EXSC 563-Physical Activity & Aging Online

Department of Exercise Science

Part 1: Course Information

Instructor Information
Instructor: Joyce Gossard
Office: Blatt PE Center, Room 101A
Office Hours: By appointment only
Office Telephone: 803-777-1707
E-mail: gossard@mailbox.sc.edu (Note: preferred method of contact)

Course Description
EXSC 563 will provide students with an understanding of the
physical changes that occur with aging and attempt to separate
normal aging from pathology. The benefits of exercise and
physical activity on the aging process as well as chronic diseases
will be examined. The course will stress lifestyle modifications,
preventive healthcare strategies and interventions to promote more
personal control over ones individual aging experience.

Academic Bulleting Description

The effects of age and physical activity on physical and motor
functions of elderly individuals.

Prerequisites: EXSC 223/223L and 224/224L or consent of Instructor

Learning Outcomes
Upon successful completion of EXSC 563, students will be able to:

Discuss aging demographics

Compare and contrast predominant theories of aging
Explain aging- and disease-related changes in various systems
Articulate the importance of exercise and physical activity for older adults
based on current research
Describe effective modes of exercise for chronic diseases affecting older
adults as well as any contraindicated types of activity
Explain psychological and sociological changes with aging that impact older
adults and their physical function
Describe modifiable lifestyle factors that can increase the probability of a
healthy, positive aging experience

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In addition, graduate students will be able to:

Evaluate age-related research in order to design a poster presentation, write a

research paper or create an online classroom lecture

The learning outcomes in this Distributed Learning course are equivalent to a

face-to-face (F2F) version of the course.

You will meet the objectives listed above through a combination of the
following activities in this course:

Course introductions
Online quizzes
Aging simulation/reflection paper
Chronic disease Wiki
Age-related change assignments
Review of Exercise & Physical Activity (E&PA) Book/DVD w/ Discussion board
questions (see textbook information below)
Older adult interview and final reflection paper
Blogs
Research project (graduate students only)

Textbook & Course Materials

Required Textbooks
Saxon, S., Etton, M., & Perkins, E. (2015). Physical Change & Aging, A
Guide for the Helping Professions, Sixth Edition. Springer Publishing
Company, New York. ISBN: 978-0-8261-9864-8

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Exercise & Physical Activity: Your Everyday Guide from the National
Institute on Aging at NIH and Go4Life: Everyday Exercises DVD order
both for free at: Exercise & Physical Activity: Your Everyday Guide (These
resources will later be given to the older adult you interview as a thank
you gift.)

Other Readings
Other readings/articles will be made available in Blackboard (See Learning
Modules). All readings/materials comply with copyright/fair use policies.

Course Materials
PowerPoint presentations + course textbooks + articles + videos +
computer with internet access

o Students must view PowerPoint lectures

o Students must read specific chapters in the required textbooks
o Students must have access to a computer with Internet access to
check Blackboard regularly, communicate online and post
assignments

Specific Technologies Used in the Course

The materials for the course, lectures and discussion boards are
located on Blackboard. Adobe Presenter or Microsoft Mix will be
used for online lectures. Students will need a computer with
speakers to be able to hear the lectures. Online lectures can be
accessed via a provided URL; therefore, Internet access is
necessary. Assignments must be completed using Microsoft Word.
Students will also need to take photos/videos of themselves for the
Aging Simulation/reflection paper.

Minimal Technical Skills

Minimal technical skills are needed in this online course. All work
must be completed and submitted online through Blackboard.
Therefore, students MUST have consistent and reliable access to a
computer and the Internet. Without computer and Internet access
and minimal technology skills, it will be virtually impossible to
succeed in this course. Before starting this course, students must
feel comfortable doing the following. You should have the ability to:

Organize and save electronic files

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Download and upload documents in Blackboard

Use USC email account and attach files
Check USC email account and Blackboard regularly
Locate information with a browser
Use Word effectively
Have access to a device that can take pictures/videos for the Aging
Simulation/reflection paper assignment
*Google Chrome is the recommended browser for Blackboard. Mac users
may need to use Firefox to view the Adobe Presenter lectures.

Technical Assistance
If you need technical assistance at any time during the course or to
report a problem with Blackboard you can:

Visit Blackboard Help or (http://ondemand.blackboard.com/students.htm)

Contact the UTS Help Desk at 803-777-1800 or helpdesk@sc.edu. The UTS
Help Desk is open Monday-Friday from 8:00 AM to 6:00 PM. The Thomas
Cooper Library at USC has computers for you to use and if you are not in
Columbia, most public libraries have computers you may use if you find
yourself facing computer problems.

