Internet-Based Instruction as an Innovative Approach to Managing Prerequisite Curriculum Content in a Graduate Social Work Program

SUMMARY

Students admitted to graduate social work programs possess varying levels of understanding of prerequisite curriculum content. Compounding this situation is that social work educators teaching at the foundation level are now required to provide an expanded array of curriculum content in their courses. This article conceptualizes an Internet-Based orientation course as a unique tool for preparing students with prerequisite curriculum content necessary for successful integration and mastery of a graduate curriculum. Several steps are presented in the design and development of the course: obtaining support and approval, identifying and collecting data, designing and developing course components, and implementing and evaluating the course. Although course development occurs within a social work education setting, findings from this Internet-Based orientation course are applicable to other educational and human service settings.     

Evaluating the Social Environment Component of Social Work Courses on Human Behavior and the Social Environment

SUMMARY

This analysis of 117 foundation of Human Behavior and Social Environment (HB&SE) course outlines gathered from 60 graduate schools of social work is based on the HB&SE standards of the Council on Social Work Education (2001). It draws upon an analytic framework for integrating content related to the social environment. Specific criteria for assessment included how well the course outline reflected the reciprocal nature of human behavior and the social environment, presented a strengths perspective, incorporated diversity content, and covered material related to families, groups, organizations, communities, and political economy. Four types of HB&SE course outlines were identified (lifespan-oriented, systems-oriented, theory-oriented, and combination), and results are presented by course outline type. The findings suggest that increased attention to content related to the macro social environment, human diversity, well-being, and theory for practice is needed to strengthen HB&SE foundation courses.     

High Tech and High Touch: The Human Face of Online Education

SUMMARY

This article decribes and evaluates a Web-based course in cultural competency. The evaluation focused not only on course content but also on the experiences of both the learners and instructors in a relatively new Internet environment of an online course for social work students and faculty.     

Teaching Note—Student-Produced Public Service Announcements: A Project to Promote Active Learning in an Undergraduate HBSE Class

ABSTRACT

Student-produced videos are assignments that can increase students’ understanding of course content. This teaching note describes how an undergraduate Human Behavior in the Social Environment I course used student-produced public service announcement videos to develop an understanding of the different life stages in humans. The advantages and disadvantages of such a project are described.     

Exploring a Place for Spirituality in the Social Work Curriculum

Abstract

Although social work recognizes that spirituality is a basic dimension of human development, little attention is being given to this dimension by social work programs. This study surveys the views of social work faculty on the place, if any, that spirituality should have in the social work curriculum. Results suggest that there is considerable support for a course on this subject. Possible explanations for opposition to such a course also are explored. Suggestions are provided for introducing spirituality content into the curriculum.     

Service-Learning in Parenting Education

Abstract

The field of family studies is particularly suited to service-learning, but one area that has not received much attention in this regard is that of parenting education. This article highlights a series of parenting education workshops that were incorporated into a parent-child relationships course, utilizing a developmental assets framework. Student reflections and parent evaluations are used to consider the extent to which the service-learning activity enabled students to apply course content to real-world experiences, view themselves as emerging professionals, and have a positive impact on the community. Implications for continuing or replicating similar service learning experiences are included.     

Reflections on Introducing Students to Multicultural Populations and Diversity Content

SUMMARY

The aim of this article is to identify factors the author feels facilitate learning in introductory courses focused on multicultural populations and related issues. These are reflections based on observations of patterns over a number of years, in a variety of teaching settings and structures, and with a very diverse body of students, and include the characteristics and behavior of the teacher and the students, the course structure, and important considerations with regard to course content and methods.     

Web-Based Education in the Human Services: Use of Web-Based Video Clips in Counselling Skills Training

SUMMARY

This use of web-based video clips for counsellor skills training is used in the Campus Alberta Applied Psychology Counselling Initiative which provides Master's-level counsellor education at a distance. The core counselling skills course is delivered through the Web using digital video clips of counselling skills demonstrations, chat room skills practice and weekly discussion forums. A follow-up face-to-face Summer Institute allows learners to receive live feedback on their skill development. Course content is grounded in the construct of the working alliance (Bordin, 1979). Course activities use Bloom's taxonomies of learning objectives. Program evaluation suggests that learners are meeting competencies as they move from this course to practicum placements.     

Exercise Motivation of College Students in Online,Face-to-Face,and Blended Basic Studies Physical Activity and Wellness Course Delivery Formats

Abstract

Objective: The purpose of this study was to assess exercise motivation among college students self-selected into 4 online (OL) and face-to-face (F2F) basic studies’ physical activity and wellness course delivery formats. Participants/Methods: Out of 1,037 enrolled students during the Spring 2009 semester, 602 responded online to demographic questions and to the Behavioural Regulation in Exercise Questionnaire, which assessed exercise motivation on 5 subscales. Results: There were no significant differences (p > .05) in exercise motivation for students across course delivery formats, but there was a significant difference in age and employment status between the completely OL and F2F course formats. Conclusions: Health and physical educators can utilize these findings to better understand that physical activity and wellness students are not necessarily trying to avoid physical activity when selecting the OL course format, but are more likely trying to balance work and school responsibilities and need greater flexibility in time and location.     

Translating Research into Practice: The Role of Web-Based Education

SUMMARY

Clinical Practice Guidelines (CPGs) constitute a major focus of recent efforts to narrow the gap between research and practice. However, CBGs cannot effectively change clinical practice unless they are effectively disseminated. The present article describes a web-based course designed to teach nurses about a CPG for the management of alcohol withdrawal. In it, we outline the details of our web-based course, including its technical characteristics, organization, structure, and clinical content. Next, we outline several adjunctive strategies that may improve the effectiveness of such web-based educational interventions. Finally, we discuss other ways that web-based education may prove useful in disseminating evidence-based practices in human service delivery settings.     

Infusing Web-Based Content Centers into an M.S.W. Curriculum: A Faculty and Student Development Project

ABSTRACT

Web-based content centers are collections of scholarly digital resources that can be used to support learning in a variety of contexts. Through a recent pilot project, faculty created web-based content centers to support key curriculum areas of an M.S.W. program. Additionally the project aimed at developing technology skills of faculty designers and student users of course support materials. Positive student learning outcomes and increased faculty use of technology resulted. Project outcomes also included the building of virtual learning communities.     

Building a Predominantly Web-Based Course from Face-to-Face and Interactive Video Pilots: Administrative Skills for Social Work Practice

SUMMARY

This paper describes the design, development, pilot, and revision of a predominantly web-based macro social work practice course on administrative skills required for all MSW students at Michigan State University, a Research I, land grant university. The course was intentionally developed in stages, first in a face-to-face (F2F) and interactive video (ITV) setting and then predominantly online after content revision and update. The course uses streamed videotaped lectures as a central teaching format, with extensive use of discussion boards and other interactive tools. The contributions made by the F2F and ITV iteration will be highlighted, along with lessons learned from multiple online replications.     

Lyme Disease: A Case Report

Abstract

Using a needs-assessment technique called story-boarding to determine characteristics of health promotion and wellness among university students is discussed. Storyboarding allows students to work together as they generate ideas and eliminates the territorial defensiveness that often occurs when new ideas are suggested. Sixteen graduate students in a health education teaching methods course demonstrated the use of the technique to identify characteristics of wellness for university students. In addition, they identified content areas and outlined key programs, services, personal habits, and skills useful for enhancing university students' wellness.     

What College Students Do Not Know: Where Are the Gaps in Sexual Health Knowledge?

Abstract

Objective: This study aimed to understand the gaps in college students’ knowledge regarding sexual health information. Participants: A sample of 242 participants enrolled in an introductory college course participated in this study in the Fall 2009 semester. Methods: Students participated in 1 of 2 brief interventions and wrote a response paper about their experience. The papers were analyzed using conventional content analysis for information that was new to participants by looking for key words that suggested learning took place. Results: The findings indicated that the majority of participants learned new information. Most learning occurred regarding sexually transmitted infections (ie, types, symptoms, prevalence, treatment, testing) and correct condom use. There were also demographic differences regarding reported new information. Conclusions: Findings can be used to develop future sex education programs for college students by providing college educators with an understanding of where students lack knowledge of sexual health.     

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.     

The Impact of Service-Learning on Student Development

Abstract

The purpose of this study was to gain a better understanding of the personal, professional, interpersonal, social, and academic development of students who complete a 15-hour service-learning assignment as part of the requirements for a family diversity course. A content analysis of 36 students' reflection papers revealed that service-learning was extremely beneficial, even when the experience was brief. Numerous valuable lessons were learned by the students about themselves and their future careers. Specifically, they became more accepting of others, and they realized the importance of service to one's community. In addition, they were able to process and synthesize the information they learned in the classroom by experiencing the course content in a real-world setting.     

Training for Disaster Recovery

Abstract

This paper describes a range of training programs for social workers and other recovery workers following the Indian Ocean Tsunami of December 2004. These programs were developed and implemented by the author in Singapore, and with collaboration from Indonesian colleagues, in Indonesia. The content is outlined and the rationale behind the development of the programs is presented. The theoretical bases for the diversity of interventions are argued. A course module for both undergraduate and postgraduate social work education is also described, as inclusion of crisis and disaster recovery management in professional courses is necessary to prepare practitioners for their inevitable involvement in responding to emergencies.     

Implementing Web-Based Learning: Evaluation Results from a Mental Health Course

SUMMARY

This paper reports on the evaluation results of a web-enhanced mental health course. The instructional design of the course was based on the principles of constructivist and collaborative learning environments. Students strongly supported the use of web-based learning in this course and found that the online environment enhanced their learning. The benefits and disadvantages of web-based learning and the implications for future course development are discussed. Issues in implementing web-based learning in social work education are also identified.     

Creating Cultural Safety as an Aboriginal Teacher in a Class of Non-Aboriginal University Students

ABSTRACT

Creating a culturally safe learning environment is critical for Aboriginal teachers in universities. This paper explores my experience as a new lecturer convening an Aboriginal and Torres Strait Islander social work course at an Australian university. As an Aboriginal woman teaching to a large class of non-Aboriginal students, establishing cultural safety became a priority early on. Through reflecting on my journey from feeling vulnerable at the beginning of the course, to developing a safe and collaborative learning and teaching experience, this paper presents the rare perspective of an Aboriginal academic in the teaching space, and offers practical ways to develop cultural safety in university classrooms.

IMPLICATIONS

• Aboriginal social work teaching academics need to feel culturally safe in the classroom setting to sustain them in their role.

• Engaging non-Aboriginal students to feel safe through collaborative learning enhances the learning and teaching experience for everyone and contributes to cultural safety for Aboriginal academics.

• Aboriginal academics teaching Aboriginal-specific content risk being traumatised through intensive and consistent exposure to traumatic content that may be personal to them.

• Universities need to provide practical support to new teaching academics to best equip and prepare them for the role.