Learning through living
The transformative powers of intergenerational residency
Dados Bibliográficos
| ID | 21537673 |
|---|---|
| Autores | Pauli Gardner (0009-0006-0007-3519, Brock University, autor correspondente), Krischella Laygo (Providence Healthcare), Katherine Scully (Brock University), Michelle M Vine (0009-0005-8719-450X, Brock University), Michelle Vine (Brock University) |
| Ano | 2026 |
| Páginas | 1-16 |
| Data de publicação | 2026-04-07 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Educational Gerontology (JOURNAL) |
| Identificadores do periódico | ISSN: 0360-1277 • E-ISSN: 1521-0472 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03601277.2026.2654557 |
| OpenAlex | W7152038460 |
| Idioma | EN |
| Referências citadas | 29 |
Experiential education (EE) emphasizes learning through direct engagement linking academic study with real-world practice. In gerontology, EE often includes intergenerational experiences such as residency programs where students and older adults live together. In this study, we examine the ICER Award, an intergenerational residency in which a graduate gerontology student lived for 12 months in a social housing building for older adults. In exchange for a furnished apartment, the student contributed 30–40 hours per month of community engagement. The study aimed to understand how we – the student, award coordinator and faculty member supervising the residency – changed through this residency and what factors contributed to these changes. Using a qualitative approach, four data sets were analyzed: the students reflective journal, faculty field notes, coordinator meeting notes, and transcripts from exit surveys. Three key areas of change were identified: enhanced gerontological knowledge, deeper insight into the lived experience of older adults in social housing and shifts in professional practice. Both structural and process-related elements of the residency contributed to these outcomes, offering practice guidance for others designing and implementing intergenerational residency programs. This study highlights the transformational power of intergenerational spaces. The residency was a living lab for learning – about aging, community and ourselves. Change radiated outward in a ‘echo effect’ influencing faculty and staff as well as the student. Experiential and transformative learing theories, supported by mindfulness practices, help explain these shifts. Ultimately, ICER residency shows how intentional, immersive, and reflective practices foster personal, professional, and pedagogical transformation
Adult education · Higher education · Power structure · Qualitative research · Transformative learning · Adult and Continuing Education Topics · Aging and Gerontology Research · Innovative Education and Learning Practices
Narratives of community engagement
Building Connections among University Students and Older Adult through Co-occupation in Intergenerational Living
Contemplative Pedagogy
Implicit Bias in Health Professions
The “At Home” Program
Intergenerational communities
Meanings Created in Co-occupation
An Ethnographic Analysis of a Church Supper in New England
One body, three hands and two minds
Co‐occupation
Much More Than Accommodation in Exchange for Company
An Intergenerational Residential Model for Elders and Students
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |