Davis School of Gerontology Instructor: Kate Wilber, PhD
University of Southern California AGC RM. 306E
E‑mail= Phone (213) 740‑1736
GERO 492: Senior Seminar
Spring 2007 (1 page Syllabus)
REQUIRED READINGS
Required Books:
Beverly Browning. (2001). Grant Writing for Dummies. Indianapolis, IN. Wilely Publishing, Inc..
Peterson, D.A. (1987). Career paths in the field of aging. Lexington, MA: D. C. Heath and Company.
Moody, H. R. (2006). Aging : Concepts and Controversies
GRADING CRITERIA
Grades will be based on your performance in the following areas:
Class Participation 15% (attending and participating in all sessions)
Presentation/write up on Controversy 15%
Interview/Report 15%
Resume/biostatement 10%
Book Review/presentation 15%
Proposal 30%
The class will consist of some background information and brief presentations by the instructor as needed to acquaint students with key areas. The majority of class-time, however, will be spent on student discussions, debates, and presentations.
Davis School of Gerontology Instructor: Kate Wilber, PhD
University of Southern California GER RM 226
E‑mail= (213) 740‑1736
GERO 492: Senior Seminar
Spring 2008
Senior Seminar is the capstone course in gerontology major. Its purpose is to serve as the integrating course for the Bachelors in Science in Gerontology degree. The course is designed to help students examine, critique, and integrate gerontology concepts from the core disciplines (biology, sociology, psychology, and social policy). The course will explore the history of gerontology, gerontology’s various components, how these components are integrated (or not), careers in aging, the student’s role in the field. In addition, the course will focus on helping students developing a set of skills related to program development and proposal writing.
The course is divided into three sections: 1) What is gerontology? 2) What are the key issues in the field as seen from different disciplinary perspectives and an integrated perspective? and, 3) What are the core generic skills that gerontologists need to become leaders in the field?
1 What is gerontology? This section includes the history and critical milestones of the field roles in the field.
2 What are the key issues? This section explores a number of key issues and will examine three issues in-depth using a debate format.
3 What are the core skills? This section describes key skills and introduces students to program development and proposal writing. Students will also practice skills in analysis and debate of key issues.
Your role in this class is to contribute to the overall intellectual climate and culture of the class. This will require that you are intellectually curious, inform yourself with the readings, have opinions, are able to support your opinions, ask questions (both mundane and provocative), take responsibility for seeing that your intellectual needs are met, and support the learning for other students.
We will use the class sessions to explore the field of gerontology. The following are the kinds of questions I expect to address in the class. During the first session, I will seek your input on additional areas that you would like to include:
Ø How has aging been viewed historically and how have those views affected the field of aging?
Ø Gerontology has developed within a number of traditional disciplines (e.g. biology, psychology, sociology). To what extent is gerontology itself a discipline?
Ø What are various careers in gerontology and what are the requirements (e.g., standards, credentials, licensure) in each career area?
Ø What skills are needed to succeed in careers in gerontology?.
Ø What ethics/values guide gerontology?
Ø What are future trends in gerontology?
GRADING CRITERIA
Grades will be based on your performance in the following areas:
Class Participation 15% (attending and participating in all sessions)
Presentation/Write-up Controversy 15%
Interview/Report 15%
Book Review/presentation 15%
Senior Paper 40%
Note: 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 early 8:30 a.m. 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.
Academic Integrity [VERY IMPORTANT]
I will strictly adhere to the University Student Conduct Codes® established expectations of academic honesty. This means students’ work should be submitted with the respect for the intellectual property rights of others; the ideas and wordings of another writer must be acknowledged and appropriately used.
According to SCAMPUS University Governance sections 11.00 and 11.11, plagiarism is the unacknowledged and inappropriate use of others’ works. It includes:
· "The submission of material authored by another person but represented as the student’s own work, whether the material is paraphrased or copied in verbatim or near verbatim form;"
· "The submission of material subjected to editorial revision by another person that results in substantive changes in content or major alteration of writing style;" and
· "Improper acknowledgement of sources in essays or papers."[1]
Plagiarism is serious student misconduct. If such behavior is found, the instructor has the responsibility to report to the Office of Student Conduct and may apply appropriate sanctions to students who violate principles of academic integrity.
