Dr. Daniel V. Hagan, Ph.D.
e-mail: dhagan@GaSoU.edu
Office: Biology 2203-B
Office Phone: 912-681-5495
Office Hours: 1:00-1:50 PM, M and W
Other times by appointment
| Date | Lecture/ Discussion Topic | Reading Assignment |
| Aug. 22 | Introduction | |
| Aug. 24 | Perspectives on Aging | Chapter 1, pp. 1-26 |
| Aug. 29 | Measuring Age-Related Changes in Populations | Chapter 2, pp. 27-59 |
| Aug. 31 | Measuring Age-Related Changes in Individuals | Chapter 3, pp. 61-90 |
| Sept. 5 | Chapter 3, cont'd. | Chapter 3, pp. 91-105 |
| Sept. 7 | Human Aging - Overview | Chapter 5, pp. 153-162 |
| Sept. 12 | Changes in the Skin, Connective and Skeletal Tissue | Chapter 5, pp. 162-176 |
| Sept. 14 | Changes in Muscle Tissue | Chapter 5, pp. 176-182 |
| Sept. 19 | Changes in the Digestive System/ Nutrition | Chapter 5, pp. 198-201 |
| Sept. 21 | Changes in the Respiratory System | Chapter 5, pp. 193-198 |
| Sept. 26 | EXAM 1 | |
| Sept. 28 | Changes in the Cardiovascular System | Chapter 5, pp. 182-193 |
| Oct. 3 | Cardiovascular System Changes, continued * Last day to withdraw without academic penalty | Chapter 5, pp. 182-193 |
| Oct. 5 | Changes in the Excretory System | Chapter 5, pp. 201-203 |
| Oct. 10 | Changes in the Immune System | Chapter 5, pp. 225-231 |
| Oct. 12 | Changes in the Reproductive System | Chapter 5, pp. 231-240 |
| Oct. 17 | Metabolic and Hormonal Changes | Chapter 5, pp. 240-246 |
| Oct. 19 | Changes in the Nervous System | Chapter 5, pp. 203-225 |
| Oct. 24 | Changes in the Senses + Status Report of Interview Reports Due | Chapter 5,pp. 213-216 |
| Oct. 26 | EXAM 2 | |
| Oct. 31 | Genetic Determinants of Longevity | Chapter 6,pp. 251-309 |
| Nov. 2 | Altering Aging: Interventions | Chapter 7, pp. 311-364 |
| Nov. 7 | Concepts and Theories of Aging | Chapters 8-9, pp. 367-414 |
| Nov. 9 | Stochastic Theories of Aging | Chapters 8-9, pp. 367-414 |
| Nov. 14 | Evolutionary and Comparative Aspects of Longevity | Chapter 4,pp. 109-152 |
| Nov. 16 | Systematic Theories of Aging + Interview Reports Due @ 2 PM | Chapter 10, pp. 415-443 |
| Nov. 21 | EXAM 3 | |
| Nov. 28 | Aging as an Intracellular Process | Chapter 11, pp. 445-474 |
| Nov. 30 | Aging as a breakdown of Intercellular Regulatory Processes | Chapter 12, pp. 475-494 |
| Dec. 5 | A Common Mechanism of Aging? | Chapters 13-14, pp. 501-520 |
| Dec. 7 | Aging-Related Research, Anti-Aging Interventions | Chapters 13-14, pp. 501-520 |
| Dec. 7 | Oral Reports on Elder InterviewsCourse Summary, Conclusions and Evaluations | |
| Dec. 13 | FINAL EXAMINATION 11:00 - 1:00 PM | Comprehensive |
Dr. Daniel V. Hagan,
Ph.D.
e-mail: dhagan@GaSoU.edu
Office: Biology 2203-B
Office Phone: 912-681-5495
Office Hours: 1:00-1:50 PM, M and W
Other times by appointment
Web page http:// www2.gasou.edu/facstaff/hagan
Biology Web page http://www.bio.gasou.edu
Course Description:
The Biology of Aging is a course appropriate for both graduate students and upper level undergraduates students in health related fields and anyone interested in the physiological changes that occur with aging. Its primary purpose is to provide the basics of the biology of aging with a system-by-system description of aging phenomena. Participants will be expected to develop an understanding of the complexities of the aging process from various perspectives. This course grew out of an initiative termed the Georgia Gerontology Consortium which was initiated in 1995 by the University of Georgia, Gerontology Center in response to the University System of Georgia Board of Regents' call for programs of collaboration among University System institutions. Having participated in the Consortium for five years, Georgia Southern University, Biology decided in Fall Semester 2000 to withdraw from the consortium and teach the course at GSU.
WebCT and e-mail:
This course will require each student to use WebCT
and e-mail. Students are expected to be comfortable in the use of these
technologies. On-line student WebCT learning guide and additional resources
are available at:http://sunct.gasou.edu/hostsys/student/
All students must possess and maintain a functional e-mail address throughout this course. Every student is entitled to a free e-mail address. All students are expected to check their e-mail and the WebCT site for this course on a regular basis. Announcements sent via e-mail or posted on the WebCT site are the functional equivalent of in-class announcements. Any announcement sent via e-mail or posted on the WebCT site at least 24 hours before the next scheduled class date may be deemed applicable and binding for that next class. Important announcements will be on the WebCT site, in addition to e-mail notifications, so that e-mail interruptions are not an acceptable excuse for missed electronic announcements.
ATTENDANCE POLICY: Punctual attendance and participation in all classes form the foundation for successful completion of this course. Each student is expected to be present for all lectures. You are responsible for all course material covered in class during any absence. Attendance and participation is so important in this course that if you attend all classes you will receive the max. pts. (100 pts) for attendance, but for each absence your attendance points will be reduced accordingly. The formula for attendance points is [100 - (the percentage of total class days missed X 100)]. Three days tardy (late for the class) = one daily absence.
CHEATING: Cheating of any kind will not be tolerated and will be dealt with in accordance with the GSU HONOR CODE as spelled out in the Student Conduct Code, Policies and Procedures. The GSU Honor Code is on-line athttp://www.stp.gasou.edu/scc/default.htm.
WebCT On-line Quizzes: On-line Quizzes may consist of a variety of questions, for example: fill-in-the-blank, multiple-choice, define and identify or matching. Questions are drawn from textbook reading assignments and class lectures. Students will log-on the course web site using their specific ID and password and complete the on-line quiz. Each on-line quiz will have specific time limits.
EXAMS: Exams are administered in class and usually consist of a variety of questions for example: fill-in-the-blank, multiple-choice, define and identify, matching and essay/discussion. Questions are drawn from textbook reading assignments and class lectures. Points may be lost for use of poor grammar on examinations. Correct spelling will be emphasized and expected. Later course material builds upon earlier concepts, thus you are responsible for all material covered on earlier exams on your later exams.
MISSED EXAMS: Attendance/ participation in all in-class exams and on-line quizzes is mandatory. There are no make-ups on lecture exams or on-line quizzes. Unannounced quizzes missed are recorded as zero.
ELDER INTERVIEW PROJECT: The purpose of the Elder Interview Project is five-fold: 1) to help broaden your view of the biology of aging; 2) to permit an in-depth exploration of topics related to aging; 3) to introduce you to the extent of gerontological literature, 4) permit you to meet and interview individuals from the three basic living statuses and 5) to provide practice communicating your ideas in writing and orally (with the oral report). You will also prepare four (4) multiple choice questions (with four choices/ question) and the correct answer for each question on your report and conclusions. These are due when you turn your project report in. See the Interview Project Guidelines for below for specific details.
A Status Report of your Interview Project Report is due by e-mail, not later than 5:00 PM on Tuesday, October 24th. Failure to meet this deadline will result in zero points awarded for this assignment. In this e-mail message you must list the following for your interviewee's: their name, age, living status (CD, RCI, AL or SNF), and address.
The Elder Interview Project Reports are due at 2:00 PM on Thursday, November 16th. Reports turned in late will have points deducted (-5 pts for the 1st hr late, and an additional -10 pts for each day late).
Elder Interview Project Details:
Where a person lives is a reflection of their functional status which often is a result of their physical ability. People erroneously call retirement communities "nursing homes." Those completing a course in the Biology of Aging will gain a depth of practical knowledge that will allow students to distinguish among individuals' physical environments as a surrogate indicator for functional status.
The physical environments are defined as follows:
Community Dweller (CD): Someone living in a single-family dwelling or an apartment with a spouse or other person. These people may range from people having some sort of informal assistance from family members and friends, formal assistance such as a state paid chore worker or a meals-on-wheels.
Retirement Community: A community can have several levels of living, a single apartment with minimal services, bed linens and light housework and 1 meal/day (RCI). Assisted living residents need with help with medications, ambulation to and from meals, getting dressed, and assistance upon call. Assisted living residents may also require help with medications or some dressing tasks (AL).
Skilled Nursing Care: A nursing home that has skilled nursing care is sometimes called a Skilled Nursing Facility (SNF) and people here are in a situation where they need 'long-term care.' These individuals require assistance all housework, preparing meals, transportation and therefore these services are provided. In addition they need help at least some with personal care items which may include: assistance with dressing, feeding, taking medications, toilet, etc.
Students will administer a standard questionnaire, taken from validated instruments of perceived function (SF36), Life Satisfaction. Each student will compare and contrast the responses on the questionnaire from the older adults from different living statuses. This exercise is intended to expose the students to a broad range of physical capabilities of older adults. The student will then construct a paper that relates physical and functional abilities of the individuals across living statuses.
The Elder Interview Project Reports are due in class at 2:00 PM on Thursday, November 16, 2000.
Format for the INTERVIEW PROJECT: Each student is to interview a total of four (4) individuals (2 males and 2 females) over 65 years of age about the physical (biological) changes that have occurred as they aged. Each student will be assigned to either one of these three Project Assignments:
Assignment A - Students assigned to this option will interview two individuals (one male and one female) from Community Dwellers (CD), plus two individuals (one male and one female) from either Retirement Community (RCI) or Assisted Living (AL) situations.
Assignment B - Students assigned to this option will interview two individuals (one male and one female) from Community Dwellers (CD), plus two individuals (one male and one female) from a Skilled Nursing Facility (SNF) situation.
Assignment C - Students assigned to this option will interview two individuals (one male and one female) from either Retirement Community (RCI) or Assisted Living (AL) situations, plus two individuals (one male and one female) from a Skilled Nursing Facility (SNF) situation.The results/ findings of these interviews are to be prepared as a typed report, and submitted on the date noted. The report will consist of the findings obtained from the interview of the 4 individuals and your analysis and conclusions.
Interview background and format:
A. It is important to either call or drop by in person and ask the individual(s) that you want to participate in your interview. Let him or her know that this interview is to fulfill your course requirements for a Biology of Aging course at Georgia Southern University. Also ask if there is a certain time of day that might be most convenient for them.
B. For residents in Nursing Homes or Personal Care Homes it is important to drop by in person and ask the Director of Nursing (Nurse, attendant, etc.) for permission to interview one or two of the residents to fulfill your course requirements. Also ask if there is a certain time of day that might be most convenient for the residents and/or the Nursing Care Staff.
C. Each participant is to be informed that the purpose of the interview is to learn about their aging experiences.
D. Each participant is to be asked to describe the way that the aging process has affected the quality of their lives (especially after age 60), in the areas of health, physical appearance, etc.
E. Each student is encouraged to let the elderly participants know that the students will be jotting down some notes. Students should not try and copy verbatim each statement, but try to summarize the statements. Students are not permitted to bring a tape recorder or camcorders to record the interview, since this might cause undue concern by the elderly person, and cause them not to speak candidly.
F. Students are urged to make the elderly participant to feel at ease, making certain to emphasize that the student just wants to learn more of what they might expect as they age themselves.
G. Students are expected to spend 30-45 minutes (it may require an hour) to adequately interview each person in a face-to-face interview (No telephone interviews). You will need to conduct a series of interviews with each participant (probably will need one or two, or possibly 3) to obtain a clear understanding of their thoughts on aging.
H. You must use care to make certain that the person you are interviewing does not become unduly tired by the interview. If you sense that they are getting weary, then ask if you may return later that day or on the next day to complete the interview.
Interview Question to ask the participants:
1. What is your full name?
2. Where is your birthplace?
3. When is your birthday?
4. What were your career goals (what did you want to do with your life) when you finished school?
5. In what social activities did you participate before you reached age 40? In what social activities do participate in now?
6. Do you participate in any regular exercise program now? Have you ever participated in such a program?
7. How did you feel when you first noticed that your hair was graying?
8. What was the first event in your life that signaled to you that you were getting older?
9. What kinds of physical changes have you noted as you are getting older?
10. Were you athletic and did you play any organized sports when you were younger?
11. What medical ailments has your doctor told you that you have?
12. Have you been hospitalized in the past year? What was the doctor's diagnosis as to your condition?
13. How long have you lived in your present home or (if in a nursing care facility) how long have you lived here?
14. What advice would you like to give to future generations?
To the Student:
1. You may follow up on any interesting answers that you noted in asking the initial questions above.
2. You may also think of other questions that may provide insight into the changes that this individual may have experienced as a result of the passing to time (aging).
Format for your Report:
COURSE GRADING PROTOCOL: