PS 222 Adult Development and Aging
SP 2007 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. - Developmental 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.
January 16, 2007 to May 11, 2007
10:10 - 11:25 AM
Textbooks can be purchased through the Parkville Bookstore
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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, service learning, class discussion, 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
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:
· Bi-Weekly Journal Discussion: Each student will be required to volunteer 6 hours of their time at an agency or organization that serves adults (These observations can be used as observations for topic areas in the research paper). They will be required to keep a journal that will be divided up by assigned discussions and record their volunteer experiences. Each student will introduce each discussion, outline their volunteer experience, discuss how it will affect them in the future, and how they plan to develop life-long patterns that will increase their happiness. Each set of bi-weekly journal entries will be worth up to 50 points resulting in 400 points possible.
Journal Entry Elements
Integrates Volunteer Experience
Future on Student
What challenges do adults grapple with that impedes happiness?
What cycles work against an adult and what cycles work for an adult in trying to achieve happiness?
What are specific challenges to those in early and middle adulthood?
What are specific challenges to those in late adulthood?
How do the six principles of developmental change apply to you?
What is our role in this increasingly global society?
How do we obtain qualities that result in a self-renewing adult?
What is your plan to achieve happiness and self-renewal?
% for Grade
Bi-Weekly Journal Discussion
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:
Adult Development: An Introduction
1-In Over Our Heads
Bi-Weekly Journal 1
Bi-Weekly Quiz 1
Cultural & Ethnic Diversity
2-Finding Fulfillment in Cyclical Lives
Physiological & Sensory Processes
3-An Overview of the Renewal Cycle
Bi-Weekly Journal 2
Bi-Weekly Quiz 2
Coping & Adaptation
Mental Health Interventions
Bi-Weekly Journal 3
Bi-Weekly Quiz 3
Physical Health & Aging
6-Meaning and Mission Across the Life Cycle
Memory, Attention, & Learning
7-The Twenties, Thirties, and Midlife Transition
Bi-Weekly Journal 4
Bi-Weekly Quiz 4
Intelligence & Creativity
8-The Forties and Fifties
Cognition, Wisdom & Expertise
9- The Sixties, Seventies, Eighties, and Nineties
Bi-Weekly Journal 5
Bi-Weekly Quiz 5
10-Six Principles of Developmental Change
11-Valuing the Global Context
Bi-Weekly Journal 6
Bi-Weekly Quiz 6
Work, Leisure & Retirement
12-The Self-Renewing Adult, the Resilient Society
13-A New Profession of Adult Mentors and Coaches
Bi-Weekly Journal 7
Bi-Weekly Quiz 7
Golenia, Green, Hill, Justice
Bi-Weekly Journal 8
Loreanne Campos, Cavanah, Cheatem, Farrar
10:15 a.m.-12:15 p.m.
Achilova, Anderson, Cadena, Lisandra Campos
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:1/12/2007 3:54:59 PM