In the past months we, in the Department of Gerontology have had numerous occasions
to participate in various Service Learning and Community Engagement opportunities.
We have recrafted these experiential learning opportunities to dovetail with our
Departmental mission "Improving Eldercare through Education" and the themes of
VCU's Quest for Distinction and coined the term "Programmatic Service Learning Model
in Gerontology."

Programmatic Service Learning Model in Gerontology (PSLM-G) aims to increase student
success through a three pronged approach: discovery through inquiry and research
(Quest Theme I), career preparation and professional identity development for improved
quality of life (Quest Theme II), and community engagement and leadership (Quest
Theme IV). For more information about Quest please visit www.future.vcu.edu [http://r20.rs6.net/tn.jsp?t=jzawgwkab.0.0.9igtmqfab.0&id=preview&ts=S0827&p=http%3A%2F%2Fwww.future.vcu.edu].

Why is Experiential Learning an essential piece of Gerontological Education?  It
is not news that our population is aging. This demographic shift is echoed among
the leadership in our aging network. Heretofore, most eldercare professionals have
perfected their expertise through trial and error, and on the job training. With
this swiftly approaching age wave we must be better prepared. In addition, elderhood
isn't what it once was. We cannot prepare our future Gerontologists with a "rear
view window approach" (Cotter, 2012).  While evidence-based gerontological practice
is essential to quality care we cannot prepare a skilled workforce based only on
yesterday's data. The only way to look into the future is through good theory,
as described by Christensen in the "Innovator's Dilemma". By looking through theory
the future becomes clear.

The Department of Gerontology has developed the PSLM-G to prepare our Gerontologists
(Master of Science) and Gerontological Specialists (Certificate in Aging Studies)
to hit the ground useful, highly skilled and prepared to lead the field through
theory-driven, evidence based gerontological practice.  This can only happen through
a lens of theory driving rigorous and innovative core content knowledge, career
exploration and networking, and reflective and engaged service learning to meaningfully
tie it all together.

What does Programmatic Service Learning mean for you?
The living-learning benefits of bridging classroom and community are undeniable.
Students are engaged with our community throughout the program from core courses,
to electives, to grant writing, to their capstone practicum. Here are a few examples:

-Caregiver Telephone Support Program with A Grace Place
-Dental Clinic for the Native American Tribes in Virginia
-Oral History Project with Covenant Woods residents
-Oral History Project with the 2012 City of Richmond Centenarian Celebration

Want to learn more about how you can join us in our mission to Improve Eldercare
through Education? Contact us at [email protected] [mailto:[email protected]]
with ideas about how we can work together to improve the lives of our elders.