Sep 27, 2024  
2010-2011 Graduate Studies Bulletin 
    
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2010-2011 Graduate Studies Bulletin [ARCHIVED BULLETIN]

**Course Information**

 

Finance (FIN)
  

  • FIN 304 - Advanced Research Seminar in Finance


    Semester Hours: 3
    Periodically
    Students write an integrative paper on an assigned topic based on secondary research and then formulate a written primary data research design to investigate a specific key issue. They must formulate research questions and hypotheses, construct survey instruments and experimental designs, draft sample plans, outline data handling procedures, and prepare a comprehensive research proposal, furnishing justifications for its theoretical as well as practical significance. An oral presentation of each project is required at the conclusion of the semester.

    Prerequisite(s)/Course Notes:
    Completion of 21 s.h. of advanced core courses or above (including QM 203 , IB 207 , and at least 6 s.h. of the required 18 s.h. in the area of concentration), and permission of the department chairperson Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements.
  

  • FIN 305 - M.B.A. Honors Research Thesis in Finance


    Semester Hours: 3-6
    Periodically
    Student selects and designs an integrative research project with the approval and guidance of a faculty member in the area of specialization. Student is required to justify the project’s significance within a decision-making framework and define the management applications of the research findings. An oral report of the research findings is presented to a faculty committee. With joint permission of the department chairperson and thesis adviser, a student may expand the M.B.A. Honors Research Thesis from 3 to 6 s.h.; the additional 3 s.h. may be counted toward elective requirements in the area of concentration.

    Prerequisite(s)/Course Notes:
    Minimum cumulative GPA of 3.5, completion of 21 s.h. of advanced core courses or above (including QM 203 , IB 207 , and at least 6 s.h. of the required 18 s.h. in the area of concentration), and permission of the department chairperson Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements.
  

  • FIN 309 - Research Seminar in Finance


    Semester Hours: 3
    Periodically
    Course focuses on research in the field of finance. Discussions include development of research questions and hypotheses, data generation, data handling, statistical analysis, and making conclusions. The objective of the course is to acquaint the M.S. student with the practice of research methods as it applies in the area of finance. Students will be introduced to SAS and other computer statistical packages to solve finance-related inquiries. Articles in the field of finance will be reviewed and their methodologies and contributions will be critically evaluated.

    Prerequisite(s)/Course Notes:
    Completion of 21 s.h. of graduate course work, including QM 203 , in the area of concentration. Open only to matriculated M.S. in Finance  students.
  

  • FIN 315 - Financial Modeling


    Semester Hours: 3
    Periodically
    Implementation of computational and quantitative models in finance. Examination of theoretical and practical considerations for financial model building. Application of modeling to corporate finance, investment valuation, derivatives pricing and risk management. Emphasis on the use of data from financial markets, including fundamental and high-frequency data. In depth use of financial information sources and technology as they relate to the modeling applications. Utilization of statistical and financial software applications.

    Prerequisite(s)/Course Notes:
    FIN 266 ; FIN 280 . Corequisite: FIN 285 . Open only to matriculated Zarb School of Business graduate students.
  

  • FIN 329 - Graduate Basic Internship


    Semester Hours: 1-3
    Fall, Spring
    This is a work-study program open to graduate students who are specializing in finance.  Students work a minimum of 35 hours in the semester for one credit or a minimum of 70 hours for two credits or a minimum of 100 hours for three credits in a structured business program offered by a for-profit or not-for-profit organization in their area of specialization.  A written evaluation of the internship work is prepared by the student at the completion of the course. Most, but not all, internship opportunities involve some form of monetary remuneration.

    Prerequisite(s)/Course Notes:
    Three core competency courses, one of which must be in the field of the student’s major and subject of the internship, or approved equivalents; 12 graduate-level credits with a 3.2 grade point average; and permission of department chairperson.  Note:  Students may take this course three times if taken as a one-credit class.  The maximum number of credits that can be earned with this internship is three credits.  Satisfactory completion of all three credits may help with the computation of a student’s overall grade point average; credits do not satisfy requirements in any major.  Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements. 
  

