Leonard Davis School of Gerontology

University of Southern California

Leonard Davis School of Gerontology

Fall 2013

Gerontology 330: Aging and Adult Development

2:00 - 4:50 Tuesdays

George Shannon, MSG, Ph.D.

Office: Gerontology 231

Office Hours: Tuesdays 1-2 PM (by appointment)

Cell Phone/Text: (323) 821-6813

E-mail:

Course Description______

If the aging of the “Baby Boomers” has done nothing else, it has brought many of the more important issues of aging to the attention of the multitude. Every cable news analyst has an opinion as to what grim potential the future holds for both society and our aging population. Many legitimate questions are raised. How will the Patient Protection and Affordable Care Act affect seniors? Will this unprecedented shift in demographics bankrupt the health care system? Can Medicare survive a massive infusion of older adults into the health care system? Will the diminishing ratio of workers to retirees mean resorting to the privatization of Social Security? Will intergenerational disputes over health care and social security weaken family structures? Will life expectancy in the 21st Century exceed 100 years? How will the aging of the population affect existing social structures in the U.S.?

Gerontology 330 is an introduction to the study of aging and adult development through the life course. The focus of our efforts will be on examining adult development and the life course, linking social structure, family relationships, and individual choices. Timing, the linking of lives within and across cohorts, historical context, and the consequences of human agency (choices and actions undertaken within the constraints of history and social conditions) are the main principles of life course research (Elder, 2001). During this semester, we will examine how, as the individual develops over time, s/he interacts with family and society, including the interaction of economic factors and the political system.

“The right way to do things is not to try to persuade people you're right but to challenge them to think it through for themselves.” -- Noam Chomsky

Course Objectives:

At the end of this course, students are expected to be able to:

Demonstrate an understanding of how to apply basic concepts and theories of aging to issues of aging and adult development.
Demonstrate knowledge of the ways that individual life course trajectories are dependent on life course contingencies.
Discuss some of the major controversies associated with aging, presenting a balanced view of the differing perspectives involved.
Demonstrate a general understanding of the biological, psychological, and social realities confronted by older adults over time.

Required Textbooks:

1. Text: Quadagno, Jill. (2014). Aging & the Life Course: An Introduction to Social Gerontology (6th Edition).

2. Text: Moody, Harry R. (2012). Aging: Concepts and Controversies. (7h Edition).

3. Text: Sarton, May. (1973). As We Are Now. New York: Norton & Company, Inc.

Additional Readings:

Elder, G., The Life Course and Aging: Some Reflections. Distinguished Scholar Lecture.

American Sociological Association. August 10, 1999

http://www.unc.edu/~elder/pdf/asa-99talk.pdf

Case A. and Paxson, C. Causes and Consequences of Early Life Health. Working Paper 15637 http://www.nber.org/papers/w15637

Nemeroff, R. (2010). Relationships among social support, perceived control, and psychological distress in late life. International Aging and Human Development, 71(1), 69-82.

Reed, I. C. (2005). Creativity: Self-perceptions over time. Int'l J. Aging and Human Development, 60(1), 1-18.

Assignments:

n Presentation Assignments:

Each week a student will present (PowerPoint presentation) a chapter from Aging & the Life Course: An Introduction to Social Gerontology or one of two additional readings from above*. In the first class, students will select which week to make the required presentation. If there are conflicts along the way, the schedule may be changed to accommodate contingencies, but this must be made clear at least 2 weeks in advance to allow time for considering an alternative plan for the presentation.

It is my experience that, except for those who are innately gifted speakers, the more you practice standing up in front of an audience, the more relaxed you will be with the process. Do not read your presentation from a computer screen; slides should be bulleted and brief, they serve to stimulate interest and facilitate understanding among audience members. If you are willing to risk failure (the possibility that you will remember nothing when you open your mouth to speak), you will have taken a giant step towards becoming a charismatic presenter. Good slides and courage are the most important components of an exceptional presentation.

n Short Story Assignment:

All students will read the book As We Are Now and write a 5-7 page analysis of the concepts expressed in the book, particularly, as they relate to class materials presented and discussed. This assignment will be more than a summary or review. Rather, you should use situations depicted in the story to illustrate specific concepts and theories we have learned in class. So, no more than 1/12-2 pages of story summary. The rest of your analysis must rely on references to class content that inform your reader of the ways this story exemplifies the consequences of one’s decisions through the life course and their effects on outcomes in old age.

For Example:

1. If we apply the life course perspective to the main character’s early life, what different kinds of outcomes might we have expected? If her life turned out otherwise, what accounts for the disparity? In other words, what contingencies occurred in the course of her life that altered anticipated outcomes? Explain.

2. Which chapters of Aging and the Life Course can you apply to the main character and her evolving circumstances? Describe why each is important to your analysis.
Grading:

n Class Participation: You must attend every class. (5 points X 14 weeks = 70 points)

Student participation is an important factor in learning; each unexcused absence will be penalized 10 points. Your participation grade is based on the following criteria:

1. Have you contributed interesting insights and/or thoughtful questions about discussion topics?

2. Have you demonstrated familiarity with the readings assigned for that week, as well as key concepts used throughout the semester

n Book Chapter Presentation (80 points)

Each student will be required to sign up at the first class to present one chapter of Aging and the Life Course (if the number of students in class exceeds the number of chapters in the Quadagno test, additional readings will be assigned. This will be a 10-15 minute PowerPoint presentation, followed by Q & A. This presentation is very important to your grade, so prepare well.

