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. 7 : Դɼ ATLANTIC UNIVERSITY SCHOOL OF CRIMINOLOGY AND CRIMINAL JUSTICE College of Design and Social Inquiry CCJ 4451 Teen Technology Misuse Spring Semester, 2012 ONLINE, Three (3) Credit Hours
Instructor: Sameer Hinduja, Ph.D. Office: SR 223 Phone: 561.799.8227 (or email me and I can call you back as soon as I am able) Fax: 561.799.8535 Email: hinduja@fau.edu Note: Email is the best (and preferred) medium to use to get in touch with me. I check my email multiple times daily and will be able to respond more promptly to your inquiry or concern. I am very flexible concerning office appointments; I encourage you to schedule one with me whenever you need to do so.
Course Website: HYPERLINK "http://blackboard.fau.edu" http://blackboard.fau.edu
*Please take the Quiz to Test Blackboard Familiarity in the Tasks section of Blackboard during the first week of class. If you find yourself having trouble completing the quiz successfully, I would advise reconsidering your decision to take this class.
Course Description:
Over the past decade, advances in technology have radically reshaped the social landscape in which adolescents find themselves. While there are many positive aspects of living in an increasingly wired world, teen technology misuse (TTM) has emerged as a growing concern for children, schools, families and society. TTM is a catch-all term to describe all of the ways and means communications technology in the 21st century has enabled adolescents and young adults to mistreat, embarrass, harass, control, threaten, or abuse others (primarily their peers). This includes, but is not limited to, cyberbullying, sexting, unsafe use of Facebook, electronic dating violence, online plagiarism, and Internet addiction. Students will understand what TTM is, its impact upon teaching and learning, and how to create and apply strategies and solutions to the various problems.
Course Objectives:
After completing the course, participants should be able to:
- define various forms of TTM, understand their emergence, and be familiar with their trends, frequency, scope, causes, correlates, and consequences (online and offline).
- explain emerging societal and economic trends affecting TTM and their impact for youth and young adults in all spheres of life
- explain how anonymity, pseudonymity, secrecy, privacy, permanence, and data availability affect TTM
- define and describe roles of victims and perpetrators of TTM
- review and devise research-based and research-informed strategies for preventing TTM
- create and apply pragmatic, comprehensive responses to TTM
TEXTS:
Patchin, J. W. & Hinduja, S. (2012). Cyberbullying Prevention and Response: Expert Perspectives. New York: Routledge. ISBN: 0415892376
Other PDFs of readings, and links to articles online, will be uploaded to the various discussion threads, and I will expect you to have read them before commenting or posting about the thread topic.
OFFICE HOURS
Students are encouraged to seek help from the instructor whenever necessary. For the Spring semester of 2012, and since this is an online class please email me or call me in the office. If you need to schedule a face-to-face meeting, we can work that out at any time.
WORK TO BE DONE
The course will be conducted entirely online in Blackboard (blackboard.fau.edu) with no on-campus meetings or live chats required on specific days or times. With this and any online class, you need to fully participate to deeply learn this semester and to earn a good grade. You will have to exercise critical thinking skills, and learn how to absorb, synthesize, and develop content and ideas from a variety of sources (including your own brain). Youll also need to demonstrate knowledge of the course subject mater, and integrate and apply what you are learning to your writings and contributions on the discussion boards and your portfolio project (explained below).
PARTICIPATION ON THE DISCUSSION BOARDS
First, you should read the article(s) posted or linked to in proper weekly folder (entitled Week 1, Week 2, Week 3, etc.). Then, you should create two original posts and two replies in the discussion threads. You must demonstrate through at least one of your posts that you have completely read and understood the weeks readings. The other posts/replies can be on any of the many thread topics related to TTM available (I will add more as we move through the semester; please feel free to share with me your ideas for new discussion threads).
In your posts and replies, link to and reference articles online, upload any file attachments, and express controversial viewpoints. We will learn from each other by hearing perspectives and opinions, which should hopefully lead to possible ways to address each of the issues. I am looking for quality, meaningful contributions. You will be graded on the quality (not QUANTITY) of your participation (see below for the section entitled, What Counts as Good Online Participation).
Students are expected to participate appropriately. This means you should NOT do any of the following: bring up irrelevant information, attack people online for their opinions, attach any file to your emails that has not been checked for viruses, send people in class irrelevant materials or files, and prevent from posting or harass individuals online. Participation will be evaluated weekly, and once weekly points are assigned you cannot make them up (i.e., if you dont participate during a given week, those points are lost to you). You are responsible for the class discussions (i.e., Ill be checking the posts and may post from time to time, but the discussion rests with you)thus if you dont participate, there will not be any discussion.
