GRNT/SOCY 2100-090 AGING AND THE LIFE COURSE SPRING 2010 Tuesday from 5:00-7:45 in Fretwell 206 Instructor: Dr. Cynthia Hancock Email: chancock@uncc.edu Office: Fretwell 460-F (email is the best way to reach me) Office Hours: Tuesday 11-12 & 2-4 / Thursday 11-12 / or by appt. Phone: 704-687-4080 COURSE DESCRIPTION & OBJECTIVES: This course is an introduction to the study of aging across the life course. We will learn about concepts related to and controversies surrounding the process of aging in contemporary U.S. culture. Students who successfully complete this course will be able to understand and use basic concepts related to aging and the life course; understand and apply multiple theories of aging and know how they work together; understand the role changing demographics have in our aging experience; understand how social policies affect us as we age; and understand the challenges of living with dementia. All of this will be achieved through assigned readings, classroom discussion, films, and service learning. REQUIRED TEXTBOOKS (bring this to class): MOODY, Harry R. (2010). Aging Concepts and Controversies. 6 th Edition. Thousand Oaks, CA: Pine Forge. MOODLE is active for this course. REQUIRED SUPPLIES: Access to a laptop to take to the service learning site. Atkins Library has some for check-out. The ability to print approximately one dozen color 8x10 digital pictures Blank CDRs COURSE PROCEDURES AND REQUIREMENTS ALL of the assigned readings are important and it is expected that you will read them before coming to class. Class time will be devoted to and exams will come from lectures, discussions, assignments, exercises, presentations, and sometimes films. You will be expected to be able to apply what you have read in the text to what we discuss in class. I typically teach with outlines. You should utilize these as a study guide. Outlines will not be posted to MOODLE. If you read the assignments, come to class, pay attention, take notes, and are positively engaged, you will do well. EXAMS: There will be three exams including the final. They will be worth 20 points each and may include multiple choice and short answer questions. Make-up exams will only be given in the case of a documented death in the immediate family or extreme illness on your part (doctor s note required). Arrangements for a make-up must be made PRIOR to the exam or a zero will be given for the exam. Make-ups must be completed before returning to class. STUDENT LED DISCUSSIONS: Each student will sign up to work with 3 other students in order to facilitate a discussion of the readings related to one of ten controversies in Moody. If you are absent on the day your group leads, you will receive a zero for your part no exceptions. This will reduce your final grade by one letter grade. Once groups are selected, they cannot be changed. The requirements are listed below. This is worth 10% of your grade (10 points). PARTICIPATION AND ATTENDANCE: Students are expected to punctually attend class and participate in class discussions, activities, etc. Attendance will be taken at the beginning of every class and break. Those who are regularly present (not missing more than three attendance periods) and contribute positively will earn 10 points. Those who are not present and/or do not contribute positively will earn something less than 10 points. If you anticipate needing to be absent, save your absences. Excused absences (beyond three) are rare. Repeated tardiness will lower participation grade. Participation is 10% of your final grade (10 points).
SERVICE LEARNING: Each student will participate in a minimum of 10 hours of service learning related to aging and the life course. This will involve off-campus visits to an assisted living facility where residents are living with Alzheimer s or other sources of dementia. Students will have the opportunity to work in pairs or alone for some aspects of this project, however personal reflection papers will be written alone. This will be explained in greater detail below and in class. This is worth 20% of your final grade (20 points). CLASSROOM DECORUM: The University has several policies and procedures aimed at making each classroom a positive learning environment for all of us. These include but are not limited to: The use of cell phones, beepers, or other communication devices is disruptive, and is therefore prohibited during class. Except in emergencies, those using such devices must leave the classroom for the remainder of the class period (Policy Statement 104 10.s). All students are required to read and abide by the Code of Student Academic Integrity. Violations of the Code of Student Academic Integrity, including plagiarism, will result in disciplinary action as provided in the Code. Definitions and examples of plagiarism are set forth in the Code. The Code is available from the Dean of Students Office or online at: http://www.legal.uncc.edu/policies/ps-105.html. Students are expected to attend punctually all scheduled sessions in the courses for which they are registered and are responsible for completing the work from all class sessions (Undergraduate Catalog). The following conduct, or an attempt to engage in the following conduct, is subject to disciplinary action interfering with normal University activities including, but not limited to teaching, studying, research, the expression of ideas (Policy Statement 104 10.d). PLEASE NOTE THE FOLLOWING FOR SUCCESS IN THIS CLASS: 1. Those using any electronic devices, including laptops for anything other than course note taking, during class may be asked to leave. See first bullet above. 