Instructor
Dr. Gregory C. Smith
Department of Human Development
Office: 1117-H Benjamin Bldg.
Phone: (301) 405-7863
e-mail: gs80@umail.umd.edu
Office Hours: By Appointment
If you have any questions or comments regarding this syllabus,
please contact Gregory Smith at gs80@umail.umd.edu. Also, if
these teaching materials are helpful to you, it would be appreciated
if you could let the author know. Thank you
Overview
This course explores the biological, psychological,
and social factors that are associated with aging and the
aged. Although the focus is on the later years, information
will be presented from a life-span developmental framework which
encompasses (a) a multidisciplinary perspective, (b) consideration
of the impact of prior development on late life, (c) recognition
of individual differences among older persons, and (d) concern
for promoting optimal functioning. Research, clinical, and policy
issues will be addressed.
Course Objectives
By the end of the course, students will have:
1. Examined their personal attitudes regarding older persons.
2. Gained experiential awareness of aging issues through in-class activities and field
study.
3. Realized the nature and scope of the field of gerontology.
4. Understood aging as a biological, psychological, and social phenomenon.
5. Recognized the great diversity that exists among older
persons.
6. Developed basic research skills as a member of an interdisciplinary team.
Required Text
Hooyman, N. R., & Kiyak, H. A. (1998). Social gerontology: A multidisciplinary
perspective, (5th Ed.). Boston, MA: Allyn and
Bacon.
Quizzes/Final Exam
Four quizzes, worth 25 points each, will occur on the dates
indicated on the course outline. Each quiz will be non-cumulative
(i.e., only cover information presented since the previous
quiz).
During the final examination period, a 100 point exam will
be administered. It will be cumulative, with questions relating
to the entire course. (University policy states that all students
must take the final exam).
The student's highest total score, on either the quizzes
or the final, will then be used in computing the final grade.
(i.e., poor performance on quizzes can be negated by the final).
Make-up quizzes will be allowed only for emergencies,
and written statement from a relevant professional must
be provided. If an unanticipated university closure (e.g., snow
storm) occurs on the day of a scheduled quiz, the quiz will
then be rescheduled for the next class date.
Class Assignments
Students will be assigned to collaborative research teams
in which they will be responsible for producing (1) an individual
report that is based on interviews conducted with three older
adults (age 65 and older) and one professional, (2) a team
written report which defines a team theme and describes
how individual papers inform this theme, and (3) a team in
class presentation which enables the team to share its findings
with the entire class. Whenever possible, one third of each class
session will be set aside to work on the team assignments.
Detailed guidelines, which outline a series of steps that must be followed to complete the assignment successfully, will be distributed in separate handouts. These guidelines also list the deadlines by which each step must be completed. Failure to meet each deadline will result in a 5 percent deduction from the final course grade of each team member. These deadlines are also listed on the "Course Outline and Assignment Schedule" shown on page 4 of this syllabus.
The following helpful materials are on reserve in the Educational Curriculum Library in the basement of Benjamin Bldg.: (1) A guide for researching term papers in gerontology; (2) An exemplary individual report written by a former EDHD 400 student, (3) Video highlights of previous in-class team presentations, and (4) selected readings for each team theme.
The in class presentations will occur during the period from November 23 to December 7, 1998. The order of team presentations will be determined by a random drawing at the beginning of the class session on November 23, 1998.
Computational Procedure for Final Grade
1. Highest total score from all 4 quizzes OR the final exam,
whichever is higher.
[55% of final grade]
2. Rating on class assignment
* Individual written paper [15% of final grade]
* Team contribution score [10% of final grade]
(Based on peer evaluations)
* Team Written Report [10% of final grade]
* Team In-Class Presentation
(Based on peer evaluations)
[10% of final grade]
3. Bonus credit for completing peer
evaluations [5% added to grade]
Peer Evaluations
Because the team assignment requires collaboration among students, each team member will be rated on his/her contribution to the team effort. These ratings yield a "team contribution" score that accounts for 10 percent of each student's overall grade. Ratings will be completed anonymously on December 7, 1998.
Students will also be asked to rate the in-class presentation
of each team other than their own. These ratings will then be
considered by the instructor in determining each team's grade
for its in-class presentation. Students who provide these ratings
will receive 5% bonus credit toward their final
grade. During the presentations, however, anyone who (a) arrives
late, (b) leaves early, or (c) does not attend at all will automatically
become ineligible for the bonus credit (unless a valid documented
excuse is provided).
