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The Executive Committee of the Academy for Gerontology in Higher Education (AGHE), formerly known as the Association for Gerontology in Higher Education, approved a proposal to establish and implement a voluntary program of evaluation known as the Program of Merit (POM). The POM designation provides gerontology programs 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. In 2014, AGHE Gerontology Competencies for Undergraduate and Graduate Education© were established and have been integrated into this process. This session will outline the Program of Merit process and present the opportunities for gerontology program leaders to advance gerontology education.

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/geriatrics programs. The Program of Merit has expanded its review now Colleges of Osteopathic Medicine and any Health Professions program may apply for Program of Merit status – your institution need not be an AGHE member to apply. The POM designation provides gerontology programs and those health disciplines 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!

Using content analysis, this study evaluated the aging content and context in 11 nutrition sub-specialty textbooks: community nutrition (n = 3), diet therapy (n = 4), and nutrition and aging (n = 4). Pages with paragraphs on aging were identified in community nutrition and diet therapy textbooks, and 10% random samples of pages were evaluated in nutrition and aging textbooks. Paragraphs were assigned to one of four categories: gerontology, nutrition as primary, nutrition as secondary, or tertiary prevention. A total of 310 pages was qualitatively analyzed using NUD*IST 5 software and quantitatively with percentages. Only 7% of community nutrition and 2% of diet therapy pages were devoted to aging. There was little integration of aging beyond the chapters on aging. Community nutrition had the most gerontology (30%) and primary prevention (43%) content. Diet therapy and nutrition and aging had more secondary prevention (33% and 42%, respectively) and tertiary prevention (27% each) content. Some important databases and studies were absent. Of the 1,239 ageism words, 10% were positive, 53% neutral, and 36% negative. Photographs were generally positive. Women, but not minorities, reflected current older adult demographics. Future textbook editions should address aging more comprehensively and positively to better prepare dietitians for the job market. Recommendations for authors, course instructors, and publishers are given.

With careful consideration, including SWOT analysis, demographic projections data, and community input, we envisioned and designed PEAKS – Personal Enrichment, Action, and Knowledge Series. In creating PEAKS our mission was to provide engaging programming designed for the older adults. Our vision was to establish the University of North Georgia, an AFU, as the region’s premiere educational and activity resource for older adults in our region. In January of 2021 PEAKS began as monthly series of virtual programs that attracted our intended constituents. During the summer programming paused. During this pause, community members approached the university and asked for PEAKS to expand to include in-person experiences during the summer months. This presentation follows our journey as we research, create, and facilitate the PEAKS programs, both virtual and in-person. We also share our research focusing on the development of PEAKS and goals and the degree to which we achieve them.