Summer Camp for Older Adults at Concordia University Chicago—Final Report

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John K. Holton, PhDDirector, Center for Gerontology

Concordia University ChicagoSeptember 2019

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Table of Contents

Executive Summary …………………………………………………………………………………………………………… 3

Introduction & Background………………………………………………………………………………………………………..4

Logistics & Financing……….………………………………………………………………………………………………………. 5

Registration & Recruitment………………………………………………………………………………………………………. 7

Daily Camp Highlights …….……………………………………………………………………………………………………… 9

Recommendations …………………………………………………………………………………………………………………….16

Conclusions ………………………………………………………………………………………………………………………………. 19

Appendices

A. Qualitative Evaluation Study…………………………………………………………………………………………20B. Summer Camp—Participant Survey…………………………………………………………………………….. 38C. Summer Camp Faculty ………...……………………………………………………………………………… 39D. Curriculum…………………………………………………………………………………………………………………….41E. Orientation Power Point ……………………………………………………………………………………………….42F. Recruitment Flyer.…………………………………………………………………………………………………………44 G. Registration & Waiver Form ………………………………………………………………………………………….45H. Partnership Summaries………………………………………………………………………………………………….47I. Summer Camp Job Descriptions ……………………………………………………………………………………49J. Certificate of Participation …………………………………………………………………………………………….51K. Special Thanks To………………………………………………………………………………………………………… 52

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Executive Summary

Concordia University Chicago hosted an on-campus “Summer Camp for Seniors” in August 2019. Thirty-five older adult women (33) and men (2), enrolled for the week-long experiment in cross-generational learning, engagement, and fun. The superlative finding from the experiment was the underestimation of what older adults value, seek, enjoy, and given the opportunity, could improve. Our camp proved to be an unqualified success if only to demonstrate how much more exciting it can become. This report details the concept, implementation, and evaluation of the summer camp as well as recommendations for future endeavors. While the long-term impact will not, and may not be, measurable for some time, the net result of its efforts was positive. The Camp succeeded in strengthening the aging narrative that communicates resiliency, transparency, accountability, and acceptance. A market exists for providing older adults with activities to continue their learning, challenge their assumptions, stretch their imaginations, and strengthen their connections to others. “This Camp is fortunate to be hosted by an institution focused on a philosophy honoring a preferential option for the most vulnerable in society. “

Key words: older adults, adult day programs, intergenerationality, engagement, summer camps

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Introduction

Summer camps aren’t just for kids and parents! Let’s embrace aging and being a senior! This summer, Concordia University Chicago, a designated “age-friendly” higher education institution, and its Center for Gerontology, will host a week-long summer camp experience structured especially for older adults. (Taken from recruitment flyer for 2019 Summer Camp)

Concordia University Chicago, one of two dozen American institutions of higher education designated an “age friendly university,”1 hosted its inaugural Summer Camp for Seniors in August 2019. Participating were 35 older adult women and men between the ages of 65 and 95 who came to campus daily and took part in a week-long “mind, body, and spirit” program specifically and intentionally created for their age cohort.2 The campers came from Concordia’s surrounding middle- and upper-class west suburban towns of River Forest, Oak Park, the more distant townships of Plainfield, Lombard, and North Riverside and from Chicago community areas— Austin, a predominately lower income westside community and from Uptown, a predominately immigrant saturated community on the northside. Racially and ethnically, the enrolled campers were white (21), black (10), and Asian (4) who came to camp with additional varying life course experiences, backgrounds, interests, and physical capabilities as well as one most likely, unifying question--What would the camp offer?

Older adult lifestyle narratives rarely highlight what exists for healthy, active, independent and engaged individuals. If anything, growing older is portrayed as a perilous journey into health and psychological booby-traps, financial fatigue or worse, resource insecurity, and dwindling familial and social relationships. In a word, “old age” represents marginalized lifestyles best appropriate for ageist 1 Go to website https://www.aghe.org/19 for additional information about The Age-Friendly University (AFU) Global Network and the description of each 10 principles for an age friendly institution of higher education designation.2 Recruitment for “campers” recommended that they, “… must be independent adults, 60 years or older, and capable of participating in the scheduled camp activities.”

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Summer camp for seniors is an opportunity to engage in activities that are meaningful, impactful, and enriching. It’s an opportunity to reconnect with old friends, make new friends with similar interests, and find exciting new interests. Campers will explore an exciting variety of classes and electives, along with daily Lunch and Learn lectures on topics specifically designed to meet the interests of older adults. (Taken from Recruitment Flyer)

characterizations. This final report of Concordia University Chicago’s (CUC) “Summer Camp for Seniors” presents another picture, one that provides a comprehensive review of how an organized activity, i.e., summer camp, was successfully conceived, functioned, financed, and evaluated. The intent is to share a “proof of concept” for the idea of summer camp and provide a roadmap for other universities, faith institutions and organizations to hold their version of “summer camps” for older adults.

CUC’s summer camp concept was developed by the Center for Gerontology i to be an assortment of activities offered that 1) promoted self-expression stimulated by classes in art, music and movement exercises (yoga/Zumba); 2) introduced and normalized intergenerationality by the presence of undergraduate and graduate students in leadership, instruction, and counseling roles, and 3) prioritized fun engagements with other seniors with food, receptions, field trips and surprise visits by among others, an Abe Lincoln impersonator. The camping experience was designed to foster spontaneous, if unpredictable, days at camp. The typical day began at 10AM, ended by 3PM and included a one-hour mid-day break featuring TED3-type talks or “lunch ‘n learn” lectures. The camp’s locations were limited to campus classroom/facility spaces that allowed ideal accessibility and temperature control.

BACKGROUND & RATIONALE

In March 2019, the Director of Concordia University Chicago’s Center for Gerontology proposed to host a summer camp experience for older adults (65 years and older) through the College of Innovation and Professional Programs (CIPP). A summer camp experience is limited only by imagination when it comes to a participant’s “ideal” age or setting. The concept of a summer camp on college campuses is not new albeit a summer camp experience for older adults remains a rarity4ii. Arguably, there is a need to reimagine, reinvent, and redesign the environments surrounding the aging individual and to mitigate the likelihood of encroaching social isolation, disengagement from the habits of learning about one’s community, discussing ideas, exploring nature, and understanding the increasing complex world. Like Concordia University Chicago’s early childhood care and educational center in the Christopher Center, CUC would bring older adults onto its campus and offer learning opportunities for aspiring students enrolled across all five colleges (Arts and Sciences, Graduate School, Business, Education, and Innovation and Professional Programs).

The camp would be purposed to incorporate a “best practice or state of the art” curriculum for this age cohort with classes created by faculty and/or students of music, art, film, and exercise science. Secondly, the overall program would have to capture the attention and enthusiasm for older adults to serve as a replicable model for adult “day” services as well as long-term care facilities (e.g., CCRCs—continuous care retirement communities). Thirdly, the camp experience would demonstrate how to stimulate intergenerational engagement with younger age groups from pre-school age children to adult undergraduate and graduate students. Fourthly, the camp ought spark envisioning a permanent “learning lab” on campus for programming events, studying human performance capabilities as well as

3 Technology, Entertainment, and Design (TED).4 From “Escape to Happiness”—a summer camp sans counselors and seemingly an adult precursor to romantic encounter resorts--to So Others Might Eat (“SOME”), a nonprofit social services organization in Washington, DC that sponsors an annual retreat to West Virginia for low-income seniors, to specialty camps in music, yoga practice, and art, and lastly, to the pièce de résistance, Salzburg Festival in Austria, a summer program on college campuses proved elusive to find.

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offering empirical evidence to local, national, and global visitors. Lastly, it would have to produce evaluative evidence of its efficacy as a life-long learning platform for older adults.

LOGISTICS & FINANCESAfter considerable debate, it was also decided to charge a nominal amount for the camp week to better assure attendance based on the assumption that participants had “skin in the game”. For participants who could not afford the fee ($100US), the College of Graduate Studies offered to fund the equivalent of ten scholarships. Other funding was offered by the River Forest Township village office if a resident wished to attend but lack funding. Ultimately, the cost to operate the summer camp came from the Russell and Josephine Kott Foundation5, the most generous grantor to the Center for Gerontology at CUC. With funding in place, the most urgent task was getting the week on the university calendar and securing the most adequate and appropriate space(s) for the camp.

The summer months proved difficult to schedule new programs at CUC as the warmer weather brings myriad sports camps participants (baseball, football, basketball, tennis, soccer) to campus. Coupled with the growing popularity of information technology related computer/coding camps for elementary and high school students, demands on classroom spaces often exceed CUC’s supply. In addition, CUC hosts attendance intensive gatherings such as Jump Startiii, its long running academic orientation program for new students, and other national conferences such as this year’s 43rd Annual Early Childhood Conference (also held in August 2019). These activities quickly congest the campus, fill classroom spaces and limit faculty and staffing availability. Lastly, summer brings ideal conditions for repairing, replacing, and refurbishing or rebuilding areas of the campus. Fortunately, the wizardry of staff managing CUC’s facilities6), resulted in the first full week in August (5th – 9th) being selected and with it, the availability of an ideal campus location (at the Christopher Center with adjacent parking, air conditioning, and elevators).

