University of Hawaii Maui College
HSER 145 - Working with Older Adults

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.

 145

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

 Working with Older Adults

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.

 

Introduces students to the experience of aging and the issues affecting the elderly.  Examines aging from developmental and person-in-environment perspectives. Identifies the social service needs of the elderly, local and federal programs, and implications for the “soon-to-be elderly."



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

 

 ENG 19 with grade C or better or placement at least ENG 22; or consent.



8. Co-requisites.

 

9. Recommended Preparation.

 
 
HSER 110


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.

 

Develop lower division academic ladder for upper division aging courses.



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/CompetencyDescribe a minimum of eight local programs aimed at meeting the basic needs of older adults.Explain the biological, social and psychological changes (both typical and atypical) that take place in older adulthood.Identify historical and current policies on the provision of services to the elderly.Explore the role of the state and federal government in addressing the needs of older adults.Identify the social service needs of the elderly and considers the implication of the changing demographics of this population on the availability of services.Distinguish the unique needs within special populations of elders.
Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.

 

 

Examine policies and governmental agencies affecting the provision of services to older adults.

 

Identify special populations and related practice issues when serving older adults.


 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.
Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.

Examine policies and governmental agencies affecting the provision of services to older adults.

 

 

Identify special populations and related practice issues when serving older adults.

 



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
Describe a minimum of eight local programs aimed at meeting the basic needs of older adults.
Explain the biological, social and psychological changes (both typical and atypical) that take place in older adulthood.
Identify historical and current policies on the provision of services to the elderly.
Explore the role of the state and federal government in addressing the needs of older adults.
Identify the social service needs of the elderly and considers the implication of the changing demographics of this population on the availability of services.
Distinguish the unique needs within special populations of elders.


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
2-4 Weeks:  Local programs meeting the basic needs of older adults
3-5 Weeks:  Biological, social and psychological changes in older adulthood
2-4 Weeks:  Historical and current policies on the provision of services to the elderly
1-3 Weeks:  State and federal government programs and policies regarding the elderly
2-4 Weeks:  Changing demographics of the elderly
1-3 Weeks:  Unique needs within special populations of elders


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.

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

   



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.


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.

 
 
  • Jill Quadagno. Social Gerontology: A Multidisciplinary Perspective. 9th. Pearson Higher Ed, 2010, 9780205763139.



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

 25 (Student led speaker panels and interactive small group exercises require a smaller number of students.)

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

 YES

Computer, projector, sound.



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

 NO

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 ArtsIN - Human Understanding: The Individual

LE - Elective
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. 1
Outcome 1.2 - Identify and analyze the audience and purpose for any intended communication. 1
Outcome 1.3 - Choose language, style, and organization appropriate to particular purposes and audiences. 0
Outcome 1.4 - Gather information and document sources appropriately. 0
Outcome 1.5 - Express a main idea as a thesis, hypothesis, or other appropriate statement. 1
Outcome 1.6 - Develop a main idea clearly and concisely with appropriate content. 1
Outcome 1.7 - Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics. 1
Outcome 1.8 - Demonstrate proficiency in revision and editing. 0
Outcome 1.9 - Develop a personal voice in written communication. 2
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. 0
Outcome 2.6 - Assess the validity of statistical conclusions. 0
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. 0
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. 0
Outcome 3.4 - Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information.  0
Outcome 3.5 - Create, manage, organize, and communicate information through electronic media. 0
Outcome 3.6 - Recognize changing technologies and make informed choices about their appropriateness and use. 0
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. 1
Outcome 4.2 - Gather, evaluate, select, and organize information for the communication. 1
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. 1
Outcome 4.5 - Summarize, analyze, and evaluate oral communications and ask coherent questions as needed. 2
Outcome 4.6 - Use competent oral expression to initiate and sustain discussions. 2
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. 2
Outcome 5.3 - Formulate research questions that require descriptive and explanatory analyses. 2
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. 1
Outcome 5.7 - Synthesize information from various sources, drawing appropriate conclusions. 2
Outcome 5.8 - Communicate clearly and concisely the methods and results of logical reasoning. 1
Outcome 5.9 - Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others. 2
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. 1
Outcome 6.2: Explore diverse approaches to solving a problem or addressing a challenge. 2
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 1
Outcome 6.6: Build upon or adapt the ideas of others to create novel expressions or new solutions. 2


33. Additional Information

 

Competency
Describe a minimum of eight local programs aimed at meeting the basic needs of older adults.
Competency
Explain the biological, social and psychological changes (both typical and atypical) that take place in older adulthood.
Competency
Identify historical and current policies on the provision of services to the elderly.
Competency
Explore the role of the state and federal government in addressing the needs of older adults.
Competency
Identify the social service needs of the elderly and considers the implication of the changing demographics of this population on the availability of services.
Competency
Distinguish the unique needs within special populations of elders.
Competency
Describe a minimum of eight local programs aimed at meeting the basic needs of older adults.

Course SLO

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
Competency
Explain the biological, social and psychological changes (both typical and atypical) that take place in older adulthood.

Course SLO

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
Competency
Identify historical and current policies on the provision of services to the elderly.

Course SLO

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
Competency
Explore the role of the state and federal government in addressing the needs of older adults.

Course SLO

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
Competency
Identify the social service needs of the elderly and considers the implication of the changing demographics of this population on the availability of services.

Course SLO

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
Competency
Distinguish the unique needs within special populations of elders.

Course SLO

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
Competency
Describe a minimum of eight local programs aimed at meeting the basic needs of older adults.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
Competency
Explain the biological, social and psychological changes (both typical and atypical) that take place in older adulthood.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
Competency
Identify historical and current policies on the provision of services to the elderly.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
Competency
Explore the role of the state and federal government in addressing the needs of older adults.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
Competency
Identify the social service needs of the elderly and considers the implication of the changing demographics of this population on the availability of services.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
Competency
Distinguish the unique needs within special populations of elders.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
Competency
Describe a minimum of eight local programs aimed at meeting the basic needs of older adults.

Course SLO

Identify special populations and related practice issues when serving older adults.
Competency
Explain the biological, social and psychological changes (both typical and atypical) that take place in older adulthood.

Course SLO

Identify special populations and related practice issues when serving older adults.
Competency
Identify historical and current policies on the provision of services to the elderly.

Course SLO

Identify special populations and related practice issues when serving older adults.
Competency
Explore the role of the state and federal government in addressing the needs of older adults.

Course SLO

Identify special populations and related practice issues when serving older adults.
Competency
Identify the social service needs of the elderly and considers the implication of the changing demographics of this population on the availability of services.

Course SLO

Identify special populations and related practice issues when serving older adults.
Competency
Distinguish the unique needs within special populations of elders.

Course SLO

Identify special populations and related practice issues when serving older adults.
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

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
PSLO
Demonstrate the attitudes, skills and knowledge of best practice strategies across a variety of populations in diverse human service settings.

Course SLO

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.

Course SLO

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.

Course SLO

Apply the life course and person-in-environment perspectives to identify the strengths, needs, and challenges of aging individuals and their families.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
PSLO
Demonstrate the attitudes, skills and knowledge of best practice strategies across a variety of populations in diverse human service settings.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.

Course SLO

Examine policies and governmental agencies affecting the provision of services to older adults.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.

Course SLO

Identify special populations and related practice issues when serving older adults.
PSLO
Demonstrate the attitudes, skills and knowledge of best practice strategies across a variety of populations in diverse human service settings.

Course SLO

Identify special populations and related practice issues when serving older adults.
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 special populations and related practice issues when serving older adults.
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.

Course SLO

Identify special populations and related practice issues when serving older adults.

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