NORTHEASTERN ILLINOIS UNIVERSITY
DEPARTMENT OF PSYCHOLOGY

Master of Arts Degree in Gerontology
Student Advisory Handbook
 

Table of Contents
(Click on chapter number)

Chapter 1        Overview
Chapter 2        Admission Requirements
Chapter 3        Program Information
Chapter 4        Program Curriculum
Chapter 5        Samples of Elective Specializations
Chapter 6        The Advisement Process
Chapter 7        Resources for Students
 
 

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CHAPTER I
 OVERVIEW

 The mission of the Gerontology Program at Northeastern Illinois University (NEIU) is to contribute to the quality of life of older citizens  through education, research and community service.  To that end, the program seeks to train practitioners through a broad education in the history, characteristics, and circumstances of this older population and prepare them to make a contribution to direct service, advocacy, and research.  As such, this program is appropriate for individuals working in the field,  for those seeking professional level entry into the field, and also for those whose interest is in studying aging for their own academic or personal growth.
 

GOALS OF THE PROGRAM
The M.A. in Gerontology Program is designed to meet the educational needs of a variety of student groups: those already working with the elderly, those contemplating a career change, and those working in other fields who wish to increase their knowledge of aging processes.  To address these needs, students complete a set of required courses providing a solid background in the concepts of gerontology.  Additional elective courses permit the student to gain expertise in either counseling/clinical or administration/social policy.  This combination of general and specific course work prepares students for positions in direct service or in administration and policy analysis.  The program is also structured to ensure the development of skills in both theoretical and applied research, enabling students to be proficient consumers, reviewers, and generators of research in gerontology.
 

PROGRAM MEMBERSHIP AND ACCREDITATION
 Northeastern Illinois University  is accredited by the North Central Association of Colleges and Schools.  The Graduate College is a member of the Council of Graduate Schools in the United States, the Midwestern Association of Graduate Schools, and the Illinois Association of Graduate Schools. The M.A. in Gerontology Program is an institutional member of the Association for Gerontology in Higher Education (AGHE), the professional organization concerned with developing guidelines for curricula in gerontological programs.
 

WHO ARE THE GERONTOLOGY STUDENTS?
 One group of students in the Gerontology Program are those who come from diverse backgrounds and who are currently employed as direct service providers, or as administrators in agencies or organizations providing services or advocacy for older adults.  A second group is, or has been, practicing professionals whose work is not specifically connected to serving the elderly.  This group includes nurses, physical or occupational therapists, architects, administrators, social workers, librarians, case managers, counselors, teachers, and writers.  Yet a third group are those who have had little or no previous work with the elderly outside their own families and who come with bachelors, masters, or doctoral degrees in diverse disciplines and fields. Students in the program have ranged in age from 22 to 75, with the majority being between 36 and 55.  Many have been away from formal study for more than 20 years while others are recent graduates.  Students have stated that they believe the wide age range of their classmates has had a very positive impact on their learning experience.
 Some students plan to continue their academic career after they have completed the M.A. in Gerontology either by completing a second master’s degree in a complementary field or by entering a doctoral program in gerontology.  Others seek to use what they learn in this program to increase their efficacy in either their present field or in a second career.  Still others are retirees who desire to become volunteer or paid peer service providers and advocates for the elderly.  Some are individuals with no immediate vocational goal who see themselves as life-long learners and are interested in pursuing the study of aging.

PROGRAM DURATION
 By design, the program is part-time, with all required courses offered in the evening.  Some elective courses are offered in the summer terms.  A student who enters with all admission prerequisites met could graduate in 3 years by enrolling in 6 credits of graduate study during the fall and spring semesters and completing their thesis work during the third year.   Many students find, however, that extending their program and taking 3 credits per term enables them to successfully combine both their academic and non-academic responsibilities.

 Often those students who enter the program without previous professional training find that the 36 credits required for the degree may be insufficient to provide them with both the theoretical knowledge and the skills needed for particular positions.  These students often choose to complete additional courses either in gerontology or in other departments before writing their thesis and completing their degree.  Since master's degree programs in gerontology across the country vary in length from 32 to 48 or more credits, this is a reasonable option.
 

PROGRAM EXPECTATIONS OF STUDENTS

Professional Involvement
 Students are expected to become actively involved in the field by participating in student sections of national, regional, and state organizations in gerontology and attending conferences and workshops related to the field of aging.

