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Evaluation of Emeritus College
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EVALUATION OF EMERITUS COLLEGE
by
Inna Yegorova
A Thesis Presented to the
FACULTY OF THE LEONARD DAVIS SCHOOL
OF GERONTOLOGY
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
Master of Science
(Gerontology)
August 1996
Copyright 1996 Inna Yegorova
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UMI Number: 1381612
Copyright 1996 by
Yegorova, Inna
All rights reserved.
UMI Microform 1381612
Copyright 1996, by UMI Company. All rights reserved.
This microform edition is protected against unauthorized
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UMI
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UNIVERSITY OF SOUTHERN CALIFORNIA
LEONARD DAVTS SCHOOL OF GERONTOLOGY
University Park
Los Angeles, CA 90089
This thesis, written by
_____________________Inna Yegorova____________________________________
under the director of b er Thesis Committee and approved by all its
members, has been presented to and accepted by the Dean of the Leonard
Davis School of Gerontology in partial fulfillment of the requirements for the
degree of: Master's of Science in Gerontology______________________
THESIS COMMITTEE
Chairman
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ABSTRACT
EVALUATION OF EMERITUS COLLEGE
Inna Yegorova
Thesis Abstract Submittal Form
Evaluation of Emeritus College
The quality of educational programs for older adults can be determined by
through evaluation. As an integral part of education, evaluation provides
valuable data on the various aspects of a program. The great variety of
educational programs resulted in the need to develop evaluative criteria derived
from the nature of the older adult learning process. The first attempt to create
such criteria was made by the California Adult Education Advisory Committee.
This study evaluates one of the educational programs for older adults within
Santa Monica city, California by using state-created standards as the criteria for
evaluation. The result of evaluation showed that the program has met twenty-six
of twenty-seven standards because of its outstanding administrator, instructors,
Advisory Board, and volunteers.
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ii
ACKNOWLEDGMENT
I wish to thank my mentor, counselor, and Teacher, Dr. David Peterson for every
minute he spent with me counseling, advising, and encouraging; for all
knowledge and skills that I possess. I want to also thank Dr. Pamela Wendt for
her critique that stimulated me to improve my skills.
I wish to thank Donna Polisar for tremendous job in editing my paper.
I want to thank the administrative staff, Advisory Board, volunteers, instructors,
and students at Emeritus College for their cooperation, advice, sharing, and
patience in dealing with my endless questions.
I want to thank also my family who provided me support without which I would
not be able to acquire my degree.
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TABLE OF CONTENTS
ACKNOWLEDGMENTS ii
LIST OF TABLES vi
CHAPTER I INTRODUCTION 1
INTRODUCTION TO THE PROBLEM
PURPOSE OF THE STUDY
STATEMENT OF THE PROBLEM
CHAPTER II LITERATURE REVIEW 7
OVERVIEW
NEED FOR EVALUATION
PROGRAM STANDARDS
DESIGN AND STRUCTURE OF A PROGRAM
MEETING EDUCATIONAL NEEDS OF OLDER ADULTS
COOPERATION AND COLLABORATION
VOLUNTARY ENROLLMENT AND PARTICIPATION
QUALIFIED FACULTY
DIVERSITY OF THE PARTICIPANTS
REPETITION POLICY
ADVERTISING AND MARKETING
CLASSES ARE ATTENDED PRIMARILY BY OLDER ADULTS
LONG-TERM PLANNING
CURRICULAR STANDARDS
APPLICATION OF LAWS AND COURSE APPROVAL PROCESS
UTILIZATION OF MULTIPLE RESOURCES
TARGETING DEVELOPMENTAL STAGES OF OLDER ADULTS
SENSITIVITY TO PHYSICAL AND MENTAL ABILITY
CREATING A CHANGE IN STUDENTS’ ATTITUDE AND
BEHAVIOR
COURSE OUTLINES
INSTRUCTIONAL STANDARDS
FACILITATING ACTIVE PARTICIPATION
CONSIDERING VARIED LEARNING STYLES
PROVIDING OPPORTUNITIES FOR INDIVIDUAL
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GROWTH
INCORPORATING TECHNOLOGY
ENHANCING COMPETENCE
PROVIDING AN ADEQUATE LEARNING ENVIRONMENT
STUDENT ASSESSMENT STANDARDS
INITIAL ASSESSMENT
DETERMINATION OF STUDENTS’ PROGRESS
FINAL ASSESSMENT
CHAPTER III METHODOLOGY 67
OVERVIEW
SAMPLE POPULATION
PROGRAM STANDARDS
CURRICULUM STANDARDS
INSTRUCTIONAL STANDARDS
STUDENT ASSESSMENT STANDARDS
CHAPTER IV REPORTING THE DATA 92
OVERVIEW
PROGRAM STANDARDS
CURRICULAR STANDARDS
INSTRUCTIONAL STANDARDS
STUDENT ASSESSMENT STANDARDS
CHAPTER V DISCUSSIONS AND IMPLICATIONS 160
DISCUSSION AND IMPLICATION OF THE RESULTS
OF EVALUATION
DISCUSSION AND IMPLICATIONS OF THE
EVALUATION INSTRUMENT
IMPLICATIONS OF THE STUDY
REFERENCES 175
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APPENDICES
A. CONFIDENTIAL SURVEY
B. COURSE SURVEY
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\1
LIST OF TABLES
1. Courses offered at Emeritus College and the educational needs 95
they meet for older adults, active and frail
2. Classes for a frail population 100
3. Total number of classes offered at Emeritus College during 100
the week, by locations
4. Academic qualification of the instructors at Emeritus College 106
5. Reasons for teaching older adults 107
6. Demographic data of Santa Monica city 109
7. Older adults in Santa Monica city, by age and gender 109
8. Older adults in Santa Monica city, by age and ethnicity 110
9. Students of Emeritus College by age, Fall’ 95 and Spring’ 96 111
10. Emeritus College students by ethnicity, Fall’ 95 and Spring’ 96 112
11. Education of Emeritus College students 113
12. Citizenship of Emeritus College students 114
13. Social and economic portrait of Santa Monica city 115
14. Place of residency of Emeritus College students by zip codes 116
15. Number of courses at different areas 117
16. Organizational variety 117
17. Sex by age of teacher at SMC Emeritus College 118
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18. Age of teachers at Emeritus College, by ethnicity 118
19. Analysis of repetition rate in multilevel classes 121
20. Attendance of different classes within the same course category 122
21. Repetition patterns in popular classes 123
22. Attendance of classes by a frail population 124
23. Comparison of the rate of participation, by age 127
24. Comparison of Health and Conditioning courses offered for 139
frail and active adults
25. Instructional techniques 146
26. Meeting the educational needs of older adults 159
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1
CHAPTER I
INTRODUCTION
During the last few decades, education of older adults has increased in
amount and importance. This phenomenon was stimulated by changing
demographic, economic, and social factors. Greater longevity and decreased
birthrates resulted in an increase in the percentage of the population over age 65.
The awareness that adults continue to change and grow throughout their lives
became more accepted while simultaneously it was recognized that they needed
some assistance in coping with these changes. Moreover, the active involvement
of older people in their communities revised societal views on older people.
Society recognized that older people could be helped to maintain their
independence. Activities that maintained better mental and physical health
would enable older people to remain active and self-sufficient. By assisting
older adults to remain active the society would be able to learn from their
accumulated life wisdom (John, 1988) As a consequence, society began to
address these issues by supporting a variety of educational activities for older
adults. These educational activities promote physical and mental health of older
students and provide them with an opportunity upon which to build a sense of
power and control, mastery, and self-esteem (Peterson, 1990).
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2
The growth of educational programs for older students has been
accompanied by a diversity of designs, contents, and instructional strategies,
which have increased proportionally to the number of organizations providing the
programs. The organizations that provide such programs include public and
private schools, community organizations, public and private higher education
extension programs (Heisel et al., 1981). Some organizations offer courses for
seniors at a reduced cost or low admission rate. Other institutions modify certain
courses so that they fit the special interests of older adults. Still others design
new courses “specifically and exclusively for older adults” (Peterson, 1983: 21).
The growth of educational programs arose “under the sponsorship of local
agencies and institutions” (Peterson, 1990: 13) with limited resources to support
their efforts. As a result of insufficient funding, there is inadequate
professionalism in some educational organizations offering programs for older
adults. The Educational Goals Project, conducted by the National Council on
Aging (NCOA), gathered base line data on the status of older adult educational
programs nationwide. The findings revealed that less than half of he respondents
was able to define their educational goals. In addition, “educational programs
related to retraining, improving learning capacities, advocacy or understanding
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new technological development were not offered in more than half of the sites”
(Jacobs, 1984: 18).
Questioning the level of professionalism among providers of older adult
educational programs calls the quality of these programs into question. How
effective are the programs in meeting the educational needs of the target
population? Is the curriculum of the programs appropriate for mature students?
What instructional strategies should be employed to facilitate active participation
of older learners?
Evaluation is a primary means for “judging the worth of a program”
(Worthen, 1973: 19). Evaluation is one of the main components of education
because it assists educators in measuring the results o f educational activities.
Evaluation measures a program’s main components, such as design, structure,
curriculum, and instructional techniques, and identifies the strengths and
weaknesses of the program. In addition, evaluation provides information on a
program’s accomplishment of its goals and objectives, and presents data that
effectively communicate areas that need improvement (Caffarella, 1990; Seaman
& Fellenz, 1989; Peterson, 1983).
The comprehensive evaluation of an educational program includes
judgment of the program’s main components, its curriculum, instructional
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strategies, and outcomes (Scriven, 1971, cited in Worthen, 1973). Because of
the diversity of these programs, there is a need for uniform criteria in evaluating
these programs. The criteria would allow to establish the baselines for an
effective older adult educational program and, therefore, would stimulate
program productivity.
The issue of quality of education for older adults was addressed by the
California Adult Education Advisory Committee (CAEAC). This Committee
developed a strategic plan to make adult learning more accessible to and
effective for California citizens. In response to this plan, the newly created
Adult Steering Committee (ASC) developed the Model Program Standards for
Older Adults. The main issues, listed in the CAEAC strategic plan, were
categorized by the ASC into twenty-seven standards, which covered program
components, its curricula, its instructional strategies, and students’ assessments.
Possible applications of this document will enable developing a new educational
program and evaluating a program that already has been implemented.
Upon receiving a request for external evaluation from the Emeritus
College, one of the pioneer educational programs in Los Angeles, the evaluator
saw the opportunity to apply the Model Program Standards for Older Adults as
the criteria for evaluation.
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PURPOSE
The purpose of this study is to evaluate the components, curriculum,
instructional strategies, and evaluation techniques of the educational program for
older adults using the Model Program Standards for Older Adults as the criteria.
PROBLEM STATEMENT
The problem that this study addresses is whether the Emeritus College, an
educational program for older adults, meets the standards developed by the
CAEAC.
This problem is important for a number of reasons. First, it will be the
first study to apply state-created criteria based on multiple indicators of an
educational program for older adults. Second, the findings of this study will
provide the results of an evaluation that, in turn, will be presented to the
educational program. Third, and finally, recommendations will be made to the
California Task Force on the applicability of the standards used as the criteria for
evaluating educational programs for older adults.
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CHAPTER II
LITERATURE REVIEW
OVERVIEW
This chapter consists of five parts. It begins with a discussion of why
there is a need for evaluating older adult educational programs and applying
state-created standards for evaluation. A review of the literature addresses the
components of older adult educational programs as identified in the Model
Program Standards for Older Adults and is presented in the remaining four
sections of this chapter.
NEED FOR EVALUATION
The 1971 White House Conference on Aging promoted an increased
interest in aging for the general public by reporting the rapidly growing number
of older people in associated medical statistics and socio-demographic
projections (Fischer et al., 1992; Peterson, 1990). The Conference initiated
some of the debates focused on older adults’ autonomy and independence. As a
consequence, educators proclaimed that the mission of older adult education was
to provide older people with knowledge that would assure their autonomy and
independence. This knowledge would assure their autonomy and independence.
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This knowledge would benefit older people, their families and society (John,
1988).
Motivated by these ideas, hundreds of public and private organizations
have attempted to provide educational opportunities for active and frail older
adults. Elementary schools and high schools, colleges and universities, private
community organizations and government agencies, employers and businesses
are a few of the educational providers. The majority of these organizations offer
courses that provide a continued sense of meaning for older adults as well as a
sense of control and coping (Ventura and Worthy, 1982).
Nevertheless, adult educators became concerned with the fact that only
5.6 percent of the entire older population participates in educational activities
(Apps, 1988). Some authors argue that there are certain educational barriers
(situational, institutional, and dispositional) that discourage participation in later
life (Cross, 1982). Other authors doubt the adequacy of meeting the educational
needs or desires of older people (Ventura and Worthy, 1982). Still others
question the effectiveness and adequacy of programs offered (Brookfield, 1986).
There are two potential problems in implementing quality educational
programs for the elderly. First, there is the question of whether current and
proposed educational programs are capable of providing adequate services. The
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8
question of the competency of these offerings is raised by such factors as the
diversity of agencies and institutions, the professionalism of instructors, the
variety of funding sources that sponsor these programs, and the lack of
continuing collection and presentation of data on program content, enrollment,
and budget. Second, the growth of the 65+ population and its cultural,
ethnically, educational, and economic diversities raise the question about the
ability of these programs to meet the needs and desires of every group within the
older population.
These and similar questions can be answered by thorough evaluation of
educational programs offered for older people. As an integral part of education,
evaluation provides valuable data on the various aspects of a program including
its administrative, teaching, and learning procedures. The types of evaluation
vary according to their purposes, time of implementation, criteria used for
judging, and contributions (Seaman & Fellenz, 1989; Worthen, 1971). Some
program administrators focus on evaluating program acceptance and examining
its consequences. Others try to identify areas where improvements need to be
made (Steele, 1977). Still others use as a criterion the originating need rather
than stated objectives to judge the results of a program.
Programs concerned with the effectiveness of course outcomes often use
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9
students’ assessments for evaluation. Since there are no clearly defined ways of
measuring the outcomes, these programs employ instructors’ observations of
students’ progress, behavior, attendance, and participation. Some programs use
surveys completed by the students to obtain feedback on their functioning. In
these surveys, the students evaluate courses, instructors, and overall programs
(O’Hanlon et al., 1995). Others use independent program evaluators, external
experts who examine the program structure and interview the planners, liaisons,
teachers, and students.
Evaluation of educational programs for frail older adults includes such
components as informal interviews with the attendant’s family members;
observation of the residents’ participation and functioning within the group, over
time; the residents’ comments about their class experiences; and the instructors
evaluation of the projects created in art classes (Harlan, 1990). Other programs
develop a set of variables collected on a daily to weekly basis, which are
included in data collection sheets. Data collection sheets and progress notes
include such items as performance, attitude, and self-esteem of the participants
(Edelson, 1991).
All these methods of evaluation are disadvantaged by the absence of
validity and reliability measurements. The absence of criteria and methods used
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1 0
to select sources of information reduces the credibility of an evaluation. The
lack of data evaluating older adult educational programs does not allow
researchers to generalize the results of an evaluation of any single program
across time, geography, or environment. Inadequacy of information on the
measurement of outcomes of programs raises a question about accuracy and
consistency during these evaluations (Sanders, 1994). Brookfield (1986: 262)
states, “evaluation models applied in adult learning are drawn from secondary
school or higher education settings and then adopted in the circumstances of
adult learning. Rarely they are ground in, or effective of, the concepts,
philosophies, and processes of adult learning.”
Researchers also emphasize differences between the evaluation of
educational programs for older adults and the evaluation of educational programs
for youth. The main differences call forth psychological factors that motivate
students, equipped with the knowledge o f life’s experience, to return to school.
Still other differences lie in the nature of an educational program attended by
older adults. Participating mainly in non-credit education, older learners are not
interested in grades, degrees, and like rewards for education offered for youth.
Therefore, the values of “pencil-and-paper achievement tests for assigning their
scores” (Cronbach, 1971: 44) to measure benefits of non-credit programs for
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1 1
their participants are questioned.
Worthen (1973: 10) notes that educational leaders expect scientific
evaluations to play a vital role in “reshaping and revitalizing educational
programs and practices.” Grotelueschen (1980) emphasizes that a thorough
evaluation of an educational program for older adults must consider all program
variables. Grotelueschen (1980) is concerned with general program descriptors.
These descriptors include the type of agency, relation to any parent organization,
staff characteristics, type and extent of collaboration, participant characteristics,
financial support, and governance structure; stated program goals and objectives;
program states; and procedural concerns expressed during program operation. In
this “judgmental approach," an evaluation process “has only one functional goal-
- that of determining the worth of merit” of the program (Worthen, 1976: 104).
Stake (1978) suggests that the two major activities of this kind of
evaluation are description and judgment. He further emphasizes the role of
judgment in evaluation by providing two criteria of judging the characteristics of
a program: absolute standards, as reflected in personal judgments, and relative
standards, as reflected by characteristics of an alternative program. In Stake’s
view (1978: 122), “deciding which variables to study and deciding which
standards to employ are two essential subjective commitments in evaluation.”
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12
The great variety of educational objectives combined with the wide differences
in programs' formats result in a need to develop “an evaluative model that
derives its criteria and procedural features from the nature of the adult learning
process” (Brookfield, 1986: 262).
The first attempt to create this kind of model was made by the California
Task Force. Created in 1988, the Adult Education Advisory Committee
provided policy guidance for the future of adult education in California. It called
for greater attention to the educational needs of older adults. The Committee
developed a strategic plan for making adult learning more accessible and
effective for California citizens; it stressed the need for quality standards for
educational programs. As stated in the Strategic Plan for Adult Education
(1988) such standards would “lead to a stronger, well-balanced and
comprehensive curriculum" that would pertain to learning conditions for a
variety of student populations. Finally, the standards would encourage
instructional excellence and certification.
In response to this plan, the newly created Adult Steering Committee
developed the Model Program Standards for Older Adults (1994). The Model
Program Standards for Older Adults accommodate the policies of local, state,
and federal governing bodies in the interpretation and implementation of its
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13
educational guidelines, which priorities are developed within the framework of
long-standing relationships with a wide variety of community organizations;
and reflect the cultural diversity of the older population and their previous
education. The primary purpose o f the Model Program Standards for Older
Adults (1994: 2) is “to provide guidance for new program design.” Moreover,
this document can be used to improve existing programs by using it as the
criteria for evaluation of educational programs. Four primary areas vital for any
educational program for older adults are emphasized in this document. These
areas include program components, curriculum of the program, instructional
strategies applied by the program, and students’ evaluation o f their achievements
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PROGRAM STANDARDS
Overview
Program Standards (PS) identify and organize the effective components of
an adult educational program. Among these standards are:
PS-1. The program is designed and structured specifically for
older adults;
PS-2. An educational program for older adults meets the needs of
older adults;
PS-3. Collaboration and coordination between all providers of adult
educational programs are essential components for a program’s
success;
PS-4. In older adult classes, students’ enrollment and participation are
voluntary;
PS-5. The program is directed and coordinated by qualified faculty and
administration;
PS-6. The program reflects the diversity of the population in the
community and should be sensitive to individual differences and
the ways they affect the learning process;
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1 5
PS-7. The program has a sound repetition policy to ensure fairness,
equity, and equal access to education;
PS-8. Courses are advertised and marketed specifically for older
adults;
PS-9. Classes are attended primarily by older adults;
PS-10. Long-term planning is a component of program evaluation.
PS-1. Design and structure of an effective
educational program for older adults
The Model Program Standards for Older Adults (1994) emphasizes that
the structure and design of an educational program for older adults should be
created specially for this group.
Literature suggests that a comprehensive educational program should be
responsive to the diverse needs and interests of older persons. It should help
them maximize their independence and adapt to the transitions that occur with
the aging process, while providing support for productive and meaningful roles
and relationships (Leclerc, 1991). Flynn (1986) argues that an effective
educational program for older adults should include such characteristics as its
structure (semesters and times); the diversity of its courses and instructional
types of programs (lectures, workshops, etc.); continuity (operating for a period
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16
of time); cooperation with the community; its budgeting, advertising, and
possible ways of evaluation.
The literature (Cross, 1982; Peterson, 1981) emphasizes that to operate
effectively, an educational organization should minimize obstacles to education.
These obstacles include situational (e.g., cost, inability to allocate time, lack of
transportation), institutional (e.g., inadequate advertising of the program,
schedule of classes, availability of courses, complexity of admission and
registration), and dispositional barriers to education (e.g., lack of confidence,
viewing oneself as being too old for studying, lack of energy and stamina).
Heisel et al. (1981) analyzed different educational settings for older adults
and found that older adults were likely to take courses in community-based
organizations, local schools, and community colleges. Educational programs for
older adults at community colleges fall into three main categories: financial
management skills, health and cultural enrichment, and contemporary civic
issues. Ventura-Merkel & Docette (1993) indicate that older adult courses
frequently are non-credit, taught on a one-to-one basis or in group settings, and
consist of multiple sessions. In addition, older students prefer to attend those
classes that are offered during morning hours and are located in a familiar area,
and that are easily accessible.
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PS-2. Meeting educational needs of older adults
The Model Program Standards for Older Adults (1994) states that an
educational program for older adults should meet the needs of the sub
population.
An educational need is “a gap between the present and the desirable state
of knowledge” (Rnowles, 1980). Merriam and Lumsden (1985: 55) expanded
this definition to the lack or insufficient conditions o f “specific understandings,
feelings, attitudes, or skills” that could be attained through educational activities.
There are different classifications of educational needs. Havingurst (1964)
classified educational needs as instrumental, those that were “a means to an
end,” and expressive or the needs for self-fulfillment. Moody (1976) categorized
educational needs in terms of a society’s response to older learners: from
rejection of their needs to provision of social services aimed at the generic needs
of the older population; through acceptance of that influence needs for active
participation in life to fostering needs for self-actualization of older learners.
The Model Program Standards for Older Adults applies McClusky’s
classification of educational needs. McClusky (1971, cited in Peterson, 1983)
summarized the educational needs of older students into five categories: (1)
needs that result from age-related decrements and allow adequate functioning in
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1 8
society (coping needs); (2) needs for activity and participation (expressive
needs); (3) needs to assist others in coping with current problems (contributive
needs); (4) desire to make some difference in the functioning of the society
(influence needs); and (5) needs for gaining some deeper understanding of the
meaning of life (transcendent needs).
