Syllabus Entrance
Printer Friendly
Email Syllabus

PS 222 Adult Development & Aging
Barnes, Ronnie G.


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

F2B 2008 BL

Faculty

Barnes, Ronnie G.

Title

Senior Adjunct Professor of Psychology

Degrees/Certificates

Bachelor of Science in Education
Master of Education
K-12 Licensed Guidance Counselor

Office Location

Park University at Fort Bliss, TX campus

Office Hours

As needed

Daytime Phone

915-568-8464

Other Phone

None

E-Mail

Ronnie.Barnes@park.edu

ronnie.g.barnes@conus.army.mil

rbarnes915@sbcglobal.net

Semester Dates

13 October thru 7 December 2008

Class Days

Tues/Thurs

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:

Hoyer, Adult Development and Aging, 5th edition, 2003 McGraw Hill . ISBN:
0072564881 (4/17/03)"

Textbooks can be purchased through the MBS bookstore

Additional Resources:

 

  • Use of the internet/websites
  • Magazine/Journal articles
  • Movies/videotapes
  • Slides
  • Personal interviews
  • Community visitations

    McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
    Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
    Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
    Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


    Course Description:
    Focuses on the developmental tasks and psycho-social services during the adult years with special emphasis placed on the social psychology of aging. 3:0:3

    Educational Philosophy:
    Students will learn about the adult aging process through a variety of media.  The class is centered around lively discussion and debate of relevant issues.  100% student involvement is expected.  Instructor facilitates the learning process through personal experience and knowledge of the subject.

    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:

    • Class Participation = 5%
    • Research Paper (Core Assessment) = 30%
    • Aging Issue Oral Presentation = 15%
    • Mid-term Examination = 25%
    • Final Examination = 25%

     

    Grading:

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

    Late Submission of Course Materials:
    Late assignments will not be accepted unless prior arrangements have been made with the instructor.  Then they will receive reduced credit. 

    Classroom Rules of Conduct:

    • Cellphones must be turned off, silent, or vibrate.
    • Sidebar conversations are not allowed during presentations.
    • Common courtesies will be observed.

     

    Course Topic/Dates/Assignments:

    MEETING

    ASSIGNMENT

    1

    Review syllabus, course requirements, personal introductions, class rules.  Topics assigned.  Reading assignment:  Chapter 1 and answer handout questions.  


    2

    Topics presentations.  Instructor briefs Chapter 1.  Cover answers to homework questions.  Reading assignment: Chapter 2 and answer handout questions.  View video:  “Myths and Realities of Aging” (handout).    

    3

    Topics presentations.  Instructor briefs Chapter 2.  Cover answers to homework questions.  Reading assignment:  Chapter 3 and answer handout questions.   

    4

     

    Topics presentations.  Instructor briefs Chapter 3.  Cover answers to homework questions.  Reading assignment:  Chapter 4. 

    5

     

    Topics presentations.  Instructor briefs Chapter 4.  Cover answers to homework questions.  Reading assignment:  Chapter 5. 

    6

     

    Topics presentations.  Instructor briefs Chapter 5.  Cover answers to homework questions.  Reading assignment:  Chapter 6. 

    7

     

    Topics presentations.  Instructor briefs Chapter 6.  Cover answers to homework questions.  Reading assignment:  Chapter 7.  Review for MIDTERM EXAM.

    8

    MIDTERM EXAM

    9

    Topics presentations.  Instructor briefs Chapter 7.  Cover answers to homework questions.  Reading assignment:  Chapter 8.     


     

    10

    Topics presentations.  Instructor briefs Chapter 8.  Cover answers to homework questions.  Reading assignment:  Chapter 9. 

    11

    Topics presentations.  Instructor briefs Chapter 9.  Cover answers to homework questions.  Reading assignment:  Chapter 10. 

    12

    Topics presentations.  Instructor briefs Chapter 10.  Cover answers to homework questions.  Reading assignment:  Chapter 11. 

    13

    Topics presentations.  Instructor briefs Chapter 11.  Cover answers to homework questions.    Reading assignment:  Chapter 12.  View video:  “Love, Intimacy, and Sexuality” (handout).

    14

    Topics presentations. Instructor briefs Chapter 12.  Cover answers to homework questions.  Reading assignment:  Chapter 13. 

    15

    Topics presentations.  Instructor briefs Chapter 13.  Cover answers to homework questions.  View video:  “Dying, Death, and Bereavement” (handout).  Review for FINAL EXAM.

    16

    FINAL EXAM.  Turn in of all assigned work.

    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 2008-2009 Undergraduate Catalog Page 87

    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 2008-2009 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 "F".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

    Park University 2008-2009 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:9/24/2008 1:05:08 PM