Balancing Structure and Choice in Intergenerational Service-Learning

Abstract

Intergenerational service-learning has become an important component of many educational gerontology programs. The model at the University of North Carolina Charlotte incorporates multiple elements of student choice within a very structured service-learning experience. A review of the literature reveals some discussion of the value of choice, but very little utilization of choice within a structured intergenerational service-learning model. Qualitative analysis of data from 210 student reflection papers reveals the experience of having choices in structured undergraduate service-learning. These findings support the utilization of choice within structure as a best practice in intergenerational service-learning.

Keywords:

• intergenerational service-learning
• choice
• gerontology education

Acknowledgments

The authors wish to thank their many undergraduate students who participated in their service-learning project over the years. Additionally the authors thank their partnering service-learning sites, as well as their resident conversation partners without whom this research would not be possible. The authors hope that others can benefit from their findings.

Notes

1 Service-learning designation requires, among other things, the scholarly exploration of service, citizenship, social issues and justice; service to the larger community; multidimensional reflection as a large component of one's grade; lifelong skill development; lasting reciprocal relationships between the specific service-learning model and the community; student critical and comparative thinking; and connections to career goals.