Building Institutional and Faculty Capacity in Higher Education Gerontology Academic Programs

Abstract

Directors of California State University (CSU) gerontology, geriatrics, and aging studies (GGA) academic programs were surveyed regarding CSU capacity to fulfill demographic and legislative mandates to prepare professional personnel for work with the state's aging population. Program directors affirmed the importance of providing GGA education and training to meet these needs which will require GGA program growth in core and breadth courses, students, faculty, and scope. National guidelines for GGA program development and possible future accreditation and licensure were noted. The CSU currently does not support such growth. The number of GGA programs remained at 1997 levels and unevenly distributed across the state. Faculty time assigned to GGA was less than half of that presently required. Program directors rated GGA program and curriculum strength as modest, and CSU fiscal and administrative support as low. Program directors strongly supported faculty development innovations to prepare more present and future GGA faculty for building the capacity of higher education GGA programs.

Key Words:

• Faculty development models
• certification of gerontologists
• gerontology academic program accreditation