In a recent, “dream-come-true" study, Psychology professor and aging studies expert Dr. Elizabeth Russell piloted an approach to bridge the gap between generations, bringing older adults into the classroom to learn together with students.  

“As an Age-Friendly Designated institution, it’s important that our efforts to better understand and improve the experience of aging are thoughtful and novel,” said Professor Russell. “When I was thinking about addressing ageism and aging stereotypes, finding ways to build empathy was crucial, so I knew lecturing about the content wasn’t going to be enough.” 

The Human Touch

A project exemplary of Trent’s expertise in the sciences, the research component of the Intergenerational Classroom studied the social engagement between older volunteers from the Peterborough area and students in Prof. Russell’s Psychology of Aging course. 

With the help of Master of Science in Psychology student Tabytha Wells ‘16 (Champlain College), Prof. Russell facilitated small-group interactions, an essential component of the study’s design. Through these breakout sessions, the students and volunteers would have opportunities to discuss course content in informal and social contexts. 

“Prof. Russell brought a warm, friendly and integrated approach to her teaching. The room was electric during our small group discussions, where everyone had an opportunity to express their insights, opinions, and ask questions,” said Kathryn Reynolds, one of the senior volunteers in the course. 

For one activity, students and volunteers each brought in a personal item with special meaning and shared the background story—a classic show and tell. The exercise revealed a singular theme to all the stories: the item had belonged to or reminded the person of someone important in their life or reflected an important personal milestone.  

“The whole point of the course was to humanize people of all ages, that people still have feelings, still have connection to others, even as they age,” said Prof. Russell. “Our research indicates an incredible shift for both students and community members who participated. These shared, personal experiences within the intergenerational classroom deepened the learning of course content and highlighted the similarities, as opposed to the differences, across generations.” 

Other group activities included creating a piece of art that represents the artist’s perspective on aging, a scavenger hunt around campus, and a mentorship activity through which the older volunteers gave input on the students’ essay topics.  

“It’s inspiring to see the connections and mutual understanding that developed between the students and older classroom volunteers,” said Tabytha, the project’s research coordinator who also completed the prestigious Canadian Institutes of Health Research Program in Aging this past summer. “The classroom experience truly demonstrated the power of intergenerational learning and the positive impact it can have on our community.” 

Now that the intergenerational classroom pilot is complete, Prof. Russell is looking to build upon the positive outcomes of the study. She and Tabytha will be presenting the research findings from the project at the Canadian Association of Gerontology conference in Edmonton this fall. Prof. Russell also has a long-term view of helping Trent become the first intergenerational university in Canada. 

Watch heartwarming highlights from the Intergenerational Classroom, put together by Amelia Heins Lady Eaton College ‘12, an honours graduate in psychology from Trent.

For more information about the Intergenerational Classroom and other Experiential Learning in Aging initiatives, visit our research summary page. 

The initiative was supported by the Retired Teachers of Ontario (RTOERO) Foundation and Trent's Centre for Teaching and Learning's Teaching Fellowship Program, and reflects Trent’s strategic focus on aging, one of the University’s leading academic and research pillars.