Teaching Undergraduate Research in Human Development and Family Studies: Piloting a Collaborative Method

A população idosa composta por lésbicas, gays, bissexuais e transgêneros (LGBT) vem aumentando nas últimas décadas não somente pela redução da mortalidade na infância e vida adulta, mas pelo melhor acesso aos serviços de saúde (Kimmel, 2015). Apesar dos avanços das leis que garantem iguais direitos as pesssoas de diferentes orientações sexuais, as pessoas idosas LGBT ainda é uma categoria pouco visível entre os pesquisadores da Geriatria e da Gerontologia. Deste modo, a presente resenha apresentará o livro “The lives of LGBT older adults: understanding challenges and resilience” que foi organizando pelas pesquisadoras americanas Nancy A. Orel (Bowling Green State University, Bowling Green, OH) e a Christine A. Fruhauf (Department of Human Development & Family Studies, Colorado State University), trata-se de uma publicação pioneira e alvissareira que busca preencher a escassez de publicações versando sobre a velhice e o processo de envelhecimento das pessoas LGBT.

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16. “Learning by Doing” in a Graduate Course in Human Development and Family Studies: Service Learning Utilizing an Evaluation Project

Collected Essays on Learning and Teaching ◽

10.22329/celt.v1i0.3185 ◽

2011 ◽

Vol 1 ◽

pp. 93

Author(s):

Karen Kopera-Frye ◽

Jeanne Hilton

Keyword(s):

Service Learning ◽

Human Development ◽

Teaching And Learning ◽

Learning Experience ◽

Family Studies ◽

Learning By Doing ◽

Graduate Course ◽

Scholarly Teaching ◽

Service Learning Projects ◽

Course Format

The purpose of this paper is to share our experiences involving a creative approach to service learning that was implemented in a Human Development and Family Studies graduate course. In our departmental pursuit of evolving scholarship and promoting scholarly teaching and learning (Kopera-Frye, Hilton, & Cavote, 2003), this course represents an example of how one can promote higher-level learning among our future professionals. This service learning approach utilized in this particular course focuses on needs assessment and program evaluation, a direction not usually found in typical service learning projects that involve a social volunteerism approach. By discussing the theoretical basis for the project, course format, and providing some qualitative/evaluative data, we will contribute to the knowledge base on innovative ways to promote scholarly learning. Challenges and issues that need to be anticipated before designing this type of service learning experience will be highlighted.

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