Audience Response Systems: Using “Clickers” to Enhance BSW Education

Among new technologies for enhancing classroom-based education are audience response systems (ARS), also known as “clickers.” These handheld devices record student responses to instructor questions and send them electronically to a receiver that tallies the responses. Summary results are then projected, usually as a graph. Instructors piloted the use of clickers in undergraduate social work research and practice courses. Instructor and student experiences with the clickers were examined by type of course, frequency of use, ease of use, perceived impact on learning, and use by students with disabilities. Instructors and students in both types of courses found the clickers beneficial. Minor differences by type of course were found. Some students with disabilities noted problems using the clickers. More use of clickers and research on their use in social work education is recommended along with continued attention to universal design in course preparation.     

An Exploratory Study of Opinions on Clickers and Class Participation From Students of Human Behavior in the Social Environment

Personal response systems, or clickers, were used in an undergraduate social work course as a way to facilitate class participation and discussion. At the end of the semester, students were asked to evaluate their experiences of using clickers. The data were organized into five themes: the clicker as a technological device, participation as a function of the clickers, quantifying participation, clickers fostered learning from others, and clickers allowed for knowledge checks. Discussion around these themes centered on how clickers can be used to facilitate Chickering and Gamson's principles for good educational practices.     

Teaching Note—Ask the Audience: Using Student Response Systems in Social Work Education

Social work educators are uniquely tasked with balancing content while helping students evaluate personal biases and develop ethical conduct necessary for social work professionalism. Social work education may benefit from technology like Student Response Systems (SRS) that allow educators to pose questions on sensitive topics in real time while simultaneously eliciting students' anonymous responses and leading discussion. This article reviews literature on SRS, also known as “clickers,” and presents findings from a survey regarding the use of SRS in a BSW-level social policy class. A model is presented to guide educators in their decisions to incorporate SRS into the classroom, and implications for social work education are discussed.     

Application of Web-based learning in teaching social work law

Computer-assisted learning is now well established in many universities and offers a number of virtues that should commend it to social work educators. It offers a unique and valuable way of achieving certain learning outcomes that are of particular value in social work education. This paper presents one attempt to develop its potential by integrating Web-based tutorials into teaching social work law. It is suggested that Web-based learning has a unique and specific contribution to offer in enhancing student learning, but it does need to be carefully planned and integrated into teaching. Resistance to this form of learning needs to be anticipated; and the reasons for it considered for they may partly explain why the use of computer-assisted learning in social work education has, so far, been fairly limited. Nevertheless the 'added value' of Web-based learning is considerable so long as it is not regarded as some kind of cheap or 'soft' teaching option.     

Internet Sources for Government Documents and Related Material

Baccalaureate social work programs are faced with the dilemma of integrating computer-bsaed learning into existing curricula. This report describes a nine classroom hour experiential research elective in computer technology for social workers. The class provides an opportunity for the student to develop beginning abilities to organize and manage data into a format for computer application. Class assignments focus on a social welfare agency's daily operations. Copies of class materials are available from the author.     

A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms

As emerging technology continues to enter the social studies classroom, teachers need to approach integration of such technology in a systematic manner to ensure that such technology enhances the learning of their students. Currently, scholars of technology integration advocate for the use of one of two different models, either SAMR or TPACK. This article makes use of a case study process to document a yearlong integration of iPad carts into two neighboring social studies classrooms, as examined through both the SAMR and TPACK lenses. The results provide insights for future social studies teachers and departments wishing to effectively integrate technology into their classrooms.     

Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice

Field education and macro practice have been highlighted as central educational domains in social work education; however, little scholarship has looked at how macro social work practice competencies have been integrated into field-based learning. This exploratory study aimed to gain perspectives from field instructors regarding macro social work and the integration of macro practice into their work with practicum students. Consistent with scholarship that has elucidated the impacts of neoliberalism on social work, including the marginalization of macro practice, emergent themes demonstrated that field instructors face barriers to incorporating macro work into their training of students. Challenges include prevalence of the medical model, time constraints, and funding limitations. Further, field instructors observed gaps among students, their university, and their organizational setting in regard to expectations for integrating macro practice into field education. Recommendations and directions for future research are discussed.     

Maximizing Student Learning: A Case Example of Applying Teaching and Learning Theory in Social Work Education

Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.     

Preparing social workers for global gaze: locating global citizenship within social work curricula

Institutions of higher education have been particularly vulnerable to the pressures of globalization, resulting in policies and ensuing curricula that look to address the needs of students to be better prepared for living and working in a world in which global awareness, and perhaps even global identity, are requisites for success. Social work education is uniquely positioned to adapt its curricula for successful student outcomes in an increasingly globalized world. The challenges associated with social welfare, which have intensified under globalization, has been a long-standing concern of social work policy and practice. This article suggests strategies for integrating global citizenship education within social work studies, recognizing the affinities that exist between contemporary conceptualizations of global citizenship and social work practice. The article proposes four interrelated components that might be strategically implemented within existing social work curriculum, in consideration of the contextual ethos of the respective school of social work.     

