Michael Cheang , DrPH , CFLE Family and Consumer Sciences Department

1. Seeking New Perspectives on OLLI Courses Through Content Analysis: A review of course offerings from 1996 - 2014 Michael Cheang, DrPH, CFLE Family and Consumer Sciences Department University of Hawaii at Manoa

2. Acknowledgement and thank you Rebecca Goodman Director Osher Lifelong Learning Institute University of Hawai’i at Manoa

3. Content Analysis A data collection technique used in social science Going back and systematically looking over existing data or records for themes and patterns Data may provide insights that usual evaluation questions sometimes do not ask

4. Possible Sources of Data for Content Analysis Speeches made by past presidents Reviewing journal entries or diaries Examining accounting records Reviewing newspaper articles Surveying collection of old photographs in archives University course offerings

5. Content Analysis – Selected References Hodder, I. (1994). The interpretation of documents and material culture. Thousand Oaks, CA.: Sage Publications. Krippendorff, K. (2004). Content Analysis: An introduction to its Methodology. (2nd ed.). Thousand Oaks, CA: SagePublications Holsti, O. R. (1969). Content Analysis for the Social Sciences and Humanities. Reading, MA: Addison-Wesley. Stemler, S. (2001). An Overview of Content Analysis. Practical Assessment, Research & Evaluation 7 (17).

6. Besides usual variables for program evaluation, other variables from a content analysis may also be useful: Types and frequency of courses offered Methods of course delivery Accessibility (Where, distance, time offered) Costs (Course, membership, entrance fees) Appropriate use and ambience of space used for classes

7. Surveyed course offerings From 1996 - 2014Types and frequency of coursesModes of delivery

8. OLLI – University of Hawaii at Manoa 2012 - 2013 participants: 1,017

9. Comparing Hawaii to national survey • ElderLearning Survey (ES): • Lamdin, L.S. (1997). Elderlearning: New Frontier in An Aging Society. American Council on Education. Oryx Press, Phoenix, AZ. • 1995-1996, all 50 states • 3,600 mailed (AARP, Elderhostel, Institutes for Learning in Retirement) • 860 used for analysis

10. Film studies instructor’s comment on so few men…. The program director jokingly told her to offer more “cowboy films.” Her Summer 2014 course, “Westerns: The American Monomyth”, attracted 31 people, 23 (or 77%) are men.

11. Age Distribution by Gender (2012 – 2013) n = 1,017 (68% females, 32% males)

12. Age distribution of Elder Learning Survey, 1996 Age distribution of OLLI Hawai’i, 2013

14. Distribution by Ethnicity: Comparing ES and Hawaii

16. Course Offerings (1996 – 2014) • Total offered: 968 • Average each year: 69 • Average class size (limited by space): 35 • Courses typically have between two – six sessions or meetings • Course evaluation administered at end of each course • Course offerings and design guided by feedback and suggestions by participants

18. Diversity of Interests in Course Offerings • WayangKulit: Shadow Theater of Java • The Illuminated Life • What’s So Funny? A Study in Humor • Living Your Dying • Psychology and Shakespeare: Reciprocal Insights • Freudian and Hawaiian Concepts of Personality • Japanese Career Women • Brain Attack: A Stroke Survivor's Perspective

19. Diversity of Interests in Course Offerings • In the Company of Trees • Hawaiian Landslides: Large and Small • Astronomy: Stairways to the Universe • Ride to the Bottom of the Sea • Architect's View of Honolulu: Downtown Walking Tour • Neurorealism: Bridging Brain, Mind, Science, Religion

20. Diversity of Interests in Course Offerings • Feminism and American Clubwomen • Fundamentals of Health and Nutrition • Seeds of Belief • Ethnobotany: Hawaiian Plants • Nightingales and Magpies: Voices Out of Contemporary China • Elizabethan Playwrights • Astronomy: Galaxy Formation and Evolution

21. Diversity of Interests in Course Offerings • My Father's Life in India • Peru Series: History, Mummies, Arts, Cuisine • Tour of Peru • Politics of Food Production: Our Daily Bread • Almodovar: Brown Bag Cinema Series I • Energy Saving Architecture • Antony and Cleopatra: Shakespeare Discussion • Great Sea Battles: Turning Points in History

22. Diversity of Interests in Course Offerings • Travelogues: Galapagos, Bhutan, Spain • Physics Theories of Space and Time • The Art of Rice: Spirit and Sustenance in Asia • Arman Manookian's Modernism: HAA Tour • Marc Chagall: Arabian Nights HAA Tour • What Does Intuition Look Like • Glimpse the Future of Telecommunications • Memory Improvement Strategies

23. Data Analysis Reviewer 1: 1st round of coding Compiling list of courses from course catalogs into Microsoft Excel Reviewers 1 + 2: Agreement of codings, refinement of category names Reviewer 2: 1st round of coding

24. Data Analysis 968 courses 1st round of coding – 21 and 17 categories 2nd round of coding – 12 categories

26. What Elders Choose to Learn

28. Discussion Course offerings driven by: Feedback from participants A new instructor or peer instructor from our volunteer corps steps forward to offer a class or workshop on a topic of particular interest to her or him.

29. Evaluation variables besides satisfaction measures? • Goodness of fit: expressed interests vs. offerings • Taking advantage of known strengths and local resources – astronomy, geology and volcanology, marine science, Asian Studies, etc. • Accessibility and affordability? Scholarships and waivers • Frequency of offerings? • Human scale

30. Excerpts from evaluation data “I never figured that Dante’s Divine Comedy could be so much fun! Every class we stared right into the depths of hell and laughed so much that my cheeks ached.  I appreciate Dave’s instructional style and I love OLLI…” From: Dante’s Divine Comedy, Spring 2012

31. Excerpts from evaluation data “After a late-life divorce, I was seeking new friends and meaningful work to keep me grounded and focused.  This OLLI workshop was exactly what I needed. It’s given me real hope for the future. There’s joy, too; I even break out in song now.  Thanks to this OLLI class, I see myself a bit more clearly than I used to.  I have found good connections and intellectual companionship here…” From: Turning Leaves: Seasons Workshop, Summer 2012

32. Excerpts from evaluation data “As I grow older and friends and relatives disappear from my life, it is so good to come to OLLI – a place where the talk is stimulating, the people are full of good cheer, and we celebrate learning and life.  I love OLLI. It is a treasure to me.” From: English Queens, Summer 2012

33. Excerpts from evaluation data “I’m always enchanted by the astronomy classes at OLLI. The group discussions are great and the instructor’s Socratic methods encourage us to think, reflect, and conduct our own research.” From: Stars, Stones and Time, Spring 2012

34. Excerpts from evaluation data “This program is valuable to me for social and mental stimulation. Please continue it forever (or at least as long as I’m alive)….” From: Culinary Cinema, Spring 2012

35. Excerpts from evaluation data “This class has been terrific. I learned that with U.S. presidential elections, there’s been turmoil, name-calling and dirty tricks from the beginning of the country. It’s good to be reminded that we’ve survived some awful and destructive times and politics. I love the classes at OLLI. Keep up the good work.” From: Key Presidential Elections, Fall 2012

36. Discussion • While quantitative data are important for program reporting, funding, etc., • Qualitative data suggest the significance of other important roles the OLLI program can play in lives of older adults • Provide safe venue for social interaction, friendship, play, laughter, belonging, healing, etc.

37. Reflections • Process, content, outcome from gerontology perspective – Awareness of age related changes, and being mindful • Physical environment conducive to changes of aging process - vision and hearing • Small classes (lectures, workshops, book club, etc.) • Participant, peer driven (evaluation) • Mode of delivery consistent over time • All of above make it possible for interaction and socialization

38. Reflections • New cohorts of younger members • Not all elders can afford high costs of fees (diversity of income levels) • The role of OLLI? Lifelong learning as it relates of quality of life

39. Selected References Aday, R. H.; Kehoe, G. C. & Farney, L. A. (2006). Impact of senior center friendships on aging women who live alone. Journal of Women and Aging, 18(1), 57-73. Creswell, J. W. (2013). Qualitative Inquiry and research design. Choosing among five approaches. 3rd Ed. Sage Publications Fernandez, R.; Caprara, M.; Schettini, R.; Bustillos, A.; Mendoza Nunez, V.; Orosa, T.; Kornfield, R.; Macarena, R.; Lopez, M.; Santacreu, L. Molina, M.; & Zamora, M. (2013). Effects of university programs for older adults: Changes in cultural and group stereotype, self-perception of aging, and emotional balance. Educational Gerontology, 39(2), 119-131. Lamdin, L.S. (1997). Elderlearning: New Frontier in An Aging Society. American Council on Education. Oryx Press, Phoenix, AZ.