32
GERO 121/221: F19 7/28/19 1 GERO 121/221 Strategies for Optimal Aging Donna Jensen, PhD, LCSW, MSW Fall 2019 Bridalveil Creek - Yosemite National Park 2016
GERO 121/221: F19 7/28/19 1
GERO 121/221
Strategies for Optimal Aging
Donna Jensen, PhD, LCSW, MSW
Fall 2019
Bridalveil Creek - Yosemite National Park 2016
GERO 121/221: F19 7/28/19 2
Table of Contents
Course Description: ................................................................................................................ 3
Learning Outcomes: ............................................................................................................... 3
Required Texts: ...................................................................................................................... 3
Recommended Reading: ........................................................................................................ 3
Course Objectives .................................................................................................................. 4
Gerontology Department Learning Outcomes ........................................................................ 4
Frequently Used Websites ...................................................................................................... 4
Course Information ................................................................................................................ 4
Outcome Evaluation Methods ................................................................................................ 7
Evidence-based Research Article Requirements ...................................................................... 8
Learning Opportunities & Course Assignments ....................................................................... 9
Personal Bio-Sketch & Personal Health Promotion Assignment ...................................................... 10 Personal Health Promotion Plan .......................................................................................................................... 11
Personal Biosketch & Health Promotion Assignment Grading Rubric .............................................. 12
Evidence-Based Health Promotion (EBHP) ............................................................................ 13
Student Outcomes ............................................................................................................... 13
Evidence Based Health Promotion Assignment Rubric .......................................................... 15
Gerontology Renaissance Mentor Reminiscence Project ....................................................... 16
Renaissance Mentor Project Guidelines ................................................................................ 19
Reflection #1 – Mentor Biographical Sketch & Eco-Map ........................................................ 20
ECOMAP .............................................................................................................................. 21
Reflection # 1 – BioSketch & Eco-Map Rubric ..................................................................... 24
Reflection #2 – Prominent Moments in Mentor’s Life ............................................................ 25
Reflection #2 – Prominent Moments Rubric .................................................................................. 26
Mentor Project Proposal ...................................................................................................... 27
Mentor Project Proposal Rubric .................................................................................................... 27
Reflection #3 – Core Gifts, Role Transistions ......................................................................... 28
Renaissance Mentor Project Reflections Rubric #3 ......................................................................... 29
Reflection #4 – Legacy, Place & Purpose in Life ..................................................................... 30
Renaissance Mentor Project Reflections Rubric ............................................................................. 31
GERO 221 Additional Assignments ....................................................................................... 32
GERO 121/221: F19 7/28/19 3
California State University Sacramento
Department of Gerontology
Gero 121/221 - Strategies for Optimal Aging
Fall 2019
Class Time: Mondays 5:30-8:20
Location: AIRC 1007
Professor: Dr. Donna Jensen LCSW, Ph.D.
Email: [email protected]
Phone: Office: 916-278-2561
Cell: 530-864-7806 (Texting OK, just be sure to include your name with text)
Office Hours: Wednesdays 1:30-3:30pm, and by appointment – Benicia Hall 1016
__________________________________________________________________
Course Description:
This course is an in-depth, interdisciplinary, and holistic exploration of health promotion and
adaptation paradigms that facilitate optimal and productive longevity. Hardiness and self-
efficacy theories along with expectations and experiences enhancing quality of life are explored.
Interactions among such variables as activity, diet, exercise, work/leisure, attitudes/beliefs,
humor, living environments, spirituality, and social networks are investigated within the contexts
of gender, economic, and cultural perspectives.
3 units
Learning Outcomes:
After completion of readings, class experiences, and assignments, the learner will be able to:
1. Investigate own, older adults’ and society’s beliefs and experiences about parameters and
requirements for optimal aging.
2. Analyze interactions among hardiness and self-efficacy theories and optimal aging.
3. Analyze how selected keys to optimal aging are mediated by health promotion and
adaptation paradigms.
4. Create a case study reflecting a success model based on an oral history with an oldest-old
adult.
5. Explore community resources providing activities and services for older adults and their
families.
6. Create a personal evidenced-based optimal aging action plan.
Required Texts:
Bengtson, V.L. & Settersten Jr., R.A. (Eds). (2016). Handbook of theories of aging. New York,
NY: Springer Publishing. (you will also be utilizing this text for GERO 122, 130 & 131).
Butler, R.N. (2010). The longevity prescription. N.Y.: Avery
Publication manual of the American Psychological Association (6th ed.). (2010). Washington,
DC: Author. (you will be utilizing this text for all of your GERO classes)
Recommended Reading:
Butler, R. N. (2008). The longevity revolution: The benefits and challenges of living a long life.
NY: Public Affairs Books.
GERO 121/221: F19 7/28/19 4
Freedman, M. (2007). Encore: Finding work that matters in the second half of life. NY: Public
Affairs Books.
Moody, H.R., & Sasser, J.R. (2012). Aging: Concepts and conversations (7th ed.). Thousand
Oaks, CA: Sage Pub.
McLeod, B. W. (2002). And thou shalt honor. Atascadero, CA: Rodale, Inc. (Classic book).
Pipher, M. (1999). Another country: Navigating the emotional terrain of our elders. N.Y.:
Riverhead Books.
Course Objectives
At the completion of the readings, class experience and assignments of this course, students will
be able to:
A. Define the key factors involved in assessing the needs of older adults and the resources
available to meet those needs.
