Fall 2013 Instructor: Office: Office Hours: E-mail: Office Phone:

FCS 340 Parent-Child Relationships in Family & Community University of Idaho ~ School of Family & Consumer Sciences 5:00-7:50pm Thursday

TLC 249

Erin N. Chapman, PhD, CFLE 304 Ag. Science Bldg. 1:00-2:00pm Mondays and 11:00-12:00pm Tuesdays & Thursdays chapman@uidaho.edu 208-885-6789 (please correspond via email when possible)

Required Textbook & Readings** th Brooks, J. (2013). The Process of Parenting (9 Ed.). New York: McGraw-Hill. Additional readings will be assigned/posted as needed (journal articles, brief reports, book chapters, etc.). Blackboard (BbLearn) I will be using BbLearn to post announcements, course materials (i.e., class announcements, notes, syllabus, additional readings, assignment guidelines), chapter quizzes, grades, and, possibly, exams. . Course Description Dynamics of parent-child interactions and models for parent education programs in community and school settings. Learning Outcomes: Students completing this course will See page 10 for corresponding Idaho Core Teacher Standards, Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers, and Idaho Foundation Standards for Special Education Teachers Objective 1: Objective 2: Objective 3: Objective 4: Objective 5: Objective 6: Objective 7: Objective 8: Examine the mutual interdependence between parent and children throughout the parenting years Identify developmental needs and tasks of parents Indicate awareness of relationship dynamics between parents and the child with special needs Describe socioeconomic, cultural differences in parenting Examine the changing parental role Demonstrate awareness of the interdependence between families and other societal institutions Evaluate educational materials and resources for parents Describe state and community programs which support children and families

University Learning Outcomes These outcomes provide a broad description of the expected consequences gained through your college education. These outcomes apply to your FCS 340 course. 1. Learn and integrate - Through independent learning and collaborative study, attain, use, and develop knowledge in the arts, humanities, sciences, and social sciences, with disciplinary specialization and the ability to integrate information across disciplines. 2. Think and create - Use multiple thinking strategies to examine real-world issues, explore creative avenues of expression, solve problems, and make consequential decisions. 3. Communicate - Acquire, articulate, create and convey intended meaning using verbal and non-verbal methods of communication that demonstrate respect and understanding in a complex society. 4. Clarify purpose and perspective - Explore ones life purpose and meaning through transformational experiences that foster an understanding of self, relationships, and diverse global perspectives. 5. Practice citizenship - Apply principles of ethical leadership, collaborative engagement, socially responsible behavior, respect for diversity in an interdependent world, and a service-oriented commitment to advance and sustain local and global communities. Challenging & Sensitive Content The content of this course will likely challenge assumptions you hold about a number of issues, including all aspects of family dynamics, child rearing, parenting, marriage, coupling, etc. As a result, you may find that your participation makes you uncomfortable on occasion. Experiencing dissonance, while not always pleasant at the time, may ultimately prove rewarding.

I will work to provide you with opportunities to individually process information and to ask questions. I believe that effective education is a two-way exchange and, therefore, I encourage you to become an active participant in this course and hope you will gain knowledge that will enhance your decision-making throughout life. The basic ground rule for class discussion is RESPECT. Please be respectful of diverse opinions and perspectives of issues discussed in class. It is certain that we will not all be on the same page with certain issues especially those that strike moral, ethical, and/or spiritual chords within all of us. Feel free to share your opinions and perspectives and be respectful when others share their own as well.

