Abstract
This paper makes heuristic use of two basic psychological models of human development and maintenance of college and university programs in gerontology and to provide a conceptual framework for an analysis of the present state of the field of gerontology in higher education. The models, Lewin's Behavioral Model or Field Theory and Riegal's Dialectical/Transactional Model are helpful in understanding the many forces which influence and shape gerontology programs in higher education. Such an understanding is particularly important as new programs are constantly developed and as national organizations attempt to impose various guidelines and standards.
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