美國老人學系

大學一覽表

設置有老人學學系暨研究所之美國大學一覽表

系所課程介紹

雷奧納德維氏老人學研究所

長堤加州大學之老人學研究所

美國老人學研究中心

 

 

 設置有老人學學系暨研究所之美國大學一覽表
1. California State University, Long Beach
2. Loma Linda University
3. University of California, Berkeley
4. U. of California, Los angeles
5. U. of Southern California
6. U. of Denver
7. The Catholic University of America, The Natioonal Catholic School of Social Service, Washington, DC
8. Barry University
9. university of Hawaii-Manoa
10. U, of Chicago, school of Social Service administration
11. U. of Illinois, Urbana-Champaign
12. Southern University in New Orleans
13. Tulane University
14. Boston University
15. The Universityu of Michigan
16. University of Minnesota, Duluth
17. University of Minnesota-Minneapolis
18. St. Louis University
19. Universityu of Nebraska at Omaha
20. Columbia University
21. Fordham University, Graduate School of Social Service at Lincoln Center
22. New York University
23. Syracuse University
24. University of North Carolina at Chapel Hill
25. Case Western Reserve University, School of Applied Social Sciences
26. University of Pennsylvania
27. University of South Carolina
28. University of Utah
29. Virginia Commonwealth University
30. University of Washington
31. West Virginia University
32. University of Wisconsin-Madison

 

美國南加州大學之雷奧納德維氏老人學研究所課程
  
美國之老人學課程多半設置於大學部與研究所。大學部設有主修老人學之理學士學位課程以及副修老人學之課程證書。研究部則設有主修老人學之碩士學位課程、雙碩士學位之課程、研究所學分班之證書課程、網線、網路教學之碩士課程與博士學位之研究課程。以南加州大學之雷奧納德維氏老人學研究所為例。

 

南加州大學之雷奧納德維氏老人學研究所( Leonard Davis School of Gerontology )
  成立於 1975 年,係為美國第一所專業教育之老人學研究所,也是全世界第一所老人科學研究所。 該研究所包括了學士教育,碩士教育與博士教育三種層次之專業訓練與學術研究,以及學分證書班之進修課程。

 

(一) 老人學理學士學位 ( Bachelor of Science in Gerontology )
  可分為保健科學之學程 ( Health Science Track ) 與社會科學之學程 ( Social Sciences Track ) 。保健科學之學程係為因應專業教育之醫學院、藥劑學院與牙醫學院規定之入學準備。社會科學之學程則為因應社區組織與社會服務機構之人力需求,提供專業訓練。

 

(二) 學位規定( Degree Program Requirements )
  老人學理學士之課程強調人口之老化研究,要配合醫學、法律、牙醫、社會工作、職業與物理治療、公共行政、都市計畫、商業管理或社會老人學之專業要求提供基礎教育。
  大學部一年級及二年級之學生均需修習通識教育。老人學研究所則提供一門老人學之入門課程( Gateway Course )。大三及大四學生則需修習老人學研究所開設之必修與選修課程。
老人學理學士學生需修習下列課程:

 

科目

 

必 修

 

選修

 

學分數

 

老人學

 

ˇ

 

 

4

 

成人發展之生物學

 

ˇ

 

 

4

 

成人發展之心理學

 

ˇ

 

 

4

 

成人發展與社會

 

ˇ

 

 

4

 

老化社會之權力,價值與政治

 

ˇ

 

 

4

 

老年之行政問題

 

ˇ

 

 

4

 

老人服務

 

ˇ

 

 

4

 

老人學實習工作

 

ˇ

 

 

4

 

老人問題專討

 

ˇ

 

 

4

 

統計學

 

 

ˇ

 

4

 

在老人學或有關學科之選修

 

 

ˇ

 

32

 

通識教育

 

 

ˇ

 

24

 

英文寫作

 

 

ˇ

 

8

 

外國語文

 

 

ˇ

 

12

 

畢業學分 總數需達 128 學分。

 

(三) <![endif]> 副修老人學課程 (Minor in Gerontology)
  
老人學研究所之副修課程包括三種不同之副修課程: (1) 成人發展與老化、 (2) 老化與保健一、 (3) 老化與保健二,共 28 學分,包括 12 學分之先修科目。

 

1) 成人發展與老化 (Adult Development and Aging)
必修課程為 成人發展心理學( 4 學分)及成人發展與社會( 4 學分)。
選修課程(由下列選擇兩科目):老年之多元化、成年期之轉變、婦女與老年、臨終與死亡之社會心理、社會學、社會工作(人類發展之危機)。

 

2) 老化與保健一 (Aging and Health-Psycho Social Track)
必修課程為:老年之保健主題( 4 學分)。
選修課程為(選擇三科目):老化社會之政策、價值和權力、老年之多元化、老年之神經情緒失常、管理的照顧系統、臨終與死亡之社會心理、 老年之政策與方案發展、老人醫學保健之倫理、衰弱老人之個案管理、 (護理學)人類發展,跨人生時距之保健主題、(宗教學)臨終與死亡之宗教與倫理、老化社會學。

 

3 ) 老化與保健二 (Aging and Health-Biological Perspectives Track)
副修之必修課程為生物學導論一、生物學導論二、 化學通論、進階化學通論、化學通論、進階化學通論、老年之生理學、老年之保健主題。
選修課程(由下列選擇兩科目):老化社會之政策價值與權力、老年之多元化、老年之神經生物學、 老年之神經情緒失常、 管理的照顧系統、臨終與死亡之社會心理、老年之政策與方案發展、老人醫學保健之倫理、脆弱老人之個案管理、診療老人醫學導論、人類發展、臨終與死亡之宗教與倫理、老化社會學。

 

( 四 ) 老人學理學碩士( Master of Science in Gerontology - Social Science Track )
老人學之理學碩士課程要求 52 個學分。這個學位要求 32 學分之必修課程與 20 學分之專業課程。
老人學理學碩士所要求之課程為必修課程:

 

科目

 

必 修

 

選修

 

學分數

 

老年之生理發展

 

ˇ

 

 

4

 

生命時距之發展心理學

 

ˇ

 

 

4

 

生命時距之發展社會學

 

ˇ

 

 

4

 

社會政策與老年

 

ˇ

 

 

4

 

整合老人學:跨科系教學

 

ˇ

 

 

4

 

實習課程

 

ˇ

 

 

4

 

研究方法

 

ˇ

 

 

4

 

老人與其家庭之諮商

 

 

ˇ

 

4

 

關懷之繼續:系統前景

 

 

ˇ

 

4

 

老人方案之系統管理與行政

 

 

ˇ

 

4

 

老年政策之應用技術

 

 

ˇ

 

4

 

個案評估

 

 

ˇ

 

4

 

共 52學分。

 

(五)雙修碩士學位課程(Dual Masters Degrees)
  
雙修碩士學位之合作專業有:老人學與企業管理、老人學與牙醫專業、老人學與公共行政、老人學與衛生行政、老人學與法律學科、老人學與社會工作、老人學與都市計畫、老人學與猶太自治公社服務。
   必修課程:老年之發展生理學、生命時距之發展心理學、生命時距之發展社會學、社會政策與老年、跨專業老人學。 4

