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PS 221 Adolescent Psychology
Andrews, Claude


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 221 Adolescent Psychology

Semester

S1M 2006 CH

Faculty

Andrews, Claude

Title

Adjunct Faculty

Daytime Phone

252-407-1485

E-Mail

Claude.Andrews@park.edu

Semester Dates

January 9, 2006 - March 5, 2006

Class Days

-M-W---

Class Time

7:30 - 10:00 PM

Prerequisites

None

Credit Hours

3


Textbook:
Santrock, John W.  ADOLESCENCE, Tenth Edition, McGraw-Hill, 2005.  (Please note:  this will be the last class to use this edition. An eleventh edition has just recently been published.)

Textbooks can be purchased though the MBS bookstore


Course Description:
Developmental factors and problems common to the period from puberty to adulthood.  Topics include:  self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal development.  3:0:3

Educational Philosophy:
The educational philosophy Tweetybird uses in this course is one of inter-activeness based on some stimulus materials that he presents, along with readings, story-telling, student presentations, videos (using LIFEMAP which accompanied the textbook), and possible guest speakers.  Our learning experience is not only individual, but also group oriented.  Everyone contributes and has the opportunity to learn from each other.  The student grades are dependent upon mastery of the material and also reflecting on our own individual adolescence.  The student will not be “graded” upon his/her opinion, if well developed, but on how well the student uses the learning experience.  There is a lot of reading for this class, so please keep up the reading between classes.  Not all material may be directly covered in class presentations, although you will be responsible for the “ring-a-ding-dings.”

  Instructor Learning Outcomes

  1. Demonstrate a basic level of competence in the use of the vocabulary of adolescent psychology.
  2. 2. Identify and evaluate factors and problems common to the period from puberty to adulthood.  ;
  3. 3. Identify and explain topics such as self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal adolescent development.
  4. 4. Display an understanding of research methods used to study adolescents.
Class Assessment:
1. Each student is expected to actively participate in each class and to prepare a written one-half to one page summary (it has to be legible) due on the Monday following the past week's two classes sharing what you learned about the presentation the past week (first one to be turned in on January 16) and how it may have related to your own period of adolescence.  You may put this in the form of an e-mail and sent to the two addresses listed above before Monday, or you may bring a legible hard-copy each Monday during class. This activity will count also toward your participation in class. These summaries will not be shared with the class.  Each student is also to present a summary of the final research paper to the class, using what ever sources and media ability he/she chooses for the presentation.

2. Each student is to take two tests (multiple-choice) as listed in the class schedule, plus a similarly constructed final on the last night of class.

3. Each student is required to pick a topic of interest to them in Adolescent Psychology and obtain approval from the instructor for that topic before proceeding.  Each student will be required to write three related papers:

a. first research paper:  The first paper will present an arguable claim on a particular topic so chosen and approved by the instructor based on one source.  The focus to this paper will be on the biological influences of a developmental process during adolescence. The content is to be two pages in length plus a title page and a reference page.  It is to be typed or word-processed, using black professional script of 10-12 font, double-spaced, with no more than a one inch margin, top and bottom, left and right.

b. second research paper:  The second paper will present an arguable claim based on reading a second source.  The focus of this paper will be on the environmental influences of the same developmental process covered in the first research paper.  The same printing  criteria apply as with the first paper.

c. third research paper:  The third paper will integrate and critically analyze the two views of the first two research papers.  In the conclusion of this paper, the student will ask a research question about the developmental process they have reviewed and they will suggest what developmental research method (outlined in text book) they would use.  The final paper will require a minimum of 7 references for evidence.  The content is to be eight pages in length plus a title page, beginning abstract paragraph, and a reference page(s) with the same printing criteria as above.  Three of these references must be research articles of an empirical nature.  Each paper will require observations made of actual children for up to three hours and the behaviors noted should related to the topic covered in the paper and documented on your reference page(s).  Assessment of these papers will be based on the core assessment scoring rubric that is attached to this syllabus.  Remember also, this paper (or the “works-in-process”) is to be creatively presented in summary fashion to the class as a whole.  You are encouraged to present as early as practical.


Grading:
Evaluation: is based on the following with percentile breakdown:

1.  Student participation in class as noted by instructor, weekly reports e-mailed or handed to the instructor in a timely fashion, and presentation of the research summary to the class.........25%

2.  Student taking two tests on chapters covered as scheduled plus taking the final and achieving scalable grades..........25%

3.  Student completing in a timely manner the first and second research papers and being graded using the scoring rubric attached—modified for lesser requirements.........25%

4.  Student completing in a timely manner the third research paper and having achieved a grade based upon the core assessment rubric.........25%


Each of the four composite evaluation items will have equal value.  There may be unannounced quizzes, depending upon class participation.  Grades are distributed in the following manner: A=93-100, B=85-92, C=77-84, D=70-76, F=69 or less.  Students are responsible for keeping up with their quiz grades, as these will be recollected and maintained by the instructor until all have taken that particular test.  


Remember:  During the class, each student is required to make a summary presentation to the class of his/her third research work.  Presentations may be made during any class after conferring with the instructor—even though it may not actually be in final form.  The last class of March 1 will be the final class in which students may make their summary presentations.