Course Delivery and Communication

This course will be delivered entirely online through Blackboard, USCs
course management system. You will use your USC account to login to
Blackboard from Self Service Carolina (URL - https://my.sc.edu/ ) or
go to Blackboard (URL - https://blackboard.sc.edu ).

In Blackboard, you will access course materials and resources. At

designated times throughout the semester you will participate in a
blend of self-paced and group-paced activities using Blackboard and
alternative Internet-based technologies. Activities will consist of
discussion forums, blogging, and wikis.

To be successful in this online course, you must log-in and participate

in learning activities on a regular basis, at least 2-3 times per
week/module. You will not be as successful if you procrastinate with
readings, lectures, assignments, etc. and wait to the last minute to
complete them. This is especially true with group projects where you
are working collaboratively with your colleagues.

Course Communication
I will be communicating with you through Blackboard regarding grades
and assignments, and will provide feedback on assignments within one
week. If you have questions pertaining to this course, first post your
questions on the 563 FAQ discussion board forum in Blackboard.
Anyone may answer your question. This discussion board forum should
be helpful because most students have similar questions. These
responses give all students the same information. It is very important

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to use a descriptive phrase as the subject of your post. Typing Help

or Question is not very helpful for others to distinguish the body of
your post. The following provides additional information for course
communications:

Be sure to check previous posts on the 563 FAQ prior to posting your
question. Your classmates may have already asked the question.
If you have personal questions pertaining to this course, please email me. I
do not consistently check email and Blackboard over the weekend.
However, I will respond within 24 hours if contacted Monday Thursday.
You are required to use your USC email account throughout this course.

Netiquette (Etiquette for Communicating Online)

Treat one another with respect. It will be expected that you will not attack
one another personally for holding different opinions.
Keep your questions and comments relevant to the discussion topics.
Do not use all CAPITAL LETTERS in emails or discussion board postings.
This is considered shouting and is seen as impolite or aggressive.
When sending an email, please include a detailed subject line.
Additionally, make sure you reference the course in the message and sign
the email with your name.
Begin emails with a proper salutation. Starting an email without a
salutation or a simple Hey is not appropriate.
Use proper grammar, spelling, punctuation and capitalization. Text
messaging language is not acceptable.
Re-read, think, and edit your message before you click Send/Submit.

Discussion Expectations
Participation in the group discussions/blogs is a requirement and an
integral part of this course. You are expected to make substantial
contributions to the discussion. I will read every post but will not respond
to every post.
When posting to the discussion boards/blogs, acceptable posts and
responses include your expressed opinion, information from readings,
and/or information from your research. You must add to the conversation.
Unacceptable posts and responses include responses like, I agree, You
are right, or Good Answer. Additional unacceptable responses include
not adding to the body of knowledge and not responding. Your
participation will be graded with these guidelines in mind.
When composing replies, you can also provide an alternative perspective,
share stories about your own experiences, ask questions to further the
discussion, or discuss why you agree or disagree with something
(remember to stay courteous!)
I will reference the following rubric when grading discussion board/blog
posts:
Unacceptable Acceptable Excellent
Quality The posted The posted The posted

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Unacceptable Acceptable Excellent

information is of information is of information is of
low quality, off acceptable high quality and
topic, or quality; lacks full reflective.
irrelevant to the development of The posted
discussion. concept or information
thought. advances the
discussion.
Replies No response to No responses to Responds to
the Discussion posts of others. other classmates
Board forum. as assigned.

Late Work Policy

No late work will be accepted. Be sure to pay close attention to
deadlinesthere will be no make-up assignments or quizzes, or late
work accepted without a serious and compelling reason and instructor
approval.

All assignments and quizzes must be submitted online through

Blackboard by the deadline. All assignments are available from the
beginning of the semester. Students are required to have access to a
computer and the Internet. All assignments are posted via Blackboard,
thereby allowing students to submit assignments from any location.
Students are required to have access to a computer and the Internet.

Activity and assignment details will be explained in detail within each

weeks corresponding learning module. It is imperative that you
carefully read the course syllabus, review the modules, check your
email regularly and monitor announcements on the course Blackboard
site. If you have any questions, please check the 563 FAQ Discussion
Board first and then contact your instructor if necessary.

