Graduate Certificate in Functional Aging

at Wichita State University


Certificate Coordinators

Michael E. Rogers, Ph.D.
Assistant Professor, Exercise Science
Department of Kinesiology and Sport Studies
College of Education

Alex Chaparro, Ph.D.
Assistant Professor, Human Factors
Department of Psychology
College of Liberal Arts and Sciences

 

Population demographics are currently undergoing a rapid change in regards to age. Of those born in the United States in 1900, nearly half died before they were 50 years-of-age. People born today can expect to live more than 75 years. Due to the aging baby-boom generation, the 65-and-over age group will double in size within the next 30 years. Currently, this age group accounts for more than 30 million people; by 2030 it could increase to over 65 million people (U.S. Census Bureau, 1999; DiGiovanna, 1994). Moreover, the fastest growing age group is the "very old", people aged 85 and over. In 1900 about one in 25 Americans was over 65; today one in eight is over 65. It is projected that in forty years that one in five Americans will be over 65, and there will be 15 to 18 million persons over the age of 85. These trends are also evident in many other countries. In fact, aging-related issues have replaced birth rate as the most important problem in developed countries (Olshansky et al., 1993).

These growth trends will result in a demand for professionals with knowledge and expertise in aging. Expanded career opportunities in aging are forecast in many disciplines and professions. People will be needed to work directly with older adults in a wide variety of community programs and services. Others will be needed to work on behalf of older adults in areas such as research, advocacy, and teaching. The goal in both types of work will be to improve the quality of life for aged individuals.

To help train the many workers needed in the field of aging, colleges and universities have drastically increased their offerings of educational programs in aging. People who are interested in this diverse field can enter at any educational level and in many disciplines, such as social work, nursing, counseling, recreation, public policy, long-term care administration, medicine, psychology, and rehabilitation therapy. The relative newness of the field means that there are also educational opportunities for innovative ideas, programs, and products that better meet the varied needs of older adults. This wide variety within the field of aging lends itself to many multidisciplinary opportunities.

Aging can be defined as a process of deterioration in which the sum of all changes occurring with time eventually leads to functional impairment (Timaras, 1994). Aging is associated with a multitude of physiological changes; many of which are deleterious. These physiological changes occur at different rates both within and between individuals (Arking, 1991; Spirduso, 1995; Chodzko-Zajko, 1996). The interactions and cumulative effects of these multiple age-related processes determine the overall rate at which an individual ages (Chodzko-Zajko, 1996).

Although many age-related declines in function are inevitable and inescapable, the rate and extent of these declines vary considerably from person to person (Arking, 1991; Spirduso, 1995). It is clear that the rate of functional decline is determined by genetic, lifestyle, and environmental factors. The genetic components are generally not modifiable, whereas recent research suggests that several lifestyle and environmental factors may be modifiable with subsequent impact on the aging process (Bokovy & Blair, 1994).

Therefore, because physical functioning is dependent on an older adult’s physiological parameters and their interface with the surrounding environment, it is logical to combine the efforts and expertise of professionals in exercise physiology, human factors psychology, and other related discipline areas (e.g., communicative disorder sciences) that involve aging-related issues regarding physical function. Multi-disciplinary efforts between these fields will provide opportunities for identifying lifestyle and environmental conditions that optimize functional ability for older adults.

For example, information gathered by exercise physiologists who measure joint range of motion can be used by human factors psychologists to adjust environmental components (seat height, computer input devices, etc.) to the older individual. The effects of the physical modifications can then be evaluated. The prevention of falling, the leading cause of accidental death in the elderly, provides another example (Cwikel & Fried, 1992; National Safety Council, 1990). Strategies aimed at reducing the risk of falling consist of identifying and correcting hazardous conditions that increase the risk of falls. This can be accomplished by exercise physiologists who can assess functional ability (vision, strength, balance, mobility, etc.) of older adults and human factors psychologists who can evaluate the safety of components (stairs, bed, chairs, tub or shower, etc.) within the environment in which the person lives. The person's mobility with respect to the type and condition of floor surfaces (carpets, linoleum, etc.), lighting, footwear, and the use of assistive devices and durable medical equipment can be examined simultaneously. Based on these evaluations, lifestyle interventions (improving muscle strength, balance, etc.) can be implemented and environmental modifications (toilet risers and toilet/bathtub grab bars, etc.) can be made to optimize an individual’s ability to function and live independently.

