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PS 221 Adolescent Psychology
Mushik, Teresa M.


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

S2T 2006 DLC

Faculty

Mushik, Teresa M.

Title

Adjunct Faculty

Degrees/Certificates

BA - History
MA - Education/Social Sciences
MPA - Public Administration

E-Mail

Teresa.Mushik@pirate.park.edu

tree1891@yahoo.com

Semester Dates

March 13, ,2006 - May 7, 2006

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Santrock, J. W. (2004). Adolescence (10th Ed.). New York: McGraw-Hill (with PowerWeb)

ISBN 0-07-290015-6

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville 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:
I take an active role in my online classrooms.  I like to participate in discussion and ask questions that might encourage you to think further about an issue and question what you've learned.  I think that everyone's perspective is different, and the role of the professor is to demonstrate that to students.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate a basic level of competence in the use of the vocabulary of adolescent psychology.
  2. Identify and evaluate factors and problems common to the period from puberty to adulthood.
  3. Identify and explain topics as self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal adolescent development.
  4. Display an understanding of research method used to study adolescents.


Core Assessment:


Class Assessment:

Course Assignments

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 allowed 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 of opinion allowed), 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 it in a references section at the end. When the instructor receives the test, they will randomly select 2 of the 4 questions for grading. These 2 questions will be used to evaluate the student's performance and will be worth up to 50 points each. 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

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). This test will be in a multiple choice format. There will be 50 definitions with words to select the correct word from. Each test will be worth up to 100 points with 200 points possible for both tests. In preparation for preparation each student 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 their own choice where they live. Each student's partner does not have to be from the class. The student, while holding the pile of cards, looks at the word, says the word, and passes 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. Each student will need to complete 3 trials per week. These trials are designed to assess your learning, not to be your only exposure to the vocabulary words. each student will have to memorize apart from the vocabulary trials. Each 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. Each student will record their scores on the Vocabulary Checklist that has been provided under Course Home. 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. It is best for the student to submit a running record of their scores. In other words, simply save the scores each week and list each week as you go. Each student will be given 5 points per score that is submitted in the gradebook. Each vocabulary trial will be for a 2 minute timed trial and the student is to give as many correct definitions as they can in a 2 minute time period. There will be worth up to 120 points for the vocabulary trials.
Research Paper (Core Assessment): Each student will conduct five 3 hour observations/interviews with adolescents in various stages of their development. One topic area will be about the view of adolescents 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 Adolescence (10-13)
Observation/Interview
3 Hours

Adolescence (14-17)
Observation/Interview
3 Hours

Late Adolescence (18-22)
Observation/Interview
3 Hours

Adolescence and Family
Observation/Interview
3 Hours

Public Policy - Adolescent Development
Literature Review
NA

Views of Adolescent Development in different cultures.
Literature Review
NA

These observations can occur in any setting where adolescents 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. To see what is required and how the points will be distributed, see the Core Assessment Rubric at the end.
Didactic Discussion: Each weekly Didactic Discussion will begin on Monday and end on Thursday. Each student will be expected to select 3 questions from a series of discussion questions posted each week for each chapter. That means if there are 2 chapters listed for a particular discussion, the student will have to discuss 6 questions. These questions will be about materials in Santrock (2005) and will be designed to assess your attention to the textbook materials. Each answer needs to contain information from Santrock (2005) and information from outside the textbook. This could include PowerWeb, a website, or the scientific literature. Each student needs to cite each source of information using APA style and include the full reference citation at the end of the discussion. The student can earn up to 30 points for each weekly discussion. 1st Source 10 Points
2nd Source (Outside of Textbook) 10 Points
Addressed each question or topic sufficiently. 10 Points
Total 30 Points

Didactic Responses: Each Didactic Response will be due on Thursday of each week. Each student will be expected to respond to Two fellow student's Didactic Discussions with one objective, that is to discuss how the information being discussed answers the Prime Question (How can adolescents develop in healthy ways?) These responses need to be logical and based on information gleaned from the didactic discussions. Each student can also clarify or extend the chosen discussion. Each Didactic Response will be worth up to 5 points each. 1st Response (To a Class Member's Didactic Discussion) - Addressed Prime Question 5 Points
2nd Response (To Another Class Member's Didactic Discussion) - Addressed Prime Question 5 Points
Total 10 Points

