Academic Program Review Sixth Cycle. M.A. in Gerontology. November Darlene Yee- Melichar, Coordinator, Gerontology Program ( )

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1 Academic Program Review Sixth Cycle M.A. in Gerontology Gerontology Program - School of Social Work College of Health & Social Sciences San Francisco State University November 2013 The enclosed self- study report has been reviewed by the faculty in the Gerontology Program/School of Social Work and is now submitted for external review by: Darlene Yee- Melichar, Coordinator, Gerontology Program ( ) Brian de Vries, Coordinator, Gerontology Program (2013- present) Eileen Levy, Director, School of Social Work Date Date Date Drafts have been read and deemed ready for external review by: Don Taylor, Dean, College of Health & Social Sciences Date Linda Buckley, Associate Vice President Academic Planning and Educational Effectiveness Date Ann Hallum, Dean, Graduate Studies Page 1 of 50 Date

2 TABLE OF CONTENTS GENERAL INTRODUCTION TO THE PROGRAM 1.0 EXECUTIVE SUMMARY Brief History and Background of the Gerontology Program Brief Synopsis of Previous Program Review Recommendations Summary of how Program Meets the Standards Summary of Present Program Review Recommendations PROFILE OF THE PROGRAM Overview of the Program The Program in the Context of the Academic Unit 10 UNIVERSITY WIDE INDICATORS AND STANDARDS 3.0 ADMISSION REQUIREMENTS Evidence of Prior Academic Success Evidence of Competent Writing English Preparation of Non- Native Speakers Overview of Program Admissions Policy PROGRAM REQUIREMENTS Number of Course Offerings Frequency of Course Offerings Path to Graduation Course Distribution on GAP(ATC) Class Size Number of Graduates Overview of Program Quality and Sustainability Indicators FACULTY REQUIREMENTS Number of Faculty in Graduate Programs Number of Faculty per Concentration 25 PROGRAM- SPECIFIC STANDARDS 6.0 PROGRAM PLANNING AND QUALITY IMPROVEMENT PROCESS 25 Strategies to Plan Program for Quality (Value- Added) Improvement 6.1 Faculty Retreats Faculty Meetings Exit Survey of Graduating Students Gerontology Program Assessment Student Organization Efforts 27 Page 2 of 50

3 7.0 THE STUDENT EXPERIENCE Assessment of Student Learning Advising Writing Proficiency The Culminating Experience Overview of Student Quality Indicators THE PROGRAM AND THE COMMUNITY Professional Engagement of Students and Alumni Civic Engagement Equity and Social Justice Internationalization THE FACULTY EXPERIENCE Faculty Statistics Research and Professional Engagement of the Faculty Supervision of Culminating Experiences Discipline- Specific Standards for Teaching Graduate Courses Interdisciplinary Overview of Faculty Quality Indicators RESOURCE SUPPORT FOR THE PROGRAM Internal Support External Support 49 TABLES 1.1: Summary of How Program Meets Standards 6 2.1: The Master of Arts in Gerontology Curriculum : New Graduates in Gerontology Program : Enrollment by Gender and Ethnicity : Number of Course Offerings : Frequency of Course Offerings : Two- Year Roadmap to Graduation : Number of Graduates a: Faculty Workload/Course Teaching History (2012, 2011) b: Faculty Workload/Course Teaching History (2010, 2009) c: Faculty Workload/Course Teaching History (2008) : Enrollment by Gender : Enrollment by Ethnicity : Curriculum Alignment Map a: Course Importance b: Course Quality a: Advisor Frequency b: Faculty Advising 32 Page 3 of 50

4 7.6: The Culminating Experience Rubric : Faculty Statistics : Faculty Grants and Awards 38 APPENDICES A: Standards and Guidelines of the Association for Gerontology in Higher Education B: Gerontology Program Bulletin Copy C: Gerontology Program Profile D: Exit Survey of Graduating Students E: Gerontology Program Assessment F: Gerontology Culminating Experience Projects G: Gerontology Internship Evaluation Form H: Gerontology Faculty Curriculum Vitae Page 4 of 50

5 GENERAL INTRODUCTION TO THE PROGRAM 1.0 Executive Summary 1.1 Brief History and Background of the Gerontology Program The Master of Arts (M.A.) in Gerontology Program at San Francisco State University was founded in It emerged after nearly ten years of planning and development and began, in part, from the former Certificate in Gerontology Program created in the past College of Extended Learning in The M.A. in Gerontology was created by an interdisciplinary faculty and housed in the previous College of Behavioral and Social Sciences (BSS). A national search was conducted to identify a faculty director; the founding director of the M.A. in Gerontology was Anabel Pelham who was a Ph.D. candidate at the University of California, San Francisco and administrator of the Gerontology Certificate Program in the College of Extended Learning at the time. When the then new College of Health and Human Services was being created, the Gerontology Program, as well as a number of units from the former BSS, moved to CHHS. The Gerontology Program was free- standing for a number of years, but struggled to manage as a relatively small unit in the College. After a long process including a proposed discontinuance (later rescinded), assessment and review, the M.A. in Gerontology was moved to the School of Social Work and the current status of the program is that of a partnership between Social Work and Gerontology. The original MOU agreement was that the partnership would last for three years, followed by a comprehensive review of the partnership. The M.A. in Gerontology is currently housed in the College of Health and Social Sciences. Currently, the program is lead by three full- time tenured faculty in Gerontology: Drs. Brian de Vries, Anabel Pelham and Darlene Yee- Melichar, and the program coordinator is Dr. Yee- Melichar. The M.A. in Gerontology is also supported by a variety of community- based part time faculty (lecturers) who supplement the curriculum and add valuable practice elements to the program. The M.A. in Gerontology was the first of its kind in the California State University System. This is part of the reason that it took ten years of focused labor to develop the Gerontology Program. The Gerontology Program has continued a tradition of innovation and cutting edge curriculum. The program has created the first curriculum in a variety of areas of inquiry and sponsored pioneering emphases that are models of curriculum and practice in the field. The M.A. in Gerontology is currently the largest publically supported graduate program in Gerontology in the West and enjoys an international reputation. The Gerontology Program has been awarded a large number of research and program development grants and contracts over the years and enjoys a significant number of graduate student scholarships. City, State and National organizations have recognized the Gerontology program for its leadership in the field. 1.2 Brief Synopsis of Previous Program Review Recommendations In prior program review recommendations, the reoccurring theme has been an absence of College and University administrative response to program recommendations; that is, no Page 5 of 50

6 memorandum of understanding was produced as a result of either of the prior two program reviews. In prior years, it has been recommended that the program grow to meet the significant change in demographics and the aging of California and the United States. Prior recommendations also have included increased clerical support (from half time to full time) and at least one tenure track faculty position. The need for a tenure track position has become even more dramatic in recent times as the Gerontology Program has increased its FTES, particularly in comparison to Social Work. As we look to the future and the aging of the current faculty, it is essential to undertake thoughtful succession planning. Effective and efficient full time clerical support would allow the program to undertake a variety of enhancements including reaching out for more scholarship support, increased productivity in obtaining grants and contracts and marketing and publicity of the program. While the program is grateful for the back fill provided by the Social Work clerical staff, without adequate dedicated clerical support the program is always in a position of just meeting deadlines and reacting to work requirements and deadlines. We would very much like to do more proactive and creative disciplinary engagement and program development, but we need more dedicated clerical support to do this. 1.3 Summary of how Program Meets the Standards Table 1.1 Summary of How Program Meets the Standards Thumbnail of standards met Indicator Standard How standard is met Page where this is discussed 3.0 ADMISSION REQUIREMENTS University- wide standards 3.0 Evidence of Prior Academic Success 3.0 GPA and Higher; 3 Recommendations 99% of applicants meet this standard Evidence of Competent Writing GRE; Other (remediation policy) 93% of applicants meet this standard English Preparation of TOEFL or IELTS 100% of applicants meet this 12 Page 6 of 50

7 Non- Native Speakers standard 4.0 PROGRAM REQUIREMENTS 4.1 Number of course offerings 2 graduate courses per semester Average number over 5 years: 13/semester total (4 undergrad and 9 graduate) Frequency of course offerings At least once a year 100% meet this standard (of new curriculum) Path to graduation Published map leading to graduation in timely fashion Yes; available in department handouts, at new student orientation on and website Course distribution of ATC Proper distribution of grad, paired and undergrad courses 100% meet this standard Class size 8-30 (grad lecture) and 5-15 for seminars (seminar) All but GRN 890 meet this standards Number of graduate 5 graduates per year average over 5 years Surpass the standard: five year average graduate numbers = FACULTY REQUIREMENTS 5.1 Number of Faculty in Graduate Program Minimum of 2 Actual number: 3 Full- time tenure Full Professors 5 Lecturer Instructors 9, Number of Faculty per Concentration Minimum of 1 n/a 25 Page 7 of 50

8 Program- Specific Indicators and Standards Indicator Standard Met? Place where discussed 6.0 PROGRAM PLANNING PROCESS Yes THE STUDENT EXPERIENCE Yes THE PROGRAM AND THE COMMUNITY Yes THE FACULTY EXPERIENCE Yes RESOURCE SUPPORT FOR THE PROGRAM Yes The Gerontology Program follows the Standards and Guidelines of the Association for Gerontology in Higher Education (AGHE; Appendix A). Our curriculum is organized as per these standards and we follow the recommendations for culminating experiences and internships in particular. At this time there is no national organization that accredits academic Gerontology Programs, but AGHE has developed a Task Force that is looking into the issue. In addition, a National Association for Professional Gerontologists has been established (with Dr. Anabel Pelham as a founding member) with the goal of promoting and credentialing the education of professionals in the field of Gerontology. The Gerontology Program is dedicated to the mission of SFSU: the program faculty work diligently to create and maintain a classroom environment for learning that promotes respect for and appreciation of scholarship, freedom, human diversity, and the cultural mosaic The faculty are welcoming of a variety of learning styles and work to create a Page 8 of 50

