1 Page of 5 SP M 458 Physical Dimensions of Aging Syllabus-Fall 2015

Course Instructor Eryn Murphy, MS, CSCS Office AC 212 New Mexico State University Office Hours MW, 830-10am or by appointment Tel. 575-646-5837 E-mail [email protected] [preferred method for quickest response] Class meetings: Online

INTRODUCTION

Objectives  The students will enhance their foundational knowledge with regard to general concepts that are important to consider when engaging with older adults in the medical, wellness and/or rehabilitative settings. These include but are not necessarily limited to an understanding of the demographics of an aging society, the special communication needs of the older adult patient, values and quality of life issues in older adults, the physiology of aging, aging and pharmacology,  Each student will execute a project of his/her own choosing that will allow him/her to explore one or more issues regarding therapeutic interventions for older adults. In the SP M 458 experience, the students will make a poster presentation at a SP M 458/558 Aging Conference that will be held prior to finals week. Presentations will be given Friday, 12/4 from 1:30-2:30pm, room AC 201. A more detailed discussion of the expectations will be provided in a separate document. Please make every effort to attend this one course meeting. If you are absolutely unable to attend because of significant conflicts (for example, you live in Europe) please contact the course instructor immediately as other arrangements will be made to assist you in completing the project requirements.

Approach This course is a 16-week course that will involve seven (7) 2-week modules, each of which include a pre- recorded PowerPoint lecture, an online quiz, and a homework and/or discussion board assignment. All materials for this course are available on the Canvas course management website pages for SP M 458.

Homework assignments and online quizzes are usually taken/submitted during the second week of each 2-week module. Discussion boards are also open during the second week of a module in which they are assigned. The exact dates will be provided in a course calendar.

 Module Lectures and Readings. The PowerPoint presentations and readings for each module are posted on Canvas. The presentations are large files as they were created in PowerPoint. They have been saved as PowerPoint 2003 for your convenience as many students may not have later versions. The presentations vary in length, with some being well over an hour. It is recommended that students set aside at least 2 evenings or viewing sessions and not expect to listen to the entirety of each lecture all in one sitting. In most cases the lectures include information from the reading and also parallel a chapter or chapters from the recommended text (listed below). They may; however, also include information from other sources that enhance the presentation. Students may find the textbook to be a useful resource, but it is not required insofar as quizzes and assignment will be such that students can demonstrate reasonable mastery of the information from the lectures and readings available online. It is up to the student as to whether he/she wishes to purchase the text (but you definitely do not need it to do reasonably well in the class). 2  Module Quizzes. Each Module includes an online quiz of material taken from the lecture and the reading for that module. The quiz will be available during the second week of the module, only. The quizzes are open on Monday morning at 6am and are due no later than Thursday night at 11:59pm. The only exception is the Module 7 quiz which is due on Wednesday night of Finals week, and will open the preceding Saturday morning. The quizzes are available under the assessment section of the Canvas web site for the class. The quiz will be objective and designed to ensure that the student views the material for comprehension. Each quiz will have roughly 10 questions and students will have a limited time frame in which to take the quiz (generally 2-3min per question or 25mins). This will ensure that the student views material before attempting the quiz and that during the quiz the student can quickly look for answers in their materials if he/she wishes, but will benefit from knowing where to look. Each Quiz is worth ROUGHLY 5% of the course as the overall accounts for 30% of the course grade. Please be aware, that the quizzes are designed with the thinking that you WILL USE NOTES and the PowerPoints during the quiz.

o WHEN TAKING QUIZZES IT IS VERY IMPORTANT THAT IF YOU ARE GOING TO HAVE YOUR POWERPOINT OPEN, THAT YOU ARE VIEWING THE SLIDES FROM A POWERPOINT FILE AND NOT VIEWING IT SIMPLY FROM THE CANVAS SITE. IF YOU NAVIGATE AWAY FROM YOUR QUIZ WINDOW YOU MAY GET LOCKED OUT OF YOUR QUIZ. IT IS OK TO SWITCH BACK AND FORTH BETWEEN THE QUIZ AND POWERPOPINT, BUT YOU SHOULD NOT…I STRESS SHOULD NOT….NAVIGATE AWAY FROM YOUR QUIZ IN YOUR WEB BROWSER!!!!! IF YOU ARE UNSURE WHAT I MEAN BY THIS PLEASE CALL OR ASK FOR MORE CLARIFICATION.

