UNIVERSITY OF SOUTH FLORIDA SCHOOL OF AGING STUDIES

Rich in tradition with a history of excellence in applied aging research, education & service

agingstudies.usf.edu A Message from the President

The School of Aging Studies at the University of South Florida is an outstanding example of our commitment to innovative interdisciplinary research and education. The School’s outstanding applied research and educational programs in aging studies address issues of concern to Tampa Bay, Florida and the world. Aging Studies is one of our top priorities and is one of USF’s beacons of excellence. We thank you for your interest in the USF School of Aging Studies.

Judy Genshaft President, USF System

TABLE OF CONTENTS

Research Programs...... 2

Educational Programs...... 3-9 Bachelor of Science Degree in Aging Sciences...... 3 Bachelor of Science Degree in Long-Term Care Administration...... 3-4 Minor in Aging Sciences...... 4 Graduate Degree in ...... 5 The School of Aging Studies Online Graduate Certificate Programs...... 6 Ph.D. in Aging Studies...... 7-8 has a dual mission: Leadership, Recognition & Awards...... 9 excellence in applied aging Scholarships & Awards...... 10 research and education Student Associations...... 11 and promotion of Florida Policy Exchange Center aging activities on Aging...... 12-13 throughout the USF campus. Campus-Wide Connections on Aging ...... 14

Aging Studies Faculty...... 15-17 FROM THE DIRECTOR

The primary mission of the School of Aging Studies is excellence in applied aging research and education. Our emphasis is on research that is aimed at improving the lives of older adults and their family members. Areas of research include aging and health, cognitive aging and Alzheimer’s disease, public policy and long-term care, and aging and health disparities.

Our gerontology education programs are among the oldest and largest in the United States. USF’s M.A. in Gerontology program, which began in 1967, was one of the first graduate programs in Gerontology in the US. Our Ph.D. in Aging Studies program, which began in 1994, has gained national prominence. Graduates of the Ph.D. program are now in top jobs in academia, government, and private industry. We have also shown tremendous growth in our undergraduate programs, including our Bachelor of Science in Aging Sciences and our Bachelor of Science in Long-term Care Administration. Moreover, we reach about 3,500 students who take a gerontology course every year, from nearly every major on the campus.

Our faculty produce high quality, high impact scholarship and publish routinely in top journals. Our extramural funding continues to grow. Our senior faculty are Fellows in the Gerontological Society of America, and several are Fellows in the American Psychological Association and the Association for Psychological Science. Our faculty serve on major editorial boards and review panels and are recipients of awards such as the American Society on Aging Gloria Cavanaugh Award for Excellence in Teaching, the University of South Florida Outstanding Undergraduate Teaching Award, the American Psychological Association Division of Adult Development and Aging Master Mentor Award, the Margret Baltes Award for Outstanding Research, the Fulbright Distinguished Chair Award and Distinguished Program Development in Clinical Gerontology Award.

We have a number of unique assets that contribute to the success of the School of Aging Studies. We have received strong and consistent support from the USF administration, and the university and the Tampa Bay area provide us with a rich environment for aging research and education. We are fortunate to be able to partner with many outstanding programs and faculty throughout USF, as well as the H. Lee Moffitt Cancer Center and Research Institute, The USF Health Byrd Alzheimer’s Institute, and the VA Medical Center. We also work closely with com- munity agencies including the Alzheimer’s Association, Area Agency on Aging, and local and retirement communities. We have also been fortunate to receive support from generous donors who have helped us endow scholarships and awards for deserving students.

I hope that you will be motivated to learn more about our research and educational programs, to enroll in our courses, and to work with us in our goal of improving the lives of older adults and their family members.

I look forward to hearing from you.

Ross Andel, Ph.D. Director, School of Aging Studies [email protected]

USF School of Aging Studies • 1 SCHOOL OF AGING STUDIES RESEARCH PROGRAM

The School of Aging Studies conducts significant research on applied aging, aimed at improving clinical practice, public policy, and the well-being of older adults and their families. Our research is funded by federal, state, and private agencies and focuses on four major areas.

Aging and Mental Health: This research includes interventions to improve Studies examining the effects of age-related condi- cognitive functioning and activities such as driving in tions on quality of life, including Alzheimer’s disease, older adults. cancer, obesity, osteoarthritis, and terminal illness. This research includes interventions to promote Public Policy and Long-Term Care: healthy aging and improve quality of life of older Studies examining the effects of informal care- adults and their families in the context of chronic giving, , nursing homes, and mental health problems, physical disease, and palliative care on cost, quality of care, and the health . This research includes interventions to and well-being of older adults. This research informs promote healthy aging in older adults and their the development and evaluation of programs and families in context of long-term care, chronic mental policies to improve long-term care, assisted living, health programs, physical disease, and disability. and end-of-life care.

Cognitive Aging and Alzheimer’s Disease: Aging and Health Disparities: Studies of aging and memory, preclinical detection Studies of disparities in health care and outcomes of Alzheimer’s disease, impact of cancer treatment among minority older adults. This research and illness on cognition, and the role of lifestyle includes studies of African-American and Hispanic factors in preventing and delaying cognitive decline. elders with chronic conditions such as arthritis, stroke, and cancer.

