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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 III 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.

 

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