Course Syllabus
Welcome to SOC 035: The Sociology of Aging
Overview
| CATEGORY | INFORMATION |
|---|---|
| Credits | 3 |
| Prerequisites | None |
| Delivery | Web (Canvas, https://psu.instructure.com) |
| Dates | See the Calendar. |
| Instructor | See the Orientation module under the Modules tab. |
Description
We are witness to an unprecedented period in human history. Current population projections indicate that by mid-century, the proportion of the U.S. population over age 65 will be approximately equal to the proportion of the population under age 18 (U.S. Census Bureau). This is a truly unique situation. For the entirety of human history before this point, youth were the numerically dominant group in most societies. There is a great deal that is unknown about how U.S. society will deal with such a dramatic shift in the composition of the population, as is evidenced by the recent political fervor over the Social Security and Medicare programs. In fact, "aging" of the population has come to be seen as a major social problem. However, this aging of the population did not suddenly occur. The average age of the population and the proportion of the population over age 65 steadily rose through the twentieth century. Yet, as we will explore in this course, the institutions of society--the family, the workforce, the health care system, and the government--have been slow to respond and therein lies the "problem." This is the macro level of the sociology of aging, and the Matcha text will focus our attention on these structural conditions.
At the same time that society is focusing on the "aging problem," there is also increasing recognition that the experience of growing old is not the same for everyone. Throughout this course, we will focus on the social forces that accumulate across our lives to produce inequality in the aging experience for individuals. We will use the life course perspective to understand how the variation in opportunities, choices, and experiences of old age are the product of the unique characteristics of the individuals and their positions in the social structure as defined by gender, race, and class. Individual aging does not occur in isolation, resulting solely from biological processes; rather, it occurs in a social context. This is the micro level of the sociology of aging. The Stoller and Gibson text is designed to help you understand the tremendous diversity in aging experiences.
Thus, we have two "sides" to aging--the macro-level, focusing on the aging of the population and what this means for the configuration of various social institutions, and the micro-level, focusing on individual variation in the experience of growing old. These two levels of inquiry are not mutually exclusive, but each explains a unique part of what it means to grow old in U.S. society. Understanding how these two levels of inquiry fit together to give rise to our cultural beliefs about aging and how we view ourselves as aged individuals is the crux of the sociology of aging and this course. By examining how society defines aging and the differences that result from our position in the social structure, we can be better prepared to research, provide medical services for, and make social policies that are useful to diverse groups of elderly Americans and the society as a whole.
Objectives
At the end of this course, you will be able to:
- Understand and describe the demographic and historical factors that have shaped "population aging;
- Identify the major social intuitions and describe how population aging challenges those institutions, and evaluate the extent to which those institutions have adapted to population aging;
- Identify and critically analyze the major social policies that affect older adults, and appraise the political context in which these policies arise;
- Identify, describe, and critique the major sociological and gerontological theories of aging;
- Understand that the values, attributes, and expectations of aging are socially constructed, and use examples from the popular media to illustrate this;
- Outline the four key themes of the life course perspective and apply these features to narratives on individual aging; and
- Understand and describe how social factors -- especially gender, race, and social class--give rise to opportunities and experiences that either facilitate or hinder "successful aging."
Organization
This course is made up of 14 lessons. For each lesson, you will complete the following activities and assignments:
- Explore online course content.
- Read a few assigned readings.
- Submit several short written exercises
In addition, you will submit a longer paper assignment and a newspaper article analysis.
Online Learning and Attendance
This course has been developed to promote asynchronous learning. The instructor and students do NOT meet on a designated day and time each week. For each lesson, there is a timeframe to complete all activities and assignments, and you may work at your own pace within that timeframe. However, you must adhere to the due dates outlined on the Calendar. (Due dates can also be viewed under the Syllabus tab.) You should log into the course daily to check for updates, review lessons, and participate in activities.
Materials
Texts and Other Materials
The following texts are required:
- Hillier, Susan M. and Barrow, Georgia M. 2015. Aging, the Individual, and Society (10th Edition). Cengage. (ISBN 9781285746616)
- *Stoller, Eleanor Palo and Rose Campbell Gibson (Eds). 2000. Worlds of Difference: Inequality in the Aging Experience (3rd Edition). Thousand Oaks, CA: Pine Forge Press. (ISBN 9780761986645)
*E-Book Option: An online version of one or more of your texts is available at no cost as a Penn State Libraries E-Book, which is indicated by an asterisk (*). You can access the E-Book through the Library Resources link on the course navigation menu. Some E-Books will only be available online, while others will be available to download in full or in part. You may choose to use the E-Book as an alternative to purchasing a physical copy of the text. For questions or issues, you can contact the University Libraries Reserve Help (UL-RESERVESHELP@LISTS.PSU.EDU).
