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: 308-5224/308-3156
Email: karasik@stcloudstate.edu
2.
Requesting Unit: Gerontology (Community Studies)
3.
Department, Course Number, Title: Gero 405, Aging and Diversity
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:
An exploration of the intersection of factors such as gender, race, ethnicity, culture, class, sexual
orientation, geographic location and physical ability with aging. 3Cr. F
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.
Gerontology minors and undergraduate students with an interest in aging and/or diverse population. The
course currently serves as an elective for the Gerontology minor and Planning and Community
Development majors.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
No changes required as this course is offered every fall semester
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.
While other courses on campus explore diversity, no other programs or departments that we are aware of
offer an examination of diversity within the aging population.
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Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
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 invovlement in the examination of human societies and behaviors by
engaging students in the study of issues in aging with regard to the intersection of factors such as gender,
race, ethnicity, culture, class, sexual orientation, geographic location and physical ability with aging.
Learning activities for the course include: Understanding an expansive definition of diversity; Critically
analyzing research material; developing and enhancing research paper writing skills and identifying and
analyzing problems, issues and assets related to diversity and aging.
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.)
The responses are numbered in accordance with the SLOs above
1. Course content includes the discussion of various methods of studying aging and the limitations of
current research. Students are exposed to a variety of aging demographics with regard to gender,
ethnicity, race, socioeconomic status and sexual orientation along with explanations of how such
numbers might be interpreted/misinterpreted and why. Additionally, students are asked to integrate
information on complex topics (e.g., inequities in health) and to place them into historical as well as
social contexts.
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2. This course focuses on human behavior with regard to the roles that older persons play in various
groups as well as how aging and older adults of varying backgrounds and experiences are treated
within society. Both current and historical status of older adults within and among various groups
are explored with regard to a social and behavioral science topics ijncluding health, work,
retirement, social programs, caregiving, religion/spirituality, family relationships and death and
dying.
3. Students examine theimplications of a diverse aging society with regard to government programs,
health care, resources, and current and future technological outcomes. In addition, students examine
the causes and implications of contemporary social issues including ageism, racism, sexism,
discrimination in the workplace, caregiving, health and illness.
15.
4.
Course content includes examinations of family relationships, the interdependence of generations
and the imapct of diverse experiences with regard to afing and older adults. This course uses a
number of approaches to afford students with a realistic appreciation of the lives of people from
groups and situations other than their own. Included throughout the course is an examination not
only of older adults current situations and statuses but also the personal, social, cultureal and
historical factors that have shaped their experiences.
5.
Students in this course explore a range of theories and perspectives related to diversity and aging. In
addition, students are asked to think critically about the developments, current status and future of
various age-related social concerns (ageism, inequities in service/social programs, etc.).
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.
5% Demographics of Aging and Diversity
SLO - 1
15% Meaning of Diversity
SLO - 2,3,4,5
15% Theorectical Perspectives
SLO - 1,3,5
10 % Media Representations/Portrayals
SLO - 3,4
20% Self Reflection on aging and diversity
SLO - 2,3,4
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20%
How diversity impacts the lives of older adults
SLO - 2,3,5
15%
Working with diverse populations
SLO - 2,3
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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 405, Aging and Diversity
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