“OH SON OF THE SUPREME, I have made a messenger of joy to thee. Wherefore dost thou grieve? I made the light to shed on thee its splendor. Why dost thou veil thyself therefrom?” Baha’u’llah

(Compilations, Baha'i World Faith, p. 160)

ONLINE SEMINAR IN DEATH AND DYING--GERO/SOCL: 425 Fall, 2007 ULM

Chris Johnson, Ph.D., Professor of and Gerontologist, Sociologist, Family Therapist Ph.D. in Social Gerontology, Iowa State University, Ames, Ia.

Clinical Member: American Association of Marriage and Family Therapists (MFT)/ Licensed Professional Counselor (LPC)

Office: Institute of Gerontology, 4503 Bon Aire Drive, Monroe, LA Office Phone: 342-1465/1467 Office Hours: Monday-Wednesday 9-11:30 a.m.; 2-3 p.m. and by appointment.

E-mail Address: [email protected] Classroom: Blackboard online course

Required Texts: 1. The Last Dance: Encountering Death and Dying. 7th ed. Lynne Ann DeSpelder and Albert Lee Strickland (NOTE: For sample test questions and other valuable information see: http://highered.mcgraw-hill.com/sites/0767421620/) 2. How Different Religions View Death and . 2nd ed. Chris Johnson and Marsha McGee (if NOT available this book will be placed upon reserve at the library).

Learning Goals

1. To outline from an applied sociology view, some of the key concepts, issues, and myths in the topic areas of death, dying, near-death experiences and afterlife. 2. To discuss the different meanings of death and sudden death, and the impact of such events upon survivors and our over time. 3. Describe responses and reactions of caretakers (including professionals) to death and their influences on medical treatment decisions for dying persons. 4. To describe the bereavement and grieving process, while exploring the problems of both normal versus abnormal surrounding death and dying in our society. 5. To discuss from the sociological vs. “medical model” view and the need for the public education on this matter. 6. To experience materials, techniques, activities, methods and curriculum contents for teaching others about thanatology. 7. To describe practical families issues after the death of a loved one. 8. To plan a way to incorporate multi-culturalism the teaching and practice of healthy attitudes toward death and dying into our own occupations.

1 9. From the views of the sociology of religion and thanatology, to compare and contrast different religions in America and their views on dying, death, practices, and the afterlife. 10. To reduce religious and cultural ethnocentrism around different belief systems in the topical area of thanatology.

Learning Requirements

1. To complete and understand all reading assignments and lectures.

2. To demonstrate knowledge of thanatology via exams and assignments.

3. To participate and experience meaningful discussion of issues and exercises concerning dying, near death experiences, death and ethics.

4. To provide a means for the written expression of one’s personal understanding of the Sociology of Death and Dying.

Evaluation Method

1. Exam #1………………100 pts. 2. Exam #2………………100pts. 3. Exam #3………………100 pts. 4. Exam #4………………100 pts. 5. Bk Report……………..100 pts. 6. Discussion Board…….....50 pts. 7. Exercises….…………….75 pts.

Total……………625 pts.

Grading Scale 562-625=A (10% of 625 for A range) 505-561=B (10% of 561) 428-504=C (15% of 504) 384-427=D (10% of 427) <383=F

Commentary about this Online course and Blackboard Sheau Yun is the guru for all questions if you want information about testing or technical assistance with this course. Her phone number is: 318-342-3333, during 9 am-5 pm. hours. I’ve provided the following information as an introduction to the Blackboard system. The framework for our class and is the ULM Blackboard website (http://blackboard.ulm.edu). In order to access the course website you will need to have your tribe account username and password (this is the default email you get when you enroll at ULM). ULM provides tribe account verification at http://www.ulm.edu/bb/bb-lookup.html. To log into blackboard go to: http://blackboard.ulm.edu/ and click login.

2 Once you are able to access the course website, the class is conducted much in the way a traditional course is. Each week a new lecture will be made available. Along with the lectures, there are supplemental readings (which are available through the website – usually listed where the lecture is or under course documents), readings from the text and online readings (which are available through other online sources) as well as assignments. For the most part, I try to highlight the reading you will need to do before each lecture (they are also listed on the syllabus) although in some cases that is not possible and I will try some other means to get the information to you. Throughout the lectures, there are email exercises, most of these are small and shouldn’t be too demanding (assuming you have read the lecture and supplemental reading material).

