What s Up On Campus Gerontologists at North Carolina s Independent Colleges

1. What�s Up On Campus?Gerontologists at North Carolina�s Independent Colleges Today�s presentation About NC-CAN Samples of Work from colleagues across the state, specifically those listed here�some are here to present with me, others I will be presenting on their behalf Alison H. Climo, CMSW, Ph.D. � Warren Wilson College Pamela Case, Ph.D. (PSYCHOLOGY) � St. Andrews Presbyterian College Helen Taylor Caldwell, Ph.D. (SOCIAL WORK)� Johnson C. Smith University Dezette C. Johnson, Ph.D.(SOCIAL WORK) � Johnson C. Smith University J. Steven Fulks, Ph.D.(GERONTOLOGY) � Barton College Brenda Jamerson, PharmD (PHARMACY)� Campbell University Ron Smith, Ph.D (EXERCISE SCIENCE). � North Carolina Wesleyan College Elizabeth A. Vogler, MSW (SOCIAL WORK) � Mars Hill College Today�s presentation About NC-CAN Samples of Work from colleagues across the state, specifically those listed here�some are here to present with me, others I will be presenting on their behalf Alison H. Climo, CMSW, Ph.D. � Warren Wilson College Pamela Case, Ph.D. (PSYCHOLOGY) � St. Andrews Presbyterian College Helen Taylor Caldwell, Ph.D. (SOCIAL WORK)� Johnson C. Smith University Dezette C. Johnson, Ph.D.(SOCIAL WORK) � Johnson C. Smith University J. Steven Fulks, Ph.D.(GERONTOLOGY) � Barton College Brenda Jamerson, PharmD (PHARMACY)� Campbell University Ron Smith, Ph.D (EXERCISE SCIENCE). � North Carolina Wesleyan College Elizabeth A. Vogler, MSW (SOCIAL WORK) � Mars Hill College

2. NC-CANNorth Carolina Colleges Aging Network I am presenting in two parts, First, as chair of NC-CAN about NC-CAN Later about my own work as ta gerontologist at WWCI am presenting in two parts, First, as chair of NC-CAN about NC-CAN Later about my own work as ta gerontologist at WWC

3. Background North Carolina Conference on Aging 2007 Victor Marshall, UNC Institute on Aging North Carolina Independent Colleges and Universities NC-CAN February 22, 2008 10 colleges; DAAS; NC-IOA 1. This time last year�Gerontology Consortium conversation� 2. Victor Marshall, UNC Institute on Aging 3. NCICU is the statewide organization of North Carolina's 36 non-profit, private colleges and universities accredited by the Southern Association of Colleges and Schools (SACS) 4. February 22, 2008 NC-CAN � included 10 colleges, a representative from DAAS, and Victor Marshall, of IOA1. This time last year�Gerontology Consortium conversation� 2. Victor Marshall, UNC Institute on Aging 3. NCICU is the statewide organization of North Carolina's 36 non-profit, private colleges and universities accredited by the Southern Association of Colleges and Schools (SACS) 4. February 22, 2008 NC-CAN � included 10 colleges, a representative from DAAS, and Victor Marshall, of IOA

4. North Carolina Colleges Aging Network (NC-CAN) Who? 19 members (so far) 16 institutions (so far) What? Website Listserv Bi-annual meetings Where? UNC Institute on Aging NC Conference on Aging When? 2x/year (spring & fall) Including NC-COA? Why? Reduce isolation Maximize collaboration Expand opportunities Enhance gerontology in NC How? Share teaching resources Collaborate on research Connect with communities Who? is NC-CAN? 19 members (so far) and 16 institutions (so far) Barton, Campbell, Davidson, Elon, Gardner-Webb, High Point, Johnson C. Smith, Mars Hill, Meredith, NC Wesleyan, St. Andrews Presbyterian, Wake Forest, Warren Wilson What? we�ve done so far (2 meetings, listserv, website, regular meetings) Ideas for the future� Where? UNC Institute on Aging NC Conference on Aging When? 2x/year (spring & fall) Including NC-COA? Why? Reduce isolation Maximize collaboration Expand opportunities Enhance gerontology in NC How? Share teaching resources Collaborate on research Connect with communities Who? is NC-CAN? 19 members (so far) and 16 institutions (so far) Barton, Campbell, Davidson, Elon, Gardner-Webb, High Point, Johnson C. Smith, Mars Hill, Meredith, NC Wesleyan, St. Andrews Presbyterian, Wake Forest, Warren Wilson What? we�ve done so far (2 meetings, listserv, website, regular meetings) Ideas for the future� Where? UNC Institute on Aging NC Conference on Aging When? 2x/year (spring & fall) Including NC-COA? Why? Reduce isolation Maximize collaboration Expand opportunities Enhance gerontology in NC How? Share teaching resources Collaborate on research Connect with communities

5. What�s Up On Campus?Collaboration with Scotia Village Pamela Case, PhD Division Chair, Mathematical, Natural and Health Sciences Associate Professor, Psychology

6. St. Andrews and Scotia Village Scotia Village Accredited retirement community affiliated with The Presbyterian Homes, Inc. St. Andrews & Scotia Village: Neighbors and Shared Ties Presbyterian affiliation Retired faculty living at SV Student internships and service learning opportunities Faculty fellowships Former students, now SV employees St. Andrews is fortunate to have Scotia Village, an accredited retirement community affiliated with The Presbyterian Home, Inc. as a next door neighbor. It takes about 10 minutes to walk from St. Andrews to the Village. The two institutions share many ties including their Presbyterian affiliation, retired St. Andrews Faculty members living at Scotia Village, student internships and service learning opportunities, faculty fellowships, and former students who are now Scotia Village employees. Pam writes: �I did a Faculty Fellowship one summer gathering information for life-story narratives to be used in my Adulthood and Aging class. I talked with people specifically about their decisions to join the Scotia Village community and about their lives in general. One result of that fellowship was the opportunity to share information about Scotia Village with a group of honors students. Since that time, the students in the General Honors Program at St. Andrews have been actively involved in multiple service learning projects at Scotia.�St. Andrews is fortunate to have Scotia Village, an accredited retirement community affiliated with The Presbyterian Home, Inc. as a next door neighbor. It takes about 10 minutes to walk from St. Andrews to the Village. The two institutions share many ties including their Presbyterian affiliation, retired St. Andrews Faculty members living at Scotia Village, student internships and service learning opportunities, faculty fellowships, and former students who are now Scotia Village employees. Pam writes: �I did a Faculty Fellowship one summer gathering information for life-story narratives to be used in my Adulthood and Aging class. I talked with people specifically about their decisions to join the Scotia Village community and about their lives in general. One result of that fellowship was the opportunity to share information about Scotia Village with a group of honors students. Since that time, the students in the General Honors Program at St. Andrews have been actively involved in multiple service learning projects at Scotia.�

7. In Collaboration with Scotia Village The Generation Bridge Quiz Bowl St. Andrews Institute for Lifelong Learning (SAILL) Pam shares two collaborative efforts with you today. The Generation Bridge Quiz Bowl, which was the brain child of St. Andrews graduate and Scotia Village sales director Sylvia McLean and the St. Andrews Institute for Lifelong Learning which began in the early 1990�s. The pictures you see here come from an article in Our State magazine about the Generation Bridge Quiz Bowl that appeared in April 2007.Pam shares two collaborative efforts with you today. The Generation Bridge Quiz Bowl, which was the brain child of St. Andrews graduate and Scotia Village sales director Sylvia McLean and the St. Andrews Institute for Lifelong Learning which began in the early 1990�s. The pictures you see here come from an article in Our State magazine about the Generation Bridge Quiz Bowl that appeared in April 2007.

