FRS 125: Generation Gap: Multigenerational Perspectives on Life

Fall Semester, 2006 –  4 Credit Hours

Tuesday, Thursday, Friday 2; 11:00am—12:20pm

 

Instructor:             Alison H. Climo, MSW, Ph.D.

Office:            Jensen 107                  Office Phone:             x3710

Office Hours: M 12:30 – 3; Tu 12:30 – 2; W 12:30 – 4:00; and by appointment

Home Phone: 299-1245 (Please feel free to phone me at home if you cannot reach me at my office)

                        E-mail: aclimo@warren-wilson.edu

 

Peer Group Leaders:

Mariel Epstein

Sarah Moseley

Phone:

Dorm: 5632

Cell: 513/479-3964

Cell: 252/452-1334

E-mail:

mepstein@warren-wilson.edu

smoseley@warren-wilson.edu

Office Hours:

 

 

Office Location:

 

 

 

Academic Support Services:

Lyn O’Hare                              ext. 3012    Top floor of Carson

http://inside.warren-wilson.edu/~academicsupport/academic_support_services.shtml

or click on “Academic Support Services” from the WWC Inside Page

 

Writing Center:

Writing Center Tutors              ext. 3003            writing@warren-wilson.edu

 

Library Faculty Mentor:

Chris Nugent                            ext. 3061            nugent@warren-wilson.edu

Check out the course web page:   http://inside.warren-wilson.edu/~library/FYS125.html

 

Required Text (available in the WWC Bookstore):

Kaye, L.W. (Ed.) (2005). Perspectives on Productive Aging: Social Work with the New

Aged. Washington, DC: NASW Press.

 

Course Description:

As the global population ages and the average life expectancy increases, we are more and more likely to see multiple generations living and working together. What issues arise as different generations interact? What can we learn from each other? How does one generation distinguish itself from another? In what ways does your generation determine who you are and what your life looks like?

 

This course explores multigenerational issues in the contexts of education, work, family, and community. Popular and documentary films, the College archives, and guest speakers will serve to illustrate and expand on thematic readings. Students will develop observational skills and heightened sensitivity to the different dynamics of human relationships across generations, which will be explored in relation to culture, socioeconomic issues, gender, sexual orientation, race, educational opportunities, physical ability/disability, and family composition.

 

Course Content: 

  1. Productive aging
  2. Multigenerational issues in the 21st century
  3. Multigenerational issues in education, work, family and community
  4. Service with older adults
  5. Effects of culture, socioeconomic issues, gender, sexual orientation, race, educational opportunities, ethnicity, physical ability/disability, and family composition on aging and the life course.

 

Student Learning Outcomes:

Upon successful completion of this course, students should be able to demonstrate competence in the following knowledge, skills, and values-based learning outcomes:

 

Knowledge of the following concepts:

  1. Aging demographics in the 21st century
  2. Roles of elders in community, work, service, learning, and family
  3. Life course perspective
  4. Productive aging
  5. The effects of culture, socioeconomic issues, gender, sexual orientation, race, educational opportunities, ethnicity, physical ability/disability, and family composition on aging and the life course.
  6. The Triad and Warren Wilson College resources

 

Skills in:

  1. Critical thinking
  2. Interpersonal communication with older adults
  3. Using a genogram to understand multigenerational patterns and relationships
  4. Using the Collage Archives
  5. Leading a group discussion
  6. Using APA writing style

 

Values related to:

  1. Self-awareness of one’s own age and life stage in relation to others of differing ages and life stages.
  2. Awareness of ageism in our culture
  3. Service with older adults

 

Class Policies:

NOTE: Class policies are standardized throughout the social work curriculum.

 

·        Attendance- Class attendance and promptness in arrival is mandatory; you are expected to attend all class meetings for their entirety.  For semester length courses you will be granted 3 absences without penalty, and for term length courses you will be granted 1 absence without penalty.  All absences are treated equally. There are not “excused” absences (e.g., illness, doctor’s appointment, car problems) beyond that one allowed. Each additional absence for any reason will lower your final grade by 2%. Save your absences in case you need to use them for an illness or other genuine need.

·        If you miss class on the Friday before Fall or Spring Break, the Monday or Tuesday of Thanksgiving week, or the last class of the semester/term – YOUR FINAL GRADE WILL BE REDUCED BY ONE THIRD OF A GRADE PER ABSENCE.

·        Being late for class or leaving early three times is equal to one absence. Please come to class on time!

·        Any student with eight or more absences will automatically fail the course (four or more absences for a term course).

 

·        Participation- Social work is an applied field of study. Intellectual knowledge is combined with learning how to do social work. Your participation in class activities and discussion is essential to its success. You are expected to come to class prepared and informed, to listen attentively and offer verbal contributions to class discussion (questions; answers; related topics from other courses or your own experience; opinions or interpretations that are the same or different from those of the instructor, the textbooks, or your classmates). You are also expected to refrain from talking when others are talking; to respect others’ right to speak without interrupting; to pay equal attention to everyone in the room, not just the instructor; to disagree with others by discussing their ideas, not in attacking them; and to refrain from coming in late/leaving early.

 

·        Reading Assignments- You are responsible for carefully and thoughtfully reading each assigned chapter or supplement in time for class on the day it is assigned. You should come to class on those days prepared to discuss what you’ve read as well as what you think about it, and with any questions or observations you might have. Please consult the tentative syllabus schedule for specific dates/assignments.  You are expected to bring your textbooks and other relevant materials to every class session.

 

·        Written Assignments- Excellent writing and communication skills are essential for effectiveness in the helping professions.

 

à        All written assignments must be typed, double-spaced, in 12-point font (Times New Roman), with 1.25" margins, and pages numbered. Assignments presented in any other format will receive ½ credit.  All written assignments must be in hard copy paper form.  Electronic versions will not be accepted.

à        Although you are welcome to conserve paper by double-siding assignments, you may not use recycled paper.

à        “DUE” means that the assignment is due at the beginning of class the day it is assigned.

à        Late assignments (assignments turned in any time after the beginning of class up to 24 hours from the beginning of class) will receive ½ off of the grade earned.

à        Assignments that are more than 24 hours late will receive 0 points.

à        Any “extensions” for assignments must be requested 24 hours in advance of the day they are due and will only be granted for unforeseen and unavoidable circumstances (i.e., the death of a close family member, a severe illness) at the discretion of the instructor.

à        The APA Manual (Publication Manual of the American Psychological Association) will be the primary reference for questions pertaining to writing format. You are encouraged to use this manual as a personal reference outside of class in preparing papers.

à        You are also strongly encouraged to seek feedback and assistance in preparing your papers through the writing support staff at the Writing Center located in Sunderland Hall.

 

NOTE: You must complete all assignments in order to earn a passing grade in the course.

 

·        Re-writing Assignments- Occasionally you may be invited by the instructor to re-write an assignment for a new grade.  If you choose to re-write an assignment, you must turn it in no later than 2 weeks after receiving it back from the instructor.  The original paper must be attached to the re-write.  A new grade will be assigned to the re-write and the assignment will be given a grade based on the average of the original and new grades.

 

·        Grading - Evaluation is a complex process. Grades reflect both effort and achievement. Great effort in the absence of demonstrated achievement will not result in a high grade. The following guidelines are presented to help you understand the approach that will be used in grading your work in this course.

 

Grades for this class will be according to the following points system:

 

Assignment

Points

Participation and Preparation

100

Productive Aging Plan

75

Work Program Archives Paper

125

Multigenerational Families Film Festival at Battery Park

50

Film Review Paper and Annotated Bibliography

75

3-Generation Family Genogram with Narrative 

125

Productive Aging Essay

100

Pre-Service Reflection

75

Service Reflection Journal

100

Service Reflection Paper

125

Senior Thank You Gift

50

TOTAL

1000

 

To calculate your final grade, divide total points by 10 and consult the chart below:

   Final Grade            Total Points

            A+            97-100             A            94 - 96             A-            90 - 93

B+            87 - 89             B            84 - 86             B-            80 - 83

C+            77 - 79             C            74 - 76             C-            70 - 73

D+            67 - 69             D            64 - 66             D-            60 - 63             F            0 - 59


“A” (Exemplary) – “A” papers are professional in appearance; have no typos and use correct grammar, sentence structure, and spelling. The writing in these papers is clear, concise, and well organized. The paper demonstrates that the writer has thought carefully about the topic and clearly understands the issues pertaining to it. The paper is not a simply regurgitation of information; it demonstrates the use of a variety of high-quality and appropriate sources and offers analysis, synthesis, and an in-depth, scholarly and interesting perspective on the topic, including the writer’s observations and conclusions.

 

“B” (Competent) – “B” papers are generally well done and professional in appearance. These papers have minimal types and generally use correct grammar, sentence structure and spelling. The writing in these papers is generally clear, concise and well-organized; the progression of the paper, referencing of sources, and exploration of issues may not be as clearly present and comprehensive as in excellent papers. The paper demonstrates that the writer has thought carefully about the topic and generally understands the issues pertaining to it. The paper is not a simple regurgitation of information; it demonstrates the use of a variety of high-quality and appropriate sources and offers analysis and synthesis, but an in-depth, scholarly and interesting perspective on the topic is less well developed than in an excellent paper. The writer’s observations and conclusions are present but less well linked to the material presented.

 

“C” (Emerging) – “C” papers are generally professional in appearance but may have problems such as formatting errors, types or problems with grammar, sentence structure and spelling. The writing needs additional work in the areas of clarity, conciseness and organization. Problems may be present in the appropriate use of references. Although the topic is generally covered, the paper lacks a depth and understanding of related issues. The analysis and synthesis of information is limited and the quality of the sources used is questionable. The writer’s observations and conclusions seem to be opinions and not supported by the paper.

 

“D” (Limited) – “D” papers typically reflect minimal effort in preparing the paper. There may be numerous formatting errors, typos, and problems with grammar, sentence structure and spelling.  Significant problems with clarity, conciseness, and organization of information are present. Significant problems in referencing information are often present. The topic is minimally covered; analysis and synthesis of the information or the exploration of related issues are missing or weakly stated. The quality of the sources used is questionable and the information used is not integrated with the text. The writer’s observations and conclusions may be missing or seem unconnected to the paper.

 

“F” (Failing) – A grade of “F” is warranted when students do not complete the paper, when preparation for the paper has clearly been minimal, when the paper is disorganized, unclear, lacking in basic coverage of the topic, or when the appearance of the paper makes it difficult to interpret the writer’s intent. A failing grade will also be given if there is evidence of plagiarism or if the writing in the paper is significantly below appropriate college standards regarding such things as basic grammar, sentence structure, and spelling.

 

·        Special Needs- If any student has specific, diagnosed, individual learning needs that will require special arrangements such as more time to complete assignments or tests, using someone else’s notes, taping class sessions or lectures, or typing rather than handwriting in-class tests or exams, please discuss those needs with the instructor during the first week of the term/semester.  Students are encouraged to develop ways of coping with special learning needs, but it is difficult to address requests for special consideration when they are made on the day of a test or exam, or on the day an assignment is due, or late in the term/semester.  Please address any questions regarding special accommodations to Lyn O’Hare, Director of Academic Support Services at ext. 3012 or lohare@warren-wilson.edu. 

 

·        Campus Resources Available to Students –If you would like extra help with your writing, please take advantage of the Writing Resource Center, located in the basement of Sunderland.  Peer tutors are available there to help you.  You may call the WRC at ext. 3003 and can help you get the assistance you are seeking.  For assistance with other academic issues, including time management, you may contact Lyn O’Hare, Director of Academic Support Services at ext. 3012 or lohare@warren-wilson.edu.  Anne Lundblad (ext. 3700, alundblad@warren-wilson.edu), Jil Meadows (ext. 6296, jmeadows), and Art Shuster (ext. 3773, ashuster@warren-wilson.edu) provide counseling services.  Andy Summers, Minister to Students, (ext. 3727, asummers@warren-wilson.edu) is also a counseling resource available to students.  For issues pertaining to your physical health and well-being, you may contact physician’s assistant, Mike Nolan, at the Health Center at ext. 2053.  Lorrie Jayne at ext. 3056 or ljayne@warren-wilson.edu is available to provide information and answer questions for international students.  Finally, please feel free to talk with me if you are trying to figure out what services you need or how to get those services.