Be careful: The clock on your computer may be different than the

clock on Blackboard. If the clock is different by one second, you may
be locked out of the assignment. I recommend that you submit your
assignments well before the noted Eastern Standard Time deadlines.

Important Note: This syllabus, along with course assignments and due
dates, are subject to change. It is the students responsibility to check
Blackboard for corrections or updates to the syllabus. Any changes will be
clearly noted in course announcement or through Blackboard.

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EXSC 563 Physical Activity & Aging

Part 2: Assignments/Grading
Course Assignments and Learning Activities
Assignments and projects can be accessed from the Course Module for the
week in which they are assigned. All formatting requirements and grading
criteria (or rubrics) for each assignment and project can be found in
Blackboard.

Course Introductions:
Each student will be required to introduce yourself on the Course
Introductions wiki, and respond to 3 wiki posts. This assignment is
worth 30 points and represents 3% or 2.6% of the overall grade for
undergraduates (UG) or graduate students (GR) respectively. Answer
the following questions:
Name 1 point
Hometown 1 point
Reason for enrolling in the course 1 point
Desired career after graduation 1 point
Hobbies and interests 1 point
Paragraph describing your views about aging and older
adults (positive and negative) 15 points
Paragraph describing your interest in working with older
adults in the future; include why or why not 10 points

The purpose of the assignment is to have the instructor become

familiar with the student and for students to get to know each other.

Online Quizzes:
Each student is required to complete 14 quizzes within Blackboard. All
quizzes are secured with a username and password. The quizzes
consist of 15 multiple choice, true/false and short answer questions.
The purpose of the quizzes is to assist the student in comprehending
the material from the text and lectures.

You are allowed 30 minutes for each quiz as noted in the quiz
instructions. At the end of the time, the computer will close the quiz.
The Instructor will manually grade quizzes with short-answer questions
within one week. The quiz is open book/open notes, but timed. It is
assumed that you will have read, viewed and studied the material
carefully before taking the quiz. Take about 30 minutes prior to
starting a quiz for one last review and close any other open programs
on your computer. You have two attempts to take the quiz in case your
internet service is lost, however only the last attempt will be graded.
Note that since quiz questions are randomly generated from a pool of
questions the second attempt quiz questions may be different.

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Each quiz is worth 30 points and will represent 42% of the overall
grade for UG students (36.5% for GR students).

Aging Simulation/Reflection Paper:

For the aging experience, select at least 3 simulations from the
resources listed on Blackboard. Select your simulations from different
systems, i.e., taste, smell, sight, hearing, mobility, touch.
Wear/experience your older age for an hour. Take pictures/video clips
of you dealing with each simulation. Write a 1-2-page reflection paper
on your experience, how it made you feel, difficulties you had doing
simple activities, etc. Check Blackboard for paper requirements and
the grading rubric. The assignment is worth 100 points and 10% of the
overall grade for UG students (8.7% for GR students.)

Chronic Disease Wiki:

The group Wiki assignment will have specific instructions for
completion in Blackboard. You will self-enroll in one of the chronic
disease groups and work together in groups of 3-4 to research a
disease, its prevalence in older adults, the usual treatment modalities,
risk factors, modifiable behaviors, and physical activity
benefits/impact. Groups will close when the set number of students
have enrolled in each group. You will review and comment on three
other groups Wikis. The assignment is worth 150 points and 15% of
the overall UG grade (13% for GR students).

Age-related Change Assignments; Self & Peer Assessments:

You will select a normal age- or disease-related change that you read
about in the textbook. Provide a brief description of the
change/disease, discuss usual treatments, and list factors that may
accelerate or exacerbate the condition as well as factors that may limit
negative impacts and/or improve quality of life (one page max).
Templates for the papers are provided within the modules along with
an example.

When indicated within the modules, you will respond to questions

using the Exercise & Physical Activity book that you ordered as a gift
for the older adult that you interview. In the following module you will
grade your response as well as the responses of another randomly
assigned student using the model response as a guide (grading is
anonymous).

There are five age-related change assignments (12 points each) and
four Self- and Peer-Assessments (S&PA) worth 10 point each,
representing 10% of the overall grade for UG students (8.7% for GR
students).

