WAC: A Strengths-Based Approach to Student Learning

2009 ◽  
Vol 14 (1) ◽  
pp. 83-94
Author(s):  
Jessica Kahn ◽  
Richard Holody
Keyword(s):  
Social Work ◽  
Writing Across The Curriculum ◽  
Writing Skills ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Writing ◽  
Pedagogical Approach ◽  
Writing Assignments ◽  
Work Education

As is reported in other undergraduate disciplines, many social work students struggle with developing their writing skills. In this article we explore the special relevancy to social work education of a pedagogical approach known as Writing Across the Curriculum (WAC), which provides a model for effective teaching based on the interrelationship of writing, learning, and thinking. We view improving student writing from a strengths perspective. Including students in the language of the profession and developing their critical thinking skills is a normative process accomplished through the instructor's conscious use of writing assignments in creative and integrative ways.

A Comparison of the Critical Thinking Skills of BSW and MSW Students

2002 ◽  
Vol 7 (2) ◽  
pp. 63-75 ◽  
Author(s):  
Hugh G. Clark
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Levels ◽  
Msw Students ◽  
Work Education

The Council on Social Work Education's standards requires the teaching and measurement of critical thinking skills at both the baccalaureate and masters level of social work education. How to measure those skills is a difficult question for educators. Equally difficult is determining whether the skills are being taught to social work students. This research is the result of a study begun in 1998 that compared scores on the California Critical Thinking Skills Test (CCTST) of recently graduated BSW students and MSW students who had completed their degree or were in their last semester. Surprisingly, little difference seems to exist between the critical thinking skill levels of BSW and MSW students.

People First: A Case Study in Partnering with the Community

2003 ◽  
Vol 8 (2) ◽  
pp. 147-161 ◽  
Author(s):  
Thomas D. Bordelon
Keyword(s):  
Social Work ◽  
Community Organization ◽  
Real Life ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Social Work Educators ◽  
Macro Practice ◽  
People First

This case study demonstrates the process by which a class composed of senior social work students learns macro practice values and skills by partnering with a community organization. The products of this collaboration emerge from the real-life problem scenario in which students, community partners, and the social work educator collaborate to develop the skills necessary to resolve problems. Through community partnership, social work educators are in the position to expand the opportunities for students to develop critical thinking skills, and provide opportunities to practice community organization within the classroom setting.

scholarly journals Challenging High Potential Students In Large Classes: A Hurdles Approach

2011 ◽  
Vol 1 (2) ◽  
pp. 85
Author(s):  
Margaret A. Cleek
Keyword(s):  
Learning Styles ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
High Potential ◽  
Student Writing ◽  
Writing Assignments ◽  
Large Classes ◽  
High Performing ◽  
Multiple Choice Exam ◽  
Set Up

A hurdles approach, where qualitatively different expectations are linked to higher grades is suggested as a way of challenging high performing students in large classes with extreme range in ability. Large classes and increasing range in student ability and preparedness as well as diverse student learning styles have made it difficult to design assignments and grading schemes which meet the needs of students in the large class environment. High potential students are particularly underserved in this context. Time considerations are also an issue, as large classes make reading student writing assignments impractical. Most instructors know the value of assignments that challenge students critical thinking skills, but many can simply no longer handle the workload and thus resort to no papers, no essay exams, and rely on only the multiple-choice exam. It is suggested that setting up a multiple hurdles approach to grading and assignments in classes can address these problems and issues. Properly worked out, this method can provide the challenge your top students need, the feedback that they deserve, satisfy your need to really challenge students, and address the reality of large classes. This paper outlines how to set up such a multiple hurdles system and make it work.

Transforming Classroom Learning Through Community Study Projects in Macro-Social Work Practice Courses

2019 ◽  
Vol 1 (3) ◽  
pp. 192-210
Author(s):  
Madhavappallil Thomas
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Critical Thinking Skills ◽  
Community Study ◽  
Community Practice ◽  
Macro Practice ◽  
The Usa

This article describes the use of an experiential community study project in teaching a macro-practice course with focus on community engagement in an advanced generalist practice Master of Social Work (MSW) programme in the USA. Implemented in stages, this project is designed to provide students an opportunity to develop community practice knowledge and skills. Quantitative and qualitative data collected from students show how this project developed in them the ability to analyse community characteristics and problems as well as helped them become more culturally sensitive. In developing community profiles and assessing community needs, students could also enhance their analytical and critical thinking skills. These experiential projects are very relevant and useful for social work students and programmes which do not have an opportunity for community practice in their field placement as part of their education. The author argues that such initiatives are likely to reduce the marginalisation of macro-practice courses in social work programmes. Pedagogical and practice implications for macro-practice courses and social work education are also discussed.

Are We Teaching Critical Thinking in the Classroom?

2001 ◽  
Vol 7 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Robert C. Kersting ◽  
Ann Marie Mumm
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Pilot Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Teaching Methodology ◽  
Social Work Programs ◽  
Generalist Practice ◽  
Work Education

The Council on Social Work Education (CSWE) requires social work programs to integrate critical thinking into their curriculum (CSWE, 1992). This article reports results from a pilot study designed to assess how well students integrate critical thinking skills after a one-semester generalist practice course. Forty-six students completed a pre- and posttest assessing critical-thinking skills and their attitudes about critical thinking. The results show some minimal changes in critical thinking. It is concluded that critical thinking is a difficult set of skills to develop and it requires more than a single, one-semester course to develop those skills. We suggest changes in teaching methodology. The article concludes with a discussion of issues regarding measurement of critical thinking for future research.

scholarly journals ‘You Can’t Say That!’: Critical Thinking, Identity Politics, and the Social Work Academy

Societies ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 71
Author(s):  
Jane Fenton ◽  
Mark Smith
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Interpersonal Relationships ◽  
Identity Politics ◽  
Cultural Context ◽  
Social Work Students ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Critical Thinking Skills

Recent years have witnessed an eruption of what have been termed culture wars, often converging around the messier aspects of interpersonal relationships and corresponding identity issues that are complex, sensitive, and contested. These are emotive topics that are often colonised by activist groups, and consequently have become enveloped in particular regimes of truth and assertive identity politics. They are often also, by their nature, the kind of issues that are central to social work practice. This can lead to pressure on social workers and social work students to think that these orthodoxies ought to underpin and define the profession, which in turn can lead to the silencing of alternative opinions and the closing down of dissent. This article seeks to locate identity politics in a political and cultural context. It goes on to set out classic arguments for free speech, viewpoint diversity, and for the need for social work to embrace and engage with such. It explores the notion that the closing down of debate about contentious issues, the disincentives that exist to expressing controversial opinions, and the uncritical adoption of ideological orthodoxies work against the development of the critical thinking skills that are essential for social work practice.

scholarly journals Peer Review in a Social Policy Course: Lessons Learned

10.18060/3160 ◽  
2013 ◽  
Vol 14 (2) ◽  
pp. 629-641 ◽  
Author(s):  
Shauna P. Acquavita ◽  
Carolyn J. Tice
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Policy ◽  
Peer Review ◽  
Thinking Skills ◽  
Lessons Learned ◽  
Critical Thinking Skills ◽  
Work Education ◽  
Social Work Policy

Peer review is a tool that provides students with a sense of how their work is perceived by others. Built on refection and feedback, peer review assesses the quality of academic processes and products based on well-understood criteria. Peer review was implemented in a baccalaureate social work policy course to enhance writing and critical thinking skills. Students were surveyed on their experiences and indicated that peer review activities provided beneficial learning exercises. The information gathered suggests methods for future implementation of peer review in social work education.

scholarly journals Examining Predictors of Social Work Students’ Critical Thinking Skills

10.18060/197 ◽  
2009 ◽  
Vol 10 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Kathleen Holtz Deal ◽  
Joan Pittman
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Students ◽  
Thinking Skills ◽  
Personality Inventory ◽  
Critical Thinking Skills ◽  
College Degree

This study examined BSW, MSW and PhD social work students’ (N=72) critical thinking skills using the California Critical Thinking Skills Test (CCTST). Social work students who tested as more open to experience on a personality inventory, took chemistry in college, and reported having both parents with a college degree had higher critical thinking skills. There was a trend toward higher levels of critical thinking as academic levels increased. Implications and recommendations are discussed for social work classrooms, field practica, and admissions.

Creating Learning Opportunities for the Enhancement of Critical Thinking Skills in BSW Education

2013 ◽  
Vol 18 (1) ◽  
pp. 123-140
Author(s):  
Noell Rowan ◽  
Lynetta Mathis ◽  
Fran Ellers ◽  
Jaime Thompson
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Education ◽  
Thinking Skills ◽  
Learning Opportunities ◽  
Critical Thinking Skills ◽  
Clear Explanation ◽  
Vital Component ◽  
Work Education ◽  
Specific Project

The Council on Social Work Education has identified the enhancement of critical thinking skills as a vital component in social work education. Educators are challenged to create learning opportunities for knowledge and skill development as it relates to critical thinking. This article offers a description of a specific project to emphasize improvement in critical thinking skills through a newly created Writing Skills for Social Workers course and increased rigor in a BSW capstone project. The process of obtaining funding for the project and the methods in place to sustain it are also provided. Results indicate 88% of the students involved in the overall project demonstrated the ability to use social work critical thinking skills necessary to examine evidence, provide a clear explanation of reasonable alternatives, and evaluate possible consequences. Recommendations to continue providing learning opportunities to enhance critical thinking skills in BSW education are discussed.

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