Germane to the task of finding classroom spaces was building a roster of instructors experienced with older adults’ pedagogy, a distinctive approach from teaching older adult students in degree/certificate programs. An assumption that there were interests and availability among Concordia’s faculty to participate would be tested. However, before a faculty could be recruited, a curriculum needed to be designed; afterward, the task of finding the necessary support for instruction from faculty and staff to bring the camp into being could be addressed. Critical questions had to be addressed quickly: What learning activity does the older adult want from a summer camp? What are their expectations, for example, exercise is a favorite request but which types and for how long; likewise the same for an art class or lectures about religious penitence. Where does the evidence to support our knowledge reside? Lastly, what do we do creatively and innovatively with what we know?

5 From their website, https://kottgtrust.org, ”The Russell & Josephine Kott Memorial Charitable Trust honors the lives of Russell and Josephine Kott. Their bequest created a resource that provides funding each year to support a range of charitable organizations that improve the lives of individuals, with an emphasis on gerontology. The Trust focuses on opportunities to provide grants that enhance services for seniors through educational internships, quality programs and capacity building for agencies serving seniors.”6 Pete Becker, Amy Miller, Dave Witken, and Glen Steiner principally, but also see APPENDIX J—SPECIAL THANKS recognizing other staff, faculty, and community contributors.

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Fortunately, Professor Mary Frances De Rose7, an environmental gerontologist and long-serving adjunct instructor in CUC’s Gerontology academic program, accepted the tasks of designing both the curriculum and the evaluation of the entire camp’s efficacy. There was now funding in place, scheduling and location secured, a curriculum in development but other personnel were needed onsite, specifically a “camp director” and “camp counselors”. In the case of a director, a person literally “fell in our laps”. Carol Nelson, a lifelong Connecticut resident, and current online graduate student was finishing her master’s degree in Gerontology during the summer months. Travelling from her home state to experience residential life on CUC’s campus was on her “bucket list” and Ms. Nelson was hoping to combine her capstone assignment with volunteerism at the Center for Gerontology. She was not looking for a role as camp director per se, albeit her background in community affairs for a major corporation proved ideal for the position. She also came to campus with high regard by Professors Lydia Manning and De Rose who were her previous course instructors. Whether smitten by the idea of a summer camp or the challenge of directing a first-time endeavor, Ms. Nelson was persuaded to agree affirmatively when offered the position.8 With the camp director onboard, camp “counselors” became the next staffing need.

Typically, CUC employs undergraduates to perform a variety of tasks on campus such as students who work with children at the Early Childhood Center in the Christopher Center. In keeping with the desire for intergenerationality, we wanted our summer camp counselors to be undergraduates. We were able to recruit undergraduate social work majors and found two with availability and most importantly, an interest in working with older adults. Their role would be to threefold—bring energy, a positive mental attitude, and flexibility9. Lastly, Martina Reese, director of marketing for CIPP and an independent film maker was recruited to help plan the camp experience. Her participation would prove fortuitous in other ways as she directed the filmed interviews with most of the campers.

To create a summer camp, a set of assumptions became guiding principles: 1) older adults are still curious, adventuresome, and desirous of good times. In turn, the camp would stress three “rules” for its campers: engage yourself, learn something every day, and most importantly, have fun.

RECRUITMENT & REGISTRATION

Initially, the recruitment for campers was to prospect participants who were living in senior housing. We assumed this “captive audience” would be intrigued by the presence of a new activity taking place literally in their backyards. We approached the St. Andrew Society/Scottish Home for this reason and in part, because of their creativity in providing older adult care. For instance, the first “Cycling Without Age” program in the United States was implemented by the St. Andrew Society to improve the health, function, and quality of older adult living. We solicited other agencies serving older adults beginning with AgeOptions, the area agency on aging for suburban Cook County. When we met with Diane Slezak, executive director of AgeOptions, she agreed to inform their vast network and recruited the proprietor to be a camp instructor on the topics of herbal homeopathic remedies. We reached out to other 7 See Appendix C for faculty and staff bios. 8 For additional accolades about the camp director, see the blog: https://cuchicago.edu/gerontologist-chooses-concordia-university-chicagos-masters-program/9 See Appendix I for full job descriptions of camp director and counselors.

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governmental entities like the Oak Park Township Seniors Services who shared our camp concept with US Senator Tami Duckworth’s office (via Jessica Sewell, Outreach Coordinator); aging serving organizations such as the Lutheran Social Services of Illinois and Senior Citizen's Services Coordinating Council (www.scsccnetwork.com). We took advantage of meetings held by affinity networks like ASA’s Chicagoland Roundtable and the Metropolitan Mayoral Caucus to promote the camp and lastly, we went to several facilities in the Oak Park and River Forest villages. We attracted local coverage in newspapers (Wednesday Journal) to write about the upcoming Summer Camp10; we leveraged our relationship with Arbor West Neighbors, a “village” movement organization, to help market the camp. We had less than a month to reach our goal of 30 participants and were helped greatly by the leadership of two Chicago-based organizations that serve older adults—Chicago Commons and the Chinese Mutual Aid Association. The latter two organizations recruited and combined to send slightly more than one-third of the camp census. Not only did their participation boost the camp numbers, it also insured that the camp would achieve an income and ethnic inclusivity.

Recruiting faculty and instructors proved easier to accomplish. Almost all approached voluntarily agreed to participate if their summer schedules permitted. Hence, Rich Bimler, Craig Lusthoff, Lydia Manning agreed to lecture during the lunch hour sessions (“Lunch ‘n Learn”—see curriculum in Appendix D). If not available, such as art professor BettyAnn Moreck, her recommended replacements (Molly Miklosz and Mary Michaelson) proved to be superb instructors. Other Concordia staff readily joined the faculty/instructor pool such as Mia Garcia-Hills and Dirvelys Allen, both of whom support the university’s student services, and lastly two additional graduate students in Gerontology, Jim Flanagan and Gayle Hutchinson took the opportunity to further their learning about older adults. For example, Ms. Hutchinson used poetry as a class to explore the complexity of “resiliency” among older adults. iv

Community experts in topics believed to be important or attractive to older adults were likewise recruited--Beth Truett for her expertise in oral health, Veronica Ciobotary for her knowledge of homeopathic remedies, and Cathaleen Roach for her training and teaching of memoir writing. Lastly, having observed the performances of Kevin Wood as “Abe Lincoln” along with a two-person band of “Battlefield Balladeers” convinced us to include them somehow in the week’s camp. Their performances proved our assumption accurate—that surprise appearances coupled with learning anew about US history is never boring.

With a faculty and curriculum coming together, the challenge shifted from what to include to how much to include? As with any tyranny of riches to offer, we designed a flyer believed to represent an inclusive, fun gathering of older adults in a safe place—summer camp (see Appendix H--Recruitment Flyer). When shown, the common responses were, “This looks great”, “How much is it?” “How do I sign up?” We used the CUC Foundation system to create the electronic webpage for registration and were able to retain participant information for any last-minute communication as necessary. Fortunately, none presented themselves and summer camp began as advertised, Monday, August 5, 2019.

10 See article here--https://www.oakpark.com/News/Articles/7-2-2019/Do-more,-but-also--do-different/

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Highlights of the Week—Letters from Camp(The following are fictionalized portraits of the camp’s daily activity taken from the composite comments of campers)

DAY 1—Monday

Dear Family,

Today was my first day at Summer Camp for Seniors on the campus of Concordia

University Chicago. I’ve never been on the campus before today and I was impressed by

the building (Christopher Center) where we met. The Christopher Center is one of the newest buildings on campus and it had elevators to the second floor where we had our orientation, classes, lunch, and later in the day, a reception with the new president of Concordia and several members of his cabinet.

I had to sign a waiver before starting camp. The waiver basically holds the university harmless if I get hurt or sick. It seemed like a SOP, so I signed off. There was coffee, tea, and pastry to start the day and right from the start, I saw that the camp looked representative of Chicagoland’s racial and cultural groups. I mean during orientation, a person complained that some people were talking too loudly and interfering with her hearing. We learned that several campers were immigrants from Cambodia, Vietnam, and China and were still not comfortable listening to instructions in English. The camp staff didn’t know in advance of the need for English translation but they were able to find a faculty member who was able to perform “simultaneous translation” during the presentations. I thought people were being rude by talking when someone else was speaking as I had never been in such a situation before. It turned out to be the first thing I learned.

We had a brief orientation and were told of the camp’s three rules: get engaged, learn something, and have fun. That’s it! I want to learn, and I want to have fun, so I guess I can get engaged by meeting other people. I was nervous about meeting people at first but the next thing I knew, we were in an art glass doing watercolor and I loved making art and looking to see what others had done. I met the two art teachers and a few new people in camp. So far, so good.

After art, we had lunch in the large auditorium and we heard from Dr. Rich Bimler, who is 77 and full of joyful energy. He talked about God’s wishes for us to we age (see Photo 1 above). I had never thought about aging in such a clever way. I hadn’t realized that when we have “Ah-Ha” moments, we can’t say it without smiling—no frowning allowed when we receive an epiphany! I want to tell you about the next classes, “Memoir Writing” or “Resilience Poetry” but I’ll save that for the next letter. In closing, what I’m excited to tell you about was the reception held for us at the end of first day.

