University of Hawaii Maui College
HSER 345 - Diversity In Aging

1. Course Alpha. Please click on the ? to the right for help.

 HSER

2. Course Number. Please click on the ? to the right for help.

 345

3. Course Title/Catalog Title. Please click on the ? to the right for help.

 Diversity In Aging

4. Number of Credits. Please click on the ? to the right for help.

 3

5. Contact Hours/Type. Please click on the ? to the right for help.

 
  • Hour lecture (3)


6. Course Description. Please click on the ? to the right for help.

 

Examines social and cultural diversity in the aging process. Identifies impacts of socioeconomic status, race/ethnicity, gender, sexual orientation, and religion/spirituality. Explores health disparities, cumulative advantage and disadvantage across the life course, and access to government services and programs.



7. Pre-Requisites. Please click on the ? to the right for help.

 

 HSER 145 and ENG 100 both with grade C or better; or consent.



8. Co-requisites.

 

9. Recommended Preparation.

 

10. Is this a cross-listed course? Please click on the ? to the right for help.

 NO


11. Reason for Proposal. Why is this course being proposed or modified? This question requires specific information as part of the explanation. Please click on the ? to the right for help.

 

Developing upper division courses in aging for Certificates, to meet community workforce needs and acceptance by other BA programs in the system.



12. Effective Semester and Year. For new or modified courses, the effective year is one year from the semester proposed. For example, if proposed in Spring 2012, the effective semester is Spring 2013. Please click on the ? to the right for help.

 Fall 2013

13. Grading Method. What grading methods may be used for this course? Please click on the ? to the right for help.

 
  • Standard (Letter,Cr/NCr,Audit) (0)


14. Is this course repeatable for credit? How often can this course be counted toward a degree or certificate? Please click on the ? to the right for help.

 NO

15. Course Student Learning Outcomes (SLOs). DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "COURSE LEARNING OUTCOMES" and enter in that screen. Please click on the ? to the right for help.

 
 Course SLO/CompetencyIdentify the unique values, beliefs and cultural practices of diverse populations of elders and their families.Analyze the effect diversity has on formal and informal care, lifestyle, health, death and dying, and attitudes about aging.Explain the influence of diversity on accessibility and effective delivery of services.Explore historical and current events that impact the lifespan of Native Hawaiians, and generate plausible solutions to address inequalities of elders and their families.Appraise local social service programs in their ability to serve diverse populations of elders living in Hawaii.Evaluate personal attitudes and values on aging and diverse populations and their effects on effectiveness as a human service worker.
Compare and contrast diverse cultural conceptualizations of aging.

 

Identify multiple ways of viewing and responding to late life issues.

 

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.

 


 Course SLO/PSLODevelop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.Demonstrate the attitudes, skills and knowledge of best practice strategies across a variety of populations in diverse human service settings.Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.
Compare and contrast diverse cultural conceptualizations of aging.

 

Identify multiple ways of viewing and responding to late life issues.

 

 

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.



16. Course Competencies. DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "COURSE COMPETENCIES/ISSUES/SKILLS" and enter text in that screen. Course competencies are smaller, simpler tasks that connect to and facilitate the SLOs.

 
Competency
Identify the unique values, beliefs and cultural practices of diverse populations of elders and their families.
Analyze the effect diversity has on formal and informal care, lifestyle, health, death and dying, and attitudes about aging.
Explain the influence of diversity on accessibility and effective delivery of services.
Explore historical and current events that impact the lifespan of Native Hawaiians, and generate plausible solutions to address inequalities of elders and their families.
Appraise local social service programs in their ability to serve diverse populations of elders living in Hawaii.
Evaluate personal attitudes and values on aging and diverse populations and their effects on effectiveness as a human service worker.


17. Recommended Course Content and Timeline. The course content facilitates the course competencies. Course content may be organized by weeks, units, topics or the like.

 
Content
4-6 Weeks:  Values, beliefs and cultural practices of diverse populations of elders and their families
1-3 Weeks:  Diversity within formal and informal care, lifestyle, health, death and dying
2-4  Weeks:  Diversity and accessibility and effective delivery of services
1-3 Weeks:  Historical and current events that impact the lifespan of Native Hawaiians
1-3 Weeks:  Local social service programs addressing needs of diverse populations of elders
3-6 Weeks:  Personal and professional attitudes, beliefs and behaviors toward diverse elder populations


18. Program Learning Outcomes. DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "PLOs" and enter text in that screen. Program Student Learning Outcomes (PLOs) supported by this course. If you are not a "program" use the Liberal Arts PLOs, view them by clicking on ? icon to the right.

 
Program SLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.
Demonstrate the attitudes, skills and knowledge of best practice strategies across a variety of populations in diverse human service settings.
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.


19. College-wide Academic Student Learning Outcomes (CASLOs). FIRST, fill out the CASLO grid located in the UHMC tab above. Click on the HELP icon for tips on determining support for the CASLOs and indicate your choices below by clicking on the box in front of each supported CASLO. NOTE: Our campus does not use the Preparatory Level, Level 1 and Level 2 designations in the chart below.

