Syllabus Entrance
Printer Friendly
Email Syllabus

PS 222 Adult Development and Aging
Aspell, Denise D.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 222 Adult Development and Aging

Semester

U1SS 2006 RA

Faculty

Aspell, Denise D.

Degrees/Certificates

M.A. Clinical Psychology

Office Location

None

Office Hours

None

Daytime Phone

210-828-2184

E-Mail

Denise.Aspell@pirate.park.edu

Semester Dates

5 June 2006 - 30 July 2006

Class Days

-M-W---

Class Time

7:40 - 10:20 PM

Credit Hours

3


Textbook:
Hoyer, W. J., & Roodin, P. A. (2003). Adult development and aging (5th ed.). Boston: McGraw-Hill.

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:
You are expected to be familiar with APA format for scholarly and academic writing. You will be provided with a template for writing your paper(s). The following is a reference for APA format.

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC.: American Psychological Association.

Be familiar with Bloom's Taxonomy. Links for Bloom's Taxonomy and for APA format follow.

http://faculty.washington.edu/krumme/guides/bloom1.html
http://www.nwlink.com/~donclark/hrd/bloom.html
http://owl.english.purdue.edu/handouts/research/r_apa.html
http://www.apastyle.org/

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:
Method of Facilitation

1. Androgogical, transformational, and collaborative learning methods characterize my main facilitation style.

2. Lecturettes, Socratic method of question-and-answer, interaction between instructor and learner and between the learners themselves. (See: Brookfield, S., & Preskill, S. (1999). Discussion as a way of teaching. San Francisco: Jossey-Bass)

Philosophy of Teaching and Learning:

Lifelong Learning – ongoing holistic development resulting in an ability to reflect on, learn from, and utilize experience. Lifelong Learning helps you to proactively respond to the challenges of a rapidly changing world. You are invited to surround yourself with people and situations which foster your development as a productive member of society.

Patterns of Characteristics of an Avid Lifelong Learner: (1) self-knowledge; (2) healthy self-esteem; (3) balanced autonomy; (4) self-directed; and (5) consistently motivated toward personal and professional development.

Practical Application: You are a social being. You work with others. Being able to work effectively with others is recognized as an “intellectual ability” that is valued in the workplace.

Course Structure: Learner-Centered – You – and – Community-Centered – Your Classmates. (Consult the Journal of Student Centered Learning.)

Course Process: I value your input. We learn through interaction and dialogue. Information learned in a participative manner is retained longer because thought and reflection is required for meaningful class discussion. I coach and facilitate the learning environment to maximize the benefits for the learner.

Course Rationale: Bridging the gap between theory and application, – i.e. integrating personal experiences with concepts and theories, – enhances interpersonal skills and intellectual and emotional intelligence. Reflective assessment helps your learning and helps me improve facilitation for your learning.

Commitment: It is my goal to help you take yourself to the next level of your development where you will use and build on your talents, abilities, and knowledge so that you will feel more personally fulfilled and professionally satisfied than you did at the beginning of this class. While this is my goal, you need to understand that you will get out of this course what you put in to it.

Discussion Etiquette: I am committed to open, frank, and insightful dialogue in my classes. Diversity has many manifestations, including diversity of thought, opinions, and values. I expect all learners to be respectful of that diversity and to refrain from malicious commentary. I will intervene and interrupt commentary made with malicious intent. I expect class dialogue to be characterized by common sense and basic etiquette and courtesy. Please abide by the following guidelines for class dialogue:

(1) If you disagree with someone, respond to the subject, not the person.

(2) Be respectful of the diversity of thought, opinion, personality and values.

(3) Maintain confidentiality. Although this instructor cannot guarantee or enforce that confidentiality be maintained, you are asked to respect the privacy and dignity of each person in class.

(4) Treat fellow classmates and what fellow classmates share with the honor and respect that you would like to receive in return.

If you would like to raise an issue, yet, maintain your anonymity, I invite you to submit your questions, thoughts, and/or ideas that you would like to have me address in class on plain paper or index card. Anonymously drop them in my mail file.