Concordia’s newest president, Dr. Russell Dawn, stopped by to meet us individually, along with the vice president for academics, Dr. John Zillman, Tom Hallett, COO & CFO, Deans Robert Wilhite (College of Graduate Studies), Carol Reiseck (College of Innovation and Professional Programs), and Dr. Margie

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Trybus, Associate Dean. I have never been so welcomed to a university like that! They were so glad we were there. And I’m glad Concordia has a summer camp. I’m enclosing a photo of our art class. That’s me with the hat!

I only wish you had been with us when the day began and ended. I think this unfamiliar, unrecognizable group of older adults were surprised with their uniqueness and commonality. They laughed, created, argued, and ate together. They were received graciously and genuinely by CUC's leadership who were as amazed by the energy and turnout as I've ever witnessed. Today, we saw joy on multiple faces and in multiple expressions. We've done something special...(notes, John K. Holton)

PHOTO 2—OPENING ART CLASS

DAY 2—Tuesday

What’s Up Family! Today is my second day at Summer Camp for Seniors on Concordia University Chicago’s campus in River Forest. Even though I’ve lived on the westside for

decades, this is the first time I ever had reason to come to this school. Yesterday, I met a lot of people and it looks like everybody came back for more engagement, learning, and fun today! I had to choose between reading books with the preschoolers downstairs in the Early Childhood Center or doing a taped interview in the television studio. Maybe I’ll do that activity another time because I wanted to read to the kids. To my surprise, after I read a story or two, the little boy read to me from his book. I couldn’t believe how proud he was to show me what he could do. I’m sending a picture with this letter.

Then I went to Zumba dance class for exercise. I had heard about it before but never tried it. I’m so glad I did. The instructor was lots of fun, making us all laugh as we bent over, slid on the floor and stretched. At lunch time we heard from Beth Truett, formerly with the Oral Health America, who talked to us about oral hygiene when we age. She brought props to help us understand the proper way to brush and floss our teeth and told us not to waste our money purchasing teeth whitener creams.

I decided to see what the fuss was about the television interviews and I was so glad I did. I didn’t know what they would ask but you know I’m always ready to talk about anything. What I enjoyed was learning about other people who are here in camp. I finished the day watching a short movie on the artist Manet. We’re having a field trip on Friday to the Art Institute of Chicago where his work is on exhibition. Can’t wait until then…

I do want to share a thought while it is fresh about how we might build on the discoveries and relationships of this week. On Day 2 of the interview session, several of the African American

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women shared bits of their life stories. Several spoke of moving from the South (Mississippi, Arkansas) to Chicago. They were, then, part of the Great Migration, which is I think, historically, the largest-scale internal movement of people in U.S. history. (Martina Reese)

Photo 3 – Taking Turns Reading with Pre-Schoolers

Photo 4 – Taking Turns Reading with Pre-Schoolers

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DAY 3—Wednesday

Dear Kids,

Make room on your walls for your Daddy’s latest art masterpiece! I finished my watercolor painting today at Summer Camp for Seniors and I’m proud of what I’ve done. Don’t know if you’ll like up but it might inspire my grandkids to paint with me when I see them again. I also tried yoga for the first time. Before your mother passed away she took up yoga and it seemed to enjoy practicing bending and stretching. Now I see why! She was always right about something.

Speaking of being right (most of the time), I learned today that setting up a family trust was the right financial and legal arrangement to make. A retired professor at Concordia, Craig Lusthoff in the College of Business, told us about what legal instruments to have in place for my modest estate. It’s great that there’s a power of attorney (POA) and my “Advance Directives” are in place and there’s a need for more safeguards as well. The level of financial exploitation against seniors continues to rise and one of the first things I want us to do is to hold a family meeting to review where the important documents are in our respective households. But enough of the sour stuff in life, let me tell what I learned about bee harvesting and making homemade honey!

Veronica Ciobotary, the owner of Delia’s Kitchen in Oak Park, has a small bee colony in her backyard and produces unprocessed honey throughout the year. She also grows different herbs and vegetables for her restaurant. I didn’t know honey had many medicinal properties that have been used to relieve joint pain and reduce allergy symptoms. If only there were time for everything I want to do…paint, yoga, cultivate honey…

DAY 4—Thursday

Dearest Spouse,

You were right after all these years of telling stories about some of the mansions in River Forest belonging to several notorious gangsters from the Al Capone era! I didn’t believe you, but I learned about those crooks during a history lecture today at summer camp. In fact, today was something of a “history” day at camp. After the morning lecture, we sang songs as a choir led by Jonathan Miller of Sounds Good! Choir. We learned songs from "Singin' In the Rain" and "Aquarius/Let the Sunshine In," Whoever sang loudest got one of those fabulous psychedelic peace-sign sunglasses, totally 1968 Summer of Love vibe! We relaxed and enjoyed another Lunch ‘n Learn talk on how to make the most of our longevity bonus now that we’re living longer than ever before in American history. The professor, Lydia Manning, was so young! How she knew all that she spoke about (and with such confidence) was wonderful to hear. The biggest history surprise came next when two guys, dressed in Civil War uniforms serenaded us with sounds sung on the battle fields. I didn’t know any of them, but it was illustrative of life in that time. And, speaking of time, what a hoot to have President Abe Lincoln walk into the auditorium and speak to us. This person looked like Lincoln, had the stovepipe hat and his height, along with his slow manner of speech. He certainly knew so much about “Honest Abe” and although we tried to trip him up with our questions at the end, he never shillyshallied from his impersonation of President Lincoln. What fun!

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Tomorrow is our final day at camp and we’re going on a fieldtrip offsite to the Art Institute of Chicago “Manet and Modern Beauty” exhibit. Be sure to get up early to drive me to camp. I don’t want to miss the bus!

Have you heard any campers express disappointment that they weren't able to participate as an interviewee during one of the two sessions today? Should we try to offer a third so everybody who wants to has the opportunity? I think it would have to be on Thursday, right? If this is something we'd like to pursue, let me know whether Thursday morning or afternoon is the better option, then I'll check with the TV studio staff to see if the room is available and they have staff to work the session. Thanks…

Photo 5--Performers--Battlefield Balladeers with ‘Abe Lincoln’

DAY 5—Friday

Dear Friends,

Today ends summer camp for seniors at

Concordia University and we had a blast! We traveled downtown to the Art Institute of Chicago and saw the “Manet and Modern Beauty” Exhibit before it left town. I hadn’t been to the Art Institute in a long time and enjoyed walking through the rooms leading up the Manet art pieces. Our group of campers received Concordia tee-shirts before we boarded the bus so that we would really stick out at the museum. I was so happy to get one that fit me perfectly! The manager of the bookstore at CUC met us at the bus and made sure we got the right size—they think of everything.

Photo 6 – Television Interview with Campers

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Photo 7—Taking Over the Art Institute of Chicago

After the exhibit, we were going back to the university to receive our certificates of participation in the camp but they detoured and stopped at a restaurant right on the Lake Michigan’s shoreline at Oak Street and LSD. The food couldn’t compete with the views of downtown Chicago and the majesty of Lake Michigan. We could have stayed there all afternoon, but we had to get back. Once we returned to campus, we had a final reception to say goodbye to each other and the staff that put this together. We agreed to share email addresses and stay in touch with each other. We also don’t want to wait until next summer for camp. How about a fall/winter/spring camp experience?

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BUDGET

The costs for summer camp were based on program expenses. For the inaugural experience, the cost to create a curriculum, conduct an evaluation, and cover expenses that might be considered “out-of-pocket” (meals, transportation, art supplies, admission to Art Institute, tee-shirts, etc.) was approximately $500. Each person contributed $100 and the remaining amount was covered from grant funds received by the Center from the Kott Foundation.

Chart 1—Summer Camp Expenses

71%

16%

4%9%

Expenses

StaffingMealsSuppliesField Trip

82%

12%

5%

Funding

Kott FoundationRegistrationDonations

Chart 2—Sources of Funding for Summer Camp

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RECOMMENDATIONS

Overall, comments were positive and for a first-year effort better than hoped for. What was surprising to me was that the attendees wanted more time for everything, not less. They were complimentary of each and every presenter. They want to remain in touch with each other, which is advantageous to social interaction. One person called the Summer Camp for Seniors a special ministry. (Carol Nelson, Camp Director)

New undertakings with multiple moving parts will find room for improvement our Summer Camp for Seniors is no different. This section begins with recommendations from camp participants collected from their post-camp surveys designed by the camp director, Carol Nelson (see Appendix B). The graphs that follow are derived from the responses to the survey. The secondary source for recommendations can be found in the evaluation report written by Professor Mary Francis De Rose (see Appendix A).