Nevertheless, few sources separate the educational needs of the two
subgroups within the older adult population: active adults and frail adults. The
existing literature on different educational programs for the frail older population
emphasizes needs of people with mental impairments or for frail residents of
nursing homes. In the present study, the author applied the definitions provided
by the Model Program Standards for Older Adults (1994) for these two
subgroups of older adults. Active adults are defined as those who are “actively
involved in their jobs and communities or are experiencing transitions from
employment to retirement or retired with new interests and options for use of
personal time.” Frail adults are defined as those “who experience a loss of
facilities through illness, accident, surgery, or through the natural aging process”
and who are experiencing “loneliness, isolation and loss of control of their lives”
(1994: 7).
Several sources discuss meeting the needs of older adults by offering
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19
educational programs for this population. AARP and the League for Innovation
in the Community Colleges (Ventura-Merkel & Docette, 1993) suggest that
educational programs for active adults should be developed in such areas as job
training and career participation, practicable life skills that assist effective coping
with changing demands, and provision of opportunities for personal enrichment.
Leclerc (1985) adds to this list a need to “rediscover personal and social
identity” that can be fulfilled by learning how to engage in various societal
activities. The practical implementation of meeting these needs indicates that
nearly two out of three older learners are motivated by both instrumental and
expressive needs for participation (Roberto and McGraw, 1990; Wirtz and
Chamer, 1989; Heisel et al, 1981).
Research conducted by Benz and Kennan (1988) reports that educational
needs of frail persons fall into four categories: social-interpersonal skills (e.g.,
making friends, leisure, communication); community skills (transportation,
banking, bill paying); domestic skills (cooking, eating, dressing, housekeeping);
and personal care (toileting, eating, dressing, personal interests).
PS-3. Collaboration and coordination
The Model Program Standards for Older Adults states that all providers
of older adult programs should cooperate and coordinate their efforts in provision
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20
of services for the target population.
There are several sources that emphasize the importance of “joint
intellectual efforts” in combining activities of several organizations “into an
organized pattern of operation leading to particular objectives” (Title V, Section
55307, California Educational Code). Several authors emphaisze the vitality of
collaboration efforts in the provision of education for older adults (Beckman &
Ventura-Merkel, 1992; Ament, 1987; Fishtein & Feier, 1982). According to
these authors, communication links must be established among institutions and
agencies “to facilitate cooperative and supportive approaches to learning
throughout the adult life span” (Fishtein & Feier, 1982: 248). As a result of
these relationships, collaborative agencies can share their experience and
resources. They can provide useful information on needs assessment and
program evaluation. Moreover, they can suggest curriculum development,
participant, use of facilities, and state-of-the-art equipment, specialized staff, and
additional revenue for increased enrollments or from donations (Ament, 1987).
Such collaboration can increase visibility and credibility of an educational
program within community. In exchange, an educational institution can offer on
site instruction for older workers or mature clientele as well as advertise the
collaborative organization among the program’s students.
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PS-4. Voluntary enrollment and participation
The Model Program Standards for Older Adults (1994:8) emphasizes that
students’ enrollment and participation in a program should be voluntary.
Nevertheless, the document clearly highlights differences between the enrollment
and participation of active vs frail learners. Active adults “who choose to
participate and are able to benefit from the classes," should be enrolled in a class
by the instructor. On the other hand, despite a frail individual’s desire to
participate, an “instructional or residential facility may not move residents into a
class.”
While emphasising the principle of voluntary enrollment and participation
in educational activities (Brookfield, 1986; Peterson, 1983), the literature hardly
discusses voluntary participation in education for the frail population. Yet,
available information suggests that instructional and residential staff members
should encourage participation of the frail population in different activities that
would benefit both the individuals and society.
Brookfield (1986) specifies volunteerism as the first of six principles of
effective practice in teaching older adults. Volunteerism in enrollment implies
that older adults “cannot be coerced, bullied, or intimidated” into learning
activities and that older adults engage in learning as a result of their own volition.
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The voluntary nature of participation means that older learners choose those
classes that, in their view, can fulfill their needs and desires. In addition, as
voluntary learners, older adults can easily withdraw from a class if they feel that
activity does not meet their needs, does not make any sense, or is conducted at a
level that is incomprehensible to them (Peterson, 1983).
PS-5. Qualified faculty
The Model Program Standards for Older Adults (1994) states that an
older adult program should be directed and coordinated by qualified faculty and
administration. However, there is a contradiction in the literature regarding the
instructional staff for older adults. A theoretical approach to adult education
states that the instructional staff is the key to an effective education (Peterson,
1983). “Transmitting or evoking knowledge, attitudes, values, or skills in a
systematic way” should be among the primary concerns of an adult educator
(Darkenwald and Merriam, 1982: 17). Therefore, to acquire and maintain its
high-quality, the administration of an educational program should put great
emphasis on an individual instructor’s knowledge of the content and skill in
teaching (Peterson, 1983).
The research literature provides evidence that different educational
institutions and programs for older adults have different requirements concerning
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their instructional staff. Non-educational organizations are likely to employ
visiting, adjunct, or part-time instructors and selected professionals (Ventura-
Merkel & Docette, 1993; Peterson, 1983; Darkenwald and Merriam, 1982).
Few of them have received training in education, few hold teaching licenses, and
most are employed by non-educational organizations. Moreover, some
researchers argue that instructors of such disciplines as art and physical
education have received a small amount of training and experience in their areas
of teaching (Bloom, 1987; Jones, 1980) or their experience is not quite adequate
for teaching older adults (Donnelan, 1992).
The non-credit classes for older adults offered at community colleges are
taught by adjunct faculty of the college or by people “qualified by life experience
and academic background” (Fishtein & Feier, 1982; 245). Donnellan (1992)
lists the requirements of the state of California that a person should meet to be
qualify for teaching older adults. The preliminary requirements are stated in the
Sections 80036.2 and 8006.3 of the Title 5 of California Code of Regulations.
According to the Section 80036.2, qualifying education for an adult education
credential includes a baccalaureate or higher degree completed at a regionally
accredited college or university and completion of 20 semester units or 10 upper
division semester units in the subject to be taught. Section 80036.3 names the
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following subjects for adult education teaching credentials: communication skills;
creative arts; health; performing arts; physical fitness; public affairs; retirement
planning; safety; and self-maintenance.
Although there is no mention of educational background and teaching
experience of faculty, the Model Program Standards for Older Adults (1994)
emphasizes that faculty and administration should have some background or
experience working with older adults. In addition, an administration of the
educational program should provide its instructional staff with the issues relevant
to the teaching of older adults. This knowledge and experience would help an
instructor facilitate participation of the students in a leamingprocess and, by
such, promote an effective way of fulfilling older students educational goals.
There are few sources concerning with the knowledge of aging population
among adult education providers. Bell (1987) encourages instructors of older
adults to have knowledge and background in gerontology to be aware of the
nature and needs of dealing with elderly. A study by Edelson (1991) analyses
educational opportunities offered for frail adults at their residential settings.
Edelson states that in instructional staff selection the administration places
professional credentials first and experience in working with older adults second
(Edelson, 1991).
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PS-6. Diversity of the participants
The Model Program Standards for Older Adults (1994) states that an
educational program for older adults should reflect socio-demographic diversity
of the community.
There are few studies in the field that trace the relationship between the
demographic characteristics of the community and that of an educational
program for older adults. The literature mainly describes socio-demographic
characteristics of older learners without references or comparison with
demographic characteristics of the community.
The literature provides evidence that older adults participate much less
than other age groups in educational activities (Heisel, et al., 1981; Marcus,
1978). Studies on participation in adult education emphasize that personal
characteristics of older adults predispose their participation into education.
These characteristics include age, gender, an educational level, marital status,
income level, ethnic orientation as well as a degree of involvement into activities
of community organizations and agencies, health conditions, and time of
retirement (Dickerson et al, 1990; Peterson, 1981; Raison, 1981).
Heisel et al. (1981) utilized a national data base to examine the
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educational participation of older adults. He ascertained that participation was
highest for the 60-64 age groups and dropped sharply thereafter. Moreover,
women more often participated in education than men. Those who held higher
degree of education and have higher income level are more likely to become
involved into an educational program. The literature emphasizes that white
population is more likely to be among the participants than the minorities'
groups. Dickerson et al. (1990) underlines that physical conditions influence the
rate of participation in education. People with decreasing sensory and cognitive
ability, decreasing energy level, and performance anxiety are less likely to
participate.
Overall, older adults who participate in educational programs are likely to
have higher-than-average levels of education; income, occupation, and social
activity; and more diverse experiences (Peterson, 1983).
The Model Program Standards for Older Adults (1994) accentuates
sensitivity of the program and instructors to individual differences and the ways
they affect learning process. According to the document, this sensitivity can be
found in offering classes at various neighborhoods, recognition of holidays
reflecting the diversity of the community, and hiring the faculty staff reflecting
the diversity of the community. By providing an outreach program, the
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organization can increase the number of its participants by minimizing some of
the situational barriers.
PS-7. Repetition policy
The Model Program Standards for Older Adults (1994) states that an
educational program should implement a sound repetition policy to ensure
fairness, equity and equal access to education.
Since literature does not provide any information on application of
repetition policy in education for older adults, the evaluator decided to look over
the governmental documents on requirements for the policy application. The
California Department of Education mandates an application of repetition policy
in all educational institutions. On the other hand, Title 5, Section 58161 of the
CA Code of Regulation mainly aims at the credit courses. The document states
that courses not authorized by the section may be claimed for repetition upon
approval of the Chancellor according to the following procedures:
1. The district must identify the courses which are repeatable, and
designate such courses in its catalog;
2. The district must determine and certify that each identify course is one in
which the course content differs each time it is offered, and that the
student who repeats it is gaining an expanded educational experience
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for one of two of the following reasons:
a. Skills or proficiencies are enhanced by supervised repetition and
practice within the class periods; or
b. Active participatory experience in individual study or group
assignments is the basic means by which learning objectives are
obtained
3. The district must develop and implement a mechanism for the proper
monitoring of such repetition.
The Model Program Standards for Older Adults suggests that repetition
policy may be applicable if there is a special talent, interest, or need on the part
of the student that will be furthered. Moreover, a student may re-enter the class
if he/she attended fewer than the scheduled number of class hours as a “result of
extending circumstances". In addition, repetition policy is allowed if the subject
matter or general course content has changed due to societal or technological
factors (1994: 9). If a course offers opportunities to master the skills at
difference progress levels, continues the document, a student should be
encouraged to move into advanced levels.
Literature emphasizes the importance of securing the older adult
population with fairness, equity, and equal access to education. Equal access to
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education can be ensured by community-wide distribution of the promotional
material and non-discriminatory acceptance of all applicants into the program
regardless their race, ethnicity, and educational background. On the other hand,
some sources underline the importance of re-entering classes.
PS-8. Advertising and marketing
The Model Program Standards for Older Adults states that the courses
should be advertised and marketed specifically for older adults. As a possible
application of the standard, the document suggests that the brochure and
schedule of the program should include such parameters as age eligibility,
description o f classes, and the enrollment policy.
Literature underlines the role of advertising and marketing in recruiting the
participants and communicating about the program. After an analysis of different
marketing strategies, Caffarella (1994) accentuates three key steps in effective
marketing. The very first and the most important step, according to the author, is
to acquire the knowledge about the backgrounds and experiences of the potential
audience of the program. Knowledge about socio-demographic characteristics of
the target population such as age, sex, race, education can stimulate the
development of recruiting strategies appropriate for each group of population. In
addition, a program should develop proper strategies for communicating about
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the program. Effective promotional materials of the program include a
comprehensive and understandable description of the program, its price, and
locations of classes offered. The last important key step in marketing the
program is its promotion that aimed at increasing enrollment for the educational
program.
The literature provides a list of promotional materials that can be applied
in the marketing campaign. Among such techniques are distribution of
brochures, flyers, and posters throughout the community to places where older
adults are likely to be; advertising the program in a local newspaper; using local
TV and radio station for a program promotion, etc. A national survey of colleges
offering educational opportunities for older adults reports that brochures, posters,
flyers, and newspaper advertisements or articles were the most effective means
of marketing the programs for older adults (Ventura-Merkel & Docette, 1993).
There are few sources on evaluation of the advertising and marketing
strategies of an educational program for older adults. The existing literature
implies that the effectiveness of a program's marketability can be determined by
the number of new students enrolled into the program. Comparison of the rates
of participation by age categories, race groups, educational groups, and
residential places of the participants can provide valuable information on
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program marketability.
PS-9. Classes are attended primarily bv older adults
The Model Program Standards for Older Adults emphasizes that the
majority of the students attending an educational program should be within the
age range specified by the local agency (1994: 10).
Age-segregated vs. age-integrated education has been one of the major
debates in adult education. In age-integrated education older adults take part in
learning activities with members of various age groups. Advocates of age-
integrated education argue that universities can equip older adults with
knowledge necessary “to perform complex significant tasks to fill new and
significant service or decision-making roles in their communities” (Morris and
Bass, 1986, cited in Apps, 1988: 94). They continue that age-integrated
education “fosters communication between generations and promotes realistic
understanding of aging" (Clough, 1992:455). The opponents, suggest that joint
learning environment will increase frustrations of older students and their self-
confidence. As a result, this type of environment will create dispositional
barriers to education (O’Hanlon et al., 1995). Age-integrated programs in
which older learners are surrounded by people of their own age group, on the
other hand, designed around the needs and desires of older learners. These
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programs eliminate dispositional barriers by providing the content and methods
preferred by older students, eliminating the required assignments and formal
evaluation, and allowing for a safe, peer-supportive environment (Clough, 1992;
Peterson, 1986).
Research shows that older adults prefer age-segregated learning
environment. The 1986 survey made by the Institute of Lifetime Learning (ILL)
of the American Association of Retired persons (AARP) reported that “27
percent of older learners took a course at a college or university, 24 percent at a
community or senior center, 18 percent at a place of business, 7 percent at a high
school, and the remainder at various community-based settings such as museums,
churches, synagogues, and libraries” (ILL, cited at Apps, 1988: 93). A survey
by Clough (1992) displayed that forty percent of the survey participants reported
preference for age-segregated activities and twenty-one percent preferred both
age-segregated and age-integrated learning.
PS-10. Long-term planning process is a component of a program evaluation
The Model Program Standards for Older Adults underlines that an
educational program for older adults should consider changing demographic and
technological trends in the community. These considerations should be reflected
in the program’s long-term planning process.
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Long-term planning is a “process of determining future goals, policies and
strategies for at least a ten year period, taking into account socio-cultural,
economic and political realities of the particular community, the needs and
aspiration of individuals and society, as well as limitations in resources and the
current capacities of the program” (UNESCO, 1988: 3). Long-term planning
provides a means of achieving more efficient use of resources.
Effective long-term planning addresses problems in social and cultural
development (UNESCO, 1988). Effective long-term planning procedures
include the following steps: (1) identification of the community or service area
and the specific educational needs and preferences to be services by the
program; (2) prediction of the number and character of individuals to be served
during the period for which the plan is prepared; (3) identification of feasible
alternatives for serving individuals; (4) analysis of benefits; (5) analysis of costs;
(6) analysis of equity or access; and (7) choices of preferred alternatives (Knoell
& McIntyre, 1974).
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CURRICULAR STANDARDS
Overview
Curricular Standards (CS) identify and organize the content areas of a
program. These areas include:
CS-1 & CS-2. Application of laws and the course approval process;
CS-3. Utilization of multiple resources in curriculum development;
CS-4. Targeting the developmental stages of older adults;
CS-5. Sensitivity to the physical and mental abilities of students, as well as
their motivation for participation;
CS-6. Creating a change in students’ attitudes or behaviors;
CS-7 & CS-8. Course outlines.
Application of Laws (CS-1) & Course Approval Process (CS-2)
The Model Program Standards for Older Adults (1994) states that the
curriculum of an educational program should conform to the state and local
statues and laws. In addition, the curriculum should meet all requirements of the
local and state approval process.
Seaman and Fellenz (1989) emphasize that an organization created by a
legislative law or mandate, needs to meet requirements as stated or implied in
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that legislation. The provision of adult education is addressed through two
systems (The Master Plan in Higher Education). The public school system
provides roughly two-thirds of all adult education in California; the remainder is
offered through the California Community Colleges, providing non-credit courses
for older adults.
According to the California Educational Code, Title 5, non-credit courses
are “designed to meet the special needs and capabilities of those students who do
not...need to obtain unit credit.” The criterion for non-credit courses is provided
in Title 5, Section 55002(b). This section states that a non-credit course is a
course that, at a minimum:
(1) Is approved by the local district government board as a course
meeting the educational needs of the enrolled students.
(2) Is taught by a credentialed instructor. A supplementary lecturer need
not hold a credential if he or she lectures fewer than four times in a
semester or quarter.
(3) Treats subject matter and uses resources materials, teaching
methods, and standards of attendance and achievement appropriate
for the enrolled students.
(4) Is conducted according to a course outline and/or curriculum guide in
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official college files. An outline and/or curriculum guide shall specify
the scope, objectives, content, instructional methodology, and
methods of evaluation for determining whether the course objectives
have been met.
According to the California Educational Code, non-credit courses for older
adults must be approved by the Chancellor before being offered. Approval given
is permanent. Title 5, Section 55150 provides the regulatory language for the
approval of all courses, programs, and classes. According to Section 55150,
(1) Courses or programs offered for non-credit shall be approved by the
Chancellor according to Section 55100 on forms (CCC-456)
provided by the Chancellor’s Office.
(2) Course outlines for all non-credit courses shall be on file in the
community college.
(3) Authorities of each community college maintaining non-credit courses
shall keep such current records and reports as may be required by the
Chancellor.
The California Chancellor’s Office provides the following categorization of the
classes for older adults:
(1) Health (physical and mental);
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(2) Consumer Resources (safety and security, orientation and training for
employment, economic survival, consumer skills, nutrition, and
appropriate purchase and use of prescription drugs);
(3) Self-Management (managing of leisure time, managing money for
self-maintenance, such as budgeting, banking, investments, real estate,
taxes, estates and wills, identification of fraud schemes, individual and
family financial planning, and skills in reading, writing, and math
comprehension);
(4) Entitlements (information on Medi-Care, Medi-Cal, Supplemental
Security Income, Social Security, minimum Social Security, pre
retirement, retirement, and legal assistance);
(5) Creative Expression (courses that promote the socialization and
development of an older adult as distinguished from the objective of
perfecting a skill, including courses in activities for living, such as
music, art, and creative writing).
The Model Program Standards for Older Adults (1994) modifies these
categories into the following groups:
(1) Community Involvement
(a) Intergenerational Education
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(b) Volunteer Training;
(c) Civic Participation
(d) Advocacy Principles
(2) Creative Expression
(a) Fine and Applied Arts;
(b) Creative Writing;
(3) Personal and Social Identity
(a) Cultural Studies
(b) Literature
(c) History and Current Events;
(d) Science and/or Human Affairs
(4) Employment and Training
(a) Training for Another Career
(b) Transition from Employment to Retirement
(c) Understanding and Using Technology
(5) Health: Physical and Mental
(a) Physical Fitness
(b) Mental Fitness
(6) Life Transitions
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(a) Caregiver Training
(b) Bereavement
(c) Accessing Community Resources
(d) Future Planning
(7) Resources and Entitlement
(a) Life Planning
(b) Entitlement
(c) Community Resources
(d) Safety: Personal and Community
CS-3. Utilization of multiple resources in curriculum development
The Model Program Standards for Older Adults (1994) states that
curriculum should be developed around student needs. Possible resources that
can provide adequate information about student needs include research, needs
assessment, the assistance of an advisory committee, and input from long-term
planning.
The literature suggests that a program’s administration should put great
emphasis on the content of the program, the primary factor in determining adults’
involvement (Peterson, 1981). While discussing possible sources of information
for creating and/or expanding educational programs, Caffarella (1994: 75) lists
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six criteria for generating program ideas. The criteria include: (1) level of
involvement wanted by current or potential program participants; (2) level of
involvement wanted by other people, groups, or organizations; (3) time
requirement for gathering information; (4) cost of using the method; (5) type and
depth of data required; and (6) ability of planning staff to use the method.
Several authors emphasize the role of a needs assessment in generating
ideas for the program development. In spite of cost and time required, this
“systematic way to identify educational gaps of problems,” provides valuable
information on the educational needs of older community residents (Caffarella,
1994). Because of constantly changing societal trends, a needs assessment
should be conducted not only at the early stages of program implementation but
also periodically on a regular basis.
The literature also provides evidence on the role of an Advisory Board in
curriculum development (Peterson, 1983; Scanlon, 1978). Students of a
program constitute the majority of Advisory Board members. Therefore, as a
connecting chain between the community and an educational program, the
Advisory Board participates in conducting needs assessment, evaluating the
program, and gathering information on students’ recommendations on possible
changes in the program (O’Hanlon, 1995).
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The Model Program Standards for Older Adult (1994) emphasizes the role
of research in curriculum development. Research can provide a program
administrator with knowledge of the changing educational needs of mature
adults. It can share curricular, training, and marketing resources successfully
used by other programs (Roberto & McGraw, 1990; Wirtz & Chamer, 1989). In
addition, research literature can assist in the development of a network of
educational programs for older adults (Ventura-Merkel & Doucette, 1993). The
resources for curriculum development mentioned above can be expanded by
adding the role of long-term planning process in an educational program. As
stated in the Model Program Standards for Older Adults (1994), any long-term
planning process should consider changing demographic, economic, and
technological trends of the community.
CS-4. Targeting the developmental stages of older adults
The Model Program Standards for Older Adults (1994) emphasizes that
curriculum should target the developmental stages of older adults through logical
scope and sequence that are carried out within the program, course, and class.
The broad scope of a program should reflect gradual decline in physical and
cognitive abilities of students by providing courses for both active and frail
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populations. It should develop courses that will reflect the needs and desires of
the target population evoked by entering a different stage in the life cycle. A
program should also create an opportunity for students to practice their skills in
varying areas of interest by moving into different levels within the same course.
Literature supports this standard. Knowledge of the stages and tasks of
adults is crucial to the success of an educational program. A successful adult
educator should apply this knowledge when creating an opportunity for older
adults to learn how to create, within themselves as well as with other people, a
new kind of positive consideration. It equips an older adult with knowledge
about how to keep in contact with the changing society, how to understand it,
and how to engage in activities that values older adults’ abilities and gives them
a new social identity (Leclerc, 1985).
