Adolescent Development: From Puberty to Young Adulthood

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Describe the physical, cognitive, and social aspects of development during adolescence and how they differ based on cultural background.
• Demonstrate an understanding of how broad psychosocial contexts shape development during adolescence into young adulthood (e.g., diversity in race, ethnicity, culture, socioeconomic background, gender, sexual orientation, and family structure).
• Recognize how “typical” and “atypical” adolescent development emerges within the contexts of the family, peer group, school, and work/leisure, and consider how the definitions of “typical” and “atypical” are defined by political, social, and cultural systems.
• Identify the psychosocial challenges of adolescence; how they are impacted by political, social, and cultural systems; and their implications for adolescent well-being.
• Critically analyze claims, arguments, artifacts, or information.
• Construct coherent, evidence-based arguments.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Academic Integrity Form	0 points
Introduction Post	5 points
Topic Reactions	70 points
Quizzes	420 points
Individual Assignment 1: Generation Interview	100 points
Individual Assignment 2: Group Playlist to Demonstrate Understanding of Adolescence and Social Issues	100 points
TOTAL	695 points

To know where you stand at any given time, divide the total points you have earned by the total possible you could have earned to get your percentage. The percentages are assigned to corresponding letter grades according to the Canvas default. Letter grades are assigned based on the Canvas software’s default assignment, which approximates the following:

Grading Scale

Percentage	Letter Grade
97-100%	A+
94-96.99%	A
90-93.99%	A-
87-89.99%	B+
84-86.99%	B
80-83.99%	B-
77-79.99%	C+
74-76.99%	C
70-73.99%	C-
67-69.99%	D+
64-66.99%	D
60-63.99%	D-
Less than 60%	F

Attendance/Participation:

Punctual, consistent attendance is required. Students are expected to be well-prepared for class. This includes having read all assigned material, thinking about their implications for parenting and parent-child relationships, and making notes about questions and/or comments inspired by the readings. Attendance will be taken during each class.

Students are expected to be present during all classes (and for the entire class period). I will start taking attendance on the first day of the second week of classes to accommodate students who may register late for the class. Knowing that legitimate circumstances arise that may preclude students from attending all scheduled classes, each student will be allotted three “excused” absences over the semester. I will assume that all three (3) absences will be for legitimate reasons. Accordingly, there is no need (i.e., please do not) to explain or document (e.g., doctor’s notes, telephone, or e-mail messages) absences. For every absence over three, two points will be deducted from your final grade points, up to a total of twelve points. Students will be responsible for all material presented during classes they miss. In other words, the professor will not “re-teach” material missed during class absences during office hours and individual appointments. Students who miss 10 or more classes will be dropped from the course, receiving a grade of WF – no exceptions! Students with chronic and verifiable circumstances requiring consideration should speak with Dr. Coard as soon as possible. Any student who fabricates their attendance or assists in fabricating another’s attendance will be considered in violation of this policy and will be handled accordingly by all parties involved.

Active participation will aid in your analysis and critique of the information presented to you in the text and lecture. You owe it to your peers to come prepared to class and ready to engage in the learning process. One is actively contributing when he/she contributes to class by bringing in discussion questions and current events relevant to the week’s readings, appears attentive and engaging in in-class activities, and exhibits a willingness to share in the open exchange of ideas and experiences in a thought-provoking and respectful manner. Please keep in mind that all perspectives have validity, even if they differ from the instructor's. As part of students’ participation grades, the Canvas ID Photo Roster and uploaded headshots will be utilized.

Course Materials Purchased by the Students:

Jeffrey Jensen Arnett; Lene Arnett Jensen, Adolescence and Emerging Adulthood: A Cultural Perspective. Pearson/Prentice Hall, Upper Saddle River, NJ. 7th Edition, 2024. Print ISBN 9780138063245, 0138063249; e-text ISBN 9780138063054, 0138063052