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PSY 215 TA Adulthood and Aging

Instructor

Dr. Amy Logsdon

Phone

570-247-2368 (home)

Office

Towanda Center

E-mail

amy.logsdon@falcons.lackawanna.edu

Office Hours

Tuesday evening and Wednesday afternoon

 

 

 

Text

Cavanaugh, J., & Blanchard-Fields, F. (2011).  Adult Development and Aging (6 th ed.).  Belmont, CA: Wadsworth Cengage Learning.

Description

PSY 215 (Formerly SS 242) - Adulthood and Aging This course provides an inter-disciplinary approach to its topic and considers the stigma of old age, the psychological problems of aging, the significance of individual differences in facing these problems, financial and legal strategies for surviving in old age, and the care and institutionalization of the elderly (3 Credits). Prerequisite: PSY 105

Objectives

PSY 215 Adulthood and Aging Course Objectives

1.        To study the life-span development, and review the research methods used to investigate development.

2.        To study the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood.

3.        To examine the unique transitions and events particular to young adulthood, middle age, and old age.

4.        To study the final event in life - death and dying.

Requirements

Class attendance, participation, and completion of weekly in-class Worksheets

Option of either Film Review Paper or Life Story Interview Paper 

Successful Aging Paper

Minimum of 10 hours documented Field Experience, Journal Entries, and Summary Paper

Evaluation

In-class Worksheets: 120 points (20 points possible extra credit)

Rough Draft of Film Review Paper or Life Story Interview Paper: 10 points

Film Review Paper or Life Story Interview Paper: 100 points

Rough Draft of Successful Aging Paper: 10 points

Successful Aging Paper: 100 points

Minimum of 10 documented Field Experience Hours and Journal Entries: 15 points each

Field Experience Summary: 40 points   

* There will be no formal examinations in this class.

 

Attendance Policy

Students enrolled in credit-bearing courses at Lackawanna College will fail any course(s) in which they accumulate absences beyond the maximum number allowed. Students absent for more than three class sessions will be dropped from this course.

 

Do contact the instructor prior to missing class or as soon as possible in case of emergency.  Students should come to class even if they are going to be late.

 

No weekly worksheets will be accepted after the class has ended.  Worksheets and other assignments that are due during class sessions cancelled due to weather will have a revised due date of the following week.

 

Withdrawal Policy

A student has the privilege of withdrawing from any courses or from the College itself without academic penalty up to and including the final date for withdrawal indicated on the College calendar.

 

To withdraw officially from a course or from the College, a student must obtain the proper withdrawal form from the Student Affairs Office or from your Center Director, complete this form and submit it to the Registrar's Office before the final day for withdrawal without academic penalty as indicated on the College calendar. If a student should stop attending or never attend an enrolled class or classes without officially withdrawing prior to the last day to withdraw without academic penalty, the student will receive a grade of F* (Failure) in these courses. No exceptions will be made.

 

Students who violate the College's Academic Integrity Policy and fail a course in consequence may not exercise the withdrawal privilege in that particular course.

 

Financial obligations to the College will be determined according to the Refund Policy.

 

Grading

Twelve of the weekly Worksheets, the two papers, and the Field Experience Entries and Summary account for a possible total of 500 points.   Two Worksheets are also eligible for a total of 20 points extra credit.

 

Weekly

In-class Worksheets and Class Participation

10 points each week/120 points

20 points possible extra credit

Week 3

Rough Draft of either Film Review Paper or Life Story Paper

10 points

Week 5

Film Review Paper or Life Story Paper

100 points

Week 7

First 5 Field Experience Hours and Journal Entries

15 points each/total of 60 points

Week 9

Rough Draft of Successful Aging Paper

10 points

Week 11

Successful Aging Paper

100 points

Week 13

Second 5 Field Experience Hours and Journal Entries

15 points each/total of 60 points

Week 13

Field Experience Summary

40 points           

 

Your final percentage score will be determined by dividing the total number of points earned by five.  

