scholarly journals Faculty Perceptions of Engaging Older Adults in Higher Education: The Need for Intergenerational Pedagogy

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 366-366
Author(s):  
Jason Dauenhauer ◽  
Afeez Hazzan ◽  
Kristin Heffernan
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Older Adult ◽  
Faculty Perceptions ◽  
Class Discussion ◽  
Intergenerational Learning ◽  
Learning Program ◽  
Face To Face ◽  
College Classrooms ◽  
Qualitative Interview Study

Abstract Institutions of higher education need to become more age friendly. Creating an on-campus lifelong learning program can offer older adults opportunities to audit classes and engage in multigenerational classrooms, but can also promote intergenerational learning when instructors consciously use pedagogy that fosters engagement between learners from various generations. Promoting intergenerational learning to facilitate reciprocal sharing of expertise between generations is also the fourth principle of the Age Friendly University framework. This qualitative interview study examines the perspectives of 27 faculty members who have opened their face to face classrooms to older adult auditors to 1) Explore perceived benefits and challenges associated with having older adults in the college classroom and to 2) Determine what levels of intergenerational learning may be taking place. Compared to lecture-based courses, faculty whose pedagogy promotes discussion, sharing, and small group work reported detailed examples of older adult learners and traditionally-aged college students engaging in course-related discussion. The unique, historical and diverse perspectives of older adults improved the quality of education for students, and fostered in-depth learning. Challenges related to older adult auditors included poor/limited attendance, sharing of strong opinions/dominating class discussion, sensory/mobility and technology accessibility. Recommendations include training to promote intergenerational engagement in college classrooms.

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.

Faculty perceptions of engaging older adults in higher education: The need for intergenerational pedagogy

2021 ◽  
pp. 1-22
Author(s):  
Jason Dauenhauer ◽  
Afeez Hazzan ◽  
Kristin Heffernan ◽  
Chantré M. Milliner
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Faculty Perceptions

scholarly journals The Experience and Perception of Physiotherapists in Nigeria re: Fall Prevention in Recurrent-Faller Older Adults

2019 ◽  
Author(s):  
Perpetua Obi ◽  
Henrietha Nwankwo ◽  
Diaemeta Emofe ◽  
Isreal Adandom ◽  
Michael Kalu
Keyword(s):  
Older Adults ◽  
Older Adult ◽  
Fall Prevention ◽  
Developing World ◽  
Phenomenological Approach ◽  
Developing Nations ◽  
Prevention Strategies ◽  
Face To Face ◽  
Rehabilitation Professionals ◽  
History Of

Background: Effective fall prevention practices are essential for reducing falls among older adults. Rehabilitation professionals like physiotherapists are essential members of the fall prevention team, yet little is known about the experiences of physiotherapists practicing fall prevention in developing nations. Objective: To explore the experiences of physiotherapists in Nigeria who practice fall prevention among older adults. Method: We adopted a phenomenological approach to the traditional qualitative design in this study. We purposefully selected and conducted face-to-face interview with twelve physiotherapists who have treated at least one older adult who reported falling two or three times within last six months. Data was analyzed using thematic analysis. Results: Four themes emerged from our participants: characteristics of recurrent fallers, fall prevention practices, hindrances to fall prevention, and strategies to promote fall prevention practices. In practice, understanding the characteristics (risk factors) of older adults with a history of recurrent falls is important for effective fall prevention practices among physiotherapists. Among other characteristics, our participants believed that older adults who have patronized “traditional bone setters/healer” are at the higher risk of having multiple falls. Conclusion: This study adds to the sparse amount of literature concerning the experience of physiotherapist in fall prevention practices in the developing world. More importantly, the findings of this study will strengthen or stimulate discussion around development of fall prevention strategies specific to the developing world context.

scholarly journals Stressors and coping mechanisms of older adults teaching in higher education institutions in Manila

2018 ◽  
Vol 5 (3) ◽  
pp. 36-58
Author(s):  
Elmer G. De Jose
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Older Adult ◽  
Life Stress ◽  
Short Form ◽  
Higher Education Institutions ◽  
Correlation Method ◽  
Coping Mechanisms ◽  
Adult Women ◽  
And Coping

This study explored the stressors and coping mechanisms of older adults, 60 years old and over, who teach in three state higher education institutions in Manila, Philippines. Descriptive correlation method of research was employed. One hundred eighty-eight were randomly selected from the roster of 356 target participants. The Older Adults Life Stress Inventory was used to identify the severity of stressors as experienced by the respondent senior professionals for the past 3 years along the areas of physical, health, social, family, occupational and financial domains. The Coping Strategy Inventory Short Form 32 was used to determine typical coping strategies that involve problem-solving, cognitive restructuring, express emotions and social contact. Tests of correlation, however, revealed that all the six stressors areas have a significant positive correlation with problem avoidance, wishful thinking, self-criticism and social withdrawal (p < 0.01). Multiple regression analyses disclosed that older adult men have a greater preponderance to experience stressors than older adult women   Keywords: Older adult professionals, stressors, coping mechanisms, physical-related stressors, health-related stressors, social-related stressors, family-related stressors, occupational stressors, financial stressors.

An investigation of perceived family phubbing expectancy violations and well-being among U.S. older adults

2019 ◽  
Vol 8 (2) ◽  
pp. 247-267 ◽  
Author(s):  
Travis Kadylak
Keyword(s):  
Older Adults ◽  
Mobile Phone ◽  
Older Adult ◽  
Interpersonal Relationships ◽  
Well Being ◽  
Future Research ◽  
Expectancy Violations ◽  
Face To Face ◽  
Internet Users ◽  
Checking Behavior

Phubbing refers to the nonverbal behavior of glancing at, or using, one’s mobile phone during a face-to-face (FtF) interaction, whereby the mobile-phone-checking behavior is perceived to breach expectations of attention or etiquette. In general, phubbing can negatively affect interpersonal relationships and well-being. When younger family members’ phubbing behavior is perceived by older adult relatives as a violation of their conversational expectations, these older adults may feel ignored and disrespected. This study may be the first to investigate the associations between intergenerational family phubbing expectancy violations and indicators of well-being among older adults. Survey data were derived from a sample of U.S. Internet users aged 65 or above ( n = 679). The results suggested that both perceived frequency of family phubbing and family phubbing expectancy violations were inversely associated with mattering and indicators of well-being. Study limitations and potential directions for future research are discussed.

Teaching College Students With Intellectual Disability: What Faculty Members Say About the Experience

Inclusion ◽  
2016 ◽  
Vol 4 (2) ◽  
pp. 89-108 ◽  
Author(s):  
Melissa M. Jones ◽  
Beth Harrison ◽  
Bev Harp ◽  
Kathy Sheppard-Jones
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Lived Experience ◽  
Online Survey ◽  
Faculty Perceptions ◽  
The United States ◽  
Faculty Members ◽  
Access To Higher Education ◽  
College Classrooms ◽  
Teaching College

Abstract The landscape of diversity on higher education campuses has expanded as students with intellectual disability (ID) gain access to higher education through a variety of programs throughout the United States. The benefits and drawbacks of including students with ID in the college classroom and culture are becoming apparent, but more remains to be discovered as we look deeply in to the lived experience of postsecondary inclusion. The aim of this study was to investigate university faculty member perceptions about and experiences with the inclusion of students with ID in college classrooms. To accomplish this, the investigators examined the perceptions of faculty members at a regional 4-year university who had experience in postsecondary inclusion. We used an online survey to mine the benefits and challenges to faculty members and students enrolled in their courses, both with and without ID. Faculty perceptions are shared as well as implications for societal change.

scholarly journals Faculty Perceptions of the Exercise Science Student Learning Experience During the Coronavirus Pandemic

