Thesis advisor: Karen C. Arnold / There is a growing trend of colleges and universities to affiliate with retirement communities, often to enhance revenue sources. Little is known of the effect of this emerging phenomenon on the aging processes of elders living and learning on a college campus. This phenomenological study used focus group methodology to collect in depth interview data from a group of 31 elderly residents of a college-affiliated retirement community. Residents in this setting are required to complete 450 hours of continuing education per year. This continuing education requirement can be met through either age-segregated classes with other residents; or, intergenerational courses at the college with traditional aged students. The specific aims of this study included understanding the potential effects of the retirement community and campus settings on elders' ability to age successfully; and the impact of intergenerational engagement on the aging process. Findings from this study confirm that there are many opportunities which promote successful aging of elders in a higher education affiliated retirement community. Participants reported that successful aging is enhanced by the safety of the setting and access to: physical care; continuing education; dining facilities; socialization; intergenerational engagement; and the general disposition of intellectualism in the setting. In addition, the educational requirement results in self-selection of residents with interest in intellectual matters and continued learning that is then accentuated within the community culture. Conclusions include that more institutions of higher education should consider similar models, with careful attention to issues of enhancing both funding sources and opportunities for diversity within the program. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

[pt] O presente trabalho relaciona três eixos temáticos, sob a ótica do Design Social: (1) relações intergeracionais; (2) atividades complementares em instituições de ensino superior; e (3) promoção da longevidade com qualidade. Nele, se considera o crescente e acelerado fenômeno do envelhecimento e o fato de que os universitários dos dias de hoje vão atuar profissionalmente para uma população predominantemente idosa. Seu objetivo é contribuir com métodos e estudos que possibilitem a criação de projetos, que possam atender às necessidades e anseios dos maiores de 60 anos, através de atividades complementares intergeracionais nas universidades, tendo em vista a obrigatoriedade dessas atividades complementares nos cursos de graduação –prevista na legislação brasileira (Parecer número 67 do CNE/CES) –bem como a aceitação e valorização do público sênior frente ao ambiente universitário. Para tanto, o percurso metodológico foi orientado pela etapa de exploração do design de serviços, considerando os processos de revisão bibliográfica relacionada aos eixos temáticos, assim como a aplicação de entrevistas semiestruturadas e questionários elaborados para identificação dos pontos de interseção entre idosos e jovens universitários. Com os resultados obtidos foram criadas personas, e idealizadas possíveis atividades complementares nos cursos de Design, Psicologia e Comunicação. A pesquisa indicou a pertinência dessas ações, na medida em que aproximam os estudantes de uma questão social latente e de grande valia para seu futuro profissional, auxiliando, ainda, a integração social em prol da troca de conhecimentos e da quebra de preconceitos, resultando, por fim, em novos estudos, possibilidades e caminhos capazes de trazer soluções para algumas das demandas do público sênior. / [en] The present work lists three thematic axes, from the perspective of social design: (1) intergenerational relationships; (2) complementary activities in higher education institutions; and (3) promoting longevity with quality. It considers the growing and accelerated aging phenomenon and the fact that today s university students will work professionally for a predominantly elderly population. Its objective is to contribute with solutions to meet the needs and desires of those over 60 years of age through complementary intergenerational activities at universities, in view of the mandatory nature of these activities in undergraduate courses, provided for in Brazilian legislation (Parecer number 67 of the CNE / CES) and the acceptance and appreciation of the senior public in the university environment. To achieve it, the methodological path was guided by the service design exploration stage and considers as methods the bibliographic review related to the thematic axes, as well as the application of semi-structured interviews and questionnaires designed to identify the points of intersection between elderly and young university students. With the results obtained, complementary activities were devised in the courses of Design, Psychology and Communication. The research proved the relevance of these actions to the extent that it brings students closer to a latent social issue that is of great value to their professional future, also helping social integration in favor of the exchange of knowledge and the breaking of prejudices, resulting, finally, in the increase of self-esteem of those over 60 years.