2. Academic dishonesty will not be tolerated! See second bullet above. 3. Do not arrive late or depart early unless it is an emergency it is disruptive and disrespectful to everyone when you do so. If the classroom door is closed, you should assume that you are late and class has begun. If you must come in after the door is closed please do so with little disruption. If you must leave early, please inform Dr. Hancock ahead of time and sit close to the door. Late arrivals and early departures may not be counted as full attendance. If you have a regularly occurring exceptional situation, please let Dr. Hancock know. I am very happy to work with exceptional situations. See third and fourth bullet above. 4. Please feel free to take advantage of my office hours and make appointments if necessary. I am available and happy to meet with you if you need me. Other than office hours, the best way to reach me is via email. 5. There will be no individual extra credit work. It is important to talk with me throughout the semester regarding your concerns so that you can successfully complete all of the required work. 6. Incompletes are unacceptable except for documented emergency related situations. UNCC policy states that you must be passing the class at the time of requesting the incomplete. 7. Only with rare exception do I accept late work of any kind. Work is late if it is NOT turned in before or on the due date by class time via the required means. In most cases a note from the Dean of Students documenting your extenuating circumstances will be required. Plan ahead and well.
8. yourname@uncc.edu email is an approved official means of communication between the University and students. I may, on occasion, contact individual students or the whole class via UNCC email. It is your responsibility to regularly check your UNCC email and be aware of its contents. GRADING: Your final grade will be a result of your performance on your three exams (60 points), student led discussion (10 points), service learning project (20 points) and attendance/participation (10 points). The following grading scale will be used. Students should not expect grades to be curved in any way. A = 100 to 90 B = 89.9 to 80 C = 79.9 to 70 D = 69.9 to 60 F = Below 60 TENTATIVE COURSE OUTLINE Tentative indicates that this is subject to slight changes as the semester evolves. However, student led discussions will be on the stated day. DATE: TOPIC READING ASSIGNMENTS: January 12 Course Introductions Syllabus America as an Aging Society Moody pp. xxi-xxix January 19 Basic Concepts I: A Life Course Perspective on Aging Moody pp. 1-26 Film: Living Longer Aging Well (29 minutes) Sign up for Student Presentations & meet your group this day ** January 26 In-class Service Learning Training & Site sign-ups * SL PowerPoint on MOODLE DUE: BIO-CARD in class ** You must be present this class because you cannot complete the service learning requirements without this three hour required training. ** February 2 Alzheimer s Disease * MOODLE readings Film: selections from The Alzheimer s Project by HBO Productions DUE: HUMAN SUBJECTS TUTORIAL CONFIRMATION email to grnt2100sl@uncc.edu February 9 Controversy 1: Does Old Age Have Meaning? Moody pp. 27-51 Biological Theories of Aging PowerPoint on MOODLE Film: Immortality (14 minutes) DUE: SLP PRE-REFLECTION PAPER via email 1 ST SLP RECORD OF SITE VISITS (1 hour at-site training) in class February 16 Controversy 2: Why Do Our Bodies Grow Old? Moody pp. 53-91 Controversy 3: Does Intellectual Functioning Decline with Age? Moody pp. 93-128 February 23 EXAM I Students who arrive late may not be permitted to take the exam. DUE: 2 ND SLP RECORD OF SITE VISIT (3 total hours) in class March 2 Basic Concepts II: Aging, Healthcare and Society Moody pp. 129-161 March 9 SPRING BREAK March 16 Controversy 4: Should We Ration Healthcare for Older People? Moody pp. 163-193 Controversy 5: Should Families Provide for their Own? Moody pp. 195-228 DUE: 3 rd SLP RECORD OF SITE VISIT (5 total hours) in class March 23 Controversy 6: Should Older People be Protected from Bad Choices? Moody pp. 229-256 Controversy 7: Should People Have the Choice to End their Lives? Moody 257-286
March 30 EXAM II Students who arrive late may not be permitted to take the exam DUE: LAST DATE TO GIVE SHANNON PHOTOGRAPHS FOR LAMINATING April 6 Basic Concepts III: Social and Economic Outlook for an Aging Society Moody pp. 287-317 DUE: 4 TH SLP RECORD OF SITE VISIT (8 total hours) in class April 13 Controversy 8: Should Age or Need be the Basis of Entitlement? Moody pp. 319-356 Controversy 9: What is the Future for Social Security? Moody pp. 357-390 April 20 Controversy 10: Is Retirement Obsolete? Moody pp. 391-428 Controversy 11: Aging Boomers Boom or Bust? Moody pp. 429-447 April 27 May 4 SLP Student Presentations DUE: 5 TH SLP RECORD OF SITE VISIT (10 total hours) in class POST-REFLECTION PAPER via email ALL PHOTO-RING/RECORDED CONVERSATION REQUIREMENTS some via email and some in class see detailed SL instructions in training packet. SLP Student Presentations finished Film: Andrew Jenks Room 335 (88 minutes) May 11 FINAL EXAM Students who arrive late may not be permitted to take the exam. 5:00-6:30 (note adjusted end-time)
