>> From WXXI News.

This is Connections.

I'm Evan Dawson.

Our connection this hour was made in a video call.

A man named Richard and a man named Zach signed on for a chat each week.

And they talk about everything.

They talk about Pink Floyd, music, religion, poetry.

They talk about changing gender norms and culture and a lot more.

Richard is 76 years old.

Zach is 19.

They were paired in a program hosted by Miami University in Ohio.

The goal is to generate intergenerational understanding.

The program provides discussion prompts and arts related activities for the participants.

But Richard and Zach largely ignored those because they felt like they didn't need them.

The two seemed to be able to talk about anything and everything.

In 2024, Richard told The New York Times that, quote, there's this fallacy that these two generations can't communicate, but I don't find that to be true.

End quote.

The university program is just one of just many thousands across the country that pair young people with older adults.

Experts say such programs can help reduce age segregation.

It can increase empathy among members of different generations, and change negative attitudes about aging.

There are benefits beyond the social emotional components, too, according to the New York Times.

People who have positive feelings about age do better on memory and hearing tests.

They have better physical function and recover more quickly from periods of disability.

And as The times reports, they live longer.

This hour we talk about two local intergenerational programs and what young people and older adults are learning from each other.

In the second half of this hour, we'll talk with representatives from Edison Tech and Saint John's.

But we begin the hour with a conversation about an intergenerational learning program between Saint John's and Allendale Columbia School.

And I'd like to welcome our guests here with us in studio.

Let me welcome Marie Kamin, whose volunteer services coordinator at Saint John's.

Thank you for being here.

>> Thank you for having us.

>> And next to Maria Sue Covel, who's a resident at Saint John's.

Welcome.

Thank you for being here.

Thank you.

On the line.

Let me welcome, first of all, a middle school teacher at Allendale, Columbia, Rachel Hucko.

Hello, Rachel.

>> Hi.

>> Nice to have you.

Nice to have Kate Hucko, a seventh grader.

Hello, Kate.

>> Hi.

>> And Rafaela Agi Maluli, a seventh grader as well.

Rafaela.

Welcome.

Thanks for being with us.

>> Thank you.

>> So we're going to talk to the students in just a moment about what they are learning here.

Um, and we're going to get Sue's perspective as a resident of Saint John's.

Marie, what do you see as the value of this kind of conversation and this kind of partnership?

>> Oh my gosh, there's so many ways to answer this question.

Um, so of course, at Saint John's, we are, you know, involved in so many different intergenerational programs in our past and currently in our present.

Um, and so we were, I was really excited to reach out to Allendale, Columbia this year to start our new partnership.

And so we had a group of residents that were able to go and spend three weeks, three sessions at Allendale with students from a seventh grade classroom.

Um, and a lot of the residents that participated, um, were past teachers, retired professors, librarians, um, child care workers, so many different things from their past.

So the value is just, there's so much, um, past experience that the residents can share with the students and wisdom and guidance as well.

>> How does someone like Sue get hooked up with a student?

How do you guys work on that?

>> Well, Sue is a wonderful resident volunteer.

Um, she has participated in the past, um, with other, programs that we've had with other local schools.

And, um, and so she heard about this opportunity and, and jumped to the bit and, and said that she would participate.

>> Is it because Sue, you think that teenagers are aliens?

>> No.

>> Okay.

No.

What did you hope to get out of this?

>> I just hoped that the students and myself would have a better understanding of each other.

Um, living in Saint John's, I'm around mostly older people, and I really miss interaction with kids.

I have grandchildren who are not in or who are way beyond seventh grade, and great grandchildren who are not there yet.

So I'm missing that communication with with students that age.

>> Yeah, I think that that really describes the issue, the problem, and certainly every generation has different sort of norms and customs.

When my, uh, when my father was 21, he and three of his friends went to Europe for a whole summer.

And the one condition his parents had for him was he had to keep a diary.

This was in 1966.

So, um, you know, my dad's 81 now, but we found that diary a number of years ago.

And reading through it, even the language, even the phrases he would use, I had to like, look up like a glossary of terms and phrases and say, I don't even know what he means here.

And I, I feel like at times, Sue, maybe you feel when you hear, uh, a, a 12 year old or a 15 year old or an 18 year old talking.

Do you feel that way sometimes?

>> Oh, absolutely.

Sometimes they correct me and say, grandma, you cannot use that term anymore.

>> Oh.

>> I won't mention any of them.

>> Okay.

>> I get my warning.

>> That's really funny.

So.

>> Um, so let's, uh, let's talk to Rachel and Kate as well here.

And, and Rafaela, first of all, as their teacher, Rachel, how are they doing?

And what do you make of the value of this program?

>> Oh, this program was really great.

When Marie reached out about it.

Um, I knew that not just Allendale, Columbia would be a great fit for it, but the seventh grade class, they are really wonderful kids who love to meet other people and talk to them.

And so I knew that they would be really great buddies to the residents at Saint John's.

Um, but I think it also really helps them.

You know, seventh grade is such a, a forming year for their own identities that it's nice to be able to meet people who have done all of that searching and are still willing to learn and meet people and try things.

And so, um, it's really great for their, for their growth as well.

>> So seventh grade means that Kate and Rafael are around.

Uh, is that 12 years old?

13 I'm struggling here.

>> I'm 13.

I'm 12.

>> 13 and 12.

Okay.

And Sue, I have to ask you your age, just for the sake of understanding the difference here, uh, this year you turn how old?

