To enhance engagement and deepen learning in undergraduate courses that focus on adult development and aging, two informal advocacy classroom activities were created and surveyed. The surveys were brief empirical assessments of Problem-Based Learning (PBL) activities, and contained closed- and open-ended questions. Results from Study 2 suggested students’ enjoyment of the informal advocacy discussion and the creation of a public service announcement to be positively associated with survey ratings of increased insight, enhanced understanding, broader awareness, and the gaining of new knowledge about the concerns of older adults. Narrative responses from both studies suggest informal advocacy for older adults to promote deeper learning as reflected in increased empathic understanding, ethical concern, and greater personal involvement with central topics of discussion.
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VonDras, D. D. (2018). Informal Advocacy as a Way to Deeper Learning of Adult Development and Aging Processes, Part 2. Perspectives In Learning, 17 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol17/iss1/6