Spring 2027

Adult Development and Aging

Covers physical, cognitive, social, and personality development during the adult years, focusing on aging myths, theories, and interdisciplinary contexts.

offering recorded3 credits
Recorded instructors · Spring 2027 Chelsea Andrews4.1/5

Summary

1 / 6

Past student reviews · Chelsea Andrews

Weekly tasks included short quizzes, discussion posts, and small assignments taking 10–20 minutes each. There were no major exams, only one final paper and consistent weekly readings.

What you’ll be able to do

  • Identify and dispel myths and stereotypes about aging.

  • Summarize the major psychological theories and methodologies in aging research.

  • Identify how and why older adults differ from younger adults and the heterogeneity of aging.

  • Explain the necessity and importance of studying aging in an interdisciplinary context.

Source: UW Guide

Grade history

↗
average GPA
letter grades
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AB
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All recorded terms · compare terms & instructors

Prerequisites

Course map

PSYCH 202

PSYCH 464 used by

“Used by” includes alternatives; linked courses may have other requirements. This is a best-effort interpretation; check the catalog requirements above.

Prerequisite text tree

Professors

Spring 2027

Chelsea Andrews

Adjusted rating
RMP difficulty
captured reviews
About this rating

Raw average: 4.32/5 from 53 quality ratings. The adjusted rating blends this with the UW review average (3.66/5), weighted as 20 additional ratings. Smaller samples stay closer to that average. Each captured review is counted once in the prior; this does not correct who chooses to leave a review.

For this course: 4.9/5 raw quality · 2.1/5 difficulty · 9 reviews

RMP profile ↗ · All captured review dates; profile matched by name.

Past student reviews · Chelsea Andrews

Dr. Chelsea Andrews taught the fully online course with a consistent weekly schedule, including five short assignments, weekly quizzes, and a final paper with no page requirement. Students described the workload as manageable and relevant, noting that lectures were clear and accessible, though one reviewer mentioned a lot of homework.

Recent recorded grades — Spring 2022: 3.10 GPA, 45.4% A/AB (n=183 letter grades); Spring 2023: 3.64 GPA, 82.5% A/AB (n=372 letter grades); Spring 2024: 3.69 GPA, 83.6% A/AB (n=366 letter grades). Includes jointly taught sections.

Historical instructors & teaching patterns

Past student reviews · Julie Kirsch

Past students found Professor Kirsch supportive and accommodating, noting she often reached out to help them succeed. While some described her lectures as monotone or dry, they were considered beneficial for exams and review quizzes. Students reported that reading the book before class and using her worksheets for study made the tests fairly easy, allowing those who attended and took good notes to achieve strong grades.

CAROL RYFF is recorded teaching in Fall 2017. Recorded history may be incomplete and does not establish a future schedule.

CHELSEA ANDREWS is recorded teaching in Spring 2022, Spring 2023, Spring 2024. Recorded history may be incomplete and does not establish a future schedule.

JULIE KIRSCH is recorded teaching in Spring 2020. Recorded history may be incomplete and does not establish a future schedule.

Recorded history may be incomplete and does not establish a future schedule.

Calendar & sections

Spring 2027

Schedule loads here as you scroll.

SectionModeEnrolled / capacityWaitlist
LEC 001Online Only0 / 3000

Times are Central. Select a meeting for details; export includes recorded dates for the selected sections. Enrollment reflects scan time.

Meeting source records

No records available.

Student experience

the class

Past student reviews · Chelsea Andrews

Students described the online course as manageable and interesting, with Dr. Andrews providing clear lectures and fair grading. The structure allowed flexibility for balancing other commitments.

Recent recorded grades — Spring 2022: 3.10 GPA, 45.4% A/AB (n=183 letter grades); Spring 2023: 3.64 GPA, 82.5% A/AB (n=372 letter grades); Spring 2024: 3.69 GPA, 83.6% A/AB (n=366 letter grades).

difficulty & workload

Past student reviews · Chelsea Andrews

Weekly tasks included short quizzes, discussion posts, and small assignments taking 10–20 minutes each. There were no major exams, only one final paper and consistent weekly readings.

Past student reviews · Chelsea Andrews

Dr. Andrews maintained an organized Canvas with posted slides and recorded lectures. Students appreciated her clear expectations and accessible communication style.

Topics

  • Physical, cognitive, social, and personality development during adulthood.
  • Myths and stereotypes about aging.
  • Psychological theories and methodologies in aging research.
  • Interdisciplinary context of studying aging.

Skills

  • Identify and dispel myths and stereotypes about aging; identify differences between older and younger adults.
  • Summarize major psychological theories and methodologies in aging research.
  • Explain the necessity and importance of studying aging in an interdisciplinary context.

Grades

Latest available · Spring 2024— not enough history to project Spring 2027.

average GPA
A / AB grades
letter grades
Instructor

Grade distribution · % of letter grades

A
AB
B
BC
C
D
F

Grades over time

Through Spring 2024

More grade details Grade mix, volume & source data

Where this course fits relative to

Latest available grades · Spring 2024 · all course levels

GPA

Higher than % of other courses in this group.

Course GPAs · red marks this course’s range

letter grades

More recorded grades than % of other courses in this group.

Typical course in this group: letter grades.

About this comparison

1238 courses over the same term, each with at least 30 recorded letter grades. Cross-listed courses count once. GPA is not a measure of difficulty or teaching quality. The typical course is the median by recorded grade count; tied values are not counted as lower. Grade counts describe course scale, not unique students or typical section size.

Descriptions compare GPA with this group’s average: at least 0.20 higher or lower; otherwise close to average. Section size uses median recorded enrollment: small up to 30, mid-sized 31–99, large 100+. Lectures and discussion/lab sections are described separately.

Sources & history

UW–Madison

Catalog & offerings

Descriptions, prerequisites, and recorded course offerings.

Catalog observation history

Observations at scan time; dates do not imply when a catalog change took effect.

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Selected offering source records
PSYCH 464 · Spring 2027

Adult Development and Aging

Recorded 2026-10-14
Raw records 
[
  {
    "run_id": "20261014T203208-0851c9a1",
    "semester": "1274",
    "observed_at": "2026-10-14 17:50:09.728220+00:00",
    "offering_id": "1274:820:016448",
    "course_id": "PSYCH 464",
    "course_uid": "course_b73d5f7f06f7196e77e84c31",
    "term_id": "1274",
    "source_course_id": "016448",
    "source_subject_id": "820",
    "title": "Adult Development and Aging",
    "credits_min": 3,
    "credits_max": 3,
    "typically_offered": "Fall, Spring, Summer"
  }
]
Rate My Professors

Student reviews

Original comments behind the course and instructor summaries.

Read original reviews
Download part 1
Madgrades

Grade history

Recorded grade distributions by term, section, and instructor.

Explore recorded grades
Dataset & model

Recorded 2026-10-14

View the dataset on Hugging Face
Model outputs & technical records
Qwen/Qwen3.8-27B
LLM outputs across runs
Download part 1
Full model traces

Recorded model configuration, reasoning, and tool conversations.

Download part 1
Model & dataset provenance 
{
  "model": "Qwen/Qwen3.8-27B",
  "model_revision": "1d4bf0f2ff6012fd82039f2fa52739d0dd7c60c0",
  "task_version": "17",
  "output_id": "66530fd992888c97d6cc1ba0364e4be52406498d226b67a65bfd5f583dd15bdd",
  "requirements_status": "valid",
  "dataset_revision": "fc1811fa52e581ea57a35c0cf3343f8740a8ffbf",
  "observed_at": "2026-10-14 17:50:09.728220+00:00"
}