Academic Advising: Strengthening Opportunities for Education

2003 ◽  
Vol 8 (2) ◽  
pp. 85-95
Author(s):  
Linda S. Moore ◽  
Tracy J. Dietz ◽  
Gail L. Wallace
Keyword(s):  
Social Work ◽  
Academic Advising ◽  
Course Selection ◽  
Social Work Educators ◽  
Work Programs ◽  
Social Work Programs

This article discusses advising as a responsibility of social work educators, including the CSWE mandate that advisors be knowledgeable about their programs and be able to provide more than simply course selection. It provides a framework for advising and strategies for developing effective advisement programs in social work programs. It also includes discussion about issues faced in universities where advisement is not always rewarded.

Foreign-Born Students in Baccalaureate Social Work Programs: Meeting the Challenges

2006 ◽  
Vol 12 (1) ◽  
pp. 24-38
Author(s):  
Kendra J. Garrett ◽  
W. Randolph Herman
Keyword(s):  
Social Work ◽  
Learning Styles ◽  
Community Resources ◽  
Foreign Born ◽  
Refugee Students ◽  
Social Work Educators ◽  
Work Programs ◽  
Social Work Programs ◽  
Immigrant And Refugee ◽  
The Way

As a result of changes made in U.S. immigration policies in 1965, the number of immigrants and refugees entering the country has exploded, and many of them are now enrolled in baccalaureate social work programs. Social work educators have a dual responsibility to provide help and support for these foreign-born students while upholding the standards of the profession and preparing students to pass licensing examinations. Departments must discuss needs, expectations, challenges, and policies regarding academic requirements. Classroom strategies that ensure individual learning styles are enhanced by context-rich classroom exercises, a liberal use of writing, and a sensitive use of paraphrasing and collaborative learning. Advisors need to be aware of community resources available. Institutions should provide language and economic supports and culturally sensitive counseling centers. Baccalaureate social work educators must examine the unjust economic and social policies and lead the way in addressing barriers placed in the way of immigrant and refugee students.

Retention Efforts Directed to Students of Color in Baccalaureate Social Work Programs

2003 ◽  
Vol 8 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Hugh G. Clark ◽  
Lisa Garza ◽  
Lee Hipple
Keyword(s):  
Social Work ◽  
Students Of Color ◽  
Exploratory Study ◽  
Second Phase ◽  
Two Phase ◽  
Social Work Educators ◽  
Perceived Success ◽  
Retention Programs ◽  
Work Programs ◽  
Social Work Programs

Given the increasing diversity of the U. S. population and social work clients, retention of students of color in baccalaureate social work programs is a major issue. This article reports on a two-phase exploratory study that looked at the retention efforts of accredited baccalaureate social work (BSW) programs and their respective universities in one state. The first phase of the study addressed the types of retention efforts being made toward students of color and the perceived success of those efforts. The second phase looked at students' perceptions of the retention efforts made by their university and their BSW program. The findings indicate that retention efforts offered by social work programs are effective in helping retain students of color, although they also indicate that the retention programs are underused. This may indicate the need for social work educators to work to increase awareness of retention efforts in their universities and programs.

A Practical Guide for Developing Effective Technical Standards in Social Work Programs

2010 ◽  
Vol 15 (2) ◽  
pp. 17-30
Author(s):  
Marie Huff ◽  
John Hodges
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Technical Standards ◽  
Social Work Educators ◽  
The Social ◽  
History Of ◽  
Work Programs ◽  
Behavioral Attributes ◽  
Social Work Programs ◽  
Work Education

Social work educators are increasingly faced with concerns about students who do not possess the technical standards (basic skills, values, and abilities) of the social work profession. This article discusses the purpose of technical standards, which ensure that social work programs admit, retain, and graduate students who possess the physical, cognitive, emotional, and behavioral attributes required for success. The history of technical standards, concerns about their use, and the growing need for technical standards are also addressed. Finally, practical advice on developing technical standards for social work education and examples of one university's standards are offered.

scholarly journals Sustaining Trajectories

2020 ◽  
Vol 19 (2) ◽  
pp. 290-310
Author(s):  
Lamont D. Simmons
Keyword(s):  
Social Work ◽  
Black Male ◽  
Sense Of Belonging ◽  
Degree Attainment ◽  
Academic Majors ◽  
Social Work Educators ◽  
Social Work Programs ◽  
Social Work Program ◽  
Insight Into

While the literature is replete with studies on persistence among students across academic majors, few studies examine the nature of persistence among Black males enrolled in baccalaureate social work programs. This qualitative study offers some insight into how a sample of four Black male graduates from an accredited baccalaureate social work program persisted toward degree attainment. Three themes emerged from this study: (a) family encouragement and support, (b) sense of belonging, and (c) presence of Black male professors. Findings suggest the need for social work educators to consider programmatic initiatives acknowledging the role of families in persistence efforts, facilitating connectedness, and recruiting Black male professors or other Black male mentors.

scholarly journals Pemahaman dan Halangan Pelajar Program Kerja Sosial terhadap Kurikulum Asas Kerja Sosial: Kepelbagaian Klien (Understanding and Barriers among Student of Social Work Programs on the Basic Curriculum of Social Work: Diversity of Clients)

2020 ◽  
Vol 23 ◽  
pp. 53-78
Author(s):  
Nurzaimah Asalal ◽  
Haris Abd Wahab
Keyword(s):  
Social Work ◽  
Work Programs ◽  
Social Work Programs

Kurikulum asas kerja sosial merupakan garis piawaian dalam pendidikan kerja sosial. Salah satu aspek yang perlu dalam kurikulum asas kerja sosial adalah aspek memahami kepelbagaian klien. Dalam konteks Malaysia, kepelbagaian kaum, etnik, budaya dan agama memerlukan pelajar program kerja sosial memahami dan menerima kepelbagaian tersebut agar mereka kompetensi dalam praktis kerja sosial. Satu kajian telah dilaksanakan untuk mengetahui pemahaman dan halangan pelajar terhadap kepelbagaian klien yang melibatkan seramai 279 pelajar tahun akhir program kerja sosial di enam buah universiti awam, Malaysia. Kajian ini menggunakan pendekatan kuantitatif dan analisis data menggunakan program SPSS versi 23 menerusi ujian Jadual Silang untuk menilai tahap antara pemboleh ubah. Sebanyak sembilan item dikenal pasti dalam pengkajian ini iaitu memahami kepelbagaian klien berdasarkan etnik, budaya, gender, orientasi seksual, agama, keupayaan fizikal dan mental, umur dan latar belakang. Penemuan kajian menunjukkan sebilangan besar pelajar program kerja sosial mampu memahami aspek kepelbagaian klien dan tidak mempunyai halangan untuk memahaminya. Pemahaman pelajar program kerja sosial terhadap aspek kepelbagaian klien menunjukkan pelajar program kerja sosial telah memenuhi salah satu aspek kurikulum asas kerja sosial yang ditetapkan selaras dengan Dasar Pendidikan dan Piawai untuk Pendidikan Kerja Sosial di Malaysia.

Becoming a Social Worker: BSW Social Workers' Educational Experiences

2013 ◽  
Vol 18 (1) ◽  
pp. 19-35
Author(s):  
Sarah Hessenauer ◽  
Charles Zastrow
Keyword(s):  
Social Work ◽  
Qualitative Study ◽  
Social Workers ◽  
Social Worker ◽  
Educational Experiences ◽  
Self Awareness ◽  
Work Programs ◽  
Social Work Programs ◽  
Learning From Others

In this exploratory qualitative study, researchers examined key educational experiences bachelor- level social workers identified as being most helpful in transitioning to current social work careers. Twenty students from CSWE- accredited social work programs, having worked in a social work agency for a minimum of 4 months, voluntarily participated. The researchers conducted one- on- one interviews in which social workers were asked to describe educational experiences and beliefs that supported their transition to careers in social work. The data from these interviews were coded to identify themes to aid educators in examining variables significant in the education of future social workers. These themes include learning occurring in social work courses, self- awareness, learning in the field, and learning from others.

Sign in / Sign up

Export Citation Format

Share Document