Abstract
This study compares outcomes of a gerontological social work curriculum enrichment project for baccalaureate (BSW; n=70) and master's in social work (MSW; n=97) students at a major Midwestern state university. The project was supported by the John A. Hartford Foundation. Evaluation instruments included quantitative pre- and posttests to assess change in BSW and MSW students' attitudes about aging and their knowledge and skills competencies in working with elders. Independent samples t tests indicated that MSW students showed marginally more positive attitudes toward older people, were significantly more knowledgeable about aging, and rated their skills at communicating with elders more highly than did BSW students at pretest only. Results suggest a more positive effect of the gerontological curriculum enrichment intervention on BSW than on MSW students, and implications are discussed.
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