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Class 1: Introduction & Methods (Chap 1 & 2) |
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;){kind=small} | Overview |
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;){kind=small} | Introductions |
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 | About me |
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| About you |
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;){kind=small} | Why this course |
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| Benefits as a professional |
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| Benefits as a citizen |
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| Benefits as a curious person |
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;){kind=small} | Expectations |
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;){kind=small} | Class sessions |
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| Please please please turn off your cell phones. |
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| Ask questions at any time, even during videos. |
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| Take notes--writing notes improves retention. |
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| Drinks yes. Food no. |
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| Attendance required by university policy |
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;){kind=small} | Tests |
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| Solo and co-operative tests |
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| Essay test |
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| Classroom exercises |
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| Report and Presentations |
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;){kind=small} | ACTIVITY |
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;){kind=small} | On the index card, please write your |
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| ID |
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| Preferred First Name |
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| Email (very important) |
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| Optional Telephone (in case I have to cancel class because of an emergency) |
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| Current occuptation |
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| Future occupation |
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| One question or issue you most like to know about aging |
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| Top dislike in courses (just one for now please!) |
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| Do you consider yourself an “adult.” Why or why not? |
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| When or at what age will you consider yourself “old.” Explain. |
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| Dinner (40 minutes please) |
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;){kind=small} | 7:10ish: What do we mean by aging and why is it important? |
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;){kind=small} | What is aging? |
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| Decrease chances of survival over time |
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| The above is a sterile definition, isn’t it? Can you think of a better one? |
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;){kind=small} | How is aging different from illness |
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| Inevitable |
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| Universal |
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| Not reversable |
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| Can you die of old age? |
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;){kind=small} | What is life expectancy? |
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| Average age of death expected for each birth cohort assuming no major disasters or medical breakthroughs |
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;){kind=small} | Why has life expectancy increased? |
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| REDUCTION IN INFANT AND CHILD MORTALITY |
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| Public sewers and cleaner water |
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| Immunization |
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| Better nutrition |
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| Improved medical science |
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;){kind=small} | Why do females tend to live significantly longer than males? Note: this is true is most but not all countries? |
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| Less testosterone? |
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| Less stress or better coping? |
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| Less risk taking? |
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;){kind=small} | ACTIVITY |
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| In groups of two, please brainstorm as many areas as you can in U.S. society that will have to change because of an increase proportion of elderly people. On an index card, please write: |
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| Your IDs |
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| Specific areas. One positive consequence and one negative consequence. |
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| BREAK (15 minutes please) |
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;){kind=small} | Designing Research |
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;){kind=small} | What makes a good hypothesis or research question? |
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| Relevant |
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| Testable |
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| Specific |
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;){kind=small} | How do we answer our question or test our hypothesis? |
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;){kind=small} | Experimental |
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| Examples |
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| Advantages |
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| Disadvantages |
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;){kind=small} | Quasi-experimental |
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| Examples |
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| Advantages |
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| Disadvantages |
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;){kind=small} | Correlational |
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| Examples |
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| Advantages |
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| Disadvantages |
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;){kind=small} | How do we sample and follow our participants? |
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;){kind=small} | Cross-sectional |
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| Examples |
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| Advantages |
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| Disadvantages |
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;){kind=small} | Longitudinal |
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| Examples |
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| Advantages |
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| Disadvantages |
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;){kind=small} | Sequential Designs (we will examine the most common one) |
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| Cohort-sequential |
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;){kind=small} | ACTIVITY |
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;){kind=small} | Work in teams of 3 please. You are hired by a university to determine if the number of adult students (e.g. > age 21) will increase in the next twenty years. You are also asked to estimate at what age, adults are most likely to return to school. Which one of the above designs would you use? On your index card, please write: |
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| Which design you would most likely use? |
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| Why? Please be specific. |
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| What would you most worry about? Caveats... |
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| BREAK (15 minutes please) |
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;){kind=small} | Evaluating Research |
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| Are the measures reliable? |
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;){kind=small} | Are the measures valid? |
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| Threats to internal validity |
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| Threats to external validity |
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| Is association mistaken for causation? |
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;){kind=small} | Is the study ethical? |
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| Informed consent (and problems with the elderly) |
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| Minimizing harm (including stress) |
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| Debriefing |
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| Privacy |
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;){kind=small} | FOR NEXT CLASS |
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| Please read chapters 1 and 2. I’ll be presenting information on physical development and perception. You will learn how biological processes of aging have highly practical challenges for our society. |
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;){kind=small} | FEEDBACK |
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;){kind=small} | Please do this by yourself with no discussion. PLEASE DO NOT WRITE YOUR NAME OR ID. So that I can better refine my lesson plans, on an index card please write: |
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| What concerns do you most have for this course? |
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| What would you most like to see discussed in this course? |
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| What material presented today should I clarify for our next class? |
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| Please rate me on this particular class session (not the syllabus). 5 = Stimulating 4 = Good 3 = Mediocre 2 = Poor 1 = Dismal (e.g. offensive, impatient, unfair) |
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;){kind=small} | ACTIVITY |
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| Work in teams of 3 please. In a prestigious medical journal, researchers reported that increased coffee consumption is highly associated with increased sexual activity in older adults and the elderly (really! I am not making this up). Using the above as criteria to evaluate the study, criticize. Very briefly, what research design/sample would you use? Please outline your evaluation on your index card. |
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