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Viewing: H_D_FS 2400W borderet : Principles of Human Development - Writing Intensive

Last approved: Tue, 08 Nov 2016 16:49:49 GMT

Last edit: Tue, 08 Nov 2016 16:49:49 GMT

Proposal Type

Writing Intensive

Contact Information

borderet
Tashel
Bordere
borderet@missouri.edu
573/882-5617
Human Devl & Family Science
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
borderet
Tashel
Bordere
borderet@missouri.edu
573/882-5617
Human Devl & Family Science
Subject Area’s Department Chair/Director:
ganongl
Lawrence
Ganong
GanongL@missouri.edu
573/882-6852
Human Devl & Family Science

Term for Proposal

 
Spring 2017

Course Catalog Information

HES
Human Development And Family S (H_D_FS)
Human Development And Family S
2400W
3
4
30
Principles of Human Development - Writing Intensive
Concepts and principles basic to an understanding of human development and learning throughout the life span.
Behavioral Science
Lecture/Standard with Laboratory
A-F (allow student to choose S/U option)
ENGLSH 1000 required for the writing intensive sections of H_D_FS 2400.
 
 
 

Instructor Information

borderet
Tashel
Bordere
borderet@missouri.edu
573/882-5617
Human Devl & Family Science
(numbers only)
Tenure Line Assistant Professor
3901 Day Flower Ct
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Assistant Faculty Member
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course focuses on the biological, cognitive, social, and emotional changes that occur as individuals move across the life span. The course is an introduction to the field's basic theories, concepts, research findings, and well-known scholars. Students should leave the course more prepared to think critically about their own developmental trajectory, as well as those of others. Another main objective is to improve their writing skills.
The course includes reflective writing in the form of journal entries to further promote metacognitive processes in a less formal writing style. The reflective entries provide students with experiences conveying knowledge to a different audience than they would in a more formal paper.

The paper expectations are the same but the content of them has changed.
Face-to-face
Self paced?

296
296
Should this course be considered for funding?
Yes
Large Enrollment Courses:
The course includes a lecture twice a week and weekly lab class. The instructor teaches the large lecture and the TA's teach the lab courses. The large lecture class focuses on course content in development and also includes application tasks related to writing assignments. There are large and small group activities in the large lecture as well as in the lab. The lab is centered around learning and practicing techniques in quality writing. Course related content is used in practice assignment in lab.
Student performance is monitored in multiple ways - short and longer writing assignments (including revisions), activities, take-home assignments, and exams.
I talk to students about my philosophy of learning and writing which is based around years of training (including CTL trainings which have been outstanding) and teaching experiences. We norm papers across the semester which allows for idea exchanges, so I am able to actively listen to the ideas of GTAs regarding scoring as well as share my own thoughts and expectations. Additionally, prior to entering scores, GTAs provide both means for each lab as well as qualitative themes of strengths and areas of improvement for students. This allows me another opportunity to assess their understanding of student performance. Further, the TA Coordinator and I both look at randomly selected papers to view the type and frequency of commenting as well as scoring on the part of the GTA. All of the measures serve as check-points. Each meeting with GTAs is built around further professional development and quality teaching and learning, including a focus on diversity. Finally, GTAs are required to attend many lectures, so this also gives them an understanding of my teaching style, approaches to working with students, and writing expectations.

Writing Intensive Assignments

Pages
Paper 1
In the first paper (2-3 pages), students will describe and provide context for one lived experience (A Moment in Time, Space, and Place) and its impact on the domains of their development at the time and at present. Students will connect relevant course material to the lived experience that they concisely describe in the paper.
Length of assignment:
3
Instructor
 
 
3

Paper 2
In the second paper (4 pages), students will write about their cultural identity and social/external messages (Cultural Identity in Childhood). The paper will focus on the ways that social messages impacted the development of each identity (e.g., ability, gender, ethnicity, race, socio-economic status, religion, spirituality, family structure, etc.) cognitively (e.g., perceptions, understanding of it), socially (social interactions and relationships), emotionally (happiness, frustration, etc.), physically (anxiety, puberty, hairstyle) during childhood and in adulthood development. Particular attention will be given on the different forces of development. Students will revise and resubmit this paper.
Length of assignment:
4
instructor
4
instructor
8

Paper 3
In the third paper (5 pages), students move from personal experience to “other” experience by conducting face-to-face interviews with two siblings in the young adulthood period of development. Students will write about their family experiences and connect developmental concepts and theory to explain ways that the siblings have socialized each other (bi-directional socialization) across development. Students will revise and resubmit this paper. Students will also read an article on sibling relationships and participate in a special lecture on this topic. They will be expected to incorporate scholarly literature into this paper to support their claims and ideas. This assignment includes a draft plus a revision (5 pages each). In addition to the papers, students are asked in each lesson's progress evaluation to respond to prompts in short answer or essay form. In each assignment, students are graded not only on their mastery of content, but also on their writing quality. The instructor grades all assignments.
Length of assignment:
5
instructor
5
instructor
10

Total pages for all assignments:
First drafts:
12.00
Revisions:
9.00
21.00
Throughout the semester, students will complete a series of papers in which they explore issues of human development moving from their own experiences (the familiar – self awareness) to the experiences of others (the less familiar-other awareness of development). All papers will be formatted and referenced in APA style.

