Graduate Gerontology Research Articles

PUSHING BACK AGAINST AI: USING UNGRADING TO PROMOTE CRITICAL THINKING AND INTRINSIC MOTIVATION

Abstract Ungrading is an innovative pedagogical practice in which instructors give frequent, detailed feedback on students’ work and/or encourage self-evaluation rather than assigning them points or letter grades. Ungrading has been shown to increase students’ intrinsic motivation to learn, their willingness to take intellectual risks, and the quality of their thinking. Prior to the introduction of advanced artificial intelligence (AI) writing in academia, grades were shown to be a motivating factor for cheating. Ungrading removes the pressure of grades, thus making the use of AI and other services including paper writing and test answer sharing less enticing. Ungrading could be key to pushing back against the potential for the advent of artificial intelligence tools, which have many universities “alarmed.” Educators at Virginia Commonwealth University College of Health Professions, supported by their Director of e-Learning, planned and piloted ungrading in one undergraduate and two graduate gerontology courses. Twenty-five students completed pre and post-surveys asking for their reactions to ungrading, if their views had changed as a result of the ungrading pilot, as well as their perceptions of traditional grading schemes. They also completed scaffolded assignments with multiple opportunities for receiving in-depth instructor feedback, rather than grades, at various points during the semester. Faculty journaled their ungrading experience in order to recognize how it can be a disruptive, and at times, uncomfortable practice and as a result, educators can better guide themselves and students through the transition. This presentation will include an Implementation Guide for gerontology faculty who wish to implement ungrading.

INSTRUCTIONAL DESIGN FOR INTERGENERATIONAL AND AGE-INCLUSIVE LEARNING: LESSONS FROM A GERONTOLOGY CLASSROOM

Abstract The paper will present a multi-year research study that examined the learning needs of first-generation younger and older learners in a graduate-level online learning environment. Ageism and related stereotyping will be reviewed as concepts that reflect a potentially biased understanding of all age groups that should be addressed in intergenerational learning activities. Students’ perceptions of understanding aging issues and stereotypes were compared pre- and post-course. A model will be presented about designing an age-inclusive, age-friendly online course design utilizing intergenerational learning activities to optimize learning outcomes while reducing ageist assumptions through targeted virtual discussions about diversity perceptions in the classroom—the design of intergenerational engagement discussion and other learning assignment activities in an introductory graduate gerontology course. Implications for creating intergenerational programming will be discussed.

Beliefs and Attitudes of Graduate Gerontology Students about Medical Marijuana Use for Alzheimer’s and Parkinson’s Disease

AimsThe aims of the current study were as follows: 1) to assess gerontology graduate students’ beliefs about medical marijuana’s (MMJ) effectiveness for two common age-related conditions - Alzheimer’s (AD) and Parkinson’s disease (PD); 2) to assess students’ beliefs and attitudes toward MMJ; 3) to explore associations linking background characteristics, MMJ-related attitudes and beliefs, and beliefs about the MMJ effectiveness for AD and PD. MethodA sample of 104 (84 women and 20 men) gerontology graduate students voluntarily participated in the anonymous online survey. ResultsThe vast majority (95%) of the participants indicated they had no formal education about MMJ and reported being unprepared to answer clients’ MMJ-related questions (84.6%). Most of the participants believed that MMJ is effective for use with AD (70.2%) and PD (80.8%) patients. Participants reported favorable beliefs about MMJ benefits, concerns about risks, the need for training, and positive attitudes toward recreational marijuana use legalization. Prior marijuana use (e.g., self-use, friends or family) was found to be associated with more positive beliefs about MMJ benefits, risks, and its legalization for recreational purposes. Prior marijuana use was the only factor associated with the belief that MMJ is an effective therapy for use with AD or PD patients. ConclusionsThe study findings show the need for students’ MMJ education in order to provide future gerontology service providers with the necessary knowledge and ability to address clients’ questions about MMJ use. Efforts to develop curricula and training programs need to be promoted.

PROVIDING QUALITY ASSURANCE IN ONLINE GERONTOLOGY COURSES THROUGH A PEER REVIEW NETWORK

In health care and senior housing and care, the challenge of meeting diverse regional workforce needs is increasingly important in higher education. Educators within gerontology are rising to this challenge using multiple platforms, including online education (Carter, Solberg, & Solberg, 2017; Nadash, Miller, Porell, Birchander, Glickman, & Burr, 2014). This poster presents the life cycle of a traditional face to face introductory level graduate gerontology course which was transitioned to a fully online course. This transition was achieved using a structured course development process based on nationally recognized online course quality standards by Quality Matters (QM). Utilizing a team approach, the process incorporated faculty (subject matter experts and course developers), instructional designers, and professional staff in distance education, faculty teaching support, and online learning specialists. QM standards serve to assure quality online instruction, with the goal of providing students with a positive and successful online learning experience. Analysis of this case highlights the role of Certified (QM) peer reviewers who have expertise in Gerontology and can serve as the connector of online gerontology courses offered within programs, between institutions, and globally. Recommendations are presented to improve the pedagogical quality of online courses to attract and retain students in gerontology and aging studies courses. The case for building an initial network of online course peer reviewers to strengthen online teaching and learning within the gerontology profession will be made.