B. Describe the structure and organization of senior services in the country through the Older
Americans Act and in the Sacramento area.
C. Differentiate and discuss the realities of aging services and factors that deter utilization of
services.
D. Describe the range of services available to meet the needs and challenges of the aged.
E. Identify social policy issues that affect older adults.
F. Utilizing the service learning experience, students will explore own beliefs and feelings
about health and illness with aging.
G. Explore responses to readings and class activities through journal writing.
Gerontology Department Learning Outcomes
Upon the completion of the gerontology program of study the student will:
1. Demonstrate understanding of fundamental interdisciplinary evidence-based knowledge,
skills, values, and current trends as a basis for competent gerontological practice. (1, 2, 5)
2. Demonstrate critical thinking when analyzing diverse and complex aging issues and
outcomes for older adults, families, and society from an interdisciplinary perspective that is
grounded in the sciences, social sciences, and humanities. (1, 2, 3, 5)
3. Synthesize and apply learned interdisciplinary theories and research in applied settings. (1,
2, 3, 4, 5.)
4. Demonstrate social and cultural awareness, sensitivity, respect, and support of multiple
perspectives when interacting with others. (2, 3, 4, 5)
5. Exhibit personal and social responsibility, and ethical and professional behavior in all
settings. (4, 5)
6. Exhibit effective use of basic communication (written, oral and interpersonal) skills and
information technology needed in a global information society. (3 & 4)
Note: (numbers relate to the five (5) Sacramento State Baccalaureate Learning Goals (2009).
Frequently Used Websites
CSUS Library: http://library.csus.edu/
Canvas: http://Canvas.csus.edu
Various Aging-Related Websites: http://www.rrf.org/resources/aging-related-websites
Course Information
Basic Needs Support
GERO 121/221: F19 7/28/19 5
If you are experiencing challenges in the area of food and/or stable housing, help is just a click,
email or phone call away! Sacramento State offers basic needs support for students who are
experiencing challenges in these areas. Please visit our Basic Needs website to learn more about
your options and resources available. https://www.csus.edu/basicneeds/
Services for Students with Disabilities
http://www.csus.edu/sswd/
If you have a disability and require accommodations, you need to provide disability
documentation to SSWD, Lassen Hall 1008 (916) 278-6955 The office is open Monday to Friday
from 8:00 a.m. - 5:00 p.m. All matters related to students with disabilities are treated as
CONFIDENTIAL. Students are strongly encouraged to request accommodations as early as
possible since it can take several weeks or more to facilitate requests. Please discuss your
accommodation needs with me after class or during my office hours early in the semester.
Academic Dishonesty Policy and Procedures
Cheating at CSUS: cheating is the act of obtaining or attempting to obtain credit for academic
work using any dishonest, deceptive, or fraudulent means. Cheating at CSUS includes but is not
limited to:
• Copying, in part or in whole, from another’s test or other evaluation instrument
• Using crib notes, "cheat sheets," or any other device, including electronic devices, in aid
of writing the exam not permitted by the instructor;
• work previously graded in another course unless doing so has been approved by the
course instructor or by department policy.
• Submitting work simultaneously presented in more than one course, unless doing so has
been approved by the respective course instructors or by the department policies of the
respective departments.
• Altering or interfering with grading or grading instructions;
• Sitting for an examination by a surrogate, or as a surrogate;
• Any other act committed by a student in the course of his or her academic work that
defrauds or misrepresents, including aiding or abetting in any of the actions defined
above.
Also please refer to University Website: CSU, Sacramento Academic Honesty Policy
(http://www.csus.edu/umanual/student/stu-0100.htm)
Plagiarism: Plagiarism is a form of cheating. At CSUS plagiarism is the use of distinctive ideas
or works belonging to another person without providing adequate acknowledgement of that
person’s contribution. Regardless of the means of appropriation, incorporation of another’s work
into one’s own requires adequate identification and acknowledgement. Plagiarism is doubly
unethical because it deprives the author of rightful credit and gives credit to someone who has
not earned it. Acknowledgement is not necessary when the material used is common knowledge.
Plagiarism at CSUS includes but is not limited to:
1. The act of incorporating into one’s own work the ideas, words, sentences, paragraphs, or
parts thereof, or the specific substance of another’s work without giving appropriate credit
thereby representing the product as entirely one's own. Examples include not only word-for-word
GERO 121/221: F19 7/28/19 6
copying, but also the "mosaic" (i.e., interspersing a few of one’s own words while, in essence,
copying another’s work), the paraphrase (i.e., rewriting another’s work while still using the
other’s fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-
writing (i.e., submitting another’s work as one’s own) and failure to include quotation marks on
material that is otherwise acknowledged; and
2. Representing as one’s own another’s artistic or scholarly works such as musical
compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works.
Writing Standard Guidelines and Rubric
Most CSUS courses use the CSU Sacramento Advisory Standards for Writing. Please see this
rubric in Canvas. It will help you decide if you have written the level of paper you want to turn
in. It is used along with any course grading rubrics to analyze your papers. Please utilize this
resource, as quality written work is extremely important to passing this course.
Paper Formatting
Most professional courses use APA writing style for written research papers. All papers (except
papers written in-class) must be typed and in APA format - Publication Manual of the
American Psychological Association 6th ed. (APA) is a required text for this, and all other
Gerontology courses. You can also check out these helpful websites:
https://owl.english.purdue.edu/owl/resource/560/01/ or www.apastyle.org (click on Style Tips).
