Age-Friendly University SCOSA Successful Aging Festival

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Age-Friendly University SCOSA Successful Aging Festival

all right my name is Dave Burdick I’m the director of the center I’m really grateful for you to join us today all sorts of great friends and family joining us I’ve been really busy trying to set up that whole exhibit hall this morning I put all those tables out so I have nothing prepared in terms of introducing this wonderful panel so forgive me I’m gonna wing it Stockton’s signed on to an international initiative called the age-friendly university global network last November we proposed – actually Elizabeth Elmore is in the room Elizabeth Elmore raise your hand Elizabeth got hold of president Kesselman, Provost Vermeulen who will be on our panel today and and senior vice president Susan Davenport and said we really need to get in on this initiative and and we got a time to give a brief presentation I’ll remember the look on their faces when they said yeah and this is a great idea move forward and so we moved forward we had it endorsed with a full resolution from the Faculty Senate and Dr. Vermeulen introduced it at a Board of Trustees meeting in December so the Age Friendly University Network Initiative has ten basic principles on how universities around the world can better support people of all ages adults and older adults in many different ways so like this morning we started with a breakfast of the Stockton Retiree Association I see some retirees in the room but also to make the university outward-facing and to bring elders to campus and to think of you as being part of our community Stockton does this pretty well already but the principles will really help us to be more mindful about it and to look carefully at what we do so we’ve brought in a great national if not international expert as our keynoter yeah and her mother’s with her too – making so Carrie Andreoletti is one of the main leaders in the United States spearheading the effort to get other universities to join the age-friendly university initiative she’s from Central Connecticut University she has a degree from Brandeis University in psychology I’m also a psychologist we don’t all try to psychoanalyze you but her – much of her research you can – you can read about in the in the description of her I’ll keep it brief we – we wrote long introductions – bios of all of the speakers today but I’ll stop now and and get Carrie on the stage she’ll give briefly perhaps a 30 minute presentation talking about how this initiative can help all of us to age successfully by interacting with universities after Carrie’s presentation we’ll have a distinguished panel that I will introduce at that time and then we’ll have a Q&A period so that you can all give us your suggestions so thanks again for coming and I welcome to the stage Dr. Carrie Andreoletti [ applause ] good afternoon thank you so much Dave for that kind introduction I’m really grateful to be part of this event today and I’m excited to talk to you about the Age Friendly University I nitiative and how it can provide a framework for successful aging so here’s an overview of how I’d like to spend the next 30 minutes or so I’m going to talk to you a little bit more about what Age Friendly universities are why I think we need AFU’s it’s a lot easier to say AFU than Age Friendly University so hopefully you are okay with that how can AFU support successful aging and how can you participate in the AFU movement so before I dive into age-friendly universities I think it takes – it makes sense to just explain what – what do we mean by Age Friendly and where does this idea come from in 2010 the World Health Organization established the global network of age friendly cities and communities to promote healthy aging and combat ageism worldwide the WHO global network consists of over 800 communities working to improve both the physical and the social environments to become – to become better places where we can all grow old age friendly communities focus on eight domains of livability so I don’t know if

you can see them up here so things like respect and social inclusion social and civic participation access to transportation health care green space communication and so on affordable housing the idea behind age-friendly communities also called livable communities is that let’s create communities that are really livable and good for people of all ages across the lifespan so the AARP has really taken on this movement and supported it here in the United States which is really rapidly expanding this movement in the u.s. over 350 communities and four states actually are age friendly and right here in New Jersey there are 10 communities and I just heard that Atlantic City might be next or at least there’s aspirations for working on that all right so that really sets the stage for an age-friendly University it didn’t take long for people to start thinking about you know universities are in communities so what can we do to play a role in this age friendly livable community movement so inspired by Ireland’s vision for being a more age friendly country in 2012 the prime minister of Ireland and the president of Dublin City University convened an international team of educators researchers administrators and community partners you know to discuss and think about the role that institution of -institutions of higher education could play in the Age Friendly movement and the result of their work was the Age Friendly University and so the AFU global network was born so theAFU global network is comprised of colleges and university across the world as well as organizations like the academy for gerontology and higher education called AGHE which is the educational unit of the gerontological Society of America and in 2016 AGHE endorsed the AFU mission and principles and encouraged all of their institutional members to do the same so my institution Central Connecticut State University joined in 2017 and as Dave said just last year Stockton University joined the network you know and it’s when my – when CCSU joined just two years ago there were only 15 universities worldwide I think we were number three in the US and now there’s over 50 so that tells us that this is really something that people think is important and it’s expanding really rapidly so it’s also very exciting to be in on this at the beginning we’ve got a lot of work to do but there’s a lot of exciting you know opportunities so what makes an Age Friendly University approach one of the future it’s easy to make the case when we look at our changing demographics our population structure is moving from a pyramid right you can see here oops oops oops getting ahead of myself right we’ve got the pyramid with the baby boomers in green 2040 we look more like a rectangle so this means that by 2040 the percent of our population over 65 will be bigger than ever before and from an age-friendly lens this means opportunity people are living longer and also working longer aging populations explain – expand employment opportunities beyond just gerontology per se our aging is ch – is changing the nature of our consumer markets for goods and services across a wide wide sectors you know like including tech – technology so a lot of times people just think about healthcare but really we need to be thinking about technology travel entertainment home design fashion urban planning and more employers employees and entrepreneurs really aren’t going to be able to function in this new market space without some knowledge about Aging which higher education can support we’re also seeing – seeing changes in university populations and student populations so if we look at the percent of full time students under the age of 25 those numbers are declining whereas students over the age of 25 that’s where there is the greatest growth right now so universities also need to pay attention to that so why do we need AFU’s? I could give an entire talk on this but I’m just going to quickly share a few points that I think connect well to ideas about successful aging which we’re all interested in so number one lack of

aging literacy education about aging is extremely limited to non-existent in our school system in K through 12 in college it’s also limited you might take a class on Aging or gerontology if you’re lucky if it’s offered at your – your school but even in professions where we know that people are going to be working with older adults as part of their careers very limited information maybe a class next there’s limited opportunities for intergenerational contact our society is just to age – age segregated so even though families are more likely to have three or even four generations alive than ever before a lot of our society is still structured you know by age group so if we think about schools community centers you know senior centers are often separate 55-plus housing developments – it – you know, we need to create more opportunities for intergenerational contact also work lives are changing people are working longer they’re living longer but also people are much more likely to change careers over the course of their lifespan than ever before so we’re gonna need or they’re gonna need we’re all gonna need more educational support either to gain new skills for our current work or if we want to go back to school to explore new work and then finally people are increasingly interested in encore careers and opportunities for lifelong learning and so I’m just gonna say a little bit more about that the Pew Research Center finds that the majority of older people you know consider themselves to be lifelong learners and in the last year say that they’ve spent time on activities that involve learning the success of Osher Lifelong Learning Institute is a great example of this and I think you have something similar at Stockton but these are often you know siloed and age segregated advocates of lifelong learning argue that we need a more contemporary age integrated approach that calls for moving older learners from the margins to really the – the mainstream in higher education and we also need to provide older adults with broader and more direct access to educational activities across the board I mean there’s a lot different reasons why people want to come back to school and so we need to make sure that we have programs and opportunities that speak to those different reasons we also know that older adults are looking to apply their life experience to address social problems through either volunteering or encore careers in encore careers and later life combined continued income personal meaning and social impact and higher education can also support this through programs that are really geared to encore learners and doers we know the benefits of lifelong learning on individual health and well-being and I’ll talk more about that in a few minutes but these benefits really extend beyond the individual healthier older adults make for healthier communities through their engagement that serves the well-being of people of all ages so May as you might know is older Americans month and this year’s theme is connect create and contribute so older Americans month is encouraging older – older adults in their communities to think about how they can better connect with friends family local services and resources create through activities that promote learning health and personal enrichment and contribute their time talent and life experience to benefit others so I think Age Friendly Universities can really support this theme by fostering opportunities for people of all ages to – connect create and contribute all right so now on to the nitty-gritty about what is an AFU and what does it mean to be an AFU. the AFU framework is built around these six pillars of activity and higher education so teaching and learning intergenerational learning lifelong learning encore careers and enterprise which I’ve talked about civic engagement and research and innovation and then it’s from these six pillars that there are these 10 AFU principles which Dave mentioned and talked about and these principles really provide the the guiding framework for institutions so that you know we can use these principles to help develop our age-friendly missions programs policies and partnerships as well as identify gaps and opportunities for other Age Friendly efforts and really you know these are aspirational so just as soon as you join the network it doesn’t mean that we’re meeting all of these principles but it’s it’s something to work towards right and so and I think I

found this to be the case in my university and talking to other people who have joined the network it really just helps us to think differently about our University and think more broadly about education from a lifelong perspective you know how can universities be more age inclusive in all aspects so I’m not going to go through all of these but even if you just look at the first principle to encourage the participation of older adults in all the core activities of the university including education and research programs so they’re – the opportunities are really endless for how we can use these principles to move innovative programs forward and every University really approaches AFU differently it depends on the strengths of the University the priorities of the university the size of the university you know where you’re located so all of those things come into play and realistically I think if if you read through all of these principles they all lead in one way or another to successful aging so I don’t have time to discuss them all but I will focus on a few and give some specific examples of age friendly programs that I think promote positive aging of course just before I do that I do think it’s important to just say – talk about what do we mean by successful aging what is successful aging and really it depends on who you ask and there is some controversy about this term some people don’t like it because if you’re not successfully aging but you know then what we have to say we’re unsuccessful so that’s that doesn’t sound very good other terms people use are optimal aging healthy aging positive aging I’m going to be talking about health and well-being and so you know I think all of those sort of – you know it all fits together but some definitions of success – successful aging that have been talked about a lot and researched have really focused on the importance of high cognitive and physical functioning but a lot of people argue myself included that that’s just a very narrow view of successful aging so what I have up here on the slides comes from a study where researchers thought hey why don’t we actually ask older people what they think – how would they define successful aging so based on interviews what they found was that kind of two themes emerge the first theme is around self-acceptance and self-contentment so you’re aging well if you can have a pretty good sense of yourself you’re folk – you’re – you’re living in the present so you’re not dwelling on the past too much you don’t have regrets you’re not worried about the future but really just a good sense of who you are and where you are you understand your strengths and you understand your limitations so that’s one piece of it the second piece is engagement with life and self growth and I think this is the piece that fits best maybe with the AFU principles and initiatives because it captures things like novel pursuits right learning new things giving to others is very important right so the opportunity to share expertise and social interactions I mean we know social connections social connectedness is so important for well-being across the lifespan there’s been a lot of research lately coming out about how awful social isolation is so this is something that we can address and work on at age friendly universities and of course positive attitude matters too and I’ll talk more about that I’ll talk more about that in a minute okay all right so what are the AFU pathways to successful aging I think that Age Friendly Universities have the potential to create pathways for students faculty and staff and community members through education inter-gen – so that’s aging knowledge positive attitudes intergenerational connection research and communication and again I can’t cover it all but I’m going to show you how some AFU principles can promote success – successful aging and as you’ll see in many cases these principles are connected and kind of overlap but I’m just going to – for simplicity sake I’m going to sort of discuss one – one at a time so one AFU pathway to successful aging is related to principle number seven to increase the understanding of students of the longevity dividend and the increasing complexity and richness that aging brings to our society the longevity dividend is – really describes the economic and health benefits that can accrue when people live longer and healthier lives so despite the fear of silver tsunamis which is a horrible term don’t ever use it and public debate about our – our – you know the burden that our aging population is going to place on society research actually suggests the opposite that ageing populations really have the potential to boost our economic productivity so we need to change the conversation about aging and help people

