The Intergenerational Classroom: A Case Study Integrating Undergraduate and Lifelong Learning Curricula for Biology Education

According to the US Census Bureau (2019) there are approximately 95 million people in the US 55 years of age and older, and that number is expected to increase dramatically in the next decade. This growing population results in an increasing need for STEM learning opportunities for older adults. This need is partially met by lifelong learning communities across the country that offer non-degree programs on a broad range of topics. While many of these programs are located on a college campus, there are few opportunities for interaction between lifelong learners and students in degree-oriented programs. To improve access to STEM education for lifelong learners, we generated an intergenerational classroom composed of lifelong learners and undergraduate students. The semester-long course focused on the biography and medical writings of the late neurologist Oliver Sacks. Our analysis revealed a high level of satisfaction from both undergraduate students and lifelong learners. Both groups overwhelmingly found the intergenerational format beneficial to learning. Furthermore, self-assessments revealed that students felt more positively about intergenerational interactions following completion of the course. Overall, this course provides a framework for increasing access to STEM for the growing older adult population and fostering positive intergenerational interactions. This model could be readily implemented across the country given the abundance of lifelong learning programs currently affiliated with colleges and universities.