| The
Ecology of Adolescent Development
Nancy Darling's lab Psychology Department, Oberlin College |
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conference & outreach presentations measures, preprints, and selected papers last updated 1/29/07
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TeachingIn the summer of 2005, I had the pleasure of moving to Oberlin College, where I was charged with teaching courses in my two major interests: adolescent development and research methods. I am in the process of developing a full range of courses in these areas and am currently teaching two: Research Methods I and Adolescent Development and the Transition to Adulthood. From 2002-2005, I taught in the Psychology Program at Bard College, located in the beautiful Hudson River Village. During my time at Bard, I taught four courses:
Each of these courses has been a relatively small section of 20 students and focused on understanding contextual variation in development and the scientific process. Immediately prior to coming to Bard, I had taught in the Human Development and Family Studies program at Penn State University. These courses included:
As you will see from these syllabi, the courses are quite varied in size - from large sections with well over 100 students to relatively small seminars of 10-15 students. My courses are designed to facilitate the same processes I study - activity involvement, peer influence, and the internalization of values - and use these processes to support student achievement. My upper-level undergraduate courses are based on collaborative learning and peer interaction. In addition to the traditional discussion and small group work this entails, I have used two main methods to raise academic standards and facilitate learning: the use of Readiness Assessment Tests (RATs) and the creation of extensive websites written and edited by students and based upon their library research (see the Continuity of Close Relationship site for an example). Both methods apply basic principles of collaborative learning: a) individual accountability, b) group work critiquing and building upon individual work, and c) group interdependence. The RAT process has three steps: taking an individual test, taking the same test with an assigned group, and going back to the readings to correct errors and reinforce the material. In addition to encouraging students to keep up with their work, these biweekly exams create an entirely different social atmosphere within the classroom by reducing stress, increasing student collaboration both inside and outside the classroom, and changing the role of instructor from adversary to coach. Creation of the website is similar in that students write individual research essays that are edited and coordinated with others. To increase the quality of individual student essays, the Adolescence website project incorporated extensive peer editing. Having their written work made public raises student standards and changes the audience for whom they are writing. In addition, by putting students in the role of ‘expert', the project is designed to facilitate the development of a more professional identity and increase quality. The novelty and accessibility of the website also encouraged students to discuss and show the website to people outside of the class, reinforcing the value of the project. Both the RATs and the website project facilitate active engagement by students appropriate to an upper level courses despite the relatively large class size. These same principles are expressed in the design of HDFS 239: Adolescent Development, but are modified to meet the goals of a large survey class. Considerable effort has been made to increase student involvement and opportunities through the use of web technology, On-Line seminars, and the optional Editorial Board. Internet teaching supplement.
Because of my work with HDFS 239, I was asked to develop an internet
supplement to the sixth edition of Laurence Steinberg's Adolescence
published and supported by McGraw-Hill (the Web Researcher). The
development of this supplement was initiated by McGraw-Hill and is designed
to allow students to integrate material from the textbook with materials
available through the internet and apply their knowledge of adolescent
development to real world settings. The supplement consists of on-lines
tests with written feedback that provides a scaffolding experience for
students' application of text-based material, in-text thought questions,
and web-based supplementary resources to help students address the in-text
thought questions. My co-author, Andrew Burns, and I also developed an
Instructor's Manual for the 7th edition of this textbook.
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