Gerontology 330 Society And Adult Development Fall 2008

gerontology 330 society and adult development fall 2008 --------- instructor: jung ki kim, ph.d. office: andrus gerontology

Gerontology 330
Society and Adult Development
Fall 2008
---------
INSTRUCTOR: Jung Ki Kim, Ph.D.
Office: Andrus Gerontology Center 218f
Phone: 213-740-0794
Email: [email protected]
ROOM: GER 124
CLASS HOURS: Monday and Wednesday, 1:00 PM – 2:50 PM
OFFICE HOURS: Monday and Wednesday. 12:00 PM - 1:00 PM or by
appointment
COURSE DESCRIPTION
------------------
How social relationships affect adults of different ages; the changing
contract across generations; interaction of culture, race, family and
social values with adult development
PURPOSE OF THE COURSE
---------------------
The world is undergoing a transformation in individual and population
aging. In almost all countries, life expectancies are increasing
rapidly, as is the proportion of the population that is elderly. In
this course we investigate how the adult life course is shaped by our
social relationships in conjunction with our individual
characteristics. We also examine how the aging process is related to
social institutions such as the family, the economy, and the political
system. Additionally, we examine research in the field to answer
questions about the causes and social consequences of aging.
The course has four major goals:
1.
To give students the opportunity to further understand themselves
and others as they age in the context of a changing society.
2.
To teach students to use the basic tools of social gerontology.
These include understanding and applying the concepts and theories
presented in the course and being able to make arguments from
multidisciplinary perspective.
3.
To provide students with a basic body of knowledge informed by
theoretical perspectives. This includes basic “facts” about social
aging, and an understanding of how these “facts” are produced by
social arrangements.
4.
To give students the opportunity to synthesize and present an
issue from different perspectives.
COURSE REQUIREMENTS
-------------------
A. Examination (20%)
There will be a mid-term examination. The examination will be essays,
and will cover class lectures and materials in the text both covered
and not covered in class.
B. Group Presentation (25%)
There will be a group presentation on a current debate in social
gerontology. Your group will be the instructor of the given topic for
one hour. Your group will have to thoroughly review the topic and lead
the class discussion. Your group will be required to turn in
references and sources used.
C. Interview and Research Paper (25%)
This project will involve interviewing two older people and discussing
with them their life experiences in youth and in old age, the meaning
of growing old, their memory of youth, and their expectations for the
future. The paper will require to describe and interpret the results
of the interviews, using the ideas from the class and the literature.
The length of the paper should be about 12-15 double-spaced pages.
Cite all sources of information and explanations.
D. Commentaries (15 points)
A series of 3 commentaries are required, which will be assigned on the
first day of class. You are required to bring in a written commentary
(2-3 double-spaced pages) discussing one aspect of the readings for
each session that is assigned to you. Bring these to class prepared to
discuss them, and turn them in at the end of the class. Your
commentaries should be on ideas that particularly intrigue, surprise,
or provoke you, and you should discuss how the ideas stimulate,
change, or reinforce your thinking. Commentaries are not to be short
summaries of the readings. They should include interpretation,
analysis, and your own conclusions or opinions. These will be graded
from 1-5, where 1=poor; 2=needs improvement; 3=acceptable; 4=good; and
5=exceptional. As with the interview and research paper, cite all
sources of data, information, and explanations.
E. Participation, attendance, and attitude (15%)
Your presence and participation are essential. Attendance will be
taken at the beginning of each class, and participation in class
discussions is expected.
COURSE TEXTBOOKS
----------------
The required books for the course, available in the USC bookstore,
are:
*
Jill Quadagno. (2008). Aging and the Life Course: An Introduction
to Social Gerontology. New York: McGraw-Hill College Press.
*
Elisabeth Markson and Lisa Hollis-Sawyer (2000). Intersections of
aging: Readings in Social Gerontology. Los Angeles: Roxbury
Publishing Company.
*
Laura K. Egendorf (Ed.). (2002). An Aging Population: Opposing
Viewpoints. San Diego: Greenhaven Press, Inc.
