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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
