2. Session Objectives  Overview of HPPAE (field) & Gero-Ed Center (classroom) models to curriculum change  Complementarity of two approaches within programs that had funding from both initiatives  Barriers to integration of class & field  Strategies to address barriers  Strategies to ensure sustainability  Implications for gero social work & other fields of practice

3. Impact of HPPAE  2669 students in aging field education  72 social work programs, 33 states  750 field agencies  80% of graduates in aging- focused agencies 18 months post graduation

4. Impact of the Gero-Ed Center  Worked directly with 300 faculty  Reached approximately 10,000 students  181 grants to 163 programs across all states

5. Background  36 programs had both HPPAE & Gero-Ed Center funding  Assumption of optimal conditions for integration of class & field curriculum  To what extent has integration occurred?

6. “Ripple effect” of two approaches  Is the whole greater than the sum of its parts?  Where did integration occur: required vs. specialized gero curriculum?  What partnerships promoted integration of classroom & field?  What can we learn for future partnerships?

7. rfortune@albany.edu

16. Cheryl Waites Wayne State University School of Social Work Integration of Gero Field & Classroom Education: Reconsidering the Possible Wayne State University School of Social Work

17. WSU School of Social Work  Located within an urban research university in Detroit Michigan  Diverse student body and metropolitan area  BSW, MSW, PhD programs  Interdisciplinary Gerontology Graduate Certificate Program  Social Work Faculty Research in Gerontology  WSU, Institute of Gerontology

18. Three Overlapping Projects 1.HPPAE - Field 2.BEL –Service-Learning 3.CDI – Classroom Foundation Curriculum

19. Create An Aging Buzz  Increase interest in working with older adults among students (BSW and MSW)  Field agencies wish to be part of the HPPAE  BEL students provide meaningful service to the community  Real-world experience integrated into courses  Curriculum infusion in master syllabus (BSW and MSW)  Aging course oversubscribed each semester

20. Funding  Attracted more students to working with older adults  Strengthened our relationship with partner agencies  Provided faculty time during the summer to work on projects  Provided resources to spotlight “Careers in Aging” – Created an aging buzz

21. Barriers and Strategies  Student lack of interest in working with older adults  Faculty interest and buy-in  Built a strong HPPAE program that prepared students to work with diverse older adult population  Effective leadership and support from administration  Discussed experiential learning at faculty meetings  Sensitive to faculty overload with the addition of yet another project  Sensitive to course overload so curriculum infusion and experiential learning activities were embedded in course assignments already established.

22. Strategies: Creating a BUZZ or Spotlight Three projects working together  WSU and Agency Partners participated in panel presentation for “Careers in Aging Week” event to publicize HPPAE and social work careers in aging  “A Round Table Discussion on Infusing Aging Content into WSU SSW Curriculum: Voices from the Field of Aging.  Brought together students, lead teachers, director of field education, aging services providers from the community, DAAA board members, staff and the President & CEO  HPPAE students recognized each spring during graduation luncheon serving to attract other students to be part of this prestigious program

23. Sustainability  HPPAE partner agencies offering stipends  Program will continue without stipends  Students are attracted to being part of HPPAE and Gerontology  Round table discussion event keeping the discourse going  Aging content infused into the master syllabus  HPPAE, BEL, CDI and Gerontology Graduate Certificate program, will collaborate with the Institute of Gerontology to promote a “Careers in Aging” campus wide event  School has added an experiential learning component to the BSW Introduction to Social Work Course  Older adult Home visiting Project – Interdisciplinary team project – practice application for BSW and MSW students

24. BSW Student Prior to this project, one student discussed how he felt when he encountered older adults in his own words: “somewhat disgusting with their wrinkled bodies”  they were “somewhat disgusting with their wrinkled bodies”  and he stated he could hardly look at them. After completing the BEL project he continues to volunteer at the site coming up with new ideas to engage older adults in activities - playing cards going for a walk, or showing him new things. This student fully intends to work with this population upon graduation and is currently doing research on grief and loss Redefining the Possible

