Relational Dimensions of Virtual Social Work Education: Mentoring Faculty in a Web-Based Learning Environment

Limited research exists pertaining to field education coordinators’ leadership and educational practice in general, or with respect to the specific topic of gatekeeping in social work education. This article presents the results of a Canadian study that investigates the experience and approach of field education coordinators in addressing student professional suitability concerns. This exploratory study consists of a focus group conducted with field education coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada. In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Findings of the study provide insight into the location of field education within academia; and highlights the important leadership role undertaken by field education coordinators in supporting students, faculty liaisons, field educators, and university administration in addressing concerns related to student professional suitability. Implications for social work education are discussed.

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Development of a Web-Based GIS Learning Module for Community Asset Mapping to Enhance Service Learning in Social Work Education

International Journal of Librarianship ◽

10.23974/ijol.2020.vol5.1.159 ◽

2020 ◽

Vol 5 (1) ◽

pp. 36-52

Author(s):

Xue Luo ◽

Wansoo Park

Keyword(s):

Social Work ◽

Service Learning ◽

Social Work Education ◽

Well Being ◽

Pedagogical Approach ◽

Asset Mapping ◽

Web Based ◽

Learning Module ◽

Starting Point ◽

Work Education

In recent years, service learning – a pedagogical approach that integrates learning through service in the community – has gained increasing popularity in higher education as a means to enhance student learning and civic engagement. Service learning is relevant to social work education because of its emphasis on social justice and the amelioration of social problems and field education through practicum sites. The benefits of service learning, however, are dependent on successful integration of this pedagogical approach into the classroom. By developing a web-based learning module, this project aims to explore the possibility of using community asset mapping and geographic information systems (GIS) as an integrated technology tool to promote service learning in social work education. An assessment of this module was conducted by a student survey. The overall positive feedback on the module indicates its contribution to social work study as well as its potential applicability to larger contexts. The project can serve as a starting point for developing best practices for the training of students in mapping and spatial thinking in their community practices that would benefit other disciplines as well. The project supports the university’s mission to improve student-centred, interdisciplinary, and innovative teaching and learning, and its commitment to enhance the economic and social well-being of the local communities.

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