Gerontology Senior SeminarGERO-48000Spring 2009

Tuesday/Thursday 4:00 pm – 5:15 pm in CHS 413

Professor: John A. Krout, Ph.D.Office: 411 Center for Health SciencesPhone: 274-1965 (office)E-mail: krout@ithaca.eduOffice hours: and by appointment

Course Description: This capstone experience provides a structured opportunity for aging studies majors to integrate knowledge and experiences from course work and internships, explore a variety of theoretical, methodological, and professional issues in gerontology and conduct gerontological research.

Readings:Moody, Harry R. Aging: Concepts and Controversies, 5th edition. Pine Forge Press: Thousand Oaks, CA. 2006.

Additional required readings will be available online or in handouts.

Course Objectives:

The course objectives reflect many of the goals of the aging studies major. These are:

1. Think critically and communicate effectively in written and oral form;

2. Understand and apply theoretical perspectives related to the study of aging and apply them to a research question;

3. Integrate information and perspectives from various disciplines to understand the biological, social, and psychological aspects of aging;

4. Complete a research project using survey data, including data analysis and presentation.

5. Understand the diversity of the older population and appreciate the impact of rural/urban differences, culture, race, ethnicity, social class, sexual orientation, and gender;

6. Analyze professional and ethical issues and apply to careers in the field of aging.

Course Overview:The primary goal of this class is to facilitate integration that will lead to a better understanding of the nature and scope of the field as well as gerontological research and practice. Based upon the class readings (and additional research), students will identify and debate important aging-related issues with the goal of applying this information to actual practice in the field of aging. Students also will review experiences from internships, as well as revisit issues raised in previous courses. They will also conduct interviews of older adults as part of conducting a research project. Finally, students will create a series of documents and the e-portfolio that will prepare them for their continued professional experiences in the field of gerontology.

Assignments:

1. Critical Debates in Gerontology. You will be required to participate (in written and oral form) in a series of debates that are at the forefront of gerontology. You will draw upon the readings (and additional sources) to present the most persuasive argument for your position. This assignment will demonstrate your competence in objective #1, #2 and #3.

2. Theory Paper. You will write a paper in which you apply major at least 2 gerontological theories to the topic you have selected from the Longview data set for your final research project. The theories should recognize the biological, psychological and social influences on aging. The purpose of this assignment is to demonstrate your competence in objectives #1, #2 and #3. You will write several drafts of this paper, receive comments on each version, and present it to the class.

3. Interview Longview Residents. To help you better understand the variables in the Longview data set as well as to gain experience in conducting survey research, you will interview at least 5 Longview residents. This will assist in your understanding of objective # 4.

4. Intellectual Biography. You will learn how to write an “intellectual biography.” Almost all graduate or professional programs require a personal statement or “intellectual biography” that explains what brought you to this place in your scholarly/professional life and where you want to go from here. For job seekers, this scholarly biography will assist you when asked to write similar personal statements for a professional position and when interviewed for a position. For this assignment, you will write several drafts of this paper and receive comments on each version. (Objective #6)

5. Resume. You will write (or revise) a resume and a cover letter. The group will make constructive comments and suggestions. This project is part of your professional development as you prepare for graduate school and/or a career (objective #6).

6. Final Project and Paper. You will be required to complete a final research project and paper that involves analyzing data from Longview residents and includes the following:

Selection of a topic from the data set that is of particular interest to you; As much as possible, this topic should be examined from a multidisciplinary

perspectives (e.g., biological, health, psychological, sociological, anthropological…)

Inclusion of all the elements of a research paper: problem statement, review of literature, methods, data analysis and presentation of findings, discussion of findings and their implications and conclusion;

In presenting your project, you must use handouts, audio-visual aids, and/or interactive learning techniques to create the best possible learning opportunity. Your paper must follow the APA style format.

This project will demonstrate your competence in all objectives except #6.

7. Class Participation. Class participation includes attendance, thoughtful participation in class discussion, and completion of small class projects. Because this class is a senior seminar, it is expected that you complete the reading and assignments for each class. Your grade will be lowered for lack of preparation.

