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Original Query from A. Ann Tai, Learning
in Retirement, University of Michigan
Our LLI is interested in the different types of intergenerational activities
that other LLIs are doing. Sometime back, someone mentioned having LLI members
sit on a mock committee for graduate students preparing their dissertation
presentation. Has anyone tried this? What were the outcomes?
From Roxanne M. Knott-Kuczborski, Lifelong Learning
Institute, Caldwell College, NJ
We have successfully had a variation of that with students presenting their
Senior Music Recitals for critique, to an interested group.
From Gene Bammel, SAGE, U. of Arizona
We have had retired executives do "mock" hiring interviews, particularly
for students in Business. We also have gone the route of helping "English
as a Second Language" students, but that was complicated by our very large
campus, and the difficulties of getting around on campus. We have been involved
in various graduate programs, but mostly on an ad-hoc basis....
From Joe Scorpion, Academy for Lifelong Learning,
Carnegie Mellon U, Pittsburgh, PA
We at the Academy for Lifelong Learning (A.L.L.) at Carnegie Mellon University
in Pittsburgh, PA have engaged in two particular "intergenerational" activities
on campus:
• Mentoring Program with the Graduate School of Industrial Administration
(GSIA). About 6 years ago, in cooperation with GSIA, we established a "mentoring"
program as part of their "Interpersonal Communications" class. The purpose
of our participation is to show the student how important such skills
are. We usually have about 28-30 of our members and CMU students in the
program. The mentor program pairs up one of our A.L.L. members (mentor)
with 1-2 students. If enough of our members volunteer, only
one member per student is assigned. GSIA assigns a "liaison" student to
work with our office in selecting the pairings based upon individual
backgrounds, experience, desires, etc. We begin with a pretty lavish buffet
luncheon (our treat) which the students are invited to meet their mentors.
This lasts for about 1-1/2 to 2 hours, we all get acquainted, explain the
program, goals and go over the ground rules. The students then contact their
mentor to set up a time and place to meet. Only one meeting is required,
but additional meetings/interviews can be arranged. When they get
together, the student will ask questions about how the mentor uses/used
interpersonal skills in their day-to-day activities, drawing upon the mentor's
career, work and life experience. At the completion of the class/course
the student is required to summarize their impressions, what they learned,
overall benefit, etc. and submit these in writing to their mentor. This
has become a popular segment of their course and it looks like we will continue
this arrangement again next Spring.
• Mock Interviews - Career Center-CMU. We have in the past served as
mock interviewers, interviewing and evaluating students and their interview
techniques/performance at "mock interviews" prior to the students
going out for real job interviews. We are given an evaluation form which
we use to submit our comments and recommendations on the students performance.
This has been a good experience for our members and students alike and has,
I am certain, been helpful. Hope this gives you some ideas!!
From Ann Burdett, Mohawk Valley ILR,
SUNY-Utica, NY
We have had a number of intergenerational experiences.
• We have a "Foster Families" project with International Students.
Those International students who are interested can be paired
up with one of our families who then share a variety of activities with
the students---dinner, holiday celebrations, theater, trips, museums, etc.---whatever
appeals to both parties, and whatever the students have time for. Most important,
our members are there for them.
• One of SUNYIT''s professors designed a course comprised of half graduate
nursing students and half MVILR members. It was highly successful.
• I mentor a student each semester from a communications course---and
provide the opportunity for field work.
• Next year SUNYIT will become a four-year school, rather than the
upper division school it is now. We are planning, with the president of
SUNYIT, for a program of mentorship for the incoming freshmen and
our members. Informally there is constant valuable communication between
SUNYIT students and MVILR members. And---the impact is immeasurable
on the students of seeing hundreds of adults who have been successful in
their lives and careers, and who are still so committed to life-long learning.
From Merle Allshouse, ASPEC (The Academy
of Senior Professionals, Eckerd College, St. Petersburg, FL
For the past decade ASPEC has been involved in intergenerational learning
activities. For the past three years these have been coordinated by an Associate
Dean for Faculty Development and Intergenerational Learning, who reports
to the Academic Dean. Our activities are both in and out of the classroom,
and include:
• Discussant Colleagues - work with a faculty member for the entire
semester in any capacity defined by the faculty member... sometimes this
includes discussion leader, facilitator, provocateur, etc.
• Guest lecturer
• Mentor for
the student
• Career advisor
• Mock interviews
• Social Club advisor
From Mary
Lewerenz, University for Seniors, University of Minnesota Duluth
We have had an intergenerational program at University for Seniors (US)
since we organized 14 years ago. A committee entitled SAGE (Sharing Across
GenErations) is responsible for the program. The Chair of the Committee
is a member for the US governing Council. We have been fortunate that most
of the time we have had a work study graduate student part time to help
coordinate with traditional classes and programs and phoning US members
to volunteer for commitments in traditional classes. Some of the things
we have done are:
• Members participating at the instructor's request in a class session
or two in a discussion or question and answer format where senior input
is desired.
• A book club with students from the medical school-equal number of
med students and US members.
• An equal number of traditional students and US members in a class
in the School of Communication Disorders. The class deals with hearing loss
and its relation to communication problems. Traditional students take
this course for credit.
• In a couple
of instances, traditional students take one of our courses as an independent
study.
• Helping international students in several ways: picking them up at
the airport; providing a small "care" package to tide them over when they
arrive before the dining halls open; participating in their special events;
inviting them into our homes for a holiday; etc.
• Inviting traditional students to our lectures through the student
news paper, posting notices, or notifying an instructor or department when
we think the topic may be of particular interest to them.
• Our classrooms and office are in the student union so we have many
informal contacts in the halls, dining centers, book shops, the theater.
• When an instructor asks
for assistance in some way, we try to provide it.
• Several of our members have taken the National Issues Forum training
through the Minnesota Humanities Commission and then we have taken the program
into some of our secondary schools.
We have found our intergenerational activities to be very rewarding and
fun. Hope some more of you will try some type of activity with the traditional
students on your campus.
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