References
- Bengtsson, J. (2013). National strategies for implementing lifelong learning (LLL) – The gap between policy and reality: An international perspective. International Review of Education, 59(3), 343–352. https://doi.org/https://doi.org/10.1007/s11159-013-9362-4
- Cesnales, N., Dauenhauer, J., & Heffernan, K. (2020). Everything gets better with age: Traditional student perspectives on older adult auditors in multigenerational classrooms. Journal of Intergenerational Relationships, 1–12. https://doi.org/https://doi.org/10.1080/15350770.2020.1835781
- Clark, P. G., & Leedahl, S. N. (2019). Becoming and being an Age-Friendly University (AFU): Strategic considerations and practical implications. Gerontology & Geriatrics Education, 40(2), 166–178. https://doi.org/https://doi.org/10.1080/02701960.2019.1579714
- Dauenhauer, J., Hazzan, A., Heffernan, K., & Milliner, C. M. (2021). Faculty perceptions of engaging older adults in higher education: The need for intergenerational pedagogy. Gerontology & Geriatrics Education, 1–22. https://doi.org/https://doi.org/10.1080/02701960.2021.1910506
- Dauenhauer, D. Hazzan, A., Heffernan, and K. (2021). Faculty perceptions of engaging older adults in higher
- Dauenhauer, J., Heffernan, K., & Cesnales, N. (2018). Promoting intergenerational learning in higher education: Older adult perspectives on course auditing. Educational Gerontology, 44(11), 732–740. https://doi.org/https://doi.org/10.1080/03601277.2018.1555358
- Dublin City University. (2021, July 2). Age-FriendlyUniversity. https://www.dcu.ie/agefriendly/principles-age-friendly-university
- Fishman, S. M. (2010). Older learner programs in Ohio: Policy and practice implications. Educational Gerontology, 36(8), 654–675. https://doi.org/https://doi.org/10.1080/03601277.2010.480877
- Florida Atlantic University. (2021, November 24). 60+ registration schedule. https://www.fau.edu/registrar/registration/sixtyPlus.php
- Gerontological Society of America. (2021, July 22). Age-Friendly University (AFU) global network. https://www.geron.org/programs-services/education-center/age-friendly-university-afu-global-network
- Hansen, R. J., Talmage, C. A., Thaxton, S. P., & Knopf, R. C. (2019). Barriers to Age-Friendly Universities (AFU): Lessons from Osher Lifelong Learning Institute demographics and perceptions. Gerontology & Geriatrics Education, 40(2), 221–243. https://doi.org/https://doi.org/10.1080/02701960.2019.1572003
- Heffernan, K., Cesnales, N. & Dauenhauer, D. (2019). Creating multigenerational learning opportunities in college classrooms: Faculty perceptions and experiences. Journal of Gerontology and Geriatrics Education, 42(4), 502–515. https://doi.org/https://doi.org/10.1080/02701960.2019.1613235
- Heffernan, K., Cesnales, N., & Dauenhauer, J. (2019). Creating intergenerational learning opportunities in multigenerational college classrooms: Faculty perceptions and experiences. Gerontology & Geriatrics Education, 40(2), 244–260. https://doi.org/https://doi.org/10.1080/02701960.2019.1613235
- Hertel, G., Van der Heijden, B. I. J. M., de Lange, A. H., & Deller, J. (2013). Facilitating age diversity in organizations – Part II: Managing perceptions and interactions. Journal of Managerial Psychology, 28(7/8), 857–866. https://doi.org/https://doi.org/10.1108/JMP-07-2013-0233
- Hogan, S. J., & Coote, L. V. (2014). Organizational culture, innovation, and performance: A test of Schein’s model. Journal of Business Research, 67(8), 1609–1621. https://doi.org/https://doi.org/10.1016/j.jbusres.2013.09.007
- Homburg, C., & Pflesser, C. (2000). A multiple-layer model of market-oriented organizational culture: Measurement issues and performance outcomes. Journal of Marketing Research, 37(4), 449–462. https://doi.org/https://doi.org/10.1509/jmkr.37.4.449.18786
- Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/https://doi.org/10.1177/1049732305276687
- Lietz, C. A., & Zayas, L. E. (2010). Evaluating qualitative research for social work practitioners. Advances in Social Work, 11(2), 188–202. https://doi.org/https://doi.org/10.18060/589
- Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Sage.
- Lincoln, Y., & Guba, E. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 20(30), 15–25. https://doi.org/https://doi.org/10.1002/ev.1427
- McWilliams, S. C., & Barrett, A. E. (2018). “I hope I go out of this world still wanting to learn more:” Identity work in a lifelong learning institute. The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences, 73(2), 292–301.
- Otter. (2021, July 20). Otter for education. https://otter.ai/edu
- Outcalt, C. L. (2000). ERIC review: Community college teaching – Toward collegiality and community. Community College Review, 28(2), 57–70. https://doi.org/https://doi.org/10.1177/009155210002800204
- Penn State Harrisburg. (2021, November 24). Go-60 program. https://harrisburg.psu.edu/registrar/GO-60-program
- Sanchez, M., & Kaplan, M. (2014). Intergenerational learning in higher education: Making the case for multigenerational classrooms. Educational Gerontology, 40(7), 473–485. https://doi.org/https://doi.org/10.1080/03601277.2013.844039
- Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 77–84. https://doi.org/https://doi.org/10.1002/nur.20362
- Schein, E. H. (1992). Organizational Culture and Leadership (2nd ed.). Jossey-Bass Publishers.
- Silverstein, N. M., Hendricksen, M., Marshall Bowen, L., Fonte Weaver, A. J., & Krauss Whitbourne, S. (2019). Developing an Age-Friendly University (AFU) audit: A pilot study. Gerontology & Geriatrics Education, 40(2), 203–220. https://doi.org/https://doi.org/10.1080/02701960.2019.1572006
- Silverstein, N. M., Whitbourne, S. K., Bowen, L. M., Montepare, J. M., Jansen, T., Beaulieu, C., & Prasad, A. (2021). Assessing age inclusivity in higher education: Introducing the age-friendly inventory and campus climate survey. The Gerontologist (62)(1) , e48–e61. https://doi.org/https://doi.org/10.1093/geront/gnab090
- Simon, A., Masinda, S., & Zakrajsek, A. (2020). Age-Friendly University environmental scan: Exploring “age-friendliness” with stakeholders at one regional comprehensive university. Gerontology & Geriatrics Education, 1–14. https://doi.org/https://doi.org/10.1080/02701960.2020.1783259
- State University of New York [SUNY]. (1992). Retrieved from: https://www.suny.edu/sunypp/documents.cfm?doc_id=406
- Talmage, C. A., Lacher, R. G., Pstross, M., Knopf, R. C., & Burkhart, K. A. (2015). Captivating lifelong learners in the third age: Lessons learned from a university-based institute. Adult Education Quarterly, 65(3), 232–249. https://doi.org/https://doi.org/10.1177/0741713615577109
- Talmage, C. A., Mark, R., Slowey, M., & Knopf, R. C. (2016). Age friendly universities and engagement with older adults: Moving from principles to practice. International Journal of Lifelong Education, 35(5), 537–554. https://doi.org/https://doi.org/10.1080/02601370.2016.1224040
- Ward, H. C., & Selvester, P. M. (2012). Faculty learning communities: Improving teaching in higher education. Educational Studies, 38(1), 111–121. https://doi.org/https://doi.org/10.1080/03055698.2011.567029