scholarly journals Ageism on Campus: Opportunities to Include Age in Diversity and Inclusion Efforts

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 7-7
Author(s):  
Cassandra Barragan ◽  
Stephanie Wladkowski
Keyword(s):  
Older Adults ◽  
Older Students ◽  
Leadership Positions ◽  
Older Learners ◽  
University Campuses ◽  
Diversity And Inclusion ◽  
Midwestern University ◽  
Barriers And Opportunities ◽  
The Many ◽  
The University

Abstract Diversity and inclusion are essential perspectives on university campuses. In recent years, there has been a nationwide decline in admissions resulting in changes to traditionally FTIAC driven college campuses. An environmental scan was completed at a mid-sized midwestern university to explore age-inclusive barriers and opportunities for change. In-depth interviews were held with 28 EMU stakeholders representing a wide variety of ages in leadership positions across campus. Students aged 40 and above (N=248) were also surveyed about their experiences on campus. Qualitative analysis revealed ageist attitudes about older adults and older students from at all levels of the university. Results demonstrate that initial responses to ‘age-friendly’ focused on stereotypes of older adults, but attitudes adjusted when reframed as older learners and further refined when older learners were defined as 40 and above. Additionally, there was a distinct disconnect between ageist perceptions towards older adults and older students which highlights the importance of intergenerational opportunities as an approach to combat ageist attitudes on campus. While these barriers require long-term and complicated solutions, participants described the many benefits that older learners bring to enrich the campus. Results of this research revealed opportunities to reframe aging in the context of diversity and inclusion efforts on campus. Adopting diversity efforts to include age can benefit universities in not only admissions, classroom experiences, and connections to surrounding communities.

scholarly journals The Intersection of Older Students and Disability: How Age-Friendly Universities Can Boost Visibility and Accessibility

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 525-525
Author(s):  
Cassandra Barragan ◽  
Sarah Walsh
Keyword(s):  
Older Students ◽  
Test Analysis ◽  
Older Learners ◽  
Web Based ◽  
Campus Environment ◽  
Barriers To Education ◽  
Diversity And Inclusion ◽  
The Hours ◽  
Barriers And Challenges ◽  
The University

Abstract The needs of older learners differ from traditional students, and many services and resources available at higher education institutions are geared towards students aged 18-25 (Silverstein, Choi, & Bulot, 2001). Age Friendly University (AFU) principles highlight the need to consider older learners at a university. Older learners face various barriers to education including balancing schoolwork with responsibilities and accessibility of campus resources (Silverstein et al., 2001). This study examined how an AFU designated university is working to better understand their older students. Methods A web-based pilot survey of older learners (N=248) asked all students ages 40 and older a series of questions regarding motivation to attend school, barriers and supports, campus environment, and connection with AFU principles. Analysis: A t-test analysis explored differences in motivation, barriers and challenges, and connection to campus between students who identified as having a disability and those who did not. Findings: We found there were significant differences between the groups in how health impacted their education (p=.001), being able to physically access campus (p=.014), the availability of online classes (p=.047), and the hours of operation of student support services (p=.045). There were also differences between groups in how connected they felt to campus based on feeling welcomed by faculty (p = .033) and feeling satisfied with their level of engagement at the university (p = .002). Discussion Our results demonstrate the need to fully engage older learners with a disability as part of diversity and inclusion efforts to facilitate connection to the campus community.

scholarly journals EXECUTING AN ENVIRONMENTAL SCAN OF UNIVERSITY AGE-FRIENDLINESS: FINDINGS FROM A MIXED METHODS STUDY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S909-S909
Author(s):  
Andrea G Zakrajsek ◽  
Sarah Masinda ◽  
Amanda Simon ◽  
Cassandra Barragan
Keyword(s):  
Mixed Methods ◽  
Comparative Method ◽  
Mixed Methods Study ◽  
Older Learners ◽  
Environmental Scan ◽  
Diversity And Inclusion ◽  
Regional University ◽  
Importance Ratings ◽  
Barriers And Opportunities ◽  
The University

Abstract Internationally, universities are recognizing the importance of understanding and enhancing age as a component diversity and inclusion efforts through the Age-Friendly University (AFU) initiative. This session will describe an environmental scan of “age-friendliness” that one AFU university designed. The overall aims of the project include: (1) exploring how stakeholders understand age-friendliness, (2) identifying current efforts and opportunities that exist within the university, and (3) gathering data that describes the perception of barriers that older learners encounter at the university. This presentation will be used to discuss a mixed-methods study that included interviews and a survey of performance and importance ratings of the international AFU principles. Twenty-eight participants were purposefully recruited from divisions across a campus of a regional university to participate in in-depth interview data collection with the research team. Qualitative thematic findings that emerged through a constant comparative method of analysis of interview transcripts include: Existence of Age-Inclusivity Barriers and Opportunities for Change, Need for Intentionality in Age-Friendly Efforts, and Importance of Connections. Furthermore, AFU principle performance and importance ratings were descriptively analyzed in order to prioritize university efforts to enhance inclusion initiatives related to age.