IMPORTANT: By midnight on the Friday of every week, you are required to email me ( HYPERLINK "mailto:hinduja@fau.edu" hinduja@fau.edu) in Microsoft word format (.docx or .doc) your four contributions (original posts and replies), one after the other, in a single document. You should title the filename of the document in a format similar to this: "Week 01 Lastname, Firstname.doc". For example, if your name is Chris Carrabba, you should entitle your file name "Week 01 - Carrabba, Chris.doc". I need you to do this because I get hundreds of emails every week from students and it is impossible to keep track otherwise. This should be very easy for you - if you do not do this, I will give you a zero for your discussion grade that week.
Also, no late submissions will be accepted. If you email me your posts at 12:01am, they are late and I will give you a zero. Please plan ahead to make sure you submit your posts on time and even early in the week if you can manage it.
Your Microsoft Word document emailed to me should look like the following:
Name
Original Post 1:
(text here)
Original Post 2:
(text here)
Reply 1:
(text here)
Reply 2:
(text here)
Also, I want to repeat: you must demonstrate through at least one of your posts that you have completely read and understood the weeks readings.
WHAT COUNTS AS GOOD ONLINE PARTICIPATION?
In order to get credit, you should be making coherent and useful statements about what you read, as well as useful comments about others posts. By coherent and useful statements I mean that you should be expressing your ideas in a way that helps others understand them and not simply regurgitating what is in the readings or simply agreeing or disagreeing with others posts.
Example:
S1: I think danah boyds recent post ( HYPERLINK "http://www.zephoria.org/thoughts/archives/2010/12/07/digital-self-harm-and-other-acts-of-self-harassment.html" http://www.zephoria.org/thoughts/archives/2010/12/07/digital-self-harm-and-other-acts-of-self-harassment.html) is a complete stretch. Teens that I know are not pseudonymously harassing themselves on their own FormSpring to get attention or to cry out for help. First, she doesnt cite any actual data she just mentions that this is happening based on anecdotal evidence. Second, FormSpring boasts 20 million users worldwide if digital self-harm is happening by its users, I believe it is by a fraction of a percent (although we need more data).
S2: I agree.
S3: What the heck is FormSpring?
S4: I hear what you are saying, S1, most of the teens I know who use FormSpring are seriously being harassed by others, and it is totally affecting them emotionally and psychologically. While digital self-harm COULD happen, parents and educators should not be quick to ask Are you possibly writing these to yourself? as it would cause the teen to completely shut down if they are not. Investigation into the identity of the posters should reveal the truth there is no need to verbally confront youth with this possibility. I do agree with danah that more parents need to be supporting and building up their kids so they are more resilient. Some parents need to focus in on their kids lives instead of their own, and shouldnt have kids until they can do that.
Using the example above, Students 1 and 4 would be given credit for their posts, while 2 and 3 would not. Students 2 and 3 are not moving the discussion ahead, while 1 and 4 are really trying to express themselves in a useful way. Students need to take the time to learn about a specific aspect of a topic, summarize the issue, and then meaningfully articulate questions, answers, reflections, questions, criticisms, strategies, and perspectives.
Moreover, cutting and pasting text from readings or online articles is also not helpful - you should rephrase the material in your own words or put quotations around direct quotes from articles. Always feel free to refer to relevant material when posting - I just don't want to see that the majority of your posting involves quoted material from other sources.
Since this is a three credit hour course, you would normally be spending at least 3 hours in a classroom. Thus, you are expected to spend the same amount of time online posting and discussing issues (i.e., 180 minutes total per week when discussion occurs). Notice that this is not simply logging onto Blackboard for 180 minutes, but active participation that is required. If you logon and do not post at all, you will not be given points. Your participation in the discussion threads is worth 300 total points (20 points per week across the 15 weeks of possible participation). Each week, each student is responsible for posting 4 times on the discussion threads for other students in the class to consider.
