PS 222 Adult Development and Aging
S1J 2006 DN
Reed, Joseph Emel III
Senior Instructor/Adjunct Faculty
M.S. Education, Kansas State University, Manhattan, 2000M.S. Business Management, Friends University, Wichita, 2000B.S. Social Psychology, Park University, Parkville, 1995
Metro-Park Downtown Campus
Scheduled Class Sessions
Jan 9 - Mar 5, 2006
5:30 - 9:50 PM
Textbook: Adult Development and Aging, 5th Edition,
Hoyer, William J., Roodin, Paul A.
Aging and Diversity An Active Learning Experience
Fried, Stephen B., Mehrotra, Chandra M.
Course Description: Focuses on the developmental tasks and psycho-social services during the adult years with special emphasis placed on the social psychology of aging. 3:0:3
Instructor Learning Outcomes
Grading: Attendance/Class Participation, Quizzes - 200 points (25 pts for each session)
Weekly Reports -150 points (50 pts for each report)
Mid – Term Examination – 100 points
Mini-Project Presentations - 150 points
Community Service Hours - 150 points (50 points for each session)
Community Project - 250 points
Late Submission of Course Materials: LATE SUBMISSION OF COURSE MATERIALS: All assignments are due per the date listed on the syllabus. I will not accept any assignment after the due date. Assignments not submitted in class or via the internet on the due date will not be accepted and will receive a grade of zero. There are no exceptions!
MISSED ASSIGNMENTS/CLASSWORK/EXAMINATIONS: As you are responsible for your own academic progress, you are expected to be present at all class sessions. In the event you are not present for class you will not be able to make up the missed work to include examinations.
Classroom Rules of Conduct: CLASSROOM RULES OF CONDUCT:
Cell phones must be placed in the silent or vibrate mode while you are in class. If you must make a call please respect the other students in the class and make the call outside of the classroom.
Course Topic/Dates/Assignments: CLASSROOM REQUIREMENTS AND RULES OF CONDUCT: Students are responsible for reading assigned text prior to class. Students will participate in all class discussions, and be prepared to engage in the class discussions, case studies, individual and group presentations and group activities
CURRENT EVENTS: Students will be required to present an oral report on any aspect of Adult Development and Aging weeks 2, 4, and 6. This will include turning in a one and one half page (minimum), typed, double-spaced summary/evaluation of the article you choose. The article/information can be obtained from any source, ie: newspapers, magazines, internet, journals, etc. Students are required to list and provide an internet link to their source of the report. All Current Events will be submitted via the internet (none accepted in class) and are due the day prior to the class session in which they are due.
All Current Events will include this statement: “This relates to Adult, Development and Aging because” This statement will be in the final paragraph of your paper. If this statement is not included in the written report, you will not receive any points on the report. There are no exceptions! Each Current Event is to be turned in on the designated date. In the event it is not turned in on the designated date it will not be accepted. There are no exceptions!
MINI-PROJECT PAPER/PRESENTATIONS : This is a scholarly paper on a topic of your choice that is associated with aging. The paper should be a review of research and/or policies addressing that issue. You must include at least 3 references from professional journals or texts. In addition you may use references from the Internet (provided they are well referenced). I have provided you a list of possible topics. The project must be at least 5 pages, typed, double-spaced, using the font described in the Written Assignments section of this syllabus. Although I am not requiring you to use APA format, I will be grading you on proper grammar and misspelled words. As you are college students, I know that it is your desire to submit a well-written paper.
Possible Paper Topics
I am requiring you to focus your paper on issues associated with middle or late adulthood or the aging process.
• Alcoholism in the elderly population
• Alzheimer's disease
• Aging in America - or any country or society of your choice
• AIDS in the older population (it is growing)
• Artistic accomplishments of older adults
• Being the child of older parents
• Career opportunities for older adults
• Child bearing in mid life (women are having babies in their 50s)
• Death & dying - Attitudes or some other aspect that is associated with older persons
• Depression in mid and/or later life
• Dietary issues pertinent to mid and later life
• Elder abuse (granny, grandpa bashing)
• Gender issues in mid or later life
• Grandparents as primary caregivers of their grandchildren
• Family relationships in mid or later life - select a specific relationship (parent/child, etc.)
• Family violence in mid or later life
• Handicap(s) and the elderly
• Health issue - you can select any one that affects persons in mid or later life
• Housing issues associated with the older population
• Leisure activities for older adults
• Loss in mid- and/or later life - for example loss of an adult child
• Medicare (or Medicaid in mid or later life)
• Mate selection the second time around (mid or later life)
• Marriage or remarriage in mid or later life
• Media portrayal of older persons (ads, films, TV, magazines, etc.)
