1. Integration of Gero Class and Field Curriculum
November 2, 2013

2. Marcia Spira, PhD
Loyola University Chicago

3. Key features of the Gerontology Program
Cohort model
Integrative seminar
Clinical research

4. Cohort Model Develop peer support Intentional collaboration skills
Translate theory (from class content) to action
Admission by application and interview
Meetings with the cohort at the beginning of the internship (3-4 weeks into the internship)
Requiring students to present “cases” from the field with a focus on collaboration of skills and roles
Requiring students to make observations from the field that inform class content – Creating a content area for the classroom

5. Integrative Seminar Unique features Location in agency
Field supervisors participation
Teach collaboration as a method of integration
Distinguish social work values and skills in an interdisciplinary setting
Seminars are held in the field rather than in the classroom
Field supervisors present at the seminar in the respective sites
Focus on working as a collaborative team
Fnd the voice of social workers on the eam

6. Clinical Research Projects in partnership with field sites
Baseline data collected through self-assessment (of competencies)
Focus group with students following coursework
Focus group with field supervisors following internship
Examples of projects include GrandFamilies, Linden House
Focus Groups with supervisors
Focus groups with students
Which competencies are most relevant to the site?
How is competency established/measured?

7. Integration Each cohort Integrative seminar
Individual and collective feedback to field supervisors and professors
Integrative seminar
Collaboration between agency staff, university faculty and students

8. Integration Clinical research Selection of topics of mutual interest
Sample selection
Data analysis and feedback

9. Adrian Kok, PhD
Dominican University

10. Strategies Used at Dominican University
Field supervisor roles/partnership and responsibilities
Team-based learning
ePortfolio

11. Field Supervisor Roles/Partnership and Responsibilities
Expansion of field supervisory role
Potential roles:
School advisory committee
Advisory panel: planning of gero talks
Recommendation of speakers for gero workshops organized by school
Assessment of Best Gero Student Award

12. Acknowledge, Reward Them !
Supervisor appreciation day
Best field supervisor – voted by students

13. Traditional Lecture vs. Team-Based Learning (TBL)

14. IDEAL MODEL

15. Differences between Group Work and Team Work
Conventional Group
Team-Based Learning
Group Formation
Determined by students
Determined by instructor
Group Selection
Randomly determined by students/instructor
Pre-selected criteria to ensure diversity in groups
Teaching
In class
In class and out of class
Assigned Roles
Designated Roles
Designated roles are counterproductive
Duration of Group
Based on the task; changeable
Entire semester
Optimum Group size
4 or less
5-7
Assignment Design
Not crucial
Assignments must promote learning and team development
Student Accountability
Maybe
Held accountable for individual and group work
Accountability
Timely and frequent feedback is critical for individual and group performance
Peer Assessment
Critically important

16. Observations & Lessons Learned
Challenging to adapt field seminar and integrative classes using TBL because:
Field classes more process than content-oriented
Focused on students’ experiences
Adapted TBL approach focuses on:
Discussion of competencies, followed by discussion of student’s field experiences as they relate to competencies, use of team consultancy model

17. ePortfolios Learning management system Monitoring of outcomes
Integration of social media
Students make portfolio visible to supervisors and potential employers

18. ePortfolios
Acquisition of competencies is demonstrated by students posting the specific assignments, field evaluations, self-efficacy ratings of competency in their ePortfolios
Function of ePortfolios – a repository of documents demonstrating acquisition of specific practice behaviors
Required to do a reflection of each competency at the end of the foundation and advanced year

19. ePortfolios Instructors for field seminars ensure that:
Students complete their reflections at the end of their first year in the program and before they graduate
ePortfolios are completed

20. Challenges Technology skills of field seminar instructors
More busy work for students and field instructors
Solutions
ePortfolio training for field seminar instructors
Reflections, portfolio part of grade for field performance

21. Jean Schuldberg, Ed.D, LCSW
California State University, Chico

22. Key Program Features Lifespan approach in assignments
Provide faculty current resources
Encourage student research projects
Student-directed “brown bags”
Field seminars
Mix of students from all focus areas
Case presentations
Focus on services in rural region-collaboration and case coordination

23. Integration of Gerontology in the Field
California Senior Legislature (CSL)
Field site for policy development
AB 663 developed and written by MSW student
Three-day attendance during session
Lifespan approach in field sites
Integrated Behavioral Health Care (SAMHSA) grant in rural setting
Mental health stipend students (CA Prop 63)

24. Integration of Gerontology in the Field
Field newsletter highlights gero in each issue
Trainings for field instructors include gero content

25. Integration of Gerontology in the University and Community (12 County Region)
Key factors :
Effective communication strategies
Publicity
CSL and NASW legislative days
Interdisciplinary Center on Aging (ICOA)
Monthly Coffee Connection – presentations (free CEUs)
Bi-monthly film series for community and courses across disciplines
Collaboration with community groups in facilitating free workshops (free CEUs)
Website – community and university highlights
Radio shows with community organizations
Popular news publications

26. Lessons Learned
Continually work to increase awareness of the “Silver Tsunami”
Publicize frequently through various mediums
Provide regular, free trainings with CEUs at convenient locations
Vary topics of interest to include all disciplines
Invite university, community, and professionals
Maintain individualized interactions to nurture relationships

27. Debra Fromm Faria, LCSW
College at Brockport State University of New York

28. Field practicum with required integrative seminar
Greater Rochester Collaborative (GRC) MSW Program: Gero Integration Conceptual Framework
Field practicum with required integrative seminar
Students in field placements 20 hours per week using HPPAE model of gero field placement (560 hours during advanced year)
40 hours of integrative gero seminars over two semesters
Fall semester: weekly field integrative seminars (1.5 hours each)
Spring semester: by-weekly seminars (2 hours each)

29. GRC MSW Program Conceptual Framework
Integrative gero seminar design
Completion of multi-disciplinary online geriatric assessment modules and an integrative paper
Topic specific symposiums in partnership with University of Buffalo and community partners
Interprofessional teams and hospice
Voices from the field (opening symposia )
Family caregiving experiences in dementia care

30. GRC MSW Program Conceptual Framework
4-5 video conferences (connecting UB and GRC HPPAE students and community partners)
Continuum of long term care (policy and intervention domains)
Depression and suicide in late life (assessment and intervention domains)

31. Integration and Assessment
In field practicum:
Learning contract and field evaluation are congruent and competency-based
HPPAE model of field practicum
Integrative seminar:
Integrative field journal includes connection to literature, course work, reflection and relevance to competency development

32. Integration and Assessment
Integrative seminar (continued):
Evidence-based practice paper to explore practice effectiveness questions
Social work/ nursing simulation of critical care and end-of-life (team work, assessment, communication and engagement domains)
Standardized Patient Simulation (engagement and assessment domains)

33. Successful Outcomes Graduate Certificate in Gerontological Social Work
Integrative field seminar and HPPAE model practicum have separate course #’s
SWK 612 – 4 credits
SWK 613 – 5 credits
These 9 credits are the heart of a 15 credit Certificate in Gerontological SW (value added to the MSW degree)
Students take 6 credits of electives

34. Sustainability Leveraging resources
Center for Excellence in Gerontological Social Work: funded as part of the Finger Lakes GEC
Pays for standardized patient simulation
Funds to develop new gero elective courses
Funds LCSW to staff Geriatric Education Assessment Clinic (rotation site)
Development of interprofessional educational trainings and collaborations with FLGEC partners from other universities (medicine, pharmacy, etc.)

35. Sustainability State Society on Aging of New York Leveraging resources
Funds Student stipends to attend state wide conference and scholarship dissemination opportunities
Leveraging resources
Community and professional partnerships
Service learning grants
Engaging elders in classroom sessions

36. Sustainability Leveraging Resources (continued)
Supporting students international travel with aging focused curriculum through grants (community/university partners)
Student scholarship dissemination opportunities through publication in HPPAE Generativity

37. Thank you!