SERVICE-LEARNING IN GERONTOLOGY: AN OUT-OF-CLASSROOM EXPERIENCE

Abstract

Service-learning is a useful means of helping students understand gerontology. It allows for the ideal integration of theory, research, and application of the study of aging. Students provide meaningful service to the community, by engaging in direct contact with members of the populations they are studying while integrating course content with real-world experience. Students gain additional insight by participating in reflective activities in class discussions; through journal keeping and other writing assignments; and in meetings with instructors, other students, and professional staff members who provide support and services to the older adults at service-learning sites. In this study, qualitative data on service-learning were obtained from 104 students over two consecutive semesters. Content analysis identified six themes: (a) insights about aging and older adults, including overcoming negative stereotypes; (b) enhanced feelings of pride, self-worth, and personal efficacy from being able to provide a valued and needed service to older adults in the community; (c) the value and importance of service and vounteering; (d) the realities, both positive and negative, of long-term care for older adults; (e) awareness of previously unrecognized skills and consolidation of future career goals; and (f) integration of course work on aging and service-learning experiences. Potential strategies to overcome students initial reservations regarding service-learning and to maximize students positive experiences with service-learning in gerontology are presented.