Welcome to CDFS 201 - Child Growth and Development!

Distance Education (CRN 75089)
Michele Gordon Johnson, Instructor

OUR COURSE: You have chosen a fully online 18-week section. If you prefer a hybrid class, there is a section with a once-weekly class on campus. Check Cuesta’s Class Finder for details.

• If you are earning a CDFS degree, I recommend taking CDFS 201 and CDFS 202 together.

STUDENT HELP HOURS: I am available to help you to better understand child development concepts, terms, and theories! If you are having challenges, personal or academic, please contact me as soon as possible (via text or Canvas email). Click on the Virtual Classroom link, on the side navigation bar in our course, to meet with me during student hours. Text 805.776.3302 or email me in Canvas to schedule an appointment outside scheduled hours. Scheduled help hours TBA

Weekly Announcements: I will post a weekly to-do list, under Announcements (click on the side navigation bar), every Monday!

Canvas Conversations: On the user Dashboard (the first page that users see when they log in) there is an Inbox icon. Click the inbox icon to see messages from the course Instructor and reply or send messages to the instructor and other students within the course. The number of new messages is shown as part of the Inbox icon.

I am looking forward to our semester together! Our course syllabus explains my expectations, course policies, and the coursework, created with your success in mind! Please click on my parenting educator link to see my professional bio

Course Description: Examines the progression of development in the physical, cognitive, social, and emotional domains. Identifies developmental milestones, and evaluates individual differences, for children from conception through adolescence. Emphasizes interactions between biological processes and environmental factors. Applies knowledge of development and major theoretical frameworks to children at various stages in a variety of settings.

Student Learning Outcomes:
Upon completion of this course, the student should be able to:
1. Explain children’s development from conception through adolescence in the physical, social, emotional, and cognitive domains.
2. Identify cultural, economic, political, and historical contexts that impact development.
3. Apply knowledge of development and major theoretical frameworks to child observations.

Required Textbook: The Developing Person Childhood through Adolescence, Berger, 12th Edition.
Search online for the best price!
The book is available in a variety of formats (eBook, rental, new, and used). I recommend renting a loose-leaf textbook, based on student feedback. We will be using the textbook in week one of the semester; failure to purchase the required textbook does not excuse the assignments.

Course Content: We explore a variety of topics that some students might find challenging, emotional, or difficult (fetal development, miscarriage, early trauma, domestic violence, insecure attachment, neglect, parental addiction, depression, and incarceration). I am available to talk privately with you about any/all difficult topics and provide resources for further information/healing. There is a list of campus and community resources on the home page and at the top of the Modules page.

Students with Disabilities: If you need/are eligible for accommodations, please contact Disabled Student Program and Services (Building 3300) as soon as possible to ensure that you receive assistance in a timely manner. You may also discuss your concerns with me. Email verification for extended time on tests (from DSPS) is required before receiving a test accommodation.

Coursework
All assignments open Monday at 7:00am & are due Sunday at 11:59pm. Yes, late work is accepted! Students will receive a message (posted with 0 points) when work is not submitted by the due date. Students can receive full credit for the weekly assignment and quiz when the assignment is submitted before the final deadline (at the end of each Unit). Look for an announcement one week before the final deadline. Late discussion replies do not receive points because classmates have moved on from the conversation.

Respect for Diverse Views: We all come from unique backgrounds that have shaped our experiences and perspectives. Students in our class are diverse, including ethnicity, gender, age, sexual orientation, country of origin, socioeconomic status, political beliefs, and other dimensions. Please be sensitive and respectful of one another’s values and viewpoints in our online discussions. Be curious as well as kind. If someone does offend you, please be gracious and let the instructor or student know privately and gently so they can have a chance to remedy the problem and learn from the situation. This is how empathy is developed and learning/personal growth occurs.

If you have a preferred name or pronoun that you would like me to use, please bring it to my attention. Add your preferred pronouns in Canvas (Account on the far left, settings, edit settings) so that I will remember to use them.

Weekly Chapter Assignments (15 points weekly)
Questions are from the course textbook, websites, articles, and videos related to the Chapter topics. All weekly chapter assignments open on Monday morning and are due on Sunday by 11:59pm. Students may resubmit auto-graded assignments (rocket-ship icon) multiple times.

Weekly Chapter Quizzes (135 points total)
Open Monday and due Sunday
Important: Exam questions are from the weekly Chapter quizzes & assignments. Use the chapter quizzes as a "study guide" for course exams. Students have multiple opportunities to correctly answer the Chapter quiz questions; the highest score is automatically recorded.

Success tip: If you do not know the answer, use your textbook and look it up! If you cannot find the information in the textbook chapter or need more information to answer the question, send me a comment in the quiz comment box.

Early Childhood Unit Assignment (20 points total)
A matching quiz to check students' understanding of ten early childhood concepts (match the concept with the example), with multiple opportunities.

Middle Years Unit Assignment (20 points)
Observe preschool-age children at Cuesta's Children's Center or interview a school-age child (Kindergarten to 6th grade only); questions are provided under the assignment link. Alternate assignments are not available for students.

Student Learning Outcome #3. Apply knowledge of development and major theoretical frameworks to child observations.

IMPORTANT: The Observation or Interview must be completed to receive an A in the course, regardless of the total points earned.

Theories Quizzes (30 points, 25 points)
Students will complete two assessments on the Human Development theories & theorists (SLO #1: Discuss major theories of child development). At the start of the course, students will take a "Practice Quiz," with multiple opportunities to practice for the theories assessment section on the Final Comprehensive Exam.

Exam 1 (Chapters 1-7)
Exam 2 (Chapters 8-Adolescence)
75 points each, 150 points total
Open Monday and due Sunday at 11:59pm, no late exams.
The weekly Chapter quizzes and assignments will provide an overview of the textbook chapters and prepare students for both exams. The two exams are multiple-choice questions. Students will have two hours and two opportunities (two hours each) to complete the same exam; the highest score is automatically recorded. I allow two opportunities to reduce test anxiety. Students may preview the exam or take the same exam a 2nd time to improve their grade.

Comprehensive Final Exam (75 points)
The Comprehensive Final Exam will open on Sunday, at the start of Finals Week, and is due on Friday of Finals Week. The Exam will not open early for a student's individual needs. 

• The exam will include 30 theory & theorist questions, 25 ages/stages questions, and 20 vocabulary questions. A detailed study guide is available in our course the week before.
• Students will have two hours and two opportunities (two hours) on the comprehensive final exam; the highest score is automatically recorded.
• Check your final grade in the course after the first attempt!

Standards for written work: Please submit all assignments in Canvas; emailed assignments are not accepted for credit. Technical and Instructor support is available to assist students with Canvas. Points are deducted for misspellings and grammatical errors when errors distract the reader. Please use apostrophes and capital letters, I not i, when appropriate. Cuesta College has Student Success Centers for support and assistance.

Academic Honesty: Plagiarism, cheating, and other violations of ethical student behavior are serious actions in a learning community. Students who abuse the online learning system may receive a zero for the assignment or may be removed from the course, per Cuesta College policy. 

Grades: I strongly encourage students to check their Grades weekly, throughout the semester, to read my grading comments (conversation icon under Grades), and to check for missing work. I typically post points the week following the due date. Student grades are awarded based on total points earned at the semester's conclusion; see Grades for the final course grade (including + and -). Grades are not “bumped up” by the instructor. There are 3 extra credit opportunities offered to all students at the end of the semester for students who are "just a couple of points short..."

Drop Policy: Non-participating students and students who are earning less than 60%, at any point in the semester, may be dropped from the course without notice. Check your Canvas email for my note of concern and reply immediately. Students dropped after the census date (see course calendar) will receive a “W” on their transcript.

Canvas Support: There is a Help & Resources link at the bottom of the Canvas navigation column. Select "Chat with Canvas Support -Student" from the pop-out tab. A Canvas technician will analyze the problem in real-time and provide a solution.

Cuesta College Technical Support: Help is available via support@cuesta.edu or (805) 592-9824. In the email, include your name, class, section number (CRN), the instructor's name, and describe the problem you are experiencing. 
Available for walk-in in the library Monday - Friday until 4:30pm
Online Resources | Cuesta College

Common Glitches: If you are having difficulty viewing the course in Canvas, or have a partial view, it may be because you are using your phone or a non-optimal browser such as Internet Explorer. Access the course from a desktop/laptop using Firefox or Chrome.

Course Expectations:
● Deadlines: Assignments in this course have clear due dates and firm final deadlines. While I do accept late work, by the final deadline, students are expected to submit their work on time. Of course, life happens, and occasionally work is submitted late. Please communicate with me if circumstances prevent you from submitting work on time.
● Computer literacy: This course is online, and students are expected (and supported) to learn how to navigate our course in Canvas, attach and submit documents, leave a comment with an assignment, and contact the instructor. The instructor is available to support a student’s learning and Cuesta provides additional technical support.
● Preparation: (per Cuesta policy for all lecture classes) Students should expect two hours of independent work done out of class per each hour of lecture. Students in a 3-unit class should expect six hours of independent work each week.
● Problem-Solving: Although our first inclination is often to throw up our hands in despair, and send me a quick email or text, a better choice may be to pause and trust that you can figure it out. Can you search online for the answer? Is the answer on Cuesta's website (cuesta.edu)? Can you ask another student? Can you call Cuesta or Canvas tech support to troubleshoot?

Wellness and Academic Support: Resource links are posted at the top of the Modules page, in the Welcome Module, and in the Student Service HUB! I am very familiar with Cuesta and community resources, personal and professional, please ask!

Course Calendar: We move through the material as a class and follow the course calendar. Rather than opening the module(s) early for individual circumstances, I accept late work. Refer to the due dates under the Syllabus tab. I will provide an organized and predictable course and encourage you to stay on track.

Success tip: Designate a day/time each week to complete your CDFS 201 reading, assignments, and quizzes. Please contact me as soon as possible if you fall behind in our course.

Thank you for reading the entire syllabus! You will be more prepared to succeed in CDFS 201!