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GERN 474: AGING & DIVERSITY IN CALIFORNIA
aka: GLOBAL AGING) Department of Family and Consumer Sciences
California State University, Long Beach
Spring 2010
SECTION 1 (2283): Tuesday 6-8:45pm (HYBRID)
Room Location for Face-to-Face Sessions in Course Schedule
Instructors: Dr. Maria Claver Casey Goeller, MS Gerontology
Office Hours: T 12:30-1:30pm* M 2-4pm
Course Description
GERN 474 examines individual and societal aspects of aging around the world, including topics such as health care, demography of aging, social welfare, mortality/death and dying, work and retirement, long term care, and care-giving.
Objectives
Upon successful completion of this course, the student will be able to:
- Describe the phenomenon of worldwide population aging (i.e. current and projected demographics)
- Underscore ethical issues that can arise in a society’s responses to older adulthood
- Discuss the influence of longevity trends and projections, birth rates, labor force participation and retirement on economic challenges for the United States and the rest of the world
- Compare substantive areas of aging such as politics and policy formation, health, family roles and relationships, care-giving, work and retirement, economic well-being, spirituality and housing between the United States and other countries
- Analyze and synthesize research-based information that contributes to an understanding of global aging
- Discuss the role of culture in forming attitudes toward aging and older adulthood
Required Reading
Moody, H. R. (2010). Aging: Concepts & Controversies. (6th ed.). Los Angeles: Pine Forge Press.
[Note: Take a look at Bengston (2004) Global Aging & Families and George P. Schulz (March 2007) Preface of
a report by Stanford Center on Longevity, “How Population Aging Differs Across Countries: A Briefing on
Global Demography.”]
Course Requirements/Grading:
In accord with the standards published in the CSULB Catalog, each exam/project will earn a numerical value. Final letter grades will be assigned according to the following scale:
A: 90+% 900-1000 points B: 80+% 800-899 points C: 70+% 700-799 points
D: 60+% 600-699 points F: 50+% 599 and below
Written Assignments/Presentations:
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. 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 not submitted by the start of class. All assignments will be submitted by email. See below for assignments.
Preparedness and Class Participation: Students may make-up one activity, AND ONLY with documentation of legitimate absence, such as a medical illness. This is non-negotiable.
Attendance: You are a valuable member of this class! Thus, attendance in face-to-face meetings 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.
Written Assignments
1. Bi-Weekly Discussions/Tasks/Presentations (400 points): 40 points (for Week 2) + 6 weeks @ 60 points/week.
The following points are what are looked for in your original postings to the Discussion Board and your replies to others postings (Total of 40/60 points for each Discussion Board assignment).
Original Posting (35/40 points)
Mention of at least two specific points from the articles or readings. (5/8 points)
Relation of new information to old information learned in the course to date. (5/8 points)
Relation of information in article or reading to personal experience. (5/8 points)
Discussion at a critical level, not just recitation of facts from the article. (15/20 points)
Length of posting approximately 1 word processing page. (5/8 points)
Note: Discussion at a critical level means discussing things such as your opinion of the point mentioned, why you hold that opinion, what you see wrong with point mentioned, how you see the point consistent/inconsistent with what you have learned so far, implications for the future, consistencies/inconsistencies within the article or reading itself, and so forth. In other words, critiquing an article means analyzing the good and/or bad aspects of the article and justifying your analysis. Do not just tell us what the article or reading states ... We are already aware of this information. The point values shown in red are for week 2 discussion only.
Reply to Others’ Postings (5/8 points):
Discuss one point you like/agree with, and one point you dislike/disagree with, and why. (2 points)
Length should be about 1/2 page in length (approximately 100 words).
(Rubric information taken from http://www.albany.edu/faculty/rd1872/epsy440/db_rubric.html.)
2. Small Group Assignments (300 points): Groups will create a group name and the instructors will create a separate Elluminate classroom for each group. Each group will focus on working with one of the global partners to accomplish bi-weekly assignments. During finals week, each group will create a 10-minute presentation about their partner country.
Each small group assignment will be worth 50 points. The rubric will vary, as each assignment is quite unique! Rubrics for each assignment will be posted on BeachBoard and emailed to students in advance.
3. Final Comparative Analysis (300 points): Each student will be provided with a case study regarding an older adult and his/her family. The student must analyze the case study by discussing how a gerontologist in the United States would address the situation AND how a gerontologist in another country (students will chose the non-U.S. country) would address the situation.
Grading Rubric:
Grammar/Structure (10 points): A well-organized, well-written paper free of grammatical and spelling errors will earn the full points for this category. Be sure to proofread your paper.
References (25 points): The use of academic, outside sources is expected with citations in proper APA format. A reference page in APA format is required.
Identification of issues (25 points): In one paragraph, summarize the case study. Then, identify the issues that a gerontologist would address (do not provide a plan in this section)
US gerontologist approach (100 points): Identify a plan for addressing the needs identified in the previous section of the paper. How do Western beliefs about aging influence this plan?
Non-US gerontologist approach (100 points): Identify your country of focus for this section. Identify a plan for addressing the needs identified. How do the beliefs about aging of your chosen country influence this plan.
Conclusions (40 points): How would your analysis of the non-US gerontologist approach influence your practice as a gerontologist assisting a newly-immigrated older adult and his/her family?
