Faculty perceptions of engaging older adults in higher education: The need for intergenerational pedagogy.

Institutions of higher education need to become more age friendly. Creating an on-campus lifelong learning program can offer older adults opportunities to audit classes and engage in multigenerational classrooms, but can also promote intergenerational learning when instructors consciously use pedagogy that fosters engagement between learners from various generations. Promoting intergenerational learning to facilitate reciprocal sharing of expertise between generations is also the fourth principle of the Age Friendly University framework.

Creating intergenerational learning opportunities in multigenerational college classrooms: Faculty perceptions and experiences.

This study explored the role of faculty in fostering intergenerational learning. Specifically, it 1) describes how faculty perceive the engagement between older auditors and traditional students within a multigenerational classroom, 2) looks at the role faculty play in fostering engagement between the generations, 3) determines whether or not intergenerational learning is taking place, and 4) identifies areas of need in order to facilitate intergenerational learning. Using an online survey we collected data from 14 of the 15 faculty who participated in an older adult auditing program at a state college.

Preliminary Outcomes From a Community-Based Elder Abuse Risk and Evaluation Tool.

This research addresses the need to develop an assessment tool for case workers working in the aging services field outside of APS. As such, the research discusses the development, implementation, and preliminary outcomes of the Elder Abuse Risk Assessment and Evaluation© tool (EARAE). This instrument was developed and pilot tested by the Elder Abuse Prevention Program (EAPP), a program within Lifespan of Greater Rochester Inc.

Constructions of pregnant and postnatal embodiment across three generations: mothers', daughters' and others' experiences of the transition to motherhood.

The academic study of the 'body' has come to occupy the foreground over the past two decades and the differential influences of physical and social worlds particularly upon body management practices have become fundamental to the 21st-century 'project' of the body. In this article we explore three generations of women's accounts of living in/with a pregnant and postnatal body which is now both visible and 'public' as women 'leave' the home for work. However this now takes place in the context of public surveillance (and self-surveillance) particularly about food/eating, 'health' and 'beauty'.