Overview
California’s population is aging. Approximately 29% of Californians are already over age 55, 33% will be 55+ by 2033 and in 2060, 38% of Californians will be 55+. This trend has increased the demand for a workforce with specialized knowledge of the older population and aging. We offer degrees and certificates that will prepare you to start your career in the expanding field of aging or transfer to a university.
The gerontology occupational associate of arts degrees prepare students for employment in the field of aging or transfer to a university. The program curricula are mapped to the Gerontological Competencies for Undergraduate and Graduate Education published by the Academy for Gerontology in Higher Education (AGHE), the educational branch of the Gerontological Society of America. Graduates of these programs meet the Gerontological Coordinator credential requirement of the National Association for Professional Gerontologists (NAPG). These degrees require core gerontology, human services, communication, work experience, and specialization courses.
The associate's degree that prepares students to transfer to California State University Sacramento's (CSUS) Gerontology program is being updated to match revisions made to the CSUS program within the last year. The outdated program may remain in the catalog until a new degree completes the approval process and replaces it. In the meantime, declare for the occupational program that best matches your career goals (see the course, degree, and certificate advisories for more guidance).
The gerontology occupational certificates of achievement require the same courses as the occupational degrees, except they do not require general education courses. Students who have already satisfied the general education course requirements in another program receive an associate's degree after completing the certificate requirements.
Course, Degree, and Certificate Advisories
- GERON 305/PSYC 375 Introduction to Geropsychology and the Aging Brain has replaced GERON 302/PSYC 374 Psychology of Aging: Adult Development and Aging in all of ARC's Gerontology programs, regardless of a student's catalog year. GERON 302/PSYC 374 is no longer being offered at ARC. The new course, GERON 305/PSYC 375, presents an applied curricula to prepare students for interacting with older people more effectively. It also has much better transferability to the CSU and UC systems than GERON 302/PSYC 374.
- The Gerontology AA degree in the current catalog is no longer aligned with the CSUS degree. Do not use it to guide your course selections. If you do, you are likely to take courses that are unnecessary and delay your graduation and transfer timeline. To avoid that, request an appointment with the gerontology department chair for guidance.
- Though the shortage of entry-level caregivers in California is dire, the ARC Gerontology Department has ceased offering vocational courses that lead to entry-level caregiver positions in residential and day programs for older adults and people with disabilities. Instead, the department has developed courses and programs that lead to employment opportunities with more upward mobility and higher starting pay, such as community health worker assistant, social services assistant, human services assistant, case manager assistant, and so on. If you are a family member, California's Master Plan for Aging established programs to incentivize family caregiving members. It also established a broad network of free and convenient training programs for families and paid caregivers through the California Association of Public Authorities for In-Home Supportive Services. If you want to be hired as a paid caregiver in a residential or day program for older adults and people with disabilities, you do not need training to be hired in that position. Employers are required by law to provide all employees with training, whether they have experience or not. In addition, many prefer hiring and training people without experience because inexperienced and untrained candidates are likelier to stay in positions.
Do You Have Questions About Gerontology?
Visit the Gerontology Department for answers to these and many other questions:
- What makes the ARC Gerontology program one of the best programs in the nation?
- Does ARC offer fully online gerontology degrees and courses?
- What is Gerontology, and what is the Gerontological Perspective?
- Does a Gerontology degree provide career security?
- What do Gerontologists do, and where do they work?
- What types of positions do Gerontologists obtain?
Roadmaps
Roadmaps lay out all of the courses you need to take for a given degree or certificate.
A.A./A.S. Degrees
Associate Degrees
A.A. in Gerontology: Administrative
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional business, gerontology, and math courses are included to provide an administrative focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). All courses in this program are offered fully online in various synchronous and asynchronous formats; some courses are also offered in person.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| BUS 100 |
English for the Professional (3) |
|
| BUS 105 |
Business Mathematics (3) |
|
| or MATH 300 |
Introduction to Mathematical Ideas (3) |
|
| BUS 300 |
Introduction to Business (3) |
|
| or BUS 350 |
Small Business Management/Entrepreneurship (3) |
|
| Total Units: |
|
36 |
The Gerontology: Administrative Associate in Arts (A.A.) degree may be obtained by completion of the required program, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC),
plus sufficient electives for a total of at least 60 units. See ARC graduation requirements.
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- compose sentences and paragraphs in business documents using critical thinking to paraphrase, summarize, and make attribution.
- demonstrate accuracy, neatness, thoroughness, and speed when adding, subtracting, multiplying, and dividing whole numbers, fractions, and decimals; solving written application problems, using formulas, variables, and equations; and creating and interpreting graphs.
- describe the key management functions of planning, organizing, leading, and controlling, including ethical, regulatory/legal, social, and cultural factors.
Entry to mid-level administrative positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.
A.A. in Gerontology: Advocacy and Social Policy
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional communication, political science, and sociology courses are included to provide an advocacy and social policy focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). All courses in this program are offered fully online in various synchronous and asynchronous formats; some courses are also offered in person.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| COMM C1000 |
Introduction to Public Speaking (3) |
|
| or COMM 302 |
Persuasive Speech (3) |
|
| or COMM 311 |
Argumentation and Debate (3) |
|
| POLS C1000 |
American Government and Politics (3) |
|
| or POLS 304 |
Introduction to Government: California (3) |
|
| or POLS 330 |
Constitutional Rights (3) |
|
| SJS 300 |
Introduction to Social Justice Studies (3) |
|
| or SOC 300 |
Introductory Sociology (3) |
|
| Total Units: |
|
36 |
The Gerontology: Advocacy and Social Policy Associate in Arts (A.A.) degree may be obtained by completion of the required program, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC),
plus sufficient electives for a total of at least 60 units. See ARC graduation requirements.
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging, including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- recognize the relationship between constitutional rights, the governing process, and public policy at both the state and federal levels.
- assess the relationships between individual social and cultural backgrounds to everyday life events, social conditions, and quality of life.
- apply logic and evidence to support, organize, and deliver persuasive discourse.
Entry to mid-level advocacy and support positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.
A.A. in Gerontology: Case Management and Social Services
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional human services and psychology courses are included to provide a case management and social services focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). All courses in this program are offered fully online in various synchronous and asynchronous formats; some courses are also offered in person.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| HSER 340 |
Introduction to Chemical Dependency (3) |
|
| or PSYC 400 |
Introduction to Chemical Dependency (3) |
|
| HSER 360 |
Techniques of Interviewing and Counseling (3) |
|
| or HSER 365 |
Techniques of Group Counseling (3) |
|
| PSYC 390 |
Psychology of Death and Dying (3) |
|
| Total Units: |
|
36 |
The Gerontology: Case Management and Social Services Associate in Arts (A.A.) degree may be obtained by completion of the required program, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC),
plus sufficient electives for a total of at least 60 units. See ARC graduation requirements.
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging, including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- assess the psychological, physiological, and sociocultural issues related to substance use, misuse, and abuse.
- demonstrate the techniques of interviewing and counseling individuals or groups appropriate for associate-level helpers in social service agency settings.
- describe the psychological, social, philosophical, and legal issues related to death.
Entry to mid-level care management and social services positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services. Graduates with this focus may also become self-employed.
A.A. in Gerontology: Geriatric Health Care
This degree provides a broad overview of the biological, psychological, and social aspects of aging, along with introductory coursework emphasizing the health needs of an aging population. Additional Allied Health, biology, psychology, speech pathology, and nursing courses are included to provide an administrative focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). All courses in this program are offered fully online in various synchronous and asynchronous formats; some courses are also offered in person.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| AH 311 |
Medical Language for Health-Care Providers (3) |
|
| BIOL 304 |
Essentials of Human Anatomy and Physiology (4) |
|
| or BIOL 300 |
The Foundations of Biology (3) |
|
| or NURSE 100 |
Nurse Assistant (7) |
|
| NUTRI 324 |
Nutrition for Healthy Aging (3) |
|
| SLPA 126 |
Neurogenic Communication Disorders for the SLPA (3) |
|
| Total Units: |
|
36 |
The Gerontology: Geriatric Health Care Associate in Arts (A.A.) degree may be obtained by completion of the required program, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC),
plus sufficient electives for a total of at least 60 units. See ARC graduation requirements.
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging, including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- demonstrate a workable knowledge of medical terminology by interpreting health care reports/records accurately into clear, non-medical terms.