The criteria for grading class presentations will include:

Quality of the slides (not in sentence form and not to be read, except as prompts – the audience should not be reading the slides along with you).
Logic of the presentation (points lead to conclusions that make sense).
Responsiveness to questions from the audience, including me.
Your presentation skills (I will not downgrade anyone who is prepared and makes a legitimate attempt to present the material, however).

Please email your presentation to me before class and I will post it on Blackboard for review.

n Analysis of As We Are Now by May Sarton (5-7 pages with references - 150 points):

This will not be a review of the material only. Present a synopsis in two pages or less and use the rest of your paper to relate the story to class readings. This is your opportunity to relate the issues and circumstances in the story to material covered in class. To accomplish this, you must analyze the context of this woman’s life, as she tries to survive in a situation that she perceives has developed to a point where it is beyond her control. How have her decisions, over a lifetime, contributed to her current predicament? What are the issues she confronts? What are the family, social, and emotional factors that lead to her final act of rebellion? How might she have fared today…could she have texted a friend? What might have saved her – from herself and others?

n Final Exam (200 points)

The final test will be two hours in length. It will cover all of the material covered in class. We will go over the most important points in the final class. My slides will be posted every week for your reference. We will review likely questions and I will have handouts to help you focus on what’s important. There will be matching, true/false, and multiple choice questions. In addition, there will be two brief essay questions.

Academic Accommodations

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 as early in the semester as possible. DSP is located in STU 301, and is open between 8:30 a.m. and 5:00 p.m., Monday through Friday. The phone number for DSP is (213)740-0776.

This syllabus is a fluid document; there may be changes during the semester.
Class Schedule: Lectures/Assignments/Readings:

Date / Discussion/Assignments / Readings
Week 1
August 29 / Introduction to Society and Adult Development
Agenda: Go over Class Syllabus

Sign up: Weekly presentations

Discussion of Glen Elder’s Lecture at Chapel Hill / Elder: The Life Course and Aging: Some Reflections (1999)
(Read this before 1st class)
Week 2
September 03 / A Life Course Perspective on Aging
Presentation #1: The Field of Gerontology
Presentation #2 Causes/Consequences Early Life Health / Moody Basic Concepts I

Quadagno Chapt. 1

Case & Paxson article
Week 3
September 10 / Does Old Age Have Meaning?
Presentation #3: Life Course Transitions
Presentation #4: Relationships among social support, perceived control, and psychological distress in late life / Moody Controversy 1
Quadagno Chapt. 2
Nemeroff article
Week 4
September 17 / Why Do Our Bodies Grow Old?
Presentation #5: Theories of Aging
Presentation #6: Biological Perspectives on Aging / Moody Controversy 2
Quadagno Chapts. 3 & 6
Week 5
September 24 / Does Intellectual Functioning Decline With Age?
Presentation #7: Psychological Perspectives on Aging / Moody Controversy 3
Quadagno Chapt. 7
Week 6
October 01 / Aging, Health Care, and Society
Presentation #8: Health and Health Care / Moody Basic Concepts II
Quadagno Chapt. 11
Week 7
October 08 / Should We Ration Health Care for Older People?
Presentation #9: Demography of Aging / Moody Controversy 4
Quadagno Chapt. 4
Week 8
October 15 / Should Families Provide for Their Own?
Presentation #10: Family Relationships/Social Support Systems
Presentation #11: Caring for the Frail Elderly / Moody Controversy 5
Quadagno Chapts. 8 &12
Week 9
October 22 / Should Older People Be Protected From Bad Choices?
Presentation #12: Living Arrangements / Moody Controversy 6
Quadagno Chapt. 9
Week 10
October 29 / Should People Have the Choice to End Their Lives?
Presentation #13: Dying, Death, and Bereavement / Moody Controversy 7
Quadagno Chapt. 13
Week 11
November 05 / Social and Economic Outlook for an Aging Society
Should Age or Need Be the Basis for Entitlement?
Presentation #14: Old Age and the Welfare State
Presentation #15: The Economics of Aging / Moody Basic Concepts III
Moody Controversies 8 & 11
Quadagno Chapts. 5 & 14
Week 12
November 12 / Should Age be the Basis for Entitlement?
What Is the Future for Social Security?
Presentation#16: Poverty and Inequality
Presentation #17: The Politics of Aging / Moody Controversy 9
Quadagno Chapts. 15 & 16
November 19 / Gerontological Society of America Conference / Finish Sarton Assignment
Week 13
November 26 / Is Retirement Obsolete?
Presentation #18: Work and Retirement
Presentation #19: Creativity: Self Perceptions Over Time
Thanksgiving Week Nov. 27-29 / Moody Controversy 10
Quadagno Chapt. 10
Reading : Irene Reed
Week 14
December 03 / Class discussion of May Sarton’s As We Are Now
Short Story Paper Due
Review for Final Exam / Last Class of the Semester
December 12 / Final Exam (2 Hours) 2-4 PM
This will be an online exam / Happy Holidays!

Academic Integrity [!!VERY IMPORTANT!!]

Instructors must strictly adhere to the University Student Conduct Codes® that establish expectations of academic honesty. This means that work of students should be submitted with respect for intellectual property rights of others; the ideas and wordings of another writer must be acknowledged and appropriately cited.

According to SCAMPUS University Governance sections 11.00 and 11.11, plagiarism is the unacknowledged and inappropriate use of works by others. 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.