2 • USF School of Aging Studies AGING STUDIES EDUCATIONAL PROGRAMS

The School of Aging Studies offers undergraduate Bachelor of Science in Aging Sciences and graduate programs aimed at preparing students for careers in direct service, administration, research Requirements: and policy analysis related to aging. Our educational A Bachelor of Science in Aging Sciences entails 36 programs emphasize the linkage between research, credit hours of course work. These 36 credit hours practice and policy, with the goal of applying the include a core of six required courses. best research knowledge to the “real world” to provide evidence-based practice and policy for older Required Courses: adults. • GEY 2000 Introduction to Aging Sciences (3) • GEY 3601 Physical Changes and Aging (3) UNDERGRADUATE DEGREES • GEY 4401 Research Methods in Gerontology (3) • GEY 4612 Psychology of Aging (3) The School of Aging Studies offers a Minor in Aging • GEY 4628 Health, Ethnicity and Aging (3) Sciences and the degrees of Bachelor of Science • GEY 4641 Death and Dying (3) in Aging Sciences and Bachelor of Science in Long- • STA 2122 Social Science Statistics is a required prerequisite Term Care Administration. Students interested in these programs should contact the School as early Aging Science students complete 15 additional elective as possible in their academic careers. hours. Elective courses are available to gain special- ized expertise in areas such as mental health and Gerontology is the study of the process of human aging, geriatric care management, aging and business aging in all its many aspects: physical, psychological management, assisted living and Alzheimer’s and social. In the School of Aging Studies, particular disease care. Lastly, students complete 3 credit emphasis is placed upon applied gerontology and hours of a major capstone experience: Internship, aging. Directed Research or Senior Seminar in Aging. We began offering degrees in aging in 1967, and Students should plan to meet frequently with the we are one of the nation’s oldest programs. Our departmental advisor to plan courses and field work degree programs are interdisciplinary with faculty that will prepare them for their career goals. members selected from diverse academic and professional areas. Both undergraduate degrees Bachelor of Science in Long-Term Care provide students with a better understanding of Administration multiple perspectives involving human aging so that they gain both theoretical and practical knowledge in Requirements: classes. In addition, students have the opportunity The Bachelor of Science Degree in Long-Term Care to apply their skills in internship placements in their Administration is a specialist degree which, in area of interest. The Bachelor of Science degree in addition to providing students with a basic education Long-Term Care Administration is especially appro- in aging, is intended to prepare them for entry-level priate for students who plan to pursue graduate or positions in Administration. This professional work in aging or any other field, or who degree requires 39 hours of course work, plus plan to work with older adults in a variety of careers. prerequisites. This course of study is especially Finally, a variety of our undergraduate courses can appropriate for students who intend to begin working be used to satisfy General Education and liberal arts immediately following completion of the degree elective requirements. program.

USF School of Aging Studies • 3 Required Courses: The Minor in Aging Sciences • GEY 3601 Physical Changes and Aging (3) • GEY 4475 Program Evaluation in an Aging Society (3) An undergraduate minor in Aging Sciences is avail- able for students interested in pursuing careers in • GEY 4507 Understanding Policies and Practices of Long-term Care (3) aging in conjunction with any undergraduate major. Requirements for the minor in Aging Sciences are a • GEY 4508 Health Care Operations (3) total of 15 hours of the following courses: • GEY 4509 Regulatory and Clinical Operations (3) • GEY 4520 Legal Aspects of Health Care Administration (3) Required Course: • GEY 4608 Alzheimer’s Disease Management (3) • GEY 2000 Introduction to Aging Sciences (3) • GEY 4641 Death and Dying (3) Required Courses (Choose 2 of the • GEY 4945 Internship (9) following 3 courses): • ISM 3011 Information Systems in Organizations (3) • GEY 3601 Physical Changes and Aging (3) • MAN 3301 Human Resource Management (3) • GEY 4612 Psychology of Aging (3) Students also complete the following twenty- • GEY 4628 Health, Ethnicity and Aging (3) one hours of prerequisites: Electives: • ACG 2021 Principles of Financial Accounting (3) • Six additional GEY credit hours • ACG 2071 Principles of Managerial Accounting (3) • CSG 2100 Computers in Business (3) • ECO 2023 Economic Principles (Microeconomics) (3) • GEY 2000 Introduction to Aging Sciences (3) • MAN 3025 Principles of Management (3) • STA 2023 Introductory Statistics (3)

These courses are intended to reflect additional educational requirements mandated by the State of Florida and specified in Chapter 21z.11 of the Florida Administrative Code.

Students in the Long-Term Care Administration program should understand that they will only be allowed to register for the full-time internship (GEY 4945) after successful completion of all (or all but one) of the required courses in the B.S. major. Because the internship requires full-time effort, students will be allowed to take no more than 3 credits concurrent with the internship.

Students in the Long-Term Care Administration program are encouraged to become members of the USF Chapter of the American College of Health Care Administrators, which meets monthly on campus.

4 • USF School of Aging Studies GRADUATE DEGREE IN GERONTOLOGY

• GEY 6626 Health, Ethnicity and Aging The School has offered the Master of Arts in • GEY 6910 Capstone Directed Research Gerontology since 1967. While this program offers flexibility in the choice of courses, the students are also cautioned that certain Master of Arts Degree in Gerontology course sequences are advisable depending on future can be completed fully online. educational and professional goals.

