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									                                              DEP 2302 Adolescent Psychology

                      Florida State College at Jacksonville
                 Syllabus: Adolescent Psychology DEP 2302
                                       3 Credit Hours              Online Course

Term/Year/Session/Length                    Summer 2011 /B8 Session / 8 weeks: 06/06/2011 – 07/31/2011
Reference Number                            348149
Instructor                                  Jeanne Lancaster
Office                                      Off campus
E-mail                                      jwporcel@fscj.edu
Web Page                                    http://web.fccj.edu/~jwporcel/
Instructor Phone (Emergency Only)           (904) 249-6215
Virtual Office Hours                        Mondays 9AM -11AM (via telephone 904-249-6215)

For more information about online learning, visit the Florida State College at Jacksonville Distance Learning Web page at
http://www.fscj.edu/mydegree/Future-Students/Academics/Distance-Learning-and-Online-Programs.html or telephone
the Learner Support Center for advisement and information at (904) 646-2300.

Catalog Course Description: This course consists of the study of adolescent development in the physical, cognitive and
psychosocial areas, as well as the contexts within which adolescent development takes place. This course will also
address some of the problems adolescents face during this developmental period in the lifespan. Three contact hours.
Prerequisite: General Psychology.

This online course is sponsored by Open Campus
General Information/Assistance                 Open Campus Office – 904-632-3116
Technical Help                                 Learner Support Center – 904-632-3151
Associate Dean                                 Dr. Jose Fierro – 904-632-3116

Required Texts and Instructional Materials
Title           Adolescence 13th edition              Text: You must have access to all required texts and instructional
Author          John W. Santrock                      materials when the class starts. You will not keep up with your
Publisher       McGraw Hill                           assignments if you do not have them. You can buy them new or
Publication     2010                                  used from the FSCJ college bookstores, the FSCJ online bookstore at
ISBN            9780073370675                         www.efollet.com , or from any other online book store. Be sure to
                                                      get the required edition.

Important College Dates:
Class Begins                                 06/06/2011
Refund Deadline                              06/13/2011
Non-Attendance Drop                          06/16/2011
Withdraw with “W”                            07/11/2011
Last Day of Class                            07/31/2011
These dates are critical for this course.   The full College calendar for the current term can be found here.

                                                          Page 1 of 11
                                           DEP 2302 Adolescent Psychology

Learning Outcomes
By the end of this course in Adolescent Psychology, it is expected that the student will:

               Be aware of the major psychological perspectives on the study of adolescence and the unique nature of
                adolescents as seen from a developmental psychological perspective.
               Develop a view of adolescent development that is grounded in sound research.
               Understand the advantages and disadvantages of the correlational and experimental methods of
                scientific inquiry.
               Gain a perspective on the ongoing process of adolescent development, including physical, social,
                cognitive and personality development.
               Be able to identify the historical and cultural contexts that influence adolescent development.
               Be able to demonstrate an understanding of the theories of adolescent development.
               Be familiar with the process of physical development.
               Be able to articulate important physical and psychological changes associated with puberty.
               Be familiar with process of cognitive development
               Be able to discuss Piaget's and Vygotsky's cognitive development theories.
               Be able to discuss the information processing view and the psychometric/intelligence view of cognitive
               Identify characteristics of and significant changes in adolescents' social cognition.
               Understand controversies and issues in intelligence.
               Understand emotional development.
               Be familiar with gender issues.
               Be able to characterize how gender and ethnicity can influence identity development in adolescents.
               Articulate dilemmas associated with adolescent sexuality, particularly as they relate to developing
                emotional and relationship dimensions of sexuality.
               Be familiar with stages of moral and spiritual development
               Be able to discuss self-esteem.
               Understand the role of the family in development.
               Understand the role of peers in development.
               Characterize the nature and functions of peer relations, dating relations, and family processes.
               Understand the role of schools in development.
               Understand the role of poverty, culture, and ethnicity in development.
               Understand and identify problems encountered in adolescent development - resilience, smoking, drug
                use, alcohol use, violence, suicide, and eating disorders
               Develop and demonstrate written communication skills.
               Develop and demonstrate critical thinking skills.
               Reflect on and apply developmental concepts.
               Demonstrate an appreciation of individual differences in adolescent development.

