Course Description
This course presents adult development theory and links theoretical concepts to life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional, and academic learning.

Course Design
This course is designed to support student success through substantial readings about human development in adult phases of life. Learning through reading is reinforced through quizzes, chapter by chapter, which the student may retake—thus reinforcing a process of how to review new, learned material. The form of the final exam, with its practice option, is structured to maximize end-of-course takeaway knowledge.

Application of developmental theory to life assessment and planning is offered in several forms to maximize learning. Each week, students apply theory to their lives in discussion forums which cover topics relevant to all phases of adulthood and which offer practice in academic writing. Textbook and discussion topics highlight student understanding of past development as well as consideration of the future—how successful aging can be achieved. Application of theory is reinforced in a reflective paper that addresses realistic life planning in personal, professional, and academic areas of life.

Course Prerequisites
There are no prerequisites for PSY202.

Learning Outcomes
Upon successful completion of this course, students will be able to: 1. Demonstrate knowledge of life development theories.
2. Identify key themes and patterns in one’s life through comprehension of scholarly readings and personal experience.
3. Synthesize insights from life development theories and learning experiences to real-world situations. 5

PSY202: Adult Development and Life Assessment
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4. Analyze the benefits and challenges of online learning.
5. Design a pathway to success via one’s major field of study using critical thought to reach personal, academic and professional goals.
6. Demonstrate an ethical appreciation of academic integrity in all scholarly work.

PSY202: Adult Development and Life Assessment
Online

Course Materials
Required Text
Mossler, R. A. (2013). Adult development and learning. San Diego, CA: Bridgepoint Education, Inc.

This text is a Constellation™ course digital materials (CDM) title.

Required Resources
Articles
Ashford University. (2013). Avoiding plagiarism. Ashford Writing Center. Retrieved from https://awc.ashford.edu/apavoiding-plagiarism.html Baldwin, A. (2013). What’s your learning style? Student Health 101. Retrieved from http://readsh101.com/ashfordu.html?id=cc3fc3f8&page=17

Cohen, S. (2013). Setting S.M.A.R.T. goals. Student Health 101. Retrieved from http://readsh101.com/ashfordu.html?id=ec8bd17d

Multimedia
Ashford University. (2010). Library tutorial [PowerPoint slides]. Retrieved from http://library.ashford.edu/tutorials.aspx Ashford University. (2013). Finding scholarly sources [Video]. Retrieved from https://bridgepoint.equella.ecollege.com/curriculum/file/370c4b74-1591-43ab-8 21aab8b3a9c1e13/1/GEN101%20Tutorial%20Final.zip/GEN101%20Tutorial%20Final.htm Ashford University. (2013). Student advising [Video]. Retrieved from http://youtu.be/Q4Crjb3_jYw Boyd, D. (n.d.). Reading comprehension guide [Video]. Retrieved from http://www.screencast.com/t/mNXoqkDNB Films Media Group. (1996). Classical and operant conditioning [Video]. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=6541&aid=18596&Plt=FOD&loid=0&w=400&h=340 Films Media Group. (2003). Nutrition and exercise [Video]. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=32432&aid=18596&Plt=FOD&loid=0&w=400&h=340 Films Media Group. (2011). Adult health and development [Video]. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=47482&aid=18596&Plt=FOD&loid=0&w=400&h=340 7

PSY202: Adult Development and Life Assessment
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Oliver, J. D., & Atof, Inc. (2000, 2009). The Big Five personality test. Retrieved from http://www.outofservice.com/bigfive/

Websites
Ashford University. (n.d.). Self-reflection. Retrieved from https://faculty.ashford.edu HumanMetrics. (2013). Jung typology test. Retrieved from http://www.humanmetrics.com/cgi-win/jtypes2.asp Mind Tools. (1996-2013). Mind tools: Essential skills for an excellent career. Retrieved from http://www.mindtools.com/index.html

Documents
Ashford University. (2010). Ashford University honor code statement. San Diego, CA. Ashford University. (2013). Sample reflecting on the past: brainstorming activity assignment. San Diego, CA. Ashford University. (2013). Sample considering the present assignment. San Diego, CA. Ashford University. (2013). Sample looking toward the future assignment. San Diego, CA. Ashford University. (2013). Study guide template. San Diego, CA.

Recommended Resources
Articles
Baldwin, A. (2013, April). Beat the stress before your test. Retrieved from http://readsh101.com/ashfordu.html?id=2c8752e3&page=13
Bridgett, D. J., Oddi, K. B., Laake, L. M., Murdock, K. W. and Bachmann, M. N. (2013). Integrating and differentiating aspects of self-regulation: Effortful control, executive functioning, and links to negative affectivity. Emotion, 13(1), 47-63.

Chappell, N. (2008). Aging and mental health. Social Work in Mental Health, 7(1-3), 122-138. Retrieved from the EBSCO database.
Clements, P., Vigil, G., Manno, M., Henry, G., Wilks, J., Das, S., et al. (2003). Cultural perspectives of death, grief, and bereavement. Journal of Psychosocial Nursing & Mental Health Services, 41(7), 18. Retrieved from the EBSCO database.