8. Eportfolio. You are required to complete an e-portfolio in this class. We will spend some time in class on the e-portfolio; one-on-one help will also be available. You will present your e-portfolio to gerontology staff, faculty, and students at the end of the semester.

9. Additional Professional Activities. You must, as part of your professional development, attend at least two professional presentations or gerontology workshops during the semester. This may include the Distinguished Speaker lecture on March 19, 2008, at 7:00 pm in Textor Hall 102. Dr. William Haley will speak on counseling family caregivers. Other opportunities are a SSA student conference in Rochester on March 26th;

GI workshops, and other campus presentations that can be related to aging.

There are also opportunities for you to present your scholarly work, especially through the James J. Whalen Academic Symposium on Tuesday, April 16th. This also counts as a “professional activity”.

Evaluation

The grade for this course will be based on the following:

Final Project 30%Debates (5 debates, 5 points each) 25%Theory Paper 10%Intellectual Biography 10%Eportfolio 10%Class Participation 10%Resume 5%

ALL Assignments: Will be typed, stapled, and double spaced in 12 point font with 1 inch margins all around. A cover page with your name, date and name of assignment is also required. Appropriate citations must be made from sources other than your personal knowledge. “A” papers must show originality and thoughtfulness and be free of significant spelling and grammatical errors.

PLEASE NOTE: In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act~ reasonable accommodation will be provided to students with documented disabilities on a case by case basis. Students must register with the Office of Academic Support Services and provide appropriate documentation to the college before any academic adjustment will be provided.

PLEASE NOTE: In accordance with New York State law, students who miss class due to their religious beliefs shall be excused from class or examinations on that day. Such students must notify their course instructors at least one week before any anticipated absence so that proper arrangements may be made to make up any missed work or examination without penalty.

ACADEMIC INTEGRITY: See the Ithaca College Student Handbook which outlines the College policies regarding standards of academic conduct. Any evidence of academic misconduct will be referred to the College judicial system.

LATE PENALTIES: All assignments are expected to be turned or posted on your E-portfolio at the beginning of class on the date indicated in the syllabus. Late assignments will be assessed a ½ grade penalty for each day they are late.

Course ScheduleGerontology Senior Seminar, Spring 2009

The professor reserves the right to alter the class schedule. You are expected to come to class prepared to discuss the day’s reading.

January 20 Course IntroductionObjectives, assignmentsLongview Resident Survey/Data setDiscussion of research proposal and project; theory paper; intellectual biography; E-portfolioMoody, “Prologue” Krout Web Page

January 22 Review of Theories and Research MethodsReadings:Moody, “Basic Concepts I: A Life Course Perspective”

Maddox, “Finding New Beacons,” Sheets, Bradley, Hendricks (eds.), Enduring Questions in Gerontology

Ferraro, “The Gerontological Imagination”January 27 Review of Theories and Research Methods

Readings:Hendricks, Sheets and Bradley, “Identifying Enduring Questions in Gerontology” in Sheets, Bradley and Hendricks (eds.), Enduring Questions in Gerontology

Moody’s appendix, “How to Research a Term Paper”Krout Web Page, Theory Hand Out

Assignments due:E-portfolio set up, look at Longview survey

January 29 Review of Theories and Research MethodsReadings:Fry, Christine (2006). “Whatever Happened to Culture?” In Sheets, Bradley and Hendricks (eds.), Enduring Questions in Gerontology

Achenbaum, W. Andrew (2006). “Historical Gerontology. It is a Matter of Time.” In Sheets, Bradley and Hendricks (eds.), Enduring Questions in Gerontology

Research Paper OverviewFebruary 3 Why Do We Grow Old

Readings:Austad, Steven N. (2006). “A Biologist’s Perspective. Whence Come We, Where Are We, Whither We Go?” In Sheets, Bradley, and Hendricks (eds.), Enduring Questions in Gerontology

Moody, “Controversy 1: Why Do We Grow Old?”Assignments due:Identification of research questions, variables and theories