Older Adult Interview and Final Reflection Paper:

You will interview an older adult (age 65 and older; not related to you)
using the questions listed in the module. You will write a 3-5-page
paper discussing the requested information and reflect on your

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experience. See specific details and the grade rubric posted on

Blackboard. The assignment is worth 150 points and is 15% of the
overall UG grade (13% for GR students.) The grading rubric is posted
on Blackboard.

Blogs:
You will occasionally blog about experiences youve had and are having
with older adults, changes in opinions about aging, thoughts on your
own behaviors and desired aging experience. Blogs will be worth 50
total points and represent 5% of the overall UG grade (4.4% for GR
students.) The grading rubric for most blogs is as follows:

Blogs Unacceptable Acceptable Excellent

Quality 0-1 point 2-4 points 5 points
Boring; not Interesting Has the wow
completed factor

Research Project (Graduate Students Only):

Graduate students will complete one additional research project based
on a well-developed literature review. Sample projects could include a
5-7-page research paper, PowerPoint presentation, or development of
an online lecture. You will discuss ideas for your project with the
course instructor within the first three weeks of the class and finalize
the project criteria by the end of the fifth week. The project is due by
the end of Module 13, is worth 150 points and represents 13.1% of the
overall grade. The final product should be emailed to the course
Instructor unless other specific arrangements have been made.

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Summary of Course Assignments and Point Values

Course Assignments Point Value Possible Points
Course Introductions 1 @ 30 30
Online Quizzes 14 @ 30 420
Aging Simulation/Paper 1 @ 100 100
Chronic Disease Wiki 1 @ 150 150
Age-related Changes; 5 papers @ 12 each 60
Self &Peer Assessments 4 S&PA @ 10 each 40
Interview/Final Reflection 1 @ 150 150
Blogs 1 @ 25
5@5 50
Total possible 1000
undergraduate
points:
Graduate Research 1 @ 150 150
Project
Total possible
graduate student 1150
points:

Assignment Submission Instructions

All assignments for this course will be submitted electronically through
Blackboard unless otherwise instructed. Refer to each assignment for
specific instructions regarding expectations, deadlines, and
submission. When applicable, written assignments are required to be
submitted in Microsoft Word format. Documents should be proofread;
spelling and grammatical mistakes are always taken into consideration.

Graded Course Activities

Details about each assignment listed below can be found in the
corresponding Course Module for the week assigned.

Undergraduate Students:
Percentage Description
3% Introductions
42% Online Quizzes
10% Aging Simulation and Reflection Paper
15% Chronic Disease Wiki
10% Age-related change assignments/S&PA
15% Older Adult Interview
5% Blogs
100% Total

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Graduate level students will complete an additional research project

resulting in a comprehensive presentation based on a well-developed
literature review. The grading scale for graduate level students differs
from the undergraduate grading scale and is as follows:

Graduate Students:
Percentage Description
2.6% Introductions
36.5% Online Quizzes
8.7% Aging Simulation Reflection Paper
13% Chronic Disease Wiki
8.7% Age-related change assignments/S&PA
13% Older Adult Interview
13.1% Research Project (GR students only)
4.4% Blogs
100% Total

Letter Grade Assignment

Final grades assigned for this course will be based on the percentage
of total points earned and are assigned as follows for both
undergraduate and graduate students:

Letter Grade Percentage Performance

A 90-100% Excellent Work
B+ 87-89% Very Good Work
B 80-86% Good Work
C+ 77-79% Above Average Work
C 70-76% Average Work
D 60-69% Poor Work
F 0-59% Failing Work

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Part 3: Course Policies & Resources

Participation
Students are expected to participate in all online activities as listed on
the course modules.

Build Rapport
If you find that you have any trouble keeping up with assignments or
other aspects of the course, make sure you let your instructor know as
early as possible. As you will find, building rapport and effective
relationships are key to becoming an effective professional. Make sure
that you are proactive in informing your instructor when difficulties
arise during the semester so that we can help you find a solution.

Understand When You May Drop This Course

It is the students responsibility to understand when they need to
consider dis-enrolling from a course. Refer to the USC Course Schedule
for dates and deadlines for registration, and discuss any concerns with
your instructor.

ADA and Learners with Disabilities

The instructor worked with an instructional designer from the Center
for Teaching Excellence to develop the syllabus and course to be ADA
compliant. Special accommodation will be made for any student with
disabilities as required by the Office of Student Disability Services and
ADA. Specific accommodations will be made for all exams/quizzes, if
necessary and required by the Student Disability Services office.