Many theorists classify adulthood into stages of the life span separated by
developmental tasks (the following discussion benefits from Table 1.1 cited in
Hayslip & Panek, 1993). During middle adulthood (45-65 years), developmental
tasks include attempting to attain life’s goals (Gould, 1972, 1975), helping
children, recognizing adult social and civic responsibilities, developing leisure
activities, accepting and adjusting to physiological changes (Havinghurst, 1972),
and re-establishing or renewing self-concept (Sheehy, 1976). Developmental
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tasks during late adulthood (65+ years) include adjusting to declining physical
health and strength, adjusting to retirement and reduced income, meeting civic
and social obligations, adjusting to the death of a spouse, and anticipating one’s
own death (Havinghurst, 1976). In addition, there is evidence that
developmental tasks of frail population are similar to those of their peers.
CS-5. Sensitivity to physical and mental ability as well as motivation for
participation
The Model Program Standards for Older Adults (1994) states that during
curriculum planning, a program administrator should consider the variety of
physical and mental abilities of older adults and their motivation for
participation.
Starting in the fourth decade of life, functional capabilities (e.g., changes
in the nervous, cardiopulmonary, and musculoskeletal systems) continue to
decline with age (MacNeil & Teague, 1987). Changes in health may influence
intellectual ability and learning performance. Hayslip & Panek (1993) provide a
list of factors affecting intellectual ability in adulthood. For example, many
chronic diseases affect directly or indirectly the learning process; changes in
one’s body, the appearance of an incurable illness may precipitate a depression,
which affects one’s ability to learn. Death or illness, often precipitate sleep
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disturbance, while poor nutrition may increase anxiety, decrease self-confidence,
and produce social isolation. As a consequence, these age-related changes can
make it more difficult to perform intelligently (Courtenay, 1986; Wass & West,
1977). Sensitivity to these declines and promoting ways to prevent them became
one of the main goals of educational programs for the older population.
On the other hand, cognitive psychologists argue that in late adulthood,
many people become more responsive to nature, more interested in creative
endeavors, and more philosophical oriented (Berger & Thomson, 1994).
Research concerning different educational activities for older adults emphasizes
interest in such courses as creative expression, philosophy, history, and life
reminiscence.
Research on the older frail population indicates that these people exhibit a
lack of self-confidence, poor communication skills, and inadequate problem
solving abilities (Edelson, 1991; Harlan, 1990; Segal, 1990). These authors
suggest that this population can benefit mostly from educational programs that
include art, music, and creative movement.
An educational program for older adults should also be sensitive to older
students’ motivations for participation. Several authors categorize motivational
factors into four groups: (1) cognitive interest or desire for new experiences, (2)
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+5
goal orientation or a need for some particular information, (3) building upon
previous experience or familiarity with a course, and (4) need for social support
and encouragement (Roberto & McGraw, 1990; Brady & Fowler, 1988;
Peterson, 1981).
A study by Heisel (1981) provides evidence that motivational factors
change with age. People at pre-retirement age (60-64) are interested in gaining
knowledge that can be applied in their current jobs while social/recreational
reasons motivate those 70 years and older. In addition, gaining general
information and personal interest were important motivators for all age groups.
Gender preferences indicated that women expressed personal interest as the main
reason for taking courses while for men, personal interest and their current job
were the two important reasons they took courses. Half of the participants in
HeisePs study (1981) preferred courses in health issues, history, and geography.
CS-6. Creating a change in student’s attitude or behavior
The Model Program Standards for Older Adults (1994) emphasizes that
curriculum contains a series of learning activities that foster learning objectives
in an organized plan to create change in attitude and behavior.
Literature suggests that an educational program should aim at enabling a
person to retain autonomy and independence for as long as possible. Carmichael
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et al. (1988) list several factors that force the older population to become
dependent. Among these factors are loss of financial security, declining health,
lack of public transportation, and loss of mental capacity. An educational
program should increase self-awareness of its participants, create appropriate
self-acceptance, encourage students to take responsibility for themselves,
promote making choices for themselves, and help advance one’s personal
development (James, 1989; Courtenay, 1986).
Topics about physical and cognitive changes, as well as social and
economic changes of later life, can alter students’ attitudes about their personal
aging. Instruction regarding current political trends in society, as well as
economic and technological trends can provide better understanding of society.
Research on programs created for frail adults (Harlan, 1990) emphasizes
fostering autonomous behavior of participants. Several authors (Burgess, 1990;
Harlan, 1990; James, 1989) argue that many frail adults, despite their living
arrangements, are accustomed to having their decisions made for them. Usually,
in the beginning of a course, they do not display readiness to participate, do not
express preferences, likes, or dislikes. Research shows that programs in art,
music, and health and fitness promote student self-confidence, taking the
initiative, and the expression of preferences. In addition, students show greater
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readiness to explore their own capabilities. Studies indicate that classes such as
these can encourage frail adults to purposefully interact with others and can
assist them in expressing and communicating their feelings and desires. In
addition, these classes can stimulate cognitive processes that enable older adults
to sharpen their problem-solving skills. Lastly, educational activities of this type
can improve students’ sensory and muscular responses, as well as their gross and
fine motor skills.
CS-7 & CS-8. Course Outline
The Model Program Standards for Older Adults (1994) states course
outlines should be written for each course to identify purpose, goals and
objectives, learning activities, methodologies, instructional strategies, evaluation,
length of course, and repetition policy. In addition, an educational program for
older adults should update its course outlines on a regular basis.
According to the California Educational Code, Title 5, Section 55002(b), a
course outline “shall specify the scope, objectives, content, instructional
methodology, and methods of evaluation for determining whether the course
objectives have been met."
There is no information available regarding updating course outlines. On
the other hand, existing literature on adult education views an educational
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program for older adults as a provider of knowledge that will help older adults
successfully cope with societal changes by providing courses that reflect these
changes. Possible changes in the curriculum of an educational program should
be documented in offered course outlines that “shall be on file” in the
organization offering courses (Title 5, Section 55100, California Educational
Code).
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INSTRUCTIONAL STANDARDS
Overview
Instructional Standards (IS) provide instructional strategies for information
convention and helping people learn. The following strategies are included in the
document:
IS-1. Facilitating active participation;
IS-2. Considering varied learning styles and needs;
IS-3. Providing opportunities for individual growth;
IS-4. Incorporating technology;
IS-5. Enhancing competence through effective communication;
IS-6. Providing an adequate learning environment
IS-1. Facilitating active participation
The Model Program Standards for Older Adults (1994) emphasizes that
instructional activities should facilitate students’ active participation.
Several authors (MacNeil & Teague, 1987; Szczypkowski, 1980) note the
role of learning activities, their suitability and effectiveness in facilitating
learning of older adults. Courtenay (1986: 14) describes facilitating learning as a
process that “compensates for common learning deficits through establishing a
climate fostering learning, minimizing the effects o f perceptual deficits on
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learning, and promoting problem-solving behavior.” John (1981) states that
“academic motivation” can be promoted by using interests, goals, and needs of
older adults.
Creating a learning environment that meets the needs of older learners is
the key element of successful educational programs. The type of learning
environment depends on such factors as the nature of the subject matter,
participants’ knowledge of the field of study, and the ability and personality of
the person in charge (Dellmann-Jenkins, Papalia-Finlay, and Hennon, 1984;
Scanlon, 1978). A learning environment consists of such factors as classroom
psychological and physical climate.
The psychological climate is one of the crucial factors in an effective
program for older adults because o f older peoples’ anxiety or feelings of low
self-esteem in new learning situations (Courtenay, 1986). The climate of the
instructional setting needs to be warm and caring with mutual respect between
student and teacher. Imel (1995) suggests several techniques to create a non-
threatening atmosphere in which the adult students are expected to share the
responsibility for learning. One of the strategies includes establishing adult-to-
adult rapport by using positive nonverbal communication, dealing with the whole
person, addressing learners as equals, sharing authority, and employing informal
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room arrangements. The other strategy is the creation of a participatory
environment “which helps learners assume responsibility for their own learning”
(Imel, 1995:2).
The participatory environment may be created by involving learners in
planning the course content, having learners serve as instructional resources,
letting learners choose those instructional techniques that are most appropriate
for their educational needs. In other words, self-directed older learners should
be viewed as partners in planning, conducting, and evaluating the learning
process (Peterson, 1983). Therefore, older learners are likely to learn more
efficiently with methods that allow for their voluntary involvement. In addition,
interested more in problem-solving rather than in subject mastery, adult learners
are more willing to participate in those classes that provide information
meaningful to them.
A study by Brady and Fowler (1988) displays that motivational factors in
attending programs are stronger predictors of learning outcomes than either
sociodemographic or educational characteristics of the learners. The most
learning was reported by students who had set clear goals for themselves, chose
the program because of the reputed quality of the institution, and had built their
knowledge upon their previous experiences with the program. As a
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consequence, the authors suggest that instructors need to encourage goal setting
for the students and provide detailed clarification on the course objectives at the
beginning of a course. Harvey and Johns (1988) expand this idea by stating that
organizing information in categories, sequences, and relationships will increase
the quality of students’ learning performance and, therefore, the learning
participation of older adults. Still, other strategies involved in facilitating adult
independence is by teaching them decision-making and problem-solving
techniques. Lastly, the consideration of individual differences is one of the main
strategies in developing and maintaining older adults’ positive self-esteem (Imel,
1995).
Since older adults learn in a variety of ways, no single method of
instruction can meet all of their needs. Participation studies indicate that there is
a correlation between preferences of learning techniques and individual
characteristics (i.e., age, race, and educational attainment) of the participants
(Darkenwald & Merriam, 1982). Several authors (Ventura-Merkel & Docette,
1993; Roberto & McGraw, 1990; Scanlon, 1982) emphasize that the most
effective teaching techniques depend on the nature of the subject matter, the
objectives of the particular course, and the sophistication of the participating
students. Research reports that older adults prefer active, less formal learning
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methods, such as self-study, short-term workshops, discussion groups, and so on.
Moreover, the most effective instructional information and methods include
instructor-prepared materials, slides, video, audio tapes, and overheads.
Harlan (1990) states that an instructor of frail adults should provide an
environment in which the creative process can flourish; should motivate
participants to try to keep working on the activity; to help with decision-making
and problem-solving; and to acknowledge accomplishments. He suggests that, in
order to facilitate active participation of frail adults, an instructor should
encourage and assist in making basic choices in the beginning of a class. The
instructor should note and take deliberate action to reinforce independent
behavior. In addition, the instructor should ask about wishes, likes, and dislikes
by asking open-ended questions.
IS-2. Considering varied learning styles and needs
The Model Program Standards for Older Adults (1994) states that
instructional strategies in the classroom should address varied learning styles and
needs.
Deilmann-Jenkins et al. (1985) emphasize the correlation between meeting
the learning styles and interests of older learners and the rate of participation.
Reiff (1992) classifies learning styles into three categories: cognitive, affective,
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and physiological. An instructor considering students’ analytical styles can
teach students to distinguish between relevant and incidental aspects of a
problem. As part of a mnemonic process, students are helped to form verbal and
visual pictures that act as a mediating link. To facilitate retrieval of information
from memory, students are allowed to overleam initially (Fishtein & Feier, 1982:
246-247). Consideration of this type of learning style is one of the main criteria
in education effectiveness. Most studies indicate that the efficiency of learning
significantly increases when older persons are taught how to learn. Research
provides diverse findings on students’ preferences of class format. Studies by
Hoffrnan (1978) and Roberto et al. (1990) indicate that older learners prefer
lectures with group discussions and a combination of lecture, discussion, and
hands-on experience. The participants of these studies liked least lectures alone
or experiential hands-on learning. A study by Deilmann-Jenkins (1985) reports
that the majority of older adults surveyed prefer the lecture format because it
enables them to listen to an expert rather than to a group of individuals giving
their own views on topics.
In her discussion of the importance of finding the appropriate material for
use in the instructional setting, John (1981) emphasizes that teachers have to
consider physical limitations such as the decline of visual functioning, the
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decrease in hearing acuity, and the decrease in response stimuli. Common visual
problems include a reduction in acuity, an increase in susceptibility to glare, and
a reduction in color sensitivity. As a result, teachers need to use certain
techniques to minimize these physical declines. As a person ages, higher sounds
also may be hard to hear. Auditory stimuli enhance memorization, therefore,
having older adults repeat instructions helps them (MacNeil & Teague, 1987).
In addition, teachers should understand that older persons may respond
less rapidly to new learning stimuli than younger people and may need additional
time to gain the most from a new idea. The instructor should explain key points
slowly and in greater detail to an older audience. Extra time must be given for
responses and for learning by teachers of the elderly.
In a report by the AARP and the League for Innovation in the Community
College (Ventura-Merkel & Doucette, 1993), the authors state that more
emphasis needs to be put into such areas as job training and career preparation,
practical life skills, and educational opportunities for personal enrichment.
Topics of practical interest include “selecting health care providers, dental health
education, smoking cessation, long-term care services, mental health education,
and coping with loss and grieving. Other high priority programming needs
include leadership development training and courses about retirement lifestyle
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options” (Ventura-Merkel & Dousette, 1993: 167).
IS-3. Providing opportunities for individual growth
The Model Program Standards for Older Adults (1994) emphasize that
class instruction should provide older learners with an opportunity for individual
growth, such as personal self-esteem, confidence in expressing one’s lifelong
learning experiences, and the right to formal education.
An educational program for older adults provides opportunities for their
individual growth by increasing their awareness of aging, preparing them for
independent living, and encouraging them to become involved in the life of their
community (James, 1989; Harvey, 1988). Education facilitates mature students’
recognition of their roles in the family, community, work environment, and
economic system. It provides chance to observe and analyze patterns of
interactions that have evolved through their life cycles. Educational participation
provides an opportunity to communicate with other learners and to improve the
environment in which elders live (Carmichael et al., 1988).
Instances for individual growth can be provided through a variety of
instructional techniques. One technique applies the personal reflection of
students. This method reviews major life events and accomplishments and
attempts to understand good and bad relationships and learn from them, deciding
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what has been important in the past, and recognizing spiritual dimensions in
one’s life (Birren & Reiner, 1977). The successful completion of the life review
may play a critical role in an older person’s ability to integrate the historical and
social context of his or her life (Wolf, 1985: 52).
IS-4. Application of technology
The Model Program Standards for Older Adults (1994) emphasizes
incorporating of technology into classrooms to improve the quality of
instructions.
Literature supports this standard. In the transmission of knowledge
technology provides new means of learning and improves teaching strategies by
supplementing the written or spoken word (Seaman & Fellenz, 1989; Morgan et
al., 1976). The latter authors emphasize the importance of technology in
maximizing learning efficiency. They suggest several criteria in the selection of
technology. Included among these criteria are: size of the class, nature of the
content, portability of the equipment, the students’ experience with technology,
and the facilitator’s ability to use the technology (Seaman & Fellenz, 1989).
Motion pictures and slides, tape recorders, television and videotapes, overhead
projectors, chalkboards, charts, and maps are among the most popular types of
technology utilized by instructors. These audio-visual aids stimulate interest,
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promote understanding, add variety to teaching methods, make good use of time,
promote intellectual curiosity, and give new concepts o f things “outside of the
range of ordinary experience” (Morgan et al., 1976: 187).
IS-5. Enhancing competence through effective communication
The Model Program Standards for Older Adults (1994) states that
communication tasks in the classroom ought to encourage cooperative learning to
enhance competence.
“Cooperative education” is applied to emphasize relationships between a
learner and a teacher and between learners within one class (Houle, 1982).
Several authors (James, 1989; Carmichael et al., 1988) state that the pursuit of
knowledge demands mature learners to be competent communicators and to be
able to collaborate. An instructor has to consider individual capacities and
limitations of his/her students as well as the impact of group interaction on the
learner’s ability to achieve educational goals. In addition, an instructor should
facilitate voluntary interactions among the participants and to acknowledge and
reinforce students’ achievements. Collaborative communication involves asking
questions, seeking clarification, listening emphatically, giving frequent and
appropriate feedback, taking turns and responding, discouraging interruptions,
and participating fully in the verbal and non-verbal exchanges (Carmichael et al.,
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1988: 218). A few communication approaches to be applied with older students
include using varying styles in presenting information such as paraphrasing the
message or offering a graphic illustration (Fishtein and Feier, 1982).
Segal (1991) suggests that frail older adults struggle with social isolation
and social withdrawal. Limited communication skills do not allow this elderly
group to express their feelings concerning different social problems. The author
suggests that classes in art, music, and creative movement enable frail older
adults to express themselves through “symbolic communication." With time, this
expression will lead to verbal communication.
IS-7. Learning environment
The Model Program Standards for Older Adults (1994) points to the role
of the physical environment in the education of older adults.
Knowles (1980: 163) comments on the role of the physical environment in
education: “The physical setting in which a program takes place and the quality
of equipment available for program use unquestionably affect the quality and
effectiveness of the experiences the participants will have.” The author points
out that a productive physical environment should be comfortable, aesthetically
pleasing, facilitating for encourages interaction, and neither too crowded nor too
spacious for the number of participants. Moreover, the learning environment
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should be structured to limit fatigue by providing appropriate length sessions,
comfortable furniture, and adequate lighting. Attention should be given to
locations, room temperature, and ventilation. The time chosen should be
convenient and not in conflict with established routines.
A study by Moore and Piland (1994) investigated the impact of the
physical environment on older learners. The survey measured attitudes toward
the campus physical environment by assessing admission and registration
procedures, parking facilities, pathways and access to the classrooms, as well as
the classroom environment. Although results of these studies indicated different
perceptions among respondents, several components were important for the
participants. These components include campus access, convenience, and
comfort levels.
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STUDENT ASSESSMENT STANDARDS
Overview
Student Assessment Standards (SAS) emphasize assessment and
advertisement for entry and placement. There are three types of assessment
described in this document:
SAS-1. Initial assessment conducted prior to enrollment;
SAS-2. Formative (on-going) assessment measured student progress;
SAS-3. Summative (final) assessment conducted before course completion.
SAS-1. Initial assessment
The Model Program Standards for Older Adults (1994) states that before
engaging in a series of planned activities, some time should be spent assessing a
student current conditions and specific competencies relevant to the course
objectives. According to these standards, an initial assessment can be conducted
by students, instructors, outside agencies, and students’ personal support service
need assessment.
According to the literature, voluntary enrollment allows students to choose
those classes important to their interests and needs. In addition, the literature
underlines the role of an instructor in an initial assessment. An instructor should
determine a student’s level of functioning and his/her wishes and educational
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experience prior to beginning the class (Flatten et al., 1988; Courtenay, 1986;
Peterson, 1986). The American College of Sports Medicine (1995: 2) expands
the role of initial assessment in physical fitness classes. According to its
guidelines, “initial screening” provides (1) identification and exclusion of
individuals with medical contraindications to exercise, (2) identification of
individuals with disease symptoms and risk factors for disease development who
should receive a medical evaluation prior to entering the class, and (3)
identification of persons with clinically significant disease considerations who
should participate in a medically supervised exercise program. In addition, some
authors point out the need to know the participant’s current condition in terms of
eyesight and hearing. The primary purpose for assessing these factors is to
anticipate needed adaptations in activities (Flatten et al., 1988).
The Model Program Standards for Older Adults (1994) recommends the
use of a health assessment form in physical fitness classes for older adults to
determine physical limitations of potential participants. A health assessment
form, a sample of which is included in the document, provides a list of possible
diseases a participant may have, medication being taken, and general health
information. The literature supports this requirement. Cardinal et al. (1995)
recommend using a revised form of a self-administered questionnaire (Physical
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Activity Readiness Questionnaire- rPAR-Q) as a minimal standard for entry into
low-to-moderate intensity exercise classes.
Students in multilevel classes usually discuss with the instructor moving to
an advanced level. A teacher's observations and recommendations in
combination with a student’s self- assessment are necessary when a student
moves to a more advanced level within a particular course. Instructors of classes
with advanced levels may require previous training in the area. Though priorities
are given to an instructor’s expertise, students can move easily to a higher level
within the same course if they decide to do so.
The Model Program Standards for Older Adults (1994) indicates different
requirements for entering classes for two older populations: active older adults,
who enter classes on the basis of self-assessment, an instructor’s assessment, or
a doctor’s recommendations and frail older adults, who enter classes after an
initial assessment and recommendation provided by their caregiver and
physician. A teacher’s assessment of the proficiency level of frail elders is vital
for determining possible interventions and class objectives for this group.
SAS-2. Determination of student’s progress
On-going evaluation, as stated in the Model Program Standards for Older Adults
(1994), measures students’ progress toward skill attainment and completion of
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the course objectives.
Several authors emphasize the significance o f a formative evaluation in
measuring and communicating a student’s progress and mastery (Wlodkowski,
1986). On-going evaluation procedures are part o f the instructional-leaming
process “to give continuous feedback, to assess strengths and weaknesses in
learner performance, to diagnose areas of learning for progress and
improvement, and to enhance instruction” (Wlodkowski, 1986: 234). Seaman
and Fellenz (1989) state that students’ progress can be determined by a
teacher’s observation of students and by students. Authors argue that a teacher’s
observations can be strengthened by looking at different elements of the learning
process. The ability to determine possible reasons for students’ mistakes and a
teacher’s response to questions students ask are “the most significant indicators
of the instructor’s ability to understand and relate to students” (Seaman and
Fellenz, 1989: 154). Student self-evaluation can benefit by better understanding
the learning process and one’s individual learning traits. This type of evaluation
can be done by asking students the most important things they have learned,
relating new knowledge to previous experience, and applying past experience to
present undertakings.
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SAS-3. Final Assessment
A final, or summative assessment provides information on a student's
attainment of competency and ability to learning outcomes. It creates the
possibility to move to an advanced level if it is offered within the course, or it
can be used as a criterion for course repetition (Model Program Standards for
Older Adults. 1994).
Seaman and Fellenz (1989) emphasize that summative evaluations of adult
learners should include an evaluation of students’ performance and satisfaction.
Performance evaluation procedures consist of “situations in which the participant
actually performs a sample of the behaviors with which a given learning
experience is concerned” (Knowles, 1980: 213). Performance evaluation
encourages the transfer of learning, intensifies motivation for related work, and
clarifies learner competence (Wlodkowski, 1986). Seaman and Fellenz (1989)
suggest several strategies for evaluating older learner performance. Among these
strategies are peer appraisal of performance and a series of well-planned
interviews and observations. Cox and Monk (1989) argue that evaluation of
health programs provides a link between students’ health status and health
behaviors. The authors suggest measurement of health status, the number of sick
days and number of days in the hospital, as a tool for evaluation. An organization
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can evaluate a learner’s degree of satisfaction by surveying the attitude of the
students or by conducting interviews with the participants.
