Gerontology
Overview
Gerontology is the study of people as they change physically and continue to develop mentally and socially after middle age using an integrated biopsychosocial person-centered perspective to understand the needs of older people and the older population. Gerontology is a nonclinical behavioral social science as opposed to geriatrics, which encompasses all the licensed/certified clinical medical and mental health professions. Gerontologists work to connect clients with programs that best meet their support and service needs as opposed to nonclinical human services and social workers with general knowledge about people of all ages.
The ARC Gerontology Associate of Arts degrees are nationally recognized. In August of 2018, our vocational AA degrees earned national accreditation from AGEC, the Accreditation for Gerontology Education Council. The degrees and certificates of achievement are long-standing Program of Merit (POM) recognized by the Academy for Gerontology in Higher Education. The new regular Gerontology AA is designed for students planning to gain a foundation in gerontology courses while completing the lower division course prerequisites for the upper division courses required by Sac State students complete a bachelor's in Gerontology and it not yet accredited or recognized as a POM.
AGEC accreditation and recognition as a Program of Merit confirms that program faculty have gerontological educations and frame all gerontology courses in the gerontological biopsychosocial perspective. Other programs in the region and state may offer Gerontology degrees; however, if the faculty do not meet the state minimum qualifications for gerontology faculty and the courses are not taught from the biopsychosocial perspective, the degree should be referred to as a multidisciplinary aging studies degree.
Almost all gerontology core courses are offered online at least once a year, which makes it possible for all degrees and certificates to be completed in two years, while attending fulltime. However, some core and specialization area courses may not be offered online or annually. The department also offers state-approved certificate courses and some federal and state required trainings at least once a year. The certificate courses provide high-demand skills training for that lead directly to employment in a specific position.
Who are gerontologists and what do they do?
Gerontologists may hold a program certificate, associate of arts, bachelors, masters, or doctorate in Gerontology or a related degree that provides an integrated biopsychosocial perspective on older people and the older population. We work to improve the quality of life and promote the well-being of older adults within our families, communities, and societies through research, education, and the use of specialized knowledge and experience. We work directly with older adults or behind the scenes in both clinical and non-clinical settings in a broad array of entry-level to executive positions.
Where do gerontologists work?
Gerontology program graduates find employment in the Aging Network, a system of state and local government agencies, non-profit organizations, institutions, and contractors that provide information services, employment and legal services, activity and recreation programs, health education and health promotion programs, and care and support services for older people. Gerontologists work directly with older adults or behind the scenes and although we are not licensed/certified clinicians, we do work in clinical setting where older people receive nonclinical support services in addition to clinical care. Employment in the Aging Network is driven by the Older Americans Act and Population Aging.
What career security does gerontology provide?
The Older Americans Act (OAA) of 1965 is a federal initiative which mandates and funds programs intended to help older Americas live a full life within their communities for as long as possible and to support older adults living in long term care and health care settings if living in their family home is no longer possible. The OAA established the Aging Network, a system of services and support providers. The OAA and the Aging Network provide long term employment security in the field of aging managing care or cases, working in homes or state agencies, organizations, and the private sector for years to come.
Population Aging means that the percentage of people ages 65 and over is going up. In the US, people are living longer and having fewer children. By the year 2060, the number of older Americans will more than double, from 48 million in 2015 to 98 million in 2060. This increase is creating a demand for workers with a gerontological education and due to a shortage of gerontology programs nationwide, demand for gerontologists with all levels of degrees will continue to outpace graduation rates.
The OAA, Aging Network, and population aging trend means a gerontology degree and a career in the field of aging will provide long-term job security for decades to come. The network provides gerontologists with a broad array of positions in diverse work settings and opportunities for promotion and/or a change of interest and work setting multiple times in a career.
VOCATIONAL DEGREES & CERTIFICATES OF ACHIEVEMENT
Our vocational Gerontology Associate of Arts degrees require 60 units of general education coursework and 24 units of core coursework, 3 units of work experience, and 9 units in one or more specialization areas.
Students who already hold an AA or bachelor’s degree in another discipline may be awarded as Gerontology AA after completing the core, work experience, and specialization requirements.
Our vocational Gerontology Certificates of Achievements require the same 24 units of core coursework, 3 units of work experience, and 9 units of specialization as the degrees, but they do not require 60 units of general education.