February 5 Why Do We Grow OldReadings: Moody, Readings 1 through 7

Assignments due:Debate 1: We Can/Should Increase Life Span. Paper and presentationE-portfolio – add at least 2 pieces of work from previous semesters to portfolioDraft- Intellectual biography, resume

February 10 Longview Survey and DataAssignments due:Presentations/discussions of research proposalsFamiliarize yourself with Longview data set

February 12 Interviewer TrainingAssignments due:Draft of research project due (problem, theory, variables, analysis)E-portfolio- complete Intro page, add 2 previous works

February 17-19 Interview Longview ResidentsFebruary 24 Creativity and Aging

Readings:Moody: “Controversy 2: Does Creativity Decline With Age?”Readings 8-12

Assignments due:Titles and summary of at least 5 academic journal articles on research topic

Theory paper draftFebruary 26 Creativity and Aging

Reading: Generations

Assignments due:Debate 2: Paper and presentation: Creativity Declines With AgeIntellectual biography final, resume

March 3 Old Age and MeaningReadings:Moody, “Controversy 3 – Does Old Age Have Meaning?”Readings 13-16

Thomas, “What Are Older People For?”March 5 Old Age and Civic Engagement

Readings:Generations

Assignments due:Debate 3: Paper and presentation: Elder Civic Engagement is Good Research proposal final draft

March 10, 12 SPRING BREAKMarch 17 Social and Economic Issues

Readings:

Moody, “Basic Concepts II: Social and Economic Outlook”

Stoller and Gibson (eds.), Worlds of Difference, pps. 123-138

Assignments due:Theory paper finalE-portfolio- add intellectual bio and theory paper

March 19 Entitlement Basis’s – Age/Need and EntitlementsReadings:Moody, “Controversy 4: Should Age or Need be the Basis for Entitlement?”

Moody, Readings 17-20

Assignments due:Debate 4: Paper and presentation: Entitlements Undermine Generational EquityComplete all interviewsInterview reaction paper due – post on E-portfolio

March 24 Economic Security and Social SecurityReadings:Moody, “Controversy 5: Future of Social Security”Web: TBA

March 26 Social SecurityReadings:Moody, Readings 21-24Web: Krout Web Page

Assignments due:Debate 5: Paper and presentation: Social Security Should Be Overhauled

March 31 The Changing Nature of RetirementReadings:Moody, “Controversy 6: Is Retirement Obsolete?” Readings 25-28

Web: Krout Web Page

April 2 Retirement , continuedReadings:TBA

Assignments due:Debate 6: Paper and presentation: Retirement is an Outdated IdeaResearch paper draft #1 including theory, literature and initial findings

April 7 Aging, Health Care and SocietyReadings:Moody, “Basic Concepts III, Aging, Health Care and Society”

Stoller and Gibson (eds.), Worlds of Difference, pps. 269-283

Web: Krout Web Page

April 9 Health Care for All?Readings:Moody, “Controversy 7, Should We Ration Health Care for Older People?”

Moody, Readings 29-33

Assignments due:Debate 7: Paper and presentation: We Should Ration Health Care for Elders

April 14 Family CaregivingReadings:Moody, “Controversy 8, Should Families Provide for Their Own?”Web, TBA Models of Caregiving

April 16 Support/Options for Family CaregiverReadings:Moody, Readings 34-38Web: Krout Web Page

Assignments due:Debate 8: Paper and presentation: Family Caregiving: How Much Can/Should We Expect? Add 2 debate papers to E-Portfolio

April 21 Older People and Decision MakingReadings:Moody, “Controversy 9: Should Older People Be Protected From Bad Choices?”