  • FIN 330 - Graduate Internship


    Semester Hours: 3
    Fall, Spring
    A work-study program open to graduate students who are specializing in finance. Students work a minimum of 100 hours in the semester for selected business organizations. A written evaluation of a complex financial decision is prepared by the student at the completion of the course. Most internship opportunities involve some form of monetary remuneration.

    Prerequisite(s)/Course Notes:
    All core competency courses or approved equivalents; 24 graduate-level credits with a 3.3 average and permission of department chairperson. Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements.
  

  • FIN 401 - Managerial Economics


    Semester Hours: 3
    Periodically
    Discussion of supply and demand theory, equilibrium and the issues related to revenues, costs and profits. Course applies economic theory to organization decision making when subject to constraints. Relationship between decision making and various types of market structures such as perfect competition, monopoly and oligopoly are discussed. The effect on the firm of general economic conditions such as aggregate demand, rate of inflation, and interest rates are examined. The course also covers an overview of money, credit and the banking system.

    Prerequisite(s)/Course Notes:
    Open only to matriculated Zarb School of Business E.M.B.A. students.
  

  • FIN 402 - Managerial Finance


    Semester Hours: 4

    Periodically

    Course explores key issues encountered by financial managers and analyzes the decision making that is most consistent with maximizing the value of the firm. Coverage includes, but is not limited to, capital expenditure analysis, mergers and acquisitions, working capital management, financing, cost of capital and capital structure decisions, dividend policy, and risk management. Differences among manufacturing services and financial services firms are analyzed. The financial decision-making process is developed with emphasis on the role of global financial markets, ethics, and considering the various constituencies of modern corporation. Cases and computer applications are employed extensively.

    Prerequisite(s)/Course Notes:
    Open only to matriculated Zarb School of Business E.M.B.A. students.

Fine Arts (FA)
  
  
  
  
  

  • FA 271 - Alternative Photographic Processes


    Semester Hours: 3

    Spring

    This course explores alternatives to traditional printing. Students use hand-applied liquid photographic emulsions on art paper, contact printing from negatives enlarged using ortho-litho film. Processes include silver, platinum/palladium, cyanotypes, toning and pinhole cameras. Students explore each medium through assignments that encourage creativity, experimentation, and technical proficiency. Class presentations on historical and contemporary photography help students in their assignments. In addition to class discussion and labs, there is a museum/gallery visit.

    Prerequisite(s)/Course Notes:
    (Formerly FA 271A, Photographics.)
  
  
  
  
  
  
  
  
  
  
  
  
  

Foundations of Education (FDED)
  

  • FDED 200 - Philosophy of Education


    Semester Hours: 3
    Fall, Spring
    Consideration of selected issues involving morals and values, knowledge claims and assertions, the uniqueness of being human, and how these issues are all related to schooling and education. Emphasis is on contemporary problems confronting educational personnel. FDED 200 is an introductory course in philosophy of education. Students with more than an introductory course in philosophy should consult a Foundation of Education adviser about substitutions.
  

  • FDED 210 - Contemporary Educational Movements


    Semester Hours: 3
    Fall, Spring
    Examination of the most influential sets of proposals currently influencing American education. The ideas guiding progressive schools, humanistic education and the deschooling movement are among those explored. Emphasis throughout is on analysis and appraisal of these proposals for guiding educational practices and arrangements.
  

  • FDED 211 - The School and Society


    Semester Hours: 3
    Fall, Spring
    The school is a societal institution created specifically for the purpose of education. The school is both shaped by societal factors and, in turn, has impact upon the society. Contemporary schools for children and adolescents, as well as institutions of higher education for adults in the United States, are impacted by the political and governmental system of the country; the economy; patterns of social stratification; the multicultural diversity within the population. The school also interacts with other societal institutions concerned with education: museums, libraries, religious institutions, health care institutions, the work place in the community, as well as the family.
  
