Pub Date : 2015-07-28DOI: 10.18084/1084-7219-20.1.1
J. Zlotnik
Working at the Council on Social Work Education (CSWE) for 5 years (1995 to 2000) and having sat in the CSWE conference room before that, I frequently saw the picture of Ron Federico that was prominently displayed. As I worked on initatives to promote professional social work practice in public human service agencies, building partnerships between social work education programs and communitybased agencies was essential. It was also necessary to articulate the competencies BSW graduates should have to practice in child welfare agencies. Thus, through my work, Ron Federico became more than a picture on the wall— he became a major force as I increasingly became knowledgeable about the essential contributions that he made to social work education. Thus, I was extremely honored to be selected to present the 2014 Ron Federico Lecture. This lecture is grounded in the work that I have done, much in collaboration with many others, and the things I have learned over the past several decades. Since 1987 I have journeyed from the National Association of Social Workers (NASW), to CSWE, and then to the Institute for the Advancement of Social Work Research (IASWR), and then back to NASW in 2009 to direct its nascent Social Work Policy Institute. What I attempt to provide here is a somewhat historical view, because it helps to know where we have been to help us in moving forward. This retrospective provides a policy view of where our assumptions that social work degrees are not only relevant, but also perhaps essential for good child welfare practice have been grounded. It also suggests that we are not yet able to make an irrefutable assertion that a social work degree is the only path to excellence in child welfare practice, improved child and family outcomes, and improved staff retention. This paper also looks at strategies we might use to ensure that the social work profession, including the expertise and education of both BSW and MSW graduates, continues to be relevant for today’s and tomorrow’s child welfare service delivery. It should be acknowledged that I first came to NASW on a parttime, temporary basis, to work on fulfilling the recommendations that had been developed as part of then NASW President Dorothy V. Harris’s Presidential
我在社会工作教育委员会(CSWE)工作了5年(1995年至2000年)，在此之前我曾坐在CSWE的会议室里，经常看到罗恩·费德里科(Ron Federico)的照片放在显眼的位置。当我致力于在公共人类服务机构中推广专业社会工作实践的倡议时，在社会工作教育项目和社区机构之间建立伙伴关系至关重要。也有必要阐明BSW毕业生在儿童福利机构中应该具备的能力。因此，通过我的工作，罗恩·费德里科不再是墙上的一幅画——随着我越来越了解他对社会工作教育的重要贡献，他成为了一股重要的力量。因此，我非常荣幸被选为2014年Ron Federico讲座的主持人。这次演讲的基础是我与许多人合作所做的工作，以及我在过去几十年里所学到的东西。自1987年以来，我先后在全国社会工作者协会(NASW)、CSWE、社会工作研究促进会(IASWR)工作，并于2009年回到NASW，领导其新成立的社会工作政策研究所。我试图在这里提供的是一种历史观点，因为它有助于了解我们所处的位置，从而帮助我们向前迈进。这个回顾提供了一个政策观点，我们的假设是社会工作学位不仅相关，而且对于良好的儿童福利实践可能是必不可少的。它还表明，我们还不能做出一个无可辩驳的断言，即社会工作学位是在儿童福利实践中取得卓越成就、改善儿童和家庭成果、提高员工保留率的唯一途径。本文还探讨了我们可以使用的策略，以确保社会工作专业，包括BSW和MSW毕业生的专业知识和教育，继续与今天和明天的儿童福利服务提供相关。应该承认，我第一次以兼职、临时的身份来到NASW，是为了履行当时NASW主席多萝西·v·哈里斯(Dorothy V. Harris)提出的建议
{"title":"2014 Ron Federico Memorial Lecture: Keeping Social Work Relevant in Child Welfare Service Delivery","authors":"J. Zlotnik","doi":"10.18084/1084-7219-20.1.1","DOIUrl":"https://doi.org/10.18084/1084-7219-20.1.1","url":null,"abstract":"Working at the Council on Social Work Education (CSWE) for 5 years (1995 to 2000) and having sat in the CSWE conference room before that, I frequently saw the picture of Ron Federico that was prominently displayed. As I worked on initatives to promote professional social work practice in public human service agencies, building partnerships between social work education programs and communitybased agencies was essential. It was also necessary to articulate the competencies BSW graduates should have to practice in child welfare agencies. Thus, through my work, Ron Federico became more than a picture on the wall— he became a major force as I increasingly became knowledgeable about the essential contributions that he made to social work education. Thus, I was extremely honored to be selected to present the 2014 Ron Federico Lecture. This lecture is grounded in the work that I have done, much in collaboration with many others, and the things I have learned over the past several decades. Since 1987 I have journeyed from the National Association of Social Workers (NASW), to CSWE, and then to the Institute for the Advancement of Social Work Research (IASWR), and then back to NASW in 2009 to direct its nascent Social Work Policy Institute. What I attempt to provide here is a somewhat historical view, because it helps to know where we have been to help us in moving forward. This retrospective provides a policy view of where our assumptions that social work degrees are not only relevant, but also perhaps essential for good child welfare practice have been grounded. It also suggests that we are not yet able to make an irrefutable assertion that a social work degree is the only path to excellence in child welfare practice, improved child and family outcomes, and improved staff retention. This paper also looks at strategies we might use to ensure that the social work profession, including the expertise and education of both BSW and MSW graduates, continues to be relevant for today’s and tomorrow’s child welfare service delivery. It should be acknowledged that I first came to NASW on a parttime, temporary basis, to work on fulfilling the recommendations that had been developed as part of then NASW President Dorothy V. Harris’s Presidential","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126389281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-07-28DOI: 10.18084/1084-7219-20.1.63