• Medical problem(s) associated with aging (your choice)
• Nursing homes
• Nutrition and aging
• Parenting: (1) adolescents (2) handicapped adult child (3) relations w/adult children
• Programs - Local, state, federal, etc. that addresses associated with the aging population
• Religious convictions in mid or later life
• Senility - or other mental disorders associated with aging
• Sexuality in mid and later life (yes older people still have sex!)
• Spousal abuse in mid or later life
• Suicide in mid or later life (did you know that elderly white males are at highest risk?)
These are just suggestions. You can select another topic, not on the list. In short - it is up to you. Select a topic that blows your hair back. You will be more highly motivated, and you will enjoy the process more. If you choose to do your paper on a topic not listed above contact your instructor for approval of your topic choice.
Oral Presentation: Students will be required to present their Mini-Project Presentation on the date assigned. This must be a minimum of five (5), and not longer than ten (10) minutes. The Mini-Project Presentation is worth 250 points. If you fail to turn in your Mini-Project paper or present your Mini-Project in an oral format on the assigned date you will receive a grade of zero on the total project. There are no exceptions!
REQUIRED CORE ASSESSMENT/COMMUNITY PROJECT : The Kansas City Metro community is home to many nursing homes, senior citizen centers, low-income senior citizen residential and retirement facilities. Many of these facilities and agencies welcome visitors as a means for providing companionship for their senior citizens. Many of these centers have welcomed pet visits (dog and cat) as an enrichment activity for their patients. Many will pair residents with students in order to keep patients socialized and up on world events. Other nursing homes will do the same, and most all would welcome visitors to talk or read to their patients. Keep in mind that other students before you have completed this project, so many of the facilities in the area are acquainted with the project you are required to accomplish.
Satisfactory completion of this project includes 12 hours of volunteer service plus completion of a 10-15 page “Life History Project”, as well as documenting your experiences (what you did, how it impacted you, what you liked, what you did not like, etc.) as a volunteer. You will also need to provide verification of your service with a signature from a representative of the organization. Although I am not requiring you to use APA format, I will be grading you on proper grammar and misspelled words. As you are college students, I know that it is your desire to submit a well-written paper.
GUIDELINES FOR LIFE HISTORY PROJECT
This project option involves the student interviewing an older adult (OVER 65 YEARS OLD) with the questions listed below, and compiling the answers into a paper that integrates the information provided by the interviewee with concepts from the course in what is called a "Life History." The interview may be recorded on audiotape or videotape, or you may record the answers in written notes. You will not be asked to hand in this material but should save it in case of questions about your report.
Feel free to enhance your report with photos from the person's life (copies or scans are acceptable).
The following are instructions for completing this project:
1. The Interview
There are four major sections to the interview. Allow as much time as necessary for the interview, and during this time, try to get as much information as you can. In addition to including "facts" about the person's life, try to gain an understanding of how the person has reacted to certain events and occurrences. What have been the major challenges of this person's life and how has he or she coped with them? What historical events of significance influenced the person's life (e.g. the Depression, Prohibition, World War II, Sept 11th). Be sure to read the requirements for the report before beginning the interview so that you will focus on class concepts in your questions.
a. The developmental phases of the person's life from childhood through old age. Ascertain a chronological order of events in the person's life and an understanding of major life events or transition points.
b. Major areas of life including family, school, work, health (mental and physical), social relationships, religion, and leisure activities. For each phase of life inquire about these specific content areas.
c. The individual's reactions to these life phases and events. Find out how the interviewee felt about each period of life and its major events.
d. The individual's attitudes toward aging. Try to apply some of the concepts from the course related to identity to the individual's approach to development in the later years.
What changes in your physical functioning have affected your life the most?
What changes have you noticed in your vision or hearing, and how have these changes affected you?
Do you think your memory or ability to use your mind has changed, and if so how has this affected you?
How do you feel about the way that younger people treat you?
What do you regret most in your life?
What do you think has contributed most to your sense of wisdom?
Is there anything you've always wanted to do that you haven't done yet?
If you could be any age, what would it be?
How do you feel about getting older?
These are merely suggestions to get you started. I highly encourage you to come up with many more questions of your own to enhance your experience and make the project more rewarding for you. You are required to turn in your interview questions and the responses to those questions.
