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PS 221 Adolescent Psychology
Lim, Mee-Gaik


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

F1T 2007 DL

Faculty

Lim, Mee-Gaik

Title

Adjunct Professor

Degrees/Certificates

Ph.D, LPC, LMFT

Office Location

Off-site

Office Hours

M-F 9:00am-1:00pm

Daytime Phone

830-620-7142 (Home and Fax)

E-Mail

meegaik.lim@park.edu

Semester Dates

Aug 20-Oct 14, 2007

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Santrock, J. W. (2006). Adolescence (11th Ed.). New York: McGraw-Hill.

Textbooks can be purchased through the MBS bookstore

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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. Identify and use vocabulary words related to adolescent psychology in class and through the written word as measured by quizzes, midterm, final, engage and explore, research paper, and classroom presentation. (Program Competency 7)
  2. Analyze the concepts common to the period from puberty to adulthood as measured by quizzes, midterm, final, engage and explore, research paper, and classroom presentation. (Program Competency 1)
  3. Critically examine such topics as self-identity, sexuality, life-styles, parent-adolescent relationships, and conditions leading to optimal development as measured by quizzes, midterm, final, engage and explore, research paper, and classroom presentation. (Program Competency 1, 4, 5, 6, 8, & 9)
  4. Identify basic notions found in research method often used in adolescent psychology research as measured by quizzes, midterm, final, engage and explore, research paper, and classroom presentation. (Program Competency 2, 3, 4, & 5)
  5. Demonstrate high quality written and oral communication skills through interaction with other students and the instructor in a structured, flexible environment as measured by the research paper and classroom presentation. (Program Competency 4, 5, & 7)
  6. Identify public policy that influences the lives of adolescents as measured by quizzes, midterm, final, engage and explore, research paper, and classroom presentation\. (Program Competency 9)


Core Assessment:

1.  Research Paper (Core Assessment).  Each student will write one research paper. Each student will conduct four 3 hour observations with adolescents in various stages of their development. There will be two additional topic areas that each student will need to address. First each student will need to address how public policy affects each period of development and secondly they will need to examine different cultural influences during each developmental period. The following table will show what stages will be required:

Topic Area

Data Collection

Minimum Duration of Observation/Interview

Early Adolescence (10-13)

Observation/Interview

3 Hours

Adolescence (14-17)

Observation/Interview

3 Hours

Late Adolescence (18-22)

Observation/Interview

3 Hours

Adolescence and Family

Observation/Interview

3 Hours

Public Policy - Adolescent Development

Literature Review

NA

Views of Adolescent Development in different cultures.

Literature Review

NA

The observation can occur in any setting where adolescents can be found. Each student needs to make an arguable claim (thesis statement) that will be the central theme of this research paper. They will then use the observations, class discussions, and literature as evidence to support their arguable claim. Each student will have to focus on the four different developmental periods, public policy, and cultural influences on development as they apply to their arguable claim. The 3 hours used for the observations need to be recorded in a student developed observation sheet. Each paper will need to have the completed observation sheets attached as an appendix. The paper will need to be double spaced. The paper will need to use APA style when citing references and will need an APA style references list. The 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. They will propose a plausible developmental research question based on their observations. They will then suggest a possible developmental research design that they could use to investigate the research question and discuss why that design was selected. The research questions and design section needs to be a small part of the paper and does not need to be the central theme of the paper. It needs to be a seamless part of the paper and not a separate section.    The paper will be worth up to 300 points.  To see what is required and how the points will be distributed, see the rubric below and the Core Assessment Rubric at the end. See the graphic below for a list of paper requirements.

 

 

Research Paper Requirements

 

Differences and similarities between the 7 topic areas are outlined in comparison with the literature.

7 or more references are used from the literature. These references provide evidence from the literature on the topic being examined. Three of the references are empirical reports from a scientific journal.

Each paper consistently uses developmental terms appropriately with less than 5 errors.

The research paper contains the following sections: APA citations, Introduction, Analysis, Conclusion, and APA formatted references page. 

 

A student created graph (not a copy of someone else’s graph) is included to make a point to arguer for your arguable claim.

The student develops a plausible research question that is a natural extension of the literature reviewed in the paper. This does not have to be the major theme of the paper, but should be included seamlessly in the paper.

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).

The research paper identified cultural variations found in adult development in relation to the first four topic areas.

The research paper identified public policy issues that affect the first four topic areas.

 

PS221 Core Assessment Rubric

Competency

Exceeds Expectation (2)

Meets Expectation (1)

Does Not Meet Expectation (0)

Critical Thinking

 

 

 

Analysis & Evaluation          Outcomes - 1, 2, 5

Compared and contrasted 5-6 topic areas and corresponding literature. 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.

Compared and contrasted 3-4 topic areas and corresponding literature. 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

Compared and contrasted 1-2 topic areas and corresponding literature. 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.

Content

 

 

 

Application          Outcomes - 1, 2, 3, 4, 5

Research paper identified public policy issues and culture variations in views of adult development in the first 4 topic areas.

