356 TIME-USE AND WELL-BEING IN FAMILY AND OTHER UNPAID CAREGIVERS OF OLDER ADULTS Sol Baik1, Amanda Lehning2, Paul Sacco2, John Cagle2, and Nancy Kusmaul3, 1. University of Virginia Weldon Cooper Center for Public Service, Charlottesville, Virginia, United States, 2. University of Maryland, Baltimore, Baltimore, Maryland, United States, 3. University of Maryland Baltimore County, Baltimore, Maryland, United States Due to the intensive time commitment for caregiving, caregivers report limited freedom to engage with others, participate in physical activities, pursue leisure activities, and have adequate time for sleep. Few studies have focused on caregivers’ time-use across different activities, particularly how different patterns of time-use are associated with well-being. This study aimed to: (1) identify time-use profiles of family caregivers of older adults and (2) examine associations between identified time-use profiles and caregiver well-being. We analyzed 1,640 family caregivers of community-dwelling older adults by combining secondary data from Round 7 (2017) of the National Study of Caregiving and the National Health and Aging Trends Study. We conducted latent profile analysis to estimate time-use profiles including covariates and outcomes. Three classes of caregivers emerged based on time-use patterns. The High Committed class (20%) spent the longest time in non-eldercare related committed activities, such as household activities and paid work. The High Discretionary class (49%) spent the highest amount of discretionary time, including social activities, physical activities, and other free-time activities. They also spent the least amount of non-eldercare committed time compared to the other two caregiver types. Lastly, the Balanced class (31%) allocated time relatively evenly in all activities. When comparing well-being outcomes between time-use profiles, caregivers in the High Discretionary class had worse self-rated health but lower levels of anxiety than the Balanced class. Research on time-use and caregiver well-being may help identify at-risk caregiver groups based on lifestyle profiles and develop targeted policies to promote better caregiver well-being. SESSION 4520 (SYMPOSIUM) EVOLVING AGE-FRIENDLY UNIVERSITIES: ENHANCING STUDENT SUPPORT SERVICES AND PROMOTING SKILL DEVELOPMENT Chair: Allyson Graf Co-Chair: Katherina Terhune Discussant: Heidi Ewen Students in higher education face numerous challenges, many of which have been exacerbated by the pandemic. Globally, universities have capitalized on age-friendly programs and practices to respond to rapid changes in age demographics, build more age-inclusive and intergenerational programming, and create new forms of support campus-wide. This symposium features campus leaders representing universities that have drawn on the Age-Friendly University (AFU) principles to generate new and creative forms of support and skill-building for students of all ages. These initiatives represent the diverse ways that AFU-based programs and practices can be utilized to respond to opportunities and challenges in higher education. Graf et al. will discuss how age and age-related bias impact adult learners’ experiences in the classroom, and ways to inform training programs for students, faculty, and staff. Felsted and Eaton will describe a GSA/ AARP-funded grant initiative aimed at increasing access, inclusion, and support for older adult learning at the university, resulting in a partnership with Emeritus faculty to pursue the AFU designation. Hancock and Kutcher will describe how servicelearning and intergenerational learning opportunities provide a meaningful space for students to develop realistic notions of their own aging experiences. Newsham et al. will discuss a virtual intergenerational mentoring project designed to improve social connectedness and well-being, to improve expectations regarding aging, and to decrease ageism. Terhune et al. will discuss campus-wide data used to assess the prevalence and impact of unpaid caregiving on students and will explore community and campus connections to better support students in caregiving roles. HOW AGE-FRIENDLY UNIVERSITIES CAN COMBAT AGEISM Allyson Graf1, Heather Han2, Will Phillips2, and Jessica Wiley2, 1. Northern Kentucky University, Florence, Kentucky, United States, 2. Northern Kentucky University, Highland Heights, Kentucky, United States At a time of growing enrollment among adult learners, student bodies are increasingly age diverse. Identifying and reducing age-related bias on campus may be multipurpose in supporting those who experience ageism while promoting professional skills to combat ageism in students' future careers. The extant literature has primarily focused on ageism in the workplace and ageism experienced by faculty and staff in higher education while less has focused on ageism experienced by adult students and the possible disruption this creates to feeling included as part of the campus community. We present data from a mixed methods study of adult learners assessing the extent to which they experience and are impacted by age-related bias on campus. Data are used to justify faculty and student training to improve intergenerational contact in the classroom and beyond under the broader umbrella of DEI initiatives. UNDERSTANDING AND RESPONDING TO THE NEEDS OF STUDENT CAREGIVERS THROUGH THE AGE-FRIENDLY UNIVERSITY LENS Katherina Terhune1, Allyson Graf2, Kate Wade3, and Faith Greer3, 1. Northern Kentucky University, Lexington, Kentucky, United States, 2. Northern Kentucky University, Florence, Kentucky, United States, 3. Northern Kentucky University, Highland Heights, Kentucky, United States Caregiving has steadily increased over the years, with approximately 44 million individuals in the U.S. providing over 37 billion hours of unpaid, informal care for adult family members and friends with chronic illnesses or conditions that impact their functionality and daily activities. While much caregiving research has been completed over the years, Downloaded from https://academic.oup.com/innovateage/article/6/Supplement_1/356/6938375 by guest on 23 December 2022 (26.2 vs. 23.2). Between Weeks 1 and 5, spouses reported a greater decrease in stress (-2.6 vs. -2.2) compared to nonspouses. However, caregivers of older adults with advanced dementia experienced less of an improvement (-1.5 vs. -3.0). CONCLUSION: Findings show that all caregivers had high stress levels in Week 1 (ZBI score of 17 or more) with no difference between spouses and non-spouses. Between Week 1 and 5, spouses reported greater stress improvement than nonspouses. However, caregivers of older adults with advanced dementia had less improvement in stress. Future research will examine caregiver stress levels after random assignment to a Phase 2 music intervention group and control group. Innovation in Aging, 2022, Vol. 6, No. S1