scholarly journals Developing Synergistic Relationships between Age-Friendly Universities and Age-Friendly Communities

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 99-99
Author(s):  
Joann Montepare ◽  
Wendy Rogers
Keyword(s):  
Community Partnerships ◽  
South Florida ◽  
Global Network ◽  
Institutions Of Higher Education ◽  
University Of Illinois ◽  
Television Programming ◽  
Campus Leaders ◽  
Campus Initiatives ◽  
University Of Massachusetts ◽  
Synergistic Relationships

Abstract The Age-Friendly University (AFU) initiative was designed to support the Global Network for Age-Friendly Cities and Communities (WHO, 2018) and offers a range of opportunities for institutions of higher education to help communities adapt to their new age-diverse social structures as a result of shifting age demographics. In turn, age-friendly community partnerships are helping to fuel campus efforts to advance age-inclusivity through education, research, and community engagement. At present over 70 institutions have joined the AFU global network, as more campuses prepare to become age-friendly partners. In this collaborative symposium (Directors of Aging Centers and AFU Interest Groups), campus leaders will describe synergistic relationships between their age-friendly campus efforts and the age-friendly efforts of their neighboring communities. Montepare (Lasell University) will provide an overview of the AFU initiative and its set of 10 principles, and make the case that campuses and communities are necessary partners for creating and developing age-friendly efforts. Demonstrating this assertion, Pastor and Rogers (University of Illinois Urbana-Champaign) will describe linkages between their community and campus initiatives, including developing a Panel of Elders, television programming for older adults, and hosting joint events. Black and Andel (University of South Florida) will discuss the intersection between the AFU principles and the processes undertaken by age-friendly communities. Revell and Viveiros (University of Massachusetts Dartmouth) will show how campus collaborations with nearby communities are instrumental in sustaining age-friendly efforts, especially during a pandemic.

scholarly journals A Toolkit for Advancing Age Inclusivity in Higher Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 224-224
Author(s):  
Joann Montepare ◽  
Kimberly Farah
Keyword(s):  
Higher Education ◽  
Global Network ◽  
Institutions Of Higher Education ◽  
Campus Leaders ◽  
Aging Populations ◽  
The Creation ◽  
Guiding Principles

Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed 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 70 institutions have joined the AFU global network and adopted the 10 AFU guiding principles. In support of the initiative, a GSA-AGHE-AFU workgroup was organized to develop strategies to help GSA members and their campuses explore how they can be more age-inclusive and create pathways to joining the AFU network. One outcome of the workgroup’s efforts was the creation “Tools for Advancing Age Inclusivity in Higher Education”, designed with support from AARP. In this symposium, workgroup members describe this suite of tools which can be used by faculty, students, administrators, and other campus leaders. Montepare will introduce the symposium with an overview of the AFU network and the workgroup’s goals. Morrow-Howell and Schumacher will discuss tools for “Making the Case” with examples from efforts on their campuses. Porter and Bergman will describe tools for “Getting Started” and how campuses can begin to mobilize age-friendly efforts. Andreoletti and June will share tools for “Gaining Momentum” with tips for creating age-friendly campus connections and collaborations. Silverstein and Gugliucci will describe tools for “Assessing and Tracking Success” that can be used at any stage of the process for exploring a campus’s age-friendliness. Information about joining the AFU network will be provided.

scholarly journals AGE-FRIENDLY UNIVERSITIES: POSSIBILITIES AND POWER IN CAMPUS CONNECTIONS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S422-S422
Author(s):  
Joann M Montepare
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Colleges And Universities ◽  
Global Network ◽  
Institutions Of Higher Education ◽  
Approaches To Teaching ◽  
New Approaches ◽  
International Team ◽  
Guiding Principles ◽  
Changing Demographics

Abstract Populations are aging locally, nationally, and globally – and challenging institutions of higher education to consider how they can respond to these changing demographics through new approaches to teaching, research, and community engagement. The Age-Friendly University (AFU) initiative was recently launched by an international team convened by Dublin City University, and endorsed by the Academy for Gerontology in Higher Education (AGHE). The AFU concept and 10 guiding principles provide a guiding campus-wide framework that colleges and universities can use for distinguishing and evaluating age-friendly programs and policies, as well as identifying institutional gaps and opportunities for growth. To date, over 45 institutions have joined the AFU global network. This presentation will describe how collaborations across aging-focused programs and campus units devoted to diversity, community engagement, professional studies, and related educational efforts offer prime opportunities to build and sustain an AFU vision.