Academic Misconduct & Plagiarism: Cheatingnot cool; dont do it. Plagiarism is the act of representing directly or indirectly another persons work as your ow n. It can involve presenting someones speech, wholly or partially, as yours; quoting without acknowledging the true source of the quoted material; copying and handing in another persons work (including extra credit work) with your name on it; copying or sharing answers on exams; and similar infractions. Even indirect quotations, paraphrasing, etc., can be considered plagiarism unless sources are properly cited. Plagiarism will not be tolerated, and students could receive an F grade on the exam/assignment or an F grade for the course. For more information, see the University of Idahos Dean of Students website, look for the Academic Integrity Initiative link and select Student Resources ( What is Academic Dishonesty, How to Avoid Academic Dishonesty, etc.). http://www.uidaho.edu/DOS/academicintegrity Students with Special Needs: Disability Support Services Reasonable Accommodations Statement I would like to hear from anyone in this class who has a special need that may require some modification of seating, testing, or other course requirements. Please see me after class or during my office hours so that we can work out any arrangements needed. Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306 in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course. Disability Support Services Idaho Commons Building, Room 306 Website: www.uidaho.edu/dss Phone: 885-6307 Email: dss@uidaho.edu Course Requirements Attendance and Engagement Attendance will not be taken daily, however It should be noted that individual & group in-class activities (see IC section below) can greatly affect your final grade. These assignments will be completed and turned in DURING class time. You cannot make-up missed in-class assignments. No Exceptions. If you want the points for in-class activities, come to class and plan to be involved in whats going on during class time. Reading Assignments Students shall be responsible for reading assigned chapters from the text and any additional readings to be announced (TBA). These additional readings will be posted on BbLearn or handed out during class time. Class lectures and discussions include concepts, questions and activities based on text and additional readings. In-class (IC) Activities On several occasions (perhaps multiple activities each class period) you will have an opportunity to participate in an unannounced IC activity. These activities will be presented randomly throughout the semester; some will be individual reflections and others will be based on group discussion. These applied exercises are designed to integrate personal perspectives with course content and to assess your understanding of course readings/content. Points for these activities will vary depending upon the extent of the work required, for example, it might be a brief 5-10 point individual reflection, or a more involved 15-20 point group discussion & reflection. These points may not be made up if you are absent from class and miss the activity. Therefore, regular attendance is important. Out-of-Class Assignments & Article summaries and reflections To correspond with and supplementtopics relevant to class material, I may assign brief activities to be completed outside of class time. Points for these activities will vary depending upon the extent of the work required, but will likely not exceed more than 20 points each.

2|Page

Article Discussion Hour! For this assignment read one article that relates to the topics selected for each article discussion day. Choose an article written within the past five years. You may use: professional (peerreviewed/empirical) journals (including on-line journals), relevant government, sections or a chapter from a book. Include the citation. Write a brief summary of the article and a reflection on the content and how you might use it in the future as a parent or in your work with children and families. Assignments must be 12 pt. font, double spaced, and 1 page (minimum) or 2 pages (maximum) in length. Be prepared to discuss your article and your thoughts on the topic in class on article discussion days. Following class/group discussions you will write a brief re-reflection based on that days discussion. The article citation, summary, and original reflection is worth 20. Your in-class participation and rereflection is worth 5 points. (These in-class points cannot be made up). We will discuss additional information (i.e., grading, expectations, etc) regarding these article summaries and discussions as the semester progresses.

Exams You will complete three written exams, each worth 50 points. Make-up tests and/or deadline extensions for exams will be given for medical reasons with documented evidence from UI Health Services or other medical agency, or when students are attending required university-sponsored activities. A request in advance is required for expected absence from an exam due to a university-sponsored activity. Only under extraordinary circumstances, communicated to the instructor prior to the exam date, will you be permitted to reschedule an exam. If at all possible, any rescheduled exam must be completed prior to the date on which the class will complete/turn in the exam. If an illness or family emergency affects your ability to complete a scheduled exam, you must provide WRITTEN DOCUMENTATION . th Your FINAL EXAMINATION time is Friday, December 20 from 3:00-5:00pm (ugh!). Plan your holiday travel to start AFTER the exam time. Exceptions to the final exam date require written approval from both the Director of the School of Family and Consumer Studies AND the Associate Dean of the College of Agriculture. Tentative End-of-the-Semester Project/Philosophy Statement ~ Further directions will be provided as needed Possibility #1: You may be asked to complete an end-of-the-semester infographic review project (~50-100pts.) using Pinterest, Prezi, Twitter, and/or other social media tools, etc. This assignment will be in addition to our final exam (Exam #3) so please begin thinking about your philosophy early in the semester and continue to develop your thoughts and ideas throughout the semester. Possibility #2: This end-of-the-semester signature assignment will be a great addition for your academic portfolio. This assignment will be in addition to our final exam (Exam #3) so please begin thinking about your philosophy early in the semester and continue to develop your thoughts and ideas throughout the semester. Because this is your philosophy statement, you may determine the length and format (paper, presentation, video, etc.). Keep in mind, however, this statement should be a well-rounded and thorough reflection of your learning and understanding of our semesters FCS340 course content. This assignment will be worth ~50-100points. Possibility #3: Book review/report of Far From the Tree: Parents, Children & the Search for Identity by Andrew Solomon (2012). (If you have an idea for another book about parenting and/or parent-child relationships, let me know and we can discuss possible options.)