 

Letter Grade

Numeric Range

Quality Points

A

96 – 100

4.0

A-

90 – 95

3.67

B+

87 – 89

3.33

B

83 – 86

3.0

B-

80 – 82

2.67

C+

77 – 79

2.33

C

73 – 76

2.0

C-

70 – 72

1.67

D+

67 – 69

1.33

D

60 – 66

1.0

F

0 – 59

0

 

Late Penalties

o     The grace period for late assignments is as follows:

§   1 day late-10% deduction off of the assignment grade

§   2 days late-20% off of the assignment grade

§   3 days late-the assignment will receive a grade of 0%

o     There will be no “extra credit” beyond the 2 weekly Worksheets

 

Academic Integrity

 Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated. Sanctions will include an automatic F for plagiarism, but the severity or frequency of the violation may result in dismissal from the College as well. Please see the Student Handbook for a complete explanation.

 

The following are among the forms of dishonesty for which sanctions may be applied:

·          Using books, notes or other materials during an examination, unless expressly permitted;

·          Using purchased essays, term papers or preparatory research for such papers;

·          Copying others' work or engaging in unauthorized cooperation during an assignment or examination;

·          Allowing another student to copy from an examination or other assignment intended to be performed independently;

·          Borrowing from published works, whether material is taken verbatim or with minor alterations, without proper and/or sufficient acknowledgment;

·          Submitting as one’s own work originally done by someone else;

·          Submitting the same written report in more than one course without prior approval from the instructor(s) involved;

·          Stealing examinations or assignments;

·          Supplying or selling examinations or assignments;

·          Misrepresenting statements concerning work submitted;

·          Falsifying or fabricating experimental data or results;

·          Falsifying or fabricating the need for extensions on papers or make-up examinations.

 

(Please see student handbook for more information)

 

Disability Statement

 

§   Lackawanna College is an Affirmative Action, Equal Employment Opportunity institution.  Students with disabilities and other needs should feel free to contact the instructor privately if there are services and adaptations which can be made to accommodate specific needs.  Students who are having difficulties with class material are strongly advised to seek assistance in the reading and writing lab.  If you feel that

                you have a disability that has not been formally documented, you may meet with Ms.

 Deborah Hartzell in the academic development office to discuss your options.

 

Equal Opportunity Statement

 

§   Lackawanna College will not discriminate in its educational programs, activities or employment practices based on race, color, national origin, sex, sexual orientation, disability, age, religion, ancestry, union membership or any other legally protected classification.  Announcement of this policy is in accordance with State law, including the Pennsylvania Human Relations Act, and with Federal law, including Titles VI and

               the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503

               and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and the

               Americans with Disabilities Act of 1990. Inquires should be directed to Dr. Gail  Scaramuzzo, 

Affirmative Action Officer  961-7848

 

Portfolio and Coursework

 

Lackawanna College will empower you to experience learning by inspiring your critical thinking,

assessing your talents and skills, motivating you toward a career choice, and encouraging you to make a difference. In evidence of this learning, the College requires a graduation portfolio containing Career Documents, including a résumé, two letters of recommendation, and a career exploration; Core Coursework, including a research paper from College Writing; three sample papers or projects from Major Coursework; and a Lackawanna College Reflection Paper.

Course Schedule

 

Week

Topic

Reading/Assignments

August 29

Adult Development

Chapter 1

September 5

Neuroscience

Chapter 2

September 12

Physical Changes

Chapter 3

September 19

Longevity

Chapter 4

September 26

Person-Environment

Chapter 5

October 3

Attention and Memory

Chapter 6

October 10

Intelligence

Chapter 7

October 17

Social Cognition

Chapter 8

October 24

Personality

Chapter 9

October 31

Mental Health

Chapter 10

November 7

Relationships

Chapter 11

November 14

Work, Leisure and Retirement

Chapter 12

November 21

Thanksgiving Vacation

-

November 28

Death and Bereavement

Chapter 13

December 5

Successful Aging

Chapter 14

 

Instructor Teaching Theory

My teaching philosophy is grounded in constructivist theory. I believe that students who are encouraged to build upon their own previous life experiences and knowledge find new learning experiences to be more meaningful.  I have found that retention is encouraged by creating opportunities for students to interact with both the presented material and their classmates within the classroom and smaller team environments.  To that end, I frequently utilize class discussion, role playing scenarios, and sharing of personal experience. I place a strong emphasis on interactive discussions and papers in which the students explore the assigned subject and further investigate other related areas of interest.  In summary, I believe that fostering general enthusiasm about the subject is the key to nurturing subsequent independent learning.