Campers were asked about their expectations, if any, for attending the summer program at Concordia. As shown in Chart 1, at least 10 individuals stated they had expectations and 7 did not. However, regardless of having expectations or not, Chart 1 indicates that 16 out of 17 (94%) felt their expectations were met. Slightly more than 82% (14 of 17) stated they would attend again and all of respondents would recommend the camp to their family and friends. When asked their reasons for recommending the program, they indicated it was a “wonderful way to step away from daily routine” and that it allowed them to “stretch creativity and continue their education. Camp respondents also expressed an interest in “want[ing] to know what is on the minds of my aging peers; and there was an expressed sense of trust and friendliness exhibited.

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CHART 3—Participant Expectations, Likeliness to Attend, and Recommendations

EXPECTATIONS MET ATTEND AGAIN Prior EXPECTATIONS RECOMMEND TO F/F

1614

10

17

13

7

00 0 0 0

CAMPER SURVEY RESPONSES

YES NO 2

When asked what they would recommend for the next iteration of summer camp, four areas were identified as shown in Chart 2—(Recommendations). More than a majority of the respondents wanted more courses offered, specifically extended classes in memoir writing, local history (River Forest), l iving a healthful life (homeopathic information), and more intergenerational time with preschoolers. Their suggestions for new classes include the following

astronomy “more classes on diversity so we understand how aging affects others who are not like us” sessions on cooking for singles, balanced diet mind expanding games “Help” seminars ranging from how seniors can volunteer Learning how to ask for help to understanding the benefits of interaction with animals.

In addition, providing an offering of “sports discussions so more men would come” or “hearing from current authors speak about their book(s)” and lastly, a request for training to use computers (and smart phones) was listed.

Of the additional exercise courses requested, being able to walk around the campus or exercise with hula hoops were listed. Additional time with popular exercises such as Zumba, other dance styles, and “action” sports were suggested. Lastly, sessions on balance, fall prevention exercises, Tai Chi and learning to mediate were recommended. Improvement of logistics included “ better signage inside and outside”, making acoustical adjustments with microphones, presenting a more varied food choices for lunch, building in earlier and/or later times to socialize outside of classes, and perhaps most important,

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“involve elders in the planning of the next camp”. As a hint of what the latter recommendation might yield, respondents suggested more engagement activities such as a “sing-along,” a “meet and greet” (icebreaker) game, and a talent show, or game show based on trivia. Finally, some campers expressed that there be a scheduled “reunion meetings at least once a quarter” and that the camp “create separate sessions for people with physical disabilities”.

Chart 4—Participant Recommendations

More Courses53%

Logistics24%

More Exercise18%

More Engagement6%

RECOMMENDATIONS

More CoursesLogisticsMore ExerciseMore Engagement

The final group of recommendations gleaned from the post-camp participant surveys addressed what was wanted or needed to be changed for an improved next camp. There were several comments linked to scheduling: that too many class choices were offered which forced campers to miss some activity; that class schedules “needed to be followed more stringently”; that more time was needed between class sessions; and, that “serious subjects should be discussed before lunch and not at the end of the day.” It is not known what prompted a request to continue the camp for another week or whether it could be related to scheduling or enjoyment. Two course related comments expressed desires to “discuss spirituality related to aging and a desire for more diversity in art classes, [that] “each class should be one hour and then another option in the class for the next day.”

The qualitative evaluation conducted by Dr. De Rose underscored the participants’ “great satisfaction” with the camp experience. The camp succeeded in operationalizing aspects of “healthy” aging deemed important, if not critical, for older adults (see full report, Appendix A):

Social engagement Cognition

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The arts Humor Continuing education and lifelong learning Physical activity (and fall prevention) Intergenerationality Life review and poetry

CONCLUSIONS

The best comment came from someone who said, "You made my heart smile". It doesn't get better than that. (Carol Nelson, Camp Director)

There is a real hunger for activities such as this Camp. Keeping it accessible (in all senses of the term) to everyone will be a must although that might require offering some tailored activities. This Camp is fortunate to be hosted by an institution focused on a philosophy honoring a preferential option for the most vulnerable in society. Staying true to that edict will guarantee the best experience for all. (Mary Francis De Rose, Evaluator)

Summer Camp for Seniors succeeded for several reasons, principally due to the informed intentionality of structuring age appropriate activities within an environment of acceptance, support, kindness, and accommodation for attendees. Participants in turn created a heightened example of social engagement that has prompted the start of a new community of summer camp “alumni”. The latter represent possibilities for a new public health model to disseminate desired behaviors and activities at the personal, family, and community (institutional) levels. Summer camps for seniors belong elsewhere, if not everywhere in our society. As the population of older adults grows daily, opportunities to engage, to learn, and to have fun are necessary demands for a responsive society. Nothing absent a lack of imagination prevents more efforts from succeeding.

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APPENDIX A—Qualitative Evaluation Report--by Mary Frances De Rose, PhD

TABLE OF CONTENTS

Executive Summary …………………………………………….20

Introduction ……………………………………………………..20

Evaluation Design ………………………………………………20

Impact Topics as Evaluation Framework and the Discussion …..21Social engagement ………………………………………Cognition ………………………………………………..The Arts …………………………………………………Humor …………………………………………………...Continuing education and lifelong learning …………….Physical activity …………………………………………Fall prevention as a subset of physical activity …………Intergenerationality ……………………………………...Life review and poetry …………………………………..

Recommendations ………………………………………………25Social engagement ………………………………………Cognition ………………………………………………..The Arts …………………………………………………Humor ……………………………………………………Continuing education and lifelong learning ……………..Physical activity (and fall prevention) …………………..Intergenerationality ……………………………………...Life review and poetry …………………………………..Other recommendations …………………………………

Conclusions …………………………………………………….28

References …………………………………………………...…28

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EXECUTIVE SUMMARY

Many older adults have happy memories of childhood camps. The Concordia University Chicago Summer Camp for Seniors was designed to capitalize on older adults’ ageless hunger to be engaged, learn something new, and have fun. The Camp succeeded on all counts.

This qualitative evaluation looks at several topics (i.e., social engagement, cognition, the arts, humor, continuing education and lifelong learning, physical activity and fall prevention, intergenerationality, life review and poetry) as the impact framework. These topics then were used to organize a discussion about actual Camp activities as well as to make recommendations for future Camps.

Please note two important points. One, this evaluation was conducted off-site with a critical assist from on-site Camp personnel. Two, the long-term impact of Camp activities, by their very nature, are not captured in this report. However, given the overwhelmingly positive responses to questions about the Camp from Campers, instructors, and administrators, this evaluation provides strong support for this Summer Camp model.

INTRODUCTION

For many older adults, happy childhood memories of summer include camp-related activities (Holton, 2019). The main purposes of summer camps were (and largely remain) cultural, educational, or athletic. The camp experience allowed participants to learn new skills and/or to build upon existing talents in a structured, yet enjoyable, environment.

Historically, some camps were hosted by religious/quasi-religious organizations (e.g., the YMCA; the YMHA). Others were managed by secular special interest groups or community organizations (e.g., the Boy Scouts; Lions Club). In all cases, having an opportunity to carve out time away from one’s regular routine to be in a new environment doing activities (both new and old) with a group of peers and leaders was, and remains, special.

With these - and other - benefits in mind, the Concordia University Chicago Summer Camp for Seniors (hereafter referred to as “the Camp”) was born. This report will attempt to frame the various activities offered during the Camp within the literature about select gerontology-related ‘impact topics.’ Although it can be challenging to define well-being (Dodge et al., 2012), this evaluation will look at participant satisfaction evidence (often using proxy measures). And even though long-term (positive) effects by their very nature will not manifest immediately, the general research on these various positive effects lends credence to the supposition that Campers did (and will continue to) benefit from their participation.

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EVALUATION DESIGN

It is important to note the author of this evaluation was not on-site during the event. Conducting an evaluation from a distance provides both benefits and challenges. The benefits include the objectivity that “not being caught up in daily events” provides as well as, logistically, being able to focus solely on the evaluation. The main challenge revolved around data collection. However, this Camp was fortunate to have the services of a Camp Director and Assistant to the Camp Director who, throughout each day, sent hourly reports to this author. Reports included both photos and text. We also debriefed at the end of each day and a day after the end of the camp. Both of these ‘data reporters’ remained observant and objective (including being self-critical) throughout the week (even when snafus arose and minor chaos ensued).

This evaluation is both formative and summative. It is formative insofar as it will be used to inform future camps (Please note that specific suggestions for process improvements will be outlined in the Camp Director’s report). It is summative insofar as Camp activities will be compared with the impact topics that follow and also because this Camp is only one piece of a broader service program.

Data for this evaluation were collected from email, texts, and phone conversations with the aforementioned Camp Director and Assistant to the Camp Director. Additionally, select Camp faculty and Campers responded to email and phone calls asking their opinions about the Camp. Please note, because of ethical issues, the author of this report only contacted Campers whom she previously knew. The advantage of this approach was that Campers did not have to feel under pressure to respond to someone they did not know (and more opinions about the Camp are captured in the Camp Director’s own survey). The disadvantage is that some opinions (those of Campers and faculty not contacted) will not be included in this report

IMPACT TOPICS as EVALUATION FRAMEWORK and the DISCUSSION

Based upon the gerontological literature, specific foci-of-interest or “impact topics” were selected both to guide Camp curriculum development and to frame this evaluation. These topics are: Social engagement, cognition, the arts, humor, continuing education and lifelong learning, physical activity (and fall prevention), intergenerationality, and life review/poetry. The following sections includes a brief literature summary of each topic along with specific applications to the 2019 Camp activities.

