Title
Increasing student involvement in cognitive aging research
Document Type
Article
Publication Date
2006
Abstract
The involvement of undergraduates in research on aging has benefits for the students and for the faculty mentors, as well as for their departments, their universities, and the field of gerontology at large. This article reports on the application of a 3-year Academic Research Enhancement Award (AREA) by the National Institute on Aging awarded to Fairfield University—a selective, midsize private Jesuit institution—to increase undergraduate involvement in cognitive aging research. The series of studies examines age-related differences in veridical and false memories arising from repeated attempts to remember information. The grant has greatly expanded the research opportunities available for undergraduates, and has provided research training to a greater number and broader range of students than was previously possible (over the 3-year period, over 30 students gained hands-on, in depth research training). Specific student research activities on the Fairfield Cognitive Aging Project are discussed, and the development of a course on supervised research, its place in the curriculum, and the immediate and long-term benefits to students are described.
Publication Title
Educational Gerontology
Repository Citation
Henkel, Linda, "Increasing student involvement in cognitive aging research" (2006). Psychology Faculty Publications. 5.
https://digitalcommons.fairfield.edu/psychology-facultypubs/5
Published Citation
Henkel, L. A. (2006). Increasing student involvement in cognitive aging research. Educational Gerontology, 32.7, 505-516
DOI
10.1080/03601270600723684
Peer Reviewed
Comments
Copyright 2006 Educational Gerontology, Taylor & Francis