Abstract
Abstract The evaluation of a credit-noncredit course on widowhood is described, outlining its joint administrative sponsorship by the College of Liberal Arts and Sciences and by the Division of Continuing Education, an academic department and two university programs. An unusual degree of diversity in the students' ages, academic preparation, and reason for enrolling is documented. Key course components include a lecture-discussion format in which current research is evaluated from the perspective of the student's experience in diverse roles, and small group projects in which the widowed continuing education students serve as resource people for the younger credit students. An anonymous, formal course evaluation confirmed the dramatic success of the course relative to college-wide norms. Differential needs of credit and noncredit students were met, and both groups projected lasting impact of the course. Five principles for gerontological education were derived: (a) heterogeneity in student backgrounds may ...
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