 

selectedCreativity - Able to express originality through a variety of forms.

selectedPreparatory Level  
selectedCritical Thinking - Apply critical thinking skills to effectively address the challenges and solve problems.

selectedPreparatory Level  
 Information Retrieval and Technology - Access, evaluate, and utilize information effectively, ethically, and responsibly.

   
selectedOral Communication - Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.

selectedPreparatory Level  
 Quantitative Reasoning - Synthesize and articulate information using appropriate mathematical methods to solve problems of quantative reasoning accurately and appropriately.

   
selectedWritten Communication - Write effectively to convey ideas that meet the needs of specific audiences and purposes.

selectedPreparatory Level  



GenED SLO
Creativity - Able to express originality through a variety of forms.
Critical Thinking - Apply critical thinking skills to effectively address the challenges and solve problems.
Oral Communication - Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.
Written Communication - Write effectively to convey ideas that meet the needs of specific audiences and purposes.


20. Linking. CLICK ON CHAIN LINK ICON IN UPPER RIGHT HAND CORNER TO BEGIN LINKING. Please click on the ? to the right for help.

 

21. Method(s) of delivery appropriate for this course. Please click on the ? to the right for help.

 
  • Classroom/Lab (0)
  • HITS/Interactive TV (0)
  • Hybrid (0)


22. Text and Materials, Reference Materials, and Auxiliary Materials. Please click on the ? to the right for help.

 
 
  • Chandra M. M. Mehrotra, Lisa S. S. Wagner. Aging and Diversity: An Active Learning Experience. 2nd. Routledge Taylor and Francis Group, 2008, 13:978-0-415-95214-9.



23. Maximum enrollment. Please click on the ? to the right for help.

 20; due to interactive nature of course pedagogy.

24. Particular room type requirement. Is this course restricted to particular room type? Please click on the ? to the right for help.

 YES

Moveable chairs, computer, projector, sound.



25. Special scheduling considerations. Are there special scheduling considerations for this course? Please click on the ? to the right for help.

 YES

Evening courses to accomodate professionals and working students.



26. Are special or additional resources needed for this course? Please click on the ? to the right for help.

 

None



27. Does this course require special fees to be paid for by students? Please click on the ? to the right for help.

 NO

28. Does this course change the number of required credit hours in a degree or certificate? Please click on the ? to the right for help.

 

No



29. Course designation(s) for the Liberal Arts A.A. degree and/or for the college's other associate degrees. Please click on the ? to the right for help.

 
DegreeProgramCategory
Associate in Arts:Liberal ArtsLE - Elective

Other
AS:Human Services - AllPE - Program Elective
AAS:ANYOther
BAS:ANYOther
Developmental/
Remedial:		  


30. Course designation(s) for other colleges in the UH system.

 

None



31. Indicate the year and page # of UHMC catalog referred to. For new or modified courses, please indicate the catalog pages that need to be modified and provide a sheet outlining those changes.

 

2012-2013; p. 52-53, 125



32. College-wide Academic Student Learner Outcomes (CASLOs). Please click on the HELP icon for more information.

 
Standard 1 - Written Communication
Write effectively to convey ideas that meet the needs of specific audiences and purposes.		  
Outcome 1.1 - Use writing to discover and articulate ideas. 3
Outcome 1.2 - Identify and analyze the audience and purpose for any intended communication. 2
Outcome 1.3 - Choose language, style, and organization appropriate to particular purposes and audiences. 2
Outcome 1.4 - Gather information and document sources appropriately. 2
Outcome 1.5 - Express a main idea as a thesis, hypothesis, or other appropriate statement. 2
Outcome 1.6 - Develop a main idea clearly and concisely with appropriate content. 3
Outcome 1.7 - Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics. 2
Outcome 1.8 - Demonstrate proficiency in revision and editing. 2
Outcome 1.9 - Develop a personal voice in written communication. 3
Standard 2 - Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve problems of quantative reasoning accurately and appropriately.		  
Outcome 2.1 - Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and appropriately. 0
Outcome 2.2 - Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate. 0
Outcome 2.3 - Communicate clearly and concisely the methods and results of quantitative problem solving. 0
Outcome 2.4 - Formulate and test hypotheses using numerical experimentation. 0
Outcome 2.5 - Define quantitative issues and problems, gather relevant information, analyze that information, and present results. 1
Outcome 2.6 - Assess the validity of statistical conclusions. 2
Standard 3 - Information Retrieval and Technology.
Access, evaluate, and utilize information effectively, ethically, and responsibly.		  
Outcome 3.1 - Use print and electronic information technology ethically and responsibly. 2
Outcome 3.2 - Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology. 0
Outcome 3.3 - Recognize, identify, and define an information need. 1
Outcome 3.4 - Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information.  2
Outcome 3.5 - Create, manage, organize, and communicate information through electronic media. 1
Outcome 3.6 - Recognize changing technologies and make informed choices about their appropriateness and use. 1
Standard 4 - Oral Communication
Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.		  
Outcome 4.1 - Identify and analyze the audience and purpose of any intended communication. 2
Outcome 4.2 - Gather, evaluate, select, and organize information for the communication. 2
Outcome 4.3 - Use language, techniques, and strategies appropriate to the audience and occasion. 2
Outcome 4.4 - Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion. 2
Outcome 4.5 - Summarize, analyze, and evaluate oral communications and ask coherent questions as needed. 3
Outcome 4.6 - Use competent oral expression to initiate and sustain discussions. 3
Standard 5 - Critical Thinking
Apply critical thinking skills to effectively address the challenges and solve problems.		  
Outcome 5.1 - Identify and state problems, issues, arguments, and questions contained in a body of information. 2
Outcome 5.2 - Identify and analyze assumptions and underlying points of view relating to an issue or problem. 3
Outcome 5.3 - Formulate research questions that require descriptive and explanatory analyses. 1
Outcome 5.4 - Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis. 1
Outcome 5.5 - Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence. 2
Outcome 5.6 - Apply problem-solving techniques and skills, including the rules of logic and logical sequence. 2
Outcome 5.7 - Synthesize information from various sources, drawing appropriate conclusions. 3
Outcome 5.8 - Communicate clearly and concisely the methods and results of logical reasoning. 2
Outcome 5.9 - Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others. 3
Standard 6 - Creativity
Able to express originality through a variety of forms.		  
Outcome 6.1: Generate responses to problems and challenges through intuition and non-linear thinking. 3
Outcome 6.2: Explore diverse approaches to solving a problem or addressing a challenge. 3
Outcome 6.3: Sustain engagement in activities without a preconceived purpose. 1
Outcome 6.4: Apply creative principles to discover and express new ideas. 2
Outcome 6.5: Demonstrate the ability to trust and follow one’s instincts in the absence of external direction 3
Outcome 6.6: Build upon or adapt the ideas of others to create novel expressions or new solutions. 2


