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PS 222 Adult Development & Aging
Black, Charles A.


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 & Aging

Semester

S2QQ 2011 HI

Faculty

Black, Charles A.

Title

Senior Instructor

Degrees/Certificates

Mater of Educational Psychology
Bachelor of Science

Office Location

Hill AFB, UT

Office Hours

0800 - 1600 hours

Daytime Phone

801-731-6117

Other Phone

801-390-3978

E-Mail

charles.black@park.edu

charles.black@baesystems.com.com

Semester Dates

S2QQ 2011

Class Days

------S

Class Time

7:30 PM - 10:15 PM

Prerequisites

None

Credit Hours

3


Textbook:

Cavanaugh, John C. (2006). Adult Development and Aging (6th edition) Wadsworth Publishing.
ISBN: 9780534520663

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 222 Adult Development and Aging (MGE): 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:
This instructor prefers an interaqctive enviornment with the members of the class. People are encouraged, asked, prodded to get involved. I have found that personal involvement is the best mechanism for learning a point. I reiterate to the degree I feel the class needs repitition. I know the many concepts involved in psychology and not learned in one class, but from many.

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:

  •  

Week

Assigned Discussions

1

Chapters 1 & 2

2

Chapters 3 & 4

3

Chapters 5 & 6, Exam over 1 - 4

4

Chapters 7 & 8

5

Chapter 9 & 10, Exam over 5 - 8

6

Chapter 11 & 12

7

Chapter 13 - 14, Exam over 9 - 12

8

Chapter 15, Exam over 13 - 15

  • 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 lectures and will be designed to assess your critical thinking about these materials. Each answer needs to contain information from the lectures and information from outside the lectures. This could include textbook, 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 5 Points
2nd Source (outside of textbook) 5 points
Addressed Each Question or Topic 10 Points
Total 20 Points

  • Didactic Responses. Each student will be expected to respond to two fellow student discussion answers. 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. Each response will be worth up to 2.5 points each.

1st Response (To a Class Member) - Addresses Prime Question
2.5 Points
2nd Response (To Another Class Member) - Addresses Prime Question
2.5 Points
Total
5 Points

  • Application Discussion. Each student will be expected to analyze a realistic scenario that will posted each week. 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, the lectures, and information from outside the textbook. This could include 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 10 points for each weekly response.

1st Source

5 Points
2nd Source (Outside of Textbook) 5 Points
Total 10 Points

  • Application Responses. Each student will be expected to respond to two fellow student discussion answers. These answers need to be logical and based on information gleaned from the discussions. The responses will be worth up to 2.5 points each.

1st Response (To a Class Member) - Addresses Prime Question
2.5 Points
2nd Response (To Another Class Member) - Addresses Prime Question
2.5 Points
Total
5 Points

  • Faculty Corner 1. The instructor for this course will select a topic of choice from the ongoing discussion threads for the whole class to focus on. This assignment is also a discussion thread that will require you to respond to what is being said and bring thoughtful information to the discussion. Your Response will be worth up to 2.5 points.

Response

2.5 Points

  • Faculty Corner 2. The instructor for this course will select a topic of choice from the ongoing discussion threads for the whole class to focus on. This assignment is also a discussion thread that will require you to respond to what is being said and bring thoughtful information to the discussion. Your response will be worth up to 2.5 points.

Response

2.5 Points

Grading:

 
Assessment Points Possible % for Grade Grade
Research Paper/Core Assessment 300Points 90-100 % A
Chapter Exams 300 Points 80-89% B
70-79% C
Final 100 Points 60-69% D
Class Discussion 60 Points 1-59% F
Group Discussion 40 Points
Didactic Response 40 Points
Application Discussion 80 Points
Application Responses 40 Points
Faculty Corner 1 20 Points
Faculty Corner 2 20 Points
Total 1460 Points

Late Submission of Course Materials:

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

Classroom Rules of Conduct:

All students are expected to make every effort to attend all class sessions, to take all examinations on time and turn in other required material as assigned. In the event of a circumstance, such as a military need for a student, make-up work may be assigned. If a test is taken on a date other than scheduled, an alternate test may be given.

Course Topic/Dates/Assignments:

Week 1
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 2
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 3
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 4
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
  • Midterm
Week 5
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 6
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
Week 7
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
  • Research Paper
Week 8
  • Weekly Vocabulary Quiz
  • Weekly Journal Discussion
  • Didactic Discussion/Responses
  • Application Discussion/Responses
  • Faculty Corner 1/2
  • 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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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:3/15/2011 5:58:41 PM