SW/PSY/SOC 461: Introduction to Gerontology
University of PortlandAnissa Rogers, PhD, MA, MSW, LCSW
Social Work ProgramFH 110C x7304; e-mail:
Spring 2016Office Hours: M 1-2; W 12:30-2; or appt.
Course Resources: Moodle &
Course Description
This course introduces the student to the field of gerontology and the different ways in which social workers and other helping professionals are involved with the growing aging population. The course examines the aging process and its impact upon the individual, the family, and society. Students will examine the demographics of aging, as well as physical and psychological changes associated with aging. The course also will cover social, cultural, political, and economical issues for older adults in our society.
Course Questions
This course invites students to pursue several broad questions related to aging, life long development and the course objectives. These questions include:
1.)What are the biopsychosocial processes of aging and how can we maximize well being as we age?
2.)How, as a society, do we view aging and support the needs of older people?
Course ObjectivesBy the conclusion of this course, students will be able to:
1.)Articulate ways to advocate for older clients’ access to the services of social work. (Program Objective 1, Competency 1[a])
- Respect and promote the participant’s right to dignity and self-determination. (PCPD Competency I, 2)
- Relate the concept of person-centeredness to social work practice. (PCPD Competency I, 6)
2.)Demonstrate professional demeanor in behavior, appearance, and communications during professional interviews. (Program Objective 1, Competency 1[c])
3.)Recognize and manage personal values in a way that allows professional values to guide work with older adults.(Program Objective 2, Competency 2[a])
4.)Recognize and articulate ethical dilemmas in work with older adults as well as strategies of ethical reasoning to arrive at principled decisions. (Program Objective 2, Competency 2[b])
5.)Distinguish, appraise, and integrate multiple sources of knowledge in gerontology, including research-based knowledge and practice wisdom. (Program Objective 2, Competency 3[a])
6.)Demonstrate effective oral and written communication. (Program Objective 2, Competency 3[b])
7.)Recognize the extent to which a culture’s structures and values may shape life experiences for older adults as well as oppress, marginalize, alienate, or create or enhance privilege and power. (Program Objective 3, Competency 4[a])
- Respect diversity among participants, families, and professionals (e.g., ability, age, class, ethnicity, gender, race, sexual orientation). (PCPD Competency I, 4)
- Address the cultural, spiritual, and ethnic values and beliefs of older adults and families. (PCPD Competency I, 5)
8.)Identify forms and mechanisms of oppression and discrimination for older adults. (Program Objective 1, Competency 5[a])
9.)Articulate how to engage in practices that advance social and economic justice for older adults. (Program Objective 1,Competency 5[b])
10.)Utilize conceptual frameworks to conceptualize problems, interventions, and evaluation of interventions in work with older adults. (Program Objective 3, Competency 7[a])
11.)Demonstrate how to critique and apply knowledge to understand person and environment in age-related arenas. (Program Objective 3, Competency 7[b])
12.)Demonstrate how to analyze, formulate, and advocate for aging-related policies that advance social well-being. (Program Objective 3, Competency 8[a])
13.)Recognize the importance of continuously appraising and attending to changing locales, populations, scientific and technological developments, and emerging societal trends in aging-related work and issues. (Program Objective 3, Competency 9[a])
Required Texts
Quadagno, J. (2014).Aging and the life course: An introduction to social gerontology (6thed.). NY: McGraw-Hill Companies.
Osterburg, E. (2016). Annual editions: Aging (28/e). NY: McGraw-Hill Companies.
