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PS 222 Adult Development and Aging
Boston, Launa


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

F2T 2006 DL

Faculty

Boston, Launa

Title

Adjunct Faculty

Degrees/Certificates

MS
MBA

Office Location

on-line

Office Hours

8:00 - 4:00 Monday-Friday

Other Phone

816-525-6808

E-Mail

Launa.Boston@pirate.park.edu

lboston@kc.rr.com

Semester Dates

October 23, 2006 to December 17, 2006

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 If you order a new textbook through MBS it will come with an access code for PowerWeb. If you order a new textbook elsewhere or a used text, you will not receive the access code for PowerWeb and will need to purchase it. You can purchase PowerWeb by contacting the publisher. PowerWeb is required in this course as a resource for assignments. It is strongly recommended that you use the book service located on the Park website-MBS at http://direct.mbsbooks.com/park.htm because they are prepared to have your text bundled with PowerWeb in stock and can provide quick turn around time. Please note: If you order your book elsewhere, you will need to pay separately for PowerWeb.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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:
This class will be interactive through the use of textbook reading, didactic discussions and responses, application discussions and responses, vocabulary exams, essay exams and a final research project. Each learner will be engaged to share their knowledge and experiences in the field of adult development. Learning will be achieved through each learner investigating themselves and those around them in order to best understand the various developmental stages of aging.

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:
Grading Policy 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 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. When the instructor receives the test, he 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) 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. Research Paper (Core Assessment). 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 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 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 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 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 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 -------------------------------------------------------------------------------- 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    --------------------------------------------------------------------------------

Grading:
Essay Examinations - three at 100 points each Research project - five papers at 300 points each Didactic discussions - 30 points each week Didactic responses - 10 points each week Vocabulary tests - two at 100 points each Application discussion - 20 points each week Application responses - 10 points each week

Late Submission of Course Materials:
Late Work 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:
Course-Specific Policies: A class week is defined as the period of time between Monday and Sunday. The first 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: 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. 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. All students will participate in discussions through responses. Conventions of on-line-etiquette include courtesy to all users. This is expected in this class. 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. 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. Please read the syllabus!

Course Topic/Dates/Assignments:
PS 222 – Adult Development and Aging Master Schedule Week Assignment Day Due Week 1 Didactic Discussion Didactic Responses Thursday Application Discussion Application Responses Saturday Vocabulary Trials Sunday Week 2 Didactic Discussion Didactic Responses Thursday Application Discussion Application Responses Saturday Vocabulary Trials Research Proposal Sunday Week 3 Didactic Discussion Didactic Responses Thursday Application Discussion Application Responses Saturday Vocabulary Trials Essay Exam 1 Sunday Week 4 Didactic Discussion Didactic Responses Thursday Application Discussion Application Responses Saturday Vocabulary Trials Midterm Vocabulary Exam Sunday Week 5 Didactic Discussion Didactic Responses Thursday Application Discussion Application Responses Saturday Vocabulary Trials Essay Exam 2 Sunday Week 6 Didactic Discussion Didactic Responses Thursday Application Discussion Application Responses Saturday Vocabulary Trials Sunday Week 7 Didactic Discussion Didactic Responses Thursday Application Discussion Application Responses Saturday Vocabulary Trials Essay Exam 3 Research Paper (Core Assessment) Sunday Week 8 Didactic Discussion Didactic Responses Thursday Application Discussion Application Responses Saturday Vocabulary Trials Final Vocabulary Exam Sunday

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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 Undergraduate Catalog Page 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 "W".
  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 2006-2007 Undergraduate Catalog Page 89-90

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 .



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)
 

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Last Updated:9/30/2006 11:45:24 AM