>> 85, 85.

>> You feel good?

>> Yes.

>> Thank you.

Very good.

So 85, 13 and 12.

That's the age difference here.

So, uh, let me ask Kate first here.

Kate, when you think about your elders who are 85 years old and you think about what life must have been like for them when, when they were 13 or 12 years old, what questions do you have?

What comes to mind?

>> Well, um, I know that it's a lot different than how we are, but then I also feel like it's a lot of there's a lot of similarities.

So I'm wondering what the similarities are and what some of the differences are that maybe we don't have or they didn't have when they were our age.

>> Is it interesting that when Sue was your age, they were still hunting and gathering.

There were there were no cell phones.

There was no I mean, look, it was a different time.

And my, my parents joke all the time about this, but my parents in their 80s feel like the biggest change has been how fast technology continues to move and how that can separate people from feeling connected.

Do you ever think about that, Kate?

Do you think about in any ways, does that seem more appealing to you to have grown up at a time, uh, to be able to grow up at a time when there isn't a phone in everybody's hands and there isn't tech everywhere?

The way it is now.

>> I think that there are pluses and minuses to both.

Like, I feel like it would have been great to grow up in a time where we didn't have phones and we weren't always on them all the time, and we didn't have all of the social media that we do have now.

But I also feel like that, um, sometimes it is nice to have a phone where you can talk to people and you don't have to like ride a bike to go to their house and you don't have to use the house phone to talk to them or.

Yeah, yeah.

>> So, um, obviously pluses and minuses.

I wonder how you feel, Sue.

I mean, you've seen tech change so much in your lifetime.

>> I think this is a generation where we've had the most change.

>> This generation.

>> Yes.

Yeah I do because of the technology.

Um, but there certainly is a difference.

And the kids, the kids and I talked about that a lot in my group about what I did as a child, you know, go outside at 8:00 in the morning and not come back in until 4 or 5 in the afternoon.

And no one worried about us.

And we would just make our own fun.

And some of the when we were talking with the, with the students, some of the questions that they asked me and we exchanged, um, they just couldn't believe.

They couldn't believe a party line of telephone.

>> Party line.

>> That you had to wait for a call to make a call, um, that we would just go outside and play, which we didn't have many toys or anything.

We just went outside and played.

>> And, you know, so one thing that I think is really interesting is that, um, there is a movement toward more giving kids more of a lifestyle that looks more like yours than it does the kids generation.

Now, on account of the fact that psychologists like, uh, social psychologists like Jonathan Haidt are writing about how kids are affected by tech addiction.

Well, we're all affected by it.

But kids, especially tech addiction, social media, and there's this idea of returning summers, returning the school day to not being sort of dominated by cell phones or taking cell phones out of school.

Do you think it's interesting, as you've seen tech evolve, Sue, that some of the movement is back toward kind of what more of what you grew up with?

>> I can't say I've I can't say I've noticed that really it would be nice.

>> Do you think it would be good?

>> Oh, absolutely.

I think that was the most carefree time in my whole life.

>> You don't look at the way kids are growing up now and think, I wish I could have grown up like that.

>> You don't?

>> No.

>> I'm serious.

I'm genuinely curious.

Yeah.

>> Yeah, right.

>> I could I could do without all the technology.

Okay.

Although I enjoy it too.

I have to say that.

>> Okay, well, let's get Rafael's take here.

So, Rafael, what stands out to you when you think about the difference in the way we live?

What questions did you have, uh, for for someone like Sue?

>> Yeah.

Um, I really like, think about how maybe it was like academically, like, that's like what makes up most of my life, like school life.

So like, I wonder how their day to day was like at school, at home, like going from school to your house and like, just like how their everyday life was.

>> So you want to talk a little bit about that?

I mean, how when you think about your academics and, and the day to day, what stands out to you?

>> I think one of the things that really stands out to me is right from kindergarten age, how much students today know when I was in kindergarten, we learned colors, numbers and read stories.

Today, kids are actually doing math and reading, which I find very interesting.

Um.

What was the rest of your.

>> Well, did you feel, um, did your school life dominate your free time in some ways?

Did you feel like there was a balance for you?

>> No, I thought there was a good balance.

I think today, um, students have a lot more to think about and probably homework than we did was more relaxed atmosphere, I think, than what I see with students today.

Doesn't seem to have the pressure.

I never had the pressure.

I feel that they have.

>> So I actually think this actually goes in two different directions.

The first is that, you know, I'm sure Kate and Rafaela, they're on this program because they're extraordinary kids.

They're extraordinary students.

And we can see that in five minutes with them.

They're really great.

They really are.

And I'm sure that they and their teachers and their parents are thinking about their academic futures, or you start to think ahead.

And what happens when you're look, if you want to go to higher ed or if you don't, but you're already thinking about that, I don't know, first of all, if your generation in general, when you were their age, were when you were 12 years old, were you thinking about, what am I going to do at 18?

What do I need to do to have the SAT score to get into a college?

>> You're laughing.

No.

Huh?

>> Oh, no.

We had I when I was talking to the students, I was asking them about regents and tests because I didn't really care for those.

And they said they don't have that many tests.

Um, and I don't think they have that much, many regions.

I'd have to ask the teacher, but the children or the students were telling me that they didn't have that many, um, tests and regions, which we had.

We couldn't graduate to go to college unless we had a Regents diploma.

So, um, but I did think about it quite a bit.