A Master of Arts Degree in Gerontology includes 30 Online Electives: credit hours which can be completed in three or four • GEY 5503 Assisted Living Facility Management (3) semesters of course work. Students are required to • GEY 5630 Economics of Aging (3) complete a 15-credit core of Gerontology courses, and • GEY 6202 Family Caregiving in Aging and Chronic Illness (3) then elect an additional 21 credit hours, which may be • GEY 6222 Elder Abuse Assessment and Intervention (3) selected from course work, internships, directed read- • GEY 6614 Aging and Mental Disorders (3) • GEY 6616 Mental Health Assessment and Intervention with ings, or directed research. While in most cases these Older Adults (3) credits must be selected from other graduate courses • GEY 6617 Gerontological Counseling Theory and Practice (3) in Gerontology, students may take up to six hours of • GEY 6901 Directed Readings in Gerontology (1-9) courses outside Gerontology, with permission from their advisor. The degree requirements are offered fully online. Classroom/In Person Electives: • Have a bachelor’s degree from a regionally accredited • GEY 5501 Health Care Operations in Long-Term Care (3) • GEY 5642 Perspectives on Death and Dying (3) institution. • GEY 6206 Family Caregiving and Aging and Chronic Illness (3) • The GRE examination is optional for applicants who • GEY 6321 Gerontological Case Management (3) either have a 3.25 or higher GPA for all work com- • GEY 6325 Social Policy and Planning for Gerontologists (3) pleted as an undergraduate student, a 3.5 or higher • GEY 6607 Alzheimer’s Disease Management (3) in a completed master’s degree program, or a com- • GEY 6901 Directed Readings in Gerontology (1-9) pleted doctoral degree (including professional • GEY 6934 Understanding Policy and Practice in Long-Term Care (3) • GEY 6940 Internship (1-6) degrees such as the JD and MD), all from a region- ally accredited institution. Internships are available for students who need practical • For students submitting a GRE score, a preferred experience in the field of aging. Following completion of GRE score of at least 149V (41st percentile), 142Q the required 15-credit coursework, students enroll in GEY (16th percentile), 3.5 A.W. 6910 Directed Research in Gerontology, and complete a • Applicants where English is not the language of capstone applied research project. There are no language requirements. instruction must also submit a TOEFL iBT score of at least 79 which corresponds to a score of 600 on the Students who have completed a graduate certificate old TOEFL test. program offered by the School of Aging Studies may ap- • Statement of Purpose in pursuing a MA in Geron- ply all credits earned to the MA in Gerontology degree. tology Applications are accepted continuously throughout the • Current Resume year. To apply, please go to the following website: • Two letters of reference grad.usf.edu

Required Courses: • GEY 5467 Program Evaluation in Aging Services • GEY 6600 Human Development • GEY 6613 Physical Change and Aging

USF School of Aging Studies • 5 ONLINE GRADUATE CERTIFICATE PROGRAMS

The Graduate Certificate in The Graduate Certificate Clinical Aging Sciences in Gerontology

Designed for students to provide practitioners Designed to provide students with an understanding and allied health professionals with advanced of the social, psychological, physical and economic knowledge in clinical aging research and practice, forces that interact with the aging process, the the Graduate Certificate in Clinical Aging Sciences Graduate Certificate in Gerontology may be is offered fully online. completed fully online.

Admission Requirements: Admission Requirements:

• Have a bachelor’s or master’s degree from a 1. Have a bachelor’s or master’s degree from a regionally accredited institution regionally accredited institution.

• 3.0 minimum GPA 2. 3.0 GPA in upper-level undergraduate work

Program Requirements (12 credits): Program Requirements (15 credits): 1. Required Core (3 credits): 1. Required Core (6 credits) from the following: • GEY 6613 Physical Change and Aging (3) • GEY 5630 Economics and Aging (3) 2. Electives (any 9 credits from the following • GEY 6450 Gerontological Research and Planning (3) courses): • GEY 6626 Health, Ethnicity and Aging (3) • GEY 5620 Sociological Aspects of Aging (3) • GEY 6600 Human Development and Aging (3) • GEY 6600 Human Development (3) • GEY 6613 Physical Change and Aging (3) • GEY 6230 Health Care Risk Management and Patient Safety (3) 2. Electives (any 9 credits from Gerontology courses at the 5000 and 6000 level) • GEY 6614 Aging and Mental Disorders (3) • GEY 6616 Mental Health Assessment and Intervention with Older Adults (3) Only courses officially recognized by the program will • GEY 6617 Gerontological Counseling Theory and be credited toward the Certificate. Practice (3)

For more information about Graduate Certificates offered in the School of Aging Studies call 813-974-2414 or visit us online at gradcerts.usf.edu

6 • USF School of Aging Studies Ph.D. IN AGING STUDIES l University Faculty Positions • Brown University • University of Wisconsin – Eau Claire The Ph.D. in Aging Studies program began in 1995. • University of Wisconsin – Milwaukee It is a campus-wide, interdisciplinary research training • Southern Illinois University – Edwardsville program. Students select research mentors from • James Madison University • Georgia State University faculty throughout campus and develop individually • North Dakota State University tailored training programs, generally focused in one of • University of California, Los Angeles four areas: • University of North Carolina l Aging and Health Disparities • University of Alabama • Ohio State University l Aging and Mental Health • Newcastle University l Cognitive Aging and Alzheimer’s Disease • Youngstown State University l Public Policy and Long-Term Care l Research Scientist Examples of Recent Aging Studies Ph.D. • Office of Disability, Aging and Long-term Care Policy, Dissertations Department of Health and Human Services

• Health Services Advisory Group l Aging and Health • Substance Abuse and Mental Health Services Administration • Lipoproteins and Health Outcomes • Providence Medical Center • Pain and Physical Function in a Socioeconomically • Relias Diverse Sample of Black and White Adults Admission Requirements: l Aging and Mental Health • Mental Health Services use among older blacks The Ph.D. in Aging Studies is a research-oriented and white with serious mental illness program designed to train future leaders in the field of • Online training in mental health and person- aging. The program admits students who show centered care for long-term staff exceptional promise to become strong academic, l Cognitive Aging and Alzheimer’s Disease public sector, and corporate researchers. Students • Genetics Moderators of Cognitive Decline should expect to enroll in the program full-time. • Nutrition, Inflammatory Biomarkers, and Cognition in Students may also apply for the program as part-time Older Adults students, but must meet additional admission criteria. l Public Policy and Long-Term Care The minimum academic requirements for admission • Family discussions about advance care planning to the program are a GPA of 3.25 and completion of • Online care training for LTC providers the GRE within the last five years,with preferred th th Examples of Recent Graduates’ Positions scores of at least the 50 percentile on Verbal, 30 percentile on Quantitative and 50th percentile on Graduates from the Ph.D. in Aging Studies program Analytical Writing. Most international applicants must have taken research and teaching positions in academia, also submit a TOEFL iBT score of at least 79 which government, and private industry. Recent graduates corresponds to a score of 600 on the old TOEFL test. have taken positions at the following institutions: In addition, students must submit their best example l Postdoctoral Fellowships of a single-authored writing sample, and a statement of their research experience and goals. Three letters • Duke University • Pennsylvania State University of recommendation from individuals familiar with the • University of Pittsburgh student’s work or research are also required. • Wake Forest University • Washington University – St. Louis The deadline to apply: December 11

USF School of Aging Studies • 7 Contact: Dr. Ross Andel Ph.D. in Aging Studies Program School of Aging Studies University of South Florida 4202 East Fowler Avenue, MHC 1300 Tampa, FL 33620 Or e-mail: [email protected]

Program Requirements: There are four core courses, two methods courses, and a Proseminar/Graduate Seminar Series that constitute the interdisciplinary requirements for the program. The core and methods courses are: • GEY 7604 Biomedical Aging (3) • GEY 7610 Psychological Aging: Interdisciplinary Perspectives (3) • GEY 7649 Population Aging (3) • GEY 7623 Social and Health Aspects of Aging (3) • GEY 6402 Statistical Methods in Aging Research (3) • GEY 6403 Multivariate Statistical Analysis for Aging Research (3)

Students are required to enroll in the Aging Studies Proseminar or Graduate Seminar each Fall and Spring semester of their first two years. The Seminars inves- tigate different topics each year and are led by faculty from different disciplines. Proseminar includes presenta- tions and in-depth discussions with nationally prominent researchers brought to USF as part of the Aging Distin- guished Lecture Series. Students also present their own research projects and discuss current research. All students complete a First Year Research Project, designed to be presented at a national conference in the fall of their second year. Students work with their primary advisor to select an advisory committee, which guides selection of courses and research experience. Students develop individualized courses of study, allowing specialization in a wide vari- ety of content areas and research methods. Supervised research experience is available from a number of faculty with diverse research expertise.

Teaching Experience: All Ph.D. students have the opportunity to teach in the Aging Sciences undergraduate curriculum. Students teach courses relevant to their research interests, pro- viding them with teaching experience when they start their academic research careers.

8 • USF School of Aging Studies LEADERSHIP, RECOGNITION & AWARDS

• FACULTY • Dr. Lindsay Peterson, Research Assistant Professor at the USF School of Aging Studies, received a grant from The Dr. Kathryn Hyer, Professor, Associate Director of the Patrick and Catherine Weldon Donaghue Medical Research School of Aging Studies, and Director of the Florida Policy Foundation. The $143,911 grant was awarded in 2018 for Exchange Center on Aging, is the president elect of the a proposal to study nursing home consumer complaints Gerontological Society of America (GSA). nationwide and determine their relationship to quality of care.

Dr. Ross Andel, Professor, Director of the School of Dr. Debra Dobbs, Associate Professor, is Editor of the Aging Studies and Director of the PhD in Aging Studies Gerontology and Geriatric Medicine journal, a Fellow of at USF, was the 2017 recipient of the Fulbright Distin- the Gerontological Society of America and elected as the guished Chair Award in Arts, Humanities, and Social Secretary of the Social Research Policy and Practice Section Sciences to the Australian National University in Canberra, of GSA. Australia. In 2018, Dr. Andel received the 2018 USF Nexus Initiative (UNI) Award. The award provides travel funds for Dr. Andel and two Ph.D. in Aging Studies students to travel to Prague, Czech Republic, to work with data from the • ALUMNI • Czech Brain Aging Study. Dr. Victor Molinari, Professor at the USF School of Aging Dr. Yuri Jang, a Professor at the University of Southern Studies, is the former President of the American Board California, who received her PhD in Aging Studies from of Geropsychology, the Society of Clinical Geropsychology, USF in 2000, is the 2018 recipient of the Minority Issues and Psychologists in Long Term Care. He is the winner in Gerontology Committee Outstanding Mentorship Award of APA Division 20 (Adult Development and Aging) ‘John from the Gerontological Society of America. Dr. Jang is also Santos Distinguished Program Development in Clinical GSA Treasurer (2017-2020). Gerontology Award ‘; the APA Committee on Aging ‘CONA Award for the Advancement of Psychology and Aging’; Dr. Giyeon Kim, Associate Professor at the University of Psychologists in Long Term Care Professional Award for Alabama at Tuscaloosa, who received her PhD in Aging ‘Outstanding Contributions to Psychology in Long Term Studies from USF in 2007, is the 2018 recipient of the Care’; and the Society for Clinical Geropsycho-logy ‘M. Powell Margret and Paul Baltes Award, which acknowledges Lawton Award for Distinguished Contributions to Clinical outstanding early career contributions in behavioral and Geropsychology’. social gerontology. Dr. Soomi Lee, Assistant Professor at the USF School of Dr. Kali Thomas, Associate Professor at Brown University, Aging Studies, was the 2015-2016 recipient of the Early who received her PhD in Aging Studies from USF in 2011, Career Work and Family Fellowship awarded by the Work was the 2016 recipient of the Carroll L. Estes Rising Star and Family Researchers Network (https://wfrn.org/1191-2/). Award given by the Gerontological Society of America.

USF School of Aging Studies • 9 SCHOLARSHIPS & AWARDS

The Wiley P. Mangum Endowed Scholarship: To honor our hrough the generous support of many donors, the T retired colleague, Emeritus Professor Wiley P. Mangum, a School of Aging Studies has a number of scholarships scholarship was established for the purpose of encouraging and awards that support our programs. Current schol- students who want to pursue a career in aging. An award is arships and awards include: given to an undergraduate student in Aging Studies for support in the final year of his/her degree.

The H. Edward Greely and Mildred Greely Endowed Harold L. Sheppard Endowed Memorial Scholarship: This Fellowship: This fellowship was established by the family scholarship is awarded to an outstanding Masters student of Edward and Mildred Greely, in memory of their parents. who has demonstrated the highest level of academic perfor- It will be awarded to an outstanding Ph.D. student in Aging mance and promise as a gerontologist. Studies whose research is dedicated to improving the lives of older adults and their families, especially in case of The Dick Rotsell Memorial Endowed Scholarship in Alzheimer’s disease and dementia. Gerontology: This scholarship is awarded to a Junior or Senior pursuing a career in Long-Term Care Administration. The Kymberly J. Harris Scholarship in Long-Term Care The recipient must be a resident of Pasco or Pinellas County. Administration: This scholarship was established in memory The Tollette Family Endowed Scholarship: Recognizes an of Kymberly Harris by her family. Kym was one of our BS upper-level undergraduate student who has demonstrated students and an excellent role model for what can be significant scholarly achievement and who shows financial achieved in a long-term care setting by a dedicated and need. highly competent administrator. It is awarded annually to a student in the Long-Term Care Administration program who The Dr. Tom Rich Scholarship: Presented by the Board of demonstrates academic excellence, financial need, and a Directors of West Coast Area Agency on Aging. A $1,500 passion for working with seniors in long-term care settings. award to a Masters student currently enrolled in an internship.

10 • USF School of Aging Studies STUDENT ASSOCIATIONS

Students are served by three organizations. Students association of administrators of long-term care facili- in the B.A., B.S. or M.A. programs may apply to be ties. The students have opportunities to attend local members of the Sigma Phi Omega (SPO) honor meeting of administrators as well as regional and society. SPO is a national academic honor and pro- national conferences. fessional society in gerontology that recognizes the excellence of those who study gerontology/aging Masters and Doctoral students in Aging Studies may and the outstanding service of professionals who join the Student Association for Aging Studies work with or on behalf of older persons. (SAAS). The purpose of SAAS is to offer academic and social support for our interdisciplinary students Students interested in Long-Term Care Administra- across campus, provide student representation on tion may join the Student Chapter of the American the Ph.D. Governance Committee, and organize College of Health Care Administrators, a national events to support the aging studies profession.

USF School of Aging Studies • 11 FROM THE DIRECTOR OF THE FLORIDA POLICY EXCHANGE CENTER ON AGING

The Florida Policy Exchange Center for Aging is a Research Center within the School of Aging Studies, in USF’s College of Behavioral and Community Sciences. The Center is dedicated to improving the lives of older adults through research into key long-term care policies – from the cost of in-home services to the quality of nursing . Center faculty have received significant grant funding, including federal grant support to investigate the effects of Hurricane Irma on nursing homes and assisted living communities and private foundation support to study nursing home consumer complaints nationwide.

A primary focus of the Center is to provide students in the School of Aging Studies opportunities to work with faculty on policy-related research.

The Center was created in 1992 to conduct research and policy analysis for the Florida Legislature. In 2003, the Center joined the USF Department of Gerontology to create the School of Aging Studies. The merger expanded the Center’s capacity to conduct research and evaluation projects with faculty and students, while contributing to the School of Aging Studies’ educational mission. The Center encourages interdisciplinary research with faculty and students from within the College of Behavioral and Communication Sciences (Communication Sciences and Disorders, the Florida Mental Health Institute, and School of Social Work) and across Colleges at USF. Recently, the Center worked with the Colleges of Nursing, Medicine, and Pharmacy to receive a $3.1 million Geriatric Workforce Enhancement Project. The Center also has relationships with State agencies and non-profit and private organizations that contract with Center staff to conduct research and policy analyses. For example, the federally mandated organization that evaluates Medicare programs contracted with the Center to support efforts to reduce antipsychotic medication in nursing homes. Center researchers also have signed contracts with the Florida Department of Elder Affairs and the Florida Agency for Health Care Administration to conduct several projects. These include reviewing and approving a dementia training program for long-term care employees; reporting to the Florida Legislature on the effect of staffing standards on quality of nursing home care; assessing Medicaid hospice utilization; and interviewing frail elders about services to keep them in the community. The Center is also active in end-of-life research and collaborates with community hospice partners and the USF Center for Hospice, Palliative Care and End-of-Life Studies.

Graduate students participate in Policy Center’s research projects, many of them using the Center’s rich set of databases. The faculty work closely with students to help them publish in high-impact journals and conduct dissertation research. This includes helping students obtain dissertation grants. One recent graduate received an Agency for Healthcare Research and Quality dissertation grant for her policy-related dissertation on patient safety in nursing homes. Another received support from the Center for Hospice, Palliative Care and End-of-Life Studies for her dissertation work on family involvement in advance care planning.

Graduates of the School of Aging Studies who work with Policy Center faculty find key positions conducting research in government agencies and prestigious academic settings.

Kathryn Hyer, Ph.D., MPP Professor, USF School of Aging Studies & Director, Florida Policy Exchange Center on Aging

12 • USF School of Aging Studies FLORIDA POLICY EXCHANGE CENTER ON AGING (FPECA)

A Research Center within the School of Aging Studies, FPECA foundation grants to explore specific issues, including nursing conducts research and analysis to address how to deliver and home safety and disaster preparedness. Students benefit from improve care to older adults, from those living at home to this work because they are able to work directly with Center nursing home residents. Its faculty inform and advise policy researchers who teach and mentor in the School of Aging makers, media representatives, and advocates on programs Studies. More information, in addition to Center faculty and and services for older adults. Recent studies have examined student publications, can be found on the Center’s website: nursing home staffing and end-of-life care communication. fpeca.usf.edu. Researchers with the Center have received federal and

CENTERS WITHIN THE FLORIDA POLICY EXCHANGE CENTER

Florida Training Academy on Aging State Data Center on Aging The Academy coordinates efforts to provide high The State Data Center on Aging is dedicated to ongoing quality, affordable and accessible training to public expert policy analysis and program evaluation research. and private organizations serving elders in Florida. The The Data Center, through contracts and user-agreements Academy’s mission is to develop and evaluate aging- with state and federal entities, contributes to analytical related training programs. Since 2001, under a contract reports on aging-related issues in the areas of health with the Department of Elder Affairs, Training Academy care, end-of-life care, mental health care, assisted faculty and staff have reviewed each Alzheimer’s living and nursing home policy, impacts of natural curricula and certify the curricula meet Florida’s legis- disasters on elders and long-term care. Researchers latively required training for direct care staff in nursing have used and linked the following data bases: Nursing homes, assisted living and home health. The Academy Home Minimum Data Sets (MDS), Nursing Home Online developed, through continuing education, the first Survey and Certification Reports (OSCAR),Medicare, on-line health care risk management and patient Nursing Home Patient Safety survey, State Medicaid safety program to meet the state’s education require- files, Provider cost reports, Area Resources Files, ments for those seeking risk management licensure. Nursing home staffing data, Long-term care focus, Faculty and staff work with state agencies and health Home and community-based waiver data, National care providers to develop and tailor training programs Long-Term Care Survey, Longitudinal Study on Aging, as needed. AHEAD (Asset and Health Dynamics of the Oldest Old), Health and Retirement Survey (HRS), CIRTS (Florida client data), and U.S. Census.

USF School of Aging Studies • 13 CAMPUS-WIDE CONNECTIONS ON AGING

The University of South Florida has extensive research, The following are examples of the variety of research educational, and service programs devoted to aging. on aging that is ongoing at USF. These programs are based in units throughout the USF BASIC SCIENCE campus, including both the Academic Affairs and USF • Aging, Stem Cells and Brain Repair Health divisions. In addition, we have close partner- • Aging and Oxidative Stress ships with the H. Lee Moffitt Cancer Center and • Animal Models of Alzheimer’s Disease Research Institute, USF Health Byrd Alzheimer’s • Animal Models of Prebycusis Institute, and VA Medical Center. Over 160 faculty are • Genetics of Alzheimer’s Disease involved in research on aging which includes basic sci- • Neural Mechanisms of Behavior ence, social and behavioral research, clinical research, • Neurobiology of Aging and public policy analysis. Many USF aging researchers collaborate with scholars from diverse disciplines and SOCIAL AND BEHAVIORAL RESEARCH • Aging and Hearing Loss across traditional academic boundaries. • Cognitive Aging and Alzheimer’s Disease The aging collaborations include: • Cultural Diversity and Aging • Death, Dying and Bereavement • Center for Hospice, Palliative Care, and End-of-Life Studies • Family Caregiving • Center for Excellence for Aging and Brain Repair • Improving Driving Skills in Older Adults • Division of Geriatric Medicine • Language Rehabilitation After Stroke • Florida Policy Exchange Center on Aging • Mental Health and Aging • Modeling Memory Change in Aging • Osher Lifelong Learning Institute • Stress Coping and Health • Senior Adult Oncology Program, H. Lee Moffitt Cancer Center • Sleep Disturbance in Aging

• USF Health Byrd Alzheimer’s Institute CLINICAL RESEARCH • USF Memory Disorders Clinic • Aging and Cancer • Global Center for Hearing and Speech Research • Cancer Treatment Effect on Cognition • Clinical Trials for Alzheimer’s Disease • Center for Innovation on Disability and Rehabilitation Research • Communication Disorders and Aging • Epidemiology of Alzheimer’s Disease • Falls in Older Adults • Hypertension, Heart Disease, and Cardiac Rehabilitation • Late Life • Neural Transplantation for Neurodegenerative Disease • Palliative and End-of-Life Care

PUBLIC POLICY ANALYSIS • Community-Based Long-Term Care • End-of-Life Care in Nursing Homes • Health, Economics, and Retirement • Health, Employment & Housing of Older Adults • Long-Term Care Staff Training • Managed Care and Long-Term Care • Mental Health Services and Policy

14 • USF School of Aging Studies SCHOOL OF AGING STUDIES FACULTY

Ross Andel, Ph.D., Professor and Director Debra Dobbs, Ph.D., Associate Professor Specialties: Risk Factors for Cognitive Impairment and Dementia; Specialties: , Assisted Living and Nursing Home Early Identification of Cognitive Impairment; Predictors of Cognitive Research; Advance Care Planning, Hospice and Palliative Care; Decline; Statistical Methods Staff Education; Mixed Methods Research Recent Publications: Recent Publications: Sadeq, N. A., Valdes, E. G., Bush, A. L. H., & Andel, R. (2018). The Dobbs, D., Kaufman, S. & Meng, H. (2018). The association Role of Personality in a Regular Cognitive Monitoring Program. between assisted living direct care worker end-of-life training and Alzheimer Disease and Associated Disorders, 32 (3), 226-231. hospice use patterns. Gerontology and Geriatric Medicine, 4:1-5. PMID: 29623288. Andel, R., Dávila-Roman, A. L., Grotz, C., Small, B. J., Markides, K. S., & Crowe, M. (2017). Complexity of Work and Incident Zimmerman, S., Dobbs, D., Roth, E. G., Goldman, S., Peeples, A. Cognitive Impairment in Puerto Rican Older Adults. The Journals of D., & Wallace, B. (2016). Promoting and protecting against stigma Gerontology: Series B. Epub ahead of print. in assisted living and nursing homes. The Gerontologist, Jun; 56 (3):535-47. doi:10.1093/geront/gnu058. PMID: 24928555. Laczó, J., Andel, R., Nedelska, Z., Vyhnalek, M., Vlcek, K., Crutch, S., Harrison, J., & Hort, J. (2017). Exploring the contribution Peterson, L.J., Meng, H., Dobbs, D., & Hyer, K. (2016). Gender of spatial navigation to cognitive functioning in older adults. Differences in Mobility Device Use Among U.S. Older Adults. Neurobiology of Aging, 51, 67-70. Journals of Gerontology: Social Sciences. Advance Online Publication. doi:10.1093/geronb/gbw081.

William E. Haley, Ph.D., Professor Kathryn Hyer, Ph.D., MPP, Professor and Director, Florida Specialties: Family Caregiving in Stroke, Cancer, Dementia, and Policy Exchange Center on Aging End-of-Life; Stress and Coping; Psychosocial Interventions for Older Adults and their Family Specialties: Quality of care and life in nursing homes and assisted living; Long-term care supports and services; Evaluation Recent Publications: of geriatric and gerontology education and training programs; Badana, A. N. S., Marino, V. R., & Haley, W.E. (in press). Racial Disaster preparedness in long-term care settings. differences in caregiving: Variation by relationship type and Recent Publications: dementia care status. Journal of Aging & Health. Black, K., & Hyer, K. (2016). From Aging-in-Community to Age- Roth, D. L., Fredman, L., & Haley, W. E. (2015). Informal caregiving friendly Community: Translating Research into Practice. The and its impact on health: A reappraisal from population-based International Journal of Aging and Society. 6 (4):59-71. studies. The Gerontologist, 55, 309-319. doi:10.1093/geront/ gnu177 Peterson, L.J., Meng, H., Dobbs, D., Hyer, K. (2016). Gender differ- ences in mobility device use among U.S. older adults, The Journals Haley, W. E., Roth, D. L., Hovater, M., & Clay, O. (2015). Long- of Gerontology Series B: Psychological Sciences and Social Sci- term impact of stroke on family well-being: A population ences, doi: 10.1093/geronb/gbw081 based case-control study. Neurology, 84, 1323-1329. doi:10.1212/ WNL.0000000000001430 1526-632X Brown, L. Christensen, J., Ialynytchev, A., Thomas, K., Frahm, K., Hyer, K. (2015). Experiences of Assisted Living Facility Staff in Evacuating and Sheltering Residents During Hurricanes. (published online) doi:10.1007/s12144-015-9361-7

USF School of Aging Studies • 15 Soomi Lee, Ph.D., Assistant Professor Hongdao Meng, M.P.H., Ph.D., Associate Professor Specialties: Sleep; Work and Family; Daily Stressors and Specialties: Health Economics and Outcomes Research, Health Resources; Lifespan Developmental Trajectory of Health Behaviors; Policy, Disease Management, Health Promotion, and Research Micro-longitudinal Methods Methods Recent Publications: Recent Publications: Lee, S., Martire, L.M., Damaske, S.A., Mogle, J.A., Zhaoyang, R., Sun, X., Meng, H., Hyer, K., Li, M., Bayesian Data Analytics for Almeida, D.M., & Buxton, O.M. (2018). Covariations in couples’ Personalized Hospital Length-of-Stay Modeling and Analysis, The Industrial and Systems Engineering Research Conference (ISERC) nightly sleep and gender differences. Sleep Health, 4(2), 201-208. 2016. doi: 10,1016/j.sleh.2017.10.009. Peterson, L., Meng, H., Dobbs D., Hyer, K., Mobility Device Use Chen, T-Y., Lee, S., & Buxton, O.M. (2017). A greater extent of Among Older Adults: The Role of Gender. Journal of Gerontology: insomnia symptoms and physician-recommended sleep medication Social Sciences, 2016 Aug 5. pii: gbw081. [Epub ahead of print]. use predict fall risk in community-dwelling older adults. Sleep, 40(11), zsx142. doi: 10.1093/sleep/zsx142 Meng, H., Friedberg, F., Castora-Binkley, M., Cost-Effectiveness of chronic fatigue self-management versus usual care: a pilot Lee, S., McHale, S.M., Crouter, A.C., Kelly, E.L., Buxton, O.M. & randomized controlled trial. BMC Family Practice, 2014; 15:184. Almeida, D.M. (2017). Perceived time adequacy improves daily well-being: Day-to-day linkages and the effects of a workplace intervention. Community, Work & Family, 20 (5), 500-522. doi: 10.1080/13668803.2017.1365691