Note:  For the student who wants to achieve extra credit, that student can go to a local major 4-year college or university (Barton in Wilson, Wesleyan in Rocky Mount, ECU in Greenville, Campbell in Buies Creek, UNC-CH, UNC-Wilmington, NC State, St. Augustine, or any other major college or university) to do his/her research.  This is worth an additional 5 points on the final course average.  This must be documented by the signature of the library staff person on duty the day you were there on the library's letterhead or other official library document (such as the library's floor-plan) and given to the instructor along with the assignment so completed at that library.    

Late Submission of Course Materials:
Make-up exams and class material: Make up exams are to be arranged ahead of the scheduled time, unless due to death or illness in the family or by student (duh!).  They will be conducted at a time to be arranged within two weeks from the original exam date. A total of one make up exam is permitted during this abbreviated semester for any circumstance.  Failure to make up an exam or any other missed exam results in a grade of “0”.  Students are responsible for obtaining any missed material
/notes from a classmate.  If, for some reason, all work has not been completed by the end of the semester, the student will receive the grade "I" which must be completed before the end of the following semester, or, by registrar's rules, becomes an "F."  Also, be advised that there can be no grade higher than a "B" (no matter what higher grade average the student may have had) to erase an "I"--because, by definition, the work was late.

Classroom Rules of Conduct:
Classroom Courtesy and Rules:

1.   What goes on in the classroom remains in the classroom.  Sometimes in our enthusiasm some people make comments that they really did not mean to say and would not wish them to be revealed beyond the doors of the classroom.  Thus, the first rule is that we observe other people's classroom confidentiality.  If a student says something about him/her-self and wishes to repeat it out side of the classroom, that is his/her prerogative.

2.  Personal perspectives will be valued.  No personal or character attacks are allowed.  Any degrading or discriminatory remarks or behaviors to or about the person are not acceptable nor are they conducive to learning.  If the issue at hand may be appropriately challenged based upon educational constructs, then that is allowed.

    3.  All discussions will reflect an exchange of information, experiences, ideas, and opinions.

4.  Because of some potential sensitive subject matter, courtesy needs to be maintained in the classroom at all times.  From time to time there may be words or expressions used that may appear “offensive” to some, but yet often used by others without intending to “offend. “  Generally, while in class, we will use more “neutral” and academically correct terms.  

5.  Remember what we learned in kindergarten:  talking one at the time, no hitting, no wandering around from our seats, and no private conversations while the class is in session.

Technology:  Active cell phones, PDAs, pagers and/or laptop computers are not permitted during any scheduled class period.  Failure to abide with this policy will result in an absence for the rest of the class period as well as a “0” for any activity taking place (exam, quiz, presentation etc.).  This means no use of any form of electronic communications or devices during class--whether they are verbal, pictorial, or text messaging.  If you use such devices, you may be asked to leave the class and will be counted absent.  Such devices are disruptive of the class.  Remember, you signed up for this class, knew the hours of attendance, thus you are to have planned to focus your time on this class.  Use break times to conduct personal communications.

Course Topic/Dates/Assignments:
Proposed Schedule of Psychology 221 “Adolescent Psychology”

Class meets on Monday and Wednesday evenings from 19:30 to 22:00 with appropriate breaks to be determined on the first meeting of class.  We will adhere to the following suggested schedule in terms of material to be covered, although we will be flexible as needs dictate.   Remember:  each Monday there is to be turned in a one-page hard-copy summary of the past week as per requirements (or e-mailed before Monday).  Also, when you are ready to make a summary research presentation, please let “Tweetybird” know—presentations can be done throughout the class schedule.        

Jan.  9 Spring  (SIM) 2006 begins

Jan.  9-Jan. 16   Enrollment adjustment

Jan.  9 Orientation to Syllabus, Ground rules, nature of adolescent development          

Jan.  11 Continuing on nature of adolescent development

Jan.  16 Moving into biological and cognitive development

Jan.  17 First date of withdrawal

Jan.  18 Continuing in biological and cognitive development *Hard-copy First Research*

Jan.  23 Starting in the social, emotional, and personality development

Jan.  25 Continuing in the social, emotional, and personality development

Jan.  30 Continuing in the social, emotional, and personality development

Feb.   1 *Test #1* (Chapters 1-8) grading, Starting on adolescent contexts

Feb.   6 Adolescent contexts

Feb.   8 Adolescent contexts *Hard-copy of Second Research*

Feb.  12 Last date of withdrawal

Feb.  13 Adolescent contexts

Feb.  15 Adolescent contexts  

Feb.  20 Adolescent contexts  *Test #2 (Chapters 13-23)

Feb.  22 Research presentations  *Hard-copy of Third Research Paper due*

Feb.  27 Research presentations  

Mar.   1 *Final Examination* grading, finishing presentations, wrap-up, evaluations

End of term –Have a great quickie spring break!

Thanks for being in this class and what you offered to the class.  I wish you continued success in your personal, professional and educational development.  Take care and stay safe…..    
                                                                                                            Tweetybird

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. 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 .



Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Critical Thinking

Synthesis
Outcomes

Analysis
Outcomes

Evaluation
Outcomes

Content

Terminology
Outcomes

Concepts
Outcomes

Application
Outcomes

Technical Skills

Whole Artifact
Outcomes

Component
Outcomes

M/LL Courses
Outcomes

Copyright:

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