Contents
What is a Lifelong Learning Institute?
The Rewards of Belonging
A Brief History
An Idea That Works Wonders
The Challenge of Diversity
A Word about Elderhostel

What is a Lifelong Learning Institute (LLI)?
Every Tuesday morning 35 people gather in a college classroom to study the writings of John Steinbeck. Every person in the room is of retirement age. The leader is a retired businessperson. The students have prepared well. The two-hour session is lively, full of discussion, controversy, humor, disagreement, insight and wisdom. When class ends, the talk spills out to the hallways, back to the office/lounge area, out to the parking lot. The class is one of 25 different study groups offered by this college's LLI every semester. There are study groups meeting every day. Each meets once a week for two hours; most members sign up for two classes. There are no quizzes, grades or credits. Most are led on a volunteer basis by members of the LLI; a few are taught by campus faculty. The LLI juggles scheduling to occupy fully the two classrooms assigned for daytime use. These classrooms are down the hall from the office and lounge area that serves as the group's headquarters. The part-time director occupies an office that doubles as a committee meeting space. The full-time assistant's office has three desks; two are alternately used by committee chairpersons and members who provide volunteer clerical support.

The Rewards of Belonging
This LLI belongs to the more than 300 older learners who created it. They pay dues, elect officers, and work hard to provide stimulating educational opportunities for themselves and their peers in the community. Members also keep the coffee brewing and the lounge tidy. A bulletin board lists LLI events: the monthly faculty lecture series, an upcoming concert by the LLI jazz combo, the annual spring membership meeting, the Impressionist art course museum trip.

A Brief History
This LLI is one of more than 400 in the United States and Canada - an organization of retirement age learners dedicated to meeting the educational interests of its members. It is part of a growing movement that is opening campuses across the continent to incorporate the experience and vitality of older people. The first LLI was the Institute for Retired Professionals (IRP) established in 1962 at the New School in New York City. Throughout the 1960's and 1970's other colleges and universities replicated or adapted the IRP model. During the 1980's several national conferences introduced the concept to a wider audience and spurred the development of many more groups.

An Idea That Works Wonders
In North America today growing older is characterized by rapid change. Stereotypes are being discarded, negative images are in transformation, older people are seizing greater control of their own destinies. New social inventions are now the expected, not the exception. The LLI concept is just such an invention. Older adults care about education; they are intense and self-motivated learners, and they define their own educational experiences and enthusiasms. A LLI fosters and capitalizes on these strengths, empowering older adults to continue learning, expand their horizons, and enhance their personal development.

The Challenge of Diversity
There is no one "model" for an LLI. LLIs are independent entities, each created by a unique group of people, sponsored by a host campus with its own special character and mission, and functioning in a particular community. Yet amid this diversity two basic premises define an LLI: Ownership-Learners develop their own college-level educational programs; and Community-Organizational structure distinguishes the LLI as an educational community of older learners. LLIs typically share a set of common goals and characteristics-Educational Purpose. College level-course work usually on a non-credit basis. Member Organization. Learners join LLIs. Organizational structures (by-laws, committees) create an entity with identity and purpose of its own. Member Leadership. Members are involved in decision-making. In addition to determining curriculum, members may be active in recruiting new members, financing the LLI, and developing social programming. Open Membership. LLIs encourage participation without regard to previous levels of formal education. Co-Curricular programming. LLIs are social places. Activities typically include social events, membership meetings, and field trips.

LLIs offer a unique educational opportunity in which peer learning, collaborative leadership, and active member participation are fundamental. The curriculum, chosen, designed, and often led by members, is at the core of each LLI. A commitment to learning is the common bond among the many thousands of energetic and enthusiastic LLI members.

A WORD ABOUT ELDERHOSTEL AND EIN
Elderhostel is a national, not for profit organization that offers short-term educational adventures for people over 55. What began in a handful of New Hampshire colleges in the summer of 1975 has mushroomed to a diverse organization with year-round programs in every state, Canadian province, and 70+ foreign countries. Elderhostel is the worldwide leader among education and travel organizations for adults age 55 and older, providing lifelong learning opportunities at an excellent value. Working with an international network of 1,900 colleges, universities, conference centers, museums and many other educational and cultural institutions, the not-for-profit Elderhostel organization offers over 10,000 programs on a vast array of subjects, in more than 100 countries around the world. The Elderhostel Institute Network is a partnership of Elderhostel and a number of individuals and campuses involved in the LLI movement.

The Network draws on the complementary strengths of LLIs and Elderhostel. Both share the all-important goal of developing college-level educational programs for people of retirement age; both value the inherent strengths of older learners; and both foster the empowerment of people through education.A voluntary association of independent LLIs, the Network exists to extend the Institute concept to new people, campuses, and communities and to strengthen and support the effectiveness of established LLIs.