ColonnadeProgramCourseProposal:ConnectionsCategory
Connections:UnderstandingIndividualandSocialResponsibility
Connectionscoursesdirectstudentstoapplyandintegratediscipline‐specificknowledge
andskillstothesignificantissueschallengingourindividualandsharedresponsibilityas
globalcitizens.Studentswilllearntoanalyzeandevaluateculturalcontexts,examineissues
onbothalocalandglobalscale,andapplysystem‐levelapproachestothestewardshipof
oursocialandphysicalenvironments.Althoughtheymaybeusedwithamajororminor
program,Connectionscoursesareclassesatthe200‐levelorabovedesignedforthe
generalstudentpopulation,andmaybetakenonlyafterstudentshaveearnedatleast21
hoursinWKUColonnadeProgramcourseworkorhaveachievedjuniorstatus.
Connectionscoursesmaynothavegraduatecomponentsorprerequisitesotherthan
approvedcourseswithintheWKUColonnadeProgram.
Proposedcoursesmustbedesignedtoaddressspecificallythegoalsandoutcomesofone
(1)ofthesubcategorieslistedbelow.Studentswilltakeonecoursefromeachofthethree
followingareas,selectingthreedifferentdisciplines(usuallydefinedbycourseprefixes).
 SocialandCultural(3hours)

Studentswillinvestigatewaysinwhichindividualsshape,andareshapedby,thesocieties
andcultureswithinwhichtheylive.Courseswillconsidertheethicalquestionsandshared
culturalvaluesthatshapesocietalnormsandbehaviors,theindependentandcollectiveor
collaborativeartisticexpressionofthosevalues,and/ortheroleofsocialandcultural
institutionsindevelopingandsustainingnorms,values,andbeliefs.
1. Analyzethedevelopmentofselfinrelationtoothersandsociety.
2. Examinediversevaluesthatformcivicallyengagedandinformedmembers
ofsociety.
3. Evaluatesolutionstoreal‐worldsocialandculturalproblems.
LocaltoGlobal(3hours)
Studentswillexaminelocalandglobalissueswithinthecontextofanincreasingly
interconnectedworld.Courseswillconsidertheoriginsanddynamicsofaglobalsociety,
thesignificanceoflocalphenomenaonaglobalscale,and/ormaterial,cultural,andethical
challengesintoday’sworld.
1. Analyzeissuesonlocalandglobalscales.
2. Examinethelocalandglobalinterrelationshipsofoneormoreissues.
3. Evaluatetheconsequencesofdecision‐makingonlocalandglobalscales.

Systems(3hours)
Studentswillexaminesystems,whethernaturalorhuman,bybreakingthemdowninto
theircomponentpartsorprocessesandseeinghowthesepartsinteract.Courseswill
considertheevolutionanddynamicsofaparticularsystemorsystemsandtheapplication
ofsystem‐levelthinking.
1. Analyzehowsystemsevolve.
2. Comparethestudyofindividualcomponentstotheanalysisofentire
systems.
3. Evaluatehowsystem‐levelthinkinginformsdecision‐making,publicpolicy,
and/orthesustainabilityofthesystemitself.
***NOTE:TheColonnadeProgramisdesignedtoincrementallybuildstudentskillsin
argumentationandtheuseofevidencebeginningwithdiscipline‐specificcourseworkin
theFoundationsandExplorationscategories.Byextension,Connectionscoursesare
intendedtobesummativelearningexperiencesinwhichstudentsapplybasic
knowledgetolargerandmorecomplexsocial,globalandsystemicissuesofconcern.
Proposalsshouldaddressthissummativepurposeinthedesignofthecourseandthe
assessmentofstudentlearning.
Pleasecompletethefollowingandreturnelectronicallytocolonnadeplan@wku.edu.
1. WhatcoursedoesthedepartmentplantoofferinConnections?Whichsubcategory
areyouproposingforthiscourse?(SocialandCultural,LocaltoGlobal,Systems)
Course:
PSYS423:PsychologyofAdultLifeandAging
Subcategory: Systems
2. Howwillthiscoursemeetthespecificlearningobjectivesoftheappropriatesub‐
category?Pleaseaddressallofthelearningoutcomeslistedfortheappropriate
subcategory.