 Module Assignments and Discussions. Most modules typically include a written homework assignment that is to be turned in by the end of the module, and there is frequently a discussion board activity that requires students to make entries and comments during the second week of the module. The entries into the discussion boards can be made at any time from Sunday-Friday during the second week of the module; however in order for a true “discussion”, students are asked to make initial comments early in the week (usually Tuesday) and then add to discussion threads thereafter. More detail on expectations of discussion board participation can be located in the documents under “Instructions for Discussion Board Activities.” Each assignment accounts for ROUGHLY 5% of the grade for the course AS THE ASSIGNMENT AVERAGE ACCOUNTS FOR 30% OF THE COURSE GRADE. The discussion boards comprise 20% of the overall course grade.

. There will definitely be no assignment for Module 7 . There will definitely be no discussion for Module 7.

 Course Project. Each student will complete a semester long project that addresses an important topic in the field of gerontology. For the undergraduate (SP M 458) experience, the requirement for the project involves a poster presentation and a summary paper regarding the poster. For any graduate students enrolling in the course, the assignment will involve the above as well as an additional assignment to be negotiated on an individual basis. THE PROJECT ACCOUNTS FOR 20% OF THE COURSE GRADE.

TOPICAL OUTLINE/ GENERAL OBJECTIVES

Module 1: Demographics of Aging/Theories of Aging. In this module students will discuss the impact of an aging society on the demands of the older adult, the family, the practitioner and society. Trends in the demographics of aging will be discussed, and we will discuss the U.S. public health agenda for the older adult population. 3 Page of 5 Module 2: Communicating with the Older Adult. In this module students will learn about age- related losses in hearing, vision, and speech, and will be provided with current recommendations for optimizing communication with older adults. Module 3: Values and Quality of Life. In this module, much of the focus will be on emotional well-being of older adults and the prevalence, symptoms and treatment of depression. In addition, there will be some discussion of end of life issues as they pertain to optimizing quality of life for older adults as they near the end of life. Module 4: Physiology of Aging I. In this module students will be introduced to age-related changes in human physiological systems. In these discussions we will make a distinction between the impact of age versus the impact of injury/disease. The focus of this unit will be musculoskeletal structure and function (including motor control), and the implications of age-related changes for physical functional ability of the aging adult. However other systems such as integumentary will also be mentioned. Module 5: Physiology of Aging II. In this module we continue with our discussion of age-related changes in human physiology, but now shift the emphasis to the structure and function of the cardiovascular and respiratory systems, and the impact of these changes on the physical functional ability of the individual. Module 6: Arthrokinesiologic considerations. This unit provides a glimpse into the impact of age-related changes in musculoskeletal structure and function on posture and specific movement patterns. This unit is included because many students in Kinesiology will be going on to graduate programs in Physical therapy, medicine, etc. Module 7: Measuring Function and Disability. This unit introduces the student to the ICF (International Classification of Function) and it’s predecessor the ICIDH (international classification of impairments, disabilities, and handicaps). Students will engage in a discussion of how these models are applied in the fields of health and gerontology.

TEXTBOOK: suggested (not required). A.A. Guccione (ed). Geriatric Physical Therapy (3rd Ed). 2012. Mosby; St. Louis, Mo. Because the text is not required, I recommend you purchase from AMAZON. We have never had a large enough demand for the book to justify an order at NMSU.

Student Evaluation Quiz average 30% Written Assignments 30% Project 20% Discussion Board 20%

Gradie Standards A = 95%+ A- = 90-94.9 B+ = 87-89.9 B = 83-86.9 B- = 80-82.9 C+ = 77-79.9 C = 73-76.9 C- = 70-72.9 D = 60-69.9 F = < 60 4 Grades. Students will have access to their grades via Canvas 24 hours a day. All efforts will be made to return graded assignments in a timely manner. Final grades will be posted online in accordance with university dates and procedures.

Extra credit. Regarding course work, this class will not have any opportunities for extra credit. Should this change, the opportunity will be extended to each student without exception and will be confirmed both verbally and via email or Canvas.

Late work. All assignments are due prior to class on the date specified, unless otherwise discussed in class and confirmed via email or Canvas. Assignments turned in after the start of class on the date specified will have 10% of the earned grade deducted for every 24 hours after this point. No late assignments will be accepted beyond 3 days from the original due date. There will be no make-ups allowed for any course work. With the accessibility of course work through Canvas, students should be able to complete all course work in a timely manner. Assignments or commitments that are missed because of reasons that are not legitimate and documented may be made up at the discretion of the instructor. However, there is also the possibility that the student will not be allowed to make up work under such circumstances.

Schedule changes. The provided course schedule provides a rough estimate of the expected course timeline. The instructor reserves the right to make changes to this schedule at any time. All efforts will be made to benefit the students with any changes to the schedule. Students can expect both verbal and written (either via email or Canvas) notification of any schedule changes to major events such as exams and/or open labs.

