Simon Fraser University
Engaging the World

Course Outlines

Spring 2018 - GERO 300 D100

Introduction to Gerontology (3)

Class Number: 2949

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 3 – Apr 10, 2018: Mon, 9:30 a.m.–12:20 p.m.
    Burnaby

  • Exam Times + Location:

    Apr 16, 2018
    Mon, 12:00–3:00 p.m.
    Burnaby

  • Instructor:

    Sarah Canham
    scanham@sfu.ca
    Office: Ste 2800 Harbour Centre

  • Prerequisites:

    60 units.

Description

CALENDAR DESCRIPTION:

Examination of the aging process from a multi-disciplinary perspective. Physical and health factors in aging, economic and vocational factors in aging, family and community relations of older people, social policy and politics of aging. Throughout the course, emphasis will be placed on normal aging. Students who have taken GERO 101 may not take this course for further credit. Breadth-Social Sciences.

COURSE DETAILS:

What will life look like for us when we are 75? How will we spend our time? Where will we live? This introductory course is a breadth social science course that uses an interdisciplinary perspective to provide an overview of the socio-cultural aspects of aging within a Canadian context. It explores the influence of the broader social context on the individual experience of aging and the diversity of the aging experience that results. Topics covered include attitudes and stereotypes about aging, demographic trends, prominent theoretical approaches, informal and formal caregiving, health care, environment and aging, and end-of-life issues.

COURSE-LEVEL EDUCATIONAL GOALS:

By the end of the course, students will be able to discuss aging from a variety of perspectives:        
Population Aging: Understand the scope and impact of population aging at the local and global level. Differentiate key terms and concepts related to aging. Ageism: Identify and critique stereotypes/beliefs about aging and articulate the impact of ageism.        
Diversity and Context: Recognize sources of diversity in the aging experience and describe the impact of environment, gender, race/ethnicity, culture, and socioeconomic status on older adults.        
Individual Health, Social, and Psychological Aspects: Explain age-related progression/change in physical, psychological, and social domains. Identify key concepts/theories in these areas and link to real world scenarios.        
Social Support and Care: Comprehend that social engagement, support and care is bi-directional for older adults and their family/friends and reframe older adults as assets rather than liabilities to society. Articulate key concepts/theory in these areas and link to real world scenarios.        
Healthcare, Retirement/Work and End of Life: Articulate societal/institutional rules, regulations, and policies on aging in the area of healthcare, work/ retirement, and end-of-life. Identify gaps in services/programs.

Grading

  • Assignment #1: Interview with an Older Adult 15%
  • Assignment #2: Research Paper 25%
  • Mid term 20%
  • Final exam 25%
  • Class Participation/Reflective Journal/Persona Work 15%

Materials

REQUIRED READING:

Novak, M., Campbell, L., & Northcott, H. (2014). Aging and Society: A Canadian Perspective (7th Edition). Scarborough, ON: Nelson Publishing. (A&S) + Readings Posted in CANVAS

RECOMMENDED READING:

Wister, A.V., Sixsmith, A., Adams, R. & Kadowaki, L. (2014). Fact Book on Aging in British Columbia and Canada, 6th Edition. Vancouver, B.C.: Gerontology Research Centre (http://opentextbook.docsol.sfu.ca/store/product/ctb1002-01/)

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS