TYPE OF PROPOSAL
|TYPE OF PROPOSAL |
| PERMANENT |
|EXPERIMENTAL |
|TYPE OF PROPOSAL |
| PERMANENT |
|EXPERIMENTAL |
| |
|COURSE PROPOSAL FORM |
|For office use only: |
|CCC |
| |
|SENATE |
| |
|CHANCELLOR |
| |
| |
|PROPOSING |Health Sciences (Human Services) |
|DEPARTMENT: | |
|SECOND DEPARTMENT | |
|FOR JOINT PROPOSAL: | |
| | |
|COURSE TITLE: |Human Services and Aging Populations |
|(maximum 50 characters and spaces) | |
|COURSE ABBREVIATION: | Hum Serv Aging |
|(maximum 20 characters and spaces) | |
| |a |
|COURSE STATUS: | NEW |
| |REVISED |
|COURSE NUMBER: | HSS214 |
|Contact Registrar’s Office for| |
|designated | |
|course number. | |
|TYPE NAME OF |Burhan Siddiqui |
|REGISTRAR CONTACT | |
|& GET INITIALS | |
|CREDITS | 3 |
| |
|PER WEEK: |
|CLASSROOM | 3 |
|HOURS | |
|LAB HOURS | |
|STUDENT | 3 |
|HOURS | |
|FACULTY | 3 |
|HOURS | |
|DO THE LAB HOURS REPRESENT |
|FACULTY CONTACT HOURS? |
| YES |
|NO |
|IF THIS IS A REVISED COURSE, |
|CHECK OFF ALL ITEMS BELOW THAT HAVE BEEN CHANGED: |
| TITLE CHANGE |
| CATALOG DESCRIPTION |
| NUMBER OF CREDITS |
| NUMBER OF HOURS |
| PREREQUISITES |
| COREQUISITES |
| INSTRUCTIONAL OBJECTIVES |
| PERFORMANCE OBJECTIVES |
| GRADING STANDARDS |
| LIBRARY ARTICULATION |
| COMPUTER SOFTWARE |
|ARTICULATION |
| TOPICAL OUTLINE |
| OTHER |
|Please specify: |
|IF THE CLASSROOM HOURS & THE NUMBER |
|OF CREDITS ARE NOT IDENTICAL, EXPLAIN |
|THE DIFFERENCE BELOW: |
| |
|URBAN STUDIES |
| YES |
|NO |
|LIBERAL ARTS |
| YES |
|NO |
REV. 07/18/05
|CATALOG DESCRIPTION: (maximum of 500 characters and spaces) |
| |
|The catalog description should provide students with a description of the course content and methodology. The reading level of the |
|description should be designed for our student population. Also, since catalog descriptions will be used by other colleges as a basis for |
|granting transfer credits, the description should provide adequate information to guide other colleges in their deliberations. |
|This course focuses on the theories that define practice with a culturally diverse aging population. Skills and interventions addressing |
|the social, economic, emotional and health issues of the aged are discussed. The application of these interventions will be explored using |
|role play techniques. |
|Course is Required for: |
|(e.g., students in the Occupational Therapy Program) |
| Human Services Mental Health Majors and Human Services |
|Gerontology Majors |
|Course is Elective for: |
|(e.g., students meeting the pre / pre-co / corequisites) |
|None |
|Course is Closed to: |
|(e.g., all students not meeting the pre / pre-co / corequisites|
|Students not meeting the pre/pre-co/corequisites |
|This Course Replaces: |
|(If it is not a replacement course, write “none”.) |
|HSG150 Introduction to Gerontological Services |
|This course is part of the following curriculum |
|(program), option, career pattern, cluster, and/or sequence. |
|Human Services Mental Health and Human Services Gerontology |
|Was this course offered |
|experimentally? |
| YES |
|NO |
|If offered |
|experimentally, indicate |
|when: |
| |
| |
|PRE/PRE-CO/COREQUISITES: |
| |
|In determining these requirements, please consider the skills (i.e. reading level, writing level, mathematical |
|ability) the student must possess in order to meet the performance objectives. If any minimum competencies are |
|being waived, explain why they are not required. |
|None |
| |
|Basic skills and/or ESL |Prerequisites |Pre/Corequisites |Corequisites |
|Reading (e.g., none, | | | |
|CSE095): | | | |
|Writing (e.g., none, | | | |
|ENA099): | | | |
|Mathematics (e.g., | | | |
|none, MAT096): | |MAT096 | |
|ESL (e.g., none, ESL097, ESL098): | | | |
| | | | |