Writing Intensive Teaching

Instructor provided feedback
Other
Peer review
Revision is integral to this course. The second and third papers will be revised. Students will receive feedback from their graduate teaching assistants and will incorporate this feedback into their revision. To encourage students to take a critical look at their own writing, the revision grade will be based on their own independent changes, in addition to their responsiveness to the instructor's feedback. Discussion about the role and process of revision will occur during lab sessions.
In addition to the out-of-class writing assignments, students will be required to complete reading assignments related to the book - Words Fail Me: What Everyone Should Know About Writing by Patricia T. O’Conner. This reading will reinforce writing skills, such as language use, sentence construction, paraphrasing, outlining, and revision. Students will also complete multiple choice exams designed to reinforce the readings assess knowledge knowledge of writing skills.

Students will participate in a weekly graded lab session associated with the course. Most of the lab assignments will require students to write. Some assignments will require students to complete specific readings from the O’Conner text prior to the lab session. Some writing will occur in class to help reinforce the terminology covered in the textbook. In other lab sessions, students will have the opportunity to outline and brainstorm for upcoming papers. Students will have the opportunity to occasionally work in small groups to discuss content and writing related to the course.
Human development can be viewed from a variety of theoretical and conceptual perspectives, so there are many acceptable ways of addressing the written assignments. Students will have the freedom in each paper to apply the concepts they believe are most relevant to the assignment. Students will be expected to explain and provide rationales for their interpretations and analyses.
The weekly lab assignments will begin during the second week of the semester and continue until the end of the semester. Papers are evenly distributed throughout the semester. As students' exposure to course content and to writing increases, so too do the page limits on the papers. Papers will be graded and returned one week later. There are no papers due during the week of the mid-term exam or the final exam.

In addition to the out-of-class writing assignments, students will be required to complete reading assignments related to Words Fail Me: What Everyone Should Know About Writing by Patricia T. O'Conner. This reading will reinforce writing skills, such as language use, sentence construction, paragraphing, outlining, and revision. We will periodically complete a quiz or other assessment designed to reinforce the reading and/or demonstrate knowledge of these writing skills. Students will participate in a weekly graded lab session associated with the course. Most of the lab assignments will require students to write. Some assignments will require students to complete specific readings from the O'Conner text prior to the lab session. Some writing will occur in class to help reinforce the terminology covered in the textbook. In other lab sessions, students will have the opportunity to outline and brainstorm for upcoming papers. Students will have the opportunity to occasionally work in small groups to discuss content and writing related to the course.
40
%
The remaining percent of the grade will be based on lab assignments, in-class and out-of-class application activities, and exams.
13
The 13 graduate teaching assistants and TA Coordinator for the course will be selected by the Department of Human Development and Family Science based on past writing and evidence of quality writing skills. The GTAs will attend the CWP's training for GTAs prior to the Spring semester 2017. Norming sessions will be frequently conducted prior to grading student papers. All GTAs will submit their means, qualitative themes/patterns of strengths and areas of further growth for students (including examples of common achievements and errors) and grade distributions to the instructor. Once a mean score for all papers has been calculated, scores for individual lab sections will be compared to the group. Furthermore, the TA coordinator will randomly pull one paper from each GTA for each papers and grade them. These papers will be returned to the GTAs for comparison with their own grading. The instructor and/or TA Coordinator may also randomly select graded papers for each of the assignments, review the grading and comments of the GTAs, and discuss these in the weekly TA meeting. Newer TAs will receive even more mentorship and support with grading and commenting on papers across the semester.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Tue, 08 Nov 2016 15:58:34 GMT): I have added H_D_FS 2400W, 01 with labs for the Spring 2017 Schedule of classes and cancelled the regular sections of H_D_FS 2400, 01 and labs. The students that were enrolled in H_D_FS 2400, 01 were moved to the new section of H_D_FS 2400W, 01 and the credit hours changed to 4.0 as Per conversation with Brenda Bestgen the WI section receive 4.0 credit hours.
Key: 263