8. In Collaboration with Scotia Village The Generation Bridge Quiz Bowl 1996 To engage the college students and seniors in a mentally stimulating activity Goals: Foster cooperation and respect between the generations Provide role models of successful aging for students The Generation Bridge Quiz Bowl began in 1996 when Sylvia noticed that watching �Jeopardy� was a popular pastime among the SV residents. She thought about the value of providing residents with the opportunity to compete in their own mentally-stimulating version of the game, and quickly realized that including students from St. Andrews would promote interaction between the students and the seniors and foster respect and cooperation. She saw this as an opportunity to �educate young people that the whole time you�re living, you�re growing.� The point was to demonstrate that these seniors had a lot to offer the students and to provide good role models for successful aging.The Generation Bridge Quiz Bowl began in 1996 when Sylvia noticed that watching �Jeopardy� was a popular pastime among the SV residents. She thought about the value of providing residents with the opportunity to compete in their own mentally-stimulating version of the game, and quickly realized that including students from St. Andrews would promote interaction between the students and the seniors and foster respect and cooperation. She saw this as an opportunity to �educate young people that the whole time you�re living, you�re growing.� The point was to demonstrate that these seniors had a lot to offer the students and to provide good role models for successful aging.

9. In Collaboration with Scotia Village Teams: 2 SAPC students and 2 Villagers Format: Similar to the Jeopardy College Quiz Bowl Fun & Benefits: Begin even before the games start Benefits even for spectators The Generation Bridge Quiz Bowl follows a format similar to that of the Jeopardy College Bowl and the teams are each composed of 2 St. Andrews students and 2 seniors. Modifications to the format include allowing teams rather than individuals to answer the questions and allowing questions to be repeated to accommodate contestants who may be hard of hearing. But the fun begins before the games. Students meet the seniors and draw names for team membership, select a name for themselves, share refreshments, and map out any strategies. The games are usually played to a full house in the Morris Morgan Entertainment center at Scotia Village, and after the games students, seniors, SV staff, and SA faculty members have refreshments and time for conversations and connections. Some students have developed long-term relationships with seniors they have met at Scotia.The Generation Bridge Quiz Bowl follows a format similar to that of the Jeopardy College Bowl and the teams are each composed of 2 St. Andrews students and 2 seniors. Modifications to the format include allowing teams rather than individuals to answer the questions and allowing questions to be repeated to accommodate contestants who may be hard of hearing. But the fun begins before the games. Students meet the seniors and draw names for team membership, select a name for themselves, share refreshments, and map out any strategies. The games are usually played to a full house in the Morris Morgan Entertainment center at Scotia Village, and after the games students, seniors, SV staff, and SA faculty members have refreshments and time for conversations and connections. Some students have developed long-term relationships with seniors they have met at Scotia.

10. In Collaboration with Scotia Village St. Andrews Institute for Lifelong Learning (1990s) Draws upon St. Andrews faculty and others Open to seniors in the Scotland County community $25 per person or $35 per couple to join SAILL allows participation in any of the classes Benefits for faculty members Another long-standing program in collaboration with Scotia Village has been the St. Andrews Institute for Lifelong Learning, or the SAILL program. Each semester there is a kick-off brunch at which seniors learn about the term�s class offerings and meet the instructors for the various classes. A range of material and class types is offered. For example, this semester there are classes on the Great Books, Armchair Travel, The Great American Songbook�s Unkown Writers, Aging with God, Introduction to Computers, Learn How to Shag, and Dramatic Readings. St. Andrews Faculty as well as community members provide the instruction. Classes are offered on the SA campus or the SV campus as appropriate. Seniors throughout Scotland County are able to attend. For a fee of $25 per person or $35 per couple, seniors join the institute and may participate in any of the classes for the term. I have had the privilege of teaching in the program�a class called 4 Weeks to a Better Memory. The seniors are excellent students, interested and engaged, and reluctant to let me go at the end of class. It is a refreshing, energinzing experience to teach enthusiastic, actively participating seniors. Both the GBQB and the SAILL programs are long-standing and they persist because they successfully meet the needs of seniors and students. Another long-standing program in collaboration with Scotia Village has been the St. Andrews Institute for Lifelong Learning, or the SAILL program. Each semester there is a kick-off brunch at which seniors learn about the term�s class offerings and meet the instructors for the various classes. A range of material and class types is offered. For example, this semester there are classes on the Great Books, Armchair Travel, The Great American Songbook�s Unkown Writers, Aging with God, Introduction to Computers, Learn How to Shag, and Dramatic Readings. St. Andrews Faculty as well as community members provide the instruction. Classes are offered on the SA campus or the SV campus as appropriate. Seniors throughout Scotland County are able to attend. For a fee of $25 per person or $35 per couple, seniors join the institute and may participate in any of the classes for the term. I have had the privilege of teaching in the program�a class called 4 Weeks to a Better Memory. The seniors are excellent students, interested and engaged, and reluctant to let me go at the end of class. It is a refreshing, energinzing experience to teach enthusiastic, actively participating seniors. Both the GBQB and the SAILL programs are long-standing and they persist because they successfully meet the needs of seniors and students.

11. What�s Up on Campus?Gero-Ed Curriculum Development Institute Dezette C. Johnson, MSW, Ph.D. Department Chair Johnson C. Smith University Helen T. Caldwell, MSW, Ph.D. Associate Professor Johnson C. Smith University

12. Gero-Ed Curriculum Development Institute June 2008 Grant: National Center for Gerotnological Socail Work Education (Gero-Ed Center) Infuse a multigenerational approach in all required courses Human Behavior, Practice, Research Methods, Policy, and Field. Expand service learning opportunities Explore feasibility of gerontology certification National Center for Gerontological Social Work Education (Gero-Ed Center) Grant (June 2008) Infuse a multigenerational approach in all required courses Human Behavior, Practice, Research Methods, Policy, and Field. Expand service learning opportunities within the courses listed in goal one. Explore the feasibility of offering a gerontology certification.National Center for Gerontological Social Work Education (Gero-Ed Center) Grant (June 2008) Infuse a multigenerational approach in all required courses Human Behavior, Practice, Research Methods, Policy, and Field. Expand service learning opportunities within the courses listed in goal one. Explore the feasibility of offering a gerontology certification.

13. Gero-Ed Curriculum Development Institute Implementation Plan (2008-2009) Fall 2008 � Review and order materials for resource library Spring 2009 � Set up resource center 2009-2010 � Establish gerontology service-learning placements for core classes 2010-2011 � Review outcomes of gerontological competencies infused in core classes during 2009-2010 school year Fall 2008 � Review and order materials for resource library Spring 2009 � Set up resource center Fall 2009: Implement service learning placements in all core classes. Video dairies will be made of students� service learning experiences. Infuse one gerontological competency into all core classes. Resource center will be opened for students to use. Meet with a consultant to discuss the feasibility of offering a gerontology certification. Spring 2010: Continue implementing service learning placements in all core classes. DVD will be produced to showcase gerontological service learning experiences, gerontological competencies learned by students, gerontological research efforts of faculty, and the resource library. �Thank You� reception for all service learning placements. 2009-2010 � Establish gerontology service-learning placements for core classes 2010-2011 � Review outcomes of gerontological competencies infused in core classes during 2009-2010 school year Fall 2008 � Review and order materials for resource library Spring 2009 � Set up resource center Fall 2009: Implement service learning placements in all core classes. Video dairies will be made of students� service learning experiences. Infuse one gerontological competency into all core classes. Resource center will be opened for students to use. Meet with a consultant to discuss the feasibility of offering a gerontology certification. Spring 2010: Continue implementing service learning placements in all core classes. DVD will be produced to showcase gerontological service learning experiences, gerontological competencies learned by students, gerontological research efforts of faculty, and the resource library. �Thank You� reception for all service learning placements. 2009-2010 � Establish gerontology service-learning placements for core classes 2010-2011 � Review outcomes of gerontological competencies infused in core classes during 2009-2010 school year

14. What�s Up On Campus? J. Steven Fulks, Ph.D. Dean: School of Behavioral Sciences Director: Gerontology Program Barton College

15. Gerontology at Barton College Gerontology major and minor since 2003 Applied Program Average classes size = 28 students 300-hour internship required for degree 17 graduates (as of Spring 2008) 13 current majors Gerontology at Barton The Gerontology Program at Barton College has offered a major or a minor since 2003. Our applied program is designed to prepare students for positions in the Aging Network. Classes average 28 students, with several students choosing to Minor in Gerontology. A 300 hour internship is part of the degree. As Spring semester 2008, there were 17 graduates, and 13 current majors.. Gerontology at Barton The Gerontology Program at Barton College has offered a major or a minor since 2003. Our applied program is designed to prepare students for positions in the Aging Network. Classes average 28 students, with several students choosing to Minor in Gerontology. A 300 hour internship is part of the degree. As Spring semester 2008, there were 17 graduates, and 13 current majors..

16. Alzheimer�s Association Memory Walk Fall Semester Event Students assist in every facet Barton College Gospel Choir and Cheerleading Squad Average of 60 students participate Fall Semester Event in the Gerontology Program Students assist in every facet of the event, from planning, to set-up, registration, and participating. The Barton College Gospel Choir and our Cheerleading Squad are part of the pre-walk festivities. An average of 60 students participate each year.Fall Semester Event in the Gerontology Program Students assist in every facet of the event, from planning, to set-up, registration, and participating. The Barton College Gospel Choir and our Cheerleading Squad are part of the pre-walk festivities. An average of 60 students participate each year.

17. Caregiver Education Conference Spring event in the Gerontology Program Partners Alzheimer�s Association of Eastern North Carolina Upper Coastal Plain Area Agency on Aging, Barton College Every March since 2003 Model for other regional Caregiver Conferences sponsored by the Alzheimer�s Association The annual conference, now in its� sixth year, serves as the model for other regional Caregiver Conferences sponsored by the Alzheimer�s Association. This conference is our Spring event in the Gerontology Program. The annual conference, now in its� sixth year, serves as the model for other regional Caregiver Conferences sponsored by the Alzheimer�s Association. This conference is our Spring event in the Gerontology Program.

18. What�s Up On Campus? Brenda Jamerson, PharmD Associate Professor Campbell University School of Pharmacy Research Pharmacist Geriatric Research and Education Clinical Center (GRECC) Veterans Administration Medical Center, Durham NC Brenda Jamerson, PharmD Associate Professor Campbell University School of Pharmacy Research Pharmacist Geriatric Research and Education Clinical Center (GRECC) Veterans Administration Medical Center, Durham NC Brenda Jamerson, PharmD Associate Professor Campbell University School of Pharmacy Research Pharmacist Geriatric Research and Education Clinical Center (GRECC) Veterans Administration Medical Center, Durham NC

19. Teaching/Training Post-PharmD fellowship in Geriatric Clinical Research at the Veterans Administration Medical Center Geriatric clinical pharmacy plus research on medication problems in elderly Current Fellow Research Projects Assessment of functional ability in older adults Impact of medications on falls risk in hospitalized older adults Pharmacogenetic predictors of cancer treatment efficacy in elderly men. In collaboration with the GRECC [Geriatric Research and Education Clinical Center (GRECC) at the Veterans Administration Medical Center, Durham NC], Campbell University offers a post-PharmD fellowship in Geriatric Clinical Research at the Veterans Administration Medical Center*. Learners specialize in geriatric clinical pharmacy and perform research related to medication problems prevalent in the elderly. Current Fellow research projects: 1) Assessment of functional ability in older adults, 2) Impact of medications on falls risk in hospitalized older adults, 3) Pharmacogenetic predictors of cancer treatment efficacy in elderly men. In collaboration with the GRECC [Geriatric Research and Education Clinical Center (GRECC) at the Veterans Administration Medical Center, Durham NC], Campbell University offers a post-PharmD fellowship in Geriatric Clinical Research at the Veterans Administration Medical Center*. Learners specialize in geriatric clinical pharmacy and perform research related to medication problems prevalent in the elderly. Current Fellow research projects: 1) Assessment of functional ability in older adults, 2) Impact of medications on falls risk in hospitalized older adults, 3) Pharmacogenetic predictors of cancer treatment efficacy in elderly men.