Links to outside websites will be prepared according to

recommendations of the Assistive Technology Lab of the Office of
Student Disability Services. The instructor will make every effort
possible to test accessibility of outside sites used in the class.

Students with disabilities should contact the Office of Student Disability

Services. The contact information is below:

1523 Greene Street, LeConte Room 112A

Columbia, SC 29208
Phone: 803-777-6142 Fax: 803-777-6741
Email: sasds@mailbox.sc.edu Web: http://www.sa.sc.edu/sds/

Academic Support Resources

If you are having trouble with this course or its material, you should
contact me to discuss the issues. As a student you can also get help
from the academic support resources available on campus to help
students be more successful in the course:

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Student Success Center (SSC)

The SSC provides a variety of services to assist University of South
Carolina undergraduate students on their path to success. At any time,
you may call the Student Success Hotline at 777-1000 to learn more,
or go on-line to schedule an appointment with a staff member. The
SSC is located on the mezzanine level of the Thomas Cooper Library,
with satellite locations in Columbia Hall, Bates House, and Patterson
Hall. These services are free and available to all students enrolled in
this course. Please do not wait to take advantage of these resources
designed for your success.

The Student Success Center: http://www.sa.sc.edu/ssc/

The Academic Centers for Success:
http://www.housing.sc.edu/ace/

Library Resources
The university library has a great resource for finding out how to cite
materials in your projects. Remember that if you use anything that is
not your own writing or media (quotes from books, articles, interviews,
websites, movies - everything) you must cite the source in MLA
format. The link below will take you to the library resources for seeing
how MLA format is done:

Link to the USC Library Citation page

Library Services: http://sc.edu/study/libraries_and_collections/

Writing Center
The Writing Center is an important resource you should use! Its open
to help any USC student needing assistance with a writing project at
any stage of development. The main Writing Center is in Byrnes 703,
and you can check their hours of operation here:

http://www.artsandsciences.sc.edu/write

Academic Integrity
As a student in this course (and at this university) you are expected to
maintain high degrees of professionalism, commitment to active
learning and participation in this class and also integrity in your
behavior in and out of the classroom. All students must review the
Office of Academic Integrity sanctions. This information may be found
at: http://www.housing.sc.edu/academicintegrity/sanctions.html . One
or more of the following sanctions may be imposed for Academic
Integrity violations:

1. Expulsion from the University

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2. Suspension from the University for a period of no less than one

semester
3. Probation
A combination of the above sanctions may be implemented. It should
be noted that submitting someone elses work is cheating and against
the Carolina Code. Cheating, or any other Academic Integrity
violations, will result in failure of the course for all involved
parties. All parties will also be referred to the Office of Academic
Integrity for additional retribution.

Plagiarism is defined as stealing and passing off the work, words, or

ideas of others as your own original work. Below are some websites for
you to visit to learn more about the University policies:

Carolina Community (http://www.sa.sc.edu/carolinacommunity/)

Carolina Creed (http://www.sa.sc.edu/creed)
Academic Responsibility (http://www.sc.edu/policies/staf625.pdf)
Honor Code Violations
(http://www.housing.sc.edu/academicintegrity/violations.html)
Guidelines for Responsible Computing
(http://www.uts.sc.edu/network/guidelines.shtml)

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Part 4: Course Schedule

Module 1 Start Here; Perspectives on Aging & Theories of Aging:
Within Module 1 you will be introduced to the course format, and learn basic
concepts in physical aging as well as patterns of disease. You will become
knowledgeable about various theories of aging.
o Read Getting Started and review syllabus
o Order Exercise & Physical Activity Guidebook/DVD
o Take the M1.1 syllabus quiz
o Course introductions and responses
o Read textbook chapters 1 & 2, view online lectures
o Take M1.2 online quiz (textbook chapters 1 & 2)
Module 2 Aging of the Skin & Musculoskeletal System:
Within Module 2 you will learn about changes and disorders in the skin, hair
and musculoskeletal systems. You will examine preventive measures along
with disease management/treatment therapies.
o Read textbook chapters 3 and 4
o Age-related change assignment
o Aging simulation experience and reflection paper
o Take M2 online quiz
GR students: discuss ideas for the research project with the course
instructor via email/phone before the end of Module 3
Module 3 Aging of the Nervous and Sensory Systems:
Within Module 3 you will learn about age-and disease-related changes in
the nervous and sensory systems. You will examine preventive measures
along with disease management/treatment therapies.
o Read textbook chapters 5 and 7
o Age-related change assignment
o Take M3 online quiz
o Self & Peer Assessment (need Exercise Guideline book)

o Blog (View classmates aging simulation pictures/videos)