 

(六) 研究所程度之學分證書方案 (Graduate Level Certificate Program)
  
必修科目為:老年之發展生理學、生命時距之發展心理學、生命時距之發展社會學、社會政策與老年。學分總數 共為24學分。

 

(七) 藥劑師之老人學學分證書(Pharmacology Doctor – Certificate in Gerontology)
  
此老人學學分證書方案提供 16個學分核心課程。選修課程則需由下列選擇二科目,共8 – 12學分。衛生促進、老人保健之評估與案主管理、跨專業老人學、老人教育、老人藥劑學一、老人藥劑學二、療養院所實習、老人醫學實習、急診老人醫學實習、進階老人醫學實習。

 

(八) 加速老人理學士與老人學理學碩士混合課程(Accelerated BSG/MSG Program)
  
老人學之理學士需要修習 128學分。老人學之理學碩士需要修習36學分。必修課程由下列選擇任一科目:老年之發展生理學、生命時距之發展心理學、生命時距之發展社會學、社會政策與老年。
另外,亦有整合之老人學、實習課程、研究方法與統計、老人學之技術課程、老人學之選修。

 

(九) 線上教學 (Online) 碩士方案
本方案需要修習28個學分之課程及實務經驗。
必修課程為:老年學導論、 壓力,健康與老年、生命時距之發展心理學、生命時距之發展社會學、社會政策與老年。
選修課程為:任選二科目。老人家庭諮商、行政與系統管理、公共政策與老年、老人家庭、老人學之專業主題。
學分總數為 28學分。

 

(十) 老人學博士學位課程 (Ph.D. in Gerontology)
  
博士生必須修習64個學分之課程工作,至少要有24學分之課程必須在南加州大學註冊修習,再加上博士論文學分才能修畢。所有博士生要在下列四方面修習課程,即老人學概念輿理論、政策理論與實務、研究方法與統計、選修與專精課程。
1)老人學概念與理論:發展生理學與老年、生命時距之發展心理學、生命時距之發展社會學、老人家庭、老化社會、老化理論。
2)政策理論與實務:社會政策與老年、社會政策之進階研究、老化社會之政治與政策過程。
3)研究方法與統計學:研究方法、進階社會統計、資料分析策略。
4)選課與專精課程:博士生之專精領域包括但不限於: (a) 老人心理學、(b) 老人社會學、(c) 老化人口之生物人口學、(d) 公共政策與老年。
   博士班之入學條件 (Admission) ﹕要進入博士班學習必須獲得老人學研究所教授團之推薦。其最低標準為具有學術潛力,在大學部及專業教育方面至少要有3.5以上之平均成績(G.P.A.) 在大學部之課程至少要有3.25之平均成績(G.P.A.),加上完成一個學士學位。個人之資質要符合研修老人學,具有專業潛力與領導才能,要通過G.R.E.之考試,至少在口頭上及數目方面獲得550分。申請費用在美國國內為 $65.00 美金,在美國境外之國際學生要付 $75.00 美金,要具有一份正式之所有大學部及研究部之成績單。老人學研究所要有自己之入學文件,包括自傳聲明,表達對於老人學之興趣與研究目標。一份履歷表,三封推薦信件,兩封必須是學術性的,還有一份寫作能力之樣本。博士班有許多獎學金與財政補助,或是半工半讀之就業機會。
   入學之審查程序: 研究生在修完 16學分,但不得超過24學分之博士課程後,要由博士生之指導委員會個別評估其修業成績,透過一定之審查程序與過程,決定是否允許他們繼續留在博士班進修,如果博士生指導委員會決定接受,則立刻成立個別博士生之指導委員會給予個別指導。
   個別指導委員會由五位教授成員組成,三位由老人學研究所指派,一位係老人學基礎教授或外科系之教授。另一位必須是由大學其他科系邀請參加。個別指導委員會要檢視博士生之學術進展,透過博士學位資格考試認定博士候選人之資格,包括初步之博士論文提案。
   博士資格考試 (Qualifying Examination),要晉升為博士學位候選人之要求,博士生必須通過博士學位之資格考試。在他們之專業研究領域,要有完整性之研究計畫。除了修習必修課程外,要證明能夠從事獨立研究。研究生應完成博士課程之28個學分,其平均成績(G.P.A.) 要保持3.25以上。這資格考試之目的係為測試主修研究之能力。如果博士生第一次考試失敗,可再重複一次。當博士生成功地通過資格考試,這個博士生就得提出一個博士論文之提案,要經過博士指導委員會核准後,他(她)才能正式晉升為博士學位候選人。
   博士論文 (Doctoral Dissertation) ﹕博士生晉升為博士候選人後,個別之博士生論文指導委員會則迅速成立,包括了三位教授成員,兩位可由博士生之指導委員會指派,另一位必須邀請由老人學研究所以外之科系任教之教授來擔任。
   論文指導委員會之責任係提供個別指導與諮商,使博士生能夠順利進行研究,並指揮處理最後之論文口頭試驗,推薦博士候選人獲得博士學位之頒授。博士論文應有創作性之貢獻,要對老人學與公共政策之知識與理論有所增進。最後之口頭試驗 (Final Oral Examination) 係由博士論文指導委員會所有成員批准最後之論文草案後,候選人必須通過一次最後面對面之口頭辯論試驗。博士生成功地通過口試後,由論文指導委員會推薦給予大學之研究院部頒授博士學位。
   修習博士課程之時間限制:通常攻讀博士學位之時間需要四至五年,排除擁有碩士學位之博士生,頭兩年要修習必修與選修課程,第三年要完成選修科目,博士學位資格考試與提出論文提案。最後一年或兩年要從事研究完成博士論文。修習博士課程最長之年限為八年時間。由博士生在大學 (U.S.C.) 選修第一門課開始起算,如果博士生已在大學或其他學校修完碩士課程者,可在五年內完成博士學位。

