Evaluating the Outcomes of Gerontological Curriculum Enrichment

Abstract

This study describes a multi-method approach to evaluating a gerontological social work curriculum enrichment initiative funded by the John A. Hartford Foundation. The project involved all required first year core courses in the BA and MSW curricula. Data were collected from students at three geographically dispersed academic centers of a School of Social Work at a major Midwestern state university. Evaluation instruments included quantitative pre-and post-tests to assess change in undergraduate and graduate students' gerontological attitudes, knowledge, and skills, qualitative and quantitative pre-and post-tests to evaluate an intergenerational service-learning option, and an open-ended question to assess the gerontological content students had been exposed to in required core courses. Results for all students showed strong positive change in general attitudes toward elders, gerontological knowledge, and gerontological skills. There was only marginal support, however, for increased willingness to work with elders. Results for service-learning students revealed positive reactions to the service-learning experience and a significant increase in gerontological knowledge.

Key Words:

• Gerontological curriculum enrichment
• gerontological competencies
• intergenerational service learning
• social work education