PS 222 Adult Development & Aging
F1T 2007 DLC
Andreasen, Julieanne M.
Adjunct Online Instructor
All But Dissertation, Education: Capella UniversityM.S., Psychology: Capella UniversityB.S., Social Psychology: Park University
My office hours vary, but you are welcome to email or call me and I will get back to you within 24 hours.
August 20, 2007 through October 14, 2007
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 email@example.com or call 800-927-3024Resources 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 firstname.lastname@example.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.
I also wanted to take the opportunity to provide you with some insight into my teaching style. I do log into the courseroom everyday and review the work that has been posted. I will not respond to every single posting considering there are multiple assignments and many students; however, I do read through each of your postings in their entirety. I will respond to postings throughout the week to encourage and supplement discussions and to let you know that I am "present" in the course- just as you are required to be. I hold myself to the same standards that I hold for each one of you.
1. I strive to be student-centered and help my students succeed in the courses I instruct.
2. I consider myself to be a fair and flexible instructor, but I don't allow students to take advantage of this understanding.
3. I feel that I can learn from my students just as they can learn from me. I strive to improve my teaching practices based on the feedback I receive from my students.
4. My style in the courseroom is supportive and encouraging in helping my students to apply the concepts and information we learn in class to real-life situations and experiences.
5. My students can expect to receive feedback on their work as I believe it is essential for online instructors to be present and active in the courseroom on a regular basis.
6. My students can expect to receive a response from me regarding their questions and concerns no lager than 48 hours from the time they send the information; however, I strive to respond in 24 hours or less.
7. I expect my students to come prepared to class by completing their assignments on time and interacting with fellow students in a supportive manner. I expect everyone to put forth their best effort throughout the duration of class.
8. Lastly, it is my hope that the learning process will be enjoyable and beneficial to my students.
If you do have questions at any time throughout the quarter, I encourage you to please contact me. The best way to reach me is via email; however, do feel free to call me as well if you would like to hear a voice or if your question/issue is more complicated. It is my hope that you will feel comfortable to contact me if you have any questions about the course.
Learning Outcomes: Core Learning Outcomes
Minimum Duration of Observation/Interview
Public Policy - Adult Development
Views of Adult Development in different cultures.
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
Exceeds Expectation (2)
Meets Expectation (1)
Does Not Meet Expectation (0)
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.
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.
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.
Journal Entry Elements
Integrates Volunteer Experience
Future on Student
What challenges do adults grapple with that impedes happiness?
What cycles work against an adult and what cycles work for an adult in trying to achieve happiness?
What are specific challenges to those in early and middle adulthood?
What are specific challenges to those in late adulthood?
How do the six principles of developmental change apply to you?
What is our role in this increasingly global society?
How do we obtain qualities that result in a self-renewing adult?
What is your plan to achieve happiness and self-renewal?
Late Submission of Course Materials:
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.
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.
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 .
Last Updated:8/13/2007 11:40:39 AM