(一)長堤加州大學之老人學研究課程
(Gerontology Program, California State University Long Beach)
  長堤加州大學之老人學研究課程方案係為培育學生從事於老人服務事業,提供現代老人學之知識與技能給予那些具有專業潛力之研究生進修並應用於協助老人案主、老人家庭、老人福利機關、社團組織、與老人企業之發展,其主要之教育目的列為:
1) 提供一套彈性之跨科系課程給予新進與有經驗之老人專業工作人才,能夠成功地在老人服務領域完成他們之任務。
2) 提供實際經驗與課堂教學的研究教育,以及專業訓練,或是規劃個人在公立與私立機關從事老人服務。
3) 提供老人學之專業實習經驗,促進研究生對於老年概念之瞭解,探討老年主題與生活技能,不分性別,種族,不同才能之人們在生命發展各階段均可產生專業作用。
4) 提供老人學之知識與技能給予研究生去學習,規劃,發展,執行創新方案以滿足全加州龐大而且快速成長之老年人口之生活需要。
5) 探討老年人有關專業價值與倫理課題。
   長堤加州大學之老人學教授團係由 60位教授所組成,代表20個不同之專業科系,這些教授提供教學,課程設計,從事老人學研究,提供專業訓練與示範服務活動。尚有許多已退休之榮譽教授與社會福利機關之專業人士擔任兼職講師支援教學,研究與實習服務。長堤加州大學係在加州大學系統中少數開辦老人學研究課程之領先校區。該老人學課程設置兩種教學方案;老人學理學碩士班與老人學專業之學分證書班。 (二) 老人學理學碩士方案 (Master of Science in Gerontology)
  老人學之理學碩士方案係為培育研究生探討老人學之理論與研究方法,學習進階之方案管理,加強學士後之老人服務專業訓練,在修完理學碩士後可以達成下述之目的:
1) 透過老人學之進階教育與專業訓練,可勝任州政府與聯邦政府有關老人服務方案之行政管理者,或擔任地區老人服務中心或退休企業,安養院所,與銀髮企業之專業服務者。
2) 促進對於老人服務、排除歧視、學習性別、種族、民族與人類多元化之文化才幹。
3) 獲得專業技能去規劃,發展與執行,並評估創新方案之效率以滿足老人之生活需要。
4) 能夠示範專業能力,從事於老人學主題之研究方案。
5) 基於高度之專業倫理原則,持守健全與專業服務之判斷能力。

 

(三) 入學條件為 (Admission Requirements)
1) 在立案之大學畢業獲有學士學位,
2) 在大學部之總平均成績要有 3.0 (G.P.A.) 以上,
3) 要向大學及老人學研究所提出申請書,
4) 要成功地完成下列課程: a. GERN 400I, b. BIOL 401, c. PSY 365 或 HDEV 357I, d. ANTH 454, e. 統計學。
5) 呈送大學部及研究部進修之成績單,
6) 三封推薦信件,反映學術潛力,個人資質,待人敏感度,學習動機,示範有能力服務老人,
7) 一份個人之履歷表,
8) 一份自傳,表達對老人學之研究興趣與生涯規劃,
9) 入學許可係由老人學研究所所長核定。
在研究所修習時,要保持平均成績 3.0 以上。
   理學碩士學位之要求採用兩種方式;第一種方式為修習至少 37學分之研究課程(學期制)加上寫作碩士論文,第二種方式為修習至少37學分之研究課程再加上碩士課程之綜合考試 (Comprehensive Examination)

 

(四) 學分證書班 (Certificate Program in Gerontology)
  老人學專業之學分證書班係為培育研究生成為老人服務業之專業者。任何科系之學士或大學生均可申請入學,其條件為學士生在修習其主修科目時,也可同時修習老人學之學分證書課程。在其主修科目完成學士學位外,另修習 24學分之老人學課程。老人學之課程可分為大學部程度之課程與研究部之課程。在大學部四年級提供十多個科目,在研究部提供十個科目之老人學專業課程,每一科目均為三學分之份量。老人學之選修課程均由其他科系支援。
   美國之老人學研究所與學術機構為數眾多。在美國中西部就有 39個老人學之研究所,全國估計約有一百五十多所研究單位。美國之老人學會約有五千多名會員,包括了各界之老人學專家;有專業人才,領導菁英,教育人才,醫護人才,社福人才,研究人才,與政策專家。

 

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Univ. of North Calolina  http://www.aging.unc.edu/

The Institute advances aging education throughout the state and is particularly interested in encouraging interdisciplinary and cross-institutional intitiatives. Our projects and services include:

 

NEW -- the IOA is now accepting applications for its new pre/postdoctoral training program, the Carolina Program in Healthcare and Aging Research .

 

We are a central source of information about aging education in North Carolina . The Institute sponsors several university courses in aging and helps coordinate the Interdisciplinary Certificate in Aging program at UNC-CH. We also participate in new program development in higher education, both campus-specific and inter-campus. Our Education Subcommittee works specifically on these issues. We are conducting Workforce Surveys to inform educational development.

 

Our Information Center assists faculty, students and others in their educational efforts. Educators and students can use AGELIB, our database of aging-related resources to locate key publications and web sites. We also make available many valuable educational resources such as our Aging Demographics slide shows , online learning modules , and our other publications .

 

Aging knowledge is disseminated to faculty, students, providers and older adults through our Distinguished Lecture Series .

 

Faculty and students can communicate and stay informed about aging through our email lists and our online discussion forum . The faculty locator can help identify faculty in aging.

 

The IOA facilitates educational experiences through an international network .

 

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Cornell Applied Gerontology Research Center  http://www.blcc.cornell.edu/CAGRI/

Center Theme and Structure :
The Cornell Gerontology Research Institute (CGRI) focuses on applied research and intervention studies that promote the social integration of older persons, particularly in the form of social support and involvement in meaningful roles. CGRI utilizes existing research findings, newly collected data (through survey research and intervention field studies), and a life course approach to understand and improve the social networks, social support, and social roles of individuals in later adulthood. The ultimate goal is to integrate individuals into the community in order to enhance physical and mental well-being. CGRI research projects address significant and practical issues surrounding retirement, social isolation, gaps in formal services, and network deficits of family caregivers to impaired elderly persons.

 

2000 - 2002 Pilot Studies

 

The goal of the pilot study program is to encourage new and innovative projects that are not yet ready for a larger funding proposal. An average of three pilot projects are funded each year. The pilot studies relate to the major themes of CGRI.

 

CGRI Research Projects

 

Partners in Caregiving — Nursing staff and family members of residents in nursing homes often distrust and misunderstand each other, feel powerless to improve communication and feel distressed by the situation, according to a Cornell University study. "Yet, the better the communication and interaction are between nursing staff and relatives of residents, the better off the nursing home residents will fare," said Karl Pillemer, associate professor of human development at Cornell and co-director of the Cornell Gerontology Research Institute.

 

The Cornell Midcareer Paths and Passages Study — This study will investigate how workers and especially baby boomers (numbering 77 million in the United States ) relate and interrelate with family, work, and volunteer careers. Social integration in the form of paid and unpaid productive engagement, and family patterns of decision making are pivotal concepts to this study. Over the course of this five-year study we will gather two waves of data. Our sample will consist of approximately 700 individuals--singles and couples who live in rural and urban areas of upstate New York . The first wave of data will have been gathered by the end of 1999. For further information please contact Phyllis Moen ( pem3@cornell.edu ) or Madhurima Agarwal ( ma24@cornell.edu ).

 

Development of Instruments to Assess Social Integration and Isolation - Thousands of studies have documented that social isolation and deficiencies in social support are associated with diminished health and well-being among elderly people. Yet, current measures of social integration and isolation in use among elderly people do not capture the critical details about degrees of social integration and social support that could be useful in designing interventions to reduce social isolation and increase social support.

