Gerontology
Overview
California’s population is aging. Approximately 29% of Californians are already 55+, the percent will increase to 33% by 2033, and in 2060, 38% of Californians will be 55+. This trend has increased the demand for a workforce with expertise in aging. Our Gerontology program offers degrees and certificates that will prepare you to start your career in the expanding field of aging or transfer to a university.
Do You Have Questions About Gerontology?
Visit our Gerontology Department web pages for answers to these and many other questions:
- What makes the ARC Gerontology program one of the best programs in the nation?
- Does ARC offer fully online gerontology degrees and courses?
- What is Gerontology, and what is the Gerontological Perspective?
- Does a Gerontology degree provide career security?
- What do Gerontologists do, and where do they work?
- What types of positions do Gerontologists obtain?
Gerontology at ARC
The gerontology occupational associate of arts degrees are nationally accredited by the Accreditation for Gerontology Education Council (AGEC) and nationally recognized as Programs of Merit by the Academy for Gerontology in Higher Education (AGHE) within the Gerontological Society of America (GSA). They prepare students for employment in the field of aging or transfer to a university. Graduates of these programs meet the Gerontological Coordinator credential requirement of the National Association for Professional Gerontologists (NAPG). These degrees require core gerontology, human services, and communication courses, work experience, and specialization courses.
The regular gerontology associate of arts degree prepares students for transfer into programs offered by the College of Social Science and Interdisciplinary Studies and the College of Health and Human Services at California State University Sacramento. The degree requires core gerontology courses, lower division prerequisites for the Sacramento State programs, California general education requirements, and CSU and CSUS graduation requirements.
The gerontology occupational certificates of achievement are nationally recognized as Programs of Merit by the Academy for Gerontology in Higher Education (AGHE) and the Gerontological Society of America (GSA). These occupational certificates require the same course as the occupational degrees, except they do not require general education courses. Students who have already satisfied the general education course requirements in another program receive an AA after completing the certificate requirements.
Course, Degree, and Certificate Advisories:
- A Senior Caregiver Specialist certificate will be added to the catalog soon, but certificate courses are already being offered, see any 0.5-unit courses on the schedule or course list.
- New gerontology associate of science degrees will be available soon to prepare students for transfer into the CSUS Social Work, Communication Science & Disorders, Recreation Therapy, Health Science, and Public Health programs.
- The Social Services Designee course and certificate are being revised and the course will not be offered in the 2023-2024 school year.
- These certificates are being sunset and the courses are no longer being offered:
- Senior Fitness Specialist
- Activity Leaders/Coordinators
- RCFE Administrator Training
Roadmaps
Roadmaps lay out all of the courses you need to take for a given degree or certificate.
A.A./A.S. Degrees
- Gerontology A.A. Degree (Full Time) Map
- Gerontology: Administrative A.A. Degree (Full Time) Map
- Gerontology: Advocacy and Social Policy A.A. Degree (Full Time) Map
- Gerontology: Case Management and Social Services A.A. Degree (Full Time) Map
- Gerontology: Geriatric Health Care A.A. Degree (Full Time) Map
- Gerontology: Recreation A.A. Degree (Full Time) Map
Certificates
- Dean Kathy Sorensen
- Department Chair Laurinda Reynolds
- HomeBase Health and Education HomeBase
- Phone (916) 484-8283
- Email gerontology@arc.losrios.edu
Associate Degrees
A.A. in Gerontology: Administrative
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional business, gerontology, and math courses are included to provide an administrative focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
This degree is nationally accredited by Accreditation for Gerontology in Higher Education (AGEC) and it is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive additional certificates from AGEC and AGHE.
Catalog Date: January 1, 2024
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| COMM 321 | Interpersonal Communication | 3 |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| GERON 306 | Health, Wellness, and the Aging Process | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 310 | Ethical Issues and Client's Rights | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or COMM 325 | Intercultural Communication (3) | |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| A minimum of 3 units from the following: | 3 | |
| GERON 498 | Work Experience in Gerontology (0.5 - 4) | |
| A minimum of 9 units from the following: | 9 | |
| BUS 100 | English for the Professional (3) | |
| BUS 105 | Business Mathematics (3) | |
| or MATH 300 | Introduction to Mathematical Ideas (3) | |
| BUS 300 | Introduction to Business (3) | |
| or BUS 350 | Small Business Management/Entrepreneurship (3) | |
| or GERON 220 | RCFE Administrator Training (4.5) | |
| Total Units: | 36 | |
The Gerontology: Administrative Associate in Arts (A.A.) degree may be obtained by completion of the required program, plus general education requirements, plus sufficient electives to meet a 60-unit total. See ARC graduation requirements.
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for seniors and adults with disabilities available within a community.
- compose sentences and paragraphs in business documents with proper structure, word usage and spelling, punctuation and proof reading, and critical thinking.
- demonstrate accuracy, neatness, thoroughness, and speed adding, subtracting, multiplying and dividing whole numbers, fractions and decimals, solving written application problems, using formulas, variables and equations, and creating and interpreting graphs.
- describe the key management functions of planning, organizing, leading, and controlling including ethical, regulatory/legal, social, and cultural factors.
Career Information
Entry-level administrative positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.
A.A. in Gerontology: Advocacy and Social Policy
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional communication, political science, and sociology courses are included to provide an advocacy and social policy focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
This degree is nationally accredited by Accreditation for Gerontology in Higher Education (AGEC) and it is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive additional certificates from AGEC and AGHE.
