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PS 222 Adult Development and Aging
Cowley, Brian J.


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

SP 2007 HO

Faculty

Cowley, Brian J.

Title

Associate Professor of Developmental Psychology

Degrees/Certificates

B.S. - Psychology - Utah State University
M.S. - Behavior Analysis and Therapy - Southern Illinois University-C
Ph.D. - Developmental and Child Psychology - University of Kansas

Office Location

Mabee 224, Parkville Campus

Office Hours

M W F 9:55 a.m. to 11:00 a.m.; T & Th 11:35 a.m. to 1:00 p.m.

Daytime Phone

816-584-6501

Other Phone

None

E-Mail

brian.cowley@park.edu

None

None

Web Page

http://captain.park.edu/bcowley

Semester Dates

January 16, 2007 to May 11, 2007

Class Days

--T-R--

Class Time

10:10 - 11:25 AM

Prerequisites

None

Credit Hours

3


Textbook:

Hudson F. M. (1999). The adult years: Mastering the art of self-renewal. San Francisco, CA: Jossey-Bass

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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/.


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

Educational Philosophy:

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

  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:

 
  • Bi-Weekly Vocabulary Quiz.  There will be 7 bi-weekly quizzes administered throughout the semester. Each quiz will contain multiple choice vocabulary word questions. Each quiz will be worth up to 20 points. In order to improve quiz scores, each student will be given a vocabulary list and definitions.
  • Midterm (timed and online). A midterm will be administered on e-companion for 1 hour. The questions will be made up of multiple choice vocabulary word questions. Some of the questions will be drawn from the bi-weekly quizzes and some will be drawn from the Bi-Weekly Vocabulary Lists. The midterm will be worth up to 100 points.
  • Final. A final will be administered during the scheduled time in the classroom. This will be a comprehensive final and will be a paper test. The questions will be made up of multiple choice vocabulary word questions. Some of the questions will be drawn from the bi-weekly quizzes, midterm, and some will be from the Bi-Weekly Vocabulary Lists. The final will be worth up to 100 points.

·         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

Points Possible

Defines Topic

10 Points

Integrates Volunteer Experience

10 Points

Future on Student

10 Points

Plan

10 Points

Classroom Participation

10 Points

 

 

Total

50 Points

 

Week

Assigned Discusssions

1-2

What challenges do adults grapple with that impedes happiness?

3-4

What cycles work against an adult and what cycles work for an adult in trying to achieve happiness?

5-6

What are specific challenges to those in early and middle adulthood?

7-8

What are specific challenges to those in late adulthood?

9-10

How do the six principles of developmental change apply to you?

11-12

What is our role in this increasingly global society?

13-14

How do we obtain qualities that result in a self-renewing adult?

15-16

What is your plan to achieve happiness and self-renewal?

Grading:

 

Assessment

Points Possible

 

% for Grade

Grade

Bi-Weekly Quizzes

140

 

90-100 %

A

Midterm

100

 

80-89%

B

Final

100

 

70-79%

C

Classroom Presentation

100

 

60-69%

D

Research Paper

300

 

1-59%

F

Bi-Weekly Journal Discussion

400

 

 

 

 

 

 

 

 

Total

1140

 

 

 

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:

 
  • Attend class and be prompt. Roll will be checked during each class period. It is your responsibility to make up anything missed in class and that your scheduled assignments are submitted on time.
  • Be prepared for class. This means that you have read the assigned readings and are prepared to discuss them. This course will consist of class discussion, small group discussion, group work, lecture, and outside of class experiences. You are expected to take part in the discussions and group work. Also, assigned readings will not always be reviewed in class, but examinations will be from both assigned readings and class discussions.
  • Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to a disk, a hard drive, and print out paper copies for backup purposes.
The student is expected to have a copy of all written assignments on computer disk or in a hard copy form. You will also be expected to retain all graded and returned assignments and examinations.

Course Topic/Dates/Assignments:

 

Date

Topic

Reading Assignments/Topic

Assignments

1-16-06

 

 

 

1-18-06

Behavior Observation

 

 

1-23-06

Adult Development: An Introduction

1-In Over Our Heads

Bi-Weekly Journal 1

1-25-06

 

 

Bi-Weekly Quiz 1

1-30-06

Cultural & Ethnic Diversity

2-Finding Fulfillment in Cyclical Lives

 

2-1-06

 

 

References Page

2-6-06

Physiological & Sensory Processes

3-An Overview of the Renewal Cycle

Bi-Weekly Journal 2

2-8-06

 

 

Bi-Weekly Quiz 2

 

2-13-06

Coping & Adaptation

4-Life Chapters

 

2-15-06

 

 

 

2-20-06

Mental Health Interventions

5-Life Transitions

Bi-Weekly Journal 3

2-22-06

 

 

Bi-Weekly Quiz 3

 

2-27-06

Physical Health & Aging

6-Meaning and Mission Across the Life Cycle

 

3-1-06

 

 

Introduction

3-6-06

Memory, Attention, & Learning

7-The Twenties, Thirties, and Midlife Transition

Bi-Weekly Journal 4

3-8-06

 

 

Bi-Weekly Quiz 4

 

3-10-06 Through

3-18-06

Spring Break

Spring Break

Spring Break

3-20-06

Intelligence & Creativity

8-The Forties and Fifties

Midterm

3-22-06

 

 

 

3-27-06

Cognition, Wisdom & Expertise

9- The Sixties, Seventies, Eighties, and Nineties

Bi-Weekly Journal 5

3-29-06

 

 

Bi-Weekly Quiz 5

 

4-3-06

Personality

10-Six Principles of Developmental Change

 

4-5-06

 

 

 

4-10-06

Relationships

11-Valuing the Global Context

Bi-Weekly Journal 6

4-12-06

 

 

Bi-Weekly Quiz 6

 

4-17-06

Work, Leisure & Retirement

12-The Self-Renewing Adult, the Resilient Society

 

4-19-06

 

 

 

4-24-06

Approaching Death

13-A New Profession of Adult Mentors and Coaches

Bi-Weekly Journal 7

Lindgren, Nichols

4-26-06

 

 

Bi-Weekly Quiz 7

 

5-1-06

 

 

Golenia, Green, Hill, Justice

5-3-06

 

 

Bi-Weekly Journal 8

Loreanne Campos, Cavanah, Cheatem, Farrar

5-8-07

10:15 a.m.-12:15 p.m.

10:15 a.m.-

12:15 p.m.

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.

  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 .



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:1/12/2007 3:54:59 PM