1. Adolescent Development H236 Wednesdays 1-4:00PM Longfellow, 320

2. Teaching Staff TFs TFs –Alexis Brooke Redding –Ross Weissman Professor Nancy E. Hill Professor Nancy E. Hill

3. My research in adolescence… Middle School Transitions Project Middle School Transitions Project Parental Involvement during Adolescence (esp. middle school) Parental Involvement during Adolescence (esp. middle school) Adolescents’ sense of purpose and post-high school transitions: Relational and Contextual support Adolescents’ sense of purpose and post-high school transitions: Relational and Contextual support –Researcher-Practitioner Partnership with Medford High School

4. …when not doing research and teaching… Hanging out with Taylor—our resident teenager

5. Adolescence What is adolescence? What is adolescence? The term “adolescence” appeared in the 15 th century The term “adolescence” appeared in the 15 th century –Derived from the Latin, adolescere, meaning to grow up or grow into maturity When does it start? When does it start? When does it end? When does it end? How has that changed? Should it change? How has that changed? Should it change?

6. Goals & Purpose for this Course To use multiple lenses to examine adolescent development and identify the processes that increase optimal development To use multiple lenses to examine adolescent development and identify the processes that increase optimal development Apply knowledge to practice (hands-on) consultancy Apply knowledge to practice (hands-on) consultancy Highlight the range of development that occurs from the “tweens” to “emerging adulthood” Highlight the range of development that occurs from the “tweens” to “emerging adulthood”

7. Resources, Required Reading, & Annotation There are no exams in this course There are no exams in this course –Mastery will come from active engagement and application Refreshing your foundation Refreshing your foundation –Video mini-lectures and self-quiz Crowd-sourcing the required Readings Crowd-sourcing the required Readings –through social-media, online e-reading resource –www.perusall.com accessible through CANVAS www.perusall.com

8. Readings under “assignments” not ipa©

9. Click on Assignments and see

10. Takes you to purusall.com website

11. Annotate the readings… Comment on the ideas Comment on the ideas Ask questions Ask questions Answer other people’s questions Answer other people’s questions Comment on their applications Comment on their applications ALL by 7PM Tuesday before class

12. Classroom Structure & Dynamics Meet for 3 hours on Wednesdays: Meet for 3 hours on Wednesdays: –~60 minutes for lecture/discussion on the week’s topic Driven by your annotations on the readings Driven by your annotations on the readings Cutting edge theory, research, theories Cutting edge theory, research, theories Raise and describe controversies in the field Raise and describe controversies in the field –15 minute break –60-70 minutes for smaller discussion and activities Dig deeper into material Dig deeper into material Apply what you have learned Apply what you have learned Work in groups toward the consultancy project Work in groups toward the consultancy project Clarify lecture/reading material Clarify lecture/reading material

13. Course Outline Orienting Concepts of adolescence Orienting Concepts of adolescence Who are the youth we engage? Who are the youth we engage? –Competencies –Mental Health & risk Where are they developing and why it matters? Where are they developing and why it matters? –Schools as a Developmental Context –Media, technology, and Social Media With whom are they developing? With whom are they developing? –Relationships with teachers and other school personnel –Friendships and peer relations –Family dynamics

14. Becoming themselves Becoming themselves –Self and Identity Processes –Navigating “minority identities” –Sexual Identity Development Where are they going and are they prepared? Where are they going and are they prepared? –Planning and preparing for the future

15. Consultancy Project with Medford High School Problem of Practice Outdated technology policy that actually creates inequitiesOutdated technology policy that actually creates inequities Want to better integrate technology into the school in ways thatWant to better integrate technology into the school in ways that capitalize on youth’s knowledge/development capitalize on youth’s knowledge/development embrace its ubiquity embrace its ubiquity Supports learning in the classroom Supports learning in the classroom Supports families Supports familiesResources Ongoing longitudinal study on student experiences in the school Ongoing longitudinal study on student experiences in the school Culture in the school of want to embrace empirically-driven policy and practice Culture in the school of want to embrace empirically-driven policy and practice Hired a staff person who will be charged to do this. Hired a staff person who will be charged to do this. NO Midterm or Final

16. Collaborative Consultancy Phase 1: Defining the scope of topic Phase 1: Defining the scope of topic –Students learn about current programs and research –Students generate a list of possible subtopics or lenses and vote on 4-6 on which to focus Phase 2: Building expertise on subtopic Phase 2: Building expertise on subtopic –Students will select/ be assigned to a subtopic and conduct a 5-7 page literature review on that topic. Phase 3: Work in consultant groups based on level of program/policy Phase 3: Work in consultant groups based on level of program/policy –Student, parents, school administrator, teacher/classroom, school culture Phase 4: Develop proposals and present them to the school Phase 4: Develop proposals and present them to the school

17. Grading Policy Annotated Readings 25% Annotated Readings 25% Consultancy Group Assignments Consultancy Group Assignments –Memoto select subtopic5% –5-7 page Literature Review10% –Policy Brief for school15% –Presentation15% –Implementation Plan20% Class Participation 10% Class Participation 10%100% No Midterm or Final Exam

18. A word about class participation… It comes in many forms. It comes in many forms. We acknowledge all forms of engagement that fit your intellectual and personal style We acknowledge all forms of engagement that fit your intellectual and personal style

19. Assignment for next week Readings on Orienting Concepts on Adolescence Readings on Orienting Concepts on Adolescence