A Europe-USA exchange program for gerontology students and curricula: best practices in the Intergero Program

  1. B. BUENO 1
  2. R. APPLEBAUM
  3. J. BUZ 1
  4. A. KRUSE 2
  5. S. KUNKEL 4
  6. R. LEVENSON 5
  7. P. MAYORAL 1
  8. A. PELHAM 6
  9. E. SCHMITT 2
  10. D. STEPP
  11. R. VANRIJSSELT 3
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  2. 2 Heidelberg University
    info

    Heidelberg University

    Heidelberg, Alemania

    ROR https://ror.org/038t36y30

  3. 3 Vrije Universiteit
  4. 4 Miami University
    info

    Miami University

    Oxford, Estados Unidos

    ROR https://ror.org/05nbqxr67

  5. 5 Oregon State University
    info

    Oregon State University

    Corvallis, Estados Unidos

    ROR https://ror.org/00ysfqy60

  6. 6 San Francisco State University
    info

    San Francisco State University

    San Francisco, Estados Unidos

    ROR https://ror.org/05ykr0121

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Actes:
19th IAGG World Congress of Gerontology and Geriatrics

ISSN: 1760-4788

Any de publicació: 2009

Volum: 13

Pàgines: 319

Congrés: 19th IAGG World Congress of Gerontology and Geriatrics

Tipus: Pòster de congrés

GOOGLE SCHOLAR lock_openAccés obert editor

Resum

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