Computer Literacy
 All students are expected to possess basic levels of proficiency in computer use.  This involves the ability to:

•    produce documents using a standard word processing program,
•    conduct library searches via online  databases,
•    compose and receive e-mail,
•    obtain information via the Internet and the World Wide Web.

 

 Students are encouraged to develop these basic computer skills before entering the program.  The university provides a number of computer workshops on campus which are free and available to all registered students.  There are also a number of locations on campus where students can access computers.  All students may request a free Internet access account which they may use either from their home or from campus computers.
 

Proficiency in Written English
 Well organized and clear writing is essential to success in graduate studies as well as in the professional workplace.   Students must use the style guidelines of the American Psychological Association's current Publication Manual in all course work.
 
 

CHAPTER 2
ADMISSION REQUIREMENTS

 Students must fulfill the general admission requirements of the Graduate College of Northeastern Illinois University.  A complete application packet may be obtained from the Graduate College office located in room 4029 of the Classroom Building or by calling (773) 442-6008.  A complete application includes:

1.  The Graduate College Application for Admission form.

 

 

1.  A transcript showing completion of a bachelor's degree from an accredited college or university.  Undergraduate         course work should include at least 5 courses (15 credits) in the social sciences (anthropology, economics, history, political science, psychology, or sociology) and at least one course in statistics.

 

 

 

       Note: If the applicant has met all requirements except that of statistics, they may be admitted conditionally and will  be expected to complete an undergraduate course in statistics before being allowed to enter PSYC-AGED 408, Research Methods and before filing for degree candidacy.  Any statistics course taken to meet this requirement will not count toward fulfillment of the 36 required credit hours.
 

1.  Evidence of scholastic ability, reflected by an undergraduate grade point average of 2.75 or better on a 4-point scale.  All course work completed prior to the bachelor's degree as well as any completed graduate courses are considered.

 

 

1.  Two letters of recommendation on the forms provided.

 

 

1. A two-page statement of personal goals for graduate work in gerontology.  This statement also serves as a sample of writing competency.
2. A resume showing all paid and volunteer work experience.

 

 

 

Note:  Students may enter the program without previous professional or volunteer work experience with older people, but will be required to compensate for this deficiency by completing the PSYC-AGED 415, Practicum in Gerontology, elective as well as the required PSYC-AGED 416, Internship in Gerontology.
 
 
 

CHAPTER 3
PROGRAM INFORMATION

 

PREVIOUS GRADUATE STUDY AT ANOTHER INSTITUTION

 Up to 9 hours of graduate course credit in gerontology, management, or counseling may be considered for transfer credit.  This requires acceptance by both the graduate college and the coordinator of the gerontology program.  All courses eligible for consideration must have been obtained from an accredited graduate or professional school, must not have already been applied to another degree, and must have resulted in a grade of B or better.
 To seek approval from the graduate college, the student must submit a letter to the Dean of the Graduate College that includes:

•    the title of the course,
•    the grade received,
•    the credit earned for the course,
•    the year the course was taken,
•    the name and address of the granting institution, and
•    an official transcript from that institution.

 

 The letter should indicate whether the transfer course is replacing an elective or a core course and what specific course it is expected to replace.  It must be accompanied by: a copy of the course syllabus and reading list and a copy of the catalog description of the course.  Although no course that has been part of a degree already received may receive credit toward the M.A. in Gerontology at NEIU, if such a course is determined to duplicate the content of a required core course, the student may be exempted from that core requirement and allowed to substitute an additional elective.
 

GRADING POLICY

 The Graduate College requires students to maintain a B average.  Failure to maintain a B average will place a student on academic probation.  Students receiving a grade of C on any course assignment are strongly encouraged to make an appointment with the instructor for additional feedback and guidance on how to improve their work.  Students should also be aware that in graduate programs, grades of "A" are reserved for exceptional work and that the "B" grade has a wide range within it.
 Requests for Incomplete grades are strongly discouraged.  If, however, students anticipate the need for a grade of “I” (incomplete), they must consult with the instructor at least ten days before the end of the term.  Students who do receive an incomplete grade have one semester to complete their work and receive a grade.  Otherwise, the incomplete grade is automatically converted to a permanent F or I.  The only exception to this rule is for incomplete grades received in PSYC-AGED 422:  Master's Thesis; these have a 2 year limit for completion.

FINANCIAL ASSISTANCE

 1.     Merit Tuition Awards
          A limited number of merit tuition awards are available each semester.  These awards fund either one or two graduate courses in the semester for which they are given.  To be considered for this award, a student must be enrolled in the program (i.e., not a student-at- large) and must have a GPA of at least 3.0.
          Students may obtain an application form from the coordinator of the gerontology graduate program during the first month of the term before the term for which the student is seeking the award.
  The deadlines for submission to the Graduate College are announced on the Gerontology Program web site, with the typical periods for calls for application submissions being:
 
 

          The coordinator then recommends students to the Graduate College where the final decision is made.  A tuition award in one semester does not guarantee one in the following semester, nor does non-receipt indicate unworthiness.    The Graduate College announces the awards several weeks before the beginning of the term for which the award is made.
          All male recipients of a merit tuition award must fill out and submit a "Selective Service Form" (each term) along with their application.
 

 2.         Grants and Loans
              References are available in the NEIU Library and Financial Aid Offices that list graduate level regional and national awards, and loans from private sources.
 

MASTER'S DEGREE CANDIDACY

 Students who have been admitted to the program, who have made up any admission deficiencies and who have completed 12 graduate credit hours with a GPA of 3.0 or better should submit the Application for Master's Degree Candidacy.  It is the student's responsibility to initiate this process.  The necessary forms may be obtained from the Gerontology Program office or directly from the Graduate College office.  After verification by both the college and the program, students received written notification that they have been admitted to candidacy status.  Candidacy status is a prerequisite for enrollment in PSYC-AGED 422.

GRADUATION

 A.         Graduation Requirements

   In order to apply for graduation, a student must have:

•    been approved for candidacy,
•    completed the 21 required classroom hours
•    completed the internship and, if necessary, the practicum
•    completed enough electives to have 36 hours of 400 level credits.
•    completed a thesis

           There is a non-refundable, non-transferable fee which must accompany the application for graduation.  See the Graduate Student Handbook for further details.

 B.     Graduation Timetable
 

      Applications for graduation are handled directly by the Graduate College.  A student should file an Application for Graduation for graduation during the specified filing periods in the term in which they expect to graduate.  Each term the Graduate College announces the deadlines for filing and for completing all work in the Schedule of Classes.  Generally, the final date for submission of all materials is 10 weeks before the graduation date.

  In order to meet the deadlines for graduation, students must plan to follow this time table:

•    submit completed final draft of thesis to faculty advisor for editing eight weeks before the Graduate College deadline,
•    give copies of an approved final draft to all committee members at least one week before thesis defense meeting,
•    schedule the thesis defense meeting with the faculty committee no later than two weeks before the Graduate College  deadline,
•    make any changes requested by the committee at the meeting,
•    submit a bound laser-printed copy of the finished thesis to each member of the committee.
•    by the date listed in the  Schedule of Classes each semester, submit to the Graduate College:

               a. an unbound laser-printed copy of the final version of the thesis,
               b. the Thesis Acceptance & Approval Form signed by the committee members ,
               c. a signed copyright permission form,
               d. a photocopy copy of the signed "Change of Grade" form that removes the I grade for
                  PSYC-AGED 422 Masters Thesis.
 
 

COURSE ROTATION SCHEDULE

 The introductory course, PSYC-AGED 401, is offered every year in the fall semester only.  PSYC-AGED 402 is scheduled every year in the spring semester only.  PSYC-AGED 420 is offered bi-annually the alternate fall term.
 Students are expected to take PSYC-AGED 401, PSYC-AGED 402, PSYC-AGED 408 and PSYC-AGED 420 in this order.  Exceptions to this sequence can be made only with approval from the Program Coordinator.   Students wanting to begin their studies in the spring or summer terms should choose an elective course after consultation with their Graduate Advisor.
 

Two-Year Alternation Schedule

 This schedule, covering the fall and spring terms, is designed to help students plan their academic career in the university.  It is available on the Gerontology program's web site ( http://www.neiu.edu/~deptpsyc ), from the Program Coordinator, or from your graduate advisor.  Days of the week and instructors are not specified.   Every effort will be made to offer the required core courses as scheduled.  Depending on student enrollment and demand, electives may be added or dropped
summer offerings are always contingent upon budget allocations and available faculty.  The summer term should be used for elective courses, or for courses designed to remedy deficiencies.

.

CHAPTER 4
THE CURRICULUM

OVERVIEW

   The M.A. in Gerontology curriculum consists of 36 credit hours organized into three components: classroom courses, experiential learning, and independent research. Each of these components provides an opportunity for a specific type of learning; all are intended to be coordinated around the student's focus in the program.
 The classroom component will provide the theoretical knowledge and the academic skills necessary for success in the other two.  The experiential component will give students the opportunity to apply, as well as to increase, their knowledge and skills by working in agencies and programs for the elderly in the greater Chicago land area.  Finally, the research component allows students to integrate what they have learned from both of the above and to produce a research report that demonstrates their mastery of the interdisciplinary field of gerontology.

 SECTION I              Classroom Component
 This component consists of two groups of courses: the Core Courses and the Electives.

  A. Core Courses
          The Core Curriculum is comprised of seven required courses (21 credits).  These courses are meant to acquaint students with the scholarly literature concerning gerontological issues and methods.  Each core course and many elective courses introduce students to research concepts and methodological approaches in order to prepare them for their own thesis work.    All are designed to help students develop the skills necessary to:

•    formulate research questions, gather and evaluate data, and synthesize and present the findings,
•    understand the relationship between questions and methods
•    critically read and analyze the research findings of others,
•    undertake needs assessments and program evaluations and,
•    write academic papers.

 

  These seven courses provide the broad base of knowledge needed by all practitioners and scholars in the field of gerontology.  Descriptions of these courses can be found in the university catalog.
 

  PSYC-AGED 401 Gerontology: An Overview
  PSYC-AGED 402 Developmental Processes in Later Life
  PSYC-AGED 408 Research Methods in Gerontology

  PSYC-AGED 403 Physiology of Aging
  PSYC-AGED 418 Public Policy and Aging
  PSYC-AGED 426 Values, Decision-making and the Elderly
  PSYC-AGED 420 Seminar in Proposal Writing
 

B.         Elective Courses
          In this part of the curriculum students can concentrate in a particular area.  Working with their advisor, they may select a group of related electives (specialization options) that will meet their individual interests.  Chapter 5 of this manual describes possible specializations.
  Those elective courses offered within the department have content directly relevant to aging and the aged.  These include:
 

  PSYC-AGED 406 Aging and the Family
  PSYC-AGED 412 Psychopathology and Aging
  PSYC-AGED 414 Psychotherapy of the Elderly
  PSYC-AGED 424 Independent Study in Gerontology
  PSYC-AGED 428 Aging and Cultural Diversity in the United States
  PSYC-AGED 432 Meanings of Old Age
  PSYC-AGED 434 Aging Services Network
  PSYC-AGED 455 Advanced Topics in Aging

      Electives in other departments, while not designed specifically for gerontology students, offer the opportunity to relate gerontology knowledge, skills and values to the particular subject area being taught.  The courses currently available courses are:

 Public Administration:
  PSCI-PA 408 Seminar on Policy Analysis
  PSCI-PA 415 History and Literature of Public Administration
  PSCI 417 Readings in Current Political Issues: The Politics of Aging

 Business and Management:
  MNGT 471 Management Organizational Behavior
  MNGT 474 Human Resources Policy and Decision Making

 Counselor Education:
  COUN 403 Frameworks for Counseling
  COUN 405 Individual Counseling Skills
  COUN 406 Group Counseling
  COUN 413 Adult Career Development
  COUN 420 Introduction to Family Counseling
  COUN 421 Advanced Marriage and Family Counseling
  COUN 422 Grief Counseling

 Human Resource Development:
  HRD 400 Human Resource Development and the Organization
  HRD 401 The Adult Learner

        Graduate level courses (400 level) offered in other departments at NEIU but not listed in this guide may serve as electives in the program with prior written approval from the faculty advisor.
          Some students may discover during their studies that they have a particularly strong interest in an aspect of gerontology that is not addressed sufficiently by the courses offered at NEIU.  These students are encouraged to consult with their advisor to identify these unmet needs and to either enroll in independent graduate study at NEIU, or seek courses at other accredited graduate schools that will supplement the NEIU offerings.
          If taken with prior approval, up to nine (9) credits of graduate work (3 courses) may be taken at another accredited university and, if accepted by the Graduate College and the department, may be applied toward the M.A. in Gerontology.
 

  SECTION II               The Experiential Component

             Depending upon a student's prior background, this component may consist of one or two courses. Both courses require following a specific procedure.  In both courses, a gerontology program faculty member will supervise and monitor the academic portion of the learning program, conduct site visits, approve credit, and award a grade.  Grades are assigned by the faculty supervisor, using both the written evaluations submitted by the on-site supervisor(s) and academic papers produced by the student.

  A. The Courses

 1         Practicum in Gerontology (PSYC-AGED 415)
   For students who come into the program with no prior documented experience (either paid or volunteer) in working directly with the aged, a supervised practicum is required; for others it is an available elective.  This course includes a minimum of 120 supervised clock hours of experience.  A practicum serves to introduce the student to one aspect of gerontological practice primarily through observing and assisting staff at the placement site.
   Students must complete at least PSYC-AGED 402 before they may enroll in the practicum.   If you think you may be exempt from completing the Practicum, you must schedule a meeting with the Coordinator of Graduate Field Experience in order to review the nature of your prior experience.  You must be able to provide documentation of your prior experience.  Prior experience may include volunteer work that involved significant and regular responsibilities.

   2         Internship in Gerontology (PSYC-AGED 416)
   All students in the program must complete an internship course (PSYC- AGED 416) including a minimum of 120 supervised clock hours of experience in an area that differs from the one in which they have had prior work experience or have taken their practicum.  The intent of this experience is to broaden and diversify a student's professional exposure to the field.  As with the practicum, internship opportunities are arranged to complement the focus area of the student's specialization option.   An internship allows a student to take a more active role in the field experience (e.g., by designing or implementing a small project under supervision).
   Students must have completed PSYC-AGED 408.  In addition they must have completed PSYC-AGED 415 (Practicum) or have entered the program with prior professional or volunteer work experience before an internship can be arranged.

  B.         The Procedures
 

   1.         General Requirements
           Students should begin arranging for their field experiences as early as possible in the term preceding the one in which they will actually do the work.
 

   2.         Site Selection and Approval
           Either the student or the Coordinator of Graduate Fieldwork Experience may propose a placement site.  In order for a site to be acceptable, the coordinator must agree that the proposed field site contributes to the student's academic program and post-graduation objectives and that the setting is suitable for a graduate-level field experience.  Should the student require assistance with making arrangements, the coordinator facilitates the placement.
 

  3.         The Cooperative Agreement
           Before the student begins a field experience, a Gerontology faculty supervisor the field site supervisor, and the student will agree on and sign the Cooperative Agreement for Field Experience and an individualized Learning Contract.  These documents together outline the responsibilities of all parties during the fieldwork placements and serve as the basis for the assignment of academic credit.  They serve as an informal contract between the program, the site, and the student.
 

      a.         The Cooperative Agreement outlines:
                   1) the length of the placement,
                   2) number of hours per week,
                   3) general tasks and responsibilities of the student, site supervisor and academic supervisor, and
                   4) any other terms they have agreed upon.

      b.         The Learning Contract includes:
                   1) the length of the placement in number of weeks,
                   2.) the number of hours per week the student will work,
                   3) a description of the on-site and academic tasks to be performed,
                   4) a verification of each supervisor's willingness to:

• supervise the student throughout the experience and meet with the student at least twice a month,
• consult with their counterpart on a regular basis concerning the student's progress toward meeting the learning goals and the other terms of the contract
• evaluate the student's performance at the end of each term and to provide copies of this evaluation to the student and to the field experience coordinator.

 

 

 

SECTION III.       The Research Component

The program for the M.A. in Gerontology culminates in an independent thesis research project that may again be related to the specialization option the student has chosen.   This research gives students an opportunity to integrate what they have studied, observed and experienced during their graduate study.

A.        Nature of the thesis
             The thesis can be based on basic research, applied research, library research, or a practice- oriented project.  The student may employ a research or practice methodology from the disciplinary or professional perspective which best matches the student's area of interest.
             The student may find ideas for their thesis topic and approach through a review of course work, course readings, field placement experiences, volunteer activities, or work experiences.  The thesis topic should be relevant to the field of gerontology and the thesis must contribute to gerontological research and/or practice.
             The thesis work is limited only by the interests and creativity of the student.  The student chooses their methodological and/or disciplinary approach and prepares a proposal for their thesis work in PSYC-AGED 420.  Students enroll in PSYC-AGED 422 while in the process of researching or writing the thesis.  During this time they work on an individual basis with their thesis advisor and committee members.

