Core Curriculum

Perspectives in Aging (3 credits)

*Students who select the Aging and Applied Thanatology Concentration must take Perspectives in Aging

This course explores the psychological and social aspects of adult development within the context of the ongoing process of aging. Upon completion of this course, students will be able to describe the major psychological and sociological theories of aging and adult development; understand the physical, psychological, social, and health changes that occur during aging; evaluate the biological, psychological, intellectual, and social dimensions along which developmental changes occur in adult aging and their implications for the aging individual, family, and society; understand the importance of an individual’s cultural context while progressing through the life course; and identify current research trends and theories regarding several aspects of the aging process (e.g. death and dying, mental health, positive affect, personality, chronic disease, and social roles).

Social & Economic Context of Aging (3 credits)

*Students who select the Principles in Aging Services Management Concentration must take Social & Economic Context of Aging

This course presents an overview of the many changes at all levels, from individual to societal, driven by the aging of the population in the United States. An interdisciplinary synthesis is the basis for understanding normal human aging in a cultural and community context and examining the harmful effects of stereotypes and ageism.

A required advanced interdisciplinary seminar addressing the fundamental concepts, theories and interests of social scientific inquiry on aging and the aged. Topics include: social demographic aspects of aging in the United States and elsewhere; the cultural contexts of age as a basis for social status, stratification and social organization; societal change and aging; the history and development of social scientific theory and methodology in gerontology.

This course provides opportunities to learn about several aspects of biological aging. They include what it is; how it happens; what effects it has on the structure and operations of the human body; how it affects social, psychological and other aspects of life; how it is related to diseases; and what can be done about it.

A core course that examines psychological and biological changes associated with aging. The topics of the course include theories of aging, research methods of aging, learning, memory, intelligence and problem solving, personality, stress and coping with illness. Emphasis is placed on the contribution of longitudinal studies to understanding the individual aging process.

The first of a two-semester sequence integrating theory and methods in gerontology. The course provides students with the information and skills to think like a gerontologist, using both theory and methods unique to the field and understanding the language and techniques used by a wide range of gerontological researchers. Students completing this sequence will be able to approach problems from an interdisciplinary perspective, “speak the language” of gerontology across disciplinary barriers of jargon, employ the work of contributing disciplines in their own research and work as part of an interdisciplinary research team.

Students will be introduced to theories and principles of health communication. An emphasis on theories related to social perceptions of the ‘age other’ in relation to their specific application to health communication with particular attention given to patient-provider interactions within service and care delivery systems, as well as health promotion and health literacy communications. The practice exercises will focus on theory and techniques to positively transform verbal, non-verbal, and written communications with older adults.

*Students with significant documented and verifiable employment in senior sector can formally request to have up to three (3) credits waived for Internship in Gerontology I.

*This course is not required for students who are pursuing the Health and Social Innovation cencentration or who choose to complete a master's thesis.

Students will continue their field experience work in an approved Gerontological setting under the supervision of an approved professional. Skills, knowledge and personal characteristics are built upon and integrated into the learning and supervision of this course, as well as second year coursework including ethics, individual counseling and conflict resolution. Periodic conferences between the Supervisor and Practicum Coordinator are planned in order to evaluate the student's progress. At the close of the semester, the student will submit documentation of the practicum activities/experience and demonstrate the ability to relate theory to practice in the chosen field of experience.

Students will be introduced to the basic principles of ethics and their application to aging persons. Specific attention will be paid to the principle of autonomy when providing care and services to older persons in a variety of settings. Emphasis will be on ethical approaches to aging persons from legal, public policy, and relationship perspectives.

This is an upper-level undergraduate or introductory graduate course on issues in aging policy. Its purpose is to provide an overview of the salient issues in aging policy and provide the student with a context for understanding the public policy process. The course will provide basic information and knowledge which will be useful to the student in more advanced policy-related studies in aging and health.

*Students who select the master’s thesis are not required to complete Internship II.

Capstone in Gerontology (3 credits)

The capstone is designed to be a supervised gerontology learning experience and a demonstration of the substantive application of the knowledge and skills that have been acquired in the courses taken as part of the M.S. in Gerontology. The capstone functions as both the practice experience and the culminating experience for the program. The M.S. in Gerontology capstone experience includes the following components: development of a capstone proposal; delivery of an oral presentation at UMB, and at the field placement site as appropriate; and preparation of a capstone portfolio.

Required enrollment for students engaged in master’s thesis studies.