                                                       Page 2 of 11
                                          DEP 2302 Adolescent Psychology
You must have access to the required text when the class starts. You will not keep up with your assignments if you do
not have it. You can buy it new or used from the FSCJ college bookstores, www.efollet.com , or any online source. Be
sure to get the required edition.

Online Delivery System (Course Platform)
This course is delivered in the Blackboard online course platform.

Technology Requirements
Please use the following checklist to determine your computer readiness. You should own or have access to a computer
with personal access to the Internet (e.g., computer with a modem or cable modem connection). The minimum
specifications include:
        Computer
          PC – Minimum AMD or Pentium processor with Windows XP or Vista
          Apple – Any PowerPC or Intel-based Mac with Mac OS X
 Software
          Web Browser
              RECOMMENDATION FOR USING MOZILLA FIREFOX: Use Mozilla Firefox instead of Internet Explorer to
                 work in Blackboard 9. While Internet Explorer has been recommended in the past, Firefox is now the
                 preferred and recommended browser for Blackboard 9. Get it here. You are very likely to experience
                 serious technical difficulty if you use Internet Explorer as your internet browser.

           Virus checking and protection software
           Internet Plug-ins
             Adobe Acrobat Reader (www.adobe.com)
             Adobe Flash Player (www.adobe.com)

Learning Communities
People learn through interactions with each other, with their instructor, and with the course material. To build on this, a
major goal of this course is to encourage you to build learning communities within the class. To reach this goal, we will
use the discussion board area to meet each other and share our research, our thoughts and concerns. This course has
two special discussion boards to aid in building our learning community. The “Ask the Instructor” discussion board is
used for general questions about course content, navigation, or flow. Do not ask personal or specific grade related
questions in this board, use email instead. The “Cyber Chat Forum” is for students to use to discuss topics of interest.

First Week
Getting online and active in the course during the first week is very important in online courses. You should set aside
time to read the syllabus and student orientations documents and familiarize yourself with the course navigations.
Locate the course documents, discussion boards, quizzes or tests, and where to turn in assignments. Print and read the
syllabus, especially the Calendar of Assignments. Click on the course toolbutton labeled Orientation, and read
EVERYTHING posted there so that you will know how to succeed in this course!

Don’t Get Dropped for Non-Attendance
 After the first ten days of class, FSCJ requires all instructors to verify student attendance due to federal financial aid
requirements. To verify your attendance, you must complete the Week 1 & 2 activities, including participation in all
Discussion Board Forums. Failure to complete these activities on time will result in your being dropped from the class
for Non Attendance according to FSCJ policy. If you are dropped for non-attendance and you do not receive financial aid
you will receive a tuition refund. If you do receive financial aid you may have to repay the tuition and fees (contact your
financial aid counselor). If you feel you have been dropped in error, please email your instructor as soon as possible.

                                                       Page 3 of 11
                                                    DEP 2302 Adolescent Psychology

A.       Read your Text, and use the Textbook Companion Website: Each week you have a reading assignment from your text. After reading,
        you should visit our textbook’s Companion Website. (A toolbutton at our course site links you to this online learning center which was
        designed to help you master concepts by guiding you through a series of learning activities for each chapter. These activities are optional;
        are not submitted for grading, however, they will enhance your learning, and prepare you for our class discussions and our exams.

B.       Participate in the Discussion Forums (DQ1 – DQ6): This is an important part of the course and one of the major differences between this
         course and traditional in-class courses. You are required to participate in all six of the discussion board forums in this course by posting
         your own scholarly essay/answer AND at least three thoughtful responses to peer essays per forum. The Forum topics will be provided at
         the Discussion Board at our course site, and in Attachment 3 of this Syllabus. Read more about discussion board participation in
         Attachment 3 of this Syllabus, and in the ORIENTATION section of our Bb site. You can earn up to 50 points for each DQ forum. Your
         postings and responses will be collected at 3PM on the due date. Your grade will be posted within 48 hours, and you will receive an email
         from your instructor. Your grade will be based on the quality of your essay/answer AND the quality of your three peer responses.

