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This study seeks to develop Age-Friendly University (AFU) implementation guidelines to enable universities to self-identify their age-friendliness levels and establish specific strategies toward becoming an AFU. The survey was completed by primary leads for 26 AFUs-recognized institutions globally. The questionnaires included an inventory of 68 possible attributes of an AFU. The respondents were asked to (a) report the status of their institution in terms of performance on the attributes and (b) state the relative desirability of each attribute as a potential guideline for assessing the performance of AFU attributes. For institution's performance, 'Social engagement and support' had the highest (3.32) age-friendliness level, followed by an 'Age-friendly environment' (3.31), 'Administrative support' (3.15), Lifelong learning' (3.11), and 'Reflecting the needs of older people' (2.83). Furthermore, the overall score was highest in Canada (3.82), followed by Europe (3.51), the USA (3.14), and Asia (2.67). Among attributes, 'There are elevators in major buildings (that older adults use frequently)' was the highest (4.40); followed by 'The campus and surrounding environment in our school are clean for older adults to use' (4.28). We also asked participants about "the adequacy of the AFU as a guideline. 'Members of our university's community are respectful and friendly toward older adults' was the highest (4.43)." However, in this study, 8 attributes scored less than 3 points for appropriateness. Consequently, we condensed the instrument to 60 attributes. This study is novel in proposing guidelines to implement strategies to apply and operationalize the somewhat abstract concept of age-friendliness of universities.

Applied community learning experiences for university students are promising endeavors in downtown urban environments. Past research is applied to help better comprehend a community engagement initiative conducted in downtown Phoenix, Arizona. The initiative aimed to illuminate the socio-cultural diversity of the downtown area utilizing storytelling methods. The initiative leveraged three broad questions: Where is downtown, what is downtown, and who is downtown? Lessons learned from the initiative, its processes, and outcomes are showcased and reviewed.

Lifelong learning as a field has leapt forward, but work remains to inform the structuring and practice of lifelong learning institutes. This study furthers the field of institution-based lifelong learning by utilizing cross-institutional research regarding the value of lifelong learning to older adults. A content analysis coding approach is undertaken to categorize and organize 4,400 lifelong learners' responses to the question: "What about your Osher Institute has been valuable/important to you?" Responses came from 12 institutes across the United States. The organization and interpretation of the themes fell along four dimensions: (a) learning experience, (b) community environment, (c) learning quality, and (d) learning access. Subthemes within each of the four broad themes are identified and discussed. Slight demographic differences regarding codes assigned are highlighted. Institutional differences were more notable demonstrating that the structures and practices of institutes warrant more research.

This article focuses on the role of universities in the promotion of intergenerational learning and the facilitation of reciprocal sharing of expertise among learners of all ages. The principles of the Age Friendly University are used as a particular lens for interpreting two university programs, one in the United States and one in Ireland. Though different in operational implementation, core commonalities emerged within the nature of benefits to younger learners, older learners, the university, and the community. A review of these benefits illustrates how universities can provide opportunities for older and younger learners to co-create experiences and mutually enrich each other's lives.

This article emphasizes the role of parental involvement in the college preparation of Latino elementary and secondary school students. Although literature shows that education is highly valued in Latino families, actual college enrollment rates for Latino youth are below average. This has been attributed to barriers including lack of financial resources, problems in communication with schools, and low familiarity with the college planning process. The American Dream Academy is a university outreach program that is designed to help Latino families overcome these barriers. We conducted a qualitative analysis of speeches that were prepared and delivered by parents at graduation ceremonies of the program from 2007 to 2009. Our analysis revealed six themes: facing challenges, envisioning success, understanding the school system, taking ownership, community raising a child, and creating a supportive home environment. The findings enrich existing literature and help understand the complex systems that are at play with parental involvement in Latino families.

The global society is facing a new burgeoning element: an ageing population. Response to the educational needs and interests of older adults requires innovative pedagogies and practices of teaching, research, and community engagement. While traditionally geared towards provision for younger adults, the case is presented that universities have the potential to play a major role in innovation for later life learning for older adults. This article outlines one approach, the Age Friendly University (AFU) and highlights 10 principles that offer a possible guide for innovation and institutional change. The integration of AFU's mission and principles into three universities is reflected in stories from three university cases in Ireland, the UK (Scotland) and the USA exploring potential merits and also major challenges. It is argued the AFU has the potential to bring social, personal and economic benefits to older adults and universities alike.

The prevalence of learning providers for third agers continues to expand alongside the growth of the older adult population, yet there remains little empirical evidence on what types of learning experiences are most desired by lifelong learners. This article examines the effects that different learning topics have on attendance at classes hosted by a university-based lifelong learning institute, asking, "Which learning topics draw enrollment in a lifelong learning program?" Registration data were collected from 7,332 attendees of 290 learning experiences held over four semesters; class topics were coded and analyzed using a multivariate regression procedure. Results indicate that lifelong learners are more interested in classes concerning global issues, religion/philosophy, and social issues focusing on particular groups and individuals. The results remain significant after accounting for structural arrangements such as class time, day of the week, number of sessions, and location. Implications for enhancing lifelong learning experiences and programs are discussed.

This study explores self-reports of 241 older adults (aged 63–95) regarding loneliness and social disconnectedness, and the potential for information and communication technologies (ICT) and ride-hailing services to mitigate these phenomena. The samples are drawn from four older adult living communities in Maricopa County, Arizona. Lonelier older adults and older adults desiring greater social connections with friends, family, and outsiders appear to use ICT less and might benefit from ride-hailing services more than their less lonely and more socially connected counterparts. These findings are nuanced and depend on ICT device, type of ride-hailing service, and purpose of use. While desires for ride-hailing services were generally low, these services show promise in alleviating loneliness and increasing social connectedness, especially as older adults prepare to cease driving. Advice for implementing interventions and strategies to decrease the loneliness and increase social connectedness of community-dwelling older adults is elucidated and shared. [ABSTRACT FROM AUTHOR]

The number of lifelong learning institutes serving older adults in the U.S. has increased in the last few decades. To date, these institutes have functioned primarily in traditional, in-person classroom, and seminar formats; however, technology-enhanced methods may help provide greater access to high-quality lifelong learning experiences. This research note reports the results of a cross-institutional survey of Osher Lifelong Learning Network participants. The survey participants' high levels of computer utilization and experience with modern distance education capabilities opens the possibility that Technology-Based Instruction (TBI) can augment or supplement in-person lifelong learning experiences. Specifically, TBI may be effective in expanding access for older adults who have mobility or other health limitations, as well as those who live far from the location of any such program. Example approaches are suggested for developing blended, hybrid in-person, and online lifelong learning environments, which may offer enriching intellectual engagement and meaningful socialization. [ABSTRACT FROM AUTHOR]

The relationships between social and physical activities in older adulthood deserve further attention. This study explores the relationship of social leisure activity (SLA) and the psychological construct, valuation of life (VOL), to physical activity among the young, middle, and oldest old. Significant differences and relationships were observed. Oldest old showed significant drops in ability and activity, both physical and leisure activity. VOL is connected to SLA and physical activities specific to improving flexibility. The study findings suggest SLA and VOL are important points of leverage for helping older adults forestall decreases in physical activity, especially for the oldest old. [ABSTRACT FROM AUTHOR]

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Sustainable development (SD) has become a catchall phrase for addressing gross economic inequality, environmental degradation, and systemic marginalization and oppression. Like all concepts, we understand the meaning and act according to the conceptual metaphors that illuminate and articulate the term SD. The attention given to the technical aspects of SD far outweighs the attention given to the way the concept has been constructed and organized as theory and practice are built. In this article, we examine the conceptual metaphors that form the foundation for SD theory and practice. We suggest that these conceptual metaphors reveal problematic understandings and assumptions. Through a conceptualization of paradigm, we describe the constituent elements as frame, worldview, and posture. We further suggest that the normative ethics found in the ecological paradigm provide a comparably superior foundation for the theory and practice of SD. [ABSTRACT FROM AUTHOR]