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S.96-3
SIMON FRASER UNIVERSITY
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OFFICE OF THE VICE-PRESIDENT, ACADEMIC
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MEMORANDUM
To: ?
Senate
From:
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D. Gagan, Chair
Senate Committee on Academic
Subject: ?
Curriculum Revisions
Faculty of Education
Date:
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December 11, 1995
Action undertaken by the Senate Committee on Undergraduate Studies and the Senate
Committee on Academic Planning (SCUS Reference 95-17; SCAP Reference SCAP 95-67)
gives rise to the following motion:
Motion:
"that Senate approve and recommend approval to the Board of Governors
the curriculum revisions for the Faculty of Education as set forth in S. 96-3
including:
New course: EDUC 351-3 Teaching the Older Adult."
Agreement has been reached between the Faculty and the Library in
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the assessment of library costs associated with the new course.
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NEW COURSE PROPOSAL FORM
1.
Calendar Information
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Department: Education
Abbrev. Code: EDUC
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Course #: 351 ?
Credit hrs: 3
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Vector: 1-2-0
Title of Course: Teaching the Older Adult
Calendar Description of Course:
This is a basic course in adult education for students from all disciplines, of
particular interest to those working (or preparing to work) with older
adults. The goal is to assist students to develop more effective strategies for
meeting the needs of an aging population through education.
Nature of course:
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lecture/seminar
Prerequisites of Course: - 6O credit hours ?
- -
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What course, if any, is being dropped from the calendar if this course is
approved?
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none
Enrolment:
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max. 35
2.
Scheduling:
How frequently will the course be offered? once a year on campus and
once a year via DISC
Semester in which the course will first be offered? 7%Z-1
Which of your present faculty would be available to make the Dronosed
offering possible? Dr. Leone Prock, Dr. Sandra Cusack, Research Associate
• in Educational Gerontology.
3.
Objectives of the Course: To introduce students to theory, concepts, issues, and
principles of effective teaching and program development in the fields of Adult
Education/Educational Gerontology.
4. Budgetar y
and Space Requirements:
What additional resources will be required in the following areas? NONE
Faculty
Staff
Library - All resource materials are available through the SFU library system
Audio Visual
space
Equipment
5.
Approval2
Date:
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c\5
SCUS
(Dept. Chair)
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(Dean)
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(C 'r,
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I.
RATIONALE FOR NEW COURSE PROPOSAL
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EDUC 351: Teaching the Older Adult
RATIONALE:
In 1987-2, in response to the growing numbers of people working with seniors
in a teaching role, the course, EDUC 485: Teaching the Older Adult, was developed
and offered as a special topics option to both Education and Gerontology students. It
was subsequently offered in 88-2 as EDUC 496, in 94-2 as EDUC 394, and in 95-2 as
GERO 410. Nineteen students were enrolled in GERO 410 in 95-2. When the course
was offered as EDUC 394, the enrollment was near maximum (33 students)
WITHOUT EVEN BEING LISTED IN THE CALENDAR.
The regularization of this course is timely. Our students are increasingly
requesting courses in adult education and/or older adult education. Many graduate
students in education have particular interests in teaching adults and/or older adults.
This course meets a growing need, while establishing a formal link between the
Faculty of Education and the Gerontology Diploma Program. Sandra Cusack,
Research Associated in Educational Gerontology at the Gerontology Research Centre
has now taught the course four times, and is prepared to teach it in future Cohn
Yerbury has allocated funds for a Distance Education course and Dr. Cusack has
agreed to develop the Distance Education package.
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119
3
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EDUC 351: TEACHING THE OLDER ADULT
COURSE OUTLINE AND READING LIST
INSTRUCTOR:
Sandra A. Cusack, Ph.D., Research Associate in Educational
Gerontology, Gerontology Research Centre.
DESCRIPTION AND OBJECTIVES:
This is a basic course in adult education of particular interest to those working (or
preparing to work) with older adults in the public, private or nonprofit sectors. The
goal is to assist students to develop more effective strategies for meeting the needs of
an expanding population of older adults through education. Participants in this
course will:
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Identify and discuss current issues in policy and practice in older adult
education.
2.
Understand the needs, desires, capacities of older learners and the
implications for effective learning/teaching.
3.
Compare, contrast, and critically assess concepts of pedagogy, andragogy,
gerogogy, and critical pedagogy with respect to philosophy, classroom
practice, role of the teacher/facilitator.
4.
Suggest the implications of a commitment to lifelong learning for education
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with respect to the four ages or lifestages.
5.
Understand central concepts: e.g., third-age, health promotion,
empowerment, lifelong learning, leadership, mental fitness, critical
thinking, self-directed learning, facilitation.
REQUIRED READING
Brookfield, S.D. (1986). Understanding and Facilitating Adult Learning. San
Francisco: Jossey-Bass. ISBN 0 87589 674 X
Kreisberg, S. (1992). Transforming Power: Domination, Empowerment. and
Education. Alban y : State Universit y
of New York.
RECOMMENDED READING:
Brookfield, S.D. (1991). Developing Critical Thinkers: Challenging Adults to Explore
Alternative Ways of Thinking and Acting. San Francisco - Jossey Bass.
Peterson, D.A.. (1983). Facilitating Education for Older Learners. San Francisco -
Jossey Bass. ISBN #0-87589-565-4.
COURSE REQUIREMENTS AND GRADING STRUCTURE:
Critical review of an article related to a specific area of interest 15%
Midterm exam
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35%
Independent learning project/paper
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50%
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3.
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OUTLINE OF THE COURSE ?
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SESSION 1 ?
SETTING THE CONTEXT: Rationale for the course; a
conceptual framework; introduction to concepts; overview of
the course; expectations and course evaluation
SESSION 2 ?
HISTORY AND PHILOSOPHY: Overview of the history of
adult education and older adult education; trends;
philosophies; the concept of lifelong learning
SESSION 3
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THE CONTEXTS OF OLDER ADULT LEARNING: Current
practice; learning-in-retirement programs; health promotion
programs; community education; seniors centres; patterns of
participation.
SESSION 4 ?
THE OLDER ADULT LEARNER: Needs, desires, and
capacities; cognitive changes with age; the concept of mental
fitness
SESSION 5 ?
BARRIERS TO PARTICIPATION: Aging as social
construction; the concept of culture; stereotypes, attitudes, and
assumptions
SESSION 6
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MODELS OF TEACHING: Pedagogy, andragogy, and
gerogogy; critical pedagogy; education as emancipatory
learning
SESSION 7 ?
COLLABORATIVE LEARNING: Learning partnerships;
mentoring; peering counseling; social construction of
knowledge; integrating life experience and theory; facilitation
vs. teaching
SESSION 8 ?
SELF-DIRECTED LEARNING: Independent learning;
distance education; developing supports and resources; role of
the tutor; learning contracts
SESSION 9 ?
RESEARCH AND EVALUATION: The concept of
research; research as emancipatory education; participatory
action research; community program evaluation
SESSION 10 ?
PROGRAM DEVELOPMENT: Needs assessment; principles of
adult program development; issues of power and
empowerment
[T
q.
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SESSION 11 HEALTH PROMOTION: Principles; relationship between
health and learning; new directions "closer-to-home" policy
and the implications for education; principles of empowerment
SESSION 12
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DEVELOPING SENIORS AS LEADERS: Leadership in
seniors centres; issues of gender and power; empowerment;
the role of education
SESSION 13
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PRODUCTIVE AGING: The concept of productive aging;
opportunities in the business, private, and nonprofit sector;
creating change; the role of education.
SUPPLEMENTARY READING LIST
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Ava-ilable-on request
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