INTRODUCTION TO GERONTOLOGY GERO Spring 2013

Transcription

1 1 Meeting Time and Place: Tuesdays and Thursdays 12:30-1:45 p.m. 214 Oscar Ritchie Hall INTRODUCTION TO GERONTOLOGY GERO Spring 2013 Instructor: Kelly Cichy, PhD Office Hours: Tues. & Thurs. 2:00-4:00, Thurs , or by appointment Office: 405 P White Hall Phone: Course Description: Welcome! What comes to mind when you think of aging? Can you relate to any of these famous quotes? "Age is an issue of mind over matter. If you don't mind, it doesn't matter." ~Mark Twain "How old would you be if you didn't know how old you were?" ~Satchel Paige "I still have a full deck; I just shuffle slower now." ~Author Unknown "The key to successful aging is to pay as little attention to it as possible." ~Judith Regan "Grandchildren don't make a man feel old; it's the knowledge that he's married to a grandmother." ~G. Norman Collie Anyone who stops learning is old, whether at twenty or eighty. ~Henry Ford This course provides a broad overview of the multidisciplinary field of gerontology with an emphasis on key sociological, biological, and psychological aspects of age, aging, and the aged. A special focus is placed on the great diversity that exists within the older population. Students are encouraged to explore (a) their own attitudes and beliefs about aging; (b) what it means to age successfully; (c) career opportunities within gerontology; and (d) other gerontology courses and programs at Kent State University. This course may be applied toward the Kent Core and Diversity requirements at KSU. Course Objectives: Through class readings, lecture, and discussion, students should develop an awareness of the variety of influences related to aging and the field of gerontology. During the course, students will learn to analyze and synthesize information as well as how to critically discuss and evaluate topics related to aging.

2 This course will assist students to: 2 1) Describe age-related changes in biological systems, social relationships, social roles (e.g., retirement), cognitive abilities, and health and well-being. 2) Recognize the presence of ageism within our society. 3) Describe the implications of population aging for individuals, families, and society. 4) Distinguish between normal aging and the problems or diseases associated with aging. 5) Explain how gender, ethnicity, history, cohort, and socioeconomic status contribute to the experience of aging. 6) Apply their knowledge of aging to better understand themselves and their family relationships. 7) Demonstrate an ability to compare and contrast different points of view on controversial topics related to aging, such as antiaging research, healthcare, and changing social insurance programs (e.g., Medicaid, Medicare, & Social Security). 8) Consider the implications of their actions for their own individual aging as well as for the aging of society. Office Hours: This is where I sit in my office in White Hall and wait for you to come and visit me. We can talk about the class and the materials, the study of aging, career opportunities in gerontology, etc. If you can't make my regular office hours, please just let me know and we'll find another time to meet. Please sign-up for an appointment using the link below: Course Evaluation: There are a total of 300 points in this course reflecting mastery of the material (exams), application of the material (written reflection paper), and participation in class discussions (class activities). Final grades will be assigned as follows: Course grades will be based on the total number of points you accumulate throughout the semester. I will provide periodic updates to you so that you may see how you are doing in the course and each student is welcome to check on his/her grade at any time. However, it is up to each student to keep track of his/her performance in the course. Please keep a list of all of the in-class activity numbers that you complete and be sure to check that your activity points have been updated within a week of completing each activity.

