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.Senate 

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......................................

From ..... . ....

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çpitmiittee .n 

nderg.iateStudies 

Subject

............. ..crtifi.cat? .... Program fQ.r 

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Date

...................

S.ep,tembe•r23, 

Senior Citizens 

MOTION: 

That Senate approve (and recommend approval by the Board of 

Governors) the establishment of a Certificate Program for 

Senior Citizens with requirements as set forth in paper 

S. 76-127. 

Note 

This paper was amended and approved by Senate Committee on 

Academic 

Planning

and Senate Committee on Undergraduate 

Studies and sent to Deans of Faculties and to Chairmen of 

Faculty Undergraduate Curriculum Committees June 17, 1976 

for Faculty response. No formal response has been received 

from any Faculty. 

-

.

S79-1-27

SCOS

76-15

S ?

As amended and approved by SCUS and 

edited to May 18, 1976 (for trans- 

mittal to Faculties and later to 

Senate) 

CERTIFICATE PROGRAM FOR SENIOR CITIZENS 

I.

THE PROPOSAL 

II.

RATIONALE FOR THE CERTIFICATE PROGRAM 

III.    

PROGRAM DESIGN 

IV.

PROGRAM CONTENT 

V.

PROGRAM MANAGEMENT 

?

Vi. ? 

CALENDAR ENTRY 

APPENDIX - POTENTIAL LOCATIONS FOR COMMUNITY-BASED 

COURSES 

CERTIFICATE PROGRAM FOR SENIOR CITIZENS 

I.

THE PROPOSAL 

It is proposed that Simon Fraser University make available 

to senior citizens (people sixty and over) a stimulating and 

relevant 

academic Certificate Program, at times and locations convenient to 

older adults. 

The Certificate Program is offered as a unique approach to 

dealing with the question of university education for older adults. 

No other university or college has devised a program especially for 

senior citizens which would give them recognition fora sequential 

program of university study. 

Although most older persons do not require a degree for the 

reasons that young people do, many do wish to undertake academic work 

at a university and have their achievements recognized. 

A

Certificate 

Program would effectively meet this need. 

The Certificate is also seen as a vehicle for those who would 

like to undertake a degree-completion prOgram but are hesitant for one 

reason or another. It is devised to help seniors overcome their fears 

and lack of self-confidence. Participants will have an opportunity to 

take a quality academic program in an environment that is non-threaten- 

ing and conducive to learning. 

II.

RATIONALE FOR 

THE

CERTIFICATE PROGRAM 

Develöpineñts in 

our society and changes within the retired 

population are making the education of older adults a social issue which 

can no longer be ignored. Statistics show that the elderly are increas- 

ing in number and as a percentage of the population. Canadians over 65 

numbered 1.4 million, 

in

1961; they now represent 2 million individuals, 

or about 10% of the population. 

Today, as a result of earlier retirement and better medical 

care, significant numbers of people are completing their work well before 

the end of their life span. Within fifteen years most of us may spend 

one-third of our life in retirement. Retirement, however, often brings 

a personal crisis with loss of work, identity, and income. In the extreme, 

older people lose self-confidence because the attitude of society leads 

them to believe that they have no role or importance. For many, something 

is needed to replace work as a major source of meaningful life. 

Contrary to popular belief, the majority of the elderly are in 

good health and are capable of functioning well, both mentally and physi- 

cally. The stereotype of the physically limited older person is a myth. 

Reuben Baetz, Executive Director of the Canadian Welfare Council, reports 

that only 10% of the aged are disabled and in need of intensive health care. 

.

?

Roughly half of these occupy institutional beds; the others are cared for 

elsewhere by their own families. Another 10% to 20% of the people over 65 

have some chronic condition but the majority of these remain mobile and 

active. The remaining 60% to 70% continue to live as they did in middle 

age and have no single identifying characteristic except old age. 

-2-

Senior citizens today are looking for retirement opportunities 

to provide involvement with special meaning. Social and recreational 

activities have for some time provided satisfaction, but many seniors 

now seek experiences which contribute to their mental stimulation, en- 

hance their personal fulfilment, and allow them to develop new skills. 

Education is becoming a part of a new life style for the elderly and 

Simon Fraser University can play a unique role. 

