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When Katie Ehlman, Ph.D., first taught English to older adults in Japan, she saw their joy and determination as a reminder that growth does not stop with age. That early experience, along with time spent working in long-term care and her close relationship with her grandmother, sparked a lifelong commitment to improving the lives of older adults through education and research.
The Â鶹´«Ã½AV School of Public Health recently welcomed Ehlman as the Judith A. Sugar Endowed Professor in Gerontology. She began teaching this semester, bringing her expertise in aging, dementia care and community-based research to Northern Nevada.
The professorship honors Judith A. Sugar, Ph.D., FAGHE, CPG, who taught gerontology and aging studies at the University for more than two decades. Sugar’s work focused on retirement, end-of-life decision-making and the psychology of aging, and she was deeply committed to preparing students to understand and respond to the realities of growing older in Nevada and beyond.
Today, as Americans are living longer than ever before, public health experts are paying closer attention to the needs of an aging population. Concerns about health care costs, financial security, physical changes, loneliness and the desire to “age in place” are shaping both policy and community programs.
We asked Dr. Ehlman about her vision for gerontology at the University and how her work will address the challenges and opportunities for aging.
Q: What drew you to the field of gerontology?
My interest in gerontology was shaped by a combination of personal and professional experiences. After completing my undergraduate degree, I taught English in Japan where one of my classes consisted of older adults learning English for the first time. Their enthusiasm and commitment to learning sparked my interest in growth and development across the lifespan and I began to see older adults as a population that “grew” into older adulthood. Later, as a young professional working in the long-term care industry in St. Louis, I enjoyed working closely with the elders who lived in these care settings. I saw staff dedication, care and commitment along with industry challenges. This experience solidified my decision to pursue a Ph.D. with the goal of improving the lives of older adults through education and research. Finally, on a personal note, I had a close relationship with my grandmother, which gave me a deeper appreciation for the aging experience and continues to influence my work today.
Q: What excites you most about joining the faculty at the Â鶹´«Ã½AV?
One of the main reasons I was drawn to Nevada is the energy and innovation in the areas of gerontology and geriatrics happening at UNR. I am inspired by the opportunity to join a community of faculty dedicated to research to enhance the lives of elders and to contribute to academic programs that encourage students to consider careers in aging.
UNR’s leadership in gerontology and geriatrics is nationally recognized which is a direct result of dedicated faculty like Jennifer Carson, Peter Reed, and Haosen Sun - and because of the foundational contributions of Dr. Sugar, and many others.
Q: The professorship you now hold was named in honor of Judith A. Sugar, who dedicated her career to teaching about aging at the Â鶹´«Ã½AV. How does her legacy inspire your work?
Dr. Sugar and Dr. Tracy’s generous gift to endow this faculty position is a testament to their commitment to the field of gerontology. Dr. Sugar’s impacts are felt nationally through the Gerontological Society of America and the Association for Gerontology in Higher Education, as well as through her scholarly work, including her textbook focused on a positive interdisciplinary approach to aging. Dr. Sugar also was instrumental in opening doors to students to the many careers in this field. I am both humbled and inspired to carry forward Dr. Sugar’s legacy - advancing gerontological education, research and community engagement through this professorship.
Q: What project or accomplishment from your past work are most proud of?
I am most proud of the work that elevates gerontology and geriatrics, especially through the success of my former students. Many had never considered careers in aging before taking gerontology classes, and now they serve elders in meaningful ways - as nursing home administrators with a focus on person-centered care, care managers supporting elders to age/live-in place, and researchers advancing eldercare. Seeing their dedication and impact in the community is incredibly rewarding, and I feel fortunate to have supported their academic journeys and to continue to work alongside them as colleagues.
Q: In your view, what are some of the most pressing public health concerns facing older adults today?
As the population ages, the public health landscape is shifting to meet the needs of the evolving older adult population. In my view, three key areas of focus stand out: promoting healthy aging at the individual level, addressing healthcare workforce shortages and challenging ageism.
A key area of focus in healthy aging is brain health. Advancing research on modifiable risk factors for dementia and translating that research into evidence-based community education programs is essential for promoting cognitive health.
Advancing research on modifiable risk factors for dementia and translating that research into evidence-based community education programs is essential for promoting cognitive health.
Healthcare workforce development is a pressing issue both nationally and globally. There is a growing need for workforce solutions that include innovative public-private partnerships and new models of curriculum development in secondary and post-secondary educational institutions preparing a workforce to care for our aging population.
Finally, ageism is a pervasive public health concern, recognized by the World Health Organization, that impacts individual health and wellbeing. Having studied this construct for over 15 years, I believe we all have a role to play in our internalized ageism (our own age-related biases), interpersonal ageism (interactions with each other), and institutional ageism (policies and practices).
Q: How does your research and teaching philosophy align with the mission of the School of Public Health?
I feel fortunate to work in a community where my research and teaching closely align with the mission of the School. Fundamental to much of my research is the creation of “shared spaces” to serve older adults.
Examples of this could be developing community partners to offer new models of age-friendly healthcare, collaborating with electrical engineering faculty to explore ethical considerations in AI-enabled gerotechnology, and designing novel research methodologies with CIS faculty utilizing eye-tracking technology to explore behavioral interventions for people living with dementia. These efforts contribute to promoting the health and well-being of individuals and communities.
In teaching, my philosophy focuses on connecting the generations, changing attitudes, fostering innovation and creativity, and promoting respect – principles that support preparing a diverse and skilled public health workforce I also emphasize building trust and modeling strength through gentleness, which I have found helps to create inclusive learning environments.
Q: What is one thing you wish more people understood about aging and/or aging populations?
One my mentors, Dr. Bill Thomas, says, “Aging is a team sport.” Aging is multi-faceted -at the individual, community, and societal levels. We don’t age in isolation, just like we don’t live in isolation. Each of us is a valuable member of this team!
About the professor
Katie Ehlman, Ph.D., is the Judith A. Sugar Endowed Professor in Gerontology. Her research lies in the areas of nursing home quality, healthcare workforce and student attitudes about aging, where she published numerous peer-reviewed articles. Much of her current research focuses on the application of the Institute for Healthcare Improvement’s Age-Friendly Health Care 4Ms applications in primary care and community settings.
