THE GERONTOLOGY PRACTICUM AS SERVICE-LEARNING

This article argues that the gerontology practicum placement is service - learning when guidance is provided to help students integrate the dual goals of service and learning , and when the requisite components of reflection , analysis , and application are built into the practicum experience . Exit interviews conducted with students and field supervisors supported the idea that the practicum experience offered a balance between service and learning , and it was an opportunity for interdisciplinary teamwork , reciprocal benefits , and professional development . Specific discussion focuses on the pedagogical techniques used to encourage individual and group reflection , the synthesis of experiences with academic training , and the application of new understandings in the field setting .     

LEARNING AND DOING: THE IMPORTANCE OF SERVICE-LEARNING IN GERONTOLOGY

Service-learning is an approach to teaching and learning that has great potential for gerontology. The articles in this special issue present a wealth of conceptual and practical information about how to create service-learning opportunities, manage them effectively, and evaluate them appropriately. This article identifies several common themes in the articles and offers an administrative perspective on the role and value of service-learning.     

USING SERVICE-LEARNING RESEARCH TO ENHANCE THE ELDERLY'S QUALITY OF LIFE

Through the implementation of sound Service-Learning (SL) projects, research populations seldom involved in academic endeavors, such as the elderly, can be recruited into innovative studies that are likely to improve their quality of life. However, conducting such SL interventions, although important, may be discouraged by the multiple methodological challenges that are likely to be posed by these studies, and by the delicate nature of some of the issues in question. To address the need to develop novel SL gerontology applications, this article proposes topics for SL professors to consider for future research on older adults. Furthermore, it offers preliminary recommendations on ways to minimize the possible methodological challenges inherent in the implementation of these innovative studies, based on a new SL research model. Upper-division SL undergraduate or graduate classes could involve students in advanced SL applications to target some of the complex issues discussed herein, such as abuse (of all types) perpetrated against elderly women, and sexuality in older age. All parties involved in these prospective SL projects, including elderly clients, their health providers and administrators, students, and professors, are likely to benefit from the proposed research.     

PROGRAM EVALUATION: MEETING THE APPLIED RESEARCH EDUCATIONAL NEEDS OF MASTER'S LEVEL STUDENTS IN GERONTOLOGY

The research education offered by a master's gerontology program should focus on the career and academic goals of the student population as determined by the nature of the particular program. The purpose of this article is to describe how the Master's of Arts (M.A.) gerontology program at UNCC addresses the research methods needs of its students through a two-course series. The basic research educational needs of the students are addressed in a brief discussion of the first course. The primary focus, however, is on this program's inclusion of a second course on evaluation research. Evaluation research is described as an effective way to address the applied research needs of the students of UNCC M.A. gerontology program, through heightening awareness of accountability to investors of services for older adults, linking both the generator and consumer roles of research, and inculcating a philosophy of professionalization essential to the professional development of the students.     

TEACHING DOCTORS TO TEACH

This article represents a plea by its author for the medical education establishments of the world to concentrate more fully on the teaching of the theories and methodologies of community health. It is no longer sufficient to train physicians to deal on a one‐to‐one basis with patients; rather, the physician must become a community health leader. Only in this way will the vast numbers of persons who will never come into direct contact with a doctor learn about and be able to benefit from such life‐saving advances in medical science as the low‐cost methods for preventing such scourges as diarrheal diseases, measles, tetanus, whooping cough, and acute respiratory infection, aliments which account for more than two‐thirds of the 14 million recorded child deaths per year. Only through physician‐led community health programmes will it be possible to generalize such life‐saving and low‐cost techniques as oral rehydration. In short, the doctor must become a community health educator. For this to happen requires a revolution in medical education.

     

A MINORITY CULTURAL EXPERIENCE FOR UNIVERSITY GERONTOLOGY STUDENTS

This article describes a highly successful short‐term experiential project in minority/ethnic communities developed for Oregon State University gerontology students. This project can serve as a model for universities that lack opportunities in the local community for students to interact with elderly of different minority/ethnic backgrounds and where geographic distances make long‐term practicums in minority communities impractical for the majority of students.

This project enhanced academic study and provided students a meaningful introduction to elements important in designing and implementing effective health and social service programs for minority/ethnic elderly. Details of a three‐day intensive experience at the Warm Springs Indian Reservation in central Oregon are discussed.     