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CHAPTER 01
METHODOLOGY
Introduction
Chapter 3 presents the methods and methodology of this study. It consists
of two parts: a description of the sample population and its structure and data
collection procedures.
Sample Population
The Emeritus College, located at 1434 Second Street, Santa Monica,
California is a model program. It was established in 1975 as an adjunct to Santa
Monica Community College to serve the older residents of the area. “Grown out
of educational needs of older citizens of Santa Monica City," the program serves
more than 2,000 older adults each semester. The program follows the year-
round format, with four terms per year. Classes typically meet once a week,
although several courses in Health and Conditioning are offered twice a week.
Classes run 1 1/2- 2 hours with a short break and vary from lectures to studio
groups. The program has a curriculum committee that advises on curriculum.
By offering more than a hundred classes at various locations within Santa
Monica, the program tries to fulfill different educational needs of older adults.
The program has 70 part-time faculty who teach different courses at various
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locations and three staff members, who in cooperation with the Advisory Board,
run the program.
The Emeritus College Program is run largely by volunteers. Because the
volunteers are also students, they feel ownership of the program. To achieve
community involvement in the development of the Emeritus College, the Santa
Monica College Board authorized formation of the Advisory Board. Among
two principal functions of the Advisory Board are “to advise the administration
of Santa Monica College (SMC) on matters of curriculum and other aspects of
the conduct of the Emeritus College and to assist the College upon request and
where appropriate” (“SMC EC By-Laws of the Advisory Board.”) The
functioning of the Advisory Board of the Emeritus College allows participation
of older persons with the planning process and program review.
The Advisory Board consists of 16 students, five teachers, three
representatives of the faculty staff, and six representatives of the public relations
staff. There are six standing committees operating within the advisory Board:
the Policy Committee, the Fundraising Committee, the Community Relations
Committee, the Nomination and Membership Committee, and the Special Event
Committee. Each committee has designated associate chairperson, chosen with
the advice and consent of the committee.
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Description of Research Instrumentation and Data Collection Procedures.
Before the study began, a letter of confirmation was obtained from the
Chairperson of the Task Force since the Model Program Standards for Older
Adults (1994) was still in a draft form.
The problem that this study addressed was whether the Emeritus College
met the standards created by the California Task Force. The problem of the
study was further clarified by asking a number of questions.
(1) Did the components of the educational program for older adults meet
all of the Program Standards?
(2) Did the curriculum of the educational program meet all of the
Curricular Standards?
(3) Did the instructional strategies applied in the educational program
meet all of the Instructional Standards?
(4) Did the assessment process applied in the educational program meet
all of the Student Assessment Standards?
Due to the complexity of the study, the following information has been
divided into four parts: Application of the Program Standards, Application of the
Curricular Standards, Application of the Instructional Standards, and Application
of the Student Assessment Standards. Each part includes a description of
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research instrumentation and data collection procedures.
A. Application of Program Standards
The following discussion analyzes the data collection procedures as a
reflection of the four main parts of evaluation. In order to apply Program
Standards that underlie the main components of an older adult educational
program, the evaluator used the following data collection techniques:
(1) an archival review of the following documents:
(a) Fall ‘95 Schedule of Classes which is the main source of school
information concerning the schedule of classes, enrollment, and
registration policy;
(b) 1992 Emeritus College Program Review, Emeritus College History
Statement;
(c) Long-term Planning provides insight into long-term goals of the
school;
(d) 1990 General Population Census Characteristics was used to obtain
the demographic data on Santa Monica City;
(e) Senior Service Directory for the Santa Monica Bay Area;
(f) Santa Monica College Computer Report provides information on
demographic characteristics of the Emeritus College students;
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(g) Agreement for Adult Instructions;
(h) Santa Monica College Equivalency Certificates;
(i) TIMS Reports on classes offered at the Emeritus College;
(2) several interviews were held with the college staff and the Advisory
Board on enrollment and participation policies, application of repetition
policies at school, advertising and marketing strategies used in the
college;
(3) The Confidential Survey (Appendix A) was developed and conducted to
obtain information about the instructors’ educational background, degree
of professionalism, and demographic characteristics. The form of the
survey was modified from the National State Units on Aging and Area
Agencies on Aging Survey that was developed and conducted in 1990
by Wendt and Peterson at the Leonard Davis School University of
Southern California. The questionnaire provided information on
educational background, experience in the field of aging, and
demographic characteristics of the instructors. The collected information
was used to evaluate the adequacy of the instructors to the state and local
requirements, to describe the instructors’ interests and knowledge of
aging, and in discussions concerning the reflection of teachers’ diversity
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in the school.
The administration of the program was informed about the nature of
the survey, its connection to the evaluation and cooperation was
secured. To ensure anonymity, the identity of the survey participants
was known only to the evaluator. The questionnaire was distributed
among all of the teachers of the Emeritus College with a cover letter
stating the purpose of the survey and instructions for how to complete
and return the survey promptly. Of the seventy questionnaires sent,
fifty-one questionnaires were returned.
The following tables display the questions, variables, activities and
sources used to evaluate the program’s components.
PS-1 Is a program designed & structured specifically for older
adults?
Operational
Definitions
1. Older adults (45 years old and above);
2. Design and structure of the program.
Sources of
Information and
Activities
Archive review of the following material:
1. Santa Monica College Emeritus College History
Statement;
2. Emeritus College Program Review;
3. Emeritus College Schedule of Classes.
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PS-2 How efficient is a program in meeting the needs of the sub
populations within the older adults' category?
Operational
Definitions
1. Educational need is the gao between the present and the
desirable state of knowledge, abilities, and attitudes of an
individual
2. Active adults are those who are actively involved in their
jobs and communities or are experiencing transitions from
employment to retirement or are retired with new interests and
options for use of personal time.
3. Frail adults are those who experience loneliness, isolation
and loss of control of their lives or are those who have
experienced a loss of facilities.
4. Quantitative and Qualitative parameters of courses offered
for active and frail populations.
Sources of
Information and
Activities
1. Archive review of the Model Program Standards and 1992
Emeritus College Program Review were applied to define
active and frail older adults;
2. Archive review of the Emeritus College Fall ‘95 Schedule
of Classes was conducted to identify courses offered during
that semester for both active and frail populations. All
courses were categorized in accordance with McClusky’s
classification of needs;
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PS-3 Is there collaboration & coordination between the program
and other providers of older adult programs in the Santa
Monica Bay area? Do these relationships offer a variety of
educational opportunities for older residents?
Operational
Definitions
1. Older adult programs in the Santa Monica Bay Area;
2. Meetings of adult program providers;
3. Non-duplication agreements and their consequences.
Sources of
Information and
Activities
1. Archive review of the following materials:
1) Senior Services Directory for Santa Monica Bay Area and
Emeritus College Fall ‘95 Schedule of Classes were used to
identify older adult education programs/classes offered in the
community;
2) The Agreement for Adult Instruction was used as a source
of information on collaboration between the Unified School
District and the Emeritus College;
2. Interviews with representatives from the Santa Monica Ad
Hoc Task Force, the Commission on Older Americans, and
the Director of the Emeritus College were conducted to
identify the degree of collaboration and coordination between
all providers of adult education programs in the community.
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PS-4 Is student enrollment and participation voluntary in older adult
classes?
Operational
Definition
1. Voluntary enrollment;
2. Voluntary participation;
Sources of
Information and
Activities
1. The Policy Committee of the Emeritus College Advisory
Board was interviewed to discuss the enrollment and
registration policies;
2. Emeritus College Fall ‘95 Schedule of Classes was used to
obtain information on registration and enrollment policies and
procedures;
3. Santa Monica College statistical database was used to get
information on the number of students who enroll into the
program in Fall ‘95 and Spring ‘96 semesters and who
withdrawn from the program during those semesters;
4. The coordinator of the program was interviewed to learn
the procedures for following up on the students who dropped
out of the program.
PS-5
Is the educational and experiential background o f the faculty
adequate to the state and local criteria? Do the instructors
have educational background in aging?
Operational
Definitions
1. The educational background of the faculty members;
2. The experiential background of the faculty members.
Sources of
Information and
Activities
1. Archive review of Santa Monica College Equivalency
Certification for Disciplines Requiring the Master’s Degree
and SMC Equivalency Certification for Discipline Not
Requiring the Master’s Degree was applied to identify local
criteria for being an adult educator.
2. The Confidential Survey (located in the Appendix A) was
conducted to leam the educational background of the
instructors, their teaching experience, and their
professionalism;
3. Review of the evaluation of instructors by participants
attending classes in the Winter ‘96 (Course Survey);
4. An interview with the Director of the Emeritus College
was conducted to identify staff development procedures
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PS-6 Does a program reflect the socio-economic diversity of the
community? How sensitive is the program and its instructors
to individual differences and the ways they affect the learning
process?
Operational
Definitions
1. Community diversification;
2. Diversification of the participants: age, sex, educational
attainment; ethnicity; language preferences; residential
location;
3. Variety of classes offered at different locations within
Santa Monica Bay area;
4. Diversity of the teachers: age, gender, ethnicity;
5. Recognition of ethnic holidays by the program.
Sources of
Information and
Activities
1. The data provided by 1990 Demographic Yearbook for the
Santa Monica City was analyzed in terms of the following
categories: age, race by age; median income; percent of the
population 55+ below the poverty level;
2. The Santa Monica College input on age; gender, race;
educational level; citizenship and English as the first
language; and place of residence (zip codes) were tabulated
and analyzed;
3. The Classes by the Day page from Emeritus College Fall
‘95 Schedule of Classes was used for its information on
classes offered at different locations in the city. The
information was categorized by the number o f courses and
classes offered at different areas and the variety of
organizations at which the Emeritus College provided its
classes.
4. The results of the Confidential Survey were used to analyze
age, gender, and ethnicity of the staff at the Emeritus College.
5. The Emeritus College Fall ‘95 Schedule of Classes was
used as a source of information for noting ethnic recognized
by the school.
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PS-7 Does a program have a repetition policy? What are the
strategies applied in a program to ensure fairness, equity, and
equal access for older adult students?
Operational
Definitions
1. Fairness, equity, and equal access to education: geographic
distribution of the Schedule of Classes Catalog;
2. A popular class is a class that is filled up during the first
week of the semester;
3. The number of students who attended the same “popular”
class during the Fall ‘95 & Spring ‘96 semesters;
4. Criteria for moving into an advanced level class;
5. TIMS Reports for Fall ‘95 and Spring ‘96 were analyzed in
terms of attendance.
Sources of
Information and
Activities
1. The Director of the program & the Policy Committee were
interviewed regarding the repetition policy at the school;
2. The Program Coordinator was interviewed on geographic
preferences in distribution of the college Catalog;
3. TIMS reports were used to identify the most popular
classes during the Fall ‘95 and Spring ‘96 semesters;
4. Computer print-outs on the participants at the most
“popular” classes were used to identify the number of
students who re-enter the class during these two semester;
5. The Schedule of Classes for Fall ‘95 and Spring ‘96 and
the school catalogs were used to identify classes offered at
different educational levels;
6. Computer print-outs on the participants were used to
identify students’ movement patterns to different educational
levels;
7. TIMS reports for Fall ‘95 and Spring ‘96 were used to
identify the number of frail students served by the college.
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PS-8 What kind of advertising and marketing are used by a
program to highlight their target consumer? How efficient are
these strategies?
Operational
Definitions
1. Familiarity of the program administration with the potential
audience;
2. Communication about the program to potential students;
3. Promotion of the program: flyers, posters, advertising in
SMC newspapers, advertising in local newspapers, and on
local TV and radio stations;
4. The school’s catalog: eligibility age criteria; description of
classes offered, enrollment policy.
Sources of
Information and
Activities
1. The Program Coordinator and the Community Relations
Committee were interviewed regarding the advertising and
marketing campaign applied to the college. The interview had
two objectives: a) to determine their level of knowledge about
the sociodemographic characteristics of the community; b) to
find out what marketing strategies were employed in the
college;
2. Review the Emeritus College Fall ‘95 Schedule of Classes
to analyze the validity of this promotional document;
3. The results of the Student Course Evaluation survey on
marketing strategies were tabulated and analyzed;
4. The data describing the program’s participants was
analyzed to evaluate the effectiveness of the marketing
campaign applied in the college.
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PS-9 Are older adults the primarily consumers of a program?
Operational
Definition
Age of the students:
55+ (early retirement);
65+ (retirement).
Source of
Information and
Activities
1. Review of the Emeritus College documents specifying the
age range of its participants;
2. Review the SMC EC database on the age of its students
PS-10 Is long-term planning of a program a component of program
evaluation?
Operational
Definition
Long-term planning.
Source of
Information and
Activities
1. Review long-term planning for the Emeritus College.
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B. Application of Curricular Standards
During the evaluation of the curriculum, the following techniques and data
collection procedures were used:
(1) Several interviews with the college’s Advisory Board and the director of
the program were held. During the interviews such topics as application
of the state’s laws and statues regarding curriculum development, course
approval, and the role of community input in curriculum development
were discussed;
(2) The following sources of information were used:
(a) The Fall ‘95 Schedule of Classes;
(b) Long-Term Planning for Emeritus College;
(c) The instructors’ personal files;
(3) A Student Survey was developed and completed by the evaluator during
the Winter ‘96 semester. The survey was designed to collect data on the
educational needs of older adults, meeting these needs, examining the
impact of the learning environment provided in each class, and the
marketing of the class (how students learned about the class). The
survey used was modified from the Student Course Evaluation provided
by the Model Program Standards for Older Adults (1994). A few items
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from the original survey were deleted and several were added to be
relevant to the population. In its final form, the survey questionnaire
contained eight items. The first four items were Likert-type statements
pertaining to the primary objectives of students taking the course,
meeting these objectives; and evaluation of the overall delivery of
instructions. Two items provided information on the evaluationof the
teacher by the students.
The sample of adult learners was selected in the following way. First, a
list of all courses offered during the Winter ‘96 semester was obtained.
Then one class from each course was randomly selected. The
questionnaire was distributed in the winter of 1996. Participation was
voluntary. The following classes participated in the survey: Analysis of
Current Events (POLSCI), Changing Culture (HUMREL), Life Drawing
Studio (ART), Stress Reduction for Seniors (HEALTH1), Joint
Maneuvers (HEALTH2), and Conditioning Twice a Week (HEALTH3).
There were 223 participants in the survey.
(4) While doing an evaluation of the college curriculum, the evaluator
wanted to acquire as much information as possible to make an informed
judgment of the program. In order to evaluate the scope and sequence
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of the curriculum, the evaluator used courses suggested by the California
Task Force in the sections concerning the possible applications of the
standards. The Emeritus College’s electronic file on course outlines was
used as the primary source o f information on course outlines.
CS-1
How effective is the program in application of laws and
statues provided by the California Department of Education?
Operational
Definition
Curriculum and application of the state laws and statues.
Sources of
Information and
Activities
1. Interview with the director of the program concerning the
application of the state’s laws and statues in curriculum
development;
CS-2 Does the curriculum meet all requirements of the local and
state course approval processes? What are the categories of
courses offered by the program?
Operational
Definitions
1. Course approval process at Emeritus College;
2. Category of courses offered by the program as compared to
the classification offered by the state Task Force
Sources of
Information and
Activities
1. The director of the program and the Policy Committee
were interviewed on the course approval process;
2. The Emeritus College Fall ‘95 Schedule of Classes was
used to categorize classes according to the classification
provided bv the Model Program Standards for Older Adults
(1994).
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CS-3 What are the resources utilized by the program in order to
develop a curriculum around students’ needs?
Operational
Definitions
Utilization of multiple resources in curriculum development
1. Community input;
2. Community needs assessment;
3. Advisory Board;
4. Long-term planning (PS-10).
Sources of
Information and
Activities
1. The director of the program and the Policy Committee were
interviewed to identify resources utilized by the program in
curriculum development;
2. The Community Relations Committee was interviewed to
identify ways of acquiring and application of community input
in curriculum development;
3. Long-Term Planning for Emeritus College was used as a
source of information on curriculum development at the
college;
4. The Fall ‘95 Schedule of Classes and the Spring ‘96
Schedule of Classes were compared and analyzed to find out
whether any changes in curriculum took place during that
time.
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CS-4 Does the curriculum target the developmental stages of older
adults through its scope and sequence of classes?
Operational
Definitions
1. Reflection of developmental needs through program’s
scope and sequence of classes:
Developmental needs:
a) Life goal attainment;
b) Helping children;
c) Increase in adult social & civic responsibility;
d) Developing leisure activities;
e) Accepting & adjusting to physiological changes, such as
declining physical health & strength;
f) Reestablishing self-concept;
g) Adjusting to death of a spouse;
h) Anticipating own death.
2. Course scope and sequence (from active to frail adults) =
classes offered for active and frail adults within the same
course categories;
3. Meeting the needs of multilevels of students in class scope
and sequence.
Sources of
Information and
Activities
1. The Fall ‘95 Schedule of Classes and the electronic file on
course outlines were used to analyze the targeting of
developmental stages of the participants by the Program.
2. The Fall ‘95 Schedule of Classes was used to identify
courses that trace the continuum from being an active to a frail
adult.
3. The Fall ‘95 Schedule of Classes was used to identify
classes offered at different advanced levels. After the
identification of classes, the electronic file on course outlines
was used to obtain information on the goals and objectives of
the classes.
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CS-5 Does the curriculum of the program reflect sensitivity to the
variety of physical and mental abilities of the older adult
population being served and their motivation for participation?
Operational
Definitions
1. Classes for prevention of physical decline;
2. Coping with stress;
3. Classes providing opportunities for interaction with nature,
creative endeavors, and those that are philosophically
oriented;
4. Classes for frail adults;
5. Motivation for participation: personal, mental, physical, or
as a result of a doctor’s recommendation
Sources of
Information and
Activities
1. Review of the Emeritus College Fall ‘95 Schedule of
Classes was conducted to analyze curriculum sensitivity to
physical and mental abilities of the participants;
2. The electronic file of the course outlines was used to
analyze objectives of classes reflecting sensitivity to the
physical and mental abilities o f the participants;
3. The electronic file of course outlines was used to analyze
the objectives of classes offered for frail population;
4. Results of the Students Survey were used to identify
motivation for participation.
CS-6 Does the curriculum facilitate a change in attitude and
behavior?
Operational
Definitions
1. Classes promoting change in attitude toward personal
aging;
2. Classes promoting better understanding of society;
3. Classes fostering autonomous behavior of frail students.
Sources of
Information and
Activities
1. The Fall ‘95 Schedule of Classes was used to categorize
classes;
2. The electronic file on course outlines was used to evaluate
the objectives of classes.
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CS-7 Do course outlines identify the purpose, goals and objectives,
learning activities, methodologies, instructional strategies, and
evaluation of the course?
Operational
Definition
Content of course outlines: purpose, goals, objectives,
learning activities, methodologies, instructional strategies,
evaluation.
Source of
Information and
Activities
1. The college electronic file was used to evaluate the content
of course outlines.
CS-8 How frequently are course outlines updated?
Operational
Definitions
1. Frequency of updating the course outlines by the
instructors;
2. Availability of course outlines
Sources of
Information and
Activities
1. The director of the program was interviewed on the
process of updating the course outlines;
2. An electronic file on course outlines was used as a source
of information on updating the course outlines.
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C. Application of Instructional Standards
Evaluation of instructional techniques applied at Emeritus College
involved the following procedures and sources of information:
(1) The electronic file on course outlines was used to choose courses for
evaluation;
(2) Results of the survey conducted by the Advisory Board and
Administration of EC in 1992 were used for the purpose of identifying
the physical environment of the campus. The survey emphasized
questions on physical access to the campus, to the classrooms, and in
the classroom; the nature of the physical environment; and a physical
safety factor.
(3) Results of the Student Survey on instructional strategies.
IS-1 Are the students active participants in the learning process?
Operational
Definitions
Learning strategies facilitating active participation:
1. Discussions;
2. Group presentations;
3. Question and answer sessions.
Sources of
Information and
Activities
1. Results of the Student Course Survey on instructional
techniques applied in the classes were analyzed;
2. Review of the electronic file on course outlines was
conducted to determine instructional strategies applied in the
classes.
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IS-2 Are instructional strategies used in the classroom developed
to address varied learning styles and special needs of older
adults?
Operational
Definitions
1. Accommodation of instructional techniques to changing
visual and auditory capabilities;
2. Individual and/or group projects;
3. Accommodation of instructional techniques in response to
the cultural and individual diversity of participants.
Sources of
Information and
Activities
A review of the electronic file on course outlines was applied
to analyze the sensitivity of instructional strategies to the
students’ variety of learning styles;
IS-3 Do the instructions provide older adults with opportunities to
enhance their individual growth?
Operational
Definitions
1. Application of the student’s past experience;
2. Exploration of personal values and needs.
Sources of
Information and
Activities
Review of the electronic file on course outlines was applied to
analyze how the courses facilitate students’ individual growth.
IS-4 Does a program incorporate educational technologies to
improve the quality of classroom instruction?
Operational
Definition
1. Audio technology;
2. Video technology;
3. Computer technology.
Sources of
Information and
Activities
Two techniques were applied to determine utilization of
technologies by the instructors:
1. Review of the electronic course outlines was conducted;
2. The program coordinator was interviewed.
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89
IS-5 Do the instructors use communication techniques that
encourage cooperative learning?
Operational
Definition
1. Styles of presenting information;
2. Cooperative learning: planning and conducting a class;
3. Exhibition of completed projects and description of the
planning process, tools or equipment used, and problem
solving methods used.
Sources of
Information and
Activities
Review of the electronic course outlines file was employed to
analyze communication techniques applied by the instructors.
IS-6 How conductive is the learning environment in facilitating
instruction for older adults?
Operational
Definition
1. Accessibility to a facility;
2. Physical environment of the classrooms.
Source of
Information and
Activities
Analyze the results of the survey conducted in 1992 by the
school Advisory Board and administration and the results of
the Student Survey.
