Author ORCID Identifier

https://orcid.org/0000-0001-9273-1633

Date Available

8-14-2027

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Kinesiology and Health Promotion

Faculty

Dr. Melinda Ickes

Faculty

Dr. Haley Bergstrom

Abstract

This dissertation research is guided by findings from a systematic review on recommendations and best practices in developing, implementing, and evaluating an intergenerational service-learning program involving older adults and college students. Based on those recommendations and best practices, this dissertation project explores 1) developing a theory-driven, intergenerational intervention called Bingocize®: Intergenerational, Nurturing Gatherings and Outreach (BINGO) and 2) formatively evaluating the feasibility of BINGO. Bingocize®, originally designed to promote physical activity and health education through a bingo-like game, was adapted to foster intergenerational social learning and engagement among older and emerging adults around food and nutrition topics. The adaptation process to support intergenerational engagement and learning of basic food and nutrition concepts among older and emerging adults followed relevant key findings on intergenerational program development best practices from the systematic review and integrated four theoretical tenets (acquaintance potential, equal status, task coordination towards common goals, and support of authorities) based on an Intergenerational Contact Model adapted from the Intergroup Contact Theory. Upon the adaptation and operationalization of each tenet, the BINGO intervention was implemented in a subsidized residence for older adults in central Kentucky, involving 11 older adults (mean age 70) and 11 college students (mean age 19). Participants were engaged in 90-minute interactive sessions twice a week, consisting of bingo-like games, light physical movements, nutrition trivia, and intergenerational food-related activities and discussions. Feasibility was formatively assessed through i) intervention demand (reach, attendance, post-session challenge completion) using enrollment forms and detailed records and ii) acceptability (perceived satisfaction and appropriateness) using session feedback forms and post-survey. Results indicated high demand and acceptability among both age groups, with older adults showing higher post-session challenge completion rates. The study highlights the potential of intergenerational interventions centered around food and nutrition topics, suggesting further exploration in different settings. Limitations include small sample size, emphasizing the need for future research to validate findings, assess outcomes such as attitudes towards the other generation and nutrition knowledge, and expand the scope of intergenerational interventions engaging older and emerging adults through interactive food and nutrition activities. Overall, it reveals great potential to develop an intergenerational service-learning program or curriculum centered around food and nutrition topics in higher education settings, involving college students in health-related majors to connect with community-dwelling older adults and mutually benefit both age groups through community-academic partnerships.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.446b

Funding Information

This study was supported by the University of Kentucky Martin-Gatton College of Agriculture, Food, and Environment Research Activity Award for Research Staff as well as Arvle and Ellen Turner Thacker Graduate Research Award.

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Available for download on Saturday, August 14, 2027

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