St. Cloud State University
General Education Goal Area 5
History and the Social & Behavioral Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Rona Karasik and Phyllis Greenberg
Phone: 308-5224 and 308-3156
Email: karasik@stcloudstate.ed
2.
Requesting Unit: Gerontology (Community Studies
3.
Department, Course Number, Title: Gero 208, Introduction to Gerontology
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
7.
Course bulletin description, including credits and semesters to be offered:
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
Exploration of the processes of aging: introduction to issues of aging in contemporary society. A core course for
the gerontology minor. 3Cr. F,S
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This course is designed for the following clientele: Gerontology minors; individuals seeking licensure by Board of
Examiners for Nursing Home Administrators; and students seeking to fulfill general education. The course is
required for Gerontology Minors.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
N/A this is an existing course
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10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
N/A this is an existing course
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 5: History and the Social & Behavioral Sciences
Develop understanding of human societies and behaviors, and of the concepts, theories, and methods of
history and the social sciences.
This course promotes the student's involvement in the examination of human societies, behaviors by engaging
students in the study of issues in aging both objectively and subjectively. Students address their own aging and
aging from a socio-cultural perspective by exploring societal values related to age (e.g. rationing human resources
by age, gender and racial/ethnic status; establishment of entitlements such as social security; kinship
configurations in societies; mandatory regulations and freedom of choice).
13. In order for a course to be designated as fulfilling Goal Area 5, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Describe or use the methods and data by which historians, social scientists, or behavioral scientists investigate
human conditions.
2. Analyze human behavior, cultures, and social institutions and processes from the perspectives of history or the
social and behavioral sciences.
3. Develop explanations for and explore solutions to historical or contemporary social problems.
4. Reflect upon themselves in relation to family, communities, society, culture, and/or their histories.
5. Apply and critique alternative explanatory systems or theories about human societies and behaviors.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
Reponses are numbered in accordance with the above SLOs
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1. Course content includes discussion of the various methods of studying aging and the limitations of current
research. Students are exposed to a variety of aging demographics along with explanation of how such numbers
might be interpreted/misinterpreted and why. Additionally, students are asked to integrate information on
complex topics (e.g., Social Security) and to place them into historical as well as social contexts
2. This course provides students with a background inseveral disciplines while demonstrating the inherent
interrelatedness of traditional disciplines. Gerontology in an inherently interdisciplinary field which draws on
numerous disciplines including Biology, Psychology and Sociology. One of the main themes of the course is to
demonstrate how individual disciplines approach/define the issues of aging and how this information can be
integrated into a greater understanding of the experiences of aging. Specific course content includes discussion of
current social theories of aging (how societies treat older adults and why), as well as the role and impact of aging
and older adults on social and political institutions with regard to social norms, government programs and
policies, family relationships, work/retirement, etc.
3. In addition to exploring current social and biological theories of aging, students examine the implications of an
aging society with regard to government programs, resources and current and future technological outcomes. In
addition, students examine the causes and implications of contemporary social issues including ageism,
discrimination in the workplace, caregiving, health and illness.
4. Course content includes examination of family relationships, the interdependence of generations and the impact
of diverse experiences with regard to aging and older adults. This course uses a number of approaches to afford
students with a relaistic appreciation of the lives of people from cultures and sitiations other than those of the
student. One key theme throughout the course is to expose, discuss and defuse the many stereotypes that exist
about aging and older persons. Students are asked to examine both the origin and the impact of such stereotypes.
Through the use of course materials (books, readings, dvds, videos) and guest speakers (practitioners and persons
of varying ages) that incorporate and reflect diversity in the aging experience (a key theme throughout this
course), particular attention is given in course content to the isses of ethnicity and aging, gender and aging and
aging across cultures. Such an approach offers students exposure not only to an age group that is typically
different than their own, but a perspective on how different grups experience the processes of aging. Additionally,
students are encouraged to participate in the optional service learning assignment available in the class which
matches students with an agency serving the needs of older persons. Through service learning, students work with
and for older persons in a variety of settings outside the classroom. Feed back from past participants indicates that
such direct contact with persons of varying ages, abilities and backgrounds can lead to a more realistic
appreciation of the lives of people in situations quite disparate to the student's.
5. Course content explores not only the range of social and biological theories related to aging, but also the basic
concept of what a theory is, what purposes theories serve. In addition, students arechallenged to think critically
about the developments, current status and future of various age-related social programs (e.g., Social Security),
human behaviors (e.g., retirement) and social concerns (e.e., ageism and elder abuse).
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15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
I. Introduction/Overview of Aging
10%
- Demographic profiles of aging
- Methods of studying aging
- Understanding aging research
II.
III.
Interdisciplinary Perpsective on Aging; Social
- Diversity of the aging experience
- Social theories of aging
- Cultural values, attitudes, beliefs and rituals
- Myths, realities and stereotypes
- Aging and the media
- Ageism
15%
Interdisciplinary Perspectives on Aging; Physical
- Biological Aging
- Physiological theories of aging
- Healthy aging
- Sexuality and aging
15%
IV. Interdisciplinary Perspectives on Aging; Cognitive
- Mental health and aging
- Independence and vulnerability
- Elder Abuse
15%
V.
Interpersonal Issues of Aging
- Later life relationships
- Caregiving
- Senior Power
10%
VI.
Instrumental Issues of Aging
- Work and retirement
- Financial Issues
- Living environments
15%
Diversity in the Aging Experience
- Ethnicity and aging
- Gender and Aging
- Aging acrosss cultures
- Death and dying
15%
VII.
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VIII.
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Careers in Aging
- Gerontological occupations
- Current employment opportunities
5%
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Community Studies (Gerontology)
Course or Course(s): Gero 208
Department or Unit Chair Signature
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date