Online and Hybrid Education in a Social Work PhD Program

2019 ◽  
pp. 1-15 ◽  
Author(s):  
Bongki Woo ◽  
Kerri Evans ◽  
Kaipeng Wang ◽  
Marcie Pitt-Catsouphes
Keyword(s):  
Social Work ◽  
Hybrid Education ◽  
Phd Program

A Study of PhD Courses and Curricula Across Schools of Social Work

2021 ◽  
pp. 104973152110391
Author(s):  
Cynthia Franklin ◽  
Elizabeth Lightfoot ◽  
Melissa Nachbaur ◽  
Katharine Sucher
Keyword(s):  
Social Work ◽  
Meta Analysis ◽  
Grant Writing ◽  
Double Blind ◽  
Quality Guidelines ◽  
Statistics Courses ◽  
Equity And Inclusion ◽  
Schools Of Social Work ◽  
Phd Programs ◽  
Phd Program

Objectives This study explored courses offered by social work PhD programs, the variation in these courses by type of university, and how the courses compare to the Group for the Advancement of Doctoral Education in Social Work (GADE) Quality Guidelines. Study Methods Course curriculums of 84 GADE-affiliated social work PhD programs were double-blind coded. PhD directors verified codes and answered a brief survey. Findings A total of 1146 courses were coded into 28 categories. An average of six research and statistics courses were offered per program. Few programs offered courses in measurement, intervention research, meta-analysis, program evaluation, or grant writing. Most programs indicated that diversity, equity, and inclusion was infused in the curriculum. Less than half (41%) of PhD program directors indicated that GADE Quality Guidelines were influential. Conclusions PhD programs are offering more research and statistics courses than in the past, but GADE Quality Guidelines are not consistently followed.

A Synchronous Online Social Work PhD Program: Educational Design and Student/Faculty Response

2019 ◽  
Vol 39 (4-5) ◽  
pp. 323-343
Author(s):  
Dennis Myers ◽  
Jon Singletary ◽  
Rob Rogers ◽  
Jim Ellor ◽  
Sidney Barham
Keyword(s):  
Social Work ◽  
Educational Design ◽  
Phd Program ◽  
Synchronous Online

Gottlieb, Naomi R.

2013 ◽  
Author(s):  
Nancy R. Hooyman
Keyword(s):  
Social Work ◽  
Curriculum Evaluation ◽  
Work Practice ◽  
Gender Issues ◽  
Social Work Practice ◽  
The Social ◽  
And Gender ◽  
School Of Social Work ◽  
The University ◽  
Phd Program

Naomi R. Gottlieb (1925–1995) was concerned with feminist and gender issues in the social work curriculum, evaluation of social work practice, and the PhD program in social welfare at the University of Washington School of Social Work.

A Synchronous Online Social Work PhD Program: Educational Design and Student/Faculty Response

2020 ◽  
pp. 51-71
Author(s):  
Dennis Myers ◽  
Jon Singletary ◽  
Rob Rogers ◽  
Jim Ellor ◽  
Sidney Barham
Keyword(s):  
Social Work ◽  
Educational Design ◽  
Phd Program ◽  
Synchronous Online

scholarly journals Preparing tomorrow’s professoriate: an examination of social justice language in social work PhD program manuals

2017 ◽  
Vol 36 (4) ◽  
pp. 443-455 ◽  
Author(s):  
Kimberly D. Hudson ◽  
Valerie B. Shapiro ◽  
Isabel A. Ebiner ◽  
Annie Berenberg ◽  
Nora Bacher
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Phd Program

Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program

2020 ◽  
Vol 5 (2) ◽  
pp. 463-478
Author(s):  
Elizabeth Crais ◽  
Melody Harrison Savage
Keyword(s):  
Detailed Examination ◽  
Career Expectations ◽  
Doctoral Preparation ◽  
Creative Solutions ◽  
Phd Education ◽  
Doctor Of Philosophy ◽  
First Time ◽  
Students Success ◽  
Phd Program

Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480

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.

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