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Viewing: SW 260 : Introduction to Gerontology: An Interdisciplinary Field of Practice

Last approved: Sat, 16 May 2015 08:18:11 GMT

Last edit: Sat, 16 May 2015 08:18:11 GMT

Catalog Pages referencing this course
Change Type
SW (Social Work)
260
032181
Dual-Level Course
Cross-listed Course
No
Introduction to Gerontology: An Interdisciplinary Field of Practice
Introduction to Gerontology
College of Humanities and Social Sciences
Social Work (16SW)
Term Offering
Summer Only
Offered Every Year
Summer 1 2015
Previously taught as Special Topics?
Yes
2
 
Course Prefix/NumberSemester/Term OfferedEnrollment
IPGE 295Summer I 20138
IPGE 295Summer I 201423
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
3
Contact Hours
(Per Week)
Component TypeContact Hours
Seminar3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Karen Bullock, PhD
Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Seminar1515NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16SOCWKBSocial Work (B)Elective
An integrative seminar in introducing students to gerontology as an interdisciplinary field of practice. The course provides an overview of topics such as the demography of older adults and the physical, cognitive, and psychosocial aspects of aging. The course also covers health care and social policies that impact older persons and caregivers along with the aging network of services. Students will discuss forms of oppression such as ageism, sexism, racism, able-body(ism), and homophobia that impacts work with older people as well as strategies to promote social and economic justice.

SW 260 will provide the NC State undergraduate population with an entry-level course fulfilling both Interdisciplinary Perspectives and U.S. Diversity Co-Requisite GEP categories. As part of the interdisciplinary Perspectives GEP category, students will apply interdisciplinary theories across the disciplines of social work, psychology, and sociology. As part of the U.S. Diversity Co-Requisite GEP category, the course will cover the importance of equality in older adulthood across gender, race, income, language, sexual orientation, religion, and nationality.


No

Is this a GEP Course?
Yes
GEP Categories
Interdisciplinary Perspectives
US Diversity
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 
Identify demographic trends among older adults in U.S. society and apply interdisciplinary (social work, psychology, sociology) theories to compare and contrast well-being among the elderly globally.
 
 
Responses to discussion questions in Moodle; Quiz; Assignment: to develop a care plan/intervention/policy.

An example Moodle discussion question: Identify a trend among older adults and compare/contrast theoretical (social work, psychology, sociology) explanations for the demographic figures.
 
 
Recognize attitudes, biases, and perspectives that can advance or impede access to resources and services among older adults.
 
 
Responses to classroom/Moodle discussions; Community engagement project; Exploration of selected topic.

An example of Discussion Question: Validation therapy is a controversial approach to working with persons with end-stage Alzheimer’s Disease. Based on the readings, explain the controversy and elaborate your position on this therapeutic intervention, and why.
 
 
Demonstrate knowledge, critical thinking, and research skills that connect interdisciplinary fields of practice and methodologies.
 
 
Completion of final social gerontology project.

An example of Final Project: Select one research topic: (1) health/nutrition, (2) elder law/policy, (3) caregiving, (4) end-of-life care or (5) financial and social sustainability. Gather information from community observations, class content and textbook, scholarly journals, and social media. Synthesize knowledge gained and skills developed in this course to demonstrate your insight, understanding, and application of an interdisciplinary approach to this topic.
 
 
Social Work, Psychology, and Sociology
 
 
The course will have discussion sessions comparing and contrasting how the different disciplines interact with each other as they affect older persons in the United States as well as how different policies are shaped by interaction and input of the various disciplines.
Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 
Recognize attitudes, biases, and perspectives that can advance or impede access to resources and services among older adults.
 
 
Responses to Moodle and Class Discussions; Quiz; Assessment & Care Plan; Research Paper.

An example Discussion Question: Identify the social consequences of physical aging and identify resources for older persons to maintain and enhance social opportunities.
 
 

 
 

 
 
Understand the importance of equality in older adulthood across gender, race, income, language, sexual orientation, religion, and nationality.
 
 
Moodle discussion; Class discussions; Assessment and Care Plan; Class Presentation; Research Paper.

An Example Class Presentation: Select a topic covering a social issue facing older persons in the U.S. Topics can include ageism, gender discrimination, racial discrimination, sexual orientation, or disability. Gather information from community observation, class content and textbook, scholarly journals, an social media. Develop this information to present a sample assessment and care plan.
 
 
Demonstrate a conscious awareness of one’s own value system and cultural background, especially as it relates to and differs from older adults.
 
 
Responses to discussion questions in Moodle; Quiz.

An Example Moodle Discussion Question: Discuss what professional values must be embraced that include values for autonomy, self-determination, privacy, confidentiality, and individual worth and dignity.
Requisites and Scheduling
100%
 
a. If seats are restricted, describe the restrictions being applied.
 
Seats are not restricted.
 
b. Is this restriction listed in the course catalog description for the course?
 
Seats are not restricted.
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
Social Gerontology: A Multidisciplinary Perspective, 9th Edition by N.R. Hooyman and A.H. Kiyak
 
Major topics to be covered and required readings including laboratory and studio topics.
 
Major topics will include the growth of social gerontology; aging in other countries and the U.S.; social consequences of physical aging; physical care and well-being in old age; mental health; love and intimacy; social theories of aging; social networks for older people; diversity and race and gender differences; the opportunities and challenges of caregiving; and death, bereavement, and widowhood.
 
List any required field trips, out of class activities, and/or guest speakers.
 