Moody, Readings 39-42

Assignments due: Research paper draft #2 dueAdd to E-portfolio

April 23 Older People and Decision MakingReadings:

Assignments due:Debate 9: Paper and presentation: Old People Should Make Their Own Choices

April 28 End of Life DecisionsReadings:Moody, “Controversy 10: Choice to End Lives” Readings 43-46

Assignments due:Debate 10: Paper and presentation: Old People Should Be Able to Decide

April 30 E-Portfolio PresentationsAssignments due:Research Paper Due!!!E-portfolio Presentation

May 6 FINAL: PRESENTATION OF RESEARCH PROJECTS

GerontologySenior Seminar, Spring 2009IMPORTANT DUE DATES

DATE TOPIC DEBATE THEORY PAPER LONGVIEW PROJECT E-PORTFOLIOJan 20 Introduction Discuss statusJan 27 Theories and Methods Set up completeFeb 3 Identify theories Identify variablesFeb 5 Why We Age 1Feb 10 Longview Data Data setFeb 12 Interview Training Proposal Draft Intro page, 2 previous

worksFeb 17 Interviewing InterviewFeb 19 Interviewing InterviewFeb 24 Creativity Draft Summary of 5

articles Feb 26 Creativity 2Mar 5 Meaning and Engagement 3 Final ProposalMar 17 Social/Economic issues Final paper Intellectual Bio and

theory paperMar 19 Entitlements 4 Interviews

completed, Reaction paper

Interview Reaction paper posted

Mar 26 Social Security 5Apr 2 Retirement 6 Research project

paper draft #1Apr 9 Health care 7Apr 16 Family 8 Post 2 debate papersApr 21 Decision Making Paper draft #2Apr 23 Decision Making 9Apr 28 End of Life 10Apr 30 E-Portfolio Final Project Final presentationFINAL Present project

WEB ADDRESSES FOR GERONTOLOGY SENIOR SEMINAR

Stats on US Elders

http://www.aoa.gov/prof/statistics/profile/profiles.aspx

Research Project

http://socialresearchmethods.net/kb/

Long-Term Care

http://medicine.jrank.org/pages/70/Age-Period-Cohort-Model.html

http://www.aarp.org/research/longtermcare/costs/fs27r_ltc.html

Caregiving

www.caregiver.org

Social Security

http://www.prb.org/Articles/2005/TheFutureofSocialSecurity.aspx

Boomers and Retirement

http://search.ebscohost.com/login.aspx?direct=true&db=gnh&AN=119570&site=ehost-live

Health and Disability

http://www.prb.org/pdf07/TodaysResearchAging7.pdf

Creativity and Aging

http://www.ncca.orghttp://www.ithaca.edu/lindencenter

REVISED 1/29/09

Gerontology Senior SeminarSpring 2009

Theory Paper Assignment

Understanding theories of aging, the frameworks used in gerontology to explain what we observe, is often challenging. Gerontologists have built on theories in a number of disciplines from the biological and social sciences. They have also developed unique approaches to better understand the experience of aging and to identify factors that are most important for policy makers and practitioners to address. Thus, aging studies majors should have a basic understanding of major gerontological theories and have some experience applying them in research.

An important component of your research project is the theory piece, the part where you identify and explain the research problem you are investigating and the conceptual approach you will be using to examine the research question you have identified. Because this is so important for your project, you will complete a separate theory assignment that will serve as the basis for the rest of your research paper.

The specific theory you use will depend on the nature of the question you have chosen to investigate with the Longview data. To help you better understand gerontology theory in general and to look at your research question from more than one perspective, you will identify and discuss at least 2 different theories, ideally that are based on different disciplines (say a social versus a psychological theory) and explain why you have chosen the theory you intend to use in your project.

You will write several drafts of the paper and discuss it with your classmates and professor.

The paper will be approximately 5 pages long and is worth 15% of your final grade.

REVISED 1/29/09

Gerontology Senior SeminarSpring 2009

Research Project and Interviews

A major assignment for the Senior Seminar is the completion of a research project.

You will pick a gerontological question of interest to you that can be researched using the Longview Resident Survey data file. Your theory paper is part of this project and you will add the other parts of a research paper for your final project, which will be presented to the class (and interested faculty) during the final exam period.

In addition to analyzing data from the Longview survey, you will also conduct interviews of at least five Longview residents and can add your observations from these interviews in your paper.

