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PS 222 Adult Development and Aging
Andrews, Claude


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

S2M 2007 CH

Faculty

Andrews, Claude ("Tweetybird")

Title

Adjunct Faculty

Degrees/Certificates

B. A., M. Div., M. Ed., Ph. D. work ("A. B. D.")
for other information, location, and particulars, see bio-sketch attached.

Office Location

Home office:  147 Hoop Pole Creek Drive, Atlantic Beach, N. C.

Office Hours

Individually arranged time and place as needed

Daytime Phone

252-407-1485 ("blind" pager--may leave very brief message or dial in number with area code.)

Other Phone

Since Tweetybird is subject to be anywhere in the state, the pager is the best way for contacting him.  If you do not wish him to call you at "all hours," let him know of your own time frame.

E-Mail

Claude.Andrews@park.edu

tweetymedic@ec.rr.com

----please e-mail both addresses when making contact

Semester Dates

Spring II, March 19-May 13, 2007

Class Days

-M-W---

Class Time

19:30 - 22:00  (7:30-10:00 PM)

Prerequisites

none required, although PS 101 and good writing skills would be helpful

Credit Hours

3


Textbook:
Papalia, Diane E.; Sterns, Harvey L.; Feldman, Ruth Duskin; and Camp, Camerson J. ADULT DEVELOPMENT AND AGING, Third Edition, McGraw-Hill, 2007

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Additional resources and readings will be cited as we proceed through the class The internet pages below list the APA style references that may be used for work that is to be presented in this class:

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/.

http://www.apastyle.org/
http://www.park.edu/support/citeapa.asp
http://www.ccc.commnet.edu/apa/index.htm

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  Several controversial subjects are discussed to encourage students to examine their own attitudes towards these subjects (see http://captain.park.edu/psychology).

Educational Philosophy:
The educational philosophy Tweetybird uses in this course is one of class interactivity based on the following:  weekly journaling, stimulus materials that he and the students will be presenting, readings, story-telling, student papers/presentations, videos, and possible guest speakers.  Our learning experience is not only individual, but also group oriented.  Everyone contributes and has the opportunity to learn from each other.  The student grades are dependent upon mastery of the material AND making use of it for life-long learning and living.  The student will not be "graded" upon his/her opinion, if well developed, but on how well the student uses the learning experience.  There is a LOT of reading for this class--so please keep up the reading between classes.  Remember the "mini-semester" philosophy--each class is the equivalency of a regular one-hour class meeting three times per week for one full semester.  Please note that not all material may be directly covered in formal class presentations, but the student is responsible for the basic content of the readings.  Another further note:  given Tweetybird's background in private practice as well as his consultation and direct service with public safety and consulting with many other organizations, he has many varied experiences and "war stories" that illustrate many of the issues that are germane to the class.  Given the issues of professional confidentiality as well as HIPPA laws, the illustrations he uses have been heavily disguised to protect anonymity and confidentiality.  The illustrations may have the feel of "reality" because the situations are based on "real life."

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:

 
Specific Requirements:   

1.  Class participation:  Active participation in each class is expected in discussions, also a written one-half to one page journal note due before Monday class following the past week with a very brief summary of the objective material you found interesting plus your own subjective reflection on that material and how it relates to your own personal pilgrimage (this is to be put in the form of an e-mail and sent to both addresses listed above before Monday, or you may bring a hard-copy each Monday during class).  To meet the journal requirement there must be a minimum of 5.  
 
2.  Each student is to conduct the observations/interviews as presented in the core assessment section.  Also make sure you document you have their permission for the interviews.  Please review that section carefully and also note that the core assessment will be evaluated using the Core Assessment Rubric at the end of this syllabus.  The observation/interview papers are to be typed, using black professional script of 10-12 fonts, double-spaced with one-inch margins consisting of 7 pages plus a title page and a citation page.  Remember, 3 of the 7 references need to be empirically based research reports (see core assessment).  Use good Standard English, check spelling and grammar carefully, and use proper APA documentation (see references above for APA format--do NOT use "http//www.what-ever," which is not a complete citation, but use specific source citation).  The documentations are to be listed  on the citation page along with dates and hours of observations/interviews.  CAUTION:  Plan ahead--assignments are due as stated, so have a contingency plan if there is a technology problem, i. e., "printer did not work," "out of ink," "the dog ate my mouse," or whatever.  All assignments arriving late will be down-graded one letter grade per late class.  Work is due as posted in the schedule.  (An extra 5 points may be granted on your over-all grade if you do your research in person at a major 4-year college/university and attach to your paper a signed document by a library staff person on some sort of library document that also has your name on it and the date you were there.)   
 