Maybe not at 12.

>> Yeah.

>> Maybe toward my senior year more.

>> When you.

>> When you were in your teenage years and, and starting to become an adult.

This was then in the 1950s.

>> Um.

>> Did you as a woman feel like you could do anything, or did you feel there were limits in careers at the time?

>> Definitely limits.

>> In what ways?

>> Um, it just seemed like either you were going to stay home and take care of your family, which was fine, or be a teacher, nurse secretary.

>> That was it.

>> Pretty much.

>> Teacher, nurse secretary or homemaker.

>> Right.

Okay.

>> So let me ask Kate and Raphael about that.

So, Kate, when you if someone were to tell you that your options when you become an adult, when you are 18 years.

>> Old.

>> You can go to school, you can be a teacher, a nurse or a secretary, or you can eventually be a homemaker.

I wonder, I mean, can you even compute in your mind that much of a limitation?

>> It is very limiting.

And I think that we've come a long ways where women can do a lot more.

But I, I think that it would be really interesting to grow up and have all of those limitations for yourself and have, um, all of the stuff we're like, women can't do as much as men.

And I think that we've come a long ways with where women can do so much more now, but we still haven't really, um, we're not like to the same level as men.

We've, we've come a long ways, but we're not quite there yet.

But like, there hasn't been a women president and I would love to see that happen soon.

>> So, uh, before I get Raphael is taking that, I just want to ask Sue, is this an area where you do think kids have it better than you did.

>> At that time?

Absolutely.

>> Yeah.

Yeah.

When I hear of different jobs, even now, I read the paper and there's an ad for something, I think, gee, I'd really like to do that, but a little a little beyond that.

But anyway, yeah, I think that's really great for the kids because there's just so much out there.

>> What do you think about that?

Rafaela.

>> Yeah, I think there might have been a lot of missed opportunities, like when it came to like medical field or like something like that, like maybe like a woman might have like found a vaccine for something way earlier than a man would have.

So it gives you a lot to think about because like, like, like Kate said, we've come a long way, but things would have been so different if we came a long way before.

>> Yeah, it is interesting to think about what what are the costs of the limitations we had with that?

Um, and let me ask Rachel Hucko, as you as you hear them kind of compare and contrast.

So Sue has told us there's one area that she would not want to change about her childhood.

And that was the tech.

There's one area that she would and that was the opportunity, as a young woman with thinking about her, her future in the world here.

Um, what stands out to you as you hear this, this conversation as kind of an outsider?

Rachel.

>> I think it's really wonderful that they can both share their experiences and say, it would have been nice to grow up when you did for these reasons.

And I think it helps.

Um, our kids especially, I think it helps them know.

Wow, I really do have some really wonderful options and maybe I can reconsider how I do different things in my life.

I think that, um, our students spend a lot of time using technology for school because it's available and it's helpful for them.

Um, but the hour that they had to sit down tech free to chat with the residents at Saint John's was really wonderful.

I think the first, the, their first meeting, when I told them that our time was almost up, I got booed.

They, they were just enjoying.

That interaction.

Uh, I did, I got booed, but they, they were, they enjoyed the interaction.

And I think that that's something that they miss being able to communicate through technology.

Um, you don't, you don't have to go to somebody's house to see them.

You don't, you don't.

So I just think that that, that juxtaposition and being able to say, oh, yeah, maybe this was nice and we could do this more, but also appreciate the options that they have.

>> Yeah.

Well said Marie, anything you want to add here?

>> No, just going off of the booing.

Rachel.

Um we, I think it's something that we immediately recognize together.

That first session, which was how quickly both groups just dove into the exercise that was, was set up, which was really just, you know, different questions prepared, um, for, for both sides for the students to answer and then some for the residents to answer and different perspectives.

Um, and it was just really wonderful to see because you never know for that kind of a, you know, the start of a new partnership and relationship, is there going to be some awkwardness in the beginning?

And that just wasn't the case.

It was like both sides were really open to hearing what the other had to say and wanting to share their own thoughts and opinions.

>> Yeah.

>> In a moment, I'm going to ask our guests kind of walk through what an average day in the program looks like and how it is set up here.

Um, but before we get there, my interrogation will end with, uh, one more area here I want to know Sue Covel who had the better pop culture childhood.

So, you know, kids now they're listening to what they listen to.

They're watching what they watch.

You had, like the golden age of Hollywood.

I mean, you had I'm kind of partial to your childhood, uh, pop culture, but what do you think?

>> Oh, I loved it.

>> Yeah.

Who were.

>> The big stars in your childhood?

>> You're talking television or television?

>> Music?

Movies.

>> We used to love comedy.

And I love Lucy.

I like, um, watching something where I could really laugh and understand what I was laughing about.

Um, yeah.

And movies were fun, you know, they were a quarter and that would take care of our ticket and popcorn always started with a cartoon, just relaxing things.

Just fun things.

>> Any big movie stars that stand out from your, your childhood that you loved.

>> Probably John Wayne.

>> John Wayne.

>> Were you a Cary Grant fan?

>> Yes.

>> That too.

Cary Grant, of course.

>> Now.

>> Now watch this.

>> The students are going to say who?

>> Hold on.

Yeah, yeah.

So watch this here.

All right.

Don't look it up.

Uh, Kate, Kate and Rafaela.

Who is Cary Grant?

>> No clue.

>> I don't.

>> Know what gender is.

Cary Grant.