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D. Application of Student Assessment Standards
In order to evaluate the available assessment procedures, the evaluator
used the following information:
(1) The results of the Student Survey regarding reasons for involvement in
the classes;
(2) The electronic file on course outlines was used as a source of
informatio for the application of assessment procedures at different
levels of course work.
SAS-I Is there an initial assessment of students conducted prior to
enrollment in classes in a school? How and by whom is it
conducted?
Operational
Definitions
Initial assessment:
1. Active adults: student self-assessment; teacher’s
assessment; criteria for enrollment in an advanced level;
2. Frail adults: caregiver’s and doctor’s recommendations.
Sources of
Information and
Activities
1. The results of the Course Survey concerning the reasons for
enrollment were tabulated and analyzed;
2. Instructors of Health and Conditioning classes were
interviewed. The interview included questions on policies and
procedures applied in the classes for enrollment;
determination of progress;
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SAS-2 What are measures of student progress toward skill attainment
and completion of course objectives?
Operational
Definitions
1. Determination of student progress;
2. Measurement of different levels of achievement;
3. Methods to assess student learning;
4. Written records of completed class assignments;
5. Individual student records.
Sources of
Information and
Activities
1. Review of the electronic file on course outlines was
conducted to determine models of evaluation applied by the
instructors;
2. Instructors for Health and Conditioning classes were
interviewed to find out ways of determining student progress.
SAS-3 What strategies are used for advancement to the next course
level or completion of course objectives?
Operational
Definitions
1. Meeting learning outcomes by students;
2. Criteria for course repetition;
3. Criteria for an advanced level course.
Sources of
Information and
Activities
1. The results of the Course Survey were analyzed regarding
students’ ability to meet class objectives;
2. Interviews with the instructors of classes offered at
different skill levels were conducted to determine criteria for
moving to an advanced level and rate of moving to an
advanced level.
3. Review of the electronic file on course outlines was
conducted to determine techniques applied by the instructors
during the final evaluation of classes.
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CHAPTER IV
REPORTING THE DATA
OVERVIEW
This chapter deals with the presentation of findings of this author’s
evaluation of an educational program for older adults. This chapter has been
divided into four sections that correspond to the organization of the study:
Program Standards, Curricular Standards, Instructional Standards, and Student
Assessment Standards.
PROGRAM STANDARDS
PS-1. Design and structure of an effective educational program for older
adults
An archive review of the Emeritus College’s documents provided the
following information. Established as a unit within Santa Monica College in
1975, Emeritus College was intended to provide an educational opportunity for
retired residents of the community. This intention was reflected in the name of
the program that was based on the premise that society or its institutions should
not ignore a retired person in the later years (SMC Emeritus College History
Statement). Since the time of its implementation, Emeritus College has been
serving both active and frail seniors of Santa Monica city.
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As stated in the 1992 College Program Review, the goal of the Emeritus
College program was “to serve the needs of older adults through educational
programs... at various locations and times throughout the community.” The
primary issues o f the program included good health and exercise, consumer
information, self-expression, the re-integration of older adults into their peer
group and into the community, and the building of a support network (“Emeritus
College Fact Sheet”). The goal of serving a frail population was “to assist and
enrich a population that might be in need of transition to a more sheltered and
restricted environment” (1992 Emeritus College Program Review: 3).
The program offered its classes year-round with short breaks between
semesters. Variations in course length allowed students easy access and
flexibility in their schedules. In response to older citizens’ preferences, the
Emeritus College offered its classes during daylight hours. As recommended by
the Advisory Board, most classes were limited to two or three hours once a
week. In addition, classes were offered in many facilities close to public
transportation on campus (Santa Monica College Emeritus College Program Fact
Sheet).
PS-2. Meeting the educational needs of older adults
A review of the program’s documents provided evidence that classes
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offered were designed to fulfill different educational needs of older adults.
Among these needs were life management (survival needs, sufficient health care,
consumer competence, daily functioning skills, and adaptation to social,
economic, and emotional changes due to aging); expressive needs, such as self-
exploration through creativity; contributive needs, including volunteerism and
intergenerational assistance; influence needs or needs for increased knowledge
concerning current government policy and programs and community
involvement; and transcendence needs or needs for personal and social identity
(Table 1).
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Table 1. Courses Offered at Emeritus College and the Educational Needs
They Meet for Older Adults, Active and Frail
Need Categories Courses for Active
Adults
Courses for Frail
Adults
Life Management
or Coping
resulting from the
decrements that
occur in the process
of aging and from
the obsolescence
that results from
unused skills or
capacities.
Physical Fitness
1) Body Dynamics;
2) Post-Stroke
Exercise & Adapted
Living Skills;
3) Other
1. Body Movement;
2. Conditioning
Once a Week;
3. Qi Gong:
Chinese Yoga;
4. T’ai Chi Chan;
5. Chinese Life
Force Exercise;
6. Conditioning
through Yoga;
8. Conditioning
Twice a Week;
9. Feeling Fit;
10. Stress Reduction
for Seniors.
1. Body Movement
Modified;
2. Joint Maneuvers;
3. Body
Conditioning
Modified;
4. Body
Conditioning for the
Disabled;
5. Dealing with
Hearing Impairment;
6. Pathfinders.
Mental Fitness. 1 . Assertiveness
Training.
Life Transitions
1) Assessing
Community
Resources;
2) Bereavement;
3) Future Planning.
Employment
Training &
Retirement
1) Understanding &
Using Technology.
1. Life Review;
2. Implications of
Aging;
3. Death and Loss;
4. Widow to
Widow Support;
5. Sewing Lab;
6. Personal Finance;
7. Senior Seminars.
1 . Automotive;
2. Constriction
Technology,
3. Computer
Training.
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%
fable 1. Courses Offered at Emeritus College and the Educational Needs They
Meet for Older Adults, Active and Frail (continued)
Need Categories Courses for Active
Adults
Courses for Frail
Adults
Expressive needs Fine and Applied 1 . Survey of the 1 Arts & Crafts,
for Arts Arts; 2. Music
activity/participation 1) Art; 2. Contemporary Appreciation;
that is engaged in 2) Crafts, Arts; 3 Knitting.
for its own sake and 3) Music, 3. Fine Arts
for the development 4) Other Training;
of social relations 4. Exploratory Arts;
5 Creative Arts;
6. Drawing;
7. Drawing &
Painting;
8. Painting: Oil &
Acrylic,
9. Watcrcolor,
10 Calligraphy;
11 Creative Arts,
12 Music
Appreciation,
13. Concert Band,
14 Intermediate
Guitar;
15 The “Mcrits”-
Vocal Ensemble,
16 Garden Tour;
17 Home
Gardening & Plant
Growing.
Creative Writing 1 Autobiography;
1) Autobiography; 2 Writing
2) Journalism; Seminars;
3) Poetry, 3. Writing
4) Other Workshop;
4 Conversational
English.
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97
Table 1. Courses Offered at Emeritus College and the Educational Needs They
Meet for Older Adults, Active and Frail (continued)
Need Categories Courses for Active
Adults
Courses for Frail
Adults
Contributive needs
the artistic desire to
assist others in
coping with current
problems and in
achieving their
developmental tasks.
Community
Involvement
1) Intergenerational
Education;
2) Civic
Participation.
1 . Interpersonal
Relationships;
2. Grandparenting
& Parenting Young
Adults;
3. Analysis of
Current Events.
Influence needs
the desire to make
some difference in
the general
functioning of
society.
Resources &
Retirement
1) Life Planning;
2) Safety- Personal
& Community.
1. Personal Finance;
2. Summer Class in
BUS E00;
3. American
Socialization;
4. Mature Driver
Improvement
Classes.
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Table 1. Courses Offered at Emeritus College and the Educational Needs They
Meet for Older Adults, Active and Frail (continued)
Need Categories Courses for Active
Adults
Courses for Frail
Adults
Transcendence
needs
needs of gaining
some deeper
understanding of the
meaning of life; the
review of what life
has meant, and
movement beyond
physical declines
that are occurring in
the body
Personal & Social
Identity
1) Cultural Studies;
2) Literature;
3) History/Current
Events;
4) Other.
1. American
Socialization;
2. Literature in
Spanish;
3. Potpourri of
French Literature;
4. Literature
Around the World;
5. Literature: The
Great Novels;
6. Literature &
Leisure;
7. Shakespeare for
Beginners;
8. Plays &
Playwrights;
9. Greek Drama;
10. Principles of
Acting;
11. Theater Arts
Appreciation;
12. Reader’s
Theater;
13. Nature Studies;
14. Philosophy:
Senior Seminar;
15. Analysis of
Current Events;
16. Concert Band;
17. Intermediate
Guitar;
18. The “Merits”-
Vocal Ensemble;
19. Voice Training;
20. Gospel
Community Chorus;
21. Lyric Chorus;
20. Piano & Theory
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99
The Emeritus College structured its classes to meet the needs of its
students from active to frail older adults. There were classes targeted for the
specialized needs for active and frail learners. Among 132 classes offered
during the Fall 1995 semester, 91 were created for the active population that
addressed their life management, expressive, contributive, influential, and
transcendent needs.
The classes offered for frail adults provided that population with survival
and daily functioning skills, while also promoting self-exploration of this group
through creative activities. The program included several classes offered a frail
population at convalescent hospitals (Berkley West and Oceanview
Convalescent Hospital), retirement residences (Holiday Villa East), and
community living sites for those in residence (Ken Edward Center.) Among
classes offered at these locations were Arts and Crafts. Health and Conditioning.
Human Development and Music Appreciation. Moreover, some courses for the
frail population were provided at the main campus (1433 Second St.). Among
them were Joint Maneuvers class for those with physical limitations due to
arthritis; Body Conditioning helped to cope with the effects of a stroke; Dealing
with Hearing Impairment and Pathfinders, for adults with a stroke and other
brain damage disorders (Tables 2-3).
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Table 2. Classes for a Frail Population
Facility Name of the Course Total # of Classes
Main Campus Joint Maneuvers;
Body Conditioning for the
Disabled;
Dealing with Hearing
Impairment;
Pathfinders.
2
1
1
Berkley West Body Movement Modified 1
Holiday Villa East Arts & Crafts;
Music Appreciation;
Needlepoint-I.
1
1
1
Ken Edward Center Arts & Crafts;
Body Conditioning;
Music Appreciation.
1
I
I
Oceanview Conv. Hospital Music Appreciation. 1
Pacific Gardens Conv. Music Appreciation; 1
Hospital Needlecrafts-I. 1
Table 3. Total Number of Classes Offered at Emeritus College During
the Week, by Locations
Day # of Classes OfT-Campus On-Camps
Monday 26 12 14
Tuesday 28 12 16
Wednesday 25 9 16
Thursday 25 10 15
Friday 23 7 16
Saturday 5 0 5
Total 132 50 82
PS-3. Cooperation and coordination
An analysis of the Senior Services Directory showed that there were
several organizations within Santa Monica City Bay that offered different
courses for older adults. Among these organizations were the following:
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101
• SMC Emeritus College had positioned itself as a source of information
designed to assist older people;
• Eldermed at Santa Monica Hospital Medical Center provided health
education and workshops on health insurance;
• The Employment Development Department offered Employment Training and
Retirement sessions;
• The Jewish Family Service provided programs for the frail population;
• LIEU-CAP coordinated seminars and conducted classes in crafts;
• The Retired Senior Volunteer Program offered opportunities for volunteer
participation in the life of community;
• Senior Health and Peer Counseling provided mental fitness classes, including
memory, communications, journal writing, interpersonal relationships, and
arthritic management;
• WISE Senior Services provided community education on issues of aging and
long-term care, caregiver training, and tax information.
All providers attended meetings offered by the Commission on Older
American Providers and the Ad Hoc Task Force. There were several agreements
between Emeritus College and other providers of older adult education. One of
the agreements was a mutual agreement between the Santa Monica Unified
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District and Santa Monica College. According to the agreement, the Unified
District provided classes in English as the Second Language (ESL) and High
School Diploma, while Santa Monica College provided courses categorized by
the State Educational Code for older adults.
In addition, the Emeritus College administration made verbal non
duplication efforts agreements with Senior Health and Peer Counseling (SHPC)
and WISE so that these organizations, along with other service providers, would
offer classes that were not offered at Emeritus College. As a result of these
agreements, SHPC provided mental fitness classes, while WISE offered financial
planning for mature women.
Several classes were taught as the result of collaboration and coordination
within the community. Body Movement (HEALTH E09) was taught in
cooperation with the City of Santa Monica’s Department of Community &
Cultural Services. Body Conditioning: Modified (HEALTH E68) was offered in
cooperation with the Olive Stone Center. Grandparenting and Parenting Young
Adults was taught in Spanish, in cooperation with The Santa Monica-Malibu
Unified School District.
Emeritus College expanded course networking at the site with other
agencies. In order to adhere to the non-duplication agreement, different agencies
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and businesses serving older adults shared informational brochures with each
other and participated in the Task Force to coordinate their activities.
Emeritus College was also positioned as a source of information designed
to assist older adults. The Schedule of Classes contained a Senior Resource
Directory and listed special events of interest to an older clientele that were
either offered on campus or sponsored by the college at other locations.
PS-4. Voluntary enrollment and participation
A review of the College catalog showed that enrollment and registration
procedures were described, as were courses, locations, arrangements,
procedures, the school’s philosophy, and on-going community events. Anyone
who requested a copy of the catalog, was able to obtain it.
Interviews with the Advisory Board members indicated that the Emeritus
College simplified the admission process for older adults and made it part of the
registration process for classes. A simple mail-in or walk-in registration form
was a part of the schedule. In addition, students could register for all courses
held at the different locations, with one phone call. Students determined what
classes were best for them by looking at course offerings and their descriptions
and/or by attending a class before enrolling to see whether a class seemed
appropriate for them.
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Despite students’ commitment to enroll in a particular class, not all
students were able to do so. There was an “open-door” policy in the program,
this meant that those who came first were able to enroll. As a result, students
were not admitted into aclass if the class were closed. The participation policy
specified that students were free to participate in classes they chose and could
withdraw from the same classes if they were not satisfied or any other reason.
Analysis of the Santa Monica College statistical database indicated that
SMC kept track of the students enrolled in the older adult program. The data
provided contained the total number of students enrolled during each semester.
There was a slight decline in the number of students attending the program
during Fall ‘95 and Spring ‘96 semesters (2,439 and 2,430 respectively). Since
there was no data available on the number of students who withdrew from the
program during either semester, the program administration did not have any way
to collect information on these students. To determine possible changes in
college enrollment, the evaluator compared age categories of students enrolled
during Fall ‘95 and Spring ‘96 semesters. This comparison showed that there
had been a slight increase in participants who were either in the 51-60, or the
76-85 age category. Thirty-four new students enrolled in the program during the
Spring ‘96 semester. On the other hand, forty-three students dropped out of the
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program that caused a decrease in total number of the participants during the
Spring c 96 semester.
PS-5. Qualified faculty
A review of the SMC documents identified criteria for teaching adult
education, provided the following information. The following disciplines in adult
education required a minimum qualification:
Art History
Computer Science Humanities
Drama/Theater Art Music
Economics Philosophy
English Photography
Foreign Language Political Science
Health
Minimum qualifications required a Master’s degree in the discipline of the
assignment or a Bachelor’s degree in the discipline of the assignment and a
Master’s degree in a closely related discipline (the Santa Monica College
Equivalency Certification for Disciplines Requiring the Master’s Degree).
Teachers in Drafting and Auto Mechanics classes had to meet minimum
requirements, such as a Bachelor’s degree plus two years experience, or an
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Associate degree, plus six years of experience (the Santa Monica College
Equivalency Certification for Disciplines Not Requiring the Master’s Degree).
During the Spring ‘96 semester, the Confidential Survey was conducted to
obtain information about the educational background o f the teaching staff at
Emeritus College. The survey collected the data on educational background
(general and gerontology education) of the teachers, requirements for the job,
reasons for working with older adults, professional development, and
demographic data.
The Confidential Survey reported the following information on the
educational background of the instructional staff: 59% of the respondents had an
MS or MA degree in the area of teaching; 21% had a Ph.D.; and 20% had a BS
or BA degree (Table 4). Those who hold a bachelor’s degree had more than 20
years experience teaching.
Table 4. Academic Qualification of the Instructors at Emeritus College
Degree Number Percent
BS/BA 10 20
MS/MA 30 59
PhD. 1 1 21
Total 51 100
Respondents were asked about any formal education they had in aging.
Almost half of the instructors did not have any formal education in aging, 48%
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had taken some courses in aging, and only 2% had a credential in aging.
Regarding reasons for employment in the aging field, the survey found the
following information. Thirty-seven percent of the survey participants had
experience in aging within their selected disciplines; 78% responded that they
were interested in older people; 41% began to work in the field of aging for
employment reasons; 4% answered that it was the only job available at the time
or closest job to their homes; and 12% responded that they only started to work
at the school by chance (Table 5).
Table 5. Reasons for Teaching Older Adults
Reasons Number* Percent*
Had experience in aging within
a selected discipline
19 37
Interested in older adults 40 78
For employment reasons 21 41
Only job available at the time
or closest job to home
2 4
Just a chance 6 12
* n> 51 and % >100% because the respondents could have m arked more than one choice
All respondents indicated that both a Master’s degree in the area of
teaching and the California State Credentials were the requirements for obtaining
their current job. Two-thirds o f the teachers responded that experience in
teaching older adults was a requirement for obtaining their job.
The vast majority of the instructors perfected their knowledge by attending
seminars and workshops within their professional field. Familiarizing
themselves with printed materials, journals, and professional magazines was the
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second source for their professional growth as identified by the respondents.
Nevertheless, 30% reported that the quality of their instructions might be
influenced by availability of community and funding resources and by an
increase in knowledge of such areas as normal aging, disease related changes,
and appropriate interventions.
The quality of the instructors was evaluated by the students who attended
classes during the Winter ‘96 semester. The Course Evaluation survey produced
the following information regarding evaluation:
• 88 % o f the students agreed that the instructors were knowledgeable of
subject areas;
• 90% of the students agreed that the instructors conducted the classes in an
enthusiastic manner;
• 80% of the students agreed that the instructors offered enough opportunity for
student participation;
• 77% of the students agreed that the instructors gave clear instructions;
• 84% of the students agreed that the instructors responded openly to student
questions & concerns;
• 71% of the students agreed that the instructors explained objectives for the
courses;
• 68% of the students agreed that the instructors began & ended class on time.
PS-6. Diversity of the participants
An analysis of the 1990 statistical data showed that older adults (55+)
comprised 24.9% (21,631) of the total population of Santa Monica city. There
are 18.1% of those 65-69 years old, 17.2% in the 60-64 age category, 17.0%
who are 55-59 years old, and 14.7% in the 70-74 age category. Sixty percent of
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all age groups are women. About 16.4% of the target population included racial
and/or ethnic minorities with 3.3% African-Americans, 0.3% American Indians,
3.7% Asians, 6.5% Hispanics, and 2.6% others (Tables 6-8.)
Table 6. Demographic Data of Santa Monica City
Age Category Number % of Target
Population
% of Total
Population
55-59 3,673 17.0 4.2
60-64 3,726 17.2 4.3
65-69 3,910 18.1 4.5
70-74 3,172 14.7 3.6
75-79 2,746 12.7 3.2
80-84 2,253 10.4 2.6
85+ 2,151 9.9 2.5
Total 21,631 100.0 24.9
Total population 86,905
Table 7. Older Adults in Santa Monica, by Age and Gender
Age Category Male Female Total Group
55-59 2,005 2,081 4,086
60-64 1,813 2,317 4,130
65-69 1,747 2,449 4,196
70-74 1,295 2,017 3,312
75-79 993 1,860 2,853
80-84 769 1,572 2,341
85+ 628 1,589 2,217
Total 9,250 13,885 23,135
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Table 8. Older Adults in Santa Monica, by Age and Ethnicity
Age
Group
White Black Americ.
Indian
Asian/
Pacific
Island.
Hispan. Other Total
Group
55-59 3,105 134 19 233 413 182 4,086
60-64 3,238 110 23 185 404 170 4,130
65-69 3,389 189 19 194 286 119 4,196
70-74 2,893 101 0 138 140 40 3,312
75-79 2,549 88 4 67 107 38 2,853
80-84 2,119 65 3 28 88 38 2,341
85+ 2,045 82 0 16 66 8 2,217
Total 19,338 769 68 861 1,504 595 23,135
Attempting to remain responsive to its students, Emeritus College kept
records on the participants of its program. A comparison the Emeritus College
students entering the program during Fall ‘95 and Spring ‘96 semesters provided
the following information. Despite a slight decrease in participants’ numbers
during the Spring ‘96 semester, there was a consistent pattern in the different
sociodemographic characteristics of the participants. The majority of the
students who attended the program were women (78.6% in Fall ‘95 and 78% in
Spring of ‘96). The vast majority of the students (94.0% in Fall ‘95 and 94.3%
in Spring ‘96) were 61 years old and older. There was almost a twofold increase
in the number of participants in each age category starting with those 61-65 in
comparison to previous participants. An increase in the number of participants
reached its peak for those 76-80 (25.9% during Fall ‘95 semester and 26.1%
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during Spring ‘96 semester), and then decreased at almost the same rate. There
were 50 people during Fall ‘95 aged 96 and older and 46 people from that age
category during Spring ‘96 (Table 9).
Table 9. Students of Emeritus College by Age,
Fall’95 and Spring’96
Age Categories Fall ‘95 Spring ‘96
-50 52 (2.13%) 55 (2.26%)
51-55 30 (1.23%) 36 (1.48%)
56-60 65 (2.67%) 68 (2.79%)
61-65 137 (5.62%) 142 (5.84%)
66-70 238 (9.76%) 229 (9.42%)
71-75 453 (18.57%) 437(17.98%)
76-80 632 (25.91%) 634 (26.09%)
81-85 416 (17.06%) 431 (17.74%)
86-90 269 (11.03%) 264 (10.86%)
91-95 97 (3.98%) 88 (3.62%)
96+ 50 (2.05%) 46 (1.89%)
Total 2,439 (100.00%) 2,430 (100.00%)
In conjunction with its commitment to economic diversity among
participants, Emeritus College also aimed at reaching out to minorities with little
success. During Spring ‘96 the demographic data collected by the Santa Monica
College was not as accurate as during Fall ‘95 semester, indicated comparison of
the data regarding participants’ ethnic heritage indicated that there was a slight
increase in the number of students from different ethnic minorities. According to
the demographic data, Hispanic students increased from 3.1% to 3.9%,
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112
Asian/Pacific Islanders increased from 2.2% to 2.4%, African-American students
increased from 0.9% to 1.0%, and American Indians remained stable (Table 10).
