Applying anti-racist pedagogy to teaching about work and retirement in the U.S.

Ongoing racial disparities in the work and retirement experiences of older adults are well documented. Assisting students to recognize the impact of these disparities, however, is only the first step toward addressing these systemic concerns. Empowering students to investigate root causes of these disparities is also needed to move toward identifying ways to dismantle institutional racism and create more equitable systems. Anti-racist pedagogy, with its attention to historical/political context and fostering skills for critical analyses and social change, offers educators a framework from which to introduce and explore these issues. While the concept of anti-racism is not new, current events have brought it to the forefront, offering a unique opportunity to engage students in anti-racist work. The following demonstrates how anti-racist pedagogical methods may be applied in gerontology using the example of teaching about later life work and retirement.

Is gerontology ready for anti-racist pedagogy? A survey of educators' practices and perspectives.

The older population in the United States is becoming more diverse, bringing increasing attention to the ways in which diversity and multiculturalism are addressed in gerontological education. Although diversity and multiculturalism have long been recognized as important components of the aging experience, our approach to understanding their significance and impact continues to grow and change. Anti-racist pedagogy represents one catalyst to stimulate such change. To evaluate the potential for anti-racist pedagogy in gerontology, this study explored gerontological educators' (N = 121) current practices and perspectives regarding the inclusion of diversity content in their courses, as well as the extent to which they are familiar with and/or use anti-racist pedagogy in their classes. The findings suggest that greater attention to issues of race, ethnicity, and multicultural diversity throughout the gerontological curriculum is needed and wanted. Although respondents were generally unfamiliar with the name anti-racist pedagogy, many indicated that their current teaching practices employed select components of it. Overall, the findings point toward the need for continued exploration of how anti-racist pedagogy may be brought into the gerontological classroom, as well as its implications for future research, policy, and practice.

Two thumbs up: using popular films in introductory aging courses.

Good teaching requires thoughtful planning and creative thinking, especially when trying to engage students in material that is unfamiliar to them or encumbered by stereotypes, like aging. Classic and contemporary media can provide unique teaching opportunities in gerontology classrooms. Popular films can have a powerful influence over viewers' attitudes and perceptions, and spur in-depth discussions of aging-related topics common to introductory aging courses (e.g., ageism, abuse, inequality, caregiving, healthy aging, and intimate relationships). Additionally, films appeal to multiple learning styles, engaging a variety of learners. This article examines the value of using films in introductory aging courses, offers strategies for incorporating films in the gerontology classroom, suggests sample activities and assignments that pair popular films with aging course topics, identifies challenges of using film in various classrooms settings, and provides a detailed typology of films on each of the following aging topics: ageism and stereotypes, cognitive impairment, death and dying, diversity, family relationships, health and wellness, sexuality and intimacy, and work and retirement.

Reflecting on reflection: capitalizing on the learning in intergenerational service-learning.

Intergenerational service-learning has become an important practice in gerontology and geriatrics education. Although numerous benefits of service-learning have been documented, greater attention to critical reflection, a key component for harvesting the learning in service-learning, is needed to increase our understanding of what students really are learning from intergenerational service-learning and how we may best enhance the positive aspects of that learning. This article examines the elements necessary for effective service-learning reflection, as well as reports on the results of a survey of gerontology and geriatric educators (N = 142) regarding their experiences with intergenerational service-learning and their use of specific reflection practices. The findings suggest that the types and implementation of service-learning reflection activities used in aging courses vary considerably. The importance of service-learning reflection and its associated benefits and challenges are discussed.

Engaged teaching for engaged learning: sharing your passion for gerontology and geriatrics.

Gerontologists face a unique set of obstacles in attracting newcomers to the field. Despite demographic trends favorable to a wide range of employment opportunities and job security, aging is rarely top of mind for many students when it comes to career choices. For most gerontologists, aging is our passion. How do we share that passion with others who have yet to discover its interdisciplinary opportunities, or who may be held at bay by negative stereotypes of aging and older persons? This article explores various approaches to enhance engaged teaching and engaged learning that can help personalize and contextualize the field so that educators and students at all levels and disciplines can find their passion for gerontology and geriatrics.

Maximizing the potential of internships in gerontology and geriatrics.

Internships and similar applied opportunities have long been valued for providing students with opportunities for practical experience, career preparation, and personal growth. The need for applied experiences in gerontology and geriatrics is particularly salient. Creating and sustaining effective internship experiences, however, requires careful attention to a variety of concerns. Using examples and illustrations from an ongoing gerontology internship component (undergraduate and graduate) this article examines ways to anticipate and address the challenges that are common to a broad range of internship experiences, as well as those that are unique to applied learning in gerontology and geriatrics.

Learning from internships in gerontology and geriatrics: assessment and program evaluation.

Internships are an essential component of gerontological education. Harvesting the learning from internships, however, requires careful attention to assessing an intern's work. In addition to providing feedback to students, internship assessment can also yield data useful for academic program evaluation. Drawing on internship assessment data collected from undergraduate and graduate gerontology interns and their community preceptors over a period of seven semesters, this article explores (1) concerns regarding how to assess what interns are learning, (2) ways to provide students with additional opportunities for learning from their internships, and (3) how information from these student-learning outcomes may be used to evaluate the effectiveness of the overall academic program.

Pedogogy meets practice: service-learning in gerontology and geriatrics.

More and more students and community partners in the areas of gerontology and geriatrics are participating in service-learning experiences. The types of service-learning projects are wide-ranging, as are the potential benefits to students and community agencies. Harvesting such benefits, however, requires careful consideration and participation both from the academic institution and the community agencies. Effective collaborations begin with a shared understanding of the approach, open discussion of the expected outcomes, and a willingness to address potential challenges. In addition, special considerations (eg, working with older adults, HIPAA) need to be taken into account when developing and maintaining service-learning in gerontology and geriatrics. The following examines essential elements in each of these areas, with the goal of promoting positive service-learning outcomes in gerontology and geriatrics. Particular attention is paid to service-learning in long-term care and similar settings.

Breaking the time barrier: helping students "find the time" to do intergenerational service-learning.

This study addresses issues related to mandatory versus optional service-learning assignments and presents findings from a study of an option-based service-learning program. Using qualitative data collected from students over two semesters, this study examines one of the biggest barriers students cite to successful participation in service-learning options--"not having enough time." Typically, time constraints manifest themselves in one of two ways: first is students who elect not to participate in the service-learning option because they do not see the required time commitment as feasible; a second concern is the small percentage of students who have difficulty completing the hours for which they have signed up. With the majority of students employed part- or even full-time in addition to their school work, these time barriers are not surprising. A variety of strategies to help students "find the time" to do service-learning are explored.

Intergenerational service-learning across levels and disciplines:"one size (does not) fit all".

Service-learning is increasingly becoming an avenue used in a variety of disciplines to provide students with real-life experience regarding aging and older adults. Developing and implementing meaningful service-learning experiences, however, requires consideration both of the discipline-specific content to be addressed, as well as the varied backgrounds (educational and personal) and levels (freshman to graduate) of the students who will be participating. Intergenerational service-learning is not a one-size-fits-all endeavor. Drawing on the experiences of intergenerational service-learning programs at three institutions (representing three disciplines-Gerontology, Nursing, and Occupational Therapy), this paper focuses on the discipline-specific challenges of building a quality intergenerational service-learning program, as well as the associated challenges of developing appropriate intergenerational service-learning experiences for a range of student levels with varied backgrounds.