BASIC ASPECTS OF AGING
153/169/042/096:108
Fall, 2008
Instructor: Dr. Rich MacNeil (richard-macneil@uiowa.edu)
Offices: 338 Fieldhouse (FH) (335-9179) or 410 Jefferson Building (JB) (335-3575)
Office Hours: Tuesday: 12:30-2:30 (338 FH), Wednesday: 9:00-11:00 (410 JB), Thursday: 8:00-9:00
(338 FH), or By Appointment
Teaching Assistants:
1. Stacia Wissink (stacia-wissink@uiowa.edu) Service Learning Option
2. Amy Wheeler (amy-wheeler@uiowa.edu)
Course Description: Broad overview of human aging using a Social Gerontology framework. Major
topics include demographics, ageism, biological, cognitive, and psychological perspectives on
aging, social participation, interpersonal relationships, living arrangements, work and retirement,
health care policies and programs, social policies and programs.
Course Goals
1. To provide basic information about the biological, social, and psychological aspects of aging.
2. To examine issues that affects quality of life of older persons (e.g., health, income, housing,
community services) and efforts to achieve social and economic justice for older persons.
3. To examine beliefs, attitudes, myths and stereotypes about older adults.
4. To give attention to issues concerning older persons of diverse racial and ethnic backgrounds
and lifestyles, and to women.
5. To examine research in the field of Social Gerontology and its application to practice.
6. To introduce students to careers in the field of aging.
SERVICE LEARNING OPTION
Intergenerational service-learning provides an opportunity for hands-on application of in-class learning by
simultaneously linking cognitive learning with fieldwork with elders. We are pleased to offer an
intergenerational service-learning option in this course this semester.
Students will interact with elders in an assisted living facility in Iowa City. Students who participate will
engage in pair and group activities, friendly visiting, and reminiscence with elders. Keeping a reflective
journal, a short summary paper, and a brief class presentation at the end of the semester will contribute to
learning. Students will visit the sites for a total of 15 hours of service learning during the semester.
Activities will take place one day a week during a designated time block. We plan to allow up to 15
students to participate in the experience.
We hope that you will be willing to take advantage of this unique opportunity to integrate your academic
learning with hands-on experience with elders. We believe it will greatly enhance your learning about
older adults and the aging process. Students who select this option will need to register for 1 semester
hour of credit in the Fieldwork in Gerontology course (153:190).
Required Readings (available at IMU Bookstore)
1. Hooyman, N. and Kiyak, H. (8th Ed.:2008). Social Gerontology: A Multidisciplinary
Approach. Boston, MA. Pearson
2. Snowden,D. (2001). Aging With Grace. New York, NY: Bantam Books
3. Several additional readings are found on the course’s ICON site
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Course Evaluation
1. In-class examination #1 (September 24)
2. Personal Interview (October 8)
3. In-class examination #2 (October 29)
4. Final Examination (December 18, 7:30-9:30 a.m.)
100 points
20 points
100 points
100 points
Grading
The final distribution of grades will be based upon the total number of points earned out of 320
possible points. The final grades will be curved to adhere to the recommended grade distribution
for intermediate courses as required by the College of Liberal Arts. A minimum total of 192
points (60%) is required to pass this course.
Graduate Student Requirement (Graduate Students only)
Complete and submit a six-eight page mini-research paper on an issue of your interest drawn from
one of the topics covered in this course. In developing your paper, our expectation is that you will
review, discuss, and cite at least four different published scholarly works (i.e., peer-reviewed
journals, scholarly books). The paper is due no later than December 3, but may be submitted prior
to this date.
Please use the following format for your paper*:
1. Introduction to the topic and definition of key terms (approximately 1 page).
2. Your synthesis of the research you reviewed on this topic (approximately 3 pages).
3. Conclusion/Interpretation. Based upon your readings, interpret the findings in a clear,
succinct essay. You should state your opinion on this topic and defend/explain the logic
behind your viewpoint (approximately 2-3 pages).
Grading of your research paper will use the following criteria:
(40 pts) Logic (relationship of support to your thesis);
(40 pts) Written presentation (proper grammar, punctuation, and so forth);
(20 pts) Sources of Support (quantity and quality).
100 pts Total
EXPLANATION OF ASSIGNMENTS
a. EXAMINATIONS
These examinations will be designed to test student recall and comprehension of important
facts and ideas advanced in assigned readings and course lectures. The exams will be a
combination of objective (true/false, matching, fill-in-the-blank) and subjective (definitions,
explanations, or short essay) questions. The examinations are scheduled as follows:
1. Examination #1 September 24
2. Examination #2 October 29
3. Final Exam
December 18 (7:30-9:30 a.m.)
Unless arrangements are made at least 24 hours in advance, all exams must be taken during
scheduled exam period.
b. PERSONAL INTERVIEW (worth 20 points, due October 8)
One image of older adulthood that greatly appeals to me is that of “storehouses” of living history. Older
adults possess a wealth of knowledge about the past, which we, as members of younger generations,
could otherwise only acquire through books, movies, or other media. My life has been made much richer
by having had the opportunity to listen to my grandparents as well as other seniors discuss the life and
times of their early years.