Course Activities
Ageism Interview: (Course Objectives:2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13)
Students get the opportunity to find evidence of five different “myths” or stereotypes regarding older adults in newsprint, magazines, advertisements, movies, etc. Students will theninterview three people - one adolescent, one middle-age person, and one older adult - regarding myths about aging. Students will ask each of the three people to comment on the myths or stereotypes that students found. Students will prepare a one-page summary of EACH of the three interviews and compare their responses and proposed strategies to address myths as a conclusion to the assignment. Specific components to be included in the assignment are as follows (50 points total):
a.)A list of the 5 myths or stereotypes you find – and the sources of evidence (if at all possible,
include copies of the ad, etc. in which you find evidence) (5 points)
b.)Summaries of the three interviews (one page summary per interviewee) (15 points)
c.)A comparison of the interview responses to address aspects such as how similar or dissimilar
were the responses among the different generations? How do you account for the similarities and/or differences? What are some specific strategies for changing public perceptions regarding common myths about aging? (30 points)
Policy Analysis: (Course Objectives: 1, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13)
Students will have a chance to identify a policy issue that influences the quality of life for a subset of the aging population and write a 5-7-page issue brief which includes the following (50 points total):
a.)Description. Define the issue clearly in 1-2 sentences. How, why, and to whom is this issue problematic? A problem can be defined as the gap between what could be and what is or as a difference of opinion between or among major stakeholders. The problem statement should specify what the conflict you are addressing is about. (10 points)
b.)Extent. What is the extent of the problem? Provide quantitative estimates, if possible of the problem’s magnitude, and intensity; for example, how many lives are affected, how many dollars are spent or lost, if no action is taken to change the status quo. (10 points)
c.)Public policy. What makes this a public policy issue; e.g., one on which government action (legislative, judicial or executive) or government monies should or should not be spent to help resolve the problem? (10 points)
d.)Ethical issue. Describe what ethical concerns or issues might be present either due to the lack of policies to address the issue and/or due to existing policies applied to the issue. (10 points)
e.)References. Include 7-8 solid, reputable sources. Solid, reputable sources are considered deeper than newspapers or news magazines—e.g., specialized health care literature or websites and academic sources from the UP Library data bases. (10 points
Digital Oral History: (Course Objectives:2, 3, 5, 6, 7, 8, 11, 13)
Students will get the opportunity to conduct an interview with an individual 60+ and create a digital oral history that will be presented in class and given to the interview participant. Details of the assignment and oral history and digital recording processes will be handed out in a separate document and discussed in class. These details are also posted on the course Wordpress site. (100 points, including presentation, release forms, and process summaries on the project)
Exams:(Course Objectives; all)
Three noncumulative exams will be given throughout the semester; dates are listed in the syllabus. Study guides will be posted on the course web site. (100 points each)
Professional Behavior and Participation:(Course Objectives: all)
Every student is unique and brings contributions that no one else can make. The learning process for the above objectives will take place in a seminar format augmented by guest speakers, films, discussion, and in-class exercises. Without each person’s participation, the class as a whole loses opportunities to learn from one another. To maximize learning, we all need to prepare for class; be present in class both in mind and body; act respectfully toward one another, including guest speakers (both verbally and nonverbally); turn off and put away all phones, computers, iPads, etc. (unless needed and used respectfully); and contribute to the learning process and environment by actively participating and treating ideas that challenge us as opportunities to learn. Should you need to use a computer in class, please ask. Students who have more than one unexcused absence and/or who do not participate in class can expect lower grades. If students need to be excused from class, they are encouraged to communicate with the instructor. (100 points)
Statement of Inclusion
Dr. Rogers values respect, diversity, inclusion, and integrity. The main focus of the course is to help each person develop creativity, confidence, self-reflection, and critical thinking as we explore the broad questions posed by the course. For everyone to thrive and excel, classroom communities must preserve the freedom of thought and expression of all its members. A culture of civility and mutual respect that honors the rights, safety, dignity, and worth of every individual is essential to preserve such freedom. Dr. Rogers affirms respect for the rights and well-being of all members including a commitment to the:
- respect of the dignity and essential worth of all individuals
- promotion of a culture of respect in the classroom and throughout the university community
- respect of the privacy, property, and freedom of others
- rejection of bigotry, discrimination, violence, or intimidation of any kind
- practice of personal and academic integrity and an expectation of it from others
- promotion of the diversity of opinions, ideas, and backgrounds that is the lifeblood of the university
Policy on Late Work
To respect the time of course participants (including the instructor) and to promote an atmosphere of fairness and learning, students should strive to devote sufficient time and energy to completing course activities. This includes devising a plan for completing activities in a timely manner that also allows for careful, thorough exploration and thought. Because our time is limited and we are contributing to a community of learning, late work is discouraged and points will be deducted from papers and other work for each day they are late, unless arrangements are made ahead of time or an emergency has occurred that prevents students from completing work. In cases of emergencies, students should contact the instructor as soon as possible to make appropriate arrangements.
EvaluationGrading Scale
Ageism Interview 8% 50 points100-93A79-77C+
Policy Analysis 8% 50 points 92-90A-76-73C
Digital Oral History Project17%100 points 89-87B+72-70C-
Exams (100 points each)50%300 points 86-83B69-67D+
Participation17%100 points 82-80B-66-63D
Total 100%600 points 62-60D-
Tentative Class Schedule
1/11Course Overview
1/13Digital oral history project work
1/18Readings:Chapter 1; The Field of Social Gerontology
Chapter 2; Life Course Transitions
1/20Ageism
Assignment:Bring at least one print, digital, or other media example of ageism (both young and old) and positive aging. These can be used for your ageism interview
Film:Beauty Before Age
Unit 3; Annual Editions
1/25Readings:Chapter 3; Theories of Aging
Chapter 4; Demography of Aging
Unit 1; Annual Editions
1/27Readings:Chapter 5; Old Age and the Welfare State
Speaker:Multnomah County Aging and Disability Services
Bring drafts of interview questions along with names of people working on team interviews (these can be turned in earlier for feedback)
2/1Exam #1
2/3Readings:Chapter 6; Biological Perspectives on Aging
Unit 2 (age-proof your brain article, obesity), Unit 3 (health disparities article) and Unit 4 (artery disease article); Annual Editions
2/8Speaker:Alzheimer’s Association
2/10Readings:Chapter 7; Psychological Perspectives on Aging
2/15Readings:Chapter 8; Family Relationships and Social Support Systems
Unit 2; Annual Editions
Ageism Interview Due; Upload to Moodle
2/17Film:Eager for your kisses: Love and sex at 95
2/22Readings:Chapter 9;Living Arrangements
Chapter 10; Work and Retirement
Unit 7; Annual Editions
2/24Field Visit:Bridge Meadows; meet in community room
2/29Exam #2
3/2Readings:Chapter 11; Health and Health Care
Virtual Dementia Tour
3/7-3/9Spring Break
3/14Film:Frontline: Life and Death in Assisted Living Facilities
3/16Field Visit:Harvest Homes
3/21Readings:Chapter 12; Caring for the Frail Elderly
Unit 4; Annual Editions
3/23Film:How to Die in Oregon
Policy Analysis Due; Upload to Moodle
3/28Easter Break
3/30Readings:Chapter 13; Dying, Death, and Bereavement
Unit 6; Annual Editions
4/4Speaker:SAGE
4/6Readings:Chapter 14;The Economics of Aging
Chapter 15; Poverty and Inequality
Unit 5; Annual Editions
4/11Readings:Chapter 16; The Politics of Aging
Unit 8; Annual Editions
4/13Speaker:Elders in Action
4/18Exam #3
4/20Oral History Presentations
Oral History Projects Due; Upload process summaries to Moodle; hand in paper copy of releases and acknowledgement of receipt of interview
4/27Finals week meeting time: 8:00 am-10:00 am
Oral History Presentations
University Policies and Resources
University of Portland’s Code of Academic Integrity
Academic integrity is openness and honesty in all scholarly endeavors. The University of Portland is a scholarly community dedicated to the discovery, investigation, and dissemination of truth, and to the development of the whole person. Membership in this community is a privilege, requiring each person to practice academic integrity at its highest level, while expecting and promoting the same in others. Breaches of academic integrity will not be tolerated and will be addressed by the community with all due gravity.
Assessment Disclosure Statement
Student work products for this course may be used by the University for educational quality assurance purposes.
Disabilities Statement
If you have a disability and require an accommodation to fully participate in this class, contact the Office for Students with Disabilities (OSWD), located in the University Health Center (503-943-7134), as soon as possible. If you have an OSWD Accommodation Plan, you should make an appointment to meet with me to discuss your accommodations. Also, you should meet with me if you wish to discuss emergency medical information or special arrangements in case the building must be evacuated.
The Learning Resource Center
The Learning Resource Center, located in Franz 120, houses the Writing Center, Math Resource Lab, Speech Resource Center, Group Process Assistance, and International Language Assistance (French, Spanish, German, Chinese).
The Writing Center is open by appointment and works to support professors and students as they write across the disciplines. Appointments are made electronically. To schedule an appointment, go the Writing Center website at and click on ‘Appointments’ to sign in and view the schedule.
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