3 3 Grades: A = % B = 80-89% C = 70-79% D = 60-69% Activity points and attendance: Attendance Policy: Class attendance is required. Students are expected to attend class and to participate/contribute to class discussions. It is your responsibility to obtain class notes and handouts from another student if you miss a class. You will not have the opportunity to make up missed in-class activities. Course Materials and Course Format: Optional Textbook: Hooyman, N., & Kiyak, H. A. (2010). Social Gerontology: A Multidisciplinary Perspective (9 th ed.). Needham Heights, MA: Allyn & Bacon. Occasionally, additional course readings will be found on the LEARN website in the folder, Supplemental Readings. All materials listed on the course outline are mandatory and should be reviewed by students prior to the class session for which they are assigned. In-class activities: 60 points (5 points per activity) You will complete in-class activities that will take the form of response papers, in-class group activities, or other activities based on the material presented in lecture. To receive full-credit for these assignments, student responses must illustrate thought and depth. These activities are intended to provide a further illustration of course concepts, to critically evaluate material presented in lecture and/or the course readings, and to periodically evaluate how well you understand the course material. The instructor will announce opportunities for activity points in class. You need to complete 12 activities worth 5 points each (total = 60 points). There will be at least 15 opportunities to get these points Therefore, no make-up activity points will be offered. If you complete 13 in-class activities, the 13 th activity will count as "extra credit" toward your final grade. The 13 th activity will be worth 5 points that will be added to your final grade. Have you read this far in the syllabus? If you have, and it is before January 28 th, please send an to Briana (bvargo2@kent.edu) and say, I read the Intro to Gerontology syllabus, and you will receive an extra point added to your final grade for the course.

4 Aging Simulation Reflection: 40 points (Due February 28) 4 For the Aging Simulation Reflection, you will "experience" first-hand some of the physical changes associated with the aging process and then reflect on the experience. Students often have difficulty understanding what the normal sensory losses and changes in functional status mean to older adults. To overcome this experiential problem the aging simulation exercise was developed to engage students as active participants in their learning. In this exercise, you will modify your ability to perform activities in ways that simulate motor and/or sensory changes which frequently accompany later life. You will choose two impairments, and then undertake everyday tasks in your impaired state. You should not remove simulating devices until the exercise is completed. Before performing this simulation you should identify another person to be with you during the exercise. This person is responsible for maintaining your safety both indoors and outdoors. The simulation should last for 1-2 hours. After the simulation, you will write a 1-2 page written reflection paper where you will answer questions about the experience. Please type your response using a word processing program and be prepared to share what you learned during our class discussion. More specific guidelines for this assignment will be provided in a separate handout available on LEARN (Written Reflection Guidelines: Aging Simulation Reflection). Exams: 200 points (50 points each) There will be 5 exams in this course on the dates below. Exams will include multiple choice questions. The exam with the lowest score will be dropped from your final grade. Exam Dates: January 29 February 21 March 21 April 18 May 9 Exam #1 (50 points) Exam #2 (50 points) Exam #3 (50 points) Exam #4 (50 points) Exam #5 (Final exam, 50 points) Examination Policy: You are expected to complete exams at the scheduled time unless arrangements have been made with the instructor prior to the exam date. Students who are unable to complete an exam due to illness or other unexpected emergency are expected to contact the instructor by 5:00pm the day of the exam; documentation about the absence must be provided to and approved by the instructor (i.e. doctor s note, evidence of the funeral) before a make-up exam will be scheduled. Make-up exams should be completed within three days of the original exam date. I am happy to make separate testing accommodations to those students who provide documentation about their needs.

5 Emergencies: 5 Emergencies include documented physical illness that prevents a student from completing an assignment or death of loved ones. Make-up arrangements will be at the discretion of the instructor. In the event of an emergency, it is the student's responsibility to contact the instructor prior to any missed exam or assignment. Students who incur multiple emergencies should talk to the instructor. Academic Integrity Policy: Students are expected to value their intellectual integrity as their greatest asset in college. The Kent State University policy and procedures for student cheating and plagiarism will be followed, including notification of the Office of Student Conduct. Plagiarism essentially is the use of someone else s work, either in part or in total, as your own. The use of appropriate citations is important in any written work that you submit. Submitting the same paper in two courses is considered to be cheating. Classroom Behavior: You are expected to respect the course instructor and other students in the class. This means being courteous to everyone by turning off cell-phones before class begins, refraining from texting during class, being on time to class, actively participating in class discussions, respecting and listening to other opinions/ideas with an open mind, and taking personal responsibility for your work for this class. Office Hours/ In addition to office hours, I am happy to meet with students outside of class/office hours. I try to promptly (within 24 hours) respond to s unless they come in over the weekend or if I am out of town (I will inform you and/or have an away message if I am out of town). When you me (and any professor really), keep in mind appropriate greetings and language that convey to me that you have already tried to find the answer to your question elsewhere (e.g., student questions are often answered by looking at the syllabus or asking a classmate) and that you are responsible and on top of your work (e.g., not expecting me to provide you with missed materials unless extenuating circumstances). Have you read this far? Draw next to the bonus question of Exam 1 for an extra point on the exam.