WNGP
Wilber No Gift Policy. As much as I appreciate student thoughtfulness and generosity, I am not willing to accept gifts from students—even small amounts of chocolate. However, tempting.
Class Participation consists of attendance and classroom performance, including showing evidence of familiarity with the reading, offering insightful comments; asking questions; willingness to challenge, probe, and analyze information; leading class discussions; exploring various ways to look at the subjects; and debating different perspectives on “the truth” with others in the class.
Presentation and Write-up of Controversy requires you to select one of controversies from among those available in the Moody book. Everyone will read the chapter on the controversy. You will then review and discuss the issues from an integrated multidisciplinary perspective. You are encouraged to go beyond the information in the chapter. This is especially important as each of these issues is rapidly evolving. You will provide an overview of the area focusing on multidisciplinary information after which other students in the class and the instructor may question both of you. Students are encouraged to read “How to Research a Term Paper in Gerontology” in the Appendix of the Moody book. The write-up consists of handouts of key facts and points of view and a 1-2 page “position paper” that argues you case. All products should be handed out to the class.
Interview/Report—Students are expected to identify a career area in aging that they are interested in and interview someone who currently works in that area. The interview should include questions about the individual’s preparation and background, the work that they perform, the requirements of the field, and what advice they have to someone starting in the field. We will work in class to flush out an interview protocol. Students will conduct the interview, write it for distribution to the class, and make a presentation on their findings. (See outline at the end of the syllabus.)
Book Reviews are written on one of the assigned books. They should be 500-750 words and provide both a description and a critique of the book. You should bring enough copies to class for each student. You should write these as if you were writing for The Gerontologist book review section (although your reviews will be somewhat shorter.) We will go over some of the book reviews in class and I will provide you with some tools to use. Grading criteria will include 1) accurate analysis—you got the essence of what the author as trying to say, 2) well executed—your writing is clear, grammatically correct, and interesting to read, 3) innovation—you are creative, 4) documentation—your discussion is supported by the book you are reviewing and other information available to you.
Resume/biostatement will be prepared as though the student were planning on seeking a job now. Students will critique each others’ drafts in class.
Final Paper: Your final paper will be a grant proposal to fund an innovative program in aging.
You will respond to a specific RFP at http://www.archstone.org/info-url_nocat2293/info-url_nocat_show.htm?doc_id=34504. As the instructions indicate, your proposal will include background that supports your program, what you intend to do, a timeline, a budget, and an evaluation component. You do not need to submit the IRS information. You will assume that I am the foundation. In lieu of an electronic copy, however, I would like you to print you paper and put it in my box in the lobby in gerontology.
EXPECTATIONS
This class is an upper division seminar. Although some of the class time will involve lectures simply because that is an efficient way to ensure that everyone is up to speed in critical areas, I expect that most of the class will involve discussions, debates, and interactions. Therefore, it is important that you complete the assignments and come to class prepared to discuss the readings. I expect there will be variation in your academic backgrounds and interests. I would like those with expertise and or career interests to share the knowledge and their questions throughout the class.
READINGS
Required Books:
Beverly Browning. (2001). Grant Writing for Dummies. Indianapolis, Indiana: Wilely
Publishing, Inc.
Moody, H. R. (2002). Aging: Concepts and Controversies (4th edition). Thousand Oaks,
California: Pine Forge Press.
And one of the following (assigned in class):
Aaron, H. J. & Schwartz, W. B. (2004). Coping with Methuselah: The Impact of Molecular
Biology on Medicine and Society.
Altman, N. (2005). The battle for Social Security: From FDR’s vision to Bush’s gamble.
Hoboken, New Jersey: John Wiley & Sons, Inc.
Quinn, M. J. (2005). Guardianships Of Adults: Achieving Justice, Autonomy, And Safety. New York: Springer Publishing.
Wilmoth, J. &Ferraro, K. (2006). Gerontology: Perspective and Issues (3rd edition). New York: Springer Publishing.
Thomas, W. H. (2004). What are Old People For: How Elders Will Save the World. Acton,
MA: VanderWyk &Burnham.
Required Articles (will be handed out in class)
Ferraro, K. F. (2006). Imaging the Disciplinary Advancement of Gerontology: Whither the Tipping Point. The Gerontologist, 46, 571-573.
