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"So we basically let them struggle": Student perceptions of challenges in intergenerational service-learning
This study documented the experiences of 19 students who were required to participate in at least 20 hours of intergenerational service-learning for an introductory gerontology course. Because an administrative error prevented students from knowing about the service-learning requirement until they were enrolled, these participants provided a unique perspective of the challenges and positive aspects of their experiences.
"So we basically let them struggle": Student perceptions of challenges in intergenerational service-learning
Service-learning is a widely used pedagogical practice that integrates community involvement and civic engagement into the classroom. Benefits of service-learning in gerontology include an increased sense of personal growth, greater knowledge of aging, and enhanced interest in aging-related careers. However, relatively little research has specifically explored the challenges associated with intergenerational service-learning. A focus group documented the experiences of 19 students who were required to participate in at least 20 hours of intergenerational service-learning for an introductory gerontology course. Because an administrative error prevented students from knowing about the service-learning requirement until they were enrolled, these participants were well qualified to discuss the challenges and positive aspects of their experiences. In addition to confirming known benefits of service-learning, three major themes regarding challenges emerged: lack of communication, the need for guidance, and creating meaningful relationships. This study provides suggestions for further development of “best practice” guidelines unique to intergenerational service-learning.
Gerontology & Geriatrics Education, doi:10.1080/02701960.2018.1447935