 

Elaine Wethington, principal investigator, has set the goals of this study to develop detailed assessment instruments that are sensitive to individual case by case variation but are also easy to use. These instruments would occupy the middle ground between standardized, but general assessment of social isolation and social support and detailed case studies; they would be used by researchers in studies and community surveys and by practitioners in the field to identify elderly persons at risk of social isolation.

 

Social Network Interventions for Dementia Caregivers — Over two decades of research have demonstrated that family caregivers are at an elevated risk of a number of negative outcomes, including psychological distress, physical illness, and economic strain, and in turn to disruptions in social relationships.

The Cornell Retirement and Well-being Study — As a result of longevity and work-exit patterns, Americans are spending more years in retirement than ever before. Yet, little is known about this post-retirement period of the life course - particularly the factors enabling working men and women to assume productive roles and remain socially integrated once they have left their career' jobs. Importantly, research has shown that productive activity can contribute significantly to health and well-being.

The Cornell Study of Transportation and Social Integration of Nonmetropolitan Older Persons — Transportation is one of the links that ties individuals to their social networks and activities. Accordingly, a lack of transportation contributes to isolation, and constrains access to and utilization of needed goods and services. Since it is established that integration is beneficial to the physical and mental health of older people, maintenance of supportive social networks in their community is important.

 

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California State University , Fresno

 

Gerontology is the study of aging. Our nation  steadily increasing older population is creating a unique demand for well educated individuals to understand the field of aging and competent professionals to work with elders. Gerontology is also based upon many important concepts of aging, which are presented through an organized course of study. Core courses--gerontology and cross- listed interdisciplinary--are designed to present comprehensive biological, psychological, cultural, and sociological theories related to the life-long aging process. Concepts related to the influence of heritage, multicultural, wellness, exercise and creativity are emphasized.

 

Contact Information :
RLS/ Gerontology Program
California State University , Fresno
5310 North Campus Drive , M/S PH138
Fresno , CA 93740-8019
Director /Advising: (559) 278-8465
Telephone: (559) 278-4212 (Lecturer)
Fax: (599) 278-5267
Office: Psychology Human Service Building #138
Mail Box: PHS#121
E-mail:
lhewett@csufresno.edu

 

 

Gerontology Spring 2002 Schedule

 

140. Social Policy and Aging (3 units)
An introduction to policies, politics, and programs of an aging society. The course will examine the historical, social, cultural, economic, and demographic issues affecting the elderly and will provide an overview of federal and state legislation and programs for older Americans. (Formerly Geron 180T.) See current CSU , Fresno catalog.

 

148. Biophysical Aspects of Aging (3 units )
Theories of aging, biological mechanisms of the aging process, and the role of physical activity in those physiological functions influenced by age.
(Same as Kinesiology 148.) See current CSU , Fresno catalog.

 

150. Communication and Aging (3 units)
Focusing on the communication aspects of the aging process, organized around the major communication components of interpersonal, interpersonal, and mass communication with addition of such topics as attitudes, stereotypes, nonverbal, and the communication aspects of health care. (Same as Speech Communication 150.)(Formerly Speech Communication 188T.) See current CSU , Fresno catalog.

 

161. Multiculture /Aging (3 units )
Explores diversity and commonality among older Americans. Analysis of ways demographic, ethnic, cultural, location, and situation topics relate to gerontological concepts, research, and theories. Presents problems with health, socioeconomic, and minority issues. Discusses ageism, racism, and sexism. (Formerly Gerontology 180T). See current CSU , Fresno catalog.

 

180T. Topics in Gerontology (1-3 units; max total 9 units )
Various topics in the field of aging. Content varies from semester to semester.

 

185. Internship in Gerontology (1-6 units; max total 6 units )
Prerequisites: upper division or graduate standing and permission of instructor. Supervised work experience in gerontology. May be coordinated with student's major, e.g., business and gerontology . CR/NC

 

190. Independent Study (1-3 units; max total 6 units )
Independent study is offered to give students experience in planning and outlining a course of study on their own initiative under departmental supervision. Independent study should deal with a special interest not covered in a regular course or with the exploration in greater depth of a subject presented in a regular course. Approved for SP grading only.

 

301. Topics in Gerontology (1-3 units; max total 6 units )
Designed for professionals and pre-professionals working with elders. Topics such as: care of elders in settings such as acute, subacute , transitional, skilled nursing, residential facilities for elder, long-term, and dementia.

 

The Gerontological Specialist Certificate will be awarded to students who complete an interdisciplinary program of study consisting of 2 units. These units will consist of a 3-unit prerequisite course and 15 units of upper-division courses in gerontology plus 3 Internships (Fall 2001). Students and community individuals admitted to the program are expected to have had two years of college or two years of in-depth experience in the field of aging and some college courses.

 

Gerontological Specialist Certificate Course Description

 

Those who have completed the course of study are entitled to use the title " Gerontological Specialist". This program follows the guidelines of the Association of Gerontology and Higher Education (AGHE). The following list of courses includes the recommended content areas in the field of aging to be covered: an introductory course in gerontology, social policy, multicultural aging, physiological aging, psychological aging, sociological issues and social services.

 

Prerequisite Course: (3 units)
Geron 10 or Geron 100

 

Required Courses: (6 units)
Geron 140, 161.

 

Elective Courses*: (9 units)
Geron 103, 115,117, 125,150,148,180T ,185 ,or 190T

 

Geron 185 Internship (3 units)

 

Total Units: 21

 

Students should register in the Gerontology Program Office and meet with the Gerontology Advisor if they plan to request a Certificate. We will need a transcript each semester. Coursework must be completed with a "C" or better.

 

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California State University , Long Beach

Gerontology

 

Gerontology is a multidisciplinary program that offers both a master of science degree and a 24- unit certificate. The program is dedicated to training individuals for professional roles in agencies, organizations, and businesses working directly with middle-aged and older adults. Aging-related courses are available in the following departments: Anthropology; Biology; Communicative Disorders; Criminal Justice; Educational Psychology, Administration, and Counseling; Family and Consumer Sciences; Finance, Real Estate, and Law; Health Care Administration; Health Science; History; Human Development; Human Resource Management; Kinesiology and Physical Education; Marketing; Nursing; Occupational Studies; Physical Therapy; Political Science; Psychology; Public Policy and Administration; Recreation and Leisure Studies; Social Work; Sociology; and Speech Communication.

 

For more detailed information, please contact the Gerontology office:

 

Telephone : 562 /985-4483, Dr. Sue Stanley, Director
E-mail: stanleym@csulb.edu
Location: Family & Consumer Sciences (FCS), Room 128

 

A certificate in Gerontology may be earned in conjunction with the baccalaureate or awarded subsequent to earning a bachelor's degree. Up to six units of coursework taken in the student's major department may be approved to satisfy certificate requirements as may general education and elective courses used to complete the bachelor's degree.

 

The Certificate in gerontology is designed to train individuals as gerontology specialists within a major area of study. Alumni work in community programs, health services organizations, government agencies, and the private sector.

 

The Master of Science Degree in Gerontology is designed to prepare students with a thorough background in existing theory and research in gerontology, advanced principles of program management, and a supplement to their baccalaureate preparation for their professional discipline.