You can also check the CSUS library site (www.library.csus.edu) or Department of Gerontology
website (http://www.csus.edu/gero/current-students/research%20and%20writing.html). If in-
class papers are unreadable, they will not receive credit. A sample APA paper is available from
your professor for review.
Key Components of APA format to be used when typing your papers include:
• A properly formatted title page.
• Double-spaced; 12 font-Arial or Times New Roman font.
• 1" margins on all sides.
• All pages must have APA formatted header. Number all pages (numbering Title Page is
optional).
• Indent 5 spaces-first line of every paragraph.
• Sources must be referenced in the text of the paper, example: Hoyer and Roodin (2003)
with a reference list at the conclusion of the paper. All direct quotes must be
referenced with source, year, and page number.
• If the source is from the Internet, please refer to the APA Website:
http://www.apastyle.org/elecref.html or refer to the APA Manual 6th edition for
examples.
• Reference Page is double-spaced and utilizes hanging indentation.
Internet Etiquette
Written words in emails and online communication can be interpreted differently than the
author’s intended message. Please be respectful in your written communication. When in doubt,
don’t press send – give yourself a day to reflect and then send.
GERO 121/221: F19 7/28/19 7
Use of Technology in the Classroom
Students may use audio/video recording devices for the purpose of recording lectures ONLY
with specific permission of each individual faculty member in the course. Faculty reserve the
right to refuse permission to audio/video record. Students who are permitted to audio/video
record lectures may only do so for personal use in study and preparation related to the class and
must destroy any audio/videotapes when no longer needed for academic work, or at the end of
this academic semester, whichever comes first. The audio/videotapes are recognized as sources,
the use of which in any academic work is governed by rules of academic conduct delineated by
the Department and University. Audio/videotapes of lectures are to be treated as (HIPAA
protected) confidential material and may only be played in a secure and private environment.
Students who require audio/videotaping accommodations because of an educational plan set
forth by the Services to Students with disabilities (SSWD) office must provide faculty with
written documentation at the start of the semester per University policy.
Students may use computers in the classroom for note-taking purposes with the specific
permission of each individual faculty member in the course, otherwise the use of laptops,
tablets, and phones are prohibited. Faculty reserves the right to refuse permission to use
computers in the classroom if such use becomes disruptive for other students or the faculty
member.
Outcome Evaluation Methods
The following assignments will be evaluated by established objectives/rubrics and will determine
the student’s final grade. More detailed assignment descriptions follow in the Assignment
section. The individual assignment percentages are as shown to the right:
Personal Biographical Sketch & Health Promotion Plan 24
Evidence-Based Health Promotion 31
Renaissance Mentor Reflections (4)
o Reflection 1 28
o Reflection 2 28
o Project Template 18
o Reflection 3 38
o Reflection 4 38
Class Attendance & Participation* 10
Final Project/Product for Mentor 30
Research Paper (221 students) 34
TOTAL POINTS 245 (121)/279 (221)
*I use several criteria in addition to attendance such as being on time, not leaving class early,
actively participating in class, using appropriate language in class discussions, turning in
assignments on time, etc.
University standards for course grades (based on percentages):
93-100 = A 73-76 = C
90-92 = A- 70-72 = C-
87-89 = B+ 67-69 = D+
83-86 = B 63-66 = D
GERO 121/221: F19 7/28/19 8
80-82 = B- 60-62 = D-
77-79 = C+ 59 & below = F
•• All assignments are due and must be turned in before or at the beginning of class unless
alternative plans have been made with the professor prior to class. Any Canvas assignments
are due according to the Assignment Outline. Late assignments are subject to a 5 point per
day deduction and must be previously cleared with faculty. This clearance must be in
writing (email) from the professor. Students must complete all assignments in order to
pass the course.
** Assignments must follow syllabus directions or they will be returned unread/ungraded.
Completion of the assignment for a grade will then be negotiated with the professor. No
more than 78% will be given.
•• All assignments except in class papers must be typed in APA format or they will not be
accepted. Those assignments sent to the professor electronically MUST be in .doc or .docx
format.
** Any form of cheating or plagiarism is taken seriously by the University, College,
Department, and faculty. Any cheating offense will be reported following University
guidelines and may result in failure of the assignment/exam or the course.
Methods of Instruction
Discussion, Canvas, individual and group experiential application exercises, readings, Internet
exploration, reflective writing assignments, lectures, and video.
Online Component
This course requires use of Canvas for its online component. Access of Canvas is through the
main CSUS home page portal and requires use of the student’s SacLink ID and password.
Tutorials are available on the course site. Students are expected to use email, discussion, and
look for announcements throughout this course weekly. Online assignments will be sent to the
appropriate Canvas folder by the time designated on the Assignments-at-a-Glance Outline. If you
do not have a computer, you are expected to use one on campus to complete your assignments.
Failure to do so will affect your grade.
Evidence-based Research Article Requirements
Some assignments will require the use of evidenced-based research articles. It is important
that you know how to recognize an evidenced-based research article. These are scholarly
articles typically found in professional peer-reviewed journals (not to be confused with
professional magazines or newspapers). Please ask Dr. Jensen if you are confused about
evidenced based research articles. Rachel Stark, Health Sciences Librarian is also a great
resource for all your research needs [email protected].
• Indicators that the article is evidenced-based are:
o The article discusses a research study
o Contains a sample population/size
o Discusses methodology
o Discusses results of a study
GERO 121/221: F19 7/28/19 9
Learning
Opportunities &
Course Assignments
GERO 121/221: F19 7/28/19 10
Personal Bio-Sketch & Personal Health Promotion Assignment
Purpose
To practice composing a Bio-Sketch that reflects the learner’s life.