Guha, M. (2007). The psychology of aging: an introduction. Journal of Mental Health, 16(5), 691-694. Retrieved from the EBSCO database.
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Henriques, G. (2011). Introduction to theory of knowledge. Retrieved from http://www.psychologytoday.com/blog/theoryknowledge/201112/introduction-theory-knowledge Holst, A. (2012, September). The world is your classroom: Creating space to concentrate. Retrieved from http://readsh101.com/ashfordu.html?id=163fa8ed&page=21

Hounnake, K. (2012). How to slow down the aging process. Retrieved from http://www.howtolearn.com/2012/02/How-toslow-down-the-aging-process Leanage, N. (2013, May). Don’t forget to remember! Tips and tricks to improve your memory. Retrieved from http://readsh101.com/ashfordu.html?id=6385b3ec&page=11

Siebert, A. (2005). The five levels of resiliency. Retrieved from http://www.resiliencycenter.com/articles/5levels.shtml Waddington, T. (2009). Smarts: Four things worth learning about learning. Retrieved from http://www.psychologytoday.com/blog/smarts/200905/smarts-four-things-worth-learning-about-learning Wickman, G. (2012). How to slow down aging process. Retrieved from http://www.healthguidance.org/entry/13934/1/how-to-slow-down-aging-process.html

Multimedia
BNETvideo. (2011). 7 step problem solving [Video]. Retrieved from http://www.youtube.com/watch?v=bZXDGQSuF9I Meegan, G. (2013). What is critical thinking? A definition [Video]. Retrieved from http://www.youtube.com/watch?v=ZLyUHbexz04

Nowak, P. (2011). How to improve your memory with mnemonic devices [Video]. Retrieved from http://www.youtube.com/watch?v=kQzFNBSpK6w
Pausch, R. (2008, May 26). Randy Pausch – The last lecture reprised [Video]. Retrieved from http://www.youtube.com/watch?v=BODHsU3hDo4

Websites
Ashford University. (2013). Ashford University writing center. Retrieved from https://awc.ashford.edu/index.html Ashford University. (2010). Ashford University – Student success stories. Retrieved from http://ashford.edu/community/ashford_student_stories.htm

Centers for Disease Control and Prevention. (2013, May). Life expectancy. Retrieved from http://www.cdc.gov/nchs/fastats/lifexpec.htm
M3 Planning. (n.d.). SMART goal setting examples: A simple guide to how S.M.A.R.T goal setting works. Retrieved from http://mystrategicplan.com/resources/smart-goal-setting-examples/

PSY202: Adult Development and Life Assessment
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Mind Tools. (2010). How good is your time management? Retrieved from http://www.mindtools.com/pages/article/newHTE_88.htm
Similar Minds. (n.d.). Personality tests. Retrieved from http://similarminds.com/

PSY202: Adult Development and Life Assessment
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Components of Course Evaluation
Multiple measures of evaluation are used in the course, allowing students opportunities to demonstrate their learning in more than one way, and giving consideration to individual learning styles. Course components that will be evaluated include:

Discussions
Each week students will participate in online discussions with classmates, which are related to the week’s readings. These discussions replace the interactive dialogue that occurs in the traditional classroom setting. Each week, students’ initial discussion posts are due by 11:59 p.m. (of the time zone in which each student resides) on Day 3 (Thursday). Students will have until 11:59 p.m. on Day 7 (the following Monday) to make the required minimum number of response posts to classmates. Discussions represent 32% of the overall course grade.

Quizzes
In Weeks One through Four, students will demonstrate and reinforce their understanding of the week’s content by taking open-book quizzes. Students have up to 12 hours to complete a quiz once they begin. The quiz must be completed by Day 7 of the week in which it is due. The questions are multiple choice and true/false. Students can take the quizzes up to three times with the final score saved to the Gradebook. Quizzes represent 25% of the overall course grade.

Assignments
In PSY202, students will be working on one cumulative assignment that is divided into 3 steps. The first is a brainstorming activity in Week 1 (Step 1). Next, there are written assignments due in Weeks Two (Step 2) and Four (Step 3) of this course. There is also a Self-Reflection Activity in Week Five. Assignments represent 28% of the overall course grade.

Final Exam
The final project for this course is a Final Exam. The purpose of the Final Exam is for you to recap learning from PSY202 by answering a series of questions about adult development theories and their application to real-world situations. During 11

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Week Five, students will complete a 50 question multiple-choice exam on concepts covered in this course. The exam includes a practice test. The Final Exam represents 15% of the overall course grade.