Physical function also impacts communication abilities that are critical to an older person's ability to live independently. For example, respiratory function is related to the strength of a speaker's voice. For some older persons, simply participating in socialization activities in a supportive environment allows them to use their communicative abilities efficiently. The ability to maintain functional communication skills is paramount to successful aging. The emphasis on a "wellness" approach to aging, rather than taking a "disease-based" approach, offers older persons strategies to enhance their independence across a variety of parameters.

It is imperative that older adults retain sufficient levels of functional ability in order to lead lives that continue to be productive, enjoyable, and fulfilling. Likewise, it is important that the many people who will work with older adults understand the physiologic changes that occur during aging and the physical and environmental interventions available to enhance the quality of life for older adults. Physical functioning is highly dependent on an older adult’s physiological parameters and their interface with the surrounding environment. Therefore, it is important that those working in the field of aging gain knowledge in exercise physiology, human factors psychology, and other aging-related disciplines such as communicative disorder sciences. Offering this Graduate Certificate in Functional Aging will provide a stimulus for those in the field of aging to gain this valuable knowledge and training. Those that earn the certificate will become better able to provide services that meet the varied needs of older adults in the future.

Objectives

The certificate program has the following objectives:

• Promote dialogue among the many faculty and graduate students throughout Wichita State University who have research interests in aging;

• Provide a forum for the exchange and interaction among the multiple and diverse perspectives on aging issues within Wichita State University;

• Promote collaboration among the many faculty and graduate students interested in meeting the increased demand for multi-disciplinary research and instruction on aging;

• To provide a package of educational courses that will enable students to better service the needs of older adults in Wichita and surrounding communities.

• Students will develop:

1) an understanding of the nature and scope of the physiological aspects of aging and the issues related to designing the environment for older adults;

2) an understanding of the conceptual, theoretical and institutional bases for the analysis of issues and problems in an aging population;

3) knowledge in key methodological issues unique to the study of age-related processes.

• The specific objectives of each course will be to:

1) help students learn to think critically and analytically about the complexity of the aging process;

2) expose students to experienced researchers and practitioners in the field of aging;

3) demonstrate the ability to apply fundamental concepts and current issues in aging.

 

Course Work

Requirements for the certificate will consist of thirteen hours of courses consisting of:

KSS 780, Physical Dimensions of Aging (Rogers) (3 hours) or
GERON 715, Adult Development and Aging (Corrigan) (3 hours)

PSY 508, Readings in Functional Aging (Chaparro) (3 hours) or
KSS 895, Applied Research (Rogers) (3 hours)

PSY 947, Seminar in Perception (Chaparro) (3 hours) or
CDS 812, Normal Aging, Aphasia, and Dementia (Scherz) (3 hours)

PSY 820, Seminar in Human Factors Psychology (Chaparro) (3 hours) or
GERON 798, Perspectives in Aging (Corrigan) (3 hours)

PSY 911 	Seminar in Aging (Rogers and Chaparro) (1 hour)

The course descriptions are as follows:


KSS 780 Physical Dimensions of Aging, 3 credit hours, offered every spring semester: This course is designed to assist the student in developing an understanding of the complex physiological changes that accompany advancing age. The effects of exercise on age-related changes are emphasized. In addition, the student will develop an appreciation for how functional consequences affect mental and social dimensions of life. Attention is given to sensory, motor, cognitive, and psychological changes. Special emphasis is placed on factors associated with the preparation, implementation and evaluation of research projects involving elderly populations.


GERON 715 Adult Development and Aging, 3 credit hours, offered every spring semester: Explores theory and research related to the development of adults and to the aging process. Utilizing an interactive, interdisciplinary perspective, the course examines the process of change, transition, growth, and development across the adult lifespan.


PSY 508 Readings in Functional Aging, 3 credit hours, offered every other spring semester: Course reviews the literature regarding the functional abilities of the aged and provides hands on
experience measuring specific sensory, motor, cognitive, and physical abilities.


KSS 895 Applied Research, 3 credit hours, offered every semester: A focus on the applied aspects of research on the older adults. Experience is gained by working with the Center for Physical Activity and Aging at WSU and other facilities for older adults in the community.


PSY 947 Seminar in Perception, 3 credit hours, offered every other spring semester: Intensive study in theory and research in perceptual procedures.

CDS 812 Normal Aging, Aphasia, and Dementia, 3 credit hours, offered every spring semester: Communication abilities change normally as people age. Neurological disease or injury may alter those abilities in unique ways in the older population. This course is designed to survey the continuum of communicative abilities (including speech, language, hearing and cognitive functions) which may be seen in older persons.

PSY 820 Seminar in Human Factors, 3 credit hours, offered every other fall semester: Focuses on a sample of contemporary human factors problems through review of current literature and theory. Content changes as new problems attain prominence internationally but a typical sample might be human factors in the aging population; human factors in airport security and baggage marking, and human factors in third-world industrialization.

GERON 798 Multidisciplinary Perspectives on Aging, 3 credit hours, offered every fall semester: Introduction to the advanced study of the process of aging from a multidisciplinary point of view.

PSY 911 Graduate Research (Seminar in Aging), 1 credit hour, offered every fall and spring semester.

A student could complete the requirements for the certificate in one year. These courses were chosen because they are specifically designed to assist students in developing an understanding of the complex physiological changes that accompany advancing age and the role of environmental factors in determining functional ability. These courses also address sensory, motor, cognitive, and psychological parameters. Another important aspect of each of these courses is that they place a special emphasis on factors associated with the preparation, implementation and evaluation of research projects involving elderly populations. Understanding research designs and methods is a critical component of graduate education and research on aging involves many methodological concerns that are not addressed when examining other populations.

Although the requirements for the certificate are independent of the requirements for graduate degrees, the classes taken towards the certificate can, with the approval of a student's Graduate Advisor, be counted towards the graduate program of study. Transfer hours are not acceptable for the certificate.

Seminar in Aging

The seminar showcases work of faculty that study age-related topics, and includes faculty/student discussions and insights on selected themes. The seminar is designed to foster multi-disciplinary opportunities and experiences for faculty and students who are developing aging research and education strategies to solve common personal and societal problems that are different from those traditionally dealt with in their disciplines.

The seminar will meet on a weekly basis. The initial meeting of each semester is an organizational meeting, in which students are introduced to faculty and are assigned a faculty member who will monitor the student’s progress through the certification program. Each semester will conclude with a reception inviting all students and faculty in the certificate program.

All seminars will be open to general university faculty, students, staff, and the community. These seminars may include faculty and student presentations, or may involve guest lecturers from other universities or aging-related institutions (universities, departments of aging, hospitals, retirement communities, etc.). For topics that have a strong community and consumer interest orientation, an evening lecture on the same topic may be presented. In addition, some seminar lectures, by both our faculty and visiting dignitaries, will be expanded to the media for community outreach.

Management

Housing of the certificate program will be shared by the Exercise Science Program (Department of Kinesiology and Sport Studies, College of Education) and the Human Factors Program (Department of Psychology, College of Liberal Arts and Sciences). A steering committee consisting of graduate faculty teaching in the certificate program will manage the program.

