The population of older adults is expected to double over the next 30 years, bringing the worldwide percentage of older adults to around 22% (Steverson, 2018). Along with the increasing number of older adults, average life expectancy is also increasing (Chatterji, Byles, Cutler, Seeman, & Verdes, 2015). Thus, communities can expect to face a range of issues related to aging adults. Because of this demographic change, there will be an increased need for a workforce trained to address issues related to the aging population. More than a decade ago, the American Psychological Association (APA) projected an increased need for specialists in the field of aging (DeAngelis, 2008). This projection has been repeated more recently by the United States Department of Labor Statistics (2015), and currently three of the fastest growing careers include registered nurses, home health aides and personal care aides (Kauflin, 2017). These careers will increasingly serve older adults in the community and professionals will be called upon to solve new problems related to an aging community. However, we may lack a workforce sufficiently trained to develop solutions to these issues. In particular, a greater focus on aging is needed in fields of Medicine, Science, Technology, Education and Mathematics (MSTEM). We argue that in addition to the natural and social sciences, innovations for an aging populace will depend on improving knowledge about aging among MSTEM workers.
Nehrkorn-Bailey and colleagues (2018) highlight many of the research areas in which a focus on aging would allow MSTEM professionals to contribute to the field of aging. For example, in science, understanding how biology holds the key to detection, prevention and treatment of aging-related disorders is going to be important moving forward. Smart-house technologies are rapidly developing in labs across the United States. On our own campus at West Virginia University, we are beginning to collaborate with our colleagues in engineering, as they more fully realize their vision for how gerontechnology can improve the lives of older adults. Specifically, the Residents Aware Network for Intelligent Assistance (RANIA) House is a living laboratory and testing ground for a variety of new technologies to serve an aging population. In RANIA, undergraduate engineering students are testing a variety of physical stationary sensors that will detect sudden changes in positions, such as a fall. These sensors can then send camera images to family or emergency professionals. We applaud these and other engineering developments, such as those in the automotive field. One innovation in particular, anti-dazzle headlights which limit glare from on-coming traffic, benefit all drivers. These kinds of innovations make night-time driving safer for all ages, but may be especially supportive for middle-aged and older drivers.
Incorporating gerontology and aging coursework into the MSTEM curriculum can also promote better problem solving. Choosing specific curricular elements to increase aging knowledge among MSTEM students is an important task. We suggest that, like many emerging adult undergraduates, MSTEM students may hold both positive and negative stereotypes about older adults. The same effective learning modules that are used in many psychology of aging courses, which may include freshmen and sophomore pre-MSTEM majors, should suffice. But once students enter their major, they may need additional units, modules or coursework aimed at understanding functional disabilities, sensory changes, and health disparities in late life. We also advocate for a focus on healthy aging and developing ways to support older adults to maintain active and healthy lifestyles. We have been impressed with innovations from our colleagues in the disabilities fields, who focus on a range of environmental interventions, including better signage, raised gardens, and safer walkways. Just as with anti-dazzle headlights, these kinds of systemic changes benefit all residents of a community. Similarly, we applaud the work of our colleagues who work in rural gerontology. Although adults in rural areas have the same needs as older adults aging elsewhere, rural environments pose unique challenges that are not experienced in urban settings. Moreover, rural adults often seek out healthcare services in urban areas. Thus, a focus on rural aging benefits those professionals who work in urban settings (Hash, Jurkowski, & Krout, 2014).
As we educate the next generation of MSTEM professionals, it is important to note that older adults are becoming more diverse. Increased diversity in terms of race, ethnicity, sexual orientation and rurality may all contribute to the range of issues benefitting from MSTEM innovation. Because individuals with diverse backgrounds and experiences often contribute to better problem solving (Gibbs, 2014), we believe that an aging focus may attract students who are historically under-represented in the MSTEM fields. Evidence suggests that students who are first-generation college students and those who identify as members of racial and ethnic minorities are especially drawn to careers that provide an opportunity to improve their communities. If the challenges of aging, such as determining how to deal with health disparities among older adults, are to be met, it is going to be vital to train diverse individuals in order achieve the best outcomes.
About the Authors
Michaela S. Clark, MS, is a third-year doctoral student at West Virginia University. Her research focuses on cognitive aging and non-pharmaceutical interventions for dementia.
Julie H. Patrick, PhD, is a professor of psychology at West Virginia University. She is the current editor of The International Journal of Aging and Human Development. Her research focuses broadly on healthy aging among families at mid- and late life.
References
Chatterji, S., Byles, J., Cutler, D., Seeman, T., & Verdes, E. (2015). Health, functioning, and disability in older adults- Present status and future implications. The Lancet, 385, 563-575.
DeAngelis, T. (2008). Psychology’s growth careers. Monitor on Psychology, 39, 64.
Gibbs, K. (2014). Diversity in STEM: What it is and why it matters. Scientific American, 10.
Hash, K. M., Jurkowski, E. T., & Krout, J. (2014). Aging in rural places: Programs, policies, and professional practice. Springer Publishing Company.
Kauflin, J. (2017, June 21). The fastest-growing jobs in America. Forbes Magazine. Retrieved from https://www.forbes.com/sites/jeffkauflin/2017/06/21/the-fastestgrowin-jobs-in-america/#fe6ab4d29e93opens in new window
Nehrkorn-Bailey, A. M., Fiske, A., Hash, K. M., Mei, B., & Patrick, J. H. (2018). Educating the MSTEM workforce to address the needs of aging societies: A call for best practices. The International Journal of Aging and Human Development, 87(3), 219-224.
Steverson, M. (2018). Ageing and health. Retrieved from World Health Organization: https://www.who.int/news-room/fact-sheets/detail/ageing-and-healthopens in new window
U.S. Department of Labor Statistics. (2015). Fastest growing occupations, Occupational Outlook Handbook. Retrieved from https://www.bls.gov/ooh/fastest-growing.htmopens in new window