Academy For Gerontology In Higher Education Research Articles

BUILDING STUDENTS’ CAREER SKILLS THROUGH AGE-FRIENDLY INTERGENERATIONAL CLASSROOM ACTIVITIES

Abstract Changing age demographics are reshaping societies and challenging institutions of higher education to consider how they can respond to age-diverse populations through new approaches to teaching, research, and community engagement. As well, institutions are facing a range of challenges as they look to respond to the contemporary needs of students who will be entering an age-diverse workforce. The pioneering Age-Friendly University (AFU) initiative, endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE), offers a framework within which institutions can begin to address these issues through more age-friendly programs, practices, and partnerships. Drawing on the AFU principle that advocates for promoting intergenerational learning, this presentation will describe several intergenerational classroom activities that have been developed to support students’ success in the workplace – including mock interview sessions, career roundtable discussions, research mentoring efforts, and Careers in Age Week activities. In addition to showing the value of intergenerational exchange to enhance students’ career readiness, these efforts demonstrate how older adults can serve as teaching allies and support the educational mission of higher education.

INTEGRATING AGE INCLUSIVITY WITH DEI EFFORTS ON AGE-FRIENDLY UNIVERSITY (AFU) CAMPUSES

Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of age-diverse, older populations through more age-friendly programs, practices, and partnerships. Over 85 institutions in the United States, Canada, European countries, and beyond have joined the global network and endorsed the 10 AFU principles, with even more showing interest in becoming partners in the movement. One key foundational area identified by AFU research efforts and partners is integrating age inclusivity with ongoing diversity, equity, and inclusion (DEI) efforts on campuses. This symposium explores the need for this integration featuring AFU partners who will offer their observations and recommendations. Bowen and colleagues will open the session with data from their national study of age-friendliness in U.S. institutions to describe their insights regarding the state of age diversity on campuses and the experiences of students, faculty, and staff that call for greater age inclusivity. Morrow-Howell and colleagues will present data from interviews with DEI officers that identify institutional considerations for inclusion efforts. Andreoletti and colleagues will offer specific curricular and related strategies for connecting age-inclusivity efforts with DEI campus efforts. Gugliucci will discuss considerations regarding age-inclusive images and messages in health professions education including the inclusion of identifiable DEI objectives in syllabi. As discussant, GSA president Lichtenberg will comment on age-inclusivity efforts in higher education within GSA’s broader commitment to diversity, equity, and inclusion.

THE AGE-FRIENDLY UNIVERSITY (AFU) INITIATIVE AND THE CALL FOR MORE AGE-FRIENDLY INTERGENERATIONAL CLASSROOMS

Abstract Changing age demographics are reshaping societies and challenging our living, learning, and work communities to consider how they can respond to more age-diverse, older populations. The pioneering Age-Friendly University (AFU) initiative, endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to these shifting demographics through more age-friendly programs, practices, and partnerships. Moreover, the 10 AFU Principles recommend a set of specific educational options including the promotion of intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages. This presentation provides an overview of the AFU initiative with a focus on strategies for intergenerational teaching and learning. It sets the stage for the other presentations by describing core questions and considerations educators should take into account when mounting intergenerational practices in and beyond the classroom.

Benchmarking Age-Friendly University Practices: AFU Inventory and Campus Climate Survey (ICCS) Study Insights

The Age-Friendly University (AFU) initiative endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE) provides institutions of higher education with guiding principles for addressing the needs of aging populations. Benchmarks are now needed for assessing age-friendly academic, workplace, and physical campus environments, perceptions of campus constituents, and recommendations for advancing age inclusivity. This symposium will discuss what the AFU Inventory and Campus Climate Survey (ICCS) administered to a national sample of colleges and universities is revealing about the study of age-friendliness in higher education. The sample includes data from over 10,000 faculty, staff, students, and older learners surveyed in 2020-21. Whitbourne will introduce the conceptual model that served as the foundation for the ICCS, with special attention to the need to assess and compare “objective” age-friendly practices with “subjective” perceptions of these practices. Bowen will describe the utility of examining age-friendliness across institutional units with different functions: outreach-engagement, personnel, physical environment, research, services-resources, student affairs, and teaching-learning. Beaulieu will present data demonstrating the importance of assessing perceptions of specific constituent groups including faculty, staff, students, and lifelong learners. Montepare will discuss insights gained about the definition and manifestation of what it means to be ageist, age-friendly, and age-inclusive in higher education. Silverstein will describe strengths and challenges observed across campuses along with recommendations and promising new directions for advancing age inclusivity in higher education.