For the retired, education is an option that holds promise of 

new and socially-valued roles. Education not only provides knowledge but 

also acts as a catalyst for self-development. Programs for older people 

provide interesting peer group relationships and an environment within 

which individuals can explore new interests and discover hidden resources 

within themselves. The individual who continues to exercise his powers 

of feeling and intellect remains active and confident and avoids - or at 

least delays - mental and physical stagnation and decline. 

Education for older adults is consistent with the rapidly ad- 

vancing philosophy of education in which life-long learning replaces 

compulsory educatioü fOr the young alone. Emphasis is shifting frOm the 

younger student to all learners. Learning in middle and old age is more 

important today than it was one, two, or three generations ago. Within 

the population, people over sixty are on the average the most poorly 

educated, and their education sixty years ago failed to prepare them for 

the rapid social change that has taken place. For individuals to live 

effectively their education must now be as continuous as change and pro- 

grams must be developed so that people, regardless of their age, can take 

part In learning throughout their lifetime. Older adults can learn and 

can maintain their ability and intelligence well Into old age. Recent 

research reported by Dr. Lissy Jarvik, a Professor of Psychiatry. at the 

University of California, Los Angeles, has found that generally there is 

little or no decline in either knowledge or reasoning ability into the 

sixties, seventies, or eighties. People examined after sixty and followed 

into their seventies and eighties showed no decline in intellectual 

capacity, although with advancing age Intellectual functioning slowed 

somewhat. Although older people commonly complain of poor memory, labora- 

tory studies show that many of the old can actually learn as well as, and 

have memories equal to, younger people. Much of what is called memory 

loss is believed to be due to inadequate learning caused by hearing 

difficulty, impaired vision, inattention, and personal problems. 

III. ? 

PROGRAM DESIGN 

The Certificate would be awarded after the successful completion 

of thirty credit hours of prescribed study, all 

completed after reaching 

age 60. 

Anyone sixty or over who is seriously interested in pursuing 

learning may apply to the University for admission with the objective of 

. ?

enrolling In the Certificate Program. While previous university study Is 

not a prerequisite for this particular Program, potential students must 

talk with an advisor to ensure that they understand the demands of this 

Program and obtain academic advice in selecting an appropriate sequence of 

study. 

-3-

Within the Certificate Program there are recommended core 

and optional courses: 

(1)

five core courses normally offered 

in

community locations1 

and open to persons 60 and over. As indicated 

above, these 

specially arranged courses are to assist 

seniors in develop- 

ing their skills and confidence as 

learners. 

(2)

electives chosen-from courses offered on campus. 

Instructor.Qrhe core courses will be selected on the 

basis of their- 

1t!9S7]th

and understanding of the learning needs 

of senior citizens. When established, Continuing Studies will provide 

these instructor with information and seminars concerning the teaching 

of older adults. 

Senior students, after taking three of the five core community 

courses, will be encouraged to select courses from regular on-campus 

offerings. 

Students 

with the guidance of an advisor can either build on 

their core courses and develop a small concentration in one area, or 

pursue a general program comprised of a variety of subjects from different 

departments. Upon the successful completion of program requirements, 

students will be awarded a Certificate for Senior Citizens. Some students 

may then decide to apply their earned credits towards a bachelor's degree. 

Some persona aged 60 and over may wish to do all, their course 

work on campus and select a sequence of courses different from the core 

offerings. In such 

cases 

the students will be permitted to enrol for 

Certificates but cannot have applied to this Certificate more than 12 

credit hours of work earned at age 60 or over taken before formal enrol- 

ment for this Certificate. Upon application these students will consult 

the program advisor to plan the remaining part of their program. 

Several research studies and the experience of other universities 

have influenced the design of the Certificate Program. A large body of 

research shows that fear of failure in9easingly becomes a barrier to 

growth and learning as we become older. 

?

Other data shows that older 

1

See Appendix for list of suggested locations. 

2

For a discussion of some of the distinctive characteristics that affect 

learning and make the older adult a different kind of student from the 

child or young adult learner, see Samuel E. Hand, "What It' Means to Teach 

Older Adults," 

,

in Hendrickson, Andrew (ed.), A Manual on Planning Educa- 

tional Programs for Older Adults, Department of Adult Education, 

Florida 

State University, Talahassee, 1973, 

pp.

106-123. 

3

George F. Aker, "Learning and the Older Adult." In Hendrickson, ibid., 

pp. 87-105. 

.

? -4- 

adults learn best in 

4

an environment that is non-threatening and 

comfortable to them. Many senior citizens lack the self-confidence 

to return to university on an equal footing with younger students, 

and in fact, very few older adults have automatically taken advantage 

of an open university policy 

when it has been available. The Univer- 

sities 

of Connecticut, New Hampshire, and Vermont 

have waived tuition 

fees for senior citizens but find that the policy is used modestly; a 

dozen 5 

people at the most taking advantage of these learning opportuni- 

ties. Where 

universities 

have devised a special program to make 

senior citizens feel welcome and comfortable 

in

a university setting, 

the response has been far greater. At the Universities of British 

Columbia and Kentucky where courses for senior students only were 

offered, 5Q0 (non-credit) and 183 (credit) students respectively were 

enrolled in the first year. After three years of operation there were 

429 senior sudents enrolled in special credit courses at the University 

of Kentucky. 

Segregation of senior citizens into special courses is under- 

standably a controversial issue. Eventually senior citizens will be 

integrated into regular courses at Simon Fraser University to complete 

their Certificates. In the long run, integration will be beneficial to 

both the individuals and the University. However, in the initial part 

of the program, some special selection of existing courses for seniors 

only must be provided to help them learn new skills and gain in self- 

confidence. 

IV. ? 

PROGRAM CONTENT 

Students will compelte five of the following community-based 

core courses (some substitution may be made): 

(1)

English 101-3 (Introduction to Fiction) or 

English 102-3 (Introduction to Poetry) 

(2)

Physics 001-3 (The Nature of Physical Laws) or 

Chemistry 005-3 (Chemistry of Life) 

4

David L. Arenberg and Elizabeth A. Robertsen, 

"The Older Individual 

as a Learner." In Grabowski, Stanley and Mason, W.D. (Eds.), Learning 

for Aging, Adult Education Association of the U.S.A., Washington, D.C.; 

1974, 

pp.

2-39 

5

Earl Kauffman and Patrick Luby, "Non-Traditional Education: 

New? 

Approaches to a Dynamic Culture." In Grabowski and Mason, ibid, pp. 

130-159. 

6

See Continuing Studies file, "Educational Opportunities for Seniors," 

for information On the University of British Columbia's Summer School 

non-credit program for seniors, the University of Kentucky's Dunovan 

Senior Citizen Fellowship Program, and programs at Trent University, the 

University of Winnipeg, and others. 

.' ? -5- 

(3)

Psychology 106-3 (Social Issues) 

(4)

Philosophy 100-3 (Introduction) 

(5)

Political Science 121-3 (The Canadian Policy) or 

Political Science 

j

4-5 (Introduction to International. 

Organizations) or 

Canadian Studies 200-3 (Introduction to Canadian Society 

and Culture) 

An additional 15 hours of credit will be earned by enrolling 

'

in campus 

or other approved courses, selected by the students in consultation with 

the Program advisor. 

As detailed on page 3, arrangements will be made'fôr senior 

students wishing to complete all courses, as well-as a different program, 

on campus. 

The community-based core courses have been selected from exist- 

ing offerings 

in

five different areas of study. Available data on programs 

elsewhere suggest that the subjects chosen are of particular interest to 

older adults. The courses were selected in consultation with prospective 

students and the chairmen of 

the-departments 

Involved, who in most cases 

not only recommended a course but also suggested a particular instructor. 

In general, the courses are contemporary in focus and 

issue-oriented. 

Also, all provide a foundation for further, specialized study, should 

students elect that option. 

At some later date it may be appropriate to add to the selection 

of core courses as new courses are developed, such as a cross-disciplinary 

humanities course or a selection from the Arts Centre Program. 

V.

PROGRAM MANAGEMENT 

The Program will be advised by a Steering Committee. Recommen- 

dations for the award of the Certificate will be made through this Committee. 

VI.

CALENDAR ENTRY - CERTIFICATE PROGRAM FOR SENIOR CITIZENS 

The purposes of the program are to provide interested members 

of the senior citizen population (those aged 60 years and over) with oppor- 

tunities to participate in university life, to undertake a program of study 

which is relevant.to 

their life goals, and to gain recognition for their 

academic achievements. 

.

?

Admission 

Current admission regulations will apply. It is expected that 

most persons will apply either as a secondary school graduate or under the 

-6-

terms of the "Mature Student Entry." (See Admissions section, Simon 

Fraser University Calendar.) Also, each applicant shall consult a 

program advisor concerning the demands of the program and 

their 

educational objectives. 

Program Requirements 

(1) The successful completion of 30 credit hours of prescribed study. 