Catalog Date: January 1, 2024
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| COMM 321 | Interpersonal Communication | 3 |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| GERON 306 | Health, Wellness, and the Aging Process | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 310 | Ethical Issues and Client's Rights | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or COMM 325 | Intercultural Communication (3) | |
| A minimum of 3 units from the following: | 3 | |
| GERON 498 | Work Experience in Gerontology (0.5 - 4) | |
| A minimum of 9 units from the following: | 9 | |
| COMM 301 | Introduction to Public Speaking (3) | |
| or COMM 302 | Persuasive Speech (3) | |
| or COMM 311 | Argumentation and Debate (3) | |
| POLS 301 | Introduction to Government: United States (3) | |
| or POLS 304 | Introduction to Government: California (3) | |
| or POLS 330 | Constitutional Rights (3) | |
| SJS 300 | Introduction to Social Justice Studies (3) | |
| or SOC 300 | Introductory Sociology (3) | |
| Total Units: | 36 | |
The Gerontology: Advocacy and Social Policy Associate in Arts (A.A.) degree may be obtained by completion of the required program, plus general education requirements, plus sufficient electives to meet a 60-unit total. See ARC graduation requirements.
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for seniors and adults with disabilities available within a community.
- recognize the relationship between constitutional rights, the governing process, and public policy at both the state and federal level.
- assess the relationships between individual social and cultural backgrounds to everyday life events, social conditions, and quality of life.
- apply logic and evidence to support, organize, and deliver persuasive discourse.
Career Information
Entry-level advocacy and support positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.
A.A. in Gerontology: Case Management and Social Services
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional human services and psychology courses are included to provide a case management and social services focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
This degree is nationally accredited by Accreditation for Gerontology in Higher Education (AGEC) and it is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive additional certificates from AGEC and AGHE.
Catalog Date: January 1, 2024
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| COMM 321 | Interpersonal Communication | 3 |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| GERON 306 | Health, Wellness, and the Aging Process | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 310 | Ethical Issues and Client's Rights | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or COMM 325 | Intercultural Communication (3) | |
| A minimum of 3 units from the following: | 3 | |
| GERON 498 | Work Experience in Gerontology (0.5 - 4) | |
| A minimum of 9 units from the following: | 9 | |
| HSER 340 | Introduction to Chemical Dependency (3) | |
| or PSYC 400 | Introduction to Chemical Dependency (3) | |
| HSER 360 | Techniques of Interviewing and Counseling (3) | |
| or HSER 365 | Techniques of Group Counseling (3) | |
| PSYC 390 | Psychology of Death and Dying (3) | |
| Total Units: | 36 | |
The Gerontology: Case Management and Social Services Associate in Arts (A.A.) degree may be obtained by completion of the required program, plus general education requirements, plus sufficient electives to meet a 60-unit total. See ARC graduation requirements.
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for seniors and adults with disabilities available within a community.
- assess the psychological, physiological, and sociocultural issues related to substance use, misuse, and abuse.
- demonstrate the techniques of interviewing and counseling individuals or groups appropriate for associate level helpers in social service agency settings.
- describe the psychological, social, philosophical, and legal issues related to death.
Career Information
Entry-level care management and social services positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services. Graduates with this focus may also become self-employed.
A.A. in Gerontology: Recreation
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional gerontology, kinesiology, and recreation courses are included to provide a recreation focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
This degree is nationally accredited by Accreditation for Gerontology in Higher Education (AGEC) and it is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive additional certificates from AGEC and AGHE.
Catalog Date: January 1, 2024
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| COMM 321 | Interpersonal Communication | 3 |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| GERON 306 | Health, Wellness, and the Aging Process | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 310 | Ethical Issues and Client's Rights | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or COMM 325 | Intercultural Communication (3) | |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| A minimum of 3 units from the following: | 3 | |
| GERON 498 | Work Experience in Gerontology (0.5 - 4) | |
| A minimum of 9 units from the following: | 9 | |
| GERON 200 | Activity Leader, Coordinator, and Director Training (3) | |
| KINES 300 | Introduction to Kinesiology (3) | |
| or [ KINES 405 | Effects of Exercise on Special Populations (2) | |
| and KINES 407 ] | Techniques of Group Fitness Instruction (2) | |
| RECR 300 | Introduction to Recreation and Leisure Services (3) | |
| or RECR 320 | Recreation Activity Leadership (3) | |
| Total Units: | 36 | |
The Gerontology: Recreation Associate in Arts (A.A.) degree may be obtained by completion of the required program, plus general education requirements, plus sufficient electives to meet a 60-unit total. See ARC graduation requirements.
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for seniors and adults with disabilities available within a community.
- develop an activity calendar and newsletter that meets the overall needs of residents in a facility or community.
- integrate health and aging-related fitness components into fitness activities relevant to a group setting.
- list recreation and leisure events for a diverse population based on health and age.
Career Information
Entry-level positions planning and leading recreation and leisure activities in skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care, services, and housing for older people and adults with disabilities.
A.A. in Gerontology
The coursework provides a foundation in the biopsychosocial discipline of gerontology, including social gerontology, the psychology of aging, the aging process, and the social determinants of health and aging outcomes. Intended for students who plan to transfer and complete a bachelors degree.
Catalog Date: January 1, 2024
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| BIOL 300 | The Foundations of Biology (3) | 3 - 4 |
| or BIOL 310 | General Biology (4) | |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| POLS 301 | Introduction to Government: United States (3) | 3 |
| or POLS 481 | Introduction to Government: United States - Honors (3) | |
| STAT 300 | Introduction to Probability and Statistics (4) | 4 |
| or STAT 480 | Introduction to Probability and Statistics - Honors (4) | |
| A minimum of 3 units from the following: | 3 | |
| NUTRI 300 | Nutrition (3) | |
| PSYC 300 | General Principles (3) | |
| or PSYC 480 | Honors General Principles (3) | |
| PSYC 354 | The Psychology of Family Life and Intimate Relationships in a Diverse Society (3) | |
| PSYC 370 | Human Development: A Life Span (3) | |
| Total Units: | 19 - 20 | |
The Gerontology Associate in Arts (A.A.) degree may be obtained by completion of 60 transferable, semester units, including (a) the major or area of emphasis described in the Required Program, and (b) one of the following: the ARC General Education, the Intersegmental General Education Transfer Curriculum (IGETC), or the California State University General Education-Breadth Requirements.
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- explain basic genetics and cellular, anatomical, and physiological mechanisms by which humans maintain homeostasis.
- assess how race, gender, and ethnicity influence an individual’s ability to optimize aging and how they think, feel, and experience the aging process.
- synthesize psychological, psychosocial, and social theories used to predict how an individual might respond to the aging process or to old age.
- appraise the influence of historical events, technological advancements, cultural shifts, and social policies on aging cohorts based on decade of birth.
- relate the importance of social programs, family, friends, and other supports during aging.
- enumerate the function of the constitution, federal and state government, and public policies and programs at all levels of government.
- explain the civil liberties and civil rights of individuals as articulated in the United States Constitution and federal court decisions.
- distinguish between methods of obtaining data, types of data, and types of analysis and the advantages and disadvantages of the methods, data types, and analysis.
- analyze data by computing measures of central tendency, measures of dispersion, and measures of position.
- develop a broader understanding about aging through the lens of a behavioral or health science.
Career Information
Completion of this degree and bachelor's degree in a related field prepares students to work in local government agencies, non-profit organizations, institutions, and private sector businesses that provide information services, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, and care and support services for older people.
Certificates of Achievement
Gerontology: Administrative Certificate
This program provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional business, gerontology, and math courses are included to provide an administrative focus. This program is intended for students who plan to seek employment upon completion of the program.
This program is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive an additional certificate from AGHE.
Catalog Date: January 1, 2024
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| COMM 321 | Interpersonal Communication | 3 |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| GERON 306 | Health, Wellness, and the Aging Process | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 310 | Ethical Issues and Client's Rights | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or COMM 325 | Intercultural Communication (3) | |
| A minimum of 3 units from the following: | 3 | |
| GERON 498 | Work Experience in Gerontology (0.5 - 4) | |
| A minimum of 9 units from the following: | 9 | |
| BUS 100 | English for the Professional (3) | |
| BUS 105 | Business Mathematics (3) | |
| or MATH 300 | Introduction to Mathematical Ideas (3) | |
| BUS 300 | Introduction to Business (3) | |
| or BUS 350 | Small Business Management/Entrepreneurship (3) | |
| or GERON 220 | RCFE Administrator Training (4.5) | |
| Total Units: | 36 | |
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for seniors and adults with disabilities available within a community.
- compose sentences and paragraphs in business documents with proper structure, word usage and spelling, punctuation and proof reading, and critical thinking.
- demonstrate accuracy, neatness, thoroughness, and speed adding, subtracting, multiplying and dividing whole numbers, fractions and decimals, solving written application problems, using formulas, variables and equations, and creating and interpreting graphs.
- describe the key management functions of planning, organizing, leading, and controlling including ethical, regulatory/legal, social, and cultural factors.
Career Information
Entry-level administrative positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.
Gerontology: Advocacy and Social Policy Certificate
This program provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional communication, political science, and sociology courses are included to provide an advocacy and social policy focus. This program is intended for students who plan to seek employment upon completion of the degree.
This program is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive an additional certificate from AGHE.
Catalog Date: January 1, 2024
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| COMM 321 | Interpersonal Communication | 3 |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| GERON 306 | Health, Wellness, and the Aging Process | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 310 | Ethical Issues and Client's Rights | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or COMM 325 | Intercultural Communication (3) | |
| A minimum of 3 units from the following: | 3 | |
| GERON 498 | Work Experience in Gerontology (0.5 - 4) | |
| A minimum of 9 units from the following: | 9 | |
| COMM 301 | Introduction to Public Speaking (3) | |
| or COMM 302 | Persuasive Speech (3) | |
| or COMM 311 | Argumentation and Debate (3) | |
| POLS 301 | Introduction to Government: United States (3) | |
| or POLS 302 | Comparative Politics (3) | |
| or POLS 330 | Constitutional Rights (3) | |
| SJS 300 | Introduction to Social Justice Studies (3) | |
| or SOC 300 | Introductory Sociology (3) | |
| or SOC 480 | Introductory Sociology - Honors (3) | |
| Total Units: | 36 | |
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for seniors and adults with disabilities available within a community.
- recognize the relationship between constitutional rights, the governing process, and public policy at both the state and federal level.
- assess the relationships between individual social and cultural backgrounds to everyday life events, social conditions, and quality of life.
- apply logic and evidence to support, organize, and deliver persuasive discourse.
Career Information
Entry-level advocacy and support positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.
Gerontology: Case Management and Social Services Certificate
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional human services and psychology courses are included to provide a case management and social services focus. This program is intended for students who plan to seek employment upon completion of the degree.
This certificate is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive an additional certificate from AGHE.
Catalog Date: January 1, 2024
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| COMM 321 | Interpersonal Communication | 3 |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| GERON 306 | Health, Wellness, and the Aging Process | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 310 | Ethical Issues and Client's Rights | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or COMM 325 | Intercultural Communication (3) | |
| A minimum of 3 units from the following: | 3 | |
| GERON 498 | Work Experience in Gerontology (0.5 - 4) | |
| A minimum of 9 units from the following: | 9 | |
| HSER 340 | Introduction to Chemical Dependency (3) | |
| or PSYC 400 | Introduction to Chemical Dependency (3) | |
| HSER 360 | Techniques of Interviewing and Counseling (3) | |
| or HSER 365 | Techniques of Group Counseling (3) | |
| PSYC 390 | Psychology of Death and Dying (3) | |
| Total Units: | 36 | |
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for seniors and adults with disabilities available within a community.
- assess the psychological, physiological, and sociocultural issues related to substance use, misuse, and abuse.
- demonstrate the techniques of interviewing and counseling individuals or groups appropriate for associate level helpers in social service agency settings.
- describe the psychological, social, philosophical, and legal issues related to death.
Career Information
Entry-level care management and social services positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services. Graduates with this focus may also become self-employed.
Gerontology: Geriatric Health Care Certificate
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional Allied Health, biology, psychology, speech pathology, and nursing courses are included to provide an administrative focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
This degree is nationally accredited by Accreditation for Gerontology in Higher Education (AGEC) and it is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive additional certificates from AGEC and AGHE.
Catalog Date: January 1, 2024
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| COMM 321 | Interpersonal Communication | 3 |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| GERON 306 | Health, Wellness, and the Aging Process | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 310 | Ethical Issues and Client's Rights | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or COMM 325 | Intercultural Communication (3) | |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| A minimum of 3 units from the following: | 3 | |
| GERON 498 | Work Experience in Gerontology (0.5 - 4) | |
| A minimum of 9 units from the following: | 9 | |
| AH 311 | Medical Language for Health-Care Providers (3) | |
| BIOL 102 | Essentials of Human Anatomy and Physiology (4) | |
| or BIOL 300 | The Foundations of Biology (3) | |
| or NURSE 100 | Nurse Assistant (7) | |
| NUTRI 324 | Nutrition for Healthy Aging (3) | |
| SLPA 126 | Neurogenic Communication Disorders for the SLPA (3) | |
| Total Units: | 36 | |
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for seniors and adults with disabilities available within a community.
- demonstrate a workable knowledge of medical terminology by interpreting health care reports/records accurately into clear, non-medical terms.
- differentiate between the basic mechanisms of biological homeostasis and aging from physiological imbalances related to illness and disease.
- identify communication disorders in individuals of various ages with consideration of cultural and linguistic differences.
Career Information
Entry-level care and support service positions in private residences, skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care and services for older people and adults with disabilities.
Gerontology: Recreation Certificate
This program provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional gerontology, kinesiology, and recreation courses are included to provide a recreation focus. This program is intended for students who plan to seek employment upon completion of the program.
This program is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive an additional certificate from AGHE.
Catalog Date: January 1, 2024
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| COMM 321 | Interpersonal Communication | 3 |
| GERON 302 | Psychology of Aging: Adult Development and Aging (3) | 3 |
| or PSYC 374 | Psychology of Aging: Adult Development and Aging (3) | |
| GERON 303 | Introduction to Social Gerontology: Aging in Contemporary Society | 3 |
| GERON 306 | Health, Wellness, and the Aging Process | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 310 | Ethical Issues and Client's Rights | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or COMM 325 | Intercultural Communication (3) | |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| A minimum of 3 units from the following: | 3 | |
| GERON 498 | Work Experience in Gerontology (0.5 - 4) | |
| A minimum of 9 units from the following: | 9 | |
| GERON 200 | Activity Leader, Coordinator, and Director Training (3) | |
| KINES 300 | Introduction to Kinesiology (3) | |
| or [ KINES 405 | Effects of Exercise on Special Populations (2) | |
| and KINES 407 ] | Techniques of Group Fitness Instruction (2) | |
| RECR 300 | Introduction to Recreation and Leisure Services (3) | |
| or RECR 320 | Recreation Activity Leadership (3) | |
| Total Units: | 36 | |
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for seniors and adults with disabilities available within a community.
- develop an activity calendar and newsletter that meets the overall needs of residents in a facility or community.
- integrate health and aging-related fitness components into fitness activities relevant to a group setting.
- list recreation and leisure events for a diverse population based on health and age.
Career Information
Entry-level positions planning and leading recreation and leisure activities in skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care, services, and housing for older people and adults with disabilities.
Certificates
Activity Leader, Coordinator, and Director Training Certificate
This program prepares students for the duties, roles, and responsibilities of planning and leading activities for older people and adults with disabilities residing in skilled nursing facilities (SNFs), adult day health centers (ADHCs), residential care facilities for the elderly (RCFEs), adult day programs (ADPs), and in settings without mandated training requirements, such as senior centers, community and recreations centers, and health clubs where these groups participate in programs and exercise.
This program meets the California Title 22, Divisions 5 requirements for the training of activity leaders working in medical settings, SNFs and ADHCs. An Occupational Therapist and a Certified Therapeutic Recreational Specialist licensed in CA provide 54 hours of instruction, which exceeds the 36 hour Title 22 requirement. The curriculum includes all the required topics for medical settings with supplemental topics related to emergency preparedness, infection control, and other emerging concerns in all settings. The training exceeds Title 22, Division 5 requirements for activity coordinators, and Title 22, Division 6 requirements for activity directors and activity staff with other titles working in non-medical settings, RCFEs and ADPs.
Instructor qualifications and licenses, and the course curriculum are reviewed for approval by the California Department of Public Health (CDPH) each semester. Upon completion of this program, students receive a certificate confirming completion of a training program that meets the State of California SNF and ADHC survey documentation requirements.
Catalog Date: January 1, 2024
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| GERON 200 | Activity Leader, Coordinator, and Director Training | 3 |
| Total Units: | 3 |
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- evaluate the role of the Activity Leader as it relates to the needs of residents.
- list important federal and state regulations (CA Title 22).
- compare and contrast person-centered interaction strategies, their application, and outcomes.
- identify strategies for effective interactions with residents who have communication deficits and/or dementia behaviors during activities.
- prepare documentation that complies with federal and state regulations.
- assess the activity needs of a skilled nursing facility resident and include consideration of their physical and cognitive abilities and their emotional, social, and cultural needs.
- develop an appropriate activity to meet the physical and cognitive abilities and emotional, social, and cultural needs of a long-term care resident.
- create an activity calendar and newsletter that meets the overall needs of residents in a facility.
Career Information
This program is specifically designed to meet the rigorous state requirements for preparing activity leaders for employment in a skilled nursing facility and activity coordinators for employment in an adult day health center (as described in and required by California Title 22, Division 5 and 6, respectively). It also meets or exceeds training requirements for similar positions in other settings by other titles (as described in Title 22 Division 6 for nonmedical residential care facilities for the elderly and adult day programs) and in unregulated positions leading activities in senior centers, community and recreation centers, and health clubs.
Senior Caregiver Specialist Certificate
The Geriatric Caregiver Specialist program prepares for employment in a variety of residential and nursing care settings where older adults and people with disabilities live and receive support services. It provides the knowledge and experience necessary to motivate clients to stay active, validate their efforts in everything they do, assist with transfers and ambulation, plan healthy meals and snacks, and make recommendations for safety adaptations in their environment.
Catalog Date: January 1, 2024
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| GERON 230 | Motivating Older Clients | 0.5 |
| GERON 231 | Validation: Theory and Practice | 0.5 |
| GERON 232 | Body Mechanics and Safety | 0.5 |
| GERON 233 | Nutrition and Aging | 0.5 |
| GERON 280 | Home Adaptations for Safety and Independence | 0.5 |
| GERON 281 | Basics of Aging, Health, and Ethical Care | 0.5 |
| Total Units: | 3 |
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- differentiate the normal aging process from disease, chronic illness, and disability.
- explain how the social determinants of health impact wellness across the lifespan and during aging.
- outline motivational techniques that motivate older people who are cognitively intact and aging with physical limitations or chronic illness.
- contrive a scenario in which the psychosocial model of self-efficacy is applied to motivate a client to attempt a task.
- paraphrase how Validation techniques are used to engage older adults with cognitive deficits.
- evaluate how Validation techniques can be patronizing to clients who are cognitively intact.
- examine the role of nutrition in overall health and well-being as people grow older.
- plan a snack and meal menu for a client who is exercising to gain strength and stamina.
- assess the assistance needs of older clients and adults with disabilities.
- dramatize assisting a client with a transfer, ambulation, and the use of an assistive device.
- adapt a client's home environment to address safety concerns.
- evaluate a client's need for convenience and assistive devices.
Career Information
The Geriatric Caregiver Specialist program is ideal for anyone seeking an entry-level position as a companion, caregiver, or personal care assistant in independent living, assisted living, and skilled nursing facilities, as well as in the homes of private clients and family members.
Social Service Designee Certificate
The Social Services Designee certificate provides a comprehensive overview of the role and duties of a social services designee in a long-term care facility.
Catalog Date: January 1, 2024
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| GERON 310 | Social Service Designee: Role and Responsibility | 2.5 |
| Total Units: | 2.5 |
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- Articulate the role and responsibilities of the social services designee in a long-term care facility
- Analyze normal age changes and their impact on residents
- Incorporate resident rights and responsibilities into daily practice
- Apply Omnibus Budget Reconcilliation Act (OBRA)/Title 22 (State of California Department of Social Services) regulations to work environment
- Evaluate legal and ethical issues relating to powers of attorney, long-term care financing, and end-of-life decisions
- Evaluate long-term care facility environments
- Interview and assess long-term care residents to assure needs are being met
Career Information
Social Services Designee in long-term care, assisted living, and retirement facilities
Gerontology (GERON) Courses
GERON 230 Motivating Older Clients
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 and ENGWR 300; OR ESLW 340.
- Transferable:CSU
- Catalog Date:January 1, 2024
This course presents techniques for motivating older clients recovering from an injury or surgery, older clients with physical or cognitive deficits, and other adult clients with disabilities to gain, regain, or preserve their ability to perform tasks of daily life such as personal care, household tasks, errands, and social interaction. Special emphasis is placed on the psychosocial model of self-efficacy and its application as a model to help scaffold clients as they learn new skills and regain lost skills. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- outline the psychosocial model of self-efficacy and its primary components.
- rank the four ways to build self-efficacy.
- differentiate between encouragement and coercion.
- distinguish between motivation and manipulation.
- compose sentences based on the self-efficacy model to motivate clients to regain their lost abilities.
- compose sentences based on the self-efficacy model to motivate clients to learn a new skill important to their independence.
- compose sentences based on the self-efficacy model to motivate clients to re-engage in a social activity they enjoy.
GERON 231 Validation: Theory and Practice
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
- Catalog Date:January 1, 2024
This course presents Validation Theory as a communication technique used during interactions with older individuals who have cognitive deficits and diseases such as dementia. Special emphasis is placed on the selection of appropriate techniques for optimal interactions with an individual based on information in their care plan and chart and observations of how the individual interacts with others and their environment. Case studies are utilized to introduce students to various cognitive deficit and dementia behaviors and for technique selection and practice. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- deconstruct Validation Theory and its techniques.
- describe behaviors that are present with different types and stages of progressive cognitive loss.
- evaluate Validation techniques that compensate for different types and stages of cognitive loss.
- analyze individual cases and suggest compensating Validation techniques.
- demonstrate Validation techniques.
