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Viewing: H_D_FS 3150W palermof : Child Development 4-8 (Early Childhood)

Last approved: Mon, 12 Sep 2016 18:26:39 GMT

Last edit: Mon, 12 Sep 2016 18:26:39 GMT

Proposal Type

Writing Intensive

Contact Information

eas6k4
Erin
Small
eas6k4@mail.missouri.edu
573/882-1798
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?
Yes
Instructor for whom you are submitting proposal:
palermof
Francisco
Palermo
palermof@missouri.edu
573/884-0932
Human Devl & Family Science
Subject Area’s Department Chair/Director:
ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program

Term for Proposal

 
Fall 2016

Course Catalog Information

HES
Human Development And Family S (H_D_FS)
Human Development And Family S
3150
3
 
30
Child Development 4-8 (Early Childhood)
Physical, cognitive, social/emotional and personality growth and development during early childhood. Topics include major theories of development and current research and ideas in conjunction with historical approaches to examining growth and development in ages 4-8.
 
Lecture/Standard with Discussion
A-F (allow student to choose S/U option)
Some sections may be restricted to students admitted to the Great Plains IDEA Early Childhood Education Program (GPI-ECE). Some sections may be restricted to HDFS, Pre-HDFS, and Education majors during Early Registration.
 
 
 

Instructor Information

palermof
Francisco
Palermo
palermof@missouri.edu
573/884-0932
Human Devl & Family Science
(numbers only)
Tenure Line Assistant Professor
302 Gentry
 
 

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

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 covers the social, emotional, cognitive, and physical development of children before puberty, from preschool age to preadolescence.
 
Face-to-face
Self paced?

 
65
Should this course be considered for funding?
Yes
Large Enrollment Courses:
The class structure will be the traditional lecture format, with brief discussions with students about the class material and their experiences. I will meet with TA to discuss my grading preferences at the start of the semester and have them grade the first few assignments together so that they can help each other and to ensure consistency in grading between them. I also ask my TAs to ask me questions if they are unsure about how I would grade something.
Students' performance will be monitored throughout the semester via the grading of assignments (including the writing assignment feedback they receive) and their class attendance (gathered via the iclicker response system).
I will meet with TA to discuss my grading preferences at the start of the semester and have them grade the first few assignments together so that they can help each other and to ensure consistency in grading between them. I also ask my TAs to ask me questions if they are unsure about how I would grade something.

Writing Intensive Assignments

Pages
All assignments
Students will write three brief essays (330 words, not to exceed 1, double-spaced page). Students will be given problems and/or questions about topics in early or middle childhood and asked to explain, support, and define using the language research and/or theories covered in class. These essays are short to allow students the opportunity to practice writing concisely and "to the point" while also articulating a logical and supported argument for the given problem or question. All papers will be turned in twice (one revision). The professor and TAs will provide written feedback and comments on the paper. Students will receive a grade for each draft. The expectations for an A will increase for each draft turned in on a given paper. Therefore, a B paper on the first draft will likely be a C or D paper on the second copy if the student does only very minimal revision. Even A papers on the first draft will require significant revision to receive an A on the second draft. All papers will be graded using a rubric for completeness, content, analysis, thoughtfulness, writing style, formatting, etc. Specific rubric items will differ for each paper and will be made known to the students when more material about the paper is given in class. Students will also write a 5-page paper (using APA 6th Ed. formatting) based on a classroom observation of young children. The purpose of the paper is to describe what was observed and to analyze the observed behaviors from three theoretical perspectives discussed in class. Students will focus their topic on one of the major themes discussed in the class (social, cognitive, physical, and emotional development) and select an observation time and setting appropriate for that topic. The setting for most will be the Child Development Laboratory (CDL). There are three drafts required for this paper. The first draft will be considered a good draft and include 3 pages. The professor and TAs will review the first drafts and return them with comments and feedback. The second draft will include 5 pages (3 revised, 2 first drafts). The third and final draft will include 5 revised pages. Comments and feedback will be related to content, structure, and formatting (there will be a rubric). The intent is to help students formulate and articulate (in writing) an analysis and description of an observed behavior from three theoretical perspectives.
Length of assignment:
9
instructor
12
Intstructor
21

Total pages for all assignments:
First drafts:
9.00
Revisions:
12.00
21.00
 

Writing Intensive Teaching

Instructor provided feedback
 
 
The writing assignments in this class may allow for more than one acceptable interpretation, explanation, analysis, or evaluation - EXCEPT where the language of the research and/or theory are concerned; students need to accurately depict the research or theory in their writing. For the term paper, students are to explain an observed behavior using three theories. Provided they use the appropriate language of the theory, there are multiple ways (within the scope of the theory) of interpreting, analyzing, or explaining the observed behavior using the theory. Similarly, the essays allow the students to draw on research and theory from class to explain and define a behavior, issue, or situation. Provided the explanation uses the appropriate language of the theories, students will all interpret the scenarios (in which the behavior occurred) differently and provide different explanations and evaluations of them. There is however no "correct" means by which a theory or research should be applied - these are all left up to the student making the interpretation and analysis.
Students will hand-in their first draft of essay 1 in mid September and the revision in the end of September. The first draft of essay 2 will be due mid October and the revised version will be due near the end of October. The first draft of essay 3 will be due mid November and the revised version will be due near the end of November. The first draft of the term paper will be due early October. The second draft will be due early November and the third and final draft will be due early December.
60
%
 
2
I will meet with TAs regularly. During these meetings we will go over grading, including the rubrics and the types of feedback to provide students based on their own writing skills. I will work with two TAs. Their role will be to grade writing assignments. The instructor will provide the TAs with grading feedback.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement


Additional Comments

 
 
Key: 548