C.      Take the Course Tests. There will be 4 tests at our course site, each covering several chapters of your text. The tests are open book and
        multiple-choice. They will be graded online, and the grades will be posted immediately in the My Grades area. You should block out a
        two-hour period of time, and focus your full attention and the full resources of your computer on the test. You have two opportunities to
        take each test. (A second testing opportunity is provided in case you have technical difficulties and cannot successfully submit the first
        test.) Read more about testing in the Orientation section at our course.
              Retesting: A Sad Tale of Frustration. Sometimes students will need to retest. If you are taking a test, and you experience a network
               interruption (if you get “kicked offline”), you will need to retest (retake the entire test). How will you know? After taking a test, you
               should check for your grade in the online grade book. If you do not see a numerical grade, you will need to retest. Even if you
               finished the entire test and submitted it, if you do not see a numerical grade, it means that your answers are lost and irretrievable.
               You will need to retest. You do not need to retest immediately. Tests remain available to you throughout the term, all tests
               available until the last day of the term.
              Timed Testing: You must watch the clock in the lower left hand of the Bb screen for the test time elapsed. If you do not finish the
               test within the time period, your grade will not be posted in the online grade book. You will have to contact your instructor to
               obtain the grade. A penalty may be assessed for extra time spent in the testing site.

D.      Complete the Weekly Journal. (Detailed instructions can be found in Attachment 2 of this Syllabus.)

Grading Overview
Your course grade will be cumulative, based on your performance on class tests, a weekly journal, and discussion board participation. Discussion
Board participation requires that you post your own response to a discussion board question, AND that you respond to at least three peer postings
by the due date/time specified. Your Discussion Board grades will be based on the quality of your posting, and your peer responses. Forums will
be graded within 48 hours of the due date, after which a class announcement will be posted, and you will receive an email from your instructor.
Each assignment earns you points toward your final grade. There will be no extra credit assignments. Your final letter grade will be determined by
totaling the points for all of the above activities as indicated in the chart below.

Assignment                                          Points                                      Points                 Letter Grade
Test 1, Ch. 1 - 3                                              100                                  900-1,000                A
Test 2, Ch. 4 - 7                                              100                                    800-899                B
Test 3, Ch. 8 - 10                                             200                                    700-799                C
Test 4, Ch. 11-13                                              200                                    600-699                D
6 Discussion Board Forums (50 each)                            300                              Less than 600                F
Weekly Journal                                                 100
                                            Total            1,000

                                                                   Page 4 of 11
                                           DEP 2302 Adolescent Psychology

FN Grade – Failure for Non-Attendance
Your instructor will assign the FN grade anytime following the final withdrawal date for the course if you fall behind or
stop participating in the class. If you receive financial aid, you may have to repay the tuition and fees for an FN grade.
Contact your financial aid counselor for more information.

Incomplete – “I” Grades
To be eligible for an “I” grade, you must be passing the course at the time of the request, and must have completed at
least 75 percent of the course work. An “I” grade may be assigned at the instructor’s discretion. Your instructor will
require documentation to assist in the decision. The instructor may choose not to grant the request.

Attendance Policy: FSCJ is accountable to the Military Education Service Office, the Veterans Administration, the state
approving agency, and the Southern Association of Colleges and Schools. Attendance in this online class is accomplished
through regular participation and timely submission of assignments.

Absences from Electronic Discussions: (i.e. Missing the Deadline for Discussion Board Participation): For the best
possible grade, turn in all assignments on time. Assignment due dates are published in the Calendar of Assignments,
and your valuable participation is required. Please note that there are very few acceptable excuses in an electronic class
that allows participation twenty-four hours a day for a full seven days each week. In order to be fair to students who
present their work in a timely manner, no late assignments will be accepted unless accompanied by a personal email
from your Dean, or documentation from your physician spelling out the severity of your illness and its impact on class
participation for specified dates.

Academic Dishonesty: As members of an academic community that places a high value on truth and pursuit of
knowledge, FSCJ students are expected to be honest in every phase of their academic life and to present as their own
work only that which is genuinely theirs. Each student has the responsibility to maintain the highest standards of
academic integrity and to refrain from cheating, plagiarism, or any other form of academic dishonesty. Academic
dishonesty is representing another's work as one's own, active complicity in such falsification, or violating test
conditions. Plagiarism is stealing and passing off the ideas and words of another as one's own or using the work of
another without crediting the source. Do not send or solicit information about class tests to other students enrolled in
this class. Students are encouraged to evaluate their written work very carefully to make sure that it is original, and
that no ideas, sentences, paragraphs or pages are used without proper citation or quotation. All Answers/Postings
which include plagiarized sections (sentences, or paragraphs) will receive a grade of zero. Any student participating in
academic dishonesty will be given a failing grade.

