PS 222 Adult Development and Aging
U1B 2006 BL
Master of Arts, CounselingBachelor of Science, Health Care
May 22 through July 12, 2006
7:40 - 10:10 PM
Textbook: Hoyer, W.J., & Rooden, P.A. (2003). Adult Development and Aging, 5th Ed. McGraw-Hill: Boston
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
Learning Outcomes: Core Learning Outcomes
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:
Minimum Duration of Observation/Interview
Public Policy - Adult Development
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 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 RubricClass Assessment: Interview an elderly individual. Chapter Presentations, Mid-term exam and Final exam
Grading: The final course grade will be determined using the following measurements:Mid-Term Exam, Student Presentation, Final Exam The following will be used to assign course letter grades:90 - 100 A80 - 89 B70 - 79 C60 - 69 DBelow 60 F (for three or more un-excused absences)
Classroom Rules of Conduct: Class participation is expected and will form a part of the final grade. Students are expected to come to all classes and be on time. Roll will be checked each class meeting. Classes missed for legitimate reasons, such as illness, temporary duty, are excusable; however, the student must make up the missed work. The student is responsible for providing the instructor with justification for an excused absence either prior to or immediately after the absence. Two un-excused absences are excessive and three un-excused absences will result in an involuntary withdrawal and a grade of “F” for the course.
Course Topic/Dates/Assignments: Weekly schedule: MONDAY – WEDNESDAYMay 22 Review Syllabus. Chapter 1, Adult Development and Aging & Information regarding Presentations
May 24 Chapter 2: Cultural and Ethnic Diversity
May 29 Chapter 3: Physiological and Sensory Processes
May 31 Chapter 4: Coping and Adaptation
June 5 Chapter 5: Mental Health Interventions
June 7 Chapter 6: Physical Health and Aging
June 12 MID-TERM EXAM
June 14 Chapter 7: Memory, Attention, and Learning (Presented by students)
June 19 Chapter 8: Intelligence and Creativity (Presented by students)
June 21 Chapter 9: Cognition, Wisdom and Expertise (Presented by students)
June 26 Chapter 10: Personality (Presented by students)
June 28 Chapter 11: Relationships (Presented by students)
July 3 Chapter 12 Work, Leisure and Retirement (Presented by students)
July 5 Chapter 13: Approaching Death (Presented by students)
July 10 FINAL EXAM
June 12 Review Final Exam [Last Day of School]
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.
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. 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:4/28/2006 1:41:58 PM