PS 222 Adult Development and Aging
U1T 2006 DL
Xaverius, Pamela K.
PhD in Child and Developmental PsychologyMA in Human DevelopmentBA in Psychology
Holts Summit, Missouri
Textbook: Hoyer, W. J. & Roodin, P. A. (2003). Adult development and aging (5th edition). New York: McGraw-Hill (with PowerWeb) ISBN 0-697-36202-7
Textbooks can be purchased though the MBS bookstore
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
Educational Philosophy: The facilitator's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.
Learning Outcomes: Core Learning Outcomes
Research Paper. Each student will conduct five 3 hour observations/interviews with adults in various stages of their development. One topic area will be about the view of aging in different cultures in and out of the United States. The following table will show what stages will be required:
Minimum Duration of Observation/Interview
Public Policy - Adult Development
Views of Adult Development in different cultures.
These observations can occur in any setting where adults can be found. When interviewing, be sure to have your questions developed before the interview. Each student will be required to write a paper that will be an analysis of their observations. Each paper will need to have the observation sheets and interview questions and their responses attached as appendixes. The 3 hours used for the observation and interview need to be recorded. Each paper will need to be double spaced. Each paper will need to use APA style when citing references and will need an APA style references list. Each paper will need to have 7 references including the textbook. 3 of the 7 references will need to be empirically based research reports from a refereed professional journal. The student will need to synthesize, analyze, and evaluate these observations and the literature that they have cited. Each student will need to identify research question based on their observations and literature search. They will propose a plausible developmental research design for the research question and discuss why that design was selected. The paper will be worth up to 300 points. To see what is required and how the points will be distributed, see the Core Assessment Rubric at the end.
Link to Class RubricClass Assessment: Essay Examinations: There will be 3 Essay Examinations administered during the semester. Each student will be given 4 essay test questions in an examination. Each student is encouraged to use their textbook and other materials while completing the test. Each answer will need to be typed and double-spaced. Each answer should include an introduction, an analysis , and a conclusion. This being said, there will be more paragraphs than three per answer. Unless offering your own opinion (only a small amount), you will be using sources from your textbook, the internet, and from the literature. When you use information from another source in a paragraph, you should cite (APA Style) that source and include a references section at the end. Each quiz will be worth up to 100 points with up to 300 total points possible for all three tests. The break down for grading each essay will be as follows:
• Focus (arguable claim, original idea, & clear controlling idea)… 20 points
• Development (full discussion, smooth style, & personal experiences)… 10 points
• Organization (smooth transitions, clear paragraphing, & logical sequence of topics)…10 points
• Mechanics (proper grammar, punctuation, and spelling)…10 points
2. Vocabulary Test: Each student will be given a vocabulary list. They will be required to obtain the definition out of the assigned textbook. A vocabulary test will be administered at midterm and as a final (comprehensive & Proctored) examination. This test will be in a multiple choice format. There will be 50 definitions with 5 words from which to select the correct vocabulary word. Each test will be worth up to 100 points with 200 points possible for both tests. In preparation each preparation will be required to put vocabulary words on one side of a 3" x 5" card and the definition for each word on the other side of the corresponding card. Three times per week, each student will find a partner of your own choice where you live. Your partner does not have to be a fellow student. The student, while holding the pile of cards, looks at the word, says the word, and pass the card to their partner. Once the partner has the card and can read the definition, the student will say the definition from memory. The partner will put the card in one of three piles. One pile will be for those that are correct, the second pile will be for those words that the student passed (chose not to answer), and the third pile will represent the words that were answered but incorrectly defined. After a 2 minute trial the student then shuffles the cards and then starts again. Repeat. You will have to complete 3 trial per week. These trials are designed to asses your learning, not to be your only exposure to the vocabulary words. You will have to memorize apart from the trials. The student will then record their score on the Vocabulary Trials Checklist which will be provided. This checklist will allow the student to track their progress with vocabulary words. Record your scores on the Vocabulary Checklist that has been provided. When it is time to send in your trial scores, go to the drop box in the gradebook. Attach the vocabulary checklist with your scores. Each student will be given 5 points per score that is submitted in the grade book. Each vocabulary trial will be for a 2 minute timed trail and the student is to give as many correct definitions as they can in a 2 minute time trial.
3. Research Paper. Each student will conduct four 3 hour observations/interviews with adults in various stages of their development, with the overall topic to be about the view of aging in different cultures in and out of the United States. The following information will show what stages will be required:
• Early Adulthood- Observation/Interview- Minimum of three hours
• Middle Adulthood- Observation/Interview- Minimum of three hours
• Late Adulthood- Observation/Interview- Minimum of three hours
• Elderly- Observation/Interview- Minimum of three hours
• Public Policy- Literature review
• Views of Adult Development in different cultures- Literature review
‡ These observations can occur in any setting where adults can be found.