|College-Level Course Prerequisites: List the highest college-level prerequisites within each discipline. Do not include embedded prerequisites for |
|courses in this list – e.g., if ENG102 is a prerequisite, do not list ENG101. |
|Prerequisites |Pre/Corequisites |Corequisites |
| | | |
|ENG102 |HSM/HSS204 | |
| | | |
| |HSS207 | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Additional Pre/Pre-Co/Corequisites: |
|Specify pre/pre-co/corequisite, e.g., Prerequisite EMT Certification; Prerequisite CPR Certification, etc. |
|Prerequisite: Students must have a GPA of 2.0 or higher. Pre/Corequisite: Course requires Gerontology students to be in a human services fieldwork |
|placement |
|This course will first be offered in: |
|(e.g., Fall 12 week Session 2003) |
| |
|Spring 12 week Session 2014 |
|How many times per year will this course |
|be offered? |
|4 |
|Proposed maximum |
|class size: |
| |
|20 |
|Estimated # of students |
|per year: |
|80 |
|Subsequent to the first offering, this course will be |
|offered in the following sessions: (check all that apply) |
| | |
|FALL 12 Weeks |FALL 6 Weeks |
| | |
|SPRING 12 Weeks |SPRING 6 Weeks |
|Provide a rationale for the proposed course or course revisions. |
|Course focuses on application of human services concepts and provides skills training |
|that enhances employability. |
| |
|Grading Standards: |
|Describe how you will assess the work of students in this class. |
|Please be specific when describing types of assessment tools. Please |
|note that the total of all categories (assignments, exams, oral |
|presentations, |
|research papers, etc.) must be 100%. If appropriate, list the number|
|and percentage value of each type of assessment. |
|For example: 3 written quizzes at 10% each = 30%. |
|CATEGORY |% |
| | |
|Role Play Assignments 4 @ 10 pts pts ea |40 |
| | |
|Free Writes 2@ 5 pts ea |10 |
| | |
|Midterm Exam |20 |
| | |
|Final Exam |30 |
| | |
| | |
| | |
| | |
|TOTAL |100% |
|Provide information about any government, legal, industrial, and professional |
|requirements or vocational objectives, for which the course is designed. |
| |
|Course follows the guidelines of the National Organization for Human Services |
|Indicate if the course is being developed for a grant. If so, provide relevant |
|details. |
| |
| |
|INSTRUCTIONAL OBJECTIVES: | |PERFORMANCE OBJECTIVES: |
| | | |
|These objectives should focus on the goals of the proposed course, that is, | |These objectives describe, in behavioral terms, what the students should be |
|what the instructor expects to achieve. The instructional objectives must be| |able to do at the end of the course. Your performance objectives must be |
|part of the course outline distributed to students at the beginning of each | |part of your course outline and should parallel, if possible, your |
|session. Some examples of beginning phrases which may be used for an | |instructional objectives. Some examples of beginning phrases which may be |
|instructional objective follow. | |used for a performance objective follow: |
| | | |
|During this course, the instructor expects to: | |At the conclusion of this course students will be able to: |
| | | |
|enable.. | |analyze.. identify.. |
|familiarize.. | |compare and contrast.. illustrate.. |
|introduce.. | |compute.. interpret.. |
|provide the student with.. | |define.. locate.. |
|reinforce.. | |describe.. prepare.. |
| | |draw.. solve.. |
| | |explain.. write.. |
| | | |
|List of instructional objectives: | |List of performance objectives: |
|During this course, the instructor expects to: | |At the conclusion of this course, students will be able to: |
| | | |
|1. Familarize students with the myths, biases, and stereotypes about aging | |1. Compare and contrast the myths, biases, and stereotypes about aging and |
