Katarina Friberg Felsted, PhD portrait
  • Adjunct Assistant Professor, Health-Kinesiology
  • Associate Professor (Clinical), College Of Nursing

Current Courses

Fall 2020

  • GERON 3005-090
    Diversity and Aging
  • GERON 3005-290
    Diversity and Aging
  • GERON 5005-090
    Diversity and Aging
  • GERON 5005-290
    Diversity and Aging
  • GERON 5280-090
    Int'l Lifelong Learning
  • GERON 5280-290
    Int'l Lifelong Learning
  • GERON 5370-090
    Health & Optimal Aging
  • GERON 5370-290
    Health & Optimal Aging
  • GERON 6280-090
    Int'l Lifelong Learning
  • GERON 6280-091
    Int'l Lifelong Learning
  • GERON 6370-090
    Health & Optimal Aging
  • GERON 6975-093
    Masters Project
  • GERON 6980-006
    Faculty Consultation
  • H EDU 5370-090
    Health & Optimal Aging

Summer 2020

Spring 2020

Professional Organizations

  • Sigma Phi Omega. 05/2020 - 04/2022. Position : President .
  • Sigma Phi Omega. 04/2019 - 04/2020. Position : President Elect.
  • Utah Aging Alliance. 04/2019 - present. Position : Executive Board Member.
  • Utah Geriatric Education Consortium . 07/01/2018 - present. Position : Faculty Fellow (2018-2019), Member.
  • Consortium for Families and Health Research . 08/2017 - 05/2018. Position : Fellow.
  • Center on Mindfulness and Integrative Health Intervention Development (C-MIIND). 07/2017 - present. Position : Member.
  • Sigma Phi Omega. 03/2017 - 04/2019. Position : Executive Board, Member-at-Large .
  • Nurses on Boards Coalition. 11/01/2016 - 01/01/2018. Position : State liaison (second contact).
  • Academic Consortium for Integrative Medicine and Health. 09/2016 - present. Position : Research Group Member .
  • Academic Consortium of Integrative Medicine and Health. 05/2016 - present. Position : Member.
  • Association for Gerontology in Higher Education. 03/2016 - 03/2017. Position : Student Chair.
  • Utah Organization of Nurse Leaders. 10/2015 - 10/2017. Position : Leadership Committee .
  • Association for Gerontology in Higher Education. 02/2015 - 03/2016. Position : Student Chair Designee.
  • Association for Gerontology in Higher Education. 02/2015 - 02/2017. Position : Executive Committee Member.
  • Association for Gerontology in Higher Education. 02/2015 - 02/2018. Position : Program Committee Member.
  • Association for Gerontology in Higher Education. 02/2015 - 09/2019. Position : Awards Committee Co-Chair.
  • Utah Action Coalition for Health. 07/2014 - 06/2018. Position : Executive Board Member.
  • University of Utah Academy of Health Sciences Educators. 07/01/2014 - present. Position : Member.
  • Consortium for Families and Health Research . 07/01/2014 - present. Position : Member.
  • American Association of Colleges of Nursing. 06/2014 - present. Position : Graduate Nursing Student Academy.
  • Society of Behavioral Medicine. 04/2014 - present. Position : Member, Aging SIG, Women's Issues SIG, Phys. Activity SIG, EthnicMinority & Multicultural Health SIG.
  • Sigma Theta Tau International. 04/2014 - present. Position : Member.
  • Gerontological Society of America. 02/2014 - 02/2015. Position : University Ambassador.
  • Graduate Nursing Student Academy. American Association of Colleges of Nursing (AACN). 01/2014 - 12/2018. Position : Member.
  • Consortium for Families and Health Research (C-FAHR). 01/2014 - present. Position : Member.
  • Association for Gerontology in Higher Education. 02/2013 - 03/13/2016. Position : Geriatric Education Committee Member.
  • SLCo Aging Services. 01/2013 - 01/2014. Position : Administration and Human Resources Committee: National Accreditation Committee Member.
  • Utah Division of Aging and Adult Services . 10/2012 - present. Position : Senior Diversity Committee.
  • Center on Aging. 06/2011 - present. Position : Member.
  • Sigma Phi Omega Honor Society. 05/2010 - present. Position : Member.
  • Academy for Gerontology in Higher Education. 02/2010 - present. Position : Member.
  • American Society on Aging. 01/2010 - 01/2011. Position : Member.
  • Utah Aging Alliance. 09/2008 - present. Position : Member.
  • GSA Emerging Scholar and Professional Organization. 09/2007 - present. Position : Member.
  • Gerontological Society of America. 09/2007 - present. Position : Member.
  • Utah Commission on Aging. 07/2007 - present. Position : Member.