Social engagementThe literature focused on social engagement indicates that place and activities keep older people socially connected (Yen et al., 2012). Humans are social animals who thrive on interpersonal contact. A person’s fundamental identity is tied to interactions with other people (Gardner, 2014). Our mental and physical health are, in large part, tied to our relationships (Bath & Deeg, 2005; Ertel et al, 2009; Seaman et al, 2010). Too often, older adults (especially after retirement, see Garibaldi et al., 2010) become socially isolated leading to various ill effects (see the classic article Bassuk et al, 1999). Structured, intentional, socially- and intellectually stimulating activities can inoculate older adults against these ill-effects. Programs such as Encore (Freedman, 2008), Osher Lifelong Learning Institutes (see http://www.osherfoundation.org/index.php?olli ), the “One Day University” (see the link in the

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reference section), and education and job programs geared toward older adults offered by public and private organizations present opportunities for older adults to remain engaged in the community while developing new relationships.

Given the importance of social engagement to older adults, the Camp concept was formed, and the curriculum was developed. Evidence of the success of the Camp with regard to this topic can be seen in comments by Campers such as, “I made new friends,” “It was great to get together with my pals,” “I forgot how much fun ‘hanging out’ on a campus could be,” and “We enjoyed coming to campus each day.” Camp administration observed Campers exchanging contact information after the first day. Further, Campers asked for email to be shared by Camp administration so that they could all stay in communication. Therefore, the Camp succeeded in encouraging social engagement.

CognitionAs we age, our risk of cognitive decline increases (see https://www.alz.org ). Maintaining cognitive health requires multifactorial approaches (Hertzog et al., 2009; Verghese et al., 2006). Recently published research indicates “learning multiple real-world skills” and acquiring new information can have measurable positive effects on cognitive functioning (Leanos et al., 2019).

Additionally, physical exercise (discussed in greater detail later in this report) can ward off both dementia as well as other neurological and mental disorders (Adlard et al., 2005; Bartholomew et al, 2005; Chang et al, 2011; Chieffi et al., 2017; Lafenetre et al., 2011; Maejima et al., 2018; Prashanthi et al, 2014). Mental activities such as involvement in the arts (discussed in more depth as the next topic) bring special cognitive benefits (Noice & Noice, 2001). Therefore, Camp activities were deliberately selected that, among other benefits, would support cognitive health.

While this Camp was intentionally focused on the ‘well elderly,’ and (of course) no test (such as an MMSE) was required for participation, a few Campers made statements indicating Camp activities were intellectually stimulating. One stated, “I had forgotten how much fun history could be!” Another remarked, “Exercise gets my mind and body moving.” Still another said, “Going to the (Art Institute of Chicago) museum reminded me of afternoons with my mother and tea at Marshall Fields.” One Camper was reported to have commented that “life review” was a stimulating -- if emotionally-charged -- experience for him.

Exact cognitive effects of this Camp are beyond the scope of this evaluation. But, given Camper comments and established research, it can be stated with confidence that Camp activities provided mental stimulation that most likely will have positive effects.

The artsPhysician Gene Cohen was one of the first researchers to focus on the positive impact of the arts on older adults (Cohen et al., 2007). Subsequently other researchers found similar outcomes (Castora-Brinkley et al., 2010; the Mental House Foundation, 2011). Older adults gain confidence through arts participation (Murray & Crummett, 2010) as well as improved overall health (Vanaanen et al, 2009).

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Art forms that yield benefits include autobiographic writing (De Medeiros et al., 2007; De Medeiros et al., 2011; Sierpina, 2002), theatre (Noice & Noice, 2009; Noice & Noice, 2013; Yuen et al., 2011), and participative singing programs (Clift et al., 2012; Hillman, 2002; Johnson et al., 2013). In fact, music’s benefits range from cognitive benefits to general quality of life improvements (Hanna-Pladdy et al, 2012; Hanna-Pladdy et al, 2011; Kraus & Anderson, 2013; Solé et al., 2010).

Camp administration went out of its way to provide daily arts activities to the Campers. And reviews of these activities indicate the effort was appreciated. Even when there was a miscommunication about an art activity start time, Campers took it upon themselves to “just jump in and start creating,” according to one Camper.

While observing art has benefits (and Campers were very happy being able to see the Manet exhibit at the Art Institute of Chicago), being able to participate in art creation – be that visual, performing, or literary arts -- brought a special joy to the Campers. One mentioned how much she enjoyed participating in the poetry sessions. Another asked about the local “plein air” chapter since the Camp art session sparked her interest in painting. Yet another was spotted sketching during a Camp break. All of this indicates that the arts were a critical component to the success of this Camp.

HumorThere is more to comedy than a good laugh. A sense of humor can sustain us throughout the vicissitudes of life (Sparks-Bethea, 2001; Tennant, 1991; Westberg, 2003). Humor can be a personal coping mechanism (Celso et al., 2003; and the early studies of Labott & Martin, 1987 and Lefcourt & Martin, 1986; Miczo, 2004; Newman & Stone, 1996) and an interpersonal coping mechanism, especially among couples (Malinski, 1990). Humor can be lifesaving (Richman, 1995) and therapeutic in unexpected ways (Southam, 2003).

Being able to share a laugh can positively impact social relationships and the ability to see the humor in events may increase with age. According to researchers Turner and Stanley at the University of Akron,

“… In line with motivational theories of lifespan development, high endorsement of affiliative humor in older adulthood may support increased motivation for meaningful social relationships. Further, the perception that age is accompanied by increases in humor is consistent with the possibility that humor is an effective coping mechanism for age-related loss.”

Humor can be both unintentional and intentional. A few of the Campers mentioned “unintentional” humorous incidents at Camp – things such as misunderstood words and human foibles. These incidents seemed to help bond the group. Some of the instructors intentionally added humor to their presentations and that effort that was appreciated by Campers. One Camper said, “I didn’t know mobster stories could be so funny.”

Therefore, the benefits of humor are nothing to laugh at and were an important component to this Camp.

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Continuing education and lifelong learningStaying mentally engaged and cognitively intact is aided by continuing education. Decades of research regarding older learners show people continue to benefit from taking courses and learning new skills throughout life (see the classic work by Knowles et al., 1998) and studies indicate acquiring new knowledge should be a lifetime goal (Mezirow & Associates, 2000; Lamb et al., 2009). A few of the Campers mentioned they enjoyed being on a college campus again and that they found the Camp activities “intellectually challenging, in a good way.” Additionally, one of the Campers was so inspired by a Camp lecture that she asked for additional information related to the topic for further exploration (which this author provided).

One need not be only a “student” to benefit from continuing education. Taking a part in, or specifically leading a topical discussion, has cognitive and social benefits (Brookfield & Preskill, 2005). Some of the Camp instructors are older adults. During debriefing, they mentioned how much they enjoyed leading their sessions. Given a culture of ageism on many college campuses (see https://www.insidehighered.com/advice/2014/08/13/essay-age-discrimination-faculty-hiring for one example), it is unlikely many of these older instructors would be hired to teach at a university. Opportunities such as this Camp provide a venue for these learned older adults to share their gifts.

Although some older adults are not computer savvy or do not have access to technology (Cresci et al., 2010), that digital divide is narrowing. And some older adults are interested in learning new skills for economic reasons (Munnell & Sass, 2008). A couple of the Campers suggested that Concordia add computer classes to future curricula but mentioned they did enjoy the technology-enhanced presentations. One Camper mentioned that registering online was “a first” for her and even that seemingly simple act made her feel more confident about her technology-related abilities.

Physical activityOlder adults are too often viewed as being inactive. While some physical challenges do increase with age, almost any activity can be tailor-made for campers’ abilities. Moving has physical, mental, and spiritual benefits (Garber et al., 2011). Keeping active is a recommendation among most aging services professionals for their clients (Olanrewaju et al., 2016; Zubala et al., 2017). The strength one derives from exercise can have a spillover effect to other aspects of life (Barnett, 2013; EngAGE, 2010; Franco et al., 2015). Additionally, body and spirit are intertwined (Bonura & Tenenbaum, 2014) and yoga is often mentioned as a favorite activity for many older adults (Gothe et al, 2014). Campers who took part in Yoga at the Camp were enthusiastic. One said, “I could do this every day.”

Physical activity, including dance, can improve brain health (Chaddock et al., 2012; Coubard et al., 2011; Erickson & Kramer, 2009; Hui et al., 2009; Kattenstroth et al., 2010; Keogh et al., 2009; Kimura & Hozumi, 2012). While the Camp did not provide a traditional “dance activity,” Campers mentioned how much they enjoyed Zumba. Physical activity also provided a break from some of the sedentary activities and were, therefore, appreciated as a way to “get the blood flowing.”