>> Uh, a girl?

>> No, that's a man.

Come on, CARY.

Cary Grant.

Absolutely suave.

I think he's British originally, although his accent was kind of just old Hollywood.

Oh, he was great.

His actual name was Archibald Leach.

I know this, that's a real name, but that was his stage name, Cary Grant.

And he was a classic.

Now, John Wayne, do you know John Wayne students?

>> Um, I don't I don't think so.

No, no.

>> Um, John Wayne was a Western star or more like a slapstick comedy star.

What do you think?

>> Um.

Western.

I'm going Western.

>> Yeah.

Okay.

How'd they do, Sue?

>> They did.

Well, okay.

Sort of.

>> Sort of.

Well, they guess they guessed right.

>> But you know what?

I wouldn't know their favorite people either.

>> I don't know, let's give me one musical act that.

What was your favorite music growing up?

>> Music?

>> Yeah.

Who did you listen to?

>> Oh, usually just, uh, easy listening.

>> But when you were in your teenage years, were there bands, uh, on the radio that you loved anything that you remember?

>> Not that I remember.

>> You don't remember.

Okay.

But you did say I Love Lucy was a show you loved.

>> Oh my goodness.

>> Have the students seen I Love Lucy.

>> Still on?

>> Is it I, I don't think so.

>> Have not seen I Love Lucy.

Okay.

Um.

Come on, Rachel Hucko you've seen I Love Lucy.

>> I've seen I Love Lucy.

>> Yes.

Of course.

Now, uh, I'm going to ask Kate and Rafaela to give us one musical star that you love.

Go ahead.

>> Um, Olivia.

Rodrigo.

>> That's what I was going to say.

>> They're both.

>> Going to say Olivia Rodrigo.

>> Yeah.

>> Do you love.

So do you just love Olivia Rodrigo?

>> I have no idea who she is.

>> Do you love her new single?

I mean, her new single.

Do you know where they filmed it?

They filmed it at?

Well, the girls, the girls will tell you where they where did they shoot the song?

The video for the new single.

>> Um, wait, I know this.

>> If I know this and I'm 47.

>> Come on girls.

>> It's.

At the at the Art Museum, Versailles.

>> Um, Versailles.

>> Yeah.

>> I go, come on.

You know Versailles.

See you now.

>> We're connected.

Now we're connected.

>> Now we're.

But you've never heard of Olivia Rodrigo?

No.

Never heard of her?

No.

Uh, a movie star or a streaming star that you love.

Girls.

>> Anne Hathaway, maybe.

>> Yeah.

>> Anne Hathaway and.

>> Anne Hathaway was the first one.

Is that right or was?

>> Yes.

>> Yes.

And then the second one was.

>> Millie Bobby.

>> Brown, Millie Bobby Brown.

You got.

>> Anne Hathaway.

Okay.

>> Anne Hathaway.

Yes.

>> For Sue, not the girl, not the other.

>> One, not Millie Bobby Brown.

Okay.

And, um, Kate and Rafaela.

What is Millie Bobby Brown from?

>> Uh, well, yeah, she's, uh, in Stranger Things.

And then she was also in the Enola Holmes movies.

Yeah.

And she's done other stuff, too.

>> Stranger things.

Have you heard of Stranger Things?

Sue it.

It's it's kind of got an old timey feel.

It's set in the 1980s.

>> Oh, that's a while ago.

>> Yeah, it is a while ago.

Okay.

See, I mean, like, this is the part that's so fun because every generation thinks their pop culture is the best.

Um, you know, and it turns out that if you grew up like I did in the 80s and 90s, you were right.

That is the best.

But, um, but I, I think it's fun to kind of cross reference notes there.

There's low stakes for that.

Although Sue these days, if you turn on radio or you hear modern music, do you like any of it?

>> Not much.

>> Not much of it.

Okay.

>> I can't understand a lot of the words.

That's why.

>> Oh, okay.

>> You're saying the beat would be okay.

>> The beat would be okay.

But you like to understand what you're hearing.

Okay?

Right?

That's fair enough.

>> Like Deep Purple, only you.

>> Um, and I lied.

There's one other thing I'm going to ask our guests, and then we're going to talk about how this program really kind of gets structured.

But is there anything, Sue, that stands out that you feel like were bigger existential questions?

Uh, when you are talking to the kids, do you want to talk to them about how they see the future, how they see, you know, the big challenges of the world?

I mean, I'm wondering what what kind of you're curious about is going through their minds at 12 and 13 years.

>> Old, right?

I think we talked about a lot of those, uh, things when we were with the students.

And they had, I think they came up with the questions.

I'm not sure I have to ask Rachel, but, um, there were just so many things that we talked about.

They were curious if I, if I asked them a question.

Well, the printed questions and they would answer it and they'd say, okay, now, Sue, we want to know what you think about it.

Well, I was going to answer, but they wanted to hear it right away.

But it was about success, about their future.

>> I mean, I actually think, you know, you're born in 1941.

That's correct.

You know, so you grew up at a time you know, I don't know if you remember any of the end of World War Two.

>> I sure do.

>> You do.

Oh you do.

Okay.

So so obviously those were momentous times.

>> We talked about that with the students.

Like, um, getting gas coupons to go to see my grandmother in the mountains because we had to save them.

And the relatives there would save them and we collect them all.

And then we have enough gas to get from buffalo to, to Albany in that area.

Um, things that selling, uh, fat to the meat markets.

