Gerontology
A master of arts (MA) degree with two concentrations is offered: environment and aging; health and aging. The program prepares students for professional roles with high level current knowledge, and substantial competence in research tasks necessary to undertake those roles. It also provides focused, interdisciplinary training for individuals in occupations offering services to older adults. Students will develop an appreciation of the complex ethical issues that are faced by persons working with older adults.
Each concentration covers specific problems and issues. The environment and aging concentration teaches planning, design, research and evaluation of working, living and recreational environments for older persons including families and community environments. Students will have backgrounds in architecture, interior design, urban and regional planning, social/human ecology, kinesiology, recreation and leisure studies, occupational therapy, physiotherapy, human factors, human geography, sociology or environmental or social psychology.
The health and aging concentration provides knowledge applied to research, evaluation and critical analysis of health care systems and specific health promotion strategies. Students with degrees in psychology, sociology, demography, health sciences, medical geography, social work, nursing, health education, physiotherapy, physical education or kinesiology would be probable candidates.
Students complete a core methods course and electives selected from the two concentrations. The program builds upon the expertise, research activities, clinical experience, and international reputation of the associated Gerontology Research Centre.
丁香园AV Requirements
Candidates who have not completed the post baccalaureate diploma in gerontology or have a minimum of five upper division courses with substantial aging content may be advised to complete courses from the diploma program prior to applying.
Students complete each of the following prerequisites, or their equivalents, for every concentration. However, under special circumstances, the courses beneath the sub-heading 'Both or No Concentrations' (see below) may be waived.
Environment and Aging
Impact of the macro- and microenvironment as it affects the aged. Discussion of planned housing and institutional living arrangements, territoriality and the need for privacy, home range and use of space, urban planning, responsive design of housing and care facilities, effects of relocation and institutionalization. Prerequisite: 60 units. Recommended: GERO 300.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Atiya Mahmood |
Sep 6 鈥� Dec 5, 2016: Wed, 2:30鈥�5:20 p.m.
|
Vancouver |
Health and Aging
one of
This course includes an examination of the development of contemporary understanding and practice of health promotion. Students will be given the opportunity to explore theories and models designed to explain health related behaviors and the determinants of health. Strategies for behavioral change and development of socio-environmental approaches will be discussed in the context of an aging Canadian population. Prerequisite: 60 units. Recommended: GERO 300.
| Section | Day/Time | Location |
|---|---|---|
| Distance Education |
An examination of issues related to health and illness among older adults, drawing upon theories and concepts from biological, social and public health sciences. An introduction to assessment and intervention skills useful to persons working with older adults in a broad range of practice settings. Prerequisite: 60 units, GERO 300.
This course examines specific nutritional conditions and concerns of the aging population. It does so by exploring the nutrient needs of the elderly as determined by physiological changes of aging, metabolic effects of common diseases, and biochemical interactions of medications. The course includes a broad investigation of the psychological, sociological, and physical factors which influence food choice and ultimately nutritional status in aging. Prerequisite: 60 units and GERO 300 or KIN 110.
Both or No Concentrations
three of
Examination of the aging process from a multi-disciplinary perspective. Physical and health factors in aging, economic and vocational factors in aging, family and community relations of older people, social policy and politics of aging. Throughout the course, emphasis will be placed on normal aging. Prerequisite: 60 units. Students who have taken GERO 101 may not take this course for further credit. Breadth-Social Sciences.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Sarah Canham |
Sep 6 鈥� Dec 5, 2016: Mon, 4:30鈥�7:20 p.m.
|
Vancouver |
Psychopathology often presents in distinct ways among older adults. The intent of this course is to examine disorders with their onset in later life and those that extend into later years. Students will derive an understanding of the diagnostic criteria for various disorders, prevalence, theories of etiology, and selected empirically validated interventions. Prerequisite: GERO 300. Recommended: GERO 403, PSYC 241. Students with credit for GERO 411, when the course was offered under this title, may not take this course for further credit.
