Sustaining Intergenerational Service-Learning In Gerontology Education

O'Quin, Jo Ann; Bulot, James J.; Johnson, Christopher

doi:10.1080/03601270590522189

Cited by 17 publications

(12 citation statements)

References 9 publications

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“…Even so, intergenerational education programs receive very positive evaluations (Orduna & Burgui, 2001;Muñóz, 2002;Martínez de Miguel, 2003). In general, it stands out that all participating generations benefit from this type of program (O'Quin, Bulot, & Johnson, 2005). From the program carried out in the course of Gerontological Pedagogy, we can present the following conclusions:…”

Section: Discussionmentioning

confidence: 77%

Perceptions Concerning Intergenerational Education from the Perspective of Participants

Castro

González

Aguayo

et al. 2013

Educational Gerontology

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This article presents an evaluation of an intergenerational education experience at the University of Castilla-La Mancha (Spain). For this evaluation, following a review of the literature regarding the state of the issue, we undertake an analysis of benefits and disadvantages from the perspective of the participants. Among the benefits we find that the majority of those questioned would repeat the program, and that classroom atmosphere improved notably. Participants listed the exceptional nature of the program and the teachers needing to make methodological adjustments to improve the experience (the pace of teaching, adaptation to the profile of the participants) among the disadvantages.This work presents an evaluation of an intergenerational education experience at the University of Castilla-La Mancha, the participants being young Social Education undergraduate students and students from the University Program for Older Adults. We agree with Sáez (2002) that, in older adult classes in Spanish universities, intergenerational projects and programs must have taken place about which we have little information, and that investigating these projects and programs is imperative for pedagogical research. In this context, we outline a program being carried out at the University of Castilla-La Mancha with the intention of analyzing both the positive aspects of the intergenerational approach being followed and improvements that could be made to it.Sáez defines intergenerational education as "processes and procedures which are supported and legitimized by emphasising cooperation and interaction among any two or more generations,

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Section: Discussionmentioning

confidence: 77%

Perceptions Concerning Intergenerational Education from the Perspective of Participants

Castro

González

Aguayo

et al. 2013

Educational Gerontology

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“…Evidence supports that this model is highly valued by faculty and students such that projects typically continue even after funding has ceased (O'Quin, Bulot, & Johnson, 2005). Intergenerational service learning, however, can be difficult to develop and to implement.…”

Section: Intergenerational Service Learningmentioning

confidence: 93%

Recognizing the Importance of Aging Skills and Knowledge in Generalist Social Work Practice: Effective Strategies for MSW Students

Bonifas

Fredriksen-Goldsen

Bailey

2009

Gerontology & Geriatrics Education

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This article examines the impact of a curricular infusion strategy aimed at integrating gerontological practice issues into social work education. Findings (N = 83) illustrate that student interest, knowledge, and skills in aging practice increased immediately following implementation of a three-tiered infusion approach; however, ongoing exposure to gerontology in and out of the classroom appears necessary to sustain students' interest in working with older adults over time. Although the majority of students endorsed aging issues as important to social work in general, many did not understand its relevance to their own careers. Next steps are outlined to enable students to make this important connection.

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“…Despite various benefits to intergenerational experiential learning, O'Quin et al, (2005) reported findings about its sustainability. They found that most (83%) respondents to the survey continued the learning component of their courses after the grant expired.…”

Section: Intergenerational Experiential Learningmentioning

confidence: 96%

‘Hearing the Real Stories about the Issues at Hand’: Politically Active Elders Engage Bachelor in Social Work (BSW) Students in Influencing Social Policy

Tower

Hash

2013

Social Work Education

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This article focuses on the successes and challenges experienced by a social work program offering experiential learning opportunities to bachelor in social work (BSW) students. As part of the BSW Experiential Learning (BEL) Program, policy students collaborated with politically active older adults to develop compelling letters to the editor of a newspaper and influential letters to state-level legislators concerning policies impacting older adults. Using a two-year quasi-experimental design, one section of the course paired students with older adults while the other section served as the control group. Although no significant differences were found in influencing student interest in working with older adults, students paired with older adults showed greater confidence in and learning of the content. Lessons learned from this experience and implications for future implementation will be detailed.

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Sustaining Intergenerational Service-Learning In Gerontology Education

Cited by 17 publications

References 9 publications

Perceptions Concerning Intergenerational Education from the Perspective of Participants

Perceptions Concerning Intergenerational Education from the Perspective of Participants

Recognizing the Importance of Aging Skills and Knowledge in Generalist Social Work Practice: Effective Strategies for MSW Students

‘Hearing the Real Stories about the Issues at Hand’: Politically Active Elders Engage Bachelor in Social Work (BSW) Students in Influencing Social Policy

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