HOUSING ENVIRONMENTS FOR ELDERLY AND DISABLED PERSONS  HDFS 463 - SPRING, 1998 

Instructor: Christine C. Cook, Ph.D. (294-8695) 
Office hours: Tuesday 9:00-11:00 a.m. or by appointment 
Class meeting: Tuesday and Thursday 11:00-12:15 

Catalog Description (1997-1999):  Emphasis on independent living within residential settings.   Specialized shelter and supportive services and managerial processes for persons who are elderly and/or disabled.  Application of criteria appropriate for accessibility and functional performance of activities.  Work with professionals to plan and evaluate special projects.  Field trip.  Materials fee. 

Philosophy:  Housing is both a process and product that supports and enhances human growth and development.  The focus of this course is housing and home environments for people over the age of 65, including assessment of neighborhood and community factors that enhance well being.  Disabilities will be considered in the context of the specific needs of older people.  Retirement communities, congregate housing, long-term care facilities, nursing homes, and adult day care settings will also be examined as part of the continuum of housing and service options available to older people.  Gerontologists, housing and family-service specialists, designers, and educators can have a profound effect on the development and delivery of housing.  The course is intended to provide valuable information for each of these specialists.  In addition, it is hoped that HDFS463 will whet the appetite for further study of housing and gerontology. 
 

Course Objectives: 
 

  COURSE OUTLINE  HDFS 463 - SPRING 1998 

Required Texts:  

(1) Golant, S.M. (1992).  Housing America's Elderly.  Newbury Park, CA:  Sage Publications, Inc. 

Recommended Texts: 

(2) Rubinstein, R.L.; Kilbride, J.C., Nagy, S. (1992). Elders Living Alone.  New York, NY:  Walter de Gruyter, Inc. 

(3)  Mace, R.L.  (1991).  The Accessible Housing Design File.  New York, NY:  Van Nostrand Reinhold (Barrier Free Environments, Inc.) 

  COURSE EVALUATION AND ASSIGNMENT DESCRIPTION  HDFS 463 - SPRING 1998 

GRADING  
  

The final grades will be based on the total number of points earned by each student.  The specific grades assigned will be based on rank within the class enrolled in the class this semester.  

QUIZZES -- Over the course of the semester 4 quizzes will be given.  Quiz “rewrites” are sometimes made available to improve scores.  The quizzes will be composed of multiple choice, true-false, and matching questions.  In addition, the quizzes will require some "short" answers.  The questions for Quiz 1, 2, 3 will be based on the Golant text.  Quiz 4 will be based on the Rubinstein, et al.  Quizzes may include any additional assigned readings, lecture notes, class/group discussions and handouts distributed in class.  

Quizzes are tentatively scheduled for February 5, February 19, March 12, April 2.  

CLASS PARTICIPATION -- Students can expect at least 5 in-class assignments. These assignments will not be announced prior to distribution.  Only students who attend class regularly can expect to receive points for participation.  No make-up of class participation assignments will be possible.  

FINAL CREATIVE PROJECT  -- Students are to complete a final project on a topic of their choice. To identify a topic, peruse the textbooks, the readings on reserve in Parks Library, professional journals, newspapers, etc. Talk with the instructor about your ideas before completing Progress report #1 in week 5 of the semester and before committing to a topic. The final project has both a written and visual/graphic component.  The final project is to be completed in stages as follows:  

Progress report #1 should include: DUE: WEEK 5  
a) title of the topic;  
b) at least one introductory complete paragraph on the content and nature of the topic;  
c) a summary of your knowledge of the topic to date. This summary should include information from at least 5 outside readings on the topic. The “outside” readings should not be from the list of assigned readings. The summary should include headings and subheadings that help the reader to understand the topic.  Progress report #1 should be 2-4 double-spaced typed pages with margins of not more than 1 inch, not including tables, figures, pictures, etc. or the list of references.  
d) a list of references in an accepted bibliographic style (American Psychological Association; Chicago School; etc.)  

Progress report #2 should include: DUE WEEK 10  

a) title of the topic;  
b) at least one introductory complete paragraph on the content and nature of the topic;  
c) a summary of your knowledge of the topic to date. This summary should include information from at least 10 outside readings on the topic. The “outside” readings should not be from the list of assigned readings. The summary should include headings and subheadings that help the reader to understand the topic.  Progress report #2 should be 5-8 double-spaced typed pages with margins of not more than 1 inch, not including tables, figures, pictures, etc. or the list of references.  
d) at least one concluding paragraph on the topic under study;  
e) a list of references in an accepted bibliographic style (American Psychological Association; Chicago School; etc.)  
 
Final Oral/Graphic Presentation should include: WEEK 14 and 15 
a) a one page summary of the topic under study.  The one page summary is to be distributed to classmates on the day of the presentation to the class; 
b) a short oral presentation to the class highlighting the major findings of the report.  This presentation should be visual in nature, not read. The visual materials may include slides, photographs, overhead transparencies, drawings, video clips, models, or floor plans.  

The final presentation will be evaluated by your classmates and the instructor so you must consider how to interest and involve them in the topic.  It is important that you practice the presentation so that you do not go over the time allotted.   

Final Written Paper should include: DUE WEEK 16 
a) title of the topic;  
b) introductory paragraph(s) on the content and nature of the topic;  
c) a summary of your knowledge of the topic including headings and subheadings that help the reader to understand the topic; 
d) concluding paragraph(s); 
e) references in an accepted bibliographic style. 

The final written paper should be 8-10 double-spaced typed pages with margins of not more than 1 inch, not including tables, figures, pictures, etc. or the list of references.   

EXTRA CREDIT will be available from "time-to-time" over the semester. Extra credit opportunities will be announced in class and usually involve attending seminars on campus or participating in off-campus events, e.g. Habitat for Humanity work sessions, Gerontology and/ or Housing seminars, Ames City Council meetings.  If you take advantage of extra credit opportunities, you are required to complete a summary that is one-to-two single-spaced pages. the event. The summary should tell what transpired at the event and include at least two paragraphs on the relationship of the event to the course, HDFS463, its readings and general content.  The summary is due the next class session after the event. 
 

    
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