1

University of Missouri Kansas City

School of Education, Division of Counseling and Educational Psychology
EDUC R&P 5513-0001, Lifespan and Human Development
Catalog #: 13244
Spring 2017
Number of Credits: 3 units
Course Time: Monday, 7:25 10:10 PM
Course Location: School of Education, Rm. 243

Instructor: Jessica Ross

Email address: JessicaLRoss@umkc.edu
Administrative office/mailbox: School of Education, Suite 212
Office hours: By appointment
Office Phone: 816-235-2492

Required Texts:

Broderick, P., & Blewitt, P. (2015). The life span: Human development for helping professionals
(4rd ed.). Boston, MA: Pearson.

Kraus, K. (2008). Lenses: Applying lifespan development theories in counseling. Boston:

Lahaska Press.

Required Articles:

Blair, C., Peters, R., & Lawrence, F. (2003). Family dynamics and child outcomes in early
intervention: The role of developmental theory in the specification of effects. Early
Childhood Research Quarterly, 18(4), 446-467.

Clatterbuck, H. (2016). Darwin, Hume, Morgan, and the verae causae of psychology. Studies in
History and Philosophy of Biological and Biomedical Sciences, 60, 1-14.

Hines, M. (2008). Early androgen influences on human neural and behavioural development.
Early Human Development, 84(12), 805-807.

Lindstrom, L., Kahn, L. G., & Lindsey, H. (2013). Navigating the early career years: Barriers
and strategies for young adults with disabilities. Journal of Vocational Rehabilitation,
39(1), 1-12.

Mishra, R. C. (2014). Piagetian studies of cognitive development in India. Psychological Studies,

59(3), 207-222.

Osler, M., Avlund, K., & Mortensen, E. L. (2012). Socio-economic position early in life,
cognitive development and cognitive change from young adulthood to middle age.
European Journal of Public Health, 23(6), 974-980.
 2

Scrimegeour, M. B., Davis, E. L., & Buss, K. A. (2016). You get what you get and you dont
throw a fit!: Emotion socialization and child physiology jointly predict early prosocial
development. Developmental Psychology, 52(1), 102-116.

Vortuba-Drzal, E., Coley, R. L., Maldonado-Carreo, C., Li-Grining, C. P., & Chase-Lansdale,
P. L. (2010). Child care and the development of behavior problems among economically
disadvantaged children in middle childhood. Child Development, 81(5), 1460-1474.

University of Missouri Kansas City Mission

UMKCs mission is to lead in life and health sciences; to deepen and expand strength in the
visual and performing arts; to develop a professional workforce and collaborate in urban issues
and education; and to create a vibrant learning and campus life experience.

School of Education Conceptual Framework

The mission of the School of Education is to recruit, prepare, and support outstanding teachers,
mental health professionals, and administrators who will create lifelong opportunities through
education for Americas diverse urban communities. This mission is focused on the
development of six core values: Academic Excellence; Inquiry Leading to Reflective Decision-
making and Problem-Solving; Skilled and Knowledgeable Professionals working
Collaboratively; Democracy, Diversity, and Social Justice; Creating Caring and Safe
Environments; and Strategic Innovation.

Program-Specific Information

This graduate course begins with a review of current and historic theories in human
development. The remainder of the course will build your application of those theories for
understanding how people progress through life. You should finish this course with a research-
based perspective and with the knowledge to support professional, objective assessments of
behavioral, cognitive, and emotional development.

Course Description:
This course introduces students to the theories and research of biological, cognitive, social and
personality development across the lifespan, within the layers of context of people's lives.
Special attention is given to the role in development of social class, gender, ethnicity and culture.

Pre-requisites

This course is open to students admitted into a graduate program at UMKC. If you do not meet
the pre-requisite for this course, it is your responsibility to drop the course immediately or see
the instructor if you think you have an exception. The instructor reserves the right to withdraw
you from the course at any time during the semester should he find out you do not have the
required pre-requisites. If this occurs, reimbursement for your tuition will not be recommended.
 3

Course Format/Instructional Mode: Classroom based. The class will consist of lectures and
discussions. See the course website on Blackboard for course components which include
readings, posting assignments, lecture slides, and grades. Email will be the primary form of
communication with the instructor and fellow students.

Intended Learning Outcomes/Learning Targets

SOE
Competencies and
Student Learning Outcomes / Objectives Assessment(s)
other Relevant
Standards*
1. Identify major changes in biology, cognition, and Developmental SOE 1a,
social status associated with each period of Theory CAEP 1.1, 1.3 &
development from childhood through the end of Presentation, 4.1
life. Identity Lens INTASC-2011.1
Paper and MO SPE Teacher
Discussion, and 2.1
Multigenerational MO SPE
Interview Project Counselor 1.1
CP Goal 2
2. Describe how individual change and social context Developmental SOE 1a, 4b & 5b
reciprocally influence one another throughout the Theory INTASC-2011.1.c
course of development. Presentation, & .g
Identity Lens CAEP 1.1. 1.3
Paper and MO SPE Teacher
Discussion, and 2.5, 2.6
Multigenerational MO SPE Leader
Interview Project and
Superintendent
2.1, 2.2
ELCC 2.3
MO SPE
Counselor 1.1; 1.4
CP Goal 2
3. Access, and critique human development research Developmental SOE 2c
to support reflective decision-making and Theory CAEP 1.2
problem-solving Presentation and, MO SPE Teacher
Identity Lens 2.1
Paper and MO SPE
Discussion Counselor 1.1
MO SPE Leader
and
Superintendent
2.1, 2.2
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4. Use the knowledge gained about human Developmental

SOE 2a
development to critically reflect on educational Theory CAEP 4.2
and counseling practices with a focus on Presentation,
INTASC-2011.2
democracy, diversity and social justice. Identity Lens
MO SPE Teacher
Paper and 2.6
Discussion, and
Mo SPE
Multigenerational
Counselor 1.4
Interview Project
MO SPE Leader
and
Superintendent
2.1, 2.2
CP Goal 5
5. Build knowledge and ethics required for objective Identity Lens INTASC-2011.1.j
assessment and intervention to foster optimal Paper and CAEP 1.1
human development. Discussion and CP 10
Multigenerational MO SPE Teacher
Interview Project 2,1, 2.5, 2.6; ,MO
SPE Counselor
1.1
CAEP Standards, INTASC Standards, SOE Competencies; MO SPE standards.

Course Requirements:

There are 100 points possible in this course. The breakdown of points is as follows:
Task Points
Developmental Theory Presentation 30
Identity Lens Paper 15
Multigenerational Interview Project 35
Class Participation 10
Discussion Questions 10

Specific instructions for the assignments are given at the end of the syllabus but are subject to
change based on instructor discretion.

General guidelines that apply to all assignments are as follows:

SUBMIT POWERPOINT OR PREZI PRESENTATIONS ON BLACKBOARD before
your presentation or within 24 hours after your presentation. I CANNOT GRADE YOUR
PRESENTATIONS WITHOUT A COPY OF THEM.
Please be respectful throughout your presentations. When youre presenting, respect your
audience; answer audience questions respectfully, and be respectful of your fellow
presenters. When youre listening to classmates present, give them your full attention.
Unless approved by the instructor, no electronic devices, including laptops, are to be
used by students while other students are presenting.
Respect also includes doing your best to reduce bias in language, including language that
you use in PowerPoint or Prezi materials, written work, and spoken word. See pages 70-
77 of the Publication Manual of the American Psychology Association or Indiana
 5

University Southeasts excellent webpage at http://www.ius.edu/diversity/reduce-

bias.html on reducing bias in language for more information.
When using PowerPoint or Prezi, please treat it as a reference point, not text to be read to
the class. Presentations are expected to be engaging.
You need to cite your sources in all work. For presentations, I expect you to cite your
sources on each slide and include a References slide at the end of the presentation. For
written work, I expect you to follow standard APA citation guidelines.

Letter grades for the course will be assigned in the following manner:
Percentage Grade
90-100 A
80-89 B
70-79 C
60-69 D
59 and below F

Instructor Expectations and Policies

Email: UMKCs official form of communication is email. It is your responsibility to check your
UMKC email account on a regular basis for important information about this class and from the
School of Education. My preferred method of communication is email. I will make every effort
to respond to emails within one working day from the day you email me; this does not include
weekends.

Blackboard: Course materials will be posted on http://www.blackboard.umkc.edu, including

syllabus, course schedule, assignment rubrics, lecture slides, links to supplemental readings, and
other course information. To access this site, you use your same username and password as your
UMKC SSO account. If you have any problems, please call the UMKC Help Desk at 816-235-
2000.

Classroom decorum: I require professionalism from all students in this course to foster a
respectful learning community. I expect that class members will demonstrate intellectual
maturity, democratic values, and attitudes (respect, sensitivity, responsibility, and cooperation).
Please know that display of unprofessional dispositions will affect your course grade. I reserve
the right to manage a positive learning environment and thus will not condone inappropriate
conduct in the course. Generally, academic/professional misconduct by a student shall include,
but not be limited to: disruption of classes (side bar conversation), rudeness toward the instructor
or other class members, insensitivity, misrepresenting information presented in class,
manipulative and negative behavior, etc. Engagement in any of these behaviors carries penalty in
terms of dismissal from the course, significant point reduction including grade reduction by one
letter grade, or course failure.