To create a personal Health Promotion Plan that addresses health promotion throughout the
semester.
Outcome
Learners explore various components of their life and write them in a formal format.
Learners explore healthy behaviors for self-care.
Bio-Sketch
A focused biographical sketch is based on specific components and is written in paragraph form.
The sketch describes a person so that someone who does not know them can learn something
about the individual. You will do this for yourself (Personal) and for your mentor (Reflection
#1).
For this assignment: What should I know about you? answer each of the following components
by writing your Personal BioSketch into paragraph form; no more than 2 pages (not including
APA title page).
• Your Age
• How do you describe yourself?
• Place of birth, if not native to the area, what brought (you) them here
• Relationship status (partnered, married, widowed, single)
• Number of siblings, children, grandchildren: ages, genders, birth order, etc.
• Educational background
• Occupation(s) - current & previous
• What is a fun fact about you? Hobbies and interests
• What you consider as your biggest accomplishments in life to date
• What you consider as your happiest moments in life to date
• Your dreams & plans for the future
• If there were a book written about (your) their life, what would the chapters be titled?
• Any other things you’d like to share with your mentor…
After you get your graded BioSketch back, make any corrections/additions (email or take
hard copy) to your first Renaissance Mentor meeting and share.
Personal Health Contract
Create and complete your own Personal Health Contract (see below) and make a sample
monthly Activity Calendar to show how you plan to meet your Health Goal(s). This plan will
be for the semester. You can use the calendar format of your choosing, you just need to be able
to turn in a copy of the calendar (September, October & November) to Dr. Jensen (screen shots
OK).
GERO 121/221: F19 7/28/19 11
Personal Health Promotion Plan
After completing Butler’s Longevity Index (pgs. 14-16 of Butler text) create and complete your
own Personal Health Contract (below) based on your results and what health goals YOU would
like to work on this semester. Make a sample monthly Calendar to show how you plan to meet
your health goal(s). You can use the calendar format of your choosing, you just need to be able
to turn in a copy of the calendar (Sept, Oct, Nov) to Dr. Jensen (screen shots OK).
Personal Health Contract
Longevity Index Score: ______
Based on the Longevity Index and my reflection, my two health goals for this semester are:
1. _________________________________________________________________________
_________________________________________________________________________
2. _________________________________________________________________________
_________________________________________________________________________
Motivators that will help me reach my health goals are:
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
Barriers that may interfere with reaching my health goals & solutions are:
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
For social or emotional support in reaching my health goals & objectives I will:
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
Jensen, D. (2018)
GERO 121/221: F19 7/28/19 12
Personal Biosketch & Health Promotion Assignment Grading Rubric
Student: Date:
Components Score
Thoroughly Completes Personal Biosketch /7
Grammar, Spelling, APA /3
Thoroughly Completes Own Health Promotion Plan /7
Thoughtfully Identifies Dates/Times/Activities, etc. on Health Promotion
Calendar (three months turned in). Thoughtful = not same week just cut and
pasted throughout
/7
TOTAL: /24
GERO 121/221: F19 7/28/19 13
Evidence-Based Health Promotion (EBHP)
Purpose
To facilitate learners’ theoretical and applied learning through lived experience opportunities
with older adults.
Student Outcomes
After completion of this project the learner will:
1. Demonstrate self-awareness about the process of aging for themselves and others.
2. Use knowledge-based decision making to address health risk factors for independent
community dwelling older adults.
3. Have a greater understanding for how responses to physical, cognitive, and psychosocial age
related changes are impacted by culture and gender.
4. Be able to develop professional interventions that support maintenance of optimal function
for older adults.
5. Have knowledge of community resources that support independent functioning and supply
classmates with a current list of resources.
Step I
1. Go to the National Council on Aging website (www.ncoa.org) ➔
2. At the top of the page, click on the Center for Healthy Aging →
3. Click on tab “Offering Evidenced-Based Programs” ➔ Click on “Learn More” → “All
About Evidenced-Based Programs” read about the evidenced-based programs (what
evidenced-based means, why we have them, and specific programs). After reviewing the
details about Evidenced Based Health Promotion (EBHP) Programs, return to the “Center for
Healthy Aging Highest Tier Evidenced Based Programs” page at
https://www.ncoa.org/wp-content/uploads/Title-IIID-Highest-Tier-Evidence_Nov.-2016.pdf
and select one evidence-based program that is of interest to you, and relates to your mentor.
4. Review the information on your selected program.
5. Save the URL from your selected evidence-based program found through the “All About
Evidenced-Based Programs” page (highest teared program spreadsheet) and from a local or
regional program offering the specific evidenced-based program you selected.
Step II
** Write seven paragraphs answering #1-7: (cite website, any EB research articles, and text –
see # of citations required on grading rubric)
1. What makes a program evidenced-based?
2. What is the purpose of an EBHP program?
3. Why was EBHP developed and how can it help the aging population?
4. What are the FIVE common components of EBHP program(s)? Name and briefly (1-3
sentences) describe each step.
5. Describe the EBHP that you selected (name, focus, program components) Include the
URL(s) from Step I.
