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David A. Peterson Award

AGHE, in conjunction with Taylor and Francis, has instituted the David A. Peterson Award for the best article in the volume of Gerontology & Geriatrics Education, the official journal of AGHE. All articles accepted for publication in G&GE, beginning with Volume 26, are considered for the award. For each volume, one winner and one honorable mention will be named.

The purpose of this award is to recognize excellence in scholarship in academic gerontology. In addition to writing style, manuscripts are evaluated on innovation, the soundness of their approach, and their significance to and implications for gerontology and/or geriatrics education.

In naming the award after Dr. David A. Peterson, we salute his pioneering work in gerontology education and his contributions to AGHE. This award has been made possible by a generous donation from The Haworth Press; 2006 was the first year the award was made.

David A. Peterson Best Paper for the Best Article in the Volume of Gerontology and Geriatrics Education

Award Guidelines

Purpose of the Award

The purpose of this award is to recognize to recognize excellence in scholarship in academic gerontology.

Eligibility Criteria

In addition to writing style, manuscripts are evaluated on innovation, the soundness of their approach, and their significance to and implications for gerontology and/or geriatrics education. At the time of the nomination, the nominee must be affiliated with an AGHE member institution.

Selection

Nominees are reviewed and approved by a review panel chaired by a member of the G&GE Editorial Staff with participation of the Awards Committee Chair. Final approval is given by the Association's Executive Committee.

Benefits

The awardee receives a personalized award certificate, a $250 cash award, and complimentary Annual Meeting registration in the year the award is presented. The Honorable Mention recipient receives a personalized award certificate. Both will be recognized at the Annual Meeting of the Academy for Gerontology in Higher Education.

Nomination Process

There is no nomination process; the editor of the G&GE provides the four top papers for the volume to the subcommittee for review and selection.

For questions about this award, please contact the AGHE office at (202) 289-9806 or via email at This email address is being protected from spambots. You need JavaScript enabled to view it..

Vol. 38
2017  
Liz Seidel, MSW | ACRIA
"Training senior service providers about HIV and aging: Evaluation of a multiyear, multicity initiative"
Vol. 37
2016                 
Tina M. Kruger, Ph.D. | Indiana State University
"Beyond Assessment: Conducting Theoretically Grounded Research on Service-Learning in Gerontology Courses."

Vol. 36 2015


Ariadne Meiboom, Ph.D. | VU University Medical Center
"The Hidden Curriculum of the Medical Care for Elderly Patients in Medical Education: A Qualitative Study."

Vol. 35 2014


Feliciano Villar, Ph.D. | University of Barcelona
"Tell Me Your Life: Including Life Stories in an Adult Development and Aging Course."

Vol. 34 2013


Paul Roodin, Ph.D. | SUNY College at Oswego
"Intergenerational Service Learning: A Review of Recent Literature and Directions for the Future."

Vol. 33 2013





Leslie A. Morgan, Ph.D. | University of Maryland, Baltimore County
Paradigms in the Gerontology Classroom: Connections and Challenges to Learning."

Honorable Mention
Anabel O. Pelham, Ph.D. | San Francisco State University
Professionalizing Gerontology: Why AGHE Must Accredit Gerontology Programs.

Vol. 31 2011






Thomas M. Meuser, Ph.D. | University of Missouri - St. Louis
The American Medical Association Older Driver Curriculum for Health Professionals: Changes in Trainee Confidence, Attitudes & Practice Behavior."

Honorable Mention
John A. Krout, Ph.D. | Ithaca College
Intergenerational Service-Learning with Elders: Multidisciplinary Activities and Outcomes.

Vol. 30 2010







Noell Rowan, Ph.D. | University of Louisville
Innovative Interdisciplinary Training in and Delivery of Evidence-Based Geriatric Services: Creating a Bridge with Social Work and Physical Therapy."

Honorable Mention
Paul T. Stolee, Ph.D. | University of Waterloo
Sustained Transfer of Knowledge to Practice in Long-Term Care: Facilitators and Barriers of a Mental Health Learning Initiative.

Vol. 29 2009






Nina M. Silverstein, Ph.D. | University of Massachusetts Boston
"Students Explore Livable Communities."

Honorable Mention
Emily J. Robbins, M.S. | Miami University
Promoting Active Engagement in Health Research: Lessons Learned from an Undergraduate Gerontology Capstone Course.

Vol. 28 2008






Brent C. Williams, M.D. | University of Michigan
Successful Implementation of a Faculty Development Program in Geriatrics for Non-Primary Care Physician Educators."

Honorable Mention
Constance L. Coogle, Ph.D. | Virginia Commonwealth University
The Value of Geriatric Care Enhancement Training for Direct Service Workers.

Vol. 27 2007






Diane C. Calleson, Ph.D. | University of North Carolina at Chapel Hill
Effectiveness of Mailing 'Bathing Without a Battle' to All US Nursing Homes.

Honorable Mention
John A. Krout, Ph.D. | Ithaca College
The Impact of Gerontology Inclusion on 12th Grade Student Perceptions of Aging, Older Adults and Working with Elders.

Vol. 26 2006






Sharon V. King, Ph.D. | Georgia State University
Gerontology and Research Education in Kenya: Establishing a U.S.-African Partnership in Aging.

Honorable Mention
Lorraine T. Dorfman, Ph.D. | University of Iowa
A Diffusion of Innovations Approach to Gerontological Curriculum Enrichment: Institutionalizing and Sustaining Curricular Change.

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