Learner-centered learning in an undergraduate interdisciplinary course about death

Abstract

Recurring themes in thanatology include the interdisciplinary nature of the field, the cognitive and affective nature of the content, and the need to develop programs for specific audiences. This paper demonstrates how one assignment in an undergraduate course in death and dying was designed to reflect these concerns, and be sensitive to the diverse learning needs of the students. It will show how course design and structure can correlate with the information about death which is presented in the classroom.