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The purpose of this paper is to examine the use of library resources and services by degree-seeking older adult students (aged 50 years and over) and it is driven by the role of libraries in serving this often overlooked student population. Older adult students bring many benefits to the life of college campuses; nevertheless, many of these students also face challenges in meeting their information needs in academic libraries.

The authors surveyed degree-seeking older adult students at a comprehensive metropolitan university in the western USA. Surveys were distributed to 579 students enrolled in the spring semester 2013, 134 students completed the 15-question online survey about the use of the library, information-seeking behaviors and use of other university services.

The self-reported findings confirmed that the library meets most of the information needs of this student population. Students commented on satisfaction with the library services, barriers to using the library, areas in need of improvement and use of other university services.

Survey participants were gathered from one university and a corresponding sample size of 18-24-year-old students were not surveyed. More research is needed to demonstrate how this particular group varies from their traditional aged counterparts.

This paper can be used as a starting point for future research into the information-seeking behaviors and needs of degree-seeking older adult students to develop greater understanding of this diverse population and their unique strengths and challenges. There is an absence in the literature on this demographic group in academic libraries.

The article includes recommendations for further study and suggests outreach opportunities directed to older adult students that can also benefit the growing diversity of college students.

While research on intergenerational service learning has focused on the benefits for the students, very few studies have focused on the older adults who are the recipients of the service learning. For the current study, we were interested in the benefits of service learning for both the college students and the older adults who participated in a service-learning course. Qualitative data were collected from both the students in a sociology of aging service-learning class and the older adults who participated as recipients of the service learning. Data from the students were collected via student journals and open-ended questionnaire responses written by the students. Data from the older adults were collected via interviews by the students as well as open-ended questionnaire responses written by the older adults. The following themes emerged as benefits to students: (1) a better understanding and less fear of aging; (2) a desire to learn more about older adults; (3) a desire to engage more with older adults. The themes for the benefits to the older adults included (1) improved social connections and companionship and (2) becoming family. We found that engaging in intergenerational service-learning courses is beneficial to all those who are involved.

This paper aims to examine the effects of watching a video providing knowledge about either a Sikh student or an older student on participants' knowledge about each particular group, their attitudes towards that group.

The study used a pre‐post experimental design and examined the effects of diversity awareness training using a short web‐based video.

Results indicated that watching a Sikh video significantly increased knowledge of Sikhs and had a marginally significant effect on improving attitudes toward that target group. Additionally, White participants experienced a greater positive attitude change towards Sikhs than non‐White participants. There were no significant effects on knowledge or attitude change for older individuals. However, watching either video was associated with a decline in participants' multiculturalism attitudes.

The results suggest that further work is needed on the effects of specifically focused diversity training as well as more general multicultural training. The study only examined short‐term change in participants' knowledge and attitudes: more research is needed to examine the long‐term effects of diversity training.

The results indicate that organizations should perform some type of need assessment prior to conducting diversity training because narrowly focused diversity training is not likely to have generalized effects.

The paper should interest academics and practitioners since there is very little research that has examined how diversity training works and whether it is effective.

The purpose of this paper is to investigate the influence that volunteering before medical school with older people in a care home has on the perceptions of older people.

Eight medical students answered an anonymous questionnaire relating to their experiences of volunteering in a care home before medical school. This was combined with an analysis of the relevant literature.

All the students had initially volunteered to enhance their CV for medical school. After volunteering, they had a greater realisation of the variety of older people. They also gained a number of transferable skills related to communicating with older people, especially those with cognitive impairment. The greatest learning experience was around the issues to do with dementia.

The research is based on eight students although they were from different areas.

It would be beneficial if care homes could be more proactive in encouraging prospective medical students to volunteer. Medical schools could also provide clearer advice or take a more active stance such as encouraging prospective students to volunteer with older people. Further research should be with a larger sample to gain insight into varying perspectives. It would also be useful to conduct research into older adults’ attitudes towards the contribution of potential medical students to their own lives and to the home.

Volunteering before medical school should be encouraged as it will enhance the chances of getting a place as well as being an eye opening experience and equip them with lifelong skills.

Original.

The European population has undergone important changes during past decades with increased life expectancy and a falling birth rate. The high proportion of older people and the vulnerability related to ageing will in the next century demand more multidisciplinary and innovative approaches towards their care. This was the main rationale for the construction of a web‐based course. Another reason was that many students are not able to leave their homes to study abroad. The aim of the course was to provide an option for students in different programmes and for experienced health professionals to increase their mutual understanding about older people and their need for comprehensive care. The internet offered several health professionals with their different perspectives a place to meet and communicate. Lecturers who had advanced knowledge about specific areas in the countries could present their views, and the course participants could share knowledge about relevant articles, research and personal experiences as well as share their experiences with professionals from more than one culture, which is usually not the case when going abroad. By working together in international groups, the students said that they had learned to analyse shared attitudes and differences between countries, and how cultural and geographical circumstances could affect quality of life for older people. The students and the teachers felt that that a multi‐professional and intercultural approach had increased their knowledge of the various and changing living conditions for older people in different societies.

