Intergenerational Service Learning Research Articles

Bringing art to life: An intergenerational service learning course and visual art therapy intervention for college students, persons with Alzheimer’s disease and dementia, and caregivers

Bringing art to life: An intergenerational service learning course and visual art therapy intervention for college students, persons with Alzheimer’s disease and dementia, and caregivers

Intergenerational Service Learning: Bringing Together Undergraduate Students and Older Adult Learners to Engage in Collaborative Research

The aging population is more educated now than ever before. Parallel to the increase in educational levels is a growth in demand for lifelong learning opportunities (Merriam, Caffarella, & Baumgart...

Constructing and Evaluating an Intergenerational Academic Service-Learning Curriculum in Gerontology

Intergenerational Service-Learning has been documented to enhance student learning. Research indicates that students in healthcare professions view working with the geriatric population as a low priority due to negative stereotypes of the elderly. The purpose of this study was to develop a teaching model for establishing partnerships between academic programs and community services for students of gerontology and to evaluate the effect of an Intergeneration Service-Learning curriculum. This research adopted a qualitative approach to study the learning experiences of nursing students during an interdisciplinary community-based healthcare course. Data were collected by participant observation, students’ written journal reflections, verbal presentation of their reflections, instructors’ observations, and focus group discussion. It introduced the rationale, development process, content, and evaluation of the teaching model designed by the researcher. The effects of this curriculum not only were reported as a bridge across generations connecting youth and elders but also fostering positive attitude, improving the ability to care and enhancing commitment to elder people. This article provided an overview of Intergenerational Service-Learning teaching model that involved students in learning outside the traditional classroom and provided a needed service in the community. Otherwise, an important element of this teaching model was to infuse “reflection” in learning process of the nursing students by faulty, which would be appropriate for improving the quality of education and the findings of this study provided direction for the course design for gerontology.

Intergenerational Service Learning Program Improves Aging Knowledge and Expectations and Reduces Ageism in Younger Adults

This article discusses a study which evaluated the effects of an intergenerational service-learning exergaming program for older adults on younger adults’ aging knowledge, expectations, and perceptions. Eighteen college students (ages 19-26 years) served as trainers for an 8-week exergaming physical activity program for older adults (12 contact hours). Questionnaires assessing aging knowledge, ageist attitudes and aging expectations were completed at Weeks 1, 8, and 25 (follow-up); program evaluations were completed at Weeks 8 and 25. Significant improvement from Week 1 to Week 25 was found for: Aging knowledge scores (p

“It is Good to Spend Time with Older Adults. You Can Teach Them, They Can Teach You”: Second Grade Students Reflect on Intergenerational Service Learning

Service learning has become increasingly popular across all levels of education. Previous literature emphasizes that reflection is an important aspect of service learning. However, limited focus has been given to appropriate methods of reflection for younger children. This longitudinal study followed 31 second-grade children (15 females; mean age 7.6 years) who participated in a year-long intergenerational service learning project. Children made monthly visits to older adults, referred to as ‘grandfriends’ by the teachers, at local retirement communities. The primary research goals were to examine how children use writing to reflect on their service learning and to analyze how children characterize changes in their relationships with older adults. The children were interviewed at the beginning and end of the school year and responded to guided prompts in a service learning journal throughout the year. Interviews and journals were transcribed and coded for emergent themes. Qualitative analyses revealed that children’s understanding of what older people can and cannot do became more detailed and complex. Analyses of the journals indicated that the children were able to effectively reflect upon their experiences through writing. Children demonstrated an ability to take multiple perspectives as well as reflect upon their emotions. Journals also reflected an understanding of the reciprocal nature of relationships; that children and grandfriends learned from each other. Findings suggest that relatively young children can effectively use writing journals to reflect upon their service learning experiences and that intergenerational service learning provides rich opportunities for improved cross-generational understanding.

Identifying Factors That Influence Hospitality Students’ Willingness to Work With Older Employees

Ageism and age diversity are emerging challenges for the hospitality and tourism industry. The purpose of this study is to investigate hospitality students’ willingness to work with older employees. The research results showed that students’ willingness to work with older workers was significantly correlated with contact frequency and quality, and aging anxiety. Surprisingly, Asian students are less willing to work with older employees than American students. These findings indicate that hospitality students can have intergenerational issues at their workplace, regardless of their cultural backgrounds. Therefore, it highlights the need for hospitality and tourism programs to adopt pedagogical methods, including intergenerational service learning, to address the issue.

Using Intergenerational Service Learning to Promote Positive Perceptions about Older Adults and Community Service in College Students

This research contributes to the evaluation of the Meaningful Connections program, an intergenerational service-learning program that brings college students and older adults together for small group discussions. Changes in student attitudes toward older adults and community service were examined using pre- and posttest data from the Aging Semantic Differential Scale and Community Service Attitudes Scale. Results indicated that attitudes toward older adults showed a significant positive change at posttest. No significant changes were witnessed for attitudes toward community service. These findings suggest that the Meaningful Connections program has a positive impact on student attitudes toward older adults.

