Using Professional Advisory Committees to Achieve Excellence in Social Work Education

2002 ◽  
Vol 7 (2) ◽  
pp. 49-61
Author(s):  
Tracy J. Dietz ◽  
Linda S. Moore ◽  
David Jenkins
Keyword(s):  
Social Work ◽  
Advisory Committee ◽  
Social Services ◽  
Social Work Education ◽  
Advisory Committees ◽  
Social Work Practitioners ◽  
Social Work Programs ◽  
Work Education ◽  
Social Work Program ◽  
To Receive

Social work programs are mandated by the Council on Social Work Education to develop and maintain ongoing relationships with social work practitioners and others involved in social services and policy making. A Professional Advisory Committee is one way for programs to receive input from community professionals to strengthen the educational goal of preparing competent, effective professionals. To date, there is little literature in social work on program advisory committees. However, higher education and management literature, along with social work literature on task groups, can provide some direction for developing, maintaining, and effectively using a Professional Advisory Committee in social work program development.

scholarly journals Applying the U.S. Model of Social Work Education Curriculum to Libyan Education

2021 ◽  
pp. 1-9
Author(s):  
Zeinab Abulhul
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Services ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Social Problems ◽  
The United States ◽  
Education Curriculum ◽  
Social Work Programs ◽  
Work Education

The Libyan government urgently needs a professional social workers’ mission to help decrease social problems that have emerged and been aggravated due to civil war and political conflicts. However, the present social work community in Libya cannot mitigate social problems or simplify social services effectively to meet people’s needs. Thus, teaching and learning methodologies need to be developed inside and outside educational institutions so that the challenges presently facing Libyan society can be overcome. The purpose of this paper is to suggest adopting an American social work curriculum experience in Libyan social work education according to Libyan ideology. The researcher depicts nine social work competencies (e.g., knowledge, professional values, skills, and professional processes and practices), as well as a set of behaviors that reflect social workers’ competencies that relate to the social work curriculum applied in colleges in the United States. The author’s goal is to encourage Libyan social work professionals to take advantage of this knowledge and these experiences to develop the Libyan social work education curriculum. This could ensure that graduates of social work programs are qualified to help people deal with social problems when they enter the workforce.

scholarly journals Social Work Education Canada’s North

2012 ◽  
Vol 7 (1) ◽  
pp. 7-17
Author(s):  
Douglas Durst ◽  
Nicole Ives
Keyword(s):  
Social Work ◽  
First Nations ◽  
Northwest Territories ◽  
Social Work Education ◽  
Human Service ◽  
Work Program ◽  
Social Work Programs ◽  
Work Education ◽  
The University ◽  
Social Work Program

The Faculty of Social Work program at the University of Regina is a broker for two social work programs north of the 60th parallel reaching the northern residents of both Aboriginal and non-Aboriginal ancestry. In addition, for over 30 years, the University of Regina partners with the First Nations University of Canada where a specialized Bachelor of Indian Social Work is offered and now a Master of Aboriginal Social Work. This paper presents the background to the Northern Human Service/BSW program at Yukon College in Whitehorse, Yukon and the Certificate of Social Work at the Aurora College in Yellowknife, Northwest Territories.

scholarly journals Perceptions of Macro Social Work Education: An Exploratory Study of Educators and Practitioners

2017 ◽  
Vol 18 (2) ◽  
pp. 522-542 ◽  
Author(s):  
Katharine Hill ◽  
Christina L. Erickson ◽  
Linda Plitt Donaldson ◽  
Sondra J. Fogel ◽  
Sarah M. Ferguson
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Online Survey ◽  
Social Work Educators ◽  
Macro Practice ◽  
Social Work Practitioners ◽  
Negative Perceptions ◽  
Social Work Programs ◽  
Macro Social Work ◽  
Work Education

Social work graduate education is responsive to and reflective of larger environmental forces, including economic and job market trends, regulations by diverse organizations, and student interests. A national online survey of macro social work educators (n=208) and macro social work practitioners (n=383) explored their perceptions of the intersections between these forces and graduate social work education. Findings indicate that while there remains a consistent level of support for and inclusion of macro social work within MSW programs from both groups, macro practitioners identified a concurrent experience of negative perceptions, attitudes, and experiences toward macro social work education while in their graduate programs. We suggest that social work programs seek out opportunities to integrate macro practice content and field experiences into their curriculum, so that students can be better equipped to respond to the complex systemic challenges they will encounter while in professional practice. 

Social Work Education: Implications for Working with the Transgender Community

2007 ◽  
Vol 12 (2) ◽  
pp. 42-52 ◽  
Author(s):  
Stephen “Arch” Erich ◽  
Needha Boutté-Queen ◽  
Sandra Donnelly ◽  
Josephine Tittsworth
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Exploratory Study ◽  
Educational Content ◽  
Southern State ◽  
Community Data ◽  
Social Work Programs ◽  
Work Education ◽  
To Receive

This paper examines the implications of social work education upon licensed social workers' desire, knowledge, and competency to work with members of the transgender community. Data were collected from 150 randomly selected licensed social workers from a southern state. The results suggest that 1) it is not the norm for social workers to receive educational content regarding the transgender community and 2) the presence of educational content was associated with a stronger desire to work with this population, more knowledge of the transgender community, and greater perceptions of competency to work with the transgender community. The results of this exploratory study suggest that educational content regarding the transgender community should be an integral part of the curricula provided by baccalaureate social work programs.

scholarly journals Applying the U.S. Model of Social Work Education Curriculum to Libyan Education

2021 ◽  
pp. 1-9
Author(s):  
Zeinab Abulhul
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Services ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Social Problems ◽  
The United States ◽  
Education Curriculum ◽  
Social Work Programs ◽  
Work Education

The Libyan government urgently needs a professional social workers’ mission to help decrease social problems that have emerged and been aggravated due to civil war and political conflicts. However, the present social work community in Libya cannot mitigate social problems or simplify social services effectively to meet people’s needs. Thus, teaching and learning methodologies need to be developed inside and outside educational institutions so that the challenges presently facing Libyan society can be overcome. The purpose of this paper is to suggest adopting an American social work curriculum experience in Libyan social work education according to Libyan ideology. The researcher depicts nine social work competencies (e.g., knowledge, professional values, skills, and professional processes and practices), as well as a set of behaviors that reflect social workers’ competencies that relate to the social work curriculum applied in colleges in the United States. The author’s goal is to encourage Libyan social work professionals to take advantage of this knowledge and these experiences to develop the Libyan social work education curriculum. This could ensure that graduates of social work programs are qualified to help people deal with social problems when they enter the workforce.

The Future of Social Work Education

2019 ◽  
pp. 83-88
Author(s):  
Spencer James Zeiger
Keyword(s):  
Social Work ◽  
Social Services ◽  
Social Work Education ◽  
The United States ◽  
New Faculty ◽  
Online Programs ◽  
Social Work Educators ◽  
The Future ◽  
Work Education ◽  
Study Participants

Former social work educators, and social work educators standing on the threshold of The Next Chapter, have wisdom to share regarding the future of social work education. We must pay attention to their ideas; our profession is at stake. Topics covered in this chapter include doctoral preparation (with the growth of social work education programs in the United States and a large wave of social work educators retiring, attracting well-prepared new faculty has never been greater); online concerns (most study participants were reluctant to give online programs a ringing endorsement); and the need for increased content on aging (as baby boomers progress through their lifespan, and as life expectancy increases with medical advances, the number of older adults requiring social services will continue to rise).

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.

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.

President's Address 2009: Building Bridges: Changing Lives, That's What We do

2018 ◽  
Vol 23 (1) ◽  
pp. 71-76
Author(s):  
Freddie L. Avant
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Program Directors ◽  
Annual Conference ◽  
Work Program ◽  
Work Education ◽  
Social Work Program

This President's Address was presented to the Association of Baccalaureate Social Work Program Directors (BPD) 26th Annual Conference in 2009 in Phoenix, Arizona. The address provides a reflection of the historical challenges of the organization and the true strengths that highlight its importance and relevance to undergraduate social work education.

Solving Social Work Assessment Issues: A Program Evaluation

2004 ◽  
Vol 9 (2) ◽  
pp. 136-158 ◽  
Author(s):  
Shawn Damon Ginther ◽  
Mary Schroeder
Keyword(s):  
Program Evaluation ◽  
Social Work ◽  
Student Outcomes ◽  
Evaluation Model ◽  
Program Assessment ◽  
Work Program ◽  
Work Assessment ◽  
Social Work Programs ◽  
Work Education ◽  
Social Work Program

Social work programs accredited by the Council on Social Work Education (CSWE) conduct ongoing program assessment to routinely assess student outcomes relative to educational activities. To assist faculty in this effort, this article presents one undergraduate program's holistic social work program evaluation model (SWPEM). The arrangement of each of the SWPEM's eight evaluative elements is reviewed, and its administration procedures are outlined. Arguments for and barriers to program evaluation using the SWPEM are reviewed, and this faculty's experiences with the SWPEM model are discussed.

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