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Course Description             Sociology of Aging is a comprehensive introduction to the field of social gerontology. Special emphasis is given to the aged in the context of how the elderly both affect and are affected by our society. The course includes the study of demography, cultural values and diversity, sexuality, minority elderly, social problems, social institutions, and social problems.
Taken from Messiah College's 1998-2000 catalog

Course Syllabus

SOCIOLOGY OF AGING
SOC231
MESSIAH COLLEGE
SPRING 2000

Professor: Raeann R. Hamon, Ph.D., CFLE
Location: Jordan 159
Days: T Th
Time: 2:05-3:35

Phone: 2850
Office: Hoffman 201
Office Hours: M W F 10:20-11:20; Th 3:45-4:45; or by appointment

Texts:
      Hillier, S., & Barrow, G.M. (1999). Aging, the individual, and society (7th ed.). Belmont, CA: Wadsworth.

      Sider, E.M. Who are the Brethren in Christ? Nappanee, IN: Evangel.

**Additional required readings may be put on reserve in the Murray Library.

Course Description:

The primary goal of this course is to provide a comprehensive introduction to the field of social gerontology. Special emphasis is given to the aged in context--how older persons both affect and are affected by society.

Course Objectives:

1. To develop an understanding of and appreciation for the field of social gerontology.
   
   
2. To demonstrate an awareness of social issues related to aging.
   
   
3. To exhibit sensitivity to the diversity of aging experiences, and to recognize the role that variables such as gender, social class, and ethnicity play in determining that experience.
   
   
4. To critically evaluate concerns or challenges posed by an aging population.
   
   
5. To know the major theories and research methods of social gerontology.
   
   
6. To become acquainted with aging journals and other current gerontological resources.
   
   
7. To be able to critique interventions, programs, and policies designed to improve the condition of the aged.
   
   
8. To practically apply gerontological information when interacting with older persons.
   
   
9. To competently interact with an Elder Service Partner in fulfilling service commitments to the community and thereby, develop one's own sense of civil and social responsibility.

Course Requirements:

1. Class Attendance/Preparedness/Participation
      Students are expected to attend all class sessions and to contact the professor when they will be absent. Excused absences are granted at the discretion of the instructor. In order to be prepared for class, students need to have read all assigned material prior to coming to class. Thoughtful contributions to class discussions are deemed essential. Thus, students are also expected to keep abreast of current newsworthy information on aging (available from newspapers, periodicals, aging journals) and to integrate it into class discussions, especially as it relates to the daily topic. (30 points)

2. Elder Service Partnership Project
      Students will select a person over 65 years of age to be their Elder Service Partner. During the course of the semester, students will join their Elder Service Partner in fulfilling a minimum of ten hours of community service. Students should maintain a journal about their experience with their Elder Service Partner. A one-page, single-spaced entry should be handed in every two weeks. The journal should include: date, time, place, and duration of each service assignment; summary of visit, including description of activity and surroundings; integration of gerontological information with your experience; and personal reflections, impressions, and meanings. You might answer questions such as: What am I doing and why? What am I learning? What insights am I gaining about others, society, and myself? How will this experience affect my future thoughts and actions? Journals might also include updates on progress being made on the Life History Interview, as well as reflections on the experience of the process. At the conclusion of each journal, students should include specific plans for upcoming meetings with their Elder Service Partners. The journal will be evaluated on the depth of reflections, completeness, and integration of gerontological information and theory with your experience. Completion of the voluntary service requirements, reliability in planning and fulfilling obligations, and an assessment of the student's performance by the Elder Service Partner will also be factored into the grade. (100 points)

3. Life History Interview
      Students will conduct a life history interview with their Elder Service Partners. This interview will take at least five meetings and be audio taped (assuming permission is granted by the Elder Service Partner). All interviews will be transcribed. Specific skills for this assignment will be reviewed early in the semester. Students will give the final draft of the life history transcript to their Elder Service Partner to review and make any changes prior to completing the final Life Story. Using that feedback, students will make revisions and present an attractive Life Story to their elder at the conclusion of the semester during a reception held in their honor. This project should be typed and double-spaced. Section due dates are included in the course calendar. (100 points)

4. Group "Jump Start" Activity
      Many of our class sessions will begin with an opportunity for students to lead our class in some type of thought-provoking activity. Early in the semester, groups of students will sign up for a particular class period for which they will be responsible for opening discussion (approximately 15 minutes) on that topic for the day. Students might share current newsworthy events on the topic, related information gathered on the Internet, or experiences encountered with their Elder Service Partners which are related to the issue of the day. Students can use clips of videos, biblical text, group activities, games or any other technique to engage us in the day's topic. All group members need to participate in the planning and presentation of this "Jump Start" activity. Each group should also hand in a typed page which includes names of all group members, educational objectives of the "Jump Start" activity, and a detailed outline of the contents of the presentation.(25 points)

5. Examinations
      There will be a total of three examinations throughout the semester. Each is worth 100 points and will include objective, short answer, and essay questions. Test questions will be taken from assigned readings, audiovisual materials, student presentations, and class lectures and discussions. The final exam will be comprehensive. Students are expected to take all examinations on the dates indicated on the course calendar (attached). (300 points)

Evaluation System:

Accommodations for students with disabilities will be made in conjunction with Messiah College Disability Services. Any student requiring accommodation should request to meet with the professor.

Course Calendar

February:
1	Classes Begin Course Overview/Introductions
3	Images of Aging Hilliar & Barrow: 2 Pre-Test
8	Intro to Service Learning & the BIC Sider: Who are BIC? Pamphlet Guest Speakers: 2:05-2:40 – Dr. John Eby, Director of Agape Center 2:45-3:35 – Dr. Morris Sider, BIC Archivist Journal #1 Due
10	Life History Interview Skills/Role Play
15	Demography of Aging Hilliar & Barrow: 1
17	Profile of Older Adults Hilliar & Barrow: 14, 16
22	Theories of Aging Hilliar & Barrow: 3 Video: Seasons of Life – Late Adulthood Journal #2 Due
24	AGHE Conference/Elder Service Partner Day
29	Theories in Social Gerontology Hilliar & Barrow: 4

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