ACADEMIC PROGRAMASSESSMENT PLAN
This form was designed to assist programs in writing a complete assessment plan. If you choose not to use this form, please submit your plan in the order of the checklist at the end of this document. If some aspect of your program’s plan is in development or not yet developed, indicate that in the respective section. For guidance and examples, refer to the Assessment Plan GUIDE or send an email to .
Program Name: Gerontology Graduate Certficate
SKIM Program? Yes☐No☒ For a list of programs covered by SKIM, see GUIDE.
Disciplinary Accrediting Body (if applicable): None, but since we are part of the School of Social Work we have adapted the Council on Social Work Education (CSWE) GERO Assessment Plan to our specific program.
Department Name: School of Social Work
Date Submitted: April 15, 2018
Submitted by: Dr. Rosalie V. Otters(Name)
501-569-3012; (Phone & Email)
Section 1. Program or Departmental Mission Statement.
Your program’s student learning goals should tie to your mission. Please state your department’s or program’s mission.
The mission of the program of the School of Social Work in Gerontology is to equip students with the knowledge, values and skills required to work with the burgeoning population of older adults in the 21st Century. The Gerontology Certificate provides participants with the knowledge and appreciation of psychological, sociological and biological changes throughout the life course, as well as the values of inclusiveness and diversity that will be increasingly needed for our society to successfully navigate through the upcoming challenges and opportunities of an aging society. In addition, we educate our students to both lead and respond to policies and services.Section 2. Student Learning Goals for Academic Program.
List all student learning goals (“At the end of this program, students will be able to…”) for the academic program identified above, and—if your program is covered by SKIM—how the SKIM goals map to your program goals. If you prefer to provide the list as an appendix, type “See appendix” in box below and attach appendix to this document. For guidance on writing measurable student learning goals and for a list of the SKIM goals, please see the GUIDE.
The student learning goals relate to competencies, behaviors and dimensions. They are all listed below in the three required gerontology graduate coursecurriculum objectives and the curriculum grid map listing competencies, behaviors and dimensions, See below:University of Arkansas at Little Rock
School of Social Work
School of Social Work: Gerontology Program
3 core courses to be measured by assignment grid map:
•Social Gerontology
•Aging and Social Policy
•Health and Biology of Aging
Assignment/ evaluation grid for competencies/ behaviors/ dimensions are at the end.
Social Gerontology Core Course #1
SOWK/GERO 4310/5310
Social Gerontology
Semester Credits: 3 credits
Online class: 990
Prerequisite: Undergraduate or Graduate Admission
I. DESCRIPTION OF COURSE
This course explores the social aspects of aging – how do older adults affect society and how does society affect older adults? The interaction of older adults with society is examined along with many of our social institutions such as family, healthcare, government, and the economy. Also examined are the issues associated with our aging population and how those issues affect people of all ages. A number of current controversies associated with our changing population structure will be discussed in class.
II. OBJECTIVES OF COURSE
Upon completion of this course the student will be able to understand that aging is a lifelong process, starting from birth and culminating at death, with variable affects determined by both social and personal resources and perspectives.
By the end of this course the student will be able to:
•Describe and assess the bio-psycho-social-spiritual aspects of aging (Behaviors 2.1 for
Competency 2; Behavior 4.1 for Competency 4 ).
•Understand social gerontology theories (Behavior 2.2 and 2.3 for Competency 2).
•Specifically identify the inter-relationships between the micro, mezzo, and macro levels in the
life course perspective (Behavior 2.2 for Competency 2).
•Identify the values, tasks and role of the gerontology professional (Behaviors 1.1 and 1.2 for
Competency 1).
•Understand the significance of race/ethnicity, gender, sexual orientation, age and religion on
personal health (Behavior 1.4 for Competency 1).
•Know and analyze the most important health, life course and lifestyle issues
for older adults (Behavior 4.2 and 4.4 for Competency 4, Behaviors 6.4, 6.5, and 6.6 for
Competency 6)
•Describe caregiving concerns and priorities (Behaviors 3.2 for Competency 3; 5.1 for
Competency 5).
