generations. Alternatively, we consider an optimistic view, using contact theory to explore employees' perspective on the different career stages as they relate to team effectiveness. Allport identified necessary conditions for positive intergroup contact. Data from the Age and Generations Study were analyzed using Hayes' indirect macro analysis technique, which enables researchers to test multiple mediators in the same model. We examined the mediating effect of attitudes toward different

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... stages on the direct relationship between supervisor support and team effectiveness and between team inclusion and team effectiveness. Of 1,572 participants, 60.4% were female and the mean age was 50.30 years (SD=12.10). Results achieved significant mediation models with supervisor support and team inclusion accounting for respectively, 44.3% and 52.7% of the adjusted variance. The total and direct effects of supervisor support on team effectiveness are 0.50, p< .001, and 0.43, p< .001, respectively. Additionally, the total and direct effects of team inclusion on team effectiveness are 0.55, p< .001, and 0.50, p< .001, respectively. Our findings reflect the value of contact theory tenets of authority support and cooperation towards a common goal in supporting successful outcomes of diverse team. Future efforts should explore strategies to optimize supervisor support and enhance team engagement. Improving attitudes toward the out group in age-diverse teams may be key to reducing potential conflict in age-diverse workplaces. Intergenerational service learning programs address ageist attitudes by bolstering empathetic intergenerational relationships, creating a comprehensive, realistic view of aging, and fostering positive attitudes towards older adults. We examined learning outcomes for undergraduate students enrolled in: 1) an experiential, 2) didactic aging content, and 3) introductory psychology courses. Students completed pre-and post-surveys measuring empathy and attitudes toward older adults and persons with dementia (PWD) and community service. Students enrolled in the experiential course exhibited improved attitudes towards PWD, Wilks' lambda = 0.952, F(2,355) = 8.98, p < .0001 (M = 14.25, SD = .36) relative to students in psychology of aging (M = 12.59, SD = .17) or PY 101 (M = 11.87, SD = .12). Moreover, attitudes towards community service were improved for students enrolled in the experiential course, Wilks' lambda = .502, F(2, 356) = 176.436, p = .000 (M = 27.71, SD = .41) relative to students in psychology of aging (M = 25.29, SD = .19) or PY 101 (M = 22.160, SD = .13). Finally, students in the experiential course showed greater increases in empathy, Wilks' lambda = .856, F(2, 345) = 29.058, p = .000 (M = 47.52, SD = .75) relative to students in psychology of aging (M = 44.10, SD = .34) or PY 101 (M = 41.52, SD = .22). Intergenerational service learning courses may offer a sustainable avenue for delivery of interventions to PWD in the community and facilitate entry of students into professions in geriatrics and gerontology.