The structural and behavioral implications of aging. Topics include demographic aspects of aging; the relationship of aging to political, economic, familial and other social institutions; the psychological significance of aging. Prerequisite: 60 units. Recommended: GERO 300. Students with credit for SA 420 and students may not take this course for further credit.
| Section | Day/Time | Location |
|---|---|---|
| Distance Education |
Designed for those who require a serious but fairly broad discussion of specific physiological aspects of aging. The overall emphasis is on humans and other mammalian species and the varieties of aging changes they manifest. Prerequisite: BPK (or KIN) 105 or 205 (formerly KIN 100), 142 and 90 units. Students with credit for KIN 461 may not repeat this course for credit.
Considers human development from young adulthood to old age. Included are theories of adult development and aging; environmental and biological factors in aging; and the effects of aging on sensation, perception, learning, cognition, personality, psychopathology, and social relations. Prerequisite: PSYC 201 and 250 (or 350 or 351) or acceptance into the diploma program in gerontology.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Wendy Loken Thornton |
Sep 6 鈥� Dec 5, 2016: Tue, 11:30 a.m.鈥�2:20 p.m.
|
Burnaby |
Students also complete at least one undergraduate methods course.
* recommended
Application Requirements
Applications will be considered according to the following criteria
-cumulative grade point average from the most recently completed program of study
-academic course work in the subject area
-the quality of the statement of research interest submitted
-compatibility of the stated research interests and the teaching and research interests of the program’s faculty. Check faculty research interests at . Qualified students will be accepted only if a suitable senior supervisor is available and willing to supervise the student
Applicants must submit all supporting documentation in one complete package, which must include: official copies of transcripts, three letters of reference (see References below), a 500-600 word statement of research interests (seeStatement of Research Interest below), a statement of work experience in gerontology, and a completed curriculum vitae information form. TOEFL scores can be submitted separately.
Candidates for admission must satisfy the general admission requirements for graduate studies as shown in and .
References
Three academic references are required. Referees will address the applicant鈥檚 ability to undertake advanced work in the area of interest. Non-academic references should address the candidate鈥檚 academic potential.
Because program applicants are able to view reference letters upon request (after the application has been submitted), referees should be told this, due to the BC Freedom of Information and Protection of Privacy Act.
Statement of Research Interest
A 500-600 word statement of research interest is required and is a critical component of the application package. It should be focused and detailed. Examples are available upon request.
Application Deadlines
fall term, beginning in September: application deadline is January 30
spring term, beginning in January: application deadline is September 30
English Language Competence
An applicant whose primary language is not English or whose previous education has been conducted in another language must demonstrate command of English sufficient to pursue graduate studies in the chosen field.
Full or Part-time Studies
Full-time studies are recommended. Each year a limited number of students may be accepted for part-time studies. If a student is accepted on a part-time basis, they must be available to take classes in the daytime during the week. This program is not available via distance education.
Curriculum and Description
There are four program components: a core methods course; electives; thesis or project; and internship. Students complete seven courses (one core, and six electives chosen from the two concentrations), an internship, and a thesis or a capstone project. Students who complete a thesis in lieu of the project will complete two fewer elective courses. (See Thesis or Project Option below).
Core Methods Course
Completion of one core methods course is required, as follows.
This course has been specifically designed to provide training in quantitative data analysis using SPSSx Programming Language with a focus on behavioral research problems in gerontology.
Elective Courses from Areas of Concentration
Environment and Aging
Students who choose this concentration will complete at least two of
This course presents an in-depth examination of theory, research and policy related to planning, designing, developing and managing housing for independent and semi-independent older adults.
This course focuses on design issues, theory, research and policy relevant to planning, developing and managing institutional living environments for dependent adults.
Critically evaluates and synthesizes key theory, research and health promotion policy related to the intersection of aging families, communities and health. The principal theoretical perspectives will include: life course theory; social, human and cultural capital; ecological models; political economy; and community empowerment approaches. Equivalent Courses: GERO840.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Barbara Mitchell |
Sep 6 鈥� Dec 5, 2016: Thu, 9:30 a.m.鈥�12:20 p.m.
|
Vancouver |
Looks at the way information and communication technologies are transforming social and healthcare landscapes and explores how new technology impacts on the independence, social participation and quality of life of older people.
This course offers an opportunity to offer a specialized course in an area germane to the program but on a topic that is outside of the regular courses.
Health and Aging
Students who choose this concentration will complete at least two of
This course deals with the design, implementation and evaluation of health promotion programs and services for older persons. Students will participate in the development and critical analysis of a variety of health initiatives aimed at healthful aging.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Andrew Wister |
Sep 6 鈥� Dec 5, 2016: Tue, 9:30 a.m.鈥�12:20 p.m.
|
Vancouver |
This course is designed to cover and critically evaluate concepts, models and theories of health promotion and wellness in the aging population. These methods of implementation will be discussed in relation to individual and structural health system issues facing the aged.
Critically evaluates and synthesizes key theory, research and health promotion policy related to the intersection of aging families, communities and health. The principal theoretical perspectives will include: life course theory; social, human and cultural capital; ecological models; political economy; and community empowerment approaches. Equivalent Courses: GERO840.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Barbara Mitchell |
Sep 6 鈥� Dec 5, 2016: Thu, 9:30 a.m.鈥�12:20 p.m.
|
Vancouver |
Provides an overview of the range of mental illnesses affecting older adults, their respective diagnostic criteria, and empirically validated treatments (disorders with their onset in later life and those that extend into later years). Particular emphasis will be placed on the manner in which psychopathology presents differently among older adults, various theories of aetiology, barriers to diagnosis and treatment, and the social context in which mental illness is understood and treated across cultures.
This course offers an opportunity to offer a specialized course in an area germane to the program but on a topic that is outside of the regular courses.
Electives Outside of Concentration
Students from either concentration may choose the following.
Examines qualitative research methods used in social science research with special emphasis on gerontology. Specific focus will be placed on conducting interviews and participant-observations; field-notes, analyzing text-based data; and writing of qualitative studies.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Habib Chaudhury |
Sep 6 鈥� Dec 5, 2016: Mon, 9:30 a.m.鈥�12:20 p.m.
|
Vancouver |
Reviews major theories used in gerontology from diverse fields covering the individual and society, including environment and aging; health and aging; social and family relationships; social change; and behavioural change. Emphasis will be placed on understanding the fundamental assumptions of human aging experience underlying the theories; critical assessment of theoretical propositions; research evidence; and potential for synthesis.
** may be used for either concentration depending on the topic
MA Internship
Students who do not have prior work experience in gerontology will secure placement in a public or private organization connected to gerontology. The work they undertake must be of sufficient depth and breadth to allow the student the opportunity to demonstrate his or her acquired knowledge and skills. Students will be required to produce a work report that will be an appraisal of the student's work experience. Graded on a satisfactory/unsatisfactory basis. Prerequisite: MA in Gerontology students in good academic standing who have successfully completed a Criminal Record Check.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Eva Lewis |
TBD |
Students will supplement their program with an internship by working for an agency or organization in a position of responsibility for a maximum of one term. This requirement can be fully or partially waived for students with prior relevant work experience in the professional field of gerontology after consultation with the student's senior supervisor and department chair.
Project or Thesis Option
Students present a written thesis/project proposal to their supervisory committee. Students will complete individual research-based projects that will entail original work and will fall under one of the following types.
- a critical synthesis of theoretical and/or research literature on a focused topic related to aging
- an original grant proposal including an extended literature review, methodology, and design sections
- development of a new program intervention and/or an evaluation of framework proposal of a program related to the field of aging
- or a critical analysis of a policy related to gerontology.
A project will be evaluated by the supervisory committee and a qualified external reader. The project requirement must meet the guidelines set out in the.
Students preparing for advanced graduate training may be permitted to select a thesis option and will complete two fewer elective courses. The thesis provides high quality focused research. Original and innovative research is encouraged to meet this requirement. Committee selection and thesis proposal approval will follow the same steps as the project. The thesis requirement must meet the .
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the , as well as the specific requirements for the program in which they are enrolled, as listed above.