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Canada (511,185)
Brock University (12,137)
CHYS 1F90 (374)


5 Pages

Child and Youth Studies
Course Code
Rebecca Raby

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BROCK UNIVERSITY DEPARTMENT OF CHILD AND YOUTH STUDIES CHYS 2P10 CHILD AND YOUTH DEVELOPMENT – WINTER 2013 Instructor: Dr. Anthony Volk Office and Phone: CRN 347, 688-5550 (ext. 5368) Office Hours: Mondays 11-12 (or by appointment or just drop by) E-mail: [email protected] Lectures: Monday 12:00 - 2:00, TH 247 Text: Child and Adolescent Development: An Integrated Approach. Bjorklund & Hernandez Blasi Course Description: Basic concepts and contemporary issues in the development of the child and youth, including processes in cognitive and social-emotional patterns of change. Developmental theory and research provides the conceptual framework. Course Objectives: The goal of the course is to give students a broad understanding of the principles, theories, and “facts” of child development. In plain English, I want to teach you the fundamental theories and concepts necessary for understanding child and youth development, as well as some of the details of that development. The course tries to strike a balance between teaching the material (giving fish) and teaching the students how to learn the material themselves (teaching how to fish). Course Evaluation: Mid Term 1- 25% Final Exam- 30% Seminar Debate- 20% Seminar Paper- 20% Seminar Participation- 5% Tests: The mid-term will cover Weeks 1-5. The final exam will test the remaining material. While the questions will be drawn mainly from the text, I will very likely also include some questions solely from lectures. Additional information about the format and content of each test will be provided in class. Withdrawing from the Course: Please note that March 8, 2013 is the last date for withdrawal without academic penalty and last day to change from credit to audit status for duration 3 courses. You will be provided with your mid-term grades prior to this date. Missed Exams and Seminar Presentations: When possible, missed exams and seminar presentations are to be supported by appropriate documentation (e.g., Doctor’s note which must be on the correct Brock Student Medical Form found on Sakai) by the student or the student may receive a grade of ZERO on that exam or presentation. Possible circumstances for missing an exam or seminar presentation may include religious or cultural reasons or may be due to illness. If at all possible, the instructor should be informed prior to the date of the scheduled test/exam or presentation. If you have any doubt about whether an event, illness, or circumstance qualifies for an exemption or deferral, please contact the instructor ASAP. Missed mid-term exams will have their grades added to the final exam. There WILL NOT be make-up exams for the mid-term exams. Make-ups for the final exam will be scheduled as required. Missed seminar presentations will be deferred to the seminar paper while missed seminar participation marks will be adjusted accordingly. Academic Misconduct: Because academic integrity is vital to the well-being of the university community, Brock University takes academic misconduct very seriously. Academic misconduct includes plagiarism, which involves presenting the words and ideas of another person as if they were your own, and other forms of cheating, such as using crib notes during a test of fabricating data for a lab assignment. The penalties for academic misconduct can be very severe. A grade of zero may be given for the assignment or even for the course, and a second offense may result in suspension from the University. Students are urged to read the section of the Brock University Undergraduate Calendar that pertains to academic misconduct. Students are also reminded that the Student Development Center (Schmon Tower, Room 400) offers free workshops on writing and study skills and on avoiding plagiarism. Seminar Presentations/Debates: It is a vital skill to be able to express one’s thoughts, ideas, and findings clearly and succinctly. The most common form of communication outside of classroom teaching is presentations. Strong verbal presentations are the foundation of research conferences, as well as training seminars, workplace information sessions, program evaluations, and teaching/raising/caring for children. Such presentations are often limited in time, meaning that participants must not only clearly present their material, but they must do so in a short period of time. The ability to give informative and succinct talks is a skill that requires practice. One of the main goals of this course is to provide such practice. Furthermore, one of the best tests of individual knowledge is whether or not an individual can explain that knowledge clearly and answer questions about it. Thus, after each week of lectures, there will follow a week of seminars devoted to the topics covered during the previous week of lectures. The study of children and youth is filled with controversial topics. There are many different ways to parent, teach children, and/or promote their wellbeing, so there are many contentious issues surrounding these different methods. Thus, in the seminars, students will debate alternate positions on weekly issues. Alone or in pairs (depending on seminar sizes), students will have to support one side of an argument, using literature to back up their position. Their performance will be judged by the TA AND their seminar-mates. Grades will be assigned based primarily on the strength of the argument and the supporting evidence (so debating style won’t count for much), and will be the average class evaluation blended with the TA’s score. We will be choosing topics in Week 3. Students who miss their week will require supporting documentation, and will have their presentation grade deferred entirely to their paper. Seminar Paper: Students will be responsible for handing in a ten-page paper based on their own debate topic and position. In this paper students must summarize their position, its strengths, and its weaknesses. Particular attention will be given to addressing concerns and weaknesses that were brought up during the debate. In other words, this paper should represent an informed opinion that has been polished by the previous verbal debate. The paper should be double-spaced, 12 point, Times New Roman, 1” margins. Papers that exceed ten pages will stopped being marked at 12 pages (same goes for smaller font/margins). These papers will be due no later than 14 days after the student has debated their topic (time permitting for later weeks based on December exam date). Papers will lose 1 mark out of twenty fo
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