Gerontology 500
The Professional Practice of Gerentology
Fall Semster 2010
GERN 500: THE PROFESSIONAL PRACTICE OF GERONTOLOGY (7756 & 7757) Department of Family and Consumer Sciences
California State University, Long Beach
Fall 2010, Mondays 6-8:45pm; Location: FCS 015
Instructor: Dr. Maria Claver FCS FA 11 562-985-4495 [email protected]
Office Hours: M 4-6pm and by appointment
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Course Description
This graduate level introduction to the professional practice of gerontology is an interdisciplinary examination of the biological, psychological, and social aspects within a sociopolitical context. Students use current research and theoretical approaches to analyze the role of culture, biology and human development in human aging. This course serves as a foundation for the application component of this course. Students will be provided with the tools to develop critical thinking and problem solving skills, which are essential for professional development in the field of Gerontology.
Course Outcomes
Goals
Students who have successfully completed this course should understand their own personal reactions associated with one’s own and other’s aging prominent theories that aim to explain the process of aging from a biological, psychological and social perspective the network of services available in the community to meet the need of older adults
Objectives
Upon successful completion of this course, the student will be able to:
- identify reactions to interactions with older adults
- apply and evaluate the relevance of gerontology theory to real-life observations of and interactions with older adults
- evaluate the various agencies’ roles in the senior services network
- assess the overall well-being of an older person
- provide the rationale for at least three significant changes to accommodate challenges of aging
- formulate ways to apply course content to one’s own family situation, one’s professional goals, and one’s personal future
- critically evaluate potential frauds and scams directed at older persons
- analyze historical antecedents of today’s aging-related realities
- discuss the nature and probable consequences of discipline-specific vs. multidisciplinary vs. interdisciplinary approaches to the study of aging
- be able to apply the person-in-environment model of aging to improving the lives of older persons
- compare and contrast variations in patterns of aging over time, across cultures, between sexes, and among birth cohorts, ability levels, etc
- analyze and synthesize current and emerging aging-related issues
- evaluate the impact of aging on the individual and society
Required Reading
Moody, H. R. (2010). Aging: Concepts & Controversies. (6th ed.). Los Angeles: Pine Forge Press.
Selected readings posted to GRN 500 BeachBoard site
ed Readings
- Publication Manual of the American Psychological Association (2001, 5th ed.). Washington DC: American Psychological Association.
- Strunk, W., & White, E.B. (1979). The elements of style. New York: Macmillan.
- Aaron, J. (2006). The Little, Brown essential handbook. New York: Pearson Education, Inc. 5th Edition.
*Please remember that this course is writing intensive. Appropriate use of APA citation and college level writing mastery are expected. For more assistance, contact the Writer’s Resource Lab: 562-985-4329.
Course Procedures
- All assigned readings are to be completed before the class session. Students who are prepared tend to find class discussion more interesting.
- Study groups are encouraged. If you can discuss and articulate the material, you will understand it better.
- All assignments are due at the start of class on specified days, or will be considered late (see comments below). Papers must be in accordance with APA guidelines. This will be discussed further.
Course Requirements/Grading: Informational interview (100 points: 20% of final grade); Interview Preparation (50 points: 10% of final grade); Portfolio (200 points: 40% of final grade); Reading Research Worksheet (50 points: 10% of final grade); Evidence Based Health Preparedness Modules (50 points: 10% of final grade); Preparedness/Class Participation (50 points total: 10% of final grade). In accord with the standards published in the CSULB Catalog, each project will earn a numerical value. Letter grades will be assigned according to the following scale:
A 90+% 450-500 points B 80+% 400-449 points C 70+% 350-399 points
D 60+% 300-349 points F 50+% 299 and below
Written Assignments/Presentations: ALL ASSIGNMENTS WILL BE SUBMITTED VIA EMAIL. Written assignments must include: first and last name, date, and course name/section number. They must be typed using 12-point font, Times Roman or Courier, double-spaced, with page numbers centered at the bottom of each page. Each paragraph must start with a 5-space indent. If outside sources are used, APA rules for citation and referencing must be applied. College level mastery is expected. For further assistance, contact the Writer’s Resource Lab at 562-985-4329. Students who receive a C- or below on any written assignment will have the option to revise their paper. See the instructor for further information. It is recommended that students make additional, back-up copies of all papers turned in. Late papers will be deducted up to 10% per each day late (beginning on the due date if submitted later than the beginning of class and including weekends). Papers are considered late if submitted by email to the instructor on the assigned day and at the start of class. See below for assignments.
