1. Gerontology (GTY) 154 A
Aging in American Society
Spring 2015
Instructor: M. I. Amin, MBBS & MPH Class Time: 8:30 AM – 9.50PM (W & F)
Office Location: 210C Upham Hall Class Location: 275 Upham Hall
Office Hours: 10.00 – 11.30 AM (W & F) Email: aminmi@miamioh.edu
(additional office hours by appointment)
Course Description
This introductory social gerontology course will provide an overview of the fundamental principles, theories, issues and concepts in the field of
gerontology. We will consider the many dimensions and processes of aging from three perspectives: the aging individual, the social context of
aging and the global impact of unprecedented population aging. Throughout the course we will enhance overall understanding of aging by thinking
globally but learn locally.
Why GTY 154 is important
We can shape our fortune if we understand our current and future challenges. It is true for individual, family, society or even for a country. Aging
is dynamic and highly complex process that can be studied from many scientific disciplines and perspectives. Due to the global demographic shift
and changes of technologies, many concepts, ideas, and social systems are facing enormous challenges and transformation. The twenty first
century is facing diversified social, political, and economic challenges surrounded by issues like health, labor force, and income security due to an
increasing population of age. However, to understand aging, we must assemble facts and explanations from a wide array of fields. Gerontology
integrates knowledge from variety of disciplines (i.e., demography, physiology, philosophy, biology, health, psychology, sociology, social policy,
political science, history, geography, economics, public health, human development, family studies, social work, medicine, nursing, law, leisure
studies, thanatology, literature, mass communications, and information technology). The bottom line is aging matters to all of us and we need to
know how aging will affect us physically, psychologically, socially and how these continuously alter consumerism.
The linkage between the global Miami plan and career development
The Global Miami Plan for liberal education is designed to help students understand and creatively transform human culture and society by giving
students the tools to ask questions, examine assumptions, exchange views with others, and become a better global citizen. The four principles of
liberal education are thinking critically, understanding contexts, engaging with other learners, and reflecting and acting.
Critical thinking includes integrating and analyzing information from many different disciplines and sources to formulate ideas, and clear oral and
written expression of these ideas. The assignments are designed specifically to help you engage course material from multiple disciplinary
perspectives, to require you to interpret and integrate these perspectives, and use this knowledge to establish your own perspective on aging in
American society.

2. Understanding contexts refers to the ways in which political, cultural, economic, and demographic factors affect our thinking about aging.
Through critically engaging multidisciplinary approaches to aging and addressing aging issues through various lenses in your assignments, as well
as in-class dialogue and exercises, you will be able to better understand and articulate the many complexities associated with aging and how aging
affects families, communities and societies.
Engaging with other learners (i.e., collaboration) is something you will have to do the rest of your life. This course will help you develop skills
that enhance group work as an efficient process to complete tasks, and at the same time will promote qualities of individual leadership. A group
project is a major part of your final grade for this course. You are required to develop a contract that outlines your group’s individual
responsibilities and final product(s). Through this process, as well as various in-class exercises, you will establish or enhance basic skills required
for efficient group work.
Reflecting and acting in this course will be accomplished via the use of peer feedback. Feedback is an important part of the learning process, but
most of us are used to getting feedback at the end of a project (i.e., a grade) rather than formative feedback (i.e., suggestions to improve your
product prior to its completion). In this course you will practice giving and working with formative feedback from your peers to help you improve
your performance and grow as a person.
Course Goals
Earn gerontological competencies & skills set through:
1. Fundamental ideas of aging through multiple disciplinary lenses, for example, biological, psychological, social, public health and policy
perspectives.
2. Articulate intersecting influences of interdisciplinary approaches to understanding aging through theory, context and concepts and
practices.
3. Use knowledge of individual, cultural, and social factors to differentiate the experience of aging within and across geographical boundary.
4. Illustrate how aging affects families, communities and societies.
5. Understanding gerontological vocabularies and nomenclature.
6. Gerontological communication through critical thinking, observation, comprehension, writing and teamwork.
Course Objectives
In terms of substantive learning, students completing this course will understand:
1. How/why gerontology originated as an applied field of study.
2. How different discipline conceptualized aging.
3. The multidisciplinary and interdisciplinary nature of the field of gerontology.
4. That there is tremendous variability in aging.
5. That aging takes place in a changing context.
6. How the experience of aging is defined by the life course.
7. How aging is shaped by social location (generational cohort, gender, race, social class).

