Course Syllabus

Pacific Oaks College

HD335 Human Development: The Elder Years
Course Section Information
Course Number-Section - HD 335
CourseTitle Human Development: The Elder Years

Faculty Name - Martha Clark

mclark@pacificoaks.edu

Course Description
Shifting demographics, increased life expectancy, advances in medical technology, economic and
financial realities: all these add to the challenges of navigating the later years with grace and
dignity. This class presents theory as well as experiential learning. For those who are working
with aging populations, interacting with and caring for aging parents or contemplating the aging
process, students will explore relevant issues at both the macro and micro level, including the
deconstruction of stereotypes.
Institutional Outcomes
The curriculum in Human Development, Marital and Family Therapy, and the Teacher Education
programs is organized around five areas in which students are expected to be competent. The
competencies are:
Development: Understanding of developmental theories.

Diversity: Understanding and valuing diversity, including an anti-bias approach.

Communication: Ability to communicate with others in a connective way.
Research: Ability to collect, process, and evaluate data through research.
Praxis: Ability to observe, critically reflect, implement theories and empower others.
Program Learning Outcomes

PLO 1: Development: Students comprehend and analyze developmental theories.

PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are
able to analyze the dynamics of institutional and individual biases and use of power.

PLO 3: Communication: Students communicateclearly and effectively. They implement and

analyze individual, dyad and group communications for appropriate audience reception,
authenticity, and experience of empowerment for self and others.

PLO 4: Research: Students are able to distinguish between observations and theory (reality and
fantasy, data and inferences/assumptions). Students collect verifiable and reliable data, present
their findings, and link their research with existing literature in the field.

PLO 5: Praxis: Students implement a philosophy of education integrating developmental theories

guided by observation and critical reflection, and analyze these actions according to results and
impact on other persons (ethics, values, principles and empowerment). Students recognize and

apply developmentally and culturally appropriate practice with children and adults. Praxis
experience may involve activities such as practica, field work, or student teaching.
Student Learning Outcomes

SLO1: Student demonstrates knowledge of theories about elder development and developmental
change.

SLO2: Student demonstrates understanding of self from a developmental as well as sociocultural aspect in light of course concepts; elder development, aging, death and dying.

SLO3: Student demonstrates enhanced developmental and socio-cultural understanding of others

about course concepts; elder development, aging, death and dying.

SLO4: Student demonstrates the ability to apply learning of theory to bring about change for
elders.

SLO5: Student demonstrates growth in the class, indicated by an improvement in one or more of
the following: writing or critical thinking skills, a willingness to take risks and authentically
engage with course material and classmates, and openness to new information and perspectives.

Course Requirements
Readings
Tuesdays with Morrie Mitch Albom ISBN 0-7679-0592

How to say it to Seniors, Solie ISBN 0735203806

Another Country, Mary Pipher ISBN 1573221295 (paperback is fine, if available).
Course Policies
Learning Community

The experience we have as a class takes place in the context of a learning community. Quality
and characteristics of this community impact the quality of the learning experience for both the
student and the instructor. The culture of Pacific Oaks has some specific ideas about what a
learning community looks like. While this varies from instructor to instructor, it is likely that
you will find some similarities between instructors across the institution. It is often a goal to
promote construction of knowledge collaboratively between the students as well as student and
instructor. This is true for online classes as well as face to face classes.

An integral component of the learning community is pedagogy - the art of teaching. There are
lots of ways of teaching. None of these ways are right or wrong. Lots of things are taken in to
consideration when an instructor balances various approaches and weaves them into a learning
community. One philosophical aspect of selection of an approach has to do with the instructors
preference between learner and instructor centered pedagogy

As noted, one way of categorizing the pedagogical approach is to know where it is on the
continuum described by being learner centered at one end and teacher centered at the other.
Pacific Oaks generally prefers pedagogy that is towards the student centered portion of the
continuum. Because of this, it is valuable to focus on the learner for a moment, considering

some of the ways for students to increase the likelihood of success during their time at Pacific
Oaks.

In order to ensure growth and transformation, which is primary to the educational experience, the
student has a responsibility. Some of the student related items that pertain to this responsibility
are as follows:

be a critical and reflective thinker

ask questions
to speak from your experience
listen
critically reflect on your process and course content
be prepared for class by doing the assignments
connect theory to your life
explore your life and your own development
challenge yourself to examine your own bias and prejudices
contribute to discussions
interact with and get to know others
feel disequilibrium and have a commitment to getting through it
take risk
be willing to be changed by what you learn
think about what you are learning
and finally use what you are learning

What the individual student is able and willing to do is important, yet there are other equally
important components of the learning community. As mentioned previously, another part is the
pedagogical approach. In addition to the centeredness aspect of the pedagogy, there is another
issue to consider. In reviewing the approach that I use in teaching (interactive, collaborative and
constructivistic), an integral dynamics is dependence on the presence of others. Therefore, an
essential aspect of learning in a Pacific Oaks class has to do with relationships.

Relationships are essential for the kind of learning were seeking. Therefore it is useful to
explore the role of the relationship in the classroom. Being aware of the interrelated aspect of
learner and peers requires some attention to the interpersonal aspect of relationships. It is
important to get to know others in the class - everyone has something to contribute, a piece of the
puzzle. Establishing ground rules is a useful starting point. Exploring what happens when
conflict arises can provide a valuable structure, if needed. Discussion of group dynamics can be
useful in terms of relationships, also.

In conclusion, in order to promote a learning community that supports transformation of its

participants, student and instructor alike, being mindful of the pedagogical approach and
relationships between participants is useful.
Assessment
Assessment is an aspect of your learning at Pacific Oaks College. Pacific Oaks wants to be sure
students are receiving the education that is being provided. In order to do this an assessment
process is part of your classroom experience. This provides you with feedback as to your

progress and learning. It also provides the institution with feedback which enables Pacific Oaks
to see how well they are doing and make adjustments when necessary.

There is an expectation that you will demonstrate value added and mastery at the end of this
class. Value added is just what it sounds like: what do you know now that you didnt know
before you took this class. Mastery refers to your level of competency of understanding the
course material (the integrating of content and your life experience). Both of these will then be
looked at to assess how you are doing. Lets examine how we will look at it, and I do mean
we because it is process where your input is important also.

The main instruments we use to measure your progress are scoring rubrics. Throughout the
session we will be addressing one or more of the student learning outcomes. Selected
assignments will be reviewed for how they address the student learning outcomes noted with the
appropriate Scoring rubric.

So you might wonder about the Student Learning Outcomes and where they come from. They
are an integral part of the overall learning plan. Heres how it goes: Mission Statement
Institutional Outcomes Program Level Outcomes Student Learning Outcomes. All of these
are related. Program Level Outcomes are what each department (Human Development) want
you to know when you complete your program. The student level outcomes help you attain the
program level outcomes.

An ongoing part of this process is feedback. As your instructor, I will give your feedback
throughout the class. This is formative feedback. At the end of the class, youll receive
summative feedback in the form of a narrative evaluation. As a way of understanding these
processes, think about making soup. As you make it, you taste it maybe add more salt, cook it
a little longer, a dash of this and that well that is formative feedback. When the soup is done,
you taste the soup and then critique the completed soupthis is summative feedback.

So this assessment process, on a class level, a program level and on an institutional level is about
how you are doing, providing feedback for you to reflect on and use to grow. The process is also
providing feedback for Pacific Oaks College to continually work to improve delivery of your
education.

Course Bibliography

How to Survive Your Aging Parents, Bernard H. Shulman, M.D. and Raeann Berman

The Last Lecture, Randy Pausch

The 36-Hour Day, Nancy L. Mace, MA and Peter V. Rabins, M.D.

The Alzheimers sourcebook for caregivers, Frena Gray Davidson

How To Care for Aging Parents, Virginia Morris

The Forgetting: Alzheimers: Portrait of an Epidemic, David Shenk

Vital Involvement In Old Age, Erik Erikson, Joan Erikson, Helen Kivnick

Interpersonal Communication in Older Adulthood, Mary Lee Hummert, John M Wiemann, Jon F.
Nussbaum

Aging and Spirituality, David O. Moberg, PhD

The Handbook of Structured Life Review, Barbara K. Haight and Barrett S. Haight

Heidegger and a Hippo Walk Through Those Pearly Gates, Thomas Cathcart and Daniel Klein

Handbook of Theories of Aging, Editors, Vern Bengtson, Daphna Gans, Norella Putney, Merril
Silverstein

What are Old People For? How Elders Will Save the World, William H. Thomas, M.D.

