Selective BSW Admission: Experiences and Expectations of Students and Alumni

2018 ◽  
Vol 23 (1) ◽  
pp. 123-143
Author(s):  
Lisa A. Street
Keyword(s):  
Social Work ◽  
Stakeholder Analysis ◽  
Social Work Students ◽  
Admission Process ◽  
Social Work Educators ◽  
Work Program ◽  
The Social ◽  
Significant Stage ◽  
Social Work Program ◽  
Support Students

Admission to a BSW program is a significant stage of professional development for social work students. Thus, the purpose of this study is to learn how social work students experienced selective admission in an undergraduate program and the roles of faculty to support students during the admission process. I conducted focus groups and interviews with 24 students and alumni for a stakeholder analysis of admission to a baccalaureate social work program. Students described three types of personal responses to BSW admission: (a) stress and anxiety, (b) deepened commitment to the social work profession, and (c) a strong sense of accomplishment. In addition, students' expectations of faculty during the admission process were (a) advising students, (b) mentoring students, (c) connecting students to the social work program, and (d) gatekeeping for the profession. Findings may guide social work educators as they carry out admission practices and incorporate strategies to meet students' needs.

scholarly journals A Stakeholder Analysis of Admission in a Baccalaureate Social Work Program

2019 ◽  
Vol 55 (1) ◽  
pp. 34-49
Author(s):  
Lisa A. Street ◽  
Cynthia J. MacGregor ◽  
Jeffrey H. Cornelius-White
Keyword(s):  
Social Work ◽  
Stakeholder Analysis ◽  
Work Program ◽  
Social Work Program

Social Work Students' Perceptions of Field Agency and School Response to the Terrorist Attacks of September 11, 2001

2006 ◽  
Vol 12 (1) ◽  
pp. 143-164 ◽  
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
September 11 ◽  
School Intervention ◽  
Terrorist Attacks ◽  
Field Placement ◽  
Work Program ◽  
Class Time ◽  
Social Work Program ◽  
The Impact

This article reports on a study of social work students' reactions to the terrorist attacks of September 11, 2001, and their perceptions and evaluations of any initiatives their social work program and field placement agency undertook in the wake of the attacks. A majority of students reported that class time was devoted to a discussion of the attacks and that their school or program provided an opportunity for students to discuss their feelings. Fewer reported that their agency provided assistance to them, staff, or clients. While the participants valued such assistance, findings regarding the impact that this had on students' level of distress indicate that in some instances, agency and school intervention actually increased students' stress.

Center for Social Research: A Social Work Program Innovation Yields Multiple Benefits

2004 ◽  
Vol 9 (2) ◽  
pp. 91-103
Author(s):  
Meryl Nadel ◽  
Greg Tully
Keyword(s):  
Social Work ◽  
Social Research ◽  
Research Center ◽  
Social Work Educators ◽  
Work Program ◽  
Small College ◽  
Research Activities ◽  
Program Innovation ◽  
Work Education ◽  
Social Work Program

Fostering research activities within social work education programs has long been a priority of social work educators. This article discusses how faculty of a baccalaureate social work program at a small college established a social research center within their department despite limited budget and resources. The process of creating the research center is explained, including issues related to budget, personnel and other operational concerns. The research center's initial project is described. Also discussed are the benefits that accrued to the program's faculty and students, the college, and the community where the school is located.

scholarly journals The Generalist Model: Where do the Micro and Macro Converge?

10.18060/203 ◽  
2008 ◽  
Vol 9 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Shari E. Miller ◽  
Carolyn J. Tice ◽  
Diane M. Harnek Hall
Keyword(s):  
Social Work ◽  
Undergraduate Students ◽  
Social Work Students ◽  
Political Environment ◽  
Student Responses ◽  
Work Program ◽  
Macro Practice ◽  
Innovative Methods ◽  
Practice Opportunities ◽  
Social Work Program

Although macro issues are integral to social work, students continue to struggle with the acquisition of knowledge and skills pertaining to larger systems. Educators have developed innovative methods to integrate learning across systems of various sizes however it appears an imbalance persists. This challenge is supported by baccalaureate student responses to a social work program evaluation. Four years of data from 295 undergraduate students revealed that they felt less prepared to practice with larger, macro systems. Changes in curriculum to reflect collaboration and holism, and more research are needed to adequately provide macro learning and macro practice opportunities within the generalist model and in the context of the current socio-economic-political environment.

scholarly journals Teaching Statistics to MSW Students: Comparing Credit and Non-Credit Options

