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): | |      |

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| | |STATUS: (Check one) |

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|STATUS: (Check one) | |      |

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|IC 0/0 R | |STATUS: (Check one) |

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| | |IC 0/0 R |

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|EDITION: | |IC 0/0 R |

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| | |IC 0/0 R |

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|STATUS: (Ch | | |

|ck one) | | |

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|IC 0/0 R | | |

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|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: |

|      |

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| |

|DISTRIBUTORRBLISHER: |

|      |

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|STATUS: (CHECK ONE) |

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|IC 0/0 R |

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|TITLE: |

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|DISTRIBUTORBLISHER: |

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|STATUS: (CHECK ONE) |

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|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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