Table 10. Ethnicity, Fall’95 and Spring'96
Race Fall ‘95 Spring ‘96
White 2,282 (93.56%) 1,068 (43.95%)
Black 22 (0.90%) 24 (0.99%)
American Indian 3 (0.12%) 3 (0.12%)
Asian/Pacific Islander 53 (2.17%) 59 (2.43%)
Hispanic 75 (3.08%) 94 (3.87%)
Other 4 (0.16%) 1,182(48.64%)
Total 2,439 (99.99%) 2,430 (100.00%)
During the comparison of educational characteristics of the students who
attended the program during Fall ‘95 and Spring ‘96, there was a relatively stable
pattern in the educational background of participants. Almost one-third of the
participants (31.7% in Fall ‘95 and 29.3% in Spring ‘96) were high school
graduates without a college degree. One-fourth of the students (26.5% in Fall
‘95 and 28.2% in Spring ‘96 held a college degree (Table 11).
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Table 11. Education o f Emeritus College Students
Level of Education
Fall‘95 Spring ‘96
Non-High School Diploma
387(15.87%) 204 (8.40%)
• Non-graduate/not enrolled in high school
• 383 (15.70%) • 199(8.19%)
• Special advanced admission/High school
student
• 2 (0.08%) • 0 (0.00%)
• Enrolled in Adult Diploma Program • 2 (0.08%) • 5 (0.21%)
High School Graduate Without College
Degree
773 (31.69%) 713 (29.34%)
• High School Diploma
• GED or Certificate of Equivalency
• Certificate of Proficiency
• Foreign Secondary School Diploma
• 712(29.19%)
• 14 (0.57%)
• 3(0.12%)
• 44(1.80%)
• 651 (26.80%)
• 12 (0.48%)
• 5 (0.21%)
• 45 (1.85%)
College Degree
646 (26.49%) 685 (28.19%)
• Associate Degree
• Bachelor Degree
• 139 (5.70%)
• 507 (20.79%)
• 35 (5.56%)
• 550 (22.63%)
Unknown
633 (25.95%) 828 (34.07%)
Total
2,439 (100.00%) 2,430 (100.00%)
More than three-forth (87.2% in Fall '95 and 86.8% in Spring ‘96) of all
students were US citizens, while 3.7% (Fall ‘95) and 4.9% (Spring ‘96) held
Resident Alien Cards. Nevertheless, for 73.6% (Fall ‘95) and 69.8% (Spring
‘96) English was not the first language (Table 12).
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Table 12. Citizenship o f Emeritus College Students
Categories Fall ‘95 Spring ‘96
US Citizens 2,127 (87.21%) 2,110(86.83%)
Residents Alien Card 90 (3.69%) 120 (4.94%)
Temporary Residents Card 2 (0.08%) 3 (0.12%)
Refugee/Asylee 3 (0.12%) 2 (0.08%)
Other Status 11 (0.45%) 10 (0.41%)
Status unknown 206 (8.45%) 185 (7.63%)
Total
2,439 (99.99%) 2, 430 (99.99%)
English as the first language:
Yes: 644 (26.40%)- Fall ‘95; 733 (30.16%)-Spring‘96
No: 1,795 (73.60%)- Fall ‘95; 1,697 (69.84%)- Spring ‘96
Emeritus College offered its courses at different locations within the Santa
Monica Bay area. To evaluate the program’s attempts in its outreach program,
the evaluator became familiar with zoning in the Santa Monica Bay area. A
Preliminary Data Report from the Santa Monica Healthier Community
Assessment provided demographic information concerning the Santa Monica city
and its zip codes. There are five main regions within the Santa Monica Bay area.
Analysis of the demographic data of these regions showed that, despite the fact
that 90401 is the smallest zip code in Santa Monica city, one-quarter of its
population is age 65+. One-fifth of the community’s senior citizens live in the
90402 and 90403 zip codes (18.6% and 18.8% respectively); 15.0% of the
population 65+ lives in the 90404 zip code, with 12.3% in 90405. Of the older
population living in the 90402 zip code, the highest median income area, 22.0%
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live below the poverty level. The 90403 zip code has the highest concentration
of “other” language residents. The highest ratio of ethnic minorities, especially
Latinos, reside in the 90404 zip code. Moreover, this later area was
characterized by the highest concentration of adults with less than ^ grade
education and the lowest percentage of adults with a bachelor’s or advanced
degree (Table 13).
Table 13. Social and Economic Portrait of Santa Monica City
Zip Code Total
Population
65+ Population Median Income # 65+ Below
Poverty Level
90401 4,727 1,164 (24.6%) 25,804 123 (9.5%)
90402 14,762 2,748 (18.6%) 74,323 125 (22.0%)
90403 22,281 4,193 (18.8%) 37,504 301(13.9%)
90404 22,557 3,377(15.0%) 29,017 262 (12.9%)
90405 26,090 3,197(12.3%) 36,764 390 (8.2%)
The Thomas Guide Zip Codes Map was used to analyze places of
residency of the college participants. The data on the participants’ residential
areas showed that there were students from various locations. Forty percent of
the participants who attended the program during Fall ‘95 and 32% of those
attended the program during Spring ‘96 reside within Santa Monica area while
the rest of the participants live in adjacent to the Santa Monica area (Table 14).
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Table 14. Place o f Residency o f Emeritus College Students by Zip Code
Zip Code Fall “95 Spring ‘96
90401 88 (3.61%) 42 (1.73%)
90402 150 (6.15%) 141 (5.80%)
90403 305 (12.51%) 276(11.36%)
90404 228 (9.35%) 144 (5.93%)
90405 209 (8.57%) 166 (6.83%)
90291 53 (2.17%) 54 (2.22%)
90294 0 (0.0%) 2 (0.08%)
90066 149 (6.11%) 122 (5.02%)
90064 79 (3.24%) 66 (2.72%)
90025 128 (5.25%) 107 (4.40%)
90049 177 (7.26%) 157 (6.46%)
90272 151 (6.19%) 144 (5.93%)
Other 722 (29.60%) 1,009 (41.52%)
Total 2,439 (100%) 2,430 (100.00%)
The age and ethnic demographics of Emeritus College had a profound
effect on planning and conducting the program. The administration of Emeritus
College, in collaboration with the Advisory Board, developed an outreach
program. The outreach program offers 52 classes at 22 locations (Fact Sheet
Emeritus College, 1975-1995). There are no classes offered in the 90402
zipcode. Thirty-eight classes were offered in the 90401 zipcode, nine classes in
90404, four classes in 90403, and one class the 90405 zipcode (Tables 15).
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Table 15. Number o f Courses at Different Areas
Zip Code # o f Courses # of Classes
90401 9 38
90402 0 0
90403 2 4
90404 8 9
90405 2 1
The Emeritus College provides classes at five churches/synagogues, two
schools, and six recreational sites (Table 16).
Table 16. Organizational Variety
Location # of Classes Offered
Church* 5
Parks** 21
Schools*** 2
Senior Recreation Centers 5
* Calvary Baptist C hurch (90404)
First United M ethodist Church (90403)
Methodist Episcopal Church (90405)
Sunset Park Christians
** Madison School (90404)
Santa Monica H igh School (90401)
*** Joslyn Park (90401)
Lincoln Park (90401)
M emorial Park (90404)
Virginia Park (90401)
The results of the Confidential Survey show that 54% of the respondents
were 61 years old and older. Thirty percent of the teachers were in the 61 -70
age category; 26% were in the 41-50 age category; and 22% were in the 71-80
age category. Seventy-two percent were female. Eighty-two percent were
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Caucasian; 8% were Asian/Pacific Islanders; 6% were African-Americans; and
the rest were Hispanics (Tables 17-18).
Table 17. Sex by Age of Teacher at SMC Emeritus College
Age Category Male Female Total
21-30 I 1
31-40 1 I
41-50 1 12 1 3
51-60 2 6 8
61-70 3 12 15
71-80 6 5 1 1
81-90 1 1
Total 14 36 50
Table 18. Age of Teachers at Emeritus College, by Ethnicity
Age Cat. White Black Hispanic Asian/Pac Total
21-30 1 I
31-40 1 1
41-50 9 1 1 2 13
51-60 6 1 1 8
61-70 14 1 15
71-80 10 1 1 1
81-90 1 1
Total 41 3 2 4 50
As stated in Emeritus College Schedule of Classes, the college is closed
on Labor Day, Veteran’s Day, and Thanksgiving Day. In addition, the students
were able to celebrate their own religious and ethnic holidays. Some classes
were offered primarily for minority populations. The Body Movement class
(HEALTH E09) was taught in Spanish and used music from South America.
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119
The Changing Culture class (HUMREL) provided an opportunity for Jewish
population to leam Jewish culture and language, and celebrate Jewish holidays.
PS-7. Repetition policy
An interview with the Emeritus College director showed that there was no
written policy about repeating classes that was implemented by the program.
The program allowed students to take the same classes as long as the students
could benefit from the classes. To assure equal access to education, the program
distributed its promotional materials community-wide. Nevertheless, an
opportunity to enroll in classes semester after semester in combination with an
open door registration “policy created a limit to access for some classes for new
students (Long-Term Planning for Emeritus College).
Limited funding did not allow additional classes to be opened; however,
the program tried to solve these problems by offering certain course at different
levels of mastery. There were four courses offered at the beginning,
intermediate, and advanced levels. Included among these courses were
Conditioning Once a Week (HEALTH), Conditioning Twice a Week (HEALTH
E61), Watercolor (ART E22), and Calligraphy (ART E23).
The author decided to conduct quantitative and qualitative analysis of
these classes in order to discover repetition patterns. The issue was further
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clarified by asking the following questions. (1) Of the students attending the
above mentioned classes during Spring ‘96, what was the percentage of re
entering students? (2) How likely were students to attend different classes within
the same course category and were there repetition patterns in attendance? (3)
Was there an excess in students over a maximum seat capacity because of the
repetition rate?
In order to answer these questions, the evaluator compared the lists of
students attending the above mentioned classes during Fall ‘95 and Spring ‘96
(Table 19). Overall, the medium repetition pattern in multilevel classes varied
from 49% in ART E22 to 69% in HEALTH E 61. The number of students re
entering the same class was higher for Health and Conditioningclasses
(HEALTH E 61 and HEALTH E10). Those students who were on waiting lists
were able to enter the classes during the first week of Spring ‘96. In addition,
despite a relatively high repetition rate in classes, the maximum seat capacity
(max) in classes was not reached.
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Table 19. Analysis o f Repetition Rate in Multilevel Classes
Class # of “old”
students*
# o f new
students
Medium % of
“old” students
HEALTH E61
9570 (beginning level)
max = 35
9568 (intermediate level)
max = 35
23 (88.46%)
21+1 (73.33%)
13(11.54%)
8 (26.67%)
68.61%
HEALTH E10
9551 (beginning level)
max = 40
9550 (intermediate level)
max = 40
14 (42.42%)
22 (88.00%)
19 (57.58%)
3 (12.00%)
65.21%
ART E22
9517 (beginning level)
max = 35
9519 (intermediate level)
max = 45
15 (39.47%)
20+3 (57.50%)
23 (60.53%)
17 (42.50%)
48.49%
ART E23
9521 (beginning level)
max = 25
9522 (intermediate level)
max = 25
9523 (advanced level)
max = 25
6(33.33%)
16+2 (66.67%)
14 (73.68%)
12 (66.67%)
9 (33.33%)
5 (26.32%)
57.89%
* For HEALTH E61 (9570), HEALTH E10 (9551), ARTE22 (9517), & ART E23 (9522) “old”
represents a number of students who re-entered at the sam e level they had been the previous semester;
In HEALTH E61 (9568), ART E22 (9519), & ART E23 (9522) the second number in the column
“old” represent students who re-entered from the lower level.
In order to obtain information concerning the possibility of allowing
students to enter different classes within the same course category, the author
decided to compare participants of Conditioning Once a Week (HEALTH E10)
with those in Conditioning Twice a Week (HEALTH E61). The choice of
classes was determined by two factors. First, the literature suggests that older
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adults should attend at least three sessions of physical fitness a week.
Furthermore, this researcher hypothesized that the participants were likely to
attend different classes within the same course category if these classes were
taught by the same instructor. The analysis provided evidence that there was a
pattern of repetition in which students attend different classes within the same
course category. Despite the slight variations in the total numbers o f participants
in each class, the percentage of students entering different classes was lower in
Spring ‘96. During both semesters, the number of students attending different
courses at an intermediate level was higher than the number of students attending
different courses at the beginning level.
Table 20. Attendance of Different Classes Within the Same Course
Category
Classes Fall ‘95 Spring ‘96
(beginning level)
HEALTH E10 - HEALTH E61
(30)-(39)
11 (32.44%)
(33)-(36)
8 (23.23%)
intermediate-advanced
HEALTH El0-HEALTH E61
(31)-(26)
16 (59.08%)
(25)-(30)
13 (47.67%)
There are certain classes within the Emeritus College program that were
considered popular. These classes were usually closed during the first week of
the semester because they had achieved maximum seat capacity. Seven popular
classes were selected and analyzed using the total number of participants as
listed in the last week of the semester, the number of students who attended the
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same class during the next semester, and the number of people on waiting lists
for the corresponding classes. Table 21displays the results of this analysis. The
number of students in most of the classes exceeded the maximum number of
seats in the classes. The repetition rate varied from 8.3% in OCC to 80.0% in
MUSIC E51. On average, half of the students enrolled in the most popular
classes were re-entering students.
Table 21. Repetition Patterns in Popular Classes
Classes Fall ‘95 Spring ‘96 # “old” students # new students
ARTE22 31 29 21(72.4%) 7
(max = 30) (9516) (9520)
ENGL E33 32 43 25 (58.14%) 18
(max = 25) (9526) (9542)
HEALTH E59 41 47 9 (19.15%) 38
(max = 35) (9542) (9564)
HUMDEVE10 12 20 9 (45.00%) 1 1
(max = 35) (9613) (9583)
MUSIC E32 77 74 53 (7.62%) 21
(max = 45) (9588) (9602)
MUSIC E51 32 25 20 (80.00%) 5
(max = 25) (9567) (9605)
OCC E00 26 36 3 (8.33%) 33
(max = 25) (9569) (9606)
Total 251 274 140 (51.09%) 133
max= maximum seat capacity
Analysis of TIMS Reports for Fall ‘95 and Spring ‘96 indicated that the
number of frail students enrolled in classes decreased during Spring ‘96 (Table
22). There was no waiting list or overcrowding in the classes. Since
organizations providing services for frail older adults try to preserve
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confidentiality for their clientele, there was no way to identify a repetition pattern
in classes offered for this population.
Table 22. Attendance of Classes by a Frail Population
Courses Fall Spring
‘95 ‘96
ARTE 14
• HOLEDAYV (max=30) 1 1 18
• KEN EDWARDS (max =30)
24 17
HEALTH E14 (max=30) 26 23
HEALTH E63 (max=25) 30 20
HEALTH E68 (max=45) 45 28
HMC EC E72 (max=25) 12 17
MUSIC E31
• OCEANVIEW (max=25) 35 36
• KEN EDWARDS (max=25) 27 27
MUSIC E32 (max=35) 35 29
Total 245 215
PS-8. Advertising and marketing
During an interview, the program coordinator displayed moderate
knowledge about sociodemographic characteristics of the program’s potential
participants. Information on the demographic data of the community was usually
provided by the City of Santa Monica. On the other hand, this information did
not include sociodemographic differences of the population residing in different
zoning areas.
In addition, the interview showed the role of the Advisory Board in
attempts to maintain and promote the program throughout the community. The
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Community Relations Committee reviewed the promotional materials of the
program, created press release information for the College public information
officer, and suggested ways to improve interaction between the college and the
community to enhance the image of Emeritus College. Nevertheless, the
marketing strategy applied by the program was limited to the distribution of the
college’s catalog community-wide. More than ten thousand copies of the catalog
were mailed to older adults in the Santa Monica Bay area. In addition, 15,000
schedules were distributed throughout neigboring zip code areas. The Emeritus
College did not use flyers or brochures as possible tools of advertising. Neither
did it use local TV or radio stations. Santa Monica College’s newspaper placed
articles about the events at Emeritus College four times a year. On the other
hand, instructors at the Emeritus College created flyers about their classes and
distributed them around the community.
Since the program’s Schedule of Classes catalog was the only promotional
material, serious consideration was given to analyze the catalog for its quality for
marketability. This analysis provided the author with evidence that the catalog
proved an excellent source for marketing the program. It included eligibility
criteria, detailed descriptions of classes, their locations, times, and duration, and
enrollment and registration policies.
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The application of promotional materials by the college’s administration
were reflected by respondents in the Student Course Evaluation Survey
conducted in Winter ‘96. Sixty-one percent of the respondents reported that
they learned about the courses from the school brochure schedule of classes
while one-fourth of the respondents learned about classes from their friends. The
rest of the participants learned about the class from a flyer displayed by the
instructor.
As shown by the interview, there was no approach applied by the program
to evaluate effectiveness of the advertising and marketing strategies. To evaluate
marketability of the program, the author decided to analyze and compare
statistical data on the Emeritus College students attending the program during
Fall ‘95 and Spring ‘96. The primary purpose of the analysis was to determine
whether there was an increase in the number of participants over two semesters,
and whether there were any trends in these characteristics. Nevertheless,
inaccuracy of the statistical data provided by the Santa Monica College did not
allow this researcher to conduct a comprehensive evaluation of the effectiveness
of the program’s marketing campaign. As can be seen from Tables 10-12, a
category of “other” for each characteristic has increased over a semester (296
times for “race” category, 1.3 times for “education," and 1.4 times for “place of
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residency”). As a result, the author analyzed participation rates in connection
with the age of participants (Table 9). As shown by the statistical data, there
was a slight decrease in the number of participants attending the program during
Fall ‘95 and Spring ‘96 (2,439 and 2,430 respectively). Among 34 new students
entering the program during Spring ‘96, almost 45% were from the 81-85 age
category. The second largest group included those people who were not over 65
years of age. Despite the decrease in participation for those 86+ age categories,
almost half of the 43 students who dropped out of the program during Spring
‘96 were in the 71-75 age category (Table 23).
Table 23. Comparison of the Rate of Participation, by Age
Age Category Rate Percentage
-50 +3 +0.12
51-55 +6 +0.25
56-60 +3 +0.12
61-65 +5 +0.21
66-70 -9 -0.37
71-75 -16 -0.66
76-80 +2 +0.08
81-85 +15 +0.62
86-90 -5 -0.21
91-95 -9 -0.37
96+ -4 -0.16
Total -9
1
O
L j
PS-9. Classes are attended primarily bv older adults
A review of the Emeritus College documents (Schedule of Classes,
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History of Emeritus College), showed that the college was created for those who
“retired with honor.” This statement implies that the age range of the
participants might vary according to the age at which one decided to retire. An
analysis of the Santa Monica College Database at Emeritus College shows that
88.4% (2,155) of the students attending the program during Fall ‘95 and 87.6%
(2,129) of the students attending the program during Spring ‘96 were in 66 years
old and over. On the other hand, 3.4% (82) and 3.7% (91) of the students
attending college during Fall ‘95 and Spring ‘96 respectively were less than 55
years old (Table 9).
PS-10. Long-term planning process is a component of a program evaluation
The Long-Term Planning for Emeritus College identified the major
problems of the program, made recommendations for addressing the problems,
and gave advice for the District on long-range trends for the program.
Among the major problems of the program were reflected in the
curriculum concerning the needs of older adults in areas, such as productive use
of time, new career skills, and maintaining independence in later years, lack of
diversity in faculty and students, overcrowded classes, lack of appropriate
facilities, permanent funding for the program, and application of technology and
training in technology for older adults.
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The Advisory Board recommended the following:
1. As financial ability allows, additional courses should be added in new areas;
2. Prevent continuing students from taking the same courses several times by
redesigning the curriculum, and spreading out service across the offerings by
adding new courses as funding permits;
3. Open new facilities at different locations
Each Committee had a comprehensive long-term plan. The Policy
Committee worked on expanding the curriculum. The Fund-Raising Committee’s
long-term plan was oriented toward raising money, applying for grants, and
recognizing educational events. The Membership Committee worked toward
expanding the Advisory Board by involving more representatives from minority
populations. The Community Relations Committee was working toward
overseeing college relations with the community and improving its public image
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CURRICULAR STANDARDS
CS-1 & CS-2. Application of laws and Course approval process
During the interview with the director of the program, she stated that a
course approval process was initiated by a variety of internal and external
factors. Before each semester the Advisory Board went through a course review
process. The Community Relations Committee gathered input about the courses.
The feedback indicated information about courses offered during the last
semester (economically unsound classes) and students’ suggestions about new
courses. All courses offered during the previous semester were categorized and
ranked into the following groups:
(1) courses of the greatest interest;
(2) courses to be tested during the semester;
(3) other ranked courses;
(4) unranked courses.
The Policy Committee discussed the proposed course(s) and advised on
curriculum, including subject areas and individual courses. It took one and a half
years for a course to be approved by the Curricular Committee of Santa Monica
College. According to the Santa Monica College Emeritus College Fact Sheet,
the special curriculum was designated as educational objectives and courses.
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The curriculum covered such aspects as the increasing of social awareness
(interpersonal relationships, current events, art, and music) and personal
awareness (health, aspects of growing older, a challenge and rewards of living
alone):
1. Community Involvement
1) Intergenerational education (Grandparenting and Parenting: Young
Adults)
2) Civic participation (Interpersonal Relationships. Analysis of Current
Events)
2. Creative Expression
1) Fine and applied arts (14 courses)
2) Creative writing (4 courses)
3. Personal and Social Identity
1) Cultural studies (American Socialization. Changing Culture)
2) Literature (8 courses)
3) History and Current Events (Philosophy: Senior Seminars. Analysis of
Current Events):
4. Employment and Training
1) Transition from employment to retirement (Life Review. Implications of
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Aging. Senior Employment Personal Finance);
2) Understanding and using technology (Computer Training. Construction
Technology);
5. Health- Physical and Mental
1) Physical fitness (13 courses);
2) Mental fitness (Stress Reduction for Seniors. Assertive Training);
6. Life Transitions
1) Bereavement (Death and Loss. Widow to Widow Support);
2) Future planning (Personal Finance);
7. Resources and Entitlement
1) Life planning (Life Review);
2) Safety- Personal and community (Mature Driver Improvement Class)
CS-3. Utilization o f multiple resources in curriculum development
During the interview, the director of the program assured the evaluator
that the Emeritus College expanded its program at a rate dependent on available
funding. None of the providers of programs for older adults in the community,
including Emeritus College, had conducted a needs assessment since the mid-
1970s. The program utilized community input and the long-term planning
process for curriculum development.