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For this assignment I want you to explore the topic of aging as it was experienced by members of our
older generation. More specifically, I want each student in the class to arrange a 30-minute
(approximate) interview with an adult at least 65 years of age, but preferably older. The purpose of the
interview is to have them respond to a series of questions about growing older.
You will be responsible for arranging the interview. You can interview a grandparent, family friend, or
someone you have never met before. If you have trouble identifying a person to interview let me know
and I can help you. You may conduct it at any time, but you must complete the assignment by October
8. It goes without saying that I expect you to be courteous at all times, and to treat you interviewee with
respect and dignity. Make sure that they understand that their identity will never be revealed to anyone
else.
After introducing yourself (if necessary) and briefly describing your reason for conducting the interview,
ask them to respond to the following questions:
a. Personal History: Ask your interviewee about themselves; their age, where and when they were
born, where they lived, their family, education, occupation and other general biographical
information. Ask them to identify a few very meaningful/memorable events in their lives…these
could be personal (their wedding, death of a spouse) or historical (a war, moon landing).
b. What is old? Ask them to define what the word “old” means to them. Ask them to identify what
they believe are the best years of a person’s life and to explain their answer. Next, ask them what
they believe are the best things about being their age. What are the worse things about being their
age? (Have them explain their answer). Ask them to identify any problems or concerns they have
now that they did not have when they were younger. Again, have them explain their answer.
c. Attitudes It is often said that America is a youth-oriented society. What does your interviewee
think about this statement? Ask them if they think people treat them differently now than when
they were younger. (Explain, give examples). Do they think that older people are fairly
represented by the popular media like T.V. or movies? (Have them explain their answer).
d. Use of Time How do they use their time? Have them describe a “typical” day. What activities are
they involved in? Have their leisure activities changed over the course of their lives? Again, have
them explain.
e. Retirement If they continue to hold a job ask them why? If retired, ask them about their level of
satisfaction with retirement. Do they miss work at all? Was the transition/adjustment to retirement
difficult for them? Ask them to explain.
f.
Younger Generations Ask them to describe some of the differences and similarities between their
generation and your generation.
g. Meaningful Later Life Ask them to describe some of the things that give their life meaning
(things that are important to them). If they were willing to offer you some advice about growing
older what would it be? (Again, have them explain their response).
After you have completed the interview please fulfill the requirements for the written portion of this
assignment in the following manner. First, provide some basic demographic information…identify your
interviewee by name (FIRST NAME ONLY), by gender, by age (if known), the location of the interview,
and any other potentially relevant information (if they are related to you, their level of education, their
occupation, etc.). Limit this to 1 or 2 paragraphs.
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Second, highlight your interviewee’s responses to the questions asked. Try to limit this to 2 pages.
Third, provide a subjective analysis of the interview. In no more than 2 pages I would like you to describe
your reaction to your “subject’s” responses. Did they say things that surprised you? What did you learn
about later life as your interviewee has experienced it? Which of the social theories of aging described in
your text best describes your interviewee? Explain why you chose the theory that you did. Finally, what
was your overall reaction to this assignment? Did you learn anything that helped you to better
understand/appreciate the subject matter of this course?
COURSE CALENDER
UNIT 1
August 27
Course Introduction and Expectations, Key Terms, Why Study Aging?, and Aging Demographics
September 3
Research Methodology, Road to Longevity, and Rectangulization of the Survival Curve
September 10
Gerontophobia, Historical/Cultural Issues, and Baby Boomer Century
September 17
Social Theories of Aging, and “The Checker King”
September 24
Examination #1
UNIT 2
October 1
Biological Aging and Biological Disorders of Later Life
October 8
Biological Aging and Biological Disorders of Later Life, INTERVIEWS DUE
October 15
Cognitive Aging and Aging With Grace
October 22
Psychological Perspectives on Aging
October 29
Examination #2
UNIT 3
November 5
Importance of Social Supports and Informal Care-giving
November 12
Living Arrangements in Later Life and Retirement
November 19
Health Care Policies and Programs
December 3
Social Policies and Programs
December 10
Resiliency in Later Adulthood
December 18
Final Examination (7:30-9:30 a.m.)
SUGGESTED READING SEQUENCE
READ BY
September 3
Shute, A Study for the Ages
Duenwald, Puzzle of the Century
Chapter 1, “The Growth of Social Gerontology”
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September 10
Pipher, Society Fears the Aging Process
MacNeil, Attitudes toward the Aged and Employment Preferences...”
Chapter 2, “Aging in Other Countries....”
