Lasell College

Abstract The Age Inclusivity Domains of Higher Education (AIDHE) model was developed to encourage attention to age inclusivity across seven key domains of institutional function —Teaching and Learning, Student Affairs, Outreach and Engagement, Personnel, Physical Environment, Research, and Services and Resources—and across the experiences of age-diverse students, faculty, and staff. To assess age inclusivity across the seven domains, we (Silverstein et. al. 2022; 2024) developed and tested the Age-Friendly Inventory and Campus Climate Survey (ICCS), which documents the presence of age-friendly campus practices; perceptions of those practices by faculty, staff, and students; and match between practices and perceptions; further, the degree of match along with agreement in the value of age inclusivity predicts perceptions of age inclusivity by campus constituents. The AIDHE model and data collected using the ICCS have supported further research to expand age inclusivity efforts. In a multimethod study (Bowen et al., 2024), we identified key challenges and transformative, actionable strategies to advance age inclusivity in Teaching and Learning, Personnel, and Student Affairs domains. Data were collected from 2,273 ICCS open-ended question, as well as from 16 faculty, staff, and student focus groups, to identify both challenges and potential strategies. These challenges and strategies were reviewed over two rounds by Delphi expert panelists, representing higher education administrators and leaders. Final analysis balanced each strategy’s transformative potential (through impact and priority) with its actionable potential (through feasibility and likelihood of implementation), which ultimately yielded 23 recommended strategies intended to address key challenges of age inclusivity in higher education.

Introduction: This multiple case study research analyzed how caregivers find and use resources to understand how cerebral or cortical visual impairment (CVI) manifest in young children. Method: Data were analyzed from three caregivers who received services from a well-resourced early intervention program in the Southwest of the United States. The aim was to examine how each parent accessed, valued, and implemented CVI-specific resources to meet practical and meaningful outcomes for their child. Results: The findings from this study clarify the journey that caregivers take from first learning about CVI to engaging in collaborative conversations with service providers about how resources can improve outcomes for their child. The caregivers selected, valued, and implemented resources that were varied in format and content. The resources they found most useful changed over time, and the resources they used with early intervention providers were the most efficacious. Discussion: This study of caregivers and providers within early intervention services found that CVI-specific resources provided in a timely manner and within meaningful collaborative discussion were valued and enacted. The findings show the importance of socially mediated CVI resources within hopeful conversations that provide specificity in how CVI manifests and simple interventions embedded in family routines. Implications for Practitioners: Caregiver access to CVI-specific resources alone does not equate to an understanding of the condition that leads to relevant practices and care. Providers should pair resources with collaborative discussions and coaching with parents to help them develop interventions that are simple, effective, and meaningful to the family.

Purpose: The purpose of this literature review was to explore what performance markers have the greatest impact on lacrosse point production. Method: A literature search was performed using the Google Scholar database. All articles were accessed through a combination of the Lasell University Library and Indiana University Purdue University Indianapolis Library. Some journals that were included in this paper are Journal of Strength and Conditioning Research, The Journal of Sports Medicine and Physical Fitness, Journal of Athletic Enhancement, International Journal of Exercise Science and many others. The initial criteria for sources were set for peer reviewed articles within the last 10 years. Due to a void in research, older sources were included to help provide a bigger picture of the research. Results: Of the 32 studies, 12 looked at men’s lacrosse, 16 looked at women’s lacrosse, 2 studies collected data from both men’s and women’s teams, and lastly 1 included article looked at sports that were not lacrosse. Of the 32 studies, 24 of them explore performance markers, 2 studies explored exclusively point production variables, and 6 studies looked at the relationship between performance markers and point production. Conclusion: All studies included in this paper create a fundamental base of research for the sport of lacrosse. The base of suggestions from this article appears to be improvements should focus on decreasing body fat percentage, improving anaerobic training, and increasing muscular strength. All three of which could be linked together physiologically.

Abstract The host immunity induced by wide spread of Omicron variants and its influence on emerging SARS-CoV-2 variants are attracting broad attention. Here we report that the natural infection with Omicron BA.5.2 induce broad cross-reactive immunity against SARS-CoV-2 variants, which could reduce the risk of next wave of SARS-CoV-2 infection.

Cerebral visual impairment (CVI) is a leading cause of pediatric visual impairment worldwide. Despite the ramifications on multiple developmental domains and quality of life factors, substantial barriers remain for evaluation, diagnosis, treatment, and education of this growing population of children and adults. At the root is a lack of consensus on the definition and diagnostic criteria of CVI and a narrow ocular/acuity-based classification of visual impairment. This article covers four main issues that need to be urgently addressed to make strides toward removing current barriers. These challenges highlight the need for policy change at multiple levels to help ensure that individuals with CVI will have access to appropriate (re)habilitation and education services regardless of their acuity or visual function. Suggested solutions include the implementation of a globally accepted definition of CVI and increased multidisciplinary training programs. These will support international efforts to develop and implement quantitative interdisciplinary assessment methods, identify meaningful and effective intervention approaches, and monitor long-term outcomes for those with CVI. Additionally, sensitive and specific markers can be identified for differentiating CVI from other related developmental conditions, such as autism spectrum disorder and developmental coordination disorder. Ultimately, these proposed changes will lead toward improved quality of life for individuals with CVI and their caregivers.

Scholars suggest that marginalized people in non-urban areas experience higher distress levels and fewer psychosocial resources than in urban areas. Researchers have yet to test whether precise proximity to urban centers is associated with mental health for marginalized populations. We recruited 1733 people who reported living in 45 different countries. Participants entered their home locations and completed measures of anxiety, depression, social support, and resilience. Regression and thematic analyses were used to determine what role distance from legislative and urban centers may play in mental health when marginalized people were disaggregated. Greater distance from legislative center predicted higher anxiety and resilience. Greater distance from urban center also predicted more resilience. Thematic analyses yielded five categories (e.g., safety, connection) that further illustrated the impact of geographic location on health. Implications for community mental health are discussed including the need to better understand and further expand resilience in rural areas.

ABSTRACT Intergenerational classroom activities have been used to enhance age inclusivity in higher education in the traditional aging curriculum. As ageism continues to be prevalent, there is a need to extend intergenerational contact across the curriculum. Moreover, intergenerational exchange can be an asset to content learning in diverse classrooms. As part of the Age-Friendly University (AFU) initiative that emphasizes the value of intergenerational teaching and learning, students and older adults were brought together in the present classroom case study in a forensic science course. The older adults residing in the institution’s affiliated university-based retirement community (UBRC) developed a mock crime scene scenario for students to solve and engaged with students as they analyzed evidence. Students were surveyed regarding their perceived learning gains and reactions to the intergenerational activity. Students’ responses indicated that the intergenerational experience had both a positive impact on content learning and the perceived value of intergenerational exchange to enhance learning in non-aging focused courses.

Abstract Manifestations of ageism during the recent COVID‐19 pandemic call for ways to combat persistent negative views of older adults and the disparities they fuel, especially in light of the aging of populations. We discuss the pioneering Age‐Friendly University (AFU) initiative that takes a systems‐level approach and offers guiding principles for advancing age inclusivity, which in turn can combat and inoculate individuals against ageism. In particular, the principles advocate that older adults be enabled to participate in core educational activities in higher education for personal and professional development and that institutions extend aging education, research on aging, and intergenerational exchange. The need for educational institutions to be more age‐friendly has become even more clear and pressing during the pandemic, where ageism has been exacerbated. Drawing on empirical evidence, we show how AFU principles can be applied to disrupt the roots of ageism and age biases, and disparities in healthcare and work environments. Connections between the AFU initiative and the Age‐Friendly Communities, Age‐Friendly Health Systems, and Age‐Friendly Employers initiatives are suggested as a collective move toward a more age‐inclusive ecosystem that fosters the well‐being of all people as they age.