LearningOutcomes
HowtheCourseMeetsTheLearningOutcomes
Studentswillexamine
systems,whethernaturalor
human,bybreakingthem
downintotheircomponent
partsorprocessesand
seeinghowtheseparts
interact.Courseswill
considertheevolutionand
dynamicsofaparticular
systemorsystemsandthe
applicationofsystem‐level
thinking.
PSYS423,PsychologyofAdultLifeandAging,isanupper‐level
coursethatemphasizescontemporarytheories,methodological
issues,andtheinteractionsofpsychological,biological,social,and
environmentalsystemsinadulthoodandaging.Thiscoursesbuilds
anunderstandingofadultlifeandagingbyfocusingonhowmultiple
psychologicalandphysicalsystemschangeandinteractovertimeto
impactmentalandphysicalhealth,ourqualityoflife,social
interaction,changesinlifestyle,andthefoundationsofthought,
behavior,motivation,andemotions.Changesinthewholehuman
withageareoftenmulti‐causal,sothiscoursediscussesthe
interactionsbetweenphysiological,environmental,and
psychologicalsystemswhichconspiretogethertoinfluenceadult
developmentthroughoutthelifespan.Thiscoursemeetsthe
learningoutcomesfortheSystemsConnectionscategoryinthe
followingways:
Advancingageisassociatedwithboth(a)declinesinphysical
healthandthephysiologicalsystemsthatsupportthoughtand
behavior,and(b)gainsinaccumulatedexperience,well‐being,
andsocialsupport.Multidirectionalchangeaccompanyingaging
obfuscatessocialscientists’predictionsforhowpsychological
systemsmightactinthelatterhalfofadulthood.Studentsdiscuss
howinteractionswithenvironmentalsystemsleadtoevolutionin
psychologicalsystemsthroughadaptation.
1.Analyzehowsystems
evolve.
2.Comparethestudyof
individualcomponentsto
theanalysisofentire
systems.
Studentslearnaboutthecomplexityassociatedwithmeasuringand
characterizingtheevolutionofpsychologicalsub‐systemsandtheir
constituentcomponentsovertime.Studentsdiscusshowchangesin
opportunity/environment,motivation,physicalcapabilities
(includinghealth,sensationandperception,andpsychophysiology),
cognitiveability,socialcognitivetendencies,mentalhealth,
interpersonalinteractionsandenduringpersonaldispositions
impactthewholehuman,especiallyourthoughtandbehavior.
Studentslearnaboutthecontemporarydevelopmentaltheoriesof
agingthatspecificallyhighlighthowcomponentsub‐systemsof
humanpsychologyinteractovertimetochangetheentire
psychologicalsystemasawhole(e.g.,generalslowingandprocess‐
specificslowing,socioemotionalselectivitytheory,selective
optimizationwithcompensation,hemisphericasymmetryreduction
inolderadults,etc.).
3.Evaluatehowsystem‐
levelthinkinginforms
decision‐making,public
policy,and/orthe
sustainabilityofthesystem
itself.
Studentslearnhowtheabilityofhumanstomakefree,conscious
choicesimpactstheirphysicalandmentalhealth,which
subsequentlyimpactscognitiveandsocialsystemsthatdefineone’s
qualityoflife,includingtheintegrityofpsychologicalsystemsand
theirresiliencetostressanddegradation.Studentsalsolearnhow
researchintotheagingofpsychologicalsystemsinformspublic
policyonagingatlocalandfederallevels(e.g.,transportation
guidelineslinkedtoage‐relatedchangesinvisionandreactiontime;
age‐relatedchangesincognitivefunctioninglinkedtogovernment
agencyformcomplexityandrulesassociatedwithpatient’s
understandingofmedicaltreatmentrecommendationsunder
Medicare).
3. Inadditiontomeetingthepostedlearningoutcomes,howdoesthiscourse
contributeuniquelytotheConnectionscategory(i.e.,whyshouldthiscoursebein
Colonnade)?Discussindetail.
ThecurrentapprovedConnections‐Systemscoursesfocusonsystemsthatarespecificto
otherdisciplinesthatareimportanttopsychology,e.g.,nutritioninsustaininghumanbody
systems,aphilosophicalunderstandingoftheemergenceofthehumanmind,theroleof
religionintheevolutionofhumansocialsystems,etc.BypermittingPSYS423,Psychology
ofAdultLifeandAging,tobeaConnections‐Systemscourse,thecoursewoulduniquely
contributetotheConnections‐SystemscategoryoftheColonnadePlanbygrowingthe
students’understandingofhowpsychologicalsystemsprogress,decline,and/orremain
constantthroughoutadulthood.Specifically,studentswillhaveanopportunitytoexamine
theunderlyingsocialandnaturalsciencethatbuildsthebodyofresearchwhichinformsour
understandingofhowhumanschangeinthought,behavior,emotion,andmentalhealth
withadvancingage.Growingstudents’knowledgeoftheagingofpsychologicalsystemsis
crucialtoimprovingormaintainingourabilitiesto:(a)liveandcareforourselvesandour
aginglovedones,(b)relatetoothersandunderstandourownlivesandthoseofpeople
aroundusasafunctionofageappropriategoalsandcapabilities,(c)understandthe
ambitionsandlimitationsofindividualswhoarethemostseniormembersofour
communities,and(d)continuetoourselvescontributetoourcommunitiesthroughoutold
age.Thiscourseasksstudentstoevaluatetheinterconnectionsthatexistbetweenchanges
intheconstituentcomponentsofpsychologicalsystems(e.g.,sensoryprocessing,physical
mobility,speedofinformationpassagewithinthebrain,etc.)andhigherlevelsystems’
components(e.g.,socialfunctioning,complexdecisionmaking,integrativeprocesses
involvedinattentionandmemory,etc.).Knowledgegainedfromthiscoursecanbeusedby
studentstoapproachtheuniquechallengesthatwillcontinuetoemergewithrespecttothe
supportsystemsthatareinplacetoallowseniorcitizenstoliveautonomouslyintheir
communitiesastheBabyBoomergenerationcontinuestogrowolderandasadvancements
inpublichealthimprovelongevity
4. Pleaseidentifyanyprerequisitesforthiscourse.NOTE:AnyprerequisitesMUSTbe
ColonnadeFoundationsorExplorationscourses.
TheprerequisitesforPSYS423arejuniorstandingandPSY100orPSYS100,orpermission
ofinstructor.
5. Syllabusstatementoflearningoutcomesforthecourse.NOTE:Inmulti‐section
courses,thesamestatementoflearningoutcomesmustappearoneverysection’s
syllabus.
Prerequisites:JuniorstandingandPSY100orPSYS100,orpermissionofinstructor.
CourseDescription:Psychologicalprocessesinadulthoodandaging.Emphasisoncontemporary
theories,methodologicalissues,andinteractionsofpsychological,biological,social,and
environmentalfactorsinadulthoodandaging.
ColonnadeProgram:Fulfills3outof9hoursofcoursecreditfromtheConnectionscategoryofthe
WKUColonnade(GeneralEducation)Program,specificallyintheConnections‐Systemsarea.The
followingarethelearningoutcomesfortheConnections‐SystemscategoryoftheColonnade
Programaswellasthelearningobjectivesthatwillbeintroducedinthiscoursetomeetthese
outcomes.
ConnectionsSystems
LearningOutcomes
CourseOverviewand
LearningOutcomes
Studentswillexaminesystems,
whethernaturalorhuman,bybreaking
themdownintotheircomponentparts
orprocessesandseeinghowthese
partsinteract.Courseswillconsiderthe
evolutionanddynamicsofaparticular
systemorsystemsandtheapplication
ofsystem‐levelthinking.Belowarethe
threelearningoutcomesforSystems
courseswithintheConnectionCategory
oftheColonnadeProgram:
PSYS423,PsychologyofAdultLifeandAging,isa
developmentalpsychologycoursethatcovershuman
aging.Agingisaprocessthatinvolvesgrowthinsome
psychologicalabilities,maintenanceofothers,andstill
declineinothers.Thiscoursewillcoveradult
development,primarilyfocusingonhowpsychological
systemsevolvethroughoutthelatterhalfoflife.
Althoughsocietyperpetuatesstereotypesabouthowour
psychologicalsystemschangeaswegrowolder,this
coursewillexplorethesciencethatunderliesthese
changestoourpsychologicalsystems.Moreover,wewill
considerhowone’sindividualtalents,abilities,and
strugglescontributetotheprocessesbywhichaging
impactsourpsychologicalsystems.Finally,wewill
explorethesocialdynamicsofgrowingolderintoday’s
worldtobetterunderstandtheimpactthataging
psychologicalsystemscanhaveonpublicpolicyandthe
programmingofpsychologicalresearch.
Themaingoalsforthiscourseare:(1)tohelpyou
becomefamiliarwithcurrentpsychologicaltheoriesof
1.Analyzehowsystemsevolve.
2.Comparethestudyofindividual
componentstotheanalysisofentire
systems.
3.Evaluatehowsystem‐levelthinking
informsdecision‐making,publicpolicy,
and/orthesustainabilityofthesystem
itself.
agingandhowtheyaccountforchangesinpsychological
systems,(2)tofacilitateyourcriticalanalysisofthe
inter‐relationsamongstcognitive,emotional,social,and
biopsychologicalsystemsandtheirconstituent
componentsastheyevolvethroughoutadulthood,and
(3)toencourageyoutoconsiderhowyourown
psychologicalsystemsaswellasthoseofyourloved
ones,patients,andclientsmightdynamicallyevolveas
theyearspass.Thelearningoutcomesforthecourse
include:
(a)Discussthe research methodsusedby
developmentalpsychologiststomeasureand
characterizetheimpactthathumanaginghasonthe
evolutionofpsychologicalsystems,includingtheir
constituentcomponents.
(b)Identifytheindividualcomponentsofcognitive,
emotional,social,andbiopsychologicalsystems,and
describehoweachisassessedbypsychological
scientists.
(c)Identifythemajorchangesintheabovepsychological
systemsthattakeplacethroughoutadulthoodandinto
oldageandthathavebeensubstantiatedwithempirical
evidencebypsychologicalscientists.
(d)Describetheconditionsunderwhichimprovements
and/orimpairmentsincognitive,social,emotional,and
biopsychologicalsystemsnotedinthelaboratoryby
psychologicalscientistsmighttranslateintosubstantial
changesinineverydayfunctioningoutsideofthe
laboratory.
6. Giveabriefdescriptionofhowthedepartmentwillassessthecoursebeyond
studentgradesfortheselearningobjectives.
ForPSYS423,PsychologyofAdultLifeandAging,thecoursewillbeassessedontwolevels.
1) Summativeassessmentsinthecoursewillincludeitemsthatexaminethestudents’
abilitytomeetthelearningoutcomesspecifiedaboveforthecourseastheyrelate
specificallytotheConnectionsSystemsoutcomes.
o Withinthecourse,therearefivekeyareasoverwhichtheselearningoutcomeswill
beassessedforallstudents:DevelopmentalResearchMethods(Systems1;Course
OutcomeA),BiopsychologicalSystems(Systems2and3;CourseOutcomesB‐D),
CognitiveSystems(Systems2and3;CourseOutcomesB‐D),Socioemotional
Systems(Systems2and3;CourseOutcomesB‐D),andPsychopathologicalSystem
Disruption(Systems2and3;CourseOutcomesB‐D).
EverysectionofPSYS423coverscontentwithrespecttothesefiveareas,asthey
arecriticaltotheunderstandingofhowpsychologicalsystemsevolvewithageand
howpsychologicalscientistsmeasuresuchchangeovertime.ForeachConnections
Systemoutcome,performancewillbeassessedbyaggregatingtherelevantitems
fromeachareatocreateatotalscoreforeachstudentoneachSystemsOutcome
(i.e.,eachstudentwillhaveascoreforSystemOutcome1,SystemOutcome2,and
SystemOutcome3).Thefollowingcriterionwillbeusedtoassessthestudent
learningoutcomesforeachofthethreeConnectionsSystemlearningoutcomes:
o Excellent:atleast70%ofstudentsanswer90%ofselectedassessmentitems
correctly
o Satisfactory:atleast70%ofstudentsanswer70%ofselectedassessmentitems
correctly
o Unsatisfactory:lessthan70%ofstudentsanswer70%ofselectedassessment
itemscorrectly
o Theaboveassessmentstrategywillallowthedepartmentheadtoexamineeach
ConnectionsSystemslearningoutcomeseparatelytoevaluatePSYS423,reviewthe
outcomeswithrelevantfaculty,anddeterminewhatsteps,ifany,maybenecessary
toimproveinstruction.
2) AmoreholisticassessmentofPSYS423’slearningoutcomeswillalsotakeplaceby
assessingthestudentsabilitytomeettheConnectionsSystemslearningoutcomesviaa
comprehensiveend‐of‐termwritingassignmentthatasksthestudentsto(a)conduct
andsummarizeastructuredinterviewwithanindividualwhofallsintheagespectrum
discussedinthecourse,and(b)examinetheconsistencyoftheinterviewee’sresponses
withthenormativeage‐relatedchangeinpsychologicalsystemsdiscussedinPSYS423.
o Therubricforthisassignmentisattachedandwillbeusedtotrackoverallstudent
performanceforeachlearningoutcome.
o Theassignmentwillprovideadditionalsubstantiationforthestudents’abilityto
gatherempiricalevidenceontheevolutionofpsychologicalsystems,toanalyzeand
synthesizethisevidencewiththeirinterviewee’sresponses,andtoarticulate
argumentsthataresupportedbytheiranalysis.
o Thedepartmentheadmaywillusethedatacollectedfromthisassessmentto
evaluatePSYS423,reviewtheoutcomeswithrelevantfaculty,anddeterminewhat
steps,ifany,maybenecessarytoimproveinstruction.
o
7. Pleasediscusshowthiscoursewillprovideasummativelearningexperiencefor
studentsinthedevelopmentofskillsinargumentationanduseofevidence.
Allupper‐levelcoursesofferedbytheDepartmentofPsychologicalScienceshavewriting
standardswhichrequirefacultytoassistandassessstudentwritingwithinthediscipline.
WithrespecttoPSYS423,thePsychologyofAdultLifeandAging,studentsengagein
argumentationandtheuseofevidenceonaregularbasistoinvestigatehowpsychological
systemsevolveduetoaging,todescribehowpsychologicalscientistsmeasurethischange,
andtocharacterizethestrengthsandlimitationsoftheresearchdesignsusedby
psychologistswhostudyaging.Thisisapparentinthestructuredinterviewandsubsequent
analysisthatstudentswillcomplete(seeattachedrubric).Itwillalsobeevidentinthe
students’writtensummariesandreactionpaperstoassignedreadings(e.g.,textbook
chapters,editedbookchapters,and/orjournalarticles)thatserveasameansforfacilitating
discussion.Studentsarerequiredtoconsidertheevidencethatispresentedtothemabout
age‐relatedchangeinpsychologicalsystemssothattheycandevelopargumentsthatreflect
theperceivedimpactofaging(a)onlaboratorytasksthatareoperationalizedtomeasure
developmentalchange(i.e.,gainsordeclines),and(b)onautonomous,everyday
functioning.Studentwritingisassessedusingassignment‐specificrubrics,whichmayvary
byinstructor,thatmeasuretheextenttowhichthewritingevaluatesempiricalevidence
andappliesittopracticalproblemsortofurtheringresearch.Studentsaregivenfeedback
ontheirargumentationanduseofevidenceonassignments/exams,duringdiscussions,and
onthestructuredinterviewandanalysis.
8. Howmanysectionsofthiscoursewillyourdepartmentoffereachsemester?
Atleastonesectioneveryothersemester,withthepossibilityofwinterandsummer
offeringsaswell
9. Pleaseattachsamplesyllabusforthecourse.PLEASEBESURETHEPROPOSAL
FORMANDTHESYLLABUSAREINTHESAMEDOCUMENT.
Seeattachment.
PSYS423:PsychologyofAdultLifeandAging
ContactInfo
Fall2015
AndrewMienaltowski
WesternKentuckyUniversity
Instructor:AndrewMienaltowski Email:andrew.mienaltowski@wku.edu
Office:3037GRH Phone:(270)745‐2353
OfficeHours:MWF8‐10AMand2‐4PM(orbyappointment!)
CourseDescription:
Psychologicalprocessesinadulthoodandaging.Emphasisoncontemporarytheories,
methodologicalissues,andinteractionsofpsychological,biological,social,and
environmentalfactorsinadulthoodandaging.
Prerequisites:
PSYS100/PSY100andjuniorstanding,orpermissionofinstructor.
RequiredMaterials:
Cavanaugh,J.C.,&Blanchard‐Fields,F.(2014).AdultDevelopmentandAging,6thor7thed.
Belmont,CA:CengageLearning
SupplementaryReadingswillbeprovidedonBlackboardforeachunit.Thesearerequired
readings,andyouwillbeheldresponsibleforreadingthembeforetheappointedclass
period.Notethatthesereadingsandthetextbookabovewillbeaccompaniedbyreading
guidestoassistinyouranalysisofthesesources,
CourseOverviewandLearningOutcomes:
ColonnadeProgram:Fulfills3outof9hoursofcoursecreditfromtheConnectionscategoryofthe
WKUColonnade(GeneralEducation)Program,specificallyintheConnections‐Systemsarea.The
followingarethelearningoutcomesfortheConnections‐SystemscategoryoftheColonnade
Programaswellasthelearningobjectivesthatwillbeintroducedinthiscoursetomeetthese
outcomes.
ConnectionsSystems
LearningOutcomes
Studentswillexaminesystems,
whethernaturalorhuman,bybreaking
themdownintotheircomponentparts
orprocessesandseeinghowthese
partsinteract.Courseswillconsiderthe
CourseOverviewand
LearningOutcomes
PSYS423,PsychologyofAdultLifeandAging,isa
developmentalpsychologycoursethatcovershuman
aging.Agingisaprocessthatinvolvesgrowthinsome
psychologicalabilities,maintenanceofothers,andstill
declineinothers.Thiscoursewillcoveradult
evolutionanddynamicsofaparticular
systemorsystemsandtheapplication
ofsystem‐levelthinking.Belowarethe
threelearningoutcomesforSystems
courseswithintheConnectionCategory
oftheColonnadeProgram:
1.Analyzehowsystemsevolve.
2.Comparethestudyofindividual
componentstotheanalysisofentire
systems.
3.Evaluatehowsystem‐levelthinking
informsdecision‐making,publicpolicy,
and/orthesustainabilityofthesystem
itself.
development,primarilyfocusingonhowpsychological
systemsevolvethroughoutthelatterhalfoflife.
Althoughsocietyperpetuatesstereotypesabouthowour
psychologicalsystemschangeaswegrowolder,this
coursewillexplorethesciencethatunderliesthese
changestoourpsychologicalsystems.Moreover,wewill
considerhowone’sindividualtalents,abilities,and
strugglescontributetotheprocessesbywhichaging
impactsourpsychologicalsystems.Finally,wewill
explorethesocialdynamicsofgrowingolderintoday’s
worldtobetterunderstandtheimpactthataging
psychologicalsystemscanhaveonpublicpolicyandthe
programmingofpsychologicalresearch.
Themaingoalsforthiscourseare:(1)tohelpyou
becomefamiliarwithcurrentpsychologicaltheoriesof
agingandhowtheyaccountforchangesinpsychological
systems,(2)tofacilitateyourcriticalanalysisofthe
inter‐relationsamongstcognitive,emotional,social,and
biopsychologicalsystemsandtheirconstituent
componentsastheyevolvethroughoutadulthood,and
(3)toencourageyoutoconsiderhowyourown
psychologicalsystemsaswellasthoseofyourloved
ones,patients,andclientsmightdynamicallyevolveas
theyearspass.Thelearningoutcomesforthecourse
include:
(a)Discussthe research methodsusedby
developmentalpsychologiststomeasureand
characterizetheimpactthathumanaginghasonthe
evolutionofpsychologicalsystems,includingtheir
constituentcomponents.
(b)Identifytheindividualcomponentsofcognitive,
emotional,social,andbiopsychologicalsystems,and
describehoweachisassessedbypsychological
scientists.
(c)Identifythemajorchangesintheabovepsychological
systemsthattakeplacethroughoutadulthoodandinto
oldageandthathavebeensubstantiatedwithempirical
evidencebypsychologicalscientists.
(d)Describetheconditionsunderwhichimprovements
and/orimpairmentsincognitive,social,emotional,and
biopsychologicalsystemsnotedinthelaboratoryby
psychologicalscientistsmighttranslateintosubstantial
changesinineverydayfunctioningoutsideofthe
laboratory.
CourseRequirementsandGrading:
Overall,yourgradeinthiscoursewillbedependent(a)uponyourperformanceonregular
unitassignmentsandjournalarticlereviewsthatcoverthecourse’stopicareasandwillbe
basedonyourreadings,(b)youractiveparticipationinclassroomdiscussion,and(c)a
majorintegrativepaperwhichrequiresyouperformastructuredinterviewofasenior
citizenandtoevaluatetheresultingresponsesusingempiricalevidenceontheimpactthat
aginghasonpsychologicalsystems.(Note:Otherfacultymaychoosetodescribeunit
assignmentsasexams/quizzes,etc.orincludeotheractivities)
Therearefivecomponentsofyourgrade:
1. ParticipationandReactionPapers(10%)
2. Unitassignments(70%)
3. StructuredInterviewandAnalysis(20%)
Thecoursegradeisawardedusingapointssystem.
A:450‐500pointsB:400‐449pointsC:350‐399pointsD:300‐349pointsF:<300points
AttendanceandLateWork:
Studentsareexpectedtoattendeveryclassperiod.Participationpointsaredeductedfor
missingclassroomdiscussions.Lateworkwillnotbeaccepted.Theonlyexceptionstothis
rulearedocumentedmedicalemergenciesorpriorapprovalwithscheduledmake‐update.
University’sADAPolicy:
Studentswithdisabilitieswhorequireaccommodations(academicadjustmentsand/or
auxiliaryaidsorservices)forthiscoursemustcontacttheStudentAccessibilityResource
Center(SARC;formerlytheOfficeforStudentDisabilities),Room1074,DowningStudent
Union(DSU).Theirphonenumberis(270)745‐5004,TDD:(270)745‐3030,andtheire‐
mailissarc@wku.edu.Pleasedonotrequestaccommodationsdirectlyfromtheinstructor
withoutaletterofaccommodationfromSARC.
AcademicIntegrity:
AllstudentsareassumedtohavereadtheAcademicOffensessectionoftheStudent
Handbook.AcademicoffensesaretakenextremelyseriouslyandarereferredtotheOffice
ofStudentLifeforfurtheraction.Specificviolationsincludeacademicdishonesty,cheating,
andplagiarism.Whatisplagiarism?‐“Torepresentwrittenworktakenfromanother
sourceasone'sownisplagiarism.Plagiarismisaseriousoffense.Theacademicworkofa
studentmustbehis/herown.Onemustgiveanyauthorcreditforsourcematerial
borrowedfromhim/her.Toliftcontentdirectlyfromasourcewithoutgivingcreditisa
flagrantact.Topresentaborrowedpassagewithoutreferencetothesourceafterhaving
changedafewwordsisalsoplagiarism.”–Source:WKUJudicialAffairswebsite(2012).
Searchengines(e.g.,Google)andothersoftware(e.g.,SafeAssign)maybeusedinthis
coursetomonitorstudentwritingforplagiarism.Ifthereisanyevidenceofplagiarism,a
gradeofZEROpointsisautomaticallyawardedtothestudentandthestudentwillbe
requiredtodemonstratethattheydidnotplagiarizebyorallydefendingtheirresponseson
theassignment(i.e.,meetwiththeprofessoranddiscusstheassignmenttoprovethatthey
haveathoroughunderstandingoftheanswersthatwereprovided).Similarly,cheatingwill
resultinanautomaticscoreofZEROpointsontheassignment.Thestudentwillbe
requiredtoprovethattheydidnotcheatontheassignmentbyorallydefendingtheir
responsesontheassignmenttotheprofessor.
