Learning Goals

A. Specific Learning Expectations

1. In the Discipline

Gerontology graduates are expected to demonstrate competence in the nine (9) Program Objectives/Learner Outcomes (P.O.). Evidence of successful accomplishment is measured by (49) Student Objectives (S.O). These outcomes derive from the CSUS Strategic Plan, and the missions of CSUS, SSIS, and the Program (Appendix I). These include the concepts of communication, critical thinking, research, social institutions, and diversity.

Program Objectives address the three broad areas of 1.) values, 2.) knowledge acquisition, synthesis, and application, and 3.) skill acquisition, competence, and application reflected in the above mentioned documents yet are specific to the gerontology discipline. These objectives reflect the expectation that students continuously examine and explore their beliefs and values as they progress along their learning continuum. These objectives also delineate that knowledge be derived from multiple sources both academic and experiential. Program Outcomes addressing values and knowledge five rise to objectives for skill application. Skill competence is conceptualized as both general to learning and living in today’s world, and specific to interdisciplinary Gerontological practice. These skill competencies embrace five primary areas of transferable skills. These include 1.) critical thinking (logic and problem solving), 2.) effective written and oral interpersonal communication, 3.) creative thinking, 4.) moral/ethical reasoning and behavior, and 5.) information literacy. Gerontology students are expected to progressively apply and build on these learned general skills in their course work as well as in their interactions with and management of individuals in their field practice/internship.

Each course in the Major contributes toward students’ completion of the Program Goals. Each course strives toward incorporating content, learning methods, and experiences that direct students toward achieving the Program Objectives required for completion of the Gerontology Program. Measurement includes such methodologies as exams, various University surveys, course assignments, field practice journals, Professional Portfolio reviews, and the Culminating Community Service Learning Project. Outcome accomplishment is formally documented at the conclusion of the student’s Internship courses (Gero 195A & 195B).

Students are expected to achieve the following outcomes by building on their prior academic and experiential knowledge while completing the course of study in Gerontology. It is anticipated that most of the interdisciplinary courses will provide unique opportunities for students to learn, practice and master general and specific skills leading to achievement of the course, and therefore, Program Objectives and Student Learning Outcomes. It is anticipated, however, that not all courses will address each of the specific objectives subsumed under the terminal Program Objective.

The final measurement of Student Outcome accomplishment is Portfolio review. All students’ Portfolios are reviewed in their internship courses, assessing their course accomplishments. Additionally, this gives students two semesters to prepare, with feedback, a professional and complete Portfolio. A sample of graduating seniors’ Portfolios is analyzed by Program faculty at the end of each semester to assess Program Goal achievement.

Program Objectives and Student Learning Outcomes

Program Objective #1

1. The Gerontology graduate from CSU Sacramento is expected to study, review, and reflect on the discipline of gerontology and its role in society.

Learner Outcomes #1

The Learner will:

Program Objective #2

2. The Gerontology graduate from CSU Sacramento is expected to study, review, reflect on, and apply current theory and research in gerontology.

Learner Outcomes #2

The Learner will:

Program Objective #3

3. The Gerontology graduate from CSU Sacramento is expected to study, review, reflect on, and use knowledge of reciprocal relationships among older adults, their families and society.

Learner Outcomes #3

The Learner will:

Program Objective #4

4. The Gerontology graduate from CSU Sacramento is expected to study, review, reflect on, and use knowledge of the diversity of older adults in the American society.

Learner Outcomes #4

The Learner will:

Program Objective #5

5. The Gerontology major at CSU Sacramento is expected to demonstrate socially- conscious behavior regarding the older population.

Learner Outcomes #5

The Learner will:

Program Objective #6

6. The Gerontology graduate from CSU Sacramento is expected to study, review, reflect on, and demonstrate competent interdisciplinary gerontological practice.

Learner Outcomes #6

The Learner will:

• 6.1(1) holistic (bio-psycho-social-cultural-spiritual and gender-related) aspects of aging,
  6.1(2) social policy and aging,
  6.1(3) financial and legal aspects of aging,
  6.1(4) case management, 6.14 older adults’ community services and
  6.1(5) professional/ethical/legal practice skills with older adults.

• 6.2 Demonstrate the multidisciplinary characteristics of gerontological practice.
• 6.3 Function in a professional and ethical manner with clients, families, agency staff, and faculty.
• 6.4 Demonstrate ability to correctly use various assessment tools when working and collaborating with older clients/families/caregivers, and staff.
• 6.5 Correctly implement learned intervention skills in a professional/ethical manner.
• 6.6 Demonstrate the ability to efficiently and effectively refer to and use various community services and resources.
• 6.7 Use knowledge of multiple service and professional roles when arranging and facilitating services for older adults.

