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PS 222 Adult Development and Aging
Xaverius, Pamela K.


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

S2T 2006 DLA

Faculty

Xaverius, Pamela K.

Title

Adjunct Faculty

Degrees/Certificates

PhD in Developmental and Child Psychology
MA in Human Development
BA in psychology

Office Location

Jefferson City, MO

Daytime Phone

314-301-0046

E-Mail

pamela.xaverius@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


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

  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:
Weekly discussions, vocabulary quizzes and exams, and final exams.

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 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 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:
A class week is defined as the period of time between Monday and Sunday. The firs week begins the first day of the term and ends midnight the last Sunday of the term. Assignments scheduled for completion during a class week should be completed by Sunday of the week assigned. It is important to understand that this is not a course where assignments can be posted at any time during the 8-week term and there is a deadline each week for that week's assignments. Any assignment posted after the weekly deadline will not receive credit.
Rules for On-Line Participation:
1. The classroom is for public messages. Students should use e-mail for private messages to the instructor and other students. All e-mails sent to the instructor and others students must include: PS222, purpose of e-mail, and student's full name in the subject line of the e-mail. Any e-mail without this information will be returned without being read. Students are required to use Pirate Mail for online classes. All information concerning the class will be sent through Pirate Mail.
2. Students are expected to complete at least 5 hours per week logged onto the classroom in online activities. Other activities such as completing assignments, sending/receiving e-mails, exploring the text website, and conducting research will be in addition to this. Students need to remember that this is an accelerated course (covering a semester of materials in 8 weeks) and during the 8 weeks, it is anticipated that you will spend an additional 10+ hours per week completing this course assignments.
3. All students will participate in discussions through responses. Conventions of on-line-etiquette include courtesy to all users. This is expected in this class.
4. Students should have a current anti-virus software system and should update their software weekly as a protection to themselves as well as others who are participating in this class. This is everyone's responsibility. It is required that you use the Pirate Mail e-mail addresses that are available to all Park University students.
5. All assignments need to be submitted by posting assignments in the classroom thread or in the dropbox. If it becomes necessary for an assignment to be sent via e-mail or FAX, arrangements need to be made before the assignment is due.
6. Please read the syllabus!
E-Mail Procedures
General e-mail: When sending an e-mail, you must identify yourself by:
PS 222
Purpose of the e-mail
Full Name
It is required that you use Pirate Mail for your online class. All information (problems with assignments, concerns, etc.) pertaining to class will be sent to you through Pirate Mail.
I will check my e-mail frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable.
All e-mail sent to me needs to be copy/pasted. No attachments will be accepted due to the risk of viruses.


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 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:
Course Assignments

1.   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 shows what stages will be required:
*  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
*  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 ONE paper that will be an analysis and summary of their observations. The paper is due during the seventh week of the course.  
• The 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.  
• The paper will need to be double spaced.
• The paper will need to use APA style when citing references and will need an APA style references list.
• The paper will need references, for a total of 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.  This proposal is due the second week of the course.
• The paper will be worth a total of 300 points.  To see what is required and how the points will be distributed, see the Core Assessment Rubric at the end.

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.
1st Source 10 Points
2nd Source (outside of textbook) 10 points
Addressed Each Question or Topic 10 Points
Total 30 Points

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.
1st Response (To a Class Member) - Addresses Prime Question 5 Points
2nd Response (To Another Class Member) - Addresses Prime Question 5 Points
Total 10 Points

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.
1st Source 10 Points
2nd Source (Outside of Textbook) 10 Points
Total 20 Points

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.
1st Response (To a Class Member) - Addresses Prime Question 5 Points
2nd Response (To Another Class Member) - Addresses Prime Question 5 Points
Total 10 Points

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 .


Attachments:
Core Assessments

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:

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Last Updated:4/25/2006 3:54:58 PM