Module 4 Aging of the Cardiovascular and Respiratory System:
Within Module 4 you will read about changes and disorders in the
cardiovascular and respiratory systems. You will examine preventive
measures along with disease management/treatment therapies.
o Read textbook chapters 8 and 9
o Age-related change assignment
o Take M4 online quiz
o Self & Peer Assessment - Evaluation

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o Blog
Module 5 Aging of the Gastrointestinal and Urinary Systems:
Within Module 5 you will study changes and disorders in the
gastrointestinal and urinary systems. You will examine preventive
measures along with disease management/treatment therapies.
o Read textbook chapters 10 and 11
o Age-related change assignment
o Take M5 online quiz
o Self & Peer Assessment
o Feedback Journal
GR students: Finalize the research project format & grading criteria with
the course instructor via email/phone
Module 6 Aging of the Endocrine and Immune Systems:
Within Module 6 you will read about changes and disorders in the
endocrine and immune systems. You will examine preventive measures
along with disease management/treatment therapies.
o Read textbook chapters 13 and 14
o Age-related change assignment
o Take M6 online quiz
o Self & Peer Assessment - Evaluation
o Blog
Module 7 Health Promotion & Exercise and How to Teach Older Adults:
Within Module 7 you will explore ways to promote health and prevent
disease as well as examine exercise recommendations and its effects.
o Read textbook chapters 17 and 21
o Read the ACSM article: Exercise & Physical Activity for Older Adults
o Take M7 online quiz
o Self & Peer Assessment
o Self-enroll in Disease Group; research articles
GR students: begin research on project
Module 8 Exercise Programming for Older Adults:
Within Module 8 you will see how exercise programming for older adults
requires a unique approach that addresses individual needs.
o View Exercise Programming for Older Adults Part I & Part II
o Take M8 online quiz
o View STEADI program videos/PDFs
TUG, Chair Stand, Balance
o Self & Peer Assessment - Evaluation

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o Blog When Im 85
o Wiki Disease Group research/postings
GR students: continue research on project
Module 9 Balance and Falls Risk; Special Topics:
Within Module 9 you will learn basic concepts regarding systems that
support balance and postural control as well as examine fall risk for older
adults.
o View the 5 online lectures
o Read textbook chapter 16
o Take M9 online quiz
o Arrange older adult interview /prep/DVD
o Self & Peer Assessment
o Blog
o Wiki Disease Group research/postings
Module 10 Nutrition; Older Adult Interview:
Within Module 10 you will interview an older adult (65 and older) and
begin writing the final paper. Interview questions/details are shown on
Blackboard.
o Read textbook chapter 19
o Take M10 online quiz
o Self & Peer Assessment - Evaluation
o Prepare for & interview your client (give your client the NIH activity
guide & DVD as a gift
o Begin writing your paper
GR students: work on research project

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Module 11 Reflective Paper:

Within Module 11 you will finalize your Wiki group project & submit your
final paper.
o Wiki group final research & post
o Complete/submit final paper
GR students: work on research project
Module 12 Peer Review of Wiki Projects; Master Athletes:
Within Module 12 you will review your classmates Wiki projects and offer
feedback. You will also be inspired as you explore the physically elite that
small percentage of older adults who maintain outstanding physical
abilities into their 80s and 90s.
o Chronic disease Wiki review/response
o View online lectures
o Read journal articles (on Blackboard)
o Take M12 online quiz (lectures & articles)
GR students: work on research project
Module 13 Frailty; Dementia and Delirium:
Within Module 13 you will examine the physically dependent and frail
group of older adults, and study the difference between delirium and
dementia.
o Read textbook chapter 6
o View online lectures (Frailty, Alzheimers disease)
o Take M13 online quiz
o Final Blog When I am 85 and responses to other students
GR students: finalize research project and submit via email
Module 14 Medications; Complementary, Alternative & Integrative
Medicine; Death & Grief:
Within Module 14 you will study older adult responses to drugs, adverse
drug reactions and commonly prescribed drugs. In addition, you will
explore the history and use of complementary and alternative therapies.
Finally, you will look at the difficult topic of death and grief, as they are an
integral part of life.
o Read textbook chapters 18, 20 and 23
o View online lectures
o Take M14 online quiz

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