==============================================================
GENERL POLICIES AFFECTING GRADES
Readings should be done before the class for which they are assigned.
Class participation and completed readings are extremely important in
fulfilling course requirements. This includes being present in class,
completing work on time, and participating regularly in class
discussions. All written assignments and oral presentations should be
completed and delivered to the instructor when they are due.
Assignments turned in late work will be penalized grade credit.
GRADING
-------
Class Attendance/Participation 15%
Commentaries 15%
Midterm Exam 20%
Group Presentation 25%
Interview Research paper 25%
100%
Statement for Students with Disabilities
Any student requesting academic accommodations based on a disability
is required to register with Disability Services and Programs (DSP)
each semester. A letter of verification for approved accommodations
can be obtained from DSP. Please be sure the letter is delivered to me
(or to TA) as early in the semester as possible. DSP is located in STU
301 and is open 8:30 a.m.–5:00p.m., Monday through Friday. The phone
number for DSP is (213) 740-0776.
Statement on Academic Integrity
USC seeks to maintain an optimal learning environment. General
principles of academic honesty include the concept of respect for the
intellectual property of others, the expectation that individual work
will be submitted unless otherwise allowed by an instructor, and the
obligations both to protect one’s own academic work from misuse by
others as well as to avoid using another’s work as one’s own. All
students are expected to understand and abide by these principles.
Scampus, the Student Guidebook, contains the Student Conduct Code in
Section 11.00, while the recommended sanctions are located in Appendix
A: http://www.usc.edu/dept/publications/SCAMPUS/gov/. Students will be
referred to the Office of Student Judicial Affairs and Community
Standards for further review, should there be any suspicion of
academic dishonesty. The Review process can be found at:
http://www.usc.edu/student-affairs/SJACS/.
CLASS SCHEDULE
--------------
Aug. 25
Overview of Course
27
Social Gerontology and Meaning of Aging in Changing Society
Sep. 1
University Holiday – Labor Day
3
Demography of Aging I
8
Demography of Aging II
10
Aging Experience (Guest speakers – Andrus Volunteers)
15
Culture and Aging
17
Social Theories of Aging
22
Psychological Perspectives of Aging
24
Life Course and Developmental Perspectives on Aging I
29
Life Course and Developmental Perspectives on Aging II
Oct. 1
Social Relationships in Old Age: Families, Friends, and Significant
Others I
6
Social Relationships in Old Age: Families, Friends, and Significant
Others II
8
Sexuality of Aging
13
Midterm Exam
15
Caregiving for Frail Elders I
20
Caregiving for Frail Elders II
22
Jobs in the Aging Field (Guest Speaker - Director of Internship
Placement)
27
Income, Work and Retirement I (Group Presentation on Mandatory
Retirement)
29
Income, Work and Retirement II
Nov. 3
Governmental Programs
5
Aging, Diversity and Inequality
10
Health in Later Life
12
Health Care for the Elderly (Group Presentation on Health Care
Allocation)
17
Death and Dying I (Group Presentation on Euthanasia)
19
Death and Dying II
24
The Politics of Aging (Group Presentation on Generational Equity)
26
Thanksgiving Break
Dec. 1
Aging in the Future
3
Wrap Up
15
Interview Research Paper Due by Noon
CLASS SCHEDULE AND READINGS
8/25 Overview of Course
8/27 Social Gerontology and Meaning of Aging in Changing Society
Quadagno: Chapter 1
Egendorf: Chapter 1 – 1, 2
Markson and Hollis-Sawyer: Articles 3, 4, 35
9/1 Labor Day – No Class
9/3 Demography of Aging I
Quadagno: Chapter 4
Markson and Hollis-Sawyer: Article 6
9/8 Demography of Aging II
Quadagno: Chapter 4
9/10 Aging Experience
(Guest Speakers – Andrus Volunteers)
9/15 Culture and Aging
Markson and Hollis-Sawyer: Articles 1, 2
9/17 Social Theories of Aging
Quadagno: Chapter 2
Markson and Hollis-Sawyer: introduction, Article 7
9/22 Psychological Perspectives of Aging
Quadagno: Chapter 7
9/24 Life Course and Developmental Perspectives on Aging I
Quadagno: Chapter 3
Markson and Hollis-Sawyer: Article 11, 48
9/29 Life Course and Developmental Perspectives on Aging II (Sharing
Life Events)
No readings but you are asked to prepare a presentation on two
Questions raised in the Quadagno Chapter 3:
--------------------------------------------------------------
1.