The research paper must demonstrate “critical thinking” as defined by the 7 attributes of critical thinking outlined in the critical thinking rubric. This paper should be approximately 15 to 20 pages (double-spaced) and must follow the APA style manual for formatting tables, references, etc. It is worth 30% of your final grade.

REVISED 1/29/09Gerontology Senior Seminar

Spring 2008

Debate Assignment

For each of the debates you are responsible for, you will be randomly assigned to agree or disagree with the question. Read the material in the book for evidence that supports your assigned position, and gather additional support from at least one outside source. Produce a short handout for the class that summarizes your key points.

In class you will present support for your position to the class. You may use Powerpoint if you want, but it’s not required. You will also be expected to offer a rebuttal of the evidence presented by your “opponent”.

You will be graded on the clarity and persuasiveness of both your handout and your presentation. Those who are not assigned to present that week should do the readings and come with questions for both sides!

Addendum: For one of your debates, in addition to your hand out you will be required to write a paper based on your hand out that demonstrates the 7 attributes of Critical Thinking outlined in the Critical Thinking Rubric and that you have considered information on the biological/health, psychological and social aspects of aging. You may be asked to revise this.

This should be no more than 500 words.

You must do this by your third debate.

Gerontology Senior SeminarSpring 2009

Interview Reaction Paper

Write an approximately 500 word paper on your experiences interviewing Longview residents. Questions to answer:

Was the interview easy to administer? Did you find any of the questions difficult to ask and/or the residents have any

difficulty answering? What questions seemed to elicit the most reaction? Why do you think? Did residents tend to provide more or less information than the question asked?

Did they offer comments beyond the scripted response? Do you feel that your attitudes toward older people have been affected by doing

the interviews? Do you think that the data from the questions adequately capture what they were

designed to? What changes, if any, would you make to the survey or its implementation?

Gerontology Senior SeminarSpring 2009

Eportfolio Expectations

Minimum requirements:1. Your Eportfolio has a home page, with 10 sections labeled appropriately.

2. Each of these 11 pages (home plus 10 sections) contains at least several sentences of text. For the home page, this will be a short introduction to the Eportfolio; for the 10 sections, this will be a short reflection on what college experiences helped you in that area.

3. Most of the 10 sections should have links to documents (1-2 documents per section). It is OK to leave out the link to the theory paper if you won’t have finished it by then.

More than the minimum:1. Include pictures when possible. Especially appropriate for internships!

2. Add section(s) to highlight other relevant activities (AGES, study abroad, work experience…).

3. Higher quality and/or longer reflections within sections.

4. More documents per section than the minimum.

Evaluation:Your Eportfolio is worth 10 points towards the final grade. An Eportfolio that meets the “minimum” expectations will be worth at least 5 points. The other 5 points will reflect the quality of the reflections, the quality of the presentation on April 30, and additions to the Eportfolio beyond the minimum.

Help:Pam Mayberry is available to help you build your Eportfolio, and I am available to comment on your work throughout the semester.

The E-portfolio is worth 10% of your final grade.

Gerontology Senior SeminarSpring 2009

Intellectual Biography

The purpose of the intellectual biography (IB) is to critically review your life as a gerontologist (including other fields of study, if they are part of your intellectual development.) There is no one “right” way to write the IB. Often, the IB includes how you first became interested in the study of aging. You may also want to describe people who were important earlier in your life regarding your journey to gerontology / aging studies.

After describing the forces that likely led to your interest in aging, briefly explain the projects that you completed during your major that had the greatest impact on you.

Finally, describe where you plan or hope to be at the beginning of your career. In addition, where do you plan or hope to be in the future? You may want to describe your “dream” career in aging.

The paper will likely be at least two double-spaced pages, but you are welcome to write a longer piece. The IB as a whole or parts of it would be good additions to the Eportfolio. For example, a short version of the IB might be good text for the introduction page, and the discussion of meaningful projects could work as descriptions for papers you’re including.

The IB is worth 10% of your final grade.