Aging and the Family (HDFS 763)

Affiliation

Name: Kristin Litzelman
SCID: School of Human Ecology
Department: School of Human Ecology
Course Name: Aging and the Family (HDFS 763)Course Objectives:
CO1: Identify the major theories, approaches, concepts, and current and classic research examining families in the context of aging
CO2: Assess the interrelationships among aging and the family (i.e. how families are impacted by aging, and how aging processes are impacted by the family context)
CO3: Develop a worldview that incorporates aging as an important developmental stage that impacts people of all ages through the family and community
CO4: Articulate how aging issues relate to other content in human development and family studies and other fields
CO5: Use research tools and resources to develop quality research questions and proposals
CO6: Value aging as an important, ongoing stage of human development that is both impacted by and impacts family relationshipsCourse Units:
CU1: What is aging?
CU2: Family relationships and aging
CU3: Informal/Family Caregiving
CU4: Community factors influencing aging and familiesUnit Objectives:
UNIT TITLE: Informal/family caregiving
UO1: List or diagram individual and social factors that impact caregiver outcomes
UO2: Summarize the positive and negative impacts of caregiving
UO3: Discuss 3-5 reasons for variability in caregiver outcomes
UO4: Employ the stress-process model to describe the impacts of caregiving
UO5: Deconstruct the emotional and physical challenges experienced by family caregivers

Activity One

Activity: Pre-reading and reaction
Description: Students will read one scientific review and one book chapter summarizing family caregiving in the US. They will answer two brief reaction questions, due 24 hours prior to class.
Modality: Online
Activity Sequence: Pre-class
Required Knowledge: NA
Time on Task: 1 hour
Objectives Supported: UO1-4
Horton Type: Absorb
Bloom’s Level: Remember; Understand; Apply
Evidence: Reaction quiz
Pedagogical Role: Instructor will contextualize reading and create reaction questions
Social Role: NA
Managerial Role: NA
Technical Role: Canvas support; DoIT Help Desk

Activity Two

Activity: In-class quiz and discussion
Description: Low/no-stakes closed-notes quiz direction assessing UO1-4, followed by discussion of the reading stemming from the quiz.
Modality: Face-to-face/pen and paper
Activity Sequence: In-class
Required Knowledg: Pre-class readings
Time on Task: 45 minutes (5-10 for quiz, 30+ for discussion)
Objectives Supported: UO1-3
Horton Type: Do, Connect
Bloom’s Level: Remember, Understand, Apply
Evidence: In-class Discussion
Pedagogical Role: Guiding the discussion; clearing up misunderstandings of the content
Social Role: Cultivate student participation
Managerial Role: Clear expectations and maintaining classroom ground rules
Technical Role: NA

Activity Three

Activity:Review Stress-process model
Description:Instructor will explain the stress process model.
Modality: Face-to-face
Activity Sequence: In-class
Required Knowledge: Pre-class readings
Time on Task: 15 minutes
Objectives Supported: UO4
Horton Type: Absorb
Bloom’s Level: Understand; Remember
Evidence: Body language, questions
Pedagogical Role: Slides or whiteboard plan
Social Role: Observing student reactions to the information
Managerial Role: Expectations; ground rules
Technical Role: NA

Activity Four

Activity: Drawing customized caregiving models
Description: Students will draw models of the impacts of family caregiving, based on the stress-process model. They will then share in pairs or small groups followed by full group discussion.
Modality: Face-to-face
Activity Sequence: In-class
Required Knowledge: Stress-process model
Time on Task: 60 minutes
Objectives Supported: UO4
Horton Type: Do, connect
Bloom’s Level: Apply, create
Evidence: Model quality, student questions, discussion
Pedagogical Role: Float among the groups to answer questions and support students
Social Role: Cultivate student engagement
Managerial Role: Keep students on task and following ground rules
Technical Role: NA

Activity Five

Activity: Completion of models
Description:Students will complete their models, based on in-class work and discussion.
Modality: Models will be submitted online
Activity Sequence: After-class
Required Knowledge: Stress-process model
Time on Task: 1 hour
Objectives Supported: UO4
Horton Type: Do, connect
Bloom’s Level: Apply, create
Evidence: Model quality
Pedagogical Role: Answer after-class questions
Social Role: NA
Managerial Role: NA
Technical Role: Canvas support; DoIT help desk

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