2. The Report
The report must be at least 10 pages, typed, double-spaced, using the font described in the Written Assignments section of this syllabus. It will be evaluated on the clarity of your presentation, selection of appropriate life history content, inclusion of relevant material from class, and discussion of the quality of the individual's adaptation to aging. The quality of your writing will also be assessed as part of your grade, elements graded are organization, grammar, syntax and spelling.
USING THE INFORMATION FROM THE INTERVIEW, ORGANIZE YOUR REPORT INTO THE FOLLOWING SECTIONS AND LABEL EACH SECTION. STICK TO THE PAGE GUIDELINES OR POINTS WILL BE DEDUCTED FROM THE TOTAL YOU RECEIVE FOR THE PAPER.
Part I (1-2 pages)
Briefly describe your interviewee's life chronologically, highlighting events of major importance (1-2 pages). This is a minor part of the paper and is intended to provide basic information about the individual.
Part II (7-8 pages)
Describe the circumstances, relationships, and events that have shaped this person's life. Include the interviewee's interests, ideas, and attitudes as they have changed over the years. In this part, you are expected to relate the events in this person's life to the seven (7) chapters covered in the text, including theories, or ideas, that you have learned about in class.
Each chapter contains many concepts, and you are expected to use at least 2 concepts from each chapter. Underline each concept as you apply it to the individual's life. There must be a minimum of 14 concepts from the specified text described and illustrated (concepts must be terms or theories specific to the text).
If these instructions are not followed you will lose points from your paper.
Part III (1-2 pages)
Provide your reactions to having completed this life history report, focusing particularly on how your attitudes and feelings toward older adults and the aging process changed or were affected by completing this project.
Oral Presentation: Students will be required to present their Community Project on the date assigned. This must be a minimum of fifteen (15), and not longer than thirty (30) minutes. The Community Project Presentation is worth 250 points. If you fail to turn in or present your Community Project in an oral format on the assigned date you will receive a grade of zero on the total project. There are no exceptions!
WRITTEN ASSIGNMENTS: Students are required to turn in all written assignments on the assigned date and no assignments will be accepted after the due date. All written assignments must meet the page length requirements and will be completed in Times New Roman font only. Written assignments will be done in 12 pitch font only and left and right margins will not exceed 1 (one) inch. The top and bottom margins will not exceed one inch. Any written assignment that does not meet these requirements will not be accepted and will receive a grade of zero. There are no exceptions!
MISCELLANEOUS: As your instructor, I reserve the right to modify the syllabus requirements at anytime during the course. Changes to the syllabus will be announced in class or via your Park e-mail or Parkonline.org.
Students who are not in class when changes to the syllabus are made or who do not check their Park e-mail or Parkonline.org are responsible for adhering to any changes to the syllabus. Students are required to check their Park e-mail accounts or ParkOnline.org (Chat Rooms) at least once a day, to include weekends. I will communicate with you in this format or in class for all announcements, and correspondence relative to this class. NOTE: I do not open or accept any e-mail from any source other than your Park account. In the event you send an assignment from any other e-mail than your Park account, it will not be accepted. There are no exceptions!
INSTRUCTOR CONTACT: Students may contact the instructor with any concerns in relation to the course work or material. I may be contacted by phone (if no answer, leave a detailed message, call back number, and the best time to return the call), or by e-mail. Please be patient, as I will get back in touch with you as soon as possible. My cell phone number is (816) 804-9338.
WEEK 1 – Introductions and review of class meetings, attendance policies, class assignments, and course expectations. Review of grading policies, and course overview. Chapter to be announced by instructor. Group Exercise/Video
WEEK 2 – Current Events Presentations
Chapter to be announced by instructor
WEEK 3 – Nursing Home Projects/No Class Meeting
WEEK 4 – Current Events Presentations
Chapter to be announced by instructor
WEEK 5 – 2/10 Nursing Home Projects/No Class Meeting
WEEK 6 – 2/17 Current Events Presentations Chapter to be announced by instructor
WEEK 7 – Nursing Home Projects/No Class Meeting
WEEK 8 – Community Project Presentations
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2005-2006 Undergraduate Catalog Page 85-87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2005-2006 Undergraduate Catalog Page 89Unexcused absences are defined as the student not personally notifying the instructor in advance that he/she would not be in class. Attendance will be taken at least twice per class session. Students are responsible for all missed work in the event they are absent from class. I will not provide make-up work, or extra credit for missed assignments. There are no exceptions!
Class sessions will start promptly per the posted schedule. Students who arrive more than 15 minutes late for class or leave before the class is dismissed will automatically have 25 points deducted from their attendance points. There are no exceptions!
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .