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

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.

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Older Student Experiences: A Critical Examination of Aging on Campus

Innovation in Aging ◽

10.1093/geroni/igab046.2010 ◽

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.

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

Innovation in Aging ◽

10.1093/geroni/igaa057.021 ◽

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.

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

Innovation in Aging ◽

10.1093/geroni/igz038.3318 ◽

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.

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The Concept of Nontraditional Student

Vocational Training Research And Realities ◽

10.2478/vtrr-2017-0004 ◽

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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Adherence to Mediterranean Diet among Lebanese University Students

Nutrients ◽

10.3390/nu13041264 ◽

2021 ◽

Vol 13 (4) ◽

pp. 1264

Author(s):

Joanne Karam ◽

Maria del Mar Bibiloni ◽

Mireille Serhan ◽

Josep A. Tur

Keyword(s):

University Students ◽

Mediterranean Diet ◽

Eating Habits ◽

Meat Products ◽

Older Students ◽

Adequate Intake ◽

Cross Sectional ◽

Adherence Score ◽

The Mean ◽

The University

Scarce studies described eating habits and diet quality among university students in Lebanon. The aim of this study is to assess the rate of adherence to the Mediterranean diet (MedDiet) among Lebanese university students. A cross-sectional nutritional survey was carried out on 525 students (53% men, 18–25 years old) from the University of Balamand, Lebanon. Adherence to the MedDiet was assessed using a validated 14-item MedDiet adherence score. Mean adherence to the MedDiet was 7.96 (standard deviation 2.2), and it was adequate in 59% of participants. Adherence to the MedDiet was higher in older students and nonsmokers. Legumes, vegetables, fruits, and nuts were consumed according to the MedDiet standards among a minimum of 48.4% and a maximum of 69.5% of participants. Chicken, turkey, or rabbit was preferred by 66.9% of participants instead of beef, pork, hamburgers, or sausages; however, just 56.2% of participants showed adequate intake of red meat, hamburger, or meat products. Only 28.8% of them referred to an adequate intake of fish or shellfish. Most of the participants (86.3%) used olive oil as the main added fat, and 67.2% reported a low intake of butter and derivatives. Sofrito was also very usual among participants (79.6%). Only half of the studied sample reported an adequate intake of sweet or carbonated beverages and commercial sweets or pastries. Among the assessed sample, half the participants showed adequate adherence to the MedDiet; however, the mean of adherence among the sample is low.

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Towards Developing a Framework to Analyze the Qualities of the University Websites

Computers ◽

10.3390/computers10050057 ◽

2021 ◽

Vol 10 (5) ◽

pp. 57

Author(s):

Maliha Rashida ◽

Kawsarul Islam ◽

A. S. M. Kayes ◽

Mohammad Hammoudeh ◽

Mohammad Shamsul Arefin ◽

...

Keyword(s):

University Ranking ◽

Web Based ◽

Ranking Systems ◽

Notice Board ◽

Academic Websites ◽

Multi Method Approach ◽

The University ◽

University Ranking Systems ◽

Ranked List

The website of a university is considered to be a virtual gateway to provide primary resources to its stakeholders. It can play an indispensable role in disseminating information about a university to a variety of audience at a time. Thus, the quality of an academic website requires special attention to fulfil the users’ need. This paper presents a multi-method approach of quality assessment of the academic websites, in the context of universities of Bangladesh. We developed an automated web-based tool that can evaluate any academic website based on three criteria, which are as follows: content of information, loading time and overall performance. Content of information contains many sub criteria, such as university vision and mission, faculty information, notice board and so on. This tool can also perform comparative analysis among several academic websites and generate a ranked list of these. To the best of our knowledge, this is the very first initiative to develop an automated tool for accessing academic website quality in context of Bangladesh. Beside this, we have conducted a questionnaire-based statistical evaluation among several universities to obtain the respective users’ feedback about their academic websites. Then, a ranked list is generated based on the survey result that is almost similar to the ranked list got from the University ranking systems. This validates the effectiveness of our developed tool in accessing academic website.

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Can you measure IT? The UK experience of TechQual+

Performance Measurement and Metrics ◽

10.1108/pmm-05-2014-0018 ◽

2014 ◽

Vol 15 (1/2) ◽

pp. 32-40 ◽

Cited By ~ 2

Author(s):

Ian Hall ◽

Jessica Stephens ◽

Sarah Kennedy

Keyword(s):

Data Protection ◽

Senior Managers ◽

Web Based ◽

Content Type ◽

Survey Tool ◽

Technology Services ◽

Protection Legislation ◽

The Uk ◽

The University

Purpose – The University of York Library, part of its Information Directorate, has successfully run an annual user survey using LibQUAL+ since 2008. The tool has proven invaluable in understanding user needs and measuring improvements. The ability to benchmark performance has been well received by university senior managers. Following this positive experience, the Directorate piloted the TechQual+ survey to assess its technology services. TechQual+ is a total market-survey tool developed on the same principles as LibQUAL+. York was the first university in the UK to do this. The purpose of this paper is to reflect upon the experience and its relevance to information services. Design/methodology/approach – A team was established to co-ordinate the distribution of the survey, which was e-mailed to all university members. The survey was conducted over a period of three weeks in December 2011 using their web-based tool. The team worked with the survey providers to make amendments in order to comply with UK Data Protection legislation. Findings – The TechQual+ tool provided a rich set of data on the IT needs of University of York students and staff, including a wealth of comments. As the first use of the tool in the UK, a number of outcomes arose from the pilot: methods for running the survey in order to meet UK data protection requirements; feedback on the tool itself, with some questions not understood from a UK context; a rich set of results data, with some similarities (and several differences) to those available through LibQUAL+. Originality/value – The paper presents the first application of the TechQual+ survey in UK and discusses the issues faced when implementing it in a UK context. The case study will be of interest to libraries or converged services interested in assessing their IT provision.

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The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana

ReCALL ◽

10.1017/s0958344000000719 ◽

2000 ◽

Vol 12 (1) ◽

pp. 63-72 ◽

Cited By ~ 4

Author(s):

CARMEN CABOT

Keyword(s):

Writing Skills ◽

Written Language ◽

Web Based ◽

Reading And Writing ◽

Spanish Speaking ◽

South Wales ◽

Effective Use ◽

The University ◽

Task Oriented ◽

Target Culture

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.

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Our Rightful Place

10.5810/kentucky/9780813179377.001.0001 ◽

2020 ◽

Author(s):

Terry L. Birdwhistell ◽

Deirdre A. Scaggs

Keyword(s):

Women Students ◽

The United States ◽

University Of Kentucky ◽

Campus Environment ◽

Rightful Place ◽

Women's Culture ◽

History Of ◽

The 1960S ◽

The University ◽

The Impact

Since women first entered the University of Kentucky (UK) in 1880 they have sought, demanded, and struggled for equality within the university. The period between 1880 and 1945 at UK witnessed women’s suffrage, two world wars, and an economic depression. It was during this time that women at UK worked to take their rightful place in the university’s life prior to the modern women’s movement of the 1960s and beyond. The history of women at UK is not about women triumphant, and it remains an untidy story. After pushing for admission into a male-centric campus environment, women created women’s spaces, women’s organizations, and a women’s culture often patterned on those of men. At times, it seemed that a goal was to create a woman’s college within the larger university. However, coeducation meant that women, by necessity, competed with men academically while still navigating the evolving social norms of relationships between the sexes. Both of those paths created opportunities, challenges, and problems for women students and faculty. By taking a more women-centric view of the campus, this study shows more clearly the impact that women had over time on the culture and environment. It also allows a comparison, and perhaps a contrast, of the experiences of UK women with other public universities across the United States.

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Networked Physics Curriculum: From Static Web to Dynamic Java

International Journal of Modern Physics C ◽

10.1142/s0129183197000084 ◽

1997 ◽

Vol 08 (01) ◽

pp. 79-95 ◽

Cited By ~ 1

Author(s):

G. D. Bothun ◽

S. D. Kevan ◽

S. Micklavzina ◽

D. Mason

Keyword(s):

Resource Constraints ◽

Physical Reality ◽

Web Based ◽

Virtual Experiments ◽

Experimental Apparatus ◽

Course Material ◽

The University ◽

Interactive Exercises ◽

Physics Curriculum ◽

Student Inquiry

We describe our efforts at the University of Oregon to use Web-based Instructional Technology (IT) supplemented with interactive Java virtual experiments to change the standard pedagogy associated with large, introductory undergraduate classes in physics and astronomy. We begin by examining some of the problems associated with the standard pedagogy in these classes and how these problems motivated our development of networked courseware. Although we identify and describe five empirical positive outcomes associated with IT, we conclude that the use of HTML-based course material and assignments does not substantially alter the standard pedagogy as this medium alone is not conducive to interactive exercises. To build interactivity into our courseware, we have undertaken a vigorous effort of creating Java-based experiments which are grounded in physical reality and duplicate the kinds of experiments that are done in the physical lab. In so doing, we build experimentation into a curriculum for large lecture-based classes in which the standard pedagogy and resource constraints normally preclude lab sections. The main goal is to create a networked environment where the student can easily retrieve the notes and the demonstrations that were done in class as well as to engage in experiments that are designed to illustrate basic principles. In so doing, we hope to move to a more learner-centered environment which is driven by student inquiry. Five specific Java experiments are described here and each is accompanied by a snapshot of the experimental apparatus and controls. An appendix contains the relevant URLs of the experiments, courseware, and animation described herein.

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