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1. Service-Learning Projects in an Undergraduate Gerontology Course: A Six-Stage Model and Application (EJ799396)
Author(s):
Anstee, Jaime L. K.; Harris, Susan G.; Pruitt, Keri D.; Sugar, Judith A.
Source:
Educational Gerontology, v34 n7 p595-609 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Educational Gerontology; Service Learning; Models; Undergraduate Study; Program Development; Introductory Courses; Course Content; Older Adults; Units of Study; Focus Groups; Surveys; Intergenerational Programs; School Community Relationship; Research Projects; Student Research; Legal Aid; Community Services; Community Resources
Abstract: Service-learning opportunities are prominent on many college campuses. The process of designing and implementing service-learning experiences, especially for students of gerontology, however, has rarely been addressed. The current article briefly reviews the background and utility of service-learning in gerontology courses, describes our service-learning project, outlines a general six-stage model for developing service-learning projects in gerontology courses, and describes our process of integrating the service-learning project into an introductory gerontology course. Finally, we demonstrate that in conjunction with the promotion of evaluative practices, service-learning in the gerontology classroom presents a promising practice for creating healthier communities. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Self-Assessment of Gerontology Teaching Practice: A First-Step in Enhancing Student Learning (EJ802340)
VonDras, Dean D.
Educational Gerontology, v34 n8 p736-743 Aug 2008
2008-08-00
Journal Articles; Reports - Descriptive
Descriptors: Curriculum Development; Educational Gerontology; Teaching Methods; Reflective Teaching; Lecture Method; Teacher Student Relationship; Introductory Courses; Outcomes of Education; Undergraduate Students; Self Evaluation (Individuals)
Abstract: This article discusses self-assessment of gerontology teaching practice. Through a process of self-reflection one may find insight into their teaching and, concomitantly, develop best-practices for enhancing student learning in gerontology. A self-assessment framework is presented, illuminating best-practices in the areas of the lecture-discussion cycle and teacher-student interactions. The self-assessment areas and reflective questions, while not exhaustive, will hopefully lead gerontology professors to a more expansive inquiry of their teaching practice and the impact it has on student learning. Regular self-assessment of teaching practice may lead to more effective instruction in undergraduate or introductory gerontology courses as well as enhancement of student learning outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Outcome Assessment of Mentorship Program (EJ799528)
Johnson, Christopher J.; Bulot, Jay; Johnson, Roxanna H.
Educational Gerontology, v34 n7 p555-569 Jul 2008
Journal Articles; Reports - Research
Descriptors: Graduate Students; Core Curriculum; Mentors; Educational Gerontology; Educational Experience; Older Adults; Aging (Individuals); Program Effectiveness; Field Experience Programs; Opinions; Surveys; Computer Assisted Testing; Program Evaluation; Questionnaires; Educational Technology
Abstract: This paper reports results of a survey that studied the outcomes of a mentorship program. Students enrolled in a core course for the MA and certificate in gerontology programs were required to select either a long-term care service, a program in aging, or an agency providing services for senior adults, where they could spend a day interacting with a mentor. A wide range of sites were available and students could select one site for 8 hours or two sites for 4 hours each. The researchers were interested in assessing both the opinions of the students who participated and of the mentors themselves about this educational experience. A survey that had a series of open-ended and close-ended questions was administered to all graduate students who participated as well as to the mentors at their various sites. This paper discusses the implications of this program as a model for other gerontology programs. It delineates mentor and student suggestions about the strengths and weaknesses of the current set-up of the mentorship program. Suggestions are made for further study of this pedagogical tool. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Gerontology Content in MSW Curricula and Student Attitudes toward Older Adults (EJ779393)
Olson, Mark D.
Educational Gerontology, v33 n11 p981-994 Nov 2007
2007-11-00
Descriptors: Student Attitudes; Gerontology; Older Adults; Social Work; Aging (Individuals); Career Choice; Masters Degrees; Social Bias; Graduate Students; Correlation; Poverty; Violence; Victims of Crime; At Risk Persons; Depression (Psychology); Suicide; Allied Health Personnel; Course Content; Curriculum
Abstract: The unprecedented growth in the nation's older adult population has called attention to the increasing need for geriatric social workers. However, research suggests that social work students hold ageist attitudes that prevent many from pursuing careers in gerontology. The present study sought to identify student perceptions of gerontology content in MSW education and possible correlations with attitudes toward older adults and interest in gerontology. A sample of 252 MSW students participated in classroom surveys. The survey outcomes revealed that gerontology content in MSW curriculum was correlated with positive attitudes toward older adults, but it was not related to increased interest in gerontology. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. A New Standard of Care: Despite Opportunity, Gerontology Programs Face Obstacles (EJ798506)
Fernandez, Kim
Community College Journal, v78 n6 p30-33 Jun-Jul 2008
2008-00-00
Descriptors: Community Colleges; Gerontology; Demand Occupations; Educational Demand; Enrollment Trends; Misconceptions
Abstract: Across the United States, there is a need for professionals who have expertise caring for aging men and women. Doctors and nurses are among the most sought after. But it is not just clinicians who are needed; a variety of professionals, from housing specialists to social workers and service administrators, also are in high demand. Many of the nation's community colleges, highly sensitive to local workforce needs, have attempted to stay ahead of the curve through the addition of gerontology disciplines. Last year, the AARP released a report stating that at least 35 community colleges across the country offered courses in the field. Of those 35, however, AARP says, 17 have since discontinued or suspended programs, citing lackluster enrollments. Supporters of the programs counter that, despite a rocky start, the gerontology movement is poised to grow exponentially in coming years. Standing in the way of its success is not a lack of interest among students, they say, but confusion as to what gerontology is and what it entails. This article describes obstacles facing gerontology programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Employment Outcomes of Gerontology Certificate Graduates (EJ783727)
Adler, Geri
Educational Gerontology, v34 n2 p136-147 Feb 2008
2008-02-00
Descriptors: Predictor Variables; Employment Level; Outcomes of Education; Gerontology; Educational Certificates; Graduates; Job Placement; Employment Opportunities
Abstract: Students desiring specialized skills and knowledge in working with older adults frequently pursue gerontology certificates. This paper reports the results of a study of gerontology certificate graduates which examined their educational backgrounds, their employment status, the predictive factors which led to aging-related jobs, and their recommendations for improvement to the certificate program. Certificate graduates came from varying educational backgrounds. Most were able to use their gerontology training, usually by being employed in aging-related work or else by utilizing their skills in other professional capacities. Implications for job placement and curriculum development are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Court of Ethics: Teaching Ethics and Ageing by Means of Role-Playing (EJ774346)
Doron, Israel
Educational Gerontology, v33 n9 p737-758 Sep 2007
2007-09-00
Descriptors: Reading Materials; Educational Gerontology; Ethics; Aging (Individuals); Ethical Instruction; Course Descriptions; Masters Programs; Foreign Countries; Role Playing; Teaching Methods
Abstract: Technological and scientific developments, progress in the discipline of gerontology, and an ageing population mean that we now have to contend with previously unknown ethical problems. Therefore, the teaching of ethics is an essential element of a comprehensive education in gerontology. This article discusses the unique aspects of gerontology which make the teaching of the subject of ethics and ageing in this field exceptionally challenging. It also describes the course Ethics and Ageing offered as part of the MA program in gerontology provided by Haifa University's Department of Gerontology. This course uses role-play as an effective technique for teaching complex ethical issues, and it is useful to note the lessons learnt over the five years since the course began. The article also provides full descriptions of the cases, reading materials and the role-playing elements of the course. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Using Today's Headlines for Teaching Gerontology (EJ799531)
Haber, David
Educational Gerontology, v34 n6 p477-488 Jun 2008
2008-06-00
Descriptors: Undergraduate Students; Gerontology; Recruitment; Teaching Methods; College Faculty; Mass Media Role; Mass Media Use
Abstract: It is a challenge to attract undergraduate students into the gerontology field. Many do not believe the aging field is exciting and at the cutting edge. Students, however, can be convinced of the timeliness, relevance, and excitement of the field by, literally, bringing up today's headlines in class. The author collected over 250 articles during the first nine months of 2007 and incorporated the content into his Health and Aging course. Gerontology faculty members who make the connection between current news events and course material, as well as incorporate that connection into their recruitment efforts, will discover an opportunity to promote their discipline. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Implementing an Online Writing Assessment Strategy for Gerontology (EJ792255)
Brown, Pamela S.; Hanks, Roma S.
Educational Gerontology, v34 n5 p397-399 May 2008
2008-05-00
Descriptors: Graduate Students; Writing Evaluation; Gerontology; Student Government; Writing Skills; Adjunct Faculty; Distance Education; Online Courses; Interdisciplinary Approach; Cooperation; College Faculty; Alumni; Sororities
Abstract: Assessment of student learning is a growing concern for programs in gerontology. This report focuses on the conception, design, funding, and implementation of an innovative online workshop to assess and improve writing skills of students enrolled in distance-learning gerontology classes. The approach is multidisciplinary and involves a collaboration of faculty, adjunct instructors, alumni, graduate students, the student government association, and the local chapter of Sigma Phi Omega. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Web-Based Research Ethics Training for Gerontologists (EJ820033)
Scialfa, Charles T.; Lyndon, Jaci
Educational Gerontology, v34 n12 p1041-1054 Dec 2008
2008-12-00
Descriptors: Gerontology; Research; Ethics; Ethical Instruction; Web Based Instruction; Graduate Students; Student Attitudes; Course Content; Foreign Countries
Abstract: As part of a Canadian Institutes for Health Research (CIHR)-funded Strategic Training Grant, we have developed and delivered a brief course in research ethics directed toward postgraduate students in experimental gerontology. In this paper, we report on the initial offering, its content and delivery, and student reactions to the course. We conclude with some thoughts for others who wish to develop and evaluate similar courses in the future. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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