|and older adults | |older adults |
| | | |
|2. Introduce students to current research about aging in the United States | |2. Compare and contrast current research about aging in the United States in|
|in general and New York City specifically | |general and New York City specifically |
| | | |
|3. Introduce students to the economic issues and entitlements for older | |3. Describe the economic issues and entitlements for older adults |
|adults | | |
| | |4. Explain theories of healthy aging |
|4. Familiarize students with theories of healthy aging | | |
| | | |
|5. Familiarize students with Naturally Occuring Retirement Communities | |5. Define Naturally Occuring Retirement Communities |
| | | |
|6. Introduce the cognitive issues that can affect older adults | |6. Describe the cognitive issues that can affect older adults |
| | | |
|7. Introduce the issues of cancer and older adults | |7. Describe the issues of cancer and older adults |
| | | |
|8. Familiarize students with the impact of current health care insurance | |8. Explain the impact of current health care insurance coverage and older |
|coverage and older adults | |adults |
| | | |
|9. Familiarize students with the issues of home care and older adults | |9. Explain the issues of home care and older adults |
| | | |
|INSTRUCTIONAL OBJECTIVES (CONTINUED): | |PERFORMANCE OBJECTIVES (CONTINUED): |
| | | |
|10. Introduce students to the issues confronting adult children with aging | |10. Explain the issues confronting adult children with aging parents |
|parents | | |
| | |11. Describe the issues of older adults with primary custody of grandchildren|
|11. Familiarize students with the issues of older adults with primary custody | | |
|of grandchildren | |12. Explain human service workers' ethical responsibilities and elder abuse |
| | | |
|12. Reinforce human service workers' ethical responsibilities and elder abuse | |13. Compare and contrast the issues of supportive, palliative and hospice |
| | |care |
|13. Familiarize students with the issues of supportive, palliative and hospice | | |
|care | |14. Compare and contrast engagement strategies with older adults |
| | | |
|14. Familiarize students with engagement strategies with older adults | |15. Compare and contrast information gathering strategies with older adults |
| | | |
|15. Familiarize students with information gathering strategies with older | | |
|adults | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|COURSE OUTLINE: |
|Provide a weekly, topical outline that will be used to guide instructors in|
|teaching this course. The weekly topical outline should delineate 12 weeks |
|of instruction and the thirteenth week should be labeled “Final Exam.” If a|
|course is designed for 6-week sessions only, the outline should delineate |
|6 weeks of instruction and the seventh week should be labeled “Final Exam.”|
| |
|12 weeks of instruction |
| |
|Week One |
|The Myths and Facts About Aging and Theories of Healthy Aging. Strategies |
|to Assist Older Adults with Caregiving to Disabled Partners/Adult Aged |
|Children and the Dilemmas of Raising Minor Children |
|First Free Write |
| |
|Week Two |
|Special Issues for Aging People of Color and Latinos. Managing |
|Multicultural Generational Conflicts. Personal definitions of quality of |
|life. |
|First Role Play Assignment |
| |
|Week Three |
|Challenges of Aging in Place & Environmental Dependency. Issues of Barrier |
|Free Living & Helping the Aging Accept Changes in Their Environment |
|Second Role Play Assignment |
| |
|Week Four |
|Cognitive Challenges and Aging & the Struggles of Partners and Adult |
|Children. Current research on dementia, Alzheimer's, stroke and truamtic |
