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PS 222 Adult Development & Aging
Ajas, Hiroshi


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

PS 222 Adult Development & Aging

Semester

S1AA 2012 LC

Faculty

Ajas, Hiroshi

Title

Adjunct Senior Instructor

Degrees/Certificates

Master of Social Work, MSW; licensed in Texas
Master of Science in Mental Health Counseling, MS
Master of Arts in Business Management, MA

Office Location

Park University, Building 5725, suite 5, Lackland AFB, TX

Office Hours

Anytime via email, work number or by an appointment

Daytime Phone

210-592-5330

E-Mail

Hiroshi.Ajas@park.edu

Semester Dates

16 January 2012 - 11 March 2012

Class Days

-M-W---

Class Time

4:45 - 7:25 PM

Credit Hours

3


Textbook:
Bjorklund, B.R. & Bee, H.L. (2008), The journey of adulthood (6th edition). Upper Saddle River, NJ: Pearson/Prentice Hall. ISBN: 9780131888326

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:
The instructor's educational and teaching philosophy is one of partnership with students to accomplish a mutually agreed goal of learning. To accomplish this goal, the instructor serves as an active "agent" to orchestrate ways to facilitate open and free communication; coordinate students' effort to meet course objectives; and to provide a healthy, learning environment to give each student the freedom to learn and grow. Prior to each class, the instructor will provide a detailed course outline of major areas of interests for each chapter, followed with a copy of power point lecture slides. During class, students will be asked to summarize major concepts, ideas or issues brought out in each chapter and work in small groups to complete class exercises and assignments. In short, the instructor will integrate power point slides, class exercises, examinations and Core Assessment research paper to meet course objectives.

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:

1. 8 Feb 2012-Midterm Examination: Chapters 1-6.
2. 7 Mar 2012- Final Examination: Chapters 7-12. Both examinations will include multiple choice, true and false and short response answer questions.
3. Core Assessment Research Paper: Each student will prepare a research paper on their observations/interviews conducted with adults in various stages of their development. An outline of the requirements for this paper will be discussed in detail on the first day of class. Each student will do an oral presentation of their observations of adults in various stages of development.
4. Attendance and Class Participation: A percentage of each student's overall grade will be based on attendance and active participation in all group exercises. Excused and unexcused absences and inactive group participation, will result in the deduction of points per class.
 

Grading:

1. Midterm Examination- 100 points (33.5%)
2. Final Examination- 100 points (33.5%)
3. Core Assessment Research Paper- 75 points (25%)
4. Attendance and Class Participation- 25 points (8%)
5. Total Points- 300 points (100%)
 
300-270= A
269-240= B
239-210= C
209-180= D
179 and below = F

Late Submission of Course Materials:
The instructor will not accept late assignments unless for documented, excused reasons. Unexcused reasons for late submission of course work will result in a grade of "zero." There will be no make-up sessions or tests for unexcused absences. The student must make every effort to contact the instructor as soon as possible to make arrangements to complete missed assignments or tests.

Classroom Rules of Conduct:
Class participation and appropriate classroom behavior is expected and oral attendance taken for each class. Class missed for legitimate reasons such as TDY, personal and medical emergencies are excusable but the student will need to coordinate with the instructor (e.g., email or phone call) as soon as possible to make up missed assignments.  

Course Topic/Dates/Assignments:

1. 16 Jan- Introduction to course objectives, review of Core Assessment research requirements and explanation of grading and attendance system. Chapter 1- Introduction to Adult Development ; group discussion on "Why study adult development and aging?"
2. 18 Jan- continue Chapter 1; group discussions on theoretical issues in adult development and aging; concepts of age and lifespan model on adult development. 
3. 23 Jan- Chapter 2- Physical Changes; group activities on individual differences in primary aging; biological aging process and sensory and physical aging  processes.
4. 25 Jan- Chapter 3- Health and Health Habits; group discussion on dementia and guide for caring dementia family members; group exercise on managing various health related illnesses and diseases. 
5. 30 Jan- Chapter 4- Cognitive Abilities; group discussion on definition and theories of intelligence; group discussion on developmental changes in intelligence and memory of adults.
6. 1 Feb- Chapter 5- Social Roles; group exercise on gender roles and stereotypes; group discussion on social roles in the lifespan of adulthood; group discussion on cultural and ethnic diversity; and ageism.
7. 6 Feb- Chapter 6- Social Relationships; group discussion on social relationship theories and intimate relationships. Review for midterm examination.
8. 8 Feb- Midterm Examination; Chapter 7- Work and Retirement.
9- 13 Feb- Chapter 7 continue; group discussion on Super's theory of vocational career choice and Holland's theory of career choice.
10. 15 Feb- Chapter 8- Personality; group discussion on personality development theories; exercise on  adjustment to retirement.
11. 20 Feb- Chapter 9- The Quest for Meaning; group discussion on theory of spiritual development and  existential meaning of life and death.
12. 22 Chapter 10- Stress, Coping and Resistance; group discussion on various models on stress, coping and adaptation; group exercise on coping and family care giving.
13. 27 Feb- Chapter 11- Death and Bereavement; group discussion on defining death; slide presentation on advanced directives and out-of-hospital  DNR. .
14. 29 Feb-  continue Chapter 11 and group discussion on confronting death and appreciating life. Chapter 12- The Successful Journey.
15. 5 Mar- Continue Chapter 12; review for Final Examination and oral presentation of research paper.
16. 7 Mar-Final Examination; oral presentation of research paper.

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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 2011-2012 Undergraduate Catalog Page 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:

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Last Updated:11/14/2011 12:22:56 PM