Course Grading
Grading Percent Breakdown
Discussions
Quizzes
Assignments
Final Exam
Total:

32%
25%
28%
15%
100%

PSY202: Adult Development and Life Assessment
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Week One
Course Content
To be completed during the first week of class

Overview

Post Your Introduction

Day 2

Discussion

Grading
Percent
2

Honor Code Agreement

Day 2

Agreement

Day 3
st
(1 post)
Day 7

Discussion

Quiz

Assignment

Influences on Development
Chapters 1 & 2 Quiz

Due Date

Format

Academic Integrity Quiz

Day 7

Quiz

Reflecting on the Past: Brainstorming Activity

Day 7

Assignment

Learning Outcomes
This week students will:
1. Identify and distinguish between the physical, cognitive, and psychosocial domains of adult development. 2. Identify and summarize influences on the student’s development. 3. Illustrate the benefit of life experiences for the adult learner. 4. Apply developmental theories to the adult learner.

5. Describe the nature vs. nurture theory.
6. Identify and assess academic integrity and ethical behavior. 7. Describe the importance of academic integrity.

Introduction
As we delve into Week One, we begin our discussions on the major influences on your individual development and how these influences have impacted who you are today. We will discuss academic integrity and how you have handled various 13

PSY202: Adult Development and Life Assessment
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situations in your past. Each student comes to Ashford University with a different set of values and beliefs about what is right and what is wrong. It is our hope that, through this dialogue, every student will gain a solid understanding of what academic integrity and honor mean to this institution and what is expected from every student. If at any time, during any course, you have a question or concern about these expectations, you should contact your instructor or academic advisor.

Required Resources
Required Text
1. Adult Development and Learning
a. Chapter 1 – Introduction to Adult Development and Learning b. Chapter 2 – Perspectives on Adult Development
Articles
1. Ashford University. (2013). Avoiding plagiarism. Ashford Writing Center. Retrieved from https://awc.ashford.edu/ap-avoiding-plagiarism.html
2. Baldwin, A. (2013). What’s your learning style? Student Health 101. Retrieved from http://readsh101.com/ashfordu.html?id=cc3fc3f8&page=17
Multimedia
1. Boyd, D. (n.d.). Reading comprehension guide [Video]. Retrieved from http://www.screencast.com/t/mNXoqkDNB


Transcript available in online course.

2. Films Media Group. (2011). Adult health and development [Video]. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=47482&aid=18596&Plt=FOD&loid=0&w=400&h=340 Documents (Available for download in your online course.)

1. Ashford University. (2010). Ashford University honor code statement. San Diego, CA. 2. Ashford University. (2013). Sample reflecting on the past: brainstorming activity assignment. San Diego, CA. 3. Ashford University. (2013). Study guide template. San Diego, CA.

Discussions
Participate in the following discussions:
1. 1st Post Due by Day 2. Post Your Introduction. By the second day of class, please post a brief bio about yourself as an introduction to your classmates and Instructor. You can include: 
14

Where do you live?

PSY202: Adult Development and Life Assessment
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 Who is in your family?


What you are majoring in at Ashford University?



What are your career goals?



What motivated you to return to school?



Goals that you have for yourself, either professionally, educationally, or personally.



Attach a picture (optional)

Respond to at least three of your classmates’ posts by Day 7. 2. 1st Post Due by Day 3. Influences on Development. In your readings, you learned that a variety of factors can influence an individual’s development, including biological and environmental factors. In your initial post: a. Discuss the influences of nature and nurture on adult physical, cognitive, and psychosocial development. Provide an example for each. Which do you think has more of an impact, nature or nurture? b. Use Adult Development and Learning as your primary source for this discussion, and include at least one in-text citation within the content of your post as well as include the corresponding reference/s at the end of your post according to APA guidelines.

The Ashford Writing Center (AWC) has two kinds of tutoring available to you. 

Live Chat – If you have writing-related questions about a topic before you draft a discussion post or submit a written assignment, you will now be able to chat live with a tutor for a short (up to 20 minute) conversation. Live Chat will be available Monday through Friday from 10:00-11:00 am and 4:00-5:00 pm (PST). AWC Live Chat



Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review. o

Writing Tutors will do their best to return your paper with their comments within 48 hours, not including Saturdays and Sundays. Please plan accordingly if you would like to receive feedback before an assignment due date. AWC Email Paper Review

PSY202: Adult Development and Life Assessment
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Agreement
1. Due Day 2. Honor Code Agreement. Complete the Honor Code Agreement. By answering this one question, students signify their agreement with Ashford’s Code of Honor.

Activity
1. Due by Day 7. Academic Integrity Practice Activity. This is a preparatory, interactive module that will help students practice and become familiar with definition of and issues with academic integrity prior to taking the Academic Integrity Quiz in Week One. There are unlimited attempts and no points associated with this activity.

Quizzes
1. Due Day 7. Chapters 1 & 2 Quiz. Complete this quiz based on the assigned readings from Chapters 1 and 2. You may take the quiz up the three times. Your final quiz grade will be based on the score you receive the last time you take the quiz, not on an average of any previous attempts. 2. Due Day 7. Academic Integrity Quiz. This quiz is designed to assess and identify issues in academic integrity and ethical behavior. You may take the quiz up the three times. Your final quiz grade will be based on the score you receive the last time you take the quiz, not on an average of any previous attempts. Please be sure you complete the Academic Integrity Practice Activity prior to taking this quiz.