   The thesis process and product demonstrate the student's ability to:

•    operationalize constructs by selecting appropriate methods to measure them,
•    conduct library research across more than one discipline,
•    summarize and critically evaluate relevant literature,
•    develop a research plan, select data-gathering processes, and obtain data
•    analyze and evaluate data,
•    organize and write a description of the results of the investigation,
•    interpret the results and suggest future research to pursue unanswered questions

 

B.           Timing of the thesis research
                  Students should begin the thesis process approximately one year before they expect to graduate.  This will allow them time to:

•  write an acceptable proposal
•  gain approval from the University's Institutional Review Board (IRB), required for research with human subjects only
•  conduct the proposed research
•  write, revise, and edit the thesis
•  orally defend the thesis before their thesis committee
•  create a final copy acceptable to the Graduate School (their deadline is approximately two months before the end of the term)

 

C.           Thesis Procedures
              Preparatory Procedures.    All students are required to enroll in PSYC-AGED 420 (Seminar in Proposal Writing). In this course students:

1. develop the plan or proposal for their thesis,
2. choose a Thesis Advisor and a committee, and
3. prepare the application for IRB approval (if working with human subjects)

 

           This proposal must be formally approved by the Thesis Committee before the student begins actual work.   The committee consists of the Thesis Advisor and two readers.  The Advisor and one of the readers must be faculty members at NEIU.  The third reader may be either another faculty member or a professional person with expertise in the subject area of the thesis.
           A copy of the approved proposal is placed in the student's file together with a copy of the Thesis Approval Form, signed and dated by the advisor and readers.  In addition, a letter of approval from the NEIU Institutional Review Board will be kept in the file.  These documents must be filed before any data is collected.

  Thesis Research Procedures.  Students have two (2) years from the term of enrollment in PSYC-AGED 422 to complete their work and receive credit for this course.  They are expected to remain in contact with their advisor and committee members during their research regarding research procedures and drafts of parts of the report.  It is most efficient to have drafts of these first parts read and reviewed by the thesis advisor while they are in the process of collecting and analyzing their data.

  Thesis Approval Procedures.     The completed report is submitted to the student's committee.  After all members of the committee have read the report, a meeting of the whole committee is scheduled where the student appears to defend his or her work.   This meeting is designed to allow students to demonstrate their familiarity with the relevant literature, with interesting problems still to be addressed in the topic area and with the relationship of their thesis to other aspects of gerontology.  At the conclusion of the meeting, the committee notifies the student of their decision.  The committee then sends a formal, written statement of the outcome to the student.

  There are three (3) possible outcomes of this meeting:

1.  The student may pass with no further requirements.
2.  The student may pass conditionally; i.e., upon completion of specified minor changes be made in the paper, project or thesis.  When changes are completed, the student will resubmit the document to the individual committee members for reconsideration.  In this instance, the delayed approval may be accomplished without another formal committee meeting.
3. The student may not pass and must substantially rework the thesis.  In this instance, the student must reconvene the committee and repeat the approval process.

  When the full committee approves the thesis, they all sign the Thesis Approval Form, and give this document to the student for submission to the Graduate College.  The advisor submits the form to assign a grade for PSYC-AGED 422.  Copies of these documents are placed in the student's file. (See, also, "GRADUATION")
 

 

CHAPTER 5
SAMPLES OF ELECTIVE SPECIALIZATIONS

The specialization options presented here are 'samples' that may be used as models for designing the elective portion of the M.A. program.  Students are encouraged to work with a faculty advisor in selecting a focus area and program which will best meet their academic and career goals.
 Students in all options may, with the consent of their faculty advisor, enroll in a practicum, as well as an internship, as one of their electives. (Remember: students with no documented prior experience are required to do so).

OPTION A:       DIRECT SERVICE
 This option is appropriate for students interested in providing services to directly to elderly clients.  Two possible areas of direct service are:

Human Services:
 Courses in this focus area are designed to further the gerontological knowledge and skills of practicing professionals. or to prepare students to become professionals, who will provide services to clients such as: geriatric nursing, occupational or physical therapy, individual or group counseling, assessment, information and referral, case management or care planning.

 Recommended electives (6 hours):
  PSYC-AGED 412   Psychopathology and Aging
  PSYC-AGED 414   Psychotherapy of the Elderly

 Other possible electives
  In Gerontology:
   PSYC-AGED 434  Aging Services Network
   PSYC-AGED 428  Aging and Cultural Diversity in the United States
   PSYC-AGED 406  Aging and the Family
   PSYC-AGED 455J Advanced Topics in Aging: Caregiving and the Elderly in Counseling
                                      In Counseling:
   COUN 403   Frameworks for Counseling
   COUN 405   Individual Counseling Skills
   COUN 406   Group Counseling
   COUN 420   Introduction to Family Counseling
   COUN 421   Advanced Marriage and Family Counseling
   COUN 422   Grief Counseling

Gerontological Education:
         Courses in this focus area are designed to prepare students to work as instructors and academic advisors and to develop courses or curricula for older adult education programs in community colleges, learning-in-retirement programs, extension divisions of universities and colleges, retirement centers and other settings where credit and non-credit courses are provided for older adults.