Late Work The any late submissions of an OOC/project/article review/exam will be docked 5points per day late. Extra Credit Opportunities If any extra credit opportunities arise during the semester, I will discuss them during class time and post announcements on BbLearn. Because extra credit is just that, extra or in addition to the required course work (i.e., inclass activities, exams, and out-of-class assignments), any extra credit opportunities, should not be thought of as a way to replace course work but as a way to improve your grade should you stumble on an exam or an assignment. With this in mind, I reserve the right to determine student eligibility for extra credit based on attendance and course work completed. For example, skipping class (not turning in group or individual ICs), not taking exams, and/or not completing article reviews will may make you ineligible for extra credit.

3|Page

Grading Points from exams (3x50 = 150 points) and your end-of-the semester project (50-100 points) will be combined with your in-class activities (approximately 150 points), out-of-class activities (approximately 50-60 points), and article summaries/reflections (approximately 100 points). The total points possible for this course will be approximately 650-700 points, depending upon the number of in-class and out-of-class activities assigned. Any changes to the point total will be discussed. I recommend that you keep track of your scores and point totals as we progress through the semester.
Be Aware of Your Progress! Be sure to do your work throughout the semester, and stay alert to how your grades are progressing. Ask the instructor if you feel worried or have concerns regarding your scores on exams and assignments. Try to determine your grade (see below) before emailing or meeting with your instructor. Final Grades Statement Part 3, Section E-6 of the General Catalog All grades, except grades of incomplete (I), are considered final when assigned by an instructor at the end of the term. A grade correction may be requested only when a computational or procedural error occurred. No final grade may be revised as a result of re-examination or the submission of additional work after the close of the semester.

Grading scale is: 100% - ~90% = A ~89.9% - ~80% = B ~79.9% - ~70% = C ~69.9% - ~60% = D Below 60% = F