•Identify social policies needed to address social problems in an aging society (Behaviors 3.1
and 3.2 for Competency 3, Behavior 4.1 for Competency 4, Behavior 6.2 for Competency 6).
•Understand the historical, contemporary and cutting edge issues of social gerontology
(Behavior 2.1 for Competency 2; Behavior 5.1 for Competency 5).
•Develop an awareness of the need to understand end-of-life issues as both a social and a
personal concern ( Behavior 1.3 for Competency 1; Behavior 2.2 for Competency 2.
AGING AND SOCIAL POLICY: Core Course #2
SOWK/GERO 7321.990
Semester Credits: 3
Prerequisite: Graduate status
I. DESCRIPTION OF COURSE
This course offers an overview of aging and social policy issues, especially at the state and federal levels of government, as well as non-governmental agencies and organizations. The aging network, healthcare including Medicare and Medicaid, as well as Social Security and retirement financing are highlighted. The course begins with a historical perspective on how we have gotten to our present health care policies. The course then describes the aging network as well as the programs and services for the older adult that comprise this network. Many of these stem from the Older Americans Act legislation (1965 and its subsequent amendments) which provide home and community-based services to older adults in their communities. Services for older adults include volunteer and intergenerational programs, education programs, senior center and recreation, employments programs, income programs, nutrition and meal programs, legal service, transportation, and housing. Specific to health care are promotion, mental health services, care management, home care services, respite service and long-term care services.
II. OBJECTIVES OF COURSE
Students will demonstrate:
1. Understanding of who older adults are and why all helping professionals should be
knowledgeable about this population ( behavior 1.1 for competency 1; behavior 6.1 for
competency 6).
2 Knowledge of the historical and present programs, services and issues for the aging
network (behaviors 3.1, 3.2 for competency 3; behavior 4.1 for competency 4).
3. The ability to differentiate among key theories of democracy and social justice as
they define aging policy issues for all Americans (behavior 1.2 for competency 1; behavior
2.2 and 2.3 for competency 2; behavior 4.2 for competency 4).
4. Understanding of older adult housing issues, including long term care (behavior 3.1, 3.2 for
competency 3).
5. The ability to critically and ethically differentiate diversity and pluralism variables
as they impact age including race/ethnicity, class, gender/sexuality, religion/
spirituality, and ability ( behavior 2.2 for competency 2; behavior 3.2 for competency 3; 6.6 for
competency 6).
6. The ability to analyze the role of government and the role of individuals regarding
the main social, political and economic issues today in the healthcare and Social
Security debates (behavior 4.1 and 4.4 for competency 4, behavior 5.1 for competency 5).
7. Knowledge of the "nuts and bolts" of Medicare, Medicaid and Social Security (behavior 3.1 for
competency 3; 6.1, 6.3 for practice 6)
8. Application of the main issues regarding at least one of the following: Medicare,
Medicaid, and Social Security and how they affect all Americans (behavior 3.1 for
competency 3; 4.3 for competency 4).
9. Basic understanding of present day health care laws and how they affect individual
Americans, especially those older or in poorer health (behavior 3.2 for competency
3; 6.1, 6.2 for competency 6).
Each behavior of each competency is to be measured through the discussions, quizzes, service learning, oral presentation and final paper.
Health & Biology of Aging Core Course #3
SOWK/GERO 7325.991
Semester Credits: 3 Credits
Graduate or Undergraduate Admission
DESCRIPTION OF COURSE
What is old age? When does old age start and youth end? When I get old. Do I have to be unhealthy? This course considers the biology of aging, health assessment and the promotion of health among older adults. Theories and models of health behavior change in the context of the aging individual. Specific health related behaviors such as exercise and nutrition as well as social and emotional support are also examined as they relate to the older adult. Understanding the consequences of aging and the extension of life expectancy requires an understanding of the interrelationship of biology and behavior. Research on “normal” aging over the life span offers the potential of understanding the changes that occur with age. This understanding can be used to anticipate and cope with the physiological and behavioral functions that are altered by the aging process in ourselves and others. This course examines physiological and epidemiological studies of disease and aging in addition to an alteration in sensory perception, muscle function, etc. Finally, issues of interventions, realistic expectations, and ethics are also examined.
