Connecting the present and future: A content analysis of introductory gerontology course syllabi
Presentation
Overview
Overview
Description
At the 2014 Association for Gerontology in Higher Education (AGHE) meeting in Denver, members of the Academic Program Development Committee (APDC) led a workshop on developing an introductory gerontology course syllabus. Twenty-eight participants from a variety of levels and types of gerontology programs discussed components of introductory gerontology courses, including course descriptions, objectives, readings, formative and summative assessments, and pedagogical strategies. Several common themes emerged, which were related to syllabus components and course competencies. Syllabi were collected from the workshop participants and APDC committee members. A content analysis specifically addressed course overviews, rationales, and learning objectives/outcomes. Common and divergent themes were observed across the syllabi and were categorized as either knowledge- or skill-based. Knowledge-based themes included diversity and stereotypes, demographics, current events, policy, the interdisciplinary nature of gerontology, and career awareness/preparedness. Skill-based themes included taking informed positions, identifying and evaluating scholarly literature, and comparing theoretical perspectives across ways of knowing. Suggestions for future directions include further study of more advanced gerontology course syllabi, with an eye to aligning with the competencies emerging from the AGHE Accreditation Task Force. The overarching goal of this project is to produce best practices course syllabi for GSA and AGHE educational members. By educating future gerontologists and others who will work with older adults in core competencies, we will positively impact quality of life and well-being of the population as we all age.