‡ When interviewing, be sure to have your questions developed before the interview.
‡ Each student will be required to write a paper that will be an analysis of their observations.
‡ Each paper will need to have the observation sheets and interview questions and their responses attached as appendixes.
‡ The 3 hours used for the observation and interview need to be recorded.
‡ Each paper will need to be double spaced.
‡ Each paper will need to use APA style when citing references and will need an APA style references list.
‡ Each paper will need to have 7 references including the textbook.
‡ 3 of the 7 references will need to be empirically based research reports from a refereed professional journal.
‡ The student will need to synthesize, analyze, and evaluate these observations and the literature that they have cited.
‡ Each student will need to identify research question based on their observations and literature search.
‡ They will propose a plausible developmental research question based on their observations.
‡ They will then suggest a possible developmental research design that they could use to investigate the research question and discuss why that design was selected.
‡ The research questions and design section needs to be a small part of the paper.
‡ It needs to be a seamless part of the paper and not a separate section.
‡ The paper will be worth up to 300 points.
4. Didactic Discussion: Each student will be expected to select 3 questions from the series of discussion questions posted each week for each chapter or appendix. That means if there are 2 chapters or appendixes listed for this discussion, the student will have to discuss 6 questions. These questions will be about materials in the textbook and will be designed to assess your attention to the textbook materials. Each answer needs to contain information from the textbook and information from outside the textbook. This could include PowerWeb, a website, or the scientific literature. This means you need to cite what your source is using APA style and that you have provided the reference at the end of the discussion. The student can earn up to 30 points for each weekly response (10 points each for two sources and 10 points for addressing each question/topic).
5. Didactic Responses: Each student will be expected to respond to two fellow student discussion answers with one objective, that is to discuss how the information being discussed answers the Prime Question (How can an adults develop in a healthy way?) that the class is trying to answer. These answers need to be logical and based on information gleaned from the discussions. You can also clarify or extend upon the discussion you have chosen. The response will be worth up to 5 points each (Five points for first response, five points for second response to a class member and five points for your second response that addresses the prime question.)
6. Application Discussion: Each student will be expected to respond to the following: A realistic scenario that will posted each week, a 3-hour observation of a designated period of adult development, or literature review. Your discussion answer should use the information and vocabulary you have come to learn while writing your Didactic Discussion. Each answer needs to contain information from the textbook and information from outside the textbook. This could include PowerWeb, a website, or the scientific literature. This means you need to cite what your source is using APA style and that you have provided the reference at the end of the discussion. The student can earn up to 20 points for each weekly response, 10 points per source.
7. Application Responses: Each student will be expected to respond to two fellow student discussion answers with one objective, that is to discuss how the information being discussed answers the Prime Question (Is there a healthy way for adults to optimally develop?) that the class is trying to answer. These answers need to be logical and based on information gleaned from the discussions. The response will be worth up to 5 points each.
Grading: • Three essay exams worth 100 points each – a total of 300 points
• Two vocabulary tests (midterm and comprehensive final) worth 100 points each- a total of 200 points
• Vocabulary trials- a total of 120 points
• Research Paper (core assessment) – a total of 300 points
• Didactic discussions (8)- a total of 240 points
• Didactic responses- a total of 80 points
• Application Discussions- a total of 160 points
• Application responses- a total of 80 points
• TOTAL- 1480 points
59% and below F
Late Submission of Course Materials: Each week's work must be completed by the end of the week (Sunday at midnight Mountain Time). No credit will be received for work turned in after the week it was due, unless you have contacted me before the due date and explained any special circumstances. I will then decide whether the "special circumstances" are sufficient for late work. Late work is to be the exception and not a persistent pattern of behavior. There is no extra credit in this class, so it is important to complete the work in the time frame expected.
Classroom Rules of Conduct: Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism. It is important not to take disagreement personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness which does not promote learning. Here are online references that discuss online writing: http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html.
Please retain the text below:
Students are responsible for connecting on the link below and thoroughly reading each Online course policy. If you have questions about any of these policies, please contact your instructor for clarification.
Course Topic/Dates/Assignments: Weekly assignments will include vocabulary trials, application discussions and didactic discussions. Three essay exams occur throughout the eight week course. A midterm vocabulary exam and a comprehensive final vocabulary exam are also assigned during this course. Finally, a paper documenting your interviews and research regarding aging will be due during the seventh week of the course.
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 89
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. 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 .
Last Updated:5/26/2006 7:16:53 AM