Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs

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.

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Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs

10.4995/head21.2021.12865 ◽

2021 ◽

Author(s):

Afeez A. Hazzan ◽

Kristin Heffernan ◽

Jason Dauenhauer

Keyword(s):

Classroom Management ◽

Older Adult ◽

Qualitative Content Analysis ◽

Research Question ◽

Faculty Training ◽

Faculty Members ◽

Global Network ◽

Intergenerational Learning ◽

Face To Face ◽

Curricular Design

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. However, these institutions will need to provide instructors with the training to ensure that intergenerational engagement is being actively fostered. 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

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Western Faculty Members' Cross-Border Lived Experiences

Higher Learning Research Communications ◽

10.18870/hlrc.v10i1.1174 ◽

2011 ◽

Vol 10 (1) ◽

Author(s):

Xin Bu ◽

Bill McCaw ◽

Patty Kero

Keyword(s):

Lived Experiences ◽

Research Question ◽

The United States ◽

Faculty Members ◽

Central Research ◽

Face To Face ◽

Branch Campuses ◽

International Branch Campuses ◽

Cross Border ◽

Level Method

Universities in China and the United States have been engaged in cross-border education through partnerships establishing international branch campuses (IBCs). This qualitative study used Moustakas’s (1994) strategy of inquiry as a framework and explored Western faculty members’ cross-border lived experiences at IBCs in China. IBCs in this study were coestablished by American universities and their Chinese partners. The central research question that guided this study asked about the lived experiences of Western faculty members at IBCs in China. This study purposefully selected 14 participants and data were collected through semistructured, one-on-one, face-to-face interviews. Moustakas’s (1994) seven-level method of analysis involving a process of meaning reduction was followed. The essence of the participants’ lived experiences described two components: value and adjustment. Findings from this study are valuable for leaders to rethink how to better support Western faculty in this joint higher education venture

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Intergenerational learning among primary and lower secondary schools

Journal of Human Sciences ◽

10.14687/ijhs.v12i2.3471 ◽

2015 ◽

Vol 12 (2) ◽

pp. 1649 ◽

Cited By ~ 1

Author(s):

Soner Polat ◽

Hande Çiçek

Keyword(s):

Secondary Schools ◽

Classroom Management ◽

Secondary School Teachers ◽

Descriptive Analysis ◽

Structured Interview ◽

Intergenerational Learning ◽

Face To Face ◽

School Year ◽

Older Teachers ◽

Lower Secondary Schools

<p>The purpose of this qualitative study is to identify on which topics intergenerational learning takes place among primary and lower secondary school teachers of different generations. If intergenerational learning is present among colleagues, the content of this learning will be specified. For this purpose, in 2013-2014 school year, in the district of İzmit in the province of Kocaeli two primary and two lower secondary schools where different generations work together were, therefore, selected and 39 teachers of three different generations in these schools were interviewed. Semi-structured interview technique was used during these face-to- face interviews. Data of the study, which was designed using phenomenological pattern, was analyzed with descriptive analysis method. The results indicated that younger teachers learn about topics such as classroom management and handling problems with parents from the experiences of their older colleagues. On the other hand, older teachers learn about the new teaching methods and techniques, teaching materials and the use of technical equipments from their younger colleagues. It was clearly seen that intergenerational learning proceed more functionally at schools where collaboration and knowledge-sharing are important values; where there aren’t any prejudices against age and where there are individuals who are open for development.</p>

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Exploration of the Experiences and Viewpoints of Faculty Members on Continuing Education Webinars: A Qualitative Study

The Qualitative Report ◽

10.46743/2160-3715/2019.3985 ◽

2019 ◽

Author(s):

Fatemeh Jafarzadeh-Kenarsari ◽

Kobra Abouzari-Gazafroodi ◽

Fatemeh Zaersabet

Keyword(s):