3.  Present to the class a summary of your observations and  face-to-face interviews as listed above in the core assessment section, making sure you have their permission to interview them.  Also, with the people's verbal permission recorded on the tape, you may record a portion of the interviews to be presented to the class along with the summary of your interviews.  Do not use any personally identifiable material in your interview (nor on the tape) and assure the people that their personal identity will be preserved.  Share in your presentation the references you used as part of the presentation.  You may also use PowerPoint, handouts, or any other media in terms of the class presentation.  If you use any direct recordings of the interview, make sure there is the verbal persmission granted.  This summary should last about 15-20 minutes, depending upon the size of our class and our class time--this may be done before you hand in your final product (see schedule).  Helpful hints both for papers and presentations:  possible themes to be covered in your interview should include (but are not limited to) the following questions:  How does the person perceive his/her own aging process and length of life?  How does he/she perceive themselves in nature of physical functioning?  How does he/she perceive themselves in cognitive functioning.?  How do they perceive themselves in sexual functioning?  What kinds of physical changes are they aware of in their bodies?  How do they perceive their memories to be?  What does their memories mean to them and what is the most positive memory they have?  How do they perceive of themselves from an educational and work perspective and did they achieve what they wanted to achieve?  How do they perceive themselves as people of faith, values, and morality?  How do they define their intimate relationships?  What does family kinship mean to them?  How do they perceive of their own mental health?  How have they planned for their own death and how do they anticipate the future?  What has been their ultimate meaning in life for them--their "holy cause," and have they achieved it?  Be sure to share what you have learned about yourself in this work and your opinion and the basis of your opinion in terms of the class presentation.  The class will have the opportunity to make comments and ask questions on your presentation.  Remember, the class members, using anonymous forms, as a whole, will determine the presenter's grade in terms of her/his presentation.  START EARLY in your preparation.  The presentations of the interviews will be scheduled as a class--see schedule.  The written final paper will be reviewed and graded by Tweetybird using the rubrics and is due as scheduled.  A preliminary report on how the possible interview is coming along is to be presented in class as scheduled.
 
4.  There are two exams which include a mid-term and a final  (see schedule).  On the last night of class there will be a written class evaluation.  You are also encouraged to go on-line to complete an anonymous class evaluation as well.  To encourage you to complete an on-line evaluation, the student will be given one bonus point on the over-all average if the student prints out the last page of the evaluation (without any identifying information) and bring it to the last class.  Both of these evaluation instruments are very useful in determining how to improve our services to you as a student and to improve our various course offerings.  Both instruments are to be unsigned.

Grading:

 
     We will be using a "point" system in terms of grading as follows:
 
                  Core Assessment papers worth up to 300 points
 
                  Mid-term and Final exam worth up to 300 points.
 
                  Class participation worth up to 200 points.
 
                  Class presentation worth up to 200 points.
 
                                                                "Perfect" score would be 1000 points.
 
Using the Park University grade scaling, the following would apply:
 
         A=93-100 (930-1000 points)
         B=85-92   (850-929 points)
         C=77-84   (770-849 points)
         D=70-76   (700-769 points)
         F= 69 (699 points or less)
 
Students are responsible for keeping up with their own exam/quiz grades, as these will be recollected and maintained by the instructor until all have taken that particular test. NOTE:  There may be unannounced quizzes, depending upon over-all class participation (or lack thereof).

Late Submission of Course Materials:
If material is submitted late, one letter-grade is counted off of the original grade for each class late.  If an exam is missed, it must be made up within two classes after missing.  The student needs to plan ahead and let Tweetybird know, if for some reason he/she will be absent--and he is willing to work with the student.

Classroom Rules of Conduct:

 
We are talking here about not only "classroom rules of conduct," but also of "courtesy."
1.  What goes on in the classroom remains in the classroom.  Sometimes in our enthusiasm some people make comments that they really did not mean to say and would not wish them to be revealed beyond the doors of the classroom.  Thus, the first rule is that we observe other people's classroom confidentiality.  If a student says something about him/herself and he/she repeats it outside of the classroom, that is his/her prerogative.
 