6. What are the desired outcomes of your selected EBHP programs?
7. Describe How the EBHP fits with your mentor’s health challenge(s)? Include local
EBHP programs available to your mentor (include eligibility and/or cost
requirements). If you cannot find a local program that addresses your mentor’s
GERO 121/221: F19 7/28/19 14
needs/potential needs, please discuss the issues that may arise due to this lack of
access.
Step III
8. List at least two (2) ways you will use what you learned with your future clients/families.
Turn in one document; the following order should be followed for this Assignment:
1. Title page 4. Reference Page
2. Step II requirements 5. Attach two (2) Grading Rubrics
3. Step III requirements
GERO 121/221: F19 7/28/19 15
Evidence Based Health Promotion Assignment Rubric
GERO 121/221 ~ EBHP Assignment Grading Rubric
Student: __________________ Peer Reviewer:______________________
4
Exceeds
Expectation
3
Meets
Expectation
2
Approaches
Expectation
1
Below
Expectation
Clearly summarizes what an EB
Health Promotion Program is, the five
components & its purpose.
4
3
2
1
Clearly summarizes what you learned
from the specific Health Promotion
Program you reviewed
4
3
2
1
Includes thoughtful Health Promotion
Plan for Mentor 4 3 2 1
Lists at least two (2) ways you will
use what you learned 3 2 1
Professional Presentation
Correct Spelling & Grammar 3 2 1
EBHP Assignment was clearly &
logically developed 4 3 2 1
Citations correctly written (APA)
(undergrad = Use of text, NCOA
website, program website, min. of 1
article; grad = min of 3 articles)
3 2 1
Citations correctly referenced (APA) 3 2 1
All Assignment components turned in
on time 3 2 1
Sub Totals /16 /27 /18 /9
Overall Total /31
GERO 121/221: F19 7/28/19 16
Gerontology Renaissance Mentor Reminiscence Project
(Combined Reflections 1 – 4 and Final Product)
Purpose
To learn engagement and relationship building skills with older adults. To learn and utilize
interview skills to create a “life story” project for your Gerontology Mentor.
Student Outcomes
After completion of this project you will:
1. Gain experience in how to engage with older adults.
2. Demonstrate self-awareness about the process of aging for yourself and others.
3. Understand attitudes and myths that are held by society in general about aging and older
adults in our communities.
4. Have a greater understanding for how responses to physical, cognitive, and psychosocial age-
related changes are impacted by culture and gender.
5. Learn about generational differences and how they impact personal values and how people
age.
This semester you will have the opportunity to work in an older adult from the Renaissance
Society on a Life Review project. Over the course of the semester, you will meet with your
mentor at least four times to complete four assignments. You will undoubtedly gain MUCH
information about your mentor during these assignments. After completing these assignments,
you will compile the information into a larger Reminiscence Project to be given to your mentor
as a gift. The project can come in many forms. This is the opportunity for you to be as creative as
you can be to develop a thoughtful reminiscence gift for your mentor. Possible ideas for the gift
are:
• Video or Audio Story
• Portfolio
• Booklet
• Paper (narrative writing either typed or NICELY handwritten)
• Slideshow
• Storyboard (hard copy or video)
• Poster
The Reminiscence Project will cover different developmental stages of your mentor’s life:
childhood/youth, young adulthood, midlife, and older adulthood. The different assignments will
explore areas such as: your mentors identity formation, prominent moments in their life, their
outlook on life and the legacy they would like to leave.
1. Biosketch (identity formation)
a. Where are they from? Research on the area at the time they lived there (i.e. what
was Shingletown like in 1976?)
2. Prominent moments in their life, family traditions, their philosophy on successes and
hardships/challenges, outlook on life…
3. Core Gifts & Lives Well Lived documentary viewing with mentor
4. Legacy, place/purpose in life
GERO 121/221: F19 7/28/19 17
In addition to the Reminiscence project, you will also conduct an assessment on your mentor’s
health (physical, psychological, emotional, spiritual, etc) and create a Health Promotion plan for
them based on your findings (EBHP assignment).
Experience Directions
Part I – Preparation (first three weeks of readings and class)
1. Read: The life story (Atkinson, 1998).
2. Develop sample questions you can use to guide your interview.
a. Although the less structure a life story has the more effective it is, be prepared to guide the
interview with questions addressing the following holistic aspects of life:
i. Physical changes, emotional, social, spiritual, cultural, gender, environmental, and
generational aspects
3. Use what you learned from other readings.
4. Use what you learned about hardiness and resiliency.
5. Participate in the Oral History classes
6. Practice your interview questions with a classmate.
7. Remember that you can also practice on family member!
8. Become familiar with all the Renaissance Mentor instructions ahead of time.
9. Read through the entire Project guidelines so you know all that you will do (throughout the
course) and be able to plan for it and explain it to your mentor.
10. Develop your interview plan with your partner.
11. Contact your mentor.
Part II – Mentor Interviews
You will prepare cohesive interviews with your mentor (you may ask if you can tape it – use
written consent form and then you can give the tapes to them after you complete your Project).
Complete this section following the Mentor Project Guidelines for each of the 4 Reflections.
1. Biosketch (identity formation)
o Where are they from? Research on the area at the time they lived there (i.e. what
was Shingletown like in 1976?)
2. Prominent moments in their life, family traditions, their philosophy on successes and
hardships/challenges, outlook on life,
3. Core Gifts & Lives Well Lived documentary viewing with mentor
4. Legacy, place/purpose in life
Remember to get your mentor’s thoughts on all discussion topics so you can include their
ideas in your class discussions.