3. 8. How aging influences and influenced by society.
9. That aging differs across cultural contexts.
Gerontology Student Learning Outcomes
The gerontology faculty has identified seven outcomes for gerontology majors. If you major in gerontology, by the time your graduate, you will
have demonstrated your ability to:
1. Evaluate policy, programs and action in the field of aging;
2. Evaluate the quality of information and engage in the process of discovery;
3. Evaluate theoretical perspectives in the study of aging;
4. Evaluate the role of social institutions (e.g., family, politics and government, work and economics, social and health policy);
5. Evaluate the impact of social location (e.g., race, class, gender, age) over the life course;
6. Evaluate how aging and the life course are socially constructed and contextual across time, place and culture (e.g., cross-culturally,
internationally);
7. Evaluate individual processes in the aging experience;
8. Evaluate the unique knowledge, skills and competencies of a gerontologist; and
9. Demonstrate your ability to work in a team.
Required Text
 Textbook: Issues in Aging 3rd
Edition (2012) by Mark Novak. Pearson Publishing Company.
 All assigned readings are noted on the course outline (find in Niihka).
 All assigned readings and page numbers reference this edition of the textbook.
 If textbook access is an issue, please come and see me ASAP.
The specific assignments for this course are:
Assignment (Quizzes/Presentation/Exams) Points
1. In Class Participation 50
2. Five Multiple Choice Quizzes (5 x 50) 250
3. Presentation (Selected issue/topic from your choice) 100
4. Final Paper (written response: Presented issue/topic) 100
Total 500
Niihka
We will use Niihka for class-related communication. Assignments and additional readings will be posted under appropriately named files on the
“resources” section of the web site. If you are not familiar with Niihka, please be acquainted during the first week of the semester. If you require
assistance, let me know.

4. Class Participation (50 Points)
Attendance in everyday class is highly recommended. It is also Miami University undergrad requirements. A total 50 points is reserved for class
attendance while failure to present in each class deducts 2 points from the total participation points. Contribution in class discussion and the
quality of communication are also considered as active class participation which will help your ultimate grade.
Quizzes (250 Points)
Each quiz will consist of 50 multiple choice questions (MCQs) and each question consists one points. Question and answer sheet will be provided.
MCQs are based on the concepts from the textbook chapters, class presentation (lecture), readings and discussion.
TIPS: The key to success in quizzes is to read the book chapters/readings carefully and follow the lecture.
Aging in Electronic Media (Presentation and Final paper)
1. Choose your favorite topic/issue from the selected options, such as: Demography; Age & Chronic Disease (i.e. Diabetes, Alzheimer
disease, neuropathy); any Psychological issues (i.e. Pain, Stress, Suicide, Sex etc.); Social Issues (i.e. Pension, Income security); Health
Care Delivery System (Medicare, Medicaid, Social Security, Retirement community, Nursing Home, Assisted Living); or Business and
Recreation at Old Age. (you could also choose other age related issue/topic that must be confirmed by the instructor)
AND THEN
2. Find a related journal article. You could find relevant article from the following website: Gerontology Society of America; Aging Society
of America; The American Geriatric Society; Institute of Medicine; Agency for Healthcare Research and Quality (AHRQ) etc.
OR
3. Aging related article in a newspaper or professional blog (e.g., New York Time’s, Washington Post, or Los Angel Time’s etc.)
OR
4. Find your topic from any search engine such as google scholar, pub-med, med-line, age-line or social science full text index.
Individual Presentation (100 Points)
1. You have to post your presentation to instructor at least a week before your presentation date.
2. Presentation date will be fixed at the first week of class.
3. You will do 8-10 minutes in-class presentation followed by 4-5 minute Q & A.
4. Address the following questions of your chosen TOPIC/ISSUE
a. Why did you choose the article?
b. What discipline or issues interest you most? And why?
c. What are key ideas, issues, and take home messages in the article?
d. How does it relate to gerontology?
e. How does it fit with your career goal (both in short and long term)?
5. Your presentation will be peer reviewed by your classmates which will help to determine your presentation grade. Off course your final
grade is determined by the instructor.