As the aging population increases steadily, the demands for specialized nurses and geriatricians willing to work in geriatric settings will probably explode. Accordingly, the medical sciences students’ attitude toward older adults and their willingness to work with them must be determined. This study aims to determine the medical sciences students’ attitude toward older people and its relationship with their willingness to work with this population. In addition, it sought to determine the variables that could predict students’ attitudes toward the elderly.

A cross-sectional design using a stratified random sampling method was used to recruit a sample of 305 Iranian medical sciences students with a response rate of 97.4%. The instruments for data collection were composed of three parts: socio-demographic characteristics of participants, Kogan’s Attitudes toward Old People Scale and the Willingness to Work with Elderly People Scale (WEPS). Data were analyzed in SPSS version 23 (IBM SPSS statistics 23.0).

The participants’ mean (SD) age was 22.95 (2.53). Most of them (69%) were women, and 51% were nursing students. The findings showed that 70% of students had a slightly positive attitude toward the elderly and only 12.8% of them declared geriatric setting as their workplace preference in the future. Experience of volunteering activities with elders, WEPS score, workplace preference after graduation and gender were the predictors of medical science students’ attitudes toward the elderly.

This paper further develops previous research on the attitudes of Iranian medical sciences students toward older adults.

The purpose of this paper is to explore how adults may be supported in maintaining their oral health and to provide dental students with better knowledge of how the oral health of community living older people can be maintained and to make recommendations.

A pilot qualitative study involving eight dental students in three workshops in a Health Centre in South West London with 17 older adults whose ages ranged from 63 to 94 years with 82 percent female and 42 percent white.

For the older people, findings confirm previous research highlighting issues around prevention, delivery of care and access. However, other issues such as the use of fluoride and safety around tooth whitening were important. There was concern about the increasing privatisation of the dental service and problems in finding a dentist. For the dental students they valued time with older people and felt that they had a better understanding of them and research.

The research was in one part of London and interviews were with only 17 older people. However, they were a mixed group in terms of age and ethnic origin.

These include the need to give older people more information and the value of simplicity e.g. through leaflets.

Good oral health is important for physical and mental health and can help social participation and wellbeing.

Yes, this is original research.

“My Story” is based on a life story approach. This study aims to facilitate therapeutic alliances by providing a format for older and younger people to interact.

Three pairings were studied to explore the experiences of the older and younger person using “My Story”. The focus of the case studies was on how and if any therapeutic alliance emerged.

This study found that in the two of the pairings, “My Story” helped to create a bond and mutual benefit for the participants’ central to a therapeutic alliance. This led one of the pairings to develop into an intergenerational friendship and potentially help with loneliness.

As this was an exploratory and small pilot, more cases and research are required to fully assess if “My Story” is a useful approach to develop intergenerational befriending.

Intergenerational befriending may be one solution that could help with loneliness and social isolation through forming a therapeutic alliance to make the befriending successful.

Loneliness and social isolation for older people remain a problem.

An original pilot was undertaken to test the approach by bringing together older people identified as lonely by a voluntary sector provider and pairing these with a student volunteer. The students visited the older person over six weeks to discuss their life story and create an artefact based on the story for the older person.

The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction.

Mixed models regression evaluated predictors of grade in terms of age, gender, instruction mode, graduate vs undergraduate status and full-time vs part-time load across 2,174 students (M = 27.6, SD = 9.54 years) enrolled in Web-based courses for a single term at a mid-sized public university in the northeastern USA.

In accordance with expectations, a significant main effect indicated higher grades among students enrolled in blended relative to completely online courses. Other predictors of academic success in Web-based courses included older age, female gender, graduate student status and part-time academic load. An interaction between age and gender on grade indicated the difference in performance between men and women diminished among older compared to younger students. Another interaction between age and instruction mode on successful course completion indicated a higher probability of success in blended courses among older students relative to their younger counterparts.

This study is limited by its cross-sectional design of large scope, which is incapable of addressing differences in online instructional styles and student motivation factors.

The current study offers newfound evidence that students enrolled in Web-based college courses may benefit from a blended instructional format, a finding that may be particularly evident among older students.

The purpose of this paper is to study relative age effects (RAEs) in a selected sample of university students. The majority of education systems across the globe adopt age-related cut-off points for eligibility. This strategy has received criticism for (dis)advantaging those older children born closer to the “cut-off” date for entry into an academic year and for promoting the existence of RAEs. To date, there are only two studies which have examined the relative age phenomenon in a university setting specifically.

Data of student records from the years 2006-2009 were analysed. Specifically this included date of birth, The Universities and Colleges Admissions Service (UCAS) entry points, gender, grade point averages and final year degree classification.

Analysis of data collected from 460 university students revealed a significant RAE reversal. Specifically, relatively younger students achieved significantly higher first-class honours degrees than relatively older students (p < 0.01).

Limitations include the following: the sample was modest and restricted to only 460 students located within one of the universities five faculties. Recent RAE studies in education have recruited thousands of students; therefore, these findings may not be totally representative of the broader UK university population.

This is only the second UK-based study to examine RAEs from a university perspective. The findings highlight an interesting and new insight into the RAE phenomenon and one that warrants further scientific attention.