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Engaging Vital Older Adults in Intergenerational Service-Learning

Engaging Vital Older Adults in Intergenerational Service-Learning

Reneé A. Zucchero
Copyright: © 2018 |Pages: 22
ISBN13: 9781522529002|ISBN10: 1522529004|EISBN13: 9781522529019
DOI: 10.4018/978-1-5225-2900-2.ch016
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MLA

Zucchero, Reneé A. "Engaging Vital Older Adults in Intergenerational Service-Learning." Culturally Engaging Service-Learning With Diverse Communities, edited by Omobolade O. Delano-Oriaran, et al., IGI Global, 2018, pp. 266-287. https://doi.org/10.4018/978-1-5225-2900-2.ch016

APA

Zucchero, R. A. (2018). Engaging Vital Older Adults in Intergenerational Service-Learning. In O. Delano-Oriaran, M. Penick-Parks, & S. Fondrie (Eds.), Culturally Engaging Service-Learning With Diverse Communities (pp. 266-287). IGI Global. https://doi.org/10.4018/978-1-5225-2900-2.ch016

Chicago

Zucchero, Reneé A. "Engaging Vital Older Adults in Intergenerational Service-Learning." In Culturally Engaging Service-Learning With Diverse Communities, edited by Omobolade O. Delano-Oriaran, Marguerite W. Penick-Parks, and Suzanne Fondrie, 266-287. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2900-2.ch016

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Abstract

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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