In a sun-drenched apartment on the Arizona State University campus, 77-year-old Barbara isn't cramming for finals or rushing to lectures—she's a permanent resident at Mirabella, a groundbreaking retirement community seamlessly integrated into campus life. Today, she'll audit a Spanish linguistics class before mentoring a graduate student over coffee, all without ever leaving the campus grounds.
Welcome to the world of University-Based Retirement Communities (UBRCs), where the traditional boundaries between retirement living and higher education dissolve, creating vibrant intergenerational spaces that benefit everyone involved.
What Makes University-Based Retirement Communities Different?
Imagine a retirement community where your campus ID gives you access to university libraries, athletic facilities, cultural events, and classrooms. Professors might live just down the hall, and students often visit for structured programs or spontaneous connections. This is the reality at well-designed UBRCs like Mirabella at Arizona State University.
While traditional Continuing Care Retirement Communities (CCRCs) provide a range of housing options from independent living to skilled nursing, University-Based Retirement Communities (UBRCs) incorporate the dynamic element of university affiliation. This integration creates opportunities that are simply unavailable elsewhere:
- Lifelong Learning Without Limits: Residents may audit classes, attend lectures, and engage with cutting-edge research in real-time.
- Meaningful Intergenerational Connections: Regular interactions with students, faculty, and staff from different generations.
- Campus Amenities: Access to libraries, fitness centers, performances, sporting events, and cultural activities.
- Purpose and Contribution: Opportunities to mentor students, participate in research, or be guest lecturers.
"The university environment keeps you intellectually engaged and socially connected in ways that traditional retirement communities simply can't replicate," explains a resident of Mirabella. "I'm learning alongside students who could be my grandchildren, and they're learning from me as well. It's a mutual experience."
The Mirabella Model: Innovation on Campus
Arizona State University's Mirabella community exemplifies a particularly innovative approach to the UBRC concept. Unlike many UBRCs situated near campus, Mirabella is centrally located on ASU's main campus in Tempe. This 20-story building, which opened in 2020, incorporates strategic enhancements that go beyond the typical UBRC framework:
- On-Campus Location: A visible and central placement reduces barriers to resident immersion.
- University Co-Ownership: The senior living provider partners with the university, combining their expertise.
- Embedded Administration: Two full-time university administrators are integrated within the community.
- Full Campus Integration: Residents are issued official ASU Sun Cards, the same ID cards used by students.
The community features 238 independent living units, 17 assisted living units, 20 memory support units, and 21 skilled nursing units, providing a comprehensive continuum of care that aging adults may require over time. What makes Mirabella's approach particularly noteworthy is its alignment with ASU's "New American University" design aspirations and Age-Friendly University principles, integrating the UBRC into the core mission of the university rather than regarding it as a mere appendage or primarily as a real estate investment.
Beyond Classes: What Residents Actually Value
Interestingly, while around 90% of future Mirabella residents cited taking classes as their main motivation for choosing a UBRC, the reality after move-in revealed more nuanced benefits. After 18 months of residency, only about 37.5% of community members had formally audited classes. Instead, many residents found alternative ways to engage with the university environment:
- Informal Interactions: Casual conversations with students in communal areas.
- On-Site Learning: Weekly lifelong learning lectures presented by faculty at Mirabella.
- Volunteer Roles: Acting as mentors, project coaches, guest speakers, and docents.
- Community Activities: Engaging in intergenerational programs like musicians-in-residence.
One resident survey revealed that 40% of respondents participated in volunteer work at ASU, spending an average of 5 hours per week in these roles. These connections create valuable opportunities for both residents and students to challenge age-based stereotypes and develop meaningful relationships across generations.
Health Benefits of University-Connected Living
The physical layout of a university campus naturally promotes activity. Mirabella residents report increased walking and overall physical activity due to the walkable environment and accessible destinations such as libraries, cafes, and performance venues. However, the benefits extend beyond physical health. Residents describe:
- Improved Sleep: Decreased anxiety and enhanced sleep patterns after relocating.
- Cognitive Stimulation: Consistent intellectual engagement through classes, lectures, and discussions.
- Purpose and Meaning: Volunteer roles and mentorship opportunities offer sustained purpose.
- Social Connection: Broadened social networks with both peers and younger generations.
"There's something about being on a university campus that keeps you energized," notes a resident. "You're surrounded by activity, ideas, and optimism. It's contagious."
Challenges and Considerations
Despite their benefits, UBRCs encounter significant challenges that future developments must address:
Accessibility and Affordability
Currently, most UBRCs attract residents from higher socioeconomic backgrounds with advanced education, which raises questions about accessibility. As UBRCs become more established, expanding access to a more diverse population will be essential.
Integration Across the Care Continuum
Many UBRCs, including Mirabella, physically separate residents based on their care needs—independent living, assisted living, and memory care—creating barriers to ongoing engagement. Future designs should consider how to better integrate residents throughout the care continuum.
Measuring Success
How do we measure the success of a UBRC? Researchers suggest focusing on metrics like the quantity and quality of interactions between residents and the university community, usage of university opportunities, student perceptions of aging, and residents' sense of belongingness.
The Future of Retirement Living?
As our population ages and enjoys longer, healthier lives, the demand for retirement options that provide ongoing intellectual stimulation, purpose, and intergenerational connection is expected to rise. University-Based Retirement Communities (UBRCs) represent an innovative response to this need, utilizing existing university resources to create mutually beneficial relationships between older adults and academic communities. "We're on the brink of redefining what retirement means," says a Mirabella administrator. "It's not about slowing down—it's about engaging differently, continuing to learn and contribute, just in new ways." For those contemplating retirement options or universities considering potential partnerships, the UBRC model presents a compelling vision of what can happen when we reimagine the intersection of aging, education, and community.
Key Takeaways for Prospective Residents
If you're considering a UBRC for yourself or a loved one, here are important factors to consider:
- Location Matters: On-campus locations facilitate easier integration than those located miles away.
- University Relationship: Seek formal agreements and dedicated staff.
- Transportation Options: How will you reach campus and community resources?
- Engagement Opportunities: Beyond classes, what volunteer and participation opportunities are available?
- Care Continuum: Ensure that all levels of care are accessible as needs evolve.
Based on: Maxfield, et al. (2024). Mirabella at Arizona State University: A Case Example in Innovation at a University-Based Retirement Community. Journal of Aging and Environment, 38(3), 193-212.