Research paper identified public policy issues and culture variations in views of adult development in 2-3 of the first 4 topic areas.

Research paper identified public policy issues and culture variations in views of adult development in one of the first 4 topic areas.

Technical Skills

 

 

 

Whole Artifact          Outcome - 5

The research paper meets expectations while including a student developed graphic or table.

The research paper contains the following sections: APA citations, Introduction, Analysis, Conclusion, and APA formatted references page. 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).

 

The research paper contains the following sections: Cover page, Abstract – summary of Project, Introduction, Analysis, Conclusion, APA formatted references page.

 

 

 

Class Assessment:

Essay Examinations: There will be 3 Essay Examinations administered during the semester. Each student will be given 4 essay test questions in an examination. Each student is allowed to use their textbook and other materials while completing the test. Each answer will need to be typed and double-spaced. Each answer should include an introduction, an analysis, and a conclusion. This being said, there will be more paragraphs than three per answer. Unless offering your own opinion (only a small amount of opinion allowed), you will be using sources from your textbook, the Internet, and from the literature. When you use information from another source in a paragraph, you should cite (APA Style) that source and include it in a references section at the end.

Each quiz will be worth up to 100 points for a total of 300 points possible for all three tests.

The break down for grading each essay will be as follows:

Focus (arguable claim, original idea, & clear controlling idea) 20 Points.

Development (full discussion, smooth style, & personal experiences) 10 Points

Organization (smooth transitions, clear paragraphing, & logical sequence of topics) 10 Points
 
Mechanics (proper grammar, punctuation, and spelling) 10 Points
 

Vocabulary Test: Each student will be given a vocabulary list. They will be required to obtain the definition out of the assigned textbook. A vocabulary test will be administered at midterm and as a final (comprehensive & Proctored). This test will be in a multiple- choice format. There will be 50 definitions with words to select the correct word from. Each test will be worth up to 100 points with 200 points possible for both tests.

In preparation for preparation each student will be required to put vocabulary words on one side of a 3" x 5" card and the definition for each word on the other side of the corresponding card. Three times per week, each student will find a partner of their own choice where they live. Each student's partner does not have to be from the class. The student, while holding the pile of cards, looks at the word, says the word, and passes the card to their partner. Once the partner has the card and can read the definition, the student will say the definition from memory. The partner will put the card in one of three piles. One pile will be for those that are correct, the second pile will be for those words that the student passed (chose not to answer), and the third pile will represent the words that were answered but incorrectly defined. After a 2-minute trial, the student then shuffles the cards and then starts again. Repeat.

Each student will need to complete 3 trials per week. These trials are designed to assess your learning not to be your only exposure to the vocabulary words. Each student will have to memorize apart from the vocabulary trials. Students will then record their score on the Vocabulary Trials Checklist, which will be provided.

This checklist will allow the student to track their progress with vocabulary words. Students will record their scores on the Vocabulary Checklist that has been provided under Course Home. When it is time to send in your trial scores, go to the drop box in the gradebook. Attach the vocabulary checklist with your scores.

It is best for the student to submit a running record of their scores. In other words, simply save the scores each week and list each week as you go. Each student will be given 5 points per score that is submitted in the gradebook. Each vocabulary trial will be for a 2 minute timed trial and the student is to give as many correct definitions as they can in a 2- minute time period. There will be worth up to 120 points for the vocabulary trials.

Research Papers: Each student will be required to pick a topic of interest to them in the area of adolescence and obtain approval from the instructor. Each student will be required to write three related papers. The first will present an arguable claim on a particular topic based on reading at least one source. The second paper will present an arguable claim with an alternative view to the first paper based on reading at least one source. The third paper will integrate and critically analyze the different views on the topic while adding new information. The final paper will require 7 references for evidence. Three of these references must be research (empirical) articles. Length of paper--about 10-15 pages.

Each paper will be worth up to 100 points. The grading break down will be as follows:

APA Style (cover page, writing style, citation of evidence, & reference page) 20 Points

Focus (arguable claim, original idea, clear controlling idea, & sufficient references) 20 Points.

Development (full discussion, smooth style, & personal experiences) 20 Points

Organization (smooth transitions, clear paragraphing, & logical sequence of topics) 20 Points

Mechanics (proper grammar, punctuation, and spelling) 20 Points

Research Proposal: Students will be required to submit a proposal outlining what the topic of their three research papers will be. They will be also required to provide a brief rationale as to why they chose the topics they did for their first two papers and why they think evaluating these two positions in the third paper will be of value. The research proposal will be worth up to 30 points.

The grading break down will be as follows:

First Paper Topic & Rationale 10 Points

Second Paper Topic & Rationale 10 Points

Third Paper Rationale 10 Points
 
Didactic Discussion: Each weekly Didactic Discussion will begin on Monday and end on Thursday. Each student will be expected to select 3 questions from a series of discussion questions posted each week for each chapter. That means if there are 2 chapters listed for a particular discussion, the student will have to discuss 6 questions. These questions will be about materials in Santrock (2006) and will be designed to assess your attention to the textbook materials. Each answer needs to contain information from Santrock (2006) and information from outside the textbook. This could include PowerWeb, a website, or the scientific literature.

Each student needs to cite each source of information using APA style and include the full reference citation at the end of the discussion. The student can earn up to 30 points for each weekly discussion broken down as follows:

First Source 10 Points

Second Source (Outside of Textbook) 10 Points

Addressed each question or topic sufficiently 10 Points

Didactic Responses: Each Didactic Response will be due on Thursday of each week. Each student will be expected to respond to two fellow student's Didactic Discussions with one objective, which is to discuss how the information being discussed answers the Prime Question (How can adolescents develop in healthy ways?) These responses need to be logical and based on information gleaned from the didactic discussions. Each student can also clarify or extend the chosen discussion.

Each Didactic Response will be worth up to 5 points each. 1st Response (To a Class Member's Didactic Discussion) - Addressed Prime Question 5 Points.

Second Response (To Another Class Member's Didactic Discussion) - Addressed Prime Question 5 Points for a total of 10 Points

Application Discussions: Each weekly Application Discussion will begin on Thursday and end on Saturday. Each student will be will be expected to respond to a realistic scenario that will be posted each week. Your discussion answer should use the information and vocabulary you have come to learn while writing your Didactic Discussions. Each answer needs to contain information from Santrock (2006) and information from outside the textbook.

This could include PowerWeb, a website, or the scientific literature. Each student needs to cite each source of information using APA style and include the full reference citation at the end of the discussion. Each student can earn up to 20 points for each weekly response broken down as follows:

First Source 10 Points

Second Source (Outside of Textbook) 10 Points 

Application Responses: Each Application Response will be due on Saturday of each week. Each student will be expected to respond to two fellow student's Application Discussions with one objective, which is to discuss how the information being discussed answers the Prime Question (How can adolescents develop in healthy ways?) These responses need to be logical and based on information gleaned from the didactic discussions. Each student can also clarify or extend the chosen discussion.

Each Application Response will be worth up to 5 points each. 1st Response (To a Class Member's Application Discussion) - Addressed Prime Question 5 Points.

Second Response (To Another Class Member's Application Discussion) - Addressed Prime Question 5 Points for a total of 10 Points

Grading:

Grading:

Essay Examination (3)            300 Points

Vocabulary Tests (2)               200 Points

Vocabulary Trials (8)               120 Points

Research Paper  (1)                300 Points

Research Proposal                    30 Points

Didactic Discussions (8)           240 Points

Didactic Responses (16)            80 Points

Application Discussions (8)      160 Points

Application Responses (16)        80 Points

Total                                        1510 Points
Grading Scale:

90-100%    A

80-89%      B

70-79%      C

60-69%      D

59% and below F

Late Submission of Course Materials:

Each week's work must be completed by the end of the week (Sunday at midnight Mountain Time). No credit will be received for work turned in after the week it was due., unless you have contacted be before the due date and explained any special circumstances. I will then decide whether the "special" circumstances are sufficient for late work. Late work is to be the exception and not a persistent pattern. There is no extra credit in this class, so it is important to complete the work during the time frame expected.

Classroom Rules of Conduct:

A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the term and ends midnight the last Sunday of the term. Assignments scheduled for completion during a class week should be completed by Sunday of the week assigned. It is important to understand that this is not a course where assignments can be posted at any time during the 8-week term and there is a deadline each week for that week's assignments. Assignments posted after the weekly deadline will not receive credit.

Course Topic/Dates/Assignments:
Week 1 - Chapter 1 Introduction

Thread Assignments & Vocabulary Trials
Week 2 - Chapter 2 The Science of Development & Chapter 3 Puberty, Health & Biological Foundations
Thread Assignments,Vocabulary Trials, Research Proposal
Week 3 - Chapter 4 Cognitive Development & Chapter 5 The Self, Identity, Emotions & Personality
Thread Assignments, Vocabulary Trials Essay Exam 1
Week 4 - Chapter 6 Gender & Chapter 7 Sexuality
Thread Assignments, Vocabulary Trials, Midterm Vocabulary Exam
Week 5 - Chapter 8 Moral Development & Chapter 9 Families
Thread Assignments, Vocabulary Trials Essay Exam 2
Week 6 - Chapter 10 Peers & Chapter 11 Schools
Thread Assignments, Vocabulary Trials
Week 7 - Chapter 12 Achievement, Work, and Careers & Chapter 13 Culture
Thread Assignments, Vocabulary Trials Essay Exam 3, Research Paper
Week 8 - Chapter 14 Adolescent Problems
Thread Assignments, Vocabulary Trials, Final Vocabulary Exam

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2007-2008 Undergraduate Catalog Page 87-88

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 .

Copyright:

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Last Updated:7/29/2007 2:47:30 PM