|brain injury. Managing Issues of Consent, Assent and Competence for the |
|Aging & Their Families |
| |
|Week Five |
|The Impact of Homemaker, Home Health Aid, & Visiting Nurse Services |
|Managing Issues of Independence, Dependence & Interdependence |
|Third Role Play Assignment |
| |
| |
|COURSE OUTLINE: (CONTINUED) |
| |
|Week Six |
|Lecture: Naturally occurring retirement communities. Special Issues for the|
|Aging in Nursing Homes. Managing Issues in Congregate Living |
| |
|Week Seven |
|Lecture: Special Issues for the Aging Developmentally Disabled, Helping the|
|Aging with Multiple Disabilities |
|MidTerm |
| |
|Week Eight |
|Special Issues for an Aging Lesbian, Gay, Bisexual and Transgendered |
|Populations |
|Addressing Issues of Social Isolation and Estranged Families |
|Fourth Role Play Assignment |
| |
|Week Nine |
|Death & Dying/End Stage & Terminal Illness & the Aging. Addressing Advanced|
|Directives & Advanced Care Planning |
|Second Free Write |
| |
|Week Ten |
|Depression, Alcoholism & Aging |
|Second Free Write Identifying Symptoms of Depression in the Aging |
| |
|Week Eleven |
|Lecture: Managing Issues of Palliative Care & Hospice |
|Working with the Dying Client |
| |
|Week Tweleve |
|Special Issues Confronting the Aging Surviving Partner Working with |
|Grieving Family Members |
| |
|Week Thirteen |
|Final Exam |
| |
|COURSE OUTLINE (CONTINUED): | |COURSE OUTLINE (CONTINUED): |
| | | |
| | | |
|LIBRARY/FACILITIES ARTICULATION |
| |
|Please give author, title, edition, publisher and date for each book; title and publisher for each periodical title. Provide ISBN or ISSN if easily |
|accessible. For media items, include distributor. After each item, indicate the status as follows: in collection (IC), on order (O/O), or recommended for |
|purchase (R). |
|#1 TEXTBOOK(S): (Text on tape will be ordered if available.) (Specify STATUS| |#2 ADDITIONAL BOOKS TO SUPPORT THIS COURSE: (Specify STATUS at end of each |
|at end of each entry.) | |entry.) |
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| | | |
|AUTHOR(S): | |AUTHOR(S): |
|Mark Novack | |Ed Neukrug |
| | | |
| | | |
| | | |
|TITLE: | |TITLE: |
| | | |
|Issues in Aging | |Skills and Techniques for Human Services Professionals |
| | | |
| | | |
|EDITION: | |EDITION: |
|second edition | | |
| | | |
|PUBLI | |PUBLISHER: |
|HER: | |Brooks/Col3 |
|Allyn & Bacon (Pearson) | | |
| | |DATE: |
|DATE: | |2002 |
|2009 | | |
| | |ISBN: |
|ISBN: | |9780534567682 |
|9780205578696 | | |
| | |STATUS: (Check one) |
|STATUS: (Check one) | | |
| | |IC 0/0 R |
|IC 0/0 R | | |
| | | |
| | | |
| | |AUTHOR(S): |
|AUTHOR(S): | | |
|Erick Erikson & Joan Erikson | | |
| | | |
| | | |
|TITLE: | |TITLE: |
| | | |
|The Life Cycle Completed | | |
| | | |
| | | |
|EDITION: | |EDITION: |
|extended version | | |
| | | |
|PUBLISHER: | |PUBLISHER: |
|W.W. Norton | | |
| | | |
|DATE: | |DATE: |
|1997 | | |
| | | |
|ISBN: | |ISBN: |
|0393317722 | | |
| | | |
|STATUS: (Check one) | |STATUS: (Check one) |
| | | |
|IC 0/0 R | |IC 0/0 R |
| | | |
| | | |
| | | |
|AUTHOR(S): | |AUTHOR(S): |
|Mitch Albom | | |
| | | |
| | | |
| | | |
|TITLE: | |TITLE: |
| | | |
|Tuesdays with Morrie | | |
| | | |
| | | |
|EDITION: | |EDITION: |
|new afterword by author 2007 | | |
| | | |
|PUBLISHER: | |PUBLISHER: |
|Broadway Books | | |
| | | |
|DATE: | |DATE: |
|1997/2007 | | |
| | | |
|ISBN: | |ISBN: |
|9780767905923 | | |
| | | |
|STATUS: (Check one) | |STATUS: (Che |
| | |k one) |
|IC 0/0 R | | |
| | |IC 0/0 R |
| | | |
| | | |
| | | |
| | | |
| | |#3 SERIALS: (newspapers, magazines, journals, yearbooks) (Specify STATUS at |
|#2 ADDITIONAL BOOKS TO SUPPORT THIS | |the end of each entry.) |
|COURSE (Continued) | | |