20. Community Service Activities for the Geriatric Focused Research Pharmacist 1. Volunteer for SeniorPharmAssist- Durham County Helps low-income older adults purchase medications Provides health education, community referral and advocacy Helps seniors navigate Medicare Part D insurance 2. Volunteer for Community Health Coalition and Lincoln Community Health Center Provide healthcare to disadvantaged minorities Medication safety reviews at Lincoln Breast health education and screening initiative with Community Health Coalition Volunteer for SeniorPharmAssist- A program in Durham County that helps older adults with limited incomes purchase medications and provides health education community referral and advocacy. This organization has been tremendous in helping seniors navigate the maze of confusing options for Medicare Part D insurance. Volunteer for Community Health Coalition and Lincoln Community Health Center These organizations help to provide healthcare to disadvantaged minorities in an effort to close the health disparity gap. We�re currently doing medication safety reviews at Lincoln and just completed a breast health education and screening initiative with Community Health Coalition. Volunteer for SeniorPharmAssist- A program in Durham County that helps older adults with limited incomes purchase medications and provides health education community referral and advocacy. This organization has been tremendous in helping seniors navigate the maze of confusing options for Medicare Part D insurance. Volunteer for Community Health Coalition and Lincoln Community Health Center These organizations help to provide healthcare to disadvantaged minorities in an effort to close the health disparity gap. We�re currently doing medication safety reviews at Lincoln and just completed a breast health education and screening initiative with Community Health Coalition.

21. What�s Up on Campus?

22. Senior Fitness Testing Conceptual Background Role of physical activity and fitness within disability process

23. 1. Disease/pathology/inactivity 2. Physiological impairment 3. Functional limitation 4. Disability Stages in Progression of Disability

24. Relevant physical parameters included: Relationship between physical activity and functional abilities Adequate reserves are required for functional abilities Functional Fitness Parameters

26. Muscular strength Lower body Upper body Aerobic endurance Flexibility Lower body Upper body Agility//dynamic balance Body mass index (BMI) Physical parameters related to functional fitness

37. What�s Up On Campus? Elizabeth A. Vogler, MSW Associate Professor of Social Work Mars Hill College

38. Doctoral Research Title of Dissertation: Hospice Utilization by African Americans in Western North Carolina Qualitative study Interviewing African American hospice patients from Western North Carolina region 9 hospices participating * Doctoral Research Beth is working on her PhD though Union Institute and University with a Specialization in Cross-Cultural Studies in Gerontology. She is currently conducting research for her dissertation, Hospice Utilization by African Americans in Western North Carolina. This is a qualitative study with African American hospice patients on how they made the decision to enter hospice care. Given extensive writing on a preference for life sustaining interventions, this strength-based approach explores how hospice care is chosen or accepted.* Doctoral Research Beth is working on her PhD though Union Institute and University with a Specialization in Cross-Cultural Studies in Gerontology. She is currently conducting research for her dissertation, Hospice Utilization by African Americans in Western North Carolina. This is a qualitative study with African American hospice patients on how they made the decision to enter hospice care. Given extensive writing on a preference for life sustaining interventions, this strength-based approach explores how hospice care is chosen or accepted.

