Implementation of Writing Across the Curriculum (WAC) Learning Approaches in Social Work and Sociology Gerontology Courses

2013 ◽  
Vol 34 (2) ◽  
pp. 212-223 ◽  
Author(s):  
Patricia Kolb
Keyword(s):  
Social Work ◽  
Writing Across The Curriculum ◽  
Learning Approaches

scholarly journals Problem-based Learning Strategies for Teaching Military Social Work Practice Behaviors: Review and Evaluation

10.18060/1876 ◽  
2012 ◽  
Vol 13 (1) ◽  
pp. 112-131 ◽  
Author(s):  
James D. Whitworth ◽  
Joseph R. Herzog ◽  
Diane L. Scott
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Problem Based Learning ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Approaches ◽  
Social Work Faculty ◽  
Southeastern Us ◽  
Practice Behaviors

This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricula. Data on student perceptions of military social work courses and the application of problem-based learning are presented along with an assessment of knowledge gains and ability to practice military social work. Findings reflect that social worker students find these courses helpful and that they believe that problem-based courses in this subject help prepare them for initial work with this population. They also highlight the need for an extensively updated military social work textbook addressing major changes within the military and social work over the last decade.

scholarly journals The Effectiveness of Writing Across the Curriculum in a Baccalaureate Social Work Program: Students’ Perceptions

2014 ◽  
Vol 15 (2) ◽  
pp. 390-408 ◽  
Author(s):  
Naelys Luna ◽  
E. Gail Horton ◽  
Jeffrey R. Galin
Keyword(s):  
Social Work ◽  
Writing Across The Curriculum ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Student Survey ◽  
Course Content ◽  
School Of Social Work ◽  
Faculty Commitment ◽  
Work Class

Effective social work practice requires strong writing and communication skills; however, social work students often experience difficulties performing academically at expected levels. This article presents findings from a student survey that was collected for two years to assess perceptions of the effectiveness of Writing Across the Curriculum (WAC) strategies on writing skills and social work knowledge acquisition in an introductory social work class that is taught every semester at a school of social work located in southeastern Florida. Students reported that WAC strategies substantially improved their abilities to write in the discipline and learn course content. Based on our findings, it is recommended that schools of social work infuse WAC throughout their curriculum, a process that requires cross curricular collaboration, intra-departmental support, and faculty commitment to course development and implementation.

scholarly journals Delivering social work education on inquiry reports addressing harm to vulnerable people: An exploratory study

2016 ◽  
Vol 18 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stan Houston ◽  
Mary McColgan
Keyword(s):  
Social Work ◽  
Learning Strategies ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Organizational Context ◽  
Social Work Students ◽  
Learning Needs ◽  
Learning Approaches ◽  
Social Work Educators ◽  
Work Education

Summary This article outlines a research study examining how social work education, in relation to case reviews and inquiry reports, was structured and delivered to a range of social work students in Northern Ireland. Adopting a qualitative design, nine social work educators in the region were interviewed and asked about their approach to presenting findings from the reports to social work students and the issues this raised for the research sample. The results revealed three key themes: the salience of the organizational context; how learning was structured and organized; and the various attempts to build social work competence. Findings These themes showed that the co-ordinators were delivering a complex area of knowledge. It was clear that they had given considerable thought to the essential messages from the reports even though the constraints of time and setting were apparent. Moreover, they employed a range of innovations in the way the reports were theorized and how the knowledge coming from them was disseminated. The importance of the ‘fear factor’ within students was a primary issue affecting teaching and learning strategies. Applications The findings can be used as a foundation for further research into this area, looking at student feedback, the attainment of learning outcomes and, importantly, ways of enhancing teaching and learning approaches on this sensitive area. The research can also contribute to the identification of social work educators' learning needs and how to approach emotionally laden case studies of significant harm to vulnerable individuals.

WAC: A Strengths-Based Approach to Student Learning

2009 ◽  
Vol 14 (1) ◽  
pp. 83-94
Author(s):  
Jessica Kahn ◽  
Richard Holody
Keyword(s):  
Social Work ◽  
Writing Across The Curriculum ◽  
Writing Skills ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Writing ◽  
Pedagogical Approach ◽  
Writing Assignments ◽  
Work Education

As is reported in other undergraduate disciplines, many social work students struggle with developing their writing skills. In this article we explore the special relevancy to social work education of a pedagogical approach known as Writing Across the Curriculum (WAC), which provides a model for effective teaching based on the interrelationship of writing, learning, and thinking. We view improving student writing from a strengths perspective. Including students in the language of the profession and developing their critical thinking skills is a normative process accomplished through the instructor's conscious use of writing assignments in creative and integrative ways.

scholarly journals Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

2019 ◽  
Vol 30 (4) ◽  
pp. 40-55
Author(s):  
Dunstan Lawihin
Keyword(s):  
Social Work ◽  
Papua New Guinea ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
New Guinea ◽  
Field Education ◽  
Learning Approaches ◽  
Work Education ◽  
The University

INTRODUCTION: Social work education was introduced in the early 1970s in Papua New Guinea (PNG) and is still developing. Subsequently, its teaching and learning approaches have developed and, significantly, applied with greater flexibility than a standardised format although contemporary western methods predominate. METHOD: The centrality of the PNG context for culturally relevant social work education and the paradigms of pedagogy in field education are discussed. PNG worldviews of teaching and learning have links to similar educational and practice perspectives from the Melanesian region, Pacific and other relevant non-western contexts.CONCLUSIONS: PNG’s ways of teaching and learning are yet to become formally integrated into contemporary social work education due to issues of credibility, relevance and quality assurance regarding professional social work values. The article argues for substantial integration and utilisation of traditional PNG-specific methods of teaching and learning in the delivery of social work education at the University of Papua New Guinea (UPNG) as important steps in developing the profession in the country. Indigenous local knowledge and practices of teaching and learning should become integrated into formal classroom pedagogical strategies in social work. 

Dysphagia in Hospice Care: The Roles of Social Work and Speech-Language Pathologists

2014 ◽  
Vol 23 (4) ◽  
pp. 173-186 ◽  
Author(s):  
Deborah Hinson ◽  
Aaron J. Goldsmith ◽  
Joseph Murray
Keyword(s):  
Social Work ◽  
End Of Life ◽  
Case Studies ◽  
End Of Life Care ◽  
Hospice Care ◽  
Patient Communication ◽  
Life Care ◽  
Speech Language Pathologists ◽  
Four Levels

This article addresses the unique roles of social work and speech-language pathologists (SLPs) in end-of-life and hospice care settings. The four levels of hospice care are explained. Suggested social work and SLP interventions for end-of-life nutrition and approaches to patient communication are offered. Case studies are used to illustrate the specialized roles that social work and SLP have in end-of-life care settings.

Social Work

2015 ◽  
Author(s):  
Marie Connolly ◽  
Louise Harms
Keyword(s):  
Social Work
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