The Resource Center: Intergeneration Day effective practices

Brokering collaborations to include seniors in service-learning

The Wisconsin Intergenerational Network (WIN), a program of the Dane County RSVP, accepted the challenge of generating interest in the Corporation for National and Community Service’s SaYES initiative, to develop service-learning collaborations that include seniors in students’ service-learning. Taking on the role of broker, WIN used existing meeting venues and organizational frameworks to raise awareness of SaYES and introduced a statewide mini-grant program to provide incentive to participate. By targeting localities in the state where there were both Learn and Serve America and RSVP grantees, the Wisconsin initiative was able to generate collaborations due to the readiness of existing projects. The Wisconsin SaYES brokering approach for connecting school-based service-learning efforts with senior volunteer programs can serve as an effective model of how to generate interest in and broker collaborations for new ventures. Read more.

Building a community-wide service ethic through intergenerational service-learning

A small, coastal Oregon town that has experienced many transitions in employment and lifestyle has come together around community-wide service-learning projects that benefit its citizens. Their efforts show what can be done through years of attention to the components of community- and school-based service-learning projects. This effective practice highlights this community-wide approach to intergenerational service-learning that begins in the earliest grades and continues through retirement for many adults, and was submitted by the Northwest Regional Educational Laboratory in October 2006 for the SaYES Initiative. Read more.

Connecting baby boomer volunteers with K-12 service-learning schools

In response to the Seniors Assisting Youth Engaged in Service (SaYES) initiative, Shelby Public Schools Service-Learning Program launched a campaign to recruit older adult volunteers and partner them with projects in K-12 schools. This effective practice can serve as a model for programs across the nation, which want to begin the work of developing sustainable SaYES partnerships. Submitted by Ann M. Herrygers of Shelby Public Schools, in Oceana County, Michigan. Read more.

Developing and implementing a cross-age tutoring program

The North Olmsted City Schools in Ohio enlist the help of 10th-grade students to tutor first-graders who tested "below grade level" in their reading skills. The "Spruce Up Your Reading Skills" program also engages the first-graders' parents in the cross-age tutoring program by encouraging them to attend the tutor trainings. The program staff members shared how they developed and implemented the cross-age tutoring program during a workshop session at the 2001 National Conference on Community Volunteering and National Service in Minneapolis, Minnesota. Read more.

Developing intergenerational curriculum for a nursing home visit

For a kindergarten at Haverford School in Pennsylvania, service-learning begins with discussion aimed at raising awareness prior to a trip to a local nursing home. Service-learning educators who were planning this outing asked for input from others in the field on ways to ensure the success of a nursing home visit on Halloween day. Although the practice deals with kindergarteners at a nursing home, the ideas could be incorporated successfully with young children up to grade five, and the methods can be used on other holidays or service days. The ideas in this practice were shared on the K-12 service-learning e-mail discussion list in September 2003. Read more.

Dispelling age stereotypes with a senior-senior prom

High school students in North Adams, Massachusetts, concluded a year-long study of the elderly in society by hosting a Senior-Senior Prom for local senior citizens. The students built relationships with the senior citizens through weekly visits during the year and organized the dance as a year-end celebration. The event helped to bridge the gap between generations and helped dispel stereotypes held by each group. Excerpted from Community Lessons: Promising Curriculum Practices by Julie Bartsch. Read more.

Engaging parents and adults in educational activities at school

Students are more successful at school when learning is encouraged at home and in the communities in which they live. Through its innovative methods, The National School and Community Corps (NSCC) involves parents and other adults in programs and activities along with students, making them partners in their children's learning in schools that have significant poverty and the social and educational issues that accompany low income. Together, parents and students participate in reading programs, service projects, multicultural celebrations, scouts, sports, and recreation. Since 2000, about 2,000 family members and more than 3,000 community members have participated in NSCC programs annually. This effective practice was highlighted in the National Service News, Issue No.151, February 2002, published by the Corporation for National and Community Service. Read more.

