Sociology of Health & Aging

Course Number:

SOC 231

Transcript Title:

Sociology of Health & Aging

Created:

Aug 16, 2022

Updated:

Jul 17, 2023

Total Credits:

4

Lecture Hours:

40

Lecture / Lab Hours:

0

Lab Hours:

0

Satisfies Cultural Literacy requirement:

Yes

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not Addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Major

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department suggestions:

1. Short analytical or application papers on specific concepts, themes, and issues.
2. Term or research papers, using a variety of research strategies.
3. Oral presentations.
4. Group research, analysis, and presentation projects.
5. Class participation in full-class discussions and small groups or teams.
6. Response papers or journals reflecting on life experiences, events, and social phenomena.
7. Service-learning tasks, involving service to community, reflection, and application of sociological perspective.
8. Student-instructor conferences.
9. Portfolios.
10. Video projects.
11. Oral histories and interviews.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

1. Basic concepts in gerontology which apply to the course study.
2. Definition of terms relevant to the course content.
3. An historical review of health care services for the elderly emographics describing the aging of society with specific relevance for the study of health and aging.
4. Identifiable trends affecting the planning of appropriate responses to the emerging health needs of an aging society.
5. The course of acute vs. chronic illness.
6. The continuum of care representing integrated service systems.
7. Underlying social values and issues, which influence the delivery of health services to the elderly.
8. Formal and informal systems of support for the elderly.
9. Methods for linking the formal and informal systems of support.
10. Public and private policies and funding sources, which influence the delivery of services.

Competencies and Skills:

The student will:

1. Use knowledge to make informed decisions regarding appropriate methods of service delivery.
2. Use analytical and evaluative methods for researching community resources.
3. Practice self-analysis to identify personal values and belief systems.
4. Use critical thinking to understand the role of social policy in contemporary society.
5. Integrate data to develop increased understanding of complex social systems.