Abstract
Multidisciplinary collaboration is one of the hallmarks of gerontological education and led to the development of the current article. Using a case study approach based on the 2000 summer workshop, Getting Aging Public Policy into the Curriculum hosted by the Center for Policy Research at Syracuse University, the authors discuss some of the pedagogical implications for cooperative learning and collaboration among faculty teaching aging and public policy courses. Consistent with cooperative learning strategies, three modules have been developed on grandparents, public policy and the law; Social Security reform; and international aging policy and women. Each module includes class activities and flexible cooperative learning approaches to use in the development and implementation of courses that include aging and public policy content.
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