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"So we basically let them struggle": Student perceptions of challenges in intergenerational Service-Learning
Sarah J Hahn1, Jennifer M Kinney1, Jennifer Heston1
1Department of Sociology and Gerontology & Scripps Gerontology Center, Miami University.
Gerontology & Geriatrics Education
|March 14, 2018
Summary
Intergenerational service-learning in gerontology courses offers benefits but presents challenges. Key issues include communication gaps, the need for clearer guidance, and building meaningful relationships for students.
Area of Science:
- Gerontology
- Education
- Sociology
Background:
- Service-learning, integrating community service with academics, is a common teaching method.
- In gerontology, it enhances personal growth, aging knowledge, and interest in aging careers.
- Challenges in intergenerational service-learning are under-researched.
Purpose of the Study:
- To explore the challenges and benefits of intergenerational service-learning experiences.
- To identify key themes from student perspectives in an introductory gerontology course.
Main Methods:
- A focus group was conducted with 19 undergraduate students.
- Participants had a mandatory 20-hour intergenerational service-learning component.
- Students were unaware of the requirement until course enrollment due to an administrative error.
Main Results:
- Confirmed known benefits of service-learning.
- Identified three primary challenge themes: lack of communication, need for guidance, and relationship building.
- Student experiences highlighted both positive aspects and significant difficulties.
Conclusions:
- Intergenerational service-learning requires specific strategies to address identified challenges.
- Suggestions are provided for developing best practice guidelines tailored to this pedagogical approach.
- Addressing communication, guidance, and relationship-building is crucial for effective intergenerational service-learning.