  

  • FDED 221 - Celebrating Humanity: Aesthetic Experience and Education in Global Perspective


    Semester Hours: 3
    Once a Year
    This course examines the role of the several arts and aesthetics experience in the lives and learning of children and adults across the globe. Opportunities are provided for students to focus an in-depth exploration of cultures drawn from two areas of the world: North Africa, Sub-Sahara Africa, South-East Asia, the Indian sub-continent, Asia and the Pacific Rim, the Middle East, Eastern Europe, Central Europe, Western Europe, Mexico and Latin America, the Caribbean Islands, or Canada and Alaska. Materials are drawn from educational theory, aesthetic theory, and the history of the arts, culinary history, cultural anthropology, and social psychology. Students are required to visit museums and galleries and attend musical, theatrical, and dance performances. Participation does not presume either prior study in the history of the arts or in cross-cultural anthropology, although both are desirable.
  
  

  • FDED 223 - Analysis of Qualitative Data


    Semester Hours: 3
    Once a Year
    Principles, methods, and techniques in the analysis and reporting of such qualitative data as are obtained through field methods including observations, interviews and examination of documents. Upon completion of this course, students are expected to be able to plan, carry out and report the results of systematic analysis of qualitative data that have been collected in field settings. Emphasis on deriving thick description, grounded theory and preparing a case study from the data.

    Prerequisite(s)/Course Notes:
    FDED 222 . Open only to doctoral students. May not be taken as a foundations of education elective.
  

  • FDED 225 - The Museum as Educator


    Semester Hours: 3
    Once a Year
    Exploration of the evolution of educational functions and multiplicity of roles served by diverse kinds of museums, as those devoted to art, history, natural science, ethnography, technology and popular culture. Materials and educational theory are drawn from the fine arts, history, philosophy, and the several social and behavioral sciences. On-site field investigations of New York City and Long Island museums are required.
  
  

  • FDED 231 - Childhood and Adolescence in Historical Perspective


    Semester Hours: 3
    Spring
    Students explore aspects of childhood and adolescence drawn from a variety of cultures and historical eras. Attention is focused on the socialization of the young into acquiring the behaviors, norms, knowledge, and systems of belief traditionally held dear by the adult members of society. The crucial role of the family is underscored. Play, toys, and games are examined as preparation for societal participation. Where appropriate, the role of schooling and other educational institutions are examined, as well as educational thought. Museum visitations, cooperative team inquiry, and hands-on learning are required in addition to the usual methods of graduate study.
  

  • FDED 232 - Cross-Cultural Education: Comparative Perspectives


    Semester Hours: 3
    Once a Year
    This course will center upon the ways in which diverse cultural orientations relate to education and schooling. Selected Eastern and Western patterns of behavior and thought will be featured, though not exclusively. The dominant paradigms shaping institutions in the East and West will be explored through a comparative analysis of educational networks in cultural context. Relationships and connections among institutions, beliefs and behavior, and cultural orientation will be examined.
  

  • FDED 233 - Children of Color: The Social Construction of Race in America’s Schools


    Semester Hours: 3
    Periodically
    Grounded in sociological literature and discussions, this course will examine how racial categorizations of children affect and are affected by their school experiences. Particular attention will be paid to both the theoretical and practical implications of race as a socially constructed feature influencing academic and social development in the United States.


    Prerequisite(s)/Course Notes:
    May not be taken on a Pass/Fail basis.




  

  • FDED 234 - Race, Ethnicity, and Gender in American Education


    Semester Hours: 3
    Periodically
    This course explores historical and contemporary educational practices and policies related to various ethnic and racial groups, as well as women in the United States. We will identify the social, cultural, political, and intellectual forces that shape educational policy in the teaching and learning process. We address a fundamental question: “What should America’s public schools do to provide an educational experience that emphasizes both quality and equity for all students in a democratic, pluralistic society?”

    Prerequisite(s)/Course Notes:
    Same as EADM 236 . Students seeking certification in educational leadership should not enroll in this course.



  
  
  

  • FDED 242 - Foundational Perspectives in Multicultural Education


    Semester Hours: 3
    Spring
    This course introduces educators to the four foundational perspectives in multicultural education: Antiracism, Critical Theory/Postmodernism, Ethnic Studies, Liberal Democratic theory. Through an analysis of each foundational perspective, students will develop an understanding of how educational institutions can respond to the distinct challenges emerging with the multicultural condition.
  

  • FDED 244 - Seminar: Alternative Education


    Semester Hours: 3
    Fall, Spring
    An introduction to alternative education with emphasis on the qualities and organizational features which identify and distinguish it from conventional schooling. Descriptive accounts and visits from Long Island alternative school personnel provide first hand acquaintance with such educational arrangements; analytic materials and class discussion explore the qualities which alternative education reflects.
  

  • FDED 247 - The Family as Educator: Multicultural Dimensions


    Semester Hours: 3
    Spring
    Within America’s multiculturally diverse society, families are the first educators not only for infants, children, and adolescents, but for adults. Within the context of the family, important values, attitudes, and skills are first shaped and continue to be reinforced. Gender roles, religious identity, social class status, and ethnic group membership are conveyed within families and further reinforced by community institutions. Educators seeking to understand learners (be they infants, children, adolescents, or adults) must attend to familial patterns and variations as well as to community-based institutions. Education is, in the final analysis, much more than schooling.
  

  • FDED 248 - Multicultural Education in the Metropolitan Area


    Semester Hours: 3
    Fall
    Interdisciplinary examination of the educative influences of ethnicity as this impinges upon the school, the community’s agencies, the family and the learner within the metropolitan New York area. Students are required to engage in limited small group field investigation of agencies and institutions designed to provide services to ethnic group members.
  

  • FDED 249 - Workshop: Career Education


    Semester Hours: 3
    Spring
    Interdisciplinary study designed to provide both a theoretical understanding and practical application of several major career education emphases, namely: (1) self-image, self-awareness, selfconcept; (2) values clarification and decision making; (3) career awareness; (4) career information; (5) career choice and guidance; and (6) career training.

    Prerequisite(s)/Course Notes:
    Same as SED 249 .
  
  
  
  

  • FDED 255 - Seminar: Social Foundations of Education


    Semester Hours: 3
    Periodically
    Content varies and students should obtain information about the area of focus for a given semester before registering for the seminar. These seminars are designed to take advantage of the special competence of visiting professors and to facilitate special attention to particularly timely problems and issues, or issues of special concern to a specific group of students or faculty.
  

  • FDED 256 - Seminar: Social Foundations of Education


    Semester Hours: 3
    Periodically
    Content varies and students should obtain information about the area of focus for a given semester before registering for the seminar. These seminars are designed to take advantage of the special competence of visiting professors and to facilitate special attention to particularly timely problems and issues, or issues of special concern to a specific group of students or faculty.
  

  • FDED 257 - Seminar: Philosophy of Education


    Semester Hours: 3
    Periodically
    Content varies and students should obtain information about the area of focus for a given semester before registering for the seminar. These seminars are designed to take advantage of the special competence of visiting professors and to facilitate special attention to particularly timely problems and issues, or issues of special concern to a specific group of students or faculty.
  

  • FDED 258 - Seminar: Philosophy of Education


    Semester Hours: 3
    Periodically
    Content varies and students should obtain information about the area of focus for a given semester before registering for the seminar. These seminars are designed to take advantage of the special competence of visiting professors and to facilitate special attention to particularly timely problems and issues, or issues of special concern to a specific group of students or faculty.
  
  
  
  
  

  • FDED 280 - Logical Foundations of Teaching and Method


    Semester Hours: 3
    Periodically
    Logical and linguistic foundations of teaching and classroom method. Elements of logic and philosophical semantics as applied to classroom teaching for critical thinking and inquiry: types of definition and meaning, conceptions of inference and reasoning, types of statements and modes of discourse-all as related to teaching operations.
  
  

  • FDED 285-289 A-Z - Special Topics


    Semester Hours: 1-3
    Fall, January, Spring, Summer
    Specific courses designed to explore emerging topics in foundations of education. As individual subjects are selected, each is assigned a letter (A-Z) and added to the course number. Specific titles and course descriptions for these special topics courses will be available  each semester in the Semester Planning Guide. Any course may be taken a number of times so long as there is a different letter designation each time it is taken.