GERON 232 Body Mechanics and Safety
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
- Transferable:CSU
- Catalog Date:January 1, 2024
This course is an overview of body mechanics of clients who require mobility assistance and the person providing assistance. Special emphasis is placed on safety and problem-solving. Students are introduced to the basic methods and techniques of positioning, transfer, and ambulation and the use of personal safety, adaptive exercise, and other assistive devices. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- describe the basic anatomy of the spine.
- evaluate basic principles of body mechanics and posture.
- investigate the consequences of immobility and weight gain.
- propose fall prevention strategies based on the needs of a client in a case study.
- practice proper transfer techniques.
- demonstrate strengthening and stretching exercises for the back.
- assess the assistance needs of an older client using a case study.
GERON 233 Nutrition and Aging
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
- Transferable:CSU
- Catalog Date:January 1, 2024
This course presents a practical approach to nutrition for older people with various health-related dietary restrictions and other concerns such as the need to gain, maintain, and reduce weight and/or to build strength and stamina. Easy-to-prepare, low-cost and nutritional snacks, meals, and menus are emphasized. Case studies are introduced to examine the relationship between how people eat and the social determinants of health. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- analyze the role nutrition plays in overall health and aging.
- name the sources and functions of the essential nutrients.
- rank the social determinants of health in terms of importance to nutrition.
- relate sociocultural attitudes to nutrition.
- describe nutrition and medication interactions.
- concoct a snack and meal menu for a client who exercises to gain strength and stamina.
- incorporate dietary restrictions for diabetes into a snack and meal menu for a client with limited mobility.
GERON 280 Home Adaptations for Safety and Independence
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 and ENGWR 300; OR ESLW 340.
- Catalog Date:January 1, 2024
This course introduces assistive devices, durable equipment, home adaptations, and other resources that promote the safety and independence of older clients who are recovering from injuries or surgery, have cognitive or physical deficits, and adults with disabilities. Topics include assessing the environment to identify safety issues and conditions that limit the independent performance of personal care and household tasks. This course is a requirement for the Senior Caregiver Specialist certificate. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- synthesize theoretical concepts related to client use of assistive devices, durable equipment, and home modification.
- assess the client's needs based on instructions from occupational and physical therapists, other medical professionals, representatives authorized by the client, and consultations with and observations of the client presented in the case study.
- recommend assistive devices, durable equipment, and home modifications that will make the home safe, increase the client's self-reliance, and improve their quality of life.
- evaluate the safety, accessibility, and convenience issues within the interior and exterior of a home.
- propose a plan and timeline for acquiring assistive devices, durable equipment, and home modifications within the client's budget.
- identify online and local resources for assistive devices, durable equipment, and providers of home modifications.
- describe the most commonly needed assistive devices and the conditions in which their use is indicated.
GERON 281 Basics of Aging, Health, and Ethical Care
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 and ENGWR 300; OR ESLW 340.
- Transferable:CSU
- Catalog Date:January 1, 2024
This course presents an overview of aging from a nature-nurture perspective, with nature relating to genetics and nurture as the social determinants of health. Special emphasis is placed on changes in vision, hearing, balance, strength, and stamina; chronic illnesses, diseases, and cognitive decline; and ethical issues associated with decision-making in daily activities, motivation versus manipulation, and value imposition. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- explain senescence (normal aging-related cellular changes).
- examine how senescence impacts strength, stamina, and resistance to injury and illness.
- hypothesize when aging-related changes impair safe, independent living.
- differentiate the aging process from disease, illness, and disability.
- distinguish between the impact of social determinants of health and personal lifestyle choices.
- assess the impact of each of the five major social determinants of health on well-being and health during aging.
- associate chronic illnesses and diseases with physical and psychological conditions that compromise safety.
- evaluate physical and psychological conditions that compromise safety.
- interpret the primary ethical issues related to caregiving.
- justify the prohibition against accepting gifts of any kind from clients.
- defend a client's right to make all the decisions they can for themselves.
- contrast manipulation and motivational strategies.
- recognize examples of value imposition, transference, and counter-transference.
GERON 299 Experimental Offering in Gerontology
- Units:0.5 - 4
- Prerequisite:None.
- Catalog Date:January 1, 2024
This is the experimental courses description.
GERON 302 Psychology of Aging: Adult Development and Aging
- Same As:PSYC 374
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLR 340 AND ESLW 340
- Transferable:CSU; UC (UC credit limitation: GERON 300, 302, PSYC 374, & SOC 335 combined: maximum credit, one course)
- General Education:AA/AS Area V(b); CSU Area D; CSU Area E1; IGETC Area 4
- Catalog Date:January 1, 2024
This course covers the physical, psychological, and social aspects of the aging process including the interactions between the elderly and the rest of society. Topics include an analysis of stereotypes, social bonds, environmental factors, sexuality, physical health, mental health, death, and bereavement. This course is not open to students who have completed PSYC 374.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- identify and explain the differences between gerontology and geriatrics and explain the changing age demographics both in the United States and globally.
- describe at least four commonly held myths, stereotypes, or ageist attitudes regarding older adults and explain the impact these attitudes have on the image of aging.
- analyze and predict three ways race, gender, and ethnicity might influence the aging process.
- analyze the concepts of successful aging and optimal aging and recognize the differences between at least three normal and three abnormal age changes.
- describe at least three biological and three social theories used to predict how an individual might respond to the aging process or to old age.
- discuss and incorporate the concept of family and intimate relationships in later life and the importance of convoys or networks in the individual process of aging.
- explain at least three of the financial costs associated with aging.
- describe the concept of “aging in place” using at least three local and national resources, two entitlements, and three healthcare options.
- identify an elder who is aging optimally and describe at least three lifestyle choices, based on gerontological theory, that the student feels altered his/her aging process.
GERON 303 Introduction to Social Gerontology: Aging in Contemporary Society
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 and ENGWR 300; OR ESLR 340 AND ESLW 340.
- Transferable:CSU; UC
- General Education:AA/AS Area V(b); AA/AS Area III(b); CSU Area D; CSU Area E1; IGETC Area 4
- Catalog Date:January 1, 2024
This course is an introduction to older people and the aging process in the context of contemporary society through the perspective of social gerontology. It focuses the biopsychosocial lens on the social forces that contribute to the development of individuality across the lifespan and lead to differences in how people age. Using this lens, students gain perspective on how opportunities, choices, and experiences throughout life are driven by gender, race, and class, and how they culminate during aging and impact aging outcomes. It explores the influence of when people were born, where people were born, history, and how politics contribute to individual beliefs, behaviors, and experiences throughout life and during aging. The aging experience in the United States is also compared to aging in other countries. Gerontology majors are encouraged to take this course in their first semester of study.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- assess the influence of historical events, technological advancements, and cultural shifts on aging cohorts based on decade of birth.
- deconstruct how social factors such as gender, race, and class contribute to opportunities and experiences throughout life and during aging.
- examine the ability of federal and state agencies to respond to the challenges of population aging.
- utilize the theories of aging to explain current societal beliefs about aging in the United States.
- explain the importance of family, friends, and other informal supports during aging.
GERON 305 Introduction to Geropsychology and the Aging Brain
- Same As:PSYC 375
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
- Transferable:CSU; UC (effective Fall 2024)
- General Education:AA/AS Area V(b); AA/AS Area III(b); CSU Area D; CSU Area E1
- Catalog Date:January 1, 2024
This course introduces foundation theories and constructs of gerontology and psychology to examine the aging-related biopsychosocial changes that influence how mature and older adults feel about themselves, how they process information, and how they encode memories about what they experience and learn. Special emphasis is placed on psychological differences between aging cohorts based on psychosocial factors present during the decade of birth and earlier stages of life, gender/sex and race/ethnicity, the social determinants of health, bias development, prejudice and discrimination, and racism, ableism, sexism, and ageism. Topics include psychological theories, models, and constructs that have practical application during interactions with older people; stages of life and phases of aging; aging-related changes (senescence) and the psychological impact of those changes; how illnesses, diseases, and disabilities complicate aging; the anatomy of the central and peripheral nervous systems; and models of sensorineural processing and learning/memory. Case studies are utilized to explore older adult health and mental health, personality and communication behaviors, environmental factors, and the impact of the social determinants of health on overall well-being, quality of life, and aging outcomes. This course is not open to students who have completed PSYC 375.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- compose grammatically correct paragraphs for the sciences with attributions.
- contrast learned versus innate human behavior.
- apply self-efficacy theory to aging, academic learning, and memory.
- assess the effects that fear of losing independence can have on older adults.
- analyze the gerontological perspective on aging.
- deconstruct the characteristics of an older cohort using the psychosocial factors of cohorts.
- describe the stages of life and phases of aging.
- generalize knowledge from a developmental theory or model to a situation involving an older adult.
- explain the difference between bias, prejudice, and discrimination and an "ism" such as racism, ableism, sexism, ageism, and youthism.
- devise a scenario in which a dramatic reaction to a micro-ism confirms a negative stereotype and demonstrates stereotype threat.
- rank the hierarchy of isms (ageism, sexism, racism, and ableism) based on a case study of an older adult.
- label the structures of neurons and the basic anatomy of the central and peripheral nervous system.
- differentiate between aging-related changes and illness, disease, and disability.
- diagram the processes of sensory, working, and long-term memory.
- evaluate the cognitive resources of an older adult with normal aging in terms of cognitive burdens, capacity, compensation, and reserves.
- relate something learned during a guided conversation with an older adult to you or your life.
- report accurate observations of an older adult's behavior and words without interpreting or diagnosing a condition.
GERON 306 Health, Wellness, and the Aging Process
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Transferable:CSU; UC (effective Fall 2024)
- General Education:AA/AS Area V(b); AA/AS Area III(b)
- Catalog Date:January 1, 2024
This course provides knowledge about health-related conditions prevalent in the older population, wellness during aging, and the aging process from the nature-nurture perspective. The knowledge has practical application when working with mature and older people and when interacting with family members, friends, and colleagues. Special emphasis is placed on the intersections between the aging process and health and wellness, the intersections between the social determinants of health and disparities in life expectancies, and how inequities impact overall health and wellness in the aging population.
Course topics are framed from the gerontological perspective, which is a strength-based, whole-lifespan, and person-centered approach. Examples of health-related topics include the social determinants of health, diseases and health conditions common among the older population, and strategies for coping with and slowing disease progression. Wellness-related topics include the health effects of stress and stress reduction, preservation of physical abilities and cognitive function, and nutrition for healthy aging, among others. Examples of aging-related topics are how aging changes cells, tissues, and organs, how those changes affect physiological processes and increase vulnerability to illness and injury, and the differentiation of aging from diseases and other health conditions. This course is not open to students who have previously completed GERON 335.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- deconstruct the relationship between the marginalization of older people today and the medicalization of aging.
- hypothesize about the impact of the five primary social determinants of health across the lifespan.
- evaluate how inadequate resources in terms of the social determinants of health impact health and wellness during aging.
- generalize the nature-nurture principle to the aging process.
- diagram the structures and substructures of a human cell.
- describe the process of cellular aging (senescence).
- assess how senescence impacts overall health and wellness.
- chart the aging-related changes of the connective tissues, the reproductive system, internal organ systems (cardiovascular, respiratory, gastrointestinal, and renal/urinary systems), nervous systems (central and peripheral), and the senses (vision, hearing, taste, smell, and touch), and the immune system.
- differentiate between aging and progressive illness and injury, disease, disorders, and disability.
- inventory the chronic illnesses and diseases with a high incidence rate in the older population.
- analyze the connection between the social determinants of health and chronic illnesses and diseases common among older people.
- discuss the health effects, stress, and risks during aging related to lifelong physical conditions such as obesity and disability, mental health conditions such as mental illness and personality disorders, social conditions such as housing and employment insecurity, and support network conditions such as being childless and being estranged from family.
- restate the gerontological perspective on understanding and interacting with older individuals.
- paraphrase essential theories, models, and constructs related to aging in plain language.
- summarize techniques of intervention related to health promotion, teaching older people, behavior change, status assessment, scaffolding, and objectivity.
- apply strategies of health preservation related to physical function, cognitive capacity, and nutrition.
GERON 310 Social Service Designee: Role and Responsibility
- Units:2.5
- Hours:45 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLR 340 AND ESLW 340.
- Transferable:CSU
- Catalog Date:January 1, 2024
This course covers the role of the Social Services Designee in long-term care. The focus is on family, patient adjustment, and dementia. It also covers documentation for the Social Services Designee working in long-term care.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- evaluate the role of a social service designee
- explain Omnibus Budget Reconciliation Act (OBRA)/Title 22 regulations
- analyze normal aging changes and how these affect the resident
- identify resident rights and responsibilities
GERON 490 Aging Policy and Practice
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLR 340 AND ESLW 340.
- Transferable:CSU
- Catalog Date:January 1, 2024
This course provides an overview of the social issues faced by Older Americans and the social policies and programs provided to address those issues, including the Older Americans Act, Social Security, Medicare, and the Elder Justice Act. It investigates how social policies and programs are put into practice by exploring career options in the agencies, businesses, and organizations that provide services and support to older adults living in California.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- generate an Internet resource list with URLs and brief descriptions of the government websites for major programs and services for Older Americans.
- outline the flow of funding for services to Older Americans from its legislative origins to the local providers in the Aging Network, including local organizations/businesses.
- summarize theories of help-seeking behavior.
- differentiate between 1) Social Security and Entitlement Programs; 2) Medicare Options (Part A, B, etc.) and 3) Medicare and MediCal Benefits.
- identify social issues that impact cultural/ethnic subgroups of older adults.
- deconstruct social issues that impact cultural/ethnic subgroups of Older Americans.
- determine the relevance of federal and state Elder Justice regulations to real/hypothetical case studies of elder abuse, exploitation, and neglect.
- utilize a public resource provided to enrich/improve quality of life during aging.
- assess the obstacles Older Americans may have to overcome when accessing government programs and services during aging.
- reflect on policies that contribute to ageism and their impact on the previous, current, and future generations of your family.
GERON 495 Independent Studies in Gerontology
- Units:1 - 3
- Hours:54 - 162 hours LAB
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2024
Independent Study is an opportunity for the student to extend classroom experience in this subject, while working independently of a formal classroom situation. Independent study is an extension of work offered in a specific class in the college catalog. To be eligible for independent study, students must have completed the basic regular catalog course at American River College. They must also discuss the study with a professor in this subject and secure approval. Only one independent study for each catalog course will be allowed.
GERON 498 Work Experience in Gerontology
- Units:0.5 - 4
- Hours:30 - 300 hours LAB
- Prerequisite:None.
- Enrollment Limitation:Students must be in a paid or unpaid internship, volunteer position, or job related to the gerontology field with a cooperating site supervisor. Students are advised to consult with the Gerontology Program to review specific certificate and degree work experience requirements.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
- Transferable:CSU
- General Education:AA/AS Area III(b)
- Catalog Date:January 1, 2024
This course provides students with opportunities to develop marketable skills in preparation for employment or advancement within the field of gerontology. It is designed for students interested in work experience and/or internships in transfer-level degree occupational programs. Course content includes understanding the application of education to the workforce, completion of Title 5 required forms which document the student's progress and hours spent at the work site, and developing workplace skills and competencies.
During the semester, the student is required to complete 37.5 hours of related paid work experience, or 30 hours of related unpaid work experience for 0.5 unit. An additional 37.5 or 30 hours of related work experience is required for each additional 0.5 units. All students are required to attend the first class meeting, a mid-semester meeting, and a final meeting. Additionally, students who have not already successfully completed a Work Experience course will be required to attend weekly orientations while returning participants may meet individually with the instructor as needed. Students may take up to 16 units total across all Work Experience course offerings. This course may be taken up to four times when there are new or expanded learning objectives. Only one Work Experience course may be taken per semester.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- demonstrate application of industry knowledge and theoretical concepts in the field of gerontology related to a transfer degree level career as written in the minimum three (3) learning objectives created by the student and their employer or work site supervisor at the start of the course.
- make effective decisions, use workforce information, and manage their personal career plans.
- behave professionally, ethically, and legally during work, consistent with applicable laws, regulations, and organizational norms.
- behave responsibly during work, exhibiting initiative and self-management in situations where it is needed.
- develop effective leadership skills during work, with consideration to group dynamics, team and individual decision making, and workforce diversity.
- communicate in oral, written, and other formats, as needed, in a variety of contexts during work.
- locate, organize, evaluate, and reference information during work.
- demonstrate originality and inventiveness during work by combining ideas or information in new ways, making connections between seemingly unrelated ideas, and reshaping goals in ways that reveal new possibilities using critical and creative thinking skills such as logical reasoning, analytical thinking, and problem-solving.
GERON 499 Experimental Offering in Gerontology
- Units:0.5 - 4
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2024
This is the experimental courses description.