 

To see course requirements and advising sheet, click on a link below.

 

http://www.csulb.edu/library/subj/gerontology.html#Ejournals

 

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Graduate Certificate in Gerontology, Sociology at Georgia University

 

http://www.gsu.edu/webprj01/cas/wwwger/public_html/education/education.html

 

From the beginning of its educational program in gerontology in 1973, Georgia State University has sought to prepare students to live and to work in contemporary society. As our population continues to age at a rapid pace, the challenge is to understand more about growing older  individually and collectively. Today many of us will have the opportunity to live a long, productive life, and all of us will live and work in a society where knowledge of aging is essential.

 

Georgia State offers students an opportunity to study gerontology in an environment that meets their individual needs. Whether preparing for a career in the field of aging or seeking to understand more about their own aging, students benefit from the education provided by the Gerontology Center . Center faculty and staff are readily available to assist students in their educational endeavors. They offer one-to-one academic advisement, individualized project planning and development, career counseling, and job referral. Throughout the year the centersponsors events and activities that contribute to every student  professional development.

 

The Gerontology Center offers a Graduate Certificate in Gerontology , an Undergraduate Certificate in Gerontology , and an Interdisciplinary Minor in Gerontology . Please visit the desired page for program and application requirements. An academic advisor in the Gerontology Center will be glad to assist students and provide more information about the programs. Please call 404.651.1087 or contact us by email .

 

t Georgia State University Sociology at Georgia State U

 

The Graduate Certificate in Gerontology provides a broad exposure to issues, knowledge and research about the aging process and the elderly population. It is available to students throughout the university preparing for careers in teaching, research, administration, or direct service in the areas of health care, social services, and basic or applied sciences. Students may incorporate the requirements for the Certificate in Gerontology as a specialization track in either the M.A. or Ph.D. program in sociology by completing the following 24-semester-hour program of study.

 

A. Required course work (15 hours):

 

  • Soci 7100: The Field of Aging (must be taken during first semester of course work in gerontology)
  • HS 7200: Health and the Older Adult
  • Soci 8116: Sociology of Aging
  • EPY 8260: Psychology of Adulthood and Aging or
  • Psy 7610: Psychology of Aging
  • Soci 7110: Aging Policy and Services or
  • SW 7260: Social Work with the Aging

B. One of the following courses or an approved directed reading course (3 hours)

 

  • Anth 6500: Anthropology of Aging
  • Comm 6470: Communication and Older Adulthood
  • MK 8450: Marketing to Older Consumers
  • Mus 7270: Music and Adult Learner
  • Mus 7420: Practicum in Adult Music Learning
  • NTD 6980: Geriatric Nutrition
  • Soci 7110: Aging Policy and Services (if not taken under section 1)
  • Soci 8102: Life Course Sociology
  • Soci 8112: Adult Socialization
  • Soci 8118: Aging, Health and Disability
  • Soci 8120: Aging and Long-Term Care
  • Soci 8122: Death, Dying and Loss
  • SW 7260: Social Work and the Aging (if not taken under section 1)

C. Internship (3 hours):

 

  • Soci 8910: Gerontology Internship

D. Colloquium (3 hours):

 

  • Soci 8930: Gerontology Colloquium (prerequisite: completion of all required coursework)

Note : Students who wish to pursue the Gerontology Certificate must apply to the program through the Gerontology Center . Contact:
The Gerontology Center

Georgia State University
University Plaza
Atlanta , GA 30303-3083
Phone: (404) 651-2692

 

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The Center for Social Gerontology, Inc. (TCSG), since its inception in 1972, has been a non-profit research, training and social policy organization dedicated to promoting the individual autonomy of older persons and advancing their well-being in society. TCSG has pursued this goal through a wide variety of projects, including serving since 1985 as an Administration on Aging-funded National Support Center in Law & Aging.

 

TCSG's mission is to help society adapt to the dramatic increase in the numbers of old and very old, and to insure that older persons at all socio-economic and health levels are able to meet their needs and use their talents and abilities in a changing society. We undertake to lead, and even prod, policy makers and others to consider carefully the implications of the aging of America in formulating social policies and programs.

 

In Pursuit of Our Goals We:

 

· Conduct and encourage research on various issues important to development of sound social policy and programs;

 

· Disseminate information and research findings on issues in aging;

 

· Educate public policy makers on issues affecting older Americans; and

 

· Conduct training to enhance skills of professional and technical workers in aging.

 

Over the years, our specific objectives and activities have evolved in response to emerging issues and as the needs of older persons and of aging society have evolved. Currently, TCSG is focusing particular attention on: law and aging issues and delivery systems; research on the provision of and standards for guardianship services; tobacco and elderly issues; and, the use of mediation in guardianship cases.

 

The Center for Social Gerontology
2307 Shelby Avenue, Ann Arbor, MI 48103 tel: 734 665-1126 fax: 734 665-2071
tcsg@tcsg.org

 

 

LAW & AGING

 

The Center for Social Gerontology, Inc. (TCSG), since its inception in 1972, has been a non-profit research, training and social policy organization dedicated to promoting the individual autonomy of older persons and advancing their well-being in society. TCSG has pursued this goal through a wide variety of projects, including serving since 1985 as an Administration on Aging-funded National Support Center in Law & Aging.

 

TCSG's mission is to help society adapt to the dramatic increase in the numbers of old and very old, and to insure that older persons at all socio-economic and health levels are able to meet their needs and use their talents and abilities in a changing society. We undertake to lead, and even prod, policy makers and others to consider carefully the implications of the aging of America in formulating social policies and programs.

 

This web site on Law & Aging was created to provide information on a variety of topics related to the law and older Americans.

 

This site is divided into the following main sections:

 

State Legal Services Development

 

This section of TCSG's site is devoted to State Legal Services Development and has been created to provide substantial information and resources which will enhance efforts by Legal Services Developers, providers of legal services for the elderly, state and area agencies on aging, policymakers and others to promote elder rights advocacy and the delivery of legal services to the most vulnerable older Americans. Included are complete lists of each state's Legal Services Developer, legal services providers for older persons and legal hot lines for older Americans.

 

Older Americans Act Reauthorization

 

TCSG, on this page, provides a summary of Congressional actions related to the year 2000 reauthorization of the Older Americans Act (OAA), as well as other relevant information, particularly concerning legal assistance and elder rights. This page also provides TCSG's new "unofficial" compilation of the OAA as amended in 2000.

 

Best Practice Notes

 

Best Practice Notes is published biannually by TCSG. Each issue includes one or more articles on timely substantive and delivery issues in the field of law and aging. Past issues can be viewed or downloaded on-line.

 

The National Survey of Legal Assistance for the Elderly

 

The National Survey of Legal Assistance for the Elderly was conducted to assess the impact of several changes and potential changes in the delivery of legal assistance to low income older persons. The survey report provides a basis for programmatic and policy analysis, and decision making on the national, state, and local levels. The report can be viewed or downloaded on-line.