OBJECTIVES OF COURSE
Health and Human Aging is a core course for the Graduate Certificate in Gerontology. Upon completion of this course, students will be able to demonstrate the following competencies.
1.Understand and Apply Ethical and Theoretical Perspectives as well as Gerontological Values
(Behavior 1.1, 1.2,1.4 for Competency 1; Behavior 2.2 for Competency 2).
2.Understand and Apply Gerontological Perspectives ( Behavior 2.1 and 2.2 for Competency 2)
3.Analyze Needs and Resources: Aging Services, Programs, and Policies (Behavior 3.1 and 3.2
for Competency 3)
4.Develop and Apply Critical Thinking (Behavior 4.1 – 4.4 for Competency 4)
5.Develop Beginning Care Management Skills: Assessment and Intervention (Behavior 2.1 and
2.3 for Competency 2; Behavior 5.2 for Competency 5; Behavior 6.4, 6.5, 6.6 for Competency
6).
6.Identify Aging Developments, Technology and Trends (Behavior 5.1, 5.2 for Competency 5)
7.Identify and Assess Potential Health, Life Course, and Lifestyle Issues (Behaviors 6.4, 6.5, 6.6
for Competency 6).
Gerontology Core Courses Assignment Grid
Measuring Competencies/ Behaviors and Dimensions:
Explicit Curriculum
Dimensions: Knowledge (K), Critical Thinking (CT)
* TBD (to be determined)
COMPETENCY BEHAVIOR GERO DIMENSION COURSE UNIT EVALUATION
CORE COURSE BY ASSIGNMENT
#1 Understand/ 1.1 Assess/address Social GERO K, CT Unit 1-7 Experiential Research
Apply GERO values/biases Proposal/Research
Values & Ethical regarding aging Paper
1.2 Knowledge of Social GERO K TBD* TBD
ethical principles
1.3 Understand end- Health/Bio of K Unit 3 Quiz 2
of-life issues Aging Discussion
Social GERO K Unit 7 Quiz 5
1.4 Respect diversity Health/Bio of K Unit 5 Quiz 4
among older adults Aging Discussion
Case Study
Social GERO K Unit 1&6 Quizzes 1,3,4
#2 Understand/ 2.1 Understand Social GERO K,CT Units 2-4 Quiz 1&2
Apply GERO GERO multi- Paper
Theoretical disciplinary Proposal &
Paper
2.2 Relate GERO Aging/Social K Unit 1 Discussion
perspectives/theories Policy Quiz 1
to practice
Health/Bio of K Unit 1-3 Discussion
Aging Quiz 1-2
Social GERO K,CT Unit 1-5 Research Paper
#3 Analyze 3.1 Understand Aging/Social K,CT Unit 2 Discussion
GERO Needs continuum from Policy Quiz 1-2
and Resources community to Portfolio
national resources
Health/Bio of K Unit 2, 3 Discussion
Aging Quiz 1-2
Case Study
Social GERO K Unit 4 & 5 Quiz 2&3
3.2 Identify how Aging/Social K Unit Discussion
policies, regs, Policy 2 - 6 Quiz 1 - 3
programs impact
older adults & Health/Bio K Unit Discussion
caregivers Aging 2 - 4 Quiz 1 - 3
Case Study
Social GERO K Unit 4 & 5 Quiz 2 & 3
#4 Develop/Apply 4.1 Recognize older Aging/Social K Unit 4 & 7 Discussion
Critical thinking adults contributions Policy Quiz 3
to society/planning
programs Social GERO K Unit 1-7 Quizzes 1-4
4.2 Understand Social GERO K,CT TBD TBD
importance of
evaluating media
representation
4.3 Experiential/service Aging/Social K,CT Unit 2-6 Service Learning,
learning project Policy Portfolio
Health/Bio of K,CT Unit 1-5 Service Learning
Social GERO K,CT Unit 1-4 Experiential Research/
Research Paper
4.4 Examine how Aging/Social K,CT Unit 1-7 Discussion
older adults impact Policy Quizzes
& are impacted by Service Learning,
social/political Portfolio
Social GERO K Unit 4 & 5 Quiz 3 & 4
#5
Identify 5.1 Recognize changing Social GERO K Unit 1 Quiz 1
Aging demographics aging
Developments, and implications
Tech, Trends
5.2 Understand information Health/Bio K Unit 5 Discussion
& adaptive tech to of Aging Quiz 4
function, independence/ Case Study
safety
#6
Identify/Analyze 6.1 Identify health Aging/Social K Unit 3 Discussion
Health, Life policy issues & Policy Quiz 2
Course, Lifestyle impact on life/
Issues life course Social GERO K Unit
5 Quiz 3
6.2 Analyze impact Aging/Social K Unit Discussion
of aging society Policies 1 & 7 Quiz 1 & 3