 

·        Intellectual Honesty- The intellectual honesty policy regarding this course is in accordance with the Warren Wilson College Student Handbook policy, which states in part:

Cheating on examinations or quizzes, forging signatures, turning in work which is wholly or in part not the student’s own original work, and using ideas…writings, or other material without clearly and accurately giving credit to the originator are all reprehensible forms of dishonesty in a scholarly society…It is the responsibility of each student to make certain that her or his actions during an examination or in the performance of some work that is supposed to be original cannot be misinterpreted and thus expose her or him to suspicion or compromise. A student who knowingly allows others to copy or use her or his work is also culpable.

Failure to follow this policy will result in automatic failure for the course and a report to the Dean of the College.

 

·        Professional Behavior- Because social work courses are part of a student’s training and professionalization process, certain behaviors that detract from or interfere with the learning experience are not acceptable.  Persistent demonstration of these behaviors will result in a lowered grade at the discretion of the instructor.  These behaviors include but are not limited to:

§      Late arrival to and early departure from class

§      Sleeping in class

§      Eating in class

§      Excessive odors (including body odor, perfume, essential oils)

§      Resting legs or feet on table or desk

§      Cell phone use (including ringing)

§      Coming to class under the influence of any illicit substances including alcohol, marijuana, or other substances

§      Bringing pets to class

§      Use of walkman, MP3 player, or other electronic devices

§      Knitting, sewing, other handiwork (doodling, crossword puzzles, letter writing, journaling)


COURSE ASSIGNMENTS:

 

Participation and Preparation – 100 points

In this course you are expected to come to class prepared for every session and disposed to actively participate and contribute to class discussions and activities. You are expected to bring your textbook, readings, and course syllabus to every class session, except for service field visit days. In order to maximize your learning experience and that of your classmates, you are expected to actively engage in each class session for its entirety. To further your knowledge and understanding of the topics covered in this course, you are expected to come to every class session having done all of the assigned readings. You should be prepared to write or lead a discussion on the readings at every class session. In order to measure your preparedness, at various times in the semester, you will be required to write for 5 minutes on the assigned readings. Your writings will be graded according to the following scale:

            ü+ = A (superior comprehension and interpretation of the material)

            ü   = B (evidence of adequate reading and comprehension of the material)

ü-  = C (evidence of cursory knowledge of the material)

 0    = F (did not do the reading/absent from class during writing)

 

Multigenerational Issues Portfolio – DUE Tuesday, December 14 – 900 points

By the end of this course, students will produce a Multigenerational Issues Portfolio, which will consist of various individual assignments completed throughout the semester. The individual assignments are described below. The Portfolio Checklist may be found on page 11 of the syllabus. All assignments may be revised based on feedback provided; this is strongly encouraged, as your final grade is based on the final work you turn in.

 

Productive Aging Plan – DUE Tuesday, October 3 – 75 points

This assignment is a precursor to the productive aging essay you will write at the end of the semester. In this 3- to 5-page paper, you will describe your own approach to aging and life. In other words, what is your personal plan for productive aging? Be specific, be imaginative, give examples. Try to cover things like: family, friends, education, work, religion and spirituality, health and wellness, and anything else that’s important to you. Be sure to reference the textbook using APA style (see APA Style Guide HANDOUT).

 

Work Program Critical Reflection Paper – DUE Friday, October 20 – 125 points

 

<>This assignment will provide you an opportunity to compare and contrast your own experience of the Work Program at WWC (so far!) with a current and a past student’s experiences and perspectives.
 

Part I –

Thursday in-class, brainstorm key questions to get at the experience of the Work Program and the impact it has had on one’s work ethic, philosophy, approach, etc.

Write your own answers to the questions brainstormed in class

 

Part II –

Interview a 4-year senior about their experience in the work program

 

Part III –

Compare and contrast your own  answers with those of the senior your interviewed.

 

Paper

 

Multigenerational Families Film Festival at Battery Park – Saturday, Nov. 4 – 50 points

Yes! We’re putting on a film festival for the residents of Battery Park Apartments! As a class we will host an afternoon of films and discussions that feature multigenerational families and issues. In small groups, you will be responsible for previewing one of the films to be screened and preparing to lead a 15-20 minute discussion after the film. Your grade for this assignment will be a shared, group grade and will be based on the criteria outlined in the Group Project Grading rubric.