Teaching Philosophy

 

As a gerontologist my fundamental responsibility is to communicate knowledge to the public to make informed decisions regarding our aging society. As an educator, my overarching goal is related – to invite students into an environment prime for understanding the relevance of gerontology to their lives. I hope that students will leave my class with a stronger grasp on aging issues and how they are pertinent to them both professionally and personally.  I also want students to appreciate and value diversity.

My teaching philosophy has changed over the years. When I began teaching, twenty years ago, I thought I had the knowledge and needed to confer it upon my students. As the years passed, I became more and more constructivist. While I still had knowledge to impart, I noticed that actual learning by the student only occurred when that student sought it out. So I began exploring ways to share material in a way that spurred the student’s curiosity, and thus impelled them to seek further information. I have been inspired by Maryellen Weimer, whose learner centered teaching has introduced me to a whole new paradigm. I was never comfortable with the memorize, repeat, retell, recite, forget model; I promote active learning – engaging students in learning and experiencing knowledge. This is a powerful tool with well-established results. I embrace a balance of power in the classroom. Weimer says, and I agree, that students’ motivation, confidence, and enthusiasm are all adversely affected when the teacher controls the process of learning. I choose to share this process. I think people are naturally learners, constantly seeking knowledge and understanding. I will do whatever it takes to help students learn. I have high expectations and a strong desire for their success. I pique the interest of the students, provide relevant information, help make connections, and then provide authentic assessments.

I am a proponent of active learning and use a variety of methods to encourage interaction on the issues the course presents. Students are also empowered to take responsibility for their own learning by creating instead of regurgitating. My methods include modules, a class text, discussions inside of CANVAS, relevant scholarly articles, and journal entries. Assessments (and continued learning) are made through reports, literature reviews, and final projects.

I am also a proponent of requiring students to engage in extensive written work. Gerontology is a social science, and students must be able to not only read comprehensively within the discipline but also write comprehensively. Allowing students to express themselves informally through discussions and journal writing, and then more formally through reports and reviews, affords me the opportunity for a more complete assessment of a student's understanding and ability than would be possible by relying on a combination of formal papers and examinations.

The most difficult thing I face as a teacher is apathy in the student. As an online teacher, I believe connections with the students are very important. I make myself available by email around the clock, by phone anytime, and in person in my office during the workday. Students are always welcome to communicate.

Another vital part of my teaching is that I champion diversity. I feel strongly that it should be encouraged in all areas of science. In my courses, all identities are respected and I respect individual learning styles as well. This is another reason I provide multi-faceted methods and assessments; many people don't fit into the True/False, fill-in-the-blank, or multiple choice paradigm. My methods and assessments, and my feedback, allow students to express themselves more fully. Students say they feel very supported in their learning, understand what is expected, and very much appreciate the dialogue in which we engage. I realize that I have much more to learn about optimal teaching. I'm continuously discovering new paradigms and approaches and look forward to continued growth in my teaching.

