bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Association Between Hearing and Physical Functioning in the Atherosclerosis Risk in Communities Study
Authors: Martinez-Amezcua Pablo , Kuo Pei-Lun , Sullivan Kevin , Palta Priya , Sharrett A Richey , Schrack Jennifer , Lin Frank , Deal Jennifer 
Published: December 2020

Abstract
Hearing loss is highly prevalent among older adults and has deleterious effects on health. However, its association with physical functioning is not well defined. We investigated the cross-sectional association between hearing and physical function in 3,339 community-dwelling participants (mean age: 79 years, 59% women) of the Atherosclerosis Risk in Communities Study (ARIC). Hearing was measured by pure-tone average ([dB]) of 4 frequencies [0.5,1,2,4 kHz] and physical function was measured using the short physical performance battery (SPPB), which consisted of 3 performance-based tests (balance, gait speed, and chair stands) each scored ranging from 0-4, resulting in a total possible score of 0-12 (higher scores indicating better physical function). We estimated the association between hearing and physical function using continuous scores for each component of the battery, and the overall SPPB score categorized into high [10-12], intermediate [7-9], and low [≤6]) using ordinal logistic regression models. The SPPB scores were reversed for an easier interpretation of the odds ratios (OR). The category with better physical functions was the reference group for each model. After adjustment for demographics and comorbidities, poorer hearing (+10 dB in PTA) was associated with worse physical functioning: OR for lower balance score=1.17, 95% CI [1.08, 1.26]; OR for lower gait speed score=1.15, 95%CI [1.06, 1.25]; OR for lower chair stand score=1.07, 95% CI [1.04, 1.11]; and OR for lower overall SPPB category=1.15, 95%CI [1.07, 1.24]. Hearing loss is associated with poorer physical functioning, highlighting the potentially negative impact of hearing loss on mobility at older ages.
Online Opioid Stewardship Training for Long-Term Care Staff
Authors: Edelman Linda , Andersen Troy , Brunker Cherie , Cox Nicholas , Butler Jorie , Galindo Miguel , Garrett Larry , Butterwork Susan 
Published: December 2020

Abstract
Opioids are often the first-line chronic pain management strategy for long-term care (LTC) residents who are also at increased risk for opioid-related adverse events. Therefore, there is a need to train LTC providers and staff about appropriate opioid use and alternative treatment strategies. Our interdisciplinary team worked with LTC partners to identify staff educational needs around opioid stewardship. Based on this need’s assessment, we developed eight modules about opioid use and risks for older adults, including those with dementia, recommendations for de-prescribing including other pharmacological and non-pharmacological alternatives, SBIRT, and motivational interviewing to determine “what matters”. Each 20-minute module contains didactic and video content that is appropriate for group staff training or individuals and provides rural LTC facilities access to needed training in their home communities. Within the first month of launching online, the program received over 1100 hits and LTC partners are incorporating modules into clinical staff training schedules.
Age-Friendly Universities: Confronting Ageism and Fostering Age Inclusivity
Authors: Montepare Joann , Farah Kimberly 
Published: December 2020

Abstract
The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of aging populations through more age-friendly programs, practices, and partnerships. Over 65 institutions in the United States, Canada, European countries, and beyond have joined the network and adopted the 10 AFU principles. Despite the importance and appeal of the AFU initiative, individuals leading age-friendly efforts on their campuses have found that ageism in higher education is a persistent, yet overlooked, factor holding us back from embracing age diversity. This symposium will feature AFU partners who will discuss how ageism presents itself in higher education, along with offering recommendations for breaking it down and promoting greater age inclusivity. Montepare will open the session with an overview of systematic and implicit instances of ageism in higher education. Bowen and colleagues will then discuss results from an AFU Campus Climate Survey that examined the age attitudes of faculty, students, and staff along with their views about that nature of campus age-friendliness. Manoogian will discuss the value of approaching the teaching of age diversity from an intersectionality perspective. Reynolds and Kruger will provide theoretical framing and dissemination models for the GSA online course Ageism First Aid within various AFU and programmatic structures. Andreoletti and June will discuss how creating an age-inclusive AFU Learning Community can raise awareness about ageism across campus as well as in the community where a campus resides. Age-Friendly University (AFU) Interest Group Sponsored Symposium.
Adopting an Intersectionality Lens Within an Undergraduate Gerontology Curriculum
Authors: Manoogian Margaret 
Published: December 2020

Abstract
Students who plan geriatric/gerontology careers typically learn the biopsychosocial domains of aging. Using intersectionality to understand older adults and family experiences (Calasanti & Kiecolt, 2012), however, offers students a deeper understanding of how aging adults may face interconnected oppressions and inequalities based on race/ethnicity, gender, age, sexual orientation, socioeconomic status, health, and other aspects of social location within micro and macro contexts. Through systematic assessment of student learning outcomes, a planned programmatic approach to integrating intersectionality was adopted within an undergraduate gerontology program. This multifaceted approach will be highlighted including new course development, course case studies, community member voices, practicum applied practices, and research activities.
Calasanti, T. & Kiecolt, K. J. (2012) Intersectionality and aging families. In Blieszner, R., & Bedford, V. H. (Eds.), Handbook of families and aging (pp. 263-286). Santa Barbara, CA: Praeger. Part of a symposium sponsored by Age-Friendly University (AFU) Interest Group.
Creating an AFU Learning Community Group to Combat Ageism
Authors: Andreoletti Carrie , June Andrea 
Published: December 2020

Abstract
Central Connecticut State University, a regional public university, joined the AFU global network in 2017. Through efforts to teach people what it means to be an AFU and infuse the AFU principles and practices into our campus culture, we recognized that our work must also include educating our faculty colleagues, staff, and administration about ageism and aging in general. Toward this end, we utilized our Center for Teaching and Faculty Development’s small grant program to develop an AFU learning community group (LCG) that includes faculty, staff, and older learners interested in the AFU movement and how they can contribute to the AFU effort on our campus. This presentation will discuss how we have used the LCG as an opportunity to combat ageism and increase aging literacy by sharing resources such as Ageism First Aid, Reframing Aging, and AARP’s Disrupting Aging classroom. Part of a symposium sponsored by Age-Friendly University (AFU) Interest Group.
Age-Friendly University Models for Engaging With Retired Community Members
Authors: Montepare Joann , Farah Kimberly 
Published: December 2020

Abstract
The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs and interests of our aging populations through more age-friendly programs, practices, and partnerships. This symposium will focus on AFU Principle 9 that advocates for engaging actively with an institution’s retired community. Appreciating the diversity of ways in which this principle can be put into practice, participants will discuss the various ways their AFU campuses have built connections with members of their local communities of retired adults. Montepare (Lasell University) will discuss the living and learning model of the institution’s affiliated-retirement community (Lasell Village) that coordinates engagement in 450 credit hours of educational activity as a benefit of residency. Berman (Ithaca College) will discuss the Gerontology Institute’s longstanding relationship with the Longview senior living community and how intergenerational educational and social experiences serve as enriching activities for students, faculty, and residents. Elfenbein (University of North Georgia) will discuss campus collaboration with The Wisdom Project, a community organization of adults 55+ interested in using their skills and talents to benefit their community through action and advocacy projects. Wenrick (Drexel University) will discuss Writers Room, a university-community literary arts program, and their intergenerational co-living initiative, creating a network of homeowners and student tenants whose shared interest in writing and storytelling forms the foundation for meaningful cohabitation.
Cultivating Intergenerational Exchange: An Age-Friendly University Model for Strategic Partnership
Authors: Bergman Elizabeth , Erickson Mary Ann , Taves Jessica Valdez 
Published: December 2020

Abstract
Having recently celebrated its 20th anniversary, the Ithaca College/Longview Partnership is an enduring part of the Ithaca College experience. Longview is a senior living community located just across the street from campus on land donated by the college. A formal partnership has been in place since 1999, which provides a structure of support for various shared services and mutual access to educational and social opportunities for Ithaca College students, faculty, and staff, and Longview residents and staff. This presentation will include a brief overview of the history of the IC/Longview partnership, describe the infrastructure necessary for a successful partnership, and highlight some recent specific, high-impact programs that have made active engagement between Ithaca College and the Longview community possible.
AGHE Program of Merit: Practical and Technical Application Information and Assistance
Authors: Gugliucci Marilyn , Weinreich Donna 
Published: December 2020

Abstract
At a time in education when it is important for programs at colleges and universities to be productive in teaching, student recruitment, and income generation, the AGHE Program of Merit review process can aid in advancing gerontology and health professions programs. The AGHE Program of Merit has expanded its review. Now Colleges of Osteopathic Medicine and all Health Professions program may apply for Program of Merit status.. The POM designation provides gerontology programs and those health professions program that include geriatrics/gerontology content in the curriculum with an AGHE “stamp of approval” which can be used to verify program quality to administrators, to lobby for additional resources, to maintain a quality program, to market the program, and to recruit prospective students into the program. This session will begin with the “Why,” “What” and “How” of applying for Program of Merit and then provide time for small group consultation regarding the Program of Merit application. Preparation of the self-study document will be detailed by the experienced faculty members followed by the review process and timelines associated with application process. Free consultation available!
ESPO/ Academy for Gerontology in Higher Education Section Symposium: Bridging the Gap: Shifting Population Dynamics and Opportunities to Inform and Educate Communities
Authors: Bouchard Lauren , Gugliucci Marilyn 
Published: December 2020

Abstract
This symposium is intended to highlight population-shifts and their impact on the individual, family, institution, and community levels. Currently, increases in diversity among individuals under age 18 continue to outpace those of individuals age 65-and-older, creating a substantial racial/ethnic diversity gap between generations. As it relates to education-level, individuals age 65-and-older who have earned at least a bachelor’s degree has increased from 5 percent in 1965 to 29 percent in 2018 (Population Reference Bureau, 2020). Population-shifts could be mitigated or better supported through enhancements to gerontology/geriatric education and training. This symposium will highlight the biopsychosocial aspects of these shifts and will link each aspect to the development of gerontology and geriatric curriculum. To start, presenter one will describe projects focused on community-based intergenerational programs to reduce social isolation and loneliness among rural older adults (Jill). Next, presenter two will describe findings from a university-based study, using surveys of aging and ageist attitudes to foster intergenerational connections between undergraduate students and older adult community members (Giselle). Presenter three will discuss a program to support the development of aging ministries to educate and support both caregivers and older adults in community settings (Lauren). Finally, presenter four will discuss findings from one-on-one interviews conducted with Chinese caregivers and Chinese geriatric social workers in efforts to develop and evaluate an end-of-life manual designed for Chinese immigrant caregivers (Mandong). The discussant will link the presenters’ findings to implications for future gerontology and geriatric education and training while identifying key topics to inform and engage communities.
Cross-Campus Collaboration
Authors: Oakes Claudia 
Published: December 2020

Abstract
This presentation will describe collaborative efforts on the campus of a mid-sized, private university to carry out activities consistent with the Age-Friendly University philosophy. In one program, staff from Career Services and a faculty member from the Department of Health Science coordinated with the President’s College (a continuing education program for adult learners), the Emeriti Association (a group of retired faculty members), and alumni to offer mock interviews for students preparing for graduate school. In another program, steps were taken to coordinate with the office of Diversity, Equity and Inclusion to address Ageism in the Workplace. The presentation will conclude with advice for identifying allies across campus and fostering support for the AFU principles.
Why Intergenerational Connections Matter in Higher Education
Authors: Montepare Joann , Leedahl Skye 
Published: December 2020

Abstract
The Academy for Gerontology in Higher Education (AGHE) has a long and rich history of fostering the commitment of higher education to the field of aging through education, research, and public service. To this end, AGHE members have made innovative and effective use of intergenerational strategies. This presentation will highlight these efforts gleaned from AGHE’s official journal Gerontology and Geriatrics Education and Intergenerational Learning, Research, and Community Engagement interest group (ILRCE), with special attention to intergenerational classroom exchange, service-learning and community activities, and socially-focused undertakings. Contributions to the evaluation of intergenerational programs will also be noted. The presentation will conclude with a discussion of how this work is now helping to shape the Age-Friendly University (AFU) initiative which calls for institutions of higher education to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages.
Innovation In Gerontology Education: An Adventure of Grand Ideas and Good Intentions
Authors: Bradley Dana 
Published: December 2020

Abstract
Gerontology educators continually innovated over multiple decades to create a field characterized by its diversity of programs with a variety of structures to meet a wide range of educational experiences. This paper explores the rich history of how innovations emerged and shares insights on how these grand ideas became broadly accepted practice. Since early 1970’s 6 distinct innovations emerge with sticking power, including convergence upon a core intellectual foundation; support of interdisciplinary education; offering internships or practicums; integration of gerontological training with opportunities provided by community/organizational partners, research affiliates, and alumni to foster applied learning experiences in research, policy, and practice; and, development of leadership across and among generations through the Emerging Scholar & Professional Organization (ESPO).
Steering an Age-Friendly University (AFU) Initiative: Insights from Directors of Aging Centers
Authors: Montepare Joann , Farah Kimberly 
Published: December 2020