 Recommended electives:
  PSYC-AGED 428  Aging and Cultural Diversity in the United States
  HRD 401                The Adult Learner

 Other Possible electives
  Gerontology:
   PSYC-AGED 432 Meanings of Old Age
   PSYC-AGED 455F Advanced Topics in Aging: Ethnographies of Aging
   PSYC-AGED 424 Independent Study in Gerontology
  Counseling:
   COUN 413 Adult Career Development
  Human Resource Development
   HRD 400 Human Resource Development and the Organization
 

OPTION B: ADMINISTRATION/SOCIAL POLICY
 This option is designed for students interested in pursuing any of the following: 1) careers in administration, 2) positions requiring knowledge about social policy as it affects the elderly, or 3) doctoral programs either in gerontology or in a field that permits a geriatric or gerontological concentration.
 

Two possible areas of focus are:
Administration:
  Courses in this focus area are designed to prepare students to serve as administrators in health organizations, long-term care facilities, retirement housing, senior centers, home and community services, public agencies on aging, and aging programs in other settings.

 Recommended electives:
  PSYC-AGED 434 Aging Services Network
  PSYC-AGED 428 Aging  and Cultural Diversity in the United States
  MNGT 471 Management Organizational Behavior
  MNGT 474 Human Resources Policy and Decision Making

Other possible electives:
  Gerontology:
   PSYC-AGED 424 Independent Study in Gerontology
  Human Resource Development:
   HRD 400 Human Resource Development and the Organization
  Political Science:
   PSCI-PA 415 History and Literature of Public Administration
 

Social Policy:
Courses in this focus area are designed to prepare students to become researchers, public advocates, and information specialists in policy issues relating to the aged and the aging society.

 Recommended electives:
  PSYC-AGED 428 Aging and Cultural Diversity in the United States
  PSCI-PA 408 Seminar in Policy Analysis

 Other possible electives:
  Gerontology:
   PSYC-AGED 424 Independent Study in Gerontology
   PSYC-AGED 434 Aging Services Network
   PSYC-AGED 455J Advanced Topics in Aging: Caregiving and the Elderly
   PSYC-AGED 432 Meanings of Old Age
  Political science:
   PSCI 417A Readings in Current Political Issues: The Politics of Aging

Sample Three-Year Plan

 

 
 
 

CHAPTER 6
THE ADVISEMENT PROCESS

             The advising process is carried out on many levels.  The program coordinator serves as the official
program advisor for the gerontology program.  Students should seek clarification from this person on any
matters not specifically addressed in the NEIU Catalog, the Schedule of Classes, the Graduate Student
Handbook, or the Gerontology Program Advisory Handbook.

FACULTY ADVISING
         Each student is assigned to a graduate advisor at the time they enter the program.  The graduate
advisor is the student's primary contact throughout their participation in the program.  This person assists the
student with selecting electives, scheduling courses, and choosing a thesis topic.  They are also available for
any other guidance or assistance that the student might require such as exploring possible career
opportunities after completing the degree.
         All graduate advisors have open office hours, including hours in the late afternoon or evening, during
which students may come in to get help or just to talk.  They are also available by appointment.

PROGRAM COORDINATION
     Some of the matters which must involve written communication with, and prior written
approval from, the Program Coordinator and the Graduate College, include (but are not limited to):
     1.   Requests to transfer graduate credits earned previously into the M.A. in Gerontology
          program,
     2.   Requests to take graduate level work at another accredited institution while in the program
          and have the credit apply towards the M.A. degree.
     3.   Any exceptions to program requirements,
     4.   Requests to take an extended (more than 1 semester) leave from the program while remaining
          an active member.

         In addition to required communications, the coordinator, like other faculty members, is always
willing to listen and give advice on shaping the best academic program to meet the student's professional
and personal goals.