 

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Graduate Programs in Gerontology at Penn State

 

Penn State has a long history of graduate education in Gerontology. Since 1967, graduate students in many different departments and programs have completed Master's and Doctoral degrees with an emphasis in adult development and aging. Former students currently hold positions throughout the U.S. in universities and in applied settings, such as foundations and research institutes. At Penn State , graduate students have the opportunity to pursue an emphasis in gerontology in more than 30 programs at the University Park Campus, Penn State Harrisburg, and the College of Medicine at Hershey. Students combine study in a discipline with an emphasis in adult development and aging, and can also complete a Graduate Minor in Gerontology.

 

The Gerontology Center supports graduate education at Penn State in the following ways:

 

-- Coordinates a program of fellowships that support graduate studies in adult development and aging. Fellowship support is currently provided through training programs sponsored by the National Institute on Aging and the National Institute of Mental Health;

 

-- Coordinates an interdisciplinary graduate Minor in Gerontology, which can be taken at the Master's or Doctoral level;

 

-- Sponsors a weekly Colloquium series in Gerontology, which features speakers from throughout the U.S. and abroad who present their current research;

 

-- Supports the Working Collection in Gerontology, a specialized library collection with extensive journal and book holdings;

 

-- Provides a variety of other educational opportunities, such as the annual Penn State Social Structures and Aging conference;

 

-- Provides opportunities for international study and research.

 

Graduate programs in which students can pursue an emphasis in adult develoment and aging include:

 

Graduate Minor in Gerontology

 

The interdisciplinary graduate minor in gerontology is administered by a committee of faculty appointed by the Gerontology Center Advisory Board. The committee members represent diverse programs within the University. Students admitted to the minor will develop a course of study which includes both prescribed course work and additional course work suited to the student's interests. The minor course of study will be developed jointly by the student, the student's academic advisor, and one member of the graduate minor gerontology committee. Contact the Gerontology Center for more information regarding the committee membership. The minor requires a minimum of 10 credits of the master's level or 15 credits at the doctoral level, 10 of which are prescribed.

 

  •  
    • BIOL 409 - Biology of Aging (3)
    • HDFS/PSY 445 - Development Throughout Adulthood (3)
    • HDFS 590 - Gerontology Colloquium (1), and
    • SOC 435/HDFS 434 - Social Gerontology (3)
    • or SOC 535 - Sociology of Aging

Doctoral students must select a minimum of 5 additional credits from among the following courses:

 

  •  
    • ADTED 460 - Introduction to Adult Education (3)
    • ADTED 505 - The Teaching of Adults (3)
    • CN ED 415 - Counseling Adults (3)
    • ED PY 527 - Psychology of Adults as Learners (3)
    • HDFS 446 - Programs and Services in Gerontology (3)
    • HDFS 447 - Current Issues in Gerontology (3)
    • HDFS 579 - Seminar in Adult Development and Aging (1-9)
    • HPA 442 - Long-Term Care Management (3)
    • KINES 481 - Scientific Basis of Exercise for Older Adults (3)
    • NUTR 512 - Nutrition and Aging (2)
    • SOC 535 - Sociology of Aging (3)

Gerontology-related special topics courses (SUBJ 497, 597) or independent studies (SUBJ 496, 596).

 

For information about graduate admissions, contact the Penn State Graduate School ; phone (814) 865-1795; email: gadm@psu.edu ; or>>>>

 

Interdisciplinary Training in Gerontology
(funded by the National Institute on Aging)

 

This predoctoral training program combines a core foundation of interdisciplinary studies in aging with specialized doctoral-level research training in student's discipline. Fellowships support doctoral training in the following participating programs: Adult Education, Anthropology, Biobehavioral Health, Biology, Genetics, Health Policy and Administration, Human Development and Family Studies, Industrial and Manufacturing Engineering, Kinesiology, Nutrition, Physiology, Pharmacology, and Sociology. Students who have at least one year of graduate studies and are enrolled in or applying to any participating Penn State doctoral program can be considered for fellowships. For more information, contact Steven H. Zarit, Ph.D., Program Director, The Gerontology Center, The Pennsylvania State University, 135 E. Nittany Ave., Suite 405, State College, PA>>>>

 

Research Training in Mental Health and Aging
funded by the National Institute of Mental Health)

 

This program provides predoctoral training for students interested in research on issues in mental health and aging, with emphases in the following areas: (1) Multidimensional assessment; (2) Family mental health; (3) Intervention research; and (4) Behavioral genetics. Cross-cutting themes are stressed for all trainees, including: (1) Methodology of mental health research and the study of change; and (2) Basic concepts and methods for research on minority populations. Predoctoral trainees must have at least one year of graduate studies and be enrolled in or accepted by the Department of Human Development and Family Studies or the Department of Biobehavioral Health at Penn State . For more information, contact Steven H. Zarit, Ph.D., Program Director, The Gerontology Center, The Pennsylvania State University, 135 E. Nittany Ave., Suite 405 , State College , PA 16801-5363 . E-mail: z67@psu.edu

 

Additional Predoctoral Programs

 

Training in Genetics of Complex Behaviors in Aging
(funded by the National Institute on Aging)

 

Predoctoral training is available through the Center for Developmental and Health Genetics. Predoctoral trainees pursue doctoral degrees while enrolled as a regular degree student in a participating academic program. Continuous active genetic research includes rotating through diverse laboratories and engaging in intensive research in a specific area of emphasis. Rich opportunities are available for quantitative and molecular genetics of complex age-related traits in both human subjects and animal models. Please see web site for further information: Genetics of Complex Behaviors in Aging

 

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University of Michigan , Institute of Gerontology

 

http://www.iog.umich.edu/

 

In 1965, the State of Michigan took a landmark step in advancing gerontology as a field of inquiry in the United States by creating at the University of Michigan the nation's first State funded center on aging. By continually responding to the needs of the times, the leaders of the Institute of Gerontology (IoG) have shaped an Institute that has remained at the forefront of gerontological research. In the future, as in the past, innovation will be the benchmark of the University of Michigan record in gerontology. The IoG is home to a world class faculty who conduct cutting edge research and who have been recognized with both individual and institutional awards

 

One of the most unique aspects of the IoG at the University of Michigan is its commitment to multidisciplinary collaborative research endeavors. The collaborations listed below are only a sampling of the diversity of interdisciplinary research that occurs on a regular basis at the IoG.

 

Drs. Miller, Brooks, Burke, Faulkner, Gafni, and Galecki are currently collaborating on a program project by NIA that is looking at genetics of age-sensitive traits in a specific physiological or biochemical domain.

 

Drs. Gafni, Brooks, Dennis, Faulkner, and Steel have collaborated on projects looking at the biophysical studies of age-related protein modifications.

 

Drs. Halter, Ashton-Miller, Fries, Galecki, Liang, and Miller have collaborated on projects within the NIA-funded Older Americans Independence Center for the last decade.

 

Drs. Ashton-Miller, Alexander, Herzog, Liang, and Verbrugge are involved in a mobility project which studies the engineering, clinical and social aspects of mobility changes of older persons.