Abstract
The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of our aging populations through more age-friendly programs, practices, and partnerships. Over 65 institutions have joined the AFU network and adopted the 10 AFU guiding principles. This symposium will feature leaders at AFU campuses representing centers on aging and gerontology programs who will discuss why their institution joined the initiative, their age-friendly campus vision, and their recommendations for mounting an AFU initiative. AFU Director Charness (Florida State University) will describe launching an AFU initiative from the perspective of a state university, with a focus on critical discussion points, the concerns of upper administration, and the timeline for completion of the process. AFU Director Porter (University of Manitoba) will discuss how the Centre on Aging has been using its mandate as a research centre to advance the age-friendly movement through research, knowledge mobilization, training, and partnership initiatives. AFU Director Schumacher (University of Maryland Baltimore County) will talk about how the AFU framework has served as a platform for new and constructive synergies among gerontology programs, centers on aging, health systems, and higher education. AFU Director Gugliucci (University of New England) will discuss strategies for leading health professions education programs within an AFU framework, with special attention to AGHE resources available to support these efforts. Directors of Aging Centers Interest Group Sponsored Symposium.
Evaluating Professional Networks in a Gerontological Pre-Dissertation Initiative Using Social Network Analysis
Authors: Murphy Erin , Mauldin Rebecca , Greenfield Jennifer , Kusmaul Nancy , Fields Noelle , Wladkowski Stephanie , Gibson Allison 
Published: December 2020

Abstract
Professional networks are critical for PhD students and early career faculty, yet there is scant research on the development of their professional networks. Social network analysis is a useful approach to describe the development of professional networks. This methodological paper explains its use and benefits, using a social network analysis of alumni from the first three cohorts of the Association of Gerontological Education in Social Work (AGESW)’s Pre-Dissertation Fellowship Program (PDFP) as an example. We present results, challenges, and recommendations. Alumni (n = 12) reported meeting an average of 20 scholars (SD = 13.2) through AGESW. These professional relationships led to collaborations on conference presentations and manuscripts as well as opportunities to leverage the relationships for future professional needs. Suggested applications of social network analysis for program evaluation, such as co-author and citation networks, are also presented with a focus on training programs designed to support robust professional network development.
The Development of AGHE as a Force in Gerontology Education
Authors: Sterns Harvey 
Published: December 2020

Abstract
This presentation will focus on the history and development of AGHE beginning in 1972. The issues and concerns of early leaders will be reviewed base on articles, books and early publications of the association. There are core issues of gerontology education that continue to be challenges to the present. Significant contributions to these early years will be highlighted. Part of a symposium sponsored by the Geriatric Education Interest Group.
From Association to Academy: Embracing New Opportunities
Authors: Burdick David 
Published: December 2020

Abstract
This presentation will explore the transition from Association to Academy. This transition occurred as GSA governance was also changing, presenting significant challenges on several fronts. While some of these challenges will be considered, the presentation will primarily focus on AGHE’s many emerging opportunities and the steps various AGHE committees are taking to enhance the Academy’s role and relevance and fulfill its mission. The Advancement Committee’s project to assess educational programs across GSA sections, the Age-Friendly University initiative, Ageism First Aide, and other innovative programs moving forward will briefly be noted. Part of a symposium sponsored by the Geriatric Education Interest Group.
Feasibility and Enjoyment of Exercise Video Games in Older Adults
Authors: Freed Sara , Sprague Briana , Ross Lesley 
Published: December 2020

Abstract
Interventions using exercise video games, or exergames, have shown short-term cognitive and physical benefits to older adults, though long-term effects are less promising. Enjoyment of exergames may promote exergame use after the intervention period, though little work has examined older adults’ views of exergames before and after gameplay experience. We invited 20 older adults between 65 and 84 years of age (M=73.30, SD=5.95) to play two Xbox Kinect games, Just Dance and Kinect Sports Rivals, for twenty minutes. In our presentation, we will present qualitative and quantitative findings of this pilot study, including findings that older adults reported that they were not likely to play similar exergames in the future and that they did not find the exergames to be more fun compared to other ways of exercising. We will discuss implications for game design and research relevant to game developers, manufacturers, and researchers. Part of a symposium sponsored by Technology and Aging Interest Group.
Vision and Hearing Impairments in Relation to Disability-Free Life Expectancy in People From England and the United States
Authors: Zaninotto Paola , Gessa Giorgio Di , Head Jenny 
Published: December 2020

Abstract
Both hearing and vision impairments are some of the most common deficits experienced by older adults. We examined the impact of self-reported vision and hearing impairments on disability-free life expectancy (DFLE). We used harmonized data from the Gateway to Global Aging Data from the US Health and Retirement Study (HRS) and the English Longitudinal Study of Ageing (ELSA). We used discrete-time multistate life table models to estimate disability-free life expectancy by sex, age and country. In both countries and at all ages either vision or hearing impairment was associated with shorter DFLE compared to those who reported no impairments. Reporting both vision and hearing impairments reduced DFLE. For example, at the age of 50, men and women with both vision and hearing impairments could expect to live up to 12 fewer years free from disability compared with men and women with no impairments, similar results were found in both countries.