Gerontology is an interdisciplinary field to which scholars trained in many disciplines and practitioners from several fields contribute. Students entering the program come from a wide variety of academic and professional backgrounds. Most have not had an opportunity to study gerontology in an academic setting and are not familiar with the specialized vocabulary, research questions, methodology, and modes of thought of any but the subject in which they majored as undergraduates or in which they hold a post baccalaureate credential. Many have been away from formal education for twenty years or more. Therefore, the foundation of this Gerontology Program is a course specifically designed to introduce students to the multi-disciplinary literature of the field of gerontology and to help them develop the skills, competencies, and knowledge base necessary for success as graduate students and transferable to their work as professionals.
 

Students are expected to demonstrate competencies in three domains: content, skills, and values:
 

Content Objectives By the end of the course the student will:
 

1. Distinguish between the concept of a field and a discipline and explain why gerontology is a field; classify unidentified examples of the literature on aging according to the academic discipline or professional field of the author and explain their reasoning; and describe the current state of the field of gerontology.

2. Recognize the major gerontological topics of interest most likely to be investigated by

authors in each of the contributing disciplines and professional fields; analyze orally and in writing the content of representative scholarly articles from each discipline and field; recognize the value and limitations of the research question and the interpretation of findings; and give examples of topics that require or would be enriched by work in more than one discipline or field, and give their reasoning.

3. Define the term "aging society" and relate concepts of longevity and the squaring of the population pyramid to that definition.

4. Describe the major theoretical, political, and ethical debates in the field of gerontology; discuss in a culminating, integrative paper the contributions of various academic disciplines and professional fields, (including the arts and the media) to at least one debate, and characterize the major current positions in that debate.

5. Explain the concept of age as a variable and analyze the current social constructions of "old" and "very old."

6. Characterize and contrast the experience of aging in the United States for sub-populations differing by gender, cohort, race, ethnic background and socio-economic class.

7. Discuss the concept of "ageism"; reflect upon assigned readings and personal observation and analyze in writing the current implications of ageism at the individual, institutional, and societal level.

8. Express in an essay, near the completion of the course, which of the disciplinary

approaches to gerontology and what specific topics have emerged as being of particular interest to him/her; what courses s/he would like to take in order to learn more in depth about that particular interest and how the internship and capstone experiences might contribute to the knowledge base of this interest; and finally, how she/he can envision utilizing this area of special interest in projecting her/his future professional activities in gerontology.

9. Enumerate and describe the major public and private agencies and organizations in the "aging network" and the means of accessing them locally and nationally.

Skills Objectives By the end of the course the student will:

1. Recognize to what genre of gerontological literature a journal article or book chapter belongs and correctly place it at the macro, meso, or micro level of investigation.

2. Conduct literature searches through the use appropriate on-line or CD ROM databases such as PsyLit, ERIC, AGELINE, Wilson, CarlUncover, and ILLINET; compile comprehensive bibliographies on a specialized topic in gerontology.

3. Demonstrate familiarity with the major gerontological journals and books in NEIU's library and other area libraries in all papers submitted.

4. Demonstrate mastery of American Psychological Association (APA) style format in all papers submitted.

5. Write grammatically and in clear and direct style, a series of well-organized papers within several genres of the gerontological literature (e.g., a policy essay, a comparison and critique of modes of research, an integrative paper on a theoretical concept, a critical literature review of research on a specialized topic).

6. Analyze and integrate personal observations and experience with critical readings of assigned materials through classroom discussions and papers.

7. Demonstrate speaking skills through informal classroom discussions and formal oral presentations.
 

Value Objectives By the end of the course the student will:
 

1. Examine and evaluate his/her changing and unchanged personally-held stereotypes of the aging process, old age, old people, and the roles of elders in the family, the community, and the society.

2. Present evidence of his/her recognition that older persons are diverse, fellow human beings.

3. Document that she/he is currently engaged in or is planning activities designed to modify the ageist attitudes and behavior toward the elderly in a specific social or professional setting of their choice.

4. Identify and evaluate unstated values and assumptions in examples of scholarly and popular representations of the elderly.
 

Moody, H.R. (1998). Aging: Concepts and Controversies. 2^nd Ed. Thousand Oaks CA: Pine Forge Press.

Bytheway, B. (1995) Ageism. Buckingham, England: Open University Press.

Publication Manual of the American Psychological Association, 4th edition. (1993). Washington, DC: APA.

*Course packet of selected journal readings.

Recommended:

Williams, J.M. (1997). Style: Ten Lessons in Clarity and Grace, 5^th edition. New York NY: Longman.

By design, this course is organized as a reading seminar. In order that this format work as a meaningful learning experience, it is crucial that students carefully read the assignments and come to class ready to participate.

Guidelines for Assignments

During the course, students are expected to learn a word-processing program and will be required to write their final paper with the use of a computer, not a type writer. The university has computers and assistance available for students at no cost to them. Allow ample time for gaining access to computers and learning how to use them as space is sometimes limited. If finances allow, the best solution is to purchase a new or used computer and a word processing program. This investment will facilitate an efficient use of time throughout your work in the Gerontology Program. Regularly save and make backup copies of your work, no matter what stage it is at.

All written assignments, other than hand written in class, are required to be typed double-spaced. The use of APA format will not be graded in this course, but you will be expected to make a first attempt to meet the appropriate conventions. Papers are required to be clearly written in an academic style with an introductory and concluding paragraph. Main points must be supported with references to appropriate readings. Late assignments will not be accepted unless previously negotiated with the instructor.

Students are expected to make clear and well-organized, timed oral presentations. Students are required to attend class regularly, complete assigned readings before coming to class, and participate in class discussions. Students may also be asked to complete quizzes and short written assignments from time to time.
 

Evaluation Procedures

Attendance will be taken. Performance on quizzes and assigned exercises will be recorded. Evaluation will emphasize critical thinking and expression of ideas demonstrated in both class discussions, written assignments and oral presentations. As part of the evaluation process, students receive extensive feedback on papers. This feedback is meant to provide constructive criticism that will point out areas where the content can be improved and where changes are needed to meet the conventions of scholarly writing; it does not mean the paper is "wrong." Individual written and oral assignments will be evaluated according to the following criteria: 1) demonstration of learning, 2) meeting the goals and expectations as outlined in assignment descriptions (and any revisions to those expectations as discussed in class), 3) expression of ideas (content, accuracy, organization, and clarity of expression), and 4) effort, critical thinking and originality of ideas.

Students who wish to improve their grade are encouraged to rewrite their papers, responding to comments by the instructor on the paper originally submitted. In order to facilitate grading, students are asked to keep all work (e.g., quizzes, exercises, paper rewrites, etc.) in a portfolio and may be asked turn in the complete portfolio at the end of the term. Final course grades are based on a review of individual assignment grades, the assigned grade for class participation, and the student's complete portfolio.

The evaluation of the student's work for the course will be structured as follows:

CLASS PARTICIPATION Attend all classes in their entirety, complete all assignments punctually, and contribute actively in class and group discussions (10% of final grade);

SHORT PAPERS 3 short papers (2 pages in length) analyzing, reviewing, or comparing selected articles (15% of final grade);

3. FINAL PAPER Do an 8-10 page paper, prepared in APA style, focusing on a content area

of the student's interest (e.g., retirement). This paper will include a focal question, a brief review of the literature, and analysis of what issues need further exploration with a 10-minute class presentation (25% of final grade) Due 12/6/99;

4. FILM REPORT Examine the popular media's portrayal of older adults. Do a 2-page report on a film involving older adults and briefly discuss the portrayal of these people in the film. Topics will be discussed in class so everyone has a different film. Are they portrayed stereotypically or realistically? Is there a bias in the portrayal? What aging theories relate to the portrayal (e.g., Activity Theory)?

Potential list to chose from (among others):

Cocoon (Parts I, II) . Fried Green Tomatoes

The Whales of August . Harold & Maude

Driving Miss Daisy . Grumpy Old Men (Parts I, II)

(15% of final grade) Due 12/13/99; and

5. TAKE-HOME FINAL (35% of final grade)
 

A = 90-100 C = 70-79 F = below 60

B = 80-89 D = 60-69
 

The following schedule of class activities is designed to reinforce learning through introducing ideas and terms, reviewing prior learning, and allowing for regular feedback. Each class session approaches the field of gerontology from a different academic discipline, orienting the student to the kinds of questions asked, the methods of inquiry, and the specialized vocabulary of each. The schedule also guides the student through the process of acquiring specific skills in reading, writing and accessing information.

To prepare for class discussions, review the questions and key terms for prior sessions before proceeding with the new readings. There may be "surprise" quizzes on ideas and terms discussed in the previous session to facilitate review of learning.
 
 
 
 

Week Date Class Topic/Activity

1 8/30/99 Orientation to the M.A. in Gerontology Program and the Course
 

Palmore (1998) - Facts on Aging quiz
 

Week Date Class Topic/Activity

2 9/6/99 No class: Labor Day Holiday

Week Date Class Topic/Activity

3 9/13/99 What is gerontology? A discipline, an interdisciplinary field of

study, or a professional field of practice?

Key terms: gerontology, geriatrics, social sciences, Older Americans Act, aging network, discipline, field, profession, basic research, applied research, practice, social construction of aging

Handouts: Branches of Learning, Gerontology's Place on the Map of Knowledge, General Guidelines for Reading Literature on Aging.

Readings for discussion:

Moody, Prologue

Peterson, D. (1987). Introduction to gerontology as a disciplinary field and the field of

gerontology as a profession. Chapters 1 & 2 in Career Paths in the Field of Aging (pp. 1-20). Lexington, MA: Lexington Books.

Kastenbaum, R. (1995). Who we are and how we got here: Personal accounts of becoming a gerontologist. Generations, 19(2), 9-15.

Douglas, E. (1995). Professional organizations in aging: Too many doing too little for too

few. Generations, 19(2), 35-36.

Assignment #1: Answer the question "If someone came to the United States in 1999 from a planet where aging did not exist, how would you describe for them the human aging process, old age, older people and elder roles in family, community and society?" Include an introductory paragraph, one paragraph on each concept, and a concluding paragraph - Due next class, 1-2 page essay (typed, double-spaced).

Week Date Class Topic/Activity

4 9/20/99 Biology's Perspective on Aging
 

Biologists' questions about aging: What causes living organisms to age? What changes do human bodies experience as they grow older? In what ways have humans learned how to slow the aging process?
 

Key terms: morbidity, mortality, compression of morbidity, life expectancy, life span, biomarkers, successful aging

Skill focus: What are some important library/information resources and how do you gain access to them?

Handouts: re: the library and accessing resources in aging through the library, other libraries, on-line databases and the Internet, Worksheets: Steps to Formulate a Search, Ways to Develop a Search

Skills readings:

Moody…Appendix B pp. 447-485 (searching the web)

Readings for discussion:

Moody...pp. 82-88; Controversy 8 (Why do we grow old?), pp. 363-402 & Appendix B (pp.

447-485) Searching the Web
 

Plomin & McClearn (1990). Human behavioral genetics of aging. In Birren & Schaie (Eds.), Handbook of the psychology of aging (pp. 67-79). New York, NY: Academic Press.

Elias, Elias, & Elias (1990). Biological and health influences on behavior. In Birren & Schaie (Eds.), Handbook of the psychology of aging (pp. 80-102). New York, NY: Academic Press.

Hayflick, L. (1994). Ch. 1: Defining aging & Ch. 2: Some animals age, some do not. In How and why we age(pp. 11-33). New York: Ballantine Books.
 

Rowe, J. & Kahn, R. (1987). Human aging: Usual and successful. Science, 237, 143-149.
 
 

Week Date Class Topic/Activity

5 9/27/99 Organization's Perspective on Aging
 

Organizations' interests in aging populations: What are the implications of humans living longer on the workforce? What are the implications of an aging population for labor shortages and demands?

Key terms: older worker, Age Discrimination and Employment Act, age discrimination, support or dependency ratios, retirement, career work-life extension

Skill focus: What is APA style? (Bring APA manual to class.) How do you write a 2 page paper?

Handout: Suggestions for writing and rewriting a short paper. Guidelines for first short paper.

Skills readings:

APA manual…Skim pp.23-53; Locate/skim Parts of a Manuscript (p. 7 ff,), Reference

Citations in Text (p. 168ff), and Reference List (p. 174ff).

Readings for discussion:

Hansson, R. O., DeKoekkoek, P. D., Neece, W.M., & Patterson, D. W. (1997). Successful aging at work: Annual review, 1992-1996: The older worker and transitions to retirement. Journal of Vocational Behavior, 51(2), 202-233.

Birdi, K., Pennington, J., & Zapf, D. (1997). Ageing and errors in computer-based work: An observational field study. Journal of Occupational & Organizational Psychology, 70(1), 35-47.

Rix, S. E. (1996). Investing in the future: What role for older worker training? In Crown, W. H. (Ed.), Handbook on employment and the elderly (pp. 304-323). Westport, CT: Greenwood Press.

Perry, E.L., Kulik, C. T., & Bourhis, A. C. (1996). Moderating effects of personal and contextual factors in age discrimination. Journal of Applied Psychology, 81(6), 628-647.

Krain, M. A. (1995). Policy implications for a society aging well: Employment, retirement, education, & leisure policies for the 21st century. American Behavioral Scientist, 39(2), 131-51.
 

Week Date Class Topic/Activity

10/4/99 Public Policy's Perspective on Aging
 

Public policy-makers interests aging (and political scientists and economists questions about aging): How do we provide health care for an aging society? How is health care policy made? Is it reasonable and ethical to provide publicly-funded health care based on age alone?

Key terms: Medicare, Medicaid, DRG's, long-term care, continuum of care, age-based, needs-based, means-tested, entitlements, intergenerational equity

Readings for discussion:

In Moody...pp. 16-31 (Health Challenges and following); pp. 48-52 (The

Economics of Health Care) ; Controversy 1 (Should we ration health care on the grounds of

age?), pp. 97-125; pp. 215-226 in Controversy 5 (Should age or need be a basis for entitlement?)

Cassel, C. & Neugarten, B. (1991). The goals of medicine in an aging society. In R. Binstock & S. Post (Eds.), Too Old for Health Care? (pp. 75-91). Baltimore: John Hopkins University.

Quinn, J. (1996). Entitlements and the federal budget: A summary. Gerontology News, August. Washington, DC: National Academy on Aging.

Moon, M. (1995). Medicare: An appropriate age-related program? Generations, 19(3), 50-53.

Kutza, E. (1995). Medicaid: The shifting place of the old in a needs-based health program. Generations, 19(3), 54-57.
 

Short Paper #1 In 2+ pages, address the question: "Should public policy makers continue to fund age-based health care entitlements programs in an aging society?" Take a position one way or the other and support it with 2-3 points. The paper must have clear introduction outlining the main points. Typed, double spaced - Due next class.

Week Date Class Topic/Activity

10/11/99 Sociology's Perspective on Aging
 

Sociologists' questions about aging: What is the life course approach to aging? What influences the course of a life?

Key terms: life course, cohort, historical period, race, ethnic background, gender, social class, normative, group pathways, racial crossover, double/multiple jeopardy, cumulative advantage/disadvantage

Skill focus: (Feed back on first paper and use of APA style.) What types of articles do we read in Gerontology? What is a "good" read?

Handouts: Types of Articles, Questions for Determining a "Good Read," Guide to choosing a research problem and question.

Readings for discussion:

Moody... pp. 8-16 on diversity; pp.65-82 on life course

Stoller, E. & Gibson, R. (1994). Different worlds in aging: Gender, race and class &

Advantages of using the life course framework in studying aging. In Worlds of Difference (pp. xvii-xxviii & 3-11). Thousand Oaks, CA: Pine Forge Press.

Nouri, M. & Helterline, M. (1998). Narrative accrual and the life course. Research on

Aging, 20(1), 36-64.

Gibson, R. (1987). Reconceptualizing retirement for Black Americans. The Gerontologist, 27(6), 691-698.

Assignment #2:

To begin the process of identifying a research problem and question for your final paper, in a topic area of student's interest, present evidence of your ability to search for:

books on-line at NEIU and other libraries (print out of results),

journal articles using at least one on-line database (completed worksheets which identify data base used, search words, and strategies, along with print out of results),

an example information or resources found on the web/internet (print out if possible)

Due next class (10/25/99)!

Week Date Class Topic/Activity

8 10/18/99 Generativity Club Meeting - Research in Aging
 

Week Date Class Topic/Activity

9 10/25/99 Quantitative Research's Perspective on Aging
 

Research Methods in Gerontology: What kinds of research contribute to our understanding of aging, old age and older people?

Key terms: paradigm, quantitative, positivist, hard science, qualitative, interpretive, soft science, longitudinal research design, cross-sectional research design, micro, meso, macro, applied research, critical gerontology, archival research, literary analysis

Skill focus: How do you choose a topic for the final paper?

Handouts: Characteristics of Qualitative and Quantitative Research Paradigms, Matrix of Research Paradigm and Level of Analysis in Research Articles.

Skills Readings:

In Moody…Appendix A (on research papers), pp. 465-475.

Readings for discussion:

Campbell, R. & Alwin, D. (1996). Quantitative approaches: Toward an integrated science of

aging and human development. In Binstock, R. & George, L. (Eds.) Handbook of aging and the

social sciences (4th ed.) (pp. 31-51). San Diego CA: Academic Press.

Sankar, A. & Gubrium, J. (1994). Introduction. In Qualitative methods in aging research (pp.vii-xvii). Thousand Oaks, CA: Sage Publications.

Tornstam, L. (1992). The quo vadis of gerontology: On the scientific paradigm of gerontology. The Gerontologist, 32(3), 318-326.

Neugarten, B. (1985). Interpretive social science and research on aging. In Rossi. A. (Ed.),

Gender and the life course (pp. 291-300). New York: Aldine Publishing Co.

Damrosch, S., & Damrosch, G. (1996). Avoiding common mistakes in APA style: The

briefest of guidelines. Nursing Research, 45(6), 331-333.

Gaetjens, C. (1997). Teaching critical reading to graduate gerontology students. Gerontology & Geriatrics Education, 17(4), 17-31.

Neugarten, B. (1968). The awareness of middle age. In B. Neugarten (Ed.). Middle age and aging (pp. 93-98). Chicago: University of Chicago Press.

Verbrugge, L. et. al. (1996). Age differences and age changes in activities: Baltimore longitudinal study of aging. Journal of Gerontology, 51B(1), S30-S41.

Short Paper #2 2+ pages, comparing and contrasting Neugarten (1968) and Verbrugge et.al. (1996) and applying the criteria for a "good read" to each. (APA style graded.)

Typed, double spaced - Due next class.
 

Week Date Class Topic/Activity

10 11/1/99 Psychology's Perspective on Aging

Psychologists' questions about aging: What is adult development? Is personality fixed across the lifespan? What is the impact of aging on cognitive functioning? What are the developmental possibilities for humans in late life? (What is aging well?)

Key terms: development, cognition, fluid intelligence, crystallized intelligence

Handouts: Guidelines for Writing the Final Paper.

Readings for discussion:

Moody...pp. 88-94; Controversy 9 (Does creativity decline with age?) pp. 403ff

Birren, J. & Schist, J. (1996). History, concepts and theory in the psychology of aging.

In Birren, J. & Schaie, K.W. (eds.). Handbook of the psychology of aging (4th ed.) (pp. 3-23).

San Diego: Academic Press.

Smyer, Zarit, & Qualls (1990). Psychological interventions with the aging individual. In Birren & Schaie (Eds.), Handbook of the psychology of aging (pp. 375-404). New York, NY: Academic Press.

Kaszniak (1990). Psychological assessment of the aging individual. In Birren & Schaie (Eds.), Handbook of the psychology of aging (pp. 427-445). New York, NY: Academic Press.

George, L. & Clipp, E. (1991). Subjective components of aging well. Generations, XV(1) (Winter), 57-60.

Assignment #3: Prepare to share orally a definition of "development" and write two (2) concise paragraphs: one defining the research question for your final paper and one explaining why the question is important. Due next class (11/8/99)!

Week Date Class Topic/Activity

11 11/8/99 Anthropology's Perspective on Aging
 

Anthropologists' questions about aging: What is the influence of culture on the aging experience? In what ways is the aging experience affected by generations, gender roles, historical period, socioeconomic class within and across cultures?

Key terms: culture, ethnography, participant observation, cross-cultural, cross-national, ethnology, emic, etic, holistic, naturalistic, ethnogerontology

Handouts: Definitions of culture and ethnography

Readings for discussion:

Sokolovsky, J. (1993). Images of aging: A cross-cultural perspective. Generations,

17(2): 51-54.

Gibb, H. & Holroyd, E. (1996). Images of old age in the Hong Kong print media. Ageing

and Society, 16(2), 151-175.

Shostak, M. (1981). Growing older. In Nisa: The life and words of a !Kung woman (pp. 319-342). Cambridge: Harvard University Press.
 

Assignment #4: Be prepared to share orally a definition of "culture." Due next class (11/15/99)!
 
 

Week Date Class Topic/Activity

12 11/15/99 Philosophy's Perspective on Aging
 

Philosophers' questions about aging and old age: What is a good old age? What, if any, transcendent / cosmic meaning does old age have? What is the cultural and/or public meaning of old age in our society? How does this relate to ageism?

Key terms: ageism, compassionate ageism, public meaning

Readings for discussion:

Bytheway, B. (1995)..Ageism...(the rest of the book)

Callahan, D. (1990). Can old age be given a public meaning? Second Opinion, 15

(November), 12-23.

Schaie, K.W. (1993). Ageist language in psychological research. American Psychologist, 48 (1), 49-51.

Cole, T. (1986). The tattered web of cultural meanings. In Cole, T. & Gadow, S. (Eds.). What does it mean to grow old? (pp. 3-7). Durham, NC: Duke University Press.

Berg, G. & Gadow, S. (1995). Toward more human meanings of aging. In Fierce with reality(pp. 224-229). St. Cloud MN: North Star Press.

Short Paper #3 2+ pages, answer the question, "How might the behavior and attitudes of professionals in the field of gerontology be influenced by ageism?" Due next class (11/22/99)!

Week Date Class Topic/Activity

11/22/99 Ethic's Perspective on Aging
 

Ethicists' questions about issues associated with the elderly: What are the major ethical issues of the elderly themselves and those of younger people regarding the old, in the political, bio-medical, familial, and personal domains? What are the responsibilities of the elderly to themselves and to society? What is a good death?

Key terms: euthanasia, assisted suicide, advance directives, bioethics, principle ethics and standpoint ethics, elder abuse, self neglect, guardianship

Readings for discussion:

Moody...Controversy 4 (Should people have the choice to end their lives?), pp. 189ff.

Jecker, N.S. & Schneiderman, L.J. (1994). Is dying young worse than dying old? The Gerontologist, 34 (1), 66-72.

Hendricks (1995). The social construction of ageism. In Bond, Cutler, & Grams (Eds.), Promoting succesful and productive aging (pp. 51-68).

Doolittle & Herrick (1992). Ethics in aging: A decision-making paradigm. Educational Gerontology, 18, 395-408.

Selig, Tomlinson, & Hickey (1991). Ethical dimensions of intergenerational reciprocity: Implications for practice. The Gerontologist, 31(5), 624-630.
 

Assignment #4: Submit a rough draft of your final paper. Due next class (11/22/99)!

Week Date Class Topic/Activity

14 11/29/99 The Arts' Perspective on Aging; Give out Final Take-home Exam

Artists' perceptions of aging: What can the depictions of old people and the descriptions of the experiences of the old presented in the visual arts, literature, drama, and film teach us about late life? How do these same sources, coupled with elders' reminiscences, provide insight into the ways in which old people experience their lives as having meaning and purpose?

Key terms: fine arts, performing arts, biography, memoirs and journals.

Readings for discussion:

Gadow, S. (1986). Subjectivity: Literature, imagination, and frailty literature. In Cole, T. & Gadow, S. (Eds.). What does it mean to grow old? (pp. 131-134). Durham, NC: Duke University Press.

Short stories, diary excerpts and interviews

Berman, P. & Goldman, C. (Eds.) (1992). Interview with Artie Shaw. In The ageless spirit (pp. 259-266). New York: Ballantine Books.

Francis, P. (1991). The autumn of my life. In Fowler, M. & McCutcheon, P. (Eds.). Songs of experience (pp. 30-33). New York: Ballantine Books.

Newton, E. (1994). Diary excerpt. In Cole, T. & Winkler, M. (Eds.) The Oxford book of aging (pp. 156-159). Oxford: Oxford University Press.

Moran, P. (1995). Old age. In Cruikshank, M. (Ed.) Fierce with reality (pp. 78-83). St. Cloud MN: North Star Press

Walker, A. (1991). To hell with dying. In Sennett,D. (Ed.). Vital Signs (pp. 35-42). Saint Paul MN: Graywolf Press.

Poetry in later life

Kunitz, S. (1995). The round. Passing through. Touch me. In Passing through (pp. 128-130, & 158). New York: W.W. Norton & Co.

Angelou, M. (1994). On aging. In Marcus, L.S. Lifelines (p. 83). New York: Dutton Children's Books.

Szymborska, W. (1995). Nothing's a gift. In View with a grain of sand: Selected poems (pp. 206-207). San Diego, CA: Jarcourt Brace & Company.

Week Date Class Topic/Activity

15 12/6/99 Class Presentations; Final Papers due

Week Date Class Topic/Activity

16 12/13/99 Take-home Final due by 5pm (Drop off at Room S-307 E)