EMERITUS PROGRAM
HANDBOOK
2008-2009
Index
- Emeritus Program …………………………………………….……………………
a. Welcome Letter from the Dean…………………...………………………
- Continuing Education Cornerstones needs to be reformatted …………………
- Overview of the Emeritus Program…………………...……………………………
- The Aging Boom in the Twenty First Century……………………………………..
e. Older Adult/Emeriti Classes …………………………..
2. Instructors of the Emeritus Program…………………..…………………………………
a. Instructors Duties and Responsibilities… ……………………………………
- Substitute Information (Campus Policies and Procedures)…………..……………
3. Staying Informed and Professional ……………………………………………...
a. Staying Informed ……………………………………...……………………….
b. Staying Professional……………………………………………………………….
4. Faculty Assignment and Representation…..……………………………………………
5. Program and Course Logistics – …………..……………………………………………
a. Logistics for establishing and maintaining the Emeritus Program
- Instructions to set up CAV Summary Online
c. Sample Course Syllabus add template…………………………………………......
- Sample Course Outline add template………………………………………………
- Sample Lesson Plan add template…………………………………………………
f. Self Evaluation Instrument ……………………………………………………...
- Assessment Questionnaire …………………………………………………………
6. Guidelines and Information for Emeritus Program Instructors………………………..
- Copyrights: Guidelines for Classroom Copying.……………………………….....
b. Ordering Procedures for OA Equipment (IELM) & Supplies……………………..
- Check-out Procedures for Presentation Kit and Digital Camera…………………..
d. How to Access and Use SDCE Public Folders ………………………….
1) Use the Public Folders!
2) CE Public Folders/Faculty Resources Content List………………………..
3) CE Public Folders/Emeritus Program Older Adult Education Content List.
7. Appendix/Forms etc. …………………………………………………….
- Future Equipment Needs
- Form for Purchase Requisition
- Check-out Form for Presentation Kit and Digital Camera
8. Handbook Pocket Contents……….…………………………………………………………..
a. Who is Who in SD Continuing Education (SDCE) – needs to be updated
b. Who is Who in Emeritus Program
c. Continuing Education SDCCE Schedule
d. Emeriti Mini- Schedule – if available
e. Instructor Expectations (see pgs 16-17 of CE Faculty Handbook 2006-07)
f. How to Obtain a Parking Pass
g. How to Obtain an Employee ID card
h. District Purchasing Agreement for non-captioned media
i. Continuing Ed Captioning Request Form
j. Speaker Guidelines and Form
k. Publicity Flyer Request and Form
l. Field Trip Guidelines and Form
1. The Emeritus Program
a. Welcome Letter from the Dean
b. Continuing Education Cornerstones
STRATEGIC CONERSTONES
As mentioned, Continuing Education’s Cornerstones are the foundation upon which the faculty, staff, and administration will build the strategic plan. Each of these Cornerstones is discussed below.
v Cornerstone 1: Professional Development. The near unanimous response to the President’s all call was that Continuing Education’s greatest strength is “Our People.” A natural extension of this is that a primary strategic planning Cornerstone should be a focus on the development of this strength.
Professional development, as defined herein, is simply the enhancement of knowledge or skills related to providing Continuing Education instruction, services, or support. This enhancement of knowledge or skills is demonstrated through the creation of new courses, programs, or services for Continuing Education students.
v Cornerstone 2: Course Diversity. This Cornerstone is about broadening Continuing Education’s course offerings. In California, noncredit courses are classified into nine legislated instructional areas. The nine areas are as follows:
1. Parenting, including parent cooperative preschools, classes in child growth and development, and parent-child relationships;
2. Basic Skills, including elementary and secondary education such as adult literacy and high school diploma programs;
3. English as a Second Language (ESL);
4. DSPS educational programs for those with disabilities;
5. Short-Term Vocational Programs with high employment potential;
6. Older Adult educational programs;
7. Home Economic educational programs;
8. Health and Safety educational programs; and
9. Immigrant Education, including citizenship classes.
Related to SDCCD Continuing Education’s programs, the pie chart in Figure 1 presents the total class hours (in percent) generated by program area. Clearly, the “big three” are ESL (44%), BIT (17%), and OA (13%), accounting for about three-quarters of all Continuing Education class hours.
