This hybrid will provide an overview of the basic principles in development from prenatal to adolescent. We will review trends in contemporary research on physical, intellectual, emotional, and social development from birth through adolescence and the impact of the interaction of these various aspects of development upon the individual as a whole. Major issues examined in this course include the relation of nature to nurture, of genes to environment, of the developing individual to the changing social context, and of mental health to school performance. We will begin with the history of developmental psychology, and research methodologies. We will discuss the contexts in which children live, with a particular focus on family, peers, and the larger cultural context. Then, we will examine physical, cognitive, and socio-emotional development, with consideration of the cultural context, and focusing within each on examples of current research.
This hybrid will provide an overview of the basic principles in development from prenatal to adolescent. We will review trends in contemporary research on physical, intellectual, emotional, and social development from birth through adolescence and the impact of the interaction of these various aspects of development upon the individual as a whole. Major issues examined in this course include the relation of nature to nurture, of genes to environment, of the developing individual to the changing social context, and of mental health to school performance. We will begin with the history of developmental psychology, and research methodologies. We will discuss the contexts in which children live, with a particular focus on family, peers, and the larger cultural context. Then, we will examine physical, cognitive, and socio-emotional development, with consideration of the cultural context, and focusing within each on examples of current research.
This course is designed to develop your reading, writing, critical thinking, and basic research skills. Together we will read, analyze and discuss a range of prose texts that will serve as a basis for your own written work. Expressing ideas effectively in writing takes practice, so be prepared to write often in class, share your work with classmates, and engage in editing, drafting, and revising exercises. This is not a lecture course! We will use a workshop model. In fairness to the whole class, each class member must therefore do all assignments and be prepared to participate actively in class activities. As per CUNY guidelines, you should expect to spend a minimum of 6 study/preparation hours each week outside of class time. We meet T/F 10:00 – 11:15 in Namm 1004.
Image credit: burtonwwod & holmes. Composition 2.05. Photo. 2010. Web. 23 Jan. 2012.
This course is designed to develop your reading, writing, critical thinking, and basic research skills. Together we will read, analyze and discuss a range of prose texts that will serve as a basis for your own written work. Expressing ideas effectively in writing takes practice, so be prepared to write often in class, share your work with classmates, and engage in editing, drafting, and revising exercises. This is not a lecture course! We will use a workshop model. In fairness to the whole class, each class member must therefore do all assignments and be prepared to participate actively in class activities. As per CUNY guidelines, you should expect to spend a minimum of 6 study/preparation hours each week outside of class time. We meet T/F 10:00 – 11:15 in Namm 1004.
Image credit: burtonwwod & holmes. Composition 2.05. Photo. 2010. Web. 23 Jan. 2012.
The CUNY Service Corps will mobilize CUNY students, faculty and staff to work on projects that improve the short and long-term civic, economic and environmental sustainability of New York City and of its residents and communities. The program’s goals are three-fold: for students to make a meaningful difference through service while gaining valuable real-world work experience, earning a wage, and where appropriate, receiving college credit; for faculty members and staff, through their work with students in the program, to have additional opportunities to apply their expertise to addressing many of the city’s key challenges; and for residents, communities, and project sponsors to realize concrete benefits as a result of CUNY Service Corps projects.
The CUNY Service Corps will mobilize CUNY students, faculty and staff to work on projects that improve the short and long-term civic, economic and environmental sustainability of New York City and of its residents and communities. The program’s goals are three-fold: for students to make a meaningful difference through service while gaining valuable real-world work experience, earning a wage, and where appropriate, receiving college credit; for faculty members and staff, through their work with students in the program, to have additional opportunities to apply their expertise to addressing many of the city’s key challenges; and for residents, communities, and project sponsors to realize concrete benefits as a result of CUNY Service Corps projects.
