{"id":14027,"date":"2025-05-22T10:08:57","date_gmt":"2025-05-22T14:08:57","guid":{"rendered":"https:\/\/www.goodwin.edu\/enews\/?p=14027"},"modified":"2025-05-22T10:08:57","modified_gmt":"2025-05-22T14:08:57","slug":"faculty-article-age-inclusivity-higher-education","status":"publish","type":"post","link":"https:\/\/www.goodwin.edu\/enews\/faculty-article-age-inclusivity-higher-education\/","title":{"rendered":"The Future of Learning \u2014 Embracing Age Inclusivity in Higher Education"},"content":{"rendered":"

By: Parker Story and Lisa Fanelli<\/em><\/h3>\n

As the landscape of higher education continues to evolve, so must our approaches to teaching and learning.<\/p>\n

One of the most significant shifts we\u2019re seeing is the growing presence of older adults returning to the college classroom. Recent demographic projections suggest a 13% decline in traditional college-age students by 2041<\/a>. While this trend presents challenges, it also creates opportunities to welcome nontraditional students, including older adults and second-career seekers, to college campuses.<\/p>\n

These students bring rich life experiences and a strong sense of purpose to the classroom. However, they may also face unique barriers, such as balancing coursework with work<\/a> and family responsibilities<\/a>, overcoming past negative educational experiences, and navigating unfamiliar technologies. This is where thoughtful instructional design and strong institutional support become essential.<\/p>\n

At Goodwin University, we are committed to fostering an age-inclusive environment<\/a> where learners of all ages can thrive. As an officially designated Age-Friendly University<\/a> (AFU), we strive to make education accessible to students from all walks of life. By employing strategies and instructional models that emphasize accessibility and digital literacy, we believe universities can open more doors to lifelong learning.<\/p>\n

Let\u2019s explore how.<\/p>\n

Universal Design for Learning: A blueprint for inclusion<\/h2>\n

Universal Design for Learning<\/a> (UDL) offers a framework that helps remove barriers to education and supports the success of all learners, regardless of age or background. UDL encourages flexible teaching strategies and multiple means of engagement, representation, and action.<\/p>\n

\"\"<\/p>\n

At Goodwin, UDL is more than a philosophy \u2014 it\u2019s embedded into our course design. Our course template, created by the Department of Instructional Design, is built for diverse participation methods including video lectures, textbook readings, PowerPoint slides, and curated YouTube videos.<\/p>\n

The instructional designers work closely with faculty, helping them select materials, embed them into their courses, and accompany them with guiding questions that focus students\u2019 attention as they navigate the learning content. In our online Human Biology course, for example, students choose the study method that works best for them, supported by clear instructions and accessible content.<\/p>\n

For older learners, this approach is particularly empowering. It reduces the stigma nontraditional students may feel and builds confidence through real-world applicability. For instance, older students may relate their professional and personal experiences directly to course content, deepening their engagement. By fostering active participation and meaningful connections to the material, UDL principles help older learners stay motivated, build skills, and succeed academically.<\/p>\n

Designing for flexibility and accessibility<\/h2>\n

Accessible, flexible learning environments benefit students of all ages \u2014 but they can offer a positive advantage for supporting older learners, second-career seekers, and those balancing education with work and family responsibilities.<\/p>\n

At Goodwin University, we are proud to embrace this approach. Our flexible course formats \u2014 including on-ground, online, hybrid, weekend, and evening classes \u2014 are a cornerstone of our age-inclusive philosophy. We also integrate flipped classroom models, allowing students to review material ahead of time and engage in active, applied learning during class sessions.<\/p>\n

Our weekly course rhythm also recommends what students could do daily to stay on top of the class. The weekly course rhythm is just a suggestion, not a requirement, but it provides students with the start of a plan that they can adapt based on their individual needs.<\/p>\n

\"\"<\/p>\n

We believe accessibility should be seamless and built into every learning experience. That\u2019s why we prioritize clear and consistent course navigation, offer multiple formats for assignment submissions (such as papers, presentations, and infographics), and provide extended deadlines when needed.<\/p>\n

Additionally, the UDoIt plug-in<\/a> supports our instructors in identifying and correcting accessibility issues, helping ensure that digital content meets Web Content Accessibility Guidelines<\/a> (WCAG). To assist faculty in using the plug effectively, we provide workshops guiding instructors on basic skills, best practices, and strategies for avoiding accessibility issues in their initial course design.<\/p>\n

Furthermore, we incorporate the Transparency in Learning and Teaching (TILT) framework<\/a>, encouraging faculty to clearly communicate not just what assignments are, but why they matter. This small but powerful shift strengthens students\u2019 motivation, builds metacognitive skills, and supports a smoother transition for those returning to the classroom after time away.<\/p>\n

Building digital confidence<\/h2>\n

Technology is often cited as a barrier for older learners. Upskilling in digital literacy is not only essential for succeeding in online and hybrid courses, but it also empowers adult learners to thrive in today\u2019s tech-driven workforce.<\/p>\n

\"\"<\/p>\n

To help bridge this gap, Goodwin offers technology \u201cboot camps\u201d and intergenerational peer support programs both before and during the semester. We also provide Quick Reference Guides and tailored how-to trainings based on student feedback, including resources specifically focused on navigating Canvas.<\/p>\n

We also use platforms like Canvas Studio to make video content more accessible through automated and manually edited captions. Instructors are guided on selecting videos with verified captions and adding alt-text to images, ensuring all learners \u2014 regardless of sensory ability \u2014 can engage with the content.<\/p>\n

Fostering an age-inclusive campus<\/h2>\n

Age-friendly education goes beyond the digital classroom. It\u2019s in the physical spaces \u2014 well-lit classrooms with accessible seating and clear signage \u2014 and in campus culture. At Goodwin, we uphold an age-inclusive culture by supporting intergenerational learning, reverse mentorships, and flexible class schedules. Student organizations are evolving to include nontraditional students, and faculty receive training on age bias and inclusivity.<\/p>\n

\"\"<\/p>\n

Looking ahead, we envision universities partnering with senior centers, offering satellite courses in residential communities, and creating living-learning environments that blend traditional and nontraditional students. Credentialing and certificate programs can provide bite-sized progress toward degrees, and student governance should reflect the full spectrum of our student body.<\/p>\n

We\u2019re also exploring research opportunities and metrics to better understand and improve age-inclusive practices. By forming communities of practice and listening to our students, we aim to continuously evolve and improve.<\/p>\n

At Goodwin University, we see older adult learners not as exceptions, but as essential members of our academic community. Through intentional design, flexible learning models, and a commitment to inclusion, we\u2019re proud to support their success \u2014 and in doing so, strengthen the future of higher education.<\/p>\n

Your next chapter begins at Goodwin. Learn more about joining the University community today!<\/a><\/em><\/h3>\n

 <\/p>\n

Dr. Lisa Fanelli<\/span>, <\/span><\/span>OTD<\/span><\/span><\/strong><\/em>, MBA, OTR\/L<\/strong><\/em>,<\/span><\/span> is an Associate Professor and Program Director for the Health Science and Public Health programs at Goodwin University<\/span>, East Hartford, <\/span>CT<\/span>.\u00a0 <\/span><\/span>Dr.<\/span> Fanelli<\/span> is<\/span> a<\/span> Credentialed<\/span> Leader<\/span> in<\/span> Academia,<\/span> a Leadership Fellow, <\/span>a<\/span> Senior <\/span>Universal<\/span> Design<\/span> for<\/span> Learning<\/span> Teaching<\/span> Fellow,<\/span> a<\/span> Dementia<\/span> Friend<\/span> Champion,<\/span> and <\/span>an<\/span><\/span> Age-Inclusive<\/span> Champion<\/span> leading<\/span> the <\/span>initiative<\/span> of the <\/span>Age<\/span>–<\/span>Friendly<\/span> University<\/span> designation<\/span> for<\/span> Goodwin<\/span> University<\/span> and<\/span> the<\/span> University<\/span> of<\/span> Bridgeport<\/span>.\u00a0 <\/span>Dr.<\/span> Fanelli<\/span> values<\/span> the<\/span> impact<\/span> that<\/span> community-based<\/span> learning<\/span> has<\/span> on<\/span> student<\/span> success<\/span> as<\/span> evidenced<\/span> by<\/span> her <\/span>vast<\/span> experience<\/span> as<\/span> Director<\/span> of<\/span> Clinical<\/span> Education<\/span> at<\/span> Quinnipiac<\/span> University,<\/span> Program<\/span> Director<\/span> of<\/span> Health<\/span> Sciences<\/span> to<\/span> PA<\/span> and<\/span> PharmD<\/span> at<\/span> the<\/span> University<\/span> of<\/span> Saint<\/span> Joseph,<\/span> and<\/span> continued<\/span> community<\/span> partnership<\/span> development<\/span> at<\/span> Goodwin University.<\/span> She<\/span> has<\/span> 2<\/span>8<\/span> years<\/span> of<\/span> experience<\/span> as<\/span> an<\/span> occupational<\/span> therapy<\/span> practitioner<\/span> working<\/span> with<\/span> older adults who have <\/span>physical<\/span> and<\/span> neurological<\/span> conditions<\/span>.\u00a0<\/span> Lisa <\/span>has<\/span> numerous<\/span> publications and has <\/span>presented<\/span> regionally,<\/span> nationally,<\/span> and<\/span> internationally<\/span> on<\/span> research<\/span> focu<\/span>sed<\/span> on<\/span> Universal<\/span> Design<\/span> for<\/span> Learning,<\/span> clinical<\/span> education,<\/span> rehabilitation,<\/span> and<\/span> dementia<\/span> care<\/span>.<\/span>\u00a0<\/span> <\/span>Professor<\/span> Fanelli<\/span> has<\/span> been<\/span> instrumental<\/span> in<\/span> utilizing<\/span> Open<\/span> Educational<\/span> Resources<\/span> (OER)<\/span> available<\/span> to <\/span>faculty<\/span> in<\/span> converting<\/span> courses<\/span> in<\/span> Health<\/span> Science<\/span> and Public Health<\/span> to<\/span> OER<\/span> courses<\/span> at Goodwin University<\/span>.<\/span> In<\/span> 2022,<\/span> Dr. <\/span>Fanelli<\/span> was<\/span> awarded<\/span> a<\/span> $1.5<\/span> million<\/span> grant<\/span> from<\/span> the<\/span> federal<\/span> government<\/span> to<\/span> increase<\/span> the<\/span> public<\/span> health<\/span> workforce<\/span> and<\/span> has<\/span> been<\/span> actively<\/span> engaged<\/span> in<\/span> this<\/span> three-year<\/span> grant.<\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

By: Parker Story and Lisa Fanelli As the landscape of higher education continues to evolve, so must our approaches to teaching and learning. One of the most significant shifts we\u2019re seeing is the growing presence of older adults returning to … Continue reading The Future of Learning \u2014 Embracing Age Inclusivity in Higher Education<\/span><\/a><\/p>\n","protected":false},"author":41,"featured_media":14032,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_stopmodifiedupdate":false,"_modified_date":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1079],"tags":[268,681],"class_list":{"0":"post-14027","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","6":"hentry","7":"category-academics","8":"tag-featured","9":"tag-udl","11":"fallback-thumbnail"},"yoast_head":"\nAge Inclusivity in Higher Education | Goodwin 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