- differentiate between the basic mechanisms of biological homeostasis and aging from physiological imbalances related to illness and disease.
- identify communication disorders in individuals of various ages with consideration of cultural and linguistic differences.
Entry to mid-level care and support service positions in private residences, skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care and services for older people and adults with disabilities.
A.A. in Gerontology: Recreation
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional gerontology, kinesiology, and recreation courses are included to provide a recreation focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). All courses in this program are offered fully online in various synchronous and asynchronous formats; some courses are also offered in person.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| HEED 300 |
Health Science (3) |
|
| or KINES 300 |
Introduction to Kinesiology (3) |
|
| or NUTRI 324 |
Nutrition for Healthy Aging (3) |
|
| or RECR 310 |
Outdoor Recreation (3) |
|
| RECR 300 |
Introduction to Recreation and Leisure Services (3) |
|
| RECR 320 |
Recreation Activity Leadership (3) |
|
| Total Units: |
|
36 |
The Gerontology: Recreation Associate in Arts (A.A.) degree may be obtained by completion of the required program, and either (a) the Local General Education Pattern or (b) the California General Education Transfer Curriculum (Cal-GETC),
plus sufficient electives for a total of at least 60 units. See ARC graduation requirements.
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- integrate health and aging-related fitness and nutrition components into activities in a group setting.
- demonstrate basic knowledge of program planning principles, activity leadership, and recreation and leisure events for a diverse population based on health and age.
- describe the philosophical foundations of leisure and recreation and recreation and leisure program components.
Entry-level positions planning and leading recreation and leisure activities in skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care, services, and housing for older people and adults with disabilities.
Certificates of Achievement
Gerontology: Administrative Certificate
This program provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional business, gerontology, and math courses are included to provide an administrative focus. This program is intended for students who plan to seek employment upon completion of the certificate or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). All courses in this program are offered fully online in various synchronous and asynchronous formats; some courses are also offered in person.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| BUS 100 |
English for the Professional (3) |
|
| BUS 105 |
Business Mathematics (3) |
|
| or MATH 300 |
Introduction to Mathematical Ideas (3) |
|
| BUS 300 |
Introduction to Business (3) |
|
| or BUS 350 |
Small Business Management/Entrepreneurship (3) |
|
| Total Units: |
|
36 |
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging, including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- compose sentences and paragraphs in business documents using critical thinking to paraphrase, summarize, and make attribution.
- demonstrate accuracy, neatness, thoroughness, and speed when adding, subtracting, multiplying, and dividing whole numbers, fractions, and decimals; solving written application problems, using formulas, variables, and equations; and creating and interpreting graphs.
- describe the key management functions of planning, organizing, leading, and controlling, including ethical, regulatory/legal, social, and cultural factors.
Entry to mid-level administrative positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.
Gerontology: Advocacy and Social Policy Certificate
This program provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional communication, political science, and sociology courses are included to provide an advocacy and social policy focus. This program is intended for students who plan to seek employment upon completion of the certificate or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). All courses in this program are offered fully online in various synchronous and asynchronous formats; some courses are also offered in person.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| COMM C1000 |
Introduction to Public Speaking (3) |
|
| or COMM 302 |
Persuasive Speech (3) |
|
| or COMM 311 |
Argumentation and Debate (3) |
|
| POLS C1000 |
American Government and Politics (3) |
|
| or POLS 302 |
Comparative Politics (3) |
|
| or POLS 330 |
Constitutional Rights (3) |
|
| SJS 300 |
Introduction to Social Justice Studies (3) |
|
| or SOC 300 |
Introductory Sociology (3) |
|
| or SOC 480 |
Introductory Sociology - Honors (3) |
|
| Total Units: |
|
36 |
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging, including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- recognize the relationship between constitutional rights, the governing process, and public policy at both the state and federal levels.
- assess the relationships between individual social and cultural backgrounds to everyday life events, social conditions, and quality of life.
- apply logic and evidence to support, organize, and deliver persuasive discourse.
Entry to mid-level advocacy and support positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.
