Research on the effects of intergenerational service-learning has more often focused on outcomes for students than on outcomes for elders served by those programs. The purpose of this qualitative study was to investigate the effects of an intergenerational service-learning program on elders living in a small Midwestern community. Service-learning programs may be of particular value for rural-dwelling elders because of the paucity of health and human services in rural areas and the outmigration of the young to urban locations. University students were involved in friendly visiting, reminiscence, oral history, and recreational activities with 43 elders in four community settings: a congregate meal site, a semi-independent living setting, an assisted living setting, and a nursing home. Age of respondents ranged from 60 to 98, with most being in their 80s and 90s. Elders were asked to discuss positive and negative reactions to the service-learning, what students and elders had contributed to each other, and suggestions for improvement. Interviews were transcribed and major themes identified using the method of constant comparison (Glaser & Strauss, 1967). Major themes that emerged from the content analysis were the benefits of personal interaction and companionship, increased intergenerational understanding, and being able to share life experiences. A large majority of elders thought the project should be continued. Suggestions included better advance preparation of students and elders and more attention to termination issues. Implications for further development of intergenerational programs are discussed. (C) 2006 by The Haworth Press, Inc. All rights reserved.
