Spring 2022 - GERO 450 D100

Evaluation of Health Programs for Older Adults (4)

Class Number: 6563

Delivery Method: In Person

Overview

  • Course Times + Location:

    Tu 1:30 PM – 5:20 PM
    HCC 1510, Vancouver

  • Exam Times + Location:

    Apr 12, 2022
    12:00 PM – 12:00 PM
    TAKE HOME-EXAM, Burnaby

  • Prerequisites:

    60 units. GERO 301 or PSYC 201 or SA 255 or HSCI 307. Recommended: GERO 101 or 300. Students must successfully complete a Criminal Record Check.

Description

CALENDAR DESCRIPTION:

How to design, implement and evaluate health and social programs and services for older adults. Divergent theoretical and methodological perspectives including process and impact evaluation methods will be covered.

COURSE DETAILS:

There are a variety of programs that are designed for older adults including: physical and mental health maintenance and prevention, health and lifestyle behavior change to support healthy aging, home support, peer and counseling support for those experiencing caregiving adversity, programs aimed at lowering social isolation and loneliness, and those to enhance community and individual resilience, among many others. This course will examine approaches to health and social program planning and evaluation targeting older adults or those supporting them, such as caregivers. It will span the program need, theoretical basis, conceptualization, and development stages through to assessing program implementation (process) and impact (outcome). Students will learn the fundamentals of a broad range of program evaluation methods, conduct in-depth investigations of program evaluation challenges, as well as critically analyze the efficacy and effectiveness of programs offered at the international, national, regional or local level.

COURSE-LEVEL EDUCATIONAL GOALS:

On completion of Gero 450, students will be able to:

1. Identify and assess the utility of evidence-based resources for planning and evaluation of programs for older adults.
2. Apply methodologically sound practices in planning and evaluation of programs for older adults.
3. Understand different types of evaluation designs and identify strengths and limitations of each type.
4. Critically analyze program development, planning and evaluation process in applied settings.

Grading

  • Quiz #1 10%
  • Quiz #2 20%
  • Assignment #1 20%
  • Assignment #2 25%
  • Take Home Final exam 25%

Materials

REQUIRED READING:

1. Text: Purchase text or full online version available to students through library.
Harris, M. J. (2016) Evaluating Public and Community Health ProgramsLinks to an external site.. San Francisco, CA: Jossey-Bass.

2. Papers, Monographs: Full online versions available to students through library.
Brownson RC, Fielding JE and Maylahn CM (2009) Evidence-based public health: a fundamental concept for public health practice.Links to an external site. Annual Rev Public Health. 30:175-201. doi: 10.1146/annurev.publhealth.031308.100134.

3. Patton, MQ (2017) Evaluation Flash Cards.Links to an external site. Otto Bremer Foundation. 

4. Puddy, R. W. & Wilkins, N. (2011). Understanding Evidence Part 1: Best Available Research Evidence. A Guide to the Continuum of Evidence of Effectiveness. Links to an external site.Centres for Disease Control and Prevention. National Center for Injury Prevention and Control. 

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN SPRING 2022

Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place.  Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.