A Europe-USA exchange program for gerontology students and curricula: best practices in the Intergero Program
- B. BUENO 1
- R. APPLEBAUM
- J. BUZ 1
- A. KRUSE 2
- S. KUNKEL 4
- R. LEVENSON 5
- P. MAYORAL 1
- A. PELHAM 6
- E. SCHMITT 2
- D. STEPP
- R. VANRIJSSELT 3
-
1
Universidad de Salamanca
info
-
2
Heidelberg University
info
- 3 Vrije Universiteit
-
4
Miami University
info
-
5
Oregon State University
info
-
6
San Francisco State University
info
ISSN: 1760-4788
Año de publicación: 2009
Volumen: 13
Páginas: 319
Congreso: 19th IAGG World Congress of Gerontology and Geriatrics
Tipo: Póster de Congreso
Resumen
Introduction With support from the European Commission, Directorate General forEducation and Culture (EU), and the US Department of Education (FIPSE), this projectwas designed to exchange both ideas and students between six universities in Europe andthe United States. A consortium of six universities specializing in Gerontology has beenformed to help train the next generation of leading professionals in this field. Methods andmaterials The Intergero project includes several components: the development anddissemination of an innovative international curriculum on Gerontology; the integration ofthe curriculum within existing programs of study; the development of language andcultural preparation and assessment; the development of an organizational framework forstudent mobility; the promotion of internships in gerontological institutions included in thecurriculum; the pursuit of structured exchanges and teaching assignments; the jointdevelopment and dissemination of web-based information; the reporting of products,outcomes and results; and the development of a thorough project evaluation plan. Studentsparticipating in the exchange are assessed through a pre and post survey. Surveys areconducted focusing on preparation and logistical areas, comparative social policy, andpersonal growth and experiences. Results The presentation will emphasize the outcomes ofthe exchange for both students and faculty. Identification will be made of the “bestpractices” of the Intergero program providing appropriate social support for the visitingstudents, arranging interesting programs of study and, at the same time, building inflexibility. Conclusion Providing an opportunity to truly understand comparative socialprograms and policies developed across Europe and the United States constitutes a criticalopportunity for both students and faculty in the field of Gerontology