MARYLHURST UNIVERSITY SYLLABUS
Department of Human Sciences
Course Number:
Course Title:
Credits:
Term:
Dates/Time:
Professor:
Contact Information:
GER 430/530
Multi-disciplinary Perspectives on Aging
3
Fall
Thursdays, 9/26-12/12, 3:15-6:00 p.m.
Jennifer Sasser, Ph.D.
Flavia Hall 301
503.675.3964
jsasser@marylhurst.edu
I.
COURSE DESCRIPTION: This core seminar in the Gerontology curriculum provides
students with an introduction to and comprehensive overview of the multi-disciplinary
field of Gerontology. Substantive, conceptual, and methodological issues central to the
study of adult development and aging are explored through class discussions,
presentations, on-going reading and journaling, and assigned learning projects. Particular
attention is given to the following topics: the origins and intent of Gerontology as an
academic field and professional practice; aging demographics; cross-cultural
perspectives; multi-disciplinary theoretical approaches; ageism and age stereotypes;
economics and aging; social policies and programs; mid- and late-life transitions;
diversity and aging; bio/psycho/social/spiritual aspects of aging; and health and illness in
later life.
II.
PREREQUISITES, HELPFUL KNOWLEDGE, AND SKILLS:
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Any background in the human sciences and humanities will be helpful;
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Ability to use either MLA or APA documentation systems correctly and consistently
is expected;
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Verbal and written communication skills that are appropriate for advanced
undergraduate-level or beginning graduate-level study are expected;
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Critical thinking skills that are appropriate for upper-division undergraduate or
graduate level study are expected.
III.
LEARNING OUTCOMES: As a result of participating fully in this seminar you can
expect to:
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Understand the adult development and aging process through a multidisciplinary lens;
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Become familiar with issues and concepts central to the study of adult development
and aging;
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Understand the basic social, psychological, and biophysical changes that occur as part
of the human aging process;
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Understand the basic political and economic issues of old age;
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Recognize the importance of social, cultural, and historical context in understanding
the aging experience;
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Recognize the variability of individual aging experiences due to gender,
race/ethnicity, class, and other factors contributing to diversity and difference;
Develop a provisional understanding of traditional and contemporary theories of adult
development and aging;
Gather information about potential career, learning, and service opportunities in
Gerontology;
Demonstrate your ability to use scholarly literature from multiple disciplines in order
to examine a Gerontological problem or topic.
IV.
METHODOLOGY: This seminar is designed to be a collaborative learning experience;
as such, every seminar member will have a voice in and be responsible for what happens
over the course of the term. During seminar sessions, we will utilize a combination of
mini-lectures, round-table discussions, and thinking and writing exercises. We are
partners in learning and developing, and thus we will work collaboratively.
V.
LEARNING PROJECTS AND ASSESSMENT: I will utilize a system of embedded
assessments to evaluate your fulfillment of the learning outcomes for this course. This
means that throughout the term you will be engaging in an ongoing series of learning
projects that will allow you and me to evaluate how well you are understanding the
course content and acquiring new knowledge. These learning projects represent the
various steps or components involved in doing scholarly inquiry; further, these learning
projects provide models for powerful ways of thinking and working that you can apply to
other educational and professional pursuits.
Learning Projects (85% of total grade):
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Nested Glossary: The function of the glossary learning project is to provide a
mechanism to help you construct a system of understanding. It is vital that
you not only recognize important Gerontological terms, ideas, and concepts—
the component of all theoretical perspectives -- but that you think about them
enough to be able to rearticulate their meanings in a way that makes sense to
you and allows you to communicate your understanding to others (15% of
total grade)
Annotated Bibliographies: To “annotate” is to summarize key information
about something. For this seminar, I am asking you to construct an annotated
bibliography of key paper and electronic texts, web-sites, and other resources
that are related to your current intellectual and professional interests in
Gerontology. One of the most challenging, cumbersome, and central aspects
of the researching process is collecting, reading and synthesizing the work of
others in order to determine what has been done related to the areas you are
interested in. In addition, doing annotated bibliographies gives you a structure
for rendering this information assessable and useable (15% of total grade).
Integrative Papers: Another primary learning project, which will utilize the
work you do for the glossary and annotated bibliographies, will be 2
moderately short (3- 4 pages) integrative papers. By “integrative,” I mean the
combination of understandings and insights derived from a critical reading of
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and reflection upon the scholarly texts we are using in this course, as well as
resources you gather during your research, and personal experiences and
“disciplined subjectivity.” I will provide a more extensive handout that
articulates my expectations for these papers (20% each paper = 40% of total
grade).
Enactment of Understanding: Your final learning project will be an enactment
of your understanding about the problem or issue area you have focused on in
your learning projects. You will be asked to facilitate a participatory lecture
and round-table discussion about the focus of your inquiry, including an
articulation of how you will apply the new understanding you’ve developed
in this course (15% of total grade).
Seminar Participation (15% of grade): I expect you to come to each seminar session
prepared to engage in roundtable discussion about the assigned readings. In addition, you
will be given many formal and informal opportunities in the context of class for
reflection, writing, and collaborative work.
VI.
GRADING: Graduate students must take this seminar for a grade (A-F). Undergraduate
students may take this course for a grade or for the Pass/No Pass option. To receive a
“pass” you must earn the equivalent of a “C” or better. You must decide your grading
option by the end of the second week of class.
VII.
TEXTS:
Required:
Moody, H.R. (2009). Aging: Concepts and controversies (6th ed.). Thousand Oaks,
California: Pine Forge Press.
Stoller, E.P., & Gibson, R.C. (1999). Worlds of difference: Inequality in the aging
experience (3rd ed.) Thousand Oaks, California: Pine Forge Press.