Changing Students' Perceptions of Aging: The Impact of an Intergenerational Service Learning Course

Knapp, Patricia Stubblefield James L.

doi:10.1080/03601270050200617

Cited by 87 publications

(7 citation statements)

References 14 publications

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“…Descriptive statistics and qualitative analyses were used to analyze student answers to structured and open-ended questions. The study findings support earlier research results that facilitating exposure to the lived experience of older adults (Chonody, 2015;Knapp & Stubblefield, 2000;Laver, 2006;Marken, Moxley, & Fralwy, 2011;Ortiz et al, 2012;Stafford, 2001) and encouraging student immersion in art-based methods (Aditomo, Goodyear, Bliuc, & Ellis, 2011;Campbell & McDonagh, 2009;Lee, 2009Lee, , 2012) have a positive impact on the development of their knowledge and attitude. Moreover, the findings reveal that students found the experiential aspect of the process as positive and displayed motivation and enjoyment.…”

Section: Discussionsupporting

confidence: 89%

“…Thus, many studies reveal that interaction with older adults enables students to better understand their lives and experiences (Ortiz, Cross, & Day, 2012). Various exposure strategies include: older adults participating in a course interacting with younger adults (Knapp & Stubblefield, 2000;Ortiz et al, 2012); creating partnerships with students and elders through special programs (Lu, Hoffman, Hosokawa, Gray, & Zweig, 2010); encouraging undergraduate students to assume a range of responsibilities in research projects regarding aging (Laver, 2006); conducting interviews with elders in their homes (Stafford, 2001) and students carrying out participant observation in health or human service settings (Hughes & Heycox, 2008).…”

Section: Exposure Through Interview and Observationmentioning

confidence: 99%

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Developing empathy towards older adults in design

Altay

2016

Educational Gerontology

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In design disciplines, an affective understanding of users' everyday lives can increase designer sensitivity and awareness, leading to higher-quality design outcomes. Developing students' empathic understanding within design education is required to accomplish this goal. This article discusses learning strategies that enhance students' empathic horizons, and specifically analyzes an assignment conducted in an Interior Architecture and Environmental Design course, "The Grandparent Experience." Here, exposure through observation and interviewing, and art-based methods are employed to develop students' empathy towards older adults. We conducted a survey with students who completed the exercise and the course, exploring their perspectives on their learning. The results reveal that students had positive views on the assignment's effectiveness regarding the learning outcome and learning process. Implications for empathic design education and educational gerontology are discussed.

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Section: Discussionsupporting

confidence: 89%

Section: Exposure Through Interview and Observationmentioning

confidence: 99%

Developing empathy towards older adults in design

Altay

2016

Educational Gerontology

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“…However, these negative ideas about aging improved by the end of the semester. In addition, these findings add to the current body of literature surrounding the positive impact that intergenerational service-learning programs have on students' perceptions of older adults (Knapp & Stubblefield, 2000). The results of this study are consistent with the literature that intergenerational service-learning reduces negative perceptions of older adults and promotes a better understanding of the aging process among undergraduate students Knapp & Stubblefield, 2000).…”

Section: Discussionsupporting

confidence: 87%

Frailty vs. Wise as Thematic Verbatim Perceptions of Aging from College Students Enrolled in a Health and Aging Course

Groot¹,

Orsega-Smith²

2020

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The older adult population is rapidly growing expecting to reach nearly 95 million by 2060. Consequently, there is a growing need for young adults preparing to enter the workforce to have accurate perceptions of the aging process. The purpose of this study was to examine students' verbatim descriptors of someone over 65 years of age and how they change after completing an undergraduate health and aging course. 132 junior-level Health Behavior Science undergraduate students completed a pre-course and post-course questionnaire that assessed aging knowledge and perceptions. A thematic analysis was conducted to examine students' descriptors of individuals 65+ pre-and post-course. An evaluation of the qualitative responses indicated that the undergraduate students' perceptions of older adults and aging changed from their pre-course to post course responses. Positive personality trait descriptors increased from 160 (11.5%) initially to 268 (31.8%) following course completion. Conversely, negative traits of being sedentary/inactive (pre (4.6%) to post (0.5%)), being slow (pre (4.8%) to post (2.5%)), having health problems (pre (9.7%) to post (4.5%)), and being fragile (pre (7.5%) to post (5.3%)) all decreased. Independent samples paired t test showed a significant increase (p < 0.0001) in aging knowledge scores from pre to post course. In year one, the scores increased from 64.45 (+12.63) to 78.66 (+12.67) and in year two the scores increased from 69.41 (+13.12) to 80.75 (+11.07). Overall, this study demonstrated that an undergraduate health and aging course with a service-learning component greatly impacted undergraduate students' perceptions of older adults and the aging process to be more positive.

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“…A review of intergenerational case studies across the United Kingdom led by the Beth Johnson Foundation documented a network of over 850 organisations and practitioners who are actively involved in delivering intergenerational programmes [10]. Specifically, studies of intergenerational programmes in education (including technology) generally point to a positive impact such programmes have had on the participants, such as fostering more positive attitudes toward older adults [11]; improving older people's sense of self-worth, health and well-being [12]; improving classroom atmosphere [13], and a higher overall level of social integration [14].…”

Section: Intergenerational Education Programmesmentioning

confidence: 99%

The Positive and Negative Impact of an Intergenerational Digital Technology Education Programme on Younger People’s Perceptions of Older Adults

Drury

Bobrowicz

Cameron

et al. 2017

Human Aspects of IT for the Aged Population. Aging, Design and User Experience

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Abstract. In order to meet the technological needs of older adults, and ensure digital inclusion, it is important for digital technology designers to accurately assess and understand older adults' needs and requirements, free from the influence of societal assumptions of their capabilities. This study evaluated the impact of an intergenerational digital technology education programme on younger adults' stereotypes of older people. Using an experimental design, results show that compared to a control group, students taking part in the programme subsequently rated older adults as more friendly but less competent. Practical implications for developing intergenerational education programmes are discussed.

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Changing Students' Perceptions of Aging: The Impact of an Intergenerational Service Learning Course

Cited by 87 publications

References 14 publications

Developing empathy towards older adults in design

Developing empathy towards older adults in design

Frailty vs. Wise as Thematic Verbatim Perceptions of Aging from College Students Enrolled in a Health and Aging Course

The Positive and Negative Impact of an Intergenerational Digital Technology Education Programme on Younger People’s Perceptions of Older Adults

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