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Debra Sheets, RN, Ph.D Office: EN2242 Office Phone: 818/677-2344 |
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Office Hours:Thurs, 15:00-16:00 and by appt. Lecture: Thurs 16:00-18:50, EN2314 Department Phone: 818/677-3101 FAX: 818/677-2045 E-mail: debra.sheets@csun.edu Web: http://www.csun.edu/~csungero/syl.html |
Course Description
This course is designed to provide upper division undergraduate students with an overview of critical issues related to aging and health. Topics covered include: physiology of aging, health behaviors, age-related diseases, managing illness, medical care, and death and dying. Students will be expected to master a number of theoretical and empirical approaches to health. Prerequisites: PSY 365 or instructor consent.
Course Objectives: At the end of the course, the student will :
1: Understand and Apply Course Content
2: Demonstrate Sensitivity to Diversity
3: Gain Self-Awareness of Identity and Values
4: Demonstrate Community Awareness by Participating in Community Service
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Required Readings Ferrini, A.F. Ferrini, R.L. Health in the Later Years, 3rd ed. McGraw-Hill, 2000. HSCI 396HA Course Reader. |
Grading:
Your final grade is based on earned points for the course. It will be determined by your performance on the quizzes, final exam, and other assignments as follows:
| Healthy Aging Resources Paper (300 pts.) | 30% |
| Aging Network Assignment (100 pts.) | 10% |
| Service Learning Reflective Journal (10) (30 pts. each) | 30% |
| Activity Assignments (4) (75 pts. Each) | 30% |
| 100% |
| Grades will be based on total points as follows: | |
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A: 90-100% B: 80-89% C: 70-79% |
D: 60-69% F: less than 60% |
Healthy Aging Resources Guide (300 points): Each student will prepare a resources paper (250 points) and presentation (50 points) on the health-related topic for which they have signed up. Draft due: 11/15, Final Due: 12/6
The paper must address the following:
1. Description of the topic and explanation for each of the types of resources identified
2. Identify name and location of at least 10 healthy aging resources relevant to seniors living in the San Fernando Valley. Examples of the format will be provided.
3. Summarize the resources available
4. Identify any gaps in programs and services which need to be addressed
Purpose:
Grading Criteria
Thoroughness in describing the program Completeness of research in identifying resources Assessment of unmet need for services
Minimum of 10 pages in length Spelling, grammar and punctuation Quality of writing (ability to clearly express thoughts in writing)
Aging Network Assignment (100 points): This assignment is designed to get you involved with healthcare professionals who work with older adults in a variety of settings. Through networking, students will gain an insight into professional health care issues in gerontology. Each student will attend an aging network meeting during the course of the semester. A list of possible meetings will be provided as a handout. It is important to plan early when you will attend the meeting since many meetings occur only once a month.
A summary of the aging network meeting is required from each student. Your grade will be based on the quality and thoroughness of your summary which should focus on the following:
The Aging Network:
Where did you go? Who was the sponsoring organization? Who spoke? What was the topic? What did you learn? How does this relate to what you are learning about in the class?
The People:
Who did you meet? What do they do in working with older adults? How might you use this contact in the future?
Summarize your experience
How did you feel? Was this a unique experience for you? Would you do it again?
Participation in an intergenerational service learning (SL) project for 2 hours a week for 10 weeks is mandatory. Service learning extends the learning experience of students beyond the classroom by integrating the subject matter of the course with the opportunity to address the needs of the community. It transforms learning into an active experience in which you have the opportunity to apply your new knowledge and skills to provide education and needed service to your community. Specifically, this service learning project allows you to: a) provide a needed service, and b) to relate the service-learning experience to the content of course by giving you an opportunity to directly interact with older adults.
The service learning journal provides an opportunity for you to reflect on issues in ways that can bring personal insights and/or strengthen your sense of interconnectedness to others. Students will write weekly in a reflective journal over the 10 week period on how the SL experience relates to the material being covered in the class. Weekly journal entries must be turned in each week at the start of class for credit. No late journal entries will be accepted. Detailed instructions will be given in class and in a separate handout. Examples of Service Learning entries
Activity Assignments (75 points each): Students will be assigned a choice of activities that complement the readings and lecture to conduct with seniors in the community. These assignments will require students to use an instrument to evaluate nutritional status and risk of malnutrition, physical fitness, mental health, medications, home safety, etc.
Attendance: Regular attendance is required and you are expected to arrive for class on time and to remain for the entire class period. If the times for the class routinely conflict with our other commitments (e.g., work, family), please do not take the class until you can commit to the class times listed. The classroom is a "No phone/No beep zone"-- please make sure your devices are turned off during class!
Participation: Active student participation during class is expected. Learning is an active process-- students are expected to have read the assigned materials prior to class and attend prepared to engage in discussions, ask questions, and share their ideas.
| Date | Lecture | Readings | Service Learning |
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Week 1 Aug. 30 |
Introduction Myths of Aging Video: Myths & Realities |
Chapter 1 Reader: Wk 1 |
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Week 2 Sept. 6 |
Biological Aging Video: How the Body Ages |
Chapter 2 Reader: Wk 2 |
Service Learning orgs visit |
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Week 3 Sept. 13 |
Normal Aging |
Chapter 3 Reader: Wk 3 |
SL Week 1 |
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Week 4 Sept. 20 |
Fitness Video: Surfing for Life |
Chapter 4 | SL Week 2 |
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Week 5 Sept. 27 |
Nutrition Guest: Dr. Carol Koprowski |
Chapter 5 | SL Week 3 |
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Week 6 Oct. 4 |
Sexuality Video: Love, Intimacy & Sexuality |
Chapter 6 | SL Week 4 |
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Week 7 Oct. 11 |
Mental Health Guest: Laura Rice-Oeschger Video: Inside Looking Out, MMSE |
Chapter 7 Reader: Wk 7 |
SL Week 5 |
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Week 8 Oct. 18 |
Chronic Illness Video: Illness & Disability |
Chapter 8 Reader: Wk 8 |
SL Week 6 |
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Week 9 Oct. 25 |
Acute Illnesses | Chapters 9 | SL Week 7 |
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Week 10 Nov. 1 |
Medications | Chapters 10 | SL Week 8 |
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Week 11 Nov. 8 |
Prevention and Health Promotion | Chapter 11 | SL Week 9 |
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Week 12 Nov. 15 |
Medical Care |
Chapters 12 Reader: Wk 10 |
SL Week 10 |
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Week 13 Nov. 22 |
Thanksgiving! | NO CLASS | |
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Week 14 Nov. 29 |
Long-Term Care | Chapter 13 | |
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Week 15 Dec. 6 |
Death and Dying Guest: Rachelle Dardeau |
Chapter 14 | |
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Week 16 Dec. 13 |
Service Learning Presentations |
Although unlikely, the class schedule and events are subject to change at my discretion.
Send questions or comments about this website to: Debra Sheets, RN, Ph.D |
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