E-Portfolios in Social Work Curriculum: Demonstrating Integrative and Reflective Learning

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 113-124
Author(s):  
Dale Fitch ◽  
Kalea Benner ◽  
Tammy Freelin ◽  
Suzanne Cary
Keyword(s):  
Social Work ◽  
Professional Growth ◽  
Formative Evaluation ◽  
Learning Opportunities ◽  
Reflective Learning ◽  
Learning Needs ◽  
Job Interviews ◽  
Social Work Educators ◽  
Curriculum Review ◽  
Social Work Programs

Social work educators have used portfolios to evaluate learning over the past 3 decades. With student learning needs changing in response to technological learning opportunities, social work programs are starting a transition from the traditional, paper-based portfolio to an electronic one. The authors describe one program's formative evaluation of e-portfolios and how it led from a focus on the product, the portfolio, to a refocus on the portfolio creation process. Both the program and students gained from the e-portfolio through curriculum review and subsequent curriculum development and through student demonstration of integrative and reflective learning. Students who successfully articulate and demonstrate professional growth through the e-portfolio are likely to use that information in job interviews and graduate school applications. Thus, the e-portfolio can be an effective tool for using today's technology to meet student learner needs.

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.

Substance Use Among a Sample of BSW Students: An Exploratory Study

2019 ◽  
Vol 24 (1) ◽  
pp. 361-384
Author(s):  
Patricia Chapman ◽  
Kathi R. Trawver
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Exploratory Study ◽  
Help Seeking ◽  
The United States ◽  
Future Research ◽  
Convenience Sample ◽  
Social Work Educators ◽  
Frequency Of Use ◽  
Social Work Programs

This exploratory study used a convenience sample of 792 currently enrolled BSW students drawn from across accredited social work programs within the United States who completed a 60-item electronic survey to identify the occurrence, types, frequency, and severity of their substance use. More than 93% (n=742) of the study participants reported having used alcohol, and 62% (n=445) reported using drugs on one or more occasions. Reported types of use, frequency of use, and severity of use as measured by AUDIT and DAST scores showed BSW students' substance use similar to or above other national samples of college students. Recommendations for future research and implications for social work educators in addressing substance use and stress management and promoting destigmatized help-seeking among their BSW students are discussed.

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.

Strengthening Competency in Policy Practice: An Experiential Model for Student Learning

2018 ◽  
Vol 23 (1) ◽  
pp. 145-158
Author(s):  
Dawn Apgar ◽  
Mackaully Parada
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Learning Opportunities ◽  
Helping Professionals ◽  
Social Work Educators ◽  
Policy Practice ◽  
New Methods ◽  
Macro Practice ◽  
Work Education ◽  
Policy Engagement

Competence in micro and macro practice is required by the Council on Social Work Education because it is essential for skilled practice by helping professionals. Social work educators have historically struggled to identify learning opportunities for students in policy practice that are interesting and help reinforce its relevance to direct helping. It is imperative that new methods of policy engagement be implemented in social work curricula. This article describes an innovative model, based on an experiential statewide collaborative of all undergraduate social work education programs, to develop and assess student competency in policy practice. Evaluation results indicate that students found this model more effective in teaching about the importance of policy practice than traditional policy courses and in conveying the importance of policy to their work in the field.

scholarly journals Achieving HBSE Competencies through Service-learning

10.18060/1174 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Sarah E. Twill ◽  
Kathy Elpers ◽  
Kathy Lay
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Environment ◽  
Learning Opportunities ◽  
Social Work Educators ◽  
Pedagogical Strategy ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education ◽  
Service Learning Pedagogy

Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE) area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

scholarly journals Lifelong Learning in Social Work: A Qualitative Exploration with Practitioners, Students, and Field Instructors

2016 ◽  
Vol 16 (2) ◽  
pp. 260-275 ◽  
Author(s):  
Pauline Jivanjee ◽  
Kimberly Pendell ◽  
Laura Nissen ◽  
Charlotte Goodluck
Keyword(s):  
Social Work ◽  
Lifelong Learning ◽  
Social Workers ◽  
Professional Growth ◽  
Rapid Change ◽  
Policy Research ◽  
Personal Characteristics ◽  
Social Work Practice ◽  
Field Instructors ◽  
Social Work Programs

In the context of rapid change in social work practice related to policy, research findings, and theoretical developments, faculty are challenged to prepare students to engage in lifelong learning, a concept that has not been well-articulated in social work education. This article reports on an exploratory study of students,’ social workers,’ and field instructors’ perspectives and experiences of lifelong learning. Based on focus group discussions, findings reveal the multi-faceted nature of lifelong learning, the personal characteristics and motivations of lifelong learners, and the roles of social work faculty and workplace environments in supporting learning. Implications address the roles of instructors and social work programs in giving students and social workers tools and opportunities to engage in continuous learning and professional growth.

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.

Developing and Implementing an MS Access 2000 Database for Baccalaureate Program Assessment and Continuous Improvement

2004 ◽  
Vol 9 (2) ◽  
pp. 104-123
Author(s):  
Wanda K. Whittlesey-Jerome ◽  
Kenric D. Speed
Keyword(s):  
Program Evaluation ◽  
Social Work ◽  
Continuous Improvement ◽  
Social Work Education ◽  
Data Entry ◽  
Program Assessment ◽  
Validity And Reliability ◽  
Social Work Educators ◽  
Social Work Programs ◽  
Work Education

Strong program evaluation is a hallmark of quality social work education. All social work programs applying for candidacy, accreditation, or reaffirmation of accreditation are required to assess and evaluate their effectiveness according to the guidelines set forth by the Council on Social Work Education. The role of technology in program evaluation is growing in interest to social work educators, and new trends in strengthening program evaluation are emerging. In today's academic climate, the degree to which a program monitors its effectiveness will impact its ability to effectively educate future social work practitioners. In this article, the authors discuss the steps for developing and implementing an MS Access 2000 database for program assessment and continuous improvement in a baccalaureate social work program. Examples include data entry forms and copy-ready reports for reaffirmation generated from the database. Strengths and limitations of the database are explored, and issues of validity and reliability are discussed.

scholarly journals Gray Clouds Over Ivory Towers

2021 ◽  
Vol 21 (2/3) ◽  
pp. 298-310
Author(s):  
Dashawna J. Fussell-Ware
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Doctoral Students ◽  
First Generation ◽  
Code Of Ethics ◽  
Doctoral Degree ◽  
Critical Issue ◽  
Social Capital Theory ◽  
Social Work Educators ◽  
Social Work Programs

Black, first-generation doctoral students can be classified as those who belong to the African diaspora and come from families with parents who do not have bachelor’s degrees. Data shows that over half of Black doctoral degree recipients, across all fields, have first-generation status, and literature has shown that these students experience several challenges during their doctoral journey that their peers do not. This paper details six of these challenges for Black, first-generation research doctoral students in social work programs. These challenges result in educational disparities disfavoring these students, and, as such, social workers are compelled by our Code of Ethics to work against these forms of social injustice. This conceptual discussion uses Critical Race Theory and Social Capital Theory to explain the continued existence of these challenges, followed by recommendations that social work educators, academic institutions, and educational organizations can use to improve conditions for Black, first-generation social work research doctoral students across the country. If social work educators take this critical issue, its associated challenges, and the proposed recommendations seriously, they can begin to create safe and actively anti-racist and anti-classist academic environments that are conducive to the success of this student population.

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.

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