This course is designed to provide graduate learners the opportunity to develop skills in both accessing relevant online library resources and engage in scholarly writing. The portion of the course focusing on library resources teach and strengthen lifelong research and information competency skills by introducing student to the nature of research and the role of library in the research process. Students learn the core concepts of information retrieval and essential techniques for finding, evaluating, analyzing, organizing, and presenting information. The topics covered include: using online catalogs to locate books and other library resources; developing research strategies; exercising critical thinking to evaluate information; applying critical and search techniques to electronic databases; understanding citation formats and using the internet as a research tool. The scholarly writing of the course will place emphasis on organization, effective conveyance of thoughts through written words, and writing for multiple types of audiences. Students will have the opportunity to improve both their academic writing and their research skills as they write a literature review or a proposal. Emphasis is placed on conventions of scholarly writing and organizational strategies as well as grammar, editing, and usage.

This course provides participants with the information and skills needed to address ethical and legal concerns related to palliative and end-of-life care.  Participants will learn the theoretical foundations of health care ethics, including the Hippocratic Oath, ethical principles, virtue ethics, deontology, utilitarianism, and care-based ethics. The relationship between law and ethics will be clarified.  The focus of society and medicine in delaying death and addressing human suffering will be discussed. Emphasis will be placed on developing a knowledge base of key concepts and strategies that can be used to prevent and resolve problems that are specific to palliative and end-of-life care, including advance directives, cardiopulmonary resuscitation, suffering, withholding and withdrawing life-sustaining treatments, organ donation, and assisted suicide.

In this course on end-of-life care, participants will learn practical skills to assist people who are facing incurable illnesses, such as cancer, severe cardiovascular disease, and progressive neurodegenerative diseases.  Palliative care focuses on symptom control and amelioration of suffering, which are often underemphasized in conventional healthcare training. Topics will include pain and symptom management strategies, both conventional and complementary, determination of terminal prognosis, hospice care, palliative care emergencies, and discussion of advance directives. Participants will enjoy creative and thoughtful reflection activities that allow them to deeply engage in the topics covered in this course.

This course introduces students to social and health entrepreneurship through case studies, key readings, and primary information resources. Students will become familiar with the social determinants of health, systems of public health, the science of team-based innovation, basic business fundamentals, and the essentials of social and health improvement through the lens of entrepreneurship. Students will begin to develop skills demonstrated by successful social entrepreneurs, including team building and leadership, negotiation, and working in complex social and cultural environments. They will explore the sources of funding for social enterprises, including philanthropy, governmental funding, and income generating, self-sustaining social enterprises.

This course provides an overview of the entrepreneurial process, while examining entrepreneurship from a range of several scholarly contexts, including the social, health and behavioral sciences. The course introduces the student to the language of entrepreneurship and covers the initial stages of idea formation and initial development of entrepreneurial opportunities. Emphasis is given in this course to developing theoretical frameworks for enhancing entrepreneurial success. Students will learn to engage with their ideas in early-stage market and rapid prototyping. Students will engage in both qualitative and quantitative approaches to understanding innovation. Students will learn the tools, methods, and self-reflection techniques necessary to bring new ideas to reality while also providing them with ways to learn about how to test the viability of and response to their ideas in the market. Learning through iteration is a key component of this course as it is expected that the first version of any idea is not likely the last. Human-centered design methodologies will be front-and-center in this course from the perspective of how to innovate based not on the ideas of the innovator but based first on the needs of the customer. This course will provide practical, real-world knowledge about the lean approach, human centered design, how to design a minimum viable product, when to pivot, and other aspects of entrepreneurial strategy. At the end of the course students will be able to develop a strategy to launch their ideas.

This course is designed to provide students with an understanding of the essential elements of successful business strategy and financing. Students will create a business canvas and will gain an understanding of basic principles in accounting, financing models, equity financing, and investing. In addition, students will be exposed to different types of funding including crowdfunding, angel investors, grants, and venture capital. At the end of the course, students will be able to develop a sustainable business and financing model to advance their health or social innovation concepts. Emphasis will be placed on principles of growth strategies and scaling growth opportunities.

The course operates on two parallel tracks. First, it examines fundamental and theoretical underpinnings of public policy goals, the strategic construct of problem identification and definition, processes of policy initiation, development and advocacy and specifically, how to construct and implement a strategic plan to successfully advance policy initiatives. Secondly, and in the process, significant emphasis is placed on discussions of current policy issues affecting older adults and the organizations that provide services to them.

Students will begin to explore, acquire and apply the skills needed to drive larger organizational change. AGNG 611 focuses on effective tools and resources necessary for developing strategy and tactics to manage change in aging service organizations. The course divides into three segments around leadership: organizational assessment, strategy development, and managing change.