scholarly journals Learn, Engage, and Act to Advance Age Inclusivity in Higher Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 224-225
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Community Partnerships ◽  
Social Structures ◽  
Campus Community ◽  
Campus Leaders ◽  
Professional Needs ◽  
Aging Populations ◽  
Guiding Principles ◽  
Personal Interests

Abstract Shifting age demographics are reshaping our social structures with far-reaching implications for higher education. Aging populations mean more older adults are looking to higher education to meet their professional needs and personal interests, and the longevity economy is calling for a trained workforce to provide services to support the health and functioning of individuals as they age. As well, there is a need to improve students’ aging literacy, along with developing synergistic age-friendly campus-community partnerships to address aging issues. How can institutions explore, create, develop, and sustain more age-friendly programs, practices, and partnerships? This presentation will introduce the toolkit specially designed by the GSA-AGHE Workgroup for use by faculty, students, administrators, and other campus leaders, and will provide an overview of the Age-Friendly University (AFU) initiative and its 10 guiding principles for creating more age-inclusive campuses.

scholarly journals Creating an Age-Friendly Model System Through a Community and University Partnership

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 100-100
Author(s):  
Andrew Revell ◽  
Jennifer Viveiros
Keyword(s):  
Nursing Students ◽  
Global Network ◽  
Community Members ◽  
University Partnerships ◽  
Student Researchers ◽  
Dynamic Collaboration ◽  
College Of Nursing ◽  
University Of Massachusetts ◽  
The University ◽  
The Town

Abstract The University of Massachusetts 5-campus system was the first university system to receive the Age-Friendly University designation in the AFU Global Network (Business West, 2019). Simultaneously, the town of Dartmouth and city of New Bedford became Age-Friendly Communities. This allowed for dynamic collaboration between our university and communities. This presentation highlights several examples. The Ora M. DeJesus Gerontology Center faculty and student researchers developed the original age-friendly survey items for New Bedford’s initial community assessment; and the College of Nursing and Health Sciences faculty and student researchers compiled data for Dartmouth’s survey. Community service during the pandemic has flourished. The Community Companions program, which matches students with community members in social need, went virtual. Nursing students and faculty have been on the frontline in the vaccination efforts in the town of Dartmouth. These partnerships will be presented as examples of potential opportunities for other age-friendly communities. Community-university partnerships are encouraged.

scholarly journals Assessing Age-Friendliness in Higher Education: Introducing the Inventory and Campus Climate Surveys

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 536-537
Author(s):  
Nina Silverstein ◽  
Nancy Morrow-Howell
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Global Network ◽  
Major Advance ◽  
Short And Long Term ◽  
University Of Massachusetts ◽  
The University ◽  
Work Done

Abstract The establishment of the Age-Friendly University (AFU) network and adoption of the 10 principles by institutions of higher education, was a major advance in the United Nations Sustainable Development Goal of promoting healthy and active aging through opportunities for intergenerational communities. AGHE endorsed the principles in 2016, since then over 60 institutions have joined the global network. Tools are needed to identify benchmarks that institutions can use to assess progress toward realizing the AFU principles on their own campuses. This symposium shares work done at the University of Massachusetts Boston, to develop and refine the AFU Inventory and Campus Climate Surveys (ICCS), a survey-based assessment instrument (developed from a prior pilot study in 2018) based on the premise that it is necessary to assess both the institution’s actual age-friendly practices and its perceived age-friendliness or campus climate. In August, 2019, the University of Massachusetts President’s office endorsed the 10 principles for the entire UMass system of 5 campuses, presenting an opportunity to assess a multi-campus system. To date, we have surveyed UMass Boston, UMass Lowell, UMass Dartmouth and UMass Medical (n=2,704). Testing and refinement of the AFU ICCS will contribute to both short- and long-term recommendations to assist in strategic planning by higher education institutions. Whitbourne will present the Inventory reporting tool. Bowen will present the Climate Survey. Gautam and Revell will describe the AFU work at UMass Lowell and UMass Dartmouth respectively and the use of the assessment tools on their campuses; Morrow-Howell will serve as Discussant.

scholarly journals Older Adults' Perceptions of College Campus Accessibility

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 764-765
Author(s):  
Ashley Ermer ◽  
Nadine Verna
Keyword(s):  
Older Adults ◽  
Online Survey ◽  
Comparative Method ◽  
Age Groups ◽  
Global Network ◽  
Community Members ◽  
Age Diversity ◽  
Constant Comparative Method ◽  
Campus Initiatives ◽  
Strongly Agree

Abstract The emerging Age-Friendly University Global Network encourages universities to engage older adults in university activities (Gerontological Society of America, 2019). As such, attention should be devoted to the accessibility of campus facilities to older adults as a potential mechanism to increase age diversity. Intergenerational interactions, which may take place on college campuses, promote better perceptions of other generations (Bertram et al., 2017), making campus accessibility for all age groups a priority. The present study sought to uncover older adults’ perceptions of campus accessibility via an online survey. Participants were recruited through local newsletters, word of mouth, and included 81 community members (Age mean=71.58 years; 79% female; 89% White; 43% traveled to campus every few months). Descriptive analyses were conducted for closed-ended responses and two members of the research team used a constant comparative method (Corbin & Strauss, 2015) to code open-ended responses. Participants felt that campus was somewhat accessible (M = 2.72;1(very inaccessible) to 5(very accessible)), moderately easy to walk around (M=3.79;1(extremely difficult) to 7(extremely easy)), and felt somewhat welcome on campus (M=3.27; 1(strongly disagree) to 7(strongly agree). The following general themes emerged in the open-ended responses: 1)inaccessibility on campus was due to parking, drop-off locations, and topography (e.g., due to stairs, distance, hills) constraints; 2)feeling welcome on campus was due to people being helpful; and 3)difficulty in attending events was due to parking and lack of knowledge about events. Implications for campus initiatives that aim to attract older adults, especially for campuses that have topography constraints, will be discussed.

Arrays of Stereogenic Centers: The Shin/Chandrasekhar Synthesis of (+)-Lactacystin

2017 ◽  
Author(s):  
Douglass F. Taber
Keyword(s):  
Major Product ◽  
South Florida ◽  
Allylic Alcohol ◽  
Israel Institute ◽  
University Of Illinois ◽  
Enantiomerically Pure ◽  
Boston College ◽  
Stereogenic Centers ◽  
Institute Of Technology ◽  
The University

Kami L. Hull of the University of Illinois established (J. Am. Chem. Soc. 2014, 136, 11256) conditions for the diastereoselective hydroamination of 1 with 2 to give 3. Jon C. Antilla of the University of South Florida employed (Org. Lett. 2014, 16, 5548) an enantiomerically-pure Li phosphate to direct the opening of the prochiral epoxide 4 to 5. Jordi Bujons and Pere Clapés of IQAC-CSIC engineered (Chem. Eur. J. 2014, 20, 12572) an enzyme that mediated the enantioselective addition of glycolaldehyde 7 to an aldehyde 6, leading to 8. Takahiro Nishimura of Kyoto University set (J. Am. Chem. Soc. 2014, 136, 9284) the two stereogenic centers of 11 by adding 10 to the diene 9. Amir H. Hoveyda of Boston College added (J. Am. Chem. Soc. 2014, 136, 11304) the propargylic anion derived from 13 to the aldehyde 12 to give, after oxida­tion, the diol 14. Yujiro Hayashi of Tohoku University constructed (Adv. Synth. Catal. 2014, 356, 3106) 17 by the combination of 15 with 16. Yitzhak Apeloig and Ilan Marek of Technion-Israel Institute of Technology prepared (J. Org. Chem. 2014, 79, 12122) the bromo diol 20 by rearranging the adduct between the alkyne 19 and the acyl silane 18. James P. Morken, also of Boston College, effected (J. Am. Chem. Soc. 2014, 136, 17918) enantioselective coupling of 22 with the bis-borane 21. The prod­uct allyl borane added to benzaldehyde to give the alcohol 23. Sentaro Okamoto of Kanagawa University reduced (Org. Lett. 2014, 16, 6278) the aryl oxetane 24 to an intermediate that coupled with allyl bromide to give the alco­hol 25. In the presence of catalytic CuCN, the alternative diastereomer was the major product. Erick M. Carreira of ETH Zürich used (Angew. Chem. Int. Ed. 2014, 53, 13898) a combination of an Ir catalyst and an organocatalyst to couple the aldehyde 27 with the allylic alcohol 26. The four possible combinations of enantiomerically pure catalysts worked equally well, enabling the preparation of each of the four enan­tiomerically pure diastereomers of 28.

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