The Use of the World Wide Web by Undergraduate Social Work Education Programs

1997 ◽  
Vol 3 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Jerry Finn ◽  
Marshall Smith
Keyword(s):  
Social Work ◽  
World Wide Web ◽  
Social Work Education ◽  
Web Site ◽  
World Wide ◽  
Specific Information ◽  
Education Programs ◽  
The World ◽  
Social Work Programs ◽  
Work Education

Social work education programs have begun to use the World Wide Web as a means of providing an educational tool and a delivery system for information about their programs. This paper provides an introduction to Web concepts, describes a procedure for creating a simple Web site, and investigates current use of the Web by BSW programs. It was found that 125, (39.1 percent) BSW programs have a social work Web site. The types and quality of information provided varied widely among programs. Programs provide information on mission, course descriptions, faculty descriptions, admissions requirements, and curriculum. In addition, almost half of programs offered a means for students to contact the program through e-mail. Only a small number of programs provided other program specific information such as syllabi, newsletters, financial aid, alumni information, or policy manuals. Approximately one-third of the programs provided links to other sources on the Internet. Only 14 percent of programs' sites were rated excellent by students. The potential of the World Wide Web to promote information sharing among social work programs and organizations is discussed.

Fighting for Field: Seven Threats to an Important Component of Social Work Education

1999 ◽  
Vol 5 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Rita Rhodes ◽  
Jim Ward ◽  
Jan Ligon ◽  
Wanda Priddy
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Field Education ◽  
Education Programs ◽  
Number Of Factors ◽  
Loss Of Autonomy ◽  
Social Work Programs ◽  
Faculty Commitment ◽  
Work Education ◽  
Schools Of Social Work

Field education programs have historically been viewed as the single most important component of social work education at both the baccalaureate and graduate levels. However, a number of factors may affect the ability to execute quality field education programs. This article identifies and discusses seven significant threats to field education in social work programs, including the academization of schools of social work, loss of autonomy in the larger academic systems; the devaluation of field directors; growth of programs; gatekeeping; changes in the student population; and a lack of faculty commitment to field education. Two of six recommendations to address these problems are also challenged.

The 5-Year BSW–MSW Program: A New Curricular Option

2010 ◽  
Vol 15 (1) ◽  
pp. 67-82
Author(s):  
Shirley Simon ◽  
Edward Gumz ◽  
Susan Grossman ◽  
James Marley ◽  
Yolanda Golden
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Potential Role ◽  
Faculty Members ◽  
Specific Information ◽  
Admission Process ◽  
Msw Students ◽  
School Of Social Work ◽  
Work Education

This article describes and analyzes the development and implementation of a 5-year BSW–MSW program at a Midwestern school of social work. Key pedagogical and programmatic considerations in the development of such programs are identified. Specific information about the admission process and curricular pathway is provided. Five-year and traditional MSW students are compared on their performance in foundation-level MSW courses. The results of evaluative surveys of faculty members and 5-year students are also presented. The potential role of 5-year programs in social work education is discussed.

scholarly journals THE INTERNET AS A LEADING INSTITUTION OF INFORMATION LAW IN THE XXI CENTURY

2021 ◽  
Vol 58 (1) ◽  
pp. 1853-1858
Author(s):  
Lesko Natalia Vladimirovna Et al.
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
World View ◽  
Modern Society ◽  
Legal Regulation ◽  
The Internet ◽  
Specific Information ◽  
Information Culture ◽  
The World ◽  
Information Law

The features of the Internet as a leading institution of information law in the XXI century have been studied in the article. It has been determined that a characteristic feature of the Internet is that geographical boundaries do not play any role here. The Internet space is an electronic information space of communications for which there are no borders. That is why it is difficult to ensure effective legal regulation of the Internet, as there is no systematic legislation regulating the relevant types of relations on the World Wide Web, besides, there are objective features of the Internet functioning. It has been stated that an important point of solving the problems of using the Internet is the adoption of the Laws: "On the protection of freedom on the Internet", "On e-democracy", "On distance learning on the Internet". It has been noted that in modern society, the Internet has made it possible to influence greatly the life of every person. As a result of globalization processes, the World Wide Web performs the function of forming a person's world-view. Unfortunately, standards that do not conform to the ideas of humanism are often promoted on the Internet. New forms of communication on the Internet have led to the separation of the culture function of this means of mass communication, as a result of which a specific information culture is being formed. Thus, an important factor in building a global information society is the formation of the individual new information culture on the Internet network.