Course Philosophy
Because the issues covered effect all of us on a personal level, it is assumed that each student has relevant experiences to draw upon for class discussions and exercises. Active participation is an essential component of the course. Students will participate in improving the course by completing evaluations periodically throughout the semester. The team research assignment reflects the belief that gerontology is a multidisciplinary field, which is most fruitful when individuals from diverse backgrounds work collaboratively on common concerns.
All letter grades reported to the registrar's office after the final exam are "final" and will not be changed except to (a) remove an "incomplete" grade, or (b) correct a scoring error made by the instructor.
Acts of academic dishonest will be reported immediately to
the student's dean.
COURSE OUTLINE AND ASSIGNMENT SCHEDULE
Date Topic
===============================================================
August 31 Introduction
September 14 The Field of Gerontology (Chapter
1 )
21 Historical & Cultural Issues/Social Theories (Chapters 2 & 8)
28 Personality and Social Adaptation (Chapter 6 - pp. 157-173)
DEADLINE - [draft of introduction and individual topic]
October 5 QUIZ 1
The Biological Context of Aging (Chapters 3 & 4)
12 Health, Health Care Policies & Programs (Chapter 16)
19 Cognition (Chapter 5)
DEADLINE - [draft of interview questions]
26 QUIZ 2
Mental Health/The Very
Old (Chapter 6 - pp. 173-195)
November 2 Social Supports/Aging Families (Chapters 7 & 9)
9 Economic Status and Social Roles/Social Policy
(Chapters 11 & 15)
16 QUIZ 3
Environmental Aspects
of Aging (Chapter 10)
23 Special Populations (Chapters 13 & 14)
DEADLINE - [team and individual written reports]
[Team Presentations
Begin]
30 Death, Dying, & Bereavement/The Future
(Chapter 12 & Epilogue)
[Team Presentations
Continue]
December 7 QUIZ 4
[Team Presentations
Continue]
17 FINAL EXAM {8:00 am - 10 am}
===============================================================
Note. Weekly reading assignments are shown in parentheses.
OVERVIEW of CLASS ASSIGNMENT: "TEAM PROJECTS"
Purpose/Objectives
The purpose of this assignment is to research key issues in Gerontology in a collaborative, as well as personal and creative manner. Students work in teams, with each individual contributing his/her component to a collaborative project. The assignment is based on the principle that Gerontology is a diverse field involving interprofessional collaboration and cooperation between numerous disciplines.
Specific Objectives of the Assignment:
a. To identify and study real-life gerontological issues and
problems.
b. To learn first-hand about the experience of human aging by
interviewing older adults.
c. To discover how one's academic major and/or targeted profession relates to
aging issues by interviewing a professionals in Gerontology
or allied field.
d. To develop basic research and analytic skills that will be helpful in future academic
and/or career-related situations.
e. To work cooperatively in a team environment toward a common
goal.
Assignment
Overview
Students will be assigned to a team in which individual
members investigate issues related to a particular topic such
as: "Successful Aging", "The Older
Driver", Falls Among Older Adults", "The Older
Worker", and Environmental Design for Aging Populations".
(If desired, a team may select a different topic other than the
one assigned by the following the instructions presented below).
Each team's project will culminate in a written report containing
individual papers written by team members, and an in-class
presentation. Individual papers will focus on the team topic
from the perspective of the student's major or intended profession.
The instructor will guide and advise each team toward the
completion of its project. The team's written report must concentrate
on the assigned topic , and it will include three sections:
(1) INTRODUCTION, (2) BODY [i.e., individual papers],
an (3) CONCLUSION. The in-class presentation will require
each team to give an informative report of its collaborative
findings to the class.
Each team will elect a "captain" who will coordinate
the team's activities. Guidelines for completing the assignment
are on separate handouts that will be distributed to "team
captains". Meeting project deadlines in a timely manner
is essential so that the instructor can best assist each team
and its members.
Description
of Team Topics
Successful Aging
This topic concerns what it means to experience the later years
of life in a positive or optimal manner, and it is one that has
received much attention from gerontologists over the past decade.