Aging and Old Age, Richard A. Posner

Aging and Spirituality, David O. Moberg, PhD

Augmentative Communication Strategies, David Beukelman, Kathryn Garrett, Kathryn Yorkston

The art of aging, Sherwin B. Nuland

New passages, Gail Sheehy

The Validation Breakthrought, Naomi Feil

The Adult Years, Mastering the Art of Self-Renewal, Frederic M. Hudson

From Age-ing to Sage-ing: A Profound New Vision of Growing Older, Zalman SchachterShalomi and Ronald S. Miller

The Generative Society: Caring for Future Generations, Edited by Ed de St. Aubin, Dan P.
McAdams, Tae-Chang Kim

The Fountain of Age, Betty Friedan

The Healthy Aging Brain, Sustaining Attachment, Attaining Wisdom, Louis Cozolino

Victor Frankls Contribution to Sp[irituality and Aging, Edited by Melvin A. Kimble, PhD

Generativity and Adult Development, Dan P. McAdams and Ed de St. Aubin

On Death and Dying, Elisabeth Kubler-Ross

Life Worth Living How Someone You Love Can Still Enjoy Life in a Nursing Home, William
H. Thomas, M.D.

Adult Development, Susan Krauss Whitbourne, Comilda S. Weinstock

Appendices
Appendix A: B.A. Program Learning Outcomes
PLO 1: Development: Students comprehend and analyze developmental theories.

PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are
able to analyze the dynamics of institutional and individual biases and use of power.

PLO 3: Communication: Students communicateclearly and effectively. They implement and

analyze individual, dyad and group communications for appropriate audience reception,
authenticity, and experience of empowerment for self and others.

PLO 4: Research: Students are able to distinguish between observations and theory (reality and
fantasy, data and inferences/assumptions). Students collect verifiable and reliable data, present
their findings, and link their research with existing literature in the field.

PLO 5: Praxis: Students implement a philosophy of education integrating developmental theories

guided by observation and critical reflection, and analyze these actions according to results and
impact on other persons (ethics, values, principles and empowerment). Students recognize and
apply developmentally and culturally appropriate practice with children and adults. Praxis
experience may involve activities such as practica, field work, or student teaching.

Appendix B: SLO Assessment Rubric

SLO Assessment Rubric - HD 335/535 Human Development: the Elder Years
SLO1: Student demonstrates knowledge of theories about elder development and developmental
change.

SLO2: Student demonstrates understanding of self from a developmental as well as sociocultural aspect in light of course concepts; elder development, aging, death and dying.

SLO3: Student demonstrates enhanced developmental and socio-cultural understanding of others

about course concepts; elder development, aging, death and dying.

SLO4: Student demonstrates the ability to apply learning of theory to bring about change for
elders.

SLO5: Student demonstrates growth in the class, indicated by an improvement in one or more of
the following: writing or critical thinking skills, a willingness to take risks and authentically
engage with course material and classmates, and openness to new information and perspectives.

Student Learning Objectives - Rubric

Component

No

Minimal

Credit BA

Theory (SLO1)
Student summarizes and synthesizes material
from books demonstrating comprehension of
salient points of elder development. Students
work is distinguished by its completeness,
thoroughness, creativity, expresses original
ideas and critical thinking.

Self (SLO2)
Student demonstrate comprehensive ,
detailed and deep understanding of self from a
developmental as well as socio-cultural aspect
in light of course concepts; aging, death and
dying theory

Other (SLO3) - Student demonstrates

enhanced developmental and socio-cultural
understanding of others about course
concepts; elder development, aging, death and

Sufficien BA

BA

advanced

Skilled

dying.

Praxis (SLO4) - Student demonstrates the

ability to apply learning of theory to bring
about change in society in relation to how
elders are viewed and treated.
Change (SLO5) - Student demonstrates
growth in the class, indicated by an
improvement in one or more of the following:
writing or critical thinking skills, a
willingness to take risks and authentically
engage with course material and classmates,
and openness to new information and
perspectives.

Rubric for Participation

Component

No

Minimal Sufficien Skilled Advance

credit BA
Papers Papers turned in on time, addresses
all the points in the assignment demonstrating

t BA

BA

d BA

critical thinking and reflection. There is

depth and details, examples are cited, points
are developed.

Participation - content quality- contributions

to the discussion reflect curiosity, risk-taking,
compassion for others, engagement, support
for the learning community. Student listens
as well as shares. Student challenges self and
asks others to do the same. Student asks
questions. Students responses are inclusive
and sharing of own experience is balanced.
Student works to add depth and details to the
postings.

Participation - content quantity rather than

a specific number, students contributions
demonstrate a rhythm, give and take and
consistency. Student is an active part of a
small group.

