HEALTHY AGER PROJECT: PARTNERSHIP WITH EDUCATION. A. Kim Collins*1; Beverly Parker2; James W. Farris1 1. Physical Therapy, Arkansas State University, State University, AR; 2. Center on Aging, Northeast, Jonesboro, AR UNIQUE: Service learning provides students with unique pragmatic learning experiences that enhance the content of the professional curriculum while addressing human and community needs. The Healthy Ager Project (HAP) partners senior MPT students with community dwelling older adults for health, fitness, friendship, and learning. Students develop and carry out a fitness program with an older adult, the Healthy Ager, to meet course specific objectives. The students attitudes and perceptions of the project are chronicled as well as the participants perceptions of the project and its outcomes. PURPOSE: The purposes of this project were: 1) to enhance the geriatric content of the MPT curriculum, 2) to inspire a sense of community service in MPT students, 3) to assess MPT student attitudes towards working with older adults, and 4) to chronicle the participants perceptions of the project. FOUNDATION: The population is aging. The probability that future health care professionals practice will include the older adult will increase as the population ages. Healthcares focus should be on improving and maintaining health in this population. Professional health care education programs play a critical role in preparing students to be able to competently address the needs of the increasing geriatric population. DESCRIPTION: HAP is a collaborative effort between the Center on Aging-Northeast and the Programs in Physical Therapy at Arkansas State University. The students were senior level physical therapy graduate students enrolled in the Cardiopulmonary II course. Students attitudes toward older adults were accessed using a modified Aging Semantic Differential (ASD) scale before and after completing the ten-week fitness project. Specific class times were allotted to allow students to discuss and reflect on their experiences and relate the project to their course objectives. At the completion of the project, the MPT students perceptions of the project were surveyed. The participants, who were at least 65, were from surrounding communities. Each participant was required to provide a physicians statement of approval to exercise, complete a Description of Exercise History form, and agree to participate in a fitness program 2 times per week for 10 weeks. Each participant completed a survey at projects conclusion and the investigators met with the participants in a discussion forum to ascertain perceptions of the project. OBSERVATIONS: Healthy Agers ranged in age from 67 to 91 years with a mean age of 76. There were 8 female and 6 male agers. Students mean age was 26 with 10 female and 4 male students. All students and Healthy Agers completed the project. The students modified ASD scores both before and after the project indicate a more positive attitude towards the older adult even though there was a five point decrease in total score. A majority of the students perceived that HAP helped them meet course objectives, enhanced their learning, and enhanced their knowledge in geriatrics. The majority of the students believed that HAP benefited both the ager and the community and suggested that the program be continued and become interdisciplinary. Healthy Ager responses were positive with the majority of agers, 71%, rating their perceived level of fitness as improved. Those whose perceived fitness level was unchanged, 29%, rated their selves as fit prior to the project. Every Health Ager stated that they planned to continue their fitness program. The majority of the agers believed that the project improved their quality of life. The Healthy Ager responses and discussions indicate that they believed their interaction had a positive effect on the attitudes of the students with 100% stating that they were treated with respect and dignity. CONCLUSIONS: Community, students, and faculty benefit from HAP. Community benefits are realized through the Healthy Agers. The agers have improved knowledge, improved quality of life, and an improved level of fitness. They are empowered through this project to take control of their fitness and health. Students benefit from the experience with the healthy older adults developing critical thinking skills, skills in accountability and responsibility, and skills in working with communities. Students are also able to identify community health issues in the older population and the need to provide community services. Faculty and the University benefit through providing service to the community. The health profession curriculum is enhanced through experiential learning opportunities. Finally, the faculty has interactions with members of the community that they would not otherwise have. FUNDING SOURCE: The Arkansas Geriatric Education Center grant, which is funded through HRSA, a division of the USDHHS. KEYWORDS: education, fitness, geriatrics, service learning, health Copyright 2009 by the American Physical Therapy Association. Requests for reprints should be directed to the corresponding author of the article. Educators, students, and other academic customers may receive permission to reprint copyrighted material from Physical Therapy (ISSN 1538-6724) by contacting the Copyright Clearance Center Inc, 222 Rosewood Dr, Danvers, MA 01923. Other types of customers who want permission to reprint should contact the APTA Editorial Office, Attn: Physical Therapy.