Syllabus Entrance
Printer Friendly
Email Syllabus

PS 222 Adult Development and Aging
Pollock, William W.


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

U1T 2007 DLB

Faculty

Pollock, William W.

Title

Senior Instructor

Degrees/Certificates

M.A.
B.B.A.

Office Location

Online - Central U.S. Time Zone

Office Hours

As required and scheduled

Daytime Phone

830-868-2473

Other Phone

830-868-2125

E-Mail

William.Pollock@park.edu

marine@moment.net

Semester Dates

4 June - 29 July 2007

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

 

Required Text: The Adult Years: Mastering the Art of Self-Renewal

Author: Frederic M. Hudson

ISBN#: 0-7879-4801-2

Order Texts at: http://direct.mbsbooks.com/park.htm

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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:

 

1.      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 encouraged 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), 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 a references section at the end. When the instructor receives the test, he will randomly select 2 of the 4 questions for grading. These 2 questions will be used to evaluate the student's performance and will be worth up to 50 points each. Each quiz will be worth up to 100 points with up to 300 total 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

2.      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) examination. This test will be in a multiple choice format. There will be 50 definitions with 5 words from which to select the correct vocabulary word. Each test will be worth up to 100 points with 200 points possible for both tests. In preparation for these tests, 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 your own choice where you live. Your partner does not have to be a fellow student. The student, while holding the pile of cards, looks at the word, says the word, and pass 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. You will have to complete 3 trial per week. These trials are designed to asses your learning, not to be your only exposure to the vocabulary words. You will have to memorize apart from the trials. The student 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. Record your scores on the Vocabulary Checklist that has been provided. 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. Each student will be given 5 points per score that is submitted in the grade book. Each vocabulary trial will be for a 2 minute timed trail and the student is to give as many correct definitions as they can in a 2 minute time trial.

3.      Research Paper (Core Assessment). 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

4.      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 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. 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 Core Assessment Rubric at the end.

5.      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 textbook and will be designed to assess your attention to the textbook materials. Each answer needs to contain information from the textbook and information from outside the textbook. This could include PowerWeb, 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 30 points for each weekly response.

1st Source

10 Points

2nd Source (outside of textbook)

10 points

Addressed Each Question or Topic

10 Points

Total

30 Points

1.      Didactic Responses: Each student will be expected to respond to two fellow student discussion answers with one objective, that is to discuss how the information being discussed answers the Prime Question (How can an adults develop in a healthy way?) that the class is trying to answer. 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. The response will be worth up to 5 points each.

1st Response (To a Class Member) - Addresses Prime Question

5 Points

2nd Response (To Another Class Member) - Addresses Prime Question

5 Points

Total

10 Points

2.      Application Discussion: Each student will be expected to respond to the following: A realistic scenario that will posted each week, a 3-hour observation of a designated period of adult development, or literature review. 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 and information from outside the textbook. This could include PowerWeb, 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

10 Points

2nd Source (Outside of Textbook)

10 Points

Total

20 Points

3.      Application Responses: Each student will be expected to respond to two fellow student discussion answers with one objective, that is to discuss how the information being discussed answers the Prime Question (Is there a healthy way for adults to optimally develop?) that the class is trying to answer. These answers need to be logical and based on information gleaned from the discussions. The response will be worth up to 5 points each.

1st Response (To a Class Member) - Addresses Prime Question

5 Points

2nd Response (To Another Class Member) - Addresses Prime Question

5 Points

Total

10 Points

Grading:

 

Course Grading Scale

Essay Examination (3)

300 Points

Vocabulary Tests (Midterm & Comprehensive Final)

200 Points

Vocabulary Trials

120 Points

Research Paper (Core Assessment)

300 Points

Didactic Discussions (8)

240 Points

Didactic Responses

80 Points

Application Discussions (8)

160 Points

Application Responses (16)

80 Points

 

 

Total

1480 Points

 

90-100%

A

80-89%

B

70-79%

C

60-69%

D

59% and below

F

Late Submission of Course Materials:

Late Work

Each week's work must be completed by the end of the week (Sunday at midnight, Central Standard 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 of behavior. There is no extra credit in this class, so it is important to complete the work in the time frame expected.

Classroom Rules of Conduct:

 

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. Any assignment posted after the weekly deadline will not receive credit.

Rules for On-Line Participation:

1.      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 others students must include: PS222, purpose of e-mail, and student's full name in the subject line of the e-mail. Any e-mail 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.

2.      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 this course assignments.

3.      All students will participate in discussions through responses. Conventions of on-line-etiquette include courtesy to all users. This is expected in this class.

4.      Students should have a current anti-virus software system 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.

5.      All assignments need to be submitted by posting assignments in the classroom thread or in 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.

6.      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 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.

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.
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 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 .

Copyright:

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

Last Updated:5/16/2007 8:42:53 AM