Appendix B: Academic Policies

The following academic policies are applicable to all Pacific Oaks classes. For a complete list of
Academic policies and Students Rights and Responsibilities, please see the current catalog.
Academic Integrity - Participation in Pacific Oaks courses assumes that each student has read
and understands the Academic Integrity requirements of Pacific Oaks College. If you have
questions about what constitutes Academic Integrity, please contact your instructor, advisor or
academic director.
Confidentiality - Classes at Pacific Oaks are interactive, drawing on the rich experiences of
faculty and students alike. Often in the course of these discussions, information of a personal or
potentially damaging nature is shared. It is the expectation of the college that such information
will remain confidential, allowing all to share freely without fear of disclosure outside the
classroom. Breaches of confidentiality damage the building of community and trust and are not
acceptable.
Students with Disabilities - Any student in this course who has a disability that might prevent
him/her from fully demonstrating his/her abilities should contact the Director of the CARE
center (pmeda@pacificoaks.edu) immediately to discuss disability verification and
accommodations that may be necessary to ensure full class participation and completion of
course requirements.
Narrative Evaluation Grading - Pacific Oaks views goal-setting and evaluation as part of a shared
learning process, in which instructors and students are both actively involved. Evaluation is by
written statement in which the instructor and student have had direct input. The narrative

evaluation is also converted into a letter grade equivalent to meet financial aid and transfer
requirements. Both the narrative evaluation and the grade become part of the students transcript.

Letter Grades (A, B, C) - An overall grade for the course is determined based on the narrative
evaluation (see above) when a student has successfully completed all class requirements. Note: a
cumulative 3.0 GPA is requiremed to maintain Satisfactory Academic Progress standing at the
MA level.

Incomplete (I) - An Incomplete enables a student who has completed a substantial amount of
work for a class to satisfy the remaining requirements for passing that class within a specific
time and according to specific requirements determined by the class instructor. Students have up
to one month prior to the end of the semester following the term in which an Incomplete was
given (until the end of April or November) to submit any written work required to satisfy the
completion of the class. If the Incomplete requirements are not satisfied by the end of the
semester following the term in which the I was assigned, a grade of No Credit (X) will be
given.

No Credit (X) - Students will receive a No Credit when: they have received an Incomplete and
the contract period has elapsed without successful completion of the contracted work, or, the
instructor determines that an Incomplete is not warranted. In both instances full payment for the
class is required. To receive credit for the class, it will be necessary to register and pay for the
class again. Students should check with their Financial Aid counselor to determine Financial Aid
eligibility for retaking the course.

Withdrawal (W) - Students will receive a Withdrawal if they drop a course after the add/drop
deadline. The tuition of the course will still be charged to students accounts and the students
will be allowed to keep all financial aid funds that have been previously credited to their
accounts. Students should check with their Financial Aid counselor to determine Financial Aid
eligibility for retaking the course.

Work in Progress (WP) - Work in Progress is given when a student is enrolled in a Masters
Project which extends beyond one semester.
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Date
Mon Jun 29, 2015
Tue Jun 30, 2015
Sun Jul 5, 2015
Mon Jul 6, 2015
Tue Jul 7, 2015
Sun Jul 12, 2015
Mon Jul 13, 2015
Tue Jul 14, 2015
Sun Jul 19, 2015
Mon Jul 20, 2015
Tue Jul 21, 2015
Sun Jul 26, 2015
Mon Jul 27, 2015
Tue Jul 28, 2015

Details
Module 1 - Check-in
due by 9:59pm
Discussion 1 - Do the Math
due by 9:59pm
Written Assignment 1
due by 9:59pm
Module 2 - Check-in
due by 9:59pm
Discussion 2.1 - Fears About Death
due by 9:59pm
Discussion 2.2 - Death and Dying
due by 9:59pm
Discussion 2.3 - Tuesdays With Morrie
due by 9:59pm
Written Assignment 2.1
due by 9:59pm
Written Assignment 2.2
due by 9:59pm
Module 3 - Check-in
due by 9:59pm
Discussion 3.1 - Human Development Dynamics
due by 9:59pm
3.2 Life Review Project
due by 11:59pm
Written Assignment 3
due by 9:59pm
Module 4 - Check-in
due by 9:59pm
Discussion 4.2 - 'Life Review' Project Progress
due by 9:59pm
Written Assignment 4
due by 9:59pm
Module 5 - Check-in
due by 9:59pm
Discussion 5.1 - Realities, Sex, Drugs, and Rock and
due by

Date
Sun Aug 2, 2015
Mon Aug 3, 2015
Tue Aug 4, 2015
Sun Aug 9, 2015
Mon Aug 10, 2015
Tue Aug 11, 2015
Sun Aug 16, 2015

Details
Roll
9:59pm
Week 5 - Life Review Project/Paper
due by 11:59pm
Module 6 - Check-in
due by 9:59pm
Discussion 6.1 - What Needs to Change?
due by 9:59pm
Discussion 6.2 - Another Country
due by 9:59pm
Theory Paper
due by 9:59pm
Module 7 - Check-in
due by 9:59pm
Discussion 7.1 - Reflection and Review
due by 9:59pm
Discussion 7.2 - 'Life Review' Sharing
due by 9:59pm
Life Review Paper
due by 9:59pm
Self-Evaluation
due by 9:59pm
Discussion 4.1 - Legacy and How to Say It to Seniors
Discussion 5.2 - 'Life Review' Project Progress

December 2015
12
29
6
13
20
27
3

30
7
14
21
28
4

1
8
15
22
29
5

2
9
16
23
30
6

3
10
17
24
31
7

4
11
18
25
1
8

Course assignments are not weighted.

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Course Home - Course Schedule

Course Home - POC Library
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Life Review Paper
Module 1 - Overview
Module 1 - Readings and Assignments
Module 2 - Death and Dying
Module 2 - Readings and Assignments
Module 3 - Overview
Module 3 - Readings and Assignments
Module 4 - Overview
Module 4 - Readings and Assignments
Module 5 - Overview
Module 5 - Readings and Assignments
Module 6 - Overview
Module 6 - Readings and Assignments
Module 7 - Overview
Module 7 - Readings and Assignments
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Self-Evaluation
TaskStream ePortfolio

Theory Paper
Written Assignment 1
Written Assignment 2.1
Written Assignment 2.2
Written Assignment 3
Written Assignment 4
Assignments
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3.2 Life Review Project
Discussion 1 - Do the Math
Discussion 2.1 - Fears About Death
Discussion 2.2 - Death and Dying
Discussion 2.3 - Tuesdays With Morrie
Discussion 3.1 - Human Development Dynamics
Discussion 4.1 - Legacy and How to Say It to Seniors
Discussion 4.2 - 'Life Review' Project Progress
Discussion 5.1 - Realities, Sex, Drugs, and Rock and Roll
Discussion 5.2 - 'Life Review' Project Progress
Discussion 6.1 - What Needs to Change?
Discussion 6.2 - Another Country
Discussion 7.1 - Reflection and Review
Discussion 7.2 - 'Life Review' Sharing
Life Review Paper

Module 1 - Check-in
Module 2 - Check-in
Module 3 - Check-in
Module 4 - Check-in
Module 5 - Check-in
Module 6 - Check-in
Module 7 - Check-in
Self-Evaluation
Theory Paper
Week 5 - Life Review Project/Paper
Written Assignment 1
Written Assignment 2.1
Written Assignment 2.2
Written Assignment 3
Written Assignment 4
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Module 6 - Self-Eval & Feedback
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Module 7 - Self-Eval & Feedback

Module 4 - Self-Eval & Feedback

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And example three
Second example of Life Review paper
Example of a Life Review paper
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Weekly Paper rubric
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Discussion 7.1 - Reflection and Review

Introduce Yourself
Module 1 - Check-in
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Discussion 1 - Do the Math
3.2 Life Review Project
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Module 7 - Check-in
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Discussion 6.1 - What Needs to Change?
Discussion 4.1 - Legacy and How to Say It to Seniors
Module 6 - Check-in
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Discussion 4.2 - 'Life Review' Project Progress
Discussion 5.1 - Realities, Sex, Drugs, and Rock and Roll
Discussion 5.2 - 'Life Review' Project Progress
Module 5 - Check-in
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Discussion 3.1 - Human Development Dynamics
Week 4 of class
Module 3 - Check-in
Martha's plans
Discussion 2.1 - Fears About Death

Discussion 2.2 - Death and Dying

Rubric for the Life Review paper
And example three
Second example of Life Review paper
Example of a Life Review paper
Module 2 - Check-in
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Module 3 - Life Review; Developmental Theory; Alzheimer's
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Module 6 - Change... How do we Make Changes?

Module 1 - Do the Math; Where Are YOU?

Module 2 - Death and Dying
Module 4 - Legacy; Life Review; Generativity (the 7th Stage)
Module 5 - Current Realities for Elders
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