Bridging The Academic Age Gap
Meet the grad student behind Trent’s Intergenerational Classroom Project
While studying Psychology during her undergraduate degree, Tabytha Wells ’16 (Champlain College) noticed a concerning trend: research in the field rarely – if ever – included older adults. Now as a graduate student, Wells is harnessing an innovative pilot project to build connections between generations and reduce ageism in academia.
“An intergenerational classroom here at Trent has been in the works for many years now,” says Wells, who spearheaded the project under the supervision of Dr. Elizabeth Russell, director for the Trent Centre for Aging & Society. “In 2022, Dr. Russell published a study showing that a course in the Psychology of Aging encouraged more positive views towards aging among students. We thought, if lecture-based learning had such impacts, what would be the outcome if the course was intergenerational?”
Educating by Collaboration
The research team invited 13 older adults to join a third-year Psychology of Aging course to engage with lecture content alongside students. Each week, students and volunteers collaborated in intergenerational group activities, from planning course assignments to more casual discussions such as show-and-tell. At the semester's end, participants of all ages shared their experiences. So far, the results have been promising.
“Preliminary findings show that the project had positive outcomes for both students and older volunteers," said Wells. "Not only were people able to build meaningful intergenerational connections, but both groups were less ageist after participating in the course.”
Through the project, students demonstrated a more comprehensive, less fearful understanding of the aging process, while older volunteers began viewing younger generations more positively, feeling a sense of hope for the future after having interacted with the leaders of tomorrow.
Though the pilot project has concluded, Wells says that her work is far from over. “Our next step will be to create a pedagogical toolkit that can be shared with educators. We hope that by making an easy-to-follow and accessible toolkit, we may encourage others to incorporate intergenerational experiential learning opportunities in their courses.”
Aging Studies on the World Stage
Wells recently returned from the Canadian Institutes of Health Research Summer Program in Aging in Vancouver, where many of the field’s leading minds convened to discuss research in aging studies. One of only 40 student applicants chosen from across the country, Wells says the conference was inspiring and eye-opening.
“This year’s theme focused on ageism and its impact on the healthcare system. Listening to the ways that healthcare professionals and other researchers are working to address ageism was truly inspiring, and I am excited to continue to contribute to the field as I move forward in my career”
After completing her master’s, Wells hopes to continue making strides in social psychology and aging studies, spreading awareness of ageism, and making university campuses more welcoming for older adults. “Aging is something to be celebrated, and we must address these negative attitudes toward older adults to ensure that everyone can live an enjoyable and fulfilling life.”
Trent is proud to celebrate Seniors Month in Ontario by spotlighting the contributions of staff, faculty, and students to seniors' care and showcasing the University’s commitment to intergenerational connectivity.