What are Lifelong Learning Institutes and How Do They

WorkJulie L. Mitchell, Assistant Dean

Special Programs and Continuing EducationUniversity of Dayton

August 11, 2010

Lifelong Learning

• “Anyone who stops learning is old, whether twenty or eighty. Anyone who keeps learning today is young. The greatest thing in life is to keep your mind young.” – Henry Ford

• “Tell me and I forget. Teach me and I remember. Involve me and I learn.” - Benjamin Franklin

• “Learning is a place where paradise can be created.”

Lifelong Learning Institutes

• Began as Institutes for Learning in Retirement• Harvard is credited with having the first ILR in

the United States• As different and unique as the sponsoring

institution• Grassroots programs, University/College

sponsored programs, Peer-driven programs

Lifelong Learning Institutes

• Non-credit, seminar-based learning opportunities for adults 50 years of age and better

• Seminar moderators • Seminar length• Fee structure

Osher Lifelong Learning Institute Network

• Bernard Osher and the Osher Foundation• Grant and Endowment Programs• OLLI Network

University of Dayton

• The University of Dayton is an urban campus located in southwest Ohio

• Founded by the Marianists in 1850, it is Ohio’s largest private university

• UD is also one of the nation’s top ten largest Catholic universities

• Committed to educating the whole person and to linking learning and scholarship with leadership and service

Osher Lifelong Learning Institute at UD

• The University of Dayton has a tradition of including senior adult learners in its community:– In 1952 the Senior Fellows Program was begun– In 1985 Summer Elderhostel Program– In 1994 our largest outreach program was

established, UD Institute for Learning in Retirement Program, presently Osher Lifelong Learning Institute

– In 2000 added New Horizons Band

OSHER Lifelong Learning Institute EnrollmentSpring 1994 - Spring 2002

• March 1994 Pilot program: 45 Participants

• Fall 1994: 95 Participants • Spring 1995: 98 Participants • Fall 1995: 238 Participants • Spring 1996: 268 Participants• Fall 1996: 350 Participants • Spring 1997: 310 Participants • Fall 1997: 375 Participants • Spring 1998: 406 Participants• Fall 1998: 419 Participants

• Winter 1999: 121 Participants • Spring 1999: 438 Participants• Fall 1999: 432 Participants • Winter 2000: 185 Participants • Spring 2000: 417 Participants • Fall 2000: 531 Participants • Winter 2001: 205 Participants • Spring 2001: 434 Participants • Fall 2001: 490 Participants • Winter 2002: 238 Participants • Spring 2002: 385 Participants

OSHER Lifelong Learning Institute EnrollmentSummer 2002 - Fall 2007

• Summer 2002 Pilot Program: 185 Participants

• Fall 2002: 452 Participants • Winter 2003: 271 Participants • Spring 2003: 412 Participants • Fall 2003: 475 Participants • Summer 2003: 91 Participants • Winter 2004: 181 Participants • Spring 2004: 334 Participants • Summer 2004: 91 Participants • Fall 2004: 376 Participants • Winter 2005: 248 Participants

• Spring 2005: 397 Participants • Summer 2005: CANCELLED• Fall 2005: 516 Participants • Winter 2006: 243 Participants • Spring 2006: 483 Participants • Summer 2006: 151

Participants • Fall 2006: 510 Participants • Winter 2007: 330 Participants • Spring 2007: 495 Participants • Summer 2007: 139

Participants • Fall 2007: 473 Participants

OSHER Lifelong Learning Institute EnrollmentWinter 2008 - Summer 2010

• Winter 2008: 350 Participants • Spring 2008: 530 Participants • Summer 2008: 115 Participants • Fall 2008: 616 Participants • Winter 2009: 365 Participants • Spring 2009: 542 Participants • Summer 2009: 146 Participants• Fall 2009: 94 New, 75 Wait Listed, 567 Total Participants • Winter 2010: 66 New, 53 Wait Listed, 406 Total Participants • Spring 2010: 96 New, 51 Wait Listed, 613 Total Participants • Summer 2010 Week of May 13: 2 New, 154 Total Participants • Summer 2010 Week of June 9: 14 New, 170 Total Participants

Osher Lifelong Learning Institute at the University of Dayton

• Became an Osher Lifelong Learning Institute in June 2004 when received grant award

• Received second grant award in June 2005• Endowed in December 2006• Second endowment gift received September 2007• UD Osher Lifelong Learning Institute will be one of

only 110 programs to comprise the Osher Lifelong Learning Institute Network, a group representing best practices for senior adults

UDLLI Mission

• The guiding principle of the Osher Lifelong Learning Institute is to offer adults 50 years of age and older from the Greater Miami Valley area a wide variety of seminars based on the peer-learning concept and designed to be intellectually stimulating in an informal and non-competitive environment.

Osher Lifelong Learning Institute

University of DaytonDayton, Ohio

Associate Provost and Dean Graduate, Professional And Continuing Education

Assistant Dean Special Programs and Continuing Education

Board of Governors

Executive Committee

Advisors

Policy/Planning Marketing Curriculum Membership Finance Nominations Volunteer Special

Events

Currently, OLLI at UD is serving residents in eight counties

Telephone Survey

• The objective of the survey was to:– Gauge overall interest in courses with academic

content– Gauge market demand for particular types of

courses– Understand the relative importance of various

factors in deciding where to take courses– Judge market receptivity to particular pricing

Overall Interest in Courses with Academic Content

• Slightly more than a quarter of 55 to 64 year olds (28%) were likely to take a course within the next three years

• Likelihood of taking a course increased once respondents were asked about their specific interest and given a list of areas to react to. In this situation, 38% of 55 to 64 year olds indicated that they were likely to consider taking a course in the next three years

• Conclusion: Listen to what they want, establish your curriculum around these suggestions, and they will come.

Market Demand for Particular Types of Courses

• Respondents were asked “What courses would be of interest to you?”

• Courses tied to Science and Computers were mentioned most by both 55 to 64 year olds (23%) and 65 year olds (17%)

• Courses tied to Business, Finance and Investment were a close second for those over 65 (7.9% and 8.9%)

• There was substantial interest in both the younger and older age groups in Art (7.4 %and 8.9%) and in History and International Studies (7.9% and 8.9%)

• Those 55 to 64 were slightly more likely to mention Languages than those 65 and older (7.4% vs. 4%)

Convenience of Particular Times

• There is a strong divergence between the preferred time of 55 to 64 year olds and the preferred time of those 65 and older among those likely to take a course with an academic focus– 41% of the younger age group indicated a willingness to attend a

weekday course, with 31% interested in weekday evenings and 28% interested in weekend offerings

– In contrast, 80% of those over 65 indicated that weekday courses are most convenient

• Conclusion: Offering courses on weekday evenings or weekends might draw significant numbers of 55 to 64 year olds for whom weekdays are inconvenient. There seems to be no additional audience for evenings or weekends from those over 65.

Preferred Method of Instruction

• On average, respondents of any age preferred a mixture of discussion and lecture, with a slight lean towards discussion

• 68% of the respondents 55 to 64 years of age and 62% of those 65 and up found the once a week, two hour course over a four to six week period to be most convenient

• There does appear to be some demand in our market for time frames that are shorter but more intense

• University affiliation is important to a significantly greater percentage of respondents than location. 52% of the respondents 65 years of age and over rated affiliation with the University of Dayton as important

• Importance of social interaction as part of the course offering varies substantially across respondents. Among those likely to consider taking a course in the next three years, a higher percentage of 55 to 64 than those 65 and older considered it important (35% vs. 25%)

Three Challenges for Finding Fulfillment in Retirement

• The deep desire and continued need for relationships and companionship

• A continued yearning to learn• Spiritual and holistic well-being

Retirement --- Change

• Twenty-first century retirements often come in pairs, as husbands and wives have to negotiate two retirements: “his” and “hers”

• Older workers tend not to talk about retirement

• Retirement is now a “blurred” transition• Nothing about retirement can be taken for

granted • Opportunities to do meaningful work are

important but can be difficult to find

FUTURE PLANS