scholarly journals Why Intergenerational Connections Matter in Higher Education

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 544-544
Author(s):  
Joann Montepare ◽  
Skye Leedahl
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Official Journal ◽  
Intergenerational Learning ◽  
Community Activities ◽  
Geriatrics Education ◽  
History Of ◽  
Intergenerational Classroom ◽  
Effective Use ◽  
Intergenerational Connections

Abstract The Academy for Gerontology in Higher Education (AGHE) has a long and rich history of fostering the commitment of higher education to the field of aging through education, research, and public service. To this end, AGHE members have made innovative and effective use of intergenerational strategies. This presentation will highlight these efforts gleaned from AGHE’s official journal Gerontology and Geriatrics Education and Intergenerational Learning, Research, and Community Engagement interest group (ILRCE), with special attention to intergenerational classroom exchange, service-learning and community activities, and socially-focused undertakings. Contributions to the evaluation of intergenerational programs will also be noted. The presentation will conclude with a discussion of how this work is now helping to shape the Age-Friendly University (AFU) initiative which calls for institutions of higher education to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

scholarly journals Growing Together: Advancing Networks for Service-learning Actors in Asia

2018 ◽  
Vol 59 ◽  
pp. 01030
Author(s):  
Wai Ching Angela Wong
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Affective Learning ◽  
Community Members ◽  
Higher Education System ◽  
Whole Person ◽  
Learning Programs ◽  
The Face ◽  
History Of ◽  
Whole Person Education

This paper traces the history of United Board‘s engagement with service-learning through higher education in Asia and reflects on the recent discussion about the relevancy of service-learning activities to today‘s higher education system. Through a close review of the experience shared in recent projects sponsored and organized by United Board in the last five years, service learners from colleges and universities around Asia all testified an process that deepens both cognitive and affective learning, generating in service-learning actors-faculty, students and community members-a connection that could inspire and sustain their vision and passion for life. Despite the seemingly still marginalized status of service learning programs and faculty in most higher education institutions, educators believing in whole person education only find service-learning ever more important in the face of higher education that has been increasingly trapped by the ranking race.

scholarly journals Engaging Older Adult Learners Through Intergenerational Learning Opportunities

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 553-554
Author(s):  
Skye Leedahl ◽  
Phillip Clark ◽  
Beth Leconte
Keyword(s):  
Service Learning ◽  
Rhode Island ◽  
Learning Opportunities ◽  
Lessons Learned ◽  
Intergenerational Learning ◽  
College Class ◽  
Intergenerational Classroom ◽  
College Classes ◽  
Osher Lifelong Learning Institute ◽  
Lifelong Learning Institute

Abstract The University of Rhode Island became a part of the AFU network in 2018, and much of our rationale for joining the network was based on our strengths and growing interest in intergenerational programs and learning. The URI Osher Lifelong Learning Institute (OLLI) currently has over 1,300 members, and a large aspect of their strategic plan and current efforts are focused on increasing intergenerational learning opportunities due to interest and successes in these areas. Some of the successful strategies that have been used include an intergenerational classroom of OLLI member and university students designed within a traditional college class, a matching program where students are partnered with OLLI members, intergenerational service learning opportunities for students to engage with OLLI members in different ways, and question and answer sessions with OLLI members within college classes. This presentation will highlight these efforts, lessons learned, and efforts to track participation and outcomes.

scholarly journals Dukuhseti Women in a Negative Stigma Environment: Simone De Beauvoir’s Existentialist Feminist Study

2021 ◽  
Vol 317 ◽  
pp. 01060
Author(s):  
Laura Andri Retno Martini ◽  
Khotibul Umam
Keyword(s):  
Higher Education ◽  
Research Data ◽  
Community Activities ◽  
Feminist Study ◽  
Central Java ◽  
History Of ◽  
Qualitative Descriptive

Dukuhseti is a sub-district located in Pati Regency, Central Java. This area is infamous for the dark history of prostitution that flourished in the 70s. This condition still exists today, although not very much. The background and reasons why Dukuhseti women are involved in prostitution and the efforts they have made to get out of the "dark world" cannot erase the negative stigma that has developed in society. By using Simone De Beauvoir's study of the female existentialist, this study aims to describe the existence of women in Dukuhseti, Pati. This research is qualitative descriptive with research data obtained from interviews and FGD, as well as several supporting references and documentation. The results of the study generally show that the existence of Dukuhseti women in the fight against the negative stigma of society is still very far from Beauvoir's expectations. Even though some of them have managed to fight back and succeed by getting their freedom, most of them are still confined and unable to get out of this condition. To confirm their existence, Dukuhseti women must carry out transcendent processes, such as obtaining higher education, get work, being independent, and being actively involved in community activities.

“Building Bridges, Not Fences”: A History of Civic Engagement at Private Black Colleges and Universities, 1944–1965

2015 ◽  
Vol 55 (3) ◽  
pp. 346-379 ◽  
Author(s):  
Marybeth Gasman ◽  
Dorsey Spencer ◽  
Cecilia Orphan
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Civic Engagement ◽  
Undergraduate Students ◽  
Black Colleges ◽  
Local Communities ◽  
College And University ◽  
History Of ◽  
And Behavior ◽  
The Impact

HBCUs traditionally build bridges, not fences, for their neighbors.–Barbara S. FrankleIn its truest sense, higher education is aimed at fostering academic achievement and educating students for good and productive citizenship. With this purpose in mind, over the past few decades there has been a proliferation of research on civic engagement. Although substantial in size and reach, the civic engagement literature is limited in terms of depth and scope. Many scholars working in this area have sought to define civic engagement as well as service learning; service learning is believed to lead to greater civic engagement and to increase educational attainment by some scholars and practitioners. Of note, this scholarship aims to defend civic engagement by providing a philosophical justification for it, reclaiming the historic civic purpose of higher education, or providing an assessment of student outcomes, including participation in protest, voting knowledge and behavior, and the impact of service learning. The civic engagement literature also demonstrates the level of engagement among undergraduate students and provides in-depth case studies of college and university initiatives to engage local communities throughout the nation. Scholars of civic engagement have focused on many different types of majority institutions, including small private colleges, state universities, land grant institutions, and private research universities. Most of these studies draw on how the unique histories of these various sectors of higher education position them for civic engagement work as well as the institutional efforts to engage local communities.

scholarly journals Older Learners in Higher Education: Age-Friendly University Models in and Beyond the Classroom (A Collaborative Symposium between the AFU and Intergenerational Learning, Research and Community Engagement Interest Groups)

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 553-553
Author(s):  
Skye Leedahl
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Adult Learners ◽  
Service Learning ◽  
Interest Groups ◽  
Older Adult ◽  
Retirement Community ◽  
Student Experiences ◽  
Intergenerational Learning ◽  
Older Adult Learners

Abstract The Age-Friendly University (AFU) movement is specifically targeting one group of adult learners who are less represented within higher education -- individuals considered “older adults,” with five of the ten principles focused on promoting educational opportunities for older adult learners. However, there is less understanding within higher education for how to ensure inclusivity of this group. Importantly, some universities across the country have identified promising strategies for engaging older adult learners within higher education classrooms and supporting them beyond the classroom. As this intergenerational learning model continues to grow, there is much to learn from those who have begun efforts to appropriately utilize and engage older adult learners. This symposium will highlight examples from universities that have identified ways to create age-diverse programs within the university setting. The first paper will begin by discussing intergenerational learning opportunities for utilizing older adult learners in innovative ways to enhance university student experiences, and the second paper will specifically highlight successful activities used in a university class to engage older and younger adult learners. The third paper will examine ways in which a university and Osher Lifelong Learning Institute work together and promote research opportunities for both generations. The fourth paper will discuss research conducted to investigate how intergenerational classroom experiences are shaped by older adults. The fifth paper will describe the use of technology training workshops to promote service learning for university students and those in a retirement community. This would be a collaborative symposium between the AFU and ILRCE Interest Groups.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

Sign in / Sign up

Export Citation Format

Share Document