Part III – Mentor Project Proposal Template
Students will submit a 1-page type-written summary of the “product” they will be giving to their
mentor at the end of the semester. Use the template that is posted in Canvas. As previously
mentioned, this “product” can be in any format that you choose. The only requirements are: 1) it
is a professional presentation that summarizes your mentor’s life, and 2) it is something tangible
GERO 121/221: F19 7/28/19 18
that you can give to your mentor. Some ideas are below – but this is your opportunity to be
creative and think outside the syllabus box.
• Video or Audio Story
• Portfolio
• Booklet
• Paper (narrative writing either typed or NICELY handwritten)
• Slideshow
• Storyboard (hard copy or video)
• Poster
Part IV – Presentation of Reminiscence Project
Information from your interviews and assessments will be incorporated into class discussions,
presentations, and the Mentor Reminiscence Project you will present to your mentor.
GERO 121/221: F19 7/28/19 19
Renaissance Mentor Project Guidelines
Process - Reflections
Interviews:
1. You will be assigned an mentor who is an older adult from the Renaissance Society no later
than the third week of class.
2. You will conduct a minimum of four (4) focused interviews with your mentor throughout the
semester. Be sure to coordinate and “calendar” all of your visits early in the semester so
you/your mentor will be available.
3. All meetings with your mentor must take place in a public location (University Union,
coffee shop, library). You CANNOT meet at your house/your mentors house – you must
meet in public.
4. If you will be recording your sessions, you must obtain a signed consent form from your
mentor at your first meeting. This will be attached to your first reflection. The consent form
can be downloaded/printed from Canvas.
5. You will conduct assessment/interviews using the schedule in the weekly schedule.
All Reflections are to be typed and in APA format. Title and reference pages must be used
for all assignments.
6. Use correct spelling, grammar, APA citations and referencing (see rubric for expectations).
7. Turn in all supporting documents (i.e. assessments) with your reflections. Failure to do so
will result in no credit for this assignment (again, see rubric for expectations)
8. No late CDE assignments will be accepted unless pre-approved in writing by faculty and
no more than 78% will be awarded for late submissions.
Conduct Guidelines for Interviews/Assessments
1. Dress neatly and professionally in street clothes. Identify yourself and where you are from.
2. Try to keep your interviews to 1 hour in length. (Older adults have busy schedules!)
3. Arrange your meetings to be on campus if at all possible. If you do not meet on campus, you
MUST meet in a public location (you CANNOT meet in a private home).
4. Be punctual, courteous, & polite (reschedule if you need to, but give everyone enough time
to make other plans).
5. Make sure the person understands your role, how many visits the two of you will make,
when/where you will meet, and has been given yours and Dr. Jensen’s (916-278-2561) phone
numbers.
6. Contact your professor ASAP if you have any problems setting dates/times with your mentor.
Mentor Reflections
1. Reflection #1 – Mentor Biographical Sketch & Eco-map
2. Reflection #2 – Prominent moments in mentor’s life, family traditions, their philosophy
on successes and hardships/challenges, outlook on life.
3. Reflection #3 – Core Gifts, Role Transitions & Lives Well Lived documentary viewing
4. Reflection #4 – Legacy, Place & Purpose in Life
GERO 121/221: F19 7/28/19 20
Reflection #1 – Mentor Biographical Sketch & Eco-Map
Purpose
To practice composing a BioSketch that reflects the mentor’s life.
Outcome
1. Learners explore various components of their mentor’s life and write them in the formal
BioSketch format.
2. Learners will explore systems involved in their mentor’s life.
3. Exploration of the environment where mentor grew up (geographic, cultural, generational)
For this assignment:
1. You will visit your mentor, and using appropriate communications skills discuss the same
biographical components plus the questions you developed in the Oral History classes.
2. Interview your mentor answer each of the following questions (and/or the ones you
developed) while you take notes during the interview. After the interview write a two (2)
page Mentor Biographical Sketch (not including title and reference pages). Review the
grading rubric to be sure you address all required areas. We will talk about your findings in
class.
3. Assure the questions below are answered in narrative (not question/answer) format. Briefly
discuss any commonalities that you and your mentor may have.
4. Complete an Eco-map for your mentor (template below) and write 1-2 paragraphs that
summarize their relationships with individuals, groups, organizations and the community.
5. Include evidenced based articles or citations from one of your texts into the biosketch and/or
Eco-map summary (2 for undergraduate and 4 for graduate students).
Some things to consider/include in biosketch:
• Your mentor’s age
• How they describe themselves
• Place of birth, if not native to the area, what brought them here
• Marital status
• Number of siblings, children, grandchildren, ages, genders birth order, etc.
• Educational background
• Current hobbies and interests
• What they consider as their biggest accomplishments in life to date
• What they consider as their happiest moments in life to date
• Their dreams/plans for the future
• Does aging and what they think and feel now, surprise them, or is it what they
expected? Why?
• What would the chapters of a book of their life be titled?
• Any other things they’d like to share with you…
GERO 121/221: F19 7/28/19 21
ECOMAP
GERO 121/221: F19 7/28/19 22
Eco-Map Instructions
Adapted by Donna Jensen from: The University of Wisconsin-Milwaukee & Michigan State
University
Using an ecosystem perspective (very common in social work practice), the provider attempts to
understand individuals and families in their environmental context. The eco-map is a visual tool
designed to organize and clarify information about the transactional relationships between the
individual/family and their environment at a specific point in time.