The State of Gerontological Training in Ghana: Implications for a Specialized Workforce and the Aging Population

The rise in older population in Ghana is accompanied by several challenges that may require trained professionals with specialized knowledge in geriatrics and gerontology to help address. Extensive review of existing literature, however, indicates a lack of comprehensive geriatric focused training in Ghana’s education system. Unfortunately, the scope of this training deficiency, potential impact on the geriatric workforce, as well as the health and wellbeing of the aging population on the national level have not been extensively examined. With the older adult population set to increase over the next few years, the need for geriatric-trained human service professionals in diverse disciplines, including medicine, nursing, psychology, social work and public health has become more pronounced. This paper is a review of the current state of gerontological education in higher institutions in Ghana. Specifically, authors examined (1) current geriatric-focused training programs available to students in all public/government owned institutions, (2) existing national level programs, and policies addressing training deficiencies, and (3) the implications of findings for future geriatric workforce as well as the health and wellbeing of older Ghanaians. The findings call attention to the need for a nationwide geriatric-focused training system and policies aimed at prioritizing specialized care for the older population. Culturally appropriate recommendations for integrating gerontological training and education in tertiary institutions are discussed. Guidelines and standards based on the Academy for Gerontology in Higher Education (AGHE) Competencies for Undergraduate and Graduate Education are proposed.

A Toolkit for Advancing Age Inclusivity in Higher Education

The pioneering Age-Friendly University (AFU) initiative, endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of our aging populations through more age-friendly programs, practices, and partnerships. Over 70 institutions have joined the AFU global network and adopted the 10 AFU guiding principles. In support of the initiative, a GSA-AGHE-AFU workgroup was organized to develop strategies to help GSA members and their campuses explore how they can be more age-inclusive and create pathways to joining the AFU network. One outcome of the workgroup’s efforts was the creation “Tools for Advancing Age Inclusivity in Higher Education”, designed with support from AARP. In this symposium, workgroup members describe this suite of tools which can be used by faculty, students, administrators, and other campus leaders. Montepare will introduce the symposium with an overview of the AFU network and the workgroup’s goals. Morrow-Howell and Schumacher will discuss tools for “Making the Case” with examples from efforts on their campuses. Porter and Bergman will describe tools for “Getting Started” and how campuses can begin to mobilize age-friendly efforts. Andreoletti and June will share tools for “Gaining Momentum” with tips for creating age-friendly campus connections and collaborations. Silverstein and Gugliucci will describe tools for “Assessing and Tracking Success” that can be used at any stage of the process for exploring a campus’s age-friendliness. Information about joining the AFU network will be provided.

Emerging Scholars and Junior Faculty Present New Strategies for Student Engagement in Gerontology

With the rapid aging of the population, the need for gerontological educators to identify pedagogical strategies to increase interest and prepare students continues to grow. Innovative approaches and educational practices contribute greatly to student success in the gerontological classroom. Literature on gerontological pedagogy has shed light on the success of high-impact practices, creative assignments, pedagogical interventions, and even different course modalities when it comes to effectively delivering gerontological content and engaging students. Additionally, the Academy for Gerontology in Higher Education (AGHE) provides a wealth of suggestions for creating and implementing effective gerontology courses and assignments. However, while we are familiar with these practices, we are not familiar with how specific groups of academics, such as emerging scholars and junior faculty, are utilizing them. Emerging scholars and junior faculty experience several major transitions as they prepare for life in academia. To ensure that emerging scholars and junior faculty are well prepared, we need to continue to empower these individuals to foster growth. This can be done by highlighting how emerging scholars and junior faculty have met the goals of maximizing and optimizing student learning. As such, the purpose of this symposium is to examine innovative approaches used by emerging scholars and junior academics in the gerontological classroom that have optimized student learning. This includes presentations on strategies for team-based learning, using intersectionality as a theoretical lens, and two creative written assignments, The Gerontological Movie Database Review and Interview an Elder.

