PUSH(ing) Limits: Using Fiction in the Classroom for Human Behavior and the Social Environment

The use of fiction and autobiography in social science course work has been shown to enhance students' learning experience. Using the novel PUSH, by Sapphire, we designed a curriculum supplement for the social work course, human behavior and the social environment (HBSE) that encourages students to integrate course content in an innovative way and enables them to apply the material to life-like situations. The HBSE supplement allows students to explore poignant and problematic issues that push them past intrapersonal and interpersonal limits. Classes are infused with energy and the critical consciousness of the students. Final projects are a systematic case study of a chosen character (or characters) in the book and are a testament to student critical thinking and creativity. Methods, assignments, and student experiences in an introductory BSW course are described.     

Improving the Research Climate in Social Work Curricula

Abstract

Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.     

Distributed Scaffolding in a Service-Learning Course

This article argues that the instructional scaffolding metaphor may be reconceived as distributed scaffolding when multiple means of influence are provided in a service-learning setting. In the service-learning course described here, the professor's role is largely as designer of activity settings for preservice teacher candidates, through which the students construct their own conceptions of teaching culturally diverse populations. The course involves a set of interrelated settings: a tutoring experience at the city's alternative high school; the reading of books from a menu of texts that cover a range of diversity topics; the discussion of these books in book club meetings independent of the professor's direct influence; and the whole-class discussion of these texts, led by each student book club. The distributed nature of the course scaffolding is illustrated with an excerpt from one book club's discussion.     

Adjunct Faculty in Social Work Education

ABSTRACT

Adjunct faculty are growing in numbers and time spent instructing courses in social work programs. This paper describes one school's approach in working with and involving adjunct faculty as significant stakeholders in the overall educational program. The described program incorporates a number of ongoing activities to encourage adjunct faculty to contribute to the academic community beyond the instruction of one course. The paper also identifies additional strategies a social work program may consider to further strengthen the adjuncts? role in academia. The paper concludes with questions for social work educational programs and the Council on Social Work Education's Commission on Accreditation to recognize and define the position and function of adjunct faculty in social work education.     

Social Work Students Go to Camp

Abstract

This study explored the effects of an intensive, service learning course on the perceived self-efficacy of participating MSW students. A self-efficacy scale was developed following Bandura's (1977) model, based on the goals and objectives of the MSW program and was administered pre and post. The findings indicated a statistically significant increase in perceived self-efficacy (p< .001) following completion of the course. In addition, the students demonstrated significant increases in self-efficacy related to mezzo (p< .001) and macro-level skills (p< .001). These results suggest that service learning, underutilized in social work education, may be an effective learning approach in master's level programs.     

Sound Bites,Spin and Social Change

Abstract

The news media is an essential player in the policy making process. Social work students learning how to scrutinize, and influence, the complex world of social policy can benefit from an educational model that incorporates the media. This article first examines the theoretical framework for understanding the media's role in public policy formation. This framework is then used to construct a classroom exercise for analyzing the public discourse using basic content analysis of media texts. A case example drawn from a study of welfare reform and the media is described. By exploring how social problems are translated into public conversations, students can enrich their knowledge of social problem formation, and learn more effective rhetorical techniques and strategies for influencing the public debate.     

Social Work Faculty's Knowledge of Aging: Results from a National Sample

Social work students have reported in previous studies that they receive insufficient coursework and training to work effectively with older adults. A critical factor in these deficiencies may be the level of knowledge of social work faculty. This study sought to assess social work faculty's knowledge of aging using the Knowledge of Aging for Social Workers (KASW) quiz. Using systematic random sampling, schools of social work in the United States were selected, and individual faculty members were invited by e-mail to participate in an online survey. Results show that social work faculty's (N = 609) knowledge about aging was found to be either less or comparable to other study populations. Knowledge levels were related to having an interest in policy, educational level, teaching aging courses on a regular basis, and confidence level in covering aging content. This study is the first to investigate social work faculty knowledge about aging and older adults. It may offer insight as to faculty competencies, which can have direct implications for student learning and interest in gerontology.     

Enhancing Critical Reflection and Writing Skills in the HBSE Classroom and Beyond

Human Behavior in the Social Environment (HBSE) is an ideal location in which graduate social work students can enhance their critical reflection and writing skills while integrating social work theories with practice, research, and policy. A writing-intensive, learner-centered model using specific strategies is described via a framework of critical pedagogy. In addition to its application within HBSE, this model can be adapted across the social work curriculum. The article is situated within ongoing debates concerning the relevance of social constructionism and postmodernism to social work.     

Social Activism Through Theater

ABSTRACT

Social Activism Through Theater” chronicles the author's first full year as a teaching artist in New York City, including the launch of National Queer Theater and its inaugural show, Speechless, as well as his experiences investigating film and storytelling with teenagers at the Refugee Youth Summer Academy.     

Putting Field Education in Context

Abstract

The social work profession has become increasingly concerned about student indifference toward research and the scarcity of practitioner-initiated contributions to the field's present, and potential future knowledge base. Social work educators are seeking innovative teaching methods to promote student interest in, and understanding of research by requiring students to concurrently apply knowledge and skills acquired in the classroom with problems presently encountered by community practitioners. To generate student appreciation and enthusiasm for research, a service learning component was introduced in an undergraduate social work research methods course in collaboration with a local social service organization whose director served as the course's co-instructor. Outcomes from a post-study suggest that the course elements might make research less intimidating and more interesting, while making it more applicable to the real world.     

Crossing Disciplinary Boundaries: the potential of Sen's capability approach for sociologists of education

Rationality and Freedom AMARTYA SEN, 2002 London, Harvard University Press 736 pp., £25.04 ISBN 0 674 00947 9 Valuing Freedoms. Sen's Capability Approach and Poverty Reduction SABINA ALKIRE, 2002 Oxford, Oxford University Press 340 pp., £45.00 ISBN 0 19 924579 This important selection of essays by the in.uential Nobel Prize winning economist, Amartya Sen, deals with economic theory and social philosophy. Sabina Alkire's book combines a lucid exposition of the significance of Sen's work with an analysis of how it might be operationalised in development practice. Together with Sen's popular and now very widely read exposition of his key ideas in Development as Freedom (Sen, 1999) the works provide a new language to understand important social and economic processes. These recently published works also indicate some new directions debates concerning Sen's innovative ideas are taking. On the one hand, the connections across disciplines that Sen's work represents are being explored, partly by Sen himself and partly by those who have interpreted his ideas. On the other hand, the implications of Sen's work for examining practical approaches to social justice are emerging. While Sen's ideas have posed some central questions for debates in philosophy concerning equality, for discussions on social choice in economics, and for the reframing of the de.nition of ‘development’ in development studies, his work has had surprisingly little impact on discussions in sociology of education. Before considering what some of the potential of his thinking is for sociologists of education, some elements of his thinking need explanation.     

Using Intergenerational Oral History Service-Learning Projects to Teach Human Behavior Concepts: A Qualitative Analysis

An intergenerational oral history project paired 63 students enrolled in human behavior in the social environment (HBSC) courses in a bachelor of social work (BSW) programs with older adults. The goal of the project was to provide contextual application of HBSE theories and concepts by engaging students in semester-long intentional interaction with older adults. Qualitative evaluation of the oral history project found that students reported multiple benefits from participation. The authors attribute the project's positive outcomes to its service-learning nature as well as the unique and applied way in which it allowed students to learn mandated course content.     

Human Behavior and the Social Environment

This article views assessment as generic to all professional social work practice and suggests that locating the teaching of the theoretical basis of assessment in the Human Behavior and Social Environment (HBSE) sequence helps to assure the consistency of a common knowledge base for all students. The multiplicity of ideas necessary to teach the understanding of human functioning in a complex environment presents a challenge to the educator to develop a method of ordering and selecting theories which can more effectively inform professional practice and preserve professional values. The construct of the Developmental Wheel (see Figure 1 which encourages the use of a broad range of data) is presented as one method of organizing the curriculum of the HBSE sequence. It allows for more dynamic integration of social psychological phenomena and helps to ground discrete methods of intervention in a common theoretical framework.     

