Teaching Effective Undergraduate Gerontology Courses

Abstract

This article offers commentary on a GSA symposium that presented innovative approaches to teaching courses in undergraduate gerontology. Comments are organized around choices that instructors of such courses should make concerning supplemental material, student activities, and pedagogical approaches. How to select and use supplemental material to maximize student learning; what types of student activities enhance learning and the “costs” to the instructor of various options, and the range of instructional approaches to teaching courses in gerontology are discussed.