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 .     

Christian Education AS A THEOLOGICAL DISCIPLINE AND METHOD1

These seven articles, which are on the same theme as the forthcoming National Convention, are presented here to provide background “thinking of the Convention.”

We are indebted to the authors for their informative and helpful statements.

The papers and seminar reports of the National Convention will be published in the March‐April 1958 issue of RELIGIOUS EDUCATION.

—The Editorial Committee     

THE CONTRIBUTIONS OF HOWARD YALE McCLUSKY TO AN EVOLVING DISCIPLINE OF EDUCATIONAL GERONTOLOGY

The development of interest, knowledge, and professional involvement in educational gerontology has been evolutionary. Knowledge from various disciplines has contributed to this development. Howard Mc‐Clusky, professor emeritus of adult education and educational psychology at the University of Michigan, has made many valuable contributions. His advocacy of limitless human potential throughout life has included work toward the development of knowledge about adults as learners and corresponding instructional needs. McClusky's development of a “theory of margin” has facilitated an understanding of the need to balance in the later years those stresses and demands (load) on a person with his or her coping resources (power). He also has provided insights to program developers regarding the importance of time perceptions and differences in how learning needs are categorized. He calls for intergenerational approaches to older adult instruction efforts and provides some optimistic hope for the future of educational gerontology.     

DEVELOPING A CONFERENCE FOR THE ELDERLY AS PART OF A UNIVERSITY EDUCATIONAL GERONTOLOGY CLASS

The undergraduate course Educational Gerontology taught at Hampton University includes the development and implementation of a community conference for older adults. The conference is developed in conjunction with the local senior center. Students spend two hours each week throughout the semester observing and participating in the programming at the senior center in order to become familiar with the needs and interests of older adults. During scheduled class times, students select an appropriate conference theme and begin conference plans and committee assignments. The class culminates with the conducting of the conference at the center. Such a project gives students the opportunity to get valuable hands‐on experience in educational gerontology programming.     

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.     

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.     

DEVELOPING GERONTOLOGY EDUCATORS THROUGH A GRADUATE TEACHING PRACTICUM

Three particular functions of higher education institutions are examined with reference to possible and appropriate tasks related to gerontological education and training. A series of matrices, each dealing with one component of educational gerontology and the three functions, provides a model that could serve as a means of allocating resources and identifying appropriate involvement of the institutions.     

GERONTOLOGY AND EDUCATION: A CASE FOR COLLABORATION

Too little consideration has been given to the potential dangers underlying program development for older adults. These dangers are exemplified by the inability of program designers to share their expertise. A close examination of current educational efforts serving the older adult reveals that past inadequacies and present growth trends demand more realistic approaches. More people are going to reach the age of 65; shifts in population demand shifts in priorities.

This paper attempts to focus on emerging problems associated with program development. Territoriality becomes a central issue in determining who should develop and implement programs for and about older people. The audiences to which this paper is addressed are educators and gerontologists. The prime question raised is: “Can collaborative efforts between gerontologists and educators improve current program quality?"     

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.     

FACTORS INFLUENCING THE SELECTION OF A GERONTOLOGY CERTIFICATE PROGRAM

Educational programs in academic gerontology with differing formats and requirements have emerged in a variety of educational institutions across Canada and the United States during the past decade. In 1986 and 1987, two gerontology certificate programs were initiated in Calgary, Alberta, Canada. One program is offered through the Faculty of Continuing Education at the local university, the other through the community college's Department of Nursing and Allied Health. Although both programs are multidisciplinary, they differ in their relative emphasis on theory, practice, and research.

The above and other differences were examined by a survey designed to probe why students from a variety of disciplines selected one of these programs over the other. It was hypothesized that variables such as preferred learning style, previous experience with specific types of educational facilities, and influence of peers and work setting would be factors influencing program selection. The results of this study lead to recommendations regarding the status of gerontological credentials in Canada and the need for students to be more aware of program choices.     

PARAPROFESSIONAL AND PROFESSIONAL TRAINING IN GERONTOLOGY

This study was undertaken to determine the relationship between the amount of formal coursework in the field of aging and the degree of positive attitudes demonstrated by professional workers in gerontological settings. Information was gathered to determine if there is a relationship between increased formal education in aging and commitment to the field. Although no significant relationship was found between the numbers of courses taken, positive attitudes, or the degree of commitment, the data did show that the more years a person works in the field the stronger the commitment that person holds for continued work in the aging field.     

CRITICAL GERONTOLOGY AND EDUCATION FOR OLDER ADULTS

Complementary meanings of educational gerontology are considered to introduce a discussion of the role of “critical gerontology” as a theoretical stance in education for older adults. The sources of critical gerontology are traced to the movement toward interpretive social science in the past decade and to the interdisciplinary dynamics of gerontology as an emerging field of inquiry and practice. Examples of the intentions and uses of critical gerontology and its meaning for education are offered in accounts of the history of the social construction and of wisdom and religion in the postmodern life course.     

NEW DIRECTIONS FOR EDUCATION AND TRAINING IN GERONTOLOGY

If training programs with older participants can be implemented and evaluated through Title IV‐A of the Older Americans Act, the gerontological community can compare the relative merits of these types of programs with the more typical ones that train younger adults to serve older persons. An emphasis on older participants may be particularly relevant in the 1980s, when career training for younger adults in the human service occupations appears to be less promising. Older participants are more likely to complete training programs and enter part‐time or volunteer work. Studies have found older participants to be competent trainees, effective workers, and likely candidates to improve self‐esteem. However, much work needs to be done in the area of program evaluation. The Institute of Gerontology at the University of the District of Columbia has developed and implemented three training programs with older participants. Two future objectives of the Institute are to evaluate the programs with more rigorous methodologies and to encourage similar programs to be developed, implemented, and evaluated at ofher institutions of higher education.     

ATTITUDES OF LITHUANIAN SERVICE PROVIDERS IN GERONTOLOGY EDUCATION PROGRAMS: A PRELIMINARY STUDY

Having regained independence from Russia in 1990, Lithuania is in the process of developing a social service system to meet the needs of its older citizens. This paper describes the current situation of older persons in Lithuania and the early stages of gerontology education and gerontological service provision in that nation. Future social service providers (n = 22) who participated in one of Lithuania's first gerontological education training programs completed the 17 items of Kogan's Attitudes Toward Old People Scale. Results indicate that future service providers hold generally neutral to positive attitudes toward older persons. The absence of negative attitudes toward older persons among the first generation of Lithuanian gerontological service providers bodes well for the development of gerontology education and services for older persons in Lithuania.     

ENTREPRENEURIAL GERONTOLOGY: CREATIVE MARKETING OF GERONTOLOGICAL SKILLS

In order to operate successfully in today's work force, gerontologists need to learn, and to utilize, marketing of their gerontological skills. Entrepreneurial gerontology focuses on creative marketing for the individual gerontologist who wants to create gerontological positions within new or existing organizations and on the gerontologist who seeks to develop a gerontology‐related business. Essential are academic gerontologists who instill and promote within their students, their professional colleagues, older persons, and, indeed, within themselves, the entrepreneurial spirit, the innovative approach.