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PS 221 Adolescent Psychology
Thom, William Hardin


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

U1T 2007 DLC

Faculty

Thom, William Hardin

Title

Instructor

Degrees/Certificates

M. A. in Guidance and Counseling
B. A. in Speech/Communication
Post-Masters study in Psychology and Higher Education

Office Location

OFFICE link on Course Home Page

Office Hours

Ongoing

Daytime Phone

573-785-4022

E-Mail

William.Thom@park.edu

Semester Dates

June 4 to July 29, 2007

Class Days

Ongoing

Class Time

Ongoing

Credit Hours

3


Textbook:

Santrock, J. W. (2005). Adolescence (11th Ed.) . New York: McGraw-Hill. (with PowerWeb )

ISBN 0073228753

If you order a new text through MBS it will come with an access code for PowerWeb. If you order a new text elsewhere or a used text, you will not receive the access code for PowerWeb and will need to purchase it. A link to information on purchasing PowerWeb is located on the text website's Student Center. PowerWeb is required in this course as a resource for assignments.

It is strongly recommended that you use the book service located on the Park website-MBS at:

http://direct.mbsbooks.com/park.htm because they are prepared to have your text bundled with PowerWeb access in stock and can provide a quick turn around time. Please note: If you order your book elsewhere, you will need to pay separately for PowerWeb.

If you choose to order a used text through MBS or from another source, you are still expected to acquire PowerWeb separately.

The text website: Please bookmark for easy reference. http://highered.mcgraw-hill.com/sites/0072900156/student_view0/index.html

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

These are a few OPTIONAL linkes which may be interesting

The Psi Cafe - Development

Center for Adolescent and Family Studies

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:
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

Educational Philosophy:

As your instructor, I believe in:

  • collaborative learning
  • active learning
  • student centered learning
  • experiential learning
I try to promote:
  • awareness
  • understanding
  • critical thinking
  • application
  • evaluation
  • questioning and imagination

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 Examination (1)  120 Points
Summary Quizes (Midterm & Final)  200 Points
6 Practice Quizes
 100 Points
Reflection Discussion
   20 Points
Research Paper (Core Assessment)  250 Points
Didactic Discussions (8)  240 Points
Didactic Responses (16)   80 Points
Application Discussions (8)  160 Points
Application Responses (16)    80 Points
Total 1250 Points

Grading:


90-100% A
80-89% B
70-79% C
60-69% D
59% and below F

Late Submission of Course Materials:

It is ESSENTIAL to keep up. I am not usually good at this myself. Let's work together and help each other. I encourage working ahead.

To aid this, I will open up each week two days early. This is to help some of you who may be very busy, especially through the week. You are still responsible for logging in during the normal, Mon through Sun week date to get attendance credit.

Projects. You may start working on these right away. There really should be little reason to not submit them on time. However lenience in this area may be considered. Technically, any project or exam submitted after the due date may be eligible for only 80% credit.

It is important to take part in the weekly discussions. I know things come up, but due to the interactive nature of the discussions, I can't guarantee credit for posting after the week is over.

I do provide some opportunity to make up lost points. Details will be provided.

Classroom Rules of Conduct:

Respect, Respect, Respect. We can share ideas, we can disagree. But be respectful.

For instance, in another class in the past, a student kept posting that the text book had a lot of useless bull s..t. Not acceptable. You may respectfully state that you disagree or do not believe certain information is useful.

General Park University conduct guidelines:
http://www.park.edu/online/acadpolicies.asp

Course Topic/Dates/Assignments:
Check Master Calendar on Course Home Page

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
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
Why do I stress honesty and integrity in the class environment?

Morality? I am not here to judge.
Learning? Maybe you would still learn even if dishonest.
Fairness? Yes. If some students do the work honestly, then all should do so.
Respect? Yes. I believe dishonesty disrespects the source of the information, myself the facilitator, and the other students.

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 .

Additional Information:


Keys


Check and review announcement on the course home page regularly.
Check your email messages regularly.
Post general course questions and comments in the Office Link on the course home page.
Email me with more private concerns.
Be Pro-Active with working on tasks and with contacting me with questions and concerns.
Realize you are not alone. We can all work together to help each other. You will succeed.

Copyright:

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

Last Updated:5/23/2007 11:46:17 AM