Assignment
1. Due by Day 7. Reflecting on the Past: Brainstorming Activity. Throughout this course, you will learn about various theories regarding life assessment for academic success. You will examine how these theories apply directly to you and relate to your unique experiences. For this week, you will begin this process by brainstorming about significant, uplifting, positive experiences in your life. Try not to limit your thinking and ideas as you brainstorm.

a. List five significant, uplifting, positive experiences/events (educational and non-educational) that had a profound impact on your life.
b. Explain how each experience was important to you.
c. Describe how you felt after each experience.

To complete this assignment, fill out the Brainstorming Worksheet (available for download in your online course) provided using complete sentences. The finished product must be one to two pages in length, double spaced, and 16

PSY202: Adult Development and Life Assessment
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written in Times New Roman 12-pt. font. Upon completion of this assignment, you will need to save it to your computer as a Microsoft Word document and submit it using the Assignment Submission button.

Week Two
Course Content
To be completed during the second week of class

Overview
Assignment
Executive Functions
Chapters 3 & 4 Quiz
Considering the Present

Due Date

Format

Day 3
st
(1 post)
Day 7

Discussion
Quiz

Day 7

Assignment

Learning Outcomes
This week students will:
1. Apply insights about self-regulation and time management to their personal and academic lives. 2. Identify behaviorist theories of learning.
3. Identify Bronfenbrenner’s Rings of Influence.
4. Identify “executive function” processes of self-regulation and learning. 5. Identify theories of latent learning.
6. Identify theories of postformal thought.
7. Identify research on development of cognitive skills throughout adulthood. 8. Identify major theories of aging.
9. Identify areas of physical health that can impact all domains of adult development. 10. Apply theories to self-regulation and time management to
real-world situations.

Introduction

Grading
Percent
6

PSY202: Adult Development and Life Assessment
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In Week Two, the course topics focus primarily on learning and cognition as well as the aging process. Theories of learning and cognition examine the different ways that knowledge can be acquired. Chapter 3 examines Pavlov, Skinner, and Watson who developed different behavioral approaches to learning. In addition, Perry examined decision-making while Schaie’s longitudinal study focuses on the uses of knowledge and cognitive skills as adults gradually go through the aging process. Chapter 4 focuses on physical changes and diseases in adulthood. By analyzing the gradual changes in males and females, you can form long-term plans for lifestyle choices as it pertains to your diet and exercise. In addition, you can reflect on the aging process as a natural occurrence with specific stages and characteristics that vary by genetics, environmental factors, and life choice decisions.

Required Resources
Required Text
1. Adult Development and Learning
a. Chapter 3 – Learning and Cognition
b. Chapter 4 – Physical Health and Development
Multimedia
1. Ashford University. (2010). Library tutorial [PowerPoint slides]. Retrieved from http://library.ashford.edu/tutorials.aspx
2. Boyd, D. (n.d.). Reading comprehension guide [Video]. Retrieved from
http://www.screencast.com/t/mNXoqkDNB


Transcript available in online course.

3. Films Media Group. (1996). Classical and operant conditioning [Video]. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=6541&aid=18596&Plt=FOD&loid=0&w=400&h=340 Documents (Available for download in your online course.)

1. Ashford University. (2013). Sample considering the present assignment. San Diego, CA. 2. Ashford University. (2013). Study guide template. San Diego, CA.

Recommended Resource
Article
1. Holst, A. (2012, September). The world is your classroom: Creating space to concentrate. Retrieved from http://readsh101.com/ashfordu.html?id=163fa8ed&page=21

PSY202: Adult Development and Life Assessment
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Discussion
Participate in the following discussions:
1. 1st Post Due by Day 3. Executive Functions. In this week’s readings, you learned about theories of executive functioning and metacognition. Two important types of executive functioning are self-regulation and time management. In your initial post:

a. Describe a specific situation in which you effectively used self-regulation to guide your thinking and behavior. How might you use self-regulation to manage your time in your online learning? b. Use Adult Development and Learning as your primary source for this discussion, and include at least one in-text citation within the content of your post as well as include the corresponding reference/s at the end of your post according to APA guidelines.

Activity
1. Due by Day 7. Operant and Classical Conditioning Activity. This is a preparatory, interactive module that will help students practice and become familiar with definition of operant and classical conditioning prior to taking the quiz in Week Two. There are unlimited attempts and no points associated with this activity.

Quiz
1. Due Day 7. Chapters 3 & 4 Quiz. Complete this quiz on the assigned readings for the week. You may take the quiz up the three times. Your final quiz grade will be based on the score you receive the last time you take the quiz, not on an average of any previous attempts.

