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

ABSTRACT

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. Data analysis revealed that faculty members expected benefits from including older adults in their classroom, and then reported positive experiences, yet they themselves did not change their teaching style to facilitate intergenerational learning. Faculty appear to have assumed that by having a multigenerational class, intergenerational learning would naturally take place. The implication for institutes of higher education is that they need to help prepare faculty to understand the unique role that they play in fostering intergenerational learning in a multigenerational class.

KEYWORDS:

• Faculty
• intergenerational learning
• multigenerational learning
• lifelong learning