T. Klemm
This teaching note provides an introduction to the nascent field of news literacy and describes one small BSW program's approach to integrating news literacy into the social work curriculum to develop students' interest, knowledge, and ability to think critically about current events of relevance to social welfare policy. Sample assignments, grading rubrics, and experiential and multimedia classroom activities used by the author are presented. Social work program administrators and faculty are encouraged to recognize the importance of news literacy in social work education and to consider ways to incorporate news literacy into their own curricula. Resources are provided for social work educators and students who would like to learn more about news literacy.
{"title":"News Literacy in Social Work Education","authors":"T. Klemm","doi":"10.18084/1084-7219-20.1.63","DOIUrl":"https://doi.org/10.18084/1084-7219-20.1.63","url":null,"abstract":"This teaching note provides an introduction to the nascent field of news literacy and describes one small BSW program's approach to integrating news literacy into the social work curriculum to develop students' interest, knowledge, and ability to think critically about current events of relevance to social welfare policy. Sample assignments, grading rubrics, and experiential and multimedia classroom activities used by the author are presented. Social work program administrators and faculty are encouraged to recognize the importance of news literacy in social work education and to consider ways to incorporate news literacy into their own curricula. Resources are provided for social work educators and students who would like to learn more about news literacy.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130785599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.5555/BASW.19.1.N263533385000274
Jayshree S. Jani, J. Okundaye
For more than 25 years social work educators and practitioners have attempted to develop tools that would assist them in their efforts to work more effectively with people from different backgrounds. This issue is particularly important for students entering the profession. However, there has been little discussion in the literature about the developmental process of students and beginning practitioners and the effect of such tools on their attainment of practice competencies. This article discusses how the use of a culturagram influenced baccalaureate social work students’ ability to understand, assess, and plan an intervention with an immigrant family in a case scenario. We found that the culturagram augmented students’ learning and demonstrated the potential to move students and practitioners beyond cultural awareness to an ability to engage with difference.
{"title":"The Culturagram: An Educational Tool to Enhance Practice Competence With Diverse Populations","authors":"Jayshree S. Jani, J. Okundaye","doi":"10.5555/BASW.19.1.N263533385000274","DOIUrl":"https://doi.org/10.5555/BASW.19.1.N263533385000274","url":null,"abstract":"For more than 25 years social work educators and practitioners have attempted to develop tools that would assist them in their efforts to work more effectively with people from different backgrounds. This issue is particularly important for students entering the profession. However, there has been little discussion in the literature about the developmental process of students and beginning practitioners and the effect of such tools on their attainment of practice competencies. This article discusses how the use of a culturagram influenced baccalaureate social work students’ ability to understand, assess, and plan an intervention with an immigrant family in a case scenario. We found that the culturagram augmented students’ learning and demonstrated the potential to move students and practitioners beyond cultural awareness to an ability to engage with difference.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134231851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.5555/BASW.19.1.X66560JX77T16723
S. Edenborn, Melissa Bell
An understanding of biology is necessary for effective social work practice. However, the traditional approach to teaching biology to social work students often fails to address and promote self- efficacy. This article demonstrates the relevance of biological knowledge to social work practice and connects biology education to the curriculum standards of the Council on Social Work Education’s Educational Policy and Accreditation Standards. It presents an innovative and interdisciplinary approach to teaching biology content to social work students using a theme- based, character- driven case study that (a) relates the challenges of individuals to the dynamics of their families, (b) presents biological knowledge as a necessary tool to solve complex, real- world problems, and (c) requires students to explore the personal and social dimensions of problems. Furthermore, we suggest that implementing the case study using a red thread model, which links information and ideas from multiple classes in biology and social work, can increase students’ interest in and retention of biology material.
{"title":"Integrating Biology Into Social Work Education Using Interdisciplinary Character-Driven Case Studies","authors":"S. Edenborn, Melissa Bell","doi":"10.5555/BASW.19.1.X66560JX77T16723","DOIUrl":"https://doi.org/10.5555/BASW.19.1.X66560JX77T16723","url":null,"abstract":"An understanding of biology is necessary for effective social work practice. However, the traditional approach to teaching biology to social work students often fails to address and promote self- efficacy. This article demonstrates the relevance of biological knowledge to social work practice and connects biology education to the curriculum standards of the Council on Social Work Education’s Educational Policy and Accreditation Standards. It presents an innovative and interdisciplinary approach to teaching biology content to social work students using a theme- based, character- driven case study that (a) relates the challenges of individuals to the dynamics of their families, (b) presents biological knowledge as a necessary tool to solve complex, real- world problems, and (c) requires students to explore the personal and social dimensions of problems. Furthermore, we suggest that implementing the case study using a red thread model, which links information and ideas from multiple classes in biology and social work, can increase students’ interest in and retention of biology material.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"644 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133322467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-11-12DOI: 10.5555/BASW.19.1.FV3222U1026517Q3
Jana Donahoe, L. Moon, Kathy VanCleave
Educators know too well the challenges of teaching BSW students about social work practice with older adults. Students hesitate to work with older adults due to personal fears about aging, lack of experiences with this population, or stereotypical misconceptions about older adults and nursing homes. It is apparent that many students have difficulty empathizing with older adults because they have never experienced what it is like to be an older adult with dementia. A solution to this problem is incorporating an immersive experiential learning simulation called the Virtual Dementia Tour (VDT) into BSW course content. The findings indicate that the VDT was an effective evidence-based learning tool for increasing student knowledge about aging and improving their empathy and sensitivity toward older adults with dementia.
{"title":"Increasing Student Empathy Toward Older Adults Using the Virtual Dementia Tour","authors":"Jana Donahoe, L. Moon, Kathy VanCleave","doi":"10.5555/BASW.19.1.FV3222U1026517Q3","DOIUrl":"https://doi.org/10.5555/BASW.19.1.FV3222U1026517Q3","url":null,"abstract":"Educators know too well the challenges of teaching BSW students about social work practice with older adults. Students hesitate to work with older adults due to personal fears about aging, lack of experiences with this population, or stereotypical misconceptions about older adults and nursing homes. It is apparent that many students have difficulty empathizing with older adults because they have never experienced what it is like to be an older adult with dementia. A solution to this problem is incorporating an immersive experiential learning simulation called the Virtual Dementia Tour (VDT) into BSW course content. The findings indicate that the VDT was an effective evidence-based learning tool for increasing student knowledge about aging and improving their empathy and sensitivity toward older adults with dementia.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127413090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-10-10DOI: 10.5555/BASW.19.1.0268G567747271M0
G. Meyette
Diversity is a topic that is increasingly important in BSW curriculum content. Social work students are going into practice in a multicultural milieu, and there is not enough room in the core curriculum for BSW educators to add unlimited elective courses to cover every diverse population group. As one case example, Baby Boomers of all races and backgrounds are aging, contributing to an unprecedented growth in the aging population. Included in this group are lesbian, gay, bisexual, and transgender (LGBT) elders. Diversity issues, including LGBT elder issues, cross all practice areas; therefore, infusion of content embedded in courses can at least introduce students to the needs of these diverse populations and assist them in envisioning possible solutions to address these needs. This article presents a rationale for the infusion of diversity content into the BSW curriculum focusing on the example of LGBT elders. Suggestