Intergenerational Service Learning Research Articles

INTERGENERATIONAL LEARNING TO ADDRESSING AGEISM IN HIGHER EDUCATION: SCOPING REVIEW FINDINGS

Abstract Intergenerational learning strategies can increase wellness, both among students and older community members, while challenging ageism on college and university campuses. Still, existing studies on the mutual benefits and effectiveness of intergenerational learning strategies for addressing biases among college and university students are limited and as such, are continuing to emerge. Thus, a scoping review was conducted to explore current research on intergenerational learning in higher education, the potential relevance of such strategies to reduce ageism and better prepare future service providers, and to explore current implications for education, practice, policy, and research. Included in this scoping review were peer-reviewed and grey sources based on primary research on what is known about intergenerational learning strategies in higher education and their potential impacts on ageism. Excluded were sources not based on primary research or without clear implications for relevant education, practice, policy or research. In total, 313 articles were identified; 67 of these were screened in for full text reading, and 37 were initially screened in for analysis, after which another 8 were excluded, resulting in 29 cases for thematic analysis. Key themes surround intergenerational service learning and creative expression, attitudes toward older adults, perceptions on aging, mutual benefits of intergenerational learning (e.g., cultural learning and integration), and remaining needs for research and education, through integrating service learning opportunities into existing programs and courses in higher education. The results of this scoping review will be further discussed, along with future implications for research, practice, policy and education focused on reducing ageism.

An intergenerational service-learning approach to improve hand function in older adults

ABSTRACT Homebound older adults are at greater risk for functional impairments, social isolation, and loss of independence. Adequate hand function is needed to perform many daily activities, yet is understudied, particularly in the homebound population. The purpose of this study was to pilot test an intergenerational program in which pre-health college students were trained to deliver hand exercises to homebound older adults receiving Meals on Wheels (MOW) services. Eight MOW clients (mean age: 80.1 ± 12.9y) and 17 students completed the program. Students visited clients 2×/week for 6 weeks and engaged in hand exercises and meaningful conversations. Measures of hand strength, dexterity, self-reported function, self-efficacy, depression, and social isolation were taken before and after the program. Clients and students also completed a post-program experience survey. Significant improvements in pinch strength were observed, and 75% of clients reported better upper limb mobility after training. Survey feedback was positive with clients saying they enjoyed interacting with college students, while students praised the hands-on nature of the program and engagement with older adults. Results from this pilot study demonstrate an intergenerational approach to deliver hand training is feasible and underscores the value of using such models to increase access to care for homebound older adults.

Qualitative Comparison of In-Person versus Virtual Versions of the Same Intergenerational Service-Learning Program During Covid-19

ABSTRACT During Covid-19, most in-person intergenerational service-learning programs were halted or transitioned to virtual formats due to social-distancing guidelines. This study qualitatively examined in-person and virtual versions of the Lives Well Lived program, which matches older adults (OAs) with undergraduate students to participate in a mutual interviewing, life review project. Post-test data from open-ended questions were analyzed to compare themes regarding program outcomes. Recognition of OA interindividual differences, intergenerational relationship’s value, and decreased fear of aging themes developed in both program versions but there were also differences. Participants in the virtual version regretted not engaging in person, did not mention altruism/empathy, expressed appreciation of peer relationships in addition to OA relationships, and disliked writing reflection papers. Recommendations are given for ensuring similar learning outcomes when engaging in virtual programming, whether due to COVID-19 or in additional situations to pandemics, such as rural settings, lack of transportation/mobility, or time limitations.

Intergenerational Service-learning: An Experience in Health Promotion among Undergraduate Students in Hong Kong

ABSTRACT Service-learning has been well documented for its benefits to students. This study examined the service-learning experience of undergraduate students enrolled in the subject Practices in Health Promotion. Data were retrieved from the reflective journals of 72 students and thematic content analysis was performed. The findings indicated that students benefited from incorporating their health promotion skills into a period of community service, which changed their misperceptions about older adults into positive attitudes. The service-learning experience provided opportunities for students to promote health in a real-life situation through intergenerational interactions, and benefited students even though the period of service-learning was short.

Effects of Design-Thinking Intergenerational Service-Learning Model on College Students: A Pilot Study in Taiwan

Purpose: The design-thinking intergenerational service-learning model (DTISLM) has structured ageing-related trainings on strategies to improve empathy among college students for intergenerational program development and promote positive relationships and wellbeing between younger and older generations in community-based settings. The objective of this study was to examine the effects of DTISLM on college students’ ageism, intergenerational relationships, and health. Method: Mixed-methods data were collected via pre–post surveys and after-class reflection notes from 142 students from three universities in Taiwan. Results: DTISLM significantly improved college students’ level of empathy toward older adults, age stereotypes, intergenerational relationships, wellbeing (i.e., life satisfaction), and health behaviors (i.e., exercise). This intervention promoted health awareness among college students. Discussion: Via hands-on trainings for empathy improvement, DTISLM empowered college students to develop intergenerational programs that promoted positive intergenerational relationships and healthy habits. This sheds new light on university–community partnerships involving intergenerational service needs to create age-friendly societies globally.

