The teaching of gerontology: Seven years of course design, redesign, and assessment in a multigenerational classroom

Abstract

ABSTRACT Intergenerational teaching using a multigenerational course design is certainly not a new pedagogical technique. However, the longitudinal assessment and redesign of three gerontology courses described here can offer educators and professionals insights into reflection as a requirement not only within the course but also about the course itself. Since 2009, the Gerontology Program at Nazareth College has collaborated with the St. John’s Senior Living Communities to offer college-level courses comprising both Nazareth students and elder residents. In these courses, the elders not only participate on an equal basis with the students but also, together with the students, engage in regular course assessments. This article offers a review of course designs, assignments linked to student-learning outcomes, service-learning projects, and the numerous opportunities created for both personal and professional growth. Utilizing three different courses, this comprehensive study of intergenerational and multigenerational learning provides examples of different forms of engagement between students and elders and serves as a model for course design.