Students will be required to interview an older adult to conduct an assessment during community agency observations, which the student will then use to develop a care plan that covers problem areas, goals, and proposed interventions.
College(s)Contact NameStatement Summary
College of Humanities and Social SciencesR Nacoste, J Allaire, T HessMultiple faculty in Psychology (Dr. Rupert Nacoste, Dr. Jason Allaire and Dr. Tom Hess) were consulted during the development of the course.
Course will be taught by Professor Dr. Karen Bullock as part of regular teaching assignments. Course will be funded through Maymester or Summer School funds.

The course is designed as an integrative seminar which introduces students to gerontology as an interdisciplinary field of practice. It will provide a review of demographics of older adults in the U.S. and globally and examine the trends that shape the context for practice. Attention will be given to diversity among the demographic as well as the range of health and human services programs that target this population. Students will explore the characteristics of aging populations, myths and realities, and projections based on current data and scholarly reports.


Student Learning Outcomes

1. Identify demographic trends among older adults in U.S. society and apply interdisciplinary theories to compare and contrast well-being among the elderly globally.


2. Recognize attitudes, biases, and perspectives that can advance or impede access to resources and services among older adults.


3. Write a comprehensive biopsychosocial assessment and care plan for an older person that emphasizes diversity.


4. Demonstrate knowledge, critical thinking, and research skills that connect interdisciplinary fields of practice and methodologies.


5. Demonstrate knowledge of professional values that include value for autonomy, self-determination, privacy, confidentiality, and individual worth and dignity.


6. Demonstrate a conscious awareness of one's own value system and cultural background, especially as it relates to and differs from older adults.


7. Describe the importance of equality in older adulthood across gender, race, income, language, sexual orientation, religion, and nationality.


Evaluation MethodWeighting/Points for EachDetails
Discussion45Students are required to read the chapter and attend class, and subsequently post a discussion of/reaction to the course content for the particular day in Moodle.
Other10Assessment of Older Adult: There will be an in-class physical aging simulation and an out-of-class interview of an older adult to conduct an assessment, which students will use to develop a care plan that covers problem areas, goals, and proposed interventions.
Quizzes15Students will take quizzes via Moodle that cover content from textbook chapters, lectures, and community-based learning.
presentation20Students will submit a final project proposal in-class supplemented by a written report covering their topic and in-depth learning experience. Afterwards, a final written research report must be submitted via Moodle. Topics may include but are not limited to health and nutrition, elder law/policy, caregiving, end-of-life care, and financial and social sustainability.
Participation10Students will engage in-class with class content including discussions and interactions with other students and the professor.
TopicTime Devoted to Each TopicActivity
The Growth of Social Gerontology1 DayLecture and discussion forum via Moodle
Aging in Other Countries and across Cultures in the U.S.1 DayLecture and discussion forum via Moodle
Social Consequences of Aging and Community Agency Observation1 DayObservation at Ruth Sheets Adult Day on Edenton St in Raleigh.
Managing Chronic Diseases and Promoting Well-Being in Old Age1 DayLecture and discussion forum via Moodle
Cognitive Changes with Aging1 DayLecture and discussion forum via Moodle
Personality and Mental Health in Old Age1/2 DayLecture and discussion forum via Moodle
Love, Intimacy, and Sexuality in Old Age1/2 DayLecture and discussion forum via Moodle
Social Theories of Aging 1 DayCommunity Agency Observation at Crabtree Valley Health and Rehabilitation with discussion of topic via Moodle
The Importance of Social Supports1 DayCommunity Agency Observation at Springmoor - Life Care Retirement with discussion of topic via Moodle
Opportunities and Challenges of Informal Caregiving1 DayLecture and discussion forum via Moodle
Productive Aging: Paid and Nonpaid Roles and Activities1/2 DayLecture and discussion forum via Moodle
Death, Dying, Bereavement, and Widowhood1/2 DayLecture and discussion forum via Moodle
Living Arrangements and Social Interactions1 DayCommunity Agency Observation at The Healing Place
Diversity/Race and Gender Differences including the Resilience of Older Adults of Color and the Resilience of Older Women1 DayLecture and discussion forum via Moodle
Presentation and Review of Proposal Topics1/2 DayIn-Class presentation and discussion forum via Moodle
Comprehensive Discussion of Learning Outcomes1/2 DayIn-Class discussion and discussion forum via Moodle
Final Research Proposal and Presentation1 DayIn-Class presentation

n51ls801 (Wed, 18 Feb 2015 14:23:28 GMT): The (small) section of the syllabus on co-requisites: GEP Category Interdisciplinary Perspectives (no GEP co-requisites) ... U.S. Diversity Category Interdisciplinary Perspectives (no GEP co-requisites) U.S. Diversity Learning Outcomes ... might make it look as if the course does and does not meet the GEP-USD co-requisite though of course that's not the intent. I'd remove the both occurrences of "Interdisciplinary Perspectives (no GEP co-requisites)." I hope that the criteria for evaluating participation are clear enough to suit the UCCC and CUE. They are fine by me.
gmneugeb (Wed, 18 Feb 2015 16:24:39 GMT): Rollback: Accidental approval.
gmneugeb (Thu, 02 Apr 2015 15:23:51 GMT): Rollback: Withdrawn by college at UCCC 4.1.2015 Meeting.
hziglar (Thu, 02 Apr 2015 15:43:29 GMT): Rollback: withdrawn by college for editing and resubmition
n51ls801 (Thu, 02 Apr 2015 22:14:28 GMT): minor corrections noted in attached 5474_SW 260_SyllabusR.doc
Key: 7128