Introduction to the Special Issue-Age-Friendly Universities (AFU): Principles, practices, and opportunities

Montepare, Joann M.

doi:10.1080/02701960.2019.1591848

Cited by 22 publications

(8 citation statements)

References 8 publications

(5 reference statements)

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“…In the past several years, investigators have also begun to use the framework to explore age-friendliness within communities ( Moran et al, 2017 ; Tuckett, Freeman, Hetherington, Gardiner, & King, 2018 ); however, the approach has not previously been used for any explorations of university age-friendliness. With greater numbers of older people currently engaging with higher education programming and services ( Montepare, 2019 ), these spaces have become necessary sites for age-friendly assessments and, subsequently, informed community change.…”

Section: Collaborative Citizen Science and The Our Voice Frameworkmentioning

confidence: 99%

“…While support for the concept of AFUs and DCU’s principles has been building in recent years ( Montepare, 2019 ; Morrow-Howell, Laylor, Macias, Swinford, & Brandt, 2019 ), empirical research exploring their feasibility and uptake by institutions of higher learning has been relatively sparse and has, for the most part, focused on specific campus programs targeting older people. Pstross and colleagues (2017 ), for example, examined the experiences of learners at DCU with an intergenerational noncredit course program aimed at diverse learning interests (e.g., everyday science, life writing, and genealogy).…”

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confidence: 99%

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Exploring University Age-Friendliness Using Collaborative Citizen Science

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Background and Objectives Since the launch of Dublin City University’s Age-Friendly University (AFU) Initiative in 2012, relatively little empirical research has been published on its feasibility or implementation by institutions of higher learning. This article describes how collaborative citizen science—a research method where professional researchers and community members work together across multiple stages of the research process (e.g., data collection, analysis, and/or knowledge mobilization) to investigate an issue—was used to identify barriers and supports to university age-friendliness at the University of Manitoba (UofM) in Canada. Research Design and Methods Ten citizen scientists each completed 1 data collection walk around the UofM campus and used a tablet application to document AFU barriers and supports via photographs and accompanying audio commentaries. The citizen scientists and university researchers then worked together in 2 analysis sessions to identify AFU priority areas and brainstorm recommendations for institutional change. These were then presented to a group of interested university stakeholders. Results The citizen scientists collected 157 photos documenting AFU barriers and supports on campus. Accessibility, signage, and transportation were identified as being the most pressing issues for the university to address to improve overall age-friendliness. Discussion and Implications We suggest that academic institutions looking to complete assessments of their age-friendliness, particularly those exploring physical barriers and supports, could benefit from incorporating older citizen scientists into the process of collecting, analyzing, and mobilizing findings.

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Section: Collaborative Citizen Science and The Our Voice Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

Exploring University Age-Friendliness Using Collaborative Citizen Science

et al. 2020

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“…On a more general level, the AFU movement is a grassroots effort whose global partners employ a variety of strategies such as networking, resource sharing, professional development, and project collaboration to advance how age‐friendly principles can be put into practice and how more positive attitudes about age can be fostered within and beyond campuses (Montepare, 2019; Reynolds, 2020; Silverstein et al., 2022). As more institutions look to be age‐inclusive, it is also worth noting that successfully integrating age‐friendly practices will call for raising awareness about the complex ways in which age, race, gender, socioeconomic status, and related social identities intersect, and exploring how these intersections can be incorporated into an institution's broader inclusion and AFU efforts (Montepare et al., 2020).…”

Section: Using An Afu Approach To Combat and Inoculate Against Ageismmentioning

confidence: 99%

“…Historic age demographic shifts are reshaping social structures and calling for institutions of higher education to consider how they can respond to aging populations through new approaches to teaching, research, and community engagement (Andreoletti et al., 2019; Montepare, 2019; Morrow‐Howell et al., 2020; Talmage et al., 2016). Addressing issues of diversity has been a core mission of higher education–making colleges and universities especially well‐positioned to advance age inclusivity.…”

Section: Introductionmentioning

confidence: 99%

Age‐friendly Universities (AFU): Combating and inoculating against ageism in a pandemic and beyond

Montepare

Brown

2022

Journal of Social Issues

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Manifestations of ageism during the recent COVID‐19 pandemic call for ways to combat persistent negative views of older adults and the disparities they fuel, especially in light of the aging of populations. We discuss the pioneering Age‐Friendly University (AFU) initiative that takes a systems‐level approach and offers guiding principles for advancing age inclusivity, which in turn can combat and inoculate individuals against ageism. In particular, the principles advocate that older adults be enabled to participate in core educational activities in higher education for personal and professional development and that institutions extend aging education, research on aging, and intergenerational exchange. The need for educational institutions to be more age‐friendly has become even more clear and pressing during the pandemic, where ageism has been exacerbated. Drawing on empirical evidence, we show how AFU principles can be applied to disrupt the roots of ageism and age biases, and disparities in healthcare and work environments. Connections between the AFU initiative and the Age‐Friendly Communities, Age‐Friendly Health Systems, and Age‐Friendly Employers initiatives are suggested as a collective move toward a more age‐inclusive ecosystem that fosters the well‐being of all people as they age.

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“…Institutions of higher education are increasing efforts to focus on ways to meet the growing needs of older adult learners within their respective communities. Colleges and universities are not only poised to create and foster opportunities for continued learning and engagement, career training, and community service for this aging demographic, but for traditionally-aged students as well (Montepare, 2019). Enhancing students' levels of aging literacy and improving attitudes toward aging are issues of great importance as people continue to live and work longer than ever (Whitborne & Montepare, 2017).…”

Section: Introductionmentioning

confidence: 99%

Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs

Hazzan

Heffernan

Dauenhauer

2021

7th International Conference on Higher Education Advances (HEAd'21)

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Institutions of higher education are increasing efforts to focus on ways to meet the growing needs of older adult learners. Many institutions are addressing these needs by joining the Age-Friendly University (AFU) Global Network. Affiliated institutions are required to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages. However, these institutions will need to provide instructors with the training to ensure that intergenerational engagement is being actively fostered. In this study, we examine the perspectives of faculty members who have opened their classrooms to older adult auditors. The research question was: What types of training do faculty recommend to promote intergenerational engagement in the classroom? In-depth face to face interviews were conducted with 27 faculty members. Qualitative content analysis of the data yielded the following four themes: 1) Provide accessible training to teach faculty their role 2) Educate faculty about the importance of becoming aware of generational time periods/context 3) Learn to approach auditors with a mindset that they are adults and have had careers/experiences, and 4) Train faculty on how to foster discussion. Overall, these findings point to a need for training that focus on intergenerational curricular design and multigenerational classroom management

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Introduction to the Special Issue-Age-Friendly Universities (AFU): Principles, practices, and opportunities

Cited by 22 publications

References 8 publications

Exploring University Age-Friendliness Using Collaborative Citizen Science

Exploring University Age-Friendliness Using Collaborative Citizen Science

Age‐friendly Universities (AFU): Combating and inoculating against ageism in a pandemic and beyond

Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs

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