33. Additional Information

 

Competency
Identify the unique values, beliefs and cultural practices of diverse populations of elders and their families.
Competency
Analyze the effect diversity has on formal and informal care, lifestyle, health, death and dying, and attitudes about aging.
Competency
Explain the influence of diversity on accessibility and effective delivery of services.
Competency
Explore historical and current events that impact the lifespan of Native Hawaiians, and generate plausible solutions to address inequalities of elders and their families.
Competency
Appraise local social service programs in their ability to serve diverse populations of elders living in Hawaii.
Competency
Evaluate personal attitudes and values on aging and diverse populations and their effects on effectiveness as a human service worker.
Competency
Identify the unique values, beliefs and cultural practices of diverse populations of elders and their families.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
Competency
Analyze the effect diversity has on formal and informal care, lifestyle, health, death and dying, and attitudes about aging.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
Competency
Explain the influence of diversity on accessibility and effective delivery of services.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
Competency
Explore historical and current events that impact the lifespan of Native Hawaiians, and generate plausible solutions to address inequalities of elders and their families.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
Competency
Appraise local social service programs in their ability to serve diverse populations of elders living in Hawaii.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
Competency
Evaluate personal attitudes and values on aging and diverse populations and their effects on effectiveness as a human service worker.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
Competency
Identify the unique values, beliefs and cultural practices of diverse populations of elders and their families.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
Competency
Analyze the effect diversity has on formal and informal care, lifestyle, health, death and dying, and attitudes about aging.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
Competency
Explain the influence of diversity on accessibility and effective delivery of services.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
Competency
Explore historical and current events that impact the lifespan of Native Hawaiians, and generate plausible solutions to address inequalities of elders and their families.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
Competency
Appraise local social service programs in their ability to serve diverse populations of elders living in Hawaii.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
Competency
Evaluate personal attitudes and values on aging and diverse populations and their effects on effectiveness as a human service worker.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
Competency
Identify the unique values, beliefs and cultural practices of diverse populations of elders and their families.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.
Competency
Analyze the effect diversity has on formal and informal care, lifestyle, health, death and dying, and attitudes about aging.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.
Competency
Explain the influence of diversity on accessibility and effective delivery of services.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.
Competency
Explore historical and current events that impact the lifespan of Native Hawaiians, and generate plausible solutions to address inequalities of elders and their families.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.
Competency
Appraise local social service programs in their ability to serve diverse populations of elders living in Hawaii.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.
Competency
Evaluate personal attitudes and values on aging and diverse populations and their effects on effectiveness as a human service worker.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.
PSLO
Demonstrate the attitudes, skills and knowledge of best practice strategies across a variety of populations in diverse human service settings.
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
PSLO
Demonstrate the attitudes, skills and knowledge of best practice strategies across a variety of populations in diverse human service settings.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.

Course SLO

Compare and contrast diverse cultural conceptualizations of aging.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
PSLO
Demonstrate the attitudes, skills and knowledge of best practice strategies across a variety of populations in diverse human service settings.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.

Course SLO

Identify multiple ways of viewing and responding to late life issues.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.
PSLO
Demonstrate the attitudes, skills and knowledge of best practice strategies across a variety of populations in diverse human service settings.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.

Course SLO

Differentiate service programs and policies that address inequities in the aging experience as relates to diversity, particularly among Native Hawaiians and the economically disadvantaged.

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