 

Although some of the current research themes are initiated and carried out by a single investigator, much of the research at the IoG is interdisciplinary. In addition, the research agendas are varied and no two faculty members are pursuing an identical portfolio. The IoG and the University of Michigan continue to lead the way in attracting and maintaining federal research dollars. Compared with this country's other large gerontology centers and institutes, the IoG has a remarkably broad range of intellectual interests, is home to two National Institutes of Aging-funded center grants, and its faculty's research productivity is second to none.

 

An outgrowth of the multidisciplinary research at the IoG has been the development of several major research centers.

 

Nathan Shock Center for the Basic Biology of Aging

 

The Nathan Shock Center for the Basic Biology of Aging supports ongoing research projects and assists in the development of new research collaborations among faculty inside and outside the IoG, particularly in the areas of contraction-induced injury, genetically-modified traits, musculoskeletal frailty, protein folding, signal transduction and T cell function. The Center supports the research of junior faculty with a pilot grant program and age-related research programs of all faculty . Dr. Faulkner directs the Shock Center and is Director for the Mechanotransduction Core; other Core Directors are Dr. Miller, Research and Development Core and Gene Expression Array Core; Dr. Moalli, Transgenic and Mutant Rodent Core; Dr. Carlson, Morphology Imaging Core; Core; and Dr. Gafni, Molecular Biophysics Core.

 

Claude D. Pepper Older Americans Independence Center

 

In September 1989, the University of Michigan established the nation's first Claude D. Pepper Geriatrics Center with a grant from the National Institute on Aging. The overall goals of the University of Michigan Pepper Center are to advance research on health care problems of the elderly and to train future academic leaders in geriatrics and gerontology. Drawing on the large base of research currently underway in these fields at the University of Michigan , the Pepper Center fosters collaborative multidisciplinary research to integrate basic science, clinical science, and health services research relevant to the health care problems of older adults. Dr. Halter directs the Pepper Center . Several other IoG faculty members participate with the Pepper Center as core directors. Dr. Ashton-Miller, Biomechanics Core; Dr. Miller, Core Facility For Aged Rodents and Research Development Core; Dr. Fries, Methodology, Data Management and Analysis Core; and Dr. Liang, Human Subjects Core. The Pepper Center competed successfully for a 5-year renewal effective September, 1999.

 

Our faculty participate in two other major center grants: the Michigan Alzheimer's Disease Research Center and the VA Geriatric Research, Education and Clinical Center .

 

The Michigan Alzheimer's Disease Research Center , funded by the National Institutes of Health, supports highly productive research projects in neurodegenerative disease and Alzheimer's disease and related disorders. The IoG faculty who participate with the Center are Drs. Foster, Gafni, Gaut, and Herzog.

 

The Ann Arbor Geriatrics Research, Education and Clinical Center is one of 16 national centers of excellence within the Department of Veteran's Affairs health care system, designed for the advancement and integration of research, education and clinical achievements in geriatrics and gerontology in the total health care system. IoG faculty who participate in this center are Drs. Alexander, Fries, Halter, Miller, Supiano, and Terpenning.

 

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Univ. Taxis at Austin   http://gerotexas.org/masgeroreq.html

MASTER'S PORTFOLIO PROGRAM IN GERONTOLOGY


OVERVIEW

The Master's Portfolio Program in Gerontology prepares students for academic research or practical careers in the field of gerontology. Increasingly, prospective employers nationwide are demanding a certificate program in gerontology. The need arises because of the growing and diverse needs for professionals with core knowledge and understanding of aging research and best practice approaches. The certificate program requires 12 credit hours distributed between foundation courses and elective seminars. In addition, students may engage in aging research (basic or applied) or practicum with both well and frail older adults, and will be given credit for this course work as part of existing requirements in their major program of study (home department).

 

The program's large and diverse faculty draws on the scholarship of more than 50 faculty affiliates from 10 graduate programs, including LBJ School of Public Affairs, College of Communication, College of Pharmacy, School of Social Work, School of Nursing, College of Education, College of Natural Sciences, College of Business, College of Fine Arts, and College of Liberal Arts, subsuming 22 academic departments, such as sociology and communication studies. The wide array of graduate courses offered by this outstanding faculty provides exposure to cutting edge scholarship from multiple perspectives and thus offers students an unusual opportunity for cross-disciplinary inquiry at the graduate level.

 

COURSE REQUIREMENTS

  1. At least six hours among the four multidisciplinary core areas: Sociology of Aging, Psychological Aspects of Aging, Biology of Aging, and Aging Policy. See Approved Courses .
  2. Two electives (six credit hours) chosen by the student for the Master's Portfolio must be in an approved graduate-level Institute of Gerontology ( IoG ) course syllabi or approved by petition to the Academic Policies Committee. In addition, at least one of the electives must be offered in the department outside of the student's home department. See Approved Courses .
  3. Electives cannot be taken as a conference course.
  4. Completion of a course in the critical evaluation of gerontological research methods is also strongly recommended, but not required.
  5. Candidates for the Master's Portfolio will be encouraged to engage in a gerontology-related practicum or scientific research as part of their regular degree program course work.
  6. If a student is enrolled in a master's program that requires a thesis or report, it is strongly recommended that s/he conduct a supervised research project on a gerontological topic.
  7. In addition to the course requirements, Master's Portfolio students must attend two IoG -sponsored colloquia while they are enrolled in the program.
  8. Students accepted into the program will be assigned a faculty advisor who will assist in selecting appropriate coursework in gerontology.
  9. The Institute of Gerontology Executive Committee will monitor and evaluate the student's progress in the Master's Portfolio program. Students also must keep the IoG office updated each semester on their progress and obtain approval from the IoG Education Committee for their completed portfolio.
  10. The student must maintain an overall GPA of 3.5 or better in the Master's Portfolio courses.

Fall 2002 Course Offerings

 

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Univ. of Victoria Centre on Aging 
http://www.coag.uvic.ca/   http://www.coag.uvic.ca/programs/index.htm

 

Programs on Aging

The Centre on Aging in collaboration with the departments mentioned has compiled this summary of programs and courses to assist students, community professionals and others interested in pursuing studies in aging. It is updated every two years, with an update scheduled for summer of 2004.

 

Information on admissions and registration is also provided.

Graduate Programs
Faculty of Human and Social Development
Department of Psychology

Credit Courses in Aging
Department of Anthropology
Department of Communications & Social Foundations
Department of Economics
School of Health Information Science
Faculty of Law
School of Nursing
Department of Philosophy
School of Physical Education
Department of Psychological Foundations in Education
Department of Psychology
Department of Social Work
Department of Sociology

 

Division of Continuing Studies
Health Sciences Programs
S.A.G.E. — Opportunities for Communities of Learners
General Admission and Registration Information For Seniors
Those 65 years of age and older are welcome to audit courses at the University. The cost is $25.50 for each full undergraduate course and $53 for each grad course. Consult the online Calendar for information on registration and admission http://web.uvic.ca/calendar/ . The Calendar is published every spring. A hardcopy version is available from:

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University of Wisconsin-Madison http://www.wisc.edu/grad/catalog/med/geron.html

 

Gerontology

School/College: Medical

 

Designation: Institute

 

Degrees Offered: None.

