Abstract
Gerontological practice classes in a social work curriculum ought to reproduce the standards of good practice in the classroom. Adult learning theory is ideally suited to act as a vehicle for learning these practice concepts. This article describes a gerontological practice course for undergraduate social work majors. The course's heavy use of adult learning theory resulted in a course which students found rewarding, both in the present and also with regards to their future employment in the aging field. After the semester-long experience, students felt that they would be more competent practitioners, focusing on clients' strengths, goals, and individual needs.
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