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Faculty Forum Special Section: Adult Development and Aging
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Employing Interactive Learning Methods in a Course on the Psychology of Aging. page 48-49
Susan Krauss Whitbourne; Kathleen Collins
describes an interactive method for teaching a course in the psychology of aging based on an interdisciplinary approach. The approach allows instructors to incorporate a wide range of age-related topics from various disciplines, and the course provides students with practical applications through interaction with older adults or by exploring images of aging in media, television, film, art, or literature. This approach allows students to identify and challenge perceptions of age and understand aging from many perspectives.
Strategies and Resources for Teaching Family Gerontology. page 50-51
Rosemary Blieszner
including study of family relationships in adult development and aging courses is desirable because family members are key sources of support and contributors to physical and psychological well-being throughout adulthood. This article includes suggestions for course activities and instructor and student resources related to family gerontology.
Integrating the Humanities Into a Liberal Arts Course on Adult Development and Aging. page 51-52
John C. Cananaugh
this article describes a freshman liberal arts honors course on adult development and aging. It contains suggestions for selecting and using readings, films, music, and television shows, and it provides examples of how to make connections between these materials and the scientific literature.
Tying It Together: Two Comprehensive Projects for Adult Development and Aging Courses. page 53-55
Lisa C. McGuire; Melissa D. Zwahr
this article outlines 2 projects that highlight the multidimensionality of aging processes for adult development and aging courses. These projects tie together biological, psychological, and sociocultural aspects of aging by creatively integrating and applying course materials to real-world situations. In the first project, students design an age-appropriate retirement community using buildings on the local college campus. In the other, students present products they design to remedy specific age-related problems.
Approaches to Teaching Adult Development Within a Life Span Development Course. page 55-57
Karen L. Fingerman; Rosanna Bertrand
in teaching life span development courses, instructors must help students understand how general principles guide development in adulthood as well as in childhood. This article describes two exercises that convey the ways in which social biases influence adult development and aging. The first exercise, involving sorting pictures of people of different ages, illustrates the diversity of opinions about how to divide the life span. The second exercise demonstrates how physical and social factors shape individual well-being in old age just as they do in childhood.
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