In terms of the expansion of Course Diversity, the timing is excellent given the recent attention that non-credit education is getting in this state. There is a world of opportunity for new courses to explore in each of the nine areas. There is particularly a tremendous growth potential in Vocational and Basic Skills programs. Certainly more single discipline stand-alone programs are needed in these areas, but they can also be creatively linked and integrated with the other areas. We have seen the beginning of such linkages with Vocational English as a Second Language (VESL) and Vocational Adult Basic Education (VABE). There are also new course opportunities for all nine areas for us to “be the bridge” and to help students “see the bridge” to both the world of work and to credit classes at the colleges. Counselors will be a key to the success of all these efforts.
v Cornerstone 3: Image Enhancement. Continuing education programs across the country have an image and credibility problem. This is a perception issue as we know these programs are doing great things. This is particularly true here in San Diego. SDCCD’s Continuing Education programs are the best kept secret in the region.
We must do a better job “telling the Continuing Education story.” The president is certainly a key leader in getting the word out about Continuing Education and telling this story. But beyond the president, image perception can be enhanced with a strategic approach to media messaging, identity branding, and advertising. In terms of credibility, only 3% of all community college faculty publish articles. Our Continuing Education instructors come from a variety of rich backgrounds with outstanding credentials. They are involved in exceptional projects and initiatives. In addition to marketing, we need to showcase our Continuing Education instructors and counselors and provide avenues for these faculty to publish information about what they are doing. This supports their professional growth and greatly enhances Continuing Education’s credibility and image.
v Cornerstone 4: Enrollment Growth. This Cornerstone will come about as a result of our focus on and promotion of the other Cornerstones. If we invest in ourselves, rekindling innovation, creativity, and spirit; if we diversify our courses, providing new opportunities and pathways; if we enhance our image, increasing exposure and credibility -- new students will come and those who are here now will stay with us longer. Figure 2 presents Continuing Education’s enrollments for the last five-years.
As a final comment, Figure 3 portrays the interrelatedness of Continuing Education’s Cornerstones. It makes sense that professional development is necessary in the creation of new courses, diversifying our portfolio of offerings. It also makes sense that image enhancement will come about from professional development and course diversity. Enrollment growth will be supported by professional development, course diversity, and image enhancement.
c. OVERVIEW OF THE EMERITUS PROGRAM
The College of the Emeriti currently known as the Emeritus Program was established in 1978 to encourage, coordinate and promote classes, programs and activities especially designed to respond to the needs of those age 55 and older*.
The Emeritus Program meets the educational needs of the active older adult who is retired, preparing for retirement or considering a career change. The Program is responsive to the needs of the older adult experiencing mental, physical and social changes related to aging. The Program is also designed to enable the frail older adult living in a residential facility the opportunity, guidance, and encouragement to stay current with the world through coursework and social interaction. designed for the frail adult.
San Diego Continuing Education (SDCE) offers a wide variety of classes for the older adult learner. A listing of all classes for the independent and the dependent older adult is published online at www.sdce.edu and in the Continuing Education Schedule each semester. An Emeritus Mini-Schedule which lists classes for active older adults is also available. Class topics range from retirement planning to physical fitness to consumer education. The majority of students who attend classes must be 55 or older. Classes designated (OA) for Older Adults, 55 and older, are free if more than half the students are older adults. Classes are offered in areas convenient to public transportation. Many class locations are familiar to senior citizens, such as community centers, retirement centers, churches and schools.
The Emeritus Program collaborates with other social and educational agencies to serve the elderly in our community, such as the “Aging and Independence Services” formerly the Area Agency on Aging, Adult Protective Services, the San Diego Council on Aging, the S.D. County Older Worker Task Force and other senior-oriented organizations. These agencies and organizations also act as resource and support systems to our program. In 1994, Continuing Education collaborated with the San Diego Chapter of the Arthritis Foundation in offering Physical Fitness classes especially designed for older adults with Arthritis. In 2008 the Arthritis Self Help class was added to this SDCE collaboration.
Under the direction of the Continuing Education President and Vice President of Instruction & Student Services, the Emeritus Program is managed by the Emeritus Program Dean. An Emeritus Program Chair, Program Chair Assistants and staff contribute to the coordination and the execution of program goals.
*Source: College of the Emeriti, SDCCD Communications Services 6/10/89
d. THE AGING BOOM IN THE TWENTY FIRST CENTURY*
The population is aging worldwide at the fastest rate in history. Since 2001 the 1st of the 78-million-strong baby boom generation turn 55 at a rate of 10,000 per day. Already 14 million boomers are over 55, which is a third of US population.
San Diego Association of Governments (SANDAG):
2030 San Diego Region Forecast, published Sept. 2006
· The population of seniors 65 to 69 years of age will increase by 150%
· The population of seniors 70 to 74 years of age will increase by 142%
The population of seniors 85+ years of age will increase by 124%
· By 2030, a total of 600,657 seniors (age 55+) will be living in the service area of the Emeriti Program, San Diego Community College District
Among the elderly, 55% are women (nationwide). This percentage is even higher among those over 85 years. There are about 100,000 people age100 or older. In less than 50 years, there will be more than 800,000. The educational level of this population is also increasing. Between 1970 and 1993, the percentage that had completed high school rose from 28 percent to 60 percent. In the year of 2000, according to the U.S. Bureau of the Census, the median age was 36 and the over 65-age group increased by 11.8 %. What does this mean to Continuing Education faculty members? Will the Emeritus Program be affected? Will there be a need for change? What must the San Diego Community College District's Continuing Education do to maintain a philosophy of life long learning?
To answer some of these questions, we must first look at our existing older adult continuing education program -- the curriculum, the delivery system and the classroom setting. Will changes to them be necessary? Will the economy of our state and nation affect our future plans? Can we meet most of the needs of this rapidly growing segment of the population? To adjust to the rapid growth we will need to develop a flexible plan for the future. We must remain knowledgeable and highly skilled. We must sustain our teaching expertise.
A team approach to any change is the most desirable. Together, the Executive Governance Council and Campus Councils, the Continuing Education administration and the Emeritus Program Administrator along with the Older Adult faculty must commit to maintaining viable programs for older adults. To be ready for this commitment, all members of the team will be asked to help. As members we can develop new class materials and participate in staff development in-services, class exchanges, classroom visits, subject area and departmental meetings.
Steadily mounting evidence indicates that even at a later age, behavior change can improve quality of life.
Dilip V. Jeste, M.D., SIRA states that, “Age-related changes historically regarded as a “normal” part of aging are instead preventable.”
While the older adult students of the future may or may not need employable skills, the increasing number of older immigrants will still have special needs, the frail elderly once confined to convalescent homes may require in-home care programs and the active elderly will continue to need challenging classes.
Our thinking and our accountability to our students and the community must grow as the population grows. We will be teaching students who will need skills for an expanding and more technological workforce, people who will be retiring later. Age 65 is no longer considered a cut off mark for retirement. As the workforce ages, the median age of our students will also change. Classes must be designed to reach out to the community, far and near. Pilot programs must be developed that will continue to reactivate the increasing number of students in special setting facilities. Innovative classes for active seniors must also be explored.
The pioneers of this era are people seventy, eighty, ninety and hundred plus. The next generation in- line are the “Baby Boomers”. The first groups of “Boomers”, now in their sixties, are planning to remain in the workforce, make career changes and or return to school. “Generation X“ is waiting in the wings. Are we ready?
We must start now, if we are to be ready for the year 2030.
*Revised by Claudia Tornsaufer and Charlene Schade, June 2008
e. SAN DIEGO CONTINUING EDUCATION
EMERITUS PROGRAM/OLDER ADULT CLASSES
BUSINESS
§ Law and the Retiree (LAWS 510)
NUTRITION/HEALTH OA
§ Nutrition/Health OA (PASV 510)
§ Health Education For OA (HEAL 525)
CREATIVE ARTS
§ Art Appreciation-OA (ARTS 507)
§ Drawing and Painting 1-2-OA (ARTX 515)
§ Landscape Painting-OA (ARTX 530 )
§ Introductory Ceramics-OA (ARTX 548)
§ Arts and Crafts-Older Adults (PASV 545)
MUSIC
§ Chorus Mixed Voices-OA (MUSV 510)
§ Music Appreciation-OA (MUSI 505) (also includes Joy Of Opera)
§ Musical Experiences-OA (MUSV 513)
§ Orchestra Workshop-OA (MUSN 519)
§ Piano 1-2 For Older Adults (MUSN 536)
GENERAL INTEREST
§ Practical Theatre-OA (DRAM 550)
§ Consumer Education (CEMR 505)
§ Effective Communications (SPEE 520)
§ Driver Training (DRVE 550)