Possible films include:

·        “Big Mama” (40 minutes)

·        “Complaints of a Dutiful Daughter” (44 minutes)

·        “If These Walls Could Talk II” Segment 1961 (approx. 40 mintues)

·        “Having our Say: The Delany Sisters’ First 100 Years” (94 minutes)

·        “Tuesdays with Morrie” (90 minutes)

·        “Pioneers of Hospice: Changing the Face of Dying” (50 minutes)

·        “Ageing and Sageing” (24 minutes)


Film Review Paper and Annotated Bibliography – DUE Thursday, November 9 – 75 points

In combination with the Film Festival and your group-led discussion, each student will write a 3- to 4-page film review, which must include at least three outside references. For each of the three outside references, you will also prepare an annotated bibiliography. At least 12of the 3 references must be from a peer-reviewed source. Your references might be directly related to the film, however they may likely be related to the topic or theme that the film addresses. Your job in writing the review is to tie together the film’s content with the articles. Remember to use APA format for both of these assignments.

 

3-Generation Family Genogram with Narrative – DUE Thursday, November 30 – 125 points

A genogram is a specific form of family diagram, but which goes a step beyond the family tree. Genograms provide a way of mapping family patterns and relationships across at least three generations. Genograms help us understand our families and ourselves better. For this assignment, you will construct your own 3-generation family genogram and will write a brief narrative (2-3 pages) describing what your genogram tells you about your family.

 

Productive Aging Essay – DUE Friday, December 8 – 100 points

This assignment consists of a 5-8 page personal essay in which you pull together all that you have learned this semester about multigenerational and aging issues and reflect on what they mean for you in your own life. Over the course of the semester, you will have many experiences and will meet many people whose stories will help shape your own views on age, aging, and life in general. Keep good notes on what you learn and what you think and feel about what you’re learning. These notes will help you write this essay!


Service

This First Year Seminar is also a multigenerational service-learning course. Together as a class we will journey every other week to Battery Park Apartments in downtown Asheville where students will engage in dialog and service with the elderly residents there.

 

Each of you will be paired with a resident based on common interests and backgrounds. During each visit to Battery Park, you will have time to talk informally with your elder for approximately 40 minutes. You will then have 20 remaining minutes to help your elder in their apartment by vacuuming, reading mail, or doing other light housework.

 

In order to make the most of the time available during this class, we will leave campus promptly at 11:00 am from the Jensen parking lot and will return in time for students to get to work or class at 1:00 pm. Box lunches will be prepared by Dining Services and available on service field trip days. The following schedule provides the dates for each service field trip and the general topic for the day’s visit and/or conversation. These topics correspond with assigned readings and syllabus topics. Students will develop specific discussion questions in class prior to each service field visit.

 

DATE

TOPIC

Tuesday, September 5

Large Group Orientation

Tuesday, September 19

Health and Aging

Tuesday, October 3

Learning Across a Lifetime

Tuesday, October 17

Work, Paid and Unpaid

Tuesday, October 31

Family

Tuesday, November 14

Dreams and Memories

Tuesday, November 28

Religion and Spirituality

Tuesday, December 12

End of Semester Celebration

 

This service project is a requirement for this course. Students missing a field visit to Battery Park Apartments must make up the visit (and subsequent journal) within one week. Failure to do so will result earning 2 absences and a 0 for that session’s journal.

 

Pre-Service Reflection Paper – DUE Thursday, August 31 – 75 points

The purpose of this assignment is to reflect on your overall expectations of the service components of this course and think prospectively about the process in which you are about to participate.  This assignment gives you the opportunity to reflect on your prior assumptions and beliefs about aging and your feelings about doing service with older adults. Your paper should be 2- to 3-pages in length and should try to answer the following questions:

1)  What expectations do you have about this service learning experience?

2)  What previous experiences do you have interacting with older adults?

3)  How does that experience, or the lack thereof, inform your expectations, hopes, fears, etc. about this service?

4)  Do you have any fears or specific questions about working with older adults?

5)  What are you most excited about in this service learning experience?

6)  What personal strengths, skills, or knowledge do you hope to gain in this service learning experience?

7)  What are you looking forward to learning or experiencing through this service opportunity?

NOTE: I will return this paper to you on Tuesday, September 5. You are then required to bring the paper, with my comments, to the Writing Center for help writing a second draft, to be turned back in on Thursday, September 14 along with the original paper, and evidence of your visit to the Writing Center.

 

Service Reflection Journal – DUE – 100 points

As you will read during the first week of class, service learning is half service and half learning. The learning part takes place, in part, through a journal in which you will describe what you experienced, what you did and said, and (critically) how you felt about what you did. You journal is your own creation, and you may be as creative as you wish. HOWEVER, at the very least, your journal must:

You will turn in your journal in the class directly following each field visit to Battery Park Apartments. I will return your journal the class after that with my comments and responses, which you should read carefully and incorporate into the next weeks’ journal.

 

Service Reflection Paper – DUE Thursday, December 14 – 125 points

This paper is the culmination of your service learning experience. It is where you will bring together what you did, saw, thought, experienced, etc. with your critical thinking skills to reflect and connect the “service” with the “learning.” Your paper should cover the following areas:

  1. Review and reflect on your pre-service reflection paper. Did your experiences match your expectations? Did your attitudes and expectations change over the course of the semester? How?
  2. Describe the major highlights of your experience as well as any significant problems or challenges that you encountered.
  3. Evaluate the experience in terms of what you learned about yourself? About aging? About life in general?
  4. Connect your experience with the materials covered in this course, including the textbook and other readings as well as guest speakers.
  5. Having had this experience this semester, what are your thoughts about the service commitment at Warren Wilson College. How does this experience inform your plans to fulfill the service requirement?
  6. What changes, if any, would you recommend for the service-learning component of this course?
  7. Any other thoughts and reflections you have about this experience?

 

Senior Thank You Gift – DUE Tuesday, December 12 – 50 points

The elderly residents that you will be working with this semester will be sharing a great deal of themselves with you. As a way of saying “thank you,” to them, this assignment asks you to develop a special and unique memento to present to them at the end of the semester. This gift should reflect something about what you two have shared together and what you have learned from your elder. This gift could be: a letter, a song, a scrapbook, or some other thing that they can keep and share with their family and friends. Please feel free to consult with Jennifer Isaac and myself with your ideas. These gifts will be presented to the seniors at the End-of-Semester Celebration on Tuesday, December 12.

 

 

 FRS 125 Portfolio Checklist

 

¨ Service Reflection Journal

¨ Productive Aging Plan

¨ Work Program Archives Paper

¨ Film Review

¨ Film Review Annotated Bibliography

¨ 3-Generation Family Genogram w/Narrative

¨ Productive Aging Essay

¨ In-class Writings

¨ Service Reflection Paper

¨ Misc. Other


Tentative Course Outline:                                   

 

Week 1            MULTIGENERATIONAL PERSPECTIVES ON COMMUNITY                     

Tuesday            August 29                    Introductions and Course Overview                    

 

Thursday          August 31                    Transition Session Service Learning

Guest Speakers: Franklin Tate, Service Learning Office and Jennifer Isaac, Battery Park/Council on Aging

READ:  Seperson, S.B. (2002). Student, teacher,

mentor and the service-learning classroom experience. In, S.B. Seperson & C. Hegeman (Eds.), Elder Care and Service Learning: A Handbook (pp. 73-83). Westport, CT: Auburn House. (HANDOUT)

                                                            DUE: Pre-Service Reflection Paper and Questionnaire

 

Week 2                                                                                                                                   

Tuesday            September 5                SERVICE @ Battery Park Apartments

 

Thursday            September 7                READ: Ch. 1 “The Emergence of the New Aged

and a Productive Aging Perspective”

DUE: Service Reflection Journal

 

Friday              September 8                 READ: Ch. 2 “The Demographics of Productive Aging”

 

Week 3                                                                                                                                   

Tuesday            September 12              READ: Ch. 3 “Conceptualizing Productive Aging”

                                                            VIDEO: “From Ageing to Sageing”

 

Thursday            September 14              Transition Session Wellness

Guest Speaker: Jil Meadows, Counseling Center

                                                            READ: Ch. 11 “Physical Activity, Exercise, and Recreation”

DUE: Second Draft Pre-Service Reflection Paper (include original and evidence of Writing Center)

 

Week 4                                                                                                                                   

Tuesday            September 19              SERVICE @ Battery Park Apartments

 

Thursday            September 21               READ: Ch. 5 “Volunteerism, Philanthropy and Service”

Guest Panel: WWC Volunteers

DUE: Service Reflection Journal

 

Friday              September 22              Writing Prompt #1

                                                            Library Orientation Day                                   

 


Week 5            MULTIGENERATIONAL PERSPECTIVES ON WORK & LEARNING

 

Tuesday            September 26              READ: Ch 9 “Education and Learning”

 

Thursday            September 28              Guest Panel: Center for Creative Retirement

 

Week 6                                                                                                                                   

Tuesday            October 3                    SERVICE @ Battery Park Apartments

                                                            DUE: Productive Aging Plan

 

Thursday            October 5                    READ: Cronon, W. (1998). Only connect: The

goals of a liberal education. The American Scholar, 67(4), pp. 73-80. (HANDOUT)

                                                            Writing Prompt #2

DUE: Service Reflection Journal

 

Friday              October 6                    Transition Session Academic Support

                                                            Guest Speaker: Lyn O’Hare, Director of Student

Support Services

 

Week 7                                                                                                                                   

Tuesday            October 10                  Transition Session Work

Guest Speaker: Ian Robertson, Dean of Work

READ: Ch. 4 “Labor Force Participation”

 

Thursday            October 12                  Library Archives Day

 

Week 8                                                                                                                                   

Tuesday            October 17                  SERVICE @ Battery Park Apartments

 

Thursday            October 19                  DUE: Service Reflection Journal

 

Friday              October 20                  Guest Panel: WWC Work Program Alumni

                                                            DUE: Work Program Archives Paper

 

FALL BREAK – FALL BREAK – FALL BREAK – FALL BREAK – FALL BREAK

 

Week 9            MULTIGENERATIONAL PERSPECTIVES ON SELF AND FAMILY        

Tuesday            October 31                  SERVICE @ Battery Park Apartments

 

Thursday            November 2                READ: Ch. 6 “Family Life”

DUE: Service Reflection Journal

 

Week 10                                                                                                                                 

Tuesday            November 7                READ: Ch. 7 “Personal and Individual Growth”

 

 

Thursday            November 9                READ: Ch. 12 “The Potential of Productive Aging:

A Personal Perspective and Reference Point”

DUE: Film Review and Annotated Bibliography

 

Friday              November 10              Writing Prompt #3

                                                            Transition Session Planning the College Experience

 

Week 11                                                                                                                                 

Tuesday            November 14              SERVICE @ Battery Park Apartments

 

Thursday            November 16              Genogram Day

                                                            DUE: Service Reflection Journal

 

Week 12                                                                                                                                 

Tuesday            November 21               Transition Session: Planning the College Experience

Guest Speaker: Dale Roberts, Career Resource Center

 

Thurs/Fri            November 23/24            NO CLASS – THANKSGIVING BREAK

 

Week 13                                                                                                                                 

Tuesday            November 28              SERVICE @ Battery Park Apartments

 

Thursday            November 30                        DUE: Service Reflection Journal

                                                            DUE: 3-Generation Family Genogram with Narrative

 

Week 14            MULTIGENERATIONAL PERSPECTIVES ON LIFE                          

Tuesday            December 5                READ: Ch. 8 “Spiritual and Religious Growth”

DUE: Personal Perspective on Productive Aging Essay

 

Thursday            December 7                READ: Ch. 10 “Activism”

                                                            Guest Panel: Local and Regional Activists

 

Friday              December 8                Writing Prompt #4

                        DUE: Productive Aging Essay

 

Week 15                                                                                                                                 

Tuesday            December 12              SERVICE @ Battery Park Apartments

DUE: Senior Thank You Gifts

 

Thursday            December 14              DUE: Service Reflection Paper

NOTE: I will return these papers by noon Friday so you can make any revisions for your portfolio.

 

Week 16                                                                                                                                 

Tuesday            December 19              LAST DAY OF CLASS

                                                            DUE: Final Portfolios

                        Course Evaluations