(2)

At least fifteen of the minimum 30 hours normally from the 

following courses: 

(a)

English 101-3 or English 102-3 

(b)

Physics 001-3 or Chemistry 005-3 

(c)

Psychology 106-3 

(d)

Philosophy 100-3 

(e)

Political Science 121-3 or Political Science l4-- or 

Canadian Studies 200-3. 

(3) An additional 15 of the minimum 30 hours selected by the student in 

consultation with an academic advisor. 

(4) Exception to the above requirements will be made for senior students 

wishing to complete certificate requirements on campus and/or under- 

take a different program of study. In such cases, the following will 

apply: 

(a)

30 credit hours of approved and prescribed study completed at 

age 60 or over; 

(b)

enrolment in the Certificate Program prior to the completion of 

12 credit hours being applied to the Program; 

(c)

Program advisor approval of requirements to be completed for 

the Certificate. 

NOTES: 

(1)

Credits applied toward this Certificate 

cannot be applied to any 

other Simon Fraser certificate or diploma, but may be applied also 

toward major program or minor program requirements or toward a 

bachelor's degree under the normal regulations governing those programs. 

(2)

A maximum of 12 credit hours completed after reaching age 60 or over 

but prior to formal enrolment in this Certificate program may be applied 

towards the certificate requirements. 

-7-

(3)

All courses used toward the Certificate normally must be taken 

through Simon Fraser University and not more than six semester hours 

of approved transfer credit for other university/college work may 

be applied to the Certificate requirements. 

(4)

Program requirements normally must be completed within five years. 

.

SIMON FRASER UIVERSI'rY

MIMOANDUM

N.M. Lyons

Registrar

CERTIFICATE

PROSIINI FOR SENIOR

Potential LcatiOfl5 for Corusuoity-Based Courses

Diploma Program for Senior

Citize..s

Bonsor House

6636 Fern Avenue

Burnaby

Burquitlaln Senior Citizens Centre

New Westminster Pdblic Library

716 - 6th Avenue

New Westminster

Queens Avenue United Church

Thank,you for your mew of April 28. 1976 and your

telephone crnents.

Upon reflection. and discussions with Dr. Jones I an

of the opinion that students registered under this programme will

be eligible for all institutional, and

gOverruent

financial aid,

providin g

course that

they meet the various credit hour require-

ments and other criteria used in evaluating applicants.

Financial Aid

BRITISH COLUP

stiOent

e$WMBOLOTST.

VICTuRIA.

B.C.

COMMI

VSV 2Z6 POST.UCOKDARY STUDENT

Joni ?

VICTORIA.

atTlSU

Director of rinanelal Aid

MAY 2 5 1976

sin)u Fraser university

REGISTRAR'S

Re: CERFIFLCATI' pROCRAPli bR SENIOR CITIZENS

further to

our

telephone conversation with respect

the proposal outiliud .i, your May 12 coirespundOnce. I

would like to provide the following information.

It appears that this proposal complies with, the

Canada Student Loans regulations. I see no reason why this

course of study should

iiot

be serviced with provincial student

asistnce. This approval Is granted on the basis that this

prtram of study Leads to a recognized degree,certifieate or

diploma. furthermore, these courses should be recognized as

credit units by your University Senate.

I trust that this response will assist your insti-

tutluit in finalizing its plans. If I can be .iI further

assfsttitei, I may be rsahnd at 387-5696.

OFFICE

MAIL DESK

SiMON FRASER UNIVERSITY

MELCAUM

Mr. ..liarry...Ev.an.s.....................................................................From.........o.. ,Lynne...Ho?gg.,....Dz.e ctor 

?

............................ 

Community Education, 

Registrar............................................................................................................................................................................................ 

Subject ......

certificate. .

Program...in..B...C......Studies........Date...........March. .17.,...197................................................................ 

Steering Committee 

For your records and information, members of the Steering Committee for the 

Certificate Program in British Columbia Studies are: 

Dr. Alan Aberbach, History 

Dr. Jack Blaney, Continuing Studies 

Dr. Roy Carlson, Archaeology 

Mr. Jack Fondren, Vancouver Museums and Planetarium Association 

Mrs. Jo Lynne Hoegg, Continuing Studies 

Dr. George 

Rheulner, Geography 

Dr. Mary Lee Stearns, Sociology and Anthropology. 

Dr. Wilson has appointed Dr. Roy Carlson Chairman of the Committee. 