Student Self-Assessment as a Teaching Tool: A Pilot Study of the Sequential Criterion-Referenced Educational Evaluation System

Abstract

This report discusses the use of a student self-assessment system (Sequential Criterion-Referenced Educational Evaluation) in social work education. It reports a pilot study which examines the system's reliability and validity. The results support the utility of this repeated assessment in social work education.     

Alcohol and Drug Use,and Sources of Stress

ABSTRACT

The purposes of this survey were to assess the prevalence of self-reported chemical use, concerns regarding coworker and family members' chemical use, and issues relating to life stress. A total of 2,567 faculty, staff, and administrators from a medium-sized, eastern, land-grant institution responded to a 20 item survey. Results indicated that tobacco was the most frequendy used chemical followed by alcohol. Participants were most concerned both about coworkers drinking and family member's drinking. Respondents also reported significant concerns regarding coworker's drug use. Applications for prevention, intervention and programming are discussed. Suggestions for future research are also provided.     

A Survey of 100 Community Colleges on Student Substance Use,Programming, and Collaborations

Abstract

Objective: The objective was to survey community college personnel about student substance use, and infrastructure (staff and funding), programs, and collaborations dedicated to substance use prevention. Participants: The sample included 100 administrators, faculty, and health services staff at 100 community colleges. Methods: Participants completed a Web-based survey. Results: Participants reported a number of alcohol and other drug (AOD) related concerns. Despite limited staff and funding dedicated to AOD, institutions are implementing a number of programs, although many are not implementing some of the programs popular at traditional 4-year colleges. They are also collaborating with a number of on- and off-campus groups. The availability of staff and funding dedicated to AOD, and the presence of residence halls, is associated with health programming and substance abuse collaborations. Conclusions: Results suggest that there is a need for increased research to understand the most effective AOD prevention strategies for community colleges.     

Faculty mentoring: Applying ecological theory to practice at historically Black colleges or universities

ABSTRACT

This article examines student mentoring at historically Black colleges or universities (HBCUs) through the lens of ecological theory. By examining the person’s human behavior on a micro level and the HBCU on a macro level, the researchers will examine faculty mentoring as a positive influence that assists students in advancing their educational pursuits. Specifically, this article examines how the faculty mentor assists students with navigating the various outer and inner forces that may impede more functional behaviors as they transition to graduate school. This information is important in helping to codify and promote the unique role that HBCU faculty and administrators play in the lives of their students from a student perspective. This article will help to demonstrate why the HBCU experience is not only valued, but necessary in higher education.     

Site Development in a Distance Education Program

ABSTRACT

This paper focuses on the strategic planning involved in developing a distance education (DE) site within a state university system. It is hoped that this paper will benefit faculty and administrators who are considering using DE to achieve university goals and meet the growing needs of the professional work force.     

Social Problems,by Amitai Etzioni. Foundations of Modern Sociology Series. Prentice Hall,Englewood Cliffs,New Jersey, 1976. $3.95, Paper. 182 Pp.

Abstract

Publication productivity has received increasing attention in the social work literature. A major shortcoming of the social work literature on productivity is the paucity of attention given specifically to the publication efforts of ethnic minority social work educators. This article presents findings from the first national survey to specifically focus on publication productivity among African-American social work faculty. The data generated from the survey reveal that productivity is associated more with individual-level factors than structural factors, a minority of African-American faculty are producing most of the publications, and African-American social work faculty are producing slightly fewer publications than the broader population of social work faculty.     

Gatekeeping Policies: Terminating Students for Nonacademic Reasons

Abstract

This article reports findings from a national survey of MSW programs on the situations or behaviors that led them to develop or consider developing policies for nonacademic-based student terminations. The authors describe the most common behaviors reported, analyze the policy and procedure documents submitted by the MSW programs, and make recommendations based on their analyses.     

Abortion,Limited Medical Resources,and the Meaning of Health Care

Abstract

Although accidents are the leading cause of death among college students, literature about developing student health safety programs is limited. In this article, we present preliminary recommendations based on literature review, epidemiologic data, and Nominal Group Process (NGP) activities, for developing university student safety programs. Our recommendations include appointing a coordinator to oversee all on-campus safety activities, providing for university-wide education programs dealing with alcohol and drug use, promoting personal safety efforts in areas such as family violence and rape prevention, and encouraging students to use safe transportation alternatives.     

Multicultural Content in Social Work Graduate Programs

ABSTRACT

This paper reports the results of a national survey of Deans and Directors of graduate social work programs and of social work faculty responsible for teaching graduate-level multicultural courses. The findings indicate the use of a combined infusion and designated course model is the most prominent in addressing the CSWE diversity curriculum content requirement. Although there is substantive content on traditionally oppressed minority populations, there is an increasing number of groups and topics under the banner of diversity. There is heavy reliance on traditional teaching methods and little consistency in the educational resources used to teach the courses. The demographic composition and perceptions of social work faculty who teach multicultural courses are reported. The implications of the findings are discussed.     

Challenges and Recommendations to Enforcement of Alcohol Policies on College Campuses: An Administrator's Perspective

Abstract

Objective: The purpose of this study was to examine challenges and recommendations (identified by college administrators) to enforcing alcohol policies implemented at colleges in the southeastern United States. Methods: Telephone interviews were conducted with 71 individuals at 21 institutions. Results: Common challenges included inconsistent enforcement, mixed messages received by students, and students’ attitudes toward alcohol use. The most common recommendations were ensuring a comprehensive approach, collaboration with members of the community, and enhanced alcohol education.     