While I encourage an atmosphere of reverence and respect as we talk about personalities, cultures, and many aspects of groups of people and how we are socialized, I invite you to cultivate and nourish a healthy sense of humor. It has been proven that humor enables us to release endorphins that facilitate physiological healing and psychological well being. Inviting you to laugh is meant to enhance the experience of processing the intricacies of our social skills, or lack thereof, in a manner that will foster personal and professional development. No offense to an individual, group, occupation, or to any situation is intended.

Best wishes and enjoy the class!

Sincerely,
Dee Dee Aspell

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate a basic level of competence in the use of the vocabulary of adult development.
  2. Identify and critique factors and problems common to the adult years.
  3. Evaluate the research methods used to study adult development.
  4. Gather, evaluate, and communicate information effectively about adult development.
  5. Identify and explain the social psychological application of aging.


Core Assessment:


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:
































Topic Area


Data Collection


Minimum Duration of Observation/Interview


Early Adulthood


Observation/Interview


3 Hours


Middle Adulthood


Observation/Interview


3 Hours


Late Adulthood


Observation/Interview


3 Hours


Elderly


Observation/Interview


3 Hours


Public Policy - Adult Development


Literature Review


NA


Views of Adult Development in different cultures.


Literature Review


NA


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 Rubric

Class Assessment:
Retrieve the Evaluation Matrix from the attachment section.

Grading:
Retrieve the Evaluation Matrix from the attachment section.

Late Submission of Course Materials:
General Remarks about motivational methodology. (Note: Some proverbial common sense iterations contained herein are the result of previous issues and occurrences.)

Turn in assignments on time. Use correct grammar and spelling. Regarding assignments done in class, write or print neatly and legibly. If I cannot read your writing or cannot piece your words together in a manner that makes sense, you will not be given credit for your response. Use Spelling and Grammar Checks. You are strongly encourage you to have someone proof-read your work before you turn it in. Complete assignments carefully and conscientiously.

Late assignments and papers are graded according to the Grading Rubrics. Late presentations and/or late completion of projects will not be allowed or accepted. If you are absent from class when you are scheduled to present your paper or project, you will receive no credit for that assignment. No “make-up” work or “extra credit” opportunities are allowed.

Present your work as professionally as possible. Less than professional performance will be reflected in your grade.

Please note that you will be responsible for and may be graded on anything else that may be presented in the class that this instructor deems as helpful to the learning process.

This instructor reserves the right to amend any portion of this course outline as she sees fit. This includes the grading criteria, assignments and requirements.

A Note about Grade Inquiries: You may inquire about your grades for assignments and/or for the course. I am open to dialogue. If you choose to contest a grade, I will review your attendance record and all of your work for the class. Then, if needed, I will adjust your grade higher or lower to accurately reflect your performance for the course.


Classroom Rules of Conduct:
Participation, Punctuality, & Attendance: Attendance and Oral Participation in class discussion is critical to getting maximum value out of this course. The more active the participation, the greater is the learning. Individual contribution to class discussion is expected and valued. Class participation necessitates attendance. If you are not in class, both you and your classmates miss the opportunity to gain from your experience.

It is your responsibility to sign the Attendance Sheet. Absences significantly impact your final grade. Given the 8-week semester format, your grade may be lowered one letter grade with the third absence, no matter what your actual grade average is for the course. Absenting yourself from the class for more than fifteen minutes constitutes an absence even if your belongings are in the classroom and even though you may have signed the attendance sheet. Please refer to the directives for your University for additional information regarding the Attendance Policy.

Oral Participation in class discussion is expected. Active learning requires proactive participation and contributing your insights. Furthermore, speaking in class can enhance your public speaking, interpersonal relationship, and communication skills. Learning to articulate and laser your thoughts into words will enhance your self-confidence, your personal and professional presentation, and ultimately, your self-esteem.

Important Notice: Choose a "buddy" to collect handouts or obtain information about the class proceedings in the event you need to be absent. I will distribute handouts and/or supplementary materials only once. I not necessarily review what was covered in prior classes. "What did I miss?" questions are to be directed to your "buddy."

Course Topic/Dates/Assignments:
Retrieve the Assignment Matrix from the attachment section.

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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

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 .