The ecomap is constructed with the client to assess resources and supports, as well as, stresses in
the individual’s/family’s interactions with their environment. It can be used in a broad range of
practice settings with individuals and families. It is particularly helpful during assessment and
intervention planning, as it helps both clients and social workers/providers to better understand
the nature of the family’s relationships with individuals, groups, organizations, and the
community.
Completing the eco-map can help the social worker/provider and the client to identify strengths,
needs, and boundary issues. Completion of this assignment includes a written analysis of the
transactional relationships between the individual/family and their environment. For this
assignment this will be a brief one-page analysis, in addition to attaching the completed
diagram.
1. Draw a large circle in center of page – this represents the individual on which you’re
doing the eco-map. Put the individual’s name in this circle.
2. Inquire as to what outside systems influence the individual you are assessing. Examples
can include:
a. Social supports (family, friends, religious organizations, support groups,
neighbors, pets, etc.)
b. Community resources (housing assistance, daycare, financial assistance, health
and dental care, mental health and substance abuse services, legal assistance,
transportation, employment opportunities, nutrition, etc.)
c. Stressors (legal difficulties, family dynamics, financial problems, health issues,
housing instability, daycare access, transportation, domestic issues, employment
obstacles, substance use, pregnancy, parenting, discrimination, etc.)
It is likely that your mentor will have connections other than what is listed.
d. These aspects of a person’s life are put in smaller circles around the main, large
circle.
3. Then draw “connections” between the individual and the identified systems.
a. Use arrows to indicate the direction of the flow of resources, interests, energy
i. i.e. pointing towards the smaller circles meaning individual is putting
energy towards that connection, if it points towards the larger circle,
individual in receiving energy from that connection.
GERO 121/221: F19 7/28/19 23
1. It could also be a mutual exchange of energy – arrows on both
ends of the lines.
4. On these lines between individual and their connections, create lines that represent the
nature of the relationships(s) the individual has with the connections. (Relationship Key
below).
RELATIONSHIP KEY
Strong ___________________________
Stressful
Tenuous - - - - - - - - - - - - - - - - - - - - -
Broken/ended - -//--//--//--//--//--//
GERO 121/221: F19 7/28/19 24
Reflection # 1 – BioSketch & Eco-Map Rubric
Student: Date:
Components Score
All Questions Addressed in BioSketch /5
BioSketch Written in Narrative Format /3
Eco-map Diagram Thoroughly Completed /5
Eco-map Outcomes Summarized /5
Grammar, Spelling, APA /5
Scholarly Citations Used (2 for undergrad, 4 for graduate) /5
TOTAL: /28
GERO 121/221: F19 7/28/19 25
Reflection #2 – Prominent Moments in Mentor’s Life
Purpose
To practice conducting a life review that reflects your mentor’s life.
Outcome
1. Learners explore various components of their mentor’s life and write them in a narrative
format (paper).
2. Learners will explore prominent moments/elements in their mentor’s life.
3. Learners will begin to develop a product they will give to their mentor at the end of the
semester.
For this assignment:
1. You will have developed questions in class to serve as a foundation for reflection #2. Use
these as well as some of the suggestions below.
2. You will visit your mentor and continue to deepen your understanding of them/their lives.
3. Have your mentor answer each of the following components while you take notes during the
interview.
4. Assure all of the questions below are answered in narrative (not question/answer) format.
5. Synthesize information from mentor (how have these prominent moments/events helped
shape your mentor’s life and the choices they have made?
6. Continue to discuss any commonalities that you and your Renaissance mentor may have.
7. Write a 5-page maximum (not including title page) paper that captures the prominent
moments in your mentor’s life.
Some things to consider: *
• What do you attribute to living as long as you have?
• What has been the most instrumental thing in shaping your life?
• What accomplishments are you most proud of?
• What has been some of your major life challenged? How did you “get through” them?
• What cultural events or technological changes have been the most significant in your
lifetime?
• What is one thing that people shouldn't worry about?
• What is the best advice you ever got? Did you take it?
• What do you most regret?
• Do you experience ageism?
• What do you enjoy most in life right now?
• How are you the same and how are you different than earlier in life?
• What about your environment, family and friends best supports you?
*All Questions from Lives Well Lived Documentary
GERO 121/221: F19 7/28/19 26
Reflection #2 – Prominent Moments Rubric
Student: Date:
Components Score
Questions Addressed in Paper /5
Written in Narrative Format /3
Explored Responses In-Depth (not just simply repeating what mentor stated) /5
Summarized How Prominent Moments Contributed to Mentor’s Current Life /5
Grammar, Spelling, APA /5
Scholarly Citations Used (2 for undergrad, 4 for graduate) /5
TOTAL: /28
GERO 121/221: F19 7/28/19 27
Mentor Project Proposal
Students will submit a 1-page type-written summary of the “product” they will be giving to their
mentor at the end of the semester. Use the template that is posted in Canvas. As previously
mentioned, this “product” can be in any format that you choose. The only requirements are: 1) it
is a professional presentation that summarizes your mentor’s life, and 2) it is something tangible
that you can give to your mentor. Some ideas are below – but this is your opportunity to be
creative and think outside the syllabus box.