Hosting an intergenerational service-learning class to provide seniors with marketable technology skills

As the general population enjoys increased longevity, traditional notions of old age and retirement are no longer applicable, and more and more older workers wish to remain economically active. Other older adults find themselves re-entering the work force to cover rising housing costs and other expenses or to supplement a fixed income. However, some of these older adults lack the technology skills that increase their marketability in the workplace. To address this need, students in a service-learning program at Johnson & Wales University in Rhode Island, train seniors in computer skills. The seniors are then given the help to obtain the jobs that they desire through the Rhode Island Department of Elderly Affairs. Laurel Horta submitted this effective practice in July 2004. Read more.

Promoting adult health and development with an intergenerational program

At the University of Maryland, College Park, an adult health and development program employs physical and social activities and health education in an intergenerational context that has a solid conceptual basis, employs systematic evaluative research and is enjoyable. As a result of this distinctive curriculum, unique bonds are formed between older adults and students, older adults improve in overall health and well-being, and participants return year after year. Daniel Leviton submitted this effective practice in February 2004. Read more.

Sharing age sensitivity training with students

Many young people have stereotypes about seniors that affect how they relate to them. Seniors may have a wealth of information and wisdom for young people to draw on, but stereotypes often get in the way of positive relationships. This effective practice submitted in February 2002 by Marti Sowka of the Portage County RSVP in Stevens Point, Wisconsin, uses a "Myths of Aging" quiz and the poem, "How Old is Old?" to confront stereotypes sixth graders may have about older adults. Read more.

Sharing local history with third graders

Elementary students do not always get a chance to learn about local history because it is often overlooked in textbooks. RSVP of Meigs County, Ohio, developed a program which provides students with the chance to learn about regional history from its volunteers. Four years since its inception in 1998, twenty-eight regular volunteers and four substitutes now visit thirteen classrooms weekly to teach students local history. Lessons are accompanied by hands on activities, and students take field trips to sites of historical significance. Besides broadening their knowledge of history, students benefit from these positive interactions with older adults by viewing them as active and knowledgeable members of the community. Diana Coates of RSVP of Meigs County, Ohio, submitted this effective practice in December 2001. Read more.

Starting a multi-state intergenerational pen pal buddy program

An intergenerational pen pal buddy program is a great way for students to increase their literacy skills and build lasting friendships. In Riley County, Kansas, 15 RSVP volunteers were ready to team up with 15 fourth grade students to participate in a multi-state program. The Riley County RSVP Coordinator sent an e-mail to the NSSCTalk e-mail discussion list in January 2003 requesting participation from other states. This effective practice outlines how to create a similar program with RSVP volunteers. Read more.

Using hands-on project-based learning to build intergenerational relationships

Designing mentoring programs that include definite activities and outcomes may support the mentor-mentee relationship, as bonding may be facilitated through working together. This effective practice highlights RSVP volunteers who mentor students in woodworking techniques through the RSVP Juvenile Detention Center Program in Stevens Point, Wisconsin. Read more.

Using RSVP volunteers in juvenile detention centers

At-risk youth often can benefit from hearing how others have overcome adversity and turned their lives around. RSVP volunteers in Stevens Point, Wisconsin, provide support, wisdom and advice to youth in juvenile detention centers to help them make positive life choices. Read more.

Utilizing baby boomer volunteers as advisors to service-learning projects

More than fifteen years ago, a high school in a small, coastal Oregon town began a senior project that fostered civic engagement in its students. Set within the context of a community-wide approach to intergenerational service-learning that begins in the earliest grades and continues through retirement for many adults, today, service-learning has become a way of life for students of the Tillamook School District. All graduating students complete 30 hours of community service as a requirement for participation in commencement ceremonies. Adding to the success of this undertaking is a student-selected older-adult committee that advises each student as he or she plans and pursues a service project. This effective practice was submitted by the Northwest Regional Educational Laboratory in December 2006 for the SaYES Initiative. Read more.

Service Events