Federico, Ronald Charles

2013 ◽  
Author(s):  
Dean Pierce
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Education Programs ◽  
Social Work Educators ◽  
Program Administrator ◽  
Work Education

Ronald Federico (1941–1992) was a teacher, program administrator, and scholar. He was a leader in the development of undergraduate social work education. He provided curriculum consultation to countless social work education programs and was a mentor to many undergraduate social work educators.

Council on Social Work Education

2013 ◽  
Author(s):  
Julia M. Watkins ◽  
Jessica Holmes
Keyword(s):  
Social Work ◽  
Board Of Directors ◽  
Social Work Education ◽  
Educational Innovation ◽  
Faculty Members ◽  
Development Research ◽  
The Social ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The Council on Social Work Education (CSWE) provides leadership in social work education through faculty development, research, and accreditation of baccalaureate and master's social work programs. As of February 2012, 689 social work programs were accredited by CSWE. These programs represent an estimated 7,500 faculty members and 82,000 students at the baccalaureate and master's levels. CSWE promotes continued educational innovation and relevancy through setting accreditation standards, which are regularly revised by volunteer representatives from the social work education and practice community and approved by the CSWE Board of Directors.

Infometrics and the World Wide Web: A Case Study and Discussion

2013 ◽  
Author(s):  
Stephen J. Downie
Keyword(s):  
World Wide Web ◽  
Web Site ◽  
World Wide ◽  
Non Profit ◽  
The World ◽  
Modelling Techniques

This paper discusses how the application of informetric modelling techniques and principles offers a powerful set of analytic tools for empirically grounding one's understanding of World Wide Web interactions. Data collected from the transmission statistics of a non-profit Web site are presented to illustrate the usefulness of informetric analyses for both scholars and practitioners. . .

Student disclosures in Social Work Education: Does your Program Need a Policy?

1998 ◽  
Vol 4 (1) ◽  
pp. 27-36
Author(s):  
Michael Meier ◽  
Dennis D. Long
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Classroom Context ◽  
Education Programs ◽  
Personal Problems ◽  
Professional Boundaries ◽  
Formal Policy ◽  
Policies And Programs ◽  
Faculty And Administrators ◽  
Work Education

University faculty and administrators are often ill-prepared when the personal problems of students are divulged in the classroom context. The absence of formal policy and procedures in relationship to student disclosures is commonplace in higher education. Using Durkheim's orientation on social change, this article examines institutional responsibility as well as legal, ethical, and pragmatic issues associated with student disclosures in social work education. Programs are encouraged to develop policies and programs to assist faculty in maintaining appropriate professional boundaries with students. Concrete suggestions are provided to facilitate the development of strategies, policies, and programs addressing student disclosures.

Safety Education: A Study of Undergraduate Social Work Programs

2007 ◽  
Vol 12 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Geraldine Faria ◽  
Mary Agnes Kendra
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Academic Programs ◽  
Safety Education ◽  
Education Programs ◽  
The Social ◽  
Client Violence ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The literature on client violence against social workers calls for social work education programs to teach students how to protect themselves and minimize the risk of verbal and physical harm. Although the social work literature cites examples of content that should be taught, there is little information on whether safety education is covered in academic programs and, if so, what exactly is taught. This study focused on nineteen baccalaureate programs and determined the extent to which they teach safety education. The study also identified the minimum safety education content that should be taught in baccalaureate social work programs.

Truth in Labeling? An Initial Evaluation of Associate in Social Work Programs

2020 ◽  
Vol 25 (1) ◽  
pp. 65-87
Author(s):  
Rex J. Rempel
Keyword(s):  
Community Colleges ◽  
Social Work ◽  
Social Work Education ◽  
The United States ◽  
Consensus Definition ◽  
College Programs ◽  
Work Programs ◽  
Social Work Programs ◽  
Definition Of ◽  
Work Education

Although BSW programs have long accepted transfer students with associate degrees in human services, community colleges in the United States also offer associate in social work (ASW) degrees. Absent from the peer-reviewed literature, however, little is known about community colleges’ social work programs. They are unrecognized by the Council on Social Work Education (CSWE), and the validity of their claims to teach social work is untested. This research located 57 such programs and evaluated their ability to meet customary benchmarks for social work education. One- third of ASW program directors completed surveys about their programs, reportedly meeting 41% of select CSWE 2015 Educational Policy and Accreditation Standards for BSW programs. This empirical study of community college programs suggests broader options for both students and colleges, challenges the consensus definition of social work education as beginning in baccalaureate studies, and raises concerns about unproven claims to teach social work.

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