Being our second meeting of the Spring quarter, things were in full swing and this meant a packed day. We began the class discussing how we could better recruit students for the program next year. Unlike years in the past, we have decided to recruit in the spring to allow students ample time to include the course in their schedule. In voicing our ideas, we expressed that we wanted to encourage a variety of disciplines to apply and sought to reach out to various departments at UCSD. We also decided to reach out to various student run clubs and organizations to be included in their email blasts, and announcements to acquire more students to join this awesome program.
Once we completed this we were then were tasked to create questions to be included in a survey. This survey would be given to the members of the various sites we visit when doing our healthy aging project. It would be given after they participated in the project we put on, thus providing us we feedback. Ideally, we would like to have a survey that could be given prior to the event as well, but for the time being we are focusing on a post-survey. After we finished brainstorming questions, we then were led by three fellow students in a discussion on a set of readings in the book Worlds of Difference, by Eleanor Stoller and Rose Gibson. It is a compilation of various stories that describe the experience of the aging experience and how inequalities occur. In this discussion, we described stories relating to the life course perspective of aging and depending on your age during a specific time and event can affect your overall aging experience.
After finishing our discussion, we were then introduced to a new assignment in which we are to create a video/infographic/story etc. that addressing myths about aging. Through this assignment, we are looking to fight back at ageism, by demystifying the myths that people share surrounding the aging experience. Once we finished with that, we then broke up into our HAP groups and was able to check in and work on it. Our group has been able to contact Bayside and now waiting on approval on a date and if our art class idea would be okay. We also reached out to some art vendors, and at the time, are speaking with an art instructor who may be willing to lead the class. More updates to the come next week.
Once we completed this we were then were tasked to create questions to be included in a survey. This survey would be given to the members of the various sites we visit when doing our healthy aging project. It would be given after they participated in the project we put on, thus providing us we feedback. Ideally, we would like to have a survey that could be given prior to the event as well, but for the time being we are focusing on a post-survey. After we finished brainstorming questions, we then were led by three fellow students in a discussion on a set of readings in the book Worlds of Difference, by Eleanor Stoller and Rose Gibson. It is a compilation of various stories that describe the experience of the aging experience and how inequalities occur. In this discussion, we described stories relating to the life course perspective of aging and depending on your age during a specific time and event can affect your overall aging experience.
After finishing our discussion, we were then introduced to a new assignment in which we are to create a video/infographic/story etc. that addressing myths about aging. Through this assignment, we are looking to fight back at ageism, by demystifying the myths that people share surrounding the aging experience. Once we finished with that, we then broke up into our HAP groups and was able to check in and work on it. Our group has been able to contact Bayside and now waiting on approval on a date and if our art class idea would be okay. We also reached out to some art vendors, and at the time, are speaking with an art instructor who may be willing to lead the class. More updates to the come next week.