Student responsibility: The basic premise in this course is that meaningful learning results from
a process of rational discourse. You will have opportunities to learn from an array of materials
and discourse presented. Your responsibilities are to take charge of your learning and to
 6

maximize your learning by reading assigned materials, participating actively in class discussions
and other activities, respecting the dignity of each class member, communicating legitimate
needs and concerns to the instructor, completing required assignments on time and with high
quality, and keeping track of your assignments and progress in class. In addition, your
responsibility is to maximize learning opportunities for your classmates by sharing with them
your knowledge, insights, and perspectives during the learning process.

Expectations for assignments: Submitted work will be typed and submitted through
Blackboard unless otherwise requested. Written work must adhere to APA style and formatting.
The Purdue Online Writing Lab provides a free resource for learning APA formatting and style
at http://owl.english.purdue.edu/owl/resource/560/01/. Written work will be evaluated for
composition, grammar, clarity of expression, and formatting/style. If you are not confident in
your writing abilities, take your paper to the Writing Studio (http://cas.umkc.edu/writingcenter/)
before submitting it.

Late assignments: Assignments are due by 7:25pm (class time) on their listed due dates, unless
otherwise specified. Late work will be deducted by 10% each day it is late. For example, any
work submitted after 7:25pm on the due date until 7:25pm on the following day will be deducted
by 10%; 20% if submitted after that time, etc. Due to the nature of the assignment, late
discussion questions will not be accepted.

Attendance: I expect you to attend and participate in all class sessions. However, I understand
that you may not be able to make every class meeting due to university-sanctioned reasons for
excused absences as well as other life events. Excessive absences will result in a deduction of
your Class Participation grade. If you must miss class and believe that your absence meets
UMKCs definition of an excused absence, let me know so that I will not apply your absence
against your Class Participation points. Excused absences may include absences due to illness of
the student, illness of an immediate family member for whom the student must care, death of a
family member or close friend, religious observance (where the nature of the observance
prevents the student from being present during class), representation of UMKC in an official
capacity, and other compelling circumstances beyond the student's control. Students should
notify the instructor of their request for an excused absence in advance, and when possible,
provide the documentation upon request to substantiate the excuse. Students who have an
excused or unexcused absence are expected to and are responsible for making arrangements with
the instructor if you will be missing a day when you are scheduled to present a project (but try to
avoid doing this!). Such arrangements should be made in advance of the absence, when possible.
When you are absent, it is your responsibility to clarify missed assignments with classmates
prior to the next class and to consult with the instructor during office hours if necessary.

Policy on student-staff email communication: Email is UMKCs official form of

communication and my preferred method of communication. I encourage you to contact me
through email to ask simple questions or schedule an appointment for an in-person meeting.
When emailing me, please observe the following guidelines:
I will respond to you within one working day of when you email me. So, if you email me
on a Friday afternoon, you may not hear back until Monday afternoon.
 7

For any concerns about grades, please schedule an appointment to meet with me face-to-
face.
Before sending questions via email, make sure that your question is not answered on the
course syllabus or Blackboard site.
Be specific about the subject of the email in the subject line and use proper spelling,
grammar, and punctuation throughout the email. Your emails should always include the
following parts:
o A subject in the subject line; e.g., Question about yesterdays class
o A salutation direction at the person(s) you are emailing; e.g., Hi Adam
o The body of the email with proper spelling, grammar, and punctuation
o An acknowledgment of the end of the email and your name; e.g., Thanks, Lisa,
Best regards, George

Policy on electronics: Use of distracting electronic devices (e.g., laptops, tablets, cell phones) is
antithetical to getting the most out of your time in this class. However, I understand the necessity
of having an electronic device out and available under some circumstances (e.g., using a laptop
to take notes; remaining alert for an emergency phone call). Therefore, you are permitted to use
electronic devices during lecture as long as they are not a distraction to the instructor or other
students. Please turn all electronic devices to silent.

Tentative Schedule of Readings and Assignments

Date Topics and Corresponding Readings and Tasks Responsible Party

January 1. Introductions, syllabus, project Instructor
23 explanations.
2. Sign Up for Projects
3. Why this class matters:
Establishing a meaningful Context
(Kraus, Ch. 1)
Organizing Themes in Development
(Broderick & Blewitt, Ch. 1).

January 1. Model Developmental Theory Presentation: Instructor

30 Social Constructivists View of Development
(Kraus, Ch. 2)

2. Conception to Birth
Epigenesis and the Brain: The Fundamentals of Instructor
Behavioral Development
(Broderick & Blewitt, Ch. 2)
(Hines, 2008)

Discussion Question 1 Due

February 1. Early Theories Instructor
6
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Early Theories: Preformationism, Locke, and

Rousseau
Gesells Maturational Theory

2. Early Years (begin) Instructor

Cognitive Development in the Early Years
(Broderick & Blewitt, Ch. 3)
Emotional Development in the Early Years
(Broderick & Blewitt, Ch. 4)
(Blair, Peters, & Lawrence, 2003)

Discussion Question 2 Due

February 1. Freuds Psychoanalytic Theory Group 1 Developmental
13 Psychoanalytic Theory in Action Theory Presentation
(Klaus, Ch. 6)

2. Early Years (continued)

The Emerging Self and Socialization in the Early Instructor
years
(Broderick & Blewitt, Ch. 5)
(Scrimegeour, Davis, & Buss, 2016)

Discussion Question 3 Due

February 1. Ethological Theories Group 2 Developmental
20 Ethological Theories: Darwin, Lorenz, Tinbergen, Theory Presentation
and Bowlby and Ainsworth
(Clatterbuck, 2016)

2. Middle Childhood and Early Adolescence

Realms of Cognition in Middle Childhood
(Broderick & Blewitt, Ch. 6) Instructor
(Vortruba-Drzal et al., 2010)

Discussion Question 4 Due

February 1. Piaget's Theory of Cognitive Development Group 3 Developmental
27 (Mishra, 2014) Theory Presentation

2. Middle Childhood and Early Adolescence

(continued) Instructor
Self and Moral Development: Middle Childhood
Through Early Adolescence
(Broderick & Blewitt, Ch. 7)
Gender and Peer Relationships: Middle Childhood
Through Early Adolescence
(Broderick & Blewitt, Ch. 8)
 9

Discussion Question 5 Due

March 6 1. Vygotskys Social-Historical Theory Group 4 Developmental
Cognition, Culture, and Society: Understanding Theory Presentation
Cognitive Development in the Tradition of Vygotsky
(Kraus, Ch. 4)

2. Adolescence
Physical, Cognitive, and Identity Development in
Adolescence Instructor
(Broderick & Blewitt, Ch. 9)
The Social World of Adolescence
(Broderick & Blewitt, Ch. 10)

Discussion Question 6 Due

March 13 1. Eriksons Eight Stages of Life Group 5 Developmental
Erik and Joan Eriksons Approach to Human Theory Presentation
Development in Counseling
(Kraus, Ch. 7)

2. Young Adulthood Instructor

Physical and Cognitive Development in Young
Adulthood
(Broderick & Blewitt, Ch. 11)
(Osler, Avlund, & Mortensen, 2013)

Discussion Question 7 Due

March 20 1. Bronfenbrenners Ecological Model Group 6 Developmental
Bronfenbrenners Ecological Model Theory Presentation
(Kraus, Ch. 3)

2. Young Adulthood, contd.

Socioemotional and Vocational Development in Instructor
Young Adulthood
(Broderick & Blewitt, Ch. 12)
(Lindstrom, Kahn, & Lindsey, 2013)

Discussion Question 8 Due

April 3 2. Middle Adulthood Instructor
Middle Adulthood: Cognitive, Personality, and
Social Development
(Broderick & Blewitt, Ch. 13)
Living Well: Stress, Coping, and Life Satisfaction in
Adulthood
(Broderick & Blewitt, Ch. 14)

2. Late Adulthood Instructor

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Gains and Losses in Late Adulthood

(Broderick & Blewitt, Ch. 15)
April 10 1. Racial Identity Development Instructor & Discussion
Black Racial Identity Development Groups
(Kraus, Ch. 11)
Defining Latino Identity Through Late Adolescent
Development
(Kraus, Ch. 12)
White Racial Identity Development
(Kraus, Ch. 13)

2. Spiritual Identity Development Instructor & Discussion

Spiritual Development: Focusing as a Gateway to Groups
Counseling
(Kraus, Ch. 14)

Discussion Question 9 Due

April 17 1. Sexual Orientation Identity Development Instructor & Discussion
Lesbian Identity Development Groups
(Kraus, Ch. 9)
Gay Male Identity Development and Counseling
(Kraus, Ch. 10)

2. Gender Identity Development Instructor & Discussion

Lifespan Developmental Issues for Women Groups
(Kraus, Ch. 8)

Discussion Question 10 Due

April 24 Multigenerational Interview Presentations Students

May 1 Multigenerational Interview Presentations Students

MULTI-GENERATIONAL INTERVIEW
PAPER DUE ON BLACKBOARD BY 11:59PM
**Note: Readings are tentative and remain subject to change due to instructor discretion.

School of Education Resources & University Policies

Academic Calendar: Students are encouraged to review important add, drop or withdraw dates:
Academic Calendar

Academic Honesty: The Board of Curators of the University of Missouri recognizes that
academic honesty is essential for the intellectual life of the University. Faculty members have a
special obligation to expect high standards of academic honesty in all student work. Students
have a special obligation to adhere to such standards. Academic dishonesty, including cheating,
 11

plagiarism or sabotage, is adjudicated through the University of Missouri Student Conduct Code
and Rules of Procedures in Student Conduct Matters.

Academic Inquiry, Course Discussion and Privacy:

Faculty not allowing recording - University of Missouri System Executive Order No. 38 lays
out principles regarding the sanctity of classroom discussions at the university. The policy is
described fully in Section 200.015 of the Collected Rules and Regulations. In this class, students
may not make any audio or video recordings of course activity (including those recordings
prepared by an instructor), except students permitted to record as an accommodation under
Section 240.040 of the Collected Rules. All other students who record and/or distribute audio or
video recordings of class activity are subject to discipline in accordance with provisions of
Section 200.020 of the Collected Rules and Regulations of the University of Missouri pertaining
to student conduct matters.

Those students who have written permission from the course instructor to record are not
permitted to redistribute any audio or video recordings of statements or comments from the
course to individuals who are not students in the course without the express permission of the
faculty member and of any students who are recorded, including those recordings prepared by an
instructor. Students found to have violated this policy are subject to discipline in accordance with
provisions of Section 200.020 of the Collected Rules and Regulations of the University of
Missouri pertaining to student conduct matters.

Attendance Policy: Students are expected to attend and participate in classes. Advance notice of
attendance policies of academic units and individual instructors should be given, and such notice
should be in writing. Students should notify instructors of excused absences in advance, where
possible. Students who have an excused absence are expected to make arrangements with
instructors for alternative or make-up work. Such arrangements should be made in advance of
the absence, where possible. Instructors should accommodate excused absences to the extent that
an accommodation can be made that does not unreasonably interfere with the learning objectives
of the course or unduly burden the instructor. Attendance policies shall be applied in a non-
discriminatory manner.

Campus Safety: Inclement weather, mass notification, and emergency response guide: UMKC
Alert Emergency Information Center

Counseling and Health Services Available at UMKC: UMKC students may experience many
challenges in their lives while attending college stress, depression, suicidality, trauma,
relationship issues, health concerns, etc. As your professor I care about your success and well-
being, and want to make you aware of some helpful resources on campus. The UMKC
Counseling Center (www.umkc.edu/counselingcenter), located at 4825 Troost in Room 206,
offers a wide range of supportive services to students. Appointments can be made by calling
816.235.1635. UMKC Student Health and Wellness (http://info.umkc.edu/studenthealth/),
located at 4825 Troost in Room 115, offers a full range of health care and promotion
services. Appointments can be scheduled online or by calling 816.235.6133. The MindBody
 12

Connection (www.umkc.edu/mindbody) is located in the Atterbury Student Success Center in

Room 112 and offers a variety of stress-reduction services.

Disability Support Services: To obtain disability related accommodations and/or auxiliary aids,
students with disabilities must contact the Office of Services for Students with Disabilities
(OSSD) as soon as possible. To contact OSSD, call (816) 235-5696. Once verified, OSSD will
notify the course instructor and outline the accommodation and/or auxiliary aids to be provided.
For more information go to: http://www.umkc.edu/disability/

English Proficiency Statement: Students who encounter difficulty in their courses because of
the English proficiency of their instructors should speak directly with their instructors. If
additional assistance is needed, students may contact the UMKC Help Line at 816-235-2222 for
assistance.

Grade Appeal Policy: Students are responsible for meeting the standards of academic
performance established for each course in which they are enrolled. The establishment of the
criteria for grades and the evaluation of student academic performance are the responsibilities of
the instructor.

Grade appeals are available only for the review of allegedly capricious grading and not for
review of the instructor's evaluation of the student's academic performance. Capricious grading,
as that term is used here, comprises any of the following:
The assignment of a grade to a particular student on some basis other than the performance in
the course;
The assignment of a grade to a particular student according to more exacting or demanding
standards than were applied to other students in the course; (Note: Additional or different
grading criteria may be applied to graduate students enrolled for graduate credit in 300- and 400-
level courses.)
The assignment of a grade by a substantial departure from the instructor's previously
announced standards.
The School of Education procedure for a grade appeal may be found at: School of Education
Grade Grievance Procedure. If you have other concerns with a course or an instructor, you
should follow a similar process. Assistant Dean Christine Timmerman is available to help you
navigate the process. We recommend that you send your concern in writing and follow-up with
a request for a meeting to the instructor, chair, or dean, as appropriate.

Discrimination Grievance Procedures for Students: Discrimination Grievance Procedures for

Students can be found here: Discrimination Grievance Procedure for Students

Grievance procedures (School of Education): The School of Education has policies in place
for assisting students with concerns and grievances: General Grievance / Complaint Policy.
 13

Statement of Human Rights: The Board of Curators and UMKC are committed to the policy of
equal opportunity, regardless of race, color, religion, sex, sexual orientation, national origin, age,
disability and status as a Vietnam era veteran. Commitment to the policy is mentored by the
Division of Diversity, Access & Equity, but it is the responsibility of the entire university
community to provide equal opportunity through relevant practices, initiatives and programs.

Title IX: Under the University of Missouris Title IX policy, discrimination, violence and
harassment based on sex, gender, and gender identity are subject to the same kinds of
accountability and support applied to offenses based on other protected characteristics such as
race, color, ethnic or national origin, sexual orientation, religion, age, ancestry, disability,
military status, and veteran status. If you or someone you know has been harassed or assaulted,
you can find the appropriate resources by visiting UMKCs Title IX Office webpage (Title IX
Office) or contacting UMKCs Title IX Coordinator, Mikah K. Thompson (816.235.6910 or
thompsonmikah@umkc.edu). Additionally, you can file a complaint using UMKCs online
discrimination complaint form, which is located at Title IX Incident Report.

While most UMKC employees are required to report any known or suspected violation of Title
IX, students may seek confidential guidance from the following campus locations:

Phone (816) 235-1635 (open Tuesdays, 1-5pm)

UMKC Counseling
Service UMKC Counseling
Service
Volker Campus Health Sciences Campus
4825 Troost Ave, Suite Health Sciences Building
206 2464 Charlotte, 1418
Kansas City, MO 64110 Kansas City, MO 64108
Phone (816) 235-1635
Student Health and
Wellness
4825 Troost Ave., Suite
115
Kansas City, MO 64110
Phone - (816) 235-6133

UMKC Connect: Important information is available to undergraduate students in UMKC

Connect accessed through Blackboard. Throughout the term, students may receive emails
regarding course grades or academic performance. Students are expected to address information
posted in a timely fashion. This information may be shared with the students Success Network
made up his or her academic advisor(s) and other campus resources so that UMKC may fully
support the students success.

Withdrawal dates The University has very specific guidelines on withdrawing from classes.
There are important financial and assessment implications of trying to drop a course after the
deadline. The Registration and Drop Dates Schedule can be found at: Registration and Drop
Dates Schedule.

Statement on Classroom Civility, Professional Conduct, & Student Responsibility

In this course, a high degree of professionalism is required from all students. This course will
strive to foster a respectful learning community. It is expected that community (class) members
will demonstrate intellectual maturity, democratic values and attitudes (respect, sensitivity,
responsibility, and cooperation). As teachers or prospective teachers, it is important to learn to be
team players and exemplary professionals. Please know that display of unprofessional
 14

dispositions will affect your course grade. The professor reserves the right to manage a
positive learning environment and thus will not condone inappropriate conduct in the
course. Generally, academic/professional misconduct by a student shall include, but not be
limited to: disruption of classes (side bar conversation), rudeness toward the professor or other
class members, insensitivity, misrepresenting information presented in class, manipulative and
negative behavior, etc. Engagement in any of these behaviors carries penalty in terms of
dismissal from the course, significant point reduction including grade reduction by one letter
grade, or course failure. Responsibility: The basic premise in this course is that meaningful
learning results from a process of rational discourse. You will have opportunities to learn from
an array of materials and discourse presented. Your responsibilities are to take charge of your
learning and to maximize your learning by reading assigned materials, participating actively in
class discussions and other activities, respecting the dignity of each class member,
communicating legitimate needs and concerns to the professor, completing required assignments
on time and with high quality, and keeping track of your assignments and progress in class. In
addition, your responsibility is to maximize learning opportunities for your classmates by sharing
with them your knowledge, insight, and perspectives during the learning process.

School of Education Competencies & Professional Standards

SOE Conceptual Framework Competencies

SOE Competencies

CAEP Standards
CAEP Standards
CAEP Standards for Advanced Programs

Teacher Education and Curriculum Studies

Teacher Education Standards

INTASC Standards
Missouri Teacher Standards
Subject Specific Competencies for Teacher Education

IRA Reading Standards

IRA Reading 2010

Special Education
CEC Initial Level Special Educator Preparation Standards

TESOL
TESOL 2010

Curriculum & Instructional Leadership

Missouri Teacher Standards
NBPTS
 15

Educational Leadership, Policy, and Foundations

PK12 Administration
Model Leader Standards and Indicators
Subject Specific Competencies for Administration
ELCC Standards
ISLLC Performance Standards

Higher Education
CAS Hi Ed

Counseling & Educational Psychology

Counseling & Guidance
MPCAC
EdS Program Goals

School Counseling:
MoSPE School Counselor Standards
MoSPE School Counselor Standards Continuum
SC Goals 2011
SC Goals 2013
SC Dispositions
ASCA Performance Standards

Counseling Psychology
CP Goals

Developmental Theory Presentation

Assignment Description: Students will work in small groups to create a 60-minute presentation
on a theory of human development (to be chosen on the first night of class). The presentation
will contain three parts:
1. An introductory activity to engage the class and make them think about the topic.
Possible activities include asking students to reflect on their own experiences in small
groups; showing a film clip that illustrates an aspect of the theory; role-playing an aspect
of the theory; or leading a trivia game about the theory (~15 minutes).
2. A lesson (~30 minutes) about the theory using PowerPoint or Prezi that covers the
following material:
a. Relevant context of the theory, such as major theorists and cultural and historical
context
b. Stages, phases, etc. of the theory
c. Cultural or diversity concerns inherent in the theory
d. Additional criticism of the theory
e. Example of how the theory could be used to conceptualize a client or student that
you would see in your professional setting
3. Two discussion questions that stimulate meaningful classroom discussion (~15 minutes).
 16

While it is acceptable to utilize the assigned readings as material for your lesson, it is expected
that you will also integrate at least 5 other sources into your presentation as supplementary
materials.

Assignment Rubric
Task Point Points
Possible Earned
Introductory activity is relevant and compelling 4
Lesson includes relevant context of the theory 3
Lesson includes correct stages, phases, etc. of the theory 5
Lesson includes discussion of cultural or diversity concerns 3
Lesson addresses additional criticism of the theory 3
Lesson includes example of the theory in a professional 3
setting
Discussion questions stimulate meaningful discussion 4
References are cited appropriately 1
All material is presented in a professional and engaging 2
manner
Time limits are observed/presentation is submitted on time 2
Total 30

REMEMBER TO SUBMIT YOUR POWERPOINT OR PREZI FILE ON

BLACKBOARD BEFORE OR WITHIN 24 HOURS AFTER YOUR PRESENTATION. I
CANNOT GRADE YOUR PRESENTATION WITHOUT IT.

Identity Lens Paper and Discussion

Assignment Description: Students will write a paper on an identity development model and
engage their small group in a discussion about the model. The assignment will contain two parts:
1. 3-4 page paper including:
a. Brief discussion of major theorists and cultural/historical context of the theory
b. Stages, phases, etc. of the theory
c. Cultural or diversity concerns inherent in the theory
d. Additional criticism of the theory
e. Example of how the theory could be used to conceptualize a client or student that
you would see in your professional setting
2. Two discussion questions that stimulate meaningful classroom discussion.

Assignment Rubric
Task Point Points
Possible Earned
Paper includes brief discussion of theorists and context 2
Paper includes correct stages, phases, etc. of the theory 2
Paper includes discussion of cultural or diversity concerns 3
 17

Paper addresses additional criticism of the theory 3

Paper includes example of the theory in a professional setting 2
Discussion questions stimulate meaningful discussion 2
Paper is well-written and APA style and formatting guidelines are 1
followed, including proper references
Total 15

REMEMBER TO SUBMIT YOUR PAPER ON BLACKBOARD BEFORE THE CLASS

PERIOD IN WHICH YOU ARE TO LEAD YOUR GROUPS DISCUSSION.
 18

Multigenerational Interview Paper and Presentation

Assignment Description: Individually, students will conduct interviews with two people in two
different stages of lifespan development or their caretakers. (For the purpose of this project, we
will observe Broderick and Blewitts stages: conception/birth, early childhood, middle
childhood, early adolescence, adolescence, young adulthood, middle adulthood, and late
adulthood.) Students will summarize and analyze the interviews using at least two different
theories (one developmental theory and one identity lens) with each of the interviewees, for a
total of at least 4 different theories used, as well as discussion of additional theories as
appropriate. Students will select and present their conceptualization of one interviewee using one
theory to the class (~10 minutes).
The paper should be approximately 7-10 pages in length and formatted using APA style
(including title page, abstract, and references page, which are not included in the 7-10 page
length). The content of the paper should follow this outline:

Title
Introductory paragraph explaining who you interviewed (USE PSEUDONYMS), how you know
them, what stage of life theyre in, and what theories you used to conceptualize them (~1 page)
Person #1
Person #1s development conceptualized using XXX theory of lifespan development
What stage/phase/etc. do you think he or she is in, and why? What other lifespan-related
development concerns (think Broderick & Blewitt text) do you see playing out for this individual
right now? (~1.5 pages)
Person #1s gender, racial, sexual orientation, or spiritual identity development
conceptualized using XXX theory of identity development
What stage/phase/etc. do you think he or she is in, and why? (~1.5 pages)
Person #2
Person #2s development conceptualized using XXX theory of lifespan development
What stage/phase/etc. do you think he or she is in, and why? What other lifespan-related
development concerns (think Broderick & Blewitt text) do you see playing out for this individual
right now? (~1.5 pages)
Person #2s gender, racial, sexual orientation, or spiritual identity development
conceptualized using XXX theory of identity development
What stage/phase/etc. do you think he or she in, and why? (~1.5 pages)
Your Reflections on This Process
What did you learn, what surprised you, what was uncomfortable for you to talk about, etc. (~2
pages)