The course is set up as a weekly class. You should access the class on Monday, read the current lectures and do the assignments. All assignments (unless otherwise noted) are due the Friday of the week. However, there is some flexibility and I won’t discount points until the next Monday (so you have until Sunday to turn in the assignments). If you need an extension, or are having difficulties, all you need to do is email me and we can work something out. I typically leave each lecture online and available for up to 2 weeks.

Unless otherwise stated, when you submit your assignments, use the digital drop box feature in blackboard. I will respond with email verification upon receipt. It is your responsibility to call me at 318-342-1467 if you do not receive a timely verification message. Please don't assume I have received your work if I don't send a prompt message to that effect. It recommend that you use the digital drop box function on Blackboard to post your assignments. PLEASE KEEP COPIES OF ALL ASSIGNMENTS YOU SEND.

Late assignments may be penalized up to 5 points per day (including weekends and holidays). After a maximum of two weeks, the assignment may not be accepted and will be recorded as “no credit.” A missed exam will be recorded as “no credit” unless the circumstances are discussed with the professor PRIOR to the exam – simply leaving a voice mail is not acceptable – you must speak with me directly. You absolutely may not “stockpile” assignments and turn them all in late; if you do, you will almost certainly fail the course, even if you turn everything in. It is your responsibility to contact me if you expect you will have an assignment turned in late. You are responsible for keeping track of due dates and ensuring that assignments are turned in. In instances where the assignment is located within the lecture, you are to adhere to the date set forth in that assignment. It takes forever to deal with late assignments: grading them, logging them, hauling out the record books just to add one or two grades, etc. I deeply resent being called upon to do it. It's a waste of my time.

EXAMS: Prior to exam 1 get on the Lockdown Browser: We have a course website on Blackboard. All students must get a tribe account with the university, establish a lockdown browser with the help of Ms. Paul Thornhill (her phone is 318-342-3333 or [email protected] ). Early on BEFORE your first test you must take a pre-test and get on the lock down browser. Ms. Thornhill will help you make that happen, so use that expertise. Actually, you can talk to either Ms. Thornhill or Sheau Yun for all problems with the test or anything concerning Blackboard. Be sure to check the Blackboard site daily for my announcements and emails to their tribe account from your Professor as well. Below is a website which should help to answer many of the "electronic" questions you might have http://www.ulm.edu/~helpdesk/Students.htm

3 The course exams will be given to measure your knowledge of the text, my online short lectures and power point slides and any handouts. NOTE: The course topics and instructional methods and activities (e.g., types of learning experiences, including technology integration) are covered in the Course Schedule at the end of this course syllabus. All your multiple choice and/or true false style exams will be online. To take practice test questions see the DeSpelder book website, it has sample questions. Look on your main textbooks McGraw-Hill website (http://highered.mcgraw-hill.com/sites/0767421620/, if they have them, I suggest that you practice taking those exam questions. Exams will count roughly 100 points and will cover all lectures, readings required for that test period, and any other handouts. All exams will be a combination of either multiple choice or true-false type of questions and will be taken online except the final exam. You will be penalized 5 points for every minute over the designated time for taking the test, so stay within the paremeters. The Professor will supply code sheets for the quizzes. If pop quizzes are used they will figure into the total point configuration for the course. Because of the flexibility of taking online exams, there will be little or no make-ups. All make- ups will require a written excuse from a legitimate source (e.g., a signed, dated note from the tire company if there was a flat tire in route to taking the exam etc.) or licensed medical practitioner. Make-up exams must be given as soon as possible after the scheduled exam and be arranged with your Professor but you will need a medical excuse.

REACTION JOURNAL (Book report) You are asked to write a five to six-page, typed, double-spaced paper employing proper grammar, spelling and punctuation. Do not use all capitalization, but correct capitalization. I will subtract one point for each grammatical error (taking off no more than 20 pts max). Please do not use plastic covers; place your name and class name on a cover page. Staple all pages together in the right-hand corner. Number all your pages. Make sure the type is bright or bold enough to see. Make a copy of your paper, because it will only be handed back for you to see the grade and then returned to me.

