Education From a Gardener’s Perspective

2021 ◽  
Vol 48 (3) ◽  
pp. 234-258
Author(s):  
Stephanie Boddie
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Fair Share ◽  
School Garden ◽  
Local School ◽  
The Earth ◽  
School Of Social Work ◽  
Faith And Learning ◽  
K 12 ◽  
Work Education

Nature has much to teach if we will be attentive and learn from her. In Fall 2018, a school of social work professor designed a new course to teach across three schools—social work, education, and the seminary. To integrate faith and learning, this professor designed this course based on the four permaculture (permanent agriculture) design principles: care of people; care for the earth; fair share; and transitional ethic. In this class, graduate students took on community challenges—food insecurity and K-12 student disengagement from learning—to help them live out their vocation while also supporting the development of a local school garden. Ultimately, with this affective, embodied, creative, and reflective pedagogy, learning was experienced more holistically and in a more relevant manner to everyday life.

The 5-Year BSW–MSW Program: A New Curricular Option

2010 ◽  
Vol 15 (1) ◽  
pp. 67-82
Author(s):  
Shirley Simon ◽  
Edward Gumz ◽  
Susan Grossman ◽  
James Marley ◽  
Yolanda Golden
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Potential Role ◽  
Faculty Members ◽  
Specific Information ◽  
Admission Process ◽  
Msw Students ◽  
School Of Social Work ◽  
Work Education

This article describes and analyzes the development and implementation of a 5-year BSW–MSW program at a Midwestern school of social work. Key pedagogical and programmatic considerations in the development of such programs are identified. Specific information about the admission process and curricular pathway is provided. Five-year and traditional MSW students are compared on their performance in foundation-level MSW courses. The results of evaluative surveys of faculty members and 5-year students are also presented. The potential role of 5-year programs in social work education is discussed.

scholarly journals Perception towards quality and effectiveness of social work education through open and distance learning

2019 ◽  
Vol 14 (1) ◽  
pp. 64-83 ◽  
Author(s):  
Bishnu Mohan Dash
Keyword(s):  
Social Work ◽  
Distance Learning ◽  
Social Work Education ◽  
Field Work ◽  
Faculty Members ◽  
Content Type ◽  
Interview Guide ◽  
Open And Distance Learning ◽  
School Of Social Work ◽  
Work Education

Purpose The purpose of this paper is to highlight the perception of the students towards the quality and effectiveness of social work education offered by Indira Gandhi National Open University (IGNOU) through open and distance learning (ODL). Design/methodology/approach The sample size consisted of 150 students, 15 academic counsellors engaged in either teaching or development sectors, or faculty members of School of Social Work of IGNOU. The methods of data collection included interviews and content analysis. Interview schedule for students, interview guide for academic counsellors and interview guide for faculty members were used. Findings The study centres were allotted as per student’s choice. Students were satisfied with the counsellors because of their support, availability, contact, accessibility and assisting the students to clearing their doubts. The study found that the student’s attendance in counselling sessions was found to be negligible, even a large number of respondents were not aware of the ODL system. The study also shows that students face lots of problem with regard to their field work supervision and other components of field work as were also neglected. Practical implications The findings of the study are extremely relevant for formulating necessary guidelines for improving the social work education through ODL mode. The study recommends revision of course materials translated in Hindi language, holding of individual and group conferences regularly as well as proper evaluation of field work reports. Originality/value This is first such study conducted in India to examine the effectiveness of social work education through ODL.

Lewis, Harold

2013 ◽  
Author(s):  
Michael Reisch
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Welfare ◽  
Social Worker ◽  
Social Work Education ◽  
Work Values ◽  
Hunter College ◽  
Social Work Values ◽  
School Of Social Work ◽  
Work Education

Harold Lewis (1920–2003), social worker and activist, was Dean of Hunter College School of Social Work for twenty years. He published widely on social work values and ethics, epistemology of practice, child welfare, social welfare administration, and social work education.

Pray, Kenneth

2013 ◽  
Author(s):  
Larraine M. Edwards
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Prison Reform ◽  
Social Planning ◽  
The Public ◽  
Public Charities ◽  
School Of Social Work ◽  
Work Education ◽  
The University

Kenneth Pray (1882–1948), a leader in social work education, worked for the Public Charities Association and was interested in prison reform. He also served as director of social planning and administration at the University of Pennsylvania's School of Social Work.

Millie Charles: Believing in the Mission

1999 ◽  
Vol 4 (2) ◽  
pp. 19-35 ◽  
Author(s):  
Lorrie Greenhouse Gardella
Keyword(s):  
Social Work ◽  
Civil Rights ◽  
Historically Black ◽  
Professional Education ◽  
Oral Narrative ◽  
National Leader ◽  
Historically Black University ◽  
School Of Social Work ◽  
Work Education ◽  
Southern University

Millie M. Charles, born on July 25, 1923, is dean of the School of Social Work at Southern University at New Orleans (SUNO). Charles has participated in movements for civil rights and social justice throughout her life. Charles served as a national leader in the development of professional baccalaureate social work education, and she founded the School of Social Work at SUNO, a historically black university, as a resource for professional education and community activism. In this oral narrative, Charles describes her career as a mission for social change.

scholarly journals The Development of International Programs in a School of Social Work

2014 ◽  
Vol 15 (1) ◽  
pp. 143-162
Author(s):  
Frank B. Raymond
Keyword(s):  
South Carolina ◽  
Social Work ◽  
Social Work Education ◽  
Global Perspective ◽  
International Social Work ◽  
University Of South Carolina ◽  
Field Placements ◽  
School Of Social Work ◽  
Work Education ◽  
International Social

During the last decade increasing numbers of schools of social work have adopted an international mission and have developed a variety of activities to reflect their global perspective. In earlier years, however, relatively few schools expressed a global mission, offered coursework on international social work, provided field placements or other opportunities to expose students to international learning, or extended components of their academic programs to other countries. An early leader in doing such things was the College of Social Work at the University of South Carolina (COSW), where the author was privileged to serve as dean for 22 years (1980-2002) when many of these developments occurred. This paper will discuss how this school acquired an international mission and developed various programs to manifest this commitment. The paper will describe, in particular, the college’s signature achievement in international social work education – the development and implementation of a Korea-based MSW program. The COSW was the first school of social work in the US to offer a master’s degree in its entirety in a foreign country. It is hoped that the recounting of this school’s experiences will offer guidance to other social work education programs that are exploring ways of expanding their international initiatives.

scholarly journals Economic Modeling in SocialWork Education

10.18060/21 ◽  
2000 ◽  
Vol 1 (2) ◽  
pp. 161-175
Author(s):  
Barry R. Cournoyer ◽  
Gerald Powers ◽  
James Johnson ◽  
Robert Bennett
Keyword(s):  
Social Work ◽  
Economic Modeling ◽  
Decision Makers ◽  
Logical Framework ◽  
Planning Tool ◽  
Specific Responsibility ◽  
School Of Social Work ◽  
Work Education ◽  
Real Costs ◽  
Spreadsheet Software

Economic modeling provides academic administrators with a logical framework for analyzing costs associated with the processes involved in the delivery of social work education. The specific costs associated with activities such as teaching, research, and service may be determined for a school of social work as a whole or for specific responsibility centers (e.g., programs and services within the school). Economic modeling utilizes modern spreadsheet software that can be configured in relation to the idiosyncratic needs and budgeting strategies that exist in virtually all colleges and universities. As a versatile planning tool, it enables managers to identify specific “cost-drivers” that cause the occurrence of real costs in relation to designated programmatic initiatives. In addition, economic modeling provides academic planners and decision-makers a useful vehicle for considering the economic impact of various projected (“what if”) scenarios.

Loeb, Martin B.

2013 ◽  
Author(s):  
Mona Wasow
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Adult Life ◽  
University Of Wisconsin ◽  
Founding Director ◽  
School Of Social Work ◽  
Work Education ◽  
The University

Martin B. Loeb (1913–1983), a leader in social work education and gerontology, was director of the School of Social Work at the University of Wisconsin (1965–1973) and founding director of the McBeath Institute on Aging and Adult Life (1973–1980).

A Multivariate Analysis of Writing Skills in BSW Case Study Papers

2017 ◽  
Vol 22 (1) ◽  
pp. 181-205 ◽  
Author(s):  
Courtney Cronley ◽  
Christopher Kilgore ◽  
Tracey Daniels-Lerberg
Keyword(s):  
Social Work ◽  
American Psychological Association ◽  
Student Writing ◽  
Rhetorical Situation ◽  
Grade Point ◽  
Good Writing ◽  
Writing Assignment ◽  
School Of Social Work ◽  
Work Education

This study assesses BSW student writing (N=87, 35.2% African American) on a case study writing assignment in a U.S. school of social work. Papers were scored for response to rhetorical situation, organization, grammar, and adherence to the Publication Manual of the American Psychological Association. We then predicted students' scores based on demographic factors using multivariate linear regression. Descriptive statistics showed that students scored lower in response to rhetorical situation (M=2.20, SD=.78, scale of 1–5) than in organization (M=2.60, SD=.82), style (M=2.57, SD=1.03), or grammar (M=2.66, SD=.77). In the multivariate models, grade point average and race were the strongest predictors of scores. Results suggest that baccalaureate social work program directors may consider increasing writing support and process assignments and examining how defining good writing reinforces sociopolitical bias in social work education.

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