Teaching Note: Analyzing Families in Cultural Context: A Teaching Tool

2013 ◽  
Vol 18 (1) ◽  
pp. 51-60
Author(s):  
Miriam Freeman
Keyword(s):  
Student Learning ◽  
Educational Policy ◽  
Cultural Context ◽  
Data Gathering ◽  
Teaching Tool ◽  
Family Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors

This teaching note describes the author's experience with a multidimensional tool designed to facilitate student learning about family assessment within a cultural context. Using their own families as the system of analysis, students engaged in data gathering and organizing, interpretation, and presentation of a multi - generational family. The author links this tool to 2008 Educational Policy and Accreditation Standards practice behaviors; highlights and discusses family maps and a family cultural poem, “I Am From,” as the central components of this teaching tool; and provides recommendations for its use. Students’ “I Am From” poems are included as illustrations.

Social Work Competencies and Multidimensional Assessment

2015 ◽  
Vol 20 (1) ◽  
pp. 117-135 ◽  
Author(s):  
John Poulin ◽  
Selina Matis
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Accreditation Standard ◽  
Multidimensional Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors ◽  
Assessment Plans ◽  
Assessment Of Practice ◽  
Significant Change

The authors review the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards (EPAS) related to the assessment of social work competencies. The 2015 EPAS focuses on the multidimensional assessment of holistic competencies (Drisko, 2015). This is a significant change from the assessment of practice behaviors approach of the 2008 EPAS. This article aims to clarify the intention and language related to assessment in the 2015 EPAS and to provide programs with an overview of possible ways of developing assessment plans that are in compliance with Accreditation Standard 4.0–Assessment.

Using Accountability to Improve Student Learning in Higher Education Music Programs

2019 ◽  
pp. 745-765
Author(s):  
Jeffrey Ward
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Learning ◽  
The United States ◽  
Program Improvement ◽  
Influential Factor ◽  
Assessment Process ◽  
Curricular Development ◽  
Accreditation Standards ◽  
Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses

2011 ◽  
Vol 16 (2) ◽  
pp. 55-73
Author(s):  
Simon Funge ◽  
Nancy Meyer-Adams ◽  
Chris Flaherty ◽  
Gretchen Ely ◽  
Jeffrey Baer
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Core Competencies ◽  
The Other ◽  
Policy Positions ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.

Designing and Using Simulations and Games

2010 ◽  
Author(s):  
Carolyn M. Shaw ◽  
Amanda Rosen
Keyword(s):  
Student Learning ◽  
Learning Objectives ◽  
Teaching Tool ◽  
International Studies ◽  
Custom Design ◽  
Different Types ◽  
Methodological Problems ◽  
Considerable Body ◽  
Traditional Class ◽  
Specific Learning

Simulations and games have been used in the international studies classroom for over fifty years, producing a considerable body of literature devoted to their study and evolution. From the earliest use of these techniques in the classroom, instructors have sought to identify and characterize the benefits of these tools for student learning. Scholars note, in particular, the value of simulations and games in achieving specific learning objectives that are not easily conveyed through lecture format. More recent writings have focused on what specific lessons can be conveyed through different types of exercises and have included detailed descriptions or appendices so that others can use these exercises. As simulations and games have become more widely incorporated into the classroom, a growing body of literature has provided instructions on how to custom design simulations to fit instructors’ specific needs. Although initial evaluations of the effectiveness of simulations were methodologically weak and flawed by research design, sampling, or other methodological problems, newer studies have become more sophisticated. Rather than simply arguing that simulations are (or are not) a better teaching tool than traditional class formats, there is greater recognition that simulations are simply one technique of many that can promote student learning. Scholars, however, are still seeking to understand under what conditions simulations and games are especially beneficial in the classroom.

Appreciative Inquiry: An Experiential Exercise and Course Feedback Tool

2016 ◽  
Vol 2 (2) ◽  
pp. 141-150 ◽  
Author(s):  
Terri A. Scandura
Keyword(s):  
Action Research ◽  
Learning Styles ◽  
Student Learning ◽  
Appreciative Inquiry ◽  
Research Method ◽  
Master's Degree ◽  
Teaching Tool ◽  
Master’S Degree

The action research method of appreciative inquiry (AI) was employed to develop a teaching tool. This exercise involves students’ reflections on a course, noting when they learned the most. The AI process of appreciating, envisioning, dialoging, and innovating is used to help students reflect on how they learn. Instructors of all types of courses at both the undergraduate and master’s degree levels gain understanding of student learning and ideas on how to improve courses. The exercise and sample responses from students are provided to demonstrate how the exercise works. Three variations are presented: mapping the exercise onto Kolb’s learning styles, running the exercise at the midpoint of a course, and a case study of an AI implementation in an organization.

scholarly journals Assessment of Student Learning in SocialWork Education: The Indiana Model

10.18060/14 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 128-151 ◽  
Author(s):  
Barry R. Cournoyer
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Integrated Approach ◽  
Student Learning Outcomes ◽  
Learning Objectives ◽  
Learning System ◽  
Learning Assessment ◽  
Accreditation Standards ◽  
Assessment Of Student Learning ◽  
Development Assessment

In this paper, the author discusses assessment of student learning in light of evolving accreditation standards. The author describes the Indiana Model—a comprehensive approach that includes: (a) a Course-Learning Objectives (CLO) classification system to organize and analyze the total array of course learning objectives addressed in a curriculum, (b) a direct Assessment of Student Learning system to demonstrate student learning outcomes, and (c) an indirect Assessment of Student Learning system to provide for the perspectives of consumers and other stakeholders. When integrated, the three systems may be used for curriculum analysis and development, assessment of student learning, and program evaluation—particularly in terms of student learning outcomes. The proposed integrated approach to student learning assessment addresses both university and professional accreditation standards.

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