Although agreement on the desirability of successful aging comes
easily, agreement on its definition is much more difficult to
come by. Existing definitions tend to follow traditional disciplinary
thinking (e.g., health professions focus on the absence of disease
and disability, psychologists emphasize areas like self-regulation
or personal meaning, and sociologists stress such issues as productivity
or the availability of social support). Gerontologists have also
paid increased attention towards efforts to promote optimal aging.
The team might address such issues as (1) What criteria should
be used to define successful aging?, (2) Who decides if one
has aged successfully or not?, and (3) Whose responsibility is
it to assure successful aging?
The Older Driver
The driving performance of older people is often questioned,
given the presumption that certain age-related changes make older
adults less safe as drivers. There are poor drivers at all ages,
but evidence shows that older drivers in general are actually
less hazardous than younger drivers. Nevertheless, the fact that
collision rates increase dramatically after age 75 suggests that
physical and psychological changes may effect the ability of some
older adults to drive competently. The interdisciplinary team
might examine such issues as (1) What age-related changes influence
the ability to drive?, (3) Should older drivers be screened?,
and (3) What changes in driving conditions would create a safer
driving environment for older adults?
Falls among Older Adults
Older people are much more susceptible to injury from falls
than younger people, and falls are the leading cause of death
among those 75 and older. Hip fracture is a feared outcome of
falls in older adults, with one-third of women (those most likely
to have osteoporosis) and one-sixth of men who live to age 90
experiencing such fractures. In many cases, then, falls result
in extended periods of disability, possible institutionalization
of the older adult, or even death. In light of these concerns,
the interdisciplinary team might investigate such issues as (1)
What factors lead to falls among older adults?, ( 2) How do
older adults react after experiencing a fall?, and (3) How can
falls be prevented within the older population?
The Older Worker
Older people have always worked in our society and studies
show that more than one of every five older Americans who retire
return to work at least part-time. Such trends as greater life
expectancy, a shrinking supply of younger workers, and federal
policies aimed at encouraging workers to extend their work lives
suggest that businesses will become increasingly motivated to
retain and retrain older workers in the future. The interdisciplinary
team might investigate such issues as (1) Do older workers experience
unique employment problems, (2) What are the capabilities of older
workers and how can they be evaluated?, and (3) How do older workers
contribute to society?
Environmental Design for an Aging Population
People of all ages are effected by the environment
in which they live and gerontologists have repeatedly asked:
How and to what extent is the physical, social, and psychological
functioning on an older adult influenced by the kind of environment
in which he or she lives? A related question that has also been
asked is: How can we achieve the ideal fit between older individuals
and their living environments? In light of these concerns, the
interdisciplinary team might explore such issues as (1) What factors
should be considered in designing environments for older adults?,
(2) How successful are existing special environments for older
adults, and (3) What are older adults' greatest concerns about
their environments?
Assignment
to a Team
The purpose of assigning team membership is to assure that students from diverse majors comprise each team. Team membership will NOT be open to negotiation. To request a transfer to another team, a student must submit in writing (approximately 250 words) an explanation of why this change is appropriate. The only reason for a transfer that will be considered is if a student believes that his/her personal interests (i.e., academic or career-related) can be enhanced better on a different team.
Changing Team
or Individual Topics
Changing Team Topics:
A team may select a topic other than the one
that is originally assigned to it as long as the following steps
are followed:
1. The instructor is consulted about the change
in team topics.
2. Each member of the team agrees in writing with the proposed change (i.e., the
captain will submit a brief description of the proposed change accompanied by the
signature of each team member)
3. The above written statement is submitted to the instructor by September 16, 1998.
Changing Individual Topics:
Students may change their individual topics
after the September 28, 1998, but the following conditions will
apply: (1) the change must be approved by the instructor, and
(2) a 5% penalty (from total final grade) will be received by
the student.
Class Time and
Help from the Instructor
When possible, approximately 45 minutes of each class
session will be allocated to working on the projects.
To facilitate the task of meeting all deadlines, and producing
high quality projects, teams are strongly urged to schedule
time together outside of the classroom as well. The instructor
will be available for consultation and guidance both during
the class sessions and outside class upon request.
IMPORTANT: If a team or an individual student has a problem or question regarding any aspect of the assignment - please communicate with the instructor as soon as possible!
Evaluation of
In-Class Presentations
To assist the instructor in grading the team's in-class
presentation, ratings of each team's presentation will
be obtained from every student in the class. (Students will
NOT grade the performance of their own team.) A simple rating
scale will be distributed by the instructor for this purpose.
