Simon Fraser University
Engaging the World

Course Outlines

Fall 2026 - GERO 420 OL01

Sociology of Aging (4)

Class Number: 2618

Delivery Method: Online

Overview

  • Course Times + Location:

    Online

  • Prerequisites:

    60 units. Recommended: GERO 300.

Description

CALENDAR DESCRIPTION:

The structural and behavioral implications of aging. Topics include demographic aspects of aging; the relationship of aging to political, economic, familial and other social institutions; the psychological significance of aging. Students with credit for SA 420 and students may not take this course for further credit.

COURSE DETAILS:

Gerontology 420, Sociology of Aging, provides students with an understanding of aging and the aged from a sociological perspective. It illustrates how the integration of theory and research from the social sciences can be used to describe, explain, and predict social gerontological phenomena and to analyze critically the implications of these patterns for social policy. Students will develop an awareness and appreciation of the social significance of aging in a variety of cultural contexts but with a strong emphasis on Canadian society. Topics include demographic aspects of aging, historical perspectives, theoretical and methodological approaches to the study of aging, health status and health care issues, living environments and aging, family and social support across the life-cycle, and social policy. Sociology of aging is a subject area that is often “applied”; that is, research in the field tends to identify solutions (e.g., to make policy recommendations and/or develop programs) to social problems. For this reason, it frequently adopts an interdisciplinary approach to the study of aging.

COURSE-LEVEL EDUCATIONAL GOALS:

The modules provide you with week-by-week instructions and key-notes for the 12 weeks of the term (the final week (13) is for review). You are strongly advised to keep up with each week of work covered in the modules. The modules are structured using the following format:

  1. required readings for the week
  2. learning objectives
  3. summaries of key material from the text and supplementary sources
  4. major terms and concepts
  5. and review questions

Grading

  • MId-term 25%
  • Assignment 1 - Group Project: 10%
  • Assignment 2 - Major Essay Proposal: 10%
  • Assignment 3 - Major Essay: 25%
  • Final Exam 30%

NOTES:

LEARNING OUTCOMES

On completion of GERO 420, students will be able to:

  1. Understand the strengths and weakness of major conceptual and theoretical approaches to social processes of aging.
  2. Develop knowledge from multiple disciplines to focus on social processes of aging including interdisciplinary perspectives.
  3. Understand the ways in which individual and population aging is shaped and policies to support aging the individual, family, community and population level.
  4. Critically analyze applications of social gerontology to vulnerable and marginalized older populations.
  5. Understand how the COVID-19 pandemic has identified major areas in need of reform





Online Interactive Zoom Chat Sessions (Zoom - Weekly)

I plan to hold 5-6 Interactive Zoom Chat sessions during the course so that students have an opportunity to ask questions about material and course requirements. These will take place Mondays 7:00–7:45 pm and it is optional to attend, but very helpful for some students. I will record and distribute these as well. These details are provided in CANVAS and described in the Major Points email that I will send out at the start of the course.

See Major Points for details (at start of class).

How to Succeed in the Course

This course is divided into twelve weeks (modules) that align with the twelve chapters of the textbook. Students should cover one module per week starting the first week of class. This will leave one week to catch up on material where necessary. Each week or module provides learning objectives, overview of key material from the textbook, as well as any supplementary material, a list of major terms and concepts, key facts, and some review questions.

Note that there is a glossary in the text. Also, the review questions are for students to practice their knowledge and are not meant to cover all major aspects of the unit. Students should read each week of the module and the associated textbook chapter together. The modules synthesize key material from the textbook and identify key concepts, issues and ideas, but are not meant to replace it.

REQUIREMENTS:

Grading Requirements: Students are required to complete all course requirements. These requirements (assignments, exams, group project). Specific details will be distributed in Canvas and discussed at the Zoom meetings.

Materials

MATERIALS + SUPPLIES:

Course Resources

Wister, A. (2024). Aging as a social process: Canada and Beyond (8th edition). Toronto: Oxford University Press. (Available online ISBN 978-0199028429 (Available online: https://www.vitalsource.com/en-ca/products/aging-as-a-social-process-andrew-v-wister-v9780190164553?duration=180&msclkid=bbf8a9bb6a931c8d1a5acfb35b8f62b4&utm_source=bing&utm_medium=cpc&utm_campaign=VST%20Tier%20Two%20Shopping-Google&utm_term=4576167410183621&utm_content=Oxford%20University%20Press

Do not use the older editions of the textbook (7th or earlier), since considerable changes have been made. If you do not study the most recent edition of the textbook, you will be seriously challenged on the exams.

 

Web Resources in Textbook and Canvas

Near the end of the module menu (and also in textbook) you will find comprehensive web resources in an Appendix as well as selected ones at the end of each chapter in the text only. This is a compilation of web-based resources in the form of various web links that may be useful for your learning about the sociology of aging and in support of your essay development. These are provided as a supplementary component and are not a required part of the course.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

At SFU, you are expected to act honestly and responsibly in all your academic work. Cheating, plagiarism, or any other form of academic dishonesty harms your own learning, undermines the efforts of your classmates who pursue their studies honestly, and goes against the core values of the university.

To learn more about the academic disciplinary process and relevant academic supports, visit: 


RELIGIOUS ACCOMMODATION

Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.