Review of the Graduate Certificate in Applied Gerontology
This report is a component of the periodic review process overseen by the Dean of the Graduate School.
Graduate Program Review Subcommittee/GFC Representative
Sheila Feay-Shaw, Associate Professor, Music
Program Representative
Rachelle Alioto, Director of Education and Programming, Center for Aging and Translational Research
Summary of Certificate Program
The Graduate Certificate in Applied Gerontology is a multidisciplinary, 18-credit program administered by the Center for Aging and Translational Research. The goal of the program is to prepare professionals to work in the field of aging in a variety of settings, depending on the student’s professional discipline and career goals. It integrates gerontology into the student’s primary discipline by providing a strong foundation in gerontology coursework. Students may complete the program as a non-degree student or as a degree-seeking student. Beginning spring 2015, students can complete the program entirely online.
In 2013, the coordination of the Graduate Certificate in Applied Gerontology moved from the Center on Age and Community (now defunct) to the newly established Center for Aging and Translational Research (CATR). CATR is housed jointly in the Helen Bader School of Social Welfare and the College of Health Sciences; however, students from all disciplines are accepted into the program.
Summary of Key Issues
I. P r o g r a m
The certificate program is currently managed and overseen by Rachelle Alioto, Director of Education and Programming, Center for Aging and Translational Research. With an increasingly aging population, the Center has identified a true need for people particularly interested in the future of this population. Rachelle works as recruiter, advisor, and curriculum coordinator currently for the certificate program.
The Gerontology Association recently came out with competencies for people in this field that need to be addressed in the curriculum. A meeting was held with faculty about curriculum to determine which of these were being met as courses were currently structured. The certificate coordinator has a concern that Faculty connected with the certificate do not see the big picture of how their course contributes to these issues. She is concerned that not everyone believes in an active learning perspective, including small group discussion, and real life encounters with the
population being discussed. The certificate has the potential to be cutting edge with latest
research and technology across the disciplines that are involved, but she finds it hard to get some faculty to change their teaching pedagogy. Since these courses sit in the departments and course review takes place there, providing input to evaluation and revision seems to be somewhat of a concern.
Most of the students in the program are in a field related to aging often with a field placement component or clinical experience with aging. Forty-three completers were surveyed to see how they feel about the certificate. The majority of them are currently working in field of aging and would highly recommend the certificate.
II. Curriculum
Faculty come from a variety of schools and colleges, and across departments which creates a rich diversity of courses. All of the courses needed for the certificate program have been offered on a rotating basis. Next fall, for the first time, we will encounter a need for faculty change for a core course. Jan Bitzen has been teaching Nursing 760 The Processes of Aging, which is a core requirement. She is retiring in January. This leaves the program uncertain as to who will be teaching the course. There has been some thought to it becoming an online course offering, but there is a need to meet with the dean or associate dean from Nursing to discuss it. An
undergraduate certificate in also being explored which may produce additional issues. The rotation for the core courses has always been on opposite semesters to allow continuous points of entry (Fall Process of Aging and Spring Social Issue and Policy Analysis: Aging). All elective courses then have been offered in rotation over a three year period. Electives are set and sent out to students prior to each semester to help students know what is offered that fits the program.
Frequency of course scheduling Core Courses – 6 credits
NURS 760 Processes of Aging (3 credits)
An overview of the processes of aging including biological, psychological, and
sociological perspectives. Emphasis on theories of development, gerontological research findings, and health services applications.
SOC WRK 851 Social Issue and Policy Analysis: Age (3 credits)
Advanced level analysis of the relationship between aging-related problem areas, policy development and service system.
*Academic Staff
Course No Course Title Semester offered Instructor
Nurs 760 Processes of Aging Fall 2010, 2011, 2012, 2013, 2014
Janet Bitzan* Soc Wrk 851 Social Issue and Policy Analysis: Aging Spr 2009, 2010, 2011, 2012
Spr 2013, 2014
Sharon Keigher Lisa Kallmann*
Choice Core – 6 credits
Students must choose 6 credits from the following list:
AD LDSP 547 The Educational Dimensions of Practice with Older Adults (3 credits)
Current problems, issues and research relating to the development and organization of educational programs for older adults.
PSYCH 680 Psychology of Aging (3 credits)
Extension of principles of general psychology to the process of aging. SOC WRK 685 Social Gerontology (3 credits)
Exploration of individual aging experiences and interaction with social structures and social systems.
SOC WRK791 Current Topics in Social Work: Death and Dying (3 credits)
Examines death and dying issues and provides the student with the basic skills in working effectively with the dying and their families
THR 699 Independent Study: Creativity in Health Settings (3 credits) Topics change from semester to semester
Course No Course title Semester offered Instructor
Ad Ldsp 547 The Educational Dimensions of Practice with Older Adults
Spr 2009, 2011, 2013 Regina Smith Psych 680 Psychology of Aging Spr 2011, 2012, 2013, 2014 Ira Driscoll
Soc Wrk 685 Social Gerontology Fall 2010 Fall 2011 Fall 2012 Fall 2013, 2014
Marie
Savundranayagam Priscilla Sharpless* Addie Abushousheh* Mark Williams Soc Wrk 791 Current Topics in Social Work: with the
subtitle “Death and Dying”
Spr, Sum, Fall 2009 Spr, Fall 2010 Spr 2011 Fall 2011 Spr 2012 Sum, Fall 2012 Spr 2013 Sum, Fall 2013 Spr 2014 Sum 2014 Fall 2014 Thomas Kopka* Thomas Kopka* Jung Kwak Thomas Kopka* Jung Kwak Thomas Kopka* Jung Kwak Thomas Kopka* Thomas Kopka* Sandra Lardinois* Jung Kwak Theatre 699 Independent Study with the topic of
“Creativity in Health Settings”
Spr 2014 Anne Basting
Electives – 6 credits
Students select six credits from the remaining Choice Core classes and additional electives, which could include a "Practicum" in the student's home department or area of choice.
III. F a c u l t y
Faculty are recruited into a relationship with the program often based on research interests, or grants related to work within applied gerontology. The Director has been working with
researchers who relate to the work of the Center and through that relationship, faculty have been invited to become connected to the certificate program offerings as an instructor.
A new committee needs to be formed for oversight of the educational component. Scott Strath, Interim Director of Center for Aging and Translational Research, is currently overseeing things. The advisory committee met three times during spring 2012 and implemented some changes to curriculum in 2013. Several people on that group have left the university now or are moving toward retirement so there is a need to identify a new committee.
IV. Students
Students are recruited to the certificate in a variety of ways from hanging banners in the union, putting posters in buildings where students with majors that may be related would have classes, to meetings with advisors in the disciplines from which students have primarily come including nursing, health sciences, social work. Rachelle also meets with advisors to see how it could fit into other programs on campus.
She responds to phone calls from students and invites them to come in to talk about the program. She also reviews all of the class enrollment lists for the core courses and contacts students who may have an interest in adding the certificate to their current program. Typically, students come in to talk about the program, what they want to do with it before completing admission forms and applying to university. Every semester Rachelle reviews student transcripts to monitor for
progress. She works closely with advisors in various disciplines to identify ways to double dip in applying courses to the certificate and other programs.
Table 1- Enrollment Trends
Table 1 represents students enrolled in the program and includes both non-degree seeking and degree-seeking students. Students represent a variety of disciplines.
Table 2 – Student Enrollment by School or College
Table 2 represents students who have been admitted to the program by their home school or college.
1 Student completed the Declaration Form indicating a desire to be admitted. The certificate is reflected on the transcript for all but 8 of these students.
2 Student was officially admitted to the program and certificate has been conferred on his or her transcript.
3 Student did not complete the program. Students have three years from the date of admission to complete the program.
4 Student completed Declaration Form and later provided written notification of withdrawal. The first semester of tracking this information was fall 2013.
Semester Admitted1 Completed2 Discontinued3 Withdrew4 Total Enrolled
2009-10 Fall 2009 8 0 0 0 22
Spr 2010 4 3 3 0 20
Summer 2010 0 0 0 0 20
2010-11 Fall 2010 6 0 0 0 25
Spr 2011 6 3 5 0 24
Summer 2011 0 0 0 0 24
2011-12 Fall 2011 3 0 0 0 27
Spr 2012 0 7 4 0 16
Summer 2012 0 1 0 0 15
2012-13 Fall 2012 3 1 0 0 17
Spr 2013 1 4 4 0 10
Summer 2013 2 0 0 0 12
2013-14 Fall 2013 15 0 1 1 25
Spr 2014 1 0 0 0 26
School or College Active Completed Discontinued TOTAL
Architecture and Urban Planning 1 6 0 7
Education 1 4 0 5
Health Sciences 0 0 2 2
Letters and Science 0 2 2 4
None: Non-Degree Seeking 2 10 5 17
Nursing 7 3 2 12
Social Welfare 12 22 11 45
V. Resources
Two specific areas of resource need were outlined in the self-study besides the faculty issue included above. Scholarship funding has been provided through the Helen Bader Foundation for students to complete the certificate. However, students who withdraw or discontinue the
certificate often cite financial reasons. Additional scholarship funding is being sought.
While the certificate is being managed through the Center for Aging and Translational Research, funding comes through research grants and foundation support. In order for the certificate to continue, a more formalized financial structure needs to be developed.
Reviewer’s Comments
It is apparent that there is a considerable need for this area of certificate education. The
multidisciplinary approach enables a rich program. The faculty trend of retirements and position vacancies may make it difficult to continue unless a strategic plan is developed. Since the program draws faculty from various programs across campus, it is difficult to know where this would sit. There are several Deans that could be involved in a discussion of how this certificate is being valued in curricular strategic planning. Rachelle does an amazing job of managing the program and has a true devotion to the success of the mission as well as the program. Students are completing the program in 2-3 years which seems reasonable. She dedicates considerable time to advising and mentoring within the program.
Program Response (Optional)
Recommendation(s) for Action
1. The Certificate in Applied Gerontology should be continued through AY 2019-2020. 2. The next review of the certificate should take place in fall 2019, and should be a full review.