39. Doctoral Program Internship Designed a new gerontology minor for Mars Hill College Representatives from Mars Hill faculty/staff (16), alumni & students (7), and community agencies and members (15) were invited to give input on the skills, values, and knowledge needed to work with the aging population in our region (total of 38) Work Groups: community services, end of life issues, health care, healthy aging, long-term care, and work/economics. Currently in review by the Academic Council. Designed a new gerontology minor for Mars Hill College Representatives from Mars Hill faculty/staff (16), alumni & students (7), and community agencies and members (15) were invited to give input on the skills, values, and knowledge needed to work with the aging population in our region (total of 38) Everyone was asked to select a work group of interest to them from the following: community services, end of life issues, health care, healthy aging, long-term care, and work/economics. Currently in review by the Academic Council. As a component of her doctoral program, Beth chose to revise the discontinued gerontology minor at Mars Hill for her internship. This work included conducting research on what other schools were offering in their gerontology programs, investigating the curriculum standards from AGHE (Association for Gerontology in Higher Education), and hosting a community meeting to talk about current needs. Thirty-eight people from the MHC faculty and staff, social work agency staff, community members, current students, and alumni attended the community meeting. The information gleaned from the work groups at the community meeting as well as the research on curriculum helped form a revised minor that is now in review by the Academic Council.Designed a new gerontology minor for Mars Hill College Representatives from Mars Hill faculty/staff (16), alumni & students (7), and community agencies and members (15) were invited to give input on the skills, values, and knowledge needed to work with the aging population in our region (total of 38) Everyone was asked to select a work group of interest to them from the following: community services, end of life issues, health care, healthy aging, long-term care, and work/economics. Currently in review by the Academic Council. As a component of her doctoral program, Beth chose to revise the discontinued gerontology minor at Mars Hill for her internship. This work included conducting research on what other schools were offering in their gerontology programs, investigating the curriculum standards from AGHE (Association for Gerontology in Higher Education), and hosting a community meeting to talk about current needs. Thirty-eight people from the MHC faculty and staff, social work agency staff, community members, current students, and alumni attended the community meeting. The information gleaned from the work groups at the community meeting as well as the research on curriculum helped form a revised minor that is now in review by the Academic Council.

40. Gerontology Minor and Gerontology in Social Work Major Death and Dying taught at Mars Hill since 1980 Students become certified hospice volunteers Social work internships offered in a variety of gerontological settings Infusing more gerontological content in social work curriculum In the Mars Hill social work program, students are gaining exposure to gerontological concepts through the Death & Dying class (cross-listed with Sociology), internships, and social work curriculum. In the Death and Dying class, students become certified hospice volunteers as the volunteer training is integrated as one focus of the class. Social work internships are offered in a variety of settings such as adult day services, nursing homes, and the Area Agency on Aging. In the social work curriculum, a popular assignment in Human Behavior and the Social Environment II is a paper where students integrate concepts/models into either The Straight Story or The Trip to Bountiful. Infusing gerontological content into our program continues.In the Mars Hill social work program, students are gaining exposure to gerontological concepts through the Death & Dying class (cross-listed with Sociology), internships, and social work curriculum. In the Death and Dying class, students become certified hospice volunteers as the volunteer training is integrated as one focus of the class. Social work internships are offered in a variety of settings such as adult day services, nursing homes, and the Area Agency on Aging. In the social work curriculum, a popular assignment in Human Behavior and the Social Environment II is a paper where students integrate concepts/models into either The Straight Story or The Trip to Bountiful. Infusing gerontological content into our program continues.

41. What�s Up on Campus?

42. Three Examples of Gerontology on Campus at WWC SWK program and Gero-Ed CDI Sabbatical and Buncombe County Livable Aging-Friendly Community Task Force Oral History Mentor project in HBSE-I SWK program and Gero-Ed CDI Sabbatical and Buncombe County Livable Aging-Friendly Community Task Force Oral History Mentor project in HBSE-I SWK program and Gero-Ed CDI Sabbatical and Buncombe County Livable Aging-Friendly Community Task Force Oral History Mentor project in HBSE-I

