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.     

Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students

Student ratings of satisfaction with feedback are consistently lower than other teaching and learning elements within the UK higher education sector. However, reasons for this dissatisfaction are often unclear to teaching staff, who believe their students are receiving timely, extensive and informative feedback. This study explores possible explanations for this mismatch between staff and students’ perceptions of feedback quality. One hundred and sixty-six first year undergraduate students completed a questionnaire detailing their experiences of feedback on coursework before and throughout their first year at university. Results indicate that whilst procedural elements of feedback (timeliness and legibility) are considered satisfactory, past experiences (pre-university) may influence student expectations of feedback. Some students had a severe, negative emotional response to the feedback provided and few students engaged in self-help (independent learning) behaviours to improve their performance following feedback. We consider how changes in feedback practices could improve students’ use of, and satisfaction with, their feedback.     

First-, second- and third-person values-based ethics in educational action research: personal resonance,mutual regard and social responsibility

Generalisation is inescapable. We all generalise. It is part of our cognitive apparatus and it is fundamental to the way we live. Our understanding of the world has to go beyond our own unique and limited experiences if we are to interact, empathise, understand and communicate with others in our social milieu. Without generalisation we could not interact with our world in a meaningful and coherent way – that is to say, we would need continual repetition of the same mental procedures for each new experience.     

SCHOOL PSYCHOLOGIST DIAGNOSTIC DECISION‐MAKING: A PILOT STUDY

The current study examined the diagnostic decision‐making of school psychologists as a function of a student's disability and academic performance with three research questions using a randomly‐selected sample of school psychologists from the state of Texas. Results from the first research question indicated that school psychologists significantly differentiated between what diagnoses were considered most correct according to the DSM‐IV and what diagnoses would be in a child's best interest at school. Results from the second research question indicated that this differentiation in diagnostic decision‐making was present as significantly associated with academic performance. Results from the third and final research question indicated that school psychologists differed in their diagnostic decision‐making according to their perceptions about the particular disability.     

BACKGROUND AND TRAINING OF TEACHERS IN JEWISH SCHOOLS: CURRENT STATUS AND LEVERS FOR CHANGE

Abstract

This paper presents a secondary analysis of data from a survey of teachers in the Jewish schools of three communities. Previous findings had shown that only 19% of teachers have professional training in both Jewish content areas and in the field of education, and despite incomplete professional backgrounds, little professional growth was required of teachers. What can be done to enhance and expand professional growth activities for teachers in Jewish schools? Analyses reported in this paper examine three possible “levers” for changing standards for professional growth: state licensing requirements for pre‐schools, state requirements for continuing education among professionally‐trained teachers, and community incentives for training of supplementary school teachers. Results indicate that pre‐school teachers in state‐licensed pre‐schools and supplementary school teachers who were paid for meeting a professional growth standard reported that they were required to attend more in‐service workshops, compared to other teachers who were not subject to these conditions. In addition, standards for the quantity of in‐service were higher among teachers who have stronger Judaic backgrounds and who are committed to a career in Jewish education.     

Methods of Work of the Departments

“The proper meaning of a word is never something upon which the word sits perched like a gull on a stone; it is something over which the word hovers like a gull over a ship's stem. Trying to fix the proper meaning in our mind is like coaxing the gull to settle in the rigging, with the rule that the gull must be alive when it settles: one must not shoot it and tie it there.”

R. G. Collingwood     

Microfluidic trapping of giant unilamellar vesicles to study transport through a membrane pore

We present a microfluidic platform able to trap single GUVs in parallel. GUVs are used as model membranes across many fields of biophysics including lipid rafts, membrane fusion, and nanotubes. While their creation is relatively facile, handling and addressing single vesicles remains challenging. The PDMS microchip used herein contains 60 chambers, each with posts able to passively capture single GUVs without compromising their integrity. The design allows for circular valves to be lowered from the channel ceiling to isolate the vesicles from rest of the channel network. GUVs containing calcein were trapped and by rapidly opening the valves, the membrane pore protein α-hemolysin (αHL) was introduced to the membrane. Confocal microscopy revealed the kinetics of the small molecule efflux for different protein concentrations. This microfluidic approach greatly improves the number of experiments possible and can be applied to a wide range of biophysical applications.     

‘How Steep is Steep?’ The Struggle for Mountaineering in the Canadian Rockies, 1948–65

This essay explores the complex struggles over the reinvention of mountaineering practices and ethics during the postwar period in the Rocky Mountains of Canada between competing interest groups of disparate climbers. Specifically, we focus on the increased challenges to the hegemony of the Alpine Club of Canada (ACC) by a wave of young, working-class emigrants, who contentiously broadened the limits and operative goals/meanings of the sport in the range. In doing so, this paper examines the controversy that erupted within the climbing community over first ascent of Brussels Peak in 1948, followed by a discussion of the arrival of renowned climber Hans Gmoser (1932–2006), whose early activities in the Rockies' eastern front irrevocably challenged local tradition and the hegemony of the ACC.