And they used it, I believe, for soap.

>> Wow.

>> Yeah.

Some things like that.

Yes.

>> And the reason I brought up the war, obviously, that's maybe very early in your life.

You remember the end of World War Two, but you remember other wars and the the biggest one, probably Vietnam and the conflict in Vietnam, knowing probably people who served, um, as so many Americans would have, I bring it up because I think it's easy to grow up thinking that things are either the worst they've ever been or we've never been through something like this.

And I'm not saying things are perfect, and I'm not saying things are maybe not really on a knife's edge at times, but I, I would hope that if a student talks to you and hears your stories about this, you get a little bit of a solidarity that goes, okay, we got some big challenges, but Sue's generation had some big challenges.

>> We did.

But I'm not I don't think they're as much as the kids have today.

You do.

>> You do now feel like it's it's different in that way, right?

>> I think that when we were growing up, things were black and white.

I think today students don't have those boundaries.

We have black and white, but then we have a big area of gray that.

>> In, in in what way, though?

Can you say more about that?

>> Um, especially morality, I guess the things that they face, um, including drugs, but I talked, we talked to the kids about that too, but um, yeah, it's, it's quite different because of the, I think it's just because things have gotten so relaxed.

>> Did you prefer it a little more black and white?

>> Yes.

>> You did.

Okay.

Yeah.

Interesting.

>> You know, I think most people, kids do they want the boundaries.

They need to know what's right or what the expected and what they can do.

>> Yeah.

That's interesting.

Um, Kate and Rafaela, when you think about what Sue has been through and seen, are there big questions that you've been curious to ask about or, or does that maybe frame the way you are seeing the world today?

I'll start with Kate.

>> Um, I don't know.

Uh, I think it would just be like, uh, seeing maybe you had friends that went off to war and, uh, kind of what?

How did you, like, handle that?

>> Mhm.

>> That's a good question.

So can you, can you address that?

Um, did you know people who served, for example, in one of the wars, Vietnam?

>> Yes, yes, I do.

And it was a sad situation in a lot of ways, because a lot of Americans didn't approve of that war.

And when the men came back, they weren't really given a hero's welcome.

Yeah, yeah.

It was a very different when World War One, when they came home, it was a big parades, big honors.

It was it was very different.

>> Mhm.

Rafael, what about you?

>> Um, kind of like what Kate said.

Like, I can't imagine like that.

Like I hear stories all the time, but I can't imagine like, I feel like I would have to, like, go through it to like, even like, imagine, like what it would be like.

>> Yeah.

And that's, that's part of the conversations here.

So Rachel, as we wrap up with your group here, um, um, what do you hope that they can continue to maybe learn from these experiences going forward?

Rachel.

>> Oh, I just want them to be, um, a little bit more open minded about their own life, how they relate to others, how they can form Connections with other people and how they can grow as humans.

I think middle school is such a big time for growth.

They're, they're becoming real people with real thoughts and real opinions and being able to talk to a variety of different people only helps further shape their own worldviews.

And I, I just, I love that we have that opportunity right in our backyard that they can have other people come in and meet with them.

>> I think it's really smart.

And when I look at the way that Marie and the team have maybe structured some of this, you do it with get to know you activities, you share photographs, um, drawing challenges, different stuff here.

Why have you structured it the way you've done this?

>> Well, I think that we decided that it could be, you know, it doesn't necessarily matter what the activity is, as long as that kind of remains simple.

It can be simple things because really the important part of it is that that connection and those relationship building.

So, um, you know, the first session we did do the introductory questions and some of them were surface level, some went a little bit deeper.

Um, and a lot of it was, you know, what was your favorite movie growing up or what did you do with your friends, things like that.

And again, the groups just kind of dove into it and started to share.

And that was wonderful.

And then the second session we did do, um, we did the photograph sharing.

And I believe Sue actually brought, did you bring your life bio book with you?

>> Yes, I did, yes.

>> So, um, it was a, another program that Sue was involved with at Saint John's, but, um, that is kind of a story of your, of your life and so many different photographs.

And, and so she was able to go through that with the students.

And that's really, um, a wonderful tool to use to show them.

>> Well, we do have an email from Dallas who says, I would ask what the bicentennial was like and what the 250th might be like.

So, Sue, do you remember the bicentennial?

>> Um, yes.

>> 1976, right.

Yeah, yeah.

Um, was it a, I mean, I guess it was, of course it was a big deal 200 years.

>> Right.

Very big deal.

Okay.

Everyone was very patriotic.

Flags were every place.

We often dressed in clothes.

That would be the around the 2000, when the country started, you know, was founded.

>> Like, like period clothes.

>> Yes.

Yeah.

Yes.

You know, long dresses and big petticoats and um, parades.

It was, it was great.

I don't know if it's going to be that way for 250.

>> You know, things feel a little different.

They do.

>> I do, I don't know if it's going to be that way.

>> I don't know.

I, I don't I, I've maybe not, but, uh, but it was a good question from Dallas and I do wonder as we let you go here, Sue, it's been great to kind of have you on the program today.

Um, do you feel that this kind of a program can bring down some of the barriers that allow some generations to.

I think it's natural as I get older, I think like, you know, kids these days, sometimes, you know, everybody gets cynical sometimes.

And I don't think cynicism is a positive force.

People sometimes are nostalgic for the way they were when they were growing up.

I think that is natural.

Um, but do you think this kind of a program, getting to know these students and getting to ask these questions and getting to know each other, has that broken down generational walls, do you think?

>> Well, I certainly hope so.

Uh, I think it has for me, I found them so curious, so interesting.

Um, they had great questions and we shared, and I think it was just that we could generations can work together.

Our projects were a lot of fun.

That's great.

Yeah.

And they accepted our ideas and we accepted theirs trying to one thing was we a structure.

And that was quite fun with spaghetti.

Spaghetti yarn, string tape and a marshmallow.

Everybody had different ideas, but we came together and we won.

We had the best structure.

So how about that?

That's great.

>> Are you doing to them?

This is incredible.

>> No., it sounds crazy, but teamwork, you know, absolutely.

>> Yeah.

Yeah, absolutely.

>> And and Kate and Rafaela, has this helped you in any way sort of see a different generation, um, in more, you know, in less faraway terms and more just, you know, I guess human and relatable terms.

Um, Rafael, what do you think?

>> Yeah, it's definitely like broadened my like, like my views and like how I saw older people and like how they like live their life and what they experience.

So it was a really good experience.

>> And Kate, what do you think?

>> Yeah, I think it was a really fun experience.

I think that, uh, it was just really fun to talk to them and just have conversations.

>> Well, I'm really glad to get to meet both of you.

And I'm really glad that you took the time to come on the program today to cut into your Monday to share with us this story here, Kate and Rafael, good luck to you as seventh graders at Allendale Columbia School.

Really appreciate the time.

Nice meeting you.

Thank you very much.

>> Thank you, thank you.

>> And their teacher, Rachel Hucko.

Rachel, thank you very much for for coming on and joining us as well.

>> Yeah.

Thank you so much for having us.

>> Sue Covel resident, Saint John's.

What a lovely conversation with you.

>> Well thank you.

>> Come back anytime.

>> Okay.

>> We'll talk old movies.

>> Okay.

That sounds good.

>> I saw, uh, It's a Wonderful Life for the first time this past Christmas.

Can you believe it?

>> No.

First time.

Everybody watches that at Christmas time.

>> I thought that might offend you.

That it took me this long to see that incredible movie.

It's a wonderful movie.

Um, great to meet you.

Thank you very much.

I think Marie's going to stay.

We're going to take a short break, bring a couple of other guests on and we'll continue on Connections.

>> Here.

>> I'm Evan Dawson Tuesday on the next Connections.

In our first hour, we bring back a recent conversation about the new mobile stroke unit in Monroe County, helping stroke victims survive in those fragile minutes after it happens.

In our second hour, a sex therapist, Melanie Economidis, joins us talking about sex.

Or, as she says, about not having enough sex.

Maybe it's not a taboo topic.

We're going to talk about it Tuesday.

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>> This is Connections.

I'm Evan Dawson.

Research shows the population of older adults is booming, and there's a critical shortage of caregivers.

For those older adults.

There are many reasons behind that gap, which we've addressed in different conversations on this program.

But a key question that comes up often here is how people may be inspired to seek jobs in that sector.

And the folks at Saint John's have teamed up with Edison Tech to introduce those careers to high school students.

The results is a work based learning partnership where students experience working in different departments at Saint John's and here to discuss it, Marie is back with us.

So glad to have you back here.

>> Thank you.

>> So much.

And let me welcome David Watkins, Executive director of Hospitality at Saint John's.

Thanks for being here, David.

>> Thanks for having me.

Appreciate it.

>> Across the table is Daniel Santiago a job coach at Edison Career and Technology High School.

Nice to have you.

Thank you.

So, um, unfortunately, the students that, uh, we would love to have participate there in class, you know, students these days.

Um, but David, can you describe how this partnership began here?

>> Yeah, I might, I might actually have to have Marie join me on that one because I'm relatively new to the, to the company.

I've been here about nine months.

So, um, Marie, if I can help.

Right.

>> So started, I believe that, um, Tony Zaccagnino, our vice president, um, contacted Edison Tech and really, um, jumped in to want to be um, a place that the students would come to participate in the program.

So I believe it started three years ago or so.

>> Now about, >> I would say about three years ago.

>> Yes.

So wonderful.

And so we have, um, a group of students that work closely with our environmental services team.

And then we have, um, students that help in our, with our dining services team as well.

>> Okay.

And the goal of this program, you describe it exactly as.

>> It is a, so it's a work based learning program.

And so the students, um, come to our community and they, you know, like I said, they work closely with our staff members and they learn those skill sets.

Um, and they work on their communication skills, their social skills, conflict resolution.

Um, and, uh, they also interact with our residents on a daily basis.

And, and, uh, really help us take care of our, a lot of our common spaces.

So.

>> Okay.

And David, what have you seen so far with this?

>> Uh, it's an incredible program.

I'm, uh, you know, coming into it, I've seen, you know, I've been, I've been immersed in some of these intergenerational things that other places that have been, but not, not to the level that, that I see at this community.

Um, and, you know, bringing in the students, you know, on a regular basis and giving them, you know, specific jobs, not not just, hey, let's just, you know, a lot of these things, they walk in and they just kind of say, walk around and do this and do that, but this is, this is, this is more of more of a unique setting in that, that these kids are getting some form of, of actual training and actual, you know, job flow that maybe they would not be getting in other situations.

So, um, and speaking, you know, of some of them really are kind of finding what they want to do in their lives.

You know, it's really a cool situation.

>> Is there an average day in the program?