9 classroom of excellence in instruction and intellectual growth and development that extends into the local and global community. We are accomplished in offering an interdisciplinary higher education to a diverse student body. We educate students for professional practice in the field and strive to produce graduates with a rigorous grasp of gerontology. Key elements in the curriculum are critical thinking and a clear grasp of the relationship between macro social forces and individual life experience. We are a diverse faculty and bring significant individual strengths to the program. We enjoy being a team of colleagues and supporting our counter- parts in the School of Social Work. We enjoy a long history of community engagement and many of our graduates are now leaders in the San Francisco Bay Area. Within the new College of Health and Social Sciences, the Gerontology Program embodies the mission of the College in that the Gerontology Program faculty strive to achieve excellence in teaching, service and scholarship. We understand our diverse community with all of its strengths and challenges. Our program is a neat fit with the College s mission to educate individuals to serve the present and future needs of society in the professional fields associated with health, human and community services As an active interdisciplinary faculty we live the reality of the complex socio/economic/environmental/political and bio- psycho forces that shape the aging experience of individuals, families and the community. We remain actively committed to the mission of the university and College of Health and Social Sciences. 1.4 Summary of Present Program Review Recommendations Gerontology program review recommendations include resource recommendations such as assigned time for GRN program coordinator to complete all tasks related to program administration; full time clerical support to enhance the track record of faculty productivity in grant writing, research and publication; and much needed office space to accommodate part- time lecturers. A curricular recommendation includes taking action on a curriculum proposal for a new undergraduate Certificate in Gerontology. Faculty recommendations include expanding current faculty through lecturers, and addressing the need for new Gerontology tenure track faculty and the feasibility of joint faculty appointments. All current faculty members are senior full professors. Increasing enrollments (FTES) and growing community need make clear the past due requirement for junior faculty lines in the Gerontology Program. Student recommendations include assess and monitor current student progress from admissions to degree, and develop and implement a new student recruitment strategy. 2.0 PROFILE OF THE PROGRAM The Gerontology Program (Appendix B) is located within the School of Social Work with a partnership relationship and is administratively housed in the College of Health and Social Sciences. The program has three full time tenured professors of Gerontology and.5 clerical support. Table 4.2, below, contains a complete summary of students enrolled in Gerontology prefix courses during the period of this academic program review. Appendix C contains a profile of FTEs, FTEF and SFR for the Gerontology Program during Page 9 of 50

10 2.1 Overview of the Program The Gerontology Program emphasizes an applied, skill- based approach to professional education. To do this, it draws upon the strengths of the university and community as well as the expertise of the faculty. The program resides in a richly diverse, multicultural environment, which provides a natural laboratory for understanding and developing competencies around the aging experiences of different ethnic and cultural groups. Students obtain knowledge of the discipline and its theoretical foundations. Students are prepared with tools, which allow them to use quantitative and qualitative methods in applied research for solving a variety of practical problems in the community. Gerontology at San Francisco State University includes advocacy for the aged in the continuum of care and actively engages in activities through links with other professionals to provide a comprehensive model of consumer- driven health and human services. Students can participate in learning and service where skills of needs assessment, program development, implementation and evaluation directly contribute to the community's well- being. Currently, there are two freestanding academic auxiliary units associated with the Gerontology Program that house development, research, and training projects. The Institute on Gerontology is an academic auxiliary unit that enjoys joint ventures with regional, national and international organizations for grants and contracts and a variety of endeavors in higher education. The Health, Mobility, and Safety Lab is an academic auxiliary unit which provides on- going support in the areas of driver assessment, driver education, driver simulation, fall prevention, home safety, research and education for older adults. Students are encouraged to take full advantage of the clinical, direct service and research opportunities offered by these projects. The program faculty advises active student organizations such as student chapters of the American College of Health Care Administrators (ACHCA), Gerontological Society of America (GSA), Sigma Phi Omega, and Sixty Plus (lifelong learning for students age 60 and over). The program provides a gerontology library and shared meeting place for student activities. 2.2 The Program in the Context of the Academic Unit The M.A. in Gerontology is 33 units and the graduate curriculum is outlined below. The Gerontology Program has a history and intention to collaborate with the School of Social Work in a variety of curricular and service areas. For example, the Gerontology faculty submitted to the Social Work faculty a comprehensive listing of Gerontology graduate courses that could be cross- listed or used as electives. The Gerontology Program faculty have explored, with colleagues in Social Work, the potentials of a joint degree and remain open to more extensive curricular partnerships. The Gerontology Program faculty have served on a variety of Social Work committees most notably the Retention, Tenure and Promotion committee. Last year, the entire committee consisted of Gerontology Program faculty. Page 10 of 50

11 Table 2.1 The Master of Arts in Gerontology Curriculum Course Title Units GRN 705 Aging in a Multidimensional Context 3 GRN 710 Aging Processes: Health and Human Services 3 GRN 715 Aging and Social Policy 3 GRN 725 Aging and Diversity 3 GRN 735 Ethical and Legal Issues in Aging and Social Services 3 GRN 760 Research Methods in Gerontology 3 GRN 765 Aging and the Continuum of Care 3 GRN 838 Gerontology Seminar 3 GRN 839 Gerontology Internship 3 GRN 890 Integrative Seminar 3 *Elective Select Elective with GRN faculty advisement 3 Total 33 units *Elective course may be chosen from various graduate programs, including Consumer & Family Studies/Dietetics; Counseling; Health Education; Kinesiology; Nursing; Recreation, Parks, and Tourism; Management; Public Administration; and Social Work. UNIVERSITY WIDE INDICATORS AND STANDARDS 3.0 ADMISSION REQUIREMENTS 3.1 Evidence of Prior Academic Success Students admitted to the Gerontology Program must have a minimum Grade Point Average (GPA) of at least 3.0 for the last 60 semester units. All but one of the 95 entering student over the past five years have met this requirement. The one student not meeting a GPA of at least 3.0 was allowed by the Graduate Division to take 6 units of prerequisite work in CEL and upon achieving a GPA of at least B, the student was admitted into the program. 3.2 Evidence of Competent Writing Prior to 2010, applicants to the M.A. in Gerontology took the Graduate Essay Test (GET) as the first level writing proficiency. If they did not pass or received a marginal pass, they were conditionally classified and were required to take a remedial writing class through the College of Extended Learning (CEL). With the elimination of the GET, beginning in Fall 2010, our applicants were required to take the Analytical Writing Component of the Graduate Record Exam (GRE). Scores are submitted to the Graduate Admissions office at the time of application. Applicants with scores below 4.0 are admitted conditionally. In Fall 2010, two applicants did not achieve a 4.0 score and took a CEL class designed for those not passing the GET. Now that those Page 11 of 50