 

Other: Specialist in Gerontology Certificate, Ph.D. Minor in Aging Studies (Option B), Training Program

 

The mission of the Institute on Aging of the University of Wisconsin-Madison is to promote, through excellence in research, education, service and practice, the health and well-being of the rapidly expanding aging population in the state of Wisconsin , the local community, and society at large.

 

The institute currently has 110 affiliates involved in basic and applied research on aging and life-span development, aging-related educational programs, and geriatrics clinics or other practice applications. Affiliates currently represent approximately 45 different departments at the UW-Madison, including biomedical areas such as biochemistry, medicine, nutritional sciences, veterinary science, and zoology, as well as social behavioral disciplines such as human development and family studies, design studies, psychology, social work, and sociology. The institute also has strong ties to the UW Department of Medicine, the UW Hospital's Older Adult and Geriatrics Clinic, the Madison VA Geriatric Research, Education, and Clinical Center (GRECC), the National Center of Excellence in Women's Health, the Wisconsin Regional Primate Research Center, and The Center for Demography and Ecology.

 

Certificate

The Institute on Aging offers a Specialist in Gerontology Certificate program, designed to provide a broad overview of the multidisciplinary field of gerontology to undergraduate, graduate, and special students. Students receive a Specialist in Gerontology Certificate, which appears on the UW transcript. Completion of this program assists graduates in finding employment related to older people or prepares them for advanced training in numerous applied fields (nursing, occupational therapy, physical therapy, dietetics, social work, preventive medicine, continuing education, interior design); research fields (economics, psychology, sociology, human development, medicine); or leadership roles in business and government. It also provides a continuing education opportunity for professionals already working in their chosen fields who wish to expand their knowledge in the field of gerontology. This educational program adheres to guidelines of the Association for Gerontology in Higher Education (AGHE).

 

Students must earn a minimum of 18 credits distributed among four major categories of courses. Because the certificate is intended to be multidisciplinary, no more than 9 credits in the student's major department may be included in the course work used to fulfill the requirements for the certificate. Students must earn a cumulative grade-point average of 3.0 on courses used to fulfill the Specialist in Gerontology certificate requirements, with no individual grade below a C.

 

The 18 credits are to be distributed as follows. Students should contact the institute for a list of courses that fulfill certificate requirement and to obtain necessary forms to register for the program:

 

*core gerontology course (3 credits);

 

*social/psychological aspects of aging (4-6 credits);

 

*biological/physiological/health aspects of aging (2-3 credits); and

 

*elective courses to bring the total to at least 18.

 

Ph.D. Minor

The Institute on Aging also offers a Ph.D. minor in Aging Studies, designed to provide advanced study of various subfields of aging including social gerontology, life-span development, and biogerontology. Students can tailor their program of studies to meet their academic needs. The minor requires a minimum of 10 credits in two or more departments.

 

Social gerontology courses are available in a broad range of subjects pertaining to the social and psychological aspects of aging including related behavioral and social sciences such as economics, political science, social welfare, family studies, demography, and education. Available courses also pertain to health care issues such as long-term care and the economics and planning of health care systems, as well as environmental design that supports the needs and capabilities of older people.

 

Life-span development courses address the psychological, sociocultural, historical, and social institutional aspects of human growth and development from conception through old age.

 

Biogerontology courses address the biological basis for aging. Age-related changes in organ, cellular, and genetic activities are covered as well as changes in anatomical structure and physiological function of the organism.

 

This program fulfills the Ph.D. Option B Distributed Minor requirement of the Graduate School , and the Institute on Aging awards a certificate in recognition of the successful completion of the program.

 

Training Program

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Wayne State University
Education Programs in Gerontology , Certificate Program Course List

 

Category I: Introduction to Gerontology

ISP 7998 Interdisciplinary Introductory Seminar in Gerontology (3 credits)

 

Category II: The Aging Individual: Psychological Aspects, Human Development and Expression

MS 5150 Death and Dying (3 credits)

 

NUR 7410 Psychological Aspects of the Aged (3 credits)

 

NUR 7890 Special Topics: Assessment and Intervention in Mental Health and Aging (3 credits)

 

PHI 5800 Special Topics in Philosophy: Aging and Ethics (3 credits)

 

PSY 5490 The Aging Individual in Society (3 credits)

 

PSY 6490 Death , Dying, and Lethal Behavior (3 credits)

 

PSY 7480 Psychological Development in the Adult Years (3 credits)

 

PSY 7490 Developmental Psychology in Later Life (3 credits)

 

SPC 5170 Human Communication and the Aged (3 credits)

 

ENG 5480 Black Detroit: Stories of Old Timers (3 credits)

 

Category III: Aging in the Social Context

ANT 5410 Anthropology of Age (3 credits)

 

ANT 6400 Ethnicity and Aging (3 credits)

 

ECO 5470 Economics of Aging (3 credits)

 

IT 7250 Designing Instruction for Older Adults (3 credits)

 

SOC 5760 Society and Aging (3 credits)

 

SOC 6770 Sociology of Institutional Care (3 credits)

 

SW 6991 Advanced Special Topics in Social Work: Minority Issues in Aging (3 credits)

 

SW 8640 Interpersonal Practice in Aging (2 credits)

 

Category IV: Aging Health, Biology, and Physiology

BIO 7750 Biology of Aging (3 credits)

 

CM 7370 Health, Disease, and Aging (3 credits)

 

CM 7380 Gerontological Health Care (3 credits)

 

ECE 6100 Enabling Technology (cross-listed with OT 6620) (4 credits)

 

HPR 6650 Health and Recreation Services for the Aged (3 credits)

 

NUR 7400 Physical and Functional Aspects of Aging (3 credits)

 

PSY 6950 Psychosocial Approaches to Clinical Gerontology (3 credits)

 

PT 5000 Perspectives in Geriatrics (3 credits)

 

OT 7500 Specialist Roles in Occupatonal Therapy: Topics on Aging (2-3 credits)

 

PSY 8600 Psychosocial Aspects of Health (3 credits)

 

Category V: Aging and Public Policy

PS 5440 Politics of the Elderly (4 credits)

 

PS 6430 Politics and Administration of Entitlement Programs (3 credits)

 

PS 7430 Health Care Policy in the United States (3 credits)

 

PS 7440 Public Policy and the Aged (3 credits)

 

SW 5720 Social Services for the Aged (3 credits)

 

Category VI: Interdisciplinary Capstone Seminar in Gerontology

ISP 7999 Interdisciplinary Capstone Seminar in Gerontology (3 credits)

 

Please call Dr. Jennifer Mendez, the Associate Director of Education, if you have any questions about the program, the application process, or to make an appointment for an interview. She can be reached at (313) 577-2297 or by e-mail at j.mendez@wayne.edu .

 

 

 

 

 

 

 

 

 

 

 

  

  

  

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