5. Final paper (100 Points)
1. Upload a written summary in Niihka in Final Assignment tab
2. Maximum 1000 Words; Double-Spaced; Front Size 12 in Times New Roman
3. Use APA formatting guidelines for your reference list
4. Answer the following questions:
a. What is the rationale to choose your topic/ issue?
b. What is significance about the topic/issue?
c. What are key ideas, issues, and take home messages in your selected article (summery)?
d. How your chosen issue impact on individual, family, culture and society?
e. Is there any relationship of your topic/issue to social, political, economic, or in business, if yes, please discuss?
f. How it impact/contribute in real world situation? (if any)
Course Requirements, Expectations and Policies
Academic Integrity
Students are expected to abide by Miami’s academic honesty policy and are responsible for familiarizing themselves with this policy. Violations of
any of the principles of academic honesty will result in a grade of zero for the assignment and may result in failure of the course and/or referral to
the University’s disciplinary committee for further action. As stated in the Miami University Student Handbook (Part I, Chapter 5, and Section
1.5.A): The rights and responsibilities that accompany academic freedom are at the heart of the intellectual integrity of the University. Students
are therefore expected to behave honestly in their learning. Cheating and other forms of academic misconduct undermine the value of a Miami
education for everyone, and especially for the person who cheats. Violations of the Academic Misconduct Policy can result in penalties ranging
from grade reductions to suspension, dismissal, or expulsion from the University. For more details on student responsibilities and academic
honesty, see Chapter 5 (Part 1) of the Miami University student Handbook:
http://miamioh.edu/documents/secretary/Student_Handbook.pdf
Classroom Conduct
The classroom environment is expected to be conducive to learning and respectful of all students. As such, please be respectful of your fellow
students’ opinions. Offensive or derogatory comments will not be tolerated. Further, I expect courteous classroom behavior, such as coming to
class on time, not being disruptive or talking to others during class, not sleeping, not reading other materials, not text messaging, not using laptops
for non-course related tasks during class, and keeping cell phones turned off and out of sight. These distracting behaviors will cause you to lose
points for class engagement.
Attendance
Class time will be used to clarify concepts covered in the textbook, introduce new material, discuss and debate issues relevant to aging, practice
critical thinking skills, and engage in group work with peers. As such, attendance is vital to the learning process in this course. Leaving class early,
coming to class late, or returning from break late will be considered an absence. Anything missed when you are absent is your responsibility. If

6. you are not able to attend class, you should let me know prior to the class meeting via email aminmi@miamioh.edu. Consistent with University
policy, you are expected to attend every class session. As stated in the Miami University Student Handbook (Part I, Chapter 9, and Section 1.9.A):
Whenever a student is absent from class to such an extent as to make the student’s work inefficient or to impair the morale of the class, the
instructor may direct the Office of the Registrar to drop the student. During the first 20 percent of the course no grade will be recorded; after the
first 20 percent is completed but before 60 percent of the course is completed, a grade of W will be recorded. After 60 percent of the course is
completed, a grade of F will be recorded. The instructor shall notify the student of this action no later than the time he or she notifies the Office of
the Registrar. (See academic calendar.) Students who miss more than four class meetings are at risk of being dropped from the course.
For more details on Miami University’s attendance policy, see Chapter 9 (Part 1) of the Miami University Student Handbook
(http://miamioh.edu/documents/secretary/Student_Handbook.pdf).
Questions or Concerns
I expect you to take responsibility for the quality of your learning experience by talking with me about problems, concerns, or special interests. If
you have any problems with the readings, lectures, or assignments, please ask for clarification. If you have problems understanding an assignment,
a point or a statement, chances are that others might have the same problem and the class will benefit from the clarification, so please ask
questions. My office hours and contact information are available at the top of the syllabus. If you feel more comfortable discussing a concern
privately, please contact me for an appointment.
Assignments
In addition to attending classes, you are expected to complete the assigned readings on time, and to submit the assignments electronically by the
dates listed on the syllabus. All written assignments must be turned in due date, unless prior arrangements are made. Late assignments will be
penalized. All assignments (other than those completed in class) are to be submitted electronically. All work must be neatly typed or
word-processed (with the exception of the aging in the news assignments and activities done in the classroom). Please use one side of the paper
only, double-spacing, 12-point font, and one-inch margins on all sides. Be note on the top page your name, the title of the assignment, the date,
and staple all pages together. Written assignments will be evaluated according to how well you fulfill the assignment and how well it is executed.
Assignment grades may be lowered due to an excessive amount of mechanical errors (spelling, punctuation, and grammar) as they distract from
clarity. All written work should be original and should be in your own words. Anything quoted from any other source must be correctly cited;
paraphrased material must also be referenced properly. Please consult the Howe Writing Center for assistance with writing assignments and
proper citations.
Miami University Resources
Students with Special Needs or Disabilities
In accordance with the Americans with Disabilities Act, students with bona fide disabilities will be afforded reasonable accommodations. The
Office of Disability Resources (ODR) will certify a disability and advise faculty members of reasonable accommodations. If you have a specific
disability that qualifies you for academic accommodations, please register with ODR for your letter of accommodation. The letter does not reveal
the specific nature of the disability, but only the accommodations that are necessary to ensure equal access to information and academic programs

