Recorded presentation

Lynn Reid¹, Robert L. Bertera, DrPH², and Russell E. Morgan, DrPH¹. (1) SPRY Foundation, 10 G Street, NE #600, Washington, DC 20002, 202-216-8467, reidl@ncpssm.org, (2) Environmental and Occupational Health, George Washington University, School of Public Health and Health Services, 1725 Shilling Lane, Silver Spring, MD 20906, 301 603-1467, berterar@aol.com

Two factors that contribute to successful aging are lifelong learning and social connectedness. An intergenerational learning program was developed to provide older adults and children with improved environmental and science literacy and opportunities to interact in informal and out of school settings. To date 15 of 21 learning modules have been developed and pilot tested in 10 cities using 54 school districts. Environmental education titles include Birds and Beaks, Wind, Animal Behavior and Growing a Garden. Two intergenerational learning approaches were used in the program: tutor sessions with an older adult and a child, and workshops with a leader that coordinated learning between pairs of older adults and children. Formative and summative evaluations are underway. The formative evaluation includes responses from 1300 workshop and 1200 tutor participants. Participant reaction has been encouraging. For example, cognitive scores for children (n=143) who participated in the Birds and Beaks workshop increased from 72.4 (pretest) to 83.6% (posttest). Nearly two thirds of these children reported that they learned a lot from the workshop. Adult formative test results will measure perceived clarity, ease of use, and knowledge value. The summative evaluation will include a mail survey and follow-up interviews with adult participants to measure the program’s impact on environmental and science knowledge, attitudes about learning, self esteem, and behavioral intentions. Pilot experiences during the first two years suggest that intergenerational learning in workshops and tutor sessions is an effective way to engage older adults and children in environmental and science exploration and life long learning.

Learning Objectives:

• Participants will be able to identify the rationale, design and logistical factors related to intergenerational environmental and science learning.
• Participants will be able to discuss the design and measurement requirements of a multi-topic, multi-location program in terms of assessing learning needs, and formative and summative evaluation.
• Participants will be able to assess the results of the module development process as well as the impact of the educational intervention on environmental and science learning for older adults and children.

Keywords: Community-Based Partnership, Environment

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

Recorded presentation