Victor Molinari, Ph.D., Professor Lindsay Peterson, Ph.D., Assistant Research Professor Specialties: Mental Health Outcomes in Long Term Care; Specialties: Long-term Care Quality Assessment; Long-term Care Serious Mental Illness in Older Adults; Professional Issues in Communication and Consumer Decision Making; Advance Care Geropsychology; Reminiscence Therapy; Personality Disorder in Planning; Mixed-Methods Research Older Adults Recent Publications: Recent Publications: Peterson, L., Dobbs, D., Meng, H., Gamaldo, A., O’Neil, K. & Molinari, V. & Ellis, M. (2017). Psychological interventions in Hyer, K. (2018) Sharing end-of-life care preferences with family long-term care settings. In N. Pachana (Ed.), Encyclopedia of members: Who has the discussion and who does not. Journal of geropsychology (pp. 1926-1931). New York: Springer Palliative Medicine, 21(04), 463-472. doi: 10.1089/jpm.2017.0357. Jester, D. J., Hyer, K., Molinari, V., Andel, R ., & Rozek, E. (2018). Peterson, L., Meng, H., Dobbs, D., & Hyer, K. (2017) Gender Age-dependent determinants of antipsychotic use among residents differences in mobility device use among U.S. older adults. The of skilled nursing facilities: A population-based study. International Journals of Gerontology, Series B: Psychological Sciences and Journal of Geriatric Psychiatry, 33, 1370-1382. https://doi.org/ Social Sciences, 5 (10), 827–835. doi:10.1093/geronb/gbw081 10.1002/gps.4934 Sadeq, N., & Molinari, V. (2018). Personality, depression, Peterson, L.J. & Hyer, K. (2015) Shifting to Medicaid managed and cognition in older adults: Implications for practice. Clinical long-term care: Are vulnerable Florida beneficiaries properly Gerontologist, 41(5), 1-14. https://www.tandfonline.com/doi/pdf/ informed? Journal of Applied Gerontology, 35 (10), 1077–1094. 10.1080/07317115.2017 doi:10.1177/0733464815570668 Muralidharan, A., Klingaman, E., Molinari, V., Goldberg, R. (2018). Perceived barriers to older and younger veterans with Serious Mental Illness. Psychiatric Rehabilitation Journal, 41 (1), 67-71. http://psycnet.apa.org/doi/10.1037/prj0000245”http://dx.doi.org/ 10.1037/prj0000245

16 • USF School of Aging Studies Brent J. Small, Ph.D., Professor Brianne Stanback, Ph.D., Instructor, and Assistant Director Specialties: Memory & Cognitive Performance; Cognitive Changes of Academic Affairs Following Cancer Treatment; Longitudinal Statistical Methods Specialties: Aging in vulnerable or special populations; Recent Publications: gerontology and higher education, specifically curriculum Jim, H.S.L, Jennewein, S.L., Quinn, G.P, Reed, D.R., Small, B.J. development and strengths based practices in higher education Cognition in Adolescent and Young Adults Diagnosed With Cancer: Recent Publications: An Understudied Problem. J Clin Oncol. 2018;0(0):JCO2018780627. Greve, A. and Stanback, B. (2013). Appreciative Inquiry (AI) in Epub 2018/07/25. doi: 10.1200/JCO.2018.78.0627. higher education: An annotated bibliography. Journal of Apprecia- Small, B. J., Scott, S B., Jim, H.S., & Jacobsen, P.B. (2015). Is tive Education, (2) 1, 1-10. Cancer a Risk Factor for Cognitive Decline in Late Life? Gerontology. doi:10.1159/000381022 Stanback, B. & McEvoy, C. (2012). Navigating uncharted waters: Appreciative Advising for masters students. Journal of Apprecia- Small, B. J., Dixon, R.A., McArdle, J. J., & Grimm, K. J. (2012). tive Education, 11, 41- 45. Do changes in lifestyle engagement moderate cognitive decline in normal aging? Evidence from the Victoria Longitudinal Study. Stanback, B. & King-Kallimanis, B. (2011). Older offenders and Neuropsychology, 26(2), 144-155. doi:10.1037/a0026579 homicide: What can we learn from the Chicago Homicide Dataset? Homicide Studies, 151, 32-47.

Emeritus Faculty

Juanita Garcia, Ed.D., Life Span Human Development; Elder Abuse; Aging and Sexuality

Wiley Mangum, Ph.D., Ethics and Aging; Social Gerontology; Housing for the Elderly

Cathy L. McEvoy, Ph.D., Memory Changes in Older Adults; Modeling Knowledge Structures

Larry Polivka, Ph.D., Long-term Care; Affordable Healthcare

Sandra Reynolds, Ph.D., Guardianship; Trends in Health; Obesity and Active Life Expectancy

Sue Saxon, Ph.D., Physical Changes and Aging; Gerontological Counseling; Health Promotion

USF School of Aging Studies • 17 To I-275 East Fletcher Avenue To I-75 and US 301

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