How to Determine Your Current Grade in the Course: Grades are based on a simple point system. To figure your current grade, add up all of YOUR points to date. Next, add up all POSSIBLE-course-points-to-date (that is, all points possible for exams, ICs, etc. weve had up to that point). Divide your point totalto-date by the total of course-points-to-date possible. This will give you a decimal number such as .8813. This is an 88% and would be a B+ letter grade. REMEMBER, only full letter grades are submitted for Midterms and Final Grades (no +s or s). Have a Question or a Comment? For general class-related questions (for example, When is the exam? or Why is my exam score not posted?) please (1) check the syllabus, course schedule and BbLearn Announcements , and then, if you still cannot find an answer to your question, (2) email me or see me during my office hours. Erins Email Policies: o IF YOU HAVE AN EMERGENCY (i.e., death or illness in the family, etc.) and you need to let me know, please type URGENT-340 in the Subject Line of your email. o I will try to respond to emails within 48 hours, if possible & reasonable. This excludes emails sent late on a Friday or on the weekendit will likely be Monday before I get to weekend emails. If it has been more than a few days and you still have not received a reply from me, send me a nudge email, or refer to the following section o I will NOT respond to emails regarding the following questions because Ive included my responses here: What did I miss in class today? My response: Nothing. Because you were absent, I cancelled class. (No, Im not serious, we had class. It is your responsibility; check the syllabus or BbLearn for notes or ask a classmate to find out what you missed.) I will be absent today or I was absent/sick today. My response: I appreciate you letting me know & thank you for not exposing us to germy-germs! Check the syllabus, BbLearn, or with a classmate regarding what you missed. Can I make up that IC? My response: ICs cannot be made up. See the IC policy regarding the built in cushion in case you miss one or two. What is my grade right now? My response: See section on How to Determine Your Grade Throughout the Semester. Add and divide. When will scores/grades be posted on BbLearn? My response: I promise you, I want to get scores/grades posted just as quickly as you would like me to, however there is only one of me, and 48 of youthat means 48 papers/exams/assignments to read. Ill get to them as soon as I possibly can. o EXCEPTION: If other students have a grade posted but you dont see yours, definitely let me know! Data entry errors do occur occasionally. You are always welcome to ask questions/comment during class. However, if you do not feel comfortable speaking in front of everyone or if your question is of a personal nature, you may

4|Page

Submit a question before/after class to the Question/Comment Box which will always be available at the front of the classroom. Please leave an email address/name to respond to if you want me to respond to you privately. If you do not sign your name or leave an email address to respond to (if you ask anonymously), I will assume it is okay to respond to the question during a future class time.

Erins Tips for a Smooth and Successful Semester in FCS 340! Please be aware that we will be covering an array of topics & a large amount of material during the semester. This is a 300level course and the expectation for workload is more rigorous that of a 100- or 200- level course. Be prepared for more reading and more writing. Unfortunately, we will not have the time to go into great depth on each & every topic presented in the book. Of those discussed, some chapters and topics will be covered in lecture in more detail than others. Keep in mind, however, that any assigned reading, lecture material, and course notes (posted after lectures) are fair game for questions on the exams. The best advice I can give to those of you wishing to do well in this class is to take on the following responsibilities: o READ the assigned chapters. READ the assigned articles. o ATTEND class, PAY ATTENTION to what is covered during lecture, TAKE NOTES & compare them to my posted notes. o BE ENGAGED and PARTICIPATE during class and group discussions. o Complete your Article Review/Reflections for our Article Discussion Hour! o Put thoughtful effort into COMPLETING the IC activities and out-of-class assignments (if applicable). o Exam will be take-home, essay format. Dont wait until the last minute to complete the exam. o ASK QUESTIONS if you are unsure about the material we cover or have questions or concerns about your grade, etc. Feel free to contact me with questions. If your feel you are having trouble in the class, ask for help sooner rather than later. Always feel free to ask questions about the material you read for class or the material we cover during lecture. If you dont understand something or there appears to be a discrepancy between what I say and what the book says, lets discuss it. If you have a question about a topic that we have not addressed, please ask and I will do my best to find an answer. Classroom Policies & More Tips for FCS 340 Success!R-E-S-P-E-C-T, find out what it means to me! The name of the game is RESPECT. The following classroom policies have been developed from my experience of working with over 2,000 students in teaching a several courses for the past 15 semesters. Please understand that I am not trying to be the wicked witch of UI; I am simply trying to create and maintain a respectful and safe learning environment for EVERYONE in this class. Please, Please, Please 1. Treat others as you want to be treated. The Golden Rule Rules! Be respectful & courteous of the other 40+ people in the roomother students, guest speakers, the teaching staffand you will be treated with respect in return. If you get this one down, youll be good to go for the entire semester and, perhaps, your entire life. 2. Speak up if you want to be heard. If you have a question, want or need to make a comment or share your opinion, feel free to do so. Please respectfully listen when others are sharing their personal views as well. Remember, we wont all agree on an issue and that is okay, but we all have the right to hold and share our own, individual opinions. Also, in such a big room, speak up loud and proud so everyone can hear. 3. Think twice if you dont want to be heard. Remember that sidebar comments whispered to a friend sitting next to you might be heard by other students who may or may not take offenseyou may never know the experiences your fellow classmates have endured or the types of lives they lead. Your quip might make some laugh but others hurt. Perhaps your comment would best be kept for a different time and place the walk to your next class, with your pals over a soda pop or brew, in a text to grandma. 4. Take a break from technology = No Calls, No Texts, No Games, No Tweets, etc. You will probably get tired of hearing me remind the class of this classroom policy, but it seems that many people need the reminder again, and again, and again if I see texting during class or hear a phone blow up during class, Ill ask to answer the call or text to explain to the person on the other end that you are busy expanding your mind! If a phone call or a conversation via text is more important than being present AND engaged in our class, that is completely understandable, but please excuse yourself from the classroom or do not show up to classit may be your time and money, but it is also the time and money of the other 100+ students in the room and that of the teaching staff. 5. Although I would prefer that you take written notes, if laptops are used, please Reserve the First Row(s) for Laptop Users. Again, I tend to have to remind students of this policy oftenIf you plan to use a laptop to take notes during

