For this assignment, students will evaluate an educational program for adolescents based on its developmental fit, as identified by existing research. This final paper will require revi

EDPR-7112/8112: Adolescent Development and Education Final Project Descriptions

Please select one of the following options. 1. Research proposal

a. In this assignment, students will develop a research proposal that is explicitly guided by the theories and research on adolescent development examined in this course. In your proposal, you will need to identify the research-guided issues you are studying and the hypotheses that are informed by existing research. Your proposal should include the following sections: “Specific Aims,” (i.e., what is the purpose of the proposed study and specific research question), “Background and Hypotheses,” (i.e., what existing literature are you drawing upon and what does that literature propose might be an explanation for the phenomenon you are exploring), “Methods” (i.e., what research approaches, such as conducting interviews, collecting surveys, etc., will you utilize to answer your questions), and “Expected Findings” (i.e., what do you think will be the results of your study, based on the existing research). Decisions in each of these sections should be guided by prior research, and these connections must be explicitly cited in the proposal. The proposal is not to exceed 10 pages, double-spaced, non-inclusive of references.

i. Doctoral students enrolled in the 8112 version of this course must additionally submit an Appendix consisting of a completed IRB template that will be provided via Canvas. Students will enter the relevant information for their proposed study into this document, which provides an overview of various considerations for participant recruitment, risk level, and data collection procedures. If certain sections of the IRB form are not relevant for your study (e.g., you are not collecting that type of data), you may skip them. To assist you in completing this template, information about IRB processes at the University of Memphis can be found here: https://www.memphis.edu/research/researchers/compliance/irb/cayuse_irb.php

Rubric

Specific aims To receive full points, students must clearly articulate the purpose of their study, identifying why their topic is important for the field of adolescent development, and have a specific research question

6 points total

Background and hypothesis

To receive full points, students must adequately summarize and synthesize existing research that is related to their proposed study, highlighting how their study will address a gap in the literature and effectively utilizing existing research to generate a hypothesis

6 points total

Methods To receive full points, students must sufficiently describe their proposed methodology, including their potential participants and data collection plan; doctoral students enrolled in the 8112 version of the course must correctly complete the IRB template, as relevant for their proposal

6 points total

Expected findings

To receive full points, students must draw upon existing research to identify what their study may uncover, aligned with their proposed research methods

6 points total

Mechanics To receive full points, students must use correct APA formatting for all citations, and content must be well written and free of grammatical or spelling errors

3 points total

27 points maximum

2. Evaluation of education program for adolescents.

a. For this assignment, students will evaluate an educational program for adolescents (options listed below) based on its developmental fit, as identified by existing research. This final paper will require reviewing programmatic materials to synthesize the strengths and weaknesses of the program from a developmental perspective, explicitly citing course material. Students may select any of the developmental areas covered in this course, and bring in other existing research as applicable. The paper is not to exceed 10 pages, double-spaced, non-inclusive of references.

i. Doctoral students enrolled in the 8112 version of this course must additionally submit an Appendix that includes a memo detailing their proposal for a supplemental activity the program could adopt to better meet adolescents’ developmental needs. This document should be 3-4 pages in length, double-spaced, and include a brief overview of the proposed activity, as well as the research-informed rationale for its purpose.

Program Options:

• Youth Participatory Action Research: http://yparhub.berkeley.edu/ o Students will review example projects and sample curriculum from UC

Berkeley’s YPAR Hub. YPAR is an approach to research wherein young people act as co-researchers, conducting research on issues relevant to their own lives.

• Planned Parenthood: https://www.plannedparenthood.org/learn/teens o Students will review videos and articles directed towards teens from Planned

Parenthood, a nonprofit organization that offers sexual and reproductive health care and sex education.

• Second Step Socio-Emotional learning: https://www.secondstep.org/what-is-second-step o Students will review Second Step’s socio-emotional learning curriculum for

middle and high school students. Second Step is a program that offers a holistic approach to building supportive communities for every child through social- emotional learning.

• Love is Respect: https://www.loveisrespect.org/ o Students will review articles aimed towards teens from Love is Respect, a project

that works to disrupt and prevent unhealthy relationships and intimate partner violence by empowering young people through inclusive and equitable education, support, and resources.

• OUTMemphis: https://www.outmemphis.org/youth-families/ o Students will review programming and resources for youth and families from

OUTMemphis, an organization that seeks to empower, connect, educate, and advocate for the LGBTQ+ community of the Mid-South.

Rubric

Program strengths

To receive full points, students must identify at least three examples of relevant developmental changes adolescents are going through that the program is addressing. These examples can come from the any of the course topics (e.g., biological changes, cognitive changes, identity development, autonomy, peer relationships, etc.). Each change must be defined using theory appropriate language, and students must thoroughly explain how the program is addressing it, using evidence from the program’s online materials.

12 points total (maximum of 4 points for each example) – 1 point for appropriateness of selection – 1 point for defining the term – 1 point for justifying appropriateness – 1 point for using programmatic evidence

Program weaknesses

To receive full points, students must identifies at least two examples of a relevant developmental change adolescents are going through that the program is failing to address. These examples can come from the any of the course topics (e.g., biological changes, cognitive changes, identity development, autonomy, peer relationships, etc.). Each change must be defined using theory appropriate language, and students must thoroughly explain how the program is failing to address it, using evidence from the program’s online materials.

8 points total (maximum of 4 points for each example) – 1 point for appropriateness of selection – 1 point for defining the term – 1 point for justifying appropriateness – 1 point for using programmatic evidence

Synthesis To receive full points, students must thoroughly explain if, overall, they feel the program is developmentally appropriate for adolescents, explicitly citing existing research. Doctoral students enrolled in the 8112 version of the course must additionally identify and describe a supplemental activity the program could adopt to better meet adolescents’ developmental needs.

4 points total

Mechanics To receive full points, students must use correct APA formatting for all citations, and content must be well written and free of grammatical or spelling errors

3 points total

27 points maximum