For second-year Doctor of Physical Therapy (DPT) students at The George Washington University (GW), the Management of the Aging Adult course taught by assistant professor Jason Dring, PT, DPT, extends far beyond lectures in the classroom. The course integrates a weekly exercise class and group discussion in partnership with an aging in place community, creating an intergenerational learning experience centered on movement, wellness, and connection.
The program evolved from a longstanding relationship between the GW DPT program and Foggy Bottom West End Village, a nonprofit organization that helps older adults age in place by providing social, cultural, and health-related services through trained volunteers. After years of participation in various activities within the GW DPT program, community members expressed interest in something more consistent: an ongoing exercise class that combines education, accountability, and social engagement.
“We started with small focus groups,” Dring explained, “and one of the things they regularly asked for was an exercise class.”
Rather than creating a traditional ‘senior exercise class’, Dring wanted students and participants alike to rethink assumptions about aging and physical activity. “Part of me gets a little bristly at the concept of exercise for older adults,” he said. “There’s this idea that older adults can’t exercise like everyone else. But this community was clearly telling us that typical older adult exercise programs weren’t really helping them.”
Instead, the GW DPT course aimed to emphasize individualized exercise prescription, progressive challenge, and the idea that exercise is something participants can confidently incorporate into their own lives. One participant, Dring shared, began the program unable to perform a push-up and now completes several daily. “That was the point,” he stated. “To help people see themselves as independent exercisers.”
After completing an initial screening process to better understand each participants' goals, strengths, and challenges, students work directly with community participants each week on collaboratively designed group exercise circuits focused on balance, strength, endurance, and mobility while adapting activities to each participant’s needs.
For second-year DPT student Lily Dvorchik, the experience challenged many preconceived notions about aging adults. “Before beginning this course, I underestimated what older adults were capable of physically,” she reflected. “This experience showed me that older adults are far more capable and motivated than we assume when given the appropriate support and individualized programming.”
Dvorchik also learned the importance of adapting communication styles to support confidence and participation in older adults. While working with one participant, Peggy Siegel, visual demonstrations and external feedback cues became central to her sessions. “Rather than only giving verbal instructions,” Dvorchik explained, “I performed each movement with her so she could mirror the exercises alongside me.”
That collaborative relationship stood out to Siegel as well. A longtime participant in GW’s annual mobility screenings, she returned for the exercise program seeking guidance to help her remain active and independent. “My aspirational goal throughout,” Siegel shared, “was to become increasingly proactive in maintaining good health and to live independently for as long as possible.”
What initially intrigued her most, however, was not the exercise component, but the intergenerational dynamic. Over the course of the semester Siegel described the relationship with the students as evolving “first as professionals/clients in the enterprise of physical therapy, then as co-learners, and ultimately, to my delight, as friends.”
Second-year DPT student Becky Paris experienced that trust-building firsthand. “I was really surprised that Peggy trusted us and our interpretation of results so quickly,” Paris said. “It helped build confidence and a strong rapport throughout the fitness class experience.”
The collaborative nature of the course also shaped how students approached exercise design. Together, the class determined how to safely challenge participants while allowing room for modification. Students incorporated seated, standing, and table-based exercises, gradually increasing difficulty week by week based on participant feedback and performance.
For participant Lorna Grenadier, that adaptability was one of the most meaningful aspects of the experience. “What stood out was the students’ flexibility and creativity in offering alternatives to accommodate discomfort while still gaining benefits,” she shared. “The energy, enthusiasm, teamwork, and commitment of all the students was remarkable.”
Beyond the physical exercises, weekly group discussions became another defining component of the program. Participants and students engaged in candid conversations about aging, healthcare, independence, and community.
“The weekly group discussions enhanced the sense of ‘we’re all in this together,’” Siegel explained. “It enabled the seniors to reciprocate by sharing their experiences, stories, and advice with the students.”
For students, these conversations offered valuable perspectives beyond clinical skills. Second-year DPT student Kaitlyn Murphy reflected that hearing directly from older adults about their experiences with healthcare, aging, and daily life was one of the most impactful aspects of the course. “Through authentic conversations,” she shared, “I was able to learn what was truly important to my participant.”
Dring believes those human connections are central to the course’s purpose. “I hope students see an older adult and collect the information they need to care for them regardless of age,” he explains. “Not to pre-judge situations based on assumptions.”
The experience also reinforced the importance of student autonomy and responsibility. Dring intentionally gave students significant agency in designing and implementing the exercise program, allowing them space to problem-solve, adapt, and build relationships independently. “When you trust students and give them responsibility, they step up,” Dring said.
That sense of ownership often extended beyond class requirements. Dring described students following up with participants who missed sessions, providing individualized recommendations, and continuing conversations outside scheduled class time. “Students went above and beyond because they cared, not because they had to,” Dring stated.
The program’s greatest impact is undoubtedly the sense of community it fosters. Participants consistently described leaving class feeling energized, supported, and connected — physically, mentally, and socially.
For Dring, seeing those relationships develop has been the most rewarding part of leading the initiative. “It’s rewarding,” Dring shared with a smile. “As a teacher, you don’t often get to make something everlasting outside of the classroom.” Participants continue exercising together after the course ends, maintain contact with students, and in some cases have even been invited to graduation celebrations.