Americans' With Disabilities Act (ADA) Policy and Point of Contact:
This course has been designed to meet the requirements contained in the Americans with Disabilities Act, Section 508. If
you require specific accommodations, notify your instructor during the first week of class. FSCJ students should contact
Services for Students with Disabilities at

                                                       Page 5 of 11
                                          DEP 2302 Adolescent Psychology

                        Attachment 1: Calendar of Assignments 06/06/2011 – 07/31/2011
                               Most assignments are due on Thursdays at 3 PM EST.
                Feel free to post any assignment early! Unexcused late work will not be accepted.

Week    Dates: Assignments are DUE                  Concepts                 Assignments for This Week
 #       on the last date of the Week

 1                 June 6 – 9                  Introduction to the         Read Chapter 1
               Short First Week                study of Adolescent         Participate in DQ 1
             All assignments due
              Thursday 3:00 PM
                                                   Psychology              Complete Journal Entry 1

 2                  June 10 – 16               Puberty, Health and         Read Chapters 2-3
               All assignments due            Biological Foundations       Take Test 1 on Ch. 1 - 3
                Thursday 3:00 PM
        Complete all Week 1 & Week 2                                       Participate in DQ 2
       activities or risk being Dropped for   The Brain and Cognitive      Complete Journal Entry 2
         Non-Attendance on June 16.                Development

 3                June 17 – 23                   The Self, Identity,       Read Chapters 4-5
             All assignments due                  Emotions, and            Participate in DQ 3
              Thursday 3:00 PM
                                                    Personality            Complete Journal Entry 3


 4                June 24 – 30                       Sexuality             Read Chapters 6-7
             All assignments due                                           Take Test 2 on Ch. 4 – 7
              Thursday 3:00 PM
                                               Moral Development,          Participate in DQ 4
                                               Values, and Religion        Complete Journal Entry 4

 5                 July 1 – 7                         Families             Read Chapters 8-9
             All assignments due                                           Participate in DQ 5
              Thursday 3:00 PM
                                                Peer and Romantic          Complete Journal Entry 5

 6                July 8 – 14                         Schools              Read Chapter 10
             All assignments due                                           Take Test 3 on Ch. 8 - 10
              Thursday 3:00 PM
                                                                           Complete Journal Entry 6
                                                                           Post Completed Journal
 7                July 15 – 21                Achievement, Work and        Read Chapters 11-13
             All assignments due                     Careers               Participate in DQ 6
              Thursday 3:00 PM
                                                                           Check your grades THIS WEEK and
                                                      Culture               alert instructor of any discrepancies

 8                July 22 – 31                    Problems in              Take Test 4 on Ch. 11-13
             All assignments due                Adolescence and            Complete any other missed tests
              SUNDAY 3:00 PM
                                               Emerging Adulthood

                                                      Page 6 of 11
                                          DEP 2302 Adolescent Psychology

             Attachment 2: Instructions for Completing Your Weekly Journal

During six weeks of this course you will be asked to complete one or two Self-Assessments, to be found at our textbook
online learning center. Complete list of Journal Assignments can be found in the chart at the bottom of this page.

Navigation example: Visit the online learning center from the link at our Bb course site. Locate Assessment 1.1, by
selecting Chapter 1, and then under More Resources, select Self Assessments, and then select Assessment 1.1.

After you have completed each assessment, you will write a brief paragraph explaining your results. Answer these
questions: Do you think your results are an accurate reflection for you at this moment in time? Did you learn anything
surprising? What did you learn? Do you think this assessment might be reliable and valid? Why or Why not?

Your answer for each assessment should be one short paragraph, of ~100 words, so that your completed journal need
only be ten paragraphs long. You may write more if you wish, but it is not necessary. There are no right or wrong
answers here, but your answers should reflect your college level writing skills, and your comprehension of the
psychological concepts we are studying.

Submit your Journal: As you work on your Journal week by week, SAVE the entries in one document on your personal
computer so you can submit them all together. Submit your completed journal by copying and pasting the text of your
journal into a thread at the Discussion Board Journal Submission Forum (a public forum which can be viewed by other
students.) Do not use the attachment method. Journals are due at the end of Week 6. Late journals will not be
accepted. Please use discretion as you compose your answers and share experiences and opinions. If your journal
contains private and personal information please contact your instructor about an alternate method of journal submission.