Program Objective #7

7. The Gerontology graduate from CSU Sacramento is expected to demonstrate critical thinking as a foundation for decision making.

Learner Outcomes #7

The Learner will:

8. The Gerontology graduate from CSU Sacramento is expected to study, review, reflect on and exhibit effective written, oral, and interpersonal communication skills with individuals, caregivers, families, and staff.

Learner Outcomes #8

The Learner will:

Program Objective #9

9. The Gerontology graduate from CSU Sacramento is expected to have basic computer skills necessary to find, create, and communicate gerontological and interdisciplinary knowledge and information in a global, information society.

Learner Outcomes #9

The Learner will:

The Learning Outcome matrix, (Appendix J) shows the linkage between the program and course embedded learning outcomes. Each course strives toward incorporating content, learning methods, and experiences that direct students toward achieving these goals and objectives. Student outcome measurement methodologies include exams, papers, projects, in class assignments, field practice journals, Professional Portfolio reviews, the Culminating Community Service Learning Project (began in F99), and
various Program surveys. Accomplishment of these outcomes are formally documented in individual courses and at the conclusion of the student’s second Internship course (Gero 195B).

2. Expectation of Writing and Reading in the Major

All Gerontology courses except the Freshman Seminar/Learning Community are upper division courses. The gerontology faculty strongly believe that well educated individuals are able to communicate clearly; both verbally and in written form. These beliefs are reflected in Student Outcome #8 and in individual course and class objectives (available in course syllabi on file in the Program office). In order to facilitate this and implement the University standard that states that upper division courses should contain assignments requiring a minimum of 1500 words, the faculty have developed a variety of assignments (both in and out of class) that provide students with the opportunity to develop these skills.

Amount, variety, and level of reading assignments are determined by faculty in individual courses. Evaluation of these writing and reading assignments are done at the conclusion of each course by faculty and students based on writing rubrics. Assignment modifications are also made by faculty whenever warranted. Course comparisons of reading assignments are done in the Program review process and every three years by written faculty review and discussions with faculty members.

As of the 2003 Writing and Reading Evaluation (Appendix K), 8 of the 13 required core courses and one of the GE courses have participated in the evaluation. It is anticipated that in the next review cycle that the remaining 5 Interdisciplinary Core courses will contribute data. Analysis of these data reflect that there is consistency in reading and writing among reporting courses and no overlap of texts (this was different from the previous review). The requirements also seem reasonable for upper division coursework.

Table 2. Writing and Reading Evaluation

a. current writing and reading requirements

All gerontology core courses require reading and various forms of writing (for explicit examples please access course syllabi in the Program Office). Some examples of assignments that facilitate development and refinement of verbal and written communication skills include: in-class expository response papers, short answer essay questions, small discussion group summaries to the total class, and presentations of interviews and papers. Examples of out-of-class experiences include assignments such as: interviews with elders and agency personnel, research papers, take home essay exams, and written analysis of service learning experiences.

b. standards for general expository writing and discipline-specific writing and reading

Writing Standards that are used in the Core Gerontology (Gero) courses include use of the CSUS Composition Grading Standards and the CSUS Advisory Standards for Writing in the Undergraduate Major. These, along with the Dicotomous Scale for Evaluating Writing (Appendix L), are given to students in classes and used as a writing guide and the basis for evaluation and grading of written work. APA is the accepted writing style for all Gerontology prefix courses and many of the interdisciplinary courses. Reading (type and quantity) are evaluated by faculty before the start of each course. Writing and Reading in all Gero courses is evaluated every three (3) years according the Program Assessment Plan. Other Interdisciplinary Core Courses are encouraged to complete evaluations also beginning in 2004.

c. plans for development of writing and reading skills

Faculty will continue to assess these skills every semester, referring students to resources when appropriate. Faculty will also continue to evaluate any additional rubrics that may assist students in developing their skills.

d. plans for assessment of current requirements and measures to encourage writing and reading skills

Faculty assess requirements each semester. They will continue to require realistic amounts of reading and help students in their writing skills by giving multiple opportunities to write and receive feedback on that writing. Formal Program assessment occurs every three years.

3. Computer/information competence in the major

The Gerontology Program strongly supports the University general policy statement on computer literacy/information competence and the specific CSUS Baccalaureate Learning Goals in the Expectations of Undergraduate Learning, adopted by the Senate 5/02. This states that students have the “ability to make effective and ethical use of information resources and technology for personal and professional needs.” Examples of implementation of this learning goal are reflected in many of the course objectives and in Program Objective #9.

Computer literacy is required for completing assignments in a satisfactory manner. Computer competency is evaluated (beginning Fall 2002), at the beginning of each semester in all Gero prefix courses to identify student needs and concerns. Students are referred to computer classes and often helped by faculty or other students when the need arises. During the past several years, student anecdotal reports and then survey scores have reflected an increase in their computer abilities and comfort level (Appendix M). Analysis shows that students report interest in computers, and they feel comfortable using them. It is expected that this will continue to increase with time. The Program will continue to require computer-based assignments and encourage use the library and computer services on class.

