H_D-309-robby.cooper-2024-09-16-02-28-42
Title of Course [Gerontology]
Prefix and Number [H_D 309]
Semester and Year [tbd]
Number of Credit Hours [3]
Prerequisites [H_D 101, Sophomore Standing]
Course Details
Day and Time: [tbd]
Meeting Location: [tbd]
Instructor Contact Information
Instructor Name: [tbd]
Instructor Contact Information: [office location, phone, email] [tbd]
Instructor Office Hours: [click here for best practices] [tbd]
TA Name: [tbd]
TA Contact Information: [office location, phone, email]: [tbd]
TA Office Hours: [click here for best practices] [tbd]
Course Description
[Examination and analysis of social context of aging including public policy, implications of demographic shifts, and quality-of-life issues]
Course Materials
Books: [There is no required textbook required for this class. You will utilize posted readings in this class.]
Other Materials: [none]
Fees: [none]
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
| [Learn how older adults may experience inequality and vulnerability as they age through an intersectionality approach to aging.] | [Discussion Questions] |
[Critical Composition #3 & Poster Assignment] |
| [Understand and apply life course theory and cumulative dis/advantage frameworks to aging issues and opportunities] | [Discussion Questions] | [Critical Composition #1 & Poster Assignment] |
| [Understand some of the cognitive, physical, and social changes associated with older adulthood and how these changes influence social interaction and relationship] |
[Discussion Questions] |
[Critical Composition #5 & Poster Assignment] |
| Articulate challenges, identify gaps, propose changes, and speculate on the future of aging policies |
[Discussion Questions] |
[Critical Composition #4 & Poster Assignment] |
| Engage in personal reflection and recognize one's own aging processes |
[Discussion Questions] |
[Critical Composition #6 |
|
Understand the impact of an aging society on family relationships, social policy and services within your community |
[Discussion Questions] |
[Critical Composition #4 & Poster Assignment ] |
|
Gain insight as to how to advocate for older adults whose needs may be invisible, and lives may present vulnerabilities based on inequality |
[Discussion Questions] |
[Critical Compositions #3, #4, and #6 & Poster Assignment] |
|
Make connections to the field of human development and human services about how to support health and wellbeing of older adults (of today and tomorrow) and their families |
[Discussion Questions] |
[Critical Compositions #2 and #6] |
| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
|
Week 1 |
[Introduction to Gerontology] | [Discussion Questions] | [Intro Survey] |
| Week 2 [dates] |
[Theories of Aging] | [Discussion Questions] | |
| Week 3 [dates] |
[Theories of Aging] | [Discussion Questions] | [Critical Composition #1] |
| Week 4 [dates] |
[Health & Wellbeing] | [Discussion Questions] | [Poster Topic] |
| Week 5 [dates] |
[Health & Wellbeing] | [Discussion Questions] | [Critical Composition #2] |
| Week 6 [dates] |
[Diverse Families & Caregiving] | [Discussion Questions] | |
| Week 7 [dates] |
[Diverse Families & Caregiving] | [Discussion Questions] | [Critical Composition #3] |
| Week 8 [dates] |
[Aging Policy] | [Discussion Questions] | [Poster Outline] |
| Week 9 [dates] |
[Aging Policy] | [Discussion Questions] | [Critical Composition #4] |
| Week 10 [dates] |
[Financial & Social Wellbeing] |
[Discussion Questions] | [Poster Draft] |
| Week 11 [dates] |
[Financial & Social Wellbeing] |
[Discussion Questions] | [Critical Composition #5] |
| Week 12 [dates] |
[Current Issues & Future Directions] | [Discussion Questions] | |
| Week 13 [dates] |
[Current Issues & Future Directions] | [Discussion Questions] | [Poster Final Draft] |
| Week 14 [dates] |
[Agent of Change] | [Poster Presentation] | [Poster Presentation] |
| Week 15 [dates] |
[Agent of Change] | [Poster Reflection] | [Critical Composition #6] |
Expectations for Student Effort
The students are responsible for:
- Treating instructor and other students with respect and professionalism
- Coming to class on time, prepared, and ready to actively participate
- Presenting material in a clear, concise manner
- Responding to email promptly
- Meeting with the instructors if (s)he has any concerns
- Providing instructors with constructive feedback
- Completing all exams and assignments on time
- Being aware of all course policies
Grading [add more lines if necessary]
| Type of Assignment (tests, papers, etc) | Points | Percent of Overall Grade |
|---|---|---|
| [Engagement & Reflection] | [50] |
[25%] |
| [Readings & Discussion Questions 10 @ 2 points each] |
[20] | [10%] |
| [Critical Compositions 5 @ 12 points each] |
[60] | [30%] |
| Final Project | 70 | 35% |
| Total | 200 | 100% |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
[94 - 100] |
C | [73 - 76] |
| A- | [90 - 93] | C- | [70 - 72] |
| B+ | [87 - 89] | D+ | [67 - 69] |
| B | [83 - 86] | D | [60 - 66] |
| B- | [80 - 82] | F | [<60] |
| C+ | [77 - 79] |
Final grades are rounded up a half point (i.e. 92.50% is rounded up to 93%, 92.49 is not rounded up) when appropriate.
Attendance and Make-Up Policy
[Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in reducing the overall grade in the class.]
Academic Integrity Statement
You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:
-[Receive an automatic zero score for the assignment, and possibly a failing grade for the course if the violation is significant (i.e.: a significant violation within one of the major assignments in the course.]
-Be reported to the Center for Community Standards
-Have the right to appeal my decision
-Not be able to drop the course of withdraw from the course until the appeals process is finished
If you have any questions about what you can and cannot do in this course, ask me.
If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.