Analyze the timing, duration and sequencing of your parents’ life
course. Was it typical for their generation?
2.
What was the major historical event of your life course How did it
affect your life? How do you think it will affect your aging
experience?
10/1 Social Relationships in Old Age: Families, Friends, and
Significant Others I
------------------------------------------------------------
Quadagno: Chapters 8, 9
Markson and Hollis-Sawyer: Articles 25-28, 30
Egendorf: Chapter 2 – 5
10/6 Social Relationships in Old Age: Families, Friends, and
Significant Others II
------------------------------------------------------------
Quadagno: Chapters 8, 9
Markson and Hollis-Sawyer: Articles 25-28, 30
Egendorf: Chapter 2 – 5
10/8 Sexuality of Aging
-----------------------
Markson and Hollis-Sawyer: Article 5
10/13 Midterm Exam
10/15 Caregiving for Frail Elders I
Quadagno: Chapter 10
Markson and Hollis-Sawyer: Articles 29, 31-33, 39, 41
10/20 Caregiving for Frail Elders II
Quadagno: Chapter 10
Markson and Hollis-Sawyer: Articles 29, 31-33, 39, 41
10/22 Jobs in the Aging Field (Guest Speaker – Aaron Hagedorn)
--------------------------------------------------------------
Masunaga, H., Peterson, D., and Seymour, R. (1988). Effect of
gerontology education: A 21-year report. Educational Gerontology, 24(1),
79 – 89. A hardcopy will be distributed.
Wendt, P., and Peterson, D. (1994). Knowledge of aging used by
full-time professionals in aging: Implications for human resource
professionals and gerontology educators. Educational Gerontology,
20(4), 365-377. A hardcopy will be distributed.
10/27 Income, Work and Retirement I
(Group Presentation on Mandatory Retirement)
Egendorf: Chapter 1 – 3, 4
Chapter 2 – 3, 4
10/29 Income, Work and Retirement II
Quadagno: Chapter 12
Markson and Hollis-Sawyer: Articles 18-24
11/3 Governmental Programs
Quadagno: Chapter 11
Markson and Hollis-Sawyer: Article 45
Egendorf: Chapter 3 – 1, 2, 3, 4, 5, 6
11/5 Aging, Diversity and Inequality
Quadagno: Chapter 16
Markson and Hollis-Sawyer: Articles 8, 12-17
11/10 Health in Later Life I
Quadagno: Chapter 13
Egendorf : Chapter 4 - 8
WHO. Gender, Health and Aging.
http://www.who.int/gender/documents/en/Gender_Ageing.pdf
Bulatao and Anderson (Eds). (2004). Chapters in Understanding Racial
and Ethnic Differences in Health in Late Life: A Research Agenda. A
hardcopy will be distributed in class.
11/12 Health Care for the Elderly
(Group Presentation on Health Care Allocation)
Quadagno: Chapter 13
Markson and Hollis-Sawyer: Articles 39, 43, 44, 46
Egendorf: Chapter 4 – 1, 2, 3, 4, 5, 6, 7
11/17 Death and Dying I
(Group Presentation on Euthanasia)
Quadagno: Chapter 14
Markson and Hollis-Sawyer: Article 42
11/19 Death and Dying II
Quadagno: Chapter 14
Markson and Hollis-Sawyer: Article 42
11/24 The Politics of Aging
(Group Presentation on Generational Equity)
Quadagno: Chapter 17
11/26 Thanksgiving Break – No Class
-----------------------------------
12/1 Aging in the Future
Markson and Hollis-Sawyer: Article 47
12/3 WRAP UP
12/15 Final Interview Paper Due (by noon)