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EDM 221 Adolescent Psychology
Klasing, Traci L.


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

PS 221 Adolescent Psychology

Semester

SP 2009 HO

Faculty

Klasing, Traci L.

Title

Adjunct Faculty, Psychology - Assistant Director, Career Development Center

Degrees/Certificates

Licensed Professional Counselor - Missouri
M.A. Webster University - Counseling
B.A. University of Kansas - Psychology

Office Location

406 Mabee

Office Hours

8:00 - 4:30 M-F

Daytime Phone

816-584-6407

Other Phone

816-726-7378

E-Mail

traci.klasing@park.edu

traciklasing@yahoo.com

Web Page

http://www.park.edu/career

Semester Dates

January 12th 2008 - May 8th 2009

Class Days

--T-R--

Class Time

8:45 - 10:00 AM

Credit Hours

3


Textbook:
Santrock, J. W. (2008). Adolescence (12th ed.). New York: McGraw-Hill.  ISBN - 978-0-07-338261-6

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/.


Course Description:
PS 221 Adolescent Psychology: (EDM/EDS 221) 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:

Traci Klasing's educational philosophy is based on the collaborative interactiveness of lectures, readings, quizzes, videos and group work.  The student will be able to critically evaluate topics in adolescent psychology while engaging in positive discussion with peers.

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.
  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.
  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.
  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.
  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.
  6. Identify public policy that influences the lives of adolescents as measured by quizzes, midterm, final, engage and explore, research paper, and classroom presentation.


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="true"="true". 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.

 



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 Quiz.  There will be weekly quizzes administered throughout the semester. Each quiz will be made up of questions about the reading assignment for a given week.  Each quiz will be worth up to 10 points.
  • Attendance and Particiaption:  Attendance and participation is required for class and will be worth up to 150 points.
  • Midterm. A midterm will be administered on the readings assigned for the first half of the semester. The midterm will be worth up to 100 points.
  • Final. A Final will be administered covering the readings from the entire semester (comprehensive).  The final will be worth up to 200 points.
  • Bi-Weekly Group Research Projects. Each student will be paired with another student. They will make a 2 minute presentation to the class using PowerPoint that selects an aspect of the assigned Case Study and uses the textbook plus 2 research articles from refereed journals to analyze the selected topic. Each pair will be graded as a group. Each Bi-Weekly Group Project/Case Study will be worth up to 50 points.

Group Research Projects Elements

Points Possible

Introduces Aspect of Project

10 Points

PowerPoint is not read to the class as the presentation but offers graphic representation that strengthens presentation. Presentation is 2 minutes long.

10 Points

Textbook Analysis

10 Points

1st Reference Analysis

10 Points

2nd Reference Analysis

10 Points

Total per Assignment

50 Points

 

 

Total Points for the Semester

300 Points

  
·         Classroom Presentation:   The classroom presentation will be on the research paper (Core Assessment). This presentation
will    be    detailed report of the student’s findings in the research paper. The classroom presentation will be worth up to 100 points. Each student will present a 5 minute summary of each paper to the class. This will require two forms of media (power point, handout, etc.).
 
Presentation Organization & Presentation is 5 minutes long
25 Points
Alternative Views of Arguable Claim
25 Points
1st Type of Media
25 Points
2nd Type of Media
25 Points
Total
100
 
 

Grading:
 

Assessment

Points Possible

% for Grade

Grade

Weekly Quizzes

70

90-100 %

A

Midterm

100

80-89%

B

Final

200

70-79%

C

Attendance / Participation

150

60-69%

D

Group Projects/Case Studies

300

1-59%

F

Classroom Presentation

100

Research Paper

300

Total

1220

 

Late Submission of Course Materials:
Any assignment turned in after the date it is due will be given up to half credit for that assignment. No course materials will be accepted after the last class meeting.

Classroom Rules of Conduct:

  • Attend class and be prompt. Roll will be checked during each class period. It is your responsibility to make up anything missed in class and that your scheduled assignments are submitted on time.
  • Be prepared for class. This means that you have read the assigned readings and are prepared to discuss them. This course will consist of class discussion, small group discussion, group work, lecture, and outside of class experiences. You are expected to take part in the discussions and group work. Also, assigned readings will not always be reviewed in class, but examinations will be from both assigned readings and class discussions.
  • Each assignment will be turned in by e-mail. Each assignment will be graded electronically and sent to the student by e-mail. You will also be expected to retain all graded and returned assignments and examinations.
  • The student is expected to have a copy of all written assignments. You will also be expected to retain all graded and returned assignments and examinations.
  • Course Topic/Dates/Assignments:

    Date

    Topic

    Reading Assignment

    Assignments

    1/13/09

    Class Introduction / Introduction 1

    Class Introduction/Expectations

    1/15/09

    Introduction

    1/20/09

     

    Puberty, Health, and Biological Foundations

     2

    1/22/09

     

    Class Project

    Bi-Weekly Quiz 1

    1/27/09

     The Brain and Cognitive Development

     3

     

    1/29/09

     

    Class Project

    2/3/09

    The Self, Identity, Emotion and Personality

    4

    2/5/09

     

    Bi-Weekly Quiz 2 / Personality Inventory

    2/10/09

    Gender

    5

     

    2/12/09

     Class Project

     

    2/17/09

    Sexuality

    6

    2/19/09

     

    Bi-Weekly Quiz 3

     

    2/24/09

    TBA

     

     

    2/26/09

    TBA

     

    3/3/09

    Course Discussion/Review for Midterm

     

    3/5/09

    Midterm

    3/10/09 & 3/12/09

    Spring Recess

    Spring Recess

    Spring Recess

    3/17/09

    Moral Development, Values and Religion

    7

     

    3/19/09

     

    Bi-Weekly Quiz 4

    Class Project

    3/24/09

    Families

    8

    3/26/09

    Bi-Weekly Quiz 6

    Class Project

    3/31/09

    Peer and Romantic Relationships

    9

     

    4/2/09

    Core Assessment Due See Rubric for Scoring / Presentations

    4/7/09

     Schools

     10

    4/9/09

     

    Bi-Weekly Quiz 6

    4/14/09

    Achievement, Careers, and Work

     

     11

    4/16/09

     

     

     

    Class Project / Career Assessment

    4/21/09

    Culture

    12

     

    4/23/09

     

    Bi-Weekly Quiz 7

    4/28/09

     Problems in Adolscence and Emerging Adulthood

     13

     

    4/30/09

    TBA

     

    TBA

    Final

    None

     

    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 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:

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    Last Updated:1/8/2009 2:58:23 PM