Abstract
This paper discusses the opportunities for student directed research within a service-learning framework. Using a community development framework, students at the high school, college, and graduate levels gained a deeper understanding of the daily experiences of older persons in the community. These projects were embedded in a multi-year community development process fostered by the Evergreen Institute on Elder Environments, in Bloomington, Indiana. Through the collaborations of the Institute, the learning outcomes for students have contributed to the broader community effort to make Bloomington a good place to grow old.
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