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PS 222 Adult Development & Aging
Xaverius, Pamela K.


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 & Aging

Semester

S1T 2008 DL

Faculty

Xaverius, Pamela K.

Title

Assistant Professor of Psychology/ Adjunct Faculty

Degrees/Certificates

BA in psychology
MA in human development
Phd in developmental and child psychology

Office Location

Holts Summit, MO

Daytime Phone

CELL: 573-301-0046

Other Phone

FAX: 888-631-1104

E-Mail

pamela.xaverius@park.edu

Semester Dates

S1T 2008

Class Days

TBA

Prerequisites

None

Credit Hours

3


Textbook:

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

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.
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/.
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:
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.

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 (Core Assessment).  Each student will write one research paper. Each student will conduct four 3 hour observations with adults 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 Adulthood

Observation

3 Hours

Middle Adulthood

Observation

3 Hours

Late Adulthood

Observation

3 Hours

Elderly

Observation

3 Hours

Public Policy - Adult Development

Literature Review

NA

Views of Adult Development in different cultures.

Literature Review

NA

The observation can occur in any setting where adults 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. The 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.

 

 PS222-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:

  • Weekly Vocabulary Quiz.  There will be 8 weekly quizzes administered throughout the semester. Each quiz will contain multiple choice vocabulary word questions.  Each student will be given 15 minutes to complete the quiz.  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.  All students are encouraged to participate in vocabulary trials as outlined in the Vocabulary Checklist section of the Course Home.
  • Midterm (timed and online). A midterm will be administered on for 30 minutes. The questions will be made up of multiple choice vocabulary word questions. Some of the questions will be drawn from the weekly quizzes and some will be drawn from the the first Vocabulary Lists.  There will be 50 questions that will be worth 2 points a piece. The midterm will be worth up to 100 points.
  • Final. A proctored final will be administered during the eight week of the semester.  Each student will be required identify a proctor site, get the proctor site approved, and make an appointment to take the final.  This will be a comprehensive final and will be a paper test.  This will not be an open book or open note test.  The questions will be made up of multiple choice vocabulary word questions. Some of the questions will be drawn from the weekly quizzes, midterm, and some will be from the Weekly Vocabulary Lists. The final will contain 100 questions worth 3 points each.  The final will be worth up to 300 points.
  • 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.  This journal entry will need to be entered into the discussion thread.  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 student will be required to reply to two of their fellow students.  These response must use critical analysis and can not be affirmative statements about what has been said.  For example, "I agree with what you said" or "good comment" would  not be considered responses that would be given points.  Each set of weekly journal entries will be worth up to 30 points resulting in 240 points possible.

Journal Entry Elements

Points Possible

Defines Topic

10 Points

Integrates Volunteer Experience

5 Points

Future on Student

5 Points

Plan

5 Points

1st Response

 2.5 Points

 2nd Response

 2.5 Points

Total

30 Points

 

Week

Assigned Discussions

1

What challenges do adults grapple with that impedes happiness?

2

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

3

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

4

What are specific challenges to those in late adulthood?

5

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

6

What is our role in this increasingly global society?

7

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

8

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

  • Didactic Discussion. Each student will be expected to select 3 questions from the series of discussion questions posted each week for each chapter or appendix. That means if there are 2 chapters or appendixes listed for this discussion, the student will have to discuss 6 questions. These questions will be about materials in the lectures and will be designed to assess your critical thinking about these materials. Each answer needs to contain information from the lectures and information from outside the lectures. This could include textbook, a website, or the scientific literature. This means you need to cite what your source is using APA style and that you have provided the reference at the end of the discussion. The student can earn up to 20 points for each weekly response.

1st Source 5 Points
2nd Source (outside of textbook) 5 points
Addressed Each Question or Topic 10 Points
Total 20 Points

  • Didactic Responses. Each student will be expected to respond to two fellow student discussion answers. These answers need to be logical and based on information gleaned from the discussions. You can also clarify or extend upon the discussion you have chosen. Each response will be worth up to 2.5 points each.

1st Response (To a Class Member) - Addresses Prime Question
2.5 Points
2nd Response (To Another Class Member) - Addresses Prime Question
2.5 Points
Total
5 Points

  • Application Discussion. Each student will be expected to analyze a realistic scenario that will posted each week. Your discussion answer should use the information and vocabulary you have come to learn while writing your Didactic Discussion. Each answer needs to contain information from the textbook, the lectures, and information from outside the textbook. This could include a website or the scientific literature. This means you need to cite what your source is using APA style and that you have provided the reference at the end of the discussion. The student can earn up to 10 points for each weekly response.

1st Source

5 Points
2nd Source (Outside of Textbook) 5 Points
Total 10 Points

  • Application Responses. Each student will be expected to respond to two fellow student discussion answers. These answers need to be logical and based on information gleaned from the discussions. The responses will be worth up to 2.5 points each.

1st Response (To a Class Member) - Addresses Prime Question
2.5 Points
2nd Response (To Another Class Member) - Addresses Prime Question
2.5 Points
Total
5 Points

  • Faculty Corner 1. The instructor for this course will select a topic of choice from the ongoing discussion threads for the whole class to focus on. This assignment is also a discussion thread that will require you to respond to what is being said and bring thoughtful information to the discussion. Your Response will be worth up to 2.5 points.

Response

2.5 Points

  • Faculty Corner 2. The instructor for this course will select a topic of choice from the ongoing discussion threads for the whole class to focus on. This assignment is also a discussion thread that will require you to respond to what is being said and bring thoughtful information to the discussion. Your response will be worth up to 2.5 points.

Response

2.5 Points

Grading:

 
Assessment Points Possible % for Grade Grade
Research Paper 300 Points 90-100 % A
Weekly Vocabulary Quiz 160 Points 80-89% B
Midterm 100 Points 70-79% C
Final 300 Points 60-69% D
Weekly Journal Discussion 240 Points 1-59% F
Didactic Discussion 160 Points
Didactic Response 40 Points
Application Discussion 80 Points
Application Responses 40 Points
Faculty Corner 1 20 Points
Faculty Corner 2 20 Points
Total 1460 Points

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 me 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.

Rules for On-Line Participation: The classroom is for public messages. Students should use e-mail for private messages to the instructor and other students. All e-mails sent to the instructor and other students must include: PS221, purpose of e-mail, and student's full name in the subject line of the e-mail. E-mails without this information will be returned without being read. Students are required to use Pirate Mail for online classes. All information concerning the class will be sent through Pirate Mail. Students are expected to complete at least 5 hours per week logged onto the classroom in online activities. Other activities such as completing assignments, sending/receiving e-mails, exploring the text website, and conducting research will be in addition to this. Students need to remember that this is an accelerated course (covering a semester of materials in 8 weeks) and during the 8 weeks, it is anticipated that you will spend an additional 10+ hours per week completing course assignments. All students will participate in discussions through responses.

Conventions of on-line-etiquette include courtesy to all users. This is expected in this class. Students should have current anti-virus software and should update their software weekly as a protection to themselves as well as others who are participating in this class. This is everyone's responsibility.

It is required that you use the Pirate Mail e-mail addresses that are available to all Park University students. All assignments need to be submitted by posting assignments in the classroom threads or into the dropbox. If it becomes necessary for an assignment to be sent via e-mail or FAX, arrangements need to be made before the assignment is due.

Please read the Syllabus! E-Mail Procedures General e-mail: When sending an e-mail, you must identify yourself by: PS 222 Purpose of the e-mail Full Name It is required that you use Pirate Mail for your online class. All information - problems with assignments, concerns, etc. - pertaining to the class will be sent to you through Pirate Mail. I will check my e-mail frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable. All e-mail sent to me needs to be copy/pasted. No attachments will be accepted due to the risk of viruses.

Online Etiquette/Courtesy Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism. It is important not to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness, which does not promote learning. Here is an online reference  that discuss online netiquette http://www.albion.com/netiquette/corerules.html.  If you have questions about any of these policies, please contact your instructor for clarification.

Course Topic/Dates/Assignments:

Week 1
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 2
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 3
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 4
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
  • Midterm
Week 5
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 6
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 7
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
  • Research Paper
Week 8
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
  • Final

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:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/15/2008 11:48:42 AM