Degree In Gerontology Research Articles

Standards and Guidelines for Graduate Programs in Gerontology and Geriatrics

Graduate programs in gerontology prepare students for advanced academic and/or applied careers in aging. Programs at this level offer greater depth, breadth, and increased emphasis on theory and research. Persons completing a master’s and/or doctoral degree in gerontology or aging studies have reached the level of “gerontologist” whereby they have completed the necessary coursework in the physical, psychological, social and built environment in order to understand the unique opportunities and challenges of aging in a scholarly manner. While the depth of treatment of each topic will vary across programs, each of the AGHE Core Competencies should be mastered at a level of “analyzation and evaluation” or higher on Bloom’s Taxonomy of Educational Objectives. The current presentation addresses how the AGHE Standards and Guidelines for graduate programs in gerontology were updated as a competency-based curriculum that includes coursework, practicum, and a culminating project (e.g., thesis, comprehensive exam, and/or dissertation).

Good Trouble Along the Winding Road: Disruption and Accomplishment

The establishment of a accreditation body for gerontology degree programs was seen as disruptive. Many key leaders were against creating such a body and wanted this to be delayed or to never happen. In 2012, the AGHE Accreditation Task Force was established with a Competency Work Group and an Organization Work Group..There have been 5 programs evaluated with a number of schools/university currently in process. The task force filed documents for creating a legal entity and obtaining non-profit status for the new Accreditation for Gerontology Education Council. The Task Force developed the dimensions for program evaluation based on the Competencies and shared information with AGHE members. The Task Force obtained start-up funding for the organization and identified the first programs for accreditation and has been providing outreach and guidance to new programs. There is continual refinement of the process.

435 - Innovation and entrepreneurship in gerontology and psychogerontology. The INVENTHEI project.

INVENTHEI (INnoVation and ENTrepreneurship in Higher Education Institutions) is an European project aimed to enhance the regional innovation ecosystems and promote innovation-driven research. In Spain, the University of Santiago de Compostela participates through the Master’s Degree in Psychogerontology (Faculty of Psychology) and the Master’s Degree in Gerontology (Faculty of Nursing). Learning and mentoring programme related with the ageing process is presented, focused on the social innovation and transfer capacities of our students, faculty and staff members. A challenged based multidisciplinary learning method is followed, including three training sessions (Session 1: Person- centred innovation; Session 2: Team-centred innovation; Session 3: Results-centred innovation) and online mentoring. Using this methodology, transfer of the learning is promoted in an agile and practical way through the resolution of challenges proposed by external partners in the sector of gerontology and healthcare. The social innovation-training programme is complemented with a workshop about innovation driven research in aging and presentation of business cases, involving the organizational ecosystem of the sector.

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.

Capitalizing on Shared Interests: Achieving Age-Friendly University Endorsement Through Partnership and Advocacy

Response to the lifelong educational needs and interests of the older adult population calls for new opportunities and innovative practices in teaching, research, and community engagement that universities need to be prepared to offer their students and community. This presentation provides information from an Age-Friendly University (AFU) that currently has no gerontology degree or certificate program, highlighting various campus wide programs and initiatives aligned with the AFU principles. In particular, collaborative strategies involving faculty and the Adult Learner Programs and Services to help promote campus buy-in and AFU endorsement will be emphasized. Practical strategies will be discussed to assist junior and senior level faculty and other university personnel wanting to achieve AFU endorsement at their institution of higher education in order to shape age-friendly programs and practices.

WORKING WITH OR WITHOUT AGING SPECIALISTS: WHERE ARE THE GERONTOLOGISTS?

One question asked by generations of gerontology doctoral students is what types of employment can be secured after completing the PhD in Gerontology. The Gerontology Education Longitudinal Study (GELS) has surveyed graduate students and alumni of the various doctoral programs in order to understand the career trajectories of graduates. Of 102 alumni surveyed in 2014 (42% response rate), the majority (60%) were not working with other people who had degrees in gerontology, yet 51% report working with at least some people who have experience with aging and older adults. On the job, graduates say that their duties require knowledge and mastery of public policy issues, health and medical aspects related to aging, and psychological theories. As aging experts, it is inherent in their work to combat ageism and reduce age-related stereotypes. As such, gerontologists are using substantive content expertise within their careers and serving as experts in aging.

LESSONS LEARNED FROM ACCREDITING GERONTOLOGY PROGRAMS: GETTING READY!

Accreditation for Gerontology Education Council (AGEC) is an organization that collaborates with, but is independent from the Gerontological Society of America and the Academy for Gerontology in Higher Education. It is directed by a Board of Governors consisting of nine members representing higher education gerontology programs and entities associated with the field of aging. The organizational structure also includes review teams, site visitors, and staff support. Higher education degree granting programs in gerontology, specifically associate arts degree, baccalaureate degree, and master’s degree programs, are eligible to apply to AGEC for accreditation. This symposium will have presentations that focus on Overview and Experiences to Date that will describe the accreditation process and what has been learned by the accreditation of the first three degree programs. The second presentation will focus on How and Why to Apply for Accreditation and will provide background information on the steps and processes necessary to submit for the accreditation review with clarification updates. The third presentation will provide lessons learned from our first reviews with suggestions on Preparing the Self- Study and will include guidance on approaches to be taken. The fourth presentation is also lessons learned with a focus on Mapping the Competencies as part of the Self Study. Symposium presenters share important information to encourage gerontology degree programs to apply for AGEC accreditation.

First person profile: Leslie Bernstein, PhD: An epidemiologist known for her groundbreaking discoveries about breast cancer, Dr. Bernstein continues to push the field forward.

First person profile: Leslie Bernstein, PhD: An epidemiologist known for her groundbreaking discoveries about breast cancer, Dr. Bernstein continues to push the field forward.

"FACTORS THAT INFLUENCE THE MENTAL HEALTH OF HIGH LEVEL STUDENTS".

18Sep 2017 "FACTORS THAT INFLUENCE THE MENTAL HEALTH OF HIGH LEVEL STUDENTS". 1Ana Rosa Can Valle , 1Jaqueline Guadalupe Guerrero Ceh , 1María de la Luz Romero Orozco , 2Charlotte Monserrat LlanesChiquini , 3Fajime Cú Quijano , 4Graciella Josefa Rosado Vila , 5Lidia María Maas Ortegón , 6Guadalupe Sánchez Chin , 7Arisveth Guadalupe Alejandro Dorantes Professor and researcher of the faculty of nursing of the autonomous university of campeche. Professor and researcher of the faculty of accounting and administration of the autonomous university of campeche. Professor and researcher of the faculty of social sciences of the autonomous university of campeche. Professor and researcher of the faculty of dentistry of the autonomous university of campeche. Professor and researcher of the faculty of law of the autonomous university of campeche. Intern of the degree in gerontology of the faculty of nursing of the autonomous university of campeche. Independent investigator of the city of campeche.

HISTORY, DEVELOPMENT, AND DESIGN OF THE FIRST GERONTOLOGY ACCREDITATION ORGANIZATION (AGEC)

Throughout its history, accreditation has served as the nongovernmental process of educational quality assessment and enhancement, through educational institutions and programs, governed by the principle of voluntary commitment to self-evaluation and peer review, in a manner that engenders confidence and trust among the public it serves:by. 1. fulfilling that purpose by requiring clear statements of objectives and thorough and candid self-evaluation reports of institutions and programs 2. providing due process in program reviews and appeals,3. provide wide dissemination of information concerning the purposes, practices and decisions of accreditation, and 3.assuring competent personnel on accrediting bodies and site visit teams. The accreditation process is intended to be open and standardized. With this design plan in mind, the Accreditation for Gerontology Education Council (AGEC) was created in 2016 and is the only global accrediting body for gerontology degree programs. This presentation provides the overview for this innovative new 5013c organization.

Defining doctoral gerontologists: Who are they and how are they contributing to the field of gerontology?