QUALITATIVE COMPARISON OF TWO INTERGENERATIONAL SERVICE-LEARNING PROGRAMS

Abstract Intergenerational service-learning programs are an effective and frequently used training modality in undergraduate education and are often examined using qualitative methods. It is less common to qualitatively examine two such programs to compare their outcomes. This study reports qualitative findings from a mixed-methods study comparing two intergenerational service-learning programs in an undergraduate Psychology of Aging class. The longer, more relational intervention, the Lives Well Lived program, matched students and older adults exemplifying “successful aging” in a mutual interviewing, life review project utilizing documentary film, photography, and memoir creation. The comparison intervention, the Meals That Connect/Lunch Bunch program, also exposed students to older adults exemplifying successful aging, but in a shorter, less relational way. A convenience sample of 128 students (65 in the intervention group and 63 in the comparison group) answered post-intervention open-ended questions about what they liked/disliked about the program in which they participated, as well as any viewpoints about aging they felt changed or were reinforced by the project. Thematic analysis revealed students in both groups experienced decreased ageism and improved attitudes about aging. However, those participating in the Lives Well Lived program had closer relationships with the older adults participating in the project, expressed more positivity about their own aging process, and indicated more willingness to engage in future intergenerational relationships. Use of a comparison project in qualitative examination of intergenerational service-learning adds greater insight into such programs’ outcomes, enhancing quantitative effectiveness examinations.

TRANSFORMING AN INTERGENERATIONAL SERVICE-LEARNING PROJECT DURING THE COVID-19 PANDEMIC

Abstract The COVID-19 pandemic has required transformation in the delivery of higher education and pedagogy that is used. The Co-Mentoring Project links undergraduate Psychology of Aging students with older adult volunteers for an intergenerational service-learning experience. Prior to the pandemic, the Project was delivered via an in-person format. During the pandemic, the Project transitioned to a virtual format. Self-reported postproject evaluations from undergraduate students (n= 30) and older adults (n= 27) during the two academic years prior to the pandemic were compared to evaluations from students (n= 26) and older adults (n= 28) during two years of the pandemic. Mann-Whitney U Tests revealed no significant differences in older adult and student postproject evaluation outcomes between in-person and virtual formats. For example, there were no differences in older adult level of enjoyment between the in-person (Md= 5, n= 27) and virtual formats (Md= 5, n= 28), U = 405.00, z = .84, p = .40. Likewise, there no differences in student level of comfort interacting with older adults between in-person (Md= 5, n= 30) and virtual formats (Md= 5, n= 26), U = 389.00, z = -.02, p = .99. Qualitative information from the postproject evaluations indicated participants were glad to have had the opportunity to meet virtually during the pandemic, however they preferred an in-person format. These results support the conclusion that intergenerational service-learning can be successfully implemented virtually. This paper will describe the transformation of the Project from an in-person to virtual format, and advantages and disadvantages of both formats.

Intergenerational service learning outcomes for event management undergraduates involved in organizing Pickleball events

Pickleball is the fastest-growing sport for older adults in the United States. This study explored the impact exerted by service learning experiences on the mental health and ageist attitudes of undergraduates, as well as their stances on civic engagement. The study was conducted over five consecutive semesters between 2014 and 2016, with participants comprising 211 students enrolled in an event management course offered by a tourism department. All participating students were engaged in community-based service learning projects. Their service learning experiences were found to be associated with superior mental health and increased civic responsibility. The hosting of pickleball competitions for older adults by the undergraduate participants also possibly improved their mental health and reduced their ageism.

“They’re Not All Grumps”: A Qualitative Process Examination of Two Intergenerational SERVICE-LEARNING Programs

ABSTRACT This study compared two intergenerational service-learning programs in an undergraduate Psychology of Aging class. The longer, more relational intervention, the Lives Well Lived program, matched students and older adults exemplifying “successful aging” in a mutual interviewing, life review project utilizing documentary film, photography, and memoir creation. The comparison intervention also exposed students to older adults exemplifying successful aging, but in a shorter, less relational way. Post-intervention thematic analysis revealed students in the Lives Well Lived program had closer relationships with the older adults, more positivity about their own aging process, and more willingness to engage in future intergenerational relationships.

Intergenerational Service-Learning During COVID-19

Mentor Up is a technology training program designed to reduce loneliness through technology training and intergenerational relationships. The program, which has similarities to Cyber Seniors, has been held at Eckerd College for four years and has traditionally been held in-person at a local Continuing Care Retirement Community (CCRC). During the pandemic we partnered with AARP to re-think the program and offer a modified version of Mentor Up on Zoom. Five one-hour one-on-one virtual technology training sessions led by 16 students were scheduled. Participants joined to ask questions about how to use features on their smartphones or how to navigate the Zoom virtual platform more effectively. The remote nature of programming allows for expanded 2021 participation, including AARP members across Florida and all three Westminster Communities of Florida in the area (CCRC, ALF, SNF). Participation rates, strategies to implement intergenerational programs on a virtual platform, and lessons learned will be highlighted.

Starts and Stops: Strategizing an Age-Friendly University Commitment During a Pandemic

The Global Network of Age-Friendly Universities seeks to enhance age-inclusivity and engagement in higher education, but delivering age-friendly programming became very challenging during the COVID-19 pandemic. We examine how two land-grant universities adapted to the pandemic and draw some lessons from those experiences that may be useful for other universities seeking to implement or resume the AFU programming. The two main responses were to either pause many of the age-friendly initiatives at the university or adapt to virtual or online delivery platforms. To ensure the health and safety of older adults, colleges and universities paused many age-friendly initiatives such as intergenerational service-learning, technological assistance to older adults, and influenza vaccinations. Other programs continued but in a modified delivery format. Examples include: converting a face-to-face balance-training program to telehealth delivery; transitioning visitation programs to pen pal communication; and replacing face-to-face workshops offered by Extension Services with webinar delivery. Despite these challenges, we conclude that moving to virtual platforms and other methods of delivery, including conventional mail, has in some cases increased access for many older adults and became a lifeline during a time of social isolation for many older adults. Taken together, these experiences highlight the need for age-friendly universities to have contingency plans to ensure continuation of age-friendly programming in the event of pandemics or disasters. Finally, the pause in programming creates opportunities to re-launch or re-organize those initiatives in accord with federal and state safety guidelines.

Effectiveness of an Intergenerational Service-Learning Program to Change Attitudes on Aging

This study evaluated the efficacy of a 10-hour intergenerational service-learning program administered to undergraduates to determine if it would increase knowledge about aging, improve attitudes about older adults, and reduce ageism more than a course with less service-learning activity. Making maximum impact on students in these areas in a short amount of time is particularly relevant in short, quarter-based university programs. A quasi-experimental design using a convenience sample compared pre-test and post-test scores between an experimental intervention (N=68) and a comparison (N=71) group on The Facts on Aging Quiz Multiple Choice version, Aging Semantic Differential, and Fabroni Scale on Ageism. Qualitative data via open-ended survey questions was also collected. The experimental intervention, the Lives Well Lived project, was based on a documentary film by the same name, which incorporates themes of successful aging. During the project students and older adults interviewed one another about living a life well lived, participated in a photo shoot, and created a Memoir for the older adult. The comparison group included two social visits to a congregate meal program. Results from multiple regression analysis showed that students in the intervention group had less ageist stereotypes and less negative bias about aging at post-test and qualitative data indicated they were more inclined to participate in intergenerational relationships in the future. Programs like this one that are longer and more relational may be useful for consideration in undergraduate gerontology courses in reducing ageism and promoting intergenerational relationships which benefit those of all ages.

Comparative effectiveness of intergenerational service-learning programs on student outcomes of knowledge, attitude, and ageism

ABSTRACT Intergenerational service-learning for undergraduate students seeks to generate interest about the older adult population, while increasing knowledge and improving attitudes about aging and reducing ageism. It is difficult to make an impact on students’ views in a short time period, such as an academic quarter. This comparative effectiveness study evaluated the efficacy of a 10-week intergenerational service-learning program administered to Psychology of Aging undergraduates to determine if it increased knowledge about aging, improved attitudes about older adults, and reduced ageism more than a predominately didactic course with less service activity. A quasi-experimental design using a convenience sample compared pre- and posttest scores between the experimental intervention (n = 68) and comparison (n = 71) condition on The Facts on Aging Quiz Multiple Choice version, Aging Semantic Differential, and Fabroni Scale on Ageism. The experimental intervention, the Lives Well Lived program, matched students and older adults who met criteria for “successful aging,” in a mutual interviewing, life review project utilizing documentary film, photography, and creation of memoirs. Results determined that students in the experimental intervention showed less stereotypical beliefs and net bias about aging. Programs that are more relational, in-depth, more experiential and less didactic may be useful for consideration in undergraduate psychology or human service programs in reducing ageism and potential for increasing interest in careers in the field of aging.

