APSY 2041 Adolescent Development
This course introduces the breadth of opportunities and challenges of human development across the adolescent years. It discusses biological, social, psychological, and cognitive changes that occur during adolescence; the role of autonomy, belonging, and motivation in adolescent development; how peers, adults, and technology influence adolescent development; and how adolescents race/ethnicity, gender, sexuality, and academic identities influence their development. Consideration will be given to variability in adolescent development across cultures and contexts, and to the impact of rapid cultural change on youth.
Course overview
- Department
- Counseling, Developmental, and Educational Psychology
- School
- Lynch
- Credits
- 3
- Level
- Undergraduate
- Offered
- Every Fall, Every Spring
Requirements fulfilled
- Applied Psychology and Human Development: Core course: Adolescent Development or Adult Development and Aging (one course) (Current University Catalog; students should confirm their catalog year)
- Transformative Educational Studies: Major electives — approved Applied Psychology and Education options (Class of 2025–2027 approved list) (Current University Catalog; students should confirm their catalog year)
- Secondary Education: Required core courses (six courses of the nine-course, 27-credit core) (Current University Catalog; students should confirm their catalog year)
- Psychology: Courses That May Be Applied to the Minor (Current University Catalog; students should confirm their catalog year)
Course evaluations
- Course rating
- 4.21 / 5 · Very Good
- Instructor rating
- 4.44 / 5 · Very Good
- Terms evaluated
- 9
| Term | Instructor | Course overall | Instructor overall | Well organized | Clear learning objectives | Intellectually challenging | Helpful assignments | Applicable beyond course | Attendance necessary | Weekly effort | Responses |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Spring 2026 | Charles Currie | 3.2 | 3.8 | 3.5 | 3.8 | 3.6 | 3.7 | 4.1 | 3.5 | 1–3 hrs/week | 25 of 31 |
| Spring 2026 | Kaila Daza | 4.3 | 4.4 | 4.7 | 4.7 | 4.2 | 4.5 | 4.7 | 4.3 | 1–3 hrs/week | 26 of 33 |
| Spring 2026 | Paul Poteat | 4.5 | 4.8 | 4.8 | 4.9 | 3.8 | 4.4 | 4.7 | 4.1 | ≤ 1 hr/week | 24 of 31 |
| Fall 2025 | Charles Currie | 4.3 | 4.5 | 4.1 | 4.4 | 3.7 | 4.3 | 4.4 | 3.7 | 1–3 hrs/week | 24 of 32 |
| Fall 2025 | Paul Poteat | 4.5 | 4.8 | 4.9 | 4.9 | 4.1 | 4.5 | 4.6 | 4.7 | 1–3 hrs/week | 25 of 30 |
| Spring 2025 | Charles Currie | 4.5 | 4.8 | 4.5 | 4.6 | 4.1 | 4.6 | 4.7 | 4.3 | 1–3 hrs/week | 35 of 42 |
| Spring 2025 | Kristina Schmid-Callina | 4.2 | 4.4 | 4.3 | 4.5 | 4.3 | 4.4 | 4.5 | 4.3 | 1–3 hrs/week | 18 of 24 |
| Fall 2024 | Charles Currie | 4.3 | 4.3 | 4.4 | 4.4 | 4.0 | 4.5 | 4.5 | 3.9 | 1–3 hrs/week | 30 of 35 |
| Fall 2024 | Paul Poteat | 4.6 | 4.9 | 4.8 | 4.8 | 4.2 | 4.6 | 4.7 | 4.5 | 1–3 hrs/week | 30 of 35 |
| Spring 2024 | Katherine Volk | 4.1 | 4.4 | 4.6 | 4.6 | 3.9 | 4.2 | 4.7 | 4.4 | 1–3 hrs/week | 30 of 35 |
| Fall 2023 | Katherine Volk | 4.2 | 4.3 | 4.6 | 4.6 | 3.8 | 4.3 | 4.6 | 4.2 | 1–3 hrs/week | 27 of 34 |
| Fall 2023 | Paul Poteat | 4.6 | 4.7 | 4.9 | 4.9 | 4.4 | 4.6 | 4.8 | 4.5 | 1–3 hrs/week | 29 of 34 |
| Spring 2023 | Julie Kim | 3.1 | 3.3 | 4.4 | 4.5 | 3.9 | 3.9 | 4.3 | 4.2 | 1–3 hrs/week | 29 of 35 |
| Fall 2022 | Julie Kim | 4.3 | 4.3 | 4.7 | 4.7 | 4.1 | 4.3 | 4.6 | 4.4 | 1–3 hrs/week | 15 of 21 |
| Fall 2022 | Naoka Carey | 4.4 | 4.6 | 4.7 | 4.7 | 4.2 | 4.3 | 4.6 | 3.8 | 1–3 hrs/week | 30 of 35 |
| Fall 2021 | Alexandria Sheppard | 4.6 | 4.7 | 4.8 | 4.7 | 3.9 | 4.5 | 4.7 | 4.2 | 1–3 hrs/week | 34 of 37 |
| Fall 2021 | Amy Desantis | 3.8 | 4.0 | 4.2 | 4.3 | 3.7 | 3.6 | 4.4 | 3.2 | 1–3 hrs/week | 17 of 30 |
Data freshness
Instructors
Sections
- Section 02
- Section 03
- Section 01
- Section 02
- Section 03