Abstract
Service-learning is a pedagogical innovation in higher education that offers experiential learning to students while providing benefits to communities. Recognizing the importance of this innovation, the Corporation for National and Community Service has promoted the development of intergenerational service-learning components in gerontology classes through grants to the Association for Gerontology in Higher Education in partnership with Generations Together at the University of Pittsburgh. The funding resulted in 66 service-learning projects in institutions of higher education nationwide over six years. This study assessed what has happened since the funding for these projects ended. A survey of former faculty grant recipients found that the majority were still utilizing service-learning components in their classes. This was despite the perception of all of the respondents that the time and effort involved far exceeds that of traditional classes. Respondents identified a number of barriers to the implementation and continuation of service-learning, and made recommendations that encourage intergenerational service-learning at institutions of higher education.
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