The paper will consist of two major goals: The first half of the paper will consist of a chapter-by- chapter book report. It will be two to three pages in length. Then clearly delineate where the second part begins. The second part of the paper will consist of revealing your feelings (e.g., being sad, happy, angry, scared etc.) about the specific content of the various chapters…how it applies to your life and how it relates to you personally. NOTE: Feelings are not opinions. Put your opinions in the first part of your paper—the book report section. This is due NO LATER than November 1. Select one supplementary book from the list I provide for you as a springboard for writing a “Book Review Reaction Journal.” Undergraduate students will write one book report. Graduate students will write two book reports (one of the books must be the Tuesdays with Morrie book) or one large research paper (see me if you want to do the research paper) of around 15 or so pages. Graduate students: Besides doing a book report on Tuesdays with Morrie, select ONE other book from the following books:

1. Tuesdays with Morrie by Mitch Albom (Available at ULM Bookstore) and required for everyone. Options for Graduate Students for your second book report: 2. A Heart Traced in Sand: Reflections on a Daughter’s Struggle for Life by Steven Boone (Available at ULM Bookstore). 3. Grief Counseling and Grief Therapy 3rd edition by J. William Worden

4 (Available online at Amazon or other book sellers or can be ordered through ULM Bookstore) 4. End of Life Issues: Interdisciplinary and Multidimensional Perspectives. By Brian De Vries. 5. Death Attitudes and the Older Adult by Adrian Tomer, Bruner-Routledge Publishers; 6. Older Adults View on Death by Victor G. Cicirelli, Springer Publishing Co (I recommend this for Gerontology students!).

Graduate students will be required to do two of these reports for two books from the above list of books numbers 2-4. Unless otherwise stated, when you submit your assignments, use the digital drop box feature in blackboard. I will respond with email verification upon receipt. It is your responsibility to call me at 318-342-1467 if you do not receive a timely verification message. Please don't assume I have received your work if I don't send a prompt message to that effect. It recommend that you use the digital drop box function on Blackboard to post your assignments. PLEASE KEEP COPIES OF ALL ASSIGNMENTS YOU SEND.

DISCUSSION BOARD-CLASS PARTICIPATION/ ATTENDANCE Class participation is mandatory and occurs through a discussion board on Blackboard. Up to 50 points can be earned for participating in Blackboard discussions throughout the semester. However, 5 points per discussion can be subtracted for missed discussions up to 50 pts. Almost everyone gets the full amount of points for participation if they make what the Professor deems as a reasonable effort to participate, unless you make little or no effort to contribute. Try to be an active participator in discussion boards without dominating discussions, this is the key. There are no scheduled online sessions for this class that means that you will not be required to log into the class website at any particular time, but are free to log in and complete the assignments at your leisure. Most of our communications will be through the DISCUSSION BOARDS or EMAIL. In some instances I may be required to contact you via phone, so please be sure to update your information in BLACKBOARD. While Distance Education classes are generally asynchronous, they are not correspondence or self paced. Students must attend (defined as logging in to the Blackboard classroom and interacting; posting questions, thoughts, homework assignments, etc.) class during the first week, and AT LEAST THREE TIMES per week thereafter. Failure to attend during the first week will result in an automatic withdraw. Extended absences, defined as failure to post into the Blackboard classroom for more than five days, must be coordinated with the instructor. See the information on the discussion board for more information. Since we will not be meeting in person to discuss readings and share our writing, the Discussion Board is where we will come together as a of active learners. The interactive Internet discussions offer the possibility for extended intellectual dialogue by creating a unique setting in which participants may exchange ideas, critiques, questions and relate various personal and professional experiences to the information in the text. In order to accomplish this goal, each member of the class must participate as fully as possible. Students are expected to be prepared to actively discuss assigned readings and related topics for class. Class participation and activities will impact your participation grade. We will be using the threaded discussion area throughout this course. This will be referred to hereafter as the DISCUSSION BOARD. Participation in each week’s Discussion Board forum is an essential part of this course. Participation counts toward a significant portion of your final grade, and your Discussion Board postings will be judged by the following criteria:

5 Frequency: To earn full Discussion Board participation, you need to post the requested number of messages PER FORUM spread out over the course of the week. In other words, posting messages in one sitting will not earn you full participation credit for that week. You need to consider your classmates’ comments and contribute as the discussion evolves. Although you are encouraged start a new thread to post your thoughts, AT LEAST ONE or TWO (depending upon what I have requested) of your weekly posts in EACH forum should be in response to a classmate’s posting. Again, the purpose of our discussion is to build community as a group of active learners, not simply to post ideas without regard for how those ideas relate or compare to others’ ideas. The goal is to engage one another in discussion, not simply talk to ourselves.

Timeliness: Forums are not open indefinitely. There will be a start and end date for each week’s discussion, so please plan accordingly. Do not wait until the last day of the week to post your comments.

Quality: Since the term “quality” is subjective, here are some specific attributes that I am looking for your professionalism: • Ability to synthesize readings and main concepts • Clear demonstration that you are reading and synthesizing peers comments • Good grammar & organization • Ability to give more than just an opinion. We all HAVE opinions, but as members of a community of learners it is our responsibility to SUPPORT our opinions with logical reasons and evidence. • Creative thinking • Ability to provide useful related web sites or resources to support your points and/or encourage further discussion.

Attributes to AVOID in the Discussion Board Forums • Excessive ‘I agree’ type statements. These are nice and sometimes appropriate but often just clog up the Forums and do not reveal the ‘why’ behind this statement. Please try to back up these statements. See the above bullet ‘Ability to give more than just an opinion • Lack of respect for divergent opinions. Please show the respect you would want to be bestowed on you. Off topic comments, getting off the topic is OK at some level but try to stick to it.

EXERCISES The three exercises you have in this course are located under the button titled, Assignments on Blackboard. You will be given three 25 point exercises to complete in this course. I might offer one other for “extra points” we will see. Each exercise will have instructions on what to do to complete it.

Late Assignments/exericses: All assignments are due on the dates specified. Late assignments may be penalized up to 5 points per day (including weekends and holidays). After a maximum of two weeks, the assignment may not be accepted and will be recorded as “no credit.” A missed exam will be recorded as “no credit” unless the circumstances are discussed with the professor PRIOR to the exam – simply leaving a voice mail is not acceptable – you must speak with me directly. You

6 absolutely may not “stockpile” assignments and turn them all in late; if you do, you will almost certainly fail the course, even if you turn everything in. It is your responsibility to contact me if you expect you will have an assignment turned in late. You are responsible for keeping track of due dates and ensuring that assignments are turned in. In instances where the assignment is located within the lecture, you are to adhere to the date set forth in that assignment. Why I penalize lateness heavily: It takes forever to deal with late assignments: grading them, logging them, hauling out the record books just to add one or two grades, etc. I deeply resent being called upon to do it. It's a waste of my time.

Dates Topics Readings required Lecture 1/Week of Introduction to the course and Chapter 1 in Despelder August 20 class members. Films and discussion; Attitudes Toward Death: A Climate of Change Lecture 2/Week of August 27 Learning about death Chapter 2 in Despelder Lecture 3/Week of September Perspectives on Death: Cross- Chapter 3 in Despelder 3 Cultural and Historical /Class Exercise: 1 due affective learning experience. Lecture 4/Week of September Health care systems: Patients, Chapter 4 in Despelder 10 Staffs and Institutions Lecture 5/Week of September Death Systems: Matters of Chapter 5 in Despelder 18 Public Policy/ Online film on and discussion board on film Exam 1 testing period Online exam 1 can be taken Covering Chapters 1-5 in the anytime between Sept. 25 at Despelder Book. 4 pm until 10 am on the 27th Lecture 6/Week of September Facing Death: Living with a Chapter 6 in Despelder 26 Life-Threatening Illness Lecture 7/Week of October 2 End of Life Issues and Chapters 7 in Despelder Decisions/ Exercise 2 will be due October 4 Lecture 8/Week of October 9 Survivors: Understanding the Chapter 8 in Despelder Experience of Loss Lecture 9/Week of October 16 Speaker: Film: Dr. Johnson Chapter 9 talking to mother of Grief power point slides as victim. Discussion Board on well film. Last Rites: Funeral and Body Disposition/Grief in recovery from addiction/trauma Lecture 10/Week of October Death in the lives of children Chapter 10 in Despelder 23 and adolescents Exercise 3 online will is due October 23 Exam 2 testing period Online exam 2 can be taken Chapters 6-10 in Despelder anytime between Oct. 25 at 4