GRADUATE FIELD EXPERIENCE COORDINATION
             All matters relating, to practica and internships are to be discussed with the Coordinator of Graduate
Field Experience.  This person approves all field sites and placements.  Students are encouraged to talk with
the coordinator at least one semester before they plan to engage in their field experience.
             The coordinator maintains a list of settings where previous students have been placed.  In addition,
this person serves as the contact person for establishing new field settings and as the university liaison
throughout the field experience.  All students in a field placement will meet with the Coordinator on a
regular basis throughout the term.

THESIS ADVISING
             Although many students choose a member of the gerontology faculty to serve as their thesis advisor,
this person may be any full-time member of the NEIU faculty and is chosen by the student.  Students should
make their selection based on the background and interests of the faculty member, as well as a judgment
about their own ability and desire to work closely with that person.
             The thesis advisor will help the student solicit the other members of the committee.  All committees
must include one other NEIU full-time faculty member.  The third member may be a full-time faculty
member from NEIU, a faculty member from another institution, or an experienced practitioner with at least a
master's degree who brings to the particular project or paper a specific relevant expertise.
 

 

CHAPTER 7
RESOURCES FOR STUDENTS

 

LIBRARY RESOURCES
     The Ronald Williams Library contains a growing collection of books and journals related to
aging.  In addition, the library is part of a consortium (ILLINET) which allows students to borrow,
through inter-library loan, books held in other libraries.
     The library has access to over 400 on-line databases.  Some are available both on campus and
from home via the Internet (http://www.neiu.edu/~neiulib ).  Some of the sources available
through this system are: PSYCINFO, Social Science Index, ERIC, Humanities Index and Ageline.  On
the 2nd floor of the library are databases dedicated to single sources such as the Chicago Tribune
Archives, the NY Times Archives and a number of others.  Other databases may be accessed in the
library with the assistance of a librarian (e.g., DIALOG, Mental Health Abstracts, and many others
important to research in gerontology).
     The Ronald Williams Library is also an official depository for federal, state, county and
municipal government documents.  Having these documents on site makes research on policy issues
related to gerontology convenient and accessible.
     The library has a number of other services to assist students including a computer lab where
students needing to use computers have access to word processing, e-mail, the Internet and the World
Wide Web.  There is also a media library with films and videos available for borrowing.
     A student with a valid NEIU identification card may borrow books from a selected group of
colleges and universities in the metropolitan area.
 

CAMPUS COMPUTER FACILITIES
     The university has computer laboratories located in the following areas on campus:

     Ronald Williams Library              4th Floor
     Classroom Building                     Room CLS-2108
                                                       Ground Floor Atrium
     Science Building                         Room S-208
 

GERONTOLOGY OFFICE
     The Gerontology Library (Science 305) is available for student use.  It contains a number of
useful directories and other resource materials in the field of aging.  It also contains copies of theses
and projects done by former students.   You may gain access to this room by requesting a key from the
Psychology Office (Science 313F).
     In the third floor hall, on the wall opposite to Room 305, a bulletin board contains recent
postings of conferences, articles about aging, and job opportunities.  Students are encouraged to read
these materials and are welcome to add postings from their own agencies.

GENERATIVITY CLUB
     The wealth of previous work and life experience and the shared-enthusiasm for
improving the lives of the elderly that gerontology students bring to their masters degree studies
make class discussions lively and encourage friendships.  From the beginning of their studies,
students are encouraged to become acquainted not only with the students -in their classes, but
with others ahead of them in the program.  Students in the program and recent graduates often
suggest fellow students for professional engagements and alert them to job openings that might
interest them.
     This informal networking is strengthened by participation in the student gerontology club,
"GENERATIVITY." The title of the club comes from Erik Erikson's developmental stage theory
and means investing in the next generation. This club is run by the students together with a
faculty advisor.  It meets in the evening several times each semester and offers an opportunity for
the gerontology students to socialize with each other, with the faculty, and with other
professionals who come as guest speakers on topics related to the field of aging.
 

THE METROPOLITAN AREA AGING NETWORK
     The greater Chicago metropolitan area offers numerous opportunities for graduate
students to enrich their learning experience.  The program has developed good working relations
with a number of educational, medical, advocacy, and social service programs in the field of
aging.  Graduates of the program are also becoming an important part of the "network" and are
often available for current students seeking practica, internships, and jobs.
 

For more information about the Program or to request application materials contact:

 Dr. Lisa Hollis-Sawyer, Coordinator:

Phone: (773) 442-5846
            Fax      (773) 442-5850
            E-mail   L-Hollissawyer@neiu.edu