Student Perspective: Internship Exploring Intellectual and Social Benefits of Adult Study Abroad

Abstract Older adult participation in lifelong learning programs – such as university continuing education opportunities and the Age-Friendly University global network – has grown steadily over the last few years. Many of these programs are characterized by mixed-age classrooms in which undergraduate students share space and learning, remotely during Covid, with older adult participants who pay a nominal fee. Survey findings will be presented from older students involved in two university programs in this category: Temple University’s “senior scholars” program and Georgetown University’s “senior auditors” program, specifically related to the concept of adult study abroad. Adult study abroad is a new offering that combines the intellectual and social benefits of stimulating coursework with the transformative power of travel, and how the merging of these pursuits can produce purpose, meaning and community, especially for older adults. It is typically residential, academic, intergenerational, and of longer duration than a typical tourist experience.

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Older Adults as Citizen Scientists and Policy and Planning Voices in Higher Education

Innovation in Aging ◽

10.1093/geroni/igaa057.1786 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 547-547

Author(s):

Lenard Kaye ◽

Sarah Burby

Keyword(s):

Older Adults ◽

Older Adult ◽

Academic Research ◽

Community Based Participatory Research ◽

Retirement Communities ◽

Policy And Practice ◽

University Policy ◽

Adult Participation ◽

Life Education ◽

Older Citizens

Abstract The University of Maine is embarking on achieving AFU status. In addition to maximizing older adult participation in all facets of campus life (education, recreation, culture, etc.), their presence in nontraditional sectors of university activity will be emphasized. Building on the principles of community-based, participatory research, focal points of UMaine’s AFU strategy will be to ensure that age-specific, engagement mechanisms are created and maintained that ensure older citizens play an influential role in guiding and interpreting academic research and development and curricula innovation across multiple professions and disciplines. Using a state-wide, older adult research registry, and co-design, community test-beds in partnership with continuing care retirement communities, older adults will serve as citizen scientists. Other empowerment strategies for maximizing elder voice include expanding the number of departments that incorporate life span perspectives in their mission statements and expanding the number of older adult advisory bodies that inform university policy and practice.

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Older adults and hackathons: a qualitative study

Empirical Software Engineering ◽

10.1007/s10664-017-9565-6 ◽

2017 ◽

Vol 23 (4) ◽

pp. 1895-1930 ◽

Cited By ~ 7

Author(s):

Wiesław Kopeć ◽

Bartłomiej Balcerzak ◽

Radosław Nielek ◽

Grzegorz Kowalik ◽

Adam Wierzbicki ◽

...

Keyword(s):

Older Adults ◽

Software Engineering ◽

Qualitative Study ◽

Qualitative Methods ◽

Older Adult ◽

Good Practices ◽

Adult Participation ◽

Modern Technologies

Abstract Globally observed trends in aging indicate that older adults constitute a growing share of the population and an increasing demographic in the modern technologies marketplace. Therefore, it has become important to address the issue of participation of older adults in the process of developing solutions suitable for their group. In this study, we approached this topic by organizing a hackathon involving teams of young programmers and older adults participants. Below we describe a case study of that hackathon, in which our objective was to motivate older adults to participate in software engineering processes. Based on our results from an array of qualitative methods, we propose a set of good practices that may lead to improved older adult participation in similar events and an improved process of developing apps that target older adults.

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INSTAPALS: FACILITATING INTERGENERATIONAL CONTACT THROUGH TECHNOLOGY

Innovation in Aging ◽

10.1093/geroni/igz038.2978 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S808-S809

Author(s):

Ashley Lytle ◽

Nancy Nowacek

Keyword(s):

Older Adults ◽

Older Adult ◽

Undergraduate Students ◽

Intergenerational Relationships ◽

Future Research ◽

Intergroup Contact Theory ◽

Social Exchanges ◽

Use Of Technology ◽

Students Attitudes ◽

Aging Anxiety

Abstract Using the traditional framework of Pen Pals, Instapals was a project that facilitated 1-to-1 intergenerational relationships through daily exchanges on Instagram for 30 days. Although communication channels have exploded in the past 10 years in large part to social platforms and digital technologies, the diversity of daily social interactions has decreased. More and more, society has become siloed by age, interest, and belief. Building off intergroup contact theory, Instapals was designed to encourage positive intergenerational contact between younger (undergraduate students) and older adults (individuals 65+) and challenge ageist beliefs. Intergenerational social exchanges occurred both on Instagram and during three in-person meetings. Among undergraduate students, attitudes and stereotypes toward older adults and aging were assessed at three timepoints (before meeting their older adult partner, during a mid-point evaluation, and at the end of the project). Quantitative analyses demonstrate a decrease in aging anxiety, a decrease in psychological concerns about the aging process, and a greater endorsement of positive perceptions toward one’s older adult partner. Qualitative analyses of written responses from students (collected before meeting their older adult partner and at the end of the project) revealed that the Instapals project helped students challenge ageist attitudes and stereotypes and was perceived to be a positive experience overall. Implications suggest that positive intergenerational contact can be facilitated and enhanced through the use of technology. Future research should explore whether attitudes, stereotypes, and self-perceptions of aging changed among older adults as well as other technological mechanisms for facilitating intergenerational contact.

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Investigating University Characteristics on Personality Traits

GATR Global Journal of Business Social Sciences Review - GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.7(1) Jan-Mar 2019 ◽

10.35609/gjbssr.2021.9.1(7) ◽

2021 ◽

Vol 9 (1) ◽

pp. 58-64

Author(s):

Kullanun Sripongpun ◽

Nattanan Saksamrit ◽

Watcharapong Intarawong ◽

Pattama Suriyakul Na Ayudhya

Keyword(s):

Factor Analysis ◽

Personality Traits ◽

Exploratory Factor Analysis ◽

Undergraduate Students ◽

Brand Personality ◽

Jel Classification ◽

Student Perspective ◽

Personality Factor ◽

The University ◽

Study Participants

Objective - This study aims to extend the brand personality concept by applying this concept to the organization, i.e., the university. Methodology/Technique – A questionnaire was designed based on Aaker (1997)’s 5 dimensions of brand personality scale to collect the data. 400 Thai undergraduate students of Kasetsart University Chalermphrakiat Sakon Nakhon Province Campus participated in this study. Participants were first informed of the study description and instructed to think of a university as if it were a person and to rate on a five-point scale (1 = not at all descriptive, 5 = extremely descriptive). In the data analysis, descriptive statistics (mean and standard deviation) and exploratory factor analysis (EFA) were used. Finding – The results from the exploratory factor analysis (EFA) with a varimax rotation showed 5 factors of university personality. Factor 1 represents competence dimension having 10 items (successful, leader, technical, corporate, cool, hardworking, secure, spirited, confident and reliable). Factor 2 represents sophistication dimension which had 4 items (glamorous, good looking, smooth and upper class). Factor 3 represents ruggedness dimension which had 5 items (western, tough, masculine, rugged and outdoorsy). Factor 4 represents sincerity dimension which had 2 items (honest and sincere). The last factor was excitement dimension which had only 1 item, imaginative. Furthermore, according to student perspective, the majority of university personality dimensions of Kasetsart University Chalermphrakiat Sakon Nakhon Province Campus was ruggedness dimension. Novelty – Research examining the dimensions of organization personality is still scant. To fill the gap, the current study was conducted to demonstrate how the brand personality concept was applicable when the organization was viewed as a brand. Therefore, it is a preliminary step toward such direction to extend and apply the brand personality concept to a new different area. Type of Paper: Empirical. JEL Classification: M10, M19. Keywords: University Personality; University Characteristics; Personality Traits; Brand Personality Concept. Reference to this paper should be made as follows: Sripongpun, K; Saksamrit, N; Intarawong, W; Ayudhya, P.S.N. (2021). Investigating University Characteristics on Personality Traits, GATR Global J. Bus. Soc. Sci. Review, 9(1): 58 – 64. https://doi.org/10.35609/gjbssr.2021.9.1(7)

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Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

Journal of International Students ◽

10.32674/jis.v10i1.1049 ◽

2020 ◽

Vol 10 (1) ◽

pp. 181-202

Author(s):

Meiren Chen ◽

Hyeyoung Bang

Keyword(s):

Academic Success ◽

Study Abroad ◽

Undergraduate Students ◽

English Language ◽

East Asian ◽

Asian Students ◽

Proficiency Tests ◽

Undergraduate Study ◽

East Asian Students ◽

The U.S

We use grounded theory as a framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with twelve participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is highly involved with their preparation for study abroad and their undergraduate study in the U.S, are two core categories affecting East Asian students’ academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the U.S., which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context.

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Engaging Vital Older Adults in Intergenerational Service-Learning

Culturally Engaging Service-Learning With Diverse Communities - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2900-2.ch016 ◽

2018 ◽

pp. 266-287

Author(s):

Reneé A. Zucchero

Keyword(s):

United States ◽

Older Adults ◽

Service Learning ◽

Older Adult ◽

Undergraduate Students ◽

The United States ◽

Life Review ◽

Future Research ◽

Negative Stereotypes ◽

Adult Volunteers

The population of older adults within the United States is growing rapidly, which calls for increased understanding of that population. However, ageism is pervasive and one of the most engrained forms of prejudice. Intergenerational service-learning may be one way to reduce negative stereotypes and ageism. The Co-Mentoring Project is an intergenerational service-learning project that matches undergraduate students and vital older adult volunteers. Students meet with their partners at least four times over the course of the semester to conduct a life review and gather information to begin the older adults' memoirs. This chapter provides a rationale for intergenerational service-learning and information about its theoretical underpinnings. The chapter also offers information about service-learning best practices, including structured reflection, and how the Project's methodology is consistent with them. The multi-modal assessment conducted for the Project and its outcomes are discussed. Finally, directions for future research are described.

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Where history meets modern: An overview of academic primary source research-based learning programs aggregating special collections and Wikimedia

10.3998/mpub.11778416.ch3.en ◽

2021 ◽

Author(s):

Odin Essers ◽

Henrietta Hazen ◽

Nicolette Siep

Keyword(s):

Open Access ◽

Undergraduate Students ◽

Education Program ◽

Primary Source ◽

Literacy Skills ◽

Empirical Literature ◽

Social Relevance ◽

Historical Sources ◽

Special Collections ◽

Learning Programs

At Maastricht University Library, the use of literary sources from its Special Collections by students is promoted and facilitated through the development and organization of specialized research-based learning programs as part of the Wikipedia Education Program. The central aim of these learning programs is to educate students on the social relevance of the Special Collections, such as the Jesuit library, which contains books (on philosophy, history, anatomy, literature, theology, law, and various social sciences) dating back to the beginning of the sixteenth century. In addition, by participating in these programs, undergraduate students from various colleges are given the opportunity to develop their information literacy skills by gaining experience in conducting empirical literature research on primary historical sources and its publication through a popular open-access platform. Evaluations from students indicate that the unique combination of analyzing historical literature and the publication of their review on a modern open-access platform led to increased motivation, readership, sense of responsibility, and understanding about the importance of open-access knowledge transfer and valorization of information. In addition to the Wikipedia Education Program, Maastricht University has also been involved in a noneducational Wikimedia project: Wiki-Wetenschappers. The aim of this chapter is to provide an overview of the activities, approaches, and evaluation of the Wikipedia Education Program and the Wiki-Scientists project at Maastricht University.

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Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'

International Journal of Bias Identity and Diversities in Education ◽

10.4018/ijbide.2016070103 ◽

2016 ◽

Vol 1 (2) ◽

pp. 29-38

Author(s):

Susan Oguro ◽

Angela Giovanangeli

Keyword(s):

Study Abroad ◽

Undergraduate Students ◽

Undergraduate Student ◽

Intercultural Competence ◽

Cultural Responsiveness ◽

International Exchange ◽

Intercultural Learning ◽

Study Abroad Programs ◽

Exchange Programs ◽

Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

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Ethnographic Assessments Using Ethnographic Fieldwork Methods to Help Undergraduate Students Experience, Understand, and Describe Living Abroad

Practicing Anthropology ◽

10.17730/praa.32.3.gt3476tk0v87n82r ◽

2010 ◽

Vol 32 (3) ◽

pp. 38-44 ◽

Cited By ~ 1

Author(s):

Joseph Kinsella

Keyword(s):

Study Abroad ◽

Undergraduate Students ◽

Self Awareness ◽

Ethnographic Fieldwork ◽

Undergraduate Study ◽

The People ◽

Local Practices ◽

Reflection Prompts ◽

Living Skills ◽

Students Success

In this article, I examine one strategy through which international educators attempted to measure the success of undergraduate study abroad experiences. Using guided reflection prompts grounded in ethnographic fieldwork practices, we hoped to develop a method by which we could measure our students' success connecting their daily experiences abroad with concepts learned in the classroom, describing their physical surroundings and the people with whom they share them, and challenging stereotypes they knowingly or unknowingly retained when they began their program abroad. Drawn from over five years of essays collected from students at the conclusion of their study abroad experience, we focused our analysis on the students' self-awareness and their ability to be conscious of their own values and judgments as they tried to adapt to local practices and values while attaining new knowledge, thereby enhancing their intercultural living skills.

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