25.  Build awareness - Spot-lighting Gerontology  Build a strong program  Create a Buzz about Gerontology and Careers in Aging  Get buy-in from key constituencies  Work together toward a common goal

26. Recommendations  Ensure students get a well rounded education related to older adults: include experiential learning, course infusion, and a field experience  Break down the myths of working with older adults  Create opportunities for students to interface with aging professionals  Establish community partnerships for aging education

27. Integration of Gero Field & Classroom Education: Reconsidering the Possible Deborah P. Waldrop, LMSW, PhD University at Buffalo School of Social Work

28. Overview UBSSW integration of Gero field & curriculum How Gero-Ed+ HPPAE facilitated the integration Barriers & strategies Sustainability Redefining what is possible Recommendations

29. Change over time… …is like water dripping on rock (Hooyman, N., 2006).

30. UBSSW Integration of Gero field & curriculum Ignited the change effort:  Required UBSSW HPPAE students to take Aging Populations & their Families (SW 706)  Curriculum review/change process: SW 706 became an “Advanced Topics Analysis” course  “Mainstreamed” aging  Use of community partners as “master teachers” & agencies as “classrooms in the field”

31. How Gero-Ed & HPPAE helped  Gero-Ed Brought the conceptual use of “the intersection between aging and [ ]” to life…  HPPAE students became my “ambassadors for aging”  Strategize with interns about making assignments for every course “aging- focused”-they teach my colleagues  Gero-Ed website teaching resources  HPPAE became the “go to place” for aging

32. Barriers: Marathon vs. sprint  The number of students who enter our program with the desire to work with children, teenagers or people who have substance use or trauma histories  Competing faculty interests  Competing curricular interests  No Center on Aging or nexus of disciplines  Limited job opportunities in WNY  Expectations (!!!)—mine, students', community  Missed/Failed opportunities

33. Strategies: “Be the change you want to see in the world.”  School leadership: Curriculum re-design involved a “leveling” course; co-coordinated, provided materials  Next Generation: Gero-Doctoral students teaching HBSW  Be present: Orientation, Field Fair  Lessons learned: NO (!!!) monthly reporting….Find surprising-not mundane ways to inform faculty  Podcast series

34. Sustainability: Luck is involved  Utilize your University Development Office  Community Health Foundation of WCNY  Build strong & enduring relationships with community agencies Showcase & involve community partners in seminars, networking events Geriatric workforce Initiative

35. Redefining the possible  What would a new-age model of Gero- social work education that integrated classroom & field look like?  “[I]dwell in possibilities”  Program/community specific-a must! One size does not fit all…Use of:  Community advisory boards-including elders  Planning & delivery—more off than on campus  Agency commitment/give-back  Possibilities?? Simulated clients Interdisciplinary- community seminars

36. Recommendations  Teach non-aging courses  Give guest lectures  Create a “speakers bureau”  Keep track of films; documentaries + first run for suggestions  Accept invitation(s) to serve on the Board(s) of Directors of aging-related agencies

37. Keep School Administration Aware, Informed Invite the Dean to lunch with the cohort Have an end-of-year event; share the results during your annual meeting w/the dean Have your interns make audio recordings of: Hi Dean Smyth, The best part of the HPPAE program was…

38. UBSSW HPPAE Cohort VI 2011-2012 Accept opportunities for publicity Current issue of the UBSSW Alumni publication

39. Create, nominate, facilitate & celebrate student awards UBSSW award winners, 2007 HDF, HPPAE Associate Rose Weinstein Scholar Award, UB Emeritus Center

40. Pick dedicated partners, nurture & celebrate those relationships School, Consortium Agency partners and

41. Be hopeful, optimistic, opportunistic and dedicated!  How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving & tolerant of the weak and the strong, because one day you will have been all of these.  ~ George Washington Carver