Anabel O. Pelham, PhD., Professor, Director, Institute on Gerontology, Office Phone: (415) 338-3557, Office FAX: (415) 338-3556, Jill Schneider, Master’s Program, Assistant, Office Phone: (415) 338-3557

Texts: A reader which will contain two real examples of major grant proposals, one program development and one research. The reader will be available at cost at the Gerontology Office. Text: Intergenerational Programs: Past, Present, Future, Sally Newman, et. Al., Taylor and Francis, 1997; and, Reminiscence and Nursing Home Life, Donna Schafer, Garland Press, New York, 1994. Reading list will be distributed in class.

Students will have an opportunity to engage in a community service learning course to develop three intergenerational mini projects in association with the SF Ministry to Nursing Homes (MNH). Students will be working in association with a number of community agencies including the university’s Office of Community Service Learning, the Retired Senior Volunteer Program, Yick Wo Elementary School and the Institute for Spirituality and Aging.

The three mini projects are:

Students will organize an oral history, life review or reminiscing project in one or two nursing homes assisted by MNH volunteers and staff and the activities director. This project will be connected with the second project below;

Students will link Yick Wo Elementary School (K-5), 2245 Jones Street and work with Paulene Egan, Art Consultant, Shirlene Tong, Principal and Bill Bondy, PTA Board member, to MNH and the nursing homes to create a mural incorporating themes from oral histories gathered in the nursing homes as part of the first team’s project and organize a special event to present the mural at the nursing home(s) for participants, other residents, and family members;

Students will organize to implement a friendly visiting project along the MNH nursing home model for one RCFE (Residential Care Facilities for the Elderly). Students will be responsible for recruiting volunteer visitors (from schools and youth groups, churches, businesses) from the same neighborhood in which the RCFE is located.

Students completing the course will have direct exposure to older adults living in nursing homes and Residential Care Facilities for the Elderly; knowledge and practice creating an intergenerational (K-5) program; experience working with multiple agency staff including an RSVP mentor, and in-class time to reflect upon the issues facing not-for-profit aging services agencies.

Students will work in teams to develop ideas to serve the aged that emerge as three finished projects and work in these same teams to create program development/research grant proposals for future funding of intergenerational activities. Students will gain knowledge and practice of working in small groups and experience in presenting complicated, concise and time-limited oral reports. Students will have the opportunity to organize the Mini-Conference in association with CCGG in San Jose April 24, 1998 to promote and expand the practice of intergenerational service learning. Students will also have the opportunity to attend the 44^th Annual Meeting of the American Society on Aging being held in San Francisco March 25-28^th, 1998.

Seminar Activities and Dates

Jan. 28 Session 1: Introduction of instructor and students, discussion of course outline, seminar activities, and evaluation;

Feb. 4 Session 2: Discussion of three projects in detail and introduction of Ms. Patt Schroeder, San Francisco Ministry to Nursing Homes: Students discuss three projects and choose teams to begin planning activities; introduction of RSVP volunteers to join student groups;

Feb. 11 Session 3: Lecture/Discussion of journal keeping and guest lecture by Dr. Brian DeVries and assigned readings in Reminiscence text;

Feb. 18 Session 4: Lecture/Discussion of the natural history and realities of program development;

Feb. 25 Session 5: Guest Lecture/Discussion of oral histories/reminiscences by Dr. Donna Schafer, Associate Dean of the Graduate Division; Student teams to work on projects;

March 4 Session 6: Student teams present short progress reports on projects; Class visit by RSVP volunteers to discuss mentoring and experience with program development and intergenerational activities;

March 11 Session 7: Lecture/Discussion on program development grant writing; discuss model proposal in reader; discuss plans for participation in ASA;

March 18 Session 8: Lecture/Discussion on research grant writing; discuss model proposal in reader;

• MARCH 25-28^th 44^th Annual Meeting of ASA held in San Francisco

March 25 Session 9: Start plans for CCGG conference; ASA meeting; no class

April 1 Session 10: Student teams continue to work on program development and research grant proposals; Debrief ASA meetings;

April 15 Session 11: Short reports due; Students continue to work on grants in teams; pre Spring Break Summary

Spring Break: April 6-11

April 22 Session 12: Students continue work on grants in teams; finalize April mini-conference; RSVP visit to classroom;

• APRIL 24^th CCGG Mini-Conference in San Jose

April 29 Session 13: Debrief Mini-Conference in class and continue to work in grant writing teams;

May 6 Session 14: Student teams make oral presentations in class of grant proposals;

May 13 Session 15: Discuss Newman’s text: Intergenerational Programs: Past, Present, and Future;

May 20 Session 16: Final Reports due

Last day of class, students summarize experiences as reported from personal journals; Course evaluation.

Course Evaluation

• Class and community participation (35%), including April Mini-Conference planning (based on journals submitted to the instructor); and class discussion (15%) of assigned readings = 50%
• Oral (10%) and written presentation (15%) of the three mini projects and ASA reports = 25%
• Oral (10%) and written team presentation (15%) of program development or research grant proposal (peer review evaluation) = 25%

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