Assignment
1. Due by Day 7. Considering the Present. Reflect back upon your brainstorming from Week One and choose two events that had a significantly positive impact on your life. a. Explain why you selected these two experiences/events from your list. b. Determine the influence of Bronfenbrenner’s rings on each experience. c. Analyze how learning from these experiences reinforced behaviors that are evident in your adulthood. d. Assess the impact of these experiences on your online learning. 19

PSY202: Adult Development and Life Assessment
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This assignment must be approximately two pages in length (not including the reference page), double spaced, written in Times New Roman 12-pt. font, and submitted as a Microsoft Word document using the Assignment Submission button. Use Adult Development and Life Assessment as your primary source for this discussion, and support your work with at least two in-text citations from the course textbook within the body of your paper. Provide a complete reference for the course text on the reference page that is properly formatted according to APA Style as outlined in the Ashford Writing Center.

The Ashford Writing Center (AWC) has two kinds of tutoring available to you. 



Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review. o

PSY202: Adult Development and Life Assessment
Online

Week Three
Course Content
To be completed during the third week of class

Overview
Assignment

Discussion

Grading
Percent
3

Discussion

Quiz

Due Date

Nutrition and Exercise
The Big 5
SMART Goals Quiz
Chapters 5, 6, & 7 Quiz

Day 3
st
(1 post)
Day 3
st
(1 post)
Day 7
Day 7

Format

Learning Outcomes
This week students will:
1. Apply knowledge of personality traits to school, work, and relationships. 2. Construct personal, professional, and academic SMART Goals. 3. Identify physical and mental health effects on adult development. 4. Identify types of stress in different areas of life.

5. Identify coping methods for stress by men and by women.
6. Identify major health issues and how to avoid them when possible. 7. Understand how lifestyle affects adult development and relationships. 8. Identify cognitive assessments of self-concept and of self-efficacy. 9. Synthesize theory and application of the Big Five personality traits. 10. Assess how personality traits can affect relationships in personal, academic, and professional areas of life. 11. Recognize physical and mental health approaches that predict successful aging. 12. Identify and apply SMART goals method for realistic life planning.

PSY202: Adult Development and Life Assessment
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Introduction
Chapters 5, 6, and 7 focus on the intellectual elaboration of concepts providing specific examples of real-world connections. Chapter 5 highlights stress-related issues and explores how to successfully manage stress. Chapter 6 is more theory based when compared to practical knowledge. This chapter will allow students to explore how their personalities are closely related to each developmental stage referenced by Erikson. Chapter 7 will enhance student knowledge and skills in the areas of relationships. Students will use Robert Sternberg’s Triangular Theory as a means to understand the importance of positive relationships.

Required Resources
Required Text
1. Adult Development and Learning
a. Chapter 5 – Lifestyle: Health, Prevention, and Successful Aging b. Chapter 6 – Identity Development and Personality
c. Chapter 7 – Social Roles and Relationships
Article
1. Cohen, S. (2013). Setting S.M.A.R.T. goals. Student Health 101. Retrieved from http://readsh101.com/ashfordu.html?id=ec8bd17d
Multimedia
1. Ashford University. (2013). Student advising [Video]. Retrieved from http://youtu.be/Q4Crjb3_jYw 2. Boyd, D. (n.d.). Reading comprehension guide [Video]. Retrieved from http://www.screencast.com/t/mNXoqkDNB



Transcript available in online course.

3. Films Media Group. (2003). Nutrition and exercise [Video]. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=32432&aid=18596&Plt=FOD&loid=0&w=400&h=340 4. Oliver, J. D., & Atof, Inc. (2000, 2009). The Big Five personality test. Retrieved from http://www.outofservice.com/bigfive/

Website
1. HumanMetrics. (2013). Jung typology test. Retrieved from http://www.humanmetrics.com/cgi-win/jtypes2.asp Document (Available for download in your online course.)
1. Ashford University. (2013). Study guide template. San Diego, CA.

PSY202: Adult Development and Life Assessment
Online

Recommended Resource
Article
1. Leanage, N. (2013, May). Don’t forget to remember! Tips and tricks to improve your memory. Retrieved from http://readsh101.com/ashfordu.html?id=6385b3ec&page=11

Discussions
Participate in the following discussions:
1. 1st Post Due by Day 3. Nutrition and Exercise. In addition to acquiring skills and knowledge through higher education, adult learners also experience emotional and psychological growth that affects the development of identity and personality. In your initial post:

a. Review the Nutrition and Exercise video. From the video and your text, identify two nutritional strategies and two exercise strategies that you either already incorporate into your life or plan to incorporate soon. Explain how each will improve or maintain health to ensure optimal development. b. Use Adult Development and Learning as your primary source for these discussions, and include at least one in-text citation within the content of your posts as well as include the corresponding reference/s at the end of your posts according to APA guidelines.

Your initial post must be at least 300 words in length. Respond to at least two of your classmates’ posts with critical thought. Classmate responses must be at least 50 words in length and posted by Day 7. 2. 1st Post Due by Day 3. The Big 5. In addition to acquiring skills and knowledge through higher education, adult learners also experience emotional and psychological growth that affects the development of identity and personality. In your initial post:

a. Take the Big 5 self-test in Chapter 6 and summarize the results. What are your strengths and weaknesses? How does your personality influence your school, work, and personal relationships? To help you complete this discussion question, Ashford’s Career Services Department offers free personality and career assessments through your student portal.

b. Use Adult Development and Learning as your primary source for these discussions, and include at least one in-text citation within the content of your posts as well as include the corresponding reference/s at the end of your posts according to APA guidelines.

PSY202: Adult Development and Life Assessment
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Your initial post must be at least 300 words in length. Respond to at least two of your classmates’ posts with critical thought. Classmate responses must be at least 50 words in length and posted by Day 7.

Activity
1. Due by Day 7. SMART Goals Activity. This is a preparatory, interactive module that will help students practice and become familiar with definition of SMART Goals prior to taking the SMART Goals Quiz in Week Three. There are unlimited attempts and no points associated with this activity.

Quizzes
1. Due Day 7. SMART Goals Quiz. Complete this quiz on elements of the SMART goal planning method. You may take the quiz up the three times. Your final quiz grade will be based on the score you receive the last time you take the quiz, not on an average of any previous attempts. Please be sure you complete the SMART GOALS Activity prior to taking this quiz.

2. Due Day 7. Chapters 5, 6, & 7 Quiz. Complete this quiz on the assigned readings for the week. You may take the quiz up the three times. Your final quiz grade will be based on the score you receive the last time you take the quiz, not on an average of any previous attempts.

PSY202: Adult Development and Life Assessment
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Week Four
Course Content
To be completed during the fourth week of class

Overview
Assignment
Vocational Development Theory
Chapters 8 & 9 Quiz
Looking Toward the Future

Due Date

Format

Grading
Percent
6

Day 3
st
(1 post)
Day 7

Discussion
Quiz

Day 7

Assignment

Learning Outcomes
This week students will:
1. Apply knowledge of Holland’s Vocational Development Theory to their current and future careers. 2. Identify perspectives on the aging process.
3. Apply Holland’s personality traits theory to career selection. 4. Relate personal, academic, and professions goals to the aging process. 5. Identify Gardner’s Multiple Intelligences.
6. Differentiate among different theories of intelligence.
7. Understand the role of creativity in adult development.
8. Learn to research in Ashford’s library.
9. Apply theories of personality to goals.
10. Application of SMART goals to personal, academic, and professional lives.

Introduction
Week Four covers material from Chapters 8 and 9 in the Adult Development and Learning textbook. Here is a summary of the topics you will study in Chapter 8: Work, Education, Retirement, and End-of-Life Issues, and Chapter 9: Memory and Intelligence.

PSY202: Adult Development and Life Assessment
Online
In most cases, our career, education, and retirement take center stage as we grow and develop. This ultimately leads to the realization that we will all face end-of-life issues. Although as this is part of the normal aging and maturing process, there are some important concepts and theories that contribute to this development. Concepts relating to job satisfaction and the theories of Donald Super and John Holland help us more effectively evaluate, and ultimately understand the dynamics associated with the stages we go through during this process and the tools we need to be successful. Also, memory and intelligence may well be the most studied and researched topics in psychology. This is not surprising when we consider how integral these two areas of the cognitive domain are to human development. It is also true that memory and intelligence are quite misunderstood in the general population. For example, we can categorize memory into its sensory, short-term (working), and long-term elements, which we can additionally separate from memory retrieval. In addition, intelligence has its traditional concepts coupled with the relatively more recent work of Howard Gardner’s Multiple Intelligences. This is balanced with the Triarchic Model of Intelligence, Fluid and Crystalized Intelligences, and the concepts of creativity—all of which help form who we are.

Required Resources
Required Text
1. Adult Development and Learning
a. Chapter 8 – Work, Education, Retirement, and End-of-Life Issues b. Chapter 9 – Memory and Intelligence
Multimedia
1. Ashford University. (2013). Finding scholarly sources [Video]. Retrieved from https://bridgepoint.equella.ecollege.com/curriculum/file/370c4b74-1591-43ab-821aab8b3a9c1e13/1/GEN101%20Tutorial%20Final.zip/GEN101%20Tutorial%20Final.htm 2. Boyd, D. (n.d.). Reading comprehension guide [Video]. Retrieved from http://www.screencast.com/t/mNXoqkDNB

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Transcript available in online course.

Documents (Available for download in your online course.)
1. Ashford University. (2013). Sample looking toward the future assignment. San Diego, CA. 2. Ashford University. (2013). Study guide template. San Diego, CA.

Discussion
Participate in the following discussions:
26

PSY202: Adult Development and Life Assessment
Online
1. 1st Post Due by Day 3. Vocational Development Theory. Knowing your personality type and characteristics can be insightful in regard to vocational choices. In your initial post: a. Take the Holland Personality Self-Assessment in Chapter 8 of the text and summarize the results. How does your preferred type(s) fit with your academic major of study and future career goals? b. Use Adult Development and Learning as your primary source for this discussion, and include at least one in-text citation within the content of your post as well as include the corresponding reference/s at the end of your post according to APA guidelines.