Qualitative Study ◽

Continuing Education ◽

Work Experience ◽

High Speed ◽

Qualitative Content Analysis ◽

Faculty Members ◽

Academic Rank ◽

Educational Design ◽

Face To Face ◽

E Learning

Continuing education is necessary to improve the professional knowledge and skills of graduates of medical sciences, which may be implemented via e-learning. This qualitative study aimed to explore the experiences and viewpoints of faculty members participating in continuing education webinars. The participants consisted of 15 faculty members selected purposefully and with maximal variation regarding their sex, age, the field of specialization, academic rank, and work experience. Data were collected through semi-structured individual face-to-face interviews. Data analysis of these transcripts using a qualitative content analysis approach revealed 3 themes and 9 sub-themes. The main themes included “Moving across the boundaries of knowledge,” Virtual education challenges,” and “Motivators and facilitators.” These data suggest that the main prerequisites for holding successful and effective continuing education webinars are the existence of the necessary software and hardware infrastructures, high-speed and accessible Internet, purposeful educational design, as well as empowering, motivating, and encouraging faculty members to participate in such educational programs. The technical infrastructures and human elements remain critical in effective implementation of continuing education webinars.

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

Innovation in Aging ◽

10.1093/geroni/igab046.1411 ◽

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.

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To meet or to connect? Face-to-face contacts vs ICT in cluster organisations

Engineering Management in Production and Services ◽

10.2478/emj-2019-0037 ◽

2019 ◽

Vol 11 (4) ◽

pp. 103-117

Author(s):

Anna Maria Lis ◽

Adrian Lis

Keyword(s):

Data Collection ◽

Information And Communication Technologies ◽

Qualitative Content Analysis ◽

Research Question ◽

Communication Technologies ◽

Theoretical Concept ◽

Face To Face ◽

Information And Communication ◽

Four Levels ◽

Ict Industry

Abstract The main purpose of the paper is to explore how cluster organisations (COs) take advantage of direct (F2F) and indirect (ICT) contacts in fulfilling their main roles. The paper addresses the research question: “How important are Information and Communication Technologies at each level of advancement of cluster cooperation?” The research was conducted in 2016 in four purposefully selected cluster organisations representing metal and ICT industry. The basic method of data collection was an in-depth individual interview. The authors applied the qualitative content analysis as the procedure to analyse the interviews. The research sample comprised of 30 cluster members. The research was based on an original theoretical concept referring to the trajectory of the development of cooperative relationships in cluster organisations. Four levels of development of cluster cooperation as well as three main roles of cluster organisation were distinguished. At each level, COs play one of three identified roles: a direct resource supplier (providing access to resources), a broker (facilitating resource exchanges) and an integrator (integrating into different dimensions), which gives a total of 12 specific roles. The research has shown that both direct and indirect contacts were significant both in fulfilling the roles assigned to the cluster organisations as well as in developing the cluster cooperation. It has been also observed that ICT importance was slightly different at each level of a CO’s development. Only in one identified role (at level II: Process integrator) the importance of ICT tools was at least as great as F2F contacts. The research study contributes to the literature which refers to the question of face-to-face contacts established in geographical proximity versus the ones set up by using Information and Communication Technologies in cluster organisations. It was noticed that even though ICT plays a significant role in the functioning of COs, they cannot replace face-to-face contacts. They can only be their important complement at every level of CO development. There are also some limitations connected with the qualitative approach, which does not allow the author to generalise the findings. The first limitation is the small research sample. The second limitation is the subjectivity characterising qualitative research, mainly due to the applied techniques of data collection and analysis.

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The stakeholders’ perceptions of the requirements of implementing innovative educational approaches in nursing: a qualitative content analysis study

BMC Nursing ◽

10.1186/s12912-021-00647-7 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Alireza Nikbakht Nasrabadi ◽

Nooredin Mohammadi ◽

Zahra Rooddehghan ◽

Enayat A. Shabani ◽

Fatemeh Bakhshi ◽

...

Keyword(s):

Content Analysis ◽

Nursing Education ◽

Nursing Students ◽

Teaching And Learning ◽

Qualitative Content Analysis ◽

Faculty Members ◽

Nursing Schools ◽

Face To Face ◽

Purposeful Sampling ◽

Qualitative Descriptive

Abstract Background Improving the competencies of nurses requires improving educational methods through the use of novel methods in teaching and learning. We aim to explore the perceptions of stakeholders (including nursing education directors, faculty members and nursing students) of the requirements of implementing innovative educational approaches in nursing. Methods In this qualitative descriptive study, 19 participants, including educational directors, faculty members, and undergraduate and graduate nursing students, were selected through the purposeful sampling method. Achieving the theoretical saturation in extracted categories was considered as a criterion for determining the sample size and the completion of sampling. The data were collected from December 2019 to May 2020 in nursing schools of Tehran, Iran, through in-depth semi-structured individual face-to-face interviews and were then analyzed based on the Graneheim and Lundman method. Results Using qualitative content analysis, eight sub-themes and three themes were extracted. The extracted themes were ‘novel educational policymaking’, ‘Innovative education-oriented platform’, and ‘managing barriers of innovative educational approaches’. Conclusions Developing and implementing innovative educational approaches entail providing appropriate context, structure, and required facilities by the policymaking system and educational authorities. In addition, developing capacity and related competencies of faculty members and students as the major stakeholders in employing these approaches is crucial.

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What Makes a Good Research Consultant?

The Qualitative Report ◽

10.46743/2160-3715/2019.3802 ◽

2019 ◽

Author(s):

Justin Harding ◽

Samantha Estrada ◽

Michael Floren

Keyword(s):

Research Methods ◽

Graduate Student ◽

Interpersonal Skills ◽

Research Question ◽

Qualitative Approach ◽

Faculty Members ◽

Face To Face ◽

Depth Interview ◽

Research Problems ◽

Good Research

Statistical and research consulting is defined as the collaboration of a statistician or methodologist with another professional for devising solutions to research problems. An in-depth, interview qualitative approach was taken to answer the research question of what makes a good research consultant. The authors interviewed four faculty members in the field of statistics and research methods and two experienced graduate student consultants. In-depth, face-to-face interviews revealed common themes regarding consultancy skills, resourcefulness, communication and interpersonal skills. The participants discussed how to improve consulting sessions and deal with clients with different statistics levels and backgrounds. Participants felt there was no difference in how they approached a qualitative vs. quantitative consulting session. Finally, all the participants stated that the training of graduate student consultants can be improved by project-based coursework.

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Supporting the Use of Rudimentary Vocalizations

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac23.3.132 ◽

2014 ◽

Vol 23 (3) ◽

pp. 132-139 ◽

Cited By ~ 1

Author(s):

Lauren Zubow ◽

Richard Hurtig

Keyword(s):

Rett Syndrome ◽

Visual Cues ◽

Acoustic Analysis ◽

Eye Gaze ◽

Research Question ◽

Primary Research ◽

Multiple Modalities ◽

Face To Face ◽

Perceptual Judgments ◽

The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

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Using a Quasi-Experimental Study to Examine Outcomes for Older Adult Intergenerational Program Participants

Innovation in Aging ◽

10.1093/geroni/igaa057.1767 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 543-543

Author(s):

Skye Leedahl ◽

Melanie Brasher ◽

Erica Estus

Keyword(s):

Experimental Study ◽

Rhode Island ◽

Older Adult ◽

Online Social Networks ◽

Intergenerational Learning ◽

Senior Center ◽

Public Authorities ◽

The Social ◽

Quasi Experimental ◽

The University

Abstract To more rigorously examine the University of Rhode Island Cyber-Seniors Program, we conducted a quasi-experimental study to examine if older adult senior center participants (n=25) improved scores on social and technological measures compared to a sample of senior center participants (n=25) who did not take part in the program. Findings showed that participants improved on technology measures compared to the non-participants, including searching and finding information about goods & services, obtaining information from public authorities or services, seeking health information, sending or receiving emails, and participating in online social networks (p<.05). However, participants did not change on social measures. There is either a need to identify better social measures to understand the social benefits of taking part, or to bolster the program to aid in helping older adults alleviate isolation and loneliness. Information on best practices and challenges for gathering outcomes from older participants will be discussed. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

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