Grading
Final letter grades will be assigned based on the scale below.
Scale
| LETTER GRADE |
MINIMUM PERCENT |
MINIMUM |
|---|---|---|
| A | 95 | 475 |
| A- | 90 | 450 |
| B+ | 88 | 440 |
| B | 82 | 410 |
| B- | 80 | 400 |
| C+ | 78 | 390 |
| C | 70 | 350 |
| D | 60 | 300 |
| F | 0 | 0 |
Due Dates
All assignments are due by 11:59 PM Eastern Time on the date indicated on the Calendar. (Due dates can be also be viewed under the Syllabus tab.) As a general rule, you will NOT be able to go back and make up missed assignments. It is your responsibility to keep up with your assignments. Students with an excused absence (e.g. hospitalization, jury duty, family emergency, or military service) may be asked to produce proper documentation in order to make up graded work. All make-up work is at the discretion of the instructor.
Veterans and currently serving military personnel and/or spouses with unique circumstances (e.g. upcoming deployments, drill/duty requirements, disabilities, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Notes
- To Do List: Some assignments may not appear in the To Do list under the Home tab. Use the Calendar or Syllabus to ensure that you are fully aware of assignment due dates.
- Late Assignments: Late assignments will not be accepted
Assignments
Basic information about each assignment group is provided below. For detailed directions about an individual assignment, see the assignment information under the Modules tab.
You can expect meaningful feedback on assignments within 1 week of their due date.
| ASSIGNMENT GROUP |
POINTS | PERCENT |
|---|---|---|
| Short Written Exercises | 200 | 40% |
| Life Course Papers | 40 | 8% |
| Mid-Course Exam | 100 | 20% |
| Newspaper Article Analysis | 60 | 12% |
| Final Exam | 100 | 20% |
| Total | 500 | 100% |
Short Written Exercises
Value: 10 x 20 PTS, 200 PTS total for 40% of grade
There are 10 short written exercises. After most of the lessons, this assignment is designed to stimulate critical thinking on the reading and commentary for that lesson. These assignments will typically be 3-4 type-written pages (double-spaced, Times New Roman, 12 font) and will usually ask you to answer several questions and apply material that you have learned to some of the key issues of the sociology of aging. Specific descriptions of these assignments are included after each Lesson. You should plan to spend approximately 1 to 2 hours on each assignment.
Life Course Paper
Value: 1 x 40 PTS, 40 PTS total for 8% of grade
This paper asks you to apply the concepts of life course perspective, which we will learn about in this course. There are two options for this assignment. The first is to view an approved popular movie that describes the life of an older adult and then cast that individual's life in terms of the life course perspective. The second option is to describe the aging experience of an elderly relative, rather than using a character from a popular movie. This paper is to be 4-5 type-written pages long. A more specific description of the assignment is included with Lesson 6.
Mid-Course Exam
Value: 1 x 100 PTS, 100 PTS total for 20% of grade
The exam will cover material from the readings and commentary through Lesson 8. The exam will consist of multiple-choice, short-answer, and essay questions. These questions are designed to measure what you have learned from the materials presented. In order to help you prepare for the exams, sample questions are included with each lesson.
Newspaper Article Analysis
Value: 1 x 60 PTS, 60 PTS total for 12% of grade
A major theme in this course will be how one's experience with aging is the product of the social environment and that there are subtle (or not so subtle) messages contained in popular culture about the value we place on aging. This assignment will ask you to collect four newspaper articles on four different topics that we have covered and examine the stereotypes and assumptions about aging that the author makes. Specific instructions for this assignment are included after Lesson 14, but because you will need several newspapers, I encourage you to look at the assignment beforehand and collect the articles in advance.
Final Exam
Value: 1 x 100 PTS, 100 PTS total for 20% of grade
The final exam will be similar in format to the mid-course exam. Although the exam will not be cumulative and will emphasize Lessons 10-15, the cumulative nature of the material means that students will need to be familiar with the major concepts from before the mid-course exam.
