Abstract
Strategies for developing and putting into practice an experiential aging-rich learning curriculum for baccalaureate social work students are presented. Specific service learning opportunities required of students in class assignments are discussed. Included in these are projects involving micro social work practice skills with cognitively impaired older adults and macro skills used in completing a retirement center's wellness program assessment and an adult day care program's market ing/community outreach plan. The critical component of reflection for both service learning and field practica is analyzed. A continuing need for faculty to network in both the aging and social work communities is explored as a technique for enhancing experiential learning opportunities for students.
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