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Contents
What is a Lifelong Learning Institute?
The Rewards of Belonging
A Brief History
An Idea That Works Wonders
The Challenge of Diversity
A Word about Elderhostel
What is a Lifelong Learning Institute (LLI)?
Every Tuesday morning 35 people gather in a college classroom to study
the writings of John Steinbeck. Every person in the room is of retirement
age. The leader is a retired businessperson. The students have prepared
well. The two-hour session is lively, full of discussion, controversy,
humor, disagreement, insight and wisdom. When class ends, the talk spills
out to the hallways, back to the office/lounge area, out to the parking
lot. The class is one of 25 different study groups offered by this college's
LLI every semester. There are study groups meeting every day. Each meets
once a week for two hours; most members sign up for two classes. There
are no quizzes, grades or credits. Most are led on a volunteer basis by
members of the LLI; a few are taught by campus faculty. The LLI juggles
scheduling to occupy fully the two classrooms assigned for daytime use.
These classrooms are down the hall from the office and lounge area that
serves as the group's headquarters. The part-time director occupies an
office that doubles as a committee meeting space. The full-time assistant's
office has three desks; two are alternately used by committee chairpersons
and members who provide volunteer clerical support.
The Rewards of Belonging
This LLI belongs to the more than 300 older learners who created it. They
pay dues, elect officers, and work hard to provide stimulating educational
opportunities for themselves and their peers in the community. Members
also keep the coffee brewing and the lounge tidy. A bulletin board lists
LLI events: the monthly faculty lecture series, an upcoming concert by
the LLI jazz combo, the annual spring membership meeting, the Impressionist
art course museum trip.
A Brief History
This LLI is one of more than 400 in the United States and Canada - an
organization of retirement age learners dedicated to meeting the educational
interests of its members. It is part of a growing movement that is opening
campuses across the continent to incorporate the experience and vitality
of older people. The first LLI was the Institute for Retired Professionals
(IRP) established in 1962 at the New School in New York City. Throughout
the 1960's and 1970's other colleges and universities replicated or adapted
the IRP model. During the 1980's several national conferences introduced
the concept to a wider audience and spurred the development of many more
groups.
An Idea That Works Wonders
In North America today growing older is characterized by rapid change.
Stereotypes are being discarded, negative images are in transformation,
older people are seizing greater control of their own destinies. New social
inventions are now the expected, not the exception. The LLI concept is
just such an invention. Older adults care about education; they are intense
and self-motivated learners, and they define their own educational experiences
and enthusiasms. A LLI fosters and capitalizes on these strengths, empowering
older adults to continue learning, expand their horizons, and enhance
their personal development.
The Challenge of Diversity
There is no one "model" for an LLI. LLIs are independent entities, each
created by a unique group of people, sponsored by a host campus with its
own special character and mission, and functioning in a particular community.
Yet amid this diversity two basic premises define an LLI: Ownership-Learners
develop their own college-level educational programs; and Community-Organizational
structure distinguishes the LLI as an educational community of older learners.
LLIs typically share a set of common goals and characteristics-Educational
Purpose. College level-course work usually on a non-credit basis. Member
Organization. Learners join LLIs. Organizational structures (by-laws,
committees) create an entity with identity and purpose of its own. Member
Leadership. Members are involved in decision-making. In addition to determining
curriculum, members may be active in recruiting new members, financing
the LLI, and developing social programming. Open Membership. LLIs encourage
participation without regard to previous levels of formal education. Co-Curricular
programming. LLIs are social places. Activities typically include social
events, membership meetings, and field trips.
LLIs offer a unique educational opportunity in which peer learning, collaborative
leadership, and active member participation are fundamental. The curriculum,
chosen, designed, and often led by members, is at the core of each LLI.
A commitment to learning is the common bond among the many thousands of
energetic and enthusiastic LLI members.
A WORD ABOUT ELDERHOSTEL AND EIN
Elderhostel is a national, not for profit organization that offers short-term
educational adventures for people over 55. What began in a handful of
New Hampshire colleges in the summer of 1975 has mushroomed to a diverse
organization with year-round programs in every state, Canadian province,
and 70+ foreign countries. Elderhostel is the worldwide leader among education
and travel organizations for adults age 55 and older, providing lifelong
learning opportunities at an excellent value. Working with an international
network of 1,900 colleges, universities, conference centers, museums and
many other educational and cultural institutions, the not-for-profit Elderhostel
organization offers over 10,000 programs on a vast array of subjects,
in more than 100 countries around the world. The Elderhostel Institute
Network is a partnership of Elderhostel and a number of individuals and
campuses involved in the LLI movement.
The Network draws on the complementary strengths of LLIs and Elderhostel.
Both share the all-important goal of developing college-level educational
programs for people of retirement age; both value the inherent strengths
of older learners; and both foster the empowerment of people through education.A
voluntary association of independent LLIs, the Network exists to extend
the Institute concept to new people, campuses, and communities and to
strengthen and support the effectiveness of established LLIs.
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May 9, 2008
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