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Academy for Gerontology in Higher Education (AGHE)

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AGHE is GSA's education section of colleges and universities that offers education, training, curricular innovations, and research programs in the field of aging. AGHE’s goal is to provide:

  • Unity through common organization;
  • A forum for debate of issues regarding the advancement of gerontology, educational opportunities for older people, and education of society about aging;
  • A network base for communication, interorganizational cooperation and leadership with associations of higher education, public officials, volunteers and others interested in aging education
  • Leadership on policies and issues related to higher education.

 
These goals are accomplished through Academy programs and services such as:

History

Established in 1974 (as the Association for Gerontology in Higher Education), the Academy for Gerontology in Higher Education (AGHE) is the GSA's education organization of colleges and universities that offer education, training, and research programs in the field of aging. AGHE currently has more than 60 institutional members throughout the United States, Canada, and abroad. 

On January 1, 1999, AGHE became an educational unit of The Gerontological Society of America. On March 2, 2018, AGHE approved a new set of bylaws — including changing its name from the Association for Gerontology in Higher Education to the Academy for Gerontology in Higher Education — and became the educational organization of GSA. Learn more about this transformation and AGHE's full history.

Mission

  1. To advance gerontology and geriatrics education in academic institutions; and
  2. To provide leadership and support of gerontology and geriatrics education faculty and students at education institutions.


AGHE and its members are strongly committed to the well-being of older adults. Together, AGHE and aging-studies programs in institutions of higher education strive to:

  1. Prepare service delivery personnel who will work directly with older adults;
  2. Train educators who specialize in the physical, psycho-social, and policy domains of aging;
  3. Educate the society at large about the processes of aging and the implications of an aging society; and leadership on policies and issues related to higher education.

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