Strategies to Increase Student Interest in Aging

Kropf, Nancy P.

doi:10.1300/j083v39n01_06

Cited by 14 publications

(4 citation statements)

References 23 publications

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“…Results indicated that one way of engaging faculty across program types was through an intergenerational or lifespan approach to curriculum development; some programs were able to convince faculty that aging content could be integrated with existing course content, and thus enrich their courses. Because most faculty today are not trained in gerontology (Kropf, 2002;Lubben & Harootyan, 2002), it is imperative to demonstrate how aging content can be incorporated into existing course content to get faculty on board for a curriculum change effort and to keep them invested in the project (Hooyman & St. Peters, 2006). Brainstorming with faculty on ways to enhance their curriculum can often lead to greater faculty ownership and excitement about the process.…”

Section: Discussionmentioning

confidence: 99%

“…Although progress has been made in getting faculty committed to the enrichment process, there continues to be a lack of faculty with a specific focus in gerontology (Kropf, 2002). As recently as the 1990's, 50 to 75% of all social work programs lacked a faculty member with expertise in gerontology (Damron-Rodriguez & Lubben, 1997;Kropf, Schneider, & Stahlman 1993).…”

Section: Challenges To Geriatric Curriculum Enrichment In Social Workmentioning

confidence: 99%

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Geriatric Enrichment in Social Work Education: Lessons Learned from the GeroRich Projects

Sanders

Dorfman

Ingram

2009

Journal of Gerontological Social Work

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The Geriatric Enrichment in Social Work Education (GeroRich) initiative was a critical step in addressing the national shortage of social workers interested in gerontological practice. Sixty-seven social work programs participated in the 3-year GeroRich project designed to infuse gerontological content into the BSW and MSW curriculum. This study analyzed the lessons learned by participating institutions about the curriculum enrichment effort. Five themes emerged from the qualitative analysis of GeroRich final reports: (a) obtaining faculty buy-in and faculty development, (b) increasing student interest and engagement, (c) developing community partners, (d) developing interdisciplinary linkages, and (e) facilitating institutional commitment and sustainability. The findings from this study provide valuable information on the implementation of curricular enrichment efforts in gerontology that can benefit social work and other health care disciplines.

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Section: Discussionmentioning

confidence: 99%

Section: Challenges To Geriatric Curriculum Enrichment In Social Workmentioning

confidence: 99%

Geriatric Enrichment in Social Work Education: Lessons Learned from the GeroRich Projects

Sanders

Dorfman

Ingram

2009

Journal of Gerontological Social Work

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“…To meet the challenges, the social work profession must sustain and expand its efforts to prepare competent social workers for changing times. The gap between the growing demand for geriatric social workers and the lack of gerontology education in programs of social work offers the impetus for social work education to implement more comprehensive and creative strategies to better prepare students to work with older clients (Kropf, 2002). The module described in this document offers one creative, and potentially effective, approach to the task.…”

Section: Implications For Social Work Educationmentioning

confidence: 99%

Bridging the Gap: Gerontology and Social Work Education

Snyder

Wesley

Lin

et al. 2008

Gerontology & Geriatrics Education

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The following study was implemented to explore the potential for a four-week curriculum module in gerontological social work education to positively impact students' practice-related knowledge concerning older adults, as well as their attitudes toward elderly persons and interest in working with them. Pertinent literature was reviewed to conceptualize the building of a gerontology curriculum module that could be integrated into a pre-existing social work course. The module's design and content were reflective of its primary goal, which was to educate students about salient aspects of social work knowledge, skill, and practice with older adults utilizing experiential methods. Data analysis revealed a significant increase in students' knowledge of aging (t=12.23, df=106, p<0.01), significant decline in students' ageist attitudes (t=3.34, df=106, p<0.01), and an increased interest in working with older adults as clients (z=3.162, p<0.05). Given the pending unprecedented growth in the older adult population and the lack of gerontology education in social work programs, this study attempts to bridge this gap.

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“…Research has found that it is not unusual for faculty interested in aging to have responsibilities that inhibit their abilities to teach aging courses (Gilford & Frank, 2006). Kropf (2002) argued that faculty involvement was directly related to student interest in aging. Suggestions such as developing institutional strategies around gerontology, faculty developing aging competencies, implementing service-learning or other experiential learning opportunities with older adults, drawing on positive interactions students have had in their past with older adults, and curricular infusion are recommended ways to increase the involvement of faculty in aging (Cummings & Galambos, 2002;Cummings et al, 2005;Lawrence et al, 2002;Kropf, 2002;Mason & Sanders, 2004).…”

Section: Student and Faculty Involvementmentioning

confidence: 99%

An Evaluation of the GeroRich Program for Infusing Social Work Curriculum with Aging Content

Sanders

Dorfman

Ingram

2008

Gerontology & Geriatrics Education

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There is a national shortage of social workers who have the knowledge and skill competencies needed for practice with our rapidly growing older adult population. In the last decade, research has identified many reasons for the lack of interest in gerontological social work and steps that could be pursued within social work education to remedy the situation. The Geriatric Enrichment in Social Work Education (GeroRich) Program, funded through the John A. Hartford Foundation, engaged 67 social work programs throughout the United States in a process of curriculum change to increase the amount of gerontological content in the foundation social work curriculum. This study examined how the GeroRich program was instrumental in infusing gerontological content into the curriculum. Based on common outcome measures, the GeroRich program was found to be effective in (1) increasing the amount of gerontological content in the curriculum, (2) engaging faculty in the change process, and (3) exposing students to gerontological content. Relatively few variations were found among different program types or geographic settings. The model of curricular change implemented by the GeroRich program may be effective with other curriculum enrichment efforts.

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Strategies to Increase Student Interest in Aging

Cited by 14 publications

References 23 publications

Geriatric Enrichment in Social Work Education: Lessons Learned from the GeroRich Projects

Geriatric Enrichment in Social Work Education: Lessons Learned from the GeroRich Projects

Bridging the Gap: Gerontology and Social Work Education

An Evaluation of the GeroRich Program for Infusing Social Work Curriculum with Aging Content

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