7 pm until 30th at 11:00 pm. Lecture 11/Week of October Death in the lives of adults Chapter 11 in Despelder 30 Book report due no later than November 1, 2007. Lecture 12/Week of /Guest Speakers: Chapter 12 in Despelder November 6 Film: Couple who has lost their child to suicide. Discussion Board Lecture 13/Week of Risks of death in the modern Chapter 13 & 15 in Despelder November 13 world /The Path Ahead Exam 3 testing period Online exam 3 can be taken Chapters 11-13; 15 in anytime between Nov. 16 at Despelder. 8 a.m. and Nov. 19 at 11 pm. Lecture 14/Week of Online film on a religious Exercise 4 is due November November 20 group followed by a Black 27/Johnson and McGee book board discussion/Lecture pages 1-31 at least. Lecture 15/Week of Online film on a religious Johnson and McGee Book November 27 group or a panel on film pages 31-301. followed by a blackboard discussion./Lecture Exam 4 testing period Online exam 4 can be taken Johnson and McGee Book anytime between December 3 at 8 a.m. and Dec. 4 at 11 p.m. Look into our MA Gerontology: It’s a hot area Gerontology Program and to go into, especially long Assistantships term care administration!

FINAL COMMENTS: Emails and Tribe Accounts at ULM All students are expected to have a tribe account and a current, professionally appropriate email address. This will be the primary mode of communication outside of the course lectures. It is advisable to update your blackboard account with your current email address. Please use an account which has an appropriate amount of available “space” to receive attachments. When sending email to the instructor, please use the course name or number in the subject line.

Academic Honesty: I understand that plagiarism is “the use of another person’s distinctive ideas or words without acknowledgement” and that “the incorporation of another person’s work into one’s own requires appropriate identification and acknowledgement.” I also understand that cheating involves “copying from another’s paper or receiving unauthorized assistance from another during an academic exercise.” Examples of academic dishonesty include (but are not limited to) copying another’s work assignment, cutting and pasting text and figures from the web without proper acknowledgement, and copying text and figures from any textbook without proper acknowledgement. Also, copying someone else’s posts off of discussion boards is prohibited. In accordance with the Policy Statement in the University Catalog, Professors have the responsibility and right to bring cases of alleged dishonesty to department, college, and university administrative units. Students involved in academic dishonesty may expect to receive a grade of F on specific assignments, as well as in the course where the assignment was made.

Special Needs:

8 Students with documented disabilities that affect their ability to fully participate in the course or who require special accommodations are encouraged to speak with the instructor at the beginning of the semester so that appropriate accommodations can be arranged. The ULM Counseling Center addresses students' many of the concerns regarding a wide variety of issues. When faced with adversities, individuals are often able to receive the support necessary to overcome their difficulties through communication with their families or friends. However, professional assistance may be necessary for adequate resolution to occur. The Counseling Center's staff provides counseling services for the ULM undergraduate, graduate, and professional students. All services are free of charge, except for certain testing services. In addition, the Counseling Center serves as the point of entry for students with special needs. Accommodations are provided to individuals with documented disabilities. These services include the disbursement of elevator keys and special needs parking passes. For more information call (318) 342-5220

ONLINE COURSE STRUCTURE / BLACKBOARD TOOLS This course is organized through Blackboard. Below are the tools in your class, how we will be using them, and expectations associated with each. Take time to acclimate yourself to the tools and contact me if have questions. For example, see below:

Button Announcements The latest course information, including administrative details, reminders about assignments, schedule changes, etc. You should check the Announcements several times each week. Syllabus Course syllabus. This will be the most up to date version of the syllabus. Any changes made will also be made here. Lectures Each week’s lecture notes, supplemental readings, & Assignment Overview. You should check Lectures at the start of each week and as necessary to complete assignments. Assignments A list of all the assignments and when they are due. I will also expand here if further instructions are needed. Faculty Information My picture, bio, and contact information. Communication Send Email: Email is not the primary mode of communication in this course. Please reserve email for comments and questions of a sensitive or personal nature. Discussion Board Discussion Board: The primary area for class discussion & participation. You should contribute to the Discussion Board forums regularly. (See Participation Guidelines above.) Student Tools Digital Drop Box: Use the Digital Drop Box to upload finished assignments & to download instructor comments. DO NOT SEND ASSIGNMENTS VIA EMAIL. Personal Information: Use this to edit your personal information, privacy settings, Blackboard password, etc. Check Grade: Use this tool to check your scores. Manual: Check here for Blackboard-related questions.

TECHNICAL SUPPORT: Support for technology and Blackboard software issues can be found by calling 318.342.3333 or by emailing the ULM helpdesk at [email protected]. You may verify that you have an active Blackboard account by logging into this website: Student Tribe/Blackboard account verification.

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