experiential

Meeting Learning Outcomes in the Tri-Generational Classroom

cdtlsd Paper Presentations , , , , , ,

Lynette TAN Yuen Ling1,* and Darryl ANG Si Wei2

1Residential College 4, NUS
2NUS Business School

*rc4tyll@nus.edu.sg

Tan, L. Y. L., & Ang, D. S. W. (2024). Meeting learning outcomes in the tri-generational classroom [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-lyltan-dswang/

SUB-THEME

Opportunities from Engaging Communities; Opportunities from Wellbeing

KEYWORDS

Ageism, Intergenerational, Co-creation, Relationship-rich, Experiential

CATEGORY

Paper Presentation

 

EXTENDED ABSTRACT

In 2021, the National University of Singapore (NUS) introduced a new pillar to the General Education curriculum, Communities and Engagement (NUS News, 2021). The aim was to scale the university’s efforts in the community, enabling more undergraduates to be involved in community projects and “gain a deeper appreciation of social issues”. Professor Bernard Tan, NUS Senior Vice Provost (Undergraduate Education), observed that the new pillar formalises the learning process in community engagement so that “students can contextualise their efforts based on the learning objectives”.

 

Using the frameworks of service learning (Butin, 2010), intergenerational relationships (Thang et al., 2003), Needs Assessment and Asset Based Community Development from NUS Office of Student Affairs (OSA) Community Skills training platform (NUS OSA, 2020) and Systems Thinking (Senge, 2006), two new courses were launched at Residential College 4 (RC4) that would lead to the contextualisation of students’ community engagement efforts based on several learning objectives. The following is the set of objectives from the tri-generational course:

  1. Reflect on what defines service learning, its possibilities and limitations
  2. Explore the field of intergenerational engagements and relationships in Asia and Singapore
  3. Understand the broad issues faced by youth in Singapore and, with respect to intergenerational bonding, including ageism and familial conflict
  4. Identify and contextualise the problems faced by youths on a local (Queenstown) scale through primary research with the youth that includes their ability to connect with the older adults.
  5. Expand on their interpersonal capacities through an intergenerational bonding programme where they will interact with school children and the elders of Queenstown
  6. Develop intergenerational bonding activities together with the youth and older adults as viable solutions to address the problems and gaps in community programmes through the approach of Systems Thinking.
  7. Demonstrate an active citizenry that connects theory with ethical behaviour.


Over one semester that included 7 tri-generational sessions, 18 undergraduates met with 12 elders from FaithActs and Esther Active Ageing Centre as well as 35 Secondary 2 students from Queenstown Secondary School. Teaching activities as well as assessments were aligned with the learning objectives so that the latter could be effectively attained. The courses were also nestled within the umbrella of the Health District @Queenstown (HD@QT), a multi-stakeholder collaboration including the Housing Development Board (HDB), the National University Health System (NUHS), and NUS, which seeks to prepare Singapore for 2026 when our population will reach super-aged status (Teo, 2023) with initiatives that promote health and wellness for all ages. An aspect of its strategies is intergenerational bonding, the focus of the course in this paper.

 

Through a reflection of the teaching activities, evidence from student work, and student feedback, this paper considers the effectiveness of teaching strategies employed and the challenges of mounting a tri-generational community engagement course in the university classroom. While evidence from student work showed that learning objectives were met, the reflection of teaching activities and student feedback suggested that the pedagogical approach could be calibrated so that the tri-generational experience in the classroom can be improved.

 

The significance of this paper is twofold. Firstly, as NUS scales up community engagement through credit-bearing courses, it is beneficial to understand how learning objectives can be met via the teaching strategies employed in these courses. Secondly, as over 21% of our Singapore population reaches 65 and over in age by 2026, increasing our undergraduates’ capacity to create effective intergenerational bonding strategies and cultivate a mindset of inclusiveness will help us achieve social cohesion and healthy longevity.

 

REFERENCES

Butin, D. (2010). Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education (1st 2010.). Palgrave Macmillan US.

Curriculum changes to enhance focus on interdisciplinary learning and community projects. (2021, February 22). NUS News. https://news.nus.edu.sg/curriculum-changes-to-enhance-focus-on-interdisciplinary-learning-and-community-projects/

NUS Office of Student Affairs. (n.d.). https://www.youtube.com/@NUSOfficeofStudentAffairs

Senge, P. M. (2006). The fifth discipline: the art and practice of the learning organization (First, revised and updated). Currency.

Teo, J. (2023, April 20). Initiatives in place to tackle ageing issues as Spore hits ‘super-aged’ status in 2026: Health Minister. The Straits Times. https://www.straitstimes.com/singapore/initiatives-in-place-to-help-tackle-ageing-as-s-pore-nears-super-aged-status-in-2026-ong-ye-kung

Thang, L. L., Kaplan, M. S., & Henkin, N. Z. (2003). Intergenerational programming in Asia: Converging diversities toward a common goal. Journal of Intergenerational Relationships, 1(1), 49–69. https://doi.org/10.1300/J194v01n01_06

Dialogue As Community Engagement: A Potential Tool for Experiential Learning

fina Lighting Talks , , , ,

KUAH Ting Ting

Chua Thian Poh Community Leadership Centre (CTPCLC)

tingting@nus.edu.sg

Kuah, T. T. (2024). Dialogue as community engagement: A potential tool for experiential learning [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-kuah

 

SUB-THEME

Opportunities from Engaging Communities

KEYWORDS

Dialogue, Community, Experiential, Transformation

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Due to the dynamic and complex nature of communities where relationships are constantly evolving, the teaching of community development entails an incorporation of experiential learning, which David Kolb described as “the process where knowledge is created through the transformation of experience” (Kolb, 1984). To nurture students who are aspiring community developers or community leaders, they must be provided with community-based experiences involving interactions with individuals from diverse social settings during their learning. This is because community development is a “process through which people learn how they can help themselves” (Vincent, 2009), and consequently, the practice of community development requires one to develop the capacity for effective interpersonal communication; to be informed of the lived experiences of diverse individuals; to appreciate the nuanced applications of theoretical knowledge acquired in the classroom to a variety of real-world contexts.

 

One approach is to consider the significance of dialogue for community engagement. Dialogue can generally be defined as an “unfolding process” of knowledge-making between two or more parties, “usually through the medium of spoken language, but not excluding written and visual codes” (Rule, 2015). Scholars have recognised how dialogue is a key practice for community building, as it promotes the formation of social capital (Fisher et al., 2009) and enables people to “map, analyse and assess what assets they have and/or would like to have” (Westoby & Dowling, 2013). This is because dialogue is, fundamentally, an other-oriented and mutual exchange between individuals. This relational experience of dialogue thus makes it a viable tool for teaching and learning: students’ prior perspectives of a community issue and their relationship with the community can be deepened or even challenged, and a new, shared knowledge with others about this issue can be forged within the space of a dialogue.

 

This Lightning Talk shall discuss how dialogue is employed as a form of experiential learning in the context of my course, CLC2204 Community Development with Youth, at the Chua Thian Poh Community Leadership Centre (CTPCLC). As part of their course projects, students are tasked to form teams and select a youth issue, before dialoguing with relevant stakeholders to gain an informed understanding to approach this issue. Some brief cases will be covered in this discussion.

REFERENCES

Fisher, K., J. Geenan, M. Jurcevic, K. McClintock, K., & Davis, G., (2008). Applying asset-based community development as a strategy for CSR: A canadian perspective on a win-win for stakeholders and SMEs. Business Ethics: A European Review, 18(1), 66–82. https://doi.org/10.1111/j.1467-8608.2009.01549.x

Kolb, D. A. (1984) Experiential learning: Experience as the source of learning and development (2nd ed). FT Press.

Rule, P. N. (2015) Dialogue and Boundary Learning. Sense Publishers.

Vincent II, J.W. (2014). Community development practice. In G. J. Robinson & G. S. Green (Eds.), An introduction to community development (2nd ed). Routledge.

Westoby, P. & Dowling, G. (2013). Theory and practice of dialogical community development: international perspectives (1st ed). Routledge.
https://doi.org/10.4324/9780203109946