Drops/Withdraws. You will not be automatically dropped from this course by not attending. The last day to drop this course with a “W” is Monday, October 19th. The last day to withdraw from the university is Friday, November 13th.

Other Course Policies Open Door Policy: The department of KIND has adopted an open door policy. Any student enrolled in this course who has any concerns about this course may take these concerns to the instructor, and or department head (ROBERT WOOD; [email protected]). The concerns may be expressed in either verbal or written form. Grievances not resolved within the department should be forwarded to the Associate Dean for Academics in the College of Education (JAMES O’DONNELL; [email protected]). ADA Policy: If you have, or think you have, a disability that interferes with your progress in this course, you may contact Student Accessibility Services at 646-6840 (V/TTY) for an appointment. Their office is located in Corbett Center, Room 244. Current and appropriate documentation will be required in order to receive course accommodations (and other services). The instructor cannot provide accommodations to students who do not provide appropriate documentation. . If a student has questions or needs an accommodation in the classroom (all medical information is treated confidentially), contact: Trudy Luken, Director

Student Accessibility Services (SAS) - Corbett Center, Rm. 244

Phone: (575) 646-6840 E-mail: [email protected]

Website: http://sas.nmsu.edu/ 5 Page of 5 NMSU policy prohibits discrimination on the basis of age, ancestry, color, disability, gender identity, genetic information, national origin, race, religion, retaliation, serious medical condition, sex, sexual orientation, spousal affiliation and protected veterans status. Furthermore, Title IX prohibits sex discrimination to include sexual misconduct: sexual violence (sexual assault, rape), sexual harassment and retaliation.

For more information on discrimination issues, Title IX, Campus SaVE Act, NMSU Policy Chapter 3.25, NMSU's complaint process, or to file a complaint contact:

Gerard Nevarez, Title IX Coordinator Agustin Diaz, Title IX Deputy Coordinator Office of Institutional Equity (OIE) - O'Loughlin House, 1130 University Avenue Phone: (575) 646-3635 E-mail: [email protected] Website: http://www.nmsu.edu/~eeo/

Other NMSU Resources: NMSU Police Department: (575) 646-3311 www.nmsupolice.com NMSU Police Victim Services: (575) 646-3424 NMSU Counseling Center: (575) 646-2731 NMSU Dean of Students: (575) 646-1722 For Any On-campus Emergencies: 911

Drops/Withdrawals: The final date to drop the course with a “W” is Tuesday, October 21st. The last day to withdraw from the university is Friday, November 14th. “It is the responsibility of the student to initiate official withdrawal from a course and to obtain all necessary signatures on the drop/add form.” Any student that stops participating in course assignments because he/she wishes to withdraw, but then fails to complete the proper withdrawal paperwork, will receive an “F” in the course.

Academic Dishonesty: Cheating and plagiarism are very serious forms of academic dishonesty. Any use of unauthorized assistance on exams, papers, homework assignments, or other coursework constitutes cheating. Knowingly receiving or providing assistance from/to others during quizzes or in completing written assignments are serious forms of academic dishonesty. Plagiarism consists of submitting written work that has been developed wholly or partially by someone else. Submitting written work in which the ideas of others have been duplicated or even paraphrased without proper reference to the author is also a form of plagiarism. Also considered plagiarism is the acquisition of term papers or other assignments from another source and subsequent presentation of these materials as the student’s own work. In addition, students may not use papers in more than one course without the permission of both instructors. Academic misconduct will result in serious disciplinary action. There are other forms of academic misconduct beyond plagiarism and cheating. Any falsification of information regarding any aspect of your background, previous course work, representation on your own work, and so on, may be construed as academic misconduct. In addition, providing false information in any fashion for the purpose of gaining an academic advantage or avoiding academic consequences is also academic misconduct. If the instructor is concerned that a student has engaged in some form of Academic Misconduct, the matter is directly handed in accordance with the Policies and Procedures of New Mexico State University. 6 Statement regarding professional conduct. It is expected that the students (and instructor) will conduct themselves with the utmost professionalism. This is particularly important with regard to the use of electronic media for the purpose of correspondence, and discussion board activities.

Statement regarding changes in the course syllabus. The instructor reserves the right to make changes in the course syllabus; however, any changes should not be such that they would create significant disadvantages to students, significantly alter the course objectives or expectations, or the manner in which students are evaluated in accomplishing the course objectives. In any event, students will be informed about any changes in course content or scheduling with as much advanced notice as is reasonably possible.

Statement regarding technical difficulties. It is expected that if students incur any problems with the course, technical or otherwise will immediately be brought to the attention of the instructor, and that the instructor and student will work together to try and remediate any problems that arise. Problems with CANVAS can also be addressed to Robbie Grant at [email protected]. The instructor should be copied on such correspondences.