Gerontology Program Review Self Study Contents
Year 2008-2009
List of Tables and Appendices
Table 1: Gerontology Program Assessment Plan
Table 2: Results for each program goal.
Table 3: Programs Offered in Department
Table 4: CWU Student Learning Outcome Assessment Plan
Table 5: Results for each Student Learning Outcome.
Appendix A: Director Position Description
Appendix B: End of Major Assessment
Appendix C: End of Major Test Results Summary
Appendix D: Memorandum of Understanding (Kittitas Senior Network and CWU)
Appendix E: Summary of Cooperative Education Evaluations (Employer and
Student)
Appendix F: Program Promotion Activities
Appendix G: Summary of the Meaningful Connections Program
Appendix H: Results of 10/08 Alumni Survey
Appendix I: Penick CV
Appendix J: Training Manual for Meaningful Connections
1
I.
Introduction to Department/Program(s)
A.
Department/unit mission statement
Mission Statement
Gerontology Program
Central Washington University
The Gerontology program at Central Washington University provides instruction, research and
service to prepare students for current career options in working with the rapidly expanding
population of older adults.
Through a holistic approach, this interdisciplinary program helps students to:

Understand the range of social, psychological, and biological changes that occur in the
aging process.

Appreciate the political and economic implications of an aging society.

Learn through mutually beneficial opportunities with community partners through
internships, service learning and civic engagement.

Support quality of life throughout adulthood.

Encourage the maintenance of purpose and meaning at later stages of adulthood.

Value the role of diversity in gender, culture, race/ethnicity in adult development.
Ed. 5/16/07
2
B.
Brief description of department and program contexts including date of last
review
The CWU Gerontology program is an interdisciplinary program that has existed since
approximately 1978. It has been housed in a variety of departments, and has been housed in
Psychology since 1999 and directed by Jeff Penick. Dr. Penick was also director of the graduate
programs in Counseling in the Psychology Department from 2002-2006. That directorship is
particularly demanding—particularly given the Counseling program’s successful effort to gain
accreditation during that period. That position and the ongoing demands requisite with the
Counseling program have unfortunately contributed to less attention being put forth toward the
Gerontology program.
As it stands, the program requires few resources: it has a $3000.00 budget from the College of
the Sciences (COTS), the director is provided 3 credits reassignment (of 36 teaching credits), and
a small amount of staff support is infrequently required of the Psychology department. The
Gerontology program currently has 10 students (8 majors, 2 minors).
The Gerontology program has never been formally reviewed, but an informal assessment by
former director Charles McGehee is included below for its historical and content relevance.
An Assessment of the CWU Gerontology Program
Charles L. McGehee, Director
April 27, 1999
The gerontology program at CWU has been in existence for more than 20 years. During its
history it has been housed in a variety of departments including political science, where it
started, as well as psychology, family studies, anthropology, and the Office of the Dean of
Extended University Programs. At one point in its history it briefly enjoyed the status of
department. It’s most recent location as been in sociology where it has been since 1993.
The gerontology program is the only four-year undergraduate program in gerontology in the
Northwest, and, for that matter, the only program dedicated solely to gerontology either at the
undergraduate or graduate level in the Northwest. Oregon State University has a gerontology
track in their Family Studies graduate program, but that is the only other such program.
Now, as before, continued growth of the aging population has meant constant interest in the
program. Since gerontology has been in the sociology department, there have been consistently
between 15 and 18 majors registered as well as a smattering of minors, all without any attempt to
advertise the program. Annually 3-4 majors have been graduated, and all have found work in the
field if they wanted it, some even before they graduated. Although the number of graduates has
been small, the program has had little cost the University since it has no budget and the director
has been assigned 2 credits of his 36 credit load for running the program. The sociology
department has provided some secretarial assistance as well as office supplies and copying which
have been minimal.
3
The core program is interdisciplinary and consist primarily of existing courses offered by
sociology, psychology, family studies, and biology. Similar programs around the country are
also built around the core disciplines of sociology, psychology and biology. In the past leisure
studies and anthropology have also offered courses which were requirements, but due to funding
and staffing problems neither department currently participates in the program. Other
departments offer courses which are accepted as electives in the program, such as, political
science and administrative management. In addition to drawing on existing courses in the
constituent departments, the program offers credit under the GERO prefix for individual studies,
a capstone seminar, and field experience. For a catalogue description of the program see the
University catalogue or the program website at http://www.cwu.edu/~gero.
The program has been managed by a director in one of the constituent departments (or, as
mentioned, in one case the Dean of Extended University Programs who had a background and
interest in the subject), as well as by a committee of participating and interested faculty
associates. The committee has been fluid and unstable as time has gone by in that personal and
departmental interests in the program have waned and faculty have retired.
It has been increasingly difficult for certain departments to maintain their commitment to the
program. Leisure studies has already withdrawn its course in Leisure for Aging for financial
considerations. Since it was not a requirement in their major and since enrollments were
relatively low, they decided they could no longer offer it, though on one occasion, some three or
four years ago, the previous Provost granted the department $1,200 for an adjunct to teach the
course on a one-time basis. With the retirement of Bob Brown, who had initiated and long
taught the BISC 460, the Biology of Aging course, the biology department has had difficulty
maintaining the course in its curriculum. BISC 460 is not a requirement in any biology major,
and suffers from the fact that gerontology majors are not well-enough prepared to take a course
intended for biology majors while biology majors are less interested in a course which is beneath
their skill level. The current instructor, Phil Mattocks, says he has managed to bridge the gap,
but still, resources are very thin in biology and they can ill afford a class which serves primarily
another department. In any event, biology can offer the course only every other year, and it
remains to be seen how long they can continue the commitment.
Family studies has also cut back on its commitment to the program in that FSCS 435, Family
Gerontology, has been reduced from four to three credits. Last year they did offer a course on
Nutrition for Aging, however, but it has not been offered again nor, to my knowledge, is it
planned as a permanent course. Anthropology has not offered Anthropology of Aging since
Katie (Sands) McMillan retired four years ago. Tracy Andrews originally expressed interest in
teaching it when she was hired, however, for various reasons that has not happened. She
suggested substituting Medical Anthropology, which deal in part with aging, but that course
seems too tangential.
The gerontology program has not been refined for many years and contains courses and electives
which either no longer exist or make little sense under current conditions. The last functioning
advisory committee approved a major restructuring some four years ago reducing the major to 47
credits, but the changes have never been implemented out of respect for anthropology’s wishes
not to be eliminated from the program. At the same time they have not been able to commit to
teaching the Anthropology of Aging. I requested the previous dean of COTS approve the
changes, but this did not happen.
4
As it stands now, the gerontology program is in desperate need of revamping and streamlining. While
the commitment of psychology and sociology are strong, the other departments need support or
redefinition of their roles. This is especially true for biology which, in my view, is essential for the
program. I have come to believe that leisure studies is also essential, though I now believe that the
family studies’ course, Family Gerontology, is of marginal importance since it is highly repetitive of
both the sociological and psychological perspectives. Nutrition for Aging, on the other hand, could be
a very important component. I believe that courses in Law of Aging, potentially offered by law and
justice faculty, Economics of Aging, by the econ faculty, and Ethical Issues in Aging, by the
philosophy faculty, could be extremely important additions. I have discussed the prospects with chairs
of each of these departments and each has expressed interests. But because resources are limited, such
courses would also have to appeal to their own majors. This would mean that the gerontology majors
would have to have a background in the issues of the discipline in question which they currently do
not. The issue is the same as that which faces biology.
I believe the potential for gerontology is great, not only on campus but through distance education.
The program could easily be offered at our other sites as well as electronically. There is demand for
certification in gerontology for persons in various fields, especially in nursing and social work.
Workshops could be easily devised to meet the needs of certification without undermining the fouryear program.
For these changes to take place, however, the constituent departments, as departments, must
demonstrate a stronger commitment to the program. Up to now, the program has existed largely as a
labor of love of individual faculty. This has been both the strength and major weakness of the advisory
committee which has guided the program. Decisions have been made largely based on the interests of
the participating faculty associates. Things happened if they wanted them to happen within the limits
of their own domains. Similarly, things didn’t happen if they didn’t want them to.
It really makes no difference where the program is housed as long as it has support of the department
and enlightened advice. I believe the best way to guide the program is for the advisory committee to
be made up of representatives of the constituent departments. A constituent department would be
defined in terms of who actually offers courses in the program, not simply having a sentimental
attachment or hope to offer courses. Each department would put forth only one representative and the
representative would be chosen by the department chair. Representatives would be chosen based on
their creativity, energy, and interest in the subject and not necessarily because they teach a related
course or have had any clear experience in the field. The program director should have not only
signatory authority over all programmatic affairs but also veto power over the advisory committee.
The responsible deans should commit to supporting the program by committing to support the
constituent departments as much as possible. This may mean providing limited funds for adjuncts
where appropriate and encouraging the program to move beyond its boundaries to external audiences.
Such a program has great potential for generating outside income. Internal parochial interests should
not be allowed to stand in the way.
Gerontology students are often not academically strong. I think the program would gain from
requirements for acceptance into the major, such as a minimum GPA. If participating departments find
it hard to teach to our students because of their lack of preparation, we should insist that they be better
prepared. This is especially true in the area of biological sciences, but if other fields, such as
economics or law, are brought in, then gerontology students should be expected to take prerequisites
where appropriate.
Page 5
The gerontology program has the potential to become a very strong and well-attended program. With
advertising, a strengthened gerontology program in various forms could be very attractive. The
interest and market is there. As it is now, however, it is a sort of neglected step-child and is, if not
withering, at least not bearing the fruits it could and should. With departmental and institutional
commitment it can become much more than it is now.
C.
Describe departmental governance system and provide organizational chart for
department.
The Gerontology program is currently supported by an advisory committee who have input and
some of whom vote on decisions made.
GERONTOLOGY ADVISORY COMMITTEE
PROGRAM FACULTY (those who teach on a recurring basis, voting)
Jeff Penick
PSY
PSY452: Adult Development & Aging
Hong Xiao
SOC
SOC325: Aging
Laura Appleton
SOC
SOC320: Death and Dying
Linda Cashman
HHPN
NUTR441: Nutrition and Aging
Melody Madlem
HHPN
HED412: Health Aspects of Aging
AFFILIATE FACULTY (faculty with interests relevant to the program, non-voting)
Barbara Masberg
FCS (Recreation)
Harry Papadopoulos HHPN
SPECIAL APPOINTMENTS (professionals who bring expertise to the program, non-voting)
Theresa LaCroix
Ellensburg Adult Activities Center
Carol Findley
Retired and Senior Volunteer Program
Approved: 5/09/07
Ed.: 9/26/07
Page 6
D.
Page 7
Department/Program(s) (See Table 1 below for this information)
1.
List department/program goals (be sure to include goals for each degree program).
2.
Describe the relationship of each department/program(s) goal to relevant college
and University strategic goals. Explain how each relevant strategic goal(s) for the
University and college are being met within the department.
3.
Identify what data was used to measure (assess) goal attainment
4.
Describe the criterion of achievement (standard of mastery) for each goal.
5.
Describe the major activities that enabled goal attainment.
TABLE 1:
Gerontology Program Assessment Plan
Department/Program
Goals
Related College
Goals
Related University
Goals
Method(s) of Assessment
(What is the assessment?)
Who/What Assessed
(population, item)
When Assessed
(term, dates)
1. Assess and improve
curriculum
Goal I: Provide for an
outstanding academic
and student
experience in the
College of the
Sciences.
Goal I: Maintain and
strengthen an
outstanding
academic and student
life on the Ellensburg
campus.
Track/record curriculum
changes resulting from
a. review of other
Gerontology programs
b. recommendations
published by the
Association for
Gerontology in Higher
Education
c. program review meetings
d. Student End of Major
exam
Structure of the
program, including
courses offered.
Annual Spring
meeting of the
Gerontology
Advisory
Committee
Goal V: Achieve
regional and national
prominence for the
university.
2. Support faculty in
utilizing service
learning
opportunities tied to
classroom learning
Page 8
Goal V: Build
partnerships that
support academic
program quality and
student experiences
in the college of the
sciences, including
those with private,
professional,
academic,
government, and
community-based
organizations.
Goal IV: Build
mutually beneficial
partnerships with the
public sector,
industry,
professional groups,
institutions, and the
communities
surrounding our
campuses.
Percent of faculty of
required Gerontology
courses who offer service
learning opportunities.
Percent of faculty of
elective Gerontology
courses who offer service
learning opportunities.
Student end of major
assessment
Quarterly with
the end of major
assessment
Criterion of Achievement
(Expectation of how good
things should be?)
Program Advisory Committee
reviews the curriculum at the
annual Spring meeting
All recommended changes are
implemented and recorded, and
changes reflected in the CWU
catalog
Primary categories on the end of
major assessment receive an
average satisfactory or better
rating
Faculty of required
Gerontology courses
Faculty of elective
Gerontology courses
Annual (Spring)
review of
curriculum,
courses, syllabi
Needed courses such as
capstone and/or Legal/Ethical
Issues course are introduced into
the curriculum
A majority of faculty in required
Gerontology courses offer
service learning associated with
their course.
At least some of faculty in
elective Gerontology courses
offer service learning associated
with their course.
3. Strengthen
consistency
between syllabi
across departments
4. Design and utilize
an End of Major
Assessment
Instrument
Promote development
and sustenance of
interdisciplinary
courses and programs
to meet academic
need and new
direction.
Establish proximity
among programs in
order to foster
interdisciplinary
collaboration.
Support student
assessment within
academic programs
upon entry to and exit
from major.
Goal I: Maintain and
strengthen an
outstanding
academic and student
life on the Ellensburg
campus.
Goal I: Maintain and
strengthen an
outstanding
academic and student
life on the Ellensburg
campus.
Course syllabi for required
and elective courses are
reviewed for inclusion of
a. Learning objectives and
assessment methods
b. Standard description of
how the class meets
requirements for the
Gerontology program
c. Listing of primary
learning objectives for the
course related to the
Gerontology program
Potential items for the end
of major exam
Completed end of major
exam
Course syllabi for
required and elective
courses
5. Support student
learning through
mutually beneficial
opportunities with
community partners
through internships,
service learning and
civic engagement.
Goal V: Build
partnerships that
support academic
program quality and
student experiences
in the college of the
sciences, including
those with private,
professional,
academic,
government, and
community-based
organizations.
Goal IV: Build
mutually beneficial
partnerships with the
public sector,
industry,
professional groups,
institutions, and the
communities
surrounding our
campuses.
Student learning objectives
stated in internship
agreements
End of Internship
assessments for students
and site supervisors
Summary reports from
students who complete an
internship
Page 9
A majority of required courses
have syllabi meeting minimum
requirements for the program.
A majority of elective courses
have syllabi meeting minimum
requirements for the program.
Records from
Program Review
meetings
Summary data from
End of Major Exam
Schedule for use of the
exam
Data resulting from the
exam
Written agreements
between community
agencies and the
Gerontology Program
Annual (Spring)
review of
curriculum,
courses, syllabi
Quarterly,
records from
Program
Review
meetings
Spring,
summary data
from End of
Major Exam
MOU between
Kittitas Senior
Network and CWU
Application and
assessment forms
related to the
Gerontology
Internship
Quarterly, and
at Annual
(Spring)
program review
meeting.
End of Major Exam concept and
potential items presented at Fall
’07 program meeting.
Draft of End of Major Exam,
edited, accepted at Winter ’08
program meeting.
An average of “Satisfactory” or
better on all items
Currently drafted MOU between
Kittitas Senior Network and
CWU is accepted by all relevant
parties
All graduating Gerontology
Majors have completed a
minimum of 12 credits toward
internship
90% of all students and sites
reflect positive experiences in
internships.
Form developed to assess
achievement of Learning
Agreement Objectives (student
and site supervisor versions)
6. Strengthen program
promotion,
visibility and
awareness among
students, advisors,
and faculty
Ensure the viability,
currency, and quality
of
instructional
programs.
Goal V: Achieve
regional and national
prominence for the
university.
Count the number and
assess the intensity of
program promotion
opportunities utilized
Number and types of
program promotion
opportunities.
Quarterly, and
at Annual
(Spring)
program review
meeting.
New Program pamphlets and
flyers developed during the 0708 year
The number of Gerontology
majors doubles each year for 2
years
The “Wildcat Access”
advertising system in the SURC
is used during Wtr ’08 and Spr
’08 quarters
7. Promote
professional
responsibility in
students by
increasing the
emphasis of legal
and ethical
considerations in
Gerontology
Page 10
Promote development
and
sustenance of
interdisciplinary
courses
and programs to meet
academic need and
new
direction.
Goal I: Maintain and
strengthen an
outstanding
academic and student
life on the Ellensburg
campus.
Goal IV: Build
mutually beneficial
partnerships with the
public sector,
industry,
professional groups,
institutions, and the
communities
surrounding our
campuses.
Curriculum review
discussed at quarterly and
end of year review meetings
Curriculum change
proposals
Current program
curriculum
Quarterly, and
at Annual
(Spring)
program review
meeting.
New promotional pamphlet and
flyer is developed and
distributed
Necessary curriculum changes
are made and accepted.
Legal and Ethical issues in
Gerontology are covered in a
capstone course or in a
dedicated course
E.
List results for each program goal. (See Table 2)
1.
Provide results in specific quantitative or qualitative terms for each department/program(s).
2. Compare results to standards of mastery listed above.
3. Provide a concise interpretation of results.
Table 2: Results for each program goal.
Department/Program Goals
1. Assess and improve
curriculum
Method(s) of Assessment (What is the
assessment?)
Track/record curriculum changes resulting
from
a. review of other Gerontology programs
b. recommendations published by the
Association for Gerontology in Higher
Education
c. program review meetings
Results
a. no progress
b. no progress
c. no progress
d. an End of Major test was
developed (see Appendix B)
and used in 2008 with the
single graduating student and
will be used with graduates in
June 2009.
d. student End of Major exam
2. Support faculty in
utilizing service learning
opportunities tied to
classroom learning
Percent of faculty of required Gerontology
courses who offer service learning
opportunities.
Percent of faculty of elective Gerontology
courses who offer service learning
opportunities.
Page 11
Some courses are offered
with a service learning (ASL)
component (e.g., PSY452—
Adult Development and
Aging ), however the rate of
ASL in Gerontology remains
unknown.
Comparison of Results to
Mastery Listed in Table 1
 The Program Advisory
Committee has not met
during the 2008-9 academic
year.
 Some of the required and
elective courses for the
program have been
eliminated or are offered
sporadically during the last
2 years and curriculum
review is greatly needed.
 All categories in the end of
year assessment were at the
“average” or better
categories, but based on
n=1.
 The need for additional
courses has grown in the
last 2 years.
 It is likely that few of the
required courses utilize
ASL.
 The goal of use of ASL in
some of the elective courses
is likely met, but additional
data is needed.
Interpretation
Regular meetings of the
Program Advisory Committee
are needed.
The curriculum continues to
need review, particularly given
that some departments have cut
offerings of Gerontology
courses that are less essential
for their own programs.
The end of year assessment
should be continued and
additional data added.
The need remains for a course
addressing legal/ethical issues
in gerontology.
Further assessment through
review of syllabi is the next
step needed.
3. Strengthen consistency
between syllabi across
departments
Course syllabi for required and elective
courses are reviewed for inclusion of
a. Learning objectives and assessment
methods
b. Standard description of how the class
meets requirements for the Gerontology
program
4. Design and utilize an
End of Major Assessment
Instrument
c. Listing of primary learning objectives for
the courses related to the Gerontology
program
Potential items for the end of major exam
Completed end of major exam
Further work is needed on
goals a. and b.
Syllabi review and coordination
across departments remains a
goal for the program.
As a first step, the specific
learning objectives detailed in
the End of Major assessment
could provide a template and
instructors or their syllabi
could inform as to which
objectives are met by which
classes.
The End of Major
Assessment instrument has
been developed and is in use.
All goals are being met: test is
developed, being used, and
results presented
(see Appendix C).
Although results of the single
End of Year Assessment
indicate a “3” or higher on all
items, those items receiving a 3
deserve further review to assess
for program weaknesses.
a. The MOU has been wellreceived by community
agencies, but is not yet vetted
by the University.
b. All internship agreements
include relevant learning
objectives.
c. Career Services produces
both student and site
assessments.
d. all students complete
weekly journals and summary
reports
Vetting of the MOU by CWU
officials still is needed.
Continued work on full
acceptance of the MOU is
needed.
Goal c.: Learning objectives
specific for the Gerontology
program have not yet been
specified.
Schedule for use of the exam
5. Support student learning
through mutually beneficial
opportunities with
community partners through
internships, service learning
and civic engagement.
Data resulting from the exam
a. Written agreements between community
agencies and the Gerontology Program
b. Student learning objectives stated in
internship agreements
c. End of Internship assessments for students
and site supervisors
d. Summary reports from students who
complete an internship
Page 12
All graduates are required to
complete a 12 credit internship.
100% of students and sites
reflect positive experiences.
Development to assess
internship learning is not
needed, as Career Services
satisfies this.
Internship arrangements and
experiences are consistently
positive. More reliable return
of student assessments is
needed, however, as the return
rate appears lower than that for
site supervisors.
6. Strengthen program
promotion, visibility and
awareness among students,
advisors, and faculty
7. Promote professional
responsibility in students by
increasing the emphasis of
legal and ethical
considerations in
Gerontology
Page 13
Count the number and assess the intensity of
program promotion opportunities utilized
Curriculum review discussed at quarterly and
end of year review meetings
Curriculum change proposals
The number of promotion
opportunities has expanded in
the last 2-3 years, particularly
with the introduction of new
program fliers and posters.
No action taken on this item.
 New program
fliers/pamphlets have been
produced and used.
 The current number of
majors (~6) and minors (~4)
represents a small increase
in the last year, but these
numbers have mostly
remained static for some
time.
 The “Wildcat Access” TV
advertising system has been
used as planned last year,
but this was not repeated
this year.
 New program
fliers/pamphlets have been
distributed around campus
1-2x each quarter this year.
Goals not met.
An increase in program
visibility is associated with a
slight increase in
minors/majors, but further
program promotion is needed.
Program presence at university
promotion opportunities has
increased and been consistent
(see Appendix F).
These curriculum suggestions
will have to be undertaken
within the current climate of
course eliminations to
streamline departments.
Developing and maintaining
adequate curriculum is one of
the Program’s long-standing
challenges.
F.
Based on the results for each department/program(s) listed above describe:
1.
Specific changes to your department as they affect program(s) (e.g., curriculum, teaching methods).
2.
Specific changes related to the assessment process.
3.
Provide documentation of continuing program need including reference to the statewide & regional needs assessment
*Attach updated departmental/ programmatic assessment plans for the future (i.e., next five year period) (see Sample Table 1).
Note: this section has not been completed.
Page 14
II.
Description of degree programs and curricula
A.
List each degree program (undergraduate and graduate) offered in department by location, regardless of state or self support. Include
minor and undergraduate certificate program(s). (See Table 3)
Table 3 (Section II, A.)
Programs Offered in Department
Degree Program
Gerontology
Minor Programs
Gerontology
Page 15
Delivery Location(s)
CWU Ellensburg Campus
Delivery Location(s)
CWU Ellensburg Campus
Instructional Staff
Faculty Grad Assist.
FTE
FTE
0
0
# Students in Major
# Degrees Awarded
04- 05- 06- 07- 08- 04- 05- 06- 07- 0805 06 07 08 09 05 06 07 08 09
~5 ~5 ~5 ~5 6
?
?
?
1
1
Instructional Staff
Faculty
Grad
FTE
FTE
0
0
# Students in Minor
#Minors Completed
04- 05- 06- 07- 08- 04- 05- 06- 07- 0805 06 07 08 09 05 06 07 08 09
~3 ~3 ~3 ~3 2
?
?
?
?
?
B.
Courses, location, and faculty and student number for the following:
1.
2.
3.
General Education contributions
Professional Educators contributions
Service Course delivery
a.
courses delivered
b.
location
c.
instructional staff
d.
number of students
The Gerontology program is an interdisciplinary program without its own department. Courses are
“borrowed” from various departments, and the program produces no courses of its own.
C.
Required measures of efficiency for each department for the last five years
1.
SFR (FTES/FTEF) disaggregate data
These calculations are less relevant for the interdisciplinary Gerontology program, however, with
only 3 credits of release time for the program director, the program can be viewed as
having little cost to run.
2.
Average class size; disaggregate upper and lower division and graduate courses
Class sizes are determined by the various departments that have ownership of the
classes.
D.
Describe currency of curricula in discipline. How does the curriculum compare to recognized
standards promulgated by professionals in the discipline (e.g., state, national, and professional
association standards)?
The continuity of instruction in the Gerontology program has suffered in recent years by the difficulty of various
departments to offer the classes needed—often because these are specialized classes with lower enrollment.
Classes that are not currently offered or are infrequently offered include:
BIOL 456, Biology of Aging
PSY 455, Behavioral Medicine/Health Psychology
SOC 320, Death and Dying
SOC 325, Aging
SOC 327, Sociology of Health
SOC 330, Sociology of Leisure
SOC 373, Social Groups
(Required, no longer offered)
(Elective, infrequent)
(Elective, rarely offered)
(Required, Summers only)
(Elective, rare or no longer offered)
(Elective, no longer offered)
(Elective, no longer offered)
Given these recent losses, major weaknesses in the curriculum are in the biological and end of life areas.
E.
Page 16
Effectiveness of instruction - Describe how the department addresses the scholarship of teaching
with specific supporting documentation including each of the following:
1.
Departmental teaching effectiveness – report a five-year history of the “teaching
effectiveness” department means as reported on SEOIs, indexed to the university mean on
a quarter-by-quarter basis.
2.
What evidence other than Student Evaluation of Instruction (SEOI) is gathered and used in
the department to evaluate the effectiveness of instruction?
To this point the Gerontology program has relied on each department to manage and assess
instruction within the departments that offer our classes. SEOI data and other measures of teaching
effectiveness are available in each department for each of their courses.
3.
Effectiveness of instructional methods to produce student learning based upon
programmatic goals including innovative and traditional methods – examples include:
a.
Collaborative research between student and faculty
b.
Inquiry-based, open ended learning
c.
Use of field experiences
d.
Classic lectures
e.
Lecture and inquiry based guided discussions
f.
Service learning or civic engagement
g.
Other innovative methods (e.g., online integration)
Field experience in the form of 12 credits of required internship is a highly emphasized component of the
Gerontology curriculum. Positive relationships are maintained with several agencies, particularly in
Ellensburg. These agencies include:
Hospice Friends
Aging and Long Term Care
Royal Vista Nursing Home
Kittitas Valley Health and Rehabilitation Center
Dry Creek Assisted Living
Hearthstone Assisted Living
RSVP – Retired and Senior Volunteer Program
Appendix E, demonstrates the generally positive reviews of these internship experiences by both students
and the agencies involved.
Although a goal of the program is to develop a stronger service learning focus, it is not clear that this is
occurring. However, PSY452-Adult Development and Aging for the last four years has provided a model
for the use of service learning as a course component. Jeff Penick, Gerontology Program Director, teaches
that course and also offers the civic engagement portion of the class (The Meaningful Connections
Program) as a civic engagement opportunity for undergraduate students without the class. To date the
program has involved 130 students and 95 older adult participants. It also has provided research/thesis
opportunities for several graduate and undergraduate students. A summary of the program is presented in
a manuscript that is currently in revision for publication in the Journal of Teaching of Psychology
(Appendix G).
Page 17
F.
Degree to which distance education technology is used for instruction.
1.
ITV
2.
Online
Distance/online technology has not been an emphasis for the Gerontology program. One of the electives,
PSY 455, Behavioral Medicine/Health Psychology has this year been offered in an online format.
G.
Assessment of programs and student learning (see Table 4)
1.
List student learner outcomes for each graduate and or undergraduate degree program and
note how the outcomes are linked to department, college and university mission and goals.
a.
Describe the specific method used in assessing each student learning outcome.
Also specify the population assessed, when the assessment took place, and the
standard of mastery (criterion) against which you will compare your assessment
results. If appropriate, list survey or questionnaire response rate from total
population (e.g., alumni, employers served).
Table 4 summarizes assessment of student learning, however to this can be added the results of an alumni survey
performed in late 2008. The results of this survey are presented in Appendix H. The survey suffered from a poor
return rate (3 surveys returned), however did reveal potential gaps in student learning, specifically in the
following areas:
 Communication in care settings
 Medications
 Case management
 Elder abuse
 Palliative care
 Administration
Page 18
Table 4: CWU Student Learning Outcome Assessment Plan
Program: Gerontology
Student Learning
Outcomes
(performance,
knowledge,
attitudes)
1. Students will be
able to describe the
range of social, and
psychological
changes that occur
in the aging
process.
Related Program/
Departmental
Goals
Related
College Goals
Related University
Goals
Method(s) of
Assessment
(What is the
assessment?)*
Who Assessed
(Students from
what courses –
population)**
Understand the
range of social,
psychological, and
biological changes
that occur in the
aging process.
Goal I:
Provide for an
outstanding
academic and
student
experience in
the College of
the Sciences.
Goal I: Maintain and
strengthen an outstanding
academic and student life
on the Ellensburg campus.
Course grades
for Gerontology
majors
FCSF 435 – Family
Gerontology
PSY 452 – Adult
Development and
Aging
SOC325 - Aging
End of major test
Goal V: Achieve regional
and national prominence
for the university.
Review of
assessment
forms and logs
related to
internships.
When
Assessed
(term, dates)
***
Quarterly in
courses.
Major GPA at or above 2.25 for
all graduates.
End of major
test each
quarter for
graduating
majors.
Averages for items on the end of
major test are “satisfactory” or
above
Upon
completion of
internship.
Evaluation of internship
assessment forms reflect
application of skills, knowledge,
attitudes in at least one major
Student learning Outcome goal.
Quarterly in
courses.
Student portfolios hold
assignments from a majority of
classes reflecting performance,
knowledge, attitudes.
Major GPA at or above 2.25 for
all graduates.
Review of
student
portfolios.
2. Students will be
able to describe the
range of biological,
physiological and
health changes that
occur in the aging
process.
Understand the
range of social,
psychological, and
biological changes
that occur in the
aging process.
Goal I:
Provide for an
outstanding
academic and
student
experience in
the College of
the Sciences.
Goal I: Maintain and
strengthen an outstanding
academic and student life
on the Ellensburg campus.
Course grades
for Gerontology
majors
End of major test
Goal V: Achieve regional
and national prominence
for the university.
Review of
assessment
forms and logs
related to
internships.
Review of
student
portfolios.
Page 19
BIOL 201 –
Human Physiology
BIOL 456 –
Biology of Aging
HED 412 Health
Aspects of Aging
Hed 410 –
Community Health
NUTR 441 –
Nutrition and
Aging
PSY 455–
Behavioral
Medicine and
Health Psychology
SOC 327 –
Sociology of
Health
Standard of Mastery/
Criterion of Achievement
(How good does performance
have to be?)
End of major
test each
quarter for
graduating
majors.
Upon
completion of
internship.
Averages for items on the end of
major test are “satisfactory” or
above
Evaluation of internship
assessment forms reflect
application of skills, knowledge,
attitudes in at least one major
Student Learning Outcome goal.
Student portfolios hold
assignments from a majority of
classes reflecting performance,
knowledge, attitudes.
3. Students will
recognize and
appreciate the
political and
economic
implications of an
aging society.
Appreciate the
political and
economic
implications of an
aging society.
Goal I: Provide
for an
outstanding
academic and
student
experience in
the College of
the Sciences.
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Goal V:
Achieve
regional and
national
prominence for
the university.
4. Students will be
able to describe the
medical, nutritional,
and care giving needs
associated with
aging.
Understand the
range of social,
psychological, and
biological changes
that occur in the
aging process.
Goal I: Provide
for an
outstanding
academic and
student
experience in
the College of
the Sciences.
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Goal V:
Achieve
regional and
national
prominence for
the university.
Page 20
Course grades for
Gerontology majors
End of major test
Review of
assessment forms and
logs related to
internships.
ADMG 371Administrative
Management
POSC 320 – Public
Administration
POSC 325 – Intro to
Public Policy
Review of student
portfolios.
Course grades for
Gerontology majors
End of major test
Review of
assessment forms and
logs related to
internships.
Review of student
portfolios.
Quarterly in
courses.
Major GPA at or above 2.25 for all
graduates.
End of
major test
each quarter
for
graduating
majors.
Averages for items on the end of
major test are “satisfactory” or
above
Upon
completion
of
internship.
BIOL 201 – Human
Physiology
BIOL 456 – Biology
of Aging
HED 412 Health
Aspects of Aging
Hed 410 –
Community Health
NUTR 441 –
Nutrition and Aging
PSY 455- Behavioral
Medicine and Health
Psychology
SOC 327 – Sociology
of Health
Quarterly in
courses.
End of
major test
each quarter
for
graduating
majors.
Upon
completion
of
internship.
Evaluation of internship
assessment forms reflect
application of skills, knowledge,
attitudes in at least one major
Student learning Outcome goal.
Student portfolios hold
assignments from a majority of
classes reflecting performance,
knowledge, attitudes.
Major GPA at or above 2.25 for all
graduates.
Averages for items on the end of
major test are “satisfactory” or
above
Evaluation of internship
assessment forms reflect
application of skills, knowledge,
attitudes in at least one major
Student learning Outcome goal.
Student portfolios hold
assignments from a majority of
classes reflecting performance,
knowledge, attitudes.
5. Students will value
the role of diversity
in gender, culture,
race/ethnicity in adult
development.
6. Students can
recognize the
ethical and legal
issues frequently
involved in working
with and caring for
older adults.
Value the role of
diversity in gender,
culture,
race/ethnicity in
adult development.
Appreciate the
political and
economic
implications of an
aging society.
Learn through
mutually beneficial
opportunities with
community
partners through
internships, service
learning and civic
engagement.
Support quality of
life throughout
adulthood.
Page 21
Goal I: Provide
for an
outstanding
academic and
student
experience in
the College of
the Sciences.
Goal I: Provide
for an
outstanding
academic and
student
experience in
the College of
the Sciences.
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Goal V:
Achieve
regional and
national
prominence for
the university.
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry and
encourage
civility, mutual
respect, and
cooperation.
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Goal V:
Achieve
regional and
national
prominence for
the university.
Course grades for
Gerontology majors
End of major test
Review of
assessment forms and
logs related to
internships.
PSY 454 – The
Helping Interview
PSY 452 – Adult
Development and
Aging
HED 410 –
Community Health
SOC 325 – Aging
Review of student
portfolios.
Course grades for
Gerontology majors
End of major test
Review of
assessment forms and
logs related to
internships.
Review of student
portfolios.
Quarterly in
courses.
Major GPA at or above 2.25 for all
graduates.
End of
major test
each quarter
for
graduating
majors.
Averages for items on the end of
major test are “satisfactory” or
above
Upon
completion
of
internship.
New course to be
proposed for this
content area.
Evaluation of internship
assessment forms reflect
application of skills, knowledge,
attitudes in at least one major
Student learning Outcome goal.
Student portfolios hold
assignments from a majority of
classes reflecting performance,
knowledge, attitudes.
Quarterly in
courses.
Major GPA at or above 2.25 for all
graduates.
End of
major test
each quarter
for
graduating
majors.
Averages for items on the end of
major test are “satisfactory” or
above
Upon
completion
of
internship.
Evaluation of internship
assessment forms reflect
application of skills, knowledge,
attitudes in at least one major
Student learning Outcome goal.
Student portfolios hold
assignments from a majority of
classes reflecting performance,
knowledge, attitudes.
Encourage the
maintenance of
purpose and
meaning at later
stages of
adulthood.
Value the role of
diversity in gender,
culture,
race/ethnicity in
adult development.
7. Students can
describe end of life
issues.
Understand the
range of social,
psychological, and
biological changes
that occur in the
aging process.
Support quality of
life throughout
adulthood.
Encourage the
maintenance of
purpose and
meaning at later
stages of
adulthood.
Value the role of
diversity in gender,
culture,
race/ethnicity in
adult development.
Page 22
Goal I: Provide
for an
outstanding
academic and
student
experience in
the College of
the Sciences.
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Goal V:
Achieve
regional and
national
prominence for
the university.
Course grades for
Gerontology majors
End of major test
Review of
assessment forms and
logs related to
internships.
Review of student
portfolios.
BIOL – Biology of
Aging
FCSF 435 – Family
Gerontology
SOC 320 – Death and
Dying
Quarterly in
courses.
Major GPA at or above 2.25 for all
graduates.
End of
major test
each quarter
for
graduating
majors.
Averages for items on the end of
major test are “satisfactory” or
above
Upon
completion
of
internship.
Evaluation of internship
assessment forms reflect
application of skills, knowledge,
attitudes in at least one major
Student learning Outcome goal.
Student portfolios hold
assignments from a majority of
classes reflecting performance,
knowledge, attitudes.
8. Students will be
able to demonstrate
effective
administration skills
through program
development,
administration, and
evaluation.
Learn through
mutually beneficial
opportunities with
community
partners through
internships, service
learning and civic
engagement.
Goal I: Provide
for an
outstanding
academic and
student
experience in
the College of
the Sciences.
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Goal V: Build
partnerships
that support
academic
program quality
and student
experiences in
the college of
the sciences,
including those
with private,
professional,
academic,
government,
and
communitybased
organizations.
Goal V:
Achieve
regional and
national
prominence for
the university.
End of major test
Review of
assessment forms and
logs related to
internships.
All students taking
Gero 490—Internship
Upon
completion
of
internship.
All students experience program
development, administration,
and/or evaluation during their
internship (as specifically stated in
the Internship Agreement)
Goal IV: Build
mutually
beneficial
partnerships
with the public
sector,
industry,
professional
groups,
institutions,
and the
communities
surrounding
our campuses.
*Method(s) of assessment should include those that are both direct (tests, essays, presentations, projects) and indirect (surveys, interviews) in nature
**Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers – see NWCCU standard 2.B.2)
***Timing of assessment should be identified at different transition points of program (i.e., admission, mid-point, end-of-program, post-program)
Page 23
2.
List the results for each student learning outcome. (See Table 5)
a.
b.
c.
Provide results in specific quantitative or qualitative terms for each learning outcome.
Compare results to standards of mastery listed above.
Provide a concise interpretation of results.
Table 5: Results for each Student Learning Outcome.
Student Learning Outcome
1. Students will be able to
describe the range of social,
and psychological changes
that occur in the aging
process.
Method(s) of Assessment (What is the
assessment?)
Course grades for Gerontology majors
End of major test
Review of assessment forms and logs related
to internships.
Review of student portfolios.
Results
Review of course grades and
use of student portfolios have
not yet been integrated as
regular forms of assessment.
End of major test results
(Appendix C) are positive,
but additional data of this
type over time is needed.
Both student and site
supervisors have praised the
internship experience
(Appendix E).
2. Students will be able to
describe the range of
biological, physiological
and health changes that
occur in the aging process.
Course grades for Gerontology majors
End of major test
Review of assessment forms and logs related
to internships.
Review of student portfolios.
Page 24
(see above)
Comparison of Results to
Mastery Listed in Table 1
 Evaluation of graduate
GPAs has not yet been
instituted as a regular
assessment method.
 Results from the End of
Major test (Appendix C)
are positive, but based on
N=1.
 Evaluations of internship
assessment forms
(Appendix E) meet
criterion.
 Implementation of student
portfolios has not yet
occurred.
 (see above)
Interpretation
Procedures for regular
assessment of graduate GPAs
should be implemented.
The End of Major test and
internship evaluations are
positive, but data should
continue to be gathered to
verify. These results are
somewhat countered by weak
points identified in the Alumni
Survey (Appendix H).
Along with future review and
adjustments of the program
curriculum, consideration
should be given to how/if
professional portfolios should
be used.
(see above)
3. Students will recognize
and appreciate the political
and economic implications
of an aging society.
Course grades for Gerontology majors
(see above)
 (see above)
(see above)
(see above)
 (see above)
(see above)
(see above)
 (see above)
(see above)
(see above)
 (see above)
(see above)
(see above)
 (see above)
(see above)
End of major test
Review of assessment forms and logs related
to internships.
4. Students will be able to
describe the medical,
nutritional, and care giving
needs associated with aging.
Review of student portfolios.
Course grades for Gerontology majors
End of major test
Review of assessment forms and logs related
to internships.
5. Students will value the
role of diversity in gender,
culture, race/ethnicity in
adult development.
Review of student portfolios.
Course grades for Gerontology majors
End of major test
Review of assessment forms and logs related
to internships.
6. Students can recognize the
ethical and legal issues
frequently involved in
working with and caring
for older adults.
7. Students can describe end
of life issues
Review of student portfolios
Course grades for Gerontology majors
End of major test
Review of assessment forms and logs related
to internships.
Review of student portfolios.
Course grades for Gerontology majors
End of major test
Review of assessment forms and logs related
to internships.
Review of student portfolios.
Page 25
8. Students will be able to
demonstrate effective
administration skills
through program
development,
administration, and
evaluation.
Page 26
End of major test
Review of assessment forms and logs related
to internships.
The end of major test
(Appendix C) (based N of 1)
indicates moderate sense of
capability in admin. and
evaluation. Additional
information from the Alumni
Survey (Appendix H)
indicates some need to
augment teaching of
administrative skills and only
moderate preparation
regarding program
evaluation. The objective
measures of the Coop. Ed.
evaluations (Appendix E) do
not provide a measure of this
development. None of these
measures assess program
development.
 There are some positive
indicators regarding
administration and program
evaluation skills. Current
measures do not assess
program development skills
gained in the program.
Indirect measures through the
End of Major Test and Alumni
Survey are somewhat useful in
this assessment, but more
direct measures such as
questions in weekly/final
internship logs may be more
effective at this assessment.
3.
Based upon the results for each outcome listed above describe:
a.
Specific changes to your program as they affect student
learning (e.g., curriculum, teaching methods.
b.
List specific changes related to assessment process if any.
*Attach an updated programmatic student outcome
assessment plan for the future (i.e., next five year period)
(see Sample Table 4).
Note: This section has not been completed.
Page 27
III.
Faculty
A.
B.
C.
D.
Faculty profile – Using attached chart show faculty participation for
mentoring student
research, professional service activities, scholarly activities including
grant writing and teaching? (Designate graduate or undergraduate
publications or creative activities.) (See Sample table 5)
Copies of all faculty vitae.
Faculty awards for distinction: instruction, scholarship, and service
Include in appendices performance standards by department, college and
university.
The faculty of the Gerontology program are based in eight departments: Biology,
Family and Consumer Sciences, Health Education, Psychology, Sociology,
Information Technology and Administrative Management, Nutrition, and
Sociology. The specific faculty teaching the courses that are used in the
Gerontology curriculum can vary by quarter depending on each department’s
needs.
The vitae for the program director, Jeff Penick, who also consistently teaches the
PSY452—Adult Development and Aging course, is available as Appendix I.
IV.
Students – For five years
A.
Student accomplishments (include SOURCE, career placement
information, etc.). List students working in field; students placed in master’s or
doctoral programs.
There is currently no system in place for monitoring the post-graduate placement
of Gerontology students.
B.
Provide one masters project (if applicable); two will be randomly selected
during site visit. Available in either the library or through the
departmental office.
N/A
The Gerontology program is an undergraduate program only.
C.
Describe departmental policies, services, initiatives, and documented
results for successful student advising.
The Gerontology program director serves as the program’s student advisor.
However, there are no policies in place that limit who can serve as advisor, and it is
possible for other faculty on the Gerontology advisory committee to serve as a
Gerontology advisor. Success in advising is based on students obtaining all required
credits. This advising can be complex in more recent times, as course availability has
Page 28
been shrinking at times and frequently appropriate course substitutions need to be made
to fulfill the requirements (e.g., program approved electives are generally used to
substitute for BIOL456-Biology of Aging, which is no longer offered, and relevant
Health, Psychology, and Sociology courses are used to substitute for electives that are
sometimes not available. Based on this trend of increasing use of course substitutions,
one goal for the Gerontology program needs perform a curriculum review to bring in
other, more available courses into the program to provide adequate course availability
and flexibility for students.
D.
Describe other student services offered through the department including
any professional societies or faculty-led clubs or organizations and their
activities.
Seven years ago, when the Gerontology program had approximately 12 majors, the
students organized a Gerontology student club that enjoyed support from Campus Life.
With a decrease in the number of Gerontology students, there has not been a student club
in recent years.
The Meaningful Connections Program is required as a service learning component of
PSY452—Adult Development and Aging, which all students take, and frequently
Gerontology students volunteer for the program as a civic engagement experience outside
of the class (See Appendix G and Appendix I for summaries and training materials
for that program).
V.
Facilities & Equipment by location
A. Describe facilities available to department and their adequacy (program
delivery location, size, functionality, adjacencies, lighting, ventilation,
finishes, plumbing, electrical outlets, etc.). Describe anticipated needs in the
next three to five years.
B. Describe equipment available to department include program delivery location
and its adequacy (office furniture, instructional fixtures, lab equipment,
storage cabinets, specialty items, etc.) Describe anticipated needs in the next
three to five years.
C. Describe technology available to department include program delivery
location and its adequacy (computers, telecommunications, network systems,
multi-media, distance education, security systems, etc.). Describe anticipated
needs in the next three to five years.
The facilities, equipment, and technology available to instructors vary by department, but
basic technology (computers and projectors) has become increasingly common in
classrooms across departments and can generally be counted on by instructors. The
Psychology Department which now houses the Gerontology program has basic
presentation technology in all classes or a rolling computer cart and projector is available.
With a lack of a centralizing department, distant education has not been a goal of the
Page 29
program, however, some individual online classes are at times being offered (e.g., PSY
455—Behavioral Medicine/Health Psychology, Spring 2009). Computer rooms are
available for students around campus, but one is specifically located in the Psychology
building and is available for students to use.
Anticipated needs include the ongoing upgrading of technology in classrooms, including
Smart Board interactive white boards.
VI.
Library and Technological Resources by location
A.
Describe general and specific requirements for library resources by
program and location that assist in meeting educational and research
objectives. Indicate ways in which the present library resources satisfy and
do not satisfy these needs. Describe anticipated needs as to the next 5 year
period.
B.
Describe the information technologies faculty regularly and actively
utilize in the classroom. Describe anticipated needs as to the next five year
period.
C.
Describe technology available to department and its adequacy. Describe
anticipated needs as to the next five year period.
Library resources include:
 Ageing and Society
 Aging Health (Online)
 Annual Review of Gerontology and Geriatrics
 Biogerontology (online)
 Geriatrics and Gerontology International (online)
 Journal of Applied Gerontology
 The Journals of Gerontology: Psychological and Social Sciences
In addition, journal articles from sources other than CWU can be ordered online, and
CWU participates in a system of interlibrary loans (the Orbis Cascade Alliance) that
includes 36 universities, colleges, and community colleges in Oregon and Washington
Private and public institutions.
Page 30
VII.
Analysis of the Review Period
A.
What has gone well in the department and each degree program(s)?
1. Explain accomplishments of the past five years.
2. How have accomplishments been supported though external and
internal resources?
With relatively little cost or investment by the University, the Gerontology
program continues to draw a regular, if small, number of students. Recent
increases in program promotion seem to be associated with small increases in
number of students.
In the last three years the regular meeting of the College of the Sciences
Interdisciplinary Programs Directors has provided a useful source of information
and continuity between programs in COTS.
B.
What challenges exist for the department and for each degree program?
1. Explain major challenges of the past five years.
2. List likely causes of each challenge as supported by documented
evidence.
Primary challenges:
1. The 3 credits of release for directing the program is insufficient for moving
the program from existing to thriving.
2. The Program Director, Jeff Penick, is not able to give sufficient time to the
program, given his past role as Program Director for the Counseling Programs,
Co-Director of the Community Counseling and Psychological Services Center,
and his on-going primary role as faculty member in the demanding master’s
degree programs in Counseling.
3. Given the above two challenges, the program advisory committee has not
been meeting on a regular basis. Gerontology faculty do not have a sense of
belonging or contributing to this degree program.
4. There has been a low number of students in the program for several years
(currently 8 majors and 2 minors).
C.
What past recommendations from the previous program review have been
implemented?
1. How has each recommendation been implemented and how have
the department and degree programs been impacted?
2. Which recommendations were not implemented and why?
Page 31
N/A: there have been no previous program reviews.
D.
Make a comparison between the last program review and where the
department is now.
1. How have the advances been supported (e.g., internal and external
resources)?
2. Are there still outstanding, unmet needs/challenges from the last
program review? What has the department done to meet these
challenges?
N/A there have been no previous program reviews.
Category VIII. Is the single most important category in the self-study document.
VIII. Future directions
A.
Describe the department’s aspirations for the next three to five years.
B.
In this context, describe ways the department or unit plans to increase
quality, quantity, productivity, and efficiency as a whole and for each
program. Provide evidence that supports the promise for outstanding
performance.
C.
What specific resources would the department need to pursue these future
directions?
D.
What do you want us know that is not included in this self-study.
Given the small budget and small release time for the Program Director, the Gerontology
program remains a surprisingly efficient program with little cost to the University.
However a plan needs to be developed to provide stronger leadership
General goals:
1. Stronger, more consistent leadership of the program, including regular input and
involvement from the advisory committee and faculty instructors.
2. Continue to develop the visibility and promotion of the program to draw more students
to the program including promotion off campus at 2-year programs.
3. Develop specific goals for the role of Gerontology in the University at large in
contributions to civic planning, housing, social advocacy, retirement and care giving.
This might be better done through the concept of a Center for Gerontology (education,
research and social advocacy) rather than just an academic program.
4. Support the program director through adequate release time or perhaps split the
leadership across departments in a way that spreads support and awareness across facets
of the university.
Page 32
IX.
Page 33
Suggestions for the program review process or contents of the selfstudy?
Appendix A: Director Position Description
Director, Gerontology Program
Position Description

