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Syllabus

Lackawanna College

PSY 215 OA: Adulthood and Aging

Spring 2018 - Subterm 1

3 Credits

 

Instructor: Ms. Marsha Pigga                                    Cell: 570-677-7589

Office 102 Angeli Hall                                              

Office Hours: By appointment in Online Chat 

E-mail: piggam@lackawanna.edu                                                                                                                                                                          

Text: Cavanaugh,John, C., Blanchard-Fields, Freida, Adult Development and Aging, 7th Edition.  Wadsworth, Cengage Learning. 2015.

Description: 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:

The objectives of this course are for students to have:

  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 for those of all races and ethnicities.
  4. To study the final event in life - death and dying.

Requirements/Evaluation

Journal Reflections (40 points)

You are to respond to 5 of the 8 Weekly Journal Reflection Questions demonstrating a clear understanding of the weekly topic of question. There will be a topic of question for each week related to your weekly course topics. You are to record your responses or reflections to the weekly topic of question. In other words, it should be a record of your inner life and self-reflections on your experiences and relationships to the weekly topic of question. You are to include your perceptions and feelings expressed in a way that demonstrates your self-understanding and personal growth. You will need to upload your journal reflection response under Assignments on the designated weekly Journal Reflection Assignment on your course page. You will also need to complete and upload the evaluation rubrics for each Journal Reflection Assignments. The journal Reflection Rubric can be found under Handouts and Links. Be certain to complete each column of the rubric. Be specific as to where you think you met the requirement.

Weekly Journal Reflection Topics and Questions

Week 1- In what ways might elderly adults be taken advantage of by researchers, perhaps unwittingly? Consider the ethical guidelines provided in                    Chapter 1 when answering.

Week 2- What are the implications of genetics and aging? How might genetics relate to your experiences with aging?

Week 3- Given your new understanding of adulthood information-processing skills, do you think that we should place old-age limits on driving                           privileges? If so, what criteria might you use to screen drivers? 

Week 4- Schaie argues that generational differences in intelligence will level off during the 21st century.  Describe and give examples of                                  observations  that you have made of older adults that would support Schaie’s perspective.  Describe and give examples of observations that                you have made of older adults that would counter Schaie’s perspective.

 Week 5- Given your new knowledge concerning factors that may influence life satisfaction in old age and your “current personality,” what kind of life                 review might you expect to make when you are an older adult? Speculate on upcoming life events that may alter your later life review.

 Week 6- Design interventions to reduce the rates of elder abuse using a model of development found in Chapter 1. Which approach would be the                     most effective? Why?

 Week 7- In what ways could our culture improve current cultural attitudes toward death and dying?

 Week 8- What is different about people who age successfully compared to those who do not?

Journal Reflection Rubric

8 Points

What Should I Do?

Did I do this?

Points Available

Where?

What Page & Paragraph?

Points Earned

Clear demonstration of understanding of the topic of question.

 

2

 

 

Self-reflection on your experiences and relationships to the topic of question.

 

2

 

 

Perceptions and feelings expressed in a way that demonstrates your self-understanding and personal growth.

 

2

 

 

Writing and grammar style. Organization and clarity of reflection.

 

2

 

 

Media Stereotype Presentation (10 points):

Stereotypes are a special type of social knowledge, structure or social belief that represent characteristics and behaviors of a particular social group. Myths and assumptions about the elderly and aging are common. Many stereotypes exist surrounding the realities of being an older adult. While individuals often encounter stereotypes associated with race and gender and are thus more likely to think critically about them, many people accept age stereotypes without question (Levy et al. 2002). Each culture has a certain set of expectations and assumptions about aging, all of which are part of our socialization.

You are to find examples of aging stereotypes in the media. In particular, identify societal stereotypes and attitudes of aging. What negative stereotypes do they seem to be focused on, and are any positive stereotypes common? Discuss the pros and cons of the attitudes/stereotypes. Discuss the accuracy of these attitudes/stereotypes and possible explanations for why they exist. How do both negative and positive stereotypes about aging unconsciously guide our behavior? What are ways positive and negative stereotypes influence older adults” behavior?

To get you started, think of social media, the movies and television shows you have watched recently. Did any of them feature older actors? What roles did they play? How were these older actors portrayed? Were they cast as main characters in a love story? Grouchy old people? How were older women portrayed? How were older men portrayed?

Devise a Power Point presentation illustrating your findings. You will need to theorize/ analyze the project and link it to at least 2 contents of the text book readings, or materials discussed in the course. You will need to cite 2 additional research sources.

Upload your assignment under Week 8 Assignments, .Aging Stereotypes Presentation. You will also need to complete and upload the evaluation rubrics found under Handouts and Links. Be certain to complete each column of the rubric. Be specific as to where you think you met the requirements.

Post your Power Point in the Discussion forum under Week 4 DQ 3 Assignments, Aging Stereotypes Presentation. Comment on 1 fellow students’ presentation.

Aging Stereotypes Presentation Rubric

20 Points

What Should I Do?

Did I do this?

Points Available

Where?

What Page & Paragraph?

Points Earned

Negative and positive stereotypes presented in Power Point presentation answering proposed questions within the assignment.

 

3

 

 

Link and reference to at least 2 contents of the text book readings, or materials discussed in the course. Cite 2 research sources.

 

3

 

 

Power Point posted in the Discussion forum. Comment on 1 fellow students’ presentation.

 

3

 

 

Writing and grammar style. Organization and clarity of reflection.

 

1

 

 


Late Adulthood Case Study Assignment (20 points):

Choose a person at least 65 years old to interview. It might be a family member, neighbor or friend. You can do this by phone but it is better in person. Please take notes as you interview. If you want to record the interview that would be helpful as you type up the questions asked, the person’s responses, and your conclusions. Keep in mind that observing the person’s body language is very important and a telephone interview may be difficult to hear (by the interviewee), also telephone time appears longer than what it really is, and the person may get tired, loose interest or become distracted. Use the provided list of interview questions “Late Adulthood Case Study” which can be found under Course Resources to guide the conversation.

Following interview, summarize your interview. Your paper should start with the demographic information introducing the person and an overview of the interview, followed by a summary of the themes or topics that you covered. Include - the basic biological, intellectual, learning and memory, personality, and social changes that occur in adulthood. Also, examine the unique transitions and events particular to young adulthood, middle age, and old age.

At the end of your summary, include - What did you learn? Are you going to do anything differently? Did anything surprise you? How did you feel during the interview? What changes (if any) have occurred in your perception of older adults? What did you think before? What do you think now about issues in aging in today’s society? Would you say this person’s life fits the theories of aging?  Explain your point of understanding and give examples. Conclude the assignment with a paragraph or two of your reaction to the interview, your assessment of how it was handled, what might you have done differently, what you learned, what would you remember the most of this experience, do you think you'll be like the person you interviewed when you get older and are you excited/scared to get old? Finally, include a list of any other questions that you asked (not included in summary).

Late Adulthood Case Study Assignment

20 Points

What Should I Do?

Did I do this?

Points Available

Where?

What Page & Paragraph?

Points Earned

Answer and upload answers to discussion questions.

 

          5

 

 

Self-reflection on your experiences and relationships to the topic of question.

 

          5

 

 

Perceptions and feelings expressed in a way that demonstrates your self-understanding and personal growth.

 

          5

 

 

Writing and grammar style. Organization and clarity of reflection.

 

          5

 

 


Raising the Age of Retirement Debate (20 points)

Retirement age is becoming a heated debate. When is the best time to retire? Can governments afford current pension schemes? Is paid retirement in danger?

Most developed countries recognize the right to retirement with a pension. Retirement age differs across the world, generally between 50 and 70. The wealth of the country, average life expectancy and socio-economic paradigms also impact the age when people can retire and get a pension. In addition to the normal retirement age, usually government set an early retirement one. For instance, in the US early retirement age is 62 while that enabling full pension is 67, in the UK 65 and 68, in Italy 57 and 67, and in Sweden 61 and 65 (https://netivist.org/debate/retirement-age-debate-best-time-to-retire).

You are assigned below into 2 teams, Team Pro-Raising the Retirement Age and Team Con- Raising the Retirement Age. The Team Pro-Raising the Retirement Age will argue the position for raising the retirement age and Team Con-Raising the Retirement Age will argue the position to not raise the retirement age. Include ethical implications in your argument.  Major points must be well supported with relevant facts, statistics and/or examples, citing at least 2 credible resources to support facts. Students who are on the “for” side of raising the age may find the article “The Payoff in Delaying Retirement” helpful (http://www.nytimes.com/2013/03/06/business/the-payoff-in-retiring-a-few-years-later.html?pagewanted=all&_r=0). Students on the “anti” side should formulate their own arguments, with the help of reactions gleaned through Internet research.

You do not necessarily have to agree with the argument you are presenting.

Post your argument in the discussion forum under Week 6, DQ3.

You will also need to complete and upload the evaluation rubrics found under Course Resources Raising the Age of Retirement Debate Rubrics. Be certain to complete each column of the rubric. Be specific as to where you think you met the requirement.

Team Pro-Raising the Retirement Age: Allen, Raye; Davidson, Stacey; Goetz, Kaitlin; Gregory, Tiff; Hunter, Cassandra; Powell, Grant; Schmidt, Nicole; Shomper, Ashley; Wallace, Rachel

Team Con-Raising the Retirement Age: Chilson, Codi; Fleetwood, David; Gonzalez, Carina; Helmbright Rose; Kumburis, Veronica; Lawlor, Jamie;  Rich, Michael; Steingraber, Matt

Raising the Retirement Age Debate Rubric

10 Points

What Should I Do?

Did I do this?

Points Available

Where?

What Page & Paragraph?

Points Earned

Clear demonstration of understanding of the topic in depth and information presented forcefully and convincingly.

 

3

 

 

Major points were well supported with relevant facts, statistics and/or examples, citing at least 2 credible resources to support facts.

 

3

 

 

Ethical implications included in your argument.

 

3

 

 

Writing and grammar style. Organization and clarity of reflection.

 

1

 

 

 

Evaluation:

Evaluation rubrics for each assignment will be completed for each student by the professor. Students will also be required to complete the designated evaluation rubrics for each assignment. Evaluation rubrics for each assignment can be found under Handouts and Links on the course page.

Online Course 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. This pertains to online courses as well.

 

Attendance is defined by participating in an academic activity within the online classroom, which includes posting replies in a graded discussion forum or submitting a written assignment. Replies not related to the aforementioned activities will not count for attendance purposes.

# of Days Required for Discussion in an Online Course

Maximum # of Weeks Allowed without Discussion 

 

Twice on any four days in a week (8 total)

 

  • 0
  • You are required to engage in discussion at least TWICE on FOUR days throughout the week for a total of EIGHT replies in all, minimum.
  • You should respond to the initial DQs posted AND respond to your classmates.
  • Responses MUST be substantive. See the document titled Good Discussions in your Handouts and Links.
  • Responses that do not move the conversation forward by providing information to which others can respond and build upon will NOT be counted toward your weekly score.
  • Students who miss one week of discussion will be DROPPED from the course.
  • Students who do not log on to the course within the drop/add period for the course will be DROPPED from the course.

Online Course Discussion Policy:

In order to understand, remember, and benefit from what we learn in class, discussion and interaction are critical. Responses such as, “I like what you said.” “I agree.” Or “Good thinking.” are NOT acceptable. Also, you should NOT simply repeat what someone else has already said.

You MUST reply no less than 8 times per week – twice on any four days.

Good Discussions in Handouts and Links will help you, but you should also use this rubric to gain all possible points for your contributions and, more importantly, to get the most out of our class discussion!

Online Classroom Discussion and Interaction Rubric

Total of 20 points

What Should I Do?

Points Available

Did I do This?

Where?

Points Earned

Answer both Discussion Questions directly demonstrating a clear understanding of the material, support your response with research or reading, and promote conversation (2 replies)

4

 

 

 

Respond to at least two classmates’ posts (2 replies)

4

 

 

 

Continue both conversations with at least one additional reply to each peer (2 replies)

4

 

 

 

Respond to at least one of the teacher’s secondary questions, conversing with a classmate who responds to the same question (2 replies)

4

 

 

 

Be sure all responses are detailed and clear and are posted twice on four separate days.

1

 

 

 

Be sure that all responses relate to the course reading and notes, your own everyday life, or to both

1

 

 

 

Provides the class with a response that is non-generic and inspiring – meaning that they learn from what you have contributed and can continue the conversation

1

 

 

 

Use proper grammar, spelling, and netiquette

1

 

 

 

TOTAL POINTS for EACH WEEKLY DISCUSSION:

20

 

 

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 stops attending a course for which he/she is registered after the published census date (end of drop/add) without having officially withdrawn from the course, the student will be assigned an AW (penalty-grade failure) for the class. 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.

Instructor Policies:

  •  Attendance in the online classroom and active participation is required.
  • Students are expected to complete assigned materials as designated and to participate in online discussions. Your contribution in online discussions is an important part of the learning process. 
  • Grades are non-negotiable.
  • Students are expected to exhibit honesty in all academic endeavors.

Grading:

Your grade for the course will be based on an average of the scores that you earn on each assignment. Below, the first table shows the allocation of your course grade. The second table shows the value of each grade as determined by Lackawanna College.

Journal Reflections

40%

20 points

Late Adulthood Case Study Assignment

20%

20 points

 

Raising the Age of Retirement Debate

10%

10 points

Social Problems Across the Globe Presentation

10%

20 points

Online Discussions

20%

20 points

Total

100%

100 points

                                                      

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

Due Dates and Late Penalties:

  • 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%
  • There will be no “extra credit.”

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, in a classroom of any type, 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.
  • Misrepresenting identity in an online course

(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 Mrs. Christine Kiehart in the Disability Services office to discuss your options. Please note that disability services do not include exemption from participation requirements in courses considered part of the School of Distance Education, including online and hybrid courses.

Lackawanna College Notice of Nondiscrimination

Lackawanna College will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, 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 VII of 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 Americans with Disabilities Act of 1990.

Title IX of the Education Amendment of 1972 is a federal civil rights law that prohibits discrimination on the basis of sex in federally funded education programs and activities. Lackawanna College is committed to providing an educational and work environment that is free from unlawful sexual discrimination including sexual harassment, sexual violence, and gender based harassment. 

In accordance with Title IX of the Education Amendments of 1972, Lackawanna College will not tolerate any forms of sexual misconduct including but not limited to: sexual harassment, sexual assault, sexual violence and gender-based harassment by employees, students or third parties. This includes prohibiting discrimination against pregnant and parenting students. The College also prohibits retaliation against any person who makes a claim of discrimination or harassment or who provides information in such an investigation. This policy applies to admissions, employment, treatment and access to all programs and activities that take place either on or off the campus at Lackawanna College. 

Lackawanna College will fully and promptly investigate all allegations of sexual misconduct and will take action reasonably designed to resolve the complaint in an equitable manner, end a hostile environment if one has been created, prevent its recurrence, and, when appropriate, take steps to remedy its effects on individuals and the college community.

Lackawanna College complies with Title IX and all other federal laws and regulations that prohibit discrimination in education programs or activities receiving federal financial assistance.

Reports or inquiries regarding nondiscrimination should be made to:

Title IX Coordinator/ Executive Director of the Student Wellness Program, Marsha Pigga, Angeli Hall, Room 102, 501 Vine Street, Scranton PA, 18509 (570) 955-1466/ (570) 677-7589, piggam@lackawanna.edu

Equal Opportunity and Affirmative Action inquiries: Georgia Egan, Affirmative Action Officer/Director of Continuing Education, Angeli Hall, Room 300C, Vine Street, Scranton PA (570) 961-7815,EganG@lackawanna.edu or Tony Ferrese, Affirmative Action Officer/Seeley Hall Residence Director, Seeley Hall, First Floor, North Washington Avenue, Scranton PA, (570) 504-1760, FerreseT@lackawanna.edu.

Additional information regarding Title IX requirements and how to file a complaint with the Office of Civil Rights: Office of Civil Rights at www2.ed.gov/ocr, 800-421-3481. Philadelphia Office: Office for Civil Rights U.S. Department of Education, The Wanamaker Building,100 Penn Square East, Suite 515, Philadelphia, PA 19107-3323 Telephone: 215-656-8541, Email: OCR.Philadelphia@ed.gov.   

Portfolio and Coursework

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

Course Objective Met

Related Assignment, Assessment, or Learning Activity

Week #1

Studying Adult Development and Aging

 

Neuroscience as a Basis for Adult Development and Aging

 

 1-3

DQ1

DQ2

DQ3

Journal Reflection

Week #2

Physical changes

 

Longevity, Health, and Functioning

 

1-3

DQ1

DQ2

Journal Reflection

Week #3

Where People Live: Person-Environment Interactions

 

Attention and Memory

 

1-3

DQ1

DQ2

Journal Reflection

Week #4

Intelligence, Reasoning, Creativity, and Wisdom

 

Social Cognition

1-3

DQ1

DQ2

Journal Reflection

Media Stereotype Presentation

Week #5

Personality

 

Clinical Assessment, Mental Health, and Mental Disorders

 

1-3

DQ1

DQ2

Journal Reflection

 

Week #6

Relationships

 

Work, Leisure and Retirement

 

1-3

DQ1

DQ2

Journal Reflection

DQ3/Age of Retirement Debate

 

Week #7

 

Dying and Bereavement

 

4

DQ1

DQ2

Journal Reflection

 

Week #8

Successful Aging

1-4

DQ1

DQ2

DQ3

Late Adulthood Case Study Assignment


THE ABOVE OUTLINE AND PROCEDURES MAY BE MODIFIED IN THE EVENT OF EXTENUATING CIRCUMSTANCES.

 

 

 

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