Developing and Supporting Faculty Training for Online Social Work Education: The Columbia University School of Social Work Online Pedagogy Institute

ABSTRACT

With the growth of online and distance education in social work, faculty training and support need to be provided to ensure high-quality online social work education. A model for training social work educators in online teaching is outlined that focuses on pedagogy, technology, and social work values. Columbia University School of Social Work’s Online Campus provides a five-week Institute on Pedagogy and Technology for Online Courses for prospective social work instructors. The Institute provides a faculty training model that can be adopted in other social work programs, and seeks to model best practices in online education.     

Responding to technical writing in an introductory engineering class: The role of genre and discipline

A case study of an experienced professor's comments on a design report in a first‐year engineering class was conducted over the period of an academic year. When compared with the commenting styles of technical writing teachers, the engineering professor's comments were found to be highly directive, and thus at odds with the preference for facilitative comments that prevails in composition studies. However, differences in genre conventions explain much of the discrepancy.     

Teaching Social Work's Bio-Psycho-Social Assessment

Abstract

Teaching a process of case theory construction provides students with a systematic approach to make sense of clients and formulate accurate assessments. Through a theory of the case students can account for problematic factors, explain the client, draw from the relevant literature and successfully intervene. Case material illustrates the importance of students' incorporation of the biological, psychological and social in their case theory construction. These three domains not only provide the requisite social work breadth in assessment, but also build the foundation for a broad-based social work intervention that is germane to client problems.     

Empowering Students in a Feminist Social Work Practice Course

Abstract

Since 1993, a faculty collective has team-taught a feminist social work practice course. The course, designed to heighten student knowledge of feminist practice, was expected to empower students. An overview of the course is presented with an analysis of its impact on student perceptions of personal and professional power. Pre and post measures of empowerment were analyzed and used to derive outcome measures of change in student views of themselves as empowered persons and practitioners. Findings indicate that students had significantly higher perceptions of their personal and professional power upon completion of the feminist practice course than before. Implications for social work students and practitioners are discussed.     

Digital Ethics in Social Work Education

ABSTRACT

Attention has been given to the revised National Association of Social Workers (NASW) Code of Ethics that guides social worker use of technology. The revision of the NASW Code of Ethics has signaled a transition in the profession toward ethical online practice using modern techniques and contemporary tools. Practicing social workers are applying these new ethical standards, and many social work educators are doing so when using information and communication technologies with students. However, little research focuses on teaching social work students about digital ethics and professional online conduct. This paper explores the importance of preparing social work students for ethical online behavior.     

Teaching elementary science methods to women: A male professor's experience from two perspectives

This is an action research study using an N of one (a case study) from the theoretical stance of symbolic interaction. This study of one male science education professor's experience teaching elementary science methods to females is told from two perspectives: the perspective of the professor and of a female coresearcher. In this study, the coresearchers present their perspectives of studying the gender difference between the male professor and his female elementary science method students and the attempts he makes to implement gender inclusive pedagogy. Discussion focuses on what each has learned through this study of examining the professor's practice as he takes action to improve the teaching and learning in his science method classes predominately populated by women. A key implication from this study is the assertion that male science methods professors have a special obligation to break the cycle of inequity in science teaching and learning for females by taking action to foster a female-friendly classroom climate and to encourage females to become engaged in class conversations and activities. However, professors should be aware that both female and male elementary teachers socialized in a system privileging men may not value efforts, or may even actively resist efforts to promote gender-inclusive science education during science methods. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 919–949, 1998.     

Safety Training in Social Work Education

Abstract

Social workers are particularly vulnerable to violence due to the type of clients they serve, the preponderance of involuntary service relationships, the settings in which they work, and cutbacks in services. A national survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change. Field directors believe that there is a need for more attention to student safety and that risks to students are increasing. There is dissonance between concern about violence and the lack of safety policies and training in schools of social work. Strategies for violence prevention are presented.