Schedule and set agenda for the advisory committee

Monitor currency of program charter; propose amendments as needed

Provide oversight of curriculum and assessment

Provide strategic planning in coordination with the Advisory Committee

Provide program budget planning and oversight

Coordinate student recruitment.

Assign students to program advisors, and provide advising as needed

Approve courses of study

Provide program review

Work with department chairs to coordinate course scheduling

Recruit faculty for class instruction and the Advisory Committee; negotiate with
department chairs and deans to fulfill staffing needs

Serve as liaison and advocate to other academic administrators

Provide other duties as specified in the program charter

Provide other duties as assigned by the dean of the college where the program
resides

Develop and maintain contacts with potential internships and employment sites

Recruit community professionals to serve on the advisory committee as nonvoting members

Develop program marketing materials as needed
Ed. 5/30/06
Page 34
Appendix B: End of Major Assessment
GERONTOLOGY PROGRAM
ASSESSMENT OF STUDENT LEARNING OBJECTIVES
Please indicate to what degree you achieved the following
goals in the Gerontology Program (circle one):
Understand the range of social, psychological,
and biological changes that occur in the aging
process.
Did not achieve/learn
this
Fully achieved/learned
this
Appreciate the political and economic
implications of an aging society.
1
2
3
4
5
Learn through mutually beneficial opportunities
with community partners through internships,
service learning and civic engagement.
1
2
3
4
5
Support quality of life throughout adulthood.
1
2
3
4
5
Encourage the maintenance of purpose
and meaning at later stages of adulthood.
1
2
3
4
5
Value the role of diversity in gender, culture,
race/ethnicity in adult development.
1
2
3
4
5
1
2
3
4
5
Page 35
GERONTOLOGY: SPECIFIC LEARNING OBJECTIVES
Please indicate to what degree you feel confident in your knowledge in the following areas of
gerontology practice (circle one):
Very Little
Confidence
Full
Confidence
Healthy Aging
 Maintaining well-being
 Physical: exercise, balance, motor skills,
gait, hygiene
 Mental- coping, changing thinking, memory
 Social
 Sexual
1
2
3
4
5
Alzheimer’s/Dementia
 General information
 Treatment/therapies: psychotherapy,
maintaining mobility, drug interactions
 Behavior – includes management
 Support/ social activities
 Assessment
1
2
3
4
5
Physiological Changes in the Aging Process
 The aging process
 Appearance, senses, kinesthesis
 Muscles and bones
 Cardiovascular and respiratory systems
 Nervous system
 Endocrine system
 Immune system
1
2
3
4
5
Physical Illnesses/Diseases
 Skin care: prevention, assessment, positioning,
infection control, wound care, MRSA
 Physical Illnesses/Diseases
 Rehab: PT, OT, rehab
 Incontinence
 Cardiac
 Diabetes
 Feeding: dealing with loss of taste, smell,
sensory functions
 Osteoporosis
 CVA-NDT (stroke)
1
2
3
4
5
Page 36
Very Little
Confidence
Psychological Changes in the Aging Process
Full
Confidence
1
2
3
4
5
Mental health issues and needs
 Depression: assessment, treatment
 Anxiety
 Mental health assessment, status; state; capacity
 Grief-bereavement & loss, counseling
 Mental illness
 Isolation, loneliness
 Denial
 Alcohol/substance abuse/dependency
1
2
3
4
5
Behavior Problems
 Assessment, management
 Aggressive/combative
 Hoarding
 Medications
 Self-neglect
 Alcoholism
 Motivational interviewing (therapy)
1
2
3
4
5
Psychosocial changes in adulthood
 Roles in the family
 Friendship patterns
 Career development
1
2
3
4
5
Communication
 With clients/patients
 With family
 Teamwork—RN/MD, care planning
 Among staff
 Advocacy: raising community awareness
of elder issues
1
2
3
4
5
Dietetics/Nutrition
 Nutrition
 Hydration
1
2
3
4
5



identity development
self-concept
Cognitive changes, memory, intelligence
Page 37
Very Little
Confidence
Full
Confidence
Medications
 Effect on older adults
 Interactions
 Side effects & reactions, polypharmacy
 Usage/dosage
 Psychoactive
 Compliance/Adherence: costs, drug holidays
1
2
3
4
5
End of life Issues
 Quality of life
 Supporting patients/family
 Decisions, advance directives
1
2
3
4
5
Case Management
 Community Resources/services, how to access
 Benefits: Medicaid, Medicare, Social Security
 Insurance: health, long-term care
 Legal rights, competency evaluation;
use of restraints
 Financial issues: management, transferring
resources for family
 Transportation
 Alternate living options
 Discharge planning
 Employment for older adults
 Disabled access
1
2
3
4
5
Caregivers
 Caregivers’ issues
 Of dying patients
 Of those with Alzheimer’s/dementia
 Support/counseling of caregivers
1
2
3
4
5
Elder Abuse
 Physical, mental
 Exploitation/financial
1
2
3
4
5
Environment
 Falls prevention
 Risk assessment
1
2
3
4
5
Palliative Care
 General
 Hospice
Page 38
1
2
3
4
5
Very Little
Confidence
Full
Confidence
Administration
 Organizational management
 Grant writing
 Program Administration
1
2
3
4
5
Legal/Ethical Issues in Gerontology
1
2
3
4
5
Research and Program Evaluation
1
2
3
4
5
Thank you for your assistance with our survey.
Ed. 4/08
Page 39
Appendix C: End of Major Test Results Summary
END OF MAJOR TEST
SUMMARY
Scores are based on 1-5 Likert Scale
OBJECTIVES BASED ON MISSION
STATEMENT
Understand the range of social, psychological,
and biological changes that occur in the aging
process.
Appreciate the political and economic
implications of an aging society.
Learn through mutually beneficial opportunities
with community partners through internships,
service learning and civic engagement.
Support quality of life throughout adulthood.
Encourage the maintenance of purpose and
meaning at later stages of adulthood.
Value the role of diversity in gender, culture,
race/ethnicity in adult development.
SPECIFIC LEARNING OBJECTIVES
Healthy Aging
Alzheimer's/Dementia
Physiological Changes in the Aging Process
Physical Illnesses/Diseases
Psychological Changes in the Aging Process
Mental health issues and needs
Behavior Problems
Psychosocial changes in adulthood
Communication
Dietetics/Nutrition
Medications
End of life Issues
Case Management
Caregivers
Elder Abuse
Environment
Palliative Care
Administration
Legal/Ethical Issues in Gerontology
Research and Program Evaluation
Page 40
Score Means
2007-8
2008-9
(N=1)
5
4
5
N/A
4
4
4
4
5
4
4
4
4
4
4
5
3
3
4
4
3
3
3
3
3
3
2009-10
Appendix D: Memorandum of Understanding (Kittitas Senior Network and CWU)
RECOMMENDATIONS FOR USING CWU TEACHING, SERVICE, AND RESEARCH
ACTIVITIES IN AGING-RELATED AGENCIES IN ELLENSBURG
Several overlapping goals are incorporated in these recommendations:

To develop reciprocal, beneficial interactions between the University and community
agencies.

To help provide worthwhile, meaningful experiences for students so that they may gain
interest and experience in the well-being of older adults in our communities.