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Since there was no official way to collect data for curriculum
development, the Community Relations Committee conducted informal survey s
of the students to obtain possible recommendations and suggestions. Collected
information as well as student input concerning the responsiveness of the
program was further discussed by the Advisory Board. In response to the
changing societal trends, the Advisory Board and the program’s administrator
developed long-term planning goals for the program.
Comparison of classes offered during Fall ‘95 and Spring ‘96 showed that
six classes and three sessions were added during the Spring ‘96 semester
because of students' expanding demands. The new classes provided an
opportunity for students to increase their knowledge in Art, Home Economics,
and Human Relationships. Classes in Art and Home Economics were created for
a frail population and offered either at their place of residency or at a day care
center. Classes in Human Relationships allowed students to learn culture,
folklore, and humor from a variety of diverse societies throughout the world.
Additional sessions in Business and Finance were designed at an advanced level
for those attending the lower level at the previous semester. Additional sessions
in Health and Conditioning and English Writing classes were offered as a result
of students’ complains about overcrowding of these classes during Fall ‘95.
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CS-4. Targeting the developmental stages of older adults
An analysis of the Fall ‘95 Schedule of Classes showed that the program’s
curriculum reflected developmental tasks of older adults. It helped to re
establish self-concepts (Creative Aging): accept and adjust to physiological
changes (Implication of Aging) and declining physical health and strength
(Health & Conditioning classes); develop leisure activities (classes in Art.
Literature and Music. Senior Employment Auto Care & Repair. Home Repair
and Installation); adjust to the death of a spouse (Widow to Widow Support):
and accept the potential of one’s own death (Death and Loss).
The Creative Aging class was aimed at showing a huge multiple choice
test provided by life and help people overcome any feelings of inferiority
engendered by our society’s general derogation of age and worship of youth.
The Implications of Aging class familiarized students with the aging
process from a psychological, physiological, and sociological perspectives on
aging. The class benefited the students by providing them with knowledge on
how these issues influenced older adults and by suggesting what better coping
techniques to use.
Students in the Senior Employment classes learned the terminology,
software, and processing possibilities of word processing. At the end of the
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semester, students were supposed to be able to perform the following: recognize
and identify basic terminology of word processing; know keyboard basic
operations; create and revise files; print documents; use specialized functions of
PC-Write; and be able to prepare personal documents to use in a job search.
The Auto Care and Repair class familiarized students with how an
automobile functions and allowed them to gain understanding of safety checks
and emergency procedures. The Home Repair and Installation class instructed
students how to do simple repairs around the house.
The Widow to Widow Support class helped older adults work on resolve
their grief. The Death and Loss class helped older adults learn coping
mechanisms to aid in dealing work the stresses of personal loss.
Classes for frail adults created a stimulating environment and helped
restore natural energy and flexibility. The Arts & Crafts course was designed for
long-term care residents. It emphasized a safe non-judgmental atmosphere
where everyone could create art at his/her own level. Through manipulation, art
materials, and tools students were able to maintain manual dexterity and eye-
hand coordination. Moreover, they used art as a bridge between the self and the
world. Among the objectives of the course were to use art experience as a
source of personal development and enjoyment; to stimulate a sense of
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accomplishment and self-expression; and to retrain muscles used and needed to
create art images.
The Creative Art Course allowed students to experience the satisfaction of
making one’s own creative crafts. One of the objectives of the course was
through the provision of an independent atmosphere that allowed students to
complete a variety of decorative and wearable art.
Classes were designed to meet the learning objectives of multilevels of
students within each session. Calligraphy classes were offered at a beginning,
intermediate, and advanced level. As a student moved toward the more
progressive level, the complexity of techniques and covered material increased.
By the end of the beginning level, students would know and understand the use
of the broad-edged pen; the minuscule letter forms of the historical hand being
taught; the Roman capital construction and proportions; and the usage of color
for writing. The objectives in the intermediate classes focused more on using the
hand in an appropriate way. Moreover, at this level, more time was allocated to
the practical implementation of knowledge. At the end of the advanced level,
students gained enough competence and knowledge to do work that would
benefit themselves, by providing a job for pay.
Conditioning Twice a Week classes were offered at several levels. At the
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beginning level the warm-up was slow and long and the aerobic portion was
slow. At the intermediate/advanced level, the warm-up was faster, the aerobic
portion was longer and the combinations were more complex.
CS-5. Sensitivity to physical and mental ability as well as motivation for
participation
Among 14 courses in Health and Conditioning offered during Fall ‘95,
four were designed especially for frail adults. The underlying philosophy in
Health and Conditioning classes was that even a moderate amount of exercise
could improve the likelihood of a healthy life. The primary objectives ofHealth
& Conditioning courses stated that students would:
1. Learn how to move openly, easily, and freely, releasing tension (Health E09),
2. Learn how to mobilize through their life with more ease, increase their sense
of self-worth and self-esteem, increase the strength of the skeletal muscles
and elasticity of the muscles, achieve better balance, increase muscle mass
(HEALTH E10);
3. Learn how to strengthen all muscles, improve balance and circulation, and
calm of mind (HEALTH E46);
4. Learn to alleviate stress through relaxation techniques, problem-solving, use
of cognitive strategies, and assertiveness techniques (HEALTH E34);
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5. Provide a mild total body workout, have a balanced program that trains
specific muscle groups flexibility, strength, and endurance, become aware of
the total body through relaxation techniques, develop a stronger heart and
lungs for preventing heart disease and diminishing the risk of cancer
(HEALTH E61);
6. Become stronger and more fit, achieve a more vital lifestyle through
becoming more involved in physical activities, toning and conditioning of the
muscle, increasing one’s energy (HEALTH E72).
Comparison of Health and Conditioning courses provided for an active
and a frail population showed that there were slight differences in goals,
objectives of the classes as well as in equipment used in the classes (Table 24).
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Table 24. Comparison of Health and Conditioning Courses Offered for Frail and
Active Adults
Parameter Body Conditioning Body Conditioning Modified
Goals Maintain and improve general
fitness level;
Improve & maintain muscular
flexibility.
Maintain a level of fitness
necessary to preserve range of
motion and strengthen specific
muscle groups to enable students
the ability to maintain daily living
activities
Objectives To provide a mild total body work
out;
To have a balanced program that
trains specific muscle group
flexibility, strength, and endurance;
To allow for individual differences
and let students work at their own
pace;
To help students become aware of
the total body through relaxation
techniques.
To improve general level of
fitness;
To promote a sense of well-being
and body awareness;
To increase and maintain
flexibility, strength and endurance
Equipment Wrist weights and free weights Balls/bean bags sand weights &
bands
Nature Studies classes provide opportunities for interaction with nature
through a tour of gardens (HORT E05) and an opportunity to learn about
selection, care and maintenance of plants (HORT E O I).
Classes in Art and Music provide the chance for creative endeavors.
Among the primary objectives of Art classes were to:
1. Survey the histoiy of art by viewing selections from particular periods of time
develop an appreciation for contemporary art;
2. Discover creativity with guided visualization in art;
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3. Improve one’s sense of well-being by holistically blending mind, body, and
spirit;
4. Learn basic skills in drawing, oil painting, and calligraphy.
Students in Music Performing classes rehears and perform a wide
selection of concert band music (MUSIC E00); perform musical comedy and
sing favorite songs with chorus (MUSIC E03) or vocal (MUSIC E04); learn
notation and playing techniques (MUSIC E02 and MUSIC E51).
Classes in Literature provide students with the possibility to explore a
variety of literature written in their original languages (BILING E01, BILING
E02, BILING E03); and, to discover the words of the greatest dramatic genius of
all times (ENGL E23), of drama (ENGL E2), and of ancient Greece (ENGL
E29). Classes in Philosophy (HUMDEV CE7) allow students to learn about the
development of philosophy.
Results of the Student Survey were used to identify motivation for
participation (see SAS-1).
CS-6. Creating a change in student’s attitude and behavior
A review of the Fall’ 95 Schedule of Classes and o f the electronic file of
course outlines provided evidence that the program’s curriculum promoted
changes in students’ attitudes and behaviors through the curriculum‘s scope and
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sequence. The program offers courses that foster positive changes in attitudes
toward personal aging (Life Review. Implications o f Aging. Autobiography) and
assist in better understanding society (Senior Seminar in Philosophy. Analysis of
the Current Events. Grandparenting and Parenting Young Adults American
Socialization).
The Life Review class allowed students to better understand the past and
to give new meaning to one’s present life. The topics discussed in the class
ranged from childhood memories to the process of achieving maturity, from the
usage of one’s time and dealing with stress to stating a personal philosophy. By
developing trust, intimacy, and friendship in the process, the instructor
encouraged students to share their common experiences with other class
members. Students also were expected to write one or two pages each week,
using outlines and reading their work aloud in class. An instructor evaluated the
class by observing the comfort of students’ participation in discussions and
development of trust in the group.
The Implications of Aging class provided students an opportunity to
become more aware of aging issues and to cope with them. Through lectures
and discussions, the instructor covered such issues as physiological,
psychological, and sociological aspects of aging, stereotypes, age bias, loss and
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change. The instructor evaluated the students by their level of involvement and
personal changes.
Students in the Autobiography class reviewed and integrated how their
experiences shaped their lives. By sharing their memories with other students,
family, and friends, older adults achieved a sense of pride in their
accomplishments. By committing these memories to paper, they preserved their
personal history for generations. By the end of the course, students had written
at least one story or poem that could be published in the Emeritus Chronicles.
The course included autobiographical stories and poetry, technical critiques, and
discussion. The instructor evaluated the class by student attendance,
participation, and written material.
The Senior Seminar in Philosophy was designed to help older adults draw
philosophical connections between ideas, values, and concepts into analysis of
recent social and scientific developments. At the end of the course, students
were expected to exhibit (in conversational format) discovered connections
between perennial philosophical issues and recent social and/or scientific
developments. Although the topics varied from semester to semester, every
course had a similar set of perspectives through which the topics were treated.
These perspectives included historical roots of the issue, classical sources of
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culture, contemporary representatives, and problematic or controversial issues.
There was always a planned lecture for the topics and the perspectives. In
addition, discussions that occurred naturally provided insight on the issue.
Behavior or skill changes, student participation and attendance, and students’
anecdotes were the evaluation methods in the course.
The Analysis of the Current Events course offered open discussions of
important events that occurred at local, state, national, and international levels.
Guest speakers were sometimes invited to interact with the class. Observation of
students’ participation, attendance, and involvement was the primary method of
evaluation.
The Grandoarenting and Parenting Young Adults class was created for the
Spanish-speaking older population who faced intergenerational problems caused
by language barriers and lack of understanding of the American educational
system. The instructor used a short questionnaire on knowledge acquisition and
response to the course as part of the course evaluation.
The American Socialization class allowed older immigrants to learn about
American culture and institutions. The course content included a concept of
culture, the immigrant experience, the language, and acculturation. The
instructor applied a variety of instructional techniques, such as lectures, analysis
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and discussion of selected readings, socio-drama exercises, and role-playing
exercises.
The Emeritus College offered several courses in art (Arts and Crafts),
music (Music Appreciation Modified), and physical fitness (Body Movement-
Modified. Joint Maneuvers. Body Conditioning- Modified. Dealing with Hearing
Impairment) for the frail population.
Arts & Crafts classes allowed students to become inspired and stimulated
through discussions, slides, movies and selected art projects. Music
Appreciation- Modified provided students with an opportunity to explore the
world of music through guided listening, and rhythmic games and movement.
Health and Conditioning classes were designed to improve physical conditions of
older adults.
CS-7 & CS-8. Course outlines.
The review of the electronic file on course outlines showed that the course
outlines included course prerequisite, goals, objectives, content, methodology,
and evaluation. The outlines were updated every semester by the teachers as a
result of a class evaluation. This information was stored in the computer database
and in the teacher’s personal file.
During an interview, the director of the program confirmed that the course
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outlines were reviewed and updated by the instructors before each semester. All
course outlines were kept in an electronic file that is available to the instructors.
The original copies of the course outlines were signed and dated by the program
director and kept in the instructors’ personal files.
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INSTRUCTIONAL STANDARDS
IS-1. Facilitating active participation
The results of the Course Survey showed that instructional techniques
varied according to class content (Table 25). Instructors of the Analysis of
Current Events, the Changing Culture, and the Stress Reduction classes used
lectures and group discussions as the primary instructional techniques. Students
of the Changing Culture, the Life Drawing Studio and Health and Conditioning
classes stated that class demonstrations were very helpful in learning new
material. On the other hand, the results of the survey showed that there was not
enough preference given by the instructors to using of handouts and students'
materials and encouraging working with other students.
Table 25. Instructional Techniques
Technique POLSCI HUMREL ART HEALTH 1 HEALTH2 HEALTH?
Lectures 63% 71% 21% 60% 16% 6%
Handouts &
students
materials
5% 60% 0% 20% 10% 0%
Class
demonstr.
13% 57% 63% 40% 42% 6%
Group
discussion
49% 77% 21% 70% 16% 6%
Student
participation
52% 74% 21% 50% 39% 19%
Working
w/other
students
9% 37% 21% 10% 42% 25%
Workout
(exercise)
5% 0% 16% 10% 87% 81%
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The review of the electronic file on course outlines showed that the
instructor of the Death and Loss class used discussion as a main instructional
technique. Discussions were informal, non-conffontational, and maintained
strict confidentiality. In the class, everyone spoke and treated with respect. The
main guidelines of the class recognized that everyone needed to be spoken to and
treated with respect, and there were assurances of maintaining strict
confidentiality.
The instructor of the Implications of Aging used several techniques, such
as guest presentations, lectures, discussions, reading materials, videos, and group
presentations. The class required participation of all students so that other
students in the class might gain from others’ experience.
In the Personal Finance class, the teacher used lectures, and question and
answer sessions as the method of instruction. In addition, the class explored
several typical scenarios that face seniors when they consider their financial
future.
IS-2. Considering varied learning styles
The results of the Student Course Survey reported that 98 percent of the
respondents were able to see, hear, and understand the instructors. Despite that,
there were several comments on the quality of instruction. Among them,
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suggestions were made to use a microphone and to increase the number of
classes to eliminate overcrowding.
The review o f the electronic data file on course outlines showed that
instructional techniques applied in Emeritus College varied according to the
goals and outcomes each course offered. In the World of Art courses, mini
lectures with visual and audio aids, discussions, and trips to museums were the
most common instructional strategy. In the Arts & Crafts courses, created to
facilitate artistic creativity for older adults, the instructors were more likely to
conduct daily demonstrations, provide individual assistance, and have group
discussions. Moreover, the instructors used audio-visual aids, such as music,
videos, and slides. In addition, students made field trips to museums.
Instructors of Automotive. Computer Training, and Construction
Technology courses encouraged demonstrations and hand-on experience.
Writing, discussions, readings, and role playing were the methods applied
in English-Writing courses.
Instructors of Human Development Human Relations, and Political
Science courses used lectures, discussions, and question and answer sessions,
and case studies.
In order to nurture, revitalize and stimulate writers, the instructors of
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Literature courses encouraged students active participation. Manuscripts were
read aloud and then evaluated by the group with the guidance of the instructor.
As stated in the course outlines, the first consideration was given to whether the
writer had something to say and how well the writer said it. In addition, the
instructor used an exchange of information about new publications while
followed discussions. The instructions of the Literature Around the World class
included reading aloud from classic and modern Yiddish literature, current
Yiddish newspapers, and other sources, discussions on the readings and current
events in the world of Yiddish, and learning Yiddish folk songs. In addition, the
instructor lectured on the history of Yiddish literature and the history of Yiddish
theater and invited guest speakers to participate in class discussions.
Students of Music-Performing courses were involved in activities, such as
playing with concert bands and signing with a vocal ensemble or Gospel
community chorus.
The Conversational English class was created for non-native English
speakers to practice their English skills. An instructor of the class applied drills,
role playing, lectures, and discussions.
IS-3. Providing opportunities for individual growth
A review of the electronic file on course outlines provided evidence that
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students were provided with opportunities for individual growth. The
Autobiography and Life Review classes provided students with an opportunity to
learn from their own experiences, to gain appreciation of their sense of time and
the major events that occurred in their lifetime. The instructors utilized group
discussions, sharing common experiences with each other, and writing life
experiences.
The instructor of the Piano and Music Theory class helped students play
from notes, improve skills, understand style and basic form. The students
participated individually in a workshop format and as part of a group. Because
of mixed levels of students’ skills, there were some students who had no
experience reading music. The instructor invited those in need to come to class
early and focus on reading notes and learning rhythms.
The main goals of Feeling Fit class were to improve students’ physical and
mental health and understand the importance of physical activity in health
maintenance. To achieve these goals, the instructor used lectures, discussions,
and demonstrations.
Instructors of the Arts & Crafts class for long-term residents used a variety
of techniques to help students achieve a sense of aesthetic awareness and
enjoyment. A mini-lecture was accompanied by photographs and examples from
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151
the natural world. A short project demonstration and a chart with step-by-step
instructions were displayed.
IS-4. Incorporating technology
The review of the electronic file on course outlines and the interview with
the program coordinator provided evidence that the majority of teachers
incorporated different electronic devices to provide better understanding of their
subject. Instructors of The World of Art and Arts and Crafts courses
supplemented their classes by music recordings and slides. An instructor in
Skills Review- Conversational English class used a recording to highlight a
correct pronunciation. Instructors in Health & Conditioning incorporated music
into their classes. Teachers in Literature used audio and visual technologies. In
most classes conducted in large classrooms (Political Science, Health &
Conditioning), instructors used chalkboards and microphones to make their
comments more accessible to students.
IS-5. Enhancing competence through effective communication
The review of the electronic course outlines provided evidence that a
majority of instructors applied discussions, debates, drills, role playing, and
question-and-answer sessions.
Certain classes provided information on proper communication with
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family members, people from different cultures, and society. The Interpersonal
Relationship class was aimed at providing older adults with communication
techniques that enabled better relationships with a participant’s family and
society. Through discussions, communication exercises, and role playing, the
instructor intended to teach students about active listening, formulating complete
messages, and sending complete messages. Students in the Assertiveness
Training class learned to cope effectively with people and everyday situations in
life through discussions, case studies, and role playing. Students of the
Grandparenting & Parenting Young Adults class, primarily of Spanish origin,
learned how to build self-esteem and gain better understanding of their
grandchildren by listening to lectures, participating in discussions, and writing
personal narratives. Students of the Changing Culture class attained greater
knowledge and understanding of their historical legacy through team research
assignments and presentations, discussions, lectures, question and answer
sessions, and theater parties.
Although students did not participate in planning the classes, they were
actively involved into selecting types of projects they wanted to participate in.
Arts and Crafts classes facilitated artistic creativity for older adults through the
projects chosen by the participants. Students in the Writing Workshop
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153
produced the Emeritus College Newsletter at the end of the semester. Students
in the Autobiography class reviewed and integrated the experiences that shaped
their lives. At the end of the semester, they published their records in the
Emeritus Chronicles.
IS-6. Providing an adequate learning environment
A survey of the participants and faculty members in 1992 reported the
following results. The majority of the participants found classrooms easily
accessible. One hundred twenty-eight respondents agreed that physical
arrangements of the classrooms (lighting, seating, view of chalkboard) were
convenient for seeing and hearing. One hundred thirty-two participants replied
that the classes were usually convenient for them. Ninety-eight students
answered that classes were not too crowded. One hundred eighty students did
not have any trouble getting to class because of problems with transportation.
Only 34 students used the bus while 139 had private cars. Overall, the
participants agreed that the Third Street location was convenient for registration
(134), classes (139), information on senior services (114), and socialization
before and after classes (94). One hundred eighteen participants replied that
their health had seldom interfered with their usual class activities during the last
year.
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154
STUDENT ASSESSMENT STANDARDS
SAS-1. Initial assessment
Students’ Course Survey found the following information concerning
objectives for taking classes.
• 96% of the students in the Analysis of Current Events class, 86% of the
Changing Culture class, and 60% of the Stress Reduction class wanted to
become better informed.
• 84% of the Analysis of Current Events class wanted to gain better
understanding of current community and political issues.
• 40% of the students in the Changing Culture class and 30% of the students in
the Stress Reduction class wanted to meet new people.
• 58% of the students in the Life Drawing Studio class wanted to learn skills
for hobbies.
• 89% of the students in a variety of Health & Conditioning classes wanted to
improve their health conditions.
• 50% of the Stress Reduction class and 17% of the Changing Culture class
wanted to improve their family life.
Moreover, there were some “other” reasons for taking classes, such as:
students in the Changing Culture class wanted to learn language and culture; to
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155
enjoy; to develop a Jewish identity; “Yiddish was ray first language but I did not
recall much”; to become more familiar with Jewish traditions and culture; to hear
and practice the Yiddish language; “to keep my cultural heritage alive“; to learn
about cultural aspects. Students in the Life Drawing Studio wanted to perfect
skills; therapy; pleasure; “love life drawing- good for emotional health“; “to
sharpen my life drawing skills“; to become a better artist; to continue learning
after retirement. Students in the Conditioning Twice a Week wanted to live
longer; exercise (2); to become more active; to become stronger; to increase
pulmonary functioning.
The interview with instructors of the Health and Conditioning courses
showed that the initial assessment took a form of visual assessment on muscle
tone and lean body mass. In addition, an instructor interviewed students on the
regular application of exercise, frequency, and duration of exercise. Besides, the
majority of instructors required potential students to check with their doctors
before taking the class. Nevertheless, there was no requirement to submit a
physician’s written recommendation for enrollment in a class with exception of
procedures applied in classes for frail adults. On the other hand, there were
certain requirements for the frail population when enrolling in classes. These
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156
requirements included recommendations from their caregivers and written
approval from a doctor.
None of the instructors in Health and Conditioning classes applied a health
assessment form as an initial screening of students’ physical conditions. Familiar
with the Physical Activity Readiness Questionnaire instructors agreed that
application of this form could be very useful for them since it was hard for the
instructor to remember health conditioning of all the students attending the class.
The instructors saw the benefits of the form for both students and instructors.
The instructors agreed that this information would allow them to leam about
students’ limitations that, in turn, could be helpful in planning activities.
SAS-2. Determination of students’ progress
The majority of the teachers used students' participation and understanding
of the main concepts of the class as a way of formative evaluation.
The instructors of Health and Conditioning classes used changes in the
general parameters of the cardiovascular system (pulse rate) and the
musculoskeletal system as the criteria for students’ progress evaluation. The
instructors did not keep records about their students’ progress, as was suggested
by the Model Program Standards for Older Adults (1994). However, almost all
instructors agreed that such records would benefit to the students. Moreover,
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157
the instructors suggested that it would be beneficiary for the participants to keep
their own records. It would be a motivating incentive to work and come to class
consistently.
SAS-3. Final assessment
The Course Survey asked students about the objectives for taking the
courses and whether their objectives were met. Six classes participated in the
survey with a total of 223 participants. There were different objectives for
taking the courses. Regarding the meeting objectives, the survey reported the
following results:
• 86% of the Analysis of Current Events. 74% of the Changing Culture, and
60% of Street Reduction classes became better informed;
• 51 % of the Changing Culture and 20% of the Stress Reduction classes were
able to met new people;
• 3% learned skills for a new job;
• 42% of the Life Drawing Studio and 13% o f the Joint Maneuvers classes
learned skills for hobbies;
• 74% of the variety of Health and Conditioning classes improved their health
conditions;
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158
• 71 % of the Analysis of Current Events class and 26% of the Changing
Culture class were able to better understand community & political issues;
• 50% of the Stress Reduction class and 17% of the Changing Culture class
improved their family life.
Table 26. Meeting the Educational Needs of Older Adults
Class POLSCI HUM 1REL ART HEALTH 1 HEALTH2 HEALTH3
Objectives Orig Met Orig Met Orig Met Orig Met Orig Met Orig Met
Become
better
informed
96% 86% 86% 74% 37% 47% 60% 60% 26% 26% 13% 13%
Meet new
people
8% 13% 40% 51% 16% 16% 30% 20% 23% 19% 19% 13%
Leam skills
for a new
job
2% 3% 0% 6% 0% 0% 0% 0% 0% 7% 0% 0%
Leam skills
for hobbies
2% 5% 6% 9% 63% 42% 0% 0% 7% 13% 6% 0%
Improve
health
conditions
4% 5% 3% 6% 11% 11% 80% 60% 94% 87% 100
%
75%
Better
understand
community
& political
issues
84% 71% 17% 26% 0% 0% 0% 0% 3% 7% 0%
Improve
family life
4% 5% 17% 17% 0% 0% 50% 40% 7% 19% 6%
The instructors of the classes offered at an advanced level stated that there
were several criteria for moving into an advanced level. The criteria included (1)
a student’ s initiative; (2) improved physical conditions and the general
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159
parameters of the cardiovascular system (pulse rate)— for Health and
Conditioning classes; (3) knowledge of the basic techniques and ability to use
them. An electronic data file on participants indicated that several students who
attended the beginning level in Fall ‘95 and entered at an advanced level in
Spring ‘96, have moved back to the beginning level. A telephone interview with
the teachers showed that these students have moved to the previous level
because of their inability to keep pace with the class at the advanced level.
The review of the electronic file on course outlines showed that instructors
did not apply any written evaluation of the classes. The main techniques for
evaluation included observations of the participants’ participation, completing
the projects, and peer appraisal. Administration of the Emeritus College
evaluates its students’ degree of satisfaction by conducting informal interviews.
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CHAPTER V
DISCUSSIONS AND IMPLICATIONS
This chapter consists of three parts. It begins with a discussion of findings
and implications for the Emeritus College’s program. The second part deals with
a discussion of the instrument utilized in the study. The last part discusses
implications of this study for adult education.
Discussion and Implications of the Results of Evaluation.
The results of the evaluation of the Emeritus College show that the
program has met 96 percent of the state-created standards.
Program Standards.
The analysis of the data collected indicates that the Emeritus College
meets nine out of ten Program Standards.
Created more than twenty years ago, the program serves both frail and
active older population to help them fulfill their educational needs. Targeting
older adults primarily, the program is designed to minimize possible obstacles to
education that older people may experience (Flynn, 1986; Peterson, 1986; Cross,
1982). The Emeritus College offers free classes at various locations, eliminating
possible barriers related to cost and lack of transportation. Moreover, the
classes are offered mainly during morning hours with a duration of one to two
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1 6 1
hours. A vast variety of classes and community-wide distribution of the
program’s catalog decrease problems such as the availability of courses or the
lack of information about the program. In addition, this advertising approach as
well as enrollment and registration procedures allow the program to ensure
fairness, equity, and equal access to education for older adults. This design
allows to reduce some situational and instructional barriers, such as cost, lack of
transportation, schedule of classes, inadequate advertising of the program, and
complexity of registration and enrollment procedures.
The Emeritus College is one of eight programs in Santa Monica providing
educational opportunities for the older residents. At the regular meeting,
administrators of programs for older adults share their resources and
experiences. As a result of the collaborative efforts with other organizations, the
Emeritus College was able to offer courses at different locations within Santa
Monica city. On the other hand, the results of the research showed that only 4.5
percent of the fifty-five year old and over population in the community was
involved in the program. These numbers evoked a concern about the needs and
desires of the remaining 20,651 people. However, there was no survey of needs
in the community to determine what, if any, educational needs are still unmet. In
addition, the evaluator was not able to locate any reports on the number and
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162
percentage of the older residents the alternative organizations served. It could be
even more beneficial for the population, if a detailed analysis of the population
served, classes offered, and objectives stated by these programs would be also
conducted.
While the Emeritus College reflects the socioeconomic diversity of the
community, there are additional options that can be considered to fulfill the
objectives the program holds. Despite the programs efforts to reach minorities,
there is no significant increase in the number of these groups. The program
could match its offerings at various locations with sociodemographic
characteristics of the residents in each zone of the target area. The program
coordinators could consider the ethnic mix of the population as one of the main
factors in deciding what courses to offer. Geographic distribution of different
ethnic groups community-wide and knowledge about their characteristics
customs and traditions could become a baseline for developing of several
courses. Santa Monica College could be a source to reach older minority people
through the former SMC students. In addition, an intergenerational program
could be developed to fulfill certain educational needs of older immigrants and to
reach those older adults who are lonely or isolated.
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A relatively stable level of participation during Fall ‘95 and Spring ‘96
semesters indicated that there is an interest in the program from the target
population. Nevertheless, since Santa Monica College does not have a specialist
working with statistical data of the Emeritus College, there is no way to find out
information or keep track of the students enrolled in the program. This fact
makes it more difficult to determine the enrollment pattern of the participants on
the percentage of new students enrolled each semester. According to the Santa
Monica College statistical report, the number of the students at Emeritus College
has leveled off during the last few semesters.
Although the Emeritus College met the CAEAC standard on advertising
and marketing, the enrollment data revealed that there were no significant
increases in participants. Therefore, development of a comprehensive market
survey instrument would be beneficial for the program. The Emeritus College
does not use all its resources for advertising and marketing. A low level of
advertising the program in the Santa Monica College newspaper implies that
there is no recognition of the program among the Santa Monica College students,
who could be used as additional means of promoting the program by teUing their
parents and relatives. Another area that the program may consider is the
establishment of cooperative relationships with the local business and the
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marketing community. It would be advisable to create posters, which could be
displayed at strategic locations throughout the community, especially at those
places where the older population is more likely to attend. Careful analysis of
the Santa Monica area and its geographic location of churches, parks, medical
and legal offices, and supermarkets can help indicate additional locations for
courses.
Although the instructors of the Emeritus College meet state and local
qualification requirements, almost half of them do not have any formal education
in aging. Despite the fact that formal education in aging among adult educators
could be beneficial for both instructors and students, there was no evidence that
the instructors of Emeritus College were willing to come back to formal
education for themselves. On the other hand, the survey showed that the
teachers were willing to expand their knowledge in several areas on aging,
including biological, sociological, economic, and political aspects of aging. A
thoroughly developed plan for staff development would be helpful for program
operation.
Curricular Standards.
The analysis of the data collected indicates that the Emeritus College met
all Curricular Standards established by the California Task Force.
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The program meets all requirements of the state and local approval
process. The program was able to expand the range of courses so that there has
been a dramatic increase in different categories and topic areas. The curriculum
targets all developmental stages of older adults which exceeds the national data
on courses offered for older adults (Ventura-Merkel & Docette, 1993). The
broad number of courses includes those that offer successful coping with pre
retirement, coping with decreased income and physiological declines. Moreover,
the curriculum of the program reflects sensitivity to the variety of physical and
mental abilities of older students through the scope and sequence of courses
offered for both populations. A variety of classes are designed to promote
changes in attitude toward personal aging and better understanding of society.
Classes for the fail population are intended to foster autonomous behavior of the
students consistent with findings of Harlan, 1990.
The program’s curriculum development efforts are narrowed to students’
requests. As a result, the college created additional classes for both active and
frail adults so that these two groups could improve their skills. On the other
hand, utilization of additional sources in curriculum development would give
another perspective on possible needs and desires of the population and increase
the number of the participants. For example, developing relationships with other
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colleges through the Internet would give some additional ideas on curriculum
development.
Instructional Standards.
The analysis of the data collected indicates that the Emeritus College met
all Instructional Standards established by the CAEAC.
Accessibility of classes as well as the physical environment of the classes
provides an adequate climate for studying which is consistent with the national
data (Ventura-Merkel & Docette, 1993). The instructors are sensitive to
physical decrements of the students and try to accommodate the changes with the
techniques they use. Through the application of the students’ experience and
exploration of personal values and needs, instructors provide older adults with
opportunities to enhance their personal growth. The program incorporates audio
visual technologies in classroom instruction.
Student Assessment Standards.
The analysis of the data collected indicates that the Emeritus College
meets all the standards of student assessment established by the California Task
Force.
The program uses several techniques in its initial student assessment.
Active older adults voluntarily enroll classes that they think can fulfill their
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educational needs. Interviews with the instructors show that they (instructors)
consider possession of the basic knowledge of a beginning level course and
ability to apply this knowledge to be one of the main criteria for enrollment into
advanced level classes.
Both the Model Program Standards for Older Adults (1994) and the
American College of Sports Medicine recommend use of a health assessment
form for an initial screening of health and fitness classes participants. Familiar
with the American College of Sport Medicine Guidelines, instructors ofHealth
and Conditioning classes agreed with the necessity of incorporating the form into
their classes. In addition, several instructors suggested some modifications of
the form, such as including a physician’s name and phone number.
Although there is no written formative (on-going) evaluation in the
college, the instructors use strategies, such as students’ participation and
involvement in classes’ activities as a baseline measure. The summative
evaluation conducted by the program is informal in character and includes
student suggestions on possible class’ improvement. Nevertheless, the result of
the Course Survey indicated that the program has met almost all objectives stated
by the students before the enrolling a class.
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Discussion and Implications of the Evaluation Instrument
In addition to its primary purpose of guiding the implementation of a new
educational program for older adults, the Model Program Standards for Older
Adults can also be used as the basis for evaluating an existing program. Drawn
from the current literature on adult education, this document provides detailed
descriptions of an effective educational program’s main components (e.g., its
content, instructors, students, and learning environment). In addition, it
accentuates sensitivity o f a program to socioeconomic diversity of the
community. Because of these features, the document can be used for evaluation
of a program.
Nevertheless, there were some difficulties in application of the document
as the criteria for evaluation. The first obstacle ties in the fact that some
standards were narrowed to one-three general statements. As a consequence,
most of the standards can have different interpretations that, in turn, can lead to
contradicting outcomes of an evaluation. The same pattern can be noted in the
subsections on “possible applications” of a standard which were mainly limited
to arts and crafts and health education classes. Replacing the above-mentioned
subsections by a more detailed description of the standards would be more
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169
beneficial for both evaluators and those who want to establish an educational
program for older adults.
The Model Program Standards for Older Adults (1994) not only
encourages an adequate provision of educational opportunities for both an active
and frail older population but also provides a valuable definition of these groups.
Indeed, the definition of a frail population goes beyond those provided by the
literature. As a result, it calls forth a new view on this population and provides
opportunities to increase the quality and variety of services offered. The
provision of this more detailed definition would imply equal emphasis on both
groups throughout the document. Nevertheless, the document mainly
emphasizes active older population. More consideration should be given to
categorizing the needs of the frail population and possible educational activities.
The suggested activities for this population are limited to arts and crafts, music,
and health education classes, which some researchers call therapeutic education
(Segal, 1991; Burgess, 1990; Haralan, 1990; James, 1989).
Although the researcher found all standards valuable, some of the
standards imposed certain problems during the evaluation.
PS-3. Collaboration and coordination: Neither the document nor the literature put
much emphasis on the types of relationships that are considered collaborative nor
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give suggestions for the measurement of collaborative efforts. Several questions
were raised by the author during implementation of this standard. Should there
be a written agreement between collaborating agencies? Is there accountability
in a verbal agreement between the collaborating organizations? Should the main
emphasis be put mainly on nonduplication of classes offered at different settings
within the community?
PS-4. Voluntary enrollment and participation: Despite its emphasis on voluntary
enrollment and participation of active older adults in educational activities, the
document does not clarify this statement. As a result, several questions were
raised during the evaluation. Are voluntary enrollment and participation different
for an active and a frail population? What criteria should we apply to verify the
application of the voluntary principle in adult education? Is statistical
comparison of enrolled and withdrawn students an adequate way of judging
application of voluntary enrollment in a program?
PS-5. Qualified faculty: While emphasizing a need for “qualified faculty,” the
standard does not define “qualified faculty.” In addition, there are no
suggestions regarding educational background and experience of instructors
working with the frail population.
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PS-7. Repetition policy: Application of repetition policy in education for older
adults found no support from the research literature. The document advocates
repetition policy to provide fairness, equity and equal opportunity in education.
Difficulties in application of this standard can be conveyed in the following
questions:
(1) Since education of older adults is different from education of younger
generations, should we apply the same criteria to regulate older adult
education?
(2) Should we prohibit the repetition of courses by older adults? What will
the possible consequences be? Why do students repeat the same course
during several semesters? Is there a connection between coping with
developmental tasks of older adults and repetition patterns in adults'
education?
(3) Should we consider coping with the physiological and/or psychological
decrements of older adults as one of the reasons accompanying
repetition patterns in education?
(4) Should we limit a repetition pattern to a certain number? What
justification can we use to determine this number? How can we
measure the finite benefit o f Widow-to-Widow Support or Death and
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Loss classes to a woman who just lost her spouse? What number of
times should we limit a widow from re-entering this class?
(5) What can be done to allow older adults to reenter the same class during
several semesters and, at the same time, to provide an opportunity for
new people to enroll in the classes?
(6) Should we apply a repetition policy in the education of a frail
population?
(7) Is the implementation of a repetition policy the only means to assure
equal opportunity in education for older adults? Is geographic
distribution of advertising material a measure of fairness and equality in
adult education?
PS-8. Advertising and marketing: The statement on advertising and marketing of
an educational program is narrowed to the promotional material. Additional
information on acquiring knowledge about potential participants and promotional
campaigns would be helpful for both the evaluation and a program’s
implementation (Caffarella, 1994).
SAS-1. Initial assessment: The document provides a detailed information on the
initial assessment. Nevertheless, a clearer statement on the enrollment of the
frail population would eliminate possible controversies in application of this
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standard. In addition, more emphasis on the application of a health assessment
form would be beneficial to both an organization and its participants. The
evaluator would recommend providing a copy of the most recent revised form of
the self-administered questionnaire be provided (Physical Activity Readiness
Questionnaire- rPARQ).
SAS-2. On-going evaluation & SAS 3. Final evaluation: There is a need for a
more detailed discussion o f both the formative and summative approaches to
evaluation. The document should provide the user with different approaches
and methods for evaluation. Moreover, it should stress methods in evaluating a
program itself, the instructors, and older learners’ performance, competency, and
satisfaction.
Implications of Study.
The study findings imply that there is the possibility for a systematic way
to evaluate educational programs offered for older adults. Further modification
of the Model Program Standards for Older Adults (1994) can create a valuable
tool for such an evaluation. There are several advantages in applying the
document for program evaluation. One of the advantages is that it provides
detailed descriptions of the main components of an educational program for older
adults, which, in turn, allows an evaluator to concentrate on these components.
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Another advantage is that the document calls for site visitations, which provides
an opportunity to combine different evaluation approaches.
On the other hand, the application of the Model Program Standards for
Older Adults as a tool for evaluation requires several months. In addition, the
document implies that possible evaluators should be those with a strong
background in both adult education and gerontology.
This study implies that there is a need for further research on evaluation of
educational programs for older adults to improve the quality of existing
programs.
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183
APPENDIX A
CONFIDENTIAL SURVEY
Section A: Please Tell Us About Your Educational Background
1. Which degree have you completed? (Mark and complete all that apply.)
Associate Date:
Major:
BA/BS Date:
Major:
MA/MS Date:
Major:
Ph.D. Date:
Major:
2. What formal education do you have in aging?
^ None
T Courses:______________________________________________________
L Credentials:____________________________________________________
B. Please Tell Us About Your Job
3. Why did you begin to work in the field of aging?
□ Have experience in aging within my selected discipline
I Interested in older people
T For employment reason
1 Only job available at the time or closest job to home
I Just chance
I Other
4. Which of the following were requirements for obtaining your current job?
T High School Diploma □ BA/BS
C Associate Degree □ MA/MS
□ Other credentials (please list)_____________________________________
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184
5. Which of the following were requirements for obtaining your current job?
□ Gerontology
□ Gerontology training but not a credential
□ Teaching older adults experience
□ Working with older adults other than teaching (how many years?)
6. O f the areas listed below, which areas influence your daily work activities?
(List them in order)
Seminars/workshops within the field of my study.
Changing demographic characteristics of local service area and their
implications.
Aging policies, legislation, and administrative regulation.
The local health, economic, and social service delivery systems and means of
accessing them.
Available and potential community resources and funding sources.
How ethnicity, race, and nationality affect the need for services.
Normal changes in aging and family interactions.
The effect of illness, finances, and family status on the health, mental health,
economic and social services.
Alternative approaches to meeting the health, mental health, economic, and
social services.
Printed materials, journals, and/or data sources on aging, and ways to access
them.
Normal aging, disease related changes, and appropriate interventions.
Ranges of normal functional status of older persons and measures of
functional status.
Modifications in interpersonal and group communication techniques.
Section C. Please Tell Us About Yourself.
7. Field Specialty
□ Fine/Applied Arts □ Hum Dev/Relations I Music
C Health 2 Lit/Engl
8. List professional journals, magazines, or newsletters that you read regularly
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185
9. What age bracket are you in?
□ 20-30 2 41-50 2 61-70
□ 31-40 2 51-60 2 71-80
10. What is your gender?
□ Female 2 Male
11. What is your ethnicity?
□ Native American
2 Black, Non-Hispanic
2 Hispanic
12. Additional comments:
2 Asian/Pacific Islander
2 Filipino
2 White, Non-Hispanic
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186
APPENDIX B
COURSE SURVEY
Your Instructor’s Nam e__________________________________
Course Title:___________________________________________
Your Name (Confidential & Optional):______________________
Thank you for providing us with feedback. It is one way to assess the course
content to determine what we are doing right and what needs improvement. We
appreciate your participation.
I. What were your reasons or objectives in taking this course?
Not important Very important
G To become better informed I______________2___________3
G To meet new people 1______________2___________3
G To learn skills for a new job 1 ______________2___________3
G To learn skills for a hobby 1 ______________2___________3
G To improve health conditions 1 ______________2___________3
G To better understand community 1 ______________2___________3
& political issues
G To improve family life 1 ______________2___________3
G Other (Specify)
2. How well were these objectives Failed Met all
met? to meet objectives
G To become better informed 1 ______________2___________3
G To meet new people 1 ______________2___________3
G To learn skills for a new job 1 ______________2___________3
G To learn skills for a hobby 1______________2___________3
□ To improve health conditions 1 ______________2___________3
G To better understand community 1______________2___________3
& political issues
G To improve family life 1______________2___________3
G Other 1 2___________3
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187
3. How well did the instructor meet these expectations?
Weak Average Strong
•
Was knowledgeable of subject area? 1
2
3
•
Conducted Class in an enthusiastic 1 2 3
manner?
•
Gave clear instructions? 1 2 3
•
Responded openly to students I
2
3
questions & concerns?
•
Explained the learning objectives 1
2
3
for the course?
•
Began & ended class on time? 1 2 3
4. What about the course was or was not valuable to you?
Least Valuable Most Valuable
•
Lectures 1 2 3
•
Handouts & student material 1 2 3
•
Class demonstrations 1 2 3
•
Student participation I 2 3
•
Working with other students 1 2 3
•
Workout (exercise) 1 2 3
Considering your answers for # 4, how would you improve the class?
5. Could you hear the instructor? I] Yes ... No
If “No,” please explain_________________________________
Could you see the instructor? I Yes No
If “ "No,” please explain_________________________________
Could you understand the instructor? □ Yes ~ 1 No
If “No,” please explain_________________________________
Do you have any suggestions for improvement of the delivery of the instructions?
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188
6. Rate the course on an overall basis. Poor Average Excellent
I 2 3
7. How did you hear about this course?
□ School brochure schedule of classes
□ Newspaper announcement________________________
□ Flyer (Where did you see it?)______________________
C Friend or word of mouth
I Other (Specify)_________________________________
8. What other related courses would you like to see offered in the future?
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Abstract (if available)
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Asset Metadata
Creator
Yegorova, Inna
(author)
Core Title
Evaluation of Emeritus College
School
Leonard Davis School of Gerontology
Degree
Master of Science
Degree Program
Gerontology
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
education, adult and continuing,Gerontology,OAI-PMH Harvest
Language
English
Contributor
Digitized by ProQuest
(provenance)
Advisor
Peterson, David (
committee chair
), Wendt, Pamela (
committee member
)
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c16-6920
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UC11342326
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1381612.pdf (filename),usctheses-c16-6920 (legacy record id)
Legacy Identifier
1381612.pdf
Dmrecord
6920
Document Type
Thesis
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Yegorova, Inna
Type
texts
Source
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(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...
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Tags
education, adult and continuing