7. sponsored by Miami University. Students are encouraged to take these letters in person to their professors and discuss the accommodations if
necessary. ODR staff will act as a resource and liaison for service provisions if necessary. ODR is located at the Campus Avenue Building and can
be reached by calling (513) 529-1541.
The Howe Writing Center
The mission of the Howe Center for Writing Excellence is to assure that Miami fully prepares all of its graduates to excel in the writing they will
do after college in their careers, roles as community and civic leaders, and personal lives.
The Center’s primary goals are as follows:
 To foster a culture of writing in which students welcome the writing instruction they receive in their courses, seek additional opportunities
to write outside of class, and strive continuously to improve their writing skills.
 To help faculty increase the amount and quality of writing instruction and practice that students receive throughout their studies at Miami.
 To help faculty tap writing’s tremendous potential for assisting students in mastering the content and thinking processes their courses are
designed to teach.
 To assure that all students—from the most accomplished to the most needful—have ample help outside of their classes as they strive to
improve their writing.
For further information on assistance that you can receive to improve your writing, please stop by or contact the Howe Center for Writing
Excellence, Miami University – King Library. 513-529-6100.
Student Counseling Services
The counseling service is available to provide high quality psychological and career development services to students in need. All sessions are
confidential and no information is released to anyone without your permission. The obvious exceptions to confidentiality include cases that
involve imminent harm and danger to you or to others. To make an appointment, call during office hours. In emergency situations, students
generally can be seen almost immediately. Please call for more information. Health Services Center: 513-529-4634.

8. Weekly Readings, Assignments, and Topics
Date Topic Reading Quizzes/Presentation/Exams
Week 1 Wednesday
01/28/2015
Introduction and overview of
course
Chapter 1
Friday
01/30/2015 Aging Today
Week 2 Wednesday
02/04/2015
Demography Chapter 3
Friday
02/06/2015
Week 3 Wednesday
02/11/2015
Demography Supplemental reading
(Niihka)
Quiz # 1 (Friday)
Friday
02/13/2015
Week 4 Wednesday
02/18/2015
Biology of Aging Chapter 4
Friday
02/20/2015
Week 5 Wednesday
02/25/2015
Aging, Medicine and
Pharmaceutics
Supplemental reading
(Niihka)
Friday
02/27/2015
Week 6 Wednesday
03/04/2015
Aging, Chronic Disease &
Health Prevention
Supplemental reading
(Niihka)
Quiz # 2 (Friday)
Friday
03/06/2015
Week 7 Wednesday
03/11/2015
Psychology of Aging Chapter 5
Friday
03/13 /2015
Week 8 Wednesday
03/18/2015
Aging, Cognition Supplemental reading
(Niihka)

9. Friday
03/20 /2015 Aging in the Media: Presentation (Friday)
Week 9 Wednesday
03/25/2015 SPRING BREAK
Friday
03/27/2015
Week 10 Wednesday
04/01/2015
Dementia and Alzheimer
Disease
Supplemental reading
(Niihka)
Quiz # 3 (Friday)
Friday
04/03/2015
Week 11 Wednesday
04/08/2015
Social Theory and Aging Chapter 2
Aging in the Media: Presentation (Friday)
Friday
04/10/2015
Week 12 Wednesday
04/15/2015
Sociology of Aging Chapter 13
Aging in the Media: Presentation (Friday)
Friday
04/17/2015
Week 13 Wednesday
04/22/2015
Sociology of Aging Supplemental reading
(Niihka)
Quiz # 4 (Friday)
Friday
04/24/2015
Week 14 Wednesday
04/29/2015
Health Care System
Health Finance & Economics
Final paper due by 5.00pm
(Friday)
Chapter 7 & 8
Aging in the Media: Presentation (Friday)
Friday
05/01/2015
Week 15 Wednesday
05/06/2015
Income Security & Retirement Chapter 9
Friday
05/08/2015
Week 16 Wednesday
05/13/2015
Last Day of Class Quiz # 5 (Wednesday)