Alkema, G & Alley, D. (2006). Gerontology’s Future: An Integrativev Model for Disciplinary Advancement. The Gerontologist, 46, 574-582.
Wilber, K.H. (1998). Future shock: The implications of the demographic Imperative for jobs in
aging. Critical Issues in Aging. San Francisco: American Society on Aging.
Wilber, K. H. & Coberly, S. (1991). Competency requirements for policy gerontologists: What are the essentials? Journal of Aging and Social Policy, 3(3): 51-69.
Wilber, K. H. (2000). Managing Services for Older Adults. In R. Path (ed.). Handbook of
Social Welfare Management. (pp. 521-533). Thousand Oaks, CA: Sage Publishing Co.
OUTLINE OF CLASS SESSIONS
The following represents a somewhat tentative outline. As I expect students to have a variety of interests and background experiences, I may make modifications after the first session or so.
Week 1 (January 16) Key Question: What do you want to get out of this class?
Introductions, Expectations (yours and mine),
· Overview of the Course
· What is Gerontology?
· What is “knowing?”
· What are your career plans?”
· Identify which of the assigned reading you want to write a book review for. Each of the books should be reviewed by at least one student.
Week 2 (January 23) Key questions: What are the Key Milestones and Events in the History of Gerontology?
Reading: Start reading the book you have selected for your book report
Assignments: Begin to think about topics you are interested in writing a grant on. Review grants funded by Archstone Foundation
Begin work on your controversy debate
Week 3 (January 30) Key Question: What are the Primary roles for Gerontologists? What Skills are Required?
Reading: Three Wilber articles (handout)
Assignment: Deadline to submit book for approval for book review. (You may email me anytime before class starts today.)
Reading: Moody, Basic Concepts: A Life Course Perspective (pp: 309-336)
Assignment: Deadline to submit name, organization, and role of person you will interview (You may email me anytime before class starts today.)
Week 4 (February 6) Key Questions: Is Gerontology a Discipline?
This session will focus on the parts and the whole of the field of gerontology. We will build on the history of gerontology to explore the extent to which the field has grown into a discipline.
Guest Speaker: Gretchen Alkema
Reading: Ferraro, K. F. (2006). Imaging the Disciplinary Advancement of Gerontology: Whither the Tipping Point. The Gerontologist, 46, 571-573.
Alkema, G & Alley, D. (2006). Gerontology’s Future: An Integrativev Model for Disciplinary Advancement. The Gerontologist, 46, 574-582.
Week 5 (February 13) Student Presentation and Discussion—Three Controversies will be presented from the Moody book: (Student choice and appropriate reading)
Week 6 (February 20) Key Question: What are the Roles of Professional Organizations in Aging?
This session will explore a variety of professional organizations including academic and professional societies, trade organizations, advocacy groups
Assignment: Conduct Interview with Professional in an aging-relevant area
Week 7 (February 28) No CLASS
Week 8 (March 5) Report on Interviews
Week 9 (March 12) No CLASS
Week 10 (March 19) SPRING BREAK: NO CLASS
Assignment: Write up, turn in and prepare to present interview with Professional in an aging-relevant area
Week 11 (March 26 ) Key Question: What are the Key Components of a Grant Proposal?
Reading Assignment: Submit book review on a book of your choice (with approval from the instructor). Be prepared to make a 10 minute presentation on the book you have chosen
Reading: Browning, Part II and III
Week 12 (April 2) Grant writing continued
Week 13 (April 9) Implementing your Ideas: Developing a Business Plan
Week 14 (April 16) Key Question: What trends are anticipated for the future of Aging? Book Reviews and Discussion.
Week 15 (April 23) PRESENTATION OF FINAL PAPER TOPIC TO CLASS
Use Sections IV & V of the Browning book to make sure you have all the information you need.
Week 16 (April 30) Final Paper Due –5pm in my mailbox in Gero
GERO 492: Senior Seminar
Interview Protocol
Before starting the interview
§ Introduce self: include USC status
§ Thank you. I appreciate the time and information you are giving to me.
§ Purpose: I am doing this for my gerontology class, “Senior Seminar” and will be making a presentation on it to the class.