September 17
Chapter 8, “Social Theories of Aging
September 24
EXAMINATION #1
October 1
Rowe and Kahn, Usual Aging
Barer, Men and Women Aging Differently
Chapter 3, “The Social Consequences of Physical Aging”
October 8
Chapter 4, “Managing Chronic Disease and Promoting Well-Being”
October 15
Chapter 5, “Cognitive Changes with Aging”
Snowden, Aging With Grace
October 22
Chapter 6 “Personality and Mental Health in Old Age”
October 29
EXAMINATION #2
November 5
Chapter 9, “The Importance of Social Supports”
Chapter 10, “Opportunities and Stress of Informal Caregiving”
November 12
Chapter 11, “Living Arrangements and Social Interactions”
Chapter 12, “Productive Aging: Paid and Nonpaid Roles and Activities”
Ekerdt, The Busy Ethic
Cullen, The Freshman
November 19
Chapter 17, “Health and Long Term Care Policies and Programs”
December 3
Chapter 16, “Social Policies to Address Social Problems”
December 10
Chapter 14, “The Resilience of Elders of Color”
Chapter 15, “The Resilience of Older Women”
December 18
FINAL EXAMINATION
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FINAL NOTES
1. People get sick, car accidents occur, grandparents die, etc. I will always try to be sympathetic to
such occurrences, but should they occur on days of exams you must:
a. Notify me by phone or e-mail as soon as possible.
b. Be prepared to provide written proof!
Except in the case of documented emergencies, all exams must be taken at the designated times!
2. Sorry, there is no extra credit work!
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Student Rights and Responsibilities
All students in the College have specific rights and responsibilities. You have the right to adjudication of
any complaints you have about classroom activities or instructor actions. Information on these procedures
is available on-line in the College’s Student Academic Handbook:
( http://www.clas.uiowa.edu/students/academichandbook/)
You also have the right to expect a classroom environment that enables you to learn, including
modifications if you have a disability. Students who may require special accommodations to fulfill course
requirements should contact the instructors within the first week of the semester.
Your responsibilities to this class-and to your education as a whole- include attendance and participation.
You are expected to be honest and honorable in your fulfillment of assignments (the College’s policy on
plagiarism and cheating can be found in the College’s Student Academic Handbook (web address above).
You have the responsibility to the rest of the class- and to the instructors-to help create a classroom
environment where all may learn. At the most basic level, this means that you respect the other members
of the class and the instructors, and treat them with the courtesy you hope to receive in turn.
College of Liberal Arts and Sciences: Policies and Procedures
Administrative Home of the Course
The administrative home of this course is the College of Liberal Arts and Sciences, which governs
academic matters relating to the course such as the add/drop deadlines, the second-grade-only option,
issues concerning academic fraud or academic probation, and how credits are applied for various
graduation requirements. Different colleges might have different policies. If you have questions about
these or other CLAS policies, visit your academic advisor or 120 Schaeffer Hall and speak with the staff.
The CLAS Academic Handbook also contains important CLAS academic policy:
www.clas.uiowa.edu/students/academic_handbook/index.shtml
Academic Fraud
Plagiarism and any other activities that result in a student presenting work that is not his or her own are
academic fraud. Academic fraud is reported to the departmental DEO and then to the Associate Dean for
Academic Programs and Services in the College of Liberal Arts and Sciences who deals with academic
fraud according to these guidelines: www.clas.uiowa.edu/students/academic_handbook/ix.shtml
Making a Suggestion or a Complaint
Students have the right to make suggestions or complaints and should first visit with the instructor, then
with the course supervisor if appropriate, and next with the departmental DEO. All complaints must be
made within six months of the incident. www.clas.uiowa.edu/students/academic_handbook/ix.shtml#5
Accommodations for Disabilities
A student seeking academic accommodations first must register with Student Disability Services and then
meet with a SDS counselor who determines eligibility for services. A student approved for
accommodations should meet privately with the course instructor to arrange particular accommodations.
See www.uiowa.edu/~sds/
Understanding Sexual Harassment
Sexual harassment subverts the mission of the University and threatens the well-being of students,
faculty, and staff. Visit www.sexualharassment.uiowa.edu/ for definitions, assistance, and the full
policy.
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Reacting Safely to Severe Weather
The University of Iowa Operations Manual section 16.14 outlines appropriate responses to a tornado (i) or
to a similar crisis. If a tornado or other severe weather is indicated by the UI outdoor warning system,
members of the class should seek shelter in rooms and corridors in the innermost part of a building at the
lowest level, staying clear of windows, corridors with windows, or large free-standing expanses such as
auditoriums and cafeterias. The class will resume, if possible, after the UI outdoor warning system
announces that the severe weather threat has ended.
Student Classroom Behavior
The ability to learn is lessened when students engage in inappropriate classroom behavior, distracting
others; such behaviors are a violation of the Code of Student Life. When disruptive activity occurs, a
University instructor has the authority to determine classroom seating patterns and to request that a
student exit the classroom, laboratory, or other area used for instruction immediately for the remainder of
the period. One-day suspensions are reported to appropriate departmental, collegiate, and Student
Services personnel (Office of the Vice President for Student Services and Dean of Students).
University Examination Policies
Missed exam policy. University policy requires that students be permitted to make up examinations
missed because of illness, mandatory religious obligations, certain University activities, or unavoidable
circumstances. Excused absence forms are required and are available at the Registrar web site:
www.registrar.uiowa.edu/forms/absence.pdf
Final Examinations. An undergraduate student who has two final examinations scheduled for the same
period or more than three examinations scheduled for the same day may file a request for a change of
schedule before the published deadline at the Registrar's Service Center, 17 Calvin Hall, 8-4:30 M-F,
(384-4300).
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