& nation's health
care system
6.3 Identify Aging/Social K Unit Discussion
retirement requirements Policy 2-4 Quiz 1 - 3
6.4 Identify common Health/Bio of K Unit 3 Discussion
threats to loss of Aging Quiz 2
independence Case Study
Social GERO K Unit Quizzes 1 & 2
2-4
6.5 Know health care Health/Bio of K Unit 1 Discussion
definitions of health/ Aging Quiz 1
illness
Social GERO K Unit Quizzes
2-4 1 & 2
6.6 Understand disabilities/ Aging/Social K Unit 1 Discussion
aging of older adults Policy Quiz 1
Social GERO K Unit Discussion
2 - 5 Quiz 1 - 3
Section 3. Curriculum Map.
Attach a map of your program’s curriculum (electives and required courses) that shows where each outcome is taught. There is no one way to structure a curriculum map; for templates, which can also serve as examples, please see the GUIDE.
Section 4. Assessment Methods.
Complete the following table to indicate how each student learning goal will be assessed (add more rows if needed). A list of common assessment methodscan be found in the GUIDE.
Student Learning Goal / Assessment Method or Learning Activity/Artifact / Course in Which Learning Activity or Assessment Takes Place / Alignment with SKIM goal(s) or disciplinary accrediting body goal(s)1.
Knowledge Dimension / rubrics related to competencies/practice behaviors for quizzes, discusions, service learning, papers / 1. Social Gerontology
2. Health/Bio of Aging
3. Aging/ Social Policy / see competencies and behaviors in section 2
2.
Critical Thinking Dimension / rubrics related to competencies/practice behaviors for service learning,papers / same / same
3.Values Dimension / same / same / same
4.Skills Dimension / same / same / same
5.
Judgment (Cognitive/Affective) Dimension / same / same / same
Section 5. Assessment Cycle Timeline.
Indicate in the table below when assessment data from each student learning goal will be analyzed (add more rows if needed). It is assumed that artifact collection and continuous improvement efforts will be ongoing.
Length of assessment cycle: Year 1: knowledge, critical thinking; Year 2: values; Year 3: skills; Year 4: judgment (cognitive and affective)
Best practices state that assessment cycles vary between 3-5 years; if your assessment cycle is longer than 5 years, explain why.
Date for next review of assessment plan: end of year 4: 2021 - 2022 university year.
(typically at the end of a cycle, unless a need for revision arises before)
- Knowledge Dimension
- Critical Thinking Dimension
- Values Dimension
- Skills Dimension
2020- 2021 / same
- Judgment: Cognitive & Affective
2021-2022 / same
Section 6. Continuous Improvement Process.
Document the process your program will use for implementing changes to improve curriculum, student support and assessment practices based on assessment findings.
First year we will review the first two dimensions (knowledge and critical thinking). Then we will review the remaining three dimensions, one a year. Student and community feedback will be integrated into this dimension review. Curriclum will be updated in response to findings..Section 7. Stakeholder Involvement/Communication Plan.
Who are the stakeholders in your program, and how will they be involved in your assessment process? How will they learn about your assessment results and continuous improvement? For more information on involvement and communication with stakeholders, see the GUIDE.
Stakeholders: 1. UA Little Rock graduate students, especially those in CEHP 2. School of Social Work faculty and students 3. Alumni from Gerontology Graduate Certificate Program 4. Larger community. We have a gero-list-serv to communicate with stakeholders. In past we have also had periodic meetings, inviting stakeholders both within UA Little Rock and the larger community. Next community meeting is April 20, 2018.AVC-CI 15nov171