AN APPROACH IN GERONTOLOGY EDUCATION FOR OCCUPATIONAL THERAPY STUDENTS

This article outlines the undergraduate degree and postgraduate diploma programs offered by the School of Occupational Therapy at the South Australian Institute of Technology, Adelaide. It gives particular focus to the gerontology component of the undergraduate program and demonstrates how the mission and content of this unit reflect the professional purpose. Finally, some challenges and dilemmas confronting the educator in delivering such a course are outlined in the hope that others may respond and some common ground may be identified.     

UNDERGRADUATE GERONTOLOGY STUDENTS AS RESEARCHERS: MAKING THE PRACTICE PRACTICAL

This paper explores student‐assisted research as an experiential component of undergraduate gerontology programs. The advantages to both students and the faculty supervisor are discussed along with ways to alleviate problems involved in this approach. Particular emphasis is placed on the careful preparation and training of student‐researchers.     

TRAINING TEACHERS TO TEACH FOR CREATIVITY

One of the misconceptions about creativity which prevail among teachers is the belief that it is present only in a small proportion of children. This leads to underestimation of the influence of school and society on the creative process. The creativity training program described here was designed with the main purpose of arousing teachers’ awareness of their own creative abilities and introducing basic concepts about creativity and how to nurture it into the school setting. Several studies were conducted to investigate the effects of this program on teachers’ creative thinking abilities and behaviour in the classroom. The results obtained indicated that the program was successful in developing teachers’ creative thinking and in helping them to learn the skills which are related to creative thinking and how to further it in the classroom.     

BENEFITS OF INTERGENERATIONAL SERVICE-LEARNING TO HUMAN SERVICES MAJORS

The study discussed in this article examined the benefits of service-learning using both (a) pre- and postcourse questionnaire data and (b) answers to open-ended questions from 214 students across four semesters of an undergraduate adult development and aging class. Of these 214 students, 117 (55%) opted for service-learning. Although service-learning in this course did not seem to have an effect on questionnaire scales assessing personal social values, civic attitudes, or academic achievement, data from the open-ended questions revealed numerous benefits associated with service-learning. Advantages of service-learning included improving understanding of course concepts, dispelling myths about aging, and reinforcing career choices. The main disadvantage mentioned by students was the time commitment involved in participating in service-learning. Students believed they learned more in a course based on service-learning than in a traditional lecture-based course. Thus, when appropriately used this instructional method is an effective means of engaging students in the learning process, reducing myths about aging, and introducing students to careers in gerontology services.     

TEACHING RESEARCH IN GERONTOLOGY: TOWARD A CUMULATIVE MODEL

In this article, we consider different approaches to teaching research methods in gerontology across a continuum of educational program levels. Our goal is to offer a conceptual framework and stimulate productive discussion of key issues and challenges in teaching research in gerontology. It is our belief that education in gerontology should include some level of training in research methodologies across all levels of gerontology instruction. Therefore, we have sought to identify those components of research training most appropriate for each level of gerontological education. Thus, basic understanding of research methods is appropriate at the associate's degree level and introductory exposure to basic issues involved in conducting research with elders provides a necessary backdrop to undergraduate programs. More in-depth understanding of gerontological research methods, particularly those involved in applied research, is a component of quality master's level programs. Finally, in-depth knowledge and the ability to apply distinctively gerontological research methods are necessary for conducting advanced original research at the doctoral level.     

诺尔斯契约学习理论在自考英语助学班的适用性初探

"成人教育之父"诺尔斯提出的契约学习的理论是实现成人教育学理念的重要方法.自学考试助学班的学生是成人教育的研究对象之一.本文以自考英语的学习策略为切入点,探究了契约学习对助学班自考生的适用性,以期提高自考生的自我导向学习能力,实现人本主义个性化教育、终生教育的理念.     

发现数学问题的主要途径与数学研究的基本方法

本文介绍了发现数学问题的三种主要途径和开展数学研究的十二种基本方法．     

IMPORTANCE OF RESEARCH IN GERONTOLOGY FOR EDUCATION AND TRAINING IN GERIATRICS

Geriatrics, a new medical specialty, is closely linked with scientific research in experimental gerontology, the biology of aging, and social gerontology and gerohygiene. The importance of using gerontological research data and data on relationships between the aged, family, and society is discussed. Emphasis is placed on (1) the development of diseases of the aged, (2) the significance of genetic factors on aging, (3) the relationship between chronological and biological age, and (4) the importance of physiological reactions in the aged to various types of treatment. The significance of international cooperation in the improvement of education and training of medical personnel in geriatrics is also stressed.