2017 ◽  
Vol 18 (2) ◽  
pp. 437-455
Author(s):  
Ashley Davis ◽  
Rebecca G. Mirick
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Social Work Research ◽  
The Social ◽  
Statistics Course ◽  
Msw Students ◽  
Course Length ◽  
Perceived Relevance ◽  
Social Work Program ◽  
Professional Disciplines

In professional disciplines like social work, students are expected to be able to understand and apply basic statistical concepts. Graduate programs differ in how they expect students to develop this ability; some require a full-credit statistics course as a prerequisite to admission, and others incorporate statistics into social work research courses. The for-credit requirement has a high financial and time cost for students. This exploratory study examined the feasibility of replacing this requirement with a brief, non-credit statistics course. MSW students (n=168) who took both types of courses were surveyed. No association was found between the type of course and students’ anxiety, confidence, and the perceived relevance of statistics. Students identified factors that impeded or facilitated their learning. The inclusion of the statistics course within the social work program and the use of relevant social work literature was perceived as supporting students’ learning of statistics. The course length was no more of a concern for the non-credit statistics students than for the for-credit students. These findings support the use of a brief, non-credit statistics course as a less costly and time-consuming approach, but raises concerns about consistently high levels of anxiety, and low levels of confidence and statistics ability of MSW students. 

BPD: Past, Present, and Future

2015 ◽  
Vol 20 (1) ◽  
pp. 111-116
Author(s):  
Sam Copeland
Keyword(s):  
Social Work ◽  
Program Directors ◽  
Minority Males ◽  
Social Work Educators ◽  
Work Program ◽  
Social Work Program

The outgoing president of the Association of Baccalaureate Social Work Program Directors discusses challenges for baccalaureate- level social work educators, particularly the low number of minority males in the profession and the need to address the continuing effects of racism.

Many Hands Make Light Work: Team Teaching in Social Work Education

2017 ◽  
Vol 22 (1) ◽  
pp. 207-216
Author(s):  
Katharine Dill ◽  
Wes Shera ◽  
Jeanine Webber
Keyword(s):  
Social Work ◽  
Team Teaching ◽  
Social Work Students ◽  
Work Team ◽  
Teaching Environment ◽  
Team Collaboration ◽  
Call To Action ◽  
Social Work Educators ◽  
The Social ◽  
Work Education

Teaching is often a solitary endeavor, but teaching with others can enrich the educational experiences of faculty and social work students alike. This teaching note is a call to action for all social work educators to focus on the underlying tenets of the team-teaching environment as a mechanism for enriching the social work educational environment. Role modeling and educating students about team collaboration is an essential component of readiness for practice. This teaching note provides real world strategies for creating and enhancing the team-teaching environment in social work learning spaces that include the classroom and field placement.

Changing the lens: Reflections on social education/practice in Trinidad and Tobago

2017 ◽  
Vol 61 (3) ◽  
pp. 335-340
Author(s):  
Karen Dullea
Keyword(s):  
Social Work ◽  
Trinidad And Tobago ◽  
West Indies ◽  
The West ◽  
Master's Students ◽  
Education Practice ◽  
Work Program ◽  
The Social ◽  
Short Piece ◽  
Social Work Program

This short piece draws on interviews with social work professionals, academics, and Master’s students in or associated with the social work program, University of the West Indies, Trinidad. The focus of the research based on 14 2- to 3-hour dialogic unstructured interviews and a short focus group (before class) with Master’s students was ‘What is social work in Trinidad and Tobago?’.

scholarly journals The emotional labour of academia in the time of a pandemic: A feminist reflection

2021 ◽  
Vol 20 (1-2) ◽  
pp. 639-644
Author(s):  
Michelle Newcomb
Keyword(s):  
Social Work ◽  
Emotional Labor ◽  
Early Career ◽  
Personal Essay ◽  
Emotional Needs ◽  
Social Work Educators ◽  
Emotional Labour ◽  
The Social ◽  
Business Needs ◽  
Support Students

During the COVID19 pandemic, emotional labor has become an indispensable resource in social work, providing comfort, strength, and focus for many. Within the social work academy, emotional labor has been required to support students, especially as education has moved quickly into online and remote teaching modes. For the majority female social work educators, the pandemic has also led to a rise in caring responsibilities, especially for children. This personal essay explores the experience of a female, early career social work academic in negotiating the use of emotional labor simultaneously in paid and unpaid roles during the pandemic. This exploration is contextualised within the neoliberal university and its expectation of how emotional labor should be used to meet student and business needs. The essay questions the individualized practice and responsibility of emotional labor and questions alternative ways to meet the emotional needs of individuals, families, and universities during the COVID19 pandemic.

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