Engaging Learners in the Development of Essential Research Skills (ELDERS) Rosen Panel for Best Practices in Gerontological Infusion CSWE Annual Program Meeting November 7, 2009 Greta Slater, PhD Andrew Rider, BSW Ball State University

Presentation Objectives Describe context for aging infusion at BSU Outline curricular infusion at Ball State Summarize ELDERS project methods and data collection Share ELDERS project first year outcomes and implications for Social Work education & research Answer questions about our project Greta

ELDERS: Background In 2011, Baby Boomers begin turning 65 Experts estimate a serious shortage of healthcare workers specializing in aging Katie Couric’s segment National Institute on Aging estimates we will need around 60,000 more SW Only around 5,000 SW choose aging 75% of NASW members have elders on their caseload—up from 60% in1990 (NASW, 2005) Andrew?

Rationale for ELDERS Project Despite the increasing proportion of elders on SW caseloads, interest in aging has not changed (Hooyman & Tompkins, 2005) Students who have aging experiences more likely to 1) be interested in aging, 2) take a job in aging (Curl, Simons, & Larkin, 2005) Infusion model is well-documented as the best way to deliver aging content Research courses are least “infused” part of the curriculum (Curl, Simons, & Larkin, 2005) Greta

Background: Ball State University Founded in 1918 as a teacher’s college by the Ball Brothers (Ball jars used for canning) Residential 4-year college with around 20,000 students and 180 majors Known for being highly accessible for people with disabilities & very tech-savvy (2005 award for “Most Unwired University in the US”) Emphasis on “Immersive Learning” featuring: Classes that involve community partners for an industry-based project that produces something tangible and gives students marketable skills for their career Andrew

Background: BSU SW program SW program continuously accredited since 1974 BSW program has around 250 majors & 80 minors 8 full-time faculty (one tenure-line job open right now—See Greta for more info! ) No graduate program right now, but we’re hopeful Infusion activities started w/GeroRich grant (01-04) 5 years later, 80% of our foundation courses have gerontology content 4 of 7 faculty have graduate training in gerontology Gero elective is offered every year now, due to increased demand (17-20 students per year) Greta

Background: BSU SW Program Foundation curriculum: 8 of 10 courses have some aging content or assignment Highlights: Policy & Programs I: policy analysis of an elder-specific program/policy (25%) ELDERS project in Research I & II (15%) Around 1/3 of students in research choose to do an aging-related project (30%) 2 are presenting their projects at APM Greta

ELDERS project purposes: Engaging Learners in the Development of Essential Research Skills [ELDERS] project: ELDERS project purposes: to teach research concepts by involving Research I (methods) & Research II (statistics) students in a community-based research project to prepare students for work by providing them with positive experiences w/elders, and to provide evaluation services (at no cost) for Area Agency on Aging in our region Andrew?

ELDERS Project: Activities Best practice for teaching aging content (infusion model v. specialization model) Purpose was to provide: Direct research experience (Immersive learning: connect concepts w/activities) Experience working with elders Community service (ie., evaluation) Partnered w/Lifestream Services Area Agency on Aging Serves 7 county region: Blackford, Delaware, Grant, Henry, Jay, Madison, & Randolph Greta

ELDERS Project: Activities Piloted w/Creative Teaching Award (Sp ’08) Supported by grant from John A. Hartford Foundation/CSWE BEL (2008-2010) Involves ≈ 60 students per semester Key component of Research Sequence SOCWK 340 (Research I: Methods) SOCWK 440 (Research II: Stats) Transportation Services (Sp ‘08) Nutrition Services (Fa ’08, Sp’09, Sp ’10*) Housing Services (Fa ‘09) *planned Second person

ELDERS Project: Evaluation Indirect measures (pre & post): Aging Competency Scale Research Attitudes Survey 5-item measure from CSWE/BEL Direct measures (w/rubrics): Research I: Article critique Survey critique Data collection log Final Paper Research Poster Research II: Survey critique Data collection log SPSS Database & output files Final Paper Research Poster Third person

Competencies Identified Values & biases regarding aging Dignity & self-determination of elders Apply ethical principles to decisions w/elders Recognize diversity among elders Use aging theories & concepts Relate SW perspectives w/elders (ie., PIE, social justice) Use empathy w/elders Adapt interviewing skills for elder’s needs Use standardized tools w/elders Establish rapport w/elders Advocate for the needs of elders Provide outreach for elders Identify aging-related service gaps Andrew Don’t need to read all of these… people have the slides and they can read them on their own. Highlight a few of them in the interest of time!