No Adult Left Behind

2014 ◽  
pp. 216-236
Author(s):  
Linda Salter
Keyword(s):  
Older Adults ◽  
Continuing Education ◽  
Virtual Environments ◽  
Educational Institutions ◽  
Older Students ◽  
Older Learners ◽  
Left Behind ◽  
Group A ◽  
Learning Professionals

With an aging population and the increasing role of virtual technologies in education, educators and educational institutions need to be informed about contemporary and predicted demographics regarding older adults as learners as well as what is currently understood about learning later in life. Although recently increasing, there has been a lack of attention paid to this demographic group. A literature review reveals that “older” students are often those age 25 to 30, while the fastest growing segment of the population is much older. Truly “older” learners can and should be accommodated in the virtual environments that are becoming more and more common in higher and continuing education. The purpose of this chapter is to offer guidance for adult learning professionals tasked with accommodating older adults in virtual environments.

Challenges and Solutions to Assisting Older Adults in Completing the GED

2016 ◽  
Vol 7 (4) ◽  
pp. 16-34
Author(s):  
Karen E. Brinkley-Etzkorn
Keyword(s):  
High School ◽  
Older Adults ◽  
Basic Education ◽  
Adult Basic Education ◽  
Older Students ◽  
Structured Interviews ◽  
High School Equivalency ◽  
Older Learners ◽  
Ged Credential ◽  
Ged Programs

The purpose of this study was to investigate the challenges and solutions encountered by Adult Basic Education (ABE) programs currently serving older adults seeking a GED credential in states where this is the only high school equivalency option available. The following questions guided this research: (1) what are the perceived characteristics and needs of older students seeking a high school equivalency diploma?; (2) how do GED programs promote the success of their older students?; and (3) what are the future service and planning needs of these GED programs with regard to this population? To address these questions, a series of 55 one-on-one, semi-structured interviews with experts across 32 GED-only states was carried out. Findings revealed a consistent, shared experience in terms of overall attitudes and challenges among these experts, as well as a variety of innovative practices and recommendations for assisting older learners.

scholarly journals Older Adults’ Engagement in Senior University Lectures and the Effect of Individual Motivations

2021 ◽  
Vol 6 ◽  
Author(s):  
Tobias Peter Ackermann ◽  
Alexander Seifert
Keyword(s):  
Older Adults ◽  
Later Life ◽  
Well Being ◽  
Intention To Use ◽  
Older Learners ◽  
Positive Effects ◽  
Life Circumstances ◽  
University Of Zurich ◽  
The University

Among older adults, engagement in education can potentially have positive effects on cognition and psychological well-being and can prevent social isolation. The aim of this study is to investigate the role of individual motivations specific to older learners that underlie the frequency of participation at a senior university and how health or socioeconomic dimensions may affect the possibilities for participation. With data on participants from the senior university program at the University of Zurich (N = 811), we show that greater individual motivations regarding different aspects of learning have an effect on the frequency of lecture attendance, while other life circumstances do not. However, the findings show that when different forms of motivation are compared, instrumental motivation—meaning that the intention to use the gained knowledge now or in the future is responsible for the participant’s learning aspirations—is the only motivation that significantly increases lecture attendance. Hence, we conclude that to increase people’s engagement in this specific form of education in later life and to intensify lecture attendance, these programs should meet participants expectations.

No Adult Left Behind

2014 ◽  
pp. 1384-1404
Author(s):  
Linda Salter
Keyword(s):  
Older Adults ◽  
Continuing Education ◽  
Virtual Environments ◽  
Educational Institutions ◽  
Older Students ◽  
Older Learners ◽  
Left Behind ◽  
Group A ◽  
Learning Professionals

With an aging population and the increasing role of virtual technologies in education, educators and educational institutions need to be informed about contemporary and predicted demographics regarding older adults as learners as well as what is currently understood about learning later in life. Although recently increasing, there has been a lack of attention paid to this demographic group. A literature review reveals that “older” students are often those age 25 to 30, while the fastest growing segment of the population is much older. Truly “older” learners can and should be accommodated in the virtual environments that are becoming more and more common in higher and continuing education. The purpose of this chapter is to offer guidance for adult learning professionals tasked with accommodating older adults in virtual environments.

scholarly journals Older Student Experiences: A Critical Examination of Aging on Campus

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 524-525
Author(s):  
Cassandra Barragan ◽  
Sarah Walsh
Keyword(s):  
Student Organizations ◽  
College Campuses ◽  
Student Experiences ◽  
Critical Examination ◽  
Older Students ◽  
Older Learners ◽  
Web Based ◽  
Campus Environment ◽  
Diversity And Inclusion ◽  
Overwhelming Evidence

Abstract There is overwhelming evidence that the number of older learners on college campuses has been steadily increasing since the 1970s. The needs of older learners differ from traditional students, and many services and resources available at higher education institutions are geared towards students aged 18-25 (Silverstein, Choi, & Bulot, 2001). Age Friendly University (AFU) principles highlight the need to consider older learners at a university and provide structure to evaluate programs and practices and to enhance inclusion and diversity based upon age. This study examined how an AFU designated university is working to better understand their older students. Methods A web-based pilot survey of older learners (N=248) asked all students ages 40 and older a series of questions regarding motivation to attend school, barriers and supports, campus environment, and connection with AFU principles. Analysis: A regression analysis found that older learners who felt more welcomed by faculty (p=.001), administration (p=.002),and student organizations (p=.026) were more likely to feel connected to campus, and younger-older students (p=.031) and those who did not feel their job was a barrier to attending school (p=.037) were more likely to feel satisfied with their level of engagement on campus. Additionally, older learners felt the AFU principles were demonstrated by their university. Discussion The experiences of older learners are important as we continue to see higher numbers of students over the age of 40. Our results demonstrate the need to engage older learners as part of diversity and inclusion efforts to facilitate connection to the campus community.

Library response to Black Liberation Collective: a review of student calls for change and implications for anti-racist initiatives in academic libraries

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amy Faye Bocko ◽  
LuMarie Guth ◽  
Micha Broadnax
Keyword(s):  
Academic Libraries ◽  
The United States ◽  
University Of Missouri ◽  
Content Type ◽  
Black Liberation ◽  
University Campuses ◽  
Student Activists ◽  
College And University ◽  
Diversity And Inclusion ◽  
The University

PurposeIn September 2015 protests erupted at the University of Missouri following a series of racist incidents on campus and culminating in the resignation of the university president in November 2015. In solidarity with the protests student activists at universities across the United States and Canada organized into the Black Liberation Collective and held the first #StudentBlackoutOut day of protests on university campuses on November 15 followed by the publication of lists of demands to over 80 colleges in 28 states, the District of Columbia and Canada in the hopes of creating more-equitable and inclusive institutions. These demands shared similarity in requests for equity as those put forth during the Black Campus Movement of the late 1960s which led to the establishment of Black studies and cultural centers at colleges and universities. Academic libraries in particular were included with several demands to better serve the Black Indigenous People of Color (BIPOC) community.Design/methodology/approachWhile librarianship has largely been a historically White profession, libraries have undertaken many diversity and inclusion initiatives over the years. This article will examine seven case studies concerning college and university libraries addressing demands collated by the Black Liberation Collective in 2015. Six years out from the publication of the lists, we will evaluate statements issued by the libraries and posted on their websites, the promises that have been made to address inequities and the ensuing actions the libraries have taken to create a welcoming, inclusive community.FindingsThe authors examine seven institutions where demands from student activists speak directly to the library. We examine the library's response to make changes and subsequent actions.Originality/valueThe authors take a journalist approach to their research and examination of library responses.

scholarly journals Campus-Wide Buy-In for an Age-Friendly University: One Goal and Many Paths

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 539-539
Author(s):  
Andrea Zakrajsek ◽  
Carrie Andreoletti
Keyword(s):  
Lessons Learned ◽  
Institutional Commitment ◽  
Michigan State University ◽  
State University ◽  
Arizona State University ◽  
Institutional Goals ◽  
Diversity And Inclusion ◽  
Age Diversity ◽  
The Many ◽  
The University

Abstract Recognizing a growing aging population around the world as well as the many benefits of engaging learners at any age in higher education institutions (Kressley & Huebschmann, 2002; Morrow-Howell, et al., 2019; Silverstein, Choi, & Bulot, 2001), the Age-Friendly University (AFU) international initiative offers a medium to support diversity and inclusion efforts based upon age. Dublin City University (DCU), along with Arizona State University (ASU) and Strathclyde University, developed 10 Age-Friendly University (AFU) principles which offer a guide for institutional commitment to age-diversity that can be realized through institutional goals, aims, and initiatives (DCU, n.d., Talmage, Mark, Slowely, & Knopf, 2016). Because of the non-prescriptive nature of these principles, universities endorsing them have opportunities to forge varied paths in the unified goal of age-friendliness. Presenters will share lessons learned from development of the AgeAlive collaborative hub to advance age-friendly research and community-based projects at Michigan State University, the value of cross-campus partnerships at the University of Hartford, the critical support provided by the Adult Learner Programs and Services office at Northern Kentucky University, and the intentional alignment of AFU efforts with administrative priorities at Eastern Michigan University, and journey from focusing on programs to embedding age-friendly practices throughout the institution at Arizona’s State University. Through the diverse paths these presenters used to obtain support for the AFU principles at their respective universities, participants who are just beginning their AFU journeys will learn actionable strategies for increasing age-friendliness at their own institutions.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

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