Welcome to 217 - The Study of Parenting
Spring Semester 2025
CRN 34797
Michele Gordon Johnson, Instructor

OUR COURSE: You have chosen a fully online 18-week section, that does not include synchronous classes. EXCEPTION: Students attend one (virtual and free) community parenting class for 90+ minutes. Days and times vary; students who sign up at the start of the semester will have more options (sloparents.org)

STUDENT HELP HOURS: I am available to help you better understand the developing child and child development theories, as well as parenting strategies, practices, and styles! 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 Links to an external site.

Course Description: Presents background for understanding parent-child relationships in the changing social environment. Examines common problems in child-rearing and cultural influences on parenting. Emphasizes the development of a parenting philosophy and the development of effective parenting behavior across the lifespan.

Student Learning Outcomes:
Upon completion of this course, the student should be able to:
1. Analyze the relationship between the changing social environment, child behavior, and parenting expectations.
2. Develop a parenting philosophy and a skill set that foster children's growth and encourage healthy, stable families.
3. Apply developmental theories and principles to diverse child-rearing situations, including specific parenting tasks, challenges, and related guidance strategies for the developmental stages.

Required Textbook: The Study of Parenting (CDFS 217) includes weekly chapters, from the parenting book, Are We There Yet? Conversations to Navigate Parenting, that the course instructor authored. The textbook chapter to read and listen to is included under each weekly module. Our course has zero textbook costs.

Course Content: We explore a variety of early experiences that some students might find challenging, emotional, or difficult. 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 at the top of the Modules page in our course.

Students with Disabilities: If you need/are eligible for accommodations, please contact Disabled Student Program and Services Links to an external site. (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 the test accommodation.


Coursework
All assignments open Monday and due Sunday at 11:59pm
Yes, late work is accepted! Students will receive 0 points, as a reminder that coursework is missing, when assignments are not submitted by the due date. Students can receive full credit for the weekly assignments and reflections when the assignments are submitted before the final deadline. Final deadlines are posted at the end of each Unit.

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.

Weekly Chapter Assignments (10 points each)
Questions are from the course textbook, websites, articles, and videos related to the Module topics. Students have three opportunities and unlimited time to correctly answer the auto-graded questions.

Weekly Shared Reflections (10 points each)
Students reply to the Reflection prompts for 6 points (150-200 words) and reply to 2 classmates (2 points for each reply).
The weekly chapter reflections are an opportunity to share your experiences parenting, and/or being parented, with your classmates! Students will post their response to the prompt(s) BEFORE viewing their classmates’ posts and replying.
Late Reflection replies to classmates will receive half credit.

Parenting Around the World (20 points)
Learn about child-rearing practices in different cultures.

Parenting Interview (100 points)
Identify a family, with at least one child between the ages of five and fifteen. Interview the parent(s) using the questions provided, and assess the family’s strengths and challenges using the criteria provided. The Parent Interview assignment must be submitted to receive an A in the course.

Community Parenting Class Write-Up (50 points)
Attend a (free) LIVE virtual or in-person parenting class. Take detailed notes during the class and answer the questions provided.
The Parenting Class Write-Up assignment must be submitted to receive an A in the course.

Parenting Philosophy - Final Exam (50 points)
A student learning outcome for our parenting course is to develop a parenting philosophy that fosters children's growth and encourages healthy, stable families. Students will describe their parenting values and beliefs and connect strategies introduced in our course that support their vision of a healthy, thriving family.
A Parenting Philosophy paper, that meets the criteria provided, must be submitted before our course closes to receive an A in the course (regardless of total points earned).

IMPORTANT: Students must submit the
● Parenting Interview,
● Community Parenting Class, and
● Parenting Philosophy final exam
to receive an A in the course & a minimum of 2/3 of the above assignments to receive a B in the course, regardless of total points earned. Alternate assignments are not available.

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 regularly 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 three extra credit opportunities offered to all students.

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@my.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. 
Library Walk-In: Monday - Friday before 4:30pm

Online Resources | Cuesta College Links to an external site.
Common Glitches: If you are having difficulty viewing the course in Canvas, or you have a partial view, it may be because you are using your phone or a non-optimal browser such as Internet Explorer. I encourage you to 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, before 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, access the comment box, 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 together as a class, following the course calendar. Modules are not opened early for individual needs. Students may submit late work until the final deadline. 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 217 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 217!