2021 ◽  
Author(s):  
Jennifer L. Caputo ◽  
Astrid E. Mel ◽  
Mary C. Stenson ◽  
Jessica K. Fleming ◽  
Samantha L. Johnson ◽  
...  
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Well Being ◽  
Exercise Science ◽  
Alternative Pedagogy ◽  
Face To Face ◽  
Global Pandemic ◽  
Canadian Provinces

Significant disruptions in higher education course delivery occurred during the coronavirus (COVID-19) global pandemic. The implementation of emergency remote teaching (ERT) offered exercise science faculty a safe method to continue educating students in courses generally taught face-to-face. The purpose of this investigation was to explore faculty perceptions of their ERT efforts with respect to student successes, challenges, and faculty expectations. Through an electronic survey, participants (N = 112) from higher education institutions in 31 states and three Canadian provinces provided feedback on their perceptions of the student experience across 315 fall 2020 courses. Data analysis included a thematic analysis to identify themes and trends in participant responses. Faculty identified student adaptability, increased autonomy of learning, and maintenance of learning as successes. Also noted was the increased flexibility of alternative pedagogy methods. Participants perceived student challenges related to technology, time management, and well-being. Faculty perceived students expected increased accommodations and instructor responsiveness during fall 2020. While faculty and students were challenged to adapt during the global pandemic, the perceived ERT experiences during COVID-19 highlight the resiliency of higher education students and underscores changes needed by educational institutions to provide resources and training upon return to traditional education or in response to a future crisis.

scholarly journals Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 366-367
Author(s):  
Afeez Hazzan ◽  
Kristin Heffernan ◽  
Jason Dauenhauer
Keyword(s):  
Classroom Management ◽  
Older Adult ◽  
Population Aging ◽  
Qualitative Content Analysis ◽  
Research Question ◽  
Faculty Training ◽  
Faculty Members ◽  
Global Network ◽  
Intergenerational Learning ◽  
Face To Face

Abstract As population aging accelerates worldwide, institutions of higher education are increasing efforts to focus on ways to meet the growing needs of older adult learners. Many institutions are addressing these needs by joining the Age-Friendly University (AFU) Global Network. Affiliated institutions are required to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages, including older adults. However, these institutions will need to provide instructors with the training to ensure that intergenerational engagement is being actively fostered in the classrooms. In this study, we examine the perspectives of faculty members who have opened their classrooms to older adult auditors. The research question was: What types of training do faculty recommend to promote intergenerational engagement in the classroom? In-depth face to face interviews were conducted with 27 faculty members. Qualitative content analysis of the data yielded the following four themes: 1) Provide accessible training to teach faculty their role 2) Educate faculty about the importance of becoming aware of generational time periods/context 3) Learn to approach auditors with a mindset that they are adults and have had careers/experiences, and 4) Train faculty on how to foster discussion. Overall, these findings point to a need for training that focus on intergenerational curricular design and multigenerational classroom management.

scholarly journals Marketing and Psychology: An Interdisciplinary Partnership

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 106-106
Author(s):  
Melinda Heinz ◽  
Summer Zwanziger Elsinger
Keyword(s):  
Older Adults ◽  
Consumer Behavior ◽  
Older Adult ◽  
Student Group ◽  
Face To Face ◽  
Student Teams ◽  
Interdisciplinary Partnership ◽  
Academic Year

Abstract Students enrolled in Psychology of Aging and Consumer Behavior combined efforts during an 8-week course to create marketing plans focused on proposing a product or service targeting older adults. The goal of the project was to 1) infuse aging content into the curriculum 2) increase awareness of older adult consumers and 3) decrease aging stereotypes. Student teams were engaged in this project one day each week over 8 weeks. Instructors created weekly tasks to break down components of the project and each student group was required to turn in evidence of their completed task. During the 2020-2021 academic year, participants used Microsoft Teams and recorded their tasks for instructors to grade. A rubric was used to facilitate grading of weekly team tasks and similar weights/points were used in both classes to create similar levels of student “buy in.” Suggested implementation tips for both face-to-face and online modalities will be discussed.

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