Assessing Needs for Gerontological Education in Urban and Rural Areas of Ohio

Purpose of the Study: This project surveyed health care professionals from both urban and rural care settings in Ohio and examined differences in professionals’ needs and interests in continuing gerontological education. Design and Methods: The survey data were analyzed for 766 health care professionals descriptively, using cross-tabulations and c 2 tests. Results: The key findings were that professionals are willing to drive a maximum time of one-hour per week to travel one way to attend classes/workshops to earn gerontology certificate among both urban and rural drivers [(4,N=514)=11.65, p =.020]. Distance learning was the most preferred method for furthering gerontological education for both urban (39%) and rural (49%) participants. One quarter or fewer of the professionals were interested in obtaining a master’s degree. Of slightly greater interest was pursuit of a graduate gerontology certificate (25% urban and 28% rural). It is concluded that there is a need and desire for professionals working with aging populations in Ohio to pursue additional education. Preferences for obtaining education inform us of the ways in which education can best be delivered. Implications: Youngstown State University can apply to increase gerontological education access in both urban and rural areas. Such educational opportunities will be a great service to the urban and rural areas of the aging population in the state of Ohio.

Ações educativas para a prevenção de dengue: experiências e estratégias com idosos

Objective: Describe the activities performed on apublic specialized ambulatory care for dengue prevention among elderly. Case report: the epidemiological outlook of dengue is scaring being characterized as a public health problem. The elderly are most at risk for hospitalization and severe forms of the disease, thus health education activities are essential to improve awareness of the need to fight and prevent the disease. A Health Education project was created, evolving communication strategies to raise awareness on the issue. They were performed by a post graduate Gerontology group in activities such as interactive puppet show, myths and truths dynamic, informative folder, parody, posters, training seniors, caregivers and family members, internal and external health professionals, staff and residents of nearby long term care facilities. The materials were available in print and digital version. 2,500 elderly and 350 professionals were trained and encouraged to multiply the information and inspire adoption of preventive measures. The actions provided intergenerational interaction and empowerment of the elderly, whom trained, had the opportunity to exercise social participation and disseminate recommendations for other users. Conclusion: the project enabled the construction of knowledge through interactive educational activities that contributed to strengthen the individual and collective awareness, awareopinion leaderstothe importance of communication/education in the fight against dengue, which emphasized social responsibility in rescuing citizenship in a perspective thateach citizen is responsible for himself and for community. DESCRIPTORS: Dengue. Aged. Disease prevention. Health education.

Interprofessional Dialogues Within a Senior Mentoring Program: Incorporating Gerontology Students as Facilitation Leaders

Effective health care with older adults requires that clinicians and practitioners are knowledgeable about aging issues and have the skills to work within an interdisciplinary team context. This article describes a Senior Mentoring Program that paired clinical students in medicine, nursing, and a physician assistant program with community-dwelling seniors for regular interactions. This interprofessional education experience included graduate gerontology students as discussion facilitators. Because including gerontology students as Interprofessional Dialogue Facilitators (IDFs) was an innovative aspect of the program, their participation within interdisciplinary groups was analyzed. IDFs monitored a secure internet site where clinical students discussed their experiences with their mentors. Discussion posts by the IDFs were clustered into three major types: amplifying statements that stimulated and furthered dialogue, augmenting posts that integrated specialized content on aging within the discussions, and analyzing comments that helped students reflect on experiences from different perspectives. The advantages of including aging content experts, such as gerontology students, within aging awareness activities like Seminar Mentoring programs are discussed.

Developing Gerontological Competency: A Curriculum Approach

This study describes a competency-based educational approach to course development, implementation, and evaluation. The course model is presented, including its philosophical base. The authors hypothesized that student participation in a competency-based graduate gerontology course would increase their perceived competency level. Results indicate that students (N = 74 students; 2008–2011) rated their competency skill level as higher at posttest than at the pretest (paired t-tests, p < .01), as measured by the Geriatric Social Work Competency Scale II. In addition, pretest/posttest results on the Myths of Aging checklist and Expectations Regarding Aging survey supported increases of perceived knowledge of older adults at posttest (p < .01). This project illustrates the benefits of organizing and implementing competency-based curriculum so that students are better prepared to work with older adults when they graduate.

Promoting the Development of Professional Identity of Gerontologists: An Academic/Experiential Learning Model

Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field (“professional incumbents”). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.

Globalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United States

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education.

Learning From Internships in Gerontology and Geriatrics: Assessment and Program Evaluation

Internships are an essential component of gerontological education. Harvesting the learning from internships, however, requires careful attention to assessing an intern's work. In addition to providing feedback to students, internship assessment can also yield data useful for academic program evaluation. Drawing on internship assessment data collected from undergraduate and graduate gerontology interns and their community preceptors over a period of seven semesters, this article explores (1) concerns regarding how to assess what interns are learning, (2) ways to provide students with additional opportunities for learning from their internships, and (3) how information from these student-learning outcomes may be used to evaluate the effectiveness of the overall academic program.

A Service-Learning Collaboration: A Graduate Gerontology Program and a Foster Grandparent Program

ABSTRACT Historically, American institutions of higher learning have embraced community service as a necessary component of students' learning experiences. Recent initiatives through the Corporation for National and Community Service emphasize the idea that civic responsibility is an important element of an adequate education at all levels of learning. In this article we discuss the feasibility of integrating a graduate gerontology program and a Foster Grandparent Program. The integration is designed in such a way that, beyond sustaining the Foster Grandparent Program and introducing students to practical field experiences, greater community needs can be met. Ideally, positive outcomes will be achieved through such a collaborative effort, and will affect change at the individual, community, policy, and social structural levels.

Assessing Impact of Service-Learning Project on Older, Isolated Adults in Rural America

With help from a grant from the Corporation for National Service, service learning was infused into four classes of a graduate gerontology course, Aging Well. Thirty-one students were paired with 31 older adults for a period of up to twenty hours. The impact on the emotional and social wellness of the older adults was assessed through student journals, electronic e-mail reflection, and the administration of a survey to older adults. Analysis indicated that the service provided to the older adults had a positive impact on their emotional and social wellness.

Assessing Impact of Service-Learning Project on Older, Isolated Adults in Rural America

ABSTRACT With help from a grant from the Corporation for National Service, service learning was infused into four classes of a graduate gerontology course, Aging Well. Thirty-one students were paired with 31 older adults for a period of up to twenty hours. The impact on the emotional and social wellness of the older adults was assessed through student journals, electronic e-mail reflection, and the administration of a survey to older adults. A quantitative assessment of the older adults was attempted using the Life Satisfaction in the Elderly Scale and the Geriatric Depression Scale. Analysis indicated that the service provided to the older adult had a positive impact on their emotional and social wellness.

Teaching Gerontology Using the Self-Discovery Tapestry

This article discusses the development of the Self-Discovery Tapestry and suggests a variety of strategies for using the Tapestry in undergraduate and graduate gerontology courses. Provided are a shared basis for class discussion of the life course and the similarities of experiences between older adults and younger students. The use of the Tapestry in gerontology courses invites creative ways to encourage students' self-awareness and curiosity about life-span development.

TEACHING GERONTOLOGY THROUGH DISTANCE EDUCATION: WHAT WE HAVE LEARNED

This article gives some insights into the development and teaching of graduate Gerontology courses by way of distance education. Some general comments are given regarding distance education and then the two formats are explored in detail. One of the formats centers around television (video, cable television, and interactive television instructions) and the other, the Internet. Problems and advantages of teaching in each format are explored. Tips on "Some things to do" and "Some things to avoid" are shared. Attention is given to some of the instructional "techniques" which seem to work best for teaching in these formats. These tips should be helpful to persons who are just beginning teaching or who want to teach in either or both of these formats.

Teaching Critical Reading to Graduate Gerontology Students

This article describes a five-stage model for teaching new students in an MA in Gerontology program to read critically. The model was developed to enable students previously trained in a single discipline or field to read with comprehension, judge and utilize written materials from any sources that describe, explain or intend to affect old people. The model is introduced in the foundation course of the program and reinforced in subsequent courses. Graduates of the program report that they continue to use critical reading skills acquired from application of the model in reading gerontological literature produced by scholars, scientists, artists and practitioners from many disciplines. Examples of course handouts are included.

CONTRIBUTIONS OF AGE DIVERSITY AMONG STUDENTS TO GRADUATE EDUCATION IN GERONTOLOGY: STUDENTS’ VIEW

The age range of students in any given class in a master's program in gerontology often spans 30, 40, and even 50 years. Using a questionnaire students were asked about their perceptions of the age diversity in their classes and what if anything they think age‐diverse classes contributed to their education. They were also asked if age should be used as a criterion for acceptance into the program and for scholarship aid. Findings revealed that students of all ages were positive about age diversity and believed it enhanced their learning experience in and out of the classroom. However, a significant minority of the students would use age to discriminate against older people receiving financial aid. Responses suggest that instructors can use their age‐diverse graduate classes as laboratories that afford students important opportunities to explore and modify as desirable their personal attitudes towards age, the aging process, the aged, and ageism; that research is needed to assess changes in graduate gerontology students’ attitudes toward classmates and others of diverse ages; and that faculty should pay more attention in class to identifying ageism in their graduate students, help them become aware of their prejudicial assumptions about older and younger persons, and work to ensure they graduate gerontologists free of age bias.