5|Page

6.

7.

8. 9. 10. 11.

12. 13. 14. 15. 16. 17.

lecturethe only acceptable reason to have laptops in use during classsit in the front row(s) of the classroom. This leads to the next classroom policy Dont Tweet, Facebook, pin on Pinterest, blog, check email, MySpace (does anyone MySpace anymore?!?), IM, watch clips on YouTube, shop online, do other course work, etc. while in class. Laptops, smart mobile devices and our wireless classroom can make it tempting to do so, but using your laptop for extra curricular activities during class is not only distracting to you, it can be distracting to your neighbors as well. Laptops/tablet are allowed if you are taking lecture notes for FCS 340. If you are using your laptop/tablet for other purposes, I will ask and expect you to shut it down or excuse yourself for the remainder of class time. Yep, you can roll your eyes all you want; Ill still expect you to close your screen or leave the room. Again, being present AND engaged in our class may not be your number one priority for the 3 hours that we meet on any given Thursday and that is fine. However, if it isnt your priority, excuse yourself from the classroom or do not show up and take care of what is your priority for that time period. Dont chit-chat during lecture. Please be respectful of your peers listening (extra chit-chat can be distracting!) and of the person(s) lecturing/presenting (Yes, we can hear you!!). If you need to discuss something with your neighbor, take your discussion into the hall. Again, consider your priorities (see #4 and #6). Turn off your I-Pod, take off the ginormous Beats! If I see earbuds in or Beats on, Ill ask that you sing along so the entire class can share in the music! Rock on!but not in our class. Put down the Argonaut. It will still be there after class, I promise. Know when class begins and ends! Class begins at 5:00. If you arrive late, please quietly enter and be seated at the back of the classroom. I know night classes can be challenging to sit through and you are excited to begin your weekend (weekends begin on Thursday, right?) but please dont begin to pack up materials, book bags, coats etc. before class is dismissed. Class ends at 7:50pm and Ill always let you out by that time if not sooner. Packing up before class is finished only delays dismissal as I will wait until everyone settles before wrapping up. Dont fall asleep during class. And if you do, try not to snore! If you eat, chew quietly. If you drink, gulp quietly. If you have questions, please ASK!!it is what we are here for! Let me know if I need to speak up, slow down, go backetc! and ENJOY your semester in FCS 340! Im glad you are here!

6|Page

The "Idaho Core Teacher Standards" apply to ALL teacher certification areas. These are the 10 basic standards all teachers must know and be able to do, regardless of their specific content areas. These standards are described in more detail with knowledge and performances in the first section of this manual. The standards have been grouped into four general categories to help users organize their thinking about the standards: The Learner and Learning; Content; Instructional Practice; and Professional Responsibility. The summary of each standard is: Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision making. Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

7|Page

8|Page