Starting a university gerontology research laboratory: Experiences from researchers in public health and psychology.

SOCIAL sciences; INTERPROFESSIONAL relations; GERIATRICS; LABORATORIES; UNIVERSITIES & colleges; COLLEGE teachers; MENTORING; PSYCHOLOGY; BEHAVIORAL sciences; PUBLIC health; PSYCHOLOGY of college students; TEACHER-student relationships

Although founding and directing an independent research laboratory is often expected of faculty at American universities, there are several barriers to successful completion of this important task. There is little guidance in the literature regarding exactly how to go about starting a research laboratory. The guidance that exists for faculty often focuses on running research labs in the "hard sciences," such as biomedical science and engineering, leaving social and behavioral scientists out of such considerations. Additionally, smaller or teaching-focused universities often have little infrastructure or support for starting a research lab, so faculty at these institutions may not know where to begin. These barriers are significant concerns for junior faculty, who are often unprepared for the realities and challenges of starting a successful research lab while obtaining other milestones required for promotion and tenure. We present two examples of recently-formed gerontology research laboratories begun by junior faculty, one in the psychology department of a research university and one in public health at a teaching-focused university. Our case studies present the reader with specific examples, lessons learned, and guidance for starting their own gerontology research laboratory in higher education, whether as a physical or virtual space, as well as recommendations on maintaining its functioning during a global pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Gerontology & Geriatrics Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)