Maria Claver, Lecturer, UCLA (now Assistant Professor of Gerontology, California State University, Long Beach) Kathy O’Byrne, Director, UCLA Center for Community Learning
Mark Lewis-Fitzgerald, Director, UCLA Office of Undergraduate Evaluation and Research
The Frontiers in Human Aging: Biomedical, Psychosocial and Policy Perspectives (Aging Cluster) is a year-long, undergraduate, inter- disciplinary honors course offered solely to first-year students. It is one of 10 UCLA General Education Freshman Clusters, focused on a given topic and organized so that students can explore how different disciplines address a common issue. In 2006-2007, the Aging Cluster was offered for a seventh year.
The course objectives are to illustrate the relationship among biological, psychological, social, and policy constructions of aging; to understand aging as a “systems” phenomenon; to explore diver- sity and appreciate the continuity of aging across the life span and within a socio-historical context; to sensitize students to principles of successful aging; to view aging within various cultures through literature, art, and media; to introduce viable career opportunities in geriatrics/gerontology; and to provide students with a commu- nity-based service-learning experience with older adults.
Service-Learning — Center for Community Learning
For the last five years, the Aging Cluster faculty have collaborated with UCLA’s Center for Community Learning to incorporate a service-learning requirement. The rationale behind service-learn- ing includes enhancing connections between theory and practice, promoting critical thinking and reflection, increasing skills and knowledge needed for leadership, and engaging students to gain a greater sense of civic responsibility and a service ethic, including civic literacy. The course challenges students to think about how we, as a society, care for those who are vulnerable and how the fabric of corporate, government, and non-profit resources is cre- ated and organized. The course also emphasizes issues related to a diverse democracy.
Preparation for the service-learning component involves col- laboration between the Center for Community Learning and an Aging Cluster Service Learning Coordinator. During the fall quarter, the Center contacts community organizations to arrange partnerships. Site visits are made to new agencies. Service-learning sites include senior centers, adult day care programs, nutrition pro- grams, outpatient clinics, and assisted living facilities. Participating agencies are required to attend a Service-Learning Fair at UCLA, provide one-on-one supervision, provide an orientation, become familiar with the course syllabus, and participate as a co-educator.
During the fall quarter, the Center director presents a lecture to all students on “Civic Engagement at UCLA.” The PowerPoint presentation covers American history, original founding prin- ciples and civic values, history of the service-learning and civic engagement movements within higher education, links between education and the promotion of democracy in every generation, research on civic learning outcomes, and best practices for univer- sity/community partnerships.
The Service-Learning Fair takes place in the winter quar- ter. Agencies distribute information about their organizations. Students indicate their first and second choices of sites, and the Service Learning Coordinator assigns students to one of their preferred agencies and provides additional information about service-learning guidelines and transportation.
During the winter quarter, in addition to attending lectures and supporting discussion sections, students participate in a service- learning activity once a week. Writing components of the service- learning experience include: an expectations paper to be written before beginning service-learning hours; a weekly description of their activities at the agency; and reflections, in which they are expected to apply their experiences to course materials, past civic engagement, and current events. Newspaper articles, news sto- ries, and current events are regularly woven into formal lectures, weekly discussion sections, and a course Web site discussion page to remind students of the timely applicability of concepts dis- cussed in class and experienced in service- learning placements. Final assignments for the quarter include an agency paper, which provides students with the opportunity to identify services and programs offered by the agency and to conceptualize the role of the agency in the community. In addition, students participate in a group presentation, which encapsulates service-learning experi- ences through formal oral presentations. The group presentation includes a description of the agency, a discussion of how diversity is addressed in that agency, strengths of the agency, and strategies for providing better service.
In the past five years, more than 700 Aging Cluster students have been placed in over 20 different agencies throughout Los Angeles. In keeping with Cluster goals, the service-learning ac- tivities seek to address students’ ageism toward older adults, while increasing awareness of the role of government and legislation
in the organization of health care systems, insurance, and other safety nets necessary in the lives of older adults.
Assessment
The Aging Cluster assessment is designed to help us understand the experience of students participating in this cluster. We exam- ine satisfaction measures to learn about how this course impacts their academic experience. We are particularly interested in look- ing at the service-learning component of the course.
Documenting student experience in the Aging Cluster is oc- curring through a course evaluation process administered and an- alyzed by the Office of Undergraduate Evaluation and Research. Students complete an end-of-course evaluation, which asks them about course objectives, development of skills, and their overall course rating. The instrument also provides them with the oppor- tunity to respond to two open-ended questions, including: Would you recommend this cluster course to other students? Why or why not?
Overall, the satisfaction levels for students in the Aging Clus- ter have been consistently high. In addition, when completing the Winter Quarter 2006 course evaluation form, 14% of the students, without a specific prompt related to service-learning, mentioned service-learning as the reason they would recommend it. Selected comments follow:
s “I enjoyed the content and was able to relate it on a larger societal level. It was great having a service-learning component.”
s “The service-learning component was a great way to see the ag- ing process in action.”
s“Service-learning was the best part of this course.”
s “Presentations, life review, and service-learning all build your knowledge and skills.”
s “Weekly service-learning was a great opportunity to learn the current status of the elderly along with giving back to the community.”
Students cite service-learning and civic engagement as one of the most meaningful aspects of the course. Through experiential learning, faculty members note that students move beyond their comfort zone and report feeling a sense of community. In addi- tion, faculty report interest from their colleagues in other Clusters about adding a service-learning component. Further analysis will look at these benefits and include exploring changes in cognitive and affective learning as well as impact of the course on students’ interest in pursuing further education and/or careers in aging.
Supplemental Materials
ASA-NCOA 2006 Presentation — www.college.ucla.edu/up/ccl
I. Contributors’ Names and Contact Information:
Main contact for the submission: Marc Levis-Fitzgerald
Director, UCLA Office of Undergraduate Evaluation and Research
A265 Murphy Hall Los Angeles, CA 90095 Phone: 310-206-5409
Email: [email protected] Maria Claver, Assistant Professor California State University, Long Beach Gerontology Program
1250 Bellflower Blvd. Long Beach, CA 90840 Phone: 562-985-4495 Email: [email protected]
II. Institutional Description
a. UCLA, Los Angeles, CA b. Four-year institution c. Public institution d. Residential campus
e. 24,361 FTE undergraduate students; 4,422 FTE first-year students
f. 9,257 total residential undergraduates; 4,068 total residential first-year students; 15,104 total undergraduate commuters; 354 total first-year commuters: 354.
CASE STUDY
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