Applied Health Sciences
College Office: 108 Huff Hall, 1206 South Fourth, Champaign, (217) 333-2131
Interdisciplinary Minor in Aging
The Interdisciplinary Minor in Aging provides students with the opportunity to study aging as it relates to health, communication, development and activity. The minor is offered through the Departments of Kinesiology and Community Health, Recreation, Sport and Tourism, Psychology and Sociology; the Department of Human and Community Development; and the School of Social Work. LAS psychology and sociology students interested in the minor should consult with their major department's undergraduate studies director. All other interested students should consult their departmental academic advisor. Minors should be declared through Renique Kersh, Assistant Dean, Applied Health Sciences, rtkersh@illinois.edu.
| Hours | Requirements |
|---|---|
| 6-9 hrs | Select one group of courses |
MCB 334-Functional Human Anatomy and MCB 103/104-Intro to Human Physiology |
|
or |
|
MCB 103/104-Intro to Human Physiology and KIN 459-Physical Activity & Aging |
|
3 |
PSYC 314-Introduction to Aging or equivalent |
| 9 hrs | Three courses in Aging taken from (two courses must be outside of the student's major) |
HDFS 404/CDLH 404-Gerontology |
|
KIN 459-Physical Activity & Aging |
|
SOCW 415 - Social Services for the Aged |
|
PSYC 451/KIN 458-Neurobiology of Aging |
|
PSYC 361-The Psychology of Aging |
|
PSYC 452-Cog. Neuro of Aging |
|
SHS 271-Communication of Aging |
|
KIN 386-Exercise Instruction & Elderly |
|
Committee Approved Internship or Independent Study Credit |
|
| 18 min | Total Hours |
Consider adding the following courses for electives in list
SHS 451
Aural Rehab Children to Adults
Credit: 2 to 4 hours.
Principles and methods of clinical and classroom retraining of the hard-of-hearing; includes lip reading, auditory training, speech disorders and conservation, and counseling. Prerequisite: Consent of instructor.
EPSY 407
Adult Learning and Development
Credit: 4 hours.
Theory of and research on adult learning and development; includes societal context, performance, physiology and health, personality, and learning; and considers stability and change during young adulthood, middle age, and old age. Meets both foundational requirements for EPSY. Prerequisite: EPSY 201, or equivalent, or consent of instructor.
CHLH 409
Women's Health
Credit: 3 hours.
Examines the culture of women in relationship to their health. Study is devoted to selected health care issues, developmental and physiological changes in the life cycle, health problems that affect women, and the maintenance of health. Same as GWS 409. Prerequisite: CHLH 100 or equivalent; or consent of instructor.
RST 316
Leisure and Human Development
Credit: 3 hours.
Examines changes in expressive style and behavior over the life course, and the interaction of leisure with developmental processes. Prerequisite: RST 100 or consent of instructor.
SOCW 451
HBSE I: Human Development
Credit: 4 hours.
Examination of the major theories that inform social work's understanding of human behavior in a variety of social contexts. A bio-ecological systems framework, together with a developmental approach in understanding the ways in which individuals, families, groups, organizations, institutions, and communities interact, is presented. Issues of gender, race, ethnicity, socioeconomic status, disability and sexual orientation are introduced so students can gain understanding of how these components affect and influence development across the lifespan. Enrollment preference given to students in the MSW program.
REHB/CHLH 330 Disability and American Society
Credit: 3 hours.
The purpose of this course is to acquaint students with the medical, psychosocial, vocational, political and cultural aspects of disability in America. Development and implementation of disability policy by governmental agencies in this country will be examined, and the role of activism and advocacy in securing civil rights for persons with a disability will be explored. Various philosophical and theoretical models for understanding the disability experience will be offered, and course content will include the key historical events that shaped the present conditions of persons with disabilities. Lastly, students will be introduced to an array of service modalities used to address the health and adjustment needs of persons with disabilities.