TentativeScheduleofUnitAssignments(seenextpageforReadings)
Week1:
Unit1Researchmethodsusedtoassessdevelopment/agingofpsychologicalsystems
Weeks2and3:
Unit2Biopsychologicalsystemschange,includingsensation,perception,andthebrain
Week4:
Unit3UnderstandinglongevityandphysicalHealthinrelationtowell‐being,stress,
adjustment,andchangestoemotionalsystems
Week5:
Unit4Theroleofagingonmotivation,includesgoalsandmultipleselves
Week6and7:
Unit5Cognitivesystemschangethroughthelensofcognitiveaging
Week8:
Unit6Changesinthesocialpsychologicalsystem–socialcognition
Week9:
Unit7Interactionbetweenchanges in the social and emotional systems Week10:
Unit8Cognitivesystemschangethroughthelensofintelligencetesting
Week11:
Unit9Personalitymaintenanceandgrowthinadulthood
Week12:
Unit10Psychopathologicalsystemdisruption–clinicalpsychologyandaging
Week13:
Unit11LivingOlder,Part1:Employment/Retirement,Relationships,andCaregiving
Week14:
Unit12LivingOlder,Part2:End‐of‐LifeDecisionMaking,Death,andGrieving
FinalExam:Duringtheassignedslotinfinalsweek.
StructuredInterviewandAnalysis(8‐12pagepaper)
Amajorcomponentofyourcoursegradewillinvolveyourperformanceonaterm‐paperin
whichyouexaminehowpsychologicalsystemsevolveasafunctionofage‐relatedchange
inthesystems’componentprocesses.Whatmakesthistermpaperuniqueisthatyouwill
beexaminingevidencefromtwosources:(1)responsesthatyourecordduringan
interviewwithaseniorcitizenwhois60yearsofageorolder,and(2)empiricalevidence
thatyouidentifyfromtheliteratureontheimpactthataginghasoncognitive,emotional,
social,andbiopsychologicalsystems.Belowarethequestionsthatyouwilluseforthe
structuredinterview.Instructionsforthisassignmentwillbediscussedinclass.
A. Do you have the same personal interests/hobbies now that you did when you were in
your20s?Ifnot,whathaschangedandwhydoyouthinkthatyourinterestshaveevolved?
B. How would you describe your parents’ approach to raising you as a child? Do you see
anysimilaritiesbetweentheirstylesandthestylethatyouusedtoraiseyourownchildren
orgrandchildren?
C. Take amoment and think about your best friend. What is it that makes this person so
special to you? How might you handle a disagreement with this person? What types of
strategiesmightyouavoidusingifyouandyourbestfriendhadadisagreement?Haveyou
noticedanydifferencesbetweenhowyoureacttoconflicttodayandhowyouusedtoreact
toconflictsasayoungperson?
D. What has been the most noticeable change in your physical health over the past 20
years? Has this change created any limitations on your daily activities? If yes, what have
youdonetocompensateforthesechangessothatyoucancontinuetobesuccessful?
E. Some researchers feel that the mind slows down as we grow older. Apart from the
occasional lapse of memory that everyone experiences, have you noticed any changes in
thewaysthatyouthinkaboutproblemsorpuzzles?Inthewaysthatyouplanactivities?In
whatkeepsyoumotivatedtostayfocusedonaparticulartask?Finally,haveyoueverfelt
thatsomeonewastreatingyoudifferentthanothersjustbecauseofyourage?Ifyes,please
describetheexperienceandhowthatperson’sbehaviormadeyoufeel.
F. Spirituality is a large part of some people’s lives. Over the past 20 years, have you
experiencedadeepeningofyourfaith?Ifyes,howwouldyoudescribethisprocess?Ifno,
whydothinkthisisnotthecase?
G.Doesanymemberofyourfamilyhelpyoutocarryoutactivitiesthatyouusedtodoon
yourown?Ifyes,wouldyoucharacterizethissharedexperienceasbeingpositive,negative,
oralittleofboth,andwhy?Ifno,imaginethatonedayyoudidneedhelp;howdoyouthink
thiswouldimpactyourfamilyandfriends?
H.Intermsofyourrelationshipswithyourfriendsandfamily,whatdoyouthinkismore
important:(1)havingalargenumberofpeoplethatyoucancountonandinteractwith,or
(2)focusingtimeandenergyonlyonthosewithwhomyouhavecloserelationships?
I.,J.,K.Pleasecreatethreenewquestionstoaskyourinterviewee.Thesequestionsshould
deal with issues that interest you the most. When you describe your interviewee's
responses to these three questions, please be sure to indicate whatmotivatedyou to ask
eachofthesethreequestions.