PLEASE NOTE: Read all assignments before coming to class particularly the controversy readings. Bring your book to class each evening. Pay careful attention to all due dates. With rare exception will late items receive credit. Documents must be turned in via the requested format. If in class hand to Dr. Hancock on the due date in class. If via email send to grnt2100sl@uncc.edu. Do NOT send any service learning requirements to Dr. Hancock s UNCC email. Improperly turned in items will receive zero credit. Student groups which are presenting their controversy should arrive early enough to be prepared to begin when class begins. If you are unsure of the equipment in the room, arrive even earlier or check with Dr. Hancock during the previous class for equipment guidance. Be prepared and ready to impress us! Web reading assignments are listed below: * SERVICE LEARNING (SL) TRAINING POWERPOINT * 1. Available on the course MOODLE site. 2. Be sure to print, read, and bring a copy with you to the MANDATORY in-class training. UNCC S HUMAN SUBJECTS ON-LINE TUTORIAL 1. The tutorial is available at: https://www.citiprogram.org/. There is a link on MOODLE. 2. Follow the detailed instructions available at posted to the course MOODLE site. 3. Forward your COMPLETION REPORT to GRNT2100SL@UNCC.EDU with your LAST NAME and HST in the SUBJECT LINE 4. If you have taken the new Social and Behavioral tutorial within the last year and can provide a Completion Report to verify the date and grade, you may be exempt from retaking it. You must check with Dr. Hancock on this. * ALZHEIMER S DISEASE WEB INFORMATION * Read through all of the following information before class. These links are also available on MOODLE. 1. What is Alzheimer s Disease: www.alz.org/aboutad/whatisad.asp 2. 10 Warning Signs of Alzheimer s Disease: www.alz.org/aboutad/warning.asp 3. Stages of Alzheimer s Disease: www.alz.org/aboutad/stages.asp
GUIDELINES FOR STUDENT LED DISCUSSIONS Groups of 3-4 students will be responsible for facilitating a discussion of all of the readings related to one controversy as outlined in Moody. You will need to meet with your group AHEAD of time to discuss the articles and plan your presentation/discussion. In class your presentation/discussion should take NO MORE than 30 minutes -- 20 minutes of presentation and 10 minutes of class discussion/participation. This assignment is worth 10% of your final grade. For full credit you must address each of the following: 1. Who are the authors and how do they know what they know? This should be brief but informative. 2. What does each article individually add to the controversy under discussion? In other words, what is the main point of each individual article? Don t go overboard on details, your peers have read this. 3. What concepts and theories related to aging and the life course are addressed within the articles and how do they work together to enlighten our understanding of aging and the life course? 4. How do the articles relate to class material discussed so far and/or your service learning experience? 5. Together, do the articles debunk any myths about aging in general and/or your topic in particular? 6. Based upon your reading of these articles, what questions for new research does your group have? 7. Use a visual aid of some sort projected visuals, movie or YouTube clips, a skit, show and tell, or something else creative. 8. Facilitate 10 minutes of class discussion surrounding your controversy. This is a controversy so you must get the class involved in the topic at hand. Be creative and engaging! Avoid repeating what your peers have done. 9. Evaluate yourself and each of your group members. This is due in class with the presentation. See below. Each member of your group will be asked to evaluate the other members on their overall contribution to the group effort using the evaluation form on MOODLE. This evaluation is due in class at the time of the presentation. Group members evaluations will be taken into account in determining individual grades. Groups members will evaluate each other with a 0, 1, or 2 on: Cooperation with the group Presence/absence for group planning/work Knowledge and preparedness Contributions to overall effort PLEASE NOTE: You will be graded on creativity and an ability to critically reflect upon the material, stimulate class interest, and lead a discussion in the topic at hand so be engaging and informative. If your group uses PowerPoint please supply a print-out of your slides to Dr. Hancock at the start of your presentation. PowerPoints must use: at least 25 point font; approximately 6 bullet points per slide; approximately 6 words per bullet point; DO NOT READ YOUR SLIDES TO US. We can read, add your commentary. If you have jammed your slides full of copied information or you are reading your slides, it is a clue you do not fully understand the material. DO NOT DIVIDE THE READINGS AMONG INDIVIDUALS IN THE GROUP. THIS WILL NOT PROVIDE A COHESIVE FACILITATION OF THE MATERIAL AND WILL RESULT IN A POOR GRADE. Every person in your group needs to have an understanding of every reading and should be able to answer questions from the class or instructor related to each article. The above bullets are designed to help you integrate the readings. Part of your assignment requires that each group (or a representative from your group) meet with me at least one class period prior to your presentation to discuss your presentation plans. If you are absent the day your group presents, you will receive a zero for your grade on this project. This will drop your final grade by one full letter grade. If you anticipate a group member will not pull their fair share, be prepared to lead the discussion anyway and evaluate them accordingly. Groups which overwhelmingly evaluate a member negatively will result in that group member earning a zero for this assignment.
BRIEF OVERVIEW OF SERVICE LEARNING OPPORTUNITY (details will be shared in the in-class training and are available on our course MOODLE site) This semester students may have an opportunity to work in pairs to create a photo-ring in conjunction with recorded conversations or work alone to record a conversation without a photo-ring. If you are very uncomfortable with technology or do not have transportation, you should pair up for the photo-ring option with a student who isn t/does. If you like to work alone, feel free to do the non-photo-ring service learning option. Either way, each individual student will record, transcribe, and evaluate a conversation with an older adult. The photo-ring partners will simply have an opportunity to use photographs as a conversation tool. Students will select one of our partnering service learning sites and spend 10 hours at the site visiting with older adults living with dementia. These residents will be in widely varying stages of dementia. Students will select one resident with whom to spend the majority of their time as their conversation partner. Photo-ring students will work in pairs with one conversation partner. Your Conversation Partner MUST have informed consent to participate in this service learning. Students MUST check with the facility staff to verify consent has been obtained but are not expected to obtain that consent. Students will spend time having conversations with their resident conversation partner. Students working in pairs will record conversations while creating a photo-ring. Students working alone will record a conversation without the photo-ring. Students will receive detailed training in class about how to engage in these conversations and about how to engage in research with older adults with dementia. We have three different communication interventions you will learn and practice before visiting the site. You will also work through the UNCC Human Subjects Tutorial. Mark your calendar now for this mandatory in class training. Students will also attend a one hour orientation at their site of choice to become familiar with the site, procedures, residents, and staff. This will be a group orientation and will count towards your 10 hours. The dates and times of the orientations will be provided and are available on Dr. Hancock s website. You must attend one of the pre-scheduled at-site orientation sessions. Make-up sessions will not be scheduled. You do not need to attend this orientation with your student partner. Students will spend nine more hours visiting with their conversation partner. After each of your conversational visits you will complete a form (provided at the class training) detailing your experience. Student pairs will create a photo-ring with their conversation partner and record the conversations that take place during the process. Photographs will be laminated (for free) by the Gerontology Program. Each student will transcribe and evaluate an audio conversation. All digital photograph and digital audio equipment will be provided by the Gerontology Program and will be available at the Service Learning Sites. All students are required to write their own individual pre-reflection and post-reflection paper. More details will be given in the class training. Each student will present his/her SL experience to the class. Students must complete at least 50% of the service learning requirements (excluding the post reflection paper) to earn SL presentation points. There are multiple and specific requirements due throughout the semester. Each requirement will be explained at the trainings. The due dates are listed in the course outline above. Late work is not accepted.
SOCY/GRNT 2100 BIO-CARD PLEASE WRITE THE FOLLOWING ON THE FRONT (ONLY) OF A 5X8 INDEX CARD Name: Preferred Name: My Photograph: Age(ish): Year in School: Other Gerontology classes taken: Other Sociology Classes taken: Major(s): Minor(s): Do you have any work experience related to the field of aging? What interests you most about studying aging? PLEASE KEEP THE BACK OF YOUR CARD BLANK FOR INSTRUCTOR PURPOSES