Application Discussions: Each weekly Application Discussion will begin on Thursday and end on Saturday. Each student will be will be expected to do the following: Respond to a realistic scenario that will be posted each week, discuss the 3-hour observation of adolescent development, or discuss the literature review that was assigned. Your discussion answer should use the information and vocabulary you have come to learn while writing your Didactic Discussions. Each answer needs to contain information from Santrock (2005) and information from outside the textbook. This could include PowerWeb, a website, or the scientific literature. Each student needs to cite each source of information using APA style and include the full reference citation at the end of the discussion. Each student can earn up to 20 points for each weekly response. 1st Source 10 Points
2nd Source (Outside of Textbook) 10 Points
Total 20 Points

Application Responses: Each Application Response will be due on Saturday of each week. Each student will be expected to respond to Two fellow student's Application Discussions with one objective, that is to discuss how the information being discussed answers the Prime Question (How can adolescents develop in healthy ways?) These responses need to be logical and based on information gleaned from the didactic discussions. Each student can also clarify or extend the chosen discussion. Each Didactic Response will be worth up to 5 points each. 1st Response (To a Class Member's Didactic Discussion) - Addressed Prime Question 5 Points
2nd Response (To Another Class Member's Didactic Discussion) - Addressed Prime Question 5 Points
Total 10 Points

Grading:
Course Grading Scale

Essay Examination (3) 300 Points
Vocabulary Tests (Midterm & Comprehensive Final) 200 Points
Vocabulary Trials 120 Points
Research Paper (Core Assessment) 300 Points
Didactic Discussions (8) 240 Points
Didactic Responses (16) 80 Points
Application Discussions (8) 160 Points
Application Responses (16) 80 Points
Total 1480 Points



90-100% A
80-89% B
70-79% C
60-69% D
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 be 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. There is no extra credit in this class, so it is important to complete the work during the time frame expected.

Classroom Rules of Conduct:
Etiquette/Courtesy

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 no to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken 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 .

Students are responsible for clicking 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:
Week 1 3/13 - 3/19  Didactic Responses due Thursday, 3/16
                   Application Discussion/Responses due Saturday, 3/18
                   Vocab Trials due Sunday, 3/19


Week 2 3/20 - 3/26   Didactic Responses due Thursday, 3/23
                    Application DQs/Responses due Sat, 3/25
                    Vocab Trials Due Sunday, 3/26

Week 3: 3/27 - 4/2   Didaction Responses - Thursday 3/30
                    Application DQ/Responses due Sat., 4/1
                    Vocab Trials due Sun. 4/2
                    Essay Exam 1 due Sun. 4/2

Week 4: 4/3 - 4/9    Didactic Discussion due Thursday, 4/6
                    Application Discussion due Sat., 4/8
                    Vocab Trails due Sun. 4/9

Week 5: 4/10 - 4/16  Didactic Discussion due Thursday, 4/13
                    Application Discussion, due Sat. 4/15
                    Vocab Trials due Sun., 4/16
                    Essay Exam #2 due Sun, 4/16

Week 6: 4/17 - 4/23  Didactic Discussioon due Thurs., 4/20
                    Application Discussion due Sat, 4/22
                    Vocab Trials due Sun, 4/23

Week 7: 4/24 - 4/30  Didactic Discussioon due Thurs., 4/27
                    Application Discussion due Sat, 4/29
                    Vocab Trials due Sun, 4/30
                    Essay Exam #3 due Sun, 4/30
                    Research Paper due Sun, 4/30

Week 8: 5/1 - 5/7    Didactic Discussioon due Thurs., 5/4
                    Application Discussion due Sat, 5/6
                    Vocab Trials due Sun, 5/7
                    Final Vocab Exam due Sun, 5/7

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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

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 .

Copyright:

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

Last Updated:3/20/2006 7:16:45 PM