12 classes are not available, the Gerontology Program has utilized the following remediation policy as needed. Remediation Policy Students receiving less than a 4.0 score on the GRE writing component must do the following to meet the first level writing proficiency requirement: Ø The Program Coordinator refers students to the Learning Assistance Center, Student Success Program or students may seek an alternative remediation method prior to submitting a sample of writing to the Gerontology Program faculty. This should be a 5 page typed paper addressing a research topic of interest with a review of literature and references using APA reference style. Ø Two Gerontology Program faculty will independently evaluate the research paper. Ø The writing proficiency must meet 75% of the criteria (for the first level) for a Pass. Ø Both Gerontology Program faculty evaluations must be a Pass. Ø Students not passing must meet with their faculty advisor to review the research paper. Student must rewrite and resubmit the paper for a second evaluation. 3.3 English Preparation of Non- Native Speakers Regardless of citizenship and language other than English, non- native graduate students must meet the Graduate Division s standards of obtaining one of the following scores to demonstrate English language proficiency: 550 on the written test, or 213 on the computer test, or on the Internet Based Test (IBT) of English as a Foreign Language (TOEFL). They may also receive an equivalent score of 6.0 on the International English Language Test Scheme (IELTS). 3.4 Overview of Program Admissions Policy Our program admissions policy matches the Graduate Division s policy. Once a student is accepted by the Graduate Division and the Gerontology Program receives the Decision sheet, full- time faculty review candidate applications, letters of reference, transcripts and written essays on professional goals and the benefit of further graduate studies and indicate whether or not to accept applicants. An optional interview is conducted between the applicant and the Gerontology Program Coordinator and/or faculty generally before the application is submitted. The Gerontology Program attracts and serves students with an M.A. in Gerontology. Table 3.3 shows that the Gerontology Program had 175 applicants with 143 of those accepted during the period of this academic program review. This indicates an acceptance rate of 81.7%. Table 3.4 describes the gender and ethnic background of admitted students over this same period. Page 12 of 50

13 Table 3.1: Gerontology Program Admissions Fall Fall 2012 Apps, Admits & Enrolled 1 New Graduates in Gerontology MA 2 Year Apps Admits Enrolled % of Apps Admitted % of Apps Enrolled % of Admits Enrolled Fall % 70.8% 77.3% Fall % 72.1% 79.5% Fall % 51.2% 78.6% Fall % 56.8% 72.4% Fall % 85.7% 96.0% 1 Applicants accepted for admission evaluation, which may include those from another CSU campus. Each term includes students who applied for, were admitted and enrolled in that term. 2 New graduates = first-time or new transfers; Returning and returning transfer students are excluded. Table 3.2 Enrollment by Gender by Ethnicity Fall Fall 2012 Gerontology MA Female # % # % # % # % # % Native American/Alaskan Native Black, African American Chicano, Mexican-American Other Latino Asian Filipino Native Hawaiian/Pacific Islander White, Non-Latino Two or More Races Other Responses Subtotal Unknown Non-Resident Alien Transitory Total Female Enrollment Male Page 13 of 50

14 # % # % # % # % # % Nativ e American/Alaskan Native Black, African American Chicano, Mexican-American Other Latino Asian Filipino Native Hawaiian/Pacific Islander White, Non-Latino Two or More Races Other Responses Subtotal Unknown Non-Resident Alien Transitory Total Male Enrollment Total # % # % # % # % # % Native American/Alaskan Native Black, African American Chicano, Mexican-American Other Latino Asian Filipino Native Hawaiian/Pacific Islander White, Non-Latino Two or More Races Other Responses Subtotal Unknown Non-Resident Alien Transitory Total Enrollment Notes: Non-Resident Alien students may be of any ethnicity. Transitory are non-matriculated students of any ethnicity or citizenship. 4.0 PROGRAM REQUIREMENTS 4.1 Number of Course Offerings The GRN MA Program comprises 33 units; three units are elective. All units can be acquired within the program course offerings, although the elective units may be taken outside of GRN prefix courses. The courses are identified below in Table 4.1 (all of which are 3 unit courses). Page 14 of 50

15 Table 4.1: Number of Course Offerings Course Number GRN 500 GRN 510/NURS 500 GRN 705 GRN 710 GRN 715 GRN 725 GRN 735 GRN 750 GRN 760 GRN 765 GRN 838 GRN 839 GRN 890 GRN 897 Course Name Gerontology: An Interdisciplinary Perspective Death and Dying in Contemporary Society Aging in a Multidimensional Context Aging Processes: Health and Human Services Age and Social Policy Analysis Aging and Diversity Ethical and Legal Issues in Aging and Social Services Home Care Management Research Methods in Gerontology Aging and the Continuum of Care Gerontology Seminar Gerontology Internship Integrative Seminar Gerontology Research GRN 500 and 510 are the only current undergraduate offerings. Both courses may serve as fulfilling the program prerequisite of an introductory course in Gerontology (or a similar course). Most students elect to take the former to satisfy this requirement. GRN 510 may also serve as an elective (if not taken to fulfill the prerequisite requirement). Both courses are listed among courses in the Segment III cluster of General Education (in both the Human Development as well as the Cultural, Ethnic, or Social Diversity clusters). 4.2 Frequency of Course Offerings The Gerontology Program surpasses the University standards of two courses offered per term and offering every course at least once every two years. Since the implementation of the new Gerontology curricula (Fall, 2010), all courses are offered at least annually; electives are offered at least twice each semester. Table 4.2 below summarizes the frequency of course offerings (including enrollments by semester). This table includes all courses within Gerontology, inclusive of older curricular formats and courses that are no longer offered. For example, in our present curriculum, GRN 600 and 610 are not currently offered at the undergraduate level; GRN 740, 745, 750, and 820 are not currently offered at the graduate level. Page 15 of 50

16 Table 4.2: Frequency of Course Offerings (number of sections with enrollments in parentheses) GRN Sp 08 Fa 08 Sp 09 Fa 09 Sp 10 Fa 10 Sp 11 Fa 11 Sp 12 Fa (20,32) 2 (30,48) 1 (41) 2 (55,58) 2 (51,57) 2 (50,58) 2 (34,22) 2 (43,57) 2 (20,52) 2 (41,55) (27) 1 (28) 1 (65) 1 (57) 2 (60,29) 2 (58,46) 2 (61,56) 2 (63,62) 2 (61,62) (17) 1 (15) (5) 1 (8) (29) 1 (33) 1 (26) (28) 1 (32) 1 (26) (7) 1 (12) 1 (18) 1 (28) 1 (28) 1 (19) (17) 1 (39) 1 (27) 1 (28) (4) 1 (12) 1 (15) (19) 1 (17) 1 (32) 1 (20) 1 (23) (9) 1 (11) 1 (15) (11) 1 (14) (6) 1 (8) 1 (11) (18) 1 (22) 1 (26) 1 (22) (35) 1 (26) (18) (15,6,11) 2 (12,10) 2 (16,14) 2 (10,13) 2 (11,15) (7,13,9) 3 (9,10,7) 2 (16,11) 3 (17,15,15) 2 (11,14) (18) 1 (24) 1 (16) 1 (26) 1 (24) (1,6,0) 3 (2,10,0) 3 (3,1,0) 3 (5,1,0) 2 (3,4) 2 (0,6) 3 (13,6,1) 3 (6,4,2) 3 (10,5,5) 4.3 Path to Graduation The Gerontology Program meets the University standard of offering and publicizing course schedules that clearly state a path to graduation. Our program is structured, within a cohort context, for completion in four semesters. Recognizing that our program draws mature, often fully employed students, we also have created a six semester pathway to graduation. The two year pathway is highlighted with courses and is presented in Table 4.3, below. Page 16 of 50

17 Table 4.3: Two- Year Roadmap to Graduation Semester 1 (Fall) Semester 2 (Spring) Semester 3 (Fall) Semester 4 (Spring) GRN 500 or GRN 510 GRN 500 or GRN 510 (if needed as prerequisite) (if needed as prerequisite) GRN 705 GRN 725 GRN 760 GRN 890 ( Aging in a Multidimensional Context ) ( Aging and Diversity ) ( Research Methods in Gerontology ) ( Integrative Seminar ) GRN 710 GRN 735 GRN 838 GRN 839 ( Aging Processes: Health and Human Services ) ( Ethical and Legal Issues in Aging and Social Services ) ( Gerontology Seminar ) ( Gerontology Internship ) GRN 715 GRN 765 Elective Elective ( Age and Social Policy Analysis ) ( Age and the Continuum of Care ) This roadmap to graduation is presented at the new student orientation and provided to students at that time as a handout and online, through the Gerontology website. Having created a culminating experience project to replace the thesis or field study requirement, we have found that we have also removed the primary bottleneck and impediment to graduation. Please note that 88.4% of our students graduate in two years. 4.4 Course Distribution on GAP (ATC) As above, the Gerontology Program surpasses the University standards describing the distribution of courses on the Advancement to Candidacy forms. These standards include at least 50% of the total units to derive from exclusively (not paired) graduate courses, another 20% may be from either exclusively graduate or paired courses (with graduate students registering in the graduate part of the course), and a final 30% may be from upper division undergraduate courses, paired courses, or graduate courses. In the M.A. in Gerontology program, fully 30 of the 33 units (90%) required for the degree are at the graduate level. The only paired course within the Gerontology Program is at the undergraduate level, and pairs Gerontology with Nursing (GRN 510/NURS 500). 4.5 Class Size University policy states that graduate class size should be between 8 and 30, with seminar classes between 5 and no more than 15. In reviewing Table 4.2, it is clear that the Gerontology Program is meeting this standard. All of the current graduate courses with course numbers below 800 are lecture format; those with numbers greater than 800 are seminar (and supervision) format. Page 17 of 50

18 The two undergraduate classes had average sizes of 44 (GRN 500) and 53 (GRN 510), with enrollments ranging from 20 to 65. The graduate lecture courses, of the current curriculum, have had an average size of 25 students with a range from 11 to 35. These tend to the higher ends of the range, but fall within acceptable levels. The seminar course associated with the Internship both had an average size of 12 (GRN 838 and GRN 839), again within acceptable levels. The culminating experience seminar was the only course to violate the University standard; the average number of students in this class was 22. Interest in and admission to the program has grown significantly over the past several years, particularly coinciding with the revised curriculum. The faculty has worked extremely hard to maintain efficiency given these increasing number; the faculty have also discussed the creation of a second section of the culminating experience, realizing that resources are insufficient to support a second section at present. 4.6 Number of Graduates Table 4.6 summarizes the number of graduates of the program over the past five years; the number of graduates ranges from 13 to 26, with the clear pattern of increasing numbers over the past two years. The average number over the course of the five year review is 19, surpassing the University policy of at least 5. Table 4.4: Number of Graduates Academic Year Number Graduates Five year average 19 The lower number represents the graduating cohort of the previous curricula; as the curriculum was being revised, advertisement of the program was contained and admissions waned. With Page 18 of 50

19 the introduction of the present curriculum, interest has grown, as have admissions to the program, leading to the increase in number of graduates. It is also important to note that this increase in numbers suggests that the two- year path to graduation has been effective and something to which a preponderance of students adhere. 4.7 Overview of Program Quality and Sustainability Indicators Overall, the Gerontology MA Program exemplifies responsiveness and efficiency, while maintaining its high quality. The Gerontology Program operates using a cohort model; students are admitted once a year and normed on a two- year progression to graduation. The courses for the degree are offered on a fixed schedule, designed to further promote timely progress to graduation; the semesters in which courses are offered is based on a cumulative model, wherein more foundational courses appear earlier in the sequence and more integrative courses later in the sequence; the times as which courses are offered have been designed to allow students working outside of the academic setting to pursue their education without major disruption to their careers and income. These designs clearly are successful, as attested to by the graduation rates, the application numbers, and student enrollment. The success is only taxing the culminating experience seminar. This is clearly a trajectory that is sustainable and suggests continued growth. The renewed curriculum is responsive to demands in the field and changes in the profession, preparing students for a professional life in the multidisciplinary context of aging services and programs. The program enjoys a very positive reputation, on campus, within the community, across the country, and internationally. The graduating students represent the program well, often contacting the faculty sharing their professional successes, offering internships and employment to fellow and future graduating students; the faculty similarly have sound and positive reputations for their mentorship of students, for their curricular efforts and leadership in community organizations and professional associations, for their funded projects, many publications, and international collaborations and work. 5.0 FACULTY REQUIREMENTS 5.1 Number of Faculty in Graduate Programs University policy states that each graduate program shall have a minimum of two tenure/tenure track faculty holding a terminal degree or equivalent and a full- time faculty member serving as Graduate Coordinator. Colleges and departments should monitor, recognize and value the work and contributions of graduate coordinators. The Gerontology Program has three full- time tenured professors with terminal doctoral degrees recognized by the growing field. Dr. Darlene Yee- Melichar serves as the Graduate Coordinator, as she has done for the past three years. At present, she is not compensated for this effort; the Gerontology faculty wish to state their profound gratitude for her many efforts on behalf of the Program, its faculty and students, and call for college recognition/compensation for these extraordinary efforts. Page 19 of 50

20 The three full- time, tenured, full professors are listed below, along with a brief professional biography and a statement of the courses for which they typically have responsibility. All of the faculty serve in the M.A. in Gerontology program (Appendix H); in this capacity, they all may serve either as instructors in the undergraduate classes and graduate seminars, including the Culminating Experience seminar and supervise student internships and research projects. Brian de Vries, PhD, is professor of gerontology at San Francisco State University with an adjunct appointment at the University of Alberta. He received his doctorate in life- span developmental psychology from the University of British Columbia in 1988 and was a post- doctoral fellow at both Simon Fraser University in Vancouver and the University of Southern California. He is a fellow of the Gerontological Society of America (GSA) and past Board member of the American Society on Aging (ASA) and co- Chair of the LGBT Aging Issues Network constituent group. Dr. de Vries served on the Institute of Medicine s Board on the Health of Select Populations Committee authoring the recently released acclaimed book: The Health of Lesbian, Gay, Bisexual and Transgender People: Building a Foundation for Better Understanding. Dr. de Vries is former editor of Sexuality Research and Social Policy ( ) and a former associate editor of The International Journal of Aging and Human Development ( ). He has served as guest editor of Omega: Journal of Death and Dying (1997 and 2004) and as a guest co- editor of Generations (2001). He is currently guest- editing an issue of the Journal of Homosexuality. In addition, he has edited four books, including Kinship Bereavement in Later Life (1997), End of Life Issues (1999), Narrative Gerontology (2001), and Gay and Lesbian Aging (2004); he has authored or co- authored over 100 journal articles, book chapters, and professional reports and he has given well over 100 presentations to professional audiences on the social and psychological well- being of midlife and older LGBT persons. With colleagues, he has recently been awarded a multi- year grant from the National Institutes of Health to study minority stress among same- sex couples. Dr. de Vries typically teaches: GRN 510, GRN 705, GRN 725, GRN 760, and GRN 897; he also teaches GRN 500, GRN 838, GRN 839, and GRN 890. Anabel Pelham, PhD, is president of the National Association of Professional Gerontologists (NAPG) and professor and founding director of the Gerontology Program at San Francisco State University. She served as program director/chair for 15 years. She is currently professor and director of the Institute on Gerontology at San Francisco State University. Dr. Pelham enjoys a 30 year career in the field of aging. She has presented and published widely in the field and has served as the principal investigator or project director of multiple domestic and international funded research or program development grants and contracts. Dr. Pelham's most recent relevant publications (with co- authors Dr. Donna Schafer, Dr. Pauline Abbott, and Dr. Carroll Estes) include "Professionalizing Gerontology: Why AGHE Must Accredit Gerontology Programs," Gerontology and Geriatrics Education (forthcoming); and, with Dr. Schafer, "Accreditation: The Missing Manual," AGHExchange, Page 20 of 50

21 Dr. Pelham has expertise in qualitative research methods, graduate gerontology curriculum development, geriatric care management, life- long learning, service learning, Age- Friendly community development, credentialing and accreditation in the field of gerontology and international/global aging. Dr. Pelham has taught for several years in the European Masters in Gerontology (EuMaG) Summer School and taught in Ireland, France, Spain, The Netherlands, Germany, Malta, The Czech Republic, Italy, Portugal and Finland. Dr. Pelham's current interests are compassion as a core value and professionalizing the discipline of Gerontology. Dr. Pelham is past president of the California Council on Gerontology and Geriatrics (CCGG) and is an active member of ASA, GSA and serves on the AGHE's Global Aging Committee. Dr. Pelham is past co- chair of the board of Senior New Ways, a member of the Advisory Council of Grupo Dabvsa, Mexico, and a City Commissioner for the City of Los Altos, California. She led the successful project to make Los Altos and Los Altos Hills the first Age- Friendly (City and Town) in California. Dr. Pelham typically teaches: GRN 500, GRN 715, GRN 765, GRN 838, GRN 839, and GRN 897; she also teaches GRN 890. Darlene Yee- Melichar, EdD, CHES, is Professor and Coordinator of SF State s Gerontology Program. She received her B.A. in Biology from Barnard College; M.S. in Gerontology from the College of New Rochelle; M.S. and Ed.D. in Health Education from Columbia University. She received post- doctoral training in Computer Management Systems at Columbia University; and was a Certified Health Education Specialist by the National Commission on Health Education Credentialing. She is a Fellow of the Association for Gerontology in Higher Education (AGHE); Gerontological Society of American (GSA); AAHPERD s Research Consortium; and Full Member of Sigma Xi, the national research society. She has received many awards for her teaching excellence and service contributions to the campus, community and profession. She has worked with the Agency for Healthcare Research and Quality (AHRQ); NIH Advisory Committee for Research on Women s Health (ACRWH) and Research Enhancement Awards Program (REAP); DHHS Minority Women s Health Panel of Experts; and DHHS- CMS Advisory Panel for Outreach and Education. Her research interests in healthy aging, long- term care administration, and minority women s health care are well reflected in 107 journal articles, book chapters, book reviews, technical reports; and numerous professional and scholarly presentations. She has edited two books including Aging in Contemporary Society: Translating Research into Practice (2005) and Minority Women s Health: Current Issues in Research, Education and Practice (2007). In addition, she authored a highly acclaimed book on Assisted Living Administration and Management: Effective Practices and Model Programs in Elder Care (2010) which was designated a Doody's Core Title. "Since there are few books available on this topic that are this comprehensive and well- organized, this book should be of value to anyone interested in the topic of assisted living facilities in the U.S." (Score: 98 out of 100, 5 stars- Doody's Medical Reviews). She is authoring a fourth book on Long- Term Care Administration and Management which is scheduled for publication later this year. Page 21 of 50

22 Dr. Yee- Melichar typically teaches: GRN 500, GRN 710, GRN 735, GRN 838, GRN 839, and GRN 897; she also teaches GRN 610, GRN 725 and GRN 890. When the above full- time faculty receive assigned time or reimbursed release time, the Gerontology Program draws upon the expertise of five professional colleagues (Appendix H); they include the following lecturers: Edwin P. Cabigao, PhD, RN, is the Chief Nursing Officer at the Jewish Home in San Francisco, a non- profit skilled nursing facility and third largest nursing home in California. As the CNO, he is in charge of nursing operations of 430+ bed skilled nursing facility and 13- bed acute geriatric psychiatric hospital. In addition to handling clinical operations, he is charge of managing pharmacy, medical records, materials management, MDS, education, quality improvement, and specialty clinics. In total, he is responsible for 400+ staff s performance and knowledge in implementing the highest standards of care at the Jewish Home. Dr. Cabigao received his BSN magna cum laude and MA in Gerontology with an emphasis in Long- Term Care Administration from SF State; and Ph.D. in Healthcare Administration from Touro University. Earlier in his career, he worked in various settings (acute care hospitals, home health, CCRC setting), but he has always carried a strong passion working in long- term care. Because of his continuous interest and love working with the elderly, he devoted his career in long term care in the last 12 years. Cristina M. Flores, PhD, RN, is Chief Program Officer at AgeSong in San Francisco. She has been a registered nurse for 22 years, a certified public health nurse for 18 years, and has 6 years experience in home health nursing. In addition, she has been a Residential Care/Assisted Living (RC/AL) owner/operator for 15 years. She holds a B.S. in Nursing from CSU, Dominquez Hills, an MA in Gerontology with an emphasis in Long- Term Care Administration from SF State, and a Ph.D. in Nursing Health Policy from UCSF. Dr. Flores current research projects include Developing a Consumer Information Website for Residential Care for the Elderly (California Health Care Foundation), A Community Approach to Improve Palliative Care Access (Sutter Health Institute for Research and Education), Linking Affordable Senior Housing and Services (Institute on Aging), and the Northern California Geriatric Education Center (UCSF). Her published work includes several journal articles, two book chapters, and a textbook on RC/AL facilities and quality of care. Nate Hinerman, MFT, PhD, also teaches in the School of Nursing at the University of San Francisco. Since 2005, he has taught core curriculum in USF's Gerontology program. He serves as Chair of the San Francisco Bay Area Network for End- of- Life Care, and he volunteers as a psychotherapist on the bereavement service at Pathways Home Health and Hospice (SF location). His research is interdisciplinary, specializing in death, dying, hospice and palliative care, as well as approaches to grief and bereavement therapies, human suffering and aging, and special areas in philosophy (medical ethics especially). He is the leading organizer of the Making Sense Of: series of research projects, which in turn which in turn belong to the Probing the Boundaries programs of Inter- Disciplinary.Net. ID.NET is an international effort aiming to Page 22 of 50

23 bring together people from different academic areas and interests to share ideas and explore discussions about health, aging, and models of care. Dr. Hinerman is the organizing Chair for the 7 th International Conference on Dying and Death to be held in Prague, CZ this November. His most current research project involves generating a community- based approach to improve palliative care access in the San Francisco Bay Area, utilizing a grant sponsored by the Sutter Health Institute for Research and Education. James McCabe, DSW, MSW, MPH is the President of Eldercare Resources. He has more than 25 years experience in health care and strategic planning. Dr. McCabe received his Doctorate from the University of California, Berkeley and holds Masters degrees in Social Work and Public Health. He has twice served on the Board of the American Society on Aging and is a member of the National Financial Planning Association. He is a member of the National Association of Geriatric Care Managers and the National Association of Social Workers. Dr. McCabe is the author of the book Solving the Housing Retirement Puzzle: 20 Tips to Help You Make the Right Decision and is a frequent contributor to journals and newsletters, including the Journal of Practical Estate Planning and Selling to Seniors. He is recognized as an expert in the area of case management and eldercare. He has presented to a broad range of audiences, including The International Association for Financial Planning, League of California Cities, Arizona Geriatrics Society, and The National Tour Association. Patricia McGinnis, JD is Co- founder and Executive Director of California Advocates for Nursing Home Reform (CANHR), a statewide consumer advocacy organization formed in A former teacher, Ms. McGinnis received her J.D. from Golden Gate University School of Law in She has been involved with long term care reform issues for over 30 years and has written and lectured extensively on issues such as long term care, financial planning, elder abuse, residents' rights, family councils and the use of restraints in nursing homes. Dr. McGinnis is also on the faculty in San Francisco State University's Gerontology Program. Dr. McGinnis was named a Gerbode Fellow at the U.C. Berkeley School of Social Welfare in 1991 and was awarded the first annual America's Award by the America's Award Foundation in Dr. McGinnis and California Advocates for Nursing Home Reform have received numerous awards and recognitions for their nursing home advocacy work over the years including the California Works! Award in 1988, the National Citizens Coalition for Nursing Home Reform's Advocacy Award in 1998, the National Senior Citizens Law Center Advocacy Award in 1999, the San Francisco Senior Centers annual Senior Advocate Award in 2001 and the Little Brothers- Friends of the Elderly 2001 National Armand Marquiset award. The Gerontology faculty course teaching history is contained in Tables 5.1a 5.1c, below, for further information. Page 23 of 50

24 Table 5.1a: Faculty Workload/Course Teaching History (2012, 2011) Professor Rank Fall 12 Spring 12 Fall 11 Spring 11 de Vries, Brian F Prof GRN 510/760/897 GRN 510/839/890/897 GRN 510/705/760/897 Pelham, Anabel F Prof GRN 500/715/838/897 GRN 500/765/839/897 GRN 500/715/838/897 GRN 765/839/890/897 Yee- Melichar, Darlene F Prof GRN 838/897 GRN 839/890/897 GRN 838/897 GRN 897 Instructor and Other Professor Cabigao, Edwin Lec GRN 710 GRN 839 GRN 710 GRN 725 Flores, Cristina Lec GRN 897 GRN 839 Hinerman, Nate Lec GRN 510 GRN 510 GRN 510 GRN 510 McCabe, Jim Lec GRN 500/705 GRN 500 GRN 500 GRN 500 McGinnis, Pat Lec GRN 735 GRN 735 Table 5.1b: Faculty Workload/Course Teaching History (2010, 2009) Professor Rank Fall 10 Spring 10 Fall 09 Spring 09 de Vries, Brian F Prof GRN 510/760 GRN 500/510/897 GRN 839/890/897 Pelham, Anabel F Prof GRN 500/715/838/897 GRN 500/730/750/839/897 GRN 500/715/838/897 GRN 500/750/839/897 Yee- Melichar, Darlene F Prof GRN 897 GRN 839/897/890 GRN 838/897 GRN 735/839/897 Instructor and Other Professor Cabigao, Edwin Lec GRN 710 GRN 710 De Lange, Margriet Lec GRN 510 GRN 510/610 Flores, Cristina Lec GRN 838 GRN 740 GRN 745/760 GRN 740 Grossman, Brian Lec GRN 820 Gupta, Rashmi (SW) Asst. Prof GRN 730 Hahklotubbe, David Lec GRN 500/725 GRN 600 Page 24 of 50