Attachments:
Assignment Matrix

Evaluation Matrix

Exam Format Template

Research Paper Template

Enneagram Inventory

Presentation Information

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                             
Outcomes
2, 4                                               
•Differences and similarities of 5 topic areas were outlined in comparison to the literature.
(40 points)
 
•Differences and similarities of 3-4 topic areas were outlined in comparison to the literature.
(28 Points)
 
•Differences and similarities of 1-2 topic areas were outlined in comparison to the literature.
(20 Points)
 
•No differences and similarities of topic areas were outlined in comparison to the literature.
(12 Points)
 
Synthesis                                                                                                                                              
Outcomes
2, 4                                               
•9 or more references from the literature.  
• The student cited references that provide evidence from the literature on the topic being examined in the research paper.
• Three of the references should be empirical and refereed research articles.
• All 5 topic areas were included in the paper.
(35 Points)
 
•7-9 references from the literature.  
• The student cited references that provide evidence from the literature on the topic being examined in the research paper.
• Three of the references should be empirical and refereed research articles.
• 3-4 topic areas were included in the paper.
(24.5 Points)
 
•1-4 reference(s) from the literature.  
• The student cited references that provide evidence from the literature on the topic being examined in the research paper.
• 1-2 topic areas were included in the paper.
(17.5 Points)
 
•No topic areas were included in the paper.
(10.5 Points)
 
Analysis                                                                                                                                               
Outcomes
2, 4                                               
•Compared and contrasted 5-6 topic areas and corresponding literature.
(40 points)
 
•Compared and contrasted 3-4 topic areas and corresponding literature.
(28 Points)
 
•Compared and contrasted 1-2 topic areas and corresponding literature.
(20 Points)
 
No comparison or contrast of any topic area.
(12 Points)
 
Application                                                                                                                                            
Outcomes
3, 5                                               
The student met expectations and offered a research question that was a natural extension of the literature reviewed in the research paper.
(35 Points)
 
The student successfully identifies a research question about adult development and aging offer a plausible developmental research design for this question.  The student must identify why they chose the research design.
(24.5 Points)
 
The student successfully developed a research question about adolescent development.
(17.5 Points)
 
The student does not use the principles of operant conditioning, functional assessment, and single-subject design, to manipulate the targeted behavior.
(10.5 Points)
 
Content of Communication                                                                                                                               
Outcomes
1, 4                                               
Each paper consistently uses  developmental terms appropriately.  Less than 5 errors while using developmental terms.
(35 Points)
 
Each paper consistently uses  developmental terms appropriately.  5-7 errors while using developmental terms.
(24.5 Points)
 
Each paper consistently uses  developmental terms appropriately.  8-12 errors while using developmental terms.
(17.5 Points)
 
13 or more errors while using developmental terms.
(10.5 Points)
 
Technical Skill in Communicating                                                                                                                       
Outcomes
4                                                  
The research paper meets expectations while including a student developed graphic or table.
(35 Points)
 
The research paper contains the following sections:
•APA citations
•Introduction
•Analysis
•Conclusion
•APA formatted references page.
•References Page – all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.
The research paper will also include the following:
•Focus (arguable claim, original idea, & clear controlling idea)
•Development (full discussion, smooth style, & personal experiences)
•Organization (smooth transitions, clear paragraphing, & logical sequence of topics)
•Mechanics (proper grammar, punctuation, and spelling)
(24.5 Points)
 
The research paper contains the following sections:
•Cover page
•Abstract – summary of Project
•Introduction
•Analysis
•Conclusion
•APA formatted references page.
•References Page – all the references in the body of the text match up with those in the references list and all references in the references list match up with those in the body of the text.
(17.5 Points)
 
The research paper does not contain all of the sections included in the does not meet expectations category.
(10.5 Points)
 
Adult Development – Public Policy                                                                                                                      
Outcomes
4, 5                                               
Research paper identified public policy issues in the first 4 topic areas.
(40 Points)
 
Research paper identified public policy issues in 2-3 topic areas in the first 4 topic areas.
(28 Points)
 
Research paper identified public policy issues in 1 topic area in the first 4 topic areas.
(20 Points)
 
Research paper did not identify any public policy issues in any topic areas.
(12 Points)
 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:4/29/2006 8:17:26 PM