Quiz
1. Due Day 7. Chapters 8 & 9 Quiz. Complete this quiz on the assigned readings for the week. You may take the quiz up the three times. Your final quiz grade will be based on the score you receive the last time you take the quiz, not on an average of any previous attempts.

Assignment
1. Due by Day 7. Looking Toward the Future. So far in this class, you have reflected upon past positive experiences from your life and you have applied various life theories to these experiences. Now it is time to use what you have learned about these theories and past experiences to set ongoing goals for your educational and professional future.

a. Identify and describe three goals: One personal, one professional, and one academic goal for your major field of study in the online environment.
b. For each of your three goals, apply the SMART goal process and explain each component. c. Create an accountability plan for meeting each of your goals. How will you overcome obstacles? d. Predict success in achieving your goals based on your past positive experiences, your individual personality (as determined by the trait approach discussed in chapter six), and your major field of study.

This assignment must be approximately three pages in length (not including your title and reference page), double spaced, written in Times New Roman 12-point font, and submitted as a Microsoft Word document using the Assignment Submission button. Support your work with citations from two scholarly sources. One can be from 27

PSY202: Adult Development and Life Assessment
Online
Adult Development and Learning; however, the other source must be from the Ashford University Library (see video below). The paper must be properly formatted according to APA style as outlined in the Ashford Writing Center and include a separate title and reference page.

View the following library video to complete your paper: Finding Scholarly Sources.

The Ashford Writing Center (AWC) has two kinds of tutoring available to you. 

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Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review. o

PSY202: Adult Development and Life Assessment
Online

Week Five
Course Content
To be completed during the fifth week of class

Overview
Assignment
Cognitive Biases
Self-Reflection Activity
Final Exam

Day 3
st
(1 post)
Day 7

Discussion

Grading
Percent
6

Assignment

Day 7

Final Exam

Due Date

Format

Learning Outcomes
This week students will:
1. Examine their cognitive biases and how those may relate to their enrollment at Ashford University. 2. Understand critical thinking.
3. Understand cognitive bias and obstacles to problem solving. 4. Review developmental and learning theories in this course. 5. Critically reflect on areas of personality and relationships. 6. Apply time-management skills.

Introduction
Week Five covers material from Chapter 10 in your Adult Development and Learning textbook. Here is a summary of the topics you will study in Chapter 10: Applications of Cognitive Development.

Where are my keys? Where is the sugar? Who took the spray glue? I can’t find the _____? All these and hundreds more are examples of the aging brain and its ability to function or not, depending on how one cares for it. Adults develop cognitively in a deep and broad manner. Adults relate, expand, and enlarge their cognitive skills to deal with the usual, social, and religious worlds they encounter daily. Adults develop cognitive skills to deal with reading, writing, moral 29

PSY202: Adult Development and Life Assessment
Online
decisions, household management, business, emotional intelligence, and spiritual practices, to meet the day to day tasks they face each day. These connections can be viewed as a web of connections within the cognitive
development of the adult.

The aging mind is stereotyped as an inevitable decline and there is nothing any of us can do about it. This myth is due to short term research. These studies tested the skills that older people rarely use and haven’t used. Longitudinal studies however found that some skills and abilities did decline while other skills replaced the declining skills with new ones. Think of it like cleaning out your closet. We get rid of clothes we don’t need, want, or like; the same is applied here. We erase those skills we don’t use. Keep exercising the brain and it will serve you until death.

Required Resources
Required Text
1. Adult Development and Learning
a. Chapter 10 – Applications of Cognitive Development
Multimedia
1. Boyd, D. (n.d.). Reading comprehension guide [Video]. Retrieved from http://www.screencast.com/t/mNXoqkDNB


Transcript available in online course.

Website
1. Ashford University. (n.d.). Self-reflection. Retrieved from https://faculty.ashford.edu Documents (Available for download in your online course.)
1. Ashford University. (2013). Study guide template. San Diego, CA. 2. Exam Tips
3. Study Tips

Recommended Resource
Article
1. Baldwin, A. (2013, April). Beat the stress before your test. Retrieved from http://readsh101.com/ashfordu.html?id=2c8752e3&page=13

Discussion
Participate in the following discussions:
30

PSY202: Adult Development and Life Assessment
Online
1. 1st Post Due by Day 3. Cognitive Biases. In Week Two, you discussed two important executive functions: selfregulation and time management. This week, you read about another important executive function, which is critical thinking. An important part of critical thinking is the ability to identify any cognitive biases you have that may affect the way you view the world. In your initial post: a. Define cognitive bias and choose two that you may experience. Explain how you would use critical thinking to overcome cognitive bias to ensure academic success. b. Use Adult Development and Learning as your primary source for this discussion, and include at least one in-text citation within the content of your post as well as include the corresponding reference/s at the end of your post according to APA guidelines.

Assignment
1. Due by Day 7. Self-Reflection Activity. For this assignment, you have a choice between completing a survey and writing a paper that critically reflects on seven domains of growth, learning and development. The Ashford University Self Reflection Survey is important to the development of future curriculum and institutional goals at Ashford University. By responding to the survey items as accurately as possible, you will be contributing to the institution’s ongoing efforts of providing a quality learning experience for students. If you would like to opt out of taking this survey, you may choose to complete Option Two, which involves writing a paper.

a. Option One – Ashford University Self Reflection Survey
Complete the Ashford University Self Reflection survey. This assessment consists of 70 survey questions and some general background questions (approximately 20 minutes) for you to answer to the best of your ability. Your responses are anonymous, and you are encouraged to select the answer that most accurately describes your beliefs and behaviors. Please make every attempt to complete this survey in one session. Your survey results will not be saved if you exit before completed, and your valuable responses will be lost.

Upon completion, you will be directed to a page that prompts you to download a document confirming

PSY202: Adult Development and Life Assessment
Online
completion of the survey. Please save this form as a Word doc, and submit it. You will earn five percent for completing this assessment and submitting the confirmation of completion.

b. Option Two – Growth, Learning and Development Paper
Ashford University encourages students to investigate and improve on the seven domains (skills) of growth, learning and development (listed below). In a two- to three-page paper (not including title and reference pages), identify three skills from the list below and complete the following for each skill:  Create a plan detailing what you can do to enhance your understanding and mastery of the selected skills.

 Describe why these skills are important to master.
 Determine how acquiring these skills will impact your academic and career goals.  Utilize two scholarly resources. These resources should be formatted on the reference page using the current APA style guide.

 APA formatting should be utilized throughout the paper.

NOTE: In order to receive credit for this assignment, all required assignment elements must be fully completed. This assignment should be used as a reflection activity as you work on completing the final draft of your Reflective paper. You will not receive feedback on the writing components of this assignment.

Choose three of the following Domains of Growth, Learning and Development: 

Critical Thinking: the active process of evaluating, interpreting, questioning and examining a problem or challenge.

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Self Awareness: conscious awareness from internal and external perspectives that allow a person to understand their place within the environment and express behaviors that complement harmony between self and others.

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Communication: an active process used to convey a message through speaking, writing and other non-verbal dues.

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Diversity: an understanding and appreciation of differences, and the identification of positive contributions among people and groups. Diverse peoples and groups include, but are not limited

PSY202: Adult Development and Life Assessment
Online
to: differing values, cultures, ethnicities, politics, religion, gender, age and a host of others. 

Citizenship: an understanding of one’s membership in a variety of “groups,” and identification of behaviors that reflect active participation within those groups. Examples of a group may include political, social, legal, religious, and so forth.

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Membership and Leadership: an understanding of relationships within groups, including how each individual contributes to the group. Group participation may include the holding of a recognized office with prescribed duties (president, secretary, etc.), or contributions may include active participation that supports growth and development of the group (volunteer, etc.).

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Relationships: an individual’s ability to influence others, contribute to self needs as well as the needs of others, and effectively manage internal growth and development while positively contributing to the growth and development of others.

TIP: Select three of the domains, and write about how you plan to enrich your understanding of each domain. For example, if selecting the domain of “Critical Thinking,” you may conduct additional research or take a course on improving your critical thinking skills.

NOTE: You only have to complete and turn in one (1) of the options (either the certificate of completion for the survey or the reflective paper) listed above for credit.

The Ashford Writing Center (AWC) has two kinds of tutoring available to you. 

Live Chat – If you have writing-related questions about a topic before you draft a discussion post or submit a written assignment, you will now be able to chat live with a tutor for a short (up to 20 minute) conversation. Live
Chat will be available Monday through Friday from 10:00-11:00 am and 4:00-5:00 pm (PST). AWC Live Chat

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Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review. o

PSY202: Adult Development and Life Assessment
Online

Activities
1. Due by Day 7. Critical Thinking Activity. This is a preparatory, interactive module that will help students practice and become familiar with elements of critical thought prior to taking the Final Exam in Week Five. There are unlimited attempts and no points associated with this activity. 2. Due by Day 7. Practice Final Exam. This is a preparatory, interactive module that will help students practice answering multiple choice questions prior to taking the Final Exam in Week Five. There are unlimited attempts and no points associated with this activity.

Final Exam
1. Due Day 7. Final Exam. Complete the Final Exam as a summation of your learning. The Final Exam is 50 multiple choice and true and false questions covering Chapters 1-10 of the text. Students will have one attempt at the Final Exam and the test will be open for 3 hours once opened.

PSY202: Adult Development and Life Assessment
Online

Course Map
The course map illustrates the careful design of the course through which each learning objective is supported by one or more specific learning activities in order to create integrity and pedagogical depth in the learning experience.

Sample details

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