think about aging from another perspective and actually if you’re interested the Reframing Aging Project has some great resources for this on the frameworks institutes dot org’s website but you can ask me about that later um so research shows that accurate knowledge about aging fuels positive attitudes and positive attitude and it fuels positive attitudes not just in older people but also in younger people work by Becca Levy and her colleagues finds that early attitudes uh, drive later life health and well-being and outcomes such as longevity so how does this happen well changing attitudes can have a positive impact on successful aging across multiple domains and drives positive behaviors like exercise eating well fostering social support and connection so if you’re feeling good and you’re feeling positive you’re gonna you know do more things right when we’re feeling bad we just want to sit home and and sit on the couch and do nothing so so that that’s how it really fosters and I think AFU’s can make sure that aging education is fused for out – throughout their curriculum so for example at my institution AARP has been piloting – and others in Connecticut so a few in Connecticut AARP has been piloting a disrupt aging classroom program and and so this involves one week of content about aging accurate knowledge about aging in classes where you wouldn’t really get – normally get that right so it could be in a business class or criminal justice and what they found so far is that just with one week of content they were able able to positively impact college students attitudes about aging and as I was preparing this talk the other day and I was just thumbing through my most recent AARP bulletin I came across this quote by fashion icon Diane Von Furstenberg she says I think of aging as an acquisition not a loss and I think that says it right there this is someone who has a positive attitude and understands the longevity dividend and we want everyone to think about aging this way all right, another AFU pathway to successful aging is through principle number four and this is my personal favorite because I really love intergenerational programs and the things that happen when you get people from different generations together research shows that intergenerational programs can reduce ageism on both sides promote more positive attitudes about aging and improve even school attendance in kids a lot of studies show this and contribute to a greater sense of social connectedness and generativity in older adults researchers have found that bridging gener – generational gaps through intergenerational programs can decrease loneliness foster the development of new roles and provide purpose and meaning in a life stage where sometimes opportunities for that are limited so all of these factors are associated with better health and aging or health and well-being successful aging and so I think this is a part this is a place where universities can really have an impact right we have a lot of young people on our campus and so if we bring more older people on campus and have them do things together good things can happen and so I just as an example kind of the important that were the impact of intergenerational connection I just want to share with you a few comments from some of my students and older adults who participated in a brief inter generational program that I call WISE were all – all that happens is they get together in small groups in – in over – for an hour a couple times over the semester and they have – they talk they talk about things you know it’s it’s it’s I provide some questions but they talk about relationships family technology the environment and so I’m sharing these comments because if you look at them you can see similarities in some of the apprehensions that both – or – and the ideas that – that both participants come – come in with so younger adults often say this – this comment I did not expect most of them to be so with it I’m not sure what they’re expecting but that’s always a surprise right a lot of people look at the elderly which I don’t like that word either but as all being the same but they do not see how all of them are unique individuals part of that one big group so just by interacting for a few hours with a group of older people my students suddenly realized hey these are people they’re interesting they’re they’re not all the same the same thing though on the other side I get comments

older adults very decent was expecting flighty I think a lot of times the older folks come in and they think the students are going to be staring at their phones and they’re you know focused only on themselves and so so they then say things to me like it gave me a big lift a lot of hope for the world it’s important to know what they’re thinking and they always start to realize that they have more in common than they realize so that’s – that’s a good thing yeah so my – my colleague and I have published some research that demonstrates the benefits of this program which I really designed to be as easy and simple as possible to sustain and I – I’m just I’m sharing this because of something this minimal can make a positive difference then imagine the potential right even if every professor could have one time start bringing in – bringing in some people there – there are a lot of ways that AFU’s can promote intergenerational connections while doing an AFU audit recently I learned that the director of our academic center for student-athletes has four retired educators working for him part-time as university assistants so they don’t make a lot of money maybe working fifteen – or fifteen dollars an hour but that’s okay that’s enough they come in and they’re providing mentoring advising and tutoring to student-athletes one of them has been with him for ten years and the director said that you know the older adults the retired educators they tend to stay there a lot longer he brings in the younger people as soon as they get trained they’re off to do the next thing so this is really I think an untapped potential for a lot of universities and while we know there are a lot of benefits to intergenerational connection we still do need a lot of resource – or research and I think this is where AFU’s can play a role we can design these programs we can assess these programs to help create a more age friendly society and I just wanted to quickly share with you these resources these are two great organizations that share best practices for connecting the generations and offer a lot of tools and resources for intergenerational programs and ideas from just very small sort of you know one hour activities to – to bigger events and you know unfortunately research has shown us that when intergenerational programs are done poorly are done wrong there is a wrong way to do it they can reinforce negative stereotypes which is something that we absolutely do not want to be doing so I think it’s important to take advantage of these fantastic resources and I’ve been told that Donna Butts the executive director of Generations United was your speaker last year so I wish I could have been there maybe some of you were here last year all right thinking about productive work – worth – work lives so another AFU pathway to successful aging is through principle number two to promote personal and career development in the second half of life and to support those who wish to pursue second careers or encore careers which I’ve already mentioned a little bit AARP’s recent report on the few – the future of work at 55 and over found that working adults want programs delivered in higher education settings and research has shown that the educational support of workers across the lifespan fosters more productive and enjoyable work life so more meaningful work greater sense of purpose productivity feelings of generativity all of these things are associated with less stress and higher levels of well-being so education in the second half of life can help people to find more meaningful work and all of these things are important components of health well-being and successful aging I think another way AFU’s can foster productivity is by advocating for what I call executives in residence so these are positions for adjunct faculty or part-time faculty academic tutors counselors and other educational roles that can leverage their tremendous experience and talents of older adults AARP provides a lot of resources for people 50 and over looking to career – for career changes so I thought I would just share with you a couple of inspiring examples from their website of people who decided to go back to school later in life to pursue second careers so Christianne Bishop she went from court reporter to doctor and actually I believe she became a geriatrician which we need more geriatricians as she graduated from medical school at the age of 48 she was told that she was too old to survive the 100 hour work weeks required of a resident at 58 she applied for fellowships as the other residents just shook their heads like what are you doing I’m her advice ignore the naysayers and decide for yourself if you’re too old Dick Sine was a law – had a career in law enforcement and then when he retired he became an

Air Rescue specialist so he had always dreamed of becoming a park ranger he was hired as a summer Ranger by Glacier National Park and then he went back to college for EMS training and became state licensed as a critical-care advanced skill paramedic he studied Anatomy pharmacology and more now during the parks offseason he hangs underneath a helicopter on a cable to reach those in need his advice don’t let the thought of more education and training deter you the joy of having a pension is doing what you want to do not what you have to do to pay the bills engagement and learning so there’s many ways that a AFU’s can encourage continued engagement and and new learning and I think some of the things I’ve already talked about or the pre – these are already represented in the principles that I’ve already discussed so the last principle that I want to highlight today is principle number eight to enhance access for older adults to the University’s range of health and wellness programs and it’s arts and cultural activities most campuses are ripe with opportunities for including older adults in their music theater and arts programs either as patrons or active participants many campuses these days also have fantastic exercise facilities pools you know indoor outdoor tracks that may be underutilized during times when students are even you know sleeping they don’t tend to like to get to the gym too early or when they’re in class right or just in the summer when there’s not so many students on campus when I had the opportunity last spring to visit Dublin City University they had a beautiful new state-of-the-art exercise facility and so I think they were probably the first AFU University that’s where it all started and they realized pretty quickly after they built the facility that it was empty for much of the day the students weren’t just in there so with their age-friendly lens they decided to fill the time with a community-based chronic illness rehabilitation program that now serves over 600 participants a week and so not only has this generated institutional revenue but it’s really more importantly DCU notes that it has made a significant difference to the surrounding community and has transformed the lives of many families and individuals living with with chronic illness there is – there’s just volumes of research demonstrating the benefits of physical activity for cognitive health mental health physical health you know we all know that exercise is good for us but also there’s a growing body of research that focuses on the role of arts and music in successful aging as well so for example recent research published in the Gerontologist suggests that listening to music is associated with increased engagement with life and better health among older Americans so they suggest that we need to start using music as a public health initiative right AFU’s could do this right could explore this another study finds that involvement in performing arts organizations may have lifelong benefits and is associated with well-being for both younger and older adults through my campus audit I recently learned that classes in the arts and Modern Languages are some of the most popular for older people coming back to school just to audit classes for fun so at our institution if you’re 62 and over you can audit classes tuition free there’s a few small fees but that’s a pretty pretty good deal so let me just share one example this is Tom Zaccheo he practiced as a gastroenterologist in 60 – in Connecticut for 35 years and one of the cool things about being becoming an AFU and talking about it is you suddenly – all these people come out of the woodwork and you get to meet and talk to really interesting people so I had the pleasure of meeting Tom who’s – he’s 86 since retiring in 1990 he finally has time to pursue his real passion for the Arts and he’s been taking classes at CCSU in drawing Italian ceramics and sculpture his wife Janice has also taken advantage and taken several classes this first piece here the ship is one of his favorite pieces and he created this sculpture in honor of his immigrant parents who traveled from Italy in to the U.S. in steerage on a very long ocean voyage and they settled in Windsor Connecticut and then the third picture depicts a piece he’s currently working on in his sculpture class although now the semester is over so maybe he’s finished this but about the impact of the Industrial Revolution and Tom says he really enjoys taking classes with the younger students as well as teachers returning for advanced degrees we’re a teaching College so there’s a lot of people who come back he feels that he serves as a good role model and and in

terms of his passion his seriousness his general demeanor and thought process okay so um as I mentioned earlier every University approaches AFU a little bit differently depending on their strengths I’d like to quickly share a few highlights of some innovative programs all of which address one or more of the AFU principles and promote successful aging so I’m going to do this very quickly so Talk of Ages, Lasell college is a good example of the potential for intergenerational exchange yes intergenerational exchange so Lasell College has a retirement community Lasell village right on their college campus and residents there are actually required to participate in a certain number of hours of educational and fitness activities so so this is allowed them to get really creative and I’ll just quick – one of their kind of most popular and successful program programs is their intergenerational modules program so Joann Montepere who runs the center there realized and found out that a lot of older people there they don’t want to take a whole 15 week class but they’re excited to sit in for a couple of weeks or you know a few sessions so she’s created these modules that can involve interactive lectures small group discussions intergenerational panels book groups debates joint art – art projects like all sorts of things but you’ve got young and old in the classroom and and and modules are offered in art history social psychology ethics film biochemistry music marine biology and more and this is something that I’ve been experimenting with on my own campus and would like to see happen because I think this is also a great way to sort of infuse some aging knowledge into the regular classroom because even if you don’t talk about aging when young people have the opportunity to engage with older people light bulbs go off right and they – and they learn something all right Washington University in St Louis has several very strong aging programs as an AFU institution it’s really looking to how it can improve aging education and engage more stakeholders so students faculty staff alumni around aging and make age diversity a valued feature on its campus so their Washington University for life I just love that we should call Stockton university for life CCSU for life I love that I don’t know that we can all steal that but I think it’s it’s good you know that is really a new initiative on their part and it’s a move in this direction and I really like their whole person whole life lens right thinking about living and learning across the lifespan all right Florida State University one of the early AFU partners has a very strong aging program and and they’ve been really working to reach across disciplines so for example they have worked with the College of Engineering and the School of Entrepreneurship to build the annual you know inOventure weekend around aging so inOventure is an intensive to date team-based research and development business pitch competition involving students from engineering computer science business entrepreneurship and more and so older adults from the local community pitched the problems to the student teams and they try to solve the problems and by coming up with products and then also the community members also serve as judges okay finally so finally at my institution we’re using art AFU status to also try to broad – broaden our reach and strengthen our connections both on our campus but also across the community we’ve embraced our university status as a Carnatie – Carnegie engagement community engaged institution so that’s one of our strengths and and we have a new marketing campaign a new president community is central and so to this end we’ve been working a lot with AARP Connecticut and our local Area Agency on Aging and others to bring attention to Aging issues in Connecticut and so we’ve collaborated on several programs built around the disrupt aging theme and that’s brought together faculty students university administrators aging service professionals and community members to discuss local aging issues and and talk about how we can build bridges to address these problems and if you’re interested in learning more about that you can read our paper and there’s a special issue of about Age Friendly universities that recently came out in gerontology and geriatrics education all right so now my question to you is what

can you do at Stockton University how can you be a part of the AFU movement I mean you’re already doing amazing things here so congratulations for joining the network I’m excited to have you as part of the network it’s really an exciting time we’re all on the same boat we’ve committed to this important initiative and now we have to decide how best to move forward using the AFU framework to promote health and well-being for all of our citizens across the lifespan I mean it really takes a village and there’s no shortage of ideas and opportunities and I hope that I’ve inspired you and given you some ideas for what you can do here at Stockton I encourage all of you to think about the AFU principles Stockton strengths and priorities and I know you already have a lot of strengths and what you can do to get involved to create a more Age Friendly campus and community and I think conducting a campus-wide assessment to map what you’re already doing well and that supports the AFU principles is a great next step so I just like to share this quote from Nelson Mandela education is the most powerful weapon which you can use to change the world AFU really provides a framework for helping us to think about education more broadly AFU can provide opportunities for connection and learning across the lifespan to help promote successful aging for us all and here’s some resources perhaps Dave can put these on this SCOSA website so I won’t go through those now and I know time is short but I just want to say some quick thank-yous one to Joann Montepare at Lasalle who is really a mentor to me and if it weren’t for her I would not be standing here today my colleague at CCSU Andrea June who is my partner in all things Age Friendly the academy for higher education also I should have put on here the Retirement Research Foundation which has supported some of the efforts for educating people about the age-friendly University and finally Dave Burdick who also just found out this week that he’s the 2019 recipient of the Clark Tibbits award which is yes huge [ applause ] this is the most prestigious award really in gerontology and geriatric education and it’s well deserved so all right thank you for your time [ applause ] all right well so now we’re going to have our panelists come up and get mic’ed and while they’re doing that so I can keep things moving I’ll ask – I’ll give a little bit of introduction so I’ll ask Ambassador Hughes Doctor Froonjian just got his doctorate and Provost Vermeulen to come to the stage and Carrie will sit on the stage as well is – is Karen Rose in the room Karen Rose is going to be helping us take this meeting forward afterwards and she’ll lead a question and answer it’ll be maybe a little bit brief and maybe go a little informal due to time but we see this as one big step towards moving Stockton forward as an age-friendly University Dr. Christine Ferri wave so she and I gave a presentation on this at our festival last year and so we’ve been working on this for a while to keep things moving I’ll describe these fine panelists while they’re getting mic’ed what our plan here is for each give brief presentations from different perspectives from a macro level to sort of a meso level and then down to the micro macro would be federal policy and Ambassador William Hughes three down from me will be talking about federal policy and you know the idea of successful aging is partly his fault in a way there have been White House conferences on Aging every 10 years the first one created Medicare in the mid 60s the second one created the Older Americans Act a major book in the mid 1970s was Growing Old in America Why Survive it was so negative but when Ambassador Hughes helped to be the policy – on the policy committee of the 1995 White House Conference on Aging they were looking at older individuals as people who still have major things to provide and resources so we’ll start with Ambassador Hughes and we’ll move on to mr. – Doctor John Froonjian from the Hughes Center just named as interim executive director of the Hughes Center named after Ambassador Hughes and he spent many years working as a wonderful

reporter for the Atlantic City press then he ran our polling Institute here and now he’s in charge of the center and and then we’ll move on to Provost Dr Lori Vermeulen she’s been at Stockton for two years and has really made an incredible mark in that two-year period as we’ve opened up the Atlantic City campus and then she leads us through a major strategic planning initiative which we think can intersect with this quite nicely Dr. Vermeulen got trained to be a developmental math teacher all morning this morning she’s a chemist by training but we know we need more help and in developmental math people in that field have been telling her that so she’s stepping forward she’s going to teach a math course next semester you’ll have to read about all these fine panelists to save time they’re in the book but let me turn things over to Ambassador William Hughes for his comments related to federal policy Older Americans Act but also he’s in an encore career and he’s done wonderful things after he retired and we’ll learn a little bit about that Ambassador Hughes I stand? yeah would you prefer here? or stand? the glare is difficult up here well thank you very much Dr. Burdick and good afternoon all first of all let me congratulate Dr Burdick once again for that tremendous award just announced this past week the Clark Tibbits Award that is such a great honor but and well deserved as Dr. Burdick has indicated I’ve known him for probably 40 years at this point during the years I served in Congress I had a numerous contact with David on his tremendous work here at the University and I want to congratulate Dr. Andreoletti for her presentation that was very comprehensive and very interesting and hit all the subjects and it didn’t leave me much to talk about and it’s good to see Dr. John Froonjian that has a nice ring to it that just became a doctor as well as the the Interim Executive Director of the William J Hughes Public Policy Center here at Stockton and he will take that public policy center to a new plateau and I’m happy to be a part of the panel with Dr. Vermeulen who has only been provost for a short time but she’s made a difference in just the time she’s been here Stockton University is an amazing success story and I hope you’re not going to dock me for me talking about Stockton I only have five minutes but let me say a few things about Stockton it’s amazing Stockton University is only 48 years old and look at what they’ve done in 48 years it’s amazing they are truly one of New Jersey’s treasures a real gem as an educational institution and under the leadership of a number of wonderful forward-looking entrepreneurs who were presidents of this University they’ve taken Stockton to be one of the most the finest small liberal arts colleges in the country in just forty eight years it’s amazing they have a tremendous faculty and I’ll tell you I’m happy that I was able to teach here for a number of years when I returned from Panama and it was a great honor and you know we’re talking about you know aging you want to age you hang out you don’t want to age you hang out with young people now I can tell you from personal experience I’ve got 13 grandchildren and great-grandchildren I’ve got 4 very young little boys my son has 4 little boys and when they visit me they get your attention it’s almost like Sandy has moved through again but what a tremendous feeling it is it’s uplifting to be with my grandchildren

and I’m gonna talk a little more about that as I go along but you know it was my pleasure to serve in the Congress of the United States for some twenty years I never thought that would be in the cards for me but it was I took a chance and won in 1974 an election to represent this district the second congressional district and one of my true honors as a member of Congress was to serve on the Select Committee on Aging how many remember Claude Pepper from Florida Senator Claude Pepper he was our guru for aging issues for the some 25 years of the existence of that committee 20 years of the existence of that committee I was appointed by the speaker at the time Carl Albert to the Select Committee and I serve the entire time that committee was in existence and I worked my way up to become a subcommittee chairman and then lo and behold in 1992 speaker Foley appointed me to be the full committee chairman of the permanent Select Committee on Aging and two weeks after that he abolished the committee so my tenure was rather short there was a lot of pressure to conserve money at that point and they eliminated all the Select Committee’s and that that’s kind of tragic in many respects because we need in the House of Representatives a Select Committee on Aging I spoke to the speaker’s of the Nancy Pelosi staff this past week and I’m going to be talking to the speaker because I think it’s time to bring back the Select Committee on Aging on the House side like we have on the Senate side we have a special committee on aging on the Senate side chaired by Susan Collins who’s a great chairman but I want to tell you what I’m going to talk about I can demonstrate to you the need for that kind of ombudsmanship in the House of Representatives which is the people’s house now I’ve been asked by David Burdick to talk about the federal Nexus to Aging and the federal government’s very much involved in aging issues it’s interesting the Older Americans Act which is a core federal program for aging at the federal level was created in 1965 along with Medicare and Medicaid it was a tremendous year was Lyndon Johnson was the president and the and there was a realization that aging issues were going to become even more important and when you look at the demographics of what’s happened we become a very graying society there was a time not long ago when the younger population was much greater than the older population and that’s just turned totally around you know the data shows that it it’s only been just a few years ago that the aging population was about 24% now it’s way up to about 40% of the population and if you look ahead on a years ahead that’s going to increase and it all happened to a great extent during the baby boomer years during the latter part of the last century the baby boomers did not have as many children and so as a result you know that population is going down and also the mortality rates are longer where I mean we’re living longer as I think was alluded to in the previous slides but you know it’s interesting how what percent of the population today can look to live to 95 it’s increased significantly healthcare has improved our lives people are taking better care of themselves we’ve now focused more on it exercise very important so as a result we’re all living more and that’s that’s a blessing that is God’s blessing the Older Americans Act which I alluded to provides a number of different programs Meals-on-Wheels which has been a great program and we feed a lot of Americans every year I mean the the percentage we reach the Older Americans Act reaches about 11 million people every year the assistance

on for Meals on Wheels 145 million meals were served just a couple years ago and that’s increased even though the money is going down we provide some 24 million rides through that program every year transportation to doctors to the market other needs by older Americans we’ve we seen 10.6 million hours of adult day care being provided we’ve now focused attention on an elder care which has become a major problem of the years through that federal program and as Susan Collins Senator Collins recently indicated we’ve got new challenges as our older population has new needs the funding has been inadequate totally inadequate we’ve lost ground in supporting this program so when this bill is reauthorized hopefully this year because the older Americans Act expires in 2019 we can reconstitute it and get some decent funding funding that will match the needs of the older American community I also promised David I would talk a little bit about my own personal experiences I was talking with my special friend Arlene Halpern here on the way over and successful aging which is really one of the core principles of this meeting today you know it is it’s rather simple you have to stay involved you have to really believe that tomorrow is going to be a better day you know I’m gonna be 87 years of age and I hope to some time be an older American that should be basically our calling card the secret is to be involved stay engaged intergenerational meetings and discussions is very important it’s important that we talk to students this week I spent an hour so in the Egg Harbor Township High School talking to Advanced Placement students I’ll tell you I love it because frankly we learn and that’s part of the process education is a continuing process today and Stockton University believes that as part of their structure I see the president has just joined us Dr Kesselmann who is a great leader of this fantastic University and they they really reach out to older Americans and we have moral older Americans graduating each year who were stay engaged you have to look for your next goal you have to set new goals setting a goal and then reaching that goal and stopping there is not enough you have to look ahead and see what you’d like to do to stay engaged and I really believe that having the hope that tomorrow will be a better day it’s also part of that process I’m looking for my next career adjustment I used to tell my wife Nancy you know when we were out and I talked about all the things I’ve been privileged and doing over the years I was a lawyer practice law I was in Congress for 20 years and then they made another career adjustment I went became an ambassador to Panama for a number of years I came back here to the University and taught public policy at the University served on a lot of boards and I want to tell you I used to say oh all these job changes have been wonderful my wife used to say he just can’t keep a job and she was right because I was looking forward to the next job anyway that’s my message today it’s good to be here its so wonderful to be a part of this program thank you [applause] thank you ambassador you know when he retired someone in an audience asked him what’s he going to do to give back now that he’s not a member of the House and I thought I’d give back so last year Neil Gorsuch and Joe Biden were both here enriching our

community thanks to his encore career at age 86 John Froonjian Dr. haha I’m just gonna briefly interrupt the program to introduce Dr. Harvey Kesselman the president of Stockton who is going to share what we’ve talked about briefly but is truly an important and exciting news that we got at Stockton this week Hi everyone how are you thank you ambassador for those kind words can you hear me good first for some reason this particular conference each year becomes much more relevant to me and as I’ve gone to many of them but but the reason I’m here today first let’s get Dr. Christine Ferri here in addition to being an incredible scholar a member of our faculty members she is the consummate colleague her support of David Berdick and of this program has been nothing short of phenomenal if I were ever to go to battle I’d want her in that foxhole with me she is an incredible colleague she’s done so much for this program at this institution so please give her a warm round of applause now the reason I’m up here is I am going to have the distinct pleasure of informing all of you that our own Dr David Burdick just recently won literally this week the Clark Tibbits Award which is the national award won in the United States to the individual or the organization that has most promoted gerontology programs in the United States Dr. David Burdick okay this is extraordinary David come up here [aaplause] David said I shouldn’t have done that I would have been this is a surprise I gotta go take tables down so make this quick it’s going to be quick but the individual who wins this best epitomizes leadership in this area and it’s someone who carries the torch and truly is the architect of the program of this nature to be included in that group of individuals and the award began in 1980 with Clark Tibbett who was at the University of Michigan and then followed in a number of areas he represents the best of all of that we are absolutely in his debt at this institution for his commitment to this program to gerontology to the field that’s in higher education and each and every person as the ambassador said and I know the other speakers will say who has been at Stockton or has been in this region is indebted to the work that David has done so David on behalf of the Stockton Board of Trustees the alumni, faculty, staff, students thank you, thank you for your great years of service since 1984 pal Now back to your programming so we’re running a little bit over now I gotta go clean up all those tables out there too but thank you President Kesselman this is touching and I and unexpected so anyway John Froonjian Dr [aaplause] So I get I get to follow an ambassador a president and a National Award winner [laughter] good afternoon John Froonjian here we’ve heard people talk about the demographics of this population and so I looked at some of the principles and and the pillars of the AFU as Dr. Andreoletti said and said what does that population that we’re trying to reach look like here in New Jersey so I put together a short demographic profile from New Jersey 65 years and older you can see in just seven years the growth in that population it’s a growing population this is 15 percent of the population and if you to put that in perspective if you looked at just the adult population that would be twenty percent one in five people and that’s roughly equivalent to the Hispanic population in New Jersey so it is definitely a sizable population and we’re talking about female women 65 and older nine percent almost 10 percent of the population so there’s truly a core population that needs to be

served and can be served with this age friendly university and we hear how much more they’re the older workers are staying in the workforce in just in seven years you see it’s gone up almost two percentage points which doesn’t sound like much but if you look at the raw numbers two hundred thousand to more than a quarter of a million in seven years that’s a lot of people who are who are remaining in the workforce that’s an increase of almost 35 percent and to put into perspective in every county in New Jersey that means there are thirty four hundred more people in the workforce looking to work and so are they prepared and what is it that universities can do to help these workers the group that has that has college education is really stayed static you look at the age 25 to 44 and their steady growth in the percentage who have gotten a college degree but among 65 and older it’s pretty much stayed the same so there’s a real need among workers among people who want to stay engaged who want to work want another encore career to get those skills and I think that’s where universities can really play a role I put this slide up the number of veterans because Stockton is one of the most veteran friendly schools in the nation and we have a very sizable veteran population in the student body here and we talk about intergenerational influences the the number of veterans in New Jersey has declined and this is just over you know a few years and these are role models these are people who or if they’re active in the university interacting with our students really have something to give and so it’s it’s you know it’s important that we recognize who’s out there who needs these services and who can help our students real big difference in the demographics here in race and Hispanic background 80% of the generation over 65 are white and only 68% in the general population and look at the Hispanic numbers 20% Hispanic in the general population and and 10% among the elderly and so there’s great opportunity for cultural interaction for dialogue and the University it really provides a great setting for that to happen and I’m just gonna show a picture for many years I ran the Polling Institute here at Stockton and I’ve always said it’s one of the most diverse organizations on campus and I think this picture tells you a lot about the diversity of Stockton University this is a picture we took recently of our crew and the woman right in the center in the red sweater if you can see we were said she works at the Polling Institute we were celebrating her 70th birthday and and you can just see the diversity in that picture and I think that is a real great asset and an age-friendly University when you have a population that is not as diverse it provides a real opportunity for interaction another principle is learning to use computers learning to use the Internet and again you can see that households with Internet of 65 and older significantly below the general population 15% of the households over 65 don’t even have a computer and so there’s an opportunity if this generation is involved with the university to learn those skills and enrich their lives and here’s an area where students could really really benefit and civic engagement is one of the primary drivers of what we do here at Stockton 18-24 only 48% registered to vote and only 33% in last year in 2017 excuse me actually we said they voted where as 75% of the senior population are registered and 65% report voting what a great role model what a great influence that could be on a student population where we’re trying

to instill these Civic values which is a big effort of the Hughes Center to promote civic education and finally I just thought this was an interesting slide to throw up there that only two-and-a-half percent of teenagers in the U.S. live with one or more grandparents and so everyone has grandparents at that age but there’s not that much interaction and I think Dr. Andreoletti spoke about this how how enriching it is when the generations meet and talk and realize wow they’re real people and so another great opportunity and I think AFU provides and I thank you for your attention it’s really a pleasure to be here and to kind of wrap up the presentation bring you home to Stockton so we’ve heard about the nation and the state a little bit and now Stockton University and how does that fit in as David said we’re working on a new strategic plan here and many of the pillars of that plan overlap with the strategic priorities of the AFU organization and with the state of New Jersey so first I wanted to correct Dave and say that I’ve been here three years not two and you know the time really goes by when you’re really engaged and the other thing I will point out is you know people will come up to me and say I don’t know what it is about you but you you look different you look great they’ll say and I say I’m growing out my gray hair and then when people realize that’s what I’m doing they said it is stunning and so I just want to put that plug out there because I’ve had gray hair for thirty years and I’m finally growing it out and I’m just getting these rave reviews so you know I’m with with all of you with that I like the idea of talking about the encore career I’ve been through several careers I chemistry professor that and became a chair of a department than a Dean now a Provost and as David said this morning I was learning about how to teach developmental math and the reason I wanted to do that is like I can’t imagine my life without teaching and learning so when my husband says when are you going to retire I said I can’t imagine retiring because I can’t imagine giving that up and the reason I’m learning about how to teach math is I’ve heard some from so many of our faculty and I’ve heard from our colleagues nationally that students are different today they’re different from when I was a student they’re different from when I was teaching full time fifteen years ago and I said I want to know what that’s about I want to learn what that’s about because the students are going to be our future and again that really fits in with what we’re doing with the age-friendly universities so just briefly we have six pillars in the Stockton strategic plan that we’re developing they’re very much aligned with the strategic plan for higher education in New Jersey and the first one is inclusive Student Success and so when we develop this we had a lot of discussion it’s kind of easy to come up with Student Success it’s something we should think about being an organization in higher education but what came up was that that word inclusive had to be included and so once we added that we keep asking what does that mean what does that mean to be inclusive what does it mean to be a student what does it mean to have success and so all of those things together are really kind of formulating our strategic plan so inclusion has to do with the fact that our student population is becoming more and more diverse it is becoming older and we talk about traditional college students to age 18 to 22 we used to talk about non-traditional students who didn’t fit in there now they are called post traditional students because they’re simply older and most of them are getting older and older and what we’ve learned today and we can capitalize on is this idea of the life time of learning and the different types of learning and teaching that we need to do throughout the course of our lifetime so what it means to be inclusive the ways of learning students are different today they’re learning differently people who are learning our students are older they’re from a more ethnically diverse population they’re from a lower socioeconomic class they’ve become many kinds of life challenges what does it mean to be a student so again a student isn’t what we might have thought about 20 years ago we were talking this morning about how higher education has opened up to more and more students so that’s why the students are different we have a majority minority student body we’re going to have that very soon and again we have the post traditional student what does it mean to be successful in higher ed we often measure that in terms of graduation rates retention rates but that that’s something we measure to say the institution is successful what does that mean to a student and to those different types of students how would they measure success when getting their education so that’s our main pillar and our strategic plan inclusive student success we also

have teaching and learning and again what’s called for in the statewide plan is also aligned with the age-friendly universities is getting college credit for learning outside the classroom and learning in life the life learning that you get through a lifetime of experience so that’s a new thing we’re looking at in higher education we’re also concerned with strategic enrollment management our third pillar and again thinking more broadly about who enrolls and when they enroll in life others are a fiscal sustainability important to us all diversity and inclusion again reiterating the fact that our students are more and more diverse and in order to be inclusive we need to make our faculty and staff and our way of teaching more and more diverse and finally our last pillar is people communication and shared governance kind of brings it all together for us people being the most important part of what we do at Stockton – Stockton is a very community engaged institution we are also a Carnegie engaged classified institution and SCOSA and the various other Institute’s we have at Stockton is what makes that happen and so we’re really looking forward to how we can integrate all of the elements of our strategic plan with the state and with the idea of surrounding the age-friendly University and I think we’re very well poised to do that especially for our colleague Dave Burdick – who’s helped us to get there so thank you for that as Bill Hughes said Stockton is really a wonderful place to do the kind of interdisciplinary intergenerational caring stuff that we do that you’ve heard about today I care a lot about our retirees which is an important part of the age-friendly network and did Mary Ann leave – Mary Ann’s present Mary Ann – so what I like to do to honor Mary Ann as a – as a retiree who’s written some really good books her session was supposed to start right now and I think what I’d like to do is get us out of the way and invite our panel to go out to the lounge area right out front and be available to take any of the suggestions you have or comments so that Mary Ann can get started because there’s a great big University barbecue that Dr. Vermeulen is dressed for and I’m gonna get changed for and we don’t want to hold people up from that so could you give this panel a huge round of applause yeah really great we’ll tape it some of the resources that Carrie talked about I’ll put online on our website you can actually go to stockton.edu/SCOSA and click on age-friendly and get some of that information but I’ll put a lot more up but now well this afternoon and after I clean up all the tables is so his Karen Rose here Karen so there she is so Karen stand-up so Karen is a retired professor from Widener University ran their psychology department there a few psychologists in the room she works for us as an adjunct she teaches in pysch she teaches in health sciences and she’s agreed to step forward and help us at the university take this to the next step and do an audit of all cool things that you’ve heard a little bit about that we do at Stockton that Carrie does at Central Connecticut that they have at other universities that we heard about today we’re gonna take a census and get an idea and move this forward so if you’re willing to take part in that let Dr. Rose know as well so thank you all for coming if you want to hear about writings sort of historical fiction and Mary Ann Trail’s wonderful writing career after she retired – may I suggest you come to the first couple rows she’ll start in about five minutes after we move out of the way alright thank you so much – it’s been a pleasure to be here with you all