>> Um, I would say, I mean, there are roughly about two hours a day, right?

Is that is that what it comes down to?

>> I believe it's about three hours.

>> About three hours total.

You know, I know there's travel time involved and all that stuff.

But, you know, I think it depends on I think we try to cater it more so towards the specific individual.

Um there are certainly more forward facing, you know, people in the program that are, you know, more gregarious.

They want to be out a little bit talking a little bit more, you know, talking to the residents, enjoying that aspect of things.

And then there's, you know, some people that are a little bit more introverted that kind of want those behind the scenes jobs to kind of, you know, do that.

And so it, it, it kind of fosters this environment of, you know, what, what it's going to be like in the real world.

I mean, these jobs exist.

There are jobs for every type of person in this world, you know, that doesn't, you know, you shouldn't be limited based on those things.

But it's, it's really cool to see the progress of some, you know, we've had three years of this program now and, you know, we've hired we've hired, uh, somebody specifically from the program last year that graduated.

And I know the plans this year.

Um, the minute the program is over, we're hiring another, another individual who, who really just has, has blossomed in this program.

It really is fantastic.

>> So as the, the job coach and the, the school perspective at Edison career in tech, what's the benefit to the students you've seen so far?

>> Um, well, I know that, uh, they like the idea of wearing a uniform and an ID because they feel part of the program.

So they really enjoy that, um, and, uh, you know, um, these students, um, they're nicer special needs students.

And, and what I do is that, um, we recruit them at the school and, um, and then we trained them.

So, so we try to teach them things that we take for granted.

Some of these students, um, they don't know simple tasks, you know, it's wiping things or vacuuming and stuff like that.

So this is where I come in.

So, um, so they really enjoy the idea of getting the real feel of employment, you know, what really work is about, you know, um, and um, I know that, um, I have one that can't wait to get hired, you know, and um, and the other thing is that when we first started, okay, it was, um, what environmental services first.

Okay.

But me, I'm always looking for something more.

So when I found out that they had a kitchen, I spoke with someone.

Hey, can you use somebody in there?

And so they said yes.

So we were able to get two students in there.

Now, the difference between the two students that were in the kitchen and the ones that are with me, they are considered independent.

Okay.

Now, the ones that are with me, they're not fully independent because they need the job coach there to show them every step of the way.

Okay, so and then the other kids get eager and they want to be like with the other guys to be independent, you know, so but they know that what they have to work hard and, and, you know, and some of them have their disabilities.

And, and that's another thing too, we know that they have certain things and we work with that.

We are patient, we are understanding, okay.

And, and we know that through this program, you know, mistakes can be made.

But the goal is, is to try to learn everything you can.

So when the day comes that you're able to be hired, then you went, you went through all those steps already, and then you already know what to do, you know, to get the job done right.

>> So and so what is the future then for them after going through a program like this?

>> Well, our hopes is that they're able to take care of themselves, that they're able to find a job.

Um, and eventually not need a job coach so they can take care of themselves.

So they can have their own place to live, you know, um, like any other regular person, you know, so that's our goal to try to, um, treat them like everybody else, you know.

>> And how long has the program existed now again?

>> Um, yeah, I think you've done it overall for a while.

>> I first learned about it because I've been with the district 38 years.

So I first learned about it, uh, back in 2016 when I transferred to Edison Tech.

And, uh, and I remember, um, walking down the hallway and I see a group of kids leaving with a couple of staff getting on the bus.

So I was curious.

So, uh, back then, um, there was a different person who was the coordinator and, uh, and I've asked her about the program, you know, and then, um, then she asked me, will you be interested?

And I said, well, I don't know.

I'm used to being in the classroom.

So I tried it out the one summer and, uh, and I loved the concept of, you know, taking the kids, traveling, going to another building where they can learn, you know, and the first place that I started taking them to was to, uh, Rochester Equipment Services, you know, and, uh, and they had a lot of fun there.

You know, they, they learned, uh, very light mechanical things taking apart blowers, you know, cleaning lawnmowers and washing police cars.

So, you know, so then, um, and then we had several other places that we used to go and take the students to.

So.

>> So from Daniel's perspective, it's clear how the students are benefiting.

>> Oh yeah.

>> Who else is benefiting in this program?

>> Well, I think, I think we are, um, in a lot of ways, I think just from the, the good faith aspect of it, I think it's, it's, you know, down to the way it's structured.

And you had, you had alluded to this earlier is we, we want everybody to feel that they're part of our team very specifically down to, you know, we make sure, you know, we give them uniforms, real uniforms, the ones not not that they're coming in and identifying as something else.

They're part of our team.

They have badges.

They have name badges.

We make sure that we get them all lunch because they're missing their their main meal school during the day, you know, and these things just to, to them, you know, I just think it, it fosters this, this relationship, you know, on their end, but from us, from what you get from the volunteering side of things and what the residents see, you know, with the, you know, getting back to the intergenerational thing, it's, it's that soft skill communication stuff that, that, that they need in order to, to, to, you know, move forward in life, you know.

>> Mhm.

>> So what have you seen in terms of how would you describe benefits on your end?

>> Well, I think it's, I think it becomes they become a staple for our residents.

You know, they do follow the Rochester City School District.

Um, calendar school calendar.

And so when they're not throughout our community, residents ask where they are.

And, you know.

>> Do they actually do that?

>> Oh yeah, sure.

>> They do.

>> No doubt love them.