This committee will consist of:

Michael E. Rogers, Ph.D., Assistant Professor, Exercise Science Program, Department of KSS.

Alex Chaparro, Ph.D., Assistant Professor, Human Factors, Department of Psychology.

Julie Scherz, Ph.D., Associate Professor, Communicative Disorder Sciences

Mary Corrigan, Assistant Professor, Department of Gerontology.

Eligibility and Admission to the Program

Students seeking the certificate must be admitted to Graduate School in a degree program or in non-degree A status. All Graduate School policies relative to admissions apply. Candidates must be students in good standing in a degree program, maintain a grade point average of 3.0 or better, and receive approval to enter the certificate program from their Graduate Advisor and the Certificate in Functional Aging Faculty Committee. To initiate the process, candidates must provide a completed application form (Appendix A) and a one-page statement to the Certificate in Functional Aging Faculty Committee that explains the student’s purpose and interest in obtaining a Certificate in Functional Aging, as well as their career plans.

International students will not be issued an I-20 for this certificate program alone. They may only obtain the certificate while concurrently pursuing a graduate degree.

Students pursuing the certificate must file an application for admission to the certificate program before half of the required hours are obtained. Requests for admission are reviewed by the Certificate in Functional Aging Faculty Committee and the Dean of the Graduate School.

Optional

Candidates pursuing a masters or doctoral degree at Wichita State University, as well as the Certificate in Functional Aging, will be encouraged to plan a thesis or dissertation on a topic related to aging, and to include at least one Certificate in Functional Aging Faculty Committee member on their thesis or dissertation committee.

Award of Certificate

The certificate will be awarded by the Graduate School upon completion of the program requirements.

Arking, R. (1991). Biology of Aging: Observations and Principles. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Bokovy, J. and Blair, S. (1994). Aging and exercise: A health perspective. Journal of Aging and Physical Activity, 2, 243-260.

Cwikel, J., & Fried, A.V. (1992). The social epidemiology of falls among community-dwelling elderly: guidelines for prevention. Disability Rehabilitation, 14, 113-121.

DiGiovanna, A.G. (1994). Human aging: biological perspectives. New York: McGraw-Hill, Inc.

Chodzko-Zajko, W.J. (1996). The physiology of aging: Structural changes and functional consequences. Implications for research and clinical practice in the exercise and activity sciences. Quest, 48, 311-329.

National Safety Council. (1990). Accident facts. Chicago, IL: Author.

Olshansky, S.J., Carnes, B.A., & Cassel, C.K. (1993). The aging of the human species. Scientific America, 268, 18-24.

Timaras, P.S. (1994). Physiological Basis of Aging and Geriatrics, 2nd Edition, CRC Press, Inc.

Spirduso, W.W. (1995). Physical Dimensions of Aging, Champaign, IL: Human Kinetics.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 

 

STUDENT Application for the

CERTIFICATE IN FUNCTIONAL AGING

 

CERTIFICATE IN FUNCTIONAL AGING

Application

Name: 	_____________________________________ 	Date: _____________

SSN#: 	______________________

Local Address: 	_____________________________________________________________

	_____________________________________________________________

Local Phone: 	___________________ Email Address: ____________________________

Permanent Address: 	_______________________________________________________

	_______________________________________________________

Permanent Phone: 	___________________________

 

Department/Program: __________________________________ Current GPA: ________

Year Entered Graduate Program: ________ Anticipated Date of Graduation: ________

 

Please attach a 1-page essay describing the importance of the Certificate in Functional Aging to your educational program and career goals.

 

Approved by Graduate Advisor:

 

___________________________________________________________ Date: _____________

 

 

Approved by Certificate in Functional Aging Committee Member:

 

___________________________________________________________ Date: _____________

 

 

Approved by Dean of the Graduate School:

 

___________________________________________________________ Date: _____________

 

CERTIFICATE IN FUNCTIONAL AGING

Requirements (to be attached to the application)