Assignment Rubric
Task Point Points
Possible Earned
Paper
Introduction includes description of who you interviewed, how you 3
know them, what stage of life theyre in, and what theories you
used
 19

Lifespan development theory is applied appropriately for Person #1 5

Additional lifespan-related concerns are addressed appropriately for 2
Person #1
Identity lens is applied appropriately for Person #1 5
Lifespan development theory is applied appropriately for Person #2 5
Additional lifespan-related concerns are addressed appropriately for 2
Person #2
Identity lens is applied appropriately for Person #2 5
Reflection evidences critical thinking about the interview and 3
conceptualization experience
Paper is well-written and APA style and formatting guidelines are 2
followed, including proper references
Total for Paper (32)
Presentation
Conceptualization of one person using one theory is appropriate 2
Time limit is observed 1
Total for Presentation (3)
Total for Project 35
 20

Discussion Question Assignment

Almost every week, you will be required to post a question to Blackboard regarding the weekly
readings. The purpose of this assignment is to get you to think critically about the assigned
readings prior to our class discussion.

This assignment is meant to foster conversation in the class; therefore, your question should not
be a question that can be answered by looking in the textbook or an outside source. Good
discussion questions encourage students to think more deeply about the material presented, and
indicate that the poser of the question has read the assigned readings. Direct quotes are not
necessary, but the question should cover specific ideas/concepts covered in the assigned
readings. Only one discussion question is required each week, and can concentrate on one of the
assigned readings or span any/all of the assigned readings.

Discussion questions are graded on a scale of zero to one. A score of zero will be given to
students not completing the assignment in a given week. Note that these are due nearly every
week, as indicated on the syllabus.

A score of .5, or half credit, is given to responses that do not meet the criteria listed above. These
questions either leave little room for further discussion, are too general, or they do not connect to
specific material in the chapter. Some types of questions that might get such a score include:

1. Asking how material presented relates to counseling, (or another broad field) without
further specification. (What aspects of this topic do you think are most relevant to
counseling? What aspects of counseling in particular do you think relates to what you
have read?)
2. Relying too much on personal anecdote. (Anecdotes can be helpful in illustrating and
connecting to various parts of the course, but be sure to connect your personal experience
back to development in general.)
3. Neglecting to ask a question! This includes answering other peoples posed questions and
posing your own opinions without an accompanying question. (I know this is hard, but
the purpose is to get others to think of their own opinions, not necessarily to share your
own opinionsyet. There will be some room for this in accompanying class discussion.)
a. If you want to answer someone elses question, I encourage you to do so; just be
sure that you pose a question too.
b. Tacking what do you think? on the end does not count as a quality thought
question.
4. Asking only clarification questions that can be answered by a textbook. (Note: if you do
have clarification questions you are free to pose them, but only after you complete the
assignment!)

A score of one meets the criteria listed aboveit reflects that you have read and understood (or
made some initial attempt to understand) the material. I could (and often will) take this question,
pose it to the class, and start a discussion. Heres an example:
 21

In Eriksons theory of identity development, he stresses the importance of moratorium, or

freedom from responsibility that allows an adolescent to find ones identity, in positive
development. However, many adolescents have great responsibilities during this time, including
taking care of younger siblings and taking jobs to help one day pay for college. How does this
level of responsibility affect identity development? What could schools do to provide students
opportunities to explore development that they might not otherwise have?

DISCUSSION QUESTIONS ARE DUE ON BLACKBOARD AT 11:59 PM THE SUNDAY

NIGHT PRIOR TO THE CLASS PERIOD CORRESPONDING TO THE ASSIGNED
READINGS.
 22

Participation Points

Attendance and participation will be graded on a weekly basis, on a scale of zero to one. A score
of zero will be given to students who do not attend class and who do not email the instructor
before class begins to indicate an excused absence (please see the policy regarding excused
absences).

A score of .5 will be given to students who attend class but who do not contribute meaningfully
to class dialogues. Asking meaningful questions or offering meaningful responses during class
lecture and discussion components will earn a student a score of 1 for each class period. While
the instructor understands that not all students may be comfortable speaking in classroom
environments, sharing your educated thoughts and opinions with your peers regarding course
material is part of your responsibility to the learning environment as outlined by the syllabus.

Participation points will not be awarded to students on days they are expected to present in their
developmental theory groups, their identity lens discussions, or their multigenerational interview
project as your course participation is expected and accounted for in your grades in those
assessments. This means that you will be assessed on your attendance and participation for 11
class periods and graded out of 10, allowing for one absence without a negative impact on your
final grade.