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ABSTRACT
For the second year in a row, students enrolled in Psychology of Aging and Consumer Behavior worked in cross-disciplinary teams during an eight-week session, with their efforts concluding in a team project. Student teams created a marketing plan of a product or service specifically targeting older consumers. Fink’s Taxonomy of Significant Learning provided a structure for organizing weekly team tasks and assignments. The cross-disciplinary teams created an opportunity for students to refine their “soft skills” by working in a dynamic team environment and gain insight into older adult motivations and preferences. Students presented their project ideas to older adults (6 panelists) and received feedback to improve the final concept. Student perceptions and learning were assessed both quantitatively and qualitatively. Pre and posttests were administered to measure changes in student perspectives of older adults (i.e., ageism) and beliefs about groups. Pre and post assessments revealed decreased levels of older adult avoidance and discrimination among students after participation. In addition, qualitative results noted increased understanding of aging among students. Several modifications and suggestions are provided to instructors wishing to replicate the project. This project prepared students to be part of a diverse team and encouraged a deeper understanding of older consumers.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Supplementary Material
Supplemental data for this article can be accessed on the publisher’s website.