Preparedness and Class Participation: Throughout the semester, several in-class group activities may be offered and will count toward your participation grade. You must be present to earn this participation credit. Students may make-up one activity, AND ONLY with documentation of legitimate absence, such as a medical illness. This is non-negotiable. It is the student’s responsibility to find out if an activity was offered.
Attendance: You are a valuable member of this class! Thus, attendance is expected! In the event of an unavoidable absence, students are responsible for obtaining class notes and logistical updates from their classmates. The instructor will NOT give out notes or reminders. Please note that the syllabus is tentative and changes to class meetings and reading assignments may occur.
Discussion of Course Scores or Grades: Class members have the right to discuss their scores on individual assignments and course grade with the instructor. Grade challenges, however, are limited to the course grade as a whole per university policy, as follows: Students have the right to appeal only their final grade on the basis that the grade was prejudicial, capricious, or arbitrarily assigned. The student must initiate the appeal to you, orally or in writing, within the first regular semester after the assignment of the disputed grade. If further action is necessary, the student may direct the appeal to your department's grade representative, usually the department chair. If the issue remains unresolved, the student may direct the appeal to the grade appeals committee of the college involved.
Academic Honesty: Students are expected to value their intellectual integrity as their greatest asset in this class. Students found cheating, plagiarizing, fabricating information, or having unauthorized possession of instructor materials will receive an F and/or expulsion from the University. Please refer to the “General Regulations and Procedures” in the CSULB Catalog.
Academic Etiquette: It is expected that all students will turn off cell phones, pagers and other electronics prior to lecture. Students will be asked to leave if related problems persist.
University Withdrawal Policy: The Department of FCS drop policy corresponds to the university drop policy. Students can drop a course in weeks 1-2 without signatures; faculty and department chair signatures are needed in weeks 3-12; students can not drop the course without serious and compelling reasons beginning week 13 (2005-2006 CSULB Catalog, p.67). For further information on the University withdrawal policy, please refer to the CSULB catalog, or visit http://www.csulb.edu/depts/enrollment/financial_aid/withdrawing.html for more information.
Additional Accommodations: Please let the instructor know within the first 2 weeks if you require special services. Use standard forms from the Disabled Student Services.
Tentative Course Schedule
Week
Date
Topic
Readings/Assignments
Activites
1
8/30
a. Welcome and Introductions
b. Syllabus
c. Top 10 Things Employers Want
(Objective A)
d. Introduction to Portfolio
e. Gerontology Competencies
a. Mallers (2008). Making yourself more marketable: Compelling reasons to choose Gerontology
b. Alkema & Alley (2006). Gerontology’s future: An integrative model for disciplinary advancement.
c. Ferraro (2006). Imagining the disciplinary advancement of gerontology: Whither the tipping point?
a. BioPoem
b. Are you Going Up?
c. Stand & Deliver
d. Gerontology competencies worksheet
2
9/6
HAPPY LABOR DAY!
3
9/13
Guest: Casey Goeller, MS
ePortfolio Workshop
a. Covey (2004). Principles of personal leadership.
b. Basalla & Debelius (2001). Sweaty palms, warm heart: How to turn an interview into a job.
Practice 30 second introduction to another student
4
9/20
a. History of Gerontology (Objective H)
b. Aging Theories (Objectives B, J)
c. The Role/Need of Gerontology Professionals (Objectives F, I)
d. Introduce the Informational Interview (Objective I)
a. Moody p. 1-25: Review of Aging Theory
b. Weiner (n.d.). Careers in aging: A booming industry
a. Practice 30 second introduction to another student
b. Informational Interview Practice
c. Ask Why 5 Times
d. What kind of Learner Are You?
5
9/27
a. Leadership & Gerontology
b. Creative Problem Solving (Objective I)
c. Ethical Issues in Professional Practice (Objective L, G)
Guest - Jeff Klaus: CSULB Student Life Development
Conflict Management/Ethical Decision Making, 6-8pm
a. Greene & Kropf (1993). Ethical decision making with the aged: A teaching model
b. NAPG Code of Ethics (http://www.napgerontologists.org/code_of_ethics.html)
a. Practice 30 second introduction to another student
6
10/4
a. Wayne Tokunaga: CSULB Career Development Center
[6-6:50pm in Career Center] Introduction to a Quality Resume
b. Dissecting a Research Article
Informational Interview Due
Practice 30 second introduction to another student
7
10/11
Out of Class Assignment: Evidence Based Health Promotion (EBHP) Modules*
Evidence of Completion of EBHP Modules Due by 10/18, 6pm (by email)
8
10/18
a. Resources for Older Adults: Evidence Based Health Promotion; Guest: Oscar Lopez – Partners in Care Foundation
b. The Aging Network (Objective C)
Pillemer, Suitor, & Wethington (2003). Integrating theory, basic research, and intervention.
Practice 30 second introduction to another student
9
10/25
Working with Older Adults: Stereotypes, Counseling, Listening, Assessing
(Objectives D, E, K, M)
a. Richardson & Barusch (2006). Ch. 4: Stages in Gerontological Practice
b. Burlingame (1999). Gerocounseling
a. Practice 30 second introduction to another student
b. Role Play: Effective Listening
10
11/1
a. Empowering Older Adults
(Objective J)
b. Resources for Older Adults (Objective C)
Field Trip: Leisure World
Homan (2007). Understanding the challenge to change.
Practice 30 second introduction to another student
11
11/8
Career Development, Part I (Objective I)
Guest Panel: How I Got A Job in Gerontology
a. Browse: www.ExploringCareersinGerontology.com
b. Wong (2009). Gerontology’s impact on the financial services, travel and housing industries Research Article Worksheet Due
a. Practice 30 second introduction to another student
b. Choosing your Goals
12
11/15
Professional Awareness, Part I
Guest Speaker: Cynthia Stamper Graff (William Dickson Leader-In-Residence Program) – “Living a Killer Lifestyle”
FOR NEXT WEEK: Print out 4 copies of your resume to bring to class next week
a. Practice 30 second introduction to another student
b. Are You Going Up? Part II
c. Resume Peer Review (pg. 32 Career Journey Activity)
13
11/22
Career Development, Part II (Objective C)
Resume – Peer Review
Cover letters
e-portfolio workshop
Interview Preparedness Activity Due
a. Martin, C. (n.d.) Prepare for the top 10 interview questions. Online at: http://interview.monster.com/articles/iq
b. Moody: p. 429-447
14
11/29
Succeeding in the GRN MS Program
Conversation with advanced MS students
For next week: Find an organization, website, or other professional resource to share with the class.
15
12/6
Professional Awareness, Part II
Student presentations of professional resources
Finals
12/13
7:15-9:15pm
e-Portfolio Due
*For students enrolled in GRN 599, please find another online training related to Gerontology to complete
Written Assignments:
1. Reading Research Worksheet (50 points): Due Week 11 (Objective L)
During Week 6, we will review basic tips for reading research. Using the provided worksheet (in “Assignments” on our BeachBoard site) analyze the provided research article.
GRADING: Points possible for each item are indicated on the worksheet posted.
2. Completion of Evidence Based Health Promotion Modules (50 points): Due Week 7 (Objective B)
Go to: http://www.healthyagingprograms.org/. Click on “What’s New” and then “Online Training Modules.” Work through the Introduction and 5 Modules at your own pace (they will take approximately 30 minutes each).
GRADING: You will earn 10 points for the completion of each module (not including the Introduction).
3. Informational Interview (100 points): Due Week 6 (Objective C)
Locate a professional in a field of interest to you (using Grabinski’s list of 101+ Careers in Gerontology found at: www.ExploringCareersinGerontology.com). Using the “steps to follow to conduct an informational interview” (posted in the “Assignments” section of our BeachBoard site), interview the professional with 20 questions. You may use questions generated by the class during our brainstorming session, or answer the 20 Informational Interview questions provided in the document mentioned above.
GRADING: Each question is worth 5 points. Responses that earn the maximum 5 points are thorough and detailed. If your interviewee gives a brief response, it is your responsibility to follow up with relevant prompts to elicit more information.
4. Interview Preparedness (50 points): Due Week 13 (Objective F)
Refer to the article (http://career-advice.monster.com/job-interview/interview-questions/100-Potential-Interview-Questions/article.aspx), “100 Potential Interview Questions.” CHOOSE 10 QUESTIONS TO ANSWER. Be sure to list the question you are answering and respond to the questions using the tips provided on this website.
GRADING: Each answer is worth 5 points. Responses will earn the full 5 points when they are answered thoughtfully and with detail (at least a full paragraph response for each question).
5. e-Portfolio (200 points): Due Finals Week (Objective F)
The Assignment
You will be required to submit an electronic portfolio (e-portfolio) as an assignment for this course (and for Masters in Gerontology students, this will meet a program requirement). Once completed, you will be asked to add to the portfolio as you proceed through the MS Gerontology Program (if you are, indeed, a MS Gerontology student!).
The Purpose
A portfolio serves two purposes:
1) It allows you and the Gerontology faculty to track your progress over your life in the program.
2) It gives you a valuable tool for demonstrating to potential employers the capacities, skills, competencies, abilities and accomplishments you have acquired through your professional and educational life here at CSULB.
The Set Up
Materials needed: You will learn more about how to set up your e-portfolio during our workshop in Week 5. To prepare, however, you should begin gathering materials in a folder on your computer desktop. Eventually, your “divider” headings will be:
a) Personal Inventory
b) Demonstration of Mastery
c) Professional Development
d) Reflective Essays
Personal Inventory
This section will include:
1) A current resume
2) A statement about “where you are” professionally and educationally and your plans regarding how to proceed from here (professional goals)
Demonstration of Mastery: Course Evaluation
This section is where you will show off what you have academically. It will begin with the work you will accomplish in Gerontology 500 and you will add to it with each core course and elective you complete. You should include:
1) Syllabi from your courses
2) Examples of papers/reports written
Reflective Essays: Program Evaluation
At the completion of each core class/elective, write a one-page essay about how the course met one or more of the MS Program objectives (below). Be specific about what class assignments and activities contributed to successful achievement of the goal(s) you discuss.
Professional Development
This section should include information (e.g., letters, flyers, awards, etc.) about your professional accomplishments and commendations:
1) Professional Affiliations (membership, etc.)
2) Professional Conference Attendance/Presentations
3) Commendations/Awards
CSULB MS Gerontology Program Objectives:
1. Acquire advanced education and professional training in gerontology in order to assume leadership positions in governmental, for- profit, and non-profit programs and services at the federal, state, and/or local level.
2. Enhance cultural and intergenerational competence regarding age, cohort, gender, race and ethnicity, and/or diverse abilities.
3. Acquire expertise in planning, developing, implementing, and evaluating programs for older persons based on systematic needs assessment at the individual, community, and/or agency level using appropriate technology.
4. Demonstrate the ability to evaluate or conduct appropriate research.
5. Exercise sound professional judgment based on ethical standards and expectations of the field.
6. Develop professional identity as a gerontologist to effectively work with an interdisciplinary team.
7. Participate in professional field experiences in gerontology to apply concepts and skills related to aging at various life stages.
8. Develop advocacy skills to participate in policy formation, implementation, and analysis on the local, state, and federal level for aging related issues.
Gerontology 500: Portfolio Grading Guidelines
Personal Inventory: 75 points
Resume (25 points); Professional Goal Statement (50 points)
Criteria: Is the resume complete and has the student taken into consideration suggestions offered by Wayne (from the Career Center)? Does the professional goal statement contain detail as to future career goals and outline a specific plan as to how the student will achieve those goals?
Demonstration of Mastery: 50 points
Course syllabi; Sample of papers/reports
Criteria: Are all course syllabi accompanied by sample papers or reports that clearly demonstrate the work accomplished in the class?
Professional Development: 15 points
Samples of affiliations, conferences, awards, networking
Criteria: Does this section show initial efforts at becoming more involved in the field of gerontology through membership in organizations, attendance and participation in conferences and networking? If you are very new to this field, write a plan as to how you will begin to incorporate these activities into your overall career plan.
Reflective Essays: 50 points
For each core course/elective taken
Criteria: Are the essays thoughtful reflections as to the importance and relevance of each course taken and do they contribute to an overall education goal?
Overall Quality/Writing/Grammar: 10 points
Criteria: Is the portfolio well-organized and neat? Are there spelling/grammar errors?
TOTAL POINTS POSSIBLE: 200 points