Gerontology: Case Management and Social Services Certificate
This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional human services and psychology courses are included to provide a case management and social services focus. This program is intended for students who plan to seek employment upon completion of the certificate or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). The courses in this program are offered both on campus and fully online in various synchronous and asynchronous course formats.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| HSER 340 |
Introduction to Chemical Dependency (3) |
|
| or PSYC 400 |
Introduction to Chemical Dependency (3) |
|
| HSER 360 |
Techniques of Interviewing and Counseling (3) |
|
| or HSER 365 |
Techniques of Group Counseling (3) |
|
| PSYC 390 |
Psychology of Death and Dying (3) |
|
| Total Units: |
|
36 |
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging, including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- assess the psychological, physiological, and sociocultural issues related to substance use, misuse, and abuse.
- demonstrate the techniques of interviewing and counseling individuals or groups appropriate for associate-level helpers in social service agency settings.
- describe the psychological, social, philosophical, and legal issues related to death.
Entry to mid-level care management and social services positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services. Graduates with this focus may also become self-employed.
Gerontology: Geriatric Health Care Certificate
This program provides a broad overview of the biological, psychological, and social aspects of aging, along with introductory coursework emphasizing the health needs of an aging population. Additional Allied Health, biology, psychology, speech pathology, and nursing courses are included to provide an administrative focus. This program is intended for students who plan to seek employment upon completion of the certificate or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). All courses in this program are offered fully online in various synchronous and asynchronous formats; some courses are also offered in person.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| AH 311 |
Medical Language for Health-Care Providers (3) |
|
| BIOL 304 |
Essentials of Human Anatomy and Physiology (4) |
|
| or BIOL 300 |
The Foundations of Biology (3) |
|
| or NURSE 100 |
Nurse Assistant (7) |
|
| NUTRI 324 |
Nutrition for Healthy Aging (3) |
|
| SLPA 126 |
Neurogenic Communication Disorders for the SLPA (3) |
|
| Total Units: |
|
36 |
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging, including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- demonstrate a workable knowledge of medical terminology by interpreting health care reports/records accurately into clear, non-medical terms.
- differentiate between the basic mechanisms of biological homeostasis and aging from physiological imbalances related to illness and disease.
- identify communication disorders in individuals of various ages with consideration of cultural and linguistic differences.
Entry to mid-level care and support service positions in private residences, skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care and services for older people and adults with disabilities.
Gerontology: Recreation Certificate
This program provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional gerontology, kinesiology, and recreation courses are included to provide a recreation focus. This program is intended for students who plan to seek employment upon completion of the certificate or as preparation for further gerontology/social services studies at a four-year college or university.
The ARC gerontology curriculum is mapped to the Gerontological Competencies established by the Academy for Gerontology in Higher Education (AGHE), the academic branch of the Gerontological Society of America (GSA). All courses in this program are offered fully online in various synchronous and asynchronous formats; some courses are also offered in person.
Catalog Date: August 1, 2025
| Course Code |
Course Title |
Units |
| COMM 321 |
Interpersonal Communication |
3 |
| GERON 305 |
Introduction to Geropsychology and the Aging Brain (3) |
3 |
| or PSYC 375 |
Introduction to Geropsychology and the Aging Brain (3) |
|
| GERON 303 |
Introduction to Social Gerontology: Aging in Contemporary Society |
3 |
| GERON 306 |
Health, Wellness, and the Aging Process |
3 |
| GERON 490 |
Aging Policy and Practice |
3 |
| HSER 300 |
Introduction to Human Services |
3 |
| HSER 310 |
Ethical Issues and Client's Rights |
3 |
| COMM 325 |
Intercultural Communication (3) |
3 |
| or HSER 330 |
Issues of Diverse Populations (3) |
|
| or PSYC 365 |
Issues of Diverse Populations (3) |
|
| A minimum of 3 units from the following: |
3 |
| GERON 498 |
Work Experience in Gerontology (0.5 - 4) |
|
| A minimum of 9 units from the following: |
9 |
| HEED 300 |
Health Science (3) |
|
| or KINES 300 |
Introduction to Kinesiology (3) |
|
| or NUTRI 324 |
Nutrition for Healthy Aging (3) |
|
| or RECR 310 |
Outdoor Recreation (3) |
|
| RECR 300 |
Introduction to Recreation and Leisure Services (3) |
|
| RECR 320 |
Recreation Activity Leadership (3) |
|
| Total Units: |
|
36 |
Upon completion of this program, the student will be able to:
- associate social conditions in the current and recent past with their potential impact on future aging cohorts.
- evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
- generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
- recognize macro, mezzo, and micro-level ageism messages that marginalize and stigmatize older people.
- enumerate the functions of social service delivery systems.
- synthesize knowledge of existing California professional codes of ethics for the helping professions.
- analyze legal and ethical issues related to aging, including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
- demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
- differentiate between aging-related changes and the effects of social conditions and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
- assess the impacts of the social determinants of health on the biopsychosocial domains of function during aging.
- apply biopsychosocial gerontological knowledge to case studies and real-life situations.
- list services for older people and adults with disabilities available within a community.
- integrate health and aging-related fitness and nutrition components into activities in a group setting.
- demonstrate basic knowledge of program planning principles, activity leadership, and recreation and leisure events for a diverse population based on health and age.
- describe the philosophical foundations and program components of leisure and recreation.
Entry-level positions planning and leading recreation and leisure activities in skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care, services, and housing for older people and adults with disabilities.
Gerontology (GERON) Courses
GERON 299 Experimental Offering in Gerontology
- Units:0.5 - 4
- Prerequisite:None.
- Catalog Date:August 1, 2025
This is the experimental courses description.
GERON 303 Introduction to Social Gerontology: Aging in Contemporary Society
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Advisory:Eligibility for ENGL C1000/C1000H (formerly ENGWR 300/480) or ESLW 340
- Transferable:CSU; UC
- General Education:Local GE L4; Local GE L7B; Cal-GETC Area 4
- Catalog Date:August 1, 2025
This course is an introduction to older people and the aging process in the context of contemporary society through the perspective of social gerontology. It focuses the biopsychosocial lens on the social forces that contribute to the development of individuality across the lifespan and lead to differences in how people age. Using this lens, students gain perspective on how opportunities, choices, and experiences throughout life are driven by gender, race, and class, and how they culminate during aging and impact aging outcomes. It explores the influence of when people were born, where people were born, history, and how politics contribute to individual beliefs, behaviors, and experiences throughout life and during aging. The aging experience in the United States is also compared to aging in other countries. Gerontology majors are encouraged to take this course in their first semester of study.
Upon completion of this course, the student will be able to:
- assess the influence of historical events, technological advancements, and cultural shifts on aging cohorts based on decade of birth.
- deconstruct how social factors such as gender, race, and class contribute to opportunities and experiences throughout life and during aging.
- examine the ability of federal and state agencies to respond to the challenges of population aging.
- utilize the theories of aging to explain current societal beliefs about aging in the United States.
- explain the importance of family, friends, and other informal supports during aging.
GERON 305 Introduction to Geropsychology and the Aging Brain
- Same As:PSYC 375
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Advisory:Eligibility for ENGL C1000/C1000H (formerly ENGWR 300/480) or ESLW 340
- Transferable:CSU; UC
- General Education:Local GE L4; Local GE L7B; Cal-GETC Area 4
- Catalog Date:August 1, 2025
This course introduces foundation theories and constructs of gerontology and psychology to examine the aging-related biopsychosocial changes that influence how mature and older adults feel about themselves, how they process information, and how they encode memories about what they experience and learn. Special emphasis is placed on psychological differences between aging cohorts based on psychosocial factors present during the decade of birth and earlier stages of life, gender/sex and race/ethnicity, the social determinants of health, bias development, prejudice and discrimination, and racism, ableism, sexism, and ageism. Topics include psychological theories, models, and constructs that have practical application during interactions with older people; stages of life and phases of aging; aging-related changes (senescence) and the psychological impact of those changes; how illnesses, diseases, and disabilities complicate aging; the anatomy of the central and peripheral nervous systems; and models of sensorineural processing and learning/memory. Case studies are utilized to explore older adult health and mental health, personality and communication behaviors, environmental factors, and the impact of the social determinants of health on overall well-being, quality of life, and aging outcomes. This course is not open to students who have completed PSYC 375.
Upon completion of this course, the student will be able to:
- compose grammatically correct paragraphs for the sciences with attributions.
- contrast learned versus innate human behavior.
- apply self-efficacy theory to aging, academic learning, and memory.