    Prerequisite(s)/Course Notes:
    (Formerly Advanced Workshops.)
  
  
  

  • FDED 303 - Special Post-Master’s Topics


    Semester Hours: 1-3
    Periodically
    Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available  each semester in the Semester Planning Guide.

    Prerequisite(s)/Course Notes:
    (Formerly Post-Master’s Workshops.)
  

  • FDED 304 - Special Post-Master’s Topics


    Semester Hours: 1-3
    Periodically
    Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available  each semester in the Semester Planning Guide.

    Prerequisite(s)/Course Notes:
    (Formerly Post-Master’s Workshops.)
  

  • FDED 305 - Special Post-Master’s Topics


    Semester Hours: 1-3
    Periodically
    Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available  each semester in the Semester Planning Guide.

    Prerequisite(s)/Course Notes:
    (Formerly Post-Master’s Workshops.)
  

  • FDED 306 - Special Post-Master’s Topics


    Semester Hours: 1-3
    Periodically
    Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available  each semester in the Semester Planning Guide.

    Prerequisite(s)/Course Notes:
    (Formerly Post-Master’s Workshops.)
  

  • FDED 307 - Special Post-Master’s Topics


    Semester Hours: 1-3
    Periodically
    Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available  each semester in the Semester Planning Guide.

    Prerequisite(s)/Course Notes:
    (Formerly Post-Master’s Workshops.)
  

  • FDED 308 - Special Post-Master’s Topics


    Semester Hours: 1-3
    Periodically
    Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available  each semester in the Semester Planning Guide.

    Prerequisite(s)/Course Notes:
    (Formerly Post-Master’s Workshops.)
  

  • FDED 309 - Special Post-Master’s Topics


    Semester Hours: 1-3
    Periodically
    Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available  each semester in the Semester Planning Guide.

    Prerequisite(s)/Course Notes:
    (Formerly Post-Master’s Workshops.)

French (FREN)
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

  • FREN 301 - Master’s Essay


    Semester Hours: 3

    Periodically

    This course represents a department member’s guidance and sponsoring of a student who undertakes to write a master’s essay. In the manner of the master’s thesis, the essay is expected to show thoroughness of scholarship. The student may present an original translation together with a substantial scholarly introduction and footnoted variants and explanations. Material for which prior translations exist will not be acceptable.

    Prerequisite(s)/Course Notes:
    Credit will be given when the essay is approved by appropriate members of the department.

General Business (GBUS)
  

  • GBUS 220 - Applied Business Principles and Aging


    Semester Hours: 3

    Once a Year

    An introductory general business course for health care professionals. Major components of business, including financial planning, strategic analysis, marketing management, and the management of human resources and organizations are examined. Emphasis is on how these concepts specifically relate to the aging population. Included are topics on the elderly as a viable market, management of health care facilities, and promotion of health care products and services. Functional categories of decision making, organizing and allocation of resources for administrators who operate in the area of the elderly are discussed.

    Prerequisite(s)/Course Notes:
    Open only to students matriculated in the Gerontology program. Not for M.B.A. degree credit.
  
  
  

  • GBUS 257 A-Z - Seminar: Special Topics in General Business


    Semester Hours: 3
    Periodically
    An advanced in-depth treatment of special topics. Current topics are explored through a variety of methods, such as lectures, projects and case studies. As individual subjects are selected, each is assigned a letter (A-Z) which is affixed to the course number. Students may take up to two of these courses to fulfill their major requirements so long as each seminar has a different letter designation.

    Prerequisite(s)/Course Notes:
    MGT 207 and any additional prerequisites as stated in the course schedule. Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements.
  

  • GBUS 330 - Graduate Internship


    Semester Hours: 3
    Periodically
    An interdisciplinary business internship open to graduate students from any specialization offered in the Zarb School of Business. Students work a minimum of 100 hours in the semester for selected business organizations. Students must submit periodic progress reports for review and a comprehensive in-depth evaluation of a complex strategic business decision at the end of the semester. Most internships carry some form of monetary remuneration.


    Prerequisite(s)/Course Notes:
    All core competency courses or approved equivalents, 24 graduate-level credits with a 3.3 average and permission of the department chairperson in the area of the student’s concentration and permission of the Management, Entrepreneurship and General Business Department chairperson. Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements.

Geology (GEOL)
  
  
  

  • GEOL 280 A-Z - Regional Geology for Teachers and Travelers


    Semester Hours: 1-4
    Intended for elementary and secondary school teachers who wish to expand their knowledge of field geology and its underlying concepts and explore in detail the geology of a particular geographic region. Courses may include some classroom time, but are primarily field trip experience designed to examine the geomorphic features and rock formations of a region and to interpret the geological processes that have operated through time.

    Prerequisite(s)/Course Notes:
    Permission of the instructor. As individual regions are selected, each is assigned a letter (A-Z) and added to the course number. This course may be taken a number of times so long as there is a different letter designation each time it is taken. (Formerly Workshop: Regional Geology for Teachers and Travelers.)

Gerontology (GRON)
  

  • GRON 211 - Aging With Developmental Disabilities


    Semester Hours: 3
    Periodically
    People with developmental disabilities have significant physiological, functional, and psychosocial changes as they age. This course addresses these issues and examines ways for families, community practitioners, and advocates to meet varied needs of this growing population. Programs for this population will be examined.

    Prerequisite(s)/Course Notes:
    Fifteen clock hours of site visitation is required.
  

  • GRON 218 - Principles and Practices for Gerontological Marketing


    Semester Hours: 3
    Spring                     
    Gerontological organizations must reach-out to older people and their families in an ever-changing society. This course offers principles and practices in marketing gerontological programs and services. GRON 218 focuses primarily on strategies that not-for-profit organizations can use for marketing their programs and services to mature markets. There will also be discussions about gerontological marketing for entrepreneurial and large service organiztions. 

    Prerequisite(s)/Course Notes:
    ANTH 215 , GRON 244 , and GBUS 220  or COUN 203  for counseling track and permission of adviser. May not be taken on a Pass/Fail basis.  

     
  

  • GRON 244 - Aging, Public Policy and the Law


    Semester Hours: 3
    Fall, Spring
    This is a survey course which examines the gerontological implications of major government programs, as well as legal and policy issues arising from the aging of the U.S. population. Emphasis is on areas where policy changes are required to meet the evolving social and legal needs of older people. Topics include income maintenance, health care, long term care and control over decision making by and for frail older people.




    Prerequisite(s)/Course Notes:
    (Formerly APS 244.)
  

  • GRON 248 - Life-Long Learning for the Aging


    Semester Hours: 3

    Periodically

    While adult learning has become a well-developed and mature discipline, less emphasis has been given to the educational and intellectual interest of the older adult. Focus on the relationship between teaching and learning, and the aging process. Emphasis on the special aspects and issues involved in life-long learning for the more senior members of our society.

    Prerequisite(s)/Course Notes:
    (Formerly COUN 248.)
  

  • GRON 250 - Elder Abuse: Etiologies, Detection and Interventions


    Semester Hours: 3
    Spring
    This course examines the growing incidence of physical, psychological, financial and sexual elder-abuse, and ways for community practitioners and advocates to meet the varied needs of this population, which will grow as the percentage of the elderly increases. An overview of the scope and nature of the problem, identification and assessment of elder abuse, and appropriate interventions for this population will be examined.



    Prerequisite(s)/Course Notes:
    This course may not be taken on a Pass/Fail basis.




  
  
  

  • GRON 255 - Aging in American Life


    Semester Hours: 3
    An overview of gerontological theory and practice, with emphasis on ways that gerontology is being (re)shaped by the rapid aging of the U.S. population. This course includes a look at the changing demographic structure of the U.S. population, and an analysis of social institutions being (re)shaped by the aging of the U.S. population. This includes the family, health care, retirement, and American community life. Students learn basic research strategies and theoretical perspectives on aging, with abundant examples drawn from life in the contemporary United States.

    Prerequisite(s)/Course Notes:
    Credit given for this course or ANTH 215  or GRON 283A.
 

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