Intergenerational Service Learning Between the Old and Young: What, Why and How

This article shares the experience of the development, implementation, and evaluation of a service learning course that aims at promoting intergenerational learning between university students and older adults through engagement in community service. It is through service learning that the course purports to achieve intergenerational learning and foster mutually beneficial relationships that are stimulating for both the young and old. Intergenerational service learning is a partnership based on reciprocity and mutuality involving people of different ages where the generations work together to gain skills, values, and knowledge. To examine the effects of such experiences on both the young and old participants in the course, a small-scale evaluative study was conducted on the group of students and elders who took part in the community service project, which is an integral part of the intergenerational service learning course in question. This article reports the findings on the outcomes of cross-generational interactions and makes recommendations for enhancing intergenerational service learning opportunities based on the evaluative feedback from the study.

Learning from Healthy Older Adults: An Analysis of Undergraduate Students’ Reflective Essays

Service learning has been utilized as an effective type of pedagogy, and students involved in service learning projects gain real-world experiences outside the classroom. Research suggests that intergenerational service learning projects are becoming increasingly common and such projects are likely to enhance the quality of both academic and civic outcomes for students. There is, however, relatively little research on the learning outcomes of event management students involved with physically active older adults. This study investigated the learning outcomes of undergraduate students who facilitated a sporting event for older adults. Students participated in structured service learning opportunities at the Indiana Senior Games, a multi-sport event for those aged 50 and older. Three investigators independently used content analysis methodology to analyze 142 student reflection papers. It was found that the students developed relationships with older adults, were less likely to negatively stereotype older adults, and realized the importance of maintaining an active lifestyle when they grow old. Service learning opportunities with older adults are a promising practice for undergraduate students, as self-esteem and a sense of social responsibility may be affected.

Functional Fitness Testing of Older Adults: An Intergenerational Service Learning Experience

Early detection of impaired physical function is of vital importance in the effort to delay or prevent physical disability in older adults. Functional fitness test batteries have been developed and administered to older adults with this purpose in mind. The intent of this article is to describe how functional fitness testing of older adults was incorporated into an intergenerational service learning experience and to present benefits and challenges associated with the experience.

Effectiveness of Supervised Intergenerational Service Learning in Long-term Care Facilities on the Attitudes, Self-transcendence, and Caring Behaviors Among Nursing Students: A Quasiexperimental Study

The beneficial effects of service learning on students' attitudes have been well documented; however, few studies have focused on the long-term effect as well as on the caring behaviors and self-transcendence of students. Additionally, few studies have compared the effects of the service learning in different types of facilities. To compare the effectiveness of intergenerational service learning in different types of facilities for nursing college students, this quasiexperimental study performed a questionnaire survey before the intervention and two surveys after the intervention to comprehensively evaluate outcomes. A convenient sample of three groups with 126 students completed the questionnaire (assisted living facilities = 43, nursing homes = 43, veterans' homes = 40). The intervention was administered in one 60-minute session per week for six weeks. The outcome variables were measured before the intervention and after two weeks and 16 months of the intervention. All three groups showed significantly higher caring scores after the intervention. After 16 months of the intervention, scores of nursing students' caring behavior and attitudes toward elders were significantly higher in assisted living facilities than in the veterans' homes. Different facilities do have different effects on nursing students. Students assigned to assisted living facilities were more likely to change their attitudes and behaviors positively. The findings of this study provide a foundation for service learning projects as an educational activity in long-term care courses for enhancing nursing students' caring practices, attitudes towards elders, and self-transcendence.

Balancing Structure and Choice in Intergenerational Service-Learning

Intergenerational service-learning has become an important component of many educational gerontology programs. The model at the University of North Carolina Charlotte incorporates multiple elements of student choice within a very structured service-learning experience. A review of the literature reveals some discussion of the value of choice, but very little utilization of choice within a structured intergenerational service-learning model. Qualitative analysis of data from 210 student reflection papers reveals the experience of having choices in structured undergraduate service-learning. These findings support the utilization of choice within structure as a best practice in intergenerational service-learning.

Reflecting on Reflection: Capitalizing on the Learning in Intergenerational Service-Learning

Intergenerational service-learning has become an important practice in gerontology and geriatrics education. Although numerous benefits of service-learning have been documented, greater attention to critical reflection, a key component for harvesting the learning in service-learning, is needed to increase our understanding of what students really are learning from intergenerational service-learning and how we may best enhance the positive aspects of that learning. This article examines the elements necessary for effective service-learning reflection, as well as reports on the results of a survey of gerontology and geriatric educators (N = 142) regarding their experiences with intergenerational service-learning and their use of specific reflection practices. The findings suggest that the types and implementation of service-learning reflection activities used in aging courses vary considerably. The importance of service-learning reflection and its associated benefits and challenges are discussed.

Intergenerational Service-Learning: A Review of Recent Literature and Directions for the Future

This review examines recent studies that have addressed outcomes of intergenerational service-learning courses in gerontology. The history of service-learning pedagogy in higher education and its place in today's colleges is also reviewed. Particular attention is given to evaluations of stakeholders: students, older adult participants, agencies and staff, faculty, community residents, colleges, and the community itself. The need for adopting research designs that permit clear conclusions and for utilizing assessments that have psychometrically sound foundations is important in future studies to permit unambiguous comparisons from study to study. The value of the pedagogy for students in particular has been documented over a number of years. Equally important is today's need to assess the impact of the pedagogy on the community.

Old Age Is a Part of Living: Student Reflections on Intergenerational Service-Learning

Analysis of student journals examined the effect intergenerational service-learning had upon undergraduate students' attitudes and perceptions of older adults. Students (N = 102) engaged in 12 hours of service-learning with older adults that included writing structured reflection journals. Coding involved open, axial, and selective coding with common themes identified from the journals. Results revealed a positive attitude shift toward older adults over the course of the semester, greater comfort with the idea of aging, and a propensity to describe the experience as being personally and professionally influential in their own lives. Students also reported increased course understanding and a desire to continue volunteering. Implications for intergenerational service-learning are discussed.

Building Bridges Across Age and Cognitive Barriers Through Art: College Students' Reflections on an Intergenerational Program With Elders who Have Dementia

The positive impact of intergenerational service learning experience on college students' academic and personal development is well documented. However, it is not clear whether students engaged in such programs with elders who have dementia gain similar benefits. Qualitative analysis of 300 journals written by 59 students participating in the Opening Minds Through Art intergenerational art program for people with dementia revealed that facilitating the creative expressions of elders with dementia resulted in many positive gains for college students. The experience enhanced their academic learning, and they felt rewarded for making a difference in the lives of others. Their attitudes toward the elders became more positive, and they were able to build genuine and reciprocal relationships with the elders. In the students' eyes, the elders were artists, teachers, and friends. Further research is needed to analyze the impact of such an intergenerational art program from the perspective of the elders.

Reciprocity of service learning among students and paired residents in long-term care facilities

Many intergenerational service learning projects have been designed for service providers and recipients, few studies have analyzed the providers and recipients of such projects in terms of caring behavior. In accordance with the Taiwan Ministry of Education initiative to develop curricular service learning, a service learning project was initiated during a nursing school course before the students performed their clinical practicum. The aim of this mixed method design was to report the development of an intergenerational service learning project and to test its effects both on nursing students paired with residents and residents of facilities. A pre-and post-test with non-randomized control group design was used to evaluate the effects of the project on caring perceived by the residents, and a one-group pre- and post-test design was used to test its effects among nursing students. The analysis included valid questionnaires received from 59 eligible residents and 210 nursing stu`dents. The 20-hour project included pre-service training, service, and an end-of-project presentation. At post-test, the residents showed that perceived caring significantly differed between the intervention group and the control group (F=8.99; p=.004). Paired t test analysis of nursing students also showed significant increases in both caring and attitude scores after the project (t=8.56; p=.000; t=6.35; p=.000). The project significantly affected the caring perceived by the residents and the achievements of the junior nursing students. This experimental study provides information of interest to nursing educators, long-term care administrators, and researchers in elderly care.

A Case Study: Growing Community Partnerships with a Service-Learning Intergenerational Computing Course

This article presents an interdisciplinary and intergenerational technology research project. Uniquely trained undergraduates enrolled in an Intergenerational Computing service-learning class instruct older adults in geriatric facilities. Geriatric facilities have few staff to work with older adults for technology activities. This model is based on mutually beneficial partnerships. Information on best practices, research instruments, classroom exercises, and lessons learned is presented for replication into the reader’s agency and discipline. A statistically significant change in students’ attitude and advocacy toward older adults was found, as well as a more positive perspective and awareness of careers in the field of aging.

A Co-mentoring Project: An Intergenerational Service-Learning Experience

Intergenerational service-learning between college students and older adults is a commonly used in educational gerontology. Service-learning is believed to enhance student learning through an equivalent focus on service and learning, reflection, and linking course content with the service experience. This article describes a comentoring project (CMP), an intergenerational service-learning program that links older adult volunteers and students enrolled in an undergraduate lifespan developmental psychology course. The researcher conducted a comprehensive evaluation of the project's impact on students, including a pre- and post-assessment using the Facts on Aging Quiz ([FAQ1]; Palmore, 1998), structured project evaluation feedback, and qualitative data analysis. Results indicated students were more knowledgeable about older adults after the service-learning experience. Consistent with previous service-learning literature, students often reported intrapersonal development and establishment of a deep relationship with their partners. Students admired their partners, felt inspired by them, and viewed them as rolemodels.

“It Makes Them So Happy”: 4th-Graders' Reflections on Intergenerational Service Learning

“It Makes Them So Happy”: 4th-Graders' Reflections on Intergenerational Service Learning