- assess the effects that fear of losing independence can have on older adults.
- analyze the gerontological perspective on aging.
- deconstruct the characteristics of an older cohort using the psychosocial factors of cohorts.
- describe the stages of life and phases of aging.
- generalize knowledge from a developmental theory or model to a situation involving an older adult.
- explain the difference between bias, prejudice, and discrimination and an "ism" such as racism, ableism, sexism, ageism, and youthism.
- devise a scenario in which a dramatic reaction to a micro-ism confirms a negative stereotype and demonstrates stereotype threat.
- rank the hierarchy of isms (ageism, sexism, racism, and ableism) based on a case study of an older adult.
- label the structures of neurons and the basic anatomy of the central and peripheral nervous system.
- differentiate between aging-related changes and illness, disease, and disability.
- diagram the processes of sensory, working, and long-term memory.
- evaluate the cognitive resources of an older adult with normal aging in terms of cognitive burdens, capacity, compensation, and reserves.
- relate something learned during a guided conversation with an older adult to you or your life.
- report accurate observations of an older adult's behavior and words without interpreting or diagnosing a condition.
GERON 306 Health, Wellness, and the Aging Process
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Transferable:CSU; UC
- General Education:Local GE L4; Local GE L7B; Cal-GETC Area 4
- Catalog Date:August 1, 2025
This course provides knowledge about health-related conditions prevalent in the older population, wellness during aging, and the aging process from the nature-nurture perspective. The knowledge has practical application when working with mature and older people and when interacting with family members, friends, and colleagues. Special emphasis is placed on the intersections between the aging process and health and wellness, the intersections between the social determinants of health and disparities in life expectancies, and how inequities impact overall health and wellness in the aging population.
Course topics are framed from the gerontological perspective, which is a strength-based, whole-lifespan, and person-centered approach. Examples of health-related topics include the social determinants of health, diseases and health conditions common among the older population, and strategies for coping with and slowing disease progression. Wellness-related topics include the health effects of stress and stress reduction, preservation of physical abilities and cognitive function, and nutrition for healthy aging, among others. Examples of aging-related topics are how aging changes cells, tissues, and organs, how those changes affect physiological processes and increase vulnerability to illness and injury, and the differentiation of aging from diseases and other health conditions. This course is not open to students who have previously completed GERON 335.
Upon completion of this course, the student will be able to:
- deconstruct the relationship between the marginalization of older people today and the medicalization of aging.
- hypothesize about the impact of the five primary social determinants of health across the lifespan.
- evaluate how inadequate resources in terms of the social determinants of health impact health and wellness during aging.
- generalize the nature-nurture principle to the aging process.
- diagram the structures and substructures of a human cell.
- describe the process of cellular aging (senescence).
- assess how senescence impacts overall health and wellness.
- chart the aging-related changes of the connective tissues, the reproductive system, internal organ systems (cardiovascular, respiratory, gastrointestinal, and renal/urinary systems), nervous systems (central and peripheral), and the senses (vision, hearing, taste, smell, and touch), and the immune system.
- differentiate between aging and progressive illness and injury, disease, disorders, and disability.
- inventory the chronic illnesses and diseases with a high incidence rate in the older population.
- analyze the connection between the social determinants of health and chronic illnesses and diseases common among older people.
- discuss the health effects, stress, and risks during aging related to lifelong physical conditions such as obesity and disability, mental health conditions such as mental illness and personality disorders, social conditions such as housing and employment insecurity, and support network conditions such as being childless and being estranged from family.
- restate the gerontological perspective on understanding and interacting with older individuals.
- paraphrase essential theories, models, and constructs related to aging in plain language.
- summarize techniques of intervention related to health promotion, teaching older people, behavior change, status assessment, scaffolding, and objectivity.
- apply strategies of health preservation related to physical function, cognitive capacity, and nutrition.
GERON 490 Aging Policy and Practice
- Units:3
- Hours:54 hours LEC
- Prerequisite:None.
- Advisory:Eligible for ENGRD 310 or ENGRD 312 AND ENGWR 300; OR ESLR 340 AND ESLW 340.
- Transferable:CSU
- Catalog Date:August 1, 2025
This course provides an overview of the social issues faced by Older Americans and the social policies and programs provided to address those issues, including the Older Americans Act, Social Security, Medicare, and the Elder Justice Act. It investigates how social policies and programs are put into practice by exploring career options in the agencies, businesses, and organizations that provide services and support to older adults living in California.
Upon completion of this course, the student will be able to:
- generate an Internet resource list with URLs and brief descriptions of the government websites for major programs and services for Older Americans.
- outline the flow of funding for services to Older Americans from its legislative origins to the local providers in the Aging Network, including local organizations/businesses.
- summarize theories of help-seeking behavior.
- differentiate between 1) Social Security and Entitlement Programs; 2) Medicare Options (Part A, B, etc.) and 3) Medicare and MediCal Benefits.
- identify social issues that impact cultural/ethnic subgroups of older adults.
- deconstruct social issues that impact cultural/ethnic subgroups of Older Americans.
- determine the relevance of federal and state Elder Justice regulations to real/hypothetical case studies of elder abuse, exploitation, and neglect.
- utilize a public resource provided to enrich/improve quality of life during aging.
- assess the obstacles Older Americans may have to overcome when accessing government programs and services during aging.
- reflect on policies that contribute to ageism and their impact on the previous, current, and future generations of your family.
GERON 495 Independent Studies in Gerontology
- Units:1 - 3
- Hours:54 - 162 hours LAB
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:August 1, 2025
Independent Study is an opportunity for the student to extend classroom experience in this subject, while working independently of a formal classroom situation. Independent study is an extension of work offered in a specific class in the college catalog. To be eligible for independent study, students must have completed the basic regular catalog course at American River College. They must also discuss the study with a professor in this subject and secure approval. Only one independent study for each catalog course will be allowed.
GERON 498 Work Experience in Gerontology
- Units:0.5 - 4
- Hours:27 - 216 hours LAB
- Prerequisite:None.
- Enrollment Limitation:Students must be in a paid or unpaid internship, volunteer position, or job related to the gerontology field with a cooperating site supervisor. Students are advised to consult with the Gerontology Program to review specific certificate and degree work experience requirements.
- Advisory:Eligibility for ENGL C1000/C1000H (formerly ENGWR 300/480) or ESLW 340
- Transferable:CSU
- General Education:Local GE L7B
- Catalog Date:August 1, 2025
This course provides students with opportunities to develop marketable skills in preparation for employment or advancement within the field of gerontology. It is designed for students interested in work experience and/or internships in transfer-level degree occupational programs. Course content includes understanding the application of education to the workforce, completion of Title 5 required forms which document the student's progress and hours spent at an approved work site, and developing workplace skills and competencies.
During the semester, the student is required to complete 27 hours of related work experience for 0.5 unit. An additional 27 hours of related work experience is required for each additional 0.5 units. All students are required to attend the first course meeting, a mid-semester meeting, and a final meeting. Additionally, students who have not already successfully completed a Work Experience course will be required to attend weekly orientations while returning participants may meet individually with the instructor as needed. Students may take up to 16 units total across all Work Experience course offerings. This course may be taken up to four times when there are new or expanded learning objectives. Only one Work Experience course may be taken per semester.
Upon completion of this course, the student will be able to:
- demonstrate application of industry knowledge and theoretical concepts in the field of gerontology related to a transfer degree level career as written in the minimum three (3) learning objectives created by the student and their employer or work site supervisor at the start of the course.
- make effective decisions, use workforce information, and manage their personal career plans.
- behave professionally, ethically, and legally during work, consistent with applicable laws, regulations, and organizational norms.
- behave responsibly during work, exhibiting initiative and self-management in situations where it is needed.
- develop effective leadership skills during work, with consideration to group dynamics, team and individual decision making, and workforce diversity.
- communicate in oral, written, and other formats, as needed, in a variety of contexts during work.
- locate, organize, evaluate, and reference information during work.
- demonstrate originality and inventiveness during work by combining ideas or information in new ways, making connections between seemingly unrelated ideas, and reshaping goals in ways that reveal new possibilities using critical and creative thinking skills such as logical reasoning, analytical thinking, and problem-solving.
GERON 499 Experimental Offering in Gerontology
- Units:0.5 - 4
- Prerequisite:None.
- Transferable:CSU
- Catalog Date:August 1, 2025
This is the experimental courses description.
