The purpose of this research was to examine oral history as a social work pedagogy. Using a mixed methods design, student learning outcomes in a Master’s level Human Behavior course were analyzed: application of biopsychosocial theory; analysis of life transitions; and demonstration of cultural competence, with a focus on the impact of oppression. Secondary data were used in the form of 51 oral history projects.

Results indicated that students experienced changes in perception of aging. Many expressed an increased appreciation for older adults and a more positive outlook on aging. High learning outcome ratings were noted for application of course content. Verbatim quotes supplemented these quantitative results.

This research draws needed attention to the importance of providing students with opportunities to form meaningful connections with older adults and form opinions based on experience, rather than preconceived notions. Such pedagogical techniques may help reduce the workforce deficit in gerontological social work.