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PS 222 Adult Development and Aging
Sims, Yolanda


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

U1B 2006 BL

Faculty

Sims, Yolanda

Title

Adjunct Faculty

Degrees/Certificates

Master of Arts, Counseling
Bachelor of Science, Health Care

Daytime Phone

(915) 443-1729

E-Mail

ysims@park.edu

ysims@elp.rr.com

Semester Dates

May 22 through July 12, 2006

Class Days

-M-W---

Class Time

7:40 - 10:10 PM

Credit Hours

3


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

  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:
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.

  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.

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 .



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)
 

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Last Updated:4/28/2006 1:41:58 PM