Abstract
The emergence of lifelong learning programs situated on College and University campuses over the last decade present an opportunity for intergenerational relationships, learning activities, service learning projects, and research. This presentation will describe the engagement of forty-two (42) undergraduate students in an Adulthood and Aging class who embarked on an intergenerational lifelong service-learning project with an Osher Lifelong Learning Institute (OLLI) on the university campus. Specifically, initial service-learning objectives will be shared, as well as the educational methodology chosen, qualitative outcomes, and significant lessons learned. Qualitative findings from participants included an awareness and change related to bi-directional ageism, an understanding of andragogy and appreciation of lifelong learning, and positive influence on views of career options in the field of Aging. While intentional intergenerational interactions were initially aimed at demystifying older adults and the aging process, the final outcomes illuminated an appreciation of lifelong learning and an eradication of ageist attitudes.