Important Note

Tufts ended funding for its Open Courseware initiative in 2014. We are now planning to retire this site on June 30, 2018. Content will be available for Tufts contributors after that date. If you have any questions about this please write to

Tufts OpenCourseware

Course Requirements

Given that the focus of the course will be on the relationship between furthering civic engagement among adolescents in different nations and the enhancement of their exemplary development (thriving), course readings and discussions will be supplemented by lectures from scholars, policy makers, practitioners, and philanthropists interested in these connections between youth development and civil society. These guest lecturers will discuss the efforts they have made to pursue (a) the building of civil society through the strategy of youth civic engagement and the fostering of healthy individual development; and (b) the promotion of positive development through engaging youth in their communities and in building democratic institutions. These presentations will provide students with an opportunity to gain a basis for reflections on (1) the connections between academic scholarship and community-based practice in general and (2) the specific approach taken in the programs furthering youth involvement in and leadership of community programs aimed at promoting positive development among young people.

Prerequisites: Undergraduate class standing and Child Development 1 (or instructor permission).


Three Reaction Papers

Each paper is 15% of the final course grade.

The students' reflections about these presentations and the integration of these reflections with appropriate course material will be presented in three reaction papers.

These papers should present the students' understanding and critique of the connection between the "academic" information learned in the course and the work of each of the guest lecturers. Because there may be more than three speakers, students may choose which three presentations they will write about. Information learned from any public lectures offered by the speakers during their visits can be integrated into the papers.

Recommendations for conceptual and/or methodological changes and/or program development my be part of the discussion in the paper.

Each paper should be three to four pages in length not including references. It must be presented in accordance with the style requirements detailed in the Publication Manual of the American Psychological Association (5th ed.).

Two Exams

Each exam is 20% of the final course grade.

Two take-home essay exams - a mid-term and a final - will be given over the course of the semester. The content of these exams will be based on readings and class discussions.

Each exam will offer students choices of topics to focus their writing on for the exam. Responses will be limited to five pages, not including references. The first exam will cover Sections 4, 5, and 6 .

One Class Presentation

This presentation is 15% of the final course grade.

During the last class meetings of the semester, each student will be asked to organize and lead a relatively brief class discussion (10 to 15 minutes). The discussion will illustrate the use of ADS ideas in programs or policies designed to enhance or better understand the proposed relation between positive youth development and youth leadership. To facilitate students' preparation for the class presentation, the presentation will be based on a facet of the second exam in which students will discuss a program or policy that seeks to enhance PYD through engaging youth in community leadership positions.