PS 221 Adolescent Psychology
FA 2006 HO
Cowley, Brian J.
Associate Professor of Developmental Psychology
B.S. - Psychology - Utah State UniversityM.S. - Behavior Analysis and Therapy - Southern Illinois University-CPh.D. - Human Development and Child Psychology - University of Kansas
Mabee 224, Parkville Campus
M W F 9:55 a.m. to 11:00 a.m.; T & Th 11:35 a.m. to 1:00 p.m.
August 21, 2006 to December 15, 2006
10:10 - 11:25 AM
Textbook: Santrock, J. W. (2003). Adolescence (11th Edition). New York: McGraw Hill. – required
Textbooks can be purchased though the Parkville Bookstore
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Educational Philosophy: Doctor Cowley's educational philosophy is based on using a variety of methods in learning with a focus on application. Lectures, readings, multiple choice tests, group work, class discussion, examinations, writing, and the use of reference systems are significant components of this learning process. Each student will be required to analyze, criticize, and synthesize presented information. Each student will be required to demonstrate these skills publicly in the classroom or through the written word.
Learning Outcomes: Core Learning Outcomes
PS221 – Adolescent Psychology – Core Assessment
Minimum Duration of Observation/Interview
Early Adolescence (10-13)
Late Adolescence (18-22)
Adolescence and Family
Link to Class RubricClass Assessment:
· Bi-Weekly Quiz. There will be bi-weekly quizzes administered throughout the semester. Each quiz will made up of multiple choice questions. Each quiz will be worth up to 20 points.
· Midterm (timed and online). A midterm will be administered on e-companion for 1 hour. The questions will be made up of multiple choice vocabulary word, multiple choice, fill in the blank, and essay questions. Some of the questions will be drawn from the bi-weekly quizzes and some will be new. The midterm will be worth up to 100 points.
· Final. A final will be administered during the scheduled time in the classroom. This will be a comprehensive final and will be a paper test. The questions will be made up of multiple choice vocabulary word, multiple choice, fill in the blank, and essay questions. Some of the questions will be drawn from the bi-weekly quizzes, midterm, and some will be new. The final will be worth up to 100 points.
· Engage and Explore. A case study (5) will be presented for each developmental period. Once this case study is presented, each student will identify 3 sources from the literature that addresses issues specific to the case study and that adds new information to that found in the textbook. Each student will identify their references and provide summaries of all three references that identify the information added to the knowledge presented in the course textbook. Each references summary must include the reference in APA style. The summary must explain why the article was written, what arguments were made, and what was found. Each student will be required to use the information from their summaries and apply it to the case study during class discussion. Each summary will be worth up to 50 points.
References in APA Style
· 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 and another will be about how public policy affects adolescents. The following table will show what stages will be required:
Public Policy - Adolescent Development
Views of Adolescent Development in different cultures.
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. Three 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 a 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 need to be a small part of the paper. They need to be a seamless part of the paper and not a separate section. This paper will be more successful it the student will develop an arguable claim (thesis statement) in the area of adolescence and then use the observation/interviews and the literature as evidence to back up the arguable claim. This is one paper that covers the content outlined in the matrix above. If the student has observations/interviews that do not apply to the arguable claim, then the student should not use it in the body of the paper, but they must include it with the rest of their observations in the appendix at the back of the paper. 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.
· Classroom Presentation: The classroom presentation will be worth up to 100 points. Each student will present a 5 minute summary of each paper to the class. This will require two forms of media (power point, handout, etc.).
Alternative Views of Arguable Claim
1st Type of Media
2nd Type of Media
90 – 100%
80 up to 89%
70 up to 79%
60 up to 69%
0 up to 59%
Engage & Explore
Late Submission of Course Materials: Any assignment turned in after the date it is due will be given up to half credit for that assignment. No course materials will be accepted after the last class meeting.
Classroom Rules of Conduct:
The Science of Adolescent Development
Puberty, Health, and Biological Foundations
Engage & Explore: Case Study 1
Permanent Product/Event Recording
Bi-Weekly Quiz 2
Engage & Explore: Case Study 2
Duration & Latency Recording
Partial Interval Recording
Bi-Weekly Quiz 3
Whole Interval Recording
Midterm (timed & online)
The Self and Identity
Bi-Weekly Quiz 4
Engage & Explore: Case Study 4
10-16-06 Through 10-22-06
Momentary Time Sampling
Bi-Weekly Quiz 5
Moral Development, Values, and Religion
Engage & Explore: Case Study 5
Achievement, Careers, and Work
Bi-Weekly Quiz 6
3rd Essay Exam Distributed
Bradfield, Campos, Cheeney, Copeland
Health, Stress, and Coping
3rd Essay Exam Collected
Denney, Emerson, Ennis, Flanders
Gardner, Hinkle, Meck-Gilbert, Mohammad, Westcoat
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.
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 .
Last Updated:8/18/2006 3:55:58 PM