Competencies Identified Evaluate the effectiveness of elder services Apply evaluation findings to improve practice Advocate & organize w/community service providers Apply ethical research principles for protection of 65+ Identify relevant aging-related research articles Develop & revise aging-specific survey instrument Collect survey-related data & assist elders in complet. Input and manage elder-specific data Conduct basic analysis using elder-specific data Interpret findings and provide recommendations regarding elder-specific data Greta Red competencies are the ones Greta created because the Aging Competency Scale did not have enough research content for me to measure what I wanted… 

Greta’s slide

Greta’s slide

ELDERS Outcomes Analysis Procedures: Entered into SPSS 16.0 (Thanks, Andrew! ) Descriptive statistics Assumptions testing Factor analysis of Aging Competency Scale Reliability analysis of ACS & subscales Univariate analysis (ANOVA) Group comparisons (logistic regression & repeated measures MANOVA) Greta’s part

ELDERS Pretest: Descriptives ELDERS Pretest (N=120): 23.3% plan to pursue internship w/elders 39.5% plan to take aging-related coursework 21.7% plan to pursue a career in gerontology 12.5% plan to pursue graduate work in aging 63% feel competent to work with elders Research Pretest outcomes (N=118): 19.5% see research as important 5.1% interested in research 7.6% feel confident doing research Andrew’s part

ELDERS Posttest: Descriptives ELDERS Posttest (N=120): 23.3% plan internship w/elders (+5.1%, +6 students) 36.7% aging-related coursework (-2.8%, -3) 24.8% pursue a career in gerontology (+3.1%, 4) (3.1% nationally) 14.6% graduate coursework in aging (+2.1%, +3) 77.7% competent working w/elders (+14.4%, +17) Research outcomes (N=118): 25% very interested in research (+19.9%, +24) 54% see research as very important (+34.5%, +41) 58% feel confident doing research (+50.4, +59) Andrew’s part

ELDERS Outcomes Aging Competency Scale Abbreviated 22 competencies reliable (α= .949, N=128) Factor analysis revealed 5 subscales (73.57%) KMO= .932, Bartlett’s test= (χ2= 2141.8, p=.000) Significant improvement on competencies identified (all 22 higher at post-test) Wilks Λ=.611 (main effect of intervention) Compared students interested in aging career & not Found NO DIFFERENCES on any of the 22 variables! Greta’s part

Field Data Also collected data regarding field outcomes of students (baseline & ELDERS) We have between 45-60 placements/yr. Average 18.9% who chose aging-related field placements (‘05-’07 baseline) Spring ‘08= 45.5% (+30.8%) (15x national avg! ) Summer ‘08= 29.4% (+10.5%) Spring ‘08= 28.6% (+9.7%) Summer ‘09= 40% (+21.1%) First semester after ELDERS we increased 30.8% 2008 avg. (+ 18%) & 2009 avg. (+ 14.3%) Greta’s part

Andrew Andrew will add some bullet points… IF TIME… we may have to cut this part, depending on how fast the other stuff goes! 

Implications for SW Education This model WORKS! Students attitude about research and older adults changed significantly after ELDERS Our students felt more comfortable doing research after doing the project Another side outcome… we have 4 BSW students presenting research at CSWE ’09 Increased competency in research leads to better practice and contribution to the field Future research using this model can focus on interdisciplinary research and practice Greta’s part

Immersive Learning “Learning is not a spectator sport—it is an active, not a passive, enterprise. Accordingly, a learning environment must invite, even demand, the active engagement of the student.” -Schroder & Hurst, 1996 Student read this?