• Video or Audio Story
• Portfolio
• Booklet
• Paper (narrative writing either typed or NICELY handwritten)
• Slideshow
• Storyboard (hard copy or video)
• Poster
Mentor Project Proposal Rubric
Student: Date:
Components Score
Identified Final Product /3
Thoughtful Rationale for Product /3
Explored Responses In-Depth (not just simply repeating what mentor stated) /3
Strengths and Resources Identified /3
Challenges Identified /3
Identifies How to Address Barriers /3
TOTAL: /18
GERO 121/221: F19 7/28/19 28
Reflection #3 – Core Gifts, Role Transistions
Lives Well Lived Documentary
Purpose
To practice conducting a life review that reflects your mentor’s life. To explore more indepth the
talents, gifts and challenges that your mentor experiences.
Outcome
1. Learners explore various components of their mentor’s life and write them in a narrative
format (paper).
2. Learners will explore prominent elements in their mentor’s life.
3. Learners will begin to develop a product they will give to their mentor at the end of the
semester.
For this assignment:
1. Utilize the lecture on Core Gifts to lay the foundation for this reflection.
2. You will have developed questions in class, and on your own to serve as a foundation for
reflection #3. Use these as well as some of the suggestions below.
3. You will visit your mentor and continue to deepen your understanding of them/their lives.
4. Continue to discuss any commonalities that you and your Renaissance mentor may have.
5. Write a 5-page maximum (not including title page) paper that captures the prominent
moments in your mentor’s life.
Some things to consider:*
• What is your greatest passion?*
• How has that changed over time?*
• Who has been the most influential people at various stages of your life?
• Childhood, Young Adulthood, Adulthood, & Older Adulthood
• Could you describe any “turning points” in your life?
• Who are the people that you are closest to now?
• If you had to pick one person who had a major impact on your life, who would it be, and
why?
• Do you have any philosophy of life?
*Questions from Lives Well Lived Documentary
GERO 121/221: F19 7/28/19 29
Renaissance Mentor Project Reflections Rubric #3
Core Gifts, Role Transitions & Lives Well Lived
Student: Date:
Components Score
Questions Answered /5
BioSketch Written in Narrative Format /3
Explored Responses In-Depth (not just simply repeating what mentor stated) /5
Articulated Discussion with Mentor about Lives Well Lived Documentary /5
Discussed Mentors Core Gifts /5
Summarized how Mentor’s Core Gifts Shaped Mentor’s Current Life /5
Grammar, Spelling, APA /5
Scholarly Citations used (2 for undergrad, 4 for graduate) /5
TOTAL: /38
GERO 121/221: F19 7/28/19 30
Reflection #4 – Legacy, Place & Purpose in Life
Purpose
To practice conducting a life review that reflects your mentor’s life. To explore more in-depth
the talents, gifts and challenges that your mentor experiences.
Outcome
1. Learners explore various components of their mentor’s life and write them in a narrative
format (paper).
2. Learners will explore their mentor’s life philosophy & values.
3. Learners will identify legacy building skills from their mentors.
4. Learners will finalize the product they will give to their mentor at the end of the semester.
For this assignment:
1. Utilize the Legacy Builders lecture to lay the foundation for this reflection.
2. You will have developed questions in class, and on your own to serve as a foundation for
reflection #4. Use these as well as some of the suggestions below.
3. You will visit your mentor and continue to deepen your understanding of them/their lives.
4. Continue to discuss any commonalities that you and your Renaissance mentor may have.
5. Write a 5-page maximum (not including title page) paper that captures the prominent
moments in your mentor’s life.
Some things to consider:
• What is your definition of a well-lived life?
• What is your secret to a happy life?
• What do you wish younger people understood about life?
• What is the most important thing in living a good life?
• Is there something you wish you had known as a younger person?*
• What do you think about your own mortality?*
• What do you look forward to? What’s next?*
• What would you still like to accomplish in your life?
• Do you have a bucket list? What is on it?
• How would you like to be remembered?
• How do you want people to think of your life and to remember you? What legacy would
you like to leave when you die?
*Questions from Lives Well Lived Documentary
GERO 121/221: F19 7/28/19 31
Renaissance Mentor Project Reflections Rubric
Reflection # 4
Legacy, Place & Purpose in Life
Student: Date:
Components Score
Written in Narrative Format /3
Explored Responses in Depth (not just simply repeating what mentor stated) /5
Discussed how Mentor sees their Place and Purpose in Life /5
Discussed Mentor’s Legacy – how mentor sees their legacy /5
Discussed Mentor’s Legacy – how YOU see their legacy /5
Summarized Mentor’s Legacy, Place & Purpose in Life /5
Grammar, Spelling, APA /5
Scholarly Citations Used (2 for undergrad, 4 for graduate) /5
TOTAL: /38
GERO 121/221: F19 7/28/19 32
GERO 221 Additional Assignments
In addition to all the course work listed above, masters students will also select a topic from the
class to further expound on in a research paper. Each masters student turn in a thesis statement
that highlights the focus of their paper (see course schedule for due date). Masters students will
then write a 7-10 page paper (not including title and reference pages) following the foundation
from the thesis statement. The research paper should have a dual focus: 1) digs into the scholarly
literature/research on the chosen topic and 2) applies it to “the real world” of current
gerontological practice (i.e. how is the information vital/useful in the work with older adults,
why is this information important to know?)
Paper must be written in APA format and utilize at least 5 scholarly sources. You can
supplement the 5 scholarly sources with non-scholarly sources, just make sure you are using a
reputable source.
Student: Date:
Components Score
Integration of Subject Knowledge /8
Depth of Discussion /8
Cohesiveness/Flow of Paper /8
Grammar, Spelling, APA /5
Scholarly Citations Used – 5 scholarly sources /5
TOTAL: /34