Students who provide these ratings will have a total of FIVE
percent added to their overall course grade. However, this bonus
will not apply to any students who either (a) do not attend the
presentations, (b) arrive late, or (c) leave early. .
Evaluation
of Team Members
On the last day of class, each student will be required
to rate the degree that the individual members of his/her team
contributed to completion of the assignment. These ratings will
be used by the instructor in determining final grades (see syllabus
for details).
Library and Other
Research Resources
Library and On-line Resources
Library Assistance for each team may be obtained from
Mr. F. John McHugh, Reference Librarian, McKeldin Library.
He can assist with Internet resources, and "On-line"
sources such as: VICTOR, ERIC, REVEAL - UNCOVER, and DIALOG;
E-mail.
The Encyclopedia of Gerontology and the Encyclopedia
of Adult Development and Aging may be found in the
reference stacks of McKeldin Library. These are excellent
resources for identifying topics for individual papers.
Other On-Campus Sources
Three items that have been placed on reserve in
the Educational Curriculum Library (located in basement of
Benjamin Bldg.) may be particularly helpful: (1) A paper titled
"How to Write a Term Paper in Gerontology", (2) An
exemplary individual paper written by a former EDHD 400 student,
and (3) a video tape of past team presentations.
The Internet
Information on aging is available on the Internet by visiting the web site of the Gerontological Society of America at hhtp://www.geron.org.
The Instructor
The instructor will be readily available both in- and outside
of class to assist teams and individual students with all aspects
of their projects. It is essential that all project deadlines
be met on time to enable the instructor to provide the best feedback
and assistance, as well as to avoid costly penalties.
Additional Handouts
A document titled "Team Project Instructions, Guidelines,
and Time Frame" will be distributed to team
captains. Another document titled "Guidelines for
the Written Report" describes how to
prepare individual papers.
STEP 1
a. Objectives:
1.) Electing a team "captain."
2.) Choosing a team theme within the assigned topic.
3.) Selecting the individual team member's topics.
4.) Developing a draft of the team's INTRODUCTION.
b. Procedure:
1.) Each team must select one specific guiding theme that
pertains to the overall team topic. For example, The Successful
Aging Team might select "promoting optimal aging" as
its specific guiding theme. In this case the team would collectively
research issues relating to how optimal aging can be promoted
from a variety of disciplinary perspectives.
2.) Each team member must a select a specific topic of interest that is of a personal or professional interest on which he/she will (a) interview at least three older adults and one professional, and (b) write his/her individual paper. For example, if the Successful Aging team selected "promoting optimal aging" as it's theme, then a member who was interested in geriatric medicine might specifically focus her paper on health promotion.
3.) The INTRODUCTION, which is to be written collectively by all team members, should provide two important pieces of information. First, it should briefly, but concisely define the meaning and assumptions of the team's topic (e.g., Successful Aging). For example, Why is the topic important to Gerontology? (using appropriate citations). Second, it should justify the particular theme to be addressed by the team (e.g., promoting optimal aging) and prepare the reader for how each paper pertains to this theme (i.e., include a brief description of what each paper will be about; and why each team member selected his/her unique topic). Ideally, the length of the INTRODUCTION should be approximately 1-3 double-spaced pages.
[Hint. Teams often lose credit for not citing
relevant scholarly literature in their introduction.]
c. Expectations and Deadlines:
Teams must present a written proposal containing (a) the draft version of their INTRODUCTION, and (b) the topics to be studied by each team member. The "captain" will be responsible for delivering the proposal to the instructor by 3:45 p.m. on September 28, 1998. This deadline assures the instructor sufficient time to review the proposals and provide feedback.
STEP 2
a. Objective:
Developing the Interview Questions.
b. Procedure:
Each team member will develop a set of five or six open-ended
interview questions that he\she will ask the three adults
age 65 or older; AND another five or six open-ended interview
questions that he\she will ask the professional. (Note.
The professional should be someone of any age who has professional
work experience pertaining to the student's chosen topic. The
interview questions MUST reflect the specific topic on which
the team member is writing his or her individual paper.
Although the team member's interview questions will be unique,
the overall team theme should be used as a guide. For
example, if the Older Worker team has selected "job performance
of older workers" as its theme - then a team member who
is a psychology major may decide to ask questions about the impact
of age-related cognitive changes on job performance.
