A pedagogical strategy addressing an unmet need: making the biology of aging an accessible part of interdisciplinary gerontology education.

Abstract

In an age of specialization, obstacles to interdisciplinary training and integrated intellectual growth are expected. One such obstacle to graduate-level training in gerontology is the challenge of making the biology of aging accessible to non-biologists. In this paper, our aim is to share 15 years of experience developing a pedagogical strategy that situates the biology of aging as an accessible part of interdisciplinary gerontology education for non-biologists and biologists alike. Our approach hinges on a four-pronged learning opportunity - four course offerings - that places high priority on exactitude with language and sees development of an attitude of precision with language as essential to intellectual growth. By inspiring students to master language in the key of B - Biology of Aging - we unleash a versatile method for developing cross-disciplinary discoverers prepared for a lifetime of seeing and reporting.

DOI: 10.1080/02701960.2017.1391803

Cite this paper

@article{Waters2017APS, title={A pedagogical strategy addressing an unmet need: making the biology of aging an accessible part of interdisciplinary gerontology education.}, author={David J. Waters and Gerald C. Hyner and Kenneth F. Ferraro}, journal={Gerontology & geriatrics education}, year={2017} }