To facilitate useful experiences for CWU faculty and students while ensuring the greatest
possible benefits for the community partners involved.
Specifically, the purpose of these recommendations is to:
1.
Help agencies take advantage of potential University faculty and student resources
and services by expressing general needs and considerations for volunteering,
participating, or other involvement with these community partners.
2.
Assist University faculty who wish to involve aging-related agencies in their
teaching, research and service by clarifying requirements for volunteering and other
involvement with these agencies and those they serve.
RECOMMENDATIONS:
1.
Having students involved in longer term interactions through internships, cooperative
education, or service learning projects is often seen as the ideal interaction. Shorter,
1-3 hour, single-session visitations may be harder to accommodate and may need
greater lead time for agency preparation.
2.
For shorter, single-session assignments involving student visitation or interviews,
having classes come as a group unit is often easier for agencies to accommodate. As
an alternative, agency staff or coordinators may also be invited to do class
presentations.
3.
Ideally faculty should introduce themselves to agency coordinators before assigning
classes or individuals to work or visit there. Familiarity between faculty and agency
staff will enhance the relationships between the University and community partners
and can provide faculty with vital information regarding the needs of the agency.
Page 41
4.
Faculty should contact agency coordinators prior to sending students to the agency in
order to help design class requirements that are a good fit with agency needs,
requirements, and time frames involved.
5.
Many aging-related agencies work under state regulations requiring a background
check of volunteers. In these cases, contacting the agency with at least one month
lead time is needed to assure that a student or class can work with the agency and
those they serve.
6.
Ideal faculty and student research projects are those that involve direct benefits to the
agency involved and those they serve.
7.
All agencies have concerns and requirements around privacy and confidentiality.
Maintaining privacy and confidentiality in reports, projects, and other
communications outside the agency should be discussed with students and classes
prior to their participation.
Page 42
Appendix E: Summary of Cooperative Education Evaluations (Employer and Student)
EMPLOYER EVALUATION OF COOPERATIVE
EDUCATION
(Answers range from 1-5, poor-excellent)
Mean Min Max
Productivity
Attitude
Preparation
Dependability
Quality of Work
Creativity
Initiative
Communication Skills
Judgment
Interpersonal Relationships
Overall Rating
4.4
3
5
4.7
3
5
4.2
3
5
4.8
4
5
4.8
3
5
4.2
3
5
4.2
3
5
4.5
3
5
4.6
3
5
4.6
3
5
4.6
3
5
N=
10
STUDENT EVALUATION OF COOPERATIVE
EDUCATION
(Answers range from 1-5, poor-excellent)
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
Work Experience
Employer's Supervision
Cooperativeness of fellow workers
Expected tasks versus actual tasks
Accomplishment of learning objectives
Appropriate levels of responsibility
Human relations skills development
Communication skills development
Creativity skills development
Critical thinking skills development
Problem solving opportunities
Value of experience in achieving career goals
Information and planning of CFE
Faculty contact during CFE
Faculty advisor helpfulness
Overall evaluation of Field Experience
N=
Page 43
Mean Min Max
5
5
5
5
5
5
4.5
4
5
4.5
4
5
5
5
5
4.5
4
5
5
5
5
5
5
5
4.5
4
5
5
5
5
5
5
5
5
5
5
5
5
5
4.5
4
5
4.5
4
5
5
5
5
2
Appendix F: Program Promotion Activities
GERONTOLOGY PROGRAM
STUDENT RECRUITMENT OPPORTUNITIES
EVENT
APPROX
DATE
Sat., Oct 27
20062007
20072008
20082009
20092010
Fall Admissions
Y
Y
Y
Open House
Health Professions Nov 1
N
Y
Y
Fair
Majors Fair
Feb 13
Y
Y
Y
(Career Services)
Spring Accepted
~April 18
Student Open
(Sat.)
?
Y
Y
House
New Student
~July 25
N
Y
Orientation
Transfer
July 30 and
N
Y
orientations
August 1
OTHER RECRUITMENT/PROMOTION OPPORTUNITIES
Wildcat Access
N/A
N
Y
N
Screens SURC
Observer Spring
June 1
N
Y
Y
Orientation Edition
Program
N/A
Y-Wtr
Pamphlet, Poster
N/A
N/A
Y-Spr
Distribution
Pamphlets to
N/A
Academic Advising
N
Y-Fall
Liaison
(Davida Stafford)
UNIV 101,
N/A
Academic Advising
N
N
N
Seminar.
TOTAL
ACTIVITIES FOR
THE YEAR
Page 44
2
9
7
20102011
Appendix G: Summary of the Meaningful Connections Program
Running head: MEANINGFUL CONNECTIONS: USING INTERGENERATIONAL
Meaningful Connections:
Using Intergenerational Service Learning in Teaching Adult Development
Jeff Penick
Central Washington University
Lisa Moore
The Georgia School of Professional Psychology
Joy Stochosky
Northwest Associates
Yakima, WA
Page 45
Abstract
This paper describes the integration of intergenerational civic engagement and service
learning in an Adult Development and Aging course. This model provides an example of
learning via action and engagement in community service that is appropriate for a variety
of psychology classes. This project also outlines the use of program evaluation using
quantitative and qualitative perspectives to view the impact on older adult and student
participants.
Page 46
Meaningful Connections:
Using Intergenerational Service Learning in Teaching Adult Development
In higher education there has been an increased recognition of the need for civic
education of students, and instructors have increasingly involved students in active
participation in their communities. Service learning courses provide unique opportunities
for enriched, meaningful learning in classes, promote the civic education of students, and
provide benefits to community stakeholders. The Meaningful Connections Program
described here provides an example of the use of intergenerational service learning to
contribute to the objectives of an Adult Development and Aging course while meeting
other professional development and civic engagement roles.
The issues of ageism and associated stereotypes are increasingly gaining
recognition as social problems in need of interventions. This trend is likely due to the fact
that the United States is “becoming a society of older people” and that as our population of
older adults continues to increase, negative stereotypes may continue to portray older
adults as “rigid, unable to cope, irrelevant, and worthless” (Aday, 1996, p. 143). Currently,
approximately one in eight Americans is an older adult. The older population is expected
to increase even more between the years 2010 and 2030 when the baby boomers reach
their mid-sixties. In addition to the large number of people reaching old age (65 years and
older), the number of the oldest old (85 years and older) is expected to double by 2020,
reaching an estimated 7.3 million (AOA, 2005).
Unfortunately students in healthcare professions generally view working with older
adults as low-priority (Kaempfer, 2002). At the same time, desire and willingness to work
with older adults in any field will become increasingly important in meeting the needs of
an aging population that continues to grow exponentially. Healthcare professions will soon
be in great need of specialized professionals who have demonstrated knowledge and
Page 47
comfort in working with older adults. The healthcare and geropsychology fields that
directly serve older adults have been reporting an “undersupply” of professionals who can
provide services to older adults (Hinrichsen, 2000).
Finding strategies to help clinicians and other service providers increase their
knowledge and comfort in working with older adults is going to become more important as
the older population grows and requires a larger and larger percentage of resources. Four
primary variables appear to be related to choice in working with older adults
(Myllykangas, 2004). These four variables included: past experience, perceptions of
support, feelings of comfort, and feelings of competence. The feelings of comfort and
competence were found to be the most influential in identifying the choice to select careers
emphasizing work with older adults. The challenge then is to find interventions for
students and employees in multiple fields that can aid in increasing feelings of comfort and
competence.
Exposure to various populations is assumed to produce many positive impacts,
including increases in understanding, appreciation, and sensitivity regarding populationspecific differences. For college-level students, opportunities to interact with older adults
can lead to increased levels of interest in and understanding of older adults and may also
impact the students’ career decision making.
Educators in psychology undergraduate courses are increasingly attracted to the use
of service learning pedagogy to combine real-life contact with learning. Service learning
provides unique opportunities for enriched, meaningful learning in classes, promotes the
civic education of students, and provides benefits to community stakeholders.
With these goals in mind, the Meaningful Connections program was designed as a
reciprocal education/growth program coordinated between Central Washington University
(Psychology and Gerontology Programs, Civic Engagement Center) and the local senior
Page 48
center and two assisted living facilities. In this service learning program, undergraduate
students are matched with community seniors and interact in small discussion groups with
the dual intent of (a) providing opportunities for undergraduate students to gain interest
and experience in the well-being of older adults in our communities and (b) positively
impacting the sense of purpose, personal meaning and social interest in participating older
adults.
The Role of Service Learning and Civic Engagement
The Meaningful Connections program combines concepts of civic engagement and
service learning. Both civic engagement and service-learning aim for a reciprocal and
mutually beneficial relationship for all stakeholders, not just students. A true partnership is
the development and implementation of a program with equal involvement by all involved
(Clark, 1999). In this way, two groups are served in structured civic engagement
programs–the university community, comprising of faculty, staff, instructors, and student
volunteers; and community stakeholders, comprising of community-based organization
staff and individual community participants (Bringle & Hatcher, 1996).
Civic engagement can involve several levels of committed service, including
volunteerism, service learning, cooperative education, or internship projects. Students
become more aware of the problems of society and can use their experiences and skills to
act on social problems (Bringle, 2004).Civic engagement and the service learning
pedagogy both help students to “acquire the philanthropic habits that will enrich their lives
and contribute to their communities both through their professional roles and through their
roles as citizens” (Bringle, p.12). Service Learning classes engage students in service
activities directly related to the goals of the class in order to attain two goals: (a) provide
service activities that benefit community stakeholders (e.g., agency, clients, community)
Page 49
and (b) meet the educational objectives of the course by connecting service experiences to
specific spheres of knowledge (Bringle; Koliba, 2000).
Beling (2003) describes service learning as an instructional method that “combines
community service with explicit academic learning objectives, preparation, and reflection”
(p. 32). He notes several primary goals of service learning: to provide service to the
community, to have students apply classroom concepts to a real-life setting, and to bring
community-based experiences back to the classroom via reflection. In using service
learning with courses such as Adult Aging and Development, university student volunteers
obtain an experiential understanding of their classroom curricula, and community
participants also benefit from the services rendered.
The role of intergenerational service learning has been gaining attention, especially
in courses such as Adult Development and Aging. Peacock, Bradley, and Shenk (2001)
defined intergenerational service learning as connections between older and younger
individuals in meaningful and productive interactions within a community setting. The
goals are to provide older adults with service, and younger individuals with learning
opportunities.
The Efficacy of Intergenerational Service Learning
Studies and program evaluations of intergenerational service learning with older
adults involve volunteers ranging from children to middle-age. Programs involving
children are generally based on the idea that negative attitudes toward the elderly develop
early in childhood; and that positive, personal, meaningful contact between generations
reduces negative stereotypes (Pinquart & Wenzel, 2000; Sanders, 2003).
A range of studies have evaluated the effect of “cross-age teaching” (Aspras, 1997)
and other intergenerational service learning programs involving children (Aday, 1996;
Larson, 2006; Pinquart & Wenzel, 2000). Aspras’ 5-year longitudinal study, and Larson’s
Page 50
meta-analysis made particularly useful contributions. All studies consistently report on the
success of personal contact in contributing to more positive attitudes about older adults.
Intergenerational programming involving children appears to reduce misperceptions of
aging and decreases negative biases. Larson’s comprehensive review additionally revealed
increases in self-esteem and school achievement in the children involved.
In studies of intergenerational service learning involving college students, there
appear to be three variables of interest commonly found. These variables are student
attitudes toward older adults (Hegeman, Horowitz, Tepper, Pillemer, & Schultz, 2002;
Shapiro, 2002), student attitudes toward community service (Dorfman, Murty, Ingram, &
Evans, 2002), and student attitudes toward working with older adults (Greene, 1998;
Hegeman et al.).
Studies involving college-based intergenerational programs consistently point to
the positive impact on student participants (Angiullo, Whitbourne, & Powers, 1996;
Bringle and Kremer, 1993; Dorfman et al., 2002; Greene, 1998; Gutheil, 2006; Harris,
Changas, & Palmore, 1996; Kirkpatrick & Brown, 2006; Krauss, Whitbourne, Collins, and
Skultety, 2001). One successful intergenerational program relied on e-mail contact
between older adults and students” (Dorfman, 2002). Positive benefits included having a
more positive view of aging and aging services, and improved student knowledge and
comfort levels with older adults. Most students reported a reciprocal learning experience,
having provided clients with information and support while also having gained insight and
experience with the elderly populations in their respective communities. However, less
appears to be known about the impact on older adult participants.
In one study findings were mixed, and some students reported an increase in anxiety when
realizing the extent of physical limitations that some older adults have (Williams &
Kovacs, 2001). Despite the number of positive findings, some believe that students
Page 51
viewing physical limitations, lack of motivation, and declining cognition (dementia) in
older adult participants might reinforce negative attitudes about old age (Pinquart &
Wenzel, 2000). Based on the research to date positive changes in interest in careers related
to aging have been shown, but in at least one study, attitudes toward working with older
adults did not change due to the program intervention (Hegeman et al., 2002).
Description of The Meaningful Connections Program
The Meaningful Connections program is designed to bring together undergraduate
students and older adults in guided, small group discussions. The program seeks to provide
lasting, positive benefits to both groups of participants. For the student participants,
program goals include: (a) making connections between their education and career
interests, (b) increasing their understanding and sensitivity toward issues of older adults,
and (c) providing the opportunity to contribute through civic engagement activities. For
older adult participants, the program aims to reduce stereotyped beliefs about young adults
and to positively impact their sense of purpose, personal meaning, and social interest. The
program also aims to build reciprocal, beneficial relationships between the community and
Central Washington University.
Meaningful Connections is offered in a service learning format to support selected
classes and also to volunteers across a range of classes as a more general civic engagement
program opportunity. The program is offered in two types of settings. One setting is the
community’s senior center, comprised of older/retired adults who continue to live
independently in the community and actively participate in various center-sponsored
activities. The other setting includes two local assisted-living facilities, comprised of
residents who have previously resided independently but who now require residential
assistance for activities of daily living, based on both mental and physical disabilities and
decline. Ongoing program evaluation is an important element of the Meaningful
Page 52
Connections Program and provides assessment of the impact on participants and
opportunities for improvements in the program.
Recruitment/Training
For older adult participants, on-site program staff at the local senior center and at
participating assisted living facilities work with the Meaningful Connections Program
Director to schedule recruitment meetings and discuss any screening concerns. Meetings
for older adults are held at their respective sites and include program information and the
opportunity to have questions answered. In an orientation meeting for older adult
participants, precautions that protect the participants and the program’s reputation are
reviewed. These include that they should self-disclose in discussions at a comfortable
level; to be protective of sensitive information; that students cannot physically assist
residents, but may alert staff for assistance; and to avoid giving expensive gifts to students.
Most student participants are involved as a requirement of the Adult Aging and
Development course. An alternative assignment is offered to those who could not
participate for any reason. For other student participants, recruitment occurs through
selected courses within the Psychology, Sociology, Family & Consumer Sciences, Civic
Engagement/Education, and other departments in order to recruit from a wide-range of
students who may potentially work with older adults in future careers.
Prior to the first meeting of each Meaningful Connections cycle, student volunteers
are required to attend an orientation meeting. They are first provided with informed
consent and data-gathering instruments. In addition to program evaluation forms, students
complete mandatory applications for the university’s civic engagement office and either
the city or the private company associated with the site (e.g., background check). This is
followed by a review communication skills related to interacting with older adults.
Students are given a training manual (Penick, 2007) that contains the program’s mission
Page 53
statement and goals, information about site locations and associated times/days of the
week, safety precautions in working with this vulnerable population, and also the request
for volunteer adherence to privacy/confidentiality guidelines. This packet is provided to the
students at the initial meeting and remains available at program sites and the CWU Civic
Engagement Office.
Program Delivery and Format
Each week, in the role of instructor of the class or program director, the “leader” is present
to greet students and older adults as they arrive and provide all participants with preprinted name tags. In a large-group format, the leader provides a brief welcome, brief
processing of the discussions so far, and short introduction of that week’s topic. This brief
large-group introduction helps develop cohesion for the whole group of participants while
most of the interactions occur in smaller groups. Participants then form groups of four at
individual tables. There are typically two older adults and two students at each table, with
frequent variations in this ratio based on absences, desire for new partners, and other
factors. Ideally, more or less permanent pairings occur between older adult and student
participants to allow greater comfort in the relationships and to encourage self-disclosure.
Once seated in small groups, program staff provided conversation prompts to each
participant to initiate the 45 minute discussion. The instructor or other assigned facilitators
visit each table for a few minutes to interact, and provide facilitative feedback on the
process and communication at each table.
The conversation prompts used are lists of open-ended questions provided in two
distinct columns: one for students and one of similar questions for older adults. These
prompts provide direction, but participants are also encouraged to elaborate and even to go
on tangents. The topics aid in guiding participants through descriptions of their experiences
Page 54
and plans, leading to thoughtful, optimistic interactions between the two generations of
participants. These topics include the following:
1.
Introductions
2.
Hobbies (things I enjoy doing)
3.
Travel (places I’ve been, places I want to go)
4.
Career (my work and contributions)
5.
Relationships: (Friendships, family, dating & partnerships)
6.
Purpose and Meaning (goals in life, sources of meaning)
7.
Who am I? (How I’ve changed and stayed the same)
8.
Wisdom (my knowledge, experiences, growth)
9.
Reflections and Closing
These prompts are printed in large font size (16 point) to allow for maximum readability
for all participants. The broad topics addressed are based on Erikson’s (1959) theory and
also incorporate the concepts life review and reminiscence.
Theoretical Underpinnings of the Meaningful Connections Program
Erikson's (1959) Theory of Psychosocial Development
Student Participants: Stage 5: Identity vs. Role Confusion (Age 12 – Early
Adulthood).
The adolescent identity crisis involves developing values and beliefs about many areas of
social, political, religious, sexual and career identity. The interaction and communication
involved in the Meaningful Connections Program give young adults the opportunity to
discover themselves as adults.
Student Participants: Stage 6: Intimacy vs. Isolation (Early Adulthood). Through
their discussions, students altruistically give of themselves to others and test their ability to
Page 55
form new relationships. They feel connected and appreciate the rewards of feeling that they
are an important part of the world.
Older Adult Participants: Stage 8: Ego Integrity vs. Despair (Older Adulthood).
Integrity can be achieved in older adults engaging in self-evaluations and by reminiscing in
order to recapture some memorable events in their history. Through the self-review
process, older adults may move closer to an attitude of self-acceptance, of feeling content
and worthwhile (Schneider, Kropf, & Kisor, 2000).
Individual Psychology/Meaning and Purpose
In Individual Psychology, healthier, more developed goals are oriented toward the
social interest and welfare of others. Young adult participants of the program are able to
strengthen their sense of place in society. However, in the period of late adulthood,
individuals experience a shift from a person-based social interest to a sense of community
feeling or self-transcendence through a more spiritual state of harmony with the larger
universe (Penick, 2004). Another guiding focus of the Meaningful Connections program is
the importance of purpose and meaning in all stages of life. An important role of the Adult
Aging and Development course can to prepare future professionals to consider and
appreciate the role of purpose and meaning in the lives of the long range of older
adulthood.
Reminiscence/Life Review
Reminiscence is viewed as part of the normal life process that is crucial to the
emotional livelihood of an older adult. Reminiscence helps to resolve past conflicts. It can
also highlight the skills and coping mechanisms older adults have used to help them
through crises in their lives and regain a sense of control over their unique situations (Tice
& Perkins, 1996). Similarly, life review is often a necessary and healthy process for
maintaining mental health in older individuals. Life review is used as a clinical
Page 56
intervention to aid well-being and is important for self-acceptance, life planning, and
deciding upon material and emotional legacies (Schneider, et al., 2000).
Group Work principles
One goal of Meaningful Connections is to take advantage of principles and
therapeutic factors recognized in the group work literature. Specifically, concepts of safe
self-disclosure, cohesion, universality, altruism, and existential growth have an important
role in the small group discussions (Yalom & Leszcz, 2005).
Strategies Used to Link the Service Learning Project with Course Content
Civic engagement and service learning programs stress reflection activities that
provide crucial links between educational objectives and community service activities.
Reflection can occur in several formats including individual student journals, collective
group journals, reflective essays and assessment measures (Campus Compact, 2001).
A number of other strategies can be used to enhance and verify student learning and
growth and to be sure that the activity helps to meet the educational objectives of the
course. Online discussion groups provide a useful place to reflect on the experience and
connect course content to observations. These online forums also helps the student feel less
isolated in the more socially challenging aspects of the interactions and provides a place to
express any concerns about their older adult partners should the student recognize any
health changes. Similarly, class discussions can be used to bring community-based
experiences back to the classroom via reflection. Infusion of the experiences into class
lectures can further relate service experiences to specific areas of knowledge. In the Adult
Aging and Development course, for instance, service learning experience with older adults
in Meaningful Connections is especially related to topics such as physical and health
changes, cognitive abilities, social roles, work and retirement, stress and coping, and death
and bereavement.
Page 57
Program Evaluation
Program evaluation that assesses the wide-ranging impact on student and
community participants is an integral component of the Meaningful Connections program.
In order to obtain qualitative responses about multiple areas of interest regarding the
Meaningful Connections program’s impact on volunteers, a questionnaire was created by
program staff in order to capture perceptions of change in multiple areas, as well as to
obtain suggestions for program improvements. Both students and older adults were given
respective versions of this questionnaire for purposes of program improvements and
additional areas for research. For students, a career-focused set of questions assesses
subjective levels of desire, willingness, and abilities has changed (or remained the same)
over the course of their program experiences. Another instrument was used to assess
changes in attitudes toward older adults.
Attitudes Toward Older Adults
It was expected that student participants would report a positive change in attitudes
about older adults. Participants for this aspect of program evaluation included 30
undergraduate student participants of Meaningful Connections program across two years
who completed the pre- and post-tests.
Instrument. The Aging Semantic Differential Scale (ASD; Sanders & Pittman,
1987) was used to measure of attitudes toward older adults. The ASD scale (Appendix E)
was developed by Sanders and Pittman in 1987, using past work done by Falls in 1975.
This 19-item version served as a measure of attitudes toward older adults. Each item is
scored so that a lower value indicates a more positive attitude or belief toward older adults.
Each item has a range of response from 1 to 7, so the full possible range of scores with this
version was 133 (most negative) to 19 (most positive). Sanders and Pittman reported that
the ASD has strong internal consistency and produced a Cronbach’s alpha of 0.90.
Page 58
Students completed the ASD both before and after program participation, providing total
scores for comparison over time to assess for change in attitudes toward older adults.
Results. Results (Table 1) indicate that there was a significant decrease in ASD
scores from pre- to post-test for student participants. Based on the scoring of the ASD, this
decrease indicates a shift toward more positive attitudes toward older adults.
----------------------------------------Insert Table 1 about here
-----------------------------------------
Desire, Ability, and Willingness to Work With Older Adults
In another line of program evaluation, student changes in career interests were the
primary focus. It was expected that student participants would report an increase in desire,
ability, and willingness to work with older adults. Descriptive statistics gathered at the
post-test point for 21 of 25 student participants during the 2006-2007 academic year were
used to assess for perceived changes in these variables. These career-focused set of
questions identify how students’ subjective levels of desire, willingness, and abilities have
changed (or remained the same) over the course of their program experiences.
Results. Table 2 displays the number and percentage of students who indicated that
they decreased, stayed the same, or increased on these variables. None of the students
reported that their levels of desire, perceived ability, or willingness had decreased
following participation in the program. Relatively few reported that these levels had
stayed the same (9.5-19%), while a majority (81-90.5%) reported that their levels of desire,
perceived ability, and willingness had increased following participation in the program.
----------------------------------------Insert Table 2 about here
Page 59
----------------------------------------Additional questions asked that students consider any changes they have noticed in
themselves and representative responses include:
1. “I have found that seniors and I have a lot more in common than I previously
believed.
Also, they were a lot easier to open up to and a lot more understanding and
accepting
than I thought they would be.”
2. “I don’t make as many assumptions based on age. I am more considerate toward
older
citizens.”
3. “Getting a chance to interact with the elderly has always been a bit
uncomfortable in
the past, so this has helped me become MUCH more comfortable.”
4. “I’ve become more outgoing and interested in learning more about elderly
people and
people in general.”
5. “I like that many of my prior misconceptions of older adults have been broken
and that
I have a more positive outlook now on their population as a whole.”
6. “I have noticed I am more patient and I talk more with my grandparents.”
Limitations
The evaluation work for programs such as Meaningful Connections may be limited
in its ability generalize because of the self-selection bias of the volunteering students. Also,
the program’s volunteer pool is intended to be relatively small each year and so at this
Page 60
point there are small sample sizes for statistical comparisons. Ongoing program evaluation
will all for the gathering of a larger, more reliable data set with more generalizable results.
Few intergenerational programs appear to have data related to long-term impact as
a result of program participation and contact with older adults. Future longitudinal research
might effectively show how Meaningful Connections, despite the short time-frame of the
actual program cycles, impacts participants long-term.
Finally, as with many intergenerational programs, it has proven more difficult to
assess for changes in the older adult participants. Currently a qualitative study is being
developed to better understand the themes of discussion among the older adult participants.
Challenges Faced
Some programmatic limitations have been noted by the student and older adult
volunteers. For instance, a frequent suggestion is to expand session time limits (currently
45 minutes to 1 hour) and the length of program cycles (currently 10 weeks based on the
quarter schedule). Another common suggestion made by the student participants was to
more heavily encourage show-and-tell and also to provide discussion topics ahead of time
for all participants as a way to deepen the conversation prompts by being allowed to plan
for the discussions. Although the current discussion prompts allow for engaging
discussions as noted by participants, some students provided feedback stating that they felt
limited by the discussions and would have enjoyed more creative options at the meetings.
Recommendations for Faculty
Locating appropriate sites for conducting service learning and negotiating
arrangements with agencies are important and often under-emphasized elements of
developing a service learning course. These agreements ensure the seamless interaction
between the classroom and community agencies and help to maintain community leaders’
perceptions of service learning and other civic engagement activities.
Page 61
Meaningful Connections provides supportive discussion meetings emphasizing the
entire lives of participants. When emphasis is placed on the individual as a whole person,
and not on aging-related illnesses or injuries, it seems that more positive bonds and
relationships arise from participation.
The Meaningful Connections program incorporates a number of factors that seem
to contribute to the success of the program. These factors include: volunteers from both the
student and older adult populations; emphasis on the benefits of civic engagement; training
materials, orientation meetings and closing sessions to prepare participants for what they
can expect from the program; regular, ongoing meetings between the two groups;
structured discussion prompts that provide the opportunities for reminiscence and
relationship-building and build basic understanding of one another; and opportunities for
all participants to provide feedback about their experiences with the program. Other useful
components are the strategies used to link service learning with course content and
supervision and facilitation of the guided discussions.
However, other effective service learning projects are simpler and may not
incorporate all of the components described above. Generations United (1994) has
suggested the following assessment and evaluation methods: interactive sessions, selfreporting questionnaires, pre-testing and post-testing, and interviews. Others have
emphasized the qualitative participant reflective journal as an important component to
program evaluation (Generations United). The reflection component may be found in
several formats including individual student journals, collective group journals, and
reflective essays.
Service learning can serve several layers of educational goals beyond the objectives
of a particular class. As the Meaningful Connections program has grown, it has created
opportunities for undergraduate and graduate leadership and research. Repeating
Page 62
undergraduate students often become involved at higher levels that help them gain
experience in needs assessment, program development, program evaluation, and the
application of statistics. The program has also provided opportunities for graduate student
work in research, program development/evaluation, and counseling (group work).
Conclusions
Service-learning has the potential to benefit at least five important stakeholders:
participating students, faculty, academic institutions, community organizations, and
community members. The use of service-learning in psychology classes such as Adult
Development and Aging holds tremendous promise as a curricular strategy for preparing
students for their roles as a health professionals and citizens. This method can enhance
faculty teaching and enables community organizations and community members to play
significant roles in how professionals are educated (Seifer, 1998).
Layfield (2001) highlights the need to “bridge the gap” between generations if
society intends to meet the needs of its older adult members. The use of intergenerational
service learning in classes such as Adult Development and Aging provides connections
with older generations. Biases and stereotypes about older adults are eliminated through
personal contact, positive activities, and the formation of relationships between those of
different generations. The Meaningful Connections Program uses intergenerational service
learning to provide a comfortable and supportive environment for undergraduate students
to challenge previously-held biases and consider future work with older adults.
Page 63
References
Aday, R. H., Sims, C. R., McDuffie, W., & Evans, E. (1996). Changing children’s
attitudes toward the elderly: The longitudinal effects of an intergenerational partners
program. Journal of Research in Childhood Education, 10, 143-151.
Angiullo, L., Whitbourne, S. K., & Powers, C. (1996). The effects of instruction and
experience on college students’ attitudes toward the elderly. Educational
Gerontology, 22, 483-497.
Aspras, M. (1997). Cross-age teaching + community service = enhanced self-esteem.
Journal of Family and Consumer Sciences, 89, 28-31, 47.
Beling, J. (2003). Effect of service-learning on knowledge about older people and faculty
teaching evaluations in a physical therapy class. Gerontology & Geriatrics
Education,
24, 31-46.
Bringle, R. G., & Kremer, J. F. (1993). Evaluation of an intergenerational service-learning
projects for undergraduates. Educational Gerontology, 19, 407-416.
Clark, P. G. (1999). Service-learning education in community academic partnerships:
Implications for interdisciplinary geriatric training in the health
professions.Educational
Gerontologist, 25, 641-660.
Dorfman, L. T., Murty, S. M., Ingram, J. G., & Evans, R. J. (2002). Incorporating
intergenerational service-learning into an introductory gerontology course. Journal
of
Gerontological Social Work, 39, 219-240.
Erikson, E. H. (1959). Identity and the life cycle. New York: Norton.
Generations United. (1994). Young and old serving together: Meeting community needs
through
America.
Page 64
intergenerational partnerships. Washington, DC: Child Welfare League of
Greene, D. (1998). Student perceptions of aging and disability as influenced by service
learning. Physical & Occupational Therapy in Geriatrics, 15, 39-55.
Gutheil, I., Chernesky, R. H., &Sherratt, M. (2006). Influencing student attitudes toward
older adults: Results of a service-learning collaboration. Educational Gerontology, 32,
771-
784.
Harris, D. K., Changas, P. S., &Palmore, E. B. (1996). Palmores’s first facts on aging quiz
in a
multiple choice format. Educational Gerontology, 22, 575-589.
Hegeman, C. R., Horowitz, B., Tepper, L., Pillemer, K., & Schultz, L. (2002). Service
learning
in elder care: Ten years of growth and assessment. Journal of
Gerontological Social
Work, 39, 177-191.
Hinrichsen, G. A. (2000). Knowledge of and interest in geropsychology among
psychology trainees. Professional Psychology: Research & Practice, 31,
442-445
Kaempfer, D., Wellman, N. S., &Himburg, S. P. (2002). Dietetics students’ low
knowledge, attitudes, and work preferences toward older adults indicate need for
improved education about aging. Journal of the American Dietetic Association,
102,
197-203.
Koliba, C. J. (2000). Moral language and networks of engagement: Service-learning and
civic
education. American Behavioral Scientist, 43, 825-838.
Larson, R. (2006). Building intergenerational bonds through the arts. Generations, 30, 3841.
Layfield, K. D. (2001). Intergenerational service learning: Bridging the gap between two
golden ages. The Agricultural Education Magazine, 74, 18-19.
Peacock, J. R., Bradley, D. B., &Shenk, D. (2001). Incorporating field sites into servicelearning
Page 65
as collaborative partners. Educational Gerontology, 27, 23-35.
Penick, J. M. (2004). Purposeful aging: Teleological perspectives on the development of
social interest in late adulthood. Journal of Individual Psychology, 60, 219-233.
Penick, J. (2007). Meaningful Connections: Training Orientation Manual [Brochure].
Ellensburg, WA: Author.
Pinquart, M., & Wenzel, S. (2000). Changes in attitudes among children and elderly
adults in intergenerational group work. Educational Gerontology, 26, 523-540.
Sanders, C. (2003). Study shows views of aging are affected by contact with the elderly.
Daily Herald, Arlington Heights, Ill: Nov. 11, 2003, p.3.
Schneider, R. L., Kropf, N. P., & Kisor, A. J. (2000). Gerontological Social Work:
Knowledge,
Service Settings, and Special Populations (2nd ed.). California:
Brooks/Cole Publishing Company.
Seifer, S. D. (1998). Service-learning: Community-campus partnerships for health
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education. Academic Medicine, 73, 273-277.
Shapiro, A. (2002). A service-learning approach to teaching gerontology: A case study of a
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year undergraduate seminar. Gerontology & Geriatrics Education, 23, 25-35.
Tice, C. J., & Perkins, K. (1996). Mental Health Issues and Aging: Building on the
Strengths of
Older Persons. California: Brooks/Cole Publishing Company.
Williams, K., & Kovacs, C. (2001). Balance and mobility training for older adults: An
undergraduate service-learning experience. Journal of Physical Education, 72, 5458.
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Page 66
Note: Correspondence concerning this article should be addressed to:
Jeff Penick, Ph.D.
Department of Psychology
Central Washington University
400 East University Way
Ellensburg, WA 98926-7575
Table 1
t-test for Pre and Post ASD Scores for Student Participants
_____________________________________________________________
Pre-ASD
Post-ASD
M(SD)
M(SD)
t
df
p
66.62(18.24)
51.13(14.93)
6.925
29
<.000
_____________________________________________________________
Table 2
Descriptive Statistics – Frequency of Responses (n = 21)
______________________________________________________________
Variable
n
%
______________________________________________________________
Desire
Decreased
Stayed the Same
Increased
0
2
19
0%
9.5%
90.5%
Decreased
Stayed the Same
Increased
0
4
17
0%
19%
81%
Ability
Willingness
Decreased
0
0%
Stayed the Same
4
19%
Increased
17
81%
______________________________________________________________
Page 67
Appendix H: Results of 10/08 Alumni Survey
Survey Key: ZS82418
GERONTOLOGY PROGRAM ALUMNI SURVEY
Dear graduate,
Thank you very much for participating in this survey of alumni of CWU's Gerontology program.
We are currently going through a department review and are asking alumni for program input.
Your responses will be strictly confidential. Thank you again for your time and insights.
CWU is an AA/EEO/Title IX Institution. TDD 509-963-2143
1. What year did you graduate from CWU?
[1] 2003
[1] 2004
[0] 2005
[1] 2006
[0] 2007
[0] Other
2. Describe the degrees you obtained at CWU.
[2] Gerontology Program only (no minor or 2nd Major)
[0] Gerontology Major as well as a minor degree in another program
[1] Gerontology Major as well as a 2nd Major (double major)
[0] Other
Page 68
3. How important are each of the following competencies to your career?
Not at all
important
Not
important
Somewhat
important
Important
Critical
1
1
1
2
1
Thinking critically - check your and others'
assumptions; consider multiple perspectives
from various sources, etc.
Communications - use appropriate oral, written,
and visual means for each audience; listen
effectively.
Quantitative reasoning - apply quantitative tools
and computer skills to solve problems;
comprehend symbolic representations.
Information literacy - critically evaluate data
sources as I gather relevant information.
1
2
3
4. How well did the Gerontology Program prepare you for each of these competencies?
Not at all
prepared
Not
prepared
Somewhat
prepared
Thinking critically - check your and others'
assumptions; consider multiple perspectives
from various sources, etc.
Communications - use appropriate oral, written,
and visual means for each audience; listen
effectively.
Quantitative reasoning - apply quantitative tools
and computer skills to solve problems;
comprehend symbolic representations.
Information literacy - critically evaluate data
sources as I gather relevant information.
Prepared
3
1
2
1
2
3
5. To what degree did the Gerontology Program prepare you to do the following?
Not at all
prepared
Understand the range of social,
psychological, and biological changes
that occur in the aging process.
Appreciate the political and economic
implications of an aging society.
Learn through mutually beneficial
opportunities with community partners
through internships, service learning and
civic engagement.
Support quality of life throughout
adulthood.
Encourage the maintenance of purpose
and meaning at later stages of adulthood.
Value the role of diversity in gender,
culture, race/ethnicity in adult
development.
Page 69
Not
prepared
Somewhat
prepared
1
Prepared
Very
prepared
2
1
1
1
2
1
2
1
2
1
2
1
Very
prepared
6. How well did the Gerontology Program prepare you in knowledge and skills in each of the
following areas of gerontology practice?
Not at all
prepared
a. Healthy Aging
b. Alzheimer's/Dementia
c. Physiological Changes in the Aging Process
d. Physical Illnesses/Diseases
e. Psychological changes in the aging process
f. Mental health issues and needs
g. Behavior Problems
h. Psychosocial changes in adulthood
i. Communication in care settings
j. Dietetics/Nutrition
k. Medications
l. End of life Issues
m. Case Management
n. Caregivers
o. Elder Abuse
p. Environment and older adults
q. Palliative Care
r. Administration
s. Legal/Ethical Issues in Gerontology
t. Research and Program Evaluation
Not
prepared
Somewhat
prepared
1
1
1
1
1
1
2
1
1
2
1
1
1
2
2
2
1
1
1
1
2
Prepared
1
1
2
1
1
1
1
1
1
1
1
1
1
2
1
2
1
Very
prepared
2
1
1
1
2
2
1
2
1
7. What did you like best about the program?
[The wide range of classes was outstanding, as well as the instructors. I enjoyed my classes and
learning from others..]
[I liked that it is a small program which allowed you to get to know some of the other students in
the program. Also, the teachers where really good to help when we needed extra help.]
[The internship component that allowed a student to apply classroom learning to a real
setting/situation.]
Page 70
8. What aspect of the program needs the most improvement?
[It's been a while, but overall, more understanding of the inner workings of the admin. of
facilities.]
[The advisor for the major. I was told there were no classes I could take the quarter I first started
into the major, when really I could have taken Biology of Aging. The next time the class was
offered I was going to be in Australia studying abroad for 2 quarters. My advisor alsmost
wouldn't let me substitute a course for the class. The Biology class is only offered once every
two years, it was not my fault I missed it the first time. Also, it seems like the people I've talked
to who graduated with a gerontology major don't really know what all you can do with the
degree. I tried emailing my advisor and asking if he had any ideas and he never responded.]
[Overall, a great program. However, I would have enjoyed a more in-depth physiological
changes course, or an additional course related more specifically to entering a medical profession
working with the geriatric population.]
9. Please select the response that best describes your opinion about the Gerontology
Program at CWU.
Strongly
disagree
Disagree
Neutral
a. I am very satisfied with my
education from the
Gerontology Program at
Central Washington
University.
b. The Gerontology Program
prepared me for my current
work position
10. What is your most current field? (Please check all that apply.)
a. [2] Job that is related to Gerontology
b. [0] Job that is not related to Gerontology
c. [0] Faculty (either K-12 or postsecondary)
d. [0] Enrolled in graduate program
e. [1] Enrolled in professional health care program
f. [1] Hands on/clinical work
g. [0] Administrative
h. [0] Governmental
i. [1] For-profit corporation or organization
j. [1] Non-profit organization
k. [0] Self employed
Page 71
Agree
Strongly
agree
1
2
2
1
Does
not
apply
l.
[1] Other (Please specify)
[I stay at home with my 12 week old daughter]
11. Your approximate annual income is…?
[1] Less than $20,000
[1] $20,001 to $40,000
[0] $40,001 to $60,000
[1] $60,001 to $80,000
[0] $80,001 to $100,000
[0] $100,001 to $120,000
[0] $120,001 to $140,000
[0] Over $140,000
12. Are you...?
[3] Female
[0] Male
13. Would you mind sharing your email address and name for future correspondence?
[jessparm@gmail.com Jessica Parmelee Chavez]
[shortstack_7@yahoo.com]
[Kristen Beyerl ; kristenbeyerl@gmail.com]
14. In which state are you headquartered?
[Washington]
[Washington]
[Maine]
15. What is your highest level of education?
[2] Bachelor's
[0] Master's
[0] Doctorate
[1] Professional (e.g. M.D., D.D.S., etc.)
Page 72
16. What is your race or ethnicity? Please select all that apply.
[0] American Indian or Alaskan Native
[0] Asian
[0] Black or African American
[0] Hispanic / Latino
[0] Native Hawaiian or other Pacific Islander
[3] White
17. These next few questions relate to CWU's Mission and General Education goals. How
strongly do you agree that your education from CWU helped you...
a. become a responsible citizen.
b. become a responsible steward of the
earth.
c. become a productive and enlightened
(informed, good learner, insightful)
individual.
d. value different perspectives.
e. appreciate the breadth and depth of
scientific and human knowledge.
f. increase your sense of the
interconnectedness of knowledge.
g. integrate knowledge from diverse
fields to solve problems.
h. increase your awareness of the many
ways that knowledge evolves.
i. ask incisive and insightful questions.
Strongly
disagree
Disagree
Neutral
Agree
Strongly
agree
0
0
3
0
2
0
0
2
1
2
0
0
0
3
2
0
0
0
2
3
0
0
0
3
2
0
0
0
4
1
0
0
0
5
0
0
0
0
4
1
0
0
2
1
2
18. Any other comments for the Gerontology Program at CWU?
[Just want to say Hi to Dr. Penick! Hope you are well.]
[I think it would be good to encourage students to work at nursing or assisted living facilities
in the area while going to school so they get the hands on experience and won't have to start
with that step once they graduate]
[The Gerontology program is a valuable asset to CWU. Thank You!]
End of Survey
Page 73
Appendix I: Penick CV
CURRICULUM VITAE
2/09
Jeffrey Mark Penick, Ph.D.
Department of Psychology, Central Washington University
400 East 8th Avenue
Ellensburg, WA 98926-7575
(509) 963-3669 / E-mail: penickj@cwu.edu
Education
Doctor of Philosophy, Georgia State University,
Counseling Psychology. Cognate: Research Methodology
(1992 - 1997)
Master of Arts, University of Georgia,
Major - Community Counseling, Marriage and Family Counseling Track,
1988.
Bachelor of Science, University of Georgia,
Major - Community Health Education.
Employment
Associate Professor. Department of Psychology, Central Washington University, Ellensburg,
WA. (September 1997 - Present).
•
Director of Mental Health Counseling Program, (2002 - 2006)
•
Interim Director, MEd School Counseling Program, (2004 – 2006)
•
Co-Director: Counseling Psychological Services Center (Counseling Program
Training Center, (Fall 2003 - 2007)
•
Director of the Undergraduate Gerontology Program, (1999 - Present)
Psychology Intern. Emory University Counseling Center. Emory University; Atlanta. Provide
individual, couples, and group therapy to a diverse student population. Other duties include
program development for workshops, psychoeducational presentations, and consultation to the
Greek Life administration. (1996 - 1997).
Counselor. Northeast Georgia Mental Health Center. Provided direct clinical services to adult
clients, including: evaluation and diagnosis consistent with DSM-III-R nomenclature;
individual, family, and group counseling; and crisis management. Clients represented diverse
socioeconomic, ethnic, and cultural backgrounds. (1988 - 1992).
Emergency Mental Health On-Call Services Specialist. Athens Regional Medical Center,
Emergency Department. Provided psychiatric consultations and evaluations for mental health
and chemically dependent clients. (1989 - 1992, part-time).
Health Promotion Coordinator. E.I. duPont de Nemours & Company. Athens, Georgia.
Provided wellness counseling, developed company health policies, implemented wellness
programs. (1985 - 1988).
Mental Health Assistant. Charter Winds Hospital. Athens Georgia. Provided counseling and
supportive care for adult and adolescent psychiatric patients. (1985 - 1986).
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Jeffrey M. Penick
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Teaching Experience
Associate Professor. Department of Psychology, Central Washington University, Ellensburg
Washington. (September 1997 - Present).
 Theories of Personality
 Practicum/Internship in Counseling
 Developmental Psychology
 Career Development
 Clinical/Counseling/Community
Psychology
Instructor.






Counseling Strategies for Adults
Adult Aging and Development
Group Counseling
Behavior Medicine/Health Psychology
Abnormal Psychology
Professional Identity in Mental
Health Counseling
Senior Ventures Program, Center for Lifelong Learning, Central Washington
University. (July 1999). Courses taught: Stress Management, Personality:
Understanding Who You Are.
Part-time Instructor. Department of Counseling and Psychological Services, Georgia State
University. Responsible for teaching courses, organizing course material, and administering
tests.
· Systematic Helping Skills. (Summer Quarter, 1995).
· Systematic Helping Skills. (Fall Quarter, 1995).
Graduate Teaching Assistant. Department of Counseling and Psychological Services, Georgia
State University. Responsible for organizing course material, assisting in development of course
and test content, administering of tests, and lectures on course content. (September 1992 March 1995).
· Stress Management
· Systematic Helping Skills II
· Theories of Learning and Behavior Change
· Group Counseling
· Family Counseling
· Psychology in the 21st Century
Supervised Teaching Experience. Prepared and gave lectures for Stress Management and
Theories of Learning and Behavior Change courses. Supervisor: Kenneth Matheny, Ph.D.
(Spring Quarter, 1994; Fall Quarter, 1994; Spring Quarter, 1995).
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Jeffrey M. Penick
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Community Service
Director of the Meaningful Connections Program. (2004 – Present). The mission of the
Meaningful Connections Program is to encourage the development of purpose and personal
meaning for older adults through intergenerational service learning education opportunities for
students of Central Washington University. The program is based on concepts of service learning
and community service. Undergraduate students are matched with community seniors with the
dual intent of (1) positively impacting the sense of purpose, personal meaning, and social interest
in older adults (2) providing opportunities for undergraduate students to gain interest and
experience in the well-being of older adults in our communities. Since 2004, 135 students and
139 older adults have participated.
Research Experience
Research Consultant. Educational Research Bureau, Georgia State University, Atlanta,
Georgia. Worked as a research consultant for graduate students and faculty on master's theses,
dissertations, research projects, and grant writing. Responsibilities include consultation on
experimental design, statistical analysis, and interpretation of results. Experience includes
working with statistical packages such as LISREL, SPSS-X (mainframe and PC) and SAS.
(March 1995-July 1996).
Qualitative Research. Provided open and axial coding as a collaborative research team member.
Helped to develop grounded theory of psychological trauma in a feminist study. (May 1996-July
1996).
Research Assistant for Doctoral Students. Department of Counseling and Psychological
Services, Georgia State University. Provided research design and statistical data analysis
consultation for doctoral students enrolled in a research for publication seminar. Supervisors:
Richard Smith, Ph.D. and Greg Brack, Ph.D. (September 1995-August 1996).
Test Construction. Department of Counseling and Psychological Services, Georgia State
University, Atlanta. Statistical and computer assistance provided to Ken Matheny, Ph.D. in the
construction of The Stress Pain Inventory, designed to predict future compliance in medical
regimens. (October 1995).
Research Assistantship.
Nongraded Classrooms in Early Childhood Education. Provided intellectual and social skill
assessment for at-risk children in six urban elementary school classrooms. Additional
responsibilities included data entry and analysis. Supervisor: Mona Mathews, Ph.D., Georgia
State University, Atlanta. (September 1992 - August 1993).
Other Professional Experience
Organizational Consultant.
· Centers for Disease Control, Hepatitis Branch. Atlanta. Designed, conducted, and analyzed a
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Jeffrey M. Penick
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survey to evaluate attitudes and needs regarding changes in management structure. Co-lead
focus groups and presentation to management. (October - December, 1994).
· Georgia Department of Labor. Atlanta. Survey analysis of the needs of staff in basic
counseling skills such as relating interpersonally, identifying psychological impairment, and
leading groups. (May 1994).
· Center for Professional Education. College of Business Administration, Georgia State
University. Survey analysis of employee attitudes toward management styles and policies in a
large manufacturing organization. (August 1995).
· Army Corps of Engineers.
Birmingham, Dallas, Portland, Denver. Leadership
Communication Skills training. Co-lead training for upper-level managers. (April-June, 1996).
Advanced Practica. Georgia State University Counseling Center, Atlanta, Georgia. Provided
individual counseling services to a college population. Additional duties included career
counseling, career and personality assessment, and case presentations. (4 Quarters: Winter
1993, Spring 1993, Spring 1995, Summer 1995).
Individual Supervisors: Alex Miranda, Ph.D., Cathy Brack, Ph.D.
Group Supervisors: Joseph Hill, Ph.D., Cathy Brack, Ph.D.
Group Leader. Department of Counseling and Psychological Services, Georgia State
University. Facilitated two 10-week personal growth groups which served as the experiential
component for a masters level training course in theory and practice of group counseling. (April
to November, 1993).
Practicum Supervisor. Department of Counseling and Psychological Services, Georgia State
University. Conducted individual supervision and co-facilitated group supervision with master's
level practicum students working in applied field settings. (Summer 1993).
Medication Monitor. Northeast Georgia Mental Health Center, Athens, GA. Evaluated clients'
responses to psychotropic medication to assess for therapeutic benefits and possible adverse
reactions. Educated clients and/or families in dosages, schedules, need for compliance, expected
benefits, and possible side effects. (1988 - 1992).
Facilitator. AIDS/HIV+ support group. Organized and facilitated a group for adult men for
AIDS Athens. Athens, GA. (1987).
Counseling Practicum and Internship Student. Center for Counseling and Evaluation,
Department of Counseling and Human Development Services, University of Georgia, Athens,
Georgia. Services provided included individual counseling to adults and children, and couples
counseling. (3 quarters: 1986 - 1987).
Supervisors: Gerald Bozarth, Ph.D., Henya Kleine, Ph.D.
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Undergraduate Internship. Center for Health Promotion and Education, Centers for Disease
Control. Atlanta. Developed a relapse prevention program for the employee smoking cessation
program. (June - September, 1984).
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Publications/Unpublished Writings
Robinette, R. & Penick, J. (Under Review) The Brief Client Questionnaire: A Client-Focused
Questionnaire for College Students. Journal of College Counseling.
Penick, J., Moore, L., & Stochosky, J. (2008). Using Intergenerational Service
Learning in Teaching Adult Development. Manuscript submitted for publication:
Teaching of Psychology.
Herrington, A., Matheny, K. B., Curlette, W. L., McCarthy, C., Penick, J. (2005).
Lifestyles, coping resources, and negative life events as predictors of emotional
distress in university Women. Journal of Individual Psychology, (61),4.
Penick, J. M., & Fallshore, M. (2005). Purpose and meaning in highly active seniors. Adultspan
Journal, 4, 19-35.
Penick, J. M. (2004). Purposeful aging: Teleological perspectives on the development of social
interest in late adulthood. Journal of Individual Psychology (60), 219-233.
Lawe, C. F. , Raskin, J. R., Penick, J. M., & Raymond, V. V. (1999). Influences on decisions to
refer at university counseling centers. The Journal of College Student Psychotherapy, 14(1),
59-68.
Penick, J. M. (1997). Life Style, Health Beliefs, and Adherence with Diabetes Regimens.
Unpublished doctoral dissertation, Georgia State University, Atlanta.
Snow, J., Kern, R. M., & Penick, J. M. (1997). The effects of the Systematic Training for
Effective Parenting program on patient progress in a day hospital. Journal of Individual
Psychology, 53(4).
Matheny, K. B., Brack, G. L., McCarthy, C. J., & Penick, J. M. (1996). The effectiveness of
cognitively-based approaches in treating stress-related symptoms. Psychotherapy,33(2), 305320.
Mathews, M. W., Monsaas, J. A., & Penick, J. M. (1997). A comparative study of the reading
and language development of at-risk children in graded versus nongraded classrooms.
Reading, Research and Education, 36(3), 225-239.
Kern, R. M., Penick, J. M., & Hamby, R. D. (1996). Prediction of diabetic adherence using the
BASIS-A. Diabetes Educator, 22(4), 367-373.
Penick, J. M., & Matheny, K. B. (1994). The relationship of work environment to burnout in
mental health professionals. Georgia Journal of Mental Health Counseling, 2(1), 23-31.
Penick, J. M. (1988). The Roles of an Induced Depressed Mood and Expectation in Memory.
Unpublished Master's Thesis, University of Georgia. Athens, GA.
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Jeffrey M. Penick
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Penick, J. M., & Turner, N. H. (1985). Diving Into Wellness. Southern Hospitals, 53(8), 33-35.
Presentations
Roeber, C. & Penick, J. (2008, April). Meaningful Connections: Using Qualitative Methods To
Assess the Benefits of Life Review in Intergenerational Service Learning. Poster Presentation
at the ACA World Conference, Honolulu, HA.
Penick, J. M., Moore, L. S., & Crouch, S. (2005, April). Meaningful connections: Using
intergenerational service learning in teaching adult development. Annual meeting of the
Western Psychological Association, Portland, OR.
Molano, F., Kennedy, S., Fallshore, M., & Penick, J. (2005, April). Predictors of body image
discrepancy: The influence of gender, sociocultural attitudes toward appearance, and
objectified body consciousness. Annual meeting of the Western Psychological
Association, Portland, OR.
Penick, J. M. (2004, January). Using Yalom’s “Therapeutic Factors” to Guide Group Work with
Elderly Populations in Long-Term Care Facilities. Association for Specialists in Group Work
National Conference, New York, New York.
Penick, J. M. (2003, October). Purposeful Aging: Finding Meaning in Later Life. Retired Senior
Volunteer Program (RSVP) Annual State Conference.
Penick, J. M. (2002, July). Patterns of purpose and meaning in highly active seniors. Poster
session presented at the 2nd Biannual International Conference on Personal Meaning,
Vancouver, BC.
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Jeffrey M. Penick
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Beaton, R. A., Matheny, K. B., Curlette, W. L., Penick, J. M., & Peluso, P. (2002, March). Do
anxiety and depression disorders fall along a continuum of symptom severity? Examining this
question from a biopsychosocial approach. Address delivered to the Anxiety Disorders
Association of America’s Twenty-second national Conference. Austin, Texas.
Penick, J. M. (2002, April). Maintenance of Meaning Complexity in a Sample of Elderly
Individuals. Poster session presented at the 82nd Annual Convention of the Western
Psychological Association. Irvine, CA.
Vornbrock, S., Owens, C., Penick, J. M. (2002, April). The Relationship Between Meaning and
Life Satisfaction in an Elderly Population. Poster session presented at the 82nd Annual
Convention of the Western Psychological Association. Irvine, CA.
Thompson, R., Manjarrez, A., Penick, J. M., Knecht, J., & Schepman S. B. (2002, April).
Myers-Briggs Type Similarity and Marital Satisfaction. Poster session presented at the 82nd
Annual Convention of the Western Psychological Association. Irvine, CA.
Penick, J. M. (2000, July). A teleological perspective on aging and the development of personal
meaning. Existential and Spiritual Issues in Successful Aging Symposium. International
Conference on Searching for Meaning in the New Millennium, Vancouver, BC.
Penick, J. M. & Schepman, S. (2000, February). Teacher burnout: Symptoms, Causes and
Protective Factors. The Oregon Conference, Eugene, OR.
Schwartz, T. & Penick, J. M. (1999, April). Development of community-based causal models for
counseling interventions. Poster session presented at the ACA World Conference, San Diego,
CA.
Lonborg, S., Hubert, M., & Penick, J. M. (1999, April) The challenges of ethical practice in
rural settings. Paper presented at the ACA World Conference, San Diego, CA.
Penick, J. M. (1995, October). Prediction of Diabetic Adherence Using the BASIS-A.
Roundtable discussion conducted at the Division 17 Southeast Regional Conference.
Memphis, TN.
Mathews, M. W., Monsaas, J. A., & Penick, J. M. (1996, April). A comparative study of the
reading and language development of at-risk children in graded versus nongraded
classrooms. Presentation at annual meeting of the American Educational Research
Association. New York.
Penick, J. M. (1995, August). The Use of Research and Evaluation in the Counseling
Profession. Special presentation to CPS610-Sociocultural Foundations in Counseling and
Psychological Services, Georgia State University. Atlanta.
Penick, J. M. (1995, March). Commentary on Step-Parenting. Televised on CBS affiliate
station, WXIA. Atlanta. March 1995.
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Penick, J. M. (1995, January). Mental Health: Dealing With Critical Issues. Division of Family
and Children Services Social Services Conference. Atlanta.
Penick, J. M., Pilkington, L., Hamby, R. D., Brack, G., & Hardy, E., (1994, July). An Expanded
Health Space Model of Health Psychology for Counseling and Training. Poster Presentation
presented at the American Association of Applied and Preventive Psychology, 4th Annual
Convention. Washington, D.C.
Penick, J. M. (1993, November). Chaos Theory: Applications to Psychology and Counseling.
Special presentation to CPS833-Psychology in the 21st Century Seminar.
Penick, J. M., & Matheny, K. B. (1993, November). The Relationship of Work Environment to
Burnout in Mental Health Professionals. Poster Presentation presented at the Division 17
Southeast Regional Conference. Gainesville, FL.
Brack, G., Brack, C., Zucker, A., Penick, J. M. (1993, September). Chaos Theory for
Psychology: A New Paradigm For a New Era. Presented a the 10th Annual Eco-Community
Conference, North Georgia Mountains. Helen, GA.
Penick, J. M. Counselor Roles in Community Mental Health Centers. Department of
Counseling and Human Development Services, College of Education, University of Georgia,
Athens, Georgia. July 24, 1990; July 2, 1991.
Verbal Management of Anger and Aggression in Adolescent Patients. (1990, June). Content and
role play provided for a Training Film to assist adolescent counselors in state mental health
centers throughout Georgia. Northeast Georgia Mental Health Center.
Penick, J. M., & Rude, S. (1988, August). The Roles of an Induced Depressed Mood and
Expectation in Memory. Poster Presentation presented at the annual meeting of the American
Psychological Association, National conference. Atlanta.
Penick, J. M. (1984, August). Evaluation of a Relapse Prevention Program. Inservice
Presentation, Center for Health Promotion and Education, Centers for Disease Control.
Atlanta.
Workshops and Training Provided
Penick, J. M. (2004, September). Mental Health Issues and Aging. Healthy Aspects of Aging
presentation series. Ellensburg Senior Center. Ellensburg, WA.
Penick, J. M. (2004, May). Caregiving as a Risk Factor for Illness. Realities of Cargiving: 14th
Annual Care Provider Workshop. Ellensburg Senior Center. Ellensburg, WA.
Penick, J. M. (2004, October). Purposeful Aging: Finding Meaning in Later Life. State
Conference
of the Washington State Retired and Senior Volunteer Program Director Association.
Ellensburg
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Senior Center. Ellensburg, WA.
Penick, J. M. (2004, April) Stress Mangagement. Healthy Aspects of Aging presentation series.
Ellensburg Senior Center. Ellensburg, WA.
Penick, J. M. (2001, 2000, 1999) Basic Communication Skills. Crisis Line, Volunteer Training.
Ellensburg, WA.
Penick, J. M. (2001, February). Purpose and Personal Meaning in Adult Development and
Aging.
Faculty colloquium. Psychology Department. Central Washington University.
Penick, J. M. (2000 - Prsent). Communication and Relationship Building with Elderly Long-term
Care Residents. Training provided Caring Companion Program Volunteers.
Penick, J. M. (2001, May) Recommendations for Group Leadership. Student Health and
Counseling
Center Internship Seminar, Central Washington University, Ellensburg, WA.
Penick, J. M. (2000, May). The use of twin studies in evolutionary psychology. Special
presentation
to PSY598: Evolutionary Psychology (Anthony Stahelski), Central Washington University,
Ellensburg, WA.
Penick, J. M. (2000, February). Organizational stress management. Special presentation to
LES373:
Hospitality Management (Ken Baxter), Central Washington University, Ellensburg, WA.
Schwartz, T. & Penick, J. M. (2000, May) Introduction to Theory & Practice of Group
Counseling. Student Health and Counseling Center Internship Seminar, Central Washington
University,
Ellensburg, WA.
Penick, J. M. (1999, October). Ethical practice in rural settings. Continuing education provided
to Counseling Center of Central Washington University.
Penick, J. M. (1997, September). Enhancing Artistic and Professional Creativity. Special
presentation to the Creative Design class in the Fashion Design Department.
Central Washington University, Ellensburg, WA.
Penick, J. M. (1996, July). Qualitative and Quantitative Research Methodology in Counseling
Professions. Special presentation to CPS610-Sociocultural Foundations in Counseling and
Psychological Services, Georgia State University. Atlanta.
Maximizing Your Coping Resources To Help Manage a Stressful World.
Episcopal Church. McDonough, Georgia. (May 1995).
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Saint Joseph's
Jeffrey M. Penick
Page 84
Use of Psychotropic Medications In Mental Health Settings. Northeast Georgia Mental
Health Center. Athens, Georgia. Presented a half-day workshop to new Counselors and Social
Workers in regional mental health centers. (May 1990).
Suicide Prevention. Workshop provided for Northeast Georgia Police Academy, Athens,
Georgia. (August 1991).
Numerous Wellness/Health Risk Reduction Workshops to employees of
E.I. duPont de Nemours & Co., including: Stress Management, Cholesterol Reduction, Smoking
Cessation, CPR Training, Nutrition. (1985 - 1988)
Recent and Training Received
Assessing the Mental Health Status of Older Adults, Health Education Network. LLC,
November 10, 2006.
Recordkeeping: Covering the Bases, Cascadia Training, October 20, 2006
Clinical Supervision: Improving Skills in a New Era, Washington Mental Health Counselors
Association, October 13 & 14, 2006.
Honors
Faculty Involvement of the Year
Central Washington University, Office of Residential
Services. For outstanding contribution by enhancing
academic support in the residence halls as a faculty mentor.
Outstanding Student Award.
Department of Counseling and Psychological Services.
Georgia State University.
Based on departmental
contributions, academic performance and professional
promise as evidenced through teaching, research,
experience and leadership abilities. May 4, 1995.
cum laude Graduate, 1984
University of Georgia Deans List, 1982 - 1984
Eta Sigma Gamma Scholarship Key Award, 1984
Phi Kappa Phi, National Honor Society
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Jeffrey M. Penick
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Professional Organizations
American Counseling Association
Association for Adult Development and Aging
Association for Specialists in Group Work
Association for Counselor Education and Supervision
Washington Counseling Association
WCA Mental Health Division
Washington State Association for Counselor Educators and Supervisors
Western Psychological Association
Committee/Leadership Roles
Owen Pratz Scholarship Selection Committee. Chair. Department of Psychology. Central
Washington University. (2006 – Present).
CACREP Steering Committee.
University. (2003 – 2007).
Chair. Department of Psychology, Central Washington
Graduate Course Alignment Committee. Department of Psychology, Central Washington
University. (2006).
Graduate Admission Committee. Department of Psychology, Central Washington University.
(2003 - 2006).
Search Committee for the Counseling Program. Department of Psychology, Central
Washington University. (2001, 2003, 2004, 2006, 2007, 2009).
Faculty Senate Representative Alternate. Central Washington University. (1999-2003).
Board Member. The Caring Companion, Ellensburg, WA. (September 2000-2004).
MS Counseling & MEd School Counseling Committee. Department of Psychology, Central
Washington University. (1998-Present).
Human Subjects Protection Committee. Department of Psychology, Central Washington
University. (1998-2001).
Ad Hoc Committee for Participant Pool Recruitment. Department of Psychology, Central
Washington University. (1998-1999).
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Jeffrey M. Penick
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Counseling Psychology Director's Administrative Assistant. Department of Counseling and
Psychological Services, Georgia State University. Served as Administrative Assistant for Dr. Kenneth
Matheny, Director of the Counseling Psychology program. Gathered and managed student and faculty
statistics for APA accreditation. Scheduled and assisted in directing meetings of the Counseling
Psychology Steering Committee. Coordinated the selection process for new students accepted into the
Counseling Psychology program.
Counseling Psychology Steering Committee Representative. Georgia State University.
(September 1994-1996).
Student Representative for Faculty Meetings. Counseling Psychology Department. Georgia State
University. (1993-1994).
Training Committee. Northeast Georgia Mental Health Center.
(1990-1992).
Health, P.E., Recreation and Dance Alumni Association.
University of Georgia. Vice-President. (1985-1986).
Athens Community Wellness Council.
Committee. (1986-1987).
Athens, Georgia.
Chairperson, Resource Directory
Current Issues in Health Promotion. Workshop for Health Education Alumni, University of Georgia.
Chairperson, planning committee; presided. (October 1986).
Eta Sigma Gamma. National Health Science Honorary. University of Georgia. President, Beta Pi
Chapter. (1983-1984).
Self-hypnosis for Managing Stress. Workshop to promote networking among health-related
professionals on University of Georgia campus. Co-chairperson, planning committee; presider.
(October 1984).
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Jeffrey M. Penick
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APPENDIX J: TRAINING MANUAL FOR MEANINGFUL CONNECTIONS
Meaningful
Connections Program
Student
Orientation
Faculty Director:
Jeff Penick, Ph.D.
Ed. 1/09
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Jeffrey M. Penick
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Meaningful Connections Program
A partnership of
Ellensburg Adult Activity Center
Hearthstone Cottage
Dry Creek Assisted Living
&
Central Washington University
_____________________________________________________________
Training Packet
Table of Contents
I.
Introduction
a. Welcome
b. Mission Statement
c. About the Ellensburg Activity Center
d. Quick Resource Guide
II.
The three parts of the program
a. Program Evaluation
b. Research Participation
c. Class Participation
III.
Training Materials
a. Volunteer ‘To Do List’
b. How to get Started
c. Timesheet Journals
d. Expectations and Guidelines
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Jeffrey M. Penick
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IV.
Communication skills and the Elderly & Privacy/Confidentiality
V.
Forms (Handed out during orientation meeting)
a. City of Ellensburg Volunteer Form
b. Background Check
c. CWU volunteer forms are available at the orientation meeting, online
http://takeactioncwu.com or at the SURC (RM 256)
Welcome to the Meaningful Connections Program
Dear Volunteer,
Welcome! On behalf of the CWU Civic Engagement Center, Psychology/Gerontology Departments and the
Ellensburg Adult Activity Center, we would like to extend a thank you for your willingness to participate in
the Meaningful Connections program. You will gain valuable out-of-class experience relevant to your
coursework. Please know your work is valuable and appreciated by all involved. The experience you have and
the information your share will aid the program's growth and evolution into a longstanding community
program.
With Thanks,
Jeff Penick
Program Director
penickj@cwu.edu
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Jeffrey M. Penick
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Mission Statement
The mission of the Meaningful Connections Program is to encourage the development of purpose and
personal meaning for older adults through intergenerational service learning education opportunities
for students of Central Washington University. The program is based on concepts of service learning
and community service. Undergraduate students are matched with community seniors with the dual
intent of (1) positively impacting the sense of purpose, personal meaning, and social interest in older
adults (2) providing opportunities for undergraduate students to gain interest and experience in the
well-being of older adults in our communities.
The program also aims to build reciprocal, beneficial relationships between the Ellensburg Community
and Central Washington University. The Meaningful Connections Program utilizes cooperative
relationships between the Ellensburg Adult Activity Center and the CWU Civic Engagement Office
and the Psychology/ Gerontology programs through service learning opportunities.
Ongoing program evaluation is an important element of the Meaningful Connections Program and
provides assessment of the impact on participants and opportunities for improvements in the program.
(ed. 3/8/08)
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Jeffrey M. Penick
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The Ellensburg Adult Activity Center
Location: 506 S. Pine St
Ellensburg, WA 98926
Hours of Operation: Monday – Friday, 8am - 5pm
Phone Number: 962-7242
http://www.ci.ellensburg.wa.us/recreation/senior.cfm
The mission of Ellensburg Adult Activity Center is to offer an affordable opportunity for seniors 50
and over to participate in recreational, health, educational, and social activities. Tax dollars, 70% city
and 30% county, support the center. There are no dues required to join. However, some activities such
as trips or classes may require a small fee.
Volunteers are always needed at the center. Not only do you share your expertise but you also meet a
lot of interesting people. Instructors for crafts and hobbies are always needed as well as guest speakers.
Perhaps you would prefer to help out in the office answering phones or assisting with the newsletter, or
when potlucks and special events are scheduled volunteers are always welcome to come and help. The
Senior Citizen Advisory Commission provides input on Center operations and the needs of seniors in
our community.
Activities Include:
* Meals (Monday – Friday) * Card Games
* Pool
* Support Groups * Potlucks * Ceramics
* Blood Pressure Checkups
* Driver Refresher Courses
* Line Dancing
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* Foot Care
Jeffrey M. Penick
Page 92
Hearthstone Cottage
802 E. Mountain View
Go south on Chestnut Ave., go through E. Mountain View and park in the region near the covered
entrance on the west side of the building where you should enter for the program.
Dry Creek Retirement and Assisted Living Community
818 E. Mountain View Road
Go south on Chestnut Ave., Turn left on E. Mountain View and quickly look for the small sign on the
right that indicates Dry Creek facility. Turn right into the entrance, park near the front and enter in the
main front entrance. Let the front desk attendant know that you are there for the Meaningful
Connections program. The meeting area is close by: through the main entrance forum go straight and
into the dining area where Meaningful Connections is held.
Quick Resources
___________________________________________
If you need help or information, please contact:
Jeff Penick
Program Director
penickj@cwu.edu
Ellensburg Adult Activity Center Staff
Katrina Kell, 962-7242
Dry Creek Retirement and Assisted Living Facility
Brown, Activities Director
1220
Hearthstone Cottage
Activities Director
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Jean
925Amy Fuller,
925-3099
Jeffrey M. Penick
Page 93
Program Evaluation
Dear Student,
An important aspect of the Meaningful Connections Program is the evaluation of the impact of the
program on student and senior participants. Your input and feedback is a valuable aspect in
demonstrating the efficacy of the program and is also vital for program improvement.
There are several ways that we evaluate how the program affects you and appraise your satisfaction
with the program. For instance, timesheet journals done online help the program staff better understand
how its volunteers are navigating the program. Please do not hesitate to share successes, challenges,
connections, and concerns in your timesheet journals.
Another way that program evaluation occurs is through survey questionnaires that may be provided
before and/or after your participation. Information from these questionnaires will make a valuable
contribution to the literature on the use of service learning and civic engagement to impact students
and the senior participants they work with.
Thank you in advance for these important contributions to the Meaningful Connections program.
Dr. Jeff Penick
Program Director
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Volunteer ‘To Do List'
As a volunteer of both CWU Civic Engagement and a member of the CWU/Ellensburg Adult Activity
Center Meaningful Connections Program you will be expected to do the following:

Obtain and Complete all necessary forms with CWU Civic Engagement Center (SURC 256) &
Ellensburg Adult Activity Center

Log on to Civic Engagement Website weekly for online timesheet journal hours tracking

Attend the Meaningful Connections Orientation and Training meeting

There is usually one training per quarter, please plan on scheduling time for this

The Training meeting will be an opportunity to participate in the program evaluation/research
part of the program by completing 3 surveys

Participate in weekly visitations – 1 hour per week

Complete the Volunteer timesheet journal – 1 paragraph per week

Keep a copy of your journal for personal records

Continue volunteering beyond the term commitment if you choose
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How to get started?
1. Take your web browser to http://takeactioncwu.com
2. Check! – Are you already a CWU CIVIC ENGAGEMENT
Volunteer?
3. Follow the “Sign Up” instructions located on the left hand side of the page

Signing Up: To make an account for you, click on "Create An Account" located under the
"Account Information" menu. Then click on "Student" and follow the directions to make an
account.

Log In: Log in by clicking "Log In" on the left menu or by clicking "Log In" button on the
front page

Find an Activity: By clicking on "Browse Activities" on the left side you can view all of the
activities, as well as search for activities. Find the one marked "Meaningful Connections
Program”, and then select it and click "Sign-Up." You must be enrolled in an activity to fill out
a time report

Fill Out a Timesheet: Click on "Submit Timesheet". Enter a date, start time, end time, select
the activity you participated in, and then type in your comments in the box marked "Outcomes”
– you will need to input at least one word in “Outcomes” and it may be helpful as a reminder to
summarize your experience for each individual program session. Afterwards hit the submit
button.
4. The yellow liability release forms you have signed during the training hour will complete the
official process of becoming a volunteer with the Civic Engagement Center. These forms will be
submitted by one of the program facilitators for you once they have been signed.
Ask if you need help!
Jeff Penick
Program Director
penickj@cwu.edu
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Jeffrey M. Penick
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Timesheet Journals
Program staff tracks your individual progress through the Meaningful Connections program is through
your timesheet journal. This online system allows for you to note your weekly volunteer hours and
describe your experience. Weekly, the program coordinators check the journals and note your
experience and provide feedback if requested.
Thank You
Program Staff
Student Volunteer Expectations

Volunteers will participate in orientation and training meeting prior to their first visit to our
participating sites and turn in all appropriate paperwork to CWU Civic Engagement Center.

Volunteers will allow for a minimum of 40-60 minutes for their visit.

Volunteers will commit for one academic quarter of weekly visits.

Volunteers are asked to maintain a clean, conservative appearance during visits, please avoid
any clothing that would make the frequenters of the agencies involved feel uncomfortable.

The Adult Activity Center is a city facility and all rules and regulations set forth by the
organization applicable to volunteers apply to CWU student volunteers.

Volunteers will provide weekly timesheet journals and will complete program evaluation
survey materials.

Please do not accept from or give to the older adult participants expensive gifts or money.
Small gifts or cards are acceptable, but are not expected or necessary.
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Training Materials:
PRIVACY / CONFIDENTIALITY
Conveying respect and affirming the worth of the individual also occurs through keeping private any and all
personal information that may be disclosed by the individual. Disclosures by the individual can normally be
discussed ONLY with staff of the facility or Meaningful Connections staff.
Never, under any circumstances, should personal information about the individual(s) be discussed with
others. Some examples of inappropriate situations include:

Discussions with the individual’s parents, guardians, family members, or friends

Discussions with your family or friends

Discussions with fellow students and classmates (even if they are completing their project with the
same agency!)

Conversations with other volunteers or employees of the agency (NOTE: information about the
older individual’s safety or health should be conveyed to agency staff. Please inform staff if you
know of or suspect that there is risk of injury or abuse)

Discussions at parties, school activities, or agency social activities

Reporting specific identifying information or personal information about your older partner(s) in
class reports or discussion boards (general information that cannot possibly identify an individual
may be shared).
When discussing the individual(s) as a part of class discussion or a written assignment centered on the servicelearning experience, care must be taken to:
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
Change the individual’s name

Eliminate identifying characteristics (where parents work, identifiable physical characteristics,
where the individual lives, etc.)

Suppress details about personal information that have been disclosed—for instance, you might
state that the individual has a history of abuse by a family member, but details about who, when,
and where should be kept confidential.
Jeffrey M. Penick
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ENSURING SAFETY

Elderly individuals have high risk of falls and other injuries.

Be aware of and on the look out for potentially hazardous objects and situations.

When a elderly individual is about to do something that puts her or him at risk :
i.
ii.
iii.
iv.
v.
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Approach calmly
Do not startle
Give the help needed, but do not physically assist individuals; contact a staff
person to give assistance
Or distract the person while you make the situation safer
Call a staff member if you need help

Never lift, move, or try to carry a elderly individual

Get staff to help you if the elderly individual needs assistance.

You should not enter into residents’ rooms when you are at Hearthstone Cottage or Dry
Creek Assisted Living as a participant of Meaningful Connections.

At Hearthstone Cottage: If invited to visit with a resident as a friend, you may enter
their room at their request.

At Dry Creek Assisted Living: you may visit as a friend in the common areas. After the
Meaningful Connections program is over at the end of the quarter, you may visit in
rooms if you have completed a volunteer form.

Older individuals are more vulnerable to and more impacted by the flu and other
illnesses. Don’t visit if you are ill. Wash your hands before you arrive or when you
arrive at the facilities.

If you notice any physical, mental or emotional deterioration in the older adult
volunteers who you meet with, inform both the staff of the facility and a Meaningful
Connections program coordinator or assistant.
Jeffrey M. Penick
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General Considerations in
Communicating with the Elderly
You may need to:





Talk more loudly to those with hearing difficulties
Talk more slowly and appreciate a slower paced conversation
Repeat yourself as needed
Keep your speech more simple
Avoid sensory overload
The slowing of cognitive processes and the reduction of working-memory capacity in elderly affects
their speed of talking and may require that you adjust the pace of conversation to ensure that the
individual feels comfortable. Often a slower pace allows you and your senior to greatly appreciate his
or her accumulation of life experience and expertise.
Treat and respect your elderly individual as an adult an as an individual.
Communication with elderly individuals includes:
Approach: Show a positive attitude

Don’t take negative behavior from a elderly individual personally

Remain calm

Do not over-react to a behavior

Stay flexible

Be patient

Show acceptance of the elderly individual

Stay neutral
Verbal Message

Identify yourself by name, role, and function

Talk slowly giving the person time to answer

Count to five before repeating what you said

Use simple words and concrete images

Use one step commands

Use a normal tone of voice

Raise the volume of your voice only when the person has a hearing loss
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
In case of a hearing loss, speak to a good side or ear

Put sentences in positive terms

Do not give unnecessary choices

Speak to the elderly individual’s feelings
Verbal Message (cont.)

VALIDATION of the elderly individual’s feelings is very helpful.
i.
In validation the caregiver listens carefully to what the elderly individual is
saying
ii.
The caregiver does not correct any wrong statements, but responds to what
she or he believes the elderly individual is feeling
Nonverbal message

Assume equal, or lower, position

Place your body in the elderly individual ’s line of vision

Make eye contact

Move slowly

Quick actions can startle and increase anxiety

Make sure your actions match your verbal message

Exaggerate your expressions if they are helpful in getting messages across
Using touch to provide needed stimulation
Feel free to:


Hold the elderly individual’s hand while you talk
Give a greeting and leaving hug
Reducing the stress in care giving and work with older adults
Watch for signs of increasing anxiety and make adjustments when they occur
Look for:




Loss of eye contact
Repetitive movements, wringing hands, and clenched fists
Increased motor activity, such as frequent changing in position or pacing
Change in tone of voice, repetitive sounds, crying, and complaining
If these occur, take corrective action by:



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Delaying visits until later
Taking steps to comfort, reassure, or distract the elderly individual
Match demands of care with elderly individual’s ability
Jeffrey M. Penick
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

Make sure the person is using any needed visual or hearing aids
Break down complex tasks into single steps
Provide chances for the elderly individual to succeed in activities that she or he can still do:

Be flexible

Do not force a elderly individual to do anything when she or he will not cooperate
Dealing with behavior symptoms
Dementia, stress, feelings of hopelessness and helplessness from deep personal loss can cause behavior
symptoms.

Stay calm

Approach slowly and calmly from the side or the front

Do not use gestures that could startle or frighten the older individual

Respect the individual s need for personal space

Do not argue or try to reason with the older individual

Offer reassurance through gentle touch if the person is open to it

Express support when the individual is able to hear you

Use distraction by getting the older individual involved in conversation or an
activity

Let the person who has the best relationship with the individual respond
Emotional Aspects of Caregiving
As a caregiver or volunteer for elderly individuals you can expect to experience a wide range of
emotions. For you AND for your companion, there can be many positive emotions experienced, such
as satisfaction, accomplishment, and pride.
It is also normal to experience fear, confusion, frustration, depression, anger and guilt.
As a caregiver, it is not unusual to face and deal with many anxieties that are associated with concerns
for the outlook of your Companion, your own ability to handle the situation, and your own future.
Disappointment and frustration can result from unrealistic expectations of your elderly individual, it is
easy to expect either too much or too little. Frequently there is frustration associated with unrealized
hopes and in looking for signs of improvement or validation. Frustration can come in trying to
communicate, in trying to understand the needs and desires of your elderly individual who may have
compromised cognitive ability.
Feelings of helplessness can occur as you begin to recognize the needs and demands of your elderly
individual that you will not be able to satisfy. It can be frustrating to feel powerless to change a
person’s situation.
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Unresolved disappointment, anxiety, and frustration can contribute to feelings of anger. Elderly
individuals with cognitive impairments can behave in ways that are irritating and wear on your
patience. At times, your efforts to be present and to talk may be rebuffed.
How to deal with your feelings:
The solution is both simple, but challenging:

Acknowledge your feelings

Talk to others
Unacknowledged feelings that are not allowed expression can build. Denial of negative feelings can
lead to other problems. If anger or other negative feelings are expressed or displaced inappropriately
they can lead to guilt and depression.
Although not always easy to do, it can be very useful to talk to others about your feelings. Talk to other
visitation program members, to those administering the program, to staff at Ellensburg Senior Center,
and to others who provide you with emotional support.
Find ways to Care for Yourself
Volunteering to work with seniors can be a very satisfying role. However it is important that those
working in helping roles learn good self care. Some ways to do this include:

Acknowledge your need for private time for doing what is appealing or meaningful to you

Use self-indulgence as needed to alleviate the exhaustion and energy loss which take away
from your ability to provide caring companionship

Physical exercise is an excellent stress reliever

Learn and use relaxation techniques

Get time away from your usual routines, whether by yourself or in activities with others

Use humor to your advantage

Find opportunities to laugh at yourself and the world

Build your social support system

Allow yourself to be nurtured by others
References
Brandt. A. L. (1998). Caregiver’s reprieve: A guide to emotional survival when you’re caring for
someone you love. San Luis Obispo, CA: Impact Publishers.
Knight, B. G. (1996). Psychotherapy with older adults (2nd ed.). Thousand Oaks, CA: Sage
Publications, Inc.
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Taylor, J. A., Ray, W. A., & Meador, K. G. (1990). Managing behavioral symptoms in nursing
home elderly individual s: A manual for nursing home staff. Nashville, TN: Vanderbilt University
School of Medicine.
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