scholarly journals Benchmarking Age-Friendly University Practices: AFU Inventory and Campus Climate Survey (ICCS) Study Insights

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 10-11
Author(s):  
Joann Montepare ◽  
Nina Silverstein
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
National Sample ◽  
Older Learners ◽  
Lifelong Learners ◽  
Academic Workplace ◽  
Subjective Perceptions ◽  
New Directions ◽  
Aging Populations ◽  
Teaching Learning

Abstract The Age-Friendly University (AFU) initiative endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE) provides institutions of higher education with guiding principles for addressing the needs of aging populations. Benchmarks are now needed for assessing age-friendly academic, workplace, and physical campus environments, perceptions of campus constituents, and recommendations for advancing age inclusivity. This symposium will discuss what the AFU Inventory and Campus Climate Survey (ICCS) administered to a national sample of colleges and universities is revealing about the study of age-friendliness in higher education. The sample includes data from over 10,000 faculty, staff, students, and older learners surveyed in 2020-21. Whitbourne will introduce the conceptual model that served as the foundation for the ICCS, with special attention to the need to assess and compare “objective” age-friendly practices with “subjective” perceptions of these practices. Bowen will describe the utility of examining age-friendliness across institutional units with different functions: outreach-engagement, personnel, physical environment, research, services-resources, student affairs, and teaching-learning. Beaulieu will present data demonstrating the importance of assessing perceptions of specific constituent groups including faculty, staff, students, and lifelong learners. Montepare will discuss insights gained about the definition and manifestation of what it means to be ageist, age-friendly, and age-inclusive in higher education. Silverstein will describe strengths and challenges observed across campuses along with recommendations and promising new directions for advancing age inclusivity in higher education.

scholarly journals INTEREST GROUP SESSION—AGE-FRIENDLY UNIVERSITY (AFU): AGE-FRIENDLY UNIVERSITY CAMPUSES: PUTTING PRINCIPLES INTO PRACTICE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S345-S345
Author(s):  
Joann M Montepare ◽  
Kimberly Farah ◽  
Kenneth F Ferraro
Keyword(s):  
Higher Education ◽  
Local Community ◽  
Evaluation Research ◽  
The United States ◽  
Steering Committee ◽  
Older Learners ◽  
University Campuses ◽  
Age Diversity ◽  
Aging Populations ◽  
University Leaders

Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of our aging populations through more age-friendly programs, practices, and partnerships. Over 45 institutions in the United States, Canada, European countries, and beyond have joined the network and adopted the 10 AFU guiding principles. This symposium will feature leaders at AFU campuses who will discuss why their institution joined the initiative, their age-friendly campus vision, and how they are putting AFU principles into practice. AFU Washington University St. Louis leaders will describe efforts to increase age-diversity on their campus, especially through professional studies programs that support personal and career development in the second half of life. AFU University of Southern California leaders will discuss new age-friendly efforts entailing intergenerational exchange, best practices of age-friendly programming for retired employees and alumni, and emerging connections to local community aging initiatives. AFU Eastern Michigan University leaders will round out the presentation with an overview of accomplishments of their campus-wide steering committee and its age-friendly evaluation research that informed the needs and interests of older learners pursuing second careers, as well as how to actively engage emeritus faculty and staff as a retired community on campus. The discussant will provide integrating comments and age-friendly suggestions for putting AFU principles into practice.

scholarly journals Ageism in Higher Education: Historical Reasons and Contemporary Age-Friendly Solutions

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 534-534
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Educational Goals ◽  
Older Learners ◽  
Diversity And Inclusion ◽  
Age Diversity ◽  
Aging Populations ◽  
Age Segregation ◽  
Prejudice And Discrimination

Abstract The need for greater attention to aging in higher education is indisputable. Changing age demographics are reshaping societies and challenging colleges and universities to consider how they can respond to aging populations through new approaches to teaching, research, and community engagement. However, ageism permeates academia in systematic as well as implicit ways, holding higher education back from expanding attention to aging. This presentation will describe how ageism manifests itself and how the pioneering Age-Friendly University (AFU) initiative with its ten guiding principles offers a framework to address the neglect of age in academia by advocating for greater age-diversity and inclusion. Special attention will be given to an AFU focus on breaking down age-segregation by bringing younger and older learners together around educational goals of mutual interest, engaging in collaborative teaching and learning experiences, and building intergenerational solidarity in line with social-psychological principles known to reduce prejudice and discrimination. Part of a symposium sponsored by Age-Friendly University (AFU) Interest Group.

scholarly journals Adoption of Technology and Augmentation of Resources for Teaching-Learning in Higher Education

2016 ◽  
pp. 93-98 ◽  
Author(s):  
P. M. Suresh Kumar
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Learning Experiences ◽  
Education Institution ◽  
Lifelong Learners ◽  
Adoption Of Technology ◽  
Effective Learning ◽  
Learning Modalities ◽  
Innovative Learning ◽  
Teaching Learning

Learner centred education through appropriate methodologies facilitates effective learning as teaching-learning modalities of higher education are considered to be relevant to the learner group. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies through adoption of technology. Plenty of resources external to the curriculum come into use, which offer valuable learning experiences. Augmentation of resources for teaching-learning process would enhance the quality of learning. The role of the institution is to identify and provide such experiences using these resources so as to improve their learning through the alround learning opportunities available to them. Institutional strategy to nurture critical thinking, creativity and scientific temper among the students is to transform them into lifelong learners and innovators. Teaching-learning process should be mutually complementary where both the teacher and the taught gain as a result of the diversity of learning experiences. This paper discusses how technology adoption practices and augmentation of resources contribute to learning in a higher education institution.

scholarly journals Age-Friendly Universities: Confronting Ageism and Fostering Age Inclusivity

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 533-534
Author(s):  
Joann Montepare ◽  
Kimberly Farah
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Campus Climate ◽  
The United States ◽  
First Aid ◽  
Online Course ◽  
Institutions Of Higher Education ◽  
Age Diversity ◽  
Aging Populations ◽  
Age Attitudes

Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of aging populations through more age-friendly programs, practices, and partnerships. Over 65 institutions in the United States, Canada, European countries, and beyond have joined the network and adopted the 10 AFU principles. Despite the importance and appeal of the AFU initiative, individuals leading age-friendly efforts on their campuses have found that ageism in higher education is a persistent, yet overlooked, factor holding us back from embracing age diversity. This symposium will feature AFU partners who will discuss how ageism presents itself in higher education, along with offering recommendations for breaking it down and promoting greater age inclusivity. Montepare will open the session with an overview of systematic and implicit instances of ageism in higher education. Bowen and colleagues will then discuss results from an AFU Campus Climate Survey that examined the age attitudes of faculty, students, and staff along with their views about that nature of campus age-friendliness. Manoogian will discuss the value of approaching the teaching of age diversity from an intersectionality perspective. Reynolds and Kruger will provide theoretical framing and dissemination models for the GSA online course Ageism First Aid within various AFU and programmatic structures. Andreoletti and June will discuss how creating an age-inclusive AFU Learning Community can raise awareness about ageism across campus as well as in the community where a campus resides. Age-Friendly University (AFU) Interest Group Sponsored Symposium.

Theatrology, the New Cultural Management School in Romania

2018 ◽  
Vol 8 (2) ◽  
pp. 255-273
Author(s):  
Ivona Tătar-Vîstraş
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Labour Market ◽  
Paradigm Shift ◽  
Cultural Management ◽  
National Theatre ◽  
New Directions ◽  
Management School

Abstract We are witnessing a paradigm shift regarding the theatrologist’s position in the Romanian theatre environment. While, until recently, theatrology meant cultural journalism, this definition is no longer sufficient or attractive for secondary school graduates. Romania’s higher education offer has changed increasingly in the last years, in the attempt to keep up with the requirements of the labour market; the solution was provided by the area of cultural management. Every last faculty in this sector covers the new direction of study and research. This article seeks to investigate the existing educational offers, which should allow an understanding and a new complete image of the theatrologist in Romania; in our opinion, this image will have an increasing impact on the national theatre community, shaped, of course, by the new directions of study.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Evaluating Age-Friendly Intergenerational Classrooms: Insights From Instructors and Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Interest Group ◽  
Teaching And Learning ◽  
Intergenerational Learning ◽  
Older Learners ◽  
Diverse Classrooms ◽  
Intergenerational Exchange ◽  
Learning Research ◽  
Student Reflections

Abstract Age-friendly University (AFU) campuses are reshaping how we think about teaching and learning in higher education. In particular, intergenerational classrooms are on the rise as shifting age demographics call for institutions to create new opportunities for older learners and encourage intergenerational exchange. Age diverse classrooms have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This presentation will describe outcomes of one AFU institution’s attempt to identify the challenges and triumphs of intergenerational classrooms through facilitated instructor and student reflections in different classrooms over the course of several semesters. Recommendations will be offered for enhancing intergenerational exchange in classrooms across disciplines, as well as evaluating attitudes, logistics, and learning outcomes. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

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