Using Intersectionality Theory as a Lens in a Perspectives on Aging Class

The presenter will discuss strategies for using intersectionality as a theoretical lens in her Perspectives on Aging class in order to support students to understand the relevance of aging studies—including health and social disparities in aging—for their contemporary lived lives, as well as for prior generations. With this relevance established, the class also examines the significance and justification for the development of policy, such as Social Security legislation, as well as the need for aging-related career areas. The presenter will discuss the application of key course resources, including research that looks at aging in historic contexts, as well as content highlighting the importance of Age Friendliness and the diversity of career areas to support Age Friendliness and more optimal aging experiences overall. Examining historic roots of aging-related experiences in social contexts creates an informative platform for understanding experiences of aging in society today.

Using Technology to Connect the Generations and Understand Lifelong Learning

The University of Connecticut (UConn) has a thriving Osher Lifelong Learning Institute (OLLI), which has existed for over a decade on one of their regional campuses (700+ members). Intergenerational classes are utilized, but connecting UConn students with OLLI members outside of these classes in an effective, meaningful way is a challenge. A successful model developed within an adulthood and aging class to connect the generations outside of the classroom utilizes technology as a bridge. The two most successful activities will be highlighted. The first is a “technology clinic,” which requires students to pair up with OLLI members to assist them with technological needs. The second requires students to create a podcast by interviewing an OLLI member on the importance of lifelong learning, which is uploaded to the campus OLLI website. Implications for both generations, bi-directional affective change, and inclusivity of older learners in the classroom and beyond will be discussed.

Attitudes Toward Aging and Death Anxiety: Aging and Death Class

Attitudes toward aging and fear of death were examined and compared before and after completion of a course on aging or a course on death and dying. Dramatic decreases in fear of death were observed in both classes at post-test. Despite the reduction in fear, the death class maintained negative attitudes toward aging. The aging class, however, managed to maintain positive attitudes toward older adults, while at the same time reducing death anxiety. Contradictions with the existing literature are discussed, and implications are presented for course development and implementation.