A Service-Learning Approach to Teaching Gerontology

This article presents a case study of the implementation of a core service-learning requirement into an honors undergraduate gerontology seminar for incoming freshmen. Students are placed in a variety of community agencies that serve elders and are required to serve for a minimum of four hours per week in addition to traditional academic studies. The process for integrating the service and non-service components of the course is discussed in detail as are the informal evaluations from students.