Social Networks and Employment: Outcomes (Part 2)

In this second article, we continue to survey research that addresses work and employment from a social network perspective. Building on a companion article in this volume, which explores in‐depth the main network mechanisms presented in the literature, this article reviews studies addressing how social networks may shape key employment outcomes for both individuals and organizations. Network access and activation may shape individuals' selection into employment opportunities in addition to a variety of post‐hire outcomes including employee performance, promotion, rewards, job satisfaction, and termination. Organizations too may be influenced by their network position and by the activation of certain ties, ultimately affecting key outcomes such as firm performance, innovation, and learning measures. We conclude by discussing promising areas for future research on how social networks interact with employment.     

Motivational Interviewing: An Evidence-Based Practice for Improving Student Practice Skills

Motivational interviewing (MI) is an evidence-based communication method to assist clients in resolving their ambivalence regarding change. With a school emphasis on evidence-based practice and learning outcomes, a social work department implemented a semester-long course on MI. The purpose of this study was to determine baseline skills and evaluate student skill outcomes. Students in 4 sections of the course (N = 137) completed validated pre- and posttest measures of empathy and MI skills to determine skill acquisition. Results indicated that students significantly increased on all skill measures with 85% scoring at beginning proficiency at posttest. Rationale for including MI in social work education and future research such as the need to determine skill transference into fieldwork are discussed.     

Evaluation of a Distance Learning,Post Graduate Advanced Award in Social Work Programme for Child and Family Social Work Supervisors and Mentors

This paper discusses open and distance learning and supervision in child and family social work, and presents the results of an evaluation by students of a distance learning, post graduate certificate programme for first‐line managers and supervisors in child and family social work. The programme also leads to an Advanced Award in Social Work. Eighteen students returned a postal questionnaire designed to gain their experiences of studying on the programme and their views about its different elements and its outcomes for themselves, their work, their organisations and service users. Most respondents thought that there were more advantages than disadvantages to studying by distance learning and to studying part‐time while working full‐time, but that self‐discipline is required and that workload constraints and difficulties in taking study time away from work impinged on their studies. More than half rated as good or very good the support provided by their mentors. Reported outcomes of studying on the programme included increased self‐confidence, enhanced supervisory practice, greater involvement of service users in service provision, and increased attention to gaining service user feedback. Key messages regarding the organisation of distance learning programmes are outlined, and pedagogical issues in post qualifying social work education are discussed, including the role of the mentor and the training needs of experienced staff or those working in specialised roles.     

News and Comment

Using personal narratives and research on teacher “communities of practice,” the authors outline a proactive response to high-stakes testing policies that places teacher learning at its center. Although research on the effects of these policies is mixed, the authors are troubled by the ways in which the policies have been used to strip teachers of their autonomy and the erosion of the value placed on their professional knowledge. The authors—who have both taught in urban schools where students had to pass high-stakes social studies tests to graduate—argue that teachers must work together to reclaim their role as leaders in response to the policies. They provide key questions that social studies teachers can use to guide an inquiry into the tests themselves and suggest ways to use the knowledge gained to better serve their students’ learning and raise test scores.     

Exploring the Educational Experience of a Social Work Student with a Disability: A Narrative

Social work educators seem to have mixed feelings about the development of open and distance learning in Britain and the USA. Open and distance learning has tended to be marginalised. It has been compared unfavourably to campus based programmes, but there has been a lack of research on this topic in the United Kingdom. However, research in the USA indicates that open and distance learning social work students have a high degree of satisfaction with teaching and learning approaches compared with those on campus based programmes, while student outcomes and level of achievement have been at least comparable to those on ‘traditional’ programmes.

Some criticisms of open and distance learning in the UK are examined. These include narrow, mass produced, ‘assembly line’, mechanistic, isolating, individualistic approaches. Advantages of open and distance learning in the UK are considered, such as well organised teaching packs, flexibility and individual choice in pace, time and place of learning with especially good learning opportunities for mature women with family commitments. Improvements are advocated, centred around developing more opportunities to rehearse and develop practice skills, encouraging more divergent, critical thinkers operating from a more pluralistic knowledge base and the empowerment of students in collectives.     