Age-Friendly Universities (AFU): Necessary Partners for Age-Friendly Communities

The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of aging populations through more age-friendly campus programs, practices, and partnerships. The case will be made that AFU institutions can also play vital roles in helping neighboring communities develop, launch, assess, and sustain their age-friendly efforts through research and related endeavors that engage students and faculty. In addition, AFU campus-community partnerships can play a critical role in breaking down age-segregation that fuels ageism, building intergenerational connections, and increasing aging literacy among rising community members - all of which are necessary steps for building age-friendly communities.

Bachelor programs in gerontology offered in Mexico: An analysis from the perspective of the competencies recommended by the Academy for Gerontology in Higher Education

ABSTRACT Gerontology programs in higher education are needed and offered all around the world. In the past two decades, in Mexico there has been a rapid spread of bachelor programs in gerontology, and the number of programs continues to increase. The aim of this paper is to analyze the orientation of the bachelor programs in gerontology offered in Mexico from the perspective of the competencies suggested by the Academy for Gerontology in Higher Education (AGHE) for bachelor programs in gerontology. Seventeen bachelor programs in gerontology officially recognized by the Secretary of Public Education were analyzed, their curricula were classified into the categories and domains of the gerontology competencies recommended by the AGHE. As a result, it was found that programs were mainly oriented to contextual competencies across fields of gerontology, specifically in domains related to health, mental health, social health, and well-being. The understanding of gerontology as a broader scientific field, the need for recognition of the gerontologist as a professional, and the relevance of education in the field of gerontology is discussed.

Developing a master’s degree program in Gerontology

ABSTRACT The aging population is growing exponentially, and it is expected that soon the number of older adults within our population will outnumber the youth. To prepare for this shift in demographics, there is a need for educational programs in gerontology. The objective was to find out whether individuals in the community feel there is a need for a master’s degree in gerontology and if so, what topical areas should be covered. Participants indicated that there is a need for a master’s degree in gerontology and many professionals working with older adults would consider enrolling in the program. In addition, professionals, older adults, and undergraduate students shared many topics that should be covered in the programs, for instance, financial planning, caregiver stress, Medicare, and other social programs. In addition, findings indicate that an online program may be the best to meet the demands of the working professionals who would like to enroll in the program but are concerned about time and many other issues. The data collected from the present study, along with the core competencies put forth by the Academy for Gerontology in Higher Education (AGHE) will be used to design a master’s program at a university in New Jersey.

Steering an Age-Friendly University (AFU) Initiative: Insights from Directors of Aging Centers

The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of our aging populations through more age-friendly programs, practices, and partnerships. Over 65 institutions have joined the AFU network and adopted the 10 AFU guiding principles. This symposium will feature leaders at AFU campuses representing centers on aging and gerontology programs who will discuss why their institution joined the initiative, their age-friendly campus vision, and their recommendations for mounting an AFU initiative. AFU Director Charness (Florida State University) will describe launching an AFU initiative from the perspective of a state university, with a focus on critical discussion points, the concerns of upper administration, and the timeline for completion of the process. AFU Director Porter (University of Manitoba) will discuss how the Centre on Aging has been using its mandate as a research centre to advance the age-friendly movement through research, knowledge mobilization, training, and partnership initiatives. AFU Director Schumacher (University of Maryland Baltimore County) will talk about how the AFU framework has served as a platform for new and constructive synergies among gerontology programs, centers on aging, health systems, and higher education. AFU Director Gugliucci (University of New England) will discuss strategies for leading health professions education programs within an AFU framework, with special attention to AGHE resources available to support these efforts. Directors of Aging Centers Interest Group Sponsored Symposium.

