Integration of Gero Class and Field Curriculum
November 2, 2013
Marcia Spira, PhD
Loyola University Chicago
Key features of the Gerontology Program
 Cohort model
 Integrative seminar
 Clinical research
Cohort Model
 Develop peer support
 Intentional collaboration skills
 Translate theory (from class content) to
action
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
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
Integration
 Each cohort
 Individual and collective feedback to field
supervisors and professors
 Integrative seminar
 Collaboration between agency staff, university
faculty and students
Integration
 Clinical research
 Selection of topics of mutual interest
 Sample selection
 Data analysis and feedback
Adrian Kok, PhD
Dominican University
Strategies Used at Dominican University
 Field supervisor roles/partnership and
responsibilities
 Team-based learning
 ePortfolio
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
Acknowledge, Reward Them !
 Supervisor appreciation day
 Best field supervisor – voted by students
Traditional Lecture vs. Team-Based
Learning (TBL)
IDEAL MODEL
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
Maybe
Timely and frequent feedback is
critical for individual and group
performance
Peer Assessment
Maybe
Critically important
Observations & Lessons Learned
 Challenging to adapt field seminar and
integrative classes using TBL because:
 Field classes more process than contentoriented
 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
ePortfolios
 Learning management
system
 Monitoring of outcomes
 Integration of social
media
 Students make
portfolio visible to
supervisors and
potential employers
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
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
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
Jean Schuldberg, Ed.D, LCSW
California State University, Chico
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 regioncollaboration and case coordination
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)
Integration of Gerontology in the Field
 Field newsletter highlights gero in each
issue
 Trainings for field instructors include gero
content
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
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
Debra Fromm Faria, LCSW
College at Brockport State University of New York
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)
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
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)
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
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)
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
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.)
Sustainability
 State Society on Aging of New York
 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
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
Thank you!