Ecn211 summer2013 voice over pwr pt syllabus overview
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This 5-week macroeconomics syllabus outlines the course materials, assignments, policies, and contact information. Students will use the 5th edition of Boyes and Melvin's economics textbook and complete weekly chapter quizzes, discussion questions, and reflections. There will also be two article analyses assigned. The instructor can be reached via email or text messaging and will respond within 24 hours. Assignments will receive feedback within 3 days and no late work will be accepted without prior approval. Students who do not participate for a week will be dropped from the course.
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Contemporary Issues in Adulthood and Aging PSY 340.01.docx
Contemporary Issues in
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Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
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Study of current theories and research on physical, intellectual and social-emotional growth and
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Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
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3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
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Contemporary Issues in Adulthood and Aging PSY 340.01.docx
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Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
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Ecn211 summer2013 voice over pwr pt syllabus overview
- 1. Macro Syllabus Overview (turn on computer speakers)
- 2. Text & Contact Information • Fundamentals of Economics – 5th edition by Boyes & Melvin (Cengage / South-Western Publishing) Excellent entry-level college econ text • How to reach me, 24/7 – bdemory@mesacc.edu – Text Messaging: 520.505.1909
- 3. Assignments In contrast to the audio statement here, this a 5 week session (NOT 4 weeks) • Week #1 is very short, but so are the assignments - T.U.C.E. / Meet & Greet / Chapter 1 &2 Quiz / Chapter 1 & 2 D.Q. • Article Analysis (2 for 160 points) – Bringing the real world to the classroom • Chapter Quizzes (10 for 200 points) – Learning new terminology • Discussion Questions (10 for 200 points) – Simulating classroom discussions • Weekly Reflections 3
- 4. Policies & Procedures • Email and IM responses w/i 24 hours. • Feedback on assignments w/i 3 days. • No late work will be accepted unless arrangements are made in advance. • One week of non-participation leads to a drop.
- 5. 5 Have a Great Semester!
- 6. 5 Have a Great Semester!
Editor's Notes
- The good news is that economics is everywhere in our daily lives, e.g. sports, government, religion, medicine, science, military, and law. Thus, in some ways this may be the most practical and/or useful class you take at the community college level. The bad news is that this can be the most boring, dismal, convoluted, abstract, contradictory, confusing subject matter to study. Why? First, this is not an exact science; rather a combination of subjective thinking with objective thinking. It involves a new way of thinking which states that there are two sides to most issue, and there are costs and benefits when analyzing and making choices on all kinds of issues. So, once you understand that it is mostly about a new way of thinking, it becomes tolerable. Secondly, I have often said (jokingly) that we should not allow a student to take any economics class until they are at least 40 years of age. This subject is a lot more interesting if you have personally experienced many of the economic situations that arise in ones life. I can personally attest to this; as an 18 year old, I flunked my very first economics class at the University of Arizona because, a) I didn't go to class very often, and b) when I did go to class, I was mentally asleep. For those of you who are not recent high school graduates, I think you'll have an advantage and will soon understand what I mean.
- The good news is that economics is everywhere in our daily lives, e.g. sports, government, religion, medicine, science, military, and law. Thus, in some ways this may be the most practical and/or useful class you take at the community college level. The bad news is that this can be the most boring, dismal, convoluted, abstract, contradictory, confusing subject matter to study. Why? First, this is not an exact science; rather a combination of subjective thinking with objective thinking. It involves a new way of thinking which states that there are two sides to most issue, and there are costs and benefits when analyzing and making choices on all kinds of issues. So, once you understand that it is mostly about a new way of thinking, it becomes tolerable. Secondly, I have often said (jokingly) that we should not allow a student to take any economics class until they are at least 40 years of age. This subject is a lot more interesting if you have personally experienced many of the economic situations that arise in ones life. I can personally attest to this; as an 18 year old, I flunked my very first economics class at the University of Arizona because, a) I didn't go to class very often, and b) when I did go to class, I was mentally asleep. For those of you who are not recent high school graduates, I think you'll have an advantage and will soon understand what I mean.