WEEKLY DISCUSSION BOARD GRADING RUBRIC
0 - Unsatisfactory1 - Average2 - Satisfactory3 - Above Average4 - ExcellentParticipation/
FrequencyNo original post or replyOne meaningful original post or replyTwo meaningful original posts or repliesThree meaningful original posts or repliesFour meaningful original posts or repliesTopical/
RelevanceNo relevance to topicOnly indirect relevance to topicLittle direct relevance to topicAppropriate relevance to topicExpansive to topicAccuracy/
CompletenessInformation is neither accurate or completeInformation is accurate, but lacks completenessInformation is accurate and mostly completeInformation is accurate and completeInformation is accurate and expansiveGrammar/
SpellingAbundant grammatical and spelling errors making reading difficultNumerous grammatical or spelling errors, but thought is conveyed Few grammatical or spelling errors, and thought is clearOnly one or two grammatical or spelling errors, and thought is clearNo grammatical or spelling errors and thought is clear.
This will TAKE TIME 3 hours every week spent reading, thinking, typing, and posting. Be thankful that you can do this from home and do not have to come into campus and put in the effort to do a great job. I will know as we continue through the semester who is doing the bare minimum, and who is going the extra mile and students will be graded accordingly.
PORTFOLIO PROJECT
See attached handout. Your portfolio project will be worth 300 points.
EXAMS
The good news for you is that there are no exams in this course. The tradeoff for that, however, is that there will be a great deal of reading and writing and my expections for the quantity of your reading and the quality of your writing will be very high.
GRADING
There are 600 possible points to be earned in this class.
A = 93 - 100%
A- = 90 - 92.99%
B+= 87 - 89.99%
B = 83 - 86.99%
B- = 80 - 82.99%
C+= 77 - 79.99%
C = 73 - 76.99%
C- = 70 - 72.99%
D+= 67 - 69.99%
D = 63 - 66.99%
D- = 60 - 62.99%
F = 0 - 59.99%
If you are close to the next higher grade distribution, you may be considered for that grade if you have worked hard in the course and have meaningfully participated in the ways outlined in this syllabus. Students are advised that they should NOT ask to be moved to a higher grade, but rather that the instructor will use her discretion in applying this consideration.
Grades will be posted and updated every week, so you know if you need to improve the quality of your contributions.
Note: A minimum grade of C is required for every CCJ, CJC, CJE, or CJL prefixed course. If a grade below a C (such as a C-) is earned in a CCJ, CJC, CJE, or CJL prefixed course, the course will not count toward any portion of the 120-credit program.
INCOMPLETES AND WITHDRAWALS
Incompletes are to be avoided at all costs. In cases of extreme emergencies, incompletes will be granted at my discretion and only in accordance with university policy. A request for an incomplete will require documentation and you must request an incomplete in writing one week before the final exam.
If a student initiates a drop (withdrawal) by March 2nd, the student's name will not appear on the grade sheet and no grade will be issued. Please see the academic calendar information published by the Office of the Registrar for more details.
ACADEMIC DISHONESTY Please refer to FAUs Code of Academic Integrity: http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf
As quoted, the following shall constitute academic irregularities:
1. The presentation of words from any other source or another person as ones own without proper quotation and citation. 2. Putting someone elses ideas or facts into your own words (paraphrasing) without proper citation. 3. Turning in someone elses work as ones own 4. Any other form of academic cheating, plagiarism, or dishonesty. Everything you post or turn in will be run through Blackboards proprietary plagiarism software (SafeAssign). If anything comes back as suspicious or plagiarized, I will also run it through Turn It In (turnitin.com). If evidence of plagiarism is found, I will then pursue the severest formal charges. I will not tolerate plagiarism or cheating; it is absolutely unacceptable in a university environment.
Please take the time to read an article about plagiarism, located at HYPERLINK "http://people.ucalgary.ca/~hexham/content/articles/plague-of-plagiarism.html%20" http://people.ucalgary.ca/~hexham/content/articles/plague-of-plagiarism.html
Everything you post or turn in will be run through Blackboards proprietary plagiarism software (SafeAssign). If anything comes back as suspicious or plagiarized, I will also run it through Turn It In (turnitin.com). If evidence of plagiarism is found, I will then pursue the severest formal charges. I will not tolerate plagiarism or cheating; it is absolutely unacceptable in a university environment.
Please take the time to read an article about plagiarism, located at http://www.ucalgary.ca/~hexham/study/plag.html
ASSISTANCE WITH WRITING
The University Center for Excellence in Writing is devoted exclusively to the support and promotion of writing for all members of the FAU community - undergraduate and graduate students, staff, faculty, and visiting scholars. Our Center provides a range of free support services, including informed and sensitive readers who help writers become more reflective readers and more self-sufficient crafters of their written work. Please visit their site at http://www.fau.edu/divdept/schmidt/UCEW/home.htm to learn about the resources they offer should you need any help before submitting a writing assignment in class.
