Karasik Rona J, Maddox Margie, Wallingford Minetta
Gerontology Program, Department of Community Studies, St. Cloud University, MN 56301-4498, USA.
Gerontol Geriatr Educ. 2004;25(1):1-17. doi: 10.1300/J021v25n01_01.
Service-learning is increasingly becoming an avenue used in a variety of disciplines to provide students with real-life experience regarding aging and older adults. Developing and implementing meaningful service-learning experiences, however, requires consideration both of the discipline-specific content to be addressed, as well as the varied backgrounds (educational and personal) and levels (freshman to graduate) of the students who will be participating. Intergenerational service-learning is not a one-size-fits-all endeavor. Drawing on the experiences of intergenerational service-learning programs at three institutions (representing three disciplines-Gerontology, Nursing, and Occupational Therapy), this paper focuses on the discipline-specific challenges of building a quality intergenerational service-learning program, as well as the associated challenges of developing appropriate intergenerational service-learning experiences for a range of student levels with varied backgrounds.
服务学习正日益成为各学科用来为学生提供有关老龄化和老年人的现实生活体验的一种途径。然而，开发和实施有意义的服务学习体验，既需要考虑要涉及的特定学科内容，也需要考虑将要参与的学生的不同背景（教育背景和个人背景）和水平（从大一新生到研究生）。代际服务学习并非一概而论的事情。本文借鉴了三所机构（代表老年学、护理学和职业治疗学三个学科）的代际服务学习项目的经验，重点探讨了构建高质量代际服务学习项目所面临的特定学科挑战，以及为具有不同背景的一系列学生水平开发合适的代际服务学习体验所面临的相关挑战。
