Social Work in Higher Education: Internships in Opportunity Programs

ABSTRACT

Field education is essential to the development of professional social workers. Despite the significant overlap in social work’s and higher education’s missions and values, there is a scarcity of social work internships specifically in higher education settings. The placement of social work interns in institutions of higher education provides a setting where they can develop new knowledge and skills and increase their capacity to support college students toward academic success. This conceptual article discusses the role of social work in higher education and provides a model social work internship in an opportunity program, including its creation, development, challenges, outcomes, and future direction.     

Social Work and Law Interdisciplinary Service Learning: Increasing Future Lawyers’ Interpersonal Skills

Social workers and attorneys both interact with persons from diverse backgrounds every day, yet although interpersonal skills are an essential focus of social work education, these skills are not addressed in legal education. Interdisciplinary courses in which social workers and lawyers learn interpersonal skills together and have an opportunity to practice them through service learning opportunities are a way to remedy a gap in legal education. The authors describe a project recently piloted at a large midwestern university in which law and graduate social work students participated in an interdisciplinary course with a service learning component requiring students to work together on cases. As one component of the clinic’s assessment, all students were pre- and posttested via an interpersonal skills survey. The law students showed statistically significant improvement in interpersonal skills at the end of the course. The results indicate a need for increased support for interdisciplinary education, specifically partnerships between the professions of law and social work.     

践行学科核心素养构建高效体育课堂刍探

体育核心素养包括知识、技能、观念等多个方面,这也是学生成长发展必备的素质。体育教师应牢牢把握核心素养要求,提高课堂授课的层次性,让学生收获更多体育技能与知识。要培养体育情感,引导学生树立正确的体育观;创新教学模式,提升学生体育运动能力;丰富体育知识,培养学生良好体育习惯。     

Vocational education and training and the therapeutic turn

The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind.     

美国帕罗艾托社区学院学生学习成果评估探析

作为美国最大的社区学院阿拉莫学院(Alamo Community Colleges)的成员,帕罗艾托学院(Palo Alto College)非常重视学生的素质教育,其施行多年行之有效的学生学习成果评估体系颇受人欣赏与赞誉。帕罗艾托学院通过评估有效沟通能力、辩证思考能力、经验知识、量化研究、个人责任、社会责任和团队合作这七个项目对学生的通识教育的学习成果进行评估,其完善的评估体系对于我国高校大力加强素质教育,注重学生学习成效,努力推进课程改革以及通过改革创新提升学院知名度具有非常大的借鉴意义。     

创新教育视域下的能力导向教学范式--从PISA测试看学生能力培养

以创新教育为核心的中国教育现代化是当前我国深化教育改革与发展的主要任务。创新教育与传统教育以知识为导向不同,更加强调学生能力的发展,也被称为"能力导向教育"。能力导向教育的落地首先需要明确能力导向教学范式的意涵、特征和应用模式。PISA测试作为一种国际公认的典型的能力测试范式,为能力导向教学范式提供了理论观照和实践指引。从PISA测试对学生能力培养要求来看,能力导向教学范式是一种以学生所掌握的学科知识为基础,将其与知识应用领域的真实情境相联系,旨在促进和发展学生的问题解决、批判性思维、社会沟通等核心素养和21世纪技能的教学范式。它具有基于真实的问题情境开展教学、学习过程由概念化转向模型化、聚焦高阶思维发展等主要特征。深入到教学实践领域,能力导向教学范式的典型模式是基于项目的学习,强调知识在真实问题情境中的运用和做中学的实践哲学。能力导向教学范式不仅能够在教学实践中真正改变知识导向占据主导地位、为应试而获取知识的教育现状,更有助于开拓以发展学生核心素养和21世纪技能为主导的创新人才培养新格局。     

试析高校体育教育的社会着眼点

本文运用社会观察法、文献资料法,在结合国内外高校体育教育现状的基础上,对我国高校体育目前存在的问题进行分析,立足于社会发展的实际需要,试对我国高校体育教育改革的方向问题进行论述.结果发现:当代大学生在高校中所学体育知识、技能在工作后竞一筹莫展;体育保健意识薄弱;休闲体育离高校体育教育较远,大学生体育能力发展受限,社会体育运动技能、常识匮乏,高校体育教育发展和社会体育实际人才需求脱节.     

论当代劳动教育的六重价值

为了加强全面育人的教育体系、贯彻劳动教育的实际意义,必须更加深度反思劳动教育的价值。当代的劳动教育具有六重价值:首先,劳动教育的核心价值在于培养并塑造学生的劳动观、劳动精神;此外,劳动教育是连接知识与实践的桥梁,也是个体习得并掌握技能的重要途径,具有知识与技能养成价值;劳动教育帮助个体强身健体、保持良好的心理状态,具有身心健康促进价值;劳动教育可以引导个体了解、激发潜能,并以此帮助个体规划未来,具有自我实现价值;劳动教育可以丰富个体的内在世界的享用,而且也是个体生命关系多样性的体现,具有生命享用与滋养价值;最后,劳动教育可以直接或间接地促进社会生态发展,具有重要的社会生态价值。     

‘Get Foot in the Door’: International Students’ Perceptions of Work Integrated Learning

Work-integrated learning (WIL) is regarded as an important vehicle to assist students’ development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu’s thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular, it highlights the reciprocal relationship between students’ development of vocational ‘being’ and personal ‘being’ through WIL.     

90后高职生就业观调查与分析——基于金华职业技术学院的调查

调查表明90后高职生就业观表现主要为：未来工作的主要目的是使个人和家庭的生活水平有明显改善：择业时更加注重专业对口、兴趣爱好和薪水待遇,就业去向具有多样性;理想学历是本科,愿意继续深造;喜欢学习感兴趣、实用的知识和技能;个人职业规划较明确、长远,并能为早日实现职业目标而努力学习。高职院校应加强“三观”教育和职业道德教育;利用社会实践活动加强职业心理素质培养;建立弹性学制和灵活的教学管理制度等。     

Making connections: students’ reflection on aging competency approach in gerontology education

The increase of the US older adult population requires additional professionally trained staff in health and social services. Exposing knowledge and skills of gerontology to address aging competency among student in higher education can better prepare for students’ future educational and career planning. The aim of this study is to understand students’ reflections on an aging competency approach in an Introduction to Gerontology online class. Students’ reflections revealed insights including the increase of aging knowledge and skills, empathic understanding increased through a self-awareness approach, attitudes changed toward older adults, impact of experiential interviews on students’ understanding of aging. The implementation of a combined pedagogy in course construction will be discussed.     

Immersion Learning in Social Work Education: A Pedagogical Tool for Enriching Knowledge and Practice Skills among BSW Students

Immersion learning is one form of experiential education and has great utility in social work education. However, there is limited research on student learning outcomes from immersion learning courses in social work education. This ethnographic research describes an immersion learning course offered to BSW students (N = 9) and the learning outcomes gained. This semester-long course focused on macrolevel practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organizations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realize their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macrolevel practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills.     

Uncovering important 21st-century skills for sustainable career development of social sciences graduates: A systematic review

BackgroundTeaching 21st-century skills is widely recognized as an important task of higher education. However, an overview of which skills students need to obtain a sustainable career is missing. Using the Framework for 21st Century Learning (P21, 2019a) and the model of sustainable careers (de Vos et al., 2020), we aimed to take stock of current knowledge on which 21st-century skills are considered important for social sciences students’ sustainable career development and how these skills contribute to their career sustainability.MethodsFor this systematic review, we searched EconLit, ERIC, International Bibliography of the Social Sciences (IBSS), PsycINFO, Scopus, Sociological Abstracts, and Web of Science on May 28, 2021. We selected peer-reviewed empirical articles that were published between 2003 and 2019 and addressed graduates' and employers' perspectives on the skills needed for social sciences graduates’ career sustainability. Twelve articles met all our selection criteria and were included for a thematic analysis after quality appraisal.ResultsThe included articles operationalized the career sustainability of social sciences graduates mostly in terms of finding a job and maintaining employment, to a lesser extent as high job performance, job satisfaction, and work engagement. Communication and problem solving skills were most frequently reported by both social sciences graduates and employers as crucial for a sustainable career. In addition, critical thinking, initiative and self-direction, and social and cross-cultural skills were also reported as important skills. None of the studies investigated mechanisms that would explain how these skills would exactly contribute to social science graduates’ career sustainability.DiscussionThe results of this review showed that studies to date have addressed only a limited number of career sustainability indicators. Moreover, explanatory mechanisms have largely been ignored. This is an important gap in the literature that future studies would need to address by building on the existing sustainable career development models.     

对高校信息技术课程教学的探索

随着科技和社会的发展,获取信息、处理信息、使用信息的能力已成为现代人类最基本的生存能力之一。计算机技术的掌握程度成为现代人受教育程度和科学文化素养的一项重要衡量标志。信息技术教育是一门知识与技能相结合的基础工具课程,不能仅仅满足于使学生掌握基础知识和基本技能,还必须有意识、有计划地培养和发展学生的自主学习能力,为学生更好地适应未来学习、工作的需要提供有力的保证,满足学生终身发展的需要。     

大学生财经素养教育研究

"校园贷"以及其他各种套路贷能够得以生存,究其原因,还是因为财经素养教育的缺位.帮助大学生形成正确的劳动观、工作观、生活观、财富观,做好财经知识的普及,真实全面地了解金融产品,合理评估风险承受能力,提高决策水平,是财经素养教育的重要任务.因此,大学生财经素养教育不能以一个标准来开展,应根据学生实际情况实施分层分类教学....     

论高职院校大学生社会责任感的培养机制

培养大学生的社会责任感是高等教育中不容忽视的一环,这不仅关系到每位大学生的品质和前途,而且关系到社会发展、国家前途和民族命运。高等职业院校是我国高等教育体系中的重要组成部分,在对大学生培养一技之长的同时,也应该对大学生的社会责任感加以教育和培养。     

Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all

As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented.     

Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

ABSTRACT

Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education.     

高校农村大学生心理特征和思想政治教育探究

高校思想政治工作是高校稳定和谐发展的关键因素,也关系到社会主义和谐社会的构建。我国农村大学生占很大比例,是高校思想政治教育的主要对象。本文通过分析农村大学生心理特征,结合心理学相关知识和技能,探究适合农村大学生思想政治教育的有效途径。     

新时代劳动教育融入高职专业技能教育实践研究

高职专业技能教育是为服务区域经济社会发展培养高素质劳动者和技术技能人才的重要方式,其与新时代劳动教育所倡导的育人体系在目标、内容、方式等方面具有天然的内在契合性。高职教育要从课程建设、实践教学、师资培育等方面自觉将劳动教育融入专业技能教育的实践中,培育学生劳动意识,增长学生劳动技能,培养学生劳动素养,培养担当民族复兴大任的时代新人。