2.  Personal perspectives will be valued.  No personal or character attacks are allowed.  Any degrading or discriminatory remarks or behaviors to or about the person are not acceptable nor are they conducive to learning.  If the issue at hand may be appropriately challenged based upon educational constructs, then that is allowed.
 
3.  All discussions will reflect an exchange of information, experiences, ideas, and opinions focused on the subject(s) at hand.
 
4.  Because of some potential sensitive subject matter, courtesy needs to be maintained in the classroom at all times.  From time to time there may be words or expressions used that may appear "offensive" to some, but yet often used by others without intending to "offend."  Generally, while in class, we will use more "neutral" and academically correct terms.
 
5.  Remember what we learned in kindergarten:  talking one at the time, no hitting, no wandering around from our seats, and no private conversations while the class is in session.
 
6.  Active cell phones, PDA's, Ipods, pagers, and/or laptop computers are not permitted during any  scheduled class period unless directly used in a presentation.  This means no use of any forms of electronic communications or devices during class--whether they are verbal, pictorial, or text-messaging devices.  Such devices are disruptive of the class.  Remember, you signed up for this class, knew the hours of attendance, thus you are to have planned to focus your time on this class.  Use break times to conduct personal communication.
 
7.  Communication with instructor between sessions of class:  From time to time, it may be necessary to communicate with Tweetybird between classes.  The best way is by e-mail and both of those address are posted as above.  Also, from time to time, it may be necessary for Tweetybird to communicate with the class as a whole or individually.  He will be using the Park University e-mail system for that process.  Each student of Park University, as an added benefit of being a student, has an e-mail address which can be reached from any computer with internet access throughout the world.  If you as a student have not activated your e-mail account, you can very easily do so by using your student id number and password.  If you do not know that information, you can contact the Park University administrative office at 252-447-0461 and they will be pleased to help you.  Since Tweetybird is on-call a lot, he does not use a traditional land-line phone, but rather the cell phone.  His pager (number already listed above) is used for all incoming messages, phone numbers, and calls.  He will return the calls or messages as soon a practical for all incoming calls (see "caveat" above in terms of late calls).

Course Topic/Dates/Assignments:

 
We will adhere to the following suggested schedule in terms of material to be covered, although we will be flexible as needs dictate. Remember: Each Monday a journal entry is to be e-mailed as per requirements (or bring in a hard copy before class). Also, when you are ready to make a peer-review presentation, please let Tweetybird know--presentations can be done throughout the class schedule. We will determine times of interview presentations as we develop the class.
March 19 Start Spring II, 2006
 
March 19-26 Drop/Add
 
March 19 First class, orientation, ground rules, Chapter 1
 
March 21 Continue Chapter 1, maybe start 2
 
March 26 Chapter 3 ***FIRST JOURNAL SUMMARY DUE, AND EACH MONDAY THEREAFTER***
 
March 27- April 22 Withdrawal dates
 
March 28 Chapter 4, start 5
 
April 2 Rest of 5, Chapter 6, brief review ***PRESENT PROGRESS ON INTERVIEW RESEARCH***
 
April 4 ***MID-TERM***(Chptrs 1-6), grading, start 7
 
April 9 Chapters 7 and 8
 
April 14 Chapters 9, 10
 
April 16 Rest of 10, start 11
 
April 18 Chapters 11, 12
 
April 23 Chapter 13, brief review, starting on interview presentations
 
April 25 interview presentations
 
April 30 interview presentations
 
May 2 continuation of presentations ***HARD COPIES DUE OF OBSERVATIONS/INTERVIEWS***
 
May 7 ***FINAL EXAM***, grading, finishing presentations
 
May 9 Return of papers, wrap-up, class evaluation, individual grades
 
May 13 End of term--Have a great spring/summer break! Thanks for being in this class and what you offered
to the class. I wish you well in your personal, professional, and educational development. Hopefully, I
will see some of you as we continue in our various classes. Take care and stay safe. ----Tweetybird

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
Thus, academic honesty and appropriate use of other people's ideas are expected of students at all times.  Remember, your word is your bond as so signed in the student educational contract (see attachment).

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.

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 .


Attachments:
CLA-bio-sketch revised 030806.doc

Review and Educational Contract-rvised010405b.doc

WhoAreYouIcebreakerfinal.bmp

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:3/14/2007 1:49:05 PM