Teaching Resources

Teaching About Aging Through the Lens of the Arts and Humanities: A Resource List

The 2022 AGHE Teaching Institute explored diverse ways of connecting arts/humanities and aging education. This document includes resources shared by the session organizers for broadening how we teach and learn about aging.

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75+ Resources for Gerontology Education

This collection of 75+ teaching resources represents a broad range of gerontology-based materials (e.g., videos, teaching tips, webinars, research, syllabi, open education resources) to assist both new and seasoned gerontology educators.

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Standards and Guidelines for Gerontology and Geriatrics, 7th Edition

The AGHE Gerontology and Geriatrics Curricular Standards and Guidelines in Higher Education provides an integral resource for colleges and universities implementing and revising programs in liberal arts, the sciences, and health professions education. The evolution of the field of aging with a focus on both gerontology and geriatrics has demanded increased breadth and depth of gerontology and geriatrics content. Through AGHE’s leadership, gerontology education is now competency-based, as the health professions programs have been for years. All chapters in the 7th edition have been comprehensively rewritten to include the standards and guidelines for competency-based education (CBE), including the addition of curricular matrices in the appendices for both gerontology and health professions programs. This publication offers tools to identify and implement CBE in programs and to develop students’ skills and abilities needed in our workforce. 

To obtain a copy of the seventh edition of the AGHE Standards and Guidelines for Gerontology and Geriatrics, visit our online store.

Gerontology Competencies for Undergraduate and Graduate Education

The AGHE Gerontology Competencies for Undergraduate and Graduate Education were adopted on November 20, 2014, after an Association-wide multi-year effort of gathering and integrating feedback to build consensus. The effort was led by the AGHE Competency Workgroup and was built upon the work of Wendt, Peterson and Douglas (1993) as well as current literature in foundations of gerontology and competency-based education. The AGHE Gerontology Competencies for Undergraduate and Graduate Education are a resource for competency-based gerontology education with liberal arts, professional and/or scientific program orientations. The framework for the competencies encourages gerontology education programs to maintain their specific orientation (e.g., liberal arts), and utilize the competencies with flexibility and creativity. The competencies may be applied to gerontology programs with majors, minors and certificate programs at the associate, undergraduate and/or master’s level. Please find a mapping tool here.

There are three categories of competencies (I, II and III).

Category I competencies represent the essential orientation to the field of gerontology, are foundational and expected to be broadly represented in Associate, Bachelors, Master’s degree and gerontology certificate programs.

Category II competencies are “interactional” competencies that capture the processes of knowing and doing across the field of gerontology and are also expected to be broadly represented in the above types of educational programs. Category II competencies are meant to capture the most relevant skills for contexts of employment in the variety of sectors and areas that gerontologists may work, including education.

Category III competencies are to be selected based on the mission, goals and orientation(s) of the educational program. Competencies in Category III provide gerontology education program leadership with the ability to select and tailor the competency expectations for their particular programs’ needs and orientations. It is suggested that programs select 2 or more Domains in Category III, and use the related competencies within that domain for their curricula. Within Category III, programs may identify additional competency content as appropriate for their program orientations and emphases.

Pianosi, B., Damron-Rodriguez, J., Jukema, J. & Schoenmakers, E. (2016, October). Use of professional gerontology competencies for workplace alignment & use in practice. Poster session presented at the Canadian Association on Gerontology, Montreal, Quebec, Canada. (Poster PDF)

Schoenmakers, E.C., Damron-Rodriguez, J., Frank, J.C., Pianosi, B., & Jukema, J.S. (2016). Competencies in European Gerontological Higher Education. An Explorative Study on Core Elements. Gerontology & Geriatrics Education.

AGHE Teaching Briefs

AGHE Biblio Briefs

Clinical Education in Geriatrics

Edited by: Judith L. Howe, Icahn School of Medicine at Mount Sinai, NY, USA and Thomas V. Caprio, University of Rochester Medical Center in Rochester, NY, USA 
This book highlights both recent innovations in professional health curricula and continuing education and interventions aimed at improving student attitudes towards geriatrics and aging. The contributors cover areas including simulation, online training, and standardized patients for evaluation, but also emphasize the important end-result of clinical training: to take care of real older adults outside the classroom. 

Order your copy today! 20% discount available - enter code BSE19 at checkout*.

*Offer cannot be used in conjunction with any other offer or discount and only applies to books purchased directly via the Routledge website.

A Hands-on Approach to Teaching about Aging

Hallie Baker PhD, Tina M. Kruger PhD, Rona J. Karasik PhD
This peer-reviewed collection of hands-on activities is designed by noted educators in aging and incorporates Academy for Gerontology in Higher Education (AGHE) competencies. It offers clear, step-by-step procedures for implementing each activity, including preparation, introduction, the activity itself, discussion/reflection, wrap-up or follow-up if appropriate, and assessment. The book also addresses learning outcomes and includes recommendations for number of participants, settings, materials, and time required. All royalties go to AGHE. Order your copy today!

Books for K-Primary Students

Suggested Early Children’s Literature

Institution Resources

AGHE Consultation Program assists community, four-year colleges and universities in:

  • Developing or evaluating a gerontology/geriatrics program
  • Developing a strategy for long-term planning
  • Obtaining an objective assessment, external review, or validation of a proposed or existing program of gerontology/geriatric instruction
  • Obtaining resource materials for executing, expanding, or evaluating gerontology/geriatrics instruction
  • Identifying tools for designing and implementing gerontology/geriatric content/courses

The needs of each institution are unique; therefore the AGHE Consultation Program has been designed to provide dynamic communication between the institution and the consultant they choose. The Institution is in charge of the process with the consultant reporting to the Institution’s Designee.

We provide a selection of national experts in the field of aging studies for you to choose from to ensure the best possible fit for your institutional needs. The AGHE consultant uses his/her unique expertise to objectively evaluate your proposed or existing program and helps identify opportunities and barriers employing a solution-oriented approach. A consultant also provides unbiased comments regarding gerontology/geriatrics instruction, program development, program change, faculty development, program evaluation, etc., in a final report constructed to support the Institutional mission and goals to enhance education on aging.

The AGHE Consultant Works with you:  
The Institution’s designee(s)

  • Contracts with AGHE to ensure the provision of professional consulting services for the institution
  • Chooses the consultant from a national panel of AGHE Consultants
  • Determines and arranges the process for consultation (a site visit is recommended)
  • Maintains communication with AGHE and the consultant throughout the consultation
  • Reviews the report prior to its finalization
  • Receives a final report complete with observations, recommendations, suggested plan, and a list of AGHE resources.

Consultation Program Request Form

Does our institution need a Consultant? – Answer these important questions

Cost: Scope of work is factored in to determine consultation cost. Click for the fee structure

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