| Psy 303 |
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Fall 2006 |
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Professor: Dr. Gary Creasey, Professor of Psychology
Office & Phone #: Degarmo 441 : 438-8139
E-Mail: glcrease@ilstu.edu
Office Hours: 11-11:50 MW Or by appointment only
Web Page Address: http://www.psychology.ilstu.edu/glcrease/303/index.html
At my web page you can access this syllabus as well as
the student activities.
In addition,
I will have links created that contain sample
tests questions regarding each exam. A study
guide will also be posted shortly before each exam. If
you are interested in my research, click on current research or research opportunities for students.
You can also obtain the
STUDY GUIDESfor exams here.
Course Outline and Goals
This course is a study of normal human development from young adulthood through old age. Besides discussing competing theoretical explanations of developmental processes at different stagesof life, I will also hit upon major hot topics facing contemporary society (e.g., the new Americangrandparent; health care of the elderly, etc.). Due to the focus of this class, you will also learn a lot about yourself. Click here to see course objectives.
Required Text: Susan Whitbourne (2005). Adult Development and Aging (2nd Ed.) . Wiley Publishers.
Requirements:
1) 3 examinations (75% of final grade)
Multiple choice, each weighted equally
2) Student Activity (25% of final grade)
The purpose of this active learning assignment is to learn
more about adult development
through the use of popular technology (use of e-mail;
bulletin boards; web page development). I would like you to select one of these activities, collect
data, and craft a short 5-7 page paper.A central requirement of the paper will be to discuss
your data (or Website), as well as heavily integrate course material in the process. Major points off
for papers that are poorly written, or fail to integrate the course material—this paper is not a typcial "term paper". Please keep in mind
that becoming competent (e.g., building pretty web sites) in the technology that
you use for this paper is not a central requirement. The quality of the paper and integration
of the course materials is really the chief focus. Due at beginning of class, Nov.
17th.
Class Format And A Few Things I Expect From Students:
1. Are you in the right class?
First of all, make sure this class is fulfilling your personal needs. A handful of incoming students (especially returning students who work in applied settings) who take this class often have the conceptualization that this course will primarily consist of issues such as bereavement, depression, Alzheimer's disease, elder suicide, nursing homes, poverty among the elderly, etc. While we will certainly discuss such non-normative problems among the elderly, such issues are not the theme of this class. This class is a discussion of normal development from young adult lifethrough old age. Thus, the theme of this class is not just "aging" or problems associated with aging. A significant part of this class will be devoted to issues concerning adult development.
2. Reading/Exams/Class Format
All reading should be done before class. Lectures in no sense of the word "Cover the book". Lectures may supplement, highlight, or bring something entirely different from what is in the text.
Do not miss a test because I never give makeups (unless
you can verify an emergency with officialdocumentation; make up exam will be essay). If you have
other commitments
the day of the test you are welcome to take the test
early with my consent. Final exam must betaken during scheduled time.
If you like discussion then you are in the right class. I fully expect questions and discussion andfully expect you to disagree with anything I lecture on! Also, there will plenty of time for group discussions.
3. Academic Dishonesty
You will receive a grade of "F" for academic dishonesty for the assignment or test. In addition, the case will be turned over to the Student Dispute Office.
4. Great News
You should thoroughly enjoy this class! I really
like teaching this material and have activeresearch going on that addresses both normative (parenting,
marriage, grandparenting) andnon-normative aspects (Alzheimer's disease) of aging.
Course Schedule:
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| Week 1 |
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| (Aug. 21-25) | ||
Week 2 |
Methods, Marriage |
Chapters 3 & 9 |
| (Aug. 28-Sept. 1) | ||
Week 3 |
Marriage, Friendship |
Chapter 9 |
| (Sept. 6-8) | ||
Week 4 |
Intergenerational Relationships |
Chapter 9 |
| (Sept. 11-15) |
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Week 5 |
Social Problems/Policy |
Chapter 12 (pp. 412-416) |
| (Sept. 18-22) | Sept. 22.—Exam #1 |
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Week 6 |
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| (Sept 25.- 29) |
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Week 7 |
Personality/Biology of Aging |
Chapter 8 |
| (Oct. 2-6) |
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Week 8 |
Biology of Aging |
Chapters 4 & 5 |
| (Oct. 9-13) | ||
Week 9 |
Biology of Aging |
Chapters 4 & 5 |
| (Oct. 16-20) |
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Week 10 |
Sensation & Perception |
Chapter 4 |
| (Oct. 23-27) |
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Week 11 |
Learning and Memory |
Chapter 6 |
| (Oct. 30-Nov.3) | ||
Week 12 |
Learning and Memory |
Chapter 6 |
| (Nov. 6-10) | ||
Week 13 |
Intelligence/Creativity |
Chapters 7 & 14 |
| (Nov. 13-17) |
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Week 14 |
Aging & Mental Health |
Chapter 11 |
| (Nov. 27-Dec. 1) |
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Week 15 |
Interventions/Death & Dying |
Chapter 12 & 13 |
| (Dec. 4-8) | ||
Week 16 |
Final Examination |
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Monday, Dec. 11th, 7:50 AM |
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