ABSTRACTMore than 300 individuals have earned doctoral degrees in gerontology since 1993, yet little is known about their training, professional placement, and contributions to the field. Given this lack of information, the authors sought to define the emerging mass of doctoral gerontologists. In this study, the authors analyzed results from the 2014 Gerontology Education Longitudinal Study survey sample of 84 individuals who earned a doctoral degree in gerontology between 1993 and 2013. Results revealed doctoral gerontologists completed training requirements that were consistent across eight programs offering doctorates in gerontology. The authors also found doctoral gerontologists have been successful in securing jobs in academic and nonacademic organizations, creating gerontological knowledge, and translating their work into other fields. The authors concluded by considering how the successful integration of doctoral gerontologists might continue, and they propose directions for future research.

Programa de Pós-Graduação em Gerontologia da Universidade Federal de Santa Maria/RS

Goal: This article aims to present the Graduate Program Master’s Degree in Gerontology of the Federal University of Santa Maria/RS. Description of the case. The Masters in Gerontology UFSM began operations in 2014, linked to the Physical Education Sports Center and Sports Centers the Federal University of Santa Maria. It represented a step forward in the journey of the Program Integrated of Studies and Support for the Elderly – NIEATI, that for three decades develops projects and actions with older people. Its structure includes two lines of research, and it takes 25 credits to complete the course. Set in the interdisciplinary field, encompassing various professions and different universities. Conclusions. The Masters in Gerontology UFSM contributes to other initiatives in our country, and considers the trajectory with aging issues in UFSM.

A missing piece in the infrastructure to promote healthy aging programs: education and work force development.

There are compelling data available, both for the rapidly expanding older adult population, and for the value of evidence-based health promotion and disease management programs (EBHPs). The systems approach to transforming our aging services delivery system has been brilliant, but there is an important system missing – our educational system. Building the infrastructure to create embedded and accessible healthy aging programs must take into account workforce preparation. Most of the people currently working in the aging services delivery system are doing so without the benefit of any formal education or an organized course of study about older adults and aging services. For the state of California, 61% of aging services agencies reported zero current staff with formal gerontology education, defined as having had even one academic course in aging content (1). In a national study, less than half (46.6%) of responding Area Agencies on Aging (AAAs) had at least one staff with either a certificate or degree in gerontology and almost 27% have an Evidence-Based Program (EBP) Coordinator position (2, 3). There was no data reported on aging services workforce preparedness in program planning, implementation, and evaluation of EBHP, even for the EBP Coordinator positions.

The Professionalization of Gerontology: A Canadian Perspective

Globally, the need for development of a competent workforce to serve the burgeoning older population is well documented. Persons with degrees in gerontology are prepared to fill positions in this labor market, yet they are not in demand. This research explores the path of professionalization of gerontologists in Canada as a means of increasing their contribution to the aging services workforce. A cross-sectional online survey of aging-service administrators (n = 66) was conducted in Ontario, Canada, to ascertain their perceptions of gerontologists as professionals in the service delivery to older persons. Aging-service administrators show low rates of hiring gerontologists and low knowledge of gerontological competencies. There was a significant (p < .05) relationship between the knowledge of gerontologist's competence and their rate of employment. The administrators expressed high interest in regulation and credentialing of gerontologists (63.6%). Credentialing of gerontologists is a means of professionalization that legitimizes the competence of this field as a profession. Education is needed—for governmental agencies and health and social service providers—on the role of gerontologists in meeting aging service workforce demands. Ultimately, regulatory policy considerations are needed.

What Can I Do With a Doctoral Degree in Gerontology? Expanding Your Options

An endless number of career trajectories are possible for gerontologists. With a growing aging population, our skills and areas of expertise are of high value to numerous industries. The purpose of this study is to describe the professional development and career trajectories of alumni of U.S. doctoral gerontology programs obtained through the Gerontology Education Longitudinal Study (GELS). Specifically, the authors examine how professional identification, doctoral program career preparation, and perception of job prospects affect alumni decisions to pursue “traditional” (i.e., academic) versus “nontraditional” (i.e., non-academic) careers. Results from the GELS revealed a fairly even split in the alumni sample of careers in traditional and nontraditional settings. The decision to pursue a traditional versus nontraditional career was not significantly associated with personal identification, doctoral program career preparation, or perception of employment options. These results suggest that the skill set obtained in doctoral gerontology programs is useful and is in demand in a variety of careers; therefore, doctoral programs may want to consider tailoring training to meet students’ future career goals in both academic and non-academic settings.

Survey of Master’s Gerontology Students Spanning Over 40 Years

The University of South Florida’s master’s degree in gerontology is a long-established program that focuses on a multidisciplinary approach to population aging. This study identifies graduate students’ needs in preparation for a professional career in gerontology. An online survey was distributed to graduates and those currently enrolled (N = 56) in order to better understand expectations for the program, identify outcomes of graduation, and obtain program recommendations for future students. The program’s 40 year history was well represented with participants ranging from the first graduating class to current students. Results indicated high satisfaction in students’ expectations of the program, educational experience, and assessment of faculty. Further, 68% of graduates reported success in gaining age-related employment shortly after graduation. However, students echoed well-known barriers in gerontology, reporting tough competition for jobs versus those with licensure, and challenges in promoting their nonclinical gerontology degree to employers. Respondents recommended more applied coursework and assistance with career planning to enhance employment opportunities upon graduation. Implications of these findings are discussed in further detail.

Master's degree in gerontology

This course would suit anyone with an interest in studying older people and ageing from biological, psychosocial, and demographic perspectives. Students included geriatricians, psychiatrists, general practitioners, allied health professionals, sociologists, voluntary sector workers, and those involved with information technology and politics. Past graduates have gone on to work in strategic positions influencing lives of older people in medicine, social care and policy, or within local government, voluntary organisations, or non-governmental organisations. We did the course part time over two years as specialist registrars in psychiatry and geriatric medicine. Despite our different career choices, we …

The growth of gerontology & geriatrics in the United States.

Since the confirmation of the Older American's Act (OAA) in 1965, the growth of gerontology and geriatrics, has literally come of age in the United States. Although individual aging courses were offered in higher education prior to passage of the OAA, few gerontology programs had been established. On campuses where gerontology courses were available, they represented electives connected with a pre-existing discipline, such as social work or family studies. However, 1965 was a watershed year for gerontology instruction since it heralded the provision of federal funding support, beginning with that of the Administration on Aging (AoA), to help develop, pilot, and oversee gerontological programs in American institutions of higher learning. Initially, instruction was at an undergraduate level, but later gerontology degree programs were established at the master's level, with the first gerontology degree program originating at North Texas State University, in 1967. This program was followed a year later (1968) by a program at the University of South Florida. While funding from AoA began in 1966, funding from other federal agencies (e.g., the Bureau of Health Professions (BHP); the National Institute on Aging (NIA); the National Institute of Mental Health (NIMH), Mental Disorders of Aging Branch; and the Veteran's Administration (VA))--the five agencies that became the basis for a 1984 and 1987 Report on Education and Training in Geriatrics and Gerontology,--did not begin until the mid 1970s. The mid 1970s reflected the growing awareness of the demographic shift in America and around the world, particularly in developed nations.(ABSTRACT TRUNCATED AT 250 WORDS)

Employability and Educational Needs of Gerontology Degree and Certificate Graduates

State aging unit training officers were surveyed to help determine if gerontology degree and certificate credentials assisted graduates in attaining aging network positions and other forms of recognition after completion of studies. Perceptions and recommendations of training officers regarding the educationl preparation and training needs of persons with gerontology credentials were sought. The findings indicate that gerontology graduates are not uniformly rewarded or recognized for their accomplishments within aging network systems. Sixty precent of the respondents did not believe that gerontology credentials were needed in order to qualify for positions in their aging agencies. Training officers stressed the importance of strengthened course content dealing with public policy, legislation, social planning and program development, psychology and demography of aging. Course content that better prepared graduates for administrative/management and direct service roles with the elderly was recommended. More...

Pioneering gerontology degree course enters third year

Pioneering gerontology degree course enters third year