Faculty and Community Partners in Gerontological Curriculum Enrichment

Abstract

This study examined outcomes for faculty and community partners of a gerontological curriculum enrichment effort at a midwestern state university. The study was supported by the John A. Hartford Foundation. Faculty from three academic centers around the state were involved in revising the foundation (core) curriculum. Community practitioners from hospitals, elder services agencies, nursing homes, and hospice—along with community elders—served on an advisory board. Quantitative and qualitative data were collected to assess outcomes of the project.

Findings indicate that faculty strongly supported the goal of curriculum enrichment, would continue to incorporate aging content into their courses, felt that project resources were helpful, and that the project had strengthened the curriculum. Advisory board members said their work would be used to improve social work practice in aging, the project had resulted in tangible outcomes and products, and monthly meetings were applicable to their work. Implications of the findings are discussed.

This study was supported by a John A. Hartford Foundation/CSWE Geriatric Enrichment in Social Work Education grant.

An earlier version of this paper was presented at the 60th Annual Scientific Meeting of the Gerontological Society of America, San Francisco, CA, November 2007.