Unsettling Universities' Incongruous,Gendered Bureaucratic Structures: A Case‐study Approach

Recent research shows that women faculty members in academia continue to face systemic barriers to opportunity and advancement and that these barriers are particularly strong in science and engineering, and in university administration. University administrators and faculty members, however, have been slow to recognize that systemically gendered barriers will have to be reduced or eliminated in order for women faculty to advance in their careers. One key problem is that many, if not most, leaders in powerful decision‐making roles in universities continue to embrace women‐centred explanations for gender disparities in advancement through the academic ranks. University leaders' lack of recognition of institutionalized gender barriers suggests the need for greater dissemination of research findings (and training) about how systemic barriers operate and why these barriers disproportionately disadvantage women. In this article I first theorize universities as incongruous, gendered bureaucratic structures. I then outline an intervention strategy for enabling university faculty members and administrators to see incongruous, gendered bureaucratic structures and to then use this knowledge to develop strategies for addressing the problem of women's underrepresentation among science and engineering faculty. The strategy described is a case‐study approach recently implemented at a mid‐sized research‐intensive university in the US Midwest. The workshop was part of a broader university programme aimed at transforming the university's cultures, practices and structures in ways that help to enhance the recruitment, retention and promotion of women scientists. I conclude by discussing the benefits and limitations of the case‐study approach as a method for unsettling accepted knowledge about the gendered structures and normative practices of the university.     

Shaping American Higher Education,Logan Wilson. Washington,D.C.: American Council on Education, 1972. 301 Pages, $8.00 Hardbound

Abstract

Social work educators seeking promotion and/or tenure must demonstrate achievement in the area of productive scholarship. Judgments are made by administrators regarding the quantity and quality of a candidate's record of publication. We surveyed deans of graduate programs to ascertain the importance of various factors in their quality assessment of a journal article or book publication. The findings are presented and discussed.     

Baccalaureate Social Work Education Consortia: Problems and Possibilities

Abstract

In just one decade, the number of consortia and schools in collaborative programs has declined. Moreover, several consortia, including those with as many as five schools 10 years ago, no longer exist, and some of these schools have ceased offering accredited social work programs. However, some new consortia are emerging. To determine the significance of these trends, the investigator interviewed by telephone social work administrators and faculty of the 21 colleges and universities currently involved in the nine undergraduate consortia. In addition, the investigator reviewed institutional catalogs and compiled information about the origin and development of the collaborative programs, their structure and nature, and their advantages and disadvantages as perceived by the respondents. Benefits of collaborative programs are that they enrich programs and provide density. Although cooperative arrangements present problems, the problems can be overcome if the institutions involved communicate successfully and cooperate. Study findings revealed that consortia that use, rather than rival, the experiences of other schools will tend to be more successful.     

Coping with the disruptive college student: a practical model.

This article offers some practical suggestions for college faculty and administrators who must deal with disruptive students. It emphasizes the need for well-defined codes of student conduct and clear procedures for dealing with disruptive behavior, and considers why university officials may be reluctant to deal with disciplinary problems related to psychiatric disturbances. The author discusses the distinction between disruptive and dangerous behavior, looks at the use of mandatory psychiatric withdrawals, makes recommendations for conditions of re-enrollment, and suggests how a campus mental health service can be useful in dealing with the problem.     

Strategies for enhancing online teaching in social work education

ABSTRACT

In response to the growing importance of online education in social work education, this article describes the context of online teaching and learning in social work education. Online teaching and learning are further discussed in the context of historically Black colleges and universities (HBCUs). We emphasize the importance and need for trained faculty to teach in an online environment, particularly in HBCUs; offer an example of how the University of the District of Columbia, an HBCU, prepares its faculty to teach online; and conclude with specific strategies for online teaching and social work faculty. Finally, we provide recommendations for social work education.     

College Students' Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties

Abstract

Objective: This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants: Participants were 337 college students recruited in 2012 from a northeastern university. Methods: An online questionnaire was administered to college students. A split-half, cross-validation approach was employed for measurement development. Results: The measure demonstrated strong criterion validity and internal consistency. Approximately half of students reported witnessing professor/instructor bullying and 18% reported being bullied by a professor/instructor. Report of teacher bullying occurring prior to college was related to professor/instructor bullying in college, and sex was a moderating variable. Conclusion: College students perceive instructor bullying as occurring but may not know how to properly address it. Prevention efforts should be made by university administrators, faculty, and staff.     

A Collaborative Student Affairs and Faculty Health Assessment and Intervention Initiative

Abstract

The authors describe a collaborative partnership forged between faculty and student affairs staff to improve student health at a large urban university. They examine skills and reward structures of each constituency and the stages of the collaboration in the context of 2 theoretical models. A comprehensive data collection and dissemination process in the campus community provided goals for the initial stage of the partnership, leading to implementation of campus initiatives that use the reciprocal skills of each stakeholder. Outcomes of the collaboration included (1) a working relationship between faculty and student affairs staff, (2) increased dialogue with high-level administrators, (3) more coordinated campus efforts to decrease high-risk drinking, (4) use of outcome measures for implementing and evaluating health programs, and (5) an opportunity for interdisciplinary research. The authors offer suggestions for implementing the process on other campuses.     

Teaching Note—Lessons Learned From Developing and Implementing a Dementia Caregiving Graduate-Level Service-Learning Course

ABSTRACT

This teaching note delineates seven lessons learned when designing and implementing a graduate-level dementia caregiving service-learning course. The course was designed during a 1-year faculty service-learning fellowship and implemented during the summer of 2015. The course used a person-in-environment framework to explain social work practice with family systems affected by dementia. It aimed to increase students’ knowledge about dementia and improve students’ attitudes toward working with people with dementia through respite visits with families affected by dementia. Three recommendations for future course offerings are described.