OTHER COMMENTS
In compliance with the Americans with Disabilities Act, students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) and follow all procedures. Contact numbers, addresses, and emails for ALL FAU CAMPUSES are here: http://www.osd.fau.edu/Contact.htm
Many students have issues or problems that occur in any given semester. Please let me know as soon as possible if you need anything or if you are having specific problems. Do NOT wait until the end of the semester to tell me that you are having difficultiesnothing can be done to fix your grade in the last weeks of the semester! My door is always open and I read email several times a day. I am more than willing to spend time answering your questions and to listen to your issues. Also, feel free to share good news with me rather than feeling like you can only see me when you have problems.
I would like everyone to act appropriately online. This includes NOT doing any of the following: chatting with others, bringing up unrelated information, disrupting or being abusive toward others, etc. You will forfeit your participation points and will not be allowed to post to the course if you are disrupting others or the professor. I want your experiences in this course and with me to be positive ones.
Finally, this course can be difficult because you must keep up with the work on your own! Some students do very well with online classes and some do not. Make sure to give yourself enough time to process the materials, complete the assignments, and to participate online. Again, please contact me if you are having any problems!
Students would be well advised to daily check their e-mail accounts. When unforeseen events arise, I will send out a class e-mail to keep you informed.
The instructor reserves the right to change the contents of the class material and syllabus without notice; any changes will be explained via email and/or on Blackboard.
HOW TO SUCCEED IN THIS COURSE
~ Do the readings. ~ Participate! ~ Ask questions. ~ Do not hesitate to contact me if you need to discuss anything related to the course. ~ Be proactive about your education!
HOW TO FAIL
~ Participate inconsistently and irregularly on the discussion threads, thinking you can get caught up later in the semester (it doesnt work that way)
~ Try to BS your way through your postings and contributions (my BS radar has been recently updated to the latest software version, and is great at what it does)
~ Start thinking about your portfolio project a few weeks before it is due (you really should try to finalize a topic by the end of the first month of the semester)
~ Screw around, slack off, and not give this online course as much attention as your other courses (it probably requires more attention)
CLASS SCHEDULE (SUBJECT TO CHANGE)
Week of:Topic1/8Chapter 1: A Living Internet: Some Context for the Cyberbullying Discussion1/15Chapter 2: Cyberbullying: An Update and Synthesis of the Research1/22Chapter 3: Cyberbullying and the Law1/29Chapter 4: Youth Views on Cyberbullying2/6Chapter 5: Cyberbullying: How School Counselors Can Help
2/13Chapter 6: Empowering Bystanders2/20Chapter 7: You Mean We Gotta Teach That, Too?2/27Chapter 9: Responding to Cyberbullying: Advice for Educators and Parents3/6Spring Break3/13Chapter 10: School Law Enforcement and Cyberbullying3/20Sexting3/27Digital Media and Civic and Political Participation4/3Spring Break4/10Electronic Dating Violence4/17Irresponsible Use of Facebook4/24Sexual Predators5/1TBA: Depending on popularity of discussion topics
ADDITIONAL READINGS IF YOU ARE INTERESTED:
ADDIN EN.REFLIST Boyd, D. (2006, February 19, 2006). Identity Production in a Networked Culture: Why Youth Heart MySpace. Paper presented at the American Association for the Advancement of Science.
Boyd, D. (2007). Why youth (heart) social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), Youth, Identity, and Digital Media (pp. 119-142). Cambridge, MA: MIT Press.
Burgess-Proctor, A., Patchin, J. W., & Hinduja, S. (2009). Cyberbullying and online harassment: Reconceptualizing the victimization of adolescent girls. In V. Garcia & J. Clifford (Eds.), Female crime victims: Reality reconsidered. Upper Saddle River, NJ: Prentice Hall.
Calvert, S. L. (2002). Identity Construction on the Internet. In S. L. Calvert, A. B. Jordan & R. R. Cocking (Eds.), Children in the Digital Age: Influences of Electronic Media on Development (pp. 57-70). Westport, CT: Praeger.
Carlin, J. (2006). MySpace: Predator's Paradise. Retrieved February 28, 2006, from HYPERLINK "http://www.wsls.com/servlet/Satellite?pagename=WSLS/MGArticle/SLS_BasicArticle&c=MGArticle&cid=1137834396486" http://www.wsls.com/servlet/Satellite?pagename=WSLS/MGArticle/SLS_BasicArticle&c=MGArticle&cid=1137834396486
Casey, E. (2000). Digital evidence and computer crime. San Diego, CA: Academic Press.
Fitzgerald, E. (2007). City to educate parents about online predators: School officials to hold workshop Thursday. Retrieved November 27, 2007, from HYPERLINK "http://www.newstimes.com/ci_7569137" http://www.newstimes.com/ci_7569137
Hempel, J. (2008). New effort to protect kids online: MySpace joins with 49 states to step up efforts to keep kids safe from online predators. Retrieved January 14, 2008, from HYPERLINK "http://money.cnn.com/2008/01/14/technology/hempel_myspace.fortune/index.htm?postversion=2008011413" http://money.cnn.com/2008/01/14/technology/hempel_myspace.fortune/index.htm?postversion=2008011413
Hinduja, S., & Patchin, J. W. (2007). Offline Consequences of Online Victimization: School Violence and Delinquency. Journal of School Violence, 6(3), 89-112.
Hinduja, S., & Patchin, J. W. (2008a). Cyberbullying: An Exploratory Analysis of Factors Related to Offending and Victimization. Deviant Behavior, 29(2), 1-29.
Hinduja, S., & Patchin, J. W. (2008b). Personal Information of Adolescents on the Internet: A Quantitative Content Analysis of MySpace. Journal of Adolescence, 31(1), 125-146.
Hinduja, S., & Patchin, J. W. (2009). Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying. Thousand Oaks, CA: Sage Publications (Corwin Press).
Hoover, J. N. (2006). Kids Vs. Creeps: Concerns Mount Over Online Child Predators. Retrieved May 1, 2006, from HYPERLINK "http://www.informationweek.com/software/showArticle.jhtml?articleID=187001704" http://www.informationweek.com/software/showArticle.jhtml?articleID=187001704
Hughes, S. (2006). MySpace: Your Kids' Danger? Popular Social Networking Site Can Be Grounds For Sexual Predators. Retrieved February 6, 2006 from HYPERLINK "http://www.cbsnews.com/stories/2006/02/06/eveningnews/main1286130.shtml" http://www.cbsnews.com/stories/2006/02/06/eveningnews/main1286130.shtml
Lenhart, A., & Madden, M. (2007). Social Networking Websites and Teens: An Overview. Retrieved January 7, 2007, from HYPERLINK "http://www.pewinternet.org/pdfs/PIP_SNS_Data_Memo_Jan_2007.pdf" http://www.pewinternet.org/pdfs/PIP_SNS_Data_Memo_Jan_2007.pdf
Lenhart, A., Madden, M., & Hitlin, P. (2005). Teens and technology: Youth are leading the transition to a fully wired and mobile nation. Retrieved August 2, 2005, from HYPERLINK "http://www.pewinternet.org/pdfs/PIP_Teens_Tech_July2005web.pdf" http://www.pewinternet.org/pdfs/PIP_Teens_Tech_July2005web.pdf
Lenhart, A., Madden, M., Rankin-Macgill, A., & Smith, A. (2007). Teens and Social Media. Retrieved December 19, 2007, from HYPERLINK "http://www.pewinternet.org/pdfs/PIP_Teens_Social_Media_Final.pdf" http://www.pewinternet.org/pdfs/PIP_Teens_Social_Media_Final.pdf
Lenhart, A., Rainie, L., & Lewis, O. (2001). Teenage Life Online: The rise of the instant-message generation and the Internet's impact on friendships and family relationships. Retrieved February 7, 2004, from HYPERLINK "http://www.pewinternet.org/reports/pdfs/PIP_Teens_Report.pdf" http://www.pewinternet.org/reports/pdfs/PIP_Teens_Report.pdf
Patchin, J. W., & Hinduja, S. (2006). Bullies Move beyond the Schoolyard: A Preliminary Look at Cyberbullying. Youth Violence and Juvenile Justice, 4(2), 148-169.
Thomas, P. (2006). Epidemic Online: 50,000 Predators a Minute: Feds Call the Online Threat to Children an Epidemic. Retrieved May 17, 2006, from HYPERLINK "http://abcnews.go.com/US/story?id=1973031&CMP=OTC-RSSFeeds0312" http://abcnews.go.com/US/story?id=1973031&CMP=OTC-RSSFeeds0312
Williams, P. (2006). MySpace, Facebook attract online predators: Experts say be careful what you post online somebody is always watching. Retrieved February 3, 2006, from HYPERLINK "http://www.msnbc.msn.com/id/11165576/" http://www.msnbc.msn.com/id/11165576/
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