A Co-mentoring Project: An Intergenerational Service-Learning Experience

Abstract

Intergenerational service-learning between college students and older adults is a commonly used in educational gerontology. Service-learning is believed to enhance student learning through an equivalent focus on service and learning, reflection, and linking course content with the service experience. This article describes a comentoring project (CMP), an intergenerational service-learning program that links older adult volunteers and students enrolled in an undergraduate lifespan developmental psychology course. The researcher conducted a comprehensive evaluation of the project's impact on students, including a pre- and post-assessment using the Facts on Aging Quiz ([FAQ1]; Palmore, 1998), structured project evaluation feedback, and qualitative data analysis. Results indicated students were more knowledgeable about older adults after the service-learning experience. Consistent with previous service-learning literature, students often reported intrapersonal development and establishment of a deep relationship with their partners. Students admired their partners, felt inspired by them, and viewed them as rolemodels.

Acknowledgments

The author thanks Ms. Becki Jacoby and Ms. Justina Gorman for their assistance with the qualitative data analysis presented in this article.

Notes

Note. X indicates theme not present during this semester.