43. Gero-Ed Center CDI Program Goal To prepare practitioners for baccalaureate level generalist social work practice with diverse populations and multigenerational client systems of various sizes and types. Program Objectives Practice without discrimination and with respect, knowledge, and skills related to clients� age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation across the life course. Apply the knowledge and skills of generalist social work to practice with multigenerational systems of all sizes. Multigenerational Practice � As the population ages, multiple generations are co-existing like never before. Social workers today need to be skilled and knowledgeable about multigenerational needs, issues, and opportunities. Whether you choose to work with children, teens, thee elderly, communities, or social policies, you are bound to work with multiple generations at once. Program Goals The goals of the Warren Wilson College Social Work Program are as follows: To prepare practitioners for baccalaureate level generalist social work practice with diverse populations and multigenerational client systems of various sizes and types. To prepare individuals to live in a global society who are committed to personal growth and contributing to the common good. To foster the development of values and ethics related to the NASW Code of Ethics that guide professional social workers in their practice. To prepare practitioners with a commitment to continuing their professional growth and development as a component of social work practice. To prepare practitioners to practice effectively in the global, political, social, cultural, economic, physical/natural, spiritual and technological environments of the 21st century.Multigenerational Practice � As the population ages, multiple generations are co-existing like never before. Social workers today need to be skilled and knowledgeable about multigenerational needs, issues, and opportunities. Whether you choose to work with children, teens, thee elderly, communities, or social policies, you are bound to work with multiple generations at once. Program Goals The goals of the Warren Wilson College Social Work Program are as follows: To prepare practitioners for baccalaureate level generalist social work practice with diverse populations and multigenerational client systems of various sizes and types. To prepare individuals to live in a global society who are committed to personal growth and contributing to the common good. To foster the development of values and ethics related to the NASW Code of Ethics that guide professional social workers in their practice. To prepare practitioners with a commitment to continuing their professional growth and development as a component of social work practice. To prepare practitioners to practice effectively in the global, political, social, cultural, economic, physical/natural, spiritual and technological environments of the 21st century.

44. Curriculum Infusion, continued Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the multigenerational interactions among individuals and between individuals, families, groups, organizations, and communities. Evaluate research studies, apply research findings to practice, and, evaluate their own practice interventions with specific attention to multigenerational practice and the global/international context. Use communication skills differentially across client populations, colleagues, and communities with special consideration to cultural competence and multigenerational practice.

45. Curriculum Infusion, continued Understand the forms and mechanisms of oppression and discrimination, including ageism, environmental racism and ethnocentrism, and apply strategies of advocacy and social change that advance social and economic justice. Analyze, formulate, and influence social policies, with special consideration of the impact of social, global/international, environmental, and economic policies on multigenerational client systems, workers, and agencies..

46. Sabbatical 2007-08 Buncombe County Aging Plan (2008-2012) Scope & Content Examples of Content Current status and future plans Connections to WWC Buncombe County Aging Plan -- 2008-2012 Description of scope, content � 6 goals, 18 objectives; 116 recommendations Examples of content (i.e.,�) Current status and future plans � implementation plans for prioritizing, funding, and actually planning�. Connections to WWC � walkability audit Buncombe County Aging Plan -- 2008-2012 Description of scope, content � 6 goals, 18 objectives; 116 recommendations Examples of content (i.e.,�) Current status and future plans � implementation plans for prioritizing, funding, and actually planning�. Connections to WWC � walkability audit

47. Oral History Mentor Project Age 70+ Life course perspective Genogram Ecomap Timeline Application of theories of development Other student outcomes Oral History Mentor Project Age 70+ Life course perspective Genogram Ecomap Timeline Application of theories of development Other student outcomes Openness to working with older adults Personal connections Oral History Mentor Project Age 70+ Life course perspective Genogram Ecomap Timeline Application of theories of development Other student outcomes Openness to working with older adults Personal connections

48. Special Thanks Victor Marshall Director, UNC Institute on Aging For more information or to join NC-CAN: http://www.aging.unc.edu/education/nccan/index.html Or contact Alison H. Climo, Chair, NC-CAN aclimo@warren-wilson.edu