Tamar Shovali

The idea that universities play a vital role in promoting intergenerational learning and reciprocal sharing of knowledge among learners of all ages is a key principle of the Age Friendly University model. Although there is abundant research on the benefits of intergenerational relationships and learning in the classroom there is less information about details of how to transform a classroom space into a place where these relationships can occur. This suggests a need for reports of practical approaches in this area. I will describe an intergenerational team-based strategy employed with first year undergraduates in an intensive 3-week course. Students collaborated in teams across the semester to design an intergenerational activity tied to Age Friendly University principles to execute at the end of the semester. To assess the quality of intergenerational learning I surveyed students and older participants about the impact of the project on themselves, the College, and the local community. Prior to engaging in the projects the majority of students (66.7%) and older adults (66.7%) reported occasionally interacting with the other. Both reported an increase in the quality of their intergenerational interactions, students by 50% and older adults by 22.3%. Older and younger learners agreed that intergenerational projects benefit the College and the wider community beyond the College. Qualitative results about outcomes of this programming highlighted friendships and intergenerational communication and learning from younger learners and enjoyment and hope from older learners. Necessary to success in developing effective course-based programming are intentional design and ongoing evaluation.

There is a need for Age-Friendly endeavors to include dementia-inclusive educational opportunities in higher education. Given the rising aging population, undergraduate students increasingly will (a) have personal experiences with loved ones diagnosed with dementia or Alzheimer’s disease, (b) pursue careers in the field of aging and directly work with individuals with dementia or Alzheimer’s disease, or (c) indirectly work with individuals with dementia or Alzheimer’s disease and their caregivers through roles in various professions such as finance or law. Undergraduate students in a gerontology course at an Age-Friendly University engaged in a dementia inclusive virtual reality training intended to sensitize individuals to the needs of people living with dementia. Virtual reality experiences related to dementia can help build empathy towards daily challenges faced by people living with dementia. Prior to and after engagement in the session students were asked questions about their understanding and empathy for people with dementia and their caregivers. Small group discussions followed the session to prompt reflection, encourage critical thinking, and facilitate discussion on the impact and lessons learned from the training. This experiential learning was preceded by an interactive lecture about the basics of Alzheimer’s disease and dementia delivered by a Community Educator from the Alzheimer’s Association. Age-Friendly University principles provide a guideline for the many ways higher education can shape age inclusive teaching and learning environments that promote greater empathy and understanding for people living with dementia or Alzheimer’s disease and their caregivers.