Gerontology Research Paper:
Diversity of the Aging Experience
This assignment is an opportunity for you to research a topic of interest to you in
gerontology that represents a unique aging experience.
1) The first step is to select a unique group on which to focus. For example, you
could pick a region (e.g., Latin America or Japan), a culture/ethnicity (e.g.,
Hmong culture or Mormon culture), underrepresented/minority group (e.g.,
LGBTQ+ or Black/African American older adults in the U.S.), or unique
experience (e.g., aging in prison or while homeless).
2) You will need to formulate a specific question about that particular aging
experience (e.g., What are the most common chronic diseases? What are the
complications of aging with certain conditions? How do families support their
aging loved ones in this community? How is long-term care provided?). Please
let me know if you are having difficulty choosing a topic or have other questions
about your topic.
3) Go to the Gerontology Research Guide: http://research.wou.edu/gerontology
First, go to “Citation Help” and click on the Noodle Tools Guide for Students. If
you haven’t yet used Noodle Tools, it is a great way to start a research paper!
You can create a Google Document (linked to your wou.edu account) to draft an
outline of your paper, create notecards with notes from the articles you find, and
easily create your APA citations!
4) After you have explored Noodle Tools, go back to the Research Guide
(http://research.wou.edu/gerontology) and begin searching for articles on your
topic using the databases. I would recommend the one at the top, “Psychology
and Sociology Databases,” which searches across multiple databases in
psychology and sociology at once. It includes PsycINFO, Psychology &
Behavioral Science Collection, Family Studies Abstract, and SocINDEX. You
must use at least five peer-reviewed journal articles. Try to make sure they
are no more than five years old. You may use more sources for your research,
but at least five of them need to be peer-reviewed articles. Reports from
government agencies, such as the US Department of Health and Human
Services, are often helpful as supplemental sources.
5) As you begin synthesizing your notes and writing your paper, please keep in
mind the following:
● The completed paper should be 5-7 pages in length and double-spaced.
● Cite the references you use appropriately using APA format. The “Citation Help”
in the Research Guide is the best place to go for this. Your cited works should be
included both in-text and in a separate reference page (not included in the page
count).
● Use Times New Roman, Arial, or Calibri, size 12 point font, and 1” margins. Indent
at the start of each new paragraph; no line spacing in between paragraphs or
block formatting.
● Do not use first person narrative, personal experiences or anecdotes. This is an
objective academic research paper.
● You do NOT need a cover page or a running head.
Please organize your paper in the following format, including headings for each section:
● Introduction: In approximately 1-2 paragraphs, introduce your topic, provide
context, and state your research question. Be sure to address the following:
What is the unique aging experience you are exploring? What would the reader
need to know to understand your interest in this? What is your specific Research
Question?
● Findings: Write a summary/review of research/information from each journal
article that helps to answer your research question. This is essentially a literature
review. You might review one article at a time or you might divide this section by
topic and cite multiple articles for each topic. You are limited to TWO QUOTES.
● Discussion: Write an analysis of the findings. You should use your critical
thinking skills to make connections and generate ideas about the information in
your findings.
● Conclusion: Write 1-2 paragraphs summarizing/concluding your paper.
Assessment:
Research Paper Rubric
Exceeding (A)
4
Meeting (B)
3
Approaching (C)
2
Not Meeting
(D)
1
Grammar,
spelling,
mechanics,
sentence
structure
(Written
communication*)
10%
Uses graceful
language that
skillfully
communicates
meaning to
readers with
clarity and
fluency, and is
virtually
error-free.
Uses
straightforward
language that
generally conveys
meaning to
readers. The
language has few
errors.
Uses language that
generally conveys
meaning to readers
with clarity, although
writing may include
some errors.
Uses language
that sometimes
impedes
meaning
because of
errors in usage.
Overall
organization and
flow (including
length)
(Information
literacy*)
20%
Communicates,
organizes and
synthesizes
information from
sources to fully
achieve a specific
purpose, with
clarity and depth.
Communicates,
organizes and
synthesizes
information from
sources. Intended
purpose is
achieved.
Communicates and
organizes
information from
sources. The
information is not
yet synthesized, so
the intended
purpose is not fully
achieved.
Communicates
information
from sources.
The
information is
fragmented
and/or used
inappropriately
(misquoted,
taken out of
context,
or incorrectly
paraphrased,
etc.), so the
intended
purpose is not
achieved.
Identification/inte
gration of
concepts
(Integrative
learning)
30%
Connects and
extends issues,
concepts, and
theories; clear
identification and
integration of
concepts and
information;
integrates
knowledge/
experiences
outside of
discipline/
classroom.
Makes some
connections among
issues, concepts,
and theories; some
integration of
knowledge/experie
nces outside of
discipline/classroo
m.
Presents and
describes issues,
concepts, and
theories; articulates
knowledge/
experiences outside
of
discipline/classroom
, but does not
integrate.
Concepts,
issues, and
theories may
be presented
but do not
seem
connected in
any way;
knowledge/
experiences
outside of
discipline/
classroom not
articulated.
Critical
thinking/analysis
(Inquiry &
analysis)
30%
Demonstrates
evidence of
critical thinking
and creativity to
assess all
possibilities;
integrates and
develops ideas
fully and
articulates
reasoning;
acknowledges
limits of position.
Organizes
evidence to reveal
important patterns,
differences, or
similarities related
to focus; provides
reasoning and
explanation of
position.
States a position
with some
reasoning and
explanation, but not
objections to,
assumptions or
implications; ideas
are limited and/or
fragmented; surface
understanding of
the complexity of
elements.
Does not state
a position, or
states a
position but
does not
provide any
reasoning or
explanation.
Use of appropriate
sources
10%
Meets/exceeds
minimum number
and types of
sources required,
and reasons for
selecting the
sources are clear;
cites and lists
sources correctly
in APA format.
Meets minimum
number and types
of sources; cites
and lists sources in
APA format with
minimal errors.
Uses over half of
the types of sources
required; citations
and reference list
are incorrectly
formatted, have
several errors, or
some are missing.
Uses less than
half of the
types of
sources
required;
citations and
reference list
are incorrectly
formatted, have
several errors,
or are missing.
*Language from AACU Values rubric
