PSYC 5530

Psychology of Aging

Spring, 2004

Janice H. Kennedy, Ph.D.

Carroll Building Room 2262

11:00 – 12:15 TT

 

OFFICE:                   Carroll Building, Room 1060A

OFFICE HOURS:     10:00 – 11:00 MTW; 8:30 – 9:00 Th or by appointment                        

PHONE NO.:            681-5504 (office); 681-0869 (lab)

E-MAIL:                   JKENNEDY@GeorgiaSouthern.edu

WEBSITE:                www.GeorgiaSouthern.edu/~jkennedy

TEXT: 

Bee, H. L., & Bjorklund, B. R. (2004). The journey of adulthood. (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

COURSE DESCRIPTION: This course provides a comprehensive overview of normal human development from young adulthood through old age. Similarities among people in their development are examined, as well as differences due to various individual experiences which alter the rate and direction of growth. The roles that genetics and experience play in development are emphasized, as well as how psychologists think about development and how they go about finding answers to various questions concerned with cognitive, emotional and social growth.

CLASSROOM ACTIVITY: The methods utilized in the class will be varied. For example, we will use lectures for clarification of text material or introducing new material. We will use large- and small-group discussion and demonstrations for practice in identifying and applying principles or theories. Occasionally, we will have guest speakers who have a unique perspective on some developmental milestone. You are expected to complete your assigned readings before coming to class.

TESTS:  Three tests will be given (see attached schedule for dates) over the course of the semester. Tests will consist primarily of multiple-choice, short-answer and essay-type questions. All exams may cover any assigned material in the course up to that point. Tests may include assigned materials not explicitly covered in class, as well as lecture material not covered in the text. Makeup exams are given only for the direst of circumstances and are administered on the last day of classes (see schedule for date).

Exams will be given during the first 50 minutes on the scheduled date. After 50 minutes, we will go over the objective sections of the test so that you can have immediate feedback on how well you did. No one will be admitted to a test session after the first student to complete the test has left the room. I will keep a running account of your grade in the course, if you like, on my door, by a code name, so you will always know where you stand in the course. Each test will account for 25% of your grade in the course.

PROJECT:  In order to apply what you are learning about aging, you will have an independent project in the course. You will have two choices: The first involves an extensive interview (perhaps several sessions over the course of the semester) with an older member of your family (at least 70 years of age) with regard to the individual's biosocial, cognitive, and psychosocial development. You will be provided questions to address in the interview, but you are encouraged to individualize your interview with your own questions as well.

The second option involves serving as a volunteer in a facility which serves the elderly. You will need to make a commitment for at least 15 hours per semester at the facility, and you will keep and turn in a journal of your experiences in working with the elderly. A list of possible sites will be provided during the first week of class.

This project is worth 25% of your grade. Due dates for components of the interview assignment or journal submissions are included on the attached schedule. Late papers are accepted, but a penalty of one letter grade per day is incurred. Additional information about the projects will be provided during the first week of class.

CLASS ATTENDANCE AND PARTICIPATION:  You are expected to be present and on time for each class meeting. Of course, you are responsible for material covered and announcements made during your absence from class. Your thoughtful participation in class discussions will make the course more meaningful to you and make it a more interesting course for you and your peers. Reading newspapers or materials for other classes, sleeping, copying missed notes, and other behaviors that are not on task during class sessions are distracting to me and to those around you and will not be tolerated. When you are present in class, I expect you to have read the assignment and be ready to participate in class activities. Just as you expect me to be prepared for class, I expect you to do your part in preparing for the learning session. Please turn off your cell phone before you enter the classroom.

IN SUMMARY: Activities in the class are weighted as follows:

Activity                            Percentage of Grade                             Your Grade

Test 1                                                      25                                _________

Test 2                                                      25                                _________

Test 3                                                      25                                _________

Project                                                    25                                _________

 

GRADES:  The final course grade will be determined as follows:

Grade              Average

  A                    90-100

  B                     80-89

  C                    70-79

  D                    60-69

  F                    Below 60

ADMINISTRIVIA:  I am very interested in your learning a lot from this course and hope that you enjoy it as well. I will be happy to discuss questions related to the course during my office hours. If you are not free during my office hours, we can schedule a meeting at a mutually convenient time. Generally, when my office door is open, I am happy to see you. However, when my door is closed, it is a signal that I prefer not to be disturbed or am not in. I would especially appreciate not being interrupted during the half-hour before a class when I am reviewing my notes and getting ready for class.

Cases of academic dishonesty are handled according to policies outlined in the Student Handbook. Academic dishonesty will result in a failing grade for the assignment and for the course. Academic dishonesty involves representing any work turned in (whether tests, papers, etc.) completed in any part by others as your own.

 

Class Activities and Reading Assignments

Week                                                                                      Reading Assignment

 

January

6          Introduction to Course                                     Ch.       1

13        Theories of Adult Development                                     2

            Project Selected

 20       Physical Changes                                                          3

 27       Health and Health Habits                                               4

 February

3          Changes in Cognitive Abilities                                       5

            Test 1

 10       Social Roles                                                                  6

 17       Development of Relationships                                        7

 24        Work and Retirement                                                   8

March

            Last Day to Withdraw without Academic Penalty: Monday, March 1

2          Personality Stability and Change                                     9

            Journals  or Interview Questions Turned In           

9          Growth of Meaning                                                       10

            Test 2

16        Spring Break

23        Stress and Resistance                                                     11       

30        Project

April

6          Themes of Adult Development                                      12

13        Death and Dying                                                           13

20        The Successful Journey: Individual Differences in

            Adult Development                                                        14

            Project Due (Thursday, April 22)

29        Test 3 (Thursday, April 29, 10:00 – 12:00)

 

Tips on how to do well in this course:

1. Be on time for class. Important announcements are generally made at the beginning of class. Moreover, it is often difficult to know what if going on if you miss the first few minutes of class. Coming in late is disruptive to me and to your classmates.

2. Read each chapter (at least skim it) before relevant lectures. This will make the lectures    more meaningful and will allow you to know whether the topic is addressed in the text.  I assume when I lecture that you have read the assigned readings.

3. In lectures, try to get actively involved. Don't simply copy down what I write on the board; try to put the information into your own words. 

4. The same day as the lecture, go over your notes. Either rewrite them, type them, or simply  read them again. This will allow you to make sure that they are legible and make sense while the information is still fresh.

5. Before a scheduled exam, start reading the chapters in detail at least several days before  the test. Reading the chapters in the text once will not be sufficient The tests are very specific.

6. The tests generally are made up of about 50% information from lectures and 50% from your  text. Therefore it is imperative that you study both text and notes.

7. Since tests depend heavily upon notes, you must come to class every day if you expect to do well on tests.

    8. Get actively involved in class discussions. Developmental psychologists certainly don't have all the answers to questions about development, so input from parents and others who deal with children (as well as former children) help to make the class more interesting, especially if you have read relevant sections of the text, and will make the learning more valuable to you.

    9. If you are doing the interview for your project allow enough time for you to produce a thoughtful, literate paper. One draft will not do it. Allow enough time to write a draft, let it sit for a day or two, and then revise the paper as needed.  Many "A" paper become "B" papers because of misspelled words, awkward sentence construction, or careless mistakes.  Correct these simple problems to make it an "outstanding" paper.