B. Basis of Expectations for Students

Student expectations are based on knowledge and input from various academic and non-academic sources. As noted earlier, AGHE sets standards to guide gerontology curriculum and programs. Many of the previous expectations for the discipline are extrapolated from them. Additionally, trends in higher education as seen in university standards, other programs’ standards, employer expectations, faculty and advisory council comments help to direct discipline as well as writing expectations. Alumni and student comments about how these expectations relate to employability is also a factor in faculty decisions about these expectations.

C. Communication of Expectations to Students

Program and course expectations are communicated to students in a variety of ways. Some of these include: orientation to the program and to each class, advising, the Student Handbook (available in Program office), information on the website, the course overview (both in writing and verbally), informally and formally (in class) by faculty as they describe how the “parts” of the curriculum fit together to provide a cohesive whole, through Service Learning experiences and journal reflection feedback comments from faculty, and through discussions in the Internship Seminar classes.

D. How the Curriculum is Structured to Meet Learning Expectations

The Gerontology major requires 120 units for graduation. There are 48 units in this interdisciplinary major. The curriculum is divided into three (3) sections: Gerontology Core Courses, Core Courses, and electives. Courses that comprise the Minor in Gerontology are asterisked. Students are advised to take courses in the Gerontology Core in the sequence listed however, the only firm rules relate to the Field Practice/ Internships. As these are capstone courses, they may not be taken until the majority of other coursework is completed. Interdisciplinary Core and Electives may be taken in any order. Individual advising assists students in choosing courses that will help them meet their career goals. Please see Table 3 for the list of courses.

Table 3. Gerontology Program Courses

GE Courses
GERO 21 Freshman Seminar
GERO 100 Issues of Aging in America *

Gero Core Courses (18 units)
GERO 101 Services for the Aging *
GERO 102 Social Policy & Aging *
GERO 103 Gerontology Practice *
GERO 195A Field Experience *
GERO 195B Field Experience
Research Use: SOC 102 OR
Elective: NURS 150/N195 OR SWRK 111

Interdisciplinary Core (21 units)
BIO 120 Biology of Aging *
ETHN 133 Cross Cultural Aging in America *
FACS 147 Legal & Financial Aspects of Aging
NURS 163 Holistic Approach to Aging *
PSYCH 151 Psychological Aspects of Death
RLS 124 Recreation and Gerontology
SWRK 151 Health Services & Systems

Elective Support Courses (9 units)
Applied Service/Administration

GERO 199 Special Problems/Independent Study
BME 268 Disabilities & Aging
EDC 296R Counseling the Older Adult
HLSC 116 Public Health Administration
KINS 136 Sport and Aging
OBE 150 Management of Contemporary Organizations General Focus
FACS 119 Nutrition and Aging
FACS 159 Aging in Human Development *
HLSC 150 Aging & Health
PSYCH 119 The Aging Brain
PSYCH 150 Psychological Aspects of Aging
SOC 102B Research
SOC 146 Sociology of Aging

• All courses are 3 units.
• Courses in the various programs are offered during day and evening hours to accommodate individuals working at different hours.
• Interdisciplinary departments include: Gerontology, Ethnic Studies, Family Consumer Sciences, Biology, Nursing, Social Work, Business, Health & Safety, Psychology, Sociology, Anthropology, Biomedical Engineering, Counselor Education, and Recreation/Leisure Studies

Below is a matrix showing how individual core courses contribute to overall student learning outcome acquisition. Outcomes are further explicated by objectives that lead to their acquisition. Although all courses address each learning outcome, they do this by meeting different objectives. A more complete matrix with specific objectives is available in the 2003 Program Assessment Plan (Appendix J). These data are reflective of the last assessment in 2002-2003. It is anticipated that those courses that have not completed an assessment will upon the next review. Clearly Gerontology faculty have worked hard to insure students have multiple opportunities to meet their learning objectives by the time they complete the program.

Table 4.
Outcome Matrix Courses Learning Outcomes

E. Effective Teaching Strategies to Achieve Learning Expectations:

Gerontology faculty strive to engage students in active and applied learning in all core courses. Lecture is used in some courses to enhance readings but many faculty members use in-class learning strategies. Some of examples of strategies they use are: in and out-of-class application assignments, web searching, reflective journaling, video analysis, concept mapping, service learning, field work, and multiple opportunities to learn and “discipline practice” skills such as interviewing, functional assessment, oral history taking, and agency/organization assessment. As noted earlier, some classes also use WebCt in various forms to achieve learning expectations. Copies of course syllabi are available in the Program office.