 

Courses I Teach

  • GERON 3005/5005 - Diversity in Aging
    This course is designed to present a broad overview of aging within the framework of race and ethnicity by examining some of the major issues related to our aging society, research methodology, and theories of aging with future implications on the local, regional, and national levels. It will focus on diversity and some of the multicultural factors that contribute to the life-course: the socialization differences and the "life-chance" differences that may follow ethnic, racial and/or minority status, including gender. Please note: This is a course where all identities are respected.
  • GERON 3220/5220 - Caregiving and Aging Families
    The course addresses issues facing caregivers, including the impact caregiving has on the way caregivers are viewed by professionals and peers and how the caregiving role impacts other areas of their lives. Research findings, written materials depicting caregiving experiences, off-site visits and texts based on professional experiences with caregiving are used to provide practical information about dealing with caregiving issues and aging family members. Students, caregivers, professionals, family members, and friends are equipped with information to provide quality care for elderly people while taking care of their own needs for rest and support. Please note: This is a course where all identities are respected.
  • GERON 5001/6001 - Introduction to Aging
    This introductory course is designed to present a broad overview of the field of gerontology by examining some of the major issues, problems, and solutions related to an aging society. We will also investigate research methodology, theories of aging, and future implications of an aging society at local, national and international levels. The value of interdisciplinary and life course perspectives will be emphasized. Please note: This is a course where all identities are respected.
  • GERON 5280/6280 - International Dimensions of Lifelong Learning
    This course examines lifelong learning for older adults from a global perspective. Countries and cultures around the globe are examining the benefits and costs of learning across the lifespan, especially as it applies in the “third age”. Some cultures feel that learning is only important if it is work-related while others look to lifelong learning for personal growth and fulfillment. In this course we will explore the value of lifelong learning through economic and social lenses, and will compare lifelong learning as it currently exists in the United States with programs from other countries. We will also consider what lifelong learning might consist of in the future and how advancements in technology may change the way older people learn. Please note: This is a course where all identities are respected.
  • GERON 5370/6370 - Health and Optimal Aging
    Central issues involved in promoting healthful behavior and quality of life among older adults are explored and bring together the influences and contributions of theory, research, and practice as applied in gerontological health promotion and wellness. Content includes health promotion and wellness programming, the theoretical foundations of behavior change, lifelong learning and development, and relevant research findings pertaining to the health and well-being of older adults. Please note: This is a course where all identities are respected.

Pedagogical Publications

  • Eaton, J., Dassel, K., Felsted, K. F. (2017). Navigating the future of gerontology education: Curriculum mapping to the AGHE competencies, The Gerontology & Geriatrics Education, 40(1), 132-38. UK: Taylor & Francis. doi 10.1080/02701960.2018.1500908. Paper published, 11/2018.
    https://www.tandfonline.com/doi/abs/10.1080/027019...

HETS

I have earned my Higher Education Teaching Specialist certification through the University of Utah Center for Teaching and Learning Excellence. 

Current Students

  • Briana Sisofo, Master of Science (M.S.), Project Type: Project. Role: Chair.
  • Christine Lee, Master of Science (M.S.), Project Type: Project. Role: Member.
  • Melanie Loveland, Master of Science (M.S.), Project Type: Project. Role: Chair.

Former Students

  • Melanie Stewart, Master of Science (M.S.), Project Type: Project. Role: Chair.
  • Leilani Jackson, Master of Science (M.S.), Project Type: Project. Role: Chair.
  • Alijana Kahriman, Master of Science (M.S.), Project Type: Project. Role: Member.
  • Emily Clark, Master of Science (M.S.), Project Type: Project. Role: Member.
  • Robert Jensen, Master of Science (M.S.), Project Type: Project. Role: Chair.
  • Amelia Larson, Master of Science (M.S.), Project Type: Project. Role: Member.
  • Rebekah Perkins, Master of Science (M.S.), Project Type: Thesis. Role: Member.
  • Marne Pehrson, Master of Science (M.S.), Project Type: Project. Role: Member.
  • Glade Welker, Doctor of Nursing Practice (D.N.P.), Project Type: Other. Role: Member.
  • Charlotte Mason, Doctor of Nursing Practice (D.N.P.), Project Type: Project. Role: Member.