University Policies
Academic Integrity
According to Penn State policy G-9: Academic Integrity, an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic sanctions, which can be severe, and put themselves at jeopardy for other outcomes (see G-9: Academic Integrity).
Unless your instructor tells you otherwise:
- Always include an in-text citation that includes the author(s) last name(s) and the year the source was published at the end of any sentence or below any image that includes words, images, or ideas you found in a source, always included quoted text within quotation marks, and always include a reference for any source at the end of your paper (ask your instructor about the format you should use).
- All of your graded coursework must be created by you without help from anyone in the course or otherwise. If you have questions about this, you should ask your instructor before submitting work for evaluation.
- All course materials you receive or access are protected by copyright laws. You may use course materials and make copies for your own use, but unauthorized distribution and/or uploading of materials without the instructor’s express permission is strictly prohibited. Students who engage in the unauthorized distribution of copyrighted materials may be held in violation of the University’s Code of Conduct and/or liable under Federal and State laws.
Disability Access
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has an office for students with disabilities. The Student Disability Resources website provides contact information for every Penn State campus (Links to an external site.) at http://equity.psu.edu/student-disability-resources/disability-coordinator. For further information, please visit the Student Disability Resources website (Links to an external site.) at http://equity.psu.edu/student-disability-resources.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation (Links to an external site.) described at http://equity.psu.edu/student-disability-resources/applying-for-services. If the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Nondiscrimination
Penn State is committed to equal access to programs, facilities, admission and employment for all persons. It is the policy of the University to maintain an environment free of harassment and free of discrimination against any person because of age, race, color, ancestry, national origin, religion, creed, service in the uniformed services (as defined in state and federal law), veteran status, sex, sexual orientation, marital or family status, pregnancy, pregnancy-related conditions, physical or mental disability, gender, perceived gender, gender identity, genetic information or political ideas. Discriminatory conduct and harassment, as well as sexual misconduct and relationship violence, violates the dignity of individuals, impedes the realization of the University's educational mission, and will not be tolerated. For further information, please visit the Affirmative Action Office Website at http://www.psu.edu/dept/aaoffice/.
TEACH Act
The materials on the course website are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated.
University Emergency Procedure
In the event of a University-wide emergency, the course may be subject to changes. Exigent circumstances may require alternative delivery methods, class materials, and interactions with the instructor and/or classmates. In addition, there may be revisions to grading policies and the Calendar, including assignments and their due dates.
In the event of a University-wide emergency, please refer to the Canvas website at https://psu.instructure.com for specific information related to the course. For more general information about the emergency situation, please refer to the Penn State website at http://www.psu.edu or Penn State News at http://news.psu.edu.
To register with PSUAlert, a service designed to alert the Penn State community when situations arise that affect the ability of a campus to function normally, please go to https://psualert.psu.edu/. Subscribers can receive alerts by text message to cell phones, and also can elect to have alerts sent to an email address.
Reporting a Bias Incident
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage (Links to an external site.) at http://equity.psu.edu/reportbias/.
Counseling and Psychological Services
Penn State's Counseling and Psychological Services (CAPS) office offers residential and distance-based Penn State students non-emergency mental health services in the form of case management, community resource referrals, supportive listening, care giver support, and much more.
Students may request assistance from CAPS regarding a variety of common mental health issues, including anxiety, depression, relationship difficulties, and stress. CAPS services are designed to enhance students' ability to fully benefit from the University environment and academic experience. Call CAPS at 814-863-0395 (8 am-5 pm, Monday-Friday EST) or submit an inquiry online (Links to an external site.) at http://studentaffairs.psu.edu/counseling/contact_form.shtml to schedule an appointment with a mental health advocate, who can help you address mental health concerns that may interfere with your academic progress or social development. This appointment will include a one-on-one session that can be conducted via telephone, teleconference (Skype, FaceTime, etc.), or locally at Penn State University Park. For more information on services provided through CAPS, please visit the Penn State CAPS website (Links to an external site.) at http://studentaffairs.psu.edu/counseling/.
Reminder: These services are for non-emergencies only. If you or someone you know is experiencing a crisis situation, please call your local crisis center or 911.
Syllabus Subject to Change
The class will likely adhere to the information outlined in this Syllabus and the Calendar, but adjustments may be made based on what actually transpires during the semester. Remaining in the course after reading this Syllabus will signal that you accept the possibility of changes and responsibility for being aware of them.
Course Summary:
| Date | Details | Due |
|---|---|---|