Two courses introduced at Residential College 4 this semester have provided opportunities for undergraduates to form bonds while working together with youths and older persons.

Students at NUS Residential College 4 (RC4) have made some unconventional friends over the past semester who, at first glance, may seem rather different from their fellow 20-something peers. Seated among the undergraduates during project discussions are their fellow teammates: silver-haired older people bringing with them a wealth of wisdom, alongside bright-eyed Secondary Two students who exude the inquisitiveness and energy of youth.

One may muse about the novelty and prospect of three generations working together on a school project, but the peals of laughter and smiles exchanged across tables make it clear the participants have forged friendships that transcend age, and dispelled myths about ageism along the way.

Participants from UTC2733 ‘Rethinking Age: Potential for Connection’ had the privilege of a visit from Mr Kenneth Stern, Founder and Chair of the Longevity Project (centre, in purple shirt), during one of their sessions at Queenstown Secondary School.

Tackling the challenges of ageing and ageism

These group projects are part of two new credit-bearing courses at RC4 introduced in Academic Year 2023-2024 Semester Two, titled UTC2732 ‘Rethinking Ageing: Potential for Integration’ and UTC2733 ‘Rethinking Age: Potential for Connection’. Through exposing undergraduates to key concepts in service learning and intergenerational bonding, the courses which commenced in January 2024, aim to tackle stereotypes of ageism and promote social cohesiveness through the co-creation of viable and sustainable intergenerational bonding activities.

Facilitated by Dr Lynette Tan, Senior Lecturer and Director of Studies at RC4, with the help of Associate Professor Thang Leng Leng (Department of Japanese Studies, Faculty of Arts and Social Sciences), Co-lead of the workstream on purposeful longevity at Health District @ Queenstown (HD@QT), these courses brought together a total of 32 NUS undergraduates, 35 students from Queenstown Secondary School (QTSS) and 24 older persons  from two active ageing centres in Queenstown.

Departing from the usual perception of older persons as mere recipients during the implementation of intergenerational bonding activities, the two RC4 courses have warmly invited the elders into the classroom, along with secondary school students, to be equal contributors in the ideation and co-creation process.

The RC4 courses contribute towards the ongoing initiatives under HD@QT – a multi-stakeholder initiative by NUS, the National University Health System, and the Housing & Development Board – to help address the challenges of an ageing society.

Empowering purposeful longevity as older people age in their community has been an aim of the HQ@QT. Piloted in late 2021, its objective is to introduce policy initiatives in preparation for Singapore’s demographic shift towards becoming a super-aged nation by 2026. By then, at least 21 per cent of its population will be aged 65 and above. Queenstown was designated a pilot site for HD@QT as its demographics closely mirror a super-aged community where one in four residents is aged 65 or older.

A melding of interests and learning opportunities

The course experience has given Martha Soetedjo (back row, second from left) and her group mates a different perspective on older persons and the value of intergenerational bonding. They are pictured here with Assoc Prof Thang Leng Leng (first row, left), and Dr Lynette Tan (first row, right), and two elder group members.

Second-year Data Science and Economics undergraduate Martha Soetedjo, whose group mooted the idea of learning mahjong from elders, observed that “the elders could rival the youths in vigour”, citing how their eyes lit up and their hands busily moved as they taught the younger ones how to play.

Having previously interacted with elders and teens mostly within her extended family, Martha’s experience in the course has challenged her preconceived notions of older people as being ‘weary’ or having ‘low energy’. Being part of this multi-generational community – with its “amalgamation of different stories, skills, and perspectives” – has broadened her understanding of the world and widened her perspectives of older people beyond the inherent biases that exist within familial contexts.

“I used to wonder if ‘intergenerational bonding’ only serves to benefit our elders, but this statement could not be further from the truth,” said Martha.

“Here, I had the opportunity to learn about people with vastly different experiences and histories... It was a joy whenever I found new common ground with them, and exciting whenever we had different perspectives,” she added.

For Darryl Ang, the course has set aside self-imposed barriers he had in relating to and learning from other generations.

These sentiments were reiterated by her fellow course mate Darryl Ang (Year 2, Business Administration), whose group activity tapped into the Singaporean psyche as a food-loving nation and explored the spread of delicious food options in Queenstown. From trendy fare to traditional favourites, it aimed to encourage different generations to take turns introducing their culinary interests to one another.

“Having had the opportunity to interact with older people regularly in this course, I have learned that it is essential to set aside these preconceptions and approach them with an open mind and a genuine willingness to connect. Spending time together and pursuing a common purpose dissolved (these) perceived barriers, fostering genuine connections and mutual understanding,” he said.

Multi-generational impact

Queenstown resident Madam Thanamony D/D Pandian, 76, said she had assumed that the younger generation was largely uninterested in caring for their elders before joining the programme. Her experience, however, has opened her eyes to misconceptions the different generations have of each other, in particular, how each tends to perceive the other as being unfriendly.

She later learnt that her younger counterparts were not that different from her and her peers. “They just need someone to start a conversation with them, to know that someone is interested in them,” she explained. “It was fun learning from one another as we exchanged and shared information, and wonderful to get to know them. Honestly, I am already starting to miss these kids!” she quipped.

Dr Lynette Tan (standing, in blue dress) smiles as she observes the RC4 undergraduates presenting the projects they worked on over the semester.

The challenge of creating and pitching the curriculum to three different generations in two-hour sessions over 12 weeks was not lost on course facilitator Dr Lynette Tan. “At NUS we are taught to be reflective teachers. This particular practice was something that went into overdrive this semester,” shared Dr Tan.

However, she found herself pleasantly surprised by the enthusiastic participation from the Queenstown Secondary School students, older people from FaithActs and Esther Active Ageing Centres, as well as RC4 undergraduates.

“Most of all what I found fulfilling was the realisation of the belief that universities can make a positive social impact at fundamental levels. From what I have experienced this semester, particularly in the commitment and effort of our students, I witnessed the great potential for education to bring about positive change,” Dr Tan added.

Josh Wang, a Secondary Two participant from QTSS, encouraged his juniors to join the programme. “We get to bond with NUS seniors and the elders. What are the chances of that happening outside? If reality gives you a chance to change your thoughts, you should take it!” he said. 



News from: https://news.nus.edu.sg/two-new-courses-at-residential-college-4-tackle-ageism-through-co-creation-of-intergenerational-bonding-activities/