Specialization Areas:
Administrative (Formerly Business)
Advocacy and Social Policy
Case Management and Social Services
Health Care
Recreation
REGULAR DEGREE
Our regular Gerontology AA degree is designed for students who want to gain a foundation in gerontology and complete the lower division courses that are prerequisites for the upper division courses required for completion of a Gerontology Bachelor’s degree at Sac State. The degree requires 60 units of general education coursework and 19-20 units of core coursework. The regular AA does not require work experience or provide specialization options, and it does not include any vocational courses that lead directly to employment.
CERTIFICATES
Our career education certificates are comprised of one or more courses (3 to 16 units) and can lead directly to employment. Certificates requiring fewer than 16 units do not meet financial aid requirements unless they are taken within a program core or specialization area.
Email gerontology@arc.losrios.edu for scheduling information about these certificates.
Activity Leader Certificate (3 units; Career Development)
RCFE Administrator Training (4.5 units; Career Development)
Senior Fitness Specialist Certificate (16 units; Career Development)
Social Services Designee Certificate (3 units; Career Development)
- The SSD certificate course will not be offered again until spring 2023.
-
Department Chair
Laurinda Reynolds
-
HomeBase
Health and Service
- Division Behavioral & Social Sciences Division Office
- Phone (916) 484-8512
- 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, 2022
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal Communication (3) | 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) | |
| MATH 300 | Introduction to Mathematical Ideas (3) | |
| or BUS 105 | Business Mathematics (3) | |
| BUS 350 | Small Business Management/Entrepreneurship (3) | |
| or BUS 300 | Introduction to Business (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 political science, sociology, and speech 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, 2022
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal 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 | |
| POLS 330 | Constitutional Rights (3) | |
| or POLS 304 | Introduction to Government: California (3) | |
| or POLS 301 | Introduction to Government: United States (3) | |
| SOC 300 | Introductory Sociology (3) | |
| or SJS 300 | Introduction to Social Justice Studies (3) | |
| SPEECH 301 | Public Speaking (3) | |
| or SPEECH 311 | Argumentation and Debate (3) | |
| or SPEECH 302 | Persuasive Speech (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, 2022
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal 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 | |
| PSYC 400 | Introduction to Chemical Dependency (3) | |
| or HSER 340 | Introduction to Chemical Dependency (3) | |
| HSER 365 | Techniques of Group Counseling (3) | |
| or HSER 360 | Techniques of Interviewing and 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: Health Care
This degree provides a broad overview of the biological, psychological, and social aspects of aging, along with introductory course work emphasizing the health needs of an aging population. It focuses on preparation for entry-level positions with private industry, government, and non-profit agencies providing health services to senior adults and/or preparation for further gerontology/health care study at a four-year college or university.
Catalog Date: January 1, 2022
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal 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 | |
| AH 311 | Medical Language for Health-Care Providers (3) | |
| BIOL 300 | The Foundations of Biology (3) | |
| or BIOL 102 | Essentials of Human Anatomy and Physiology (4) | |
| or NURSE 100 | Nurse Assistant (7) | |
| SLPA 300 | Introduction to Communication Disorders (3) | |
| Total Units: | 36 | |
The Gerontology: Health Care 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.
- 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 positions with private industry, government, and non-profit agencies providing health services to senior adults
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, 2022
Degree Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal 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 | |
| GERON 200 | Activity Leader, Coordinator, and Director Training (3) | |
| KINES 407 | Techniques of Group Fitness Instruction (2) | |
| or KINES 405 | Effects of Exercise on Special Populations (2) | |
| RECR 320 | Recreation Activity Leadership (3) | |
| or RECR 300 | Introduction to Recreation and Leisure Services (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, 2022
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 480 | Honors General Principles (3) | |
| or PSYC 300 | 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, 2022
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal 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) | |
| MATH 300 | Introduction to Mathematical Ideas (3) | |
| or BUS 105 | Business Mathematics (3) | |
| BUS 350 | Small Business Management/Entrepreneurship (3) | |
| or BUS 300 | Introduction to Business (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 political science, sociology, and speech 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, 2022
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal 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 | |
| POLS 330 | Constitutional Rights (3) | |
| or POLS 301 | Introduction to Government: United States (3) | |
| or POLS 302 | Comparative Politics (3) | |
| SOC 480 | Introductory Sociology - Honors (3) | |
| or SOC 300 | Introductory Sociology (3) | |
| or SJS 300 | Introduction to Social Justice Studies (3) | |
| SPEECH 301 | Public Speaking (3) | |
| or SPEECH 311 | Argumentation and Debate (3) | |
| or SPEECH 302 | Persuasive Speech (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, 2022
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal 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 | |
| PSYC 400 | Introduction to Chemical Dependency (3) | |
| or HSER 340 | Introduction to Chemical Dependency (3) | |
| HSER 365 | Techniques of Group Counseling (3) | |
| or HSER 360 | Techniques of Interviewing and 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: 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, 2022
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal 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 | |
| AH 311 | Medical Language for Health-Care Providers (3) | |
| BIOL 300 | The Foundations of Biology (3) | |
| or BIOL 102 | Essentials of Human Anatomy and Physiology (4) | |
| or NURSE 100 | Nurse Assistant (7) | |
| SLPA 300 | Introduction to Communication Disorders (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, 2022
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| 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 304 | Ethical Issues and Client's Rights (3) | 3 |
| or HSER 310 | Ethical Issues and Client's Rights (3) | |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 490 | Aging Policy and Practice | 3 |
| HSER 300 | Introduction to Human Services | 3 |
| HSER 330 | Issues of Diverse Populations (3) | 3 |
| or PSYC 365 | Issues of Diverse Populations (3) | |
| or SPEECH 325 | Intercultural Communication (3) | |
| SPEECH 321 | Interpersonal 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 | |
| KINES 407 | Techniques of Group Fitness Instruction (2) | |
| or KINES 405 | Effects of Exercise on Special Populations (2) | |
| RECR 320 | Recreation Activity Leadership (3) | |
| or RECR 300 | Introduction to Recreation and Leisure Services (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.
Senior Fitness Specialist Certificate
The Senior Fitness Specialist program prepares students for employment as a fitness leader in settings where people ages 50+ exercise with other age groups and in settings that cater to older adults. The program provides students with the knowledge and hands on experience necessary to begin a career in this growing field of fitness.
Catalog Date: January 1, 2022
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| FITNS 351 | Exercise, Balance and Mobility | 1 |
| GERON 205 | Validation: Theory and Practice | 0.5 |
| GERON 230 | Motivating Older Adults to Stay Active | 0.5 |
| GERON 335 | Wellness for Older Adults | 3 |
| GERON 378 | Body Mechanics and Safety | 0.5 |
| GERON 380 | Nutrition and Aging | 0.5 |
| HEED 310 | Community CPR and Adult AED | 1 |
| KINES 403 | Fitness and Exercise Assessment | 2 |
| KINES 405 | Effects of Exercise on Special Populations | 2 |
| KINES 406 | Techniques of Strength Training Instruction | 2 |
| KINES 407 | Techniques of Group Fitness Instruction | 2 |
| A minimum of 1 unit from the following: | 11 | |
| WEXP 498 | Work Experience in (Subject) (1 - 4) | |
| Total Units: | 16 | |
1One unit of work experience is required in one of the following environments: recreation center, senior center, senior community, assisted living facility, or another site for seniors.
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- recommend beneficial exercises for seniors and individuals with disabilities or medical conditions.
- behave responsibly at work, exhibiting initiative and self-management in situations where it is needed.
- create an individualized fitness plan to promote functional independence throughout the remainder of life.
- analyze how nutrition plays a part in overall health and aging.
- compare and contrast different self and group motivational techniques for staying active.
- identify and respond to life-threatening conditions (including breathing emergencies, cardiac emergencies, and severe bleeding).
- evaluate physical activities relative to risk factors.
- design and lead a group exercise activity, and provide modifications and variations to exercises when necessary.
- identify basic principles of body mechanics and posture.
- design an individualized exercise prescription program that includes muscular strength and muscular endurance development.
- explain normal aging-related changes and analyze how lifestyle choices influence the aging process.
- demonstrate techniques for validating and encouraging older adults during fitness activities.
Career Information
The Senior Fitness Specialist program is ideal for anyone seeking an entry-level position as a fitness leader in community, recreation, and senior centers, health clubs, retirement and assisted living communities, and other sites that cater to seniors.
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, 2022
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.
RCFE Administrator Training Certificate
This program prepares students for the duties, roles, and responsibilities of administrators working in a residential care facility for the elderly (RCFE). These non-medical assisted living and board and care residences are required to have at least one currently Certified Administrator. To become certified requires passing the state Administrator Exam and other requirements. Prior to applying to take the Administrator Exam, applicants must successfully complete a state approved Initial Certification Training Program (ICTP). After completing the ICTP, they have 60 days to pass the exam. This course is an approved ICTP.
Every two years this program is reviewed by the California Department of Social Services (CDSS) for approval as an ICTP to confirm all the required curriculum and all the current state and federal laws and regulations are included. Upon successful completion of this course, students receive a certificate of completion from the Gerontology department confirming their completion of this approved ICTP. The certificate of completion is submitted with their application to take the state Administrator Exam.
Catalog Date: January 1, 2022
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| GERON 220 | RCFE Administrator Training | 4.5 |
| Total Units: | 4.5 |
Student Learning Outcomes
Upon completion of this program, the student will be able to:
- research the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
- analyze the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
- discuss the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
- generalize the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
- enumerate the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
- demonstrate knowledge in the 13 core areas of the RCFE Knowledge Training Standard set forth by the California Department of Social Services (CDSS).
Career Information
Passing the state Administrator Exam and becoming a Certified Administrator qualifies students for the position of Administrator of a residential care facility for the elderly (RCFE). Being certified also enhances qualifications for other administrative staff positions within an RCFE and administrative staff are often encouraged to become certified to earn a raise in their pay-scale and increase their upward mobility within the organization. See the program description for details about the course approval by the California Department of Social Services.
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, 2022
Certificate Requirements
| Course Code | Course Title | Units |
|---|---|---|
| GERON 310 | Social Service Designee: Role and Responsibility | 2.5 |
| GERON 311 | Social Services Designee: Legal Issues and End-of-Life Decisions | 1 |
| GERON 312 | Social Services Designee: Fieldwork | 1 |
| Total Units: | 4.5 |
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 200 Activity Leader, Coordinator, and Director Training
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLW 340.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course details 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 course 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 course also 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 RCFE and ADP settings.
As required by Title 22, Division 5 requirements for leaders of activities in medical settings, the course topics include federal and state regulations; residential and non-residential organizational structures; the role and function of activity paraprofessionals; medical terminology; the aging process and disease processes; disabilities and strategies for accommodating disabilities communication disorders, and sensorineural losses; person-centered activity planning and leading; and emergency preparedness. The curriculum also includes supplemental topics related to emergency preparedness, infection control, and other emerging concerns in all settings.
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 course, a certificate confirming completion of a training program that meets the State of California SNF and ADHC survey documentation requirements will be awarded.
Student Learning Outcomes
Upon completion of this course, 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.
- apply knowledge of federal and state regulations in an intuitional scenario.
- 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.
GERON 205 Validation: Theory and Practice
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Catalog Date:January 1, 2022
This course presents Validation theory as a communication technique used with individuals with differing levels of cognitive ability. Criteria for evaluating stages of dementia and the selection of appropriate techniques are covered. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- assess elements of communication that relate to Validation theory
- analyze theory of Validation
- demonstrate Validation techniques
- analyze dementia stages and select appropriate Validation techniques
GERON 220 RCFE Administrator Training
- Units:4.5
- Hours:81 hours LEC
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course meets the educational requirements necessary to take for state licensure as an administrator of a residential care facility for the elderly (RCFE). Topics include philosophy, mission, and operations of a RCFE; regulations, rights and responsibilities of licensees; fingerprinting and criminal record clearances; psychosocial needs of residents; physical plant requirements; resident assessment, retention, and eviction; resident records and services; food service regulations; admission agreement; special diets; medications; abuse reporting; residents' rights; and community resources. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- explain residential care and mission of licensing
- analyze the function of a RCFE facility license from three perspectives
- discuss the rights and responsibilities of a licensee
- explain the need and process for fingerprinting and criminal record clearance
- compare licensing requirements and deficiencies in a RCFE
- evaluate medical conditions and diseases associated with aging and relate to residents' requirements
- evaluate the need for waivers to cover residents with special needs
- evaluate a facility plan to meet California requirements for fire, safety, storage, and emergency preparedness
- evaluate a resident for functional capacities and appropriateness of RCFE placement
- document in-patient records, changes in condition, medication record, and physician orders
- evaluate menus and preparation of food to meet California requirements
- define regulatory requirements covering RCFE personal accommodations and services
- explain health conditions that are prohibited in a RCFE
- evaluate resident records for compliance with regulations
- evaluate RCFE menus for compliance with dietary regulations and special diets
- explain the regulations covering centrally stored resident medications
- assess under what conditions and by whom elder abuse must be reported
- compare advance directives and "do not resuscitate" orders
- describe the requirements for safeguarding resident resources in a RCFE
- compare community resources for applicability to RCFE residents
GERON 230 Motivating Older Adults to Stay Active
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course focuses on how to motivate healthy older adults to stay independent, active, and mobile. Topics include wellness, aerobic fitness, nutrition, stress, self- and group-motivation techniques, and cognition as they affect seniors. Credit/No Credit only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- assess normal aging and effects of unhealthy lifestyle choices
- describe healthful lifestyle choices and their effects on aging
- evaluate factors in cognitive wellness as people age
- compare and contrast different self- and group-motivational techniques for staying active
GERON 280 Home Adaptations for Safety and Independence
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Catalog Date:January 1, 2022
This course explores adaptations to the home environment to promote safety and independence for those with disabilities. Topics include assessment, durable equipment, home modifications and resources. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- assess the functional ability of a home resident
- evaluate safety issues within the home
- evaluate durable equipment to facilitate safety in the home
GERON 299 Experimental Offering in Gerontology
- Units:0.5 - 4
- Prerequisite:None.
- Catalog Date:January 1, 2022
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, 2022
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, 2022
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 304 Ethical Issues and Client's Rights
- Same As:HSER 310
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Corequisite:HSER 300
- Advisory:ENGWR 102 or 103, and ENGRD 116 with a grade of “C” or better; OR ESLR 320 and ESLW 320 with a grade of “C” or better; OR placement through assessment process.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course is a comprehensive exploration of the basic ethical issues involving human services delivery. Topics include professional ethics, confidentiality, counselor and clients' rights, and other areas involving ethical controversies. This course is not open to students who have completed HSER 310.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- evaluate the state and federal laws most often violated in human services delivery
- analyze existing California Professional Codes of Ethics
- describe the application of clients' rights in human services agencies and institutions
- describe appropriate professional behavior in human services agencies and institutions
- examine one's own values and attitudes as they apply to ethical decision making
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, 2022
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 311 Social Services Designee: Legal Issues and End-of-Life Decisions
- Units:1
- Hours:18 hours LEC
- Prerequisite:None.
- Advisory:ENGWR 102 and ENGRD 116 with a grade of “C” or better; OR ESLR 320 and ESLW 320 with a grade of “C” or better.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course covers legal issues involved with long-term care. The focus is on probate, conservatorships, wills, trusts, power of attorney for financial management, and the California Advanced Health Care Directives, and right-to-die issues.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- define and discuss probate, wills, trusts, powers of attorney, advanced health care directives, long-term care and the financing of long-term care
- define and discuss informed consent and conservatorships
- define and discuss right-to-die issues
- analyze ethical end-of-life decisions
GERON 312 Social Services Designee: Fieldwork
- Units:1
- Hours:18 hours LEC
- Prerequisite:GERON 310 and 311 with grades of "C" or better
- Advisory:ENGWR 102 or 103, and ENGRD 116 with a grade of “C” or better; OR ESLR 320 and ESLW 320 with a grade of “C” or better.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course provides an opportunity to explore the social services designee role in a long-term care facility and to apply knowledge gained to long-term care experience in the area of social services.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- describe the role of a social services designee
- analyze and evaluate long-term care facility environments
- interview and assess residents in long-term care facilities
GERON 335 Wellness for Older Adults
- 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, 2022
This course explores positive lifestyle choices throughout life which have a positive effect on health and well-being. Topics include exercise, nutrition, stress management, chronic disease, and adaptations for disability.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- analyze exercise programs and their effect on aging
- assess individual diets and make adjustments to maximize health and optimal aging
- identify how stress management can improve health
- evaluate exercise programs to meet individual needs
- examine chronic conditions of aging in relation to stress
GERON 340 Nutrition for Healthy Aging
- Same As:NUTRI 324
- 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, 2022
This course focuses on the nutrition of older adults. Topics include the effects of nutrition on health and well-being and the physiologic changes in aging, the effects of smell and taste on nutritional status, age-related changes in the gastrointestinal tract, risk factors for cardiovascular disease, and cancer and nutrition. This course is not open to students who have completed NUTRI 324.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- explain the role of nutrition in the health and well-being of older adults.
- discuss strategies for the prevention of disease and chronic conditions in older adults.
- describe the physiological changes to the body that may occur as a result of the aging process.
- list and describe the major food-assistance programs for older adults.
- discuss the purpose and objectives of nutrition screening methods.
- outline the benefits, list the necessary components, and list the nutritional considerations of an exercise regimen for an older adult.
- illustrate how cultural values influence food choices made by older adults.
- discuss the nutrient needs of older adults as a result of physiological changes.
GERON 360 Ethnic Diversity and Aging
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course is an overview of ethnicity and culture as factors in the aging process. It focuses on values, beliefs, and culture, and their impact on the design and delivery of senior services with an emphasis on health and residential care services. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- synthesize and discuss the role of cultural sensitivity as it relates to working with older people
- evaluate and discuss differences among ethnic groups in terms of their beliefs about health, mental health, death, family obligations and the use of senior services
- define and discuss ways of overcoming barriers to understanding and using senior services
GERON 362 Biology of Aging
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course is an overview of the biology of aging and health of the older adult. The focus is on chronic and acute illnesses, normal aging changes, sexuality, nutrition, and strategies for good health. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- define normal and abnormal aging processes and their relationships to lifestyles
- evaluate health status and problems of older adults and relate them to lifestyles and environments
- evaluate health care strategies appropriate for older adults and community resources and programs to promote wellness
GERON 366 Coping with Death and Related Bereavement
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course explores our societal/cultural and personal views of death, dying, and bereavement. Topics include the processes of dying and grieving from the perspectives of the patient, family, friends, and caregivers; the dynamics of loss, grief, and bereavement; and the needs of the bereaved. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- identify several theories of dying as well as ego coping mechanisms
- analyze some of the common differences between dying in an institutional setting and dying with hospice care
- describe the range of healthy grief responses
- identify support needs and community resources for support
- assess personal feelings, attitudes, and values about dying and how they are influenced by society
GERON 368 Mental Health and Aging
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course is an overview of mental health as it is impacted by the aging process. Emphasis is on correlates of mental health, incidence of mental illness, depression, dementia, substance abuse, intervention, and mental health resources for seniors. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- apply the concept of mental health to the aging process
- describe common mental health issues of depression, dementia, substance abuse, intervention, and resources as they affect the aging population
- evaluate interventions and resources available to seniors
GERON 378 Body Mechanics and Safety
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course is an overview of body mechanics, emphasizing a problem-solving approach. The focus is on basic methods and techniques of positioning, transfer, and ambulation, as well as personal safety, adaptive exercise, and 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
- describe the diagnosis, detection, and treatment of back injuries
- identify basic principles of body mechanics and posture
- demonstrate proper transfer techniques
- cite three consequences of immobility and weight gain
- list three fall prevention strategies for the elderly
- demonstrate strengthening and stretching exercises for the back
GERON 380 Nutrition and Aging
- Units:0.5
- Hours:9 hours LEC
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:January 1, 2022
This course concentrates on the practical aspects of nutrition and aging. Cost-effective directions for meeting nutritional needs are included. Information regarding environmental factors implicated in the aging process is discussed. Pass/No Pass only.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
- analyze how nutrition plays a part in overall health and aging
- explain how cultural attitudes toward lifestyle, stress and environmental factors influence nutrition
- evaluate information in residential care, assisted living, and skilled nursing facilities to design meals that are cost effective and nutritionally sound
- name the sources and functions of the essential nutrients
- analyze the interactions between nutrition and medications
- evaluate the relationship between nutrition and chronic illness
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, 2022
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, 2022
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, 2022
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, 2022
This is the experimental courses description.
Faculty
Andrea Kjelstrom
Adjunct Professor
- Office: ARC Main, Davies Hall
- Email: KjelstA@arc.losrios.edu
- Phone: (916) 484-8512
Tamica Clement Moore
Adjunct Professor
- Office: ARC Main, Davies Hall, BSS Adjunct Office
- Email: ClemenT@arc.losrios.edu
- Phone: (916) 484-8512
Minoo Pakgohar
Adjunct Professor
- Office: ARC Main
- Email: PakgohM@arc.losrios.edu
- Phone: (916) 484-8512
Laurinda Reynolds
Professor, Department Chair, and Program Coordinator
- Office: ARC Main, Davies Hall, D361-B
- Email: reynoll@arc.losrios.edu
- Phone: (916) 484-8160
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Jacquelyn Sneed
Adjunct Professor
- Office: ARC Main
- Email: SneedJ@arc.losrios.edu
- Phone: (916) 484-8512