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Fall prevention as a subset of physical activity Falls are a common cause (and effect) of disability among the elderly (Gillespie et al., 2012) and too often lead to nursing home admissions (see the work of Mary Tinetti at Yale) and other significant costs (Stevens et al., 2006). Regular physical activity can help older adults maintain a functional gait (Boyer et al, 2012). For example, Tai Chi is a favorite activity among older adults and has many fall prevention benefits (Taggart, 2002; Thorton et al., 2004).

For a short-term project like this Camp (and a snapshot evaluation), it is not possible to accurately measure the effects of physical activity on fall prevention. But given the extensive research indicating the prevalence of falls and the value of exercise for older adults, there should be no doubt that courses such as Zumba and Yoga were beneficial.

IntergenerationalityIntergenerational activities benefit all generations (see the work of D. Butts at Generations United, www.gu.org ). Exposure to people from other generations minimizes ageist thoughts and behaviors (Fletcher, 2007; Kaplan et al, 2016; Kaplan & Sanchex, 2014; Robinson & Anderson, 2006; Robinson et al., 2008). Children are especially influenced by exposure to older adult models (Robinson et al., 2007; and see Seefeldt’s early work). From middle-age forward, adults often feel a need to improve the well-being of the younger generation (McAdams, 2001; Tornstam, 2011) in ways big and small.

This Camp benefited by being co-located with a children’s center. As such, Campers had an opportunity to read to the little ones. One Camper stated, “My grandchildren are a thousand miles away so contact with kids is welcome.” Another Camper enjoyed reading to her eager students but would have welcomed other activities as well (such as building with blocks).

Further, since this Camp took place on a college campus, college students were employed as “Camp Counselors.” While this was a very limited part of the Camp, providing an “intergenerational contact” experience is apt to have positive effects for all generations (for additional information, see https://aese.psu.edu/extension/intergenerational/articles/intergenerational-contact-zones/introduction ).

Life review and PoetryGeriatrician, and founder of the NIA, Robert Butler was a proponent of life review among older adults. It can reduce depressive symptoms (Chippendale & Bear-Lehman, 2012; Iyer & Jetten 2011). And it can help older adults frame and understand the paths of their lives.

Campers were delighted with the opportunities for reflection. One Camper said the “…video session was emotional.” While that could be a negative, it did not appear to be stressful for him. Another Camper enjoyed memoir writing and said, “I may have a book in me.”

The poetry classes were well received and expertly run. One of the social service professionals stated that a Camper enjoyed the “therapeutic properties” of the poetry course. Another Camper mentioned she saw evidence of the “healing potential of shared art.”

The broader field of narrative gerontology, and its benefits, were well represented in this Camp.

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RECOMMENDATIONS

For the first time (minor and, probably, inevitable) problems that arose during the week (these are covered in the Camp Director’s report), this Camp was a success by several measures. First (and most important), the Campers expressed great satisfaction with the activities and are looking forward to future Camps. Additionally, instructors made only minor suggestions for improvement and most of those revolved around logistics (e.g., knowing exactly how long they were expected to speak; allowing for longer break times between activities).

With regards to the impact topics, the following recommendations and conclusions can be made:

Social engagement Per Campers’ request, Camp administration has forwarded Camper contact information to all participants. However, to maintain the momentum generated by this Camp, both reunion celebrations and additional (“mid-year”) activities (such as on-campus lectures and outings) should be planned and executed.

Cognition As the literature indicates, staying socially- and mentally-engaged has positive effects on cognition. Activities such as the Camp provide stimulating activities that most likely benefit participants.

Since Concordia is involved in the dementia-friendly communities movement, it might be possible to offer a special camp geared toward the population of older adults experiencing cognitive deficits. Activities would have to be tailor-made for their needs and desires. But visual art, dance, and music activities could be structured to appeal to their abilities. Additionally, lectures could run concurrently centered on caregiving topics for family members and friends.

The arts The visual, performing, and literary arts have the potential to stimulate both the mind and (when involving physical activity) the body. Expanding the Camp course offerings to include a wide variety of arts-related activities would benefit the Campers. Given that Concordia offers degrees in art, art therapy, graphic arts, music, music education, and theatre, both University faculty and students could be involved in curriculum development and teaching in a way beneficial to Campers and Concordia affiliates.

Humor One of the goals of the Camp was to “have fun.” Laughter is often the best medicine and has, as far as we can tell, no negative side effects. The sounds of laughter from the Camp classrooms was an indication that the Camp was a success. In order to capitalize on that success, and to take advantage of the resources in the Chicagoland area, future camps could involve the area’s comedy-related resources and offer courses in stand-up and improvisation. An end-product could be a senior-focused comedy talent show.

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Continuing education and lifelong learning A central theme to the Camp was “Never Stop Learning.” As such, all Camp activities were designed as a way to promote lifelong learning. Since this Camp is affiliated with a university, the educational aspect always will be at the core of the offerings.

However, that does not mean all activities need to be on campus (as proven by the Friday field trip to the Art Institute). Additional “field” activities could be incorporated both into the week-long Camp and to offerings throughout the year. A mobile camp could be designed that takes Camp activities to Campers who can not make it to campus (modeled after the various “temporary artist in residence programs” hosted by social service and housing agencies). Additionally, an online Camp could be developed for Campers who are homebound but have a desire to learn.

Further, with adequate planning time, Concordia students and faculty could be more involved in discipline-specific activities. This could include research into “Marketing to Older Adults” or “The Theology of Aging.” Business students could co-develop (with Campers) products for older adults. Human Communication and Culture students could learn about “ageism in media” from the population directly affected. And Health Sciences students could gather data about gerontologic care needs.

Physical activity (and fall prevention) Tai Chi was mentioned as a desirable activity for older adults both in the gerontological literature and among Campers. Therefore, adding a Tai Chi segment for future camps is a necessity. There may be an opportunity to secure funds for a “Older Adult Playground” on campus (see https://www.theguardian.com/cities/gallery/2016/apr/29/playgrounds-elderly-seniors-in-pictures). If weather and Camper mobility allows, accompanying Campers on a walking tour of Concordia and environs would be popular.

Intergenerationality Centering the Camp at the Christopher Center for Learning and Leadership provides numerous opportunities for intergenerational contact during Camp and throughout the year. Establishing a pre-K teachers’ aide certificate program for interested Campers could be a way to recruit a cadre of older adult volunteers who regularly assist with programming at the Concordia Early Childhood Education Center. Recruiting Camp counselors early enough to allow for a day of training on gerontology issues would benefit both generations. Involving college students (and perhaps area high school students) in “life review” activities could be both a learning and a bonding experience. Life review and poetry There is great potential in the historical, therapeutic, and entertainment value of narrative gerontology. Capturing stories both on video and in writing has value for the storytellers and their audiences. Broadening – and deepening – Camp offerings around memoir writing, poetry, and video narratives will benefit both current Campers and those who come after.

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Other recommendationsOne instructor mentioned that offering lectures late in the day (e.g., “Elder Law Issues) was not optimal. Therefore, future Camp schedules should take into consideration that “intellectually-demanding” activities should be counter-scheduled with lighter fare so that all Campers can choose between offerings that are best suited to their needs and wants.

Adding a technology class would help close the tech-gap experienced by many older adults. Furthermore, it could be an on-going activity both on-campus and online.

Given that the Oak Park/River Forest area is known for its architecture, future Camps should take advantage of the area’s ‘living laboratory’ of design through lectures and tours. Also, the Oak Park Conservatory and the Austin Gardens Environmental Education Center could be used for nearby field trips.

Although Concordia University is a Christian school, it would be good to acknowledge and offer interfaith activities in order to be most welcoming and inclusive. In fact, such inclusivity would best follow the tenets of Christianity.

CONCLUSIONS

Even with a few minor first-time event glitches, the Concordia University Chicago Summer Camp for Seniors 2019 was an unqualified success. Structure and activities were offered which addressed all of the impact topics in this report. While the long-term impact will not be measurable for some time, Camp administration can be assured that the net result of its efforts was positive.

There is a real hunger for activities such as this Camp. Keeping it accessible (in all senses of the term) to everyone will be a must although that might require offering some tailored activities. This Camp is fortunate to be hosted by an institution focused on a philosophy honoring a preferential option for the most vulnerable in society. Staying true to that edict will guarantee the best experience for all.

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APPENDIX B—Participant Survey (Carol Nelson, MA)Directions: Thank you for attending the Summer Camp for Seniors at Concordia University. In order to ensure that we provided the best experience for you, we would like to request that you fill out the following survey. Your feedback will assist us in ensuring that the camp experience will be even better in the future.

1. Did you have any expectations of the Summer Camp for Seniors before you came here? a. Yes or No

2. Did the summer camp meet your expectations? a. Yes or No

i. Why or Why Not? ii. Reasons for the camp meeting expectations were:

3. What did you like best about the Summer Camp for Seniors? a. Give Examples:

4. What did you like least or wish for us to change about the Summer Camp for Seniors? a. Give Examples:

5. Would you attend camp again? a. Yes or No and

i. Why or Why Not?

6. Would you encourage your friends or family members to attend camp?a. Yes or No and

i. Why or why not?

Thank you for taking the time to help us make a Summer Camp for Seniors the best possible experience it can possibly be for anyone attending.

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APPENDIX C-- SUMMER CAMP FACULTYDirvelys Allen (Zumba Fitness) Allen is the Director of Student Success and Enrollment Transition, Director of Spirit Programs, and Head Coach at Concordia University Chicago. She will lead camp sessions in Zumba Fitness, an exhilarating, effective, easy-to-follow, Latin-inspired, calorie-burning dance fitness-party that’s moving millions of people toward joy and health.

Richard Bimler (Lunch and Learn, Monday) Bimler is the former president of Wheat Ridge Ministries. He serves part-time as the Ambassador of Health, Hope, and Aging for Lutheran Life Communities. Richard currently serves on various boards and spends the hours in between writing, speaking, and consulting. He is the author of Joyfully Aging, A Christian’s Guide.

Veronica Ciobotary (Honey, Spices and Herbs) Ciobotary owns and operates Delia's Kitchen, located in Oak Park. Ciobotary established the restaurant in 2010 and named it after her daughter. Ciobotary operates her own apiaries and produces unprocessed honey; she also grows many of the herbs and vegetables utilized at the restaurant. Veronica has become an expert on the medicinal properties of honey as an antihistamine and an anti-inflammatory and will recommend examples for uses of honey and spices as cures for allergies and pain relief.

James L. Flanagan (Financial Management Strategies) Flanagan has dedicated his professional life to people at or near retirement. Jim is the founder of Bentron Financial Group. Bentron simply means, “an instrument of good,” and Jim has used Bentron to touch the lives of hundreds of successful retirees. Jim has a master’s degree in Finance from Dominican University, a master’s degree in Gerontology from the University of Southern California and is a PhD candidate in Gerontology at Concordia University Chicago. Jim founded the Celebrating Seniors Coalition, a not-for-profit organization dedicated to serving older adults in Forest Park, Oak Park, and River Forest.

Rosemarie (Mia) Garcia-Hills (Yoga) Garcia-Hills is a Chicago-area yoga instructor with eighteen years of yoga teaching experience. Her yoga environments have included high schools, colleges, fitness facilities, medical health centers, community centers, and prisons. Mia’s practice is a movement celebration of our opportunity to live with an open heart that is deeply rooted in liberation, gratitude and contentment. The Yoga styles used in this class format are a combination of Vinyasa Yoga and Iyengar Yoga.

Gayle Hutchinson (The Poetry of Resilience) Hutchinson a current master’s student in Gerontology at Concordia University Chicago. She has been a featured author at international book events in Oakland, California; Maui; Exuma, Bahamas; and South Africa. She has been an interview guest on the podcast Arts on Air from DePaul University and radio interviews aired on National Public Radio and Fisk University Radio. Hutchinson lead three sessions on Older Adult Resilience and the poets who have written about it. Hutchinson will also provide guidance on creating your own resilience poetry.

Craig Lusthoff (Lunch and Learn, Wednesday) Professor Emeritus Lusthoff was recognized as a 5-Star Professional estate planner by Chicago Magazine in 2011. A graduate of Valparaiso University with a degree in economics and a Juris Doctor degree from DePaul University, Craig is admitted to the bars of the State of Illinois, the State of Florida and the United States Supreme Court. In addition to his law

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practice that focuses on estate planning, family business transactions and real estate, Craig recently retired as Associate Professor in the College of Business, having served as Interim Dean, Associate Dean and Undergraduate Chair.

Lydia Manning (Lunch and Learn, Thursday) Manning is associate professor of Gerontology and program faculty leader for Gerontology at Concordia University Chicago. Dr. Manning's research and teaching agendas reflect her commitment to the interdisciplinary exploration of aging in the United States. As a social gerontologist, she investigates complex and pressing issues and problems related to aging, health, and well-being through independent research that integrates the perspectives and methodologies of gerontology, sociology, and women’s studies. Manning's research focuses on resilience with related interests in religion, health and gender.

Mary Michaelson, Adjunct Professor, Art Department, Concordia University Chicago

Molly Miklosz, Concordia University Chicago, B.F.A., also writes “Post Ups” for the Chi-Eye

Cathleen Roach (Memoir Writing Workshop) Roach is a senior outreach coordinator for River Forest Township, as well as a licensed attorney. She holds a master’s degree in gerontology from Concordia University Chicago. Roach received training in memoir writing by Boston author Anne-Marie Oomen. She has taught writing for 20+ years and has facilitated memoir writing workshops locally. Roach's fun, ninety-minute exploration of how to get started with memoir writing provided a template to use for further memory writing, as well as a sense of what effective and interesting memoir writing is all about.

Beth Truett (Lunch and Learn, Tuesday) Truett's presentation is titled, "Oral Health: A gateway to better overall health and wellness for older adults." She is Principal, BJT Solutions, having served as President/CEO of Oral Health America, Executive Director for Chicago Lights @ the Fourth Presbyterian Church of Chicago and 25 years in corporate leadership positions. She holds a BS from Valparaiso University; a Master of Divinity degree from McCormick Theological Seminary and is working toward a Certificate in Gerontology at Concordia University Chicago.

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APPENDIX D—CURRICULUM

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APPENDIX E—Orientation Presentation (partial Power Point)

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APPENDIX E—Recruitment Flyer

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APPENDIX F—Registration & Waiver [Headline] Join us in August for a week of fun, learning, and engagement.

Monday, August 5 – Friday, August 9, 201910:00 a.m. to 3:00 p.m. dailyConcordia University Chicago, Christopher Center for Learning7400 Augusta Ave., River Forest, Illinois

Summer Camp for Seniors, hosted by the Center for Gerontology at Concordia University Chicago, is a week-long opportunity to engage in meaningful, impactful, and enriching activities. Explore the exciting variety of classes and electives, along with daily “lunch and lectures” on topics specifically designed to meet the interests of older adults. Campers must be independent adults, 60 years or older, and capable of participating in the scheduled camp activities.

Cost: $100/person for the week (includes daily lunches and snacks, field trips, tee-shirts, and more)

Class sizes are limited; registrations will be processed in the order received. Registration closes, Monday July 29th.

First Name

Last Name

Street Address

City / State / Zip Code

Phone Number

Email

Emergency Contact Name and Phone Number

Food Allergies

T-Shirt Size: M or XL

How did you hear about Summer Camp for Seniors?

Medical issues of which we should be aware

For additional information about the camp, contact:

Carol Nelson, Camp DirectorEmail: crf_nelsonca@cuchicago.edu

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708-209-3059

Summer Camp for Seniors -- Waiver of Liability

I hereby consent to my participation in “Summer Camp for Seniors” to be held August 5 – 9, 2019 on the campus of Concordia University Chicago in River Forest, Illinois. This waiver covers all events and activities related to the aforementioned event.

I have been advised and understand the planned activities in which I will participate. I hereby accept and assume all risks associated with said activities. I expressly affirm that I have no medical issues that prevent me from participating, and that I have not been advised or instructed by a medical professional not to participate in this event or any similar activity.

I understand that I have a duty to provide primary accident and medical insurance for myself and I declare that I am currently covered by primary accident and medical insurance.

I release and forever discharge Concordia University Chicago, The Board for University Education, Concordia University System, Inc, and The Lutheran Church – Missouri Synod, their agents and servants, successors and assigns, directors, trustees, officers, employees, and other representatives against loss from any and all present or future claims, demands or actions in law or in equity that may hereafter be made or brought by me or by anyone on behalf of me, or by anyone else on their own behalf for damages or any other legal or equitable remedy on account of any injury, illness, physical condition, inconvenience, or loss sustained by myself during the planned activity in which I am going to participate.

I agree that Concordia University Chicago and its affiliates are granted the right to reproduce, display and otherwise use photographs and audiovisual footage from sponsored activities.

I, the undersigned, hereby acknowledge that I have read the foregoing, understand its contents, and have signed the same as my own free act and deed.

____________________________________ _____________

Participant Signature Date

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APPPENDIX H—PartnershipsConcordia University Chicago— “As a university rooted in the Lutheran tradition, Concordia-Chicago is one of the most affordable Christian liberal arts-based universities in the Midwest. We prepare our students academically, intellectually, practically and ethically for a meaningful career and life.”

Concordia University Chicagoo Early Childhood Center, Michele Gnan, Director— “The Early Childhood Education

Center (ECEC) at Concordia University Chicago is a Christ-centered community where children from birth to age 6 can learn and grow through project-based learning, social interaction, leadership, team discovery, physical play and expressive arts. The ECEC offers a strong academic foundation… integrated with a creative and spiritual experience unlike any other.”

o College of Innovation and Professional Programs, Carol Reiseck, PhD, Interim Dean & Kathleen Fritch, PhD— “The College of Innovation and Professional Programs (CIPP) was founded in 2016 to serve students with new innovative opportunities to meet their learning interests and needs. In the fast-paced world of work and life demands, opportunities to access knowledge are invaluable to those who seek to advance their careers or pursue a lifelong dream of continuing their education.”

o College of Graduate Studies, Robert Wilhite, ED.D., Dean—“The College of Graduate Studies (CGS) is the largest of Concordia-Chicago’s five colleges, with 54 full time professors and 300 adjuncts. Our 3,000-plus students are enrolled in 38 master, doctoral and non-degree programs.”

o The Foundation of Concordia University Chicago--Concordia University Chicago is honored to partner with our donors, alumni, and community as we equip the next generation of servant leaders. As an institution, we are committed to transparency, accountability, and ethical interactions with our partners in this mission. You can be confident that your gifts are used judiciously to further the University’s mission and educate students with excellence. Concordia staff is available to answer your questions and help you connect with giving and volunteering opportunities that align with your interests.

Community Partners

o AgeOptions, Diane Slezak, President & CEO—“nonprofit organization connecting older adults and those who care for them with resources and service options so they can live their lives to the fullest. Since 1974, our mission has been to sustain and promote independence for older persons in their own homes and communities. As the Area Agency on Aging of suburban Cook County, Illinois, we advocate, plan, coordinate and fund services for older adults. Together with a network of community-

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based senior service organizations, we connect residents with vital services such as information and assistance, community dining programs and home-delivered meals, housekeeping help, employment services, access to benefits and support for family caregivers.”

o Arbor West Neighbors—“is a grassroots, inter-generational organization of neighbors connecting to empower adults to thrive as they age in the community. Our goal is to support the residents of Oak Park, River Forest, Forest Park, and Austin who desire to age in the home of their choice through the promotion of an age-integrated society that recognizes the voices, power, and needs of engaged adults.”

o Chicago Commons, Edgar Ramirez, President & CEO—“mission is to empower individuals, families, and communities to overcome poverty and systemic barriers, embrace opportunities, and thrive across generations. For 125 years, our programs have been helping children, families and seniors go further to live richer, more fulfilling lives. From our first settlement house, we’ve centered ourselves in underserved communities to give our neighbors the tools and skills they need to reach their greatest potential.”

o Chinese Mutual Aid Association (CMAA), Dennis Mondero, Executive Director—“(CMAA) is a community-based 501(c)3 social services agency that serves low-income immigrants, refugees, people from all socioeconomic and ethnic backgrounds, all generations from youth to seniors, and people of all abilities.”

o Senior Services of Oak Park Township, Pamela Mahn, Director—“Oak Park and River Forest Townships Senior Services offers a broad continuum of supportive services in order to promote independence of older adults in the communities of Oak Park and River Forest.”

o Scottish Home/Caledonia House, Gus Noble, CEO--In 1910, the Illinois Saint Andrew Society opened the Scottish Home to provide warm, genuine care rooted in a deep sense of Scottish tradition. For more than a century, we have provided modern, top-quality care and aging services while promoting the “Scottish Way:” connection, tradition and compassionate care for all people

o Sounds Good! Choir, Jonathan Miller, Conductor--The Sounds Good! Choir (formerly Encore Illinois) provides choral singing opportunities for older adults (55+) in the Chicago area under the direction of a professional artist. Singing with Sounds Good! is fun, challenging, and rewarding. We have served more than 650 lively and enthusiastic singers since our founding in early 2016.”

o Wednesday Journal, Marc Blesoff, Writer--a community weekly newspaper in the Chicago suburbs of Oak Park and River Forest. In 2008, the Illinois Press Association named Wednesday Journal the state’s best weekly newspaper. [Its mission is to] …deliver information that leads to educated conversations about the people, government, schools and businesses in our communities.

o Whispers Beach Resort Restaurant, Nimer “Tiger” Alia, Proprietor

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APPENDIX I--Summer Camp Position DescriptionsCamp DIRECTOR

As the Senior Camp Director, you are responsible for working on the development of the camp program, facilitating, and managing the daily camp activities which will have a total focus on elder camp participants. The role of Camp Director for the first Senior Summer Camp at Concordia University includes the following responsibilities:

Manage Project and Project Content Finalization of course offerings and descriptions

Recruitment of Staff Instructors Concordia Faculty Concordia Staff Concordia Students Camp Counselors

Coordinate and facilitate Daily camp schedule ensuring Room reservations- 2nd and 3rd Floor classrooms AV requirements and support Coordinate daily luncheon Establish and maintain positive relationships with project participants Visit potential sites for Field Trip Visit and meet Local areas of potential summer camp participants e.g., long-term care institutions such as

the Scottish Homes/St Andrew Society and older adult serving organizations such as Age Options Recruitment of campers—propose participation requirements

Work with Marketing on marketing materials for camp attire and publication of activities Transportation plan and schedule

Camp COUNSELORS

Thank you for your interest in serving as a counselor for the Summer Camp for Seniors. Your role is to help get the campers safely, knowledgeably, and happily through the camp itineraries. You are an extension of camp leadership and a liaison to the campers.

The three most important things to remember about being a good counselor are: energy, a positive mental attitude, and flexibility:

• Energy – You will help set the tone for the camp and we appreciate your efforts.• Positive Mental Attitude – The mood of the camp will be influenced by your attitude. If you’re in a great mood, they will feed off your spirit.

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• Flexibility – It is so important be able to calmly handle the changes that WILL come up during the camp and to be mindful of expectations. Camp leadership will do everything in their power to make things run smoothly, but changes will happen and every counselor needs to be able to roll with it.

COUNSELORS DUTIES WILL INCLUDE BUT ARE NOT LIMITED TO:1. Be responsible for a group of campers during your assigned work period2. Direct campers to classrooms and event spaces, restrooms, lounges, and (cafeteria)3. Provide your expertise in social media to campers4. Report all problems to camp leadership5. Assist camp director (Carol Nelson) with any tasks she assigns6. Assist with bus loading/unloading during the Friday field trip7. Have fun!

Hours—9:30-3:30, Monday-Friday, August 5th – 9th, 2019

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APPENDIX J--CERTIFICATE OF PARTICIPATION

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APPENDIX K—SPECIAL THANKS TO…

o Pete Becker, Director of Contract Management & Auxiliary Serviceso Kathy Bonnar, Assistant Professor of Counseling, Department of Human Serviceso Jennifer Burke, Manager, Barnes & Noble Bookstore at Concordia University Chicago o Foundation of Concordia University Chicago staff, especially Meg Busse, CFRE, Senior

Director, Operations, Research, and Donor Management; Jeanne F. Doherty, Kate Hawley, and Sandra Nelson

o Michele Gnan, Director & staff of the CUC Early Childhood Development Centero Tom Hallett, Senior Vice President, COO & CFOo Denise James, Business Officeo Thomas Jandris, Former Dean, College of Innovation & Professional Programso Betsy Karkan, University Deaconesso James A. Kosinsky, Robert Glinke, Media Service Coordinator; (camera crew: Nicole

Garza, CUC ’17 & Toni Garza)o Pamela Mahn, Director of Senior Services, Oak Park & River Forest Townshipso Betty Ann Mocek, Professor of Arto Amy Miller, Coordinator of Campus Eventso Margaret (Peg) O’Brien, Director of Human Resourceso Marianna Ribu, Disbursements Managero Delizza Russell & Beth Lakier, Chicago Commonso Glen Steiner, Assistant VP for Administrationo SODEXO Food Serviceso Renee M. Vilatte, University Attorneyo David Witken, Director, Department of Public Safetyo Yutian Jiang & Dary Mien, Chinese Mutual Aid Associationo John O. Zillman, PhD, Senior Vice President for Academics, Professor, Dept. of

Psychology

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i The planning committee behind the summer camp program consisted of John Holton, Director of the Center for Gerontology, Mary Frances De Rose, environmental gerontologist and adjunct professor of gerontology at Concordia, Carol Nelson, gerontology graduate (Masters) student in gerontology, and Martina Reese, Director of Marketing & Communications for the College of Innovation and Professional Programs and independent film maker. ii A recent summer camp experience for older adults was recognized as a “2019 winners of n4a's Aging Innovations and Achievement Awards”. For more information on the Loudoun County Area Agency on Aging's Senior Summer Adventure Camp program, go to https://www.n4a.org/Files/2019%20AIA%20FINAL%20electronic.pdfiii “Jump Start is our two-day summer orientation program designed to guide your transition to Concordia University Chicago. You’ll gain a better understanding of your role and responsibilities as a CUC student—and you’ll meet new friends while exploring your new community.” Learn more at:https://www.cuchicago.edu/news-events/events-calendar/2017/07/jump-start-orientation2/iv “The three Resilience Poetry workshops conducted as a pilot test during the 2019 Older Adult Summer Camp Program have initially identified that (1) the process of harvesting resilience in older adults, given the sample size was 61-95 years of age, shows that everyone uniquely begins resilience memory collection at their unique starting point, although many specifically subscribe to traumas and adversities experienced within their lifespan; (2) there exists an assessment process where subjects ask themselves, perhaps in consultation with others participating they have a relationship with, why do I want to remember this resilience experience and even think about it, and as importantly, what makes me want to share this resilience experience with others and (3) there is a final posting stage if one decides to write about and keep the experience solitary or decides to share with others—with this final factor dependent on how many of the three resilience poetry sessions, two or more sessions generally making the person more active in sharing and also more active in continuing their independent work on their resilience poetry they created during their first attended workshop” (Hutchinson, 2019).