Representation of AGHE competencies in introductory gerontology course syllabi
Presentation
Overview
Overview
Description
In November, 2014, the Association for Gerontology in Higher Education (AGHE; the educational unit of GSA) approved the culmination of a two-year effort that resulted in new core competencies for gerontological education. AGHE’s Academic Program Development Committee (APDC) conducted content analyses of 25 pre-competency, introductory gerontology course syllabi to examine the extent to which the new AGHE competencies were reflected. The results of this content analysis build on previous research presented (GSA, 2014). Recognizing that course syllabi do not necessarily reflect all content covered in a class, the presenters will describe the representation of the AGHE competencies and offer suggestions for better incorporating the competencies into introductory gerontology course syllabi. The first paper will focus on Core Foundational Competencies, which include frameworks for understanding human aging; biological, psychological, and social aspects of aging; the humanities and aging; and research and critical thinking. The second paper will provide a review of Core Interactional Competencies, which include attitudes and perspectives, ethics and professional standards, communication, and interdisciplinary and community collaboration. The last paper will focus on Contextual Competencies across Fields of Gerontology, which include well-being, health, and mental health; social health; program/service development; education; arts and humanities; business and finance; policy; and research, application, and evaluation. This symposium will highlight opportunities for gerontology educators to advance the field and work together to ensure adequate and consistent preparation of future generations of gerontologists.
