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 415, Women and Aging
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 position of older women in society and issues that are unique to women as they
age. 3 Cr. 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.
Gerontology minors and undergraduate students with an interest in aging and/or women's issues. The
course currently serves as an elective for the Gerontology minors and Women's Studies majors and
minors.
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 currently offered every Spring 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 issues of gender or aging, no other programs or departments that
we are aware of offer an examination of the intersections of gender and aging.
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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 involvement 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
and aging. Specific areas that are addressed include issues of health, work/retirement, sexuality, kinship,
media representation and identity. Implicit in this analysis of women and aging is the intersection of race
and ethnicity, with gener, orientation, class and age. Learning activities in for this course include:
Developing an understanding of women's experience with aging; Understanding
perceptions/misperceptions about the aging experience for women; Analyzing and critiquing the existing
body of related research and popular culture; Developing and enhancing writing skills.
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.)
Responses are numbered in accordance with the SLOs above
1. Course content includes discussion of the various methods of studying aging as it related to gender and the
limitations of the current research. Students are exposed to a variety of aging demographics with regard to gender,
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, socioeconomic status) and to place
them into histoical as well as social contexts.
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2. This course focuses on human behavior with regard to the roles older women play in various societies and
groups as well as how aging and older women and varying of varying backgrounds and experiences are treated
within those groups/societies. Both the current and historical status of older women within and among various
groups are explored with regard to a social and behavioral science topics including health, identity, sexuality,
creativity, caregiving, work, economics and public policy.
3. Students examine the implications of aging for women with regard to government programs, health care,
resources and current and future technology outcomes. In addition, students examine the causes and implications
of contemporary social issues including ageism, sexism, racism, discrimination in the workplace, caregiving,
health and illness.
4. This course uses a number of approaches to afford students with a realistic appreciation of the lives of people
(and specifically women) from groups and situations other than their own. Included throughout the course is an
examination not only of oldere women's current situations and statuses, but also the personal, social, cultureal and
historical factors that shaped their experiences.
5. Students in this course explore a range of theories and perspectives related to women and aging. In addition,
students are asked to think critically about the development, current status and future of various age and gender
related concerns (ageism, sexism, , double and triple jeopardy, inequities in services/social programs, etc.).
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.
20%
Theories and Perpsepctives on Women and Aging: The Construction of Gender; Age; Feminism and
Aging; Research on Women and Aging
SLO - 1,2,3,4,5
20%
Issues of Identity: Aging Women; Media Representation of Women; Creativity and Older Women;
Intersection of Gender, Race, Ethnicity, Class, Orientation
SLO - 2,3,4
20%
Cognitive and Physical: Osteoporosis; Menopause; Sexuality,; Mental Health, Current Health
Research
SLO - 1,2,3,5
20%
Instrumental Issues: Caregiving and Support, Work and Economics
SLO - 2,3,4,5
20%
Social Issues: Politics ogf Gender; Public Policy; Ageism; Sexism; Women and Aging and the
Future
SLO - 3, 4,5
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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 415 Women and Aging
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