PSY 215 Adulthood & Aging
Spring Online 2013
Tracy Dranchak Phone: (570) 241-2031
Room 135 Seeley Hall
Monday - Friday
9:00-3:00 or by appointment
I consider this syllabus to be a contract between the instructor
and the student. I strongly
advise all students to read their “Student Handbook” to
become familiar with the
policies of this college.
Anyone who breaches any of these policies will be dismissed
from this class and not be allowed to return.
The aging population faces different challenges. These
include issues in health, income, social relationships, crime and neglect. These issues will be covered in this course
and I will expect all students to have some opinion on each topic. Be prepared for discussions as well as
learning from the text.
Cavanaugh, John C. and Fredda Blanchard-Fields. Adult
Development and Aging, 6th Edition.
Wadsworth*Thomson Learning, 2011.
All students are required to have a text for this
course. If you do not have a text, do
not take the course.
This course provides an inter-disciplinary approach to its
topics 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.
The health care debate that has been constant brings many
issues to the forefront, including Medicare, end-of-life issues, and longevity.
The United States will experience an explosive growth in the older adult
population due to the aging of the baby-boom population. We will need to understand older adults in
order to master the art of living.
The objectives of this course are for students to have:
The ability to critically think and apply their knowledge of
aging to today’s society
The ability to understand the meaning of aging
The ability to study aging from many perspectives:
emotional, physiological, economic, social, cognitive, financial and
The ability to understand the positive and negative
stereotypes of the elderly
The ability to understand the nature of how younger adults
view older adults because those attitudes will impact intergenerational
STUDENT LEARNING OUTCOMES:
Some broad skills you
should have after taking this course are to be able to:
~ Define the study of gerontology and to understand many
aspects of the aging process
~ Explain the person-environment approach to aging
~ Understand mental health and mental disorders of the adult
~ Understand the life-span perspective
~ Address the impact on society of the increasing adult
populations that are living longer
~ Understand the ways in which social systems impact an
individual’s long life, now and in the future
All students are required to have knowledge on use of the
portal. Be sure to have your user ID and password.
Studies on learning clearly demonstrate that passive
learning (sitting in your seat and listening to a lecture) is the least
productive way to learn. The more active you are in the learning, the more you
will learn and remember. The process will include:
Complete chapter homework (readings etc.)
Overview of key chapter questions.
A final paper is required. Details for this assignment will
There will be one GROUP assignment worth 100 points. Students
will work in groups of three or four (no more than four) and each group will
cover any area in this course that they find interesting. All members of the group must participate,
but I will leave the sharing of the assignments up to each individual group. You will be graded on content
This assignment is also worth 100points. For this assignment you will interview a
senior citizen and discuss some of the areas that are found in your text. Some of the areas you can discuss with them
can be health issues, money issues, living arrangements, or perhaps how things
have changed for them over the years. If
you do not know a senior citizen, I will make arrangements for you to visit an
area nursing home to talk to a resident regarding some of these issues. This paper and interview will help you to
realize some of the issues that senior citizens face with the aging process.
Your paper will be 3-4-pages in length. You will not identify the person you are
interviewing by name to protect their privacy.
You can address this person(s) as Mr. X or Mrs. Y or Miss J. Everyone has the right to privacy so we will
respect this issue.
If you have any questions regarding this assignment feel
free to discuss them with me.
You can see under assignments when this paper is due
The paper grade will be based on the following criteria:
Start with questions that you would ask as it pertains to
Writing: paraphrasing, active voice, clear & specific
writing, spelling, grammar.
Referencing in text and reference page: attribute the
source of your information properly in your paper if you refer to any
material other than the person you are interviewing. Be sure you make
it very clear where your information is coming from.
Format: font, margins, title page, reference pages, etc.
all conform to directions.
I expect students to participate. You need to keep up with
the reading and be prepared for each discussion.
Students enrolled in credit-bearing courses at Lackawanna
College will fail any course(s) in which they accumulate absences beyond the
maximum number allowed. This pertains to online classes as well. This pertains
to online classes as well. Attendance is tracked by instructors, so be sure to
log on and adhere to the following:
The online classroom is just like your traditional classroom
in many ways. Moreover, this includes engaging in discussions!
Discussion greatly enhances your learning experience because
it enables you to examine multiple, diverse perspectives by which to compare
your own; it gives you an opportunity to ask questions and clarify your
understanding of a topic; and it supplements your weekly learning and
assignments to strengthen your new knowledge. Additionally, your confidence
builds when classmates react positively to your great ideas!
In order to benefit from discussions, there must be
consistent interaction. Therefore, you are required to post. Please refer to
the portal, under discussions and instructor guidance weekly.
Since our week starts on Monday’s and ends on Sunday’s,
initial posts are due by Wednesday each week. Your responses are due by
PLEASE READ BELOW CAREFULLY
Deadlines for initial and peer replies: Initial posts are
expected by the end of the day on Wednesday each week (Two of these). Partial
credit with late deductions will not be given for late posts. So, ensure your
posts are submitted in a timely manner. This is also the case for peer replies;
replies to your classmates need to be submitted by the end of the learning week
for the given discussion (Saturday’s) You will need three responses to
classmates for each question (Six total Weekly). Each week you should have a
total of eight posts. I definitely understand that everyone has his or her own
time restrictions and other priorities. At the same time, keep in mind that
everyone's presence is a potentially notably meaningful part of this
experience. This includes you. Where at all possible, I encourage you to take
part in our discussions throughout the week. This will enrich your experience
and the learning experience of others. Early and frequent participation is
especially important. At times, and I encourage, your peers will ask a question
in response to your post, PLEASE don’t leave a question hanging, answer your
classmates the best you can.
You must have a substantive post in response to each of my
discussion questions weekly. You MUST respond to three different classmates for
each discussion question weekly. Post on four separate days for a total of 8
posts per week minimum. I encourage you to critically think about the course
material and ensure your posts reflect an integration of course material with
your personal perspective. Though the focus here is far more on the quality of
content rather than actual length of posts, initial posts should be between 200
and 300 words (unless otherwise stated in the discussion assignment) and
follow-up posts should be between 100 and 200 words.
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 Counseling Office,
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.
Grades are non-negotiable.
Do not phone or e-mail me at the end of the semester and ask for a grade
change. You grade will reflect exactly
what you have earned. Don’t ask! I DO NOT give make-up exam or quizzes. All
assignments must be completed and turned in on time. ALL ASSIGNMENTS ARE
POSTED, PLAN ACCORDINGLY.
Group paper 100points
Final Exam 100points
Written Assignment #1 100points
Written Assignment #2 100points
Written Assignment #3 100points
Syllabus Quiz 15points
Scavenger Hunt Quiz
I DO NOT give you your grades, you earn them. Please do not come to me before final grades
are due and ask for extra credit assignments.
This would not be fair to those who attended classes and did well on
their exams. If you are having
difficulty, see me before the end of the semester. .
96 – 100
90 – 95
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
67 – 69
60 – 66
0 – 59
DUE DATES AND LATE PENALTIES:
DUE DATES ARE ALL LISTED UNDER THE ASSIGNMENTS LINK.
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
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
Submitting as one’s own work originally done by someone
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.
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
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. Inquiries should be
directed to Anita Cola, Affirmative Action Officer, at (570) 961-7815 or email@example.com OR Dan LaMagna,
Affirmative Action Officer, at (570) 504-1579 or firstname.lastname@example.org.
Throughout the course, each student should keep a record of
his/her grades so you should have a very good idea of how you are doing. I DO NOT change any grades unless I have made
a mathematical error; you get exactly what you earn so do not ask for a higher
grade because you need it to pass or to increase your GPA.
All lectures are given with the use of your text and
PowerPoint, which are on the portal. You
need to read each chapter in your text in conjunction with the Power Points.
If you have any questions or concerns, please feel free to
talk to me; don’t wait until the end of the Semester to voice them. Do not come to me before the final exam and
ask what you need to pass the course. Do not come to me before final grades are
due and ask for extra credit assignments to bring up your grade. This is not fair to those who have attended
class and did well on their exams and in-class assignments. If you are having
any problems I will make every reasonable effort to help you. If you want to learn about Adulthood and
Aging, I am willing to help you learn. Make sure you have a text and keep up
with the reading and the Power Points.