Problematising international placements as a site of intercultural learning

This paper theorises some of the learning outcomes of a three-year project concerning student learning in international social work placements in Malaysia. The problematic issue of promoting cultural and intercultural competence through such placements is examined, where overlapping hegemonies are discussed in terms of isomorphism of social work models, that of the nation state, together with those relating to professional values and knowledge, and the tyrannies of received ideas. A critical discussion of cultural competence as the rationale for international placements is discussed in terms of the development of the graduating social worker as a self-reflexive practitioner. The development of sustainable international partnerships able to support student placement and the issue of non-symmetrical reciprocation, typical of wide socio-economic differentials across global regions, is additionally discussed.     

Antiracism Expanding Social Work Education: A Qualitative Analysis of the Undoing Racism Workshop Experience

The importance of addressing implications of racism has reached a critical point at colleges and universities across the United States, and schools of social work are no exception. This study uses grounded theory methods to thematically analyze data from student participants (N=30) on their thoughts and reactions during a 2 1/2-day Undoing Racism workshop sponsored by the People’s Institute for Survival and Beyond. Qualitative data were collected to answer the research question, How do students experience an intensive Undoing Racism workshop, and what are the implications for integrating antiracism into social work education? Findings imply that workshop-based learning may be more effective than solely using course content to teach antiracism material and also indicate the importance of activity-based learning, as well as an emphasis on developing concrete strategies to combat racism.     

Framing Service Learning in Social Work: An Interdisciplinary Elective Course Embedded within a University–Community Partnership

While academic service learning has grown in popularity across disciplines and universities, the pedagogical strategies for service learning courses vary greatly, especially for courses focused on development in underserved communities. Ideally, service learning pedagogy should place equal importance on student and community benefits, build reciprocal relationships with community partners, and engage students in deep reflection about social cultural and economic issues. In designing a new service learning elective course to engage students in a rural town revitalization project, we intentionally framed the course to meet the aforementioned goals. We used a three-component service learning pedagogy model that: (1) embedded the course in an existing university–community partnership; (2) mobilized interdisciplinary teams of students for community-identified projects; and (3) promoted reflection on complex economic and social justice issues by integrating students' processing through blog, faculty–student–community discussions, and community feedback. Benefits to students and community based on two qualitative studies are discussed, as are implications for social work education and research.     

Are We Making the Most of Learning From the Practice Placement?

It is almost universally accepted within social work education that placements are a defining feature of training and ‘… have a more profound and lasting impact than classroom teaching’. Consequently the placement is regarded as the signature pedagogy in social work education. However, it is also asserted that universities pay little attention to this aspect of teaching and concerns about a ‘significant level of disjunction between academic and practice learning’ are expressed.

The development of a new distance learning MA social work programme in which units are studied alongside part-time placements afforded opportunities for innovation in curriculum delivery, alongside increasing connections with learning on placement. Practice educators were invited to respond to an online mixed methods survey exploring their perceptions of the programme and views as to how greater integration of academic and practice learning can be achieved in social work education generally. Analysis of the results identified the important role which supervision with the practice educator can play in integrating learning on placement with the academic curriculum. The paper concludes that a greater focus on learning from practice may offer opportunities to maximise the learning potential of the placement as social work's signature pedagogy.     

Emancipatory engagement: An urban womanist social work pedagogy

ABSTRACT

Standing on the hope of the initial social work course from 1914 at Morgan College, this article provides insight into the significant learning outcomes of contemporary students in advanced social work practice with urban African American families. This research introduces the conceptual framework of urban womanist social work pedagogy as an inclusive practice-informed knowledge produced through the rituals, traditions, values, culture, and resilience of historically disenfranchised communities. Urban womanist social work teaching methods honor truth telling from the ones who have lived there. Urban womanist social work affirms transformative-centered research, teaching, and scholarship produced through institutions such as historically black colleges and universities (HBCU’s). The students’ reflective narratives reveal a process of transformation, centered in the freedom standpoint, which includes recognizing the location and context of their individual and collective identity as African Americans in the profession of social work. Urban womanist social work pedagogy cumulatively equips our students with intergenerational knowledge that inform their assessment of critical issues in Baltimore’s African American communities.     

Technology in Social Work Education: A Systematic Review

Given the growing prevalence of technology-based instruction, social work faculty need a clear understanding of the strengths and limitations of these methods. We systematically examined the evidence for technology-based instruction in social work education. Using comprehensive and rigorous methods, 38 articles were included in the review. Of these, 23 employed Web-based strategies, 12 employed interactive television-based strategies, and three combined both methods. Among the studies, there was a wide range of samples, content areas, measures, and data analyses. Results found that 84.2% of the studies reported that technology-based pedagogical methods produced academic outcomes equivalent or superior to traditional methods. Despite limitations, this body of evidence supports the continued use of technology in social work education as an alternative to classroom education. Future directions include the need for higher quality research and further investigations of specific issues relating to content, student subpopulations, and measures.