Undergraduate Research Posters: An Opportunity for Intergenerational Learning

• In Event: Teaching Undergraduate Research Methods

Abstract

In this paper, I describe a new curricular practice that Furman University has introduced for undergraduate students in an introductory political science research methods course. As part of this class, students present semester-long research projects to university-affiliated groups of senior citizens. While anecdotal evidence suggests that this research opportunity has proven beneficial to students and older adult participants, I will survey both groups this semester and present my results in this paper.

Many universities and university towns are becoming increasingly popular as retirement destinations for senior citizens. The benefits of living near universities are emphasized by organizations like the AARP with articles on their website with titles such as “New College Communities Custom-Built for Retirees.” The AARP estimates that at least 80 universities have collaborated with continuing-care retirement communities. In addition to these senior living communities, older adults are also welcomed on college campuses via “lifelong learning” programs. For example, the Osher Lifelong Learning Institute partners with almost 125 different universities or colleges across the country to provide non-credit academic courses for people 50 years old or older. These trends provide opportunities for university partnerships that can benefit undergraduate students.

At Furman University, all Politics and International Affairs majors must complete Introduction to Political Analysis, our undergraduate research methods course. As part of this class, students complete semester-long research projects. In recent iterations of this assignment, I have worked with Furman-affiliated organizations to invite older adult attendees to the student poster presentations. Furman University has two partnerships that provided opportunities for intergenerational learning. The Woodlands at Furman University is an on-campus senior retirement community that opened in 2009. Furman University is also affiliated with the Osher Lifelong Learning Institute (OLLI) at Furman, which provides academic courses and educational opportunities for over 2,600 members.

In each semester since spring 2017, I have partnered with either the Woodlands or OLLI to host our research poster presentations. Both the Woodlands and OLLI provide ready audiences who are interested in the subject matter. These presentations give students the opportunity to present their research to a public audience. The public nature of these presentations provides an incentive for students to give increased effort on their research projects. We have generally had between 30-50 older adults attend the research presentations. Because of their affiliation with Furman University, these attendees understand the academic goals of the research presentations. Our older adult audience members have been inquisitive and direct in their questioning of students’ poster presentations, while also being supportive of student learning.

In this paper, I will also explore the possible impacts of participation in the poster presentations. This semester I will implement pre- and post-surveys for students in our Introduction to Political Analysis courses. I will also survey a sample of our majors who have not taken the course yet. I will measure outcomes, such as confidence speaking in public and confidence in sharing original work and ideas. Further, I will survey OLLI students who attend this semester’s poster presentations. I will ask them what they learned and how they benefited from the experience. I am also interested in if this experience may influence the attitudes of students and seniors toward broader outcomes, such as views of members of other generations. I will try to investigate this possibility through my surveys.

University-affiliated retirement communities and lifelong learning programs can provide additional opportunities for professors and students. This past semester, some students created an online survey on a number of political issues that was shared with both our majors and OLLI students. While not representative of either population, students were able to make comparisons between the two groups and include their results on their posters. Trying to understand and explain the attitudinal differences between the mostly 18-22-year-old Furman students and the older adults made for good conversation during the poster presentations.

Given the proliferation of senior learning programs and retirement communities with university affiliations, this paper could be helpful to a broad range of APSA meeting attendees. While I will provide details on one way to include older adults in a research methods class, there are a plethora of opportunities for intergenerational learning that these types of connections can provide. My presentation will encourage audience members to consider how they could promote intergenerational learning in their classes.

Author

• David J. Fleming, Furman University