>> Yeah.

Yeah.

They love them.

>> They do.

>> Um, and so, you know, and then I've seen so Anthony is um, the past Edison Tech student that was hired by Saint John's and um, he is, I believe now a support professional or something similar to that title.

And it's really.

Yeah, it's, it's really wonderful to have him pass the students in the hallway.

And I know Daniel really encourages them to fist bump and they, you know, it's this moment of like, here's a pass.

Hey, you know, here's Anthony, this past student.

And, um, and so what we've been able to do for Anthony is, um, he can float around to different departments that support him in his, you know, where his comfort level is practicing certain skill sets.

And, and so I think he started with our grounds crew for a while was helping them and learning a lot with, you know, with that team.

And then, um, moved over to dining services and helped in our cafe space for.

>> A while.

So yeah, he, he had moved over to our team and I think the, the transition part two is going from that three hour work day, three days a week to, you know, going to a more of a five day a week schedule.

And maybe it's not an eight hour day, maybe it's not situations that, that we're used to and that, but to kind of build to that, um, and Anthony's, you know, doing an incredible job, trance, you know, transferring from that department over to, to, to food service, it becomes, you know.

>> But, you know, initially, if I may say, um, when I met Anthony for the first time, he was very soft spoken, didn't say very much, didn't communicate.

So then that's something that I had to work with him on.

And now he has blossomed and he speaks, you know, it's like he was.

>> Saying those, those, those things.

>> That, but it was something that, again, nicer students, everyone has something.

And we try to figure out how to work that out so they can fit in.

>> Yeah.

I take the point that, you know, you're working with students who may have a disability or may have different needs.

I also think in general, human beings are kids are kind of growing up.

I wish the 12 and 13 year old were still on.

>> The panel, right?

>> Because they communicate really impressively.

>> Yes they did.

>> They did not.

Every 12 and 13 year old is as engaged.

Um, you know, we're kind of grown up on our phones.

We don't make eye contact as much.

We don't speak in public as much.

So I think some of what you're describing is more universal.

I think, Daniel, and is probably good for anybody to get experience in this way.

I also just before we go here, I do want to address the fact that you said, you know, so residents are building relationships and getting to know people.

Yes.

Um, and you actually see that?

No, no doubt about it.

>> There's zero, zero doubt in my mind.

>> So.

>> So Maria, we've been talking about what different generations need relationship building even in that, what, a couple hours a week or whatever it would be.

>> It's roughly nine hours a week.

>> Oh yeah.

>> So so.

>> Yeah, so it's, it's maybe not an interaction every day or maybe not for hours at a time, but those relationships still seem to have a tangible impact on your residents.

Yeah, absolutely.

And can you just describe for me how important it is to try to build relationships that kind of at every level?

Um, you know, because we had Sue talk about losing friends and losing people.

I mean, you're my step grandmother is 98.

She's going to be amazing.

She is, she is amazing.

She's going to be 98 this year.

She lives alone.

A lot of her friends have passed.

Yeah.

So her relationships come in different places that she 20 years ago wouldn't have thought about.

And I wonder if you can just describe a little bit about the value of the students, your residents, and what you think that that brings for them?

>> Yeah.

I mean, I think that, you know, it's a, it's a really unique community that we have at Saint John's.

And, um, and so there's, there's a lot of, and again, they're, they're taking care of a lot of our common spaces.

So residents spend a lot of time, you know, in our library spaces, which is a lot of the, you know, we have, I don't even know how many libraries we have, but they help us take care of them.

And, um, and so that's where a lot of those conversations are happening.

And, um, you know, along our art gallery walkway and just, I mean, it doesn't matter.

I guess it's all over the place that these, you know, the communication is happening, but it is a huge comfort to our residents to have that those familiar faces around them and to, to really build those relationships with the students and a few of the students.

It's their, it's not even their first year.

They've, um.

>> Yeah, its.

>> Second year, year round.

>> Yeah, yeah.

And so that that's just a whole other layer to it that, that really builds.

>> I've really enjoyed both.

Uh, both of these half hours today, getting to know not only these guests, but people like Sue and the students.

And I want to thank our guests for introducing us.

And I want to flag my own mind.

Maybe Megan Mack remind me one of these days I should have my GMA on this program.

A woman who's turning 98 years old.

And if you met her, if I told you she's 76, you'd be like, yes, that makes sense to me.

Yeah, but this is a woman who's lost most of her friends, you know, has outlived a lot and still has found lost her husband years ago.

Mhm.

Builds community and builds relationships in places she didn't expect to before and is doing great and is an amazing person.

So, um, great stories all around here.

Thank you.

Marie Kamin volunteer services coordinator at Saint John's.

Continued success to you.

Thanks for coming.

>> In today.

Thanks so much.

>> Thank you.

David Watkins Executive Director of at Saint John's.

Nice meeting you.

Thanks for coming in.

Daniel Santiago.

You're doing a great job with the kids there.

Thank you.

At Edison Career and Technology High School and I know they appreciate it.

Thank you.

>> For coming.

>> They say.

>> If you love your job, you never worked a day.

>> I want I want to believe that I believe it.

I don't feel like I'm working at WXXI.

I get to meet all you guys.

Thanks, everyone.

Great hour here at Connections.

Our thanks to Sue, the students, the teachers, the team here.

Great conversation from all of us at Connections.

Thanks for finding us on these various platforms.

We are back with you tomorrow on member supported public media.

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