|(Specify STATUS at the end of each entry.) | |Note that the Library will not be able to subscribe to many new serials. |
| | |However, the articles from more and more periodicals appear in the Library’s |
| | |electronic full-text databases. |
| | |SERIAL TITLE: |
|AUTHOR(S): | | |
| | | |
| | | |
| | |PUBLISHER: |
| | | |
|TITLE: | | |
| | |ISSN: |
| | | |
| | | |
| | |STATUS: (Check one) |
|EDITION: | | |
| | |IC 0/0 R |
| | | |
|PUBLISHER: | | |
| | |SERIAL TITLE: |
| | | |
|DATE: | | |
| | | |
| | |PUBLISHER: |
|ISBN: | | |
| | | |
| | |ISSN: |
|STATUS: (Check one) | | |
| | | |
|IC 0/0 R | |STATUS: (Check one) |
| | | |
| | |IC 0/0 R |
| | | |
| | | |
| | |SERIAL TITLE: |
| | | |
|AUTHOR(S): | | |
| | | |
| | |PUBLISHER: |
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|TITLE: | |ISSN: |
| | | |
| | | |
| | |STATUS: (Check one) |
| | | |
|EDITION: | |IC 0/0 R |
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|PUBLISHER: | | |
| | |ERIAL TITLE: |
| | | |
|DATE: | | |
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| | |PUBLISHER: |
|ISBN: | | |
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| | |ISSN: |
|STATUS: (Check one) | | |
| | | |
|IC 0/0 R | |STATUS: (Check one) |
| | | |
| | |IC 0/0 R |
| | | |
|AUTHOR(S): | | |
| | |SERIAL TITLE: |
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|TITLE: | |PUBLISHER: |
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|EDITION: | | |
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|PUBLISHER: | | |
| | | |
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|DATE: | | |
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|ISBN: | | |
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| | | |
|STATUS: (Ch | | |
|ck one) | | |
| | | |
|IC 0/0 R | | |
| | | |
| | | |
|Append additional page if necessary. | | |
|#4 MEDIA ITEMS: (films, videos, cassettes, CDs, DVDs, slide sets, |
|filmstrips, etc.) |
|(Specify STATUS at the end of each entry.) |
|TITLE: |
| |
| |
| |
|DISTRIBUTORRBLISHER: |
| |
| |
|STATUS: (CHECK ONE) |
| |
|IC 0/0 R |
| |
| |
|TITLE: |
| |
| |
| |
|DISTRIBUTORBLISHER: |
| |
| |
|STATUS: (CHECK ONE) |
| |
|IC 0/0 R |
|TYPE MEDIA |Dianne Gordon Conyers |
|LIAISON’S NAME & OBTAIN INITIALS | |
|INFORMATION LITERACY: |
|The proposer and the library faculty have |
|collaborated on plans for the above listed (and other) resources to be used|
|in activities designed to increase student information literacy. |
|TYPE NAME OF |Dianne Gordon Conyers |
|LIBRARY FACULTY | |
|& OBTAIN INITIALS | |
|SOFTWARE/HARDWARE REQUIREMENTS: (e.g., commercial application package, |
|microcomputer or other special facilities required) |
| |
| |
|TYPE NAME OF DIRECTOR | |
|OF INSTRUCTIONAL SERVICES & | |
|OBTAIN INITIALS | |
|(only if applicable) | |
|Provide the mean or median enrollment in courses |
|offered by the department or program during the last |
|term for which data is available. |
|22 |
|TYPE PROPOSER’S |Les Gallo-Silver |
|NAME & OBTAIN INITIALS | |
|APPROVAL PAGE: |
|For all items below, type in the faculty and department names and obtain the initials for each person listed. |
|PROPOSER (S) |DEPARTMENT(S) |DATE |
|Les Gallo-Silver |Health Sciences | |
| | | |
| | | |
| | | |
|CHAIRPERSON(S) OF DEPT. CURRICULUM COMMMITEE(S) |DEPARTMENT(S) |DATE |
|Kathleen Karsten |Health Sciences | |
| | | |
| | | |
| | | |
|DEPT’L. REPRESENTATIVE(S) TO COLLEGE-WIDE CURRICULUM COMMITTEE |DEPARTMENT(S) |DATE |
|Kathleen Karsten/Les Gallo-Silver |Health Sciences | |
| | | |
| | | |
| | | |
|DEPARTMENT CHAIRPERSON(S) |DEPARTMENT(S) |DATE |
|Phil Gimber |Health Sciences | |
| | | |
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| | | |
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