College of Arts, Humanities, and Social Sciences 2015-2016 Catalog

254 term care facilities, hospitals, senior centers, etc., and the tools, i.e. needs assessment; evidence-based policy development; use of media, advocacy, and coalition-building strategies, and an introduction to program evaluation, in order to offer meaningful change to improve the quality of older lives. 3 credits GERO 5500: Psychology of Aging This course will focus on the human development theories that provide the underpinning for a humanistic approach to aging. The humanistic approach is closely associated with the term 'conscious aging', which implies that in addition to the nature of aging as a biological and sociological phenomenon, there is a developmental path that includes the psychological and the transpersonal or spiritual. Students will engage in exploring this holistic perspective that includes applying the theoretical frameworks associated with Abraham Maslow, Carl Rogers, Ken Wilber, and others, as well as life-span theory to the process of aging. 3 credits GERO 5600: Biology of Human Aging While aging is a fact present in all human lives, there are common misconceptions as to what aging is, how we age, and why we age. There are also controversial and ethical issues associated with scientific explorations into extending our life spans. We will therefore be examining the impact of the science of aging on human life; the use of medical technology and its impact on mitigating aging. We will learn about the many theories of aging; examine healthy aging, and the diseases that most commonly affect us as we grow older. We will also look at the effects of aging on several body systems, and the effect of environment on aging within the context of how purpose and meaning are formed and challenged as human beings grow older. 3 credits GERO 5700: Aging and Diversity While all human beings age, human beings age differently. Reducing racial and ethnic disparities in health has been identified as a national goal. Using the lens of health care is a primary way in which to understand the impact of culture on aging in the United States. Cultural beliefs and values impact how older adults learn and have access to and/or process information. The quality of service may be greatly influenced by understanding or misunderstanding the ethnic beliefs and values of older adults. This course will teach students how aging and ethnicity affect how we serve older adults. The course will also help students become better acquainted with their own cultural beliefs and values, as they learn about the cultural beliefs and values of a wide variety of ethnicities. 3 credits GERO 6200: Capstone Seminar The capstone seminar is designed to be taken upon completion of the core curriculum, during the same semester that the selected concentration will be completed (Winter II). The purpose of the seminar is to provide students with an opportunity to explore research modalities pertinent to gerontology and to develop their capstone project design. Students will become acquainted with the concept of the capstone project during Year One, while taking the core curriculum. Each of the core courses will include aspects of research pertinent to gerontology with emphasis on action research and qualitative modalities. Students will be encouraged to begin using their knowledge and critical thinking skills to explore possibilities for the eventual development of their capstone projects. 3 credits GERO 6300: Capstone Project The capstone project will take place over Summer II (second year). The Master's will be granted upon satisfactory completion of all requirements plus satisfactory completion and presentation of this project to faculty and students in the program. Each student will have