Age-Friendly Universities: Confronting Ageism and Fostering Age Inclusivity

The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of aging populations through more age-friendly programs, practices, and partnerships. Over 65 institutions in the United States, Canada, European countries, and beyond have joined the network and adopted the 10 AFU principles. Despite the importance and appeal of the AFU initiative, individuals leading age-friendly efforts on their campuses have found that ageism in higher education is a persistent, yet overlooked, factor holding us back from embracing age diversity. This symposium will feature AFU partners who will discuss how ageism presents itself in higher education, along with offering recommendations for breaking it down and promoting greater age inclusivity. Montepare will open the session with an overview of systematic and implicit instances of ageism in higher education. Bowen and colleagues will then discuss results from an AFU Campus Climate Survey that examined the age attitudes of faculty, students, and staff along with their views about that nature of campus age-friendliness. Manoogian will discuss the value of approaching the teaching of age diversity from an intersectionality perspective. Reynolds and Kruger will provide theoretical framing and dissemination models for the GSA online course Ageism First Aid within various AFU and programmatic structures. Andreoletti and June will discuss how creating an age-inclusive AFU Learning Community can raise awareness about ageism across campus as well as in the community where a campus resides. Age-Friendly University (AFU) Interest Group Sponsored Symposium.

Why Age Matters in Higher Education

At the core of behavioral and social scientists’ work in the aging field is informing and supporting the well-being of individuals and their communities. With the shift in age demographics and the aging of our populations, broadening educational efforts are more important than ever. However, advancing knowledge about aging and creating age inclusive educational opportunities has been a challenge in higher education, reflecting its historical, age-segregated structure, among other things. The pioneering Age-Friendly University (AFU) initiative, recently endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE), offers a valuable set of guiding principles that institutions in higher education can use to assess the extent to which their programs and practices are age inclusive, as well as identify gaps and opportunities. This presentation will discuss how the time has come for scientists to help shape more age-friendly institutions, and what they can look like in the years to come.

Age-Friendly University Models for Engaging With Retired Community Members

The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs and interests of our aging populations through more age-friendly programs, practices, and partnerships. This symposium will focus on AFU Principle 9 that advocates for engaging actively with an institution’s retired community. Appreciating the diversity of ways in which this principle can be put into practice, participants will discuss the various ways their AFU campuses have built connections with members of their local communities of retired adults. Montepare (Lasell University) will discuss the living and learning model of the institution’s affiliated-retirement community (Lasell Village) that coordinates engagement in 450 credit hours of educational activity as a benefit of residency. Berman (Ithaca College) will discuss the Gerontology Institute’s longstanding relationship with the Longview senior living community and how intergenerational educational and social experiences serve as enriching activities for students, faculty, and residents. Elfenbein (University of North Georgia) will discuss campus collaboration with The Wisdom Project, a community organization of adults 55+ interested in using their skills and talents to benefit their community through action and advocacy projects. Wenrick (Drexel University) will discuss Writers Room, a university-community literary arts program, and their intergenerational co-living initiative, creating a network of homeowners and student tenants whose shared interest in writing and storytelling forms the foundation for meaningful cohabitation.

Older Adults as Teaching Allies: Opportunities for Age-Friendly University Innovation

Changing age demographics are reshaping societies and challenging institutions of higher education to consider how they can respond to aging populations through new approaches to teaching, research, and community engagement. As well, institutions are facing a range of challenges as they look to respond to the contemporary needs of traditional-aged students. The pioneering Age-Friendly University (AFU) initiative, endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE), offers a framework within which institutions can begin to address these issues through more age-friendly programs, practices, and partnerships. This symposium will feature AFU advocates discussing innovate ways in which older adults can serve as teaching allies and support the educational mission of higher education. Farah (Lasell University) will discuss how older adults can engage in diverse teaching and learning activities with examples as crime scenario developers in a forensics class, conversation partners in an international oral communication class, and professional interviewers in an internship skills class. Kaye (University of Maine) will discuss how older adults can serve as citizen scientists performing critical functions in participatory research and in community-based test-beds and co-design laboratories. Ermer (Montclair State University) will discuss how older adults can engage students in discourse as guest speakers and panel participants in classes across the curriculum. Manoogian (Western Oregon University) will describe the innovative ways that older adult students (for credit or audit) mentor and engage younger student peers in course activities as well as increase their own understanding of the aging process.

Age-Friendly University Initiative Applied to Health Professions Education Programs

Opportunities for health professions (HP) education programs to make a mark in the Age Friendly University (AFU) initiative abound. Key approaches are introduced, and insights for mounting these efforts are discussed, for HP education programs based on the AFU global network initiative and the Academy for Gerontology in Higher Education (AGHE). Higher Education Institutions (HEIs) that offer HP education, have various options to establish and enhance gerontology/geriatrics competence and confidence for their students. AFU guiding principles applicable to HP education allow health gerontology faculty to be catalysts to promote and integrate the AFU guiding principles within their program’s existing curriculum. This can contribute to their institution’s readiness to apply for the AFU designation, advance the institution’s age friendliness, and/or set up the program to apply for the AGHE Program of Merit (POM) for Health Professions Programs. All prepare future HP professions providers to improve older adult health care. Part of a symposium sponsored by Directors of Aging Centers Interest Group.

AGHE PROGRAM OF MERIT: GERONTOLOGY DEGREE PROGRAMS, MINORS, AND CERTIFICATES

The Executive Committee of the Academy for Gerontology in Higher Education (AGHE), formerly known as the Association for Gerontology in Higher Education, approved a proposal to establish and implement a voluntary program of evaluation known as the Program of Merit (POM). The POM designation provides gerontology programs with an AGHE “stamp of approval,” which can be used to verify program quality to administrators, to lobby for additional resources to maintain a quality program, to market the program, and to recruit prospective students into the program. In 2014, AGHE Gerontology Competencies for Undergraduate and Graduate Education© were established and have been integrated into this process. This session will outline the Program of Merit process and present the opportunities for gerontology program leaders to advance gerontology education.

AGE-FRIENDLY UNIVERSITIES: POSSIBILITIES AND POWER IN CAMPUS CONNECTIONS

Populations are aging locally, nationally, and globally – and challenging institutions of higher education to consider how they can respond to these changing demographics through new approaches to teaching, research, and community engagement. The Age-Friendly University (AFU) initiative was recently launched by an international team convened by Dublin City University, and endorsed by the Academy for Gerontology in Higher Education (AGHE). The AFU concept and 10 guiding principles provide a guiding campus-wide framework that colleges and universities can use for distinguishing and evaluating age-friendly programs and policies, as well as identifying institutional gaps and opportunities for growth. To date, over 45 institutions have joined the AFU global network. This presentation will describe how collaborations across aging-focused programs and campus units devoted to diversity, community engagement, professional studies, and related educational efforts offer prime opportunities to build and sustain an AFU vision.

2019 GSA FELLOWS SYMPOSIUM: STRENGTH IN AGE: HARNESSING THE POWER OF NETWORKS

The 2019 GSA Fellows Symposium includes GSA members who were recently granted GSA Fellow status. They represent each of the GSA sections: Biological Sciences (BS), Health Sciences (HS), Behavioral & Social Sciences (BSS), Social Research, Policy & Practice (SRPP), and the Academy for Gerontology in Higher Education (AGHE). The theme of the 2019 GSA Fellows Symposium is focusing on the power of networks and will highlight the importance of neuroendocrine networks (Christian Sell), the role of social support for refugees in Canada (Esme Fuller-Thomson), the importance of professional partnerships to promote health (Heather Young), aging-friendly communities (Emily Greenfield), and the role of networks in teaching gerontology (Tina Kruger). The importance of networks across disciplinary boundaries will be discussed.

INTEREST GROUP SESSION—AGE-FRIENDLY UNIVERSITY (AFU): AGE-FRIENDLY UNIVERSITY CAMPUSES: PUTTING PRINCIPLES INTO PRACTICE

The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of our aging populations through more age-friendly programs, practices, and partnerships. Over 45 institutions in the United States, Canada, European countries, and beyond have joined the network and adopted the 10 AFU guiding principles. This symposium will feature leaders at AFU campuses who will discuss why their institution joined the initiative, their age-friendly campus vision, and how they are putting AFU principles into practice. AFU Washington University St. Louis leaders will describe efforts to increase age-diversity on their campus, especially through professional studies programs that support personal and career development in the second half of life. AFU University of Southern California leaders will discuss new age-friendly efforts entailing intergenerational exchange, best practices of age-friendly programming for retired employees and alumni, and emerging connections to local community aging initiatives. AFU Eastern Michigan University leaders will round out the presentation with an overview of accomplishments of their campus-wide steering committee and its age-friendly evaluation research that informed the needs and interests of older learners pursuing second careers, as well as how to actively engage emeritus faculty and staff as a retired community on campus. The discussant will provide integrating comments and age-friendly suggestions for putting AFU principles into practice.