6 6 Students with Disabilities: University policy requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a document disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Accessibility Services (contact or visit for more information on registration procedures). Additional Student Resources: The Writing Center: Counseling & Human Development Center: Student Accessibility Services: Kent State University Computer Labs: Library and Media Services:

7 Course Outline 7 Notes: The schedule of topics may be revised during the semester. The instructor will make students aware of changes ahead of time. When readings do not come from the text, the readings will be made available on the course website. Exam dates are as scheduled unless the University is closed due to weather or an emergency. Should the University be closed on exam day, the exam will take place at the next class session. INTRODUCTION TO THE STUDY OF GERONTOLOGY January 15 Overview of Class Carefully read the syllabus January 17 Population Aging: Challenges & Opportunities Text: Chapter 1 (pp. 1-29) Moody reading (LEARN) January 22 Ageism: Myths & Stereotypes about Aging January 24 January 29 Lifespan Perspective on Aging Research Methods for Studying Gerontology EXAM #1 Text: Chapter 1 (pp ) Real world research method rdg. (LEARN)

8 Aging and Relationships 8 January 31 Social Support in Later Life: Socioemotional Selectivity Theory Text: Chapter 9 (pp ; ) February 5 February 7 Romantic Relationships in Later Life: The Empty Nest, Long-term Relationships, Dating, & Remarriage Family Relationships in Late Life: Sibling, Grandparent-Grandchild, & Intergenerational Relationships Text: Chapter 9 (pp ) Empty Nest article (VISTA) Text: Chapter 9 (pp ) February 12 February 14 Caregiving for a Relative with Alzheimer's Disease February 19 Coping with Loss: Bereavement Text: Chapter 13 (pp ) February 21 EXAM #2 Biological & Psychological Aspects of Aging February 26 February 28 March 5 March 7 Why Do We Age? Biological Theories of Aging & Physical Changes Preventing Chronic Disease & Living with Chronic Conditions AGING SIMULATION REFLECTION DUE: FEB. 28 Memory in Later Life: Memory Processes & Memory Training Skills Text: Chapter 3 (pp ) & Chapter 7 (pp ) Text: Chapter 4 (pp ) Text: Chapter 5 (pp )

9 9 Biological & Psychological Aspects of Aging (continued) March 12 New Ideas About the Aging Brain Strauch NY Times article (LEARN) March 14 Cognitive Functioning: Personality, Intelligence & Wisdom Text: Chapter 5 (pp ; ) & Chapter 6 (pp ) March 19 Stress & Coping in Later Life Sapolsky reading (VISTA) March 21 EXAM #3 Aging & Society March 26 & 28 Have a safe, restful Spring Break! (No Class) April 2 Productive Aging April 4 & 9 Economics of Aging & Public Policy Text: Chapter 12 (pp & Social Security Fix-It April 11 Healthcare & Long-Term Care Options Text: Chapter 17 (pp ) April 16 The Good Death: Perspectives on Death & Dying Text: Chapter 13 (pp ) April 18 EXAM #4

10 10 Aging Successfully: Resources & Barriers April 23 Mental Health and Aging Text: Chapter 6 (pp ) April 25 April 30 May 2 Diversity in Aging: Gender, Racial, & Socioeconomic Disparities in Health Career Opportunities in Gerontology Keys to Successful Aging Text: Chapter 14 (pp ) Chapter 15 (pp ) May 9 Final Exam: 12:45-3:00 p.m.