Gerontology Program (GTL)
The gerontology emphasis is a multi-disciplinary program designed to assist students planning to enter career-related areas directly involving older persons. The study of gerontology will also help students prepare for their own aging as well as to develop a better understanding of and to seek enrichment for the lives of aging parents and our aging populations.
Gerontology Emphasis applicable to college core
If a student declares gerontology as an emphasis, it will appear on the student's transcript and advisement report. As an emphasis, gerontology coursework counts toward a student's 120 credits and can overlay with required courses in the major and the minor. In order for gerontology to apply on a college core in place of a minor, the student must complete at least 18 credits outside of his/her major. For College of Liberal Studies students, 12 of the credits must be at the 300/400 level; for BS students from the College of Science and Health, 18 credits at 300/400 level credits; for BA students from the College of Science and Health, 15 credits at 300/400 level.
Gerontology Steering Committee
The Gerontology Steering Committee recommends standards for recognition of undergraduate student work in gerontology including the gerontology emphasis. The committee differentiates between coursework that is part of the gerontology core and coursework that is supportive of an emphasis in gerontology. The Steering Committee also approves fieldwork, experimental courses, and independent study as part of student work that meets the requirements of the gerontology emphasis. Contact the coordinators for the form that is used to request that the Gerontology Steering Committee approve coursework that is not already described in the following sections about gerontology core or supportive courses.
The following is the department's faculty and staff as of the publication date of this catalog. This list will not be updated again until the next catalog is published in June.
Coordinators: Ellen Rozek, PhD and Erica Srinivasan, PhD (Psychology)
George Cravins, Geography
Mark Gibson, Exercise and Sport Science
Andrea Hansen, Women's, Gender, and Sexuality Studies
Bob Jecklin, Health Education and Health Professions
John Kovari, Political Science/Public Administration
Dawn Norris, Sociology
Vivek Pande, Business
Nancy Richeson, Therapeutic Recreation
Ellen Rozek, Psychology
Donald Sloan, Art
Karen Skemp, Health Education and Health Professions
Erica Srinivasan, Psychology
Emily Whitney, Health Education and Health Professions
15 credits with at least six credits from the core and the remaining credits from the core, supportive courses, or other gerontology-related coursework approved by the Gerontology Steering Committee.
|Select six credits from the following:||6|
|Health Aspects of Aging|
|SOC/ARC/ANT Forum (only topic Sociology in Aging and the Life Course will apply)|
These courses focus on older adults and are approved by the Steering Committee for the gerontology emphasis. The Steering Committee will consider experimental courses, workshops, independent study, and for-credit field experience as part of the gerontology core when the course faculty affirm that the course focuses on the lives of older adults.
|Select at least nine credits from the following:||9|
|Fitness Across the Lifespan|
|The U.S. Health Care System|
|Health Aspects of Aging (if not used in the core)|
|Confrontations of Death|
|Adulthood (if not used in the core)|
|Aging and the Elderly|
|Death, Grief, and Bereavement|
|Therapeutic Recreation Populations I|
|Recreational Therapy for Older Adults|
|Sociology of Mental Illness|
|Sociological Aspects of Work and Life|
|SOC/ARC/ANT Forum (only topic Sociology of Aging and the Life Course will apply and if not used in the core)|
|Health Care and Illness|
Supportive courses do not exclusively focus on older adults, but these courses support an improved understanding of older adults. The Steering Committee will consider experimental courses, workshops, independent study, and for-credit field experience as supportive courses in a gerontology emphasis when the course faculty describes how the course indirectly supports learning about the lives of older adults.