In addition to each team member's unique set of interview
questions, the team must formulate two core ("team")
questions based on the overall team theme that will be asked by
all team members in all of their interviews. For example,
if the Older Worker team has selected "job performance"
as its theme - the team would collectively develop two "team"
questions that broadly concern the job performance of older workers.
These questions are to be used by each team member in
addition to his\her own unique sets of questions. One of the
"core" questions will be created to be asked of the
older adults, whereas the other "core" question will
be written to be asked of the professionals.
c. Expectations and Deadlines:
Each team must submit a written draft proposal containing
(a) the two team "core" questions, and (b) the
unique interview questions formulated by each team member for
his/her specific paper. Team members may assist each other in
obtaining interview subjects. However, the persons interviewed
by each team member must be different individuals; and may
NOT be relatives (e.g., grandparents). The proposed interview
questions must be submitted to the instructor by the captain
before 3:45 p.m. on October 19, 1998. The instructor will
provide feedback regarding the draft interview questions
during the October 26, 1998 class session.
STEP 3
a. Objective:
Writing the individual team member's papers.
b. Procedure:
Each team member will write a paper approximately 10 double-spaced
pages in length that describes their topic in terms of the team's
theme, presents the methodology of their interview surveys,
and summarizes\discusses their findings. (Graduate students
are expected to prepare an extended paper). Each paper written
by a team member should conform to the standard format (APA)
for research reports. (For details, please refer the separate
handout titled "Guidelines for the Written Report").
c. Expectations and Deadline:
Refer to Step # 5 for the deadline.
STEP 4
a. Objective:
Preparing the CONCLUSION of the written team report.
b. Procedure:
The CONCLUSION should attempt to tie all of the individual chapters together in terms of the overall team theme as stated in the INTRODUCTION. This can be achieved by noting common linkages among the teammates' papers to develop scholarly conclusions regarding the team theme. Conclusions should be largely based on the integrated findings related to the team's core questions. For example, how do the individual team member's papers confirm (or disconfirm) expectations raised in the INTRODUCTION section. The CONCLUSION should also communicate the team's insights on what their findings suggest in terms of research, practice, and policy. There are no right or wrong answers regarding the production of the CONCLUSION. Instead, this section will be judged on the basis of the logic and ingenuity used by the team to articulate its findings. The length of the CONCLUSION should be approximately 4-6 double-spaced pages.
[Hint. It is extremely important to relate team findings and conclusions to the existing literature and to include appropriate citations.
c. Expectations and Deadline:
Refer to Step # 5 for the deadline.
STEP 5
a. Objective:
Finalizing the Written Team Report.
b. Procedure:
Each team will finalize its written report by putting
the three major sections (i.e., Introduction, Body (Individual
Papers), and Conclusion together in the form of a booklet.
This should include a main heading or title page, and a
standard table of contents that lists the sections; the
individual papers (with each author's name); and page numbers.
c. Expectations and Deadlines:
The teams must submit the final written report in the form
of type-faced hard copy. The finalized written project is due
on November 23, 1998.
STEP 6
a. Objective:
Preparing and Conducting the In-Class Team' Presentation.
b. Procedure:
The team will present a basic informative report of its collaborative findings. During the presentation, each team must (1) state the definition and assumption(s) of the overall team theme (as was done in the written INTRODUCTION; (2) summarize the interesting, unique, and surprising aspects of the collective and individual findings of the team; (3) offer team insights and suggestions on research, practice, and policy (as was done in the written CONCLUSION). A team may be as creative as it desires when making the presentation, but the presentation will be judged solely on the basis of the team's logic and comprehensives. Any team that exceeds 60 minutes will be penalized.
[Hint A rehearsal has helped past teams
to receive higher ratings and avoid time penalties]
c. Expectations/Deadlines:
The in-class team presentations are scheduled for the last
three weeks of class. The order in which teams will make their
presentations will be determined by a random drawing held on
the first day of the scheduled presentations (November 23,
1998). This ensures that no team is afforded the unfair advantage
of having a greater amount of preparation time. Each team will
be allotted 60 minutes to make its in-class presentation. Each
team member is expected to contribute equally to the presentation.
To direct comments about the information contained in these pages, please write to marsiske@ufl.edu