                                                  Journal Assignments
 Entry 1:
 Self-Assessment 1.1: Do I have the Characteristics of an Emerging Adult?

 Entry 2:
 Self-Assessment 2.1: Is My Lifestyle Good for My Health? and
 Self-Assessment 3.4: Evaluating Myself on Gardner’s Eight Types of Intelligence

 Entry 3:
 Self-Assessment 4.3: Am I Extraverted or Introverted? and
 Self-Assessment 5.1: What is my Gender-Role Orientation?

 Entry 4:
 Self-Assessment 6.1: My Knowledge of Sexual Myths and Realities and
 Self-Assessment 7.1: My Spiritual Well-Being

 Entry 5:
 Self-Assessment 8.1: How Much Did My Parents Monitor My Behavior in Adolescence? and
 Self-Assessment 9.1: The Characteristics I Desire in a Potential Mate

 Entry 6:
 Self-Assessment 11.5: Matching My Personality Type to Careers
 If the link at Self-Assessment 11.5 doesn’t work, you may use this one:
 http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game OR use

                                                      Page 7 of 11
                                           DEP 2302 Adolescent Psychology

           Attachment 3: How to Succeed at the Class Discussion Board (DQ 1 – DQ 6)

The Discussion Board questions are intended to encourage you to think deeply about course topics, and to form an
educated opinion using the most current information available. While it might be possible for you to answer a
Discussion Board question using conventional wisdom or personal experience alone, this will not earn you full credit for
your posting at our class discussion board. Use your textbook and additional online or print resources to form a
scholarly, well composed essay/answer; AND read and respond to at least three peer postings . Use professional
language and college-level grammar; avoid inappropriate or potentially offensive language. Post your essay/answer and
three peer responses before the due date for each forum. Postings and responses will be collected at 3 PM on the due
date. Grades will be posted within 48 hours, and you will receive an email from your instructor. Read more about
Writing Well for Our Class in the Orientation section at our course site.

For each Discussion Board Forum, you should complete your weekly text readings, and then choose ONE of the
suggested Discussion Questions (found on the next page). Use the links that accompany each question to help you find
resources to answer the questions, or locate other online or print resources. Using college level writing skills, compose
a short answer in essay form (200+ words). Your scholarly answer/essay should include facts and statistics which reflect
your comprehension of the text readings, outside research at reliable, academic sources, and thoughtful consideration
of the topic. Read and respond to at least three peer postings with a thoughtful answer of four to seven sentences.

Cite your Souces: Plagiarized postings will receive a grade of zero. Please cite your sources within the text of your essay
and use a more detailed citation (or url) following the essay. Pasting in a url alone is not an adequate citation. You must
refer to your source within the body of your text. An example of a short essay with good citation follows:

        One of the best indicators of good health and nutrition in children is their growth. The USDA, Food and
        Nutrition Center claims there is a wide range of normal growth for children (USDA.gov). One way of monitoring
        a child’s growth and health is through the use of growth charts. The Center for Disease Control explains growth
        charts as a series of percentile ratings of selected body measurements of children (CDC.gov). According to our
        text, “preschool children’s growth rate slows and therefore they require less food in comparison to their
        consumption as infants” (Feldman, 214). As a result of this change in eating patterns, parents may become
        concerned that their child is not eating enough. This can set the stage for unhealthy eating habits by pushing
        children to eat more than they need; which may lead to weight gain and obesity. Elizabeth Jackson, MD,
        pediatrician at the Mayo Clinic, recommends that concerned parents consult with their child’s pediatrician
        regarding “normal” weight for each child (WebMD).

        Feldman, Robert S. Child Development. 4th ed.

In this example above, you can see that the author used a direct quote, appropriately enclosed in quotation marks, and
followed by an in-text citation (author, page number). She also refers to facts and expert opinions found at a variety of
reputable, academic websites. Following the essay, she has added a citation for the quotation from our text, and links to
the websites mentioned in her essay. An interested reader could easily follow this author’s research trail and learn
more on the topic!

Earning Full Credit: To earn full participation points (50 points) you must post a credible essay/answer AND at least
three thoughtful peer responses before 3PM on the due date listed for each forum. Please put the title of your posting in
the Subject area (for example, for DQ 2, you would use Emergent Adolescence, or Metamemory as your Subject.) Late
postings will not be accepted, so please pay attention to the dates in your Course Calendar of Assignments.

                                                       Page 8 of 11
                                        DEP 2302 Adolescent Psychology

                                             Discussion Questions

DQ 1:
Introductions. Briefly, tell us who you are, and share with us some of the interesting things you do other than
studying psychology. Then, using the list of Key People on page 46 of your text, choose the one most fascinating to
you, and explain why. Key People list can also be found in the Course Documents section at our Bb site.

DQ 2: (Choose One topic)

Emergent Adolescence. Ccompared to other generations, today’s “youth” are reaching adulthood later in life.
Statistics show that many young people today have delayed finishing their education, beginning their careers,
achieving their financial independence, moving out of their parents’ homes, and getting married. This transition
period between adolescence and adulthood has been termed emergent adulthood. Why is this occurring? Do you
think this trend will continue or change? Why? http://www.quarterlifecrisis.biz/qc_stats.htm

Metamemory: Suppose your roommate complains that there is too much material to learn in her classes, and she
notes that she has trouble getting all the information into memory. You recognize this as a metamemory problem.
What means would you suggest your roommate use to improve getting information into memory?
http://www.memory.uva.nl/memimprovement/eng/ &

DQ3: Choose One topic)

Testing: Your roommate returns from the computer lab and announces he took a self-esteem test on the web and
scored high. Knowing something about test reliability and validity you are skeptical about such tests. What will you
advise your roommate about the reliability and validity of on-line self-esteem tests? http://www.more-
selfesteem.com/test.htm & http://www.apa.org/monitor/mar04/test.html

 Changing Roles: Great changes occurred in gender roles since the 1970s, particularly in the lives of women. But, have
these changes affected the nature and quality of married life? How do you view the relation between gender roles
and marriage? How might your partner (or a potential or hypothetical partner) view that relationship?
http://www.hope.edu/academic/psychology/335/webrep/genroles.html &

DQ 4 Choose One topic)

Teenage Dad: Do you or any of your friends know a teenage father? How does he cope with being a father? What
special needs might he have in becoming a responsible father? If you do not know a teenage father, speculate about
how a young man might cope and what his needs might be. (For this discussion, let us consider only unwed teenage
fathers.) http://fatherhood.hhs.gov/Parenting/index.shtml &

(continues on next page)

                                                    Page 9 of 11
                                        DEP 2302 Adolescent Psychology

DQ4 continued

Moral Education: The nature and content of sex education instruction in public schools often is a lightning rod that
attracts large numbers of parents to school board meetings. Consider the issues of moral education, the hidden
curriculum, and character education. How do these concerns relate to the large parental turnout at school board
meetings? What do you think about sex education in public schools?
http://www.npr.org/templates/story/story.php?storyId=1622610 &

DQ 5 Choose One topic)

Stress: Parents are a valuable resource for adolescents who need to cope with extreme stress, such as that which
often is felt when parents divorce, when the adolescent must deal with the death of a friend or family member, or
when a disaster occurs. What are your best suggestions that parents might use to help their adolescents cope with
extreme stress? http://www.focusas.com/Stress.html &

Positive Pressure: Media portrayals of adolescents' peer interactions often involve negative instances of peer
pressure, including drinking and smoking, delinquency, and drug use. What would you and your friends say to a
reporter from the campus newspaper to illustrate the positive side of peer pressure and influence?
http://kidshealth.org/kid/feeling/friend/peer_pressure.html &

DQ 6 Choose One topic)

Risk and Resiliency: Adolescents who come from severe poverty, who experience parental divorce, who are the
subjects of discrimination, and who attend very poor schools are "at risk" for various psychological and behavioral
disorders. Yet, it is not at all inevitable that those who are "at risk" will experience poor development. How do they
develop the resilience that insulates them from the negative environmental conditions?
http://www.apa.org/releases/resilience_kids.html & http://ohioline.osu.edu/b875/b875_2.html

Adolescent Employment: There are a number of child labor laws that limit adolescent involvement in the work force.
For example, when you took your first job you likely were limited in the kind of work you could do because of these
laws. What laws do you think are fair/unfair? What are your best suggestions for successful adolescent employment?
(For this discussion, let us consider only the employment of high school students.)
http://www.dol.gov/elaws/esa/flsa/cl/default.htm & http://www.stopchildlabor.org/USchildlabor/fact1.htm

                                                    Page 10 of 11
                                                    DEP 2302 Adolescent Psychology
Attachment 4: Frequently Asked Questions

1. How long will I have to wait for a response from the instructor to my e-mail?
Faculty responds to e-mails within 48 hours.

2. What is proper e-mail etiquette?
E-mail to other learners and the instructor needs to be addressed in a manner appropriate to polite interactions.

3. What will help me succeed in this course?
        Strong discipline and desire to succeed. You’ll need to log-in to class often during the typical week, motivating yourself to meet the
         requirements for success.
        Ability to work well independently. You’ll develop the support of fellow learners all taking the same coursework together, but it will be
         different than a typical classroom environment. If you work well independently, your chance of success is higher.
        Computer savvy. If you’re not familiar with the Internet and e-mail communication, we recommend that you take a computer
         enrichment class prior to enrolling in this course. Faculty assumes you know how to access and send data on the Internet.

4. What is an FN grade?
This grade is awarded to students who do not meet the attendance requirement of a course.

5. What are “I” grades and when are they used?
        An “I” grade may be assigned at the instructor’s discretion upon request by the student to permit the student time to complete required
         course work which he/she was prevented from completing in a timely way due to non-academic reasons. The instructor may require the
         student to document the request to assist in the decision. The instructor may choose not to grant the request. The “I” grade should be
         considered only when the student has the potential to earn a passing grade if the missing work is made up.
        The instructor shall prescribe in a written agreement with the student the remaining course work required for completion and removal of
         the “I” grade. A copy of this agreement will be kept on file in the office of the appropriate dean. All work must be completed within the
         first eight weeks of the subsequent term, unless the instructor agrees to a longer timeframe extension of time (not to exceed one year).
         When the work is completed, the instructor will submit a grade change form with the grade earned. If the work is not completed within
         the prescribed timeframe, the “I” will automatically change to an “F” grade. The student will be informed of the final grade assigned.
        To be eligible for an “I” grade, the student must be passing the course at the time of the request, and must have completed at least 75
         percent of the course work.

6. What is the FSCJ Code of Ethics?
Consistent with The Code of Ethics of the Education Profession in Florida, 6B-1.06, Principles of Professional conduct for the Education Profession in
Florida, an obligation to the learner requires that an individual shall not harass or discriminate against any learner on the basis of race, color,
religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family
background and shall make reasonable effort to assure that each learner is protected from harassment or discrimination.

7. What about academic dishonesty?
Academic dishonesty, in any form, is expressly prohibited by the rules of the District Board of Trustees of Florida Community College at Jacksonville.
Academic dishonesty incorporates the following:

          a. Cheating which is defined as the giving or taking of any information or material with the intent of wrongfully aiding oneself or another
in academic work considered in the determination of a course grade.
          b. Plagiarism which is defined as the act of stealing or passing off as one’s own work the words, ideas, or conclusions of another as if the
work submitted were the product of ones own thinking rather than an idea or product derived from another source. In this regard, FSCJ students
and faculty College-wide have access to the use of Turnitin online software, used to detect plagiarism in essays and reports.
          c. Any other form of inappropriate behavior which may include but is not limited to: falsifying records or data; lying; unauthorized
copying, tampering, abusing or otherwise unethically using a computer or other stored information; and, any other act of misconduct which may
reasonably be deemed to be a part of this heading.

Any student alleged to have committed any act of academic dishonesty as defined herein, shall be entitled to due process as defined in District
Board of Trustees’ Rule 6Hx7-2. 18, prior to the administration of disciplinary action, including suspension and dismissal.

8. May I repeat this course?
Learners repeat a course in an attempt to improve a grade previously earned. State Board Rule 6A-14.0301 limits such attempts to courses where a
“D,” “F,” or “FN” grade was earned. A learner has only three total attempts in any course, including the original grade, repeat grades and
withdrawals. Upon the third attempt in a course, the learner must be given an “A,” “B,” “C,” “D” or “F”.

When students repeat a course at Florida Community College, only the last grade earned is calculated in their cumulative grade point average
(GPA). However, students with an excessive number of “W” or “FN” grades and students who repeat courses to improve their GPA may jeopardize
their admission to programs in the Florida State University System (SUS) or other institutions.
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