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What is Service-Learning?
 Service
learning is a methodology enabling educators to incorporate community
service opportunities into the curriculum. In service learning courses,
the application of knowledge through experience becomes the "hallmark"
of learning. It is a method and philosophy of education enabling students
to expand their knowledge of society, develop critical thinking skills,
and address social problems.
Taken from: www.service.gt.pitt.edu/program.html
What is Intergenerational
Service-Learning?
The Association
for Gerontology in Higher Education (AGHE) recognizes intergenerational
service-learning as an innovative method of teaching and learning that
fits naturally into the philosophy and pedagogy of aging education. Intergenerational
service-learning provides students with direct contact with the aging
community. It addresses the issues affecting this growing population,
such as working to reduce stereotypes and to recognize the need to increase
interest in working with older adults. Through an intergenerational service-learning
project, students improve their abilities to work with elders and to recognize
elders' contributions to society.
Taken from: www.service.gt.pitt.edu/program.html
What is Messiah College's
role with this
project?
With grants
from the Corporation for National Service, the Association for Gerontology
in Higher Education, Generations Together at the University of Pittsburgh,
and PA Campus Compact, Dr. Raeann Hamon, Professor of Family Science and
Gerontology at Messiah College, has developed an intergenerational service-learning
component for the "Sociology of Aging" course. This course provides an
introduction to the field of social gerontology with emphasis on how elderly
both affect and are affected by our society. Through their work with Elder
Service Partners, students have the opportunity to apply and to understand
the relevance of classroom knowledge gained through traditional methods
such as lectures, discussions, videos, and readings. This project also
enhances intergenerational communication and understanding between students
and elders in the community while increasing students' awareness of social
issues related to older adults.
Who are the Elder Service
Partners for the Sociology of Aging class?
 There
are four requirements of eligibility for Elder Service Partners. The individual
must (a) be older than 60 years of age, (b) belong to the Brethren in
Christ Church or have an historical relationship with Messiah College,
(c) already have made voluntary service commitments to the community,
and (d) be willing to have a student partner in service with him or her
for the duration of the semester.
How is Service Integrated
into Sociology of
Aging?
Service is
integrated in two ways. First, undergraduates are paired with an Elder
Service Partner in completing fifteen hours of community service during
the twelve weeks of spring semester. Rather than dictate where the Elder
Service Partner-Student pairs perform their service activities, the professor
encourages students to join their elders in fulfilling the obligations
Elder Service Partners have already made relative to their communities.
As long-time residents of their respective communities, the Elder Service
Partners, in having made their own service commitments, have identified
community needs to be addressed in this service-learning project. Students
volunteer with their Elder Service Partners at places such as day care
centers, homeless shelters, senior nursing facilities, hospitals, soup
kitchens, and churches.
Second, students conduct a life history
interview with their Elder Service Partner. This interview takes at least
five meetings and is audio taped (assuming permission is granted by the
Elder Partner). All interviews are outlined by the student. Students present
the life history document to their elder at a reception at the conclusion
of the semester. This document of the elder's life provides a gift to
the older participants for their willingness to spend time with their
undergraduate counterparts and is a valuable expression of reciprocity
in the relationship. If permission is granted, an additional copy of the
life history is filed in the Messiah College Archives and the Center for
Brethren in Christ Studies. This component of the project also provides
an important element to the overall service experience, by providing an
opportunity for meaningful life review for the Elder Service Partner,
and as a valuable life record for family members, Messiah College, and
the Brethren in Christ Church. The contents of such documents contain
important historical records and personal wisdom for future generations.
Life history interviews also benefit students by (a) promoting self-disclosure
and fostering more meaningful personal relationships with the Elder Service
Partner, (b) helping students to learn more about the Brethren in Christ,
the founding denomination of their academic institution, (c) allowing
students to share in the life wisdom gleaned by their Elder Service Partner,
and (d) providing students a glimpse of historical events as lived and
experienced by an older generation.
Where Can We Learn More
About This Service-Learning Project?
Hamon, R.
R., & Way, C.A. (2001). Integrating intergenerational service-learning
into the family science curriculum. Journal of Teaching in Marriage
and Family, 1, 65-83.
Additional Resources:
Special issue of Journal of Teaching Marriage and Family devoted
to service-learning, 2001, Vol 1 (3).
Special issue of Educational Gerontology on service-learning,
2001, Vol 27.
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