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Service-Learning through conference-based, interdisciplinary workshops on Age-Friendly design.

Melissa L Cannon1, Margaret A Perkinson2, Alan K DeLaTorre3

  • 1Gerontology, Western Oregon University, Monmouth, OR, USA.

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|July 18, 2019
PubMed
Summary

The Age-Friendly Design Committee (AFDC) hosted workshops integrating gerontology expertise with design professionals. These sessions addressed local age-friendly design challenges, fostering interdisciplinary collaboration and practical solutions.

Keywords:
Service-learningaccessibilityage-friendly designenvironmental designinterdisciplinary

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Area of Science:

  • Gerontology
  • Urban Planning
  • Community Design

Background:

  • The Academy for Gerontology in Higher Education's (AGHE) Age-Friendly Design Committee (AFDC) has focused on practical applications of gerontological knowledge.
  • Community-based service-learning offers a valuable pedagogical approach for translating academic expertise into tangible societal benefits.

Purpose of the Study:

  • To describe the integration of community-based service-learning workshops into the AGHE annual meeting.
  • To highlight the collaborative process involving local stakeholders, conference attendees, and design professionals in addressing age-friendly design issues.
  • To demonstrate the value of gerontological expertise in informing design solutions for local environments.

Main Methods:

  • Organizing annual workshops focused on age-friendly design at the AGHE conference over three consecutive years.
  • Assembling diverse participants including local stakeholders, multidisciplinary conference attendees, and landscape and architectural designers.
  • Facilitating hands-on design experiences and discussions to identify and solve local age-friendly design challenges.

Main Results:

  • Successful engagement of local stakeholders, conference attendees, and design professionals in age-friendly design discussions.
  • Demonstrated the practical application of gerontological expertise by AGHE participants in addressing real-world design issues.
  • Fostered an understanding among local stakeholders regarding the importance of gerontological input in design processes.

Conclusions:

  • Service-learning workshops effectively bridge academic gerontology with practical design challenges.
  • Interdisciplinary collaboration is crucial for developing effective age-friendly environments.
  • These workshops provide a model for translating gerontological knowledge into actionable design solutions within host communities.