Adventures in Intergenerational Service-Learning: Laughter, Friendship, and Life Advice.

Using pre- and post-visit reflection papers from a third-year undergraduate leisure and aging course, this paper describes the ways in which an intergenerational service-learning project fostered greater understanding of aging, long-term care (LTC) homes and the people who reside in them. Partnering with a LTC home in the Niagara Region of Ontario, 50 students gathered first-hand life stories from older adults over a period of 5 weeks. In pairs, students considered course content in relation to stories of life transitions they have yet to experience and reflected on generational similarities and differences. The overall project incorporated biography and photography-based assignments in order to create individual narratives for each participant in the project. Supplementary coursework enabled students to develop skills related to creative representation of the stories (e.g., lessons on photography and biography writing). This intergenerational project culminated with an exhibit of students' work at the end of the term, attended by our storytellers, their families and friends as well as staff at the home. In pre- and post-visit reflection assignments, students described how their experiences disrupted assumptions they held about older adults, LTC homes and the experience of aging.

Intergenerational service-learning, sustainability, and university social responsibility: A pilot study

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.
 
 Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

Intergenerational Service Learning within an Aging Course and Its Impact on Undergraduate Students’ Attitudes about Aging

ABSTRACT Ageism is a term used to describe negative stereotypes and prejudices often leading to the discrimination of older adults. Ageism has been linked to negative outcomes such as a decreased quality of life, discrimination in the workplace, and poorer mental and physical health for older adults. Promoting positive contact experiences between older and younger generations in combination with education about aging has shown to improve attitudes among younger adults toward aging. Using the Positive Education about Aging and Contact Experiences (PEACE) model, this study examined the attitudes toward aging among 23 undergraduate students prior to and upon completion of an intergenerational service learning project, embedded within an aging course. The Fraboni Scale of Ageism (FSA) was used to measure levels of ageism before and after the intergenerational service learning project. The overall mean among the entire sample for the pre-FSA scores (68.86 ± 1.47) was significantly greater than the mean scores on the post-FSA scores (63.13 ± 1.48), t = 5.584, p < .001, demonstrating a significant decrease in ageism scores upon completion of the intergenerational service learning project. Findings validate the utility of intergenerational service learning programs and offers advice on the implementation of evidence-based strategies aimed at reducing ageism among the population.

Intergenerational service-learning, Sustainability and University social responsibility

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.&#x0D; &#x0D; Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

The Perspective of Elderly Residents on an Intergenerational Service-Learning Project

ABSTRACT With our growing aging population, intergenerational service-learning has been on the rise in recent decades. The purpose of this qualitative study was to explore the effects of a brief, mutually constructed, intergenerational service-learning program on active older adults (i.e., those who reside independently within the community) of a Housing and Urban Development (HUD) subsidized residential apartment community in an underserved rural region of the U.S. Results indicated positive themes, consisting of feeling listened to, not invisible, and young. In addition, opportunities for life-long development, such as increased intergenerational understanding and generativity, were indicated.

Important Considerations in Developing and Evaluating Intergenerational Service-Learning Programs

Very often, intergenerational programs measure their success by collecting feedback primarily from the students participating in the program. Critical stakeholders such as the adults/older adults, administrators, and service-learning personnel can be overlooked, as well as the impact of the various classroom activities and tools used. Each fall semester over a five-year period, an undergraduate adulthood and aging intergenerational service-learning course was offered, measuring and building on the successes and challenges from the previous year. No matter how much thought goes into planning a class, unexpected variables naturally unfold over time. This presentation will highlight a best practices model developed over a five-year period with feedback collected from key constituents. Engaging different generations in a purposeful service-learning experience is complex and intended outcomes are not guaranteed. Understanding the key variables and the needs of all those involved through feedback and measurement, can help ensure a more meaningful educational experience. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

Why Intergenerational Connections Matter in Higher Education

The Academy for Gerontology in Higher Education (AGHE) has a long and rich history of fostering the commitment of higher education to the field of aging through education, research, and public service. To this end, AGHE members have made innovative and effective use of intergenerational strategies. This presentation will highlight these efforts gleaned from AGHE’s official journal Gerontology and Geriatrics Education and Intergenerational Learning, Research, and Community Engagement interest group (ILRCE), with special attention to intergenerational classroom exchange, service-learning and community activities, and socially-focused undertakings. Contributions to the evaluation of intergenerational programs will also be noted. The presentation will conclude with a discussion of how this work is now helping to shape the Age-Friendly University (AFU) initiative which calls for institutions of higher education to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages.