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PS 221 Adolescent Psychology
Coleman, George M.


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 221 Adolescent Psychology

Semester

U1LL 2006 LR

Faculty

Coleman, George M.

Degrees/Certificates

BS Psychology
MS Sociology

Daytime Phone

501-796-4155

E-Mail

george.coleman@park.edu

gcoleman@alltel.net

Semester Dates

may 22 - july 15

Class Days

--T-R--

Class Time

6:00 - 9:00 PM

Credit Hours

3


Textbook:
Santrock, John, Adolescence, 10th Edition, McGraw-Hill Publishers, New York, 2004


Course Description:
Developmental factors and problems common to the period from puberty  to adulthood.  Topics include:  self-identity, sexuality, life-styles, parent- adolescent relationships, and conditions leading to optimal development.   3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate a basic level of competence in the use of the vocabulary of adolescent psychology.
  2. Identify and evaluate factors and problems common to the period from puberty to adulthood.
  3. Identify and explain topics as self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal adolescent development.
  4. Display an understanding of research method used to study adolescents.


Core Assessment:


Research Papers (Core Assessment – Third Research Paper). Each student will be required to pick a topic of interest to them in Adolescent Psychology and obtain approval from the instructor.  Each student will be required write three related papers.  First Research Paper: The first paper will present an arguable claim on a particular topic based on reading one source.  The focus to this paper will be on the biological influences of a developmental process during adolescence.  Second Research Paper:  The second paper will present and arguable claim based on reading a second source.  The focus of this paper will be on the environmental influences of the same developmental process covered in the first research paper.  Third Research Paper:  The third paper will integrate and critically analyze the two views of the first two research papers.  In the conclusion of this paper, the student will ask a research question about the developmental process they have reviewed and they will suggest what developmental research method (outlined in textbook) they would use.  The final paper will require 7 references for evidence.  3 of these references must be research articles of an empirical nature.  Each paper will require observations made of actual children for up to 3 hours and the behaviors noted should relate to the topic covered in the paper.

Link to Class Rubric

Class Assessment:
The class assessment will consist of three papers a midterm exam and a final exam.

Grading:
Each paper will be worth 50 points.  The midterm and final exams will be worth 100 points each.  
a = 100% - 90%
b = 89%  - 80%
c = 79%  - 70%
d = 69%  - 60%
f = 59%  - 0%

Late Submission of Course Materials:
I will not take your papers late.  Any paper turned in late will recieve a 0%.  If there is reason why your paper must be late, please let me know ahead of the due date.

Classroom Rules of Conduct:
Attendance is required.  Three unexcused absences will result in a F being given for a final grade.  In
the event you must miss a class, please contact me at (501) 796-4155 or call the Park office.  If you miss a test, you will have five business days to make it up.  Makeup tests are given in the Park office during business hours.

Course Topic/Dates/Assignments:
The first paper will be due at the end of the third week. The second paper will be due at the end of the fifth week and the third paper will be due at the end of class.

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 .

Additional Information:



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                              
Outcomes
                                                  
Throughout  the paper, the student used:
•8 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.
(20 Points)
 
Throughout  the paper, the student used:
•5-7 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.
(14 Points)
 
Throughout the paper, the student used:
• 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.
(10 Points)
 
Throughout the paper, the student did not use any references from the literature.
(6 Points)
 
Analysis                                                                                                                                               
Outcomes
                                                  
•The student investigated 3 or more perspectives in the area of biological influences on adolescent behavior and development.
•The student investigated 3 or more perspectives in the area of environmental influences on adolescent behavior or development.
(30 points)
 
•The student investigated 2-3 perspectives in the area of biological influences on adolescent behavior and development.
•The student investigated 2-3 perspectives in the area of environmental influences on adolescent behavior or development.
(20 Points)
 
•The student investigated 1 perspective in the area of biological influences on the adolescent.
•The student investigated 1 perspective in the area of environmental influences on adolescent behavior or development.
(15 Points)
 
The student did not provide a perspective in the area of biological or environmental influence on adolescent behavior or development.
(9 Points)
 
Evaluation                                                                                                                                             
Outcomes
                                                  
•The student critically compared 3 or more perspectives in the area of biological influences on adolescent behavior or development.
•The student critically compared 3 or more perspectives in the area of environmental influences on adolescent behavior or development.
•The student critically compared the biological or environmental influences on adolescent behavior or development.
(30 points)
 
•The student critically compared 2-3 perspectives in the area of biological influences on adolescent behavior or development.
•The student critically compared 2-3 perspectives in the area of environmental influences on adolescent behavior or development.
•The student critically compared the biological and environmental influences on adolescent behavior or development.
(20 Points)
 
The student critically compared the biological and environmental influence on adolescent behavior or development.
(15 Points)
 
The student did not critically compare any perspective in the area of biological or environmental influence on adolescent behavior or development.
(9 Points)
 
Terminology                                                                                                                                            
Outcomes
                                                  
The student will use 16 or more vocabulary words specifically used in the field of adolescent psychology.  Not only are these words used, but they are used consistently and accurately.
(20 Points)
 
The student will use 10-15 vocabulary words specifically used in the field of adolescent psychology.  Not only are these words used, but they are used consistently and accurately.
(14 Points)
 
The student will use 1-9 vocabulary words specifically used in the field of adolescent psychology.  Not only are these words used, but they are used consistently and accurately.
(10 Points)
 
The student did not use vocabulary words specifically used in the field of adolescent psychology.  Not only are these words used, but they are used consistently and accurately.
(6 Points)
 
Concepts                                                                                                                                               
Outcomes
                                                  
The student correctly used concepts from 3 or more of the following general areas of adolescent psychology: Biological development, cognitive development, social, emotional and personality development, gender, sexuality, moral development, families, peers, schools, achievement, work, careers, culture, and adolescent problems.
(20 Points)
 
The student correctly used concepts from 2-3 of the following general areas of adolescent psychology: Biological development, cognitive development, social, emotional and personality development, gender, sexuality, moral development, families, peers, schools, achievement, work, careers, culture, and adolescent problems.
(19 Points)
 
The student correctly used concepts from 1 of the following general areas of adolescent psychology: Biological development, cognitive development, social, emotional and personality development, gender, sexuality, moral development, families, peers, schools, achievement, work, careers, culture, and adolescent problems.
(10 Points)
 
The student did not correctly use concepts from the following general areas of adolescent psychology: Biological development, cognitive development, social, emotional and personality development, gender, sexuality, moral development, families, peers, schools, achievement, work, careers, culture, and adolescent problems.
(6 Points)
 
Application                                                                                                                                            
Outcomes
                                                  
The student met expectations and offered a research question that was a natural extension of the literature reviewed in the research paper.
(30 Points)
 
The student successfully developed a research question about adolescent development and offered a plausible developmental research design to use in proving the research question.
(20 Points)
 
The student successfully developed a research question about adolescent development.
(15 Points)
 
The student does not use the principles of operant conditioning, functional assessment, and single-subject design, to manipulate the targeted behavior.
(9 Points)
 
Whole Artifact                                                                                                                                         
Outcomes
4                                                  
The research paper shows a consistent use of APA format with there being no more that 0-4 errors.
(20 Points)
 
The research paper shows a consistent use of APA format with there being no more that 5-7 errors.
(14 Points)
 
The research paper shows a consistent use of APA format with there being no more that 8-10 errors.
(10 Points)
 
The research paper does not show a consistent use of APA format with there being no more that 10 errors.
(6 Points)
 
Component                                                                                                                                              
Outcomes
                                                  
The student meets expectations while including a student developed graphic or table.
(30 Points)
 
The research paper contains the following sections:
•Cover page
•Abstract – summary of Project
•Introduction
•Analysis
•Conclusion
•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)
(20 Points)
 
The research paper contains the following sections:
•Cover page
•Abstract – summary of Project
•Introduction
•Analysis
•Conclusion
•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.
(15 Points)
 
The research paper does not contain all of the sections included in the does not meet expectations category.
(9 Points)
 

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Last Updated:5/5/2006 9:14:20 AM