Guidelines_TEC.pdf). Using person-first language in writing or speaking, we would write or say "the child with a learning disability" rather than "the learning disabled child". The exceptions to this standard in when referring to a deaf, blind, or autistic child. These populations feel like their disability is a unique part of who they are and that is not something that needs to be fixed. They prefer not to have person-first language applied to them.
Course Goals
Candidates will:
Course Specific Goals InTASC Standards | Assignments & Learning Experiences |
| #1: The teacher understands how learners group & develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. | Discussions, Activities, Case Studies, and Exams. |
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: FA26 Final Exam Schedule
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery Definition of Courses |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. Academic Integrity Policy |
Class Attendance Policy Institutional Class Attendance Policy |