PROGRAM STANDARDS AND FACULTY DEVELOPMENT IN GERONTOLOGY INSTRUCTION: A ROLE FOR PROFESSIONAL ORGANIZATIONS

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Abstract
At issue is the current movement within gerontology education to adopt “program standards” for gerontology instruction in higher education. This paper presents a view, supported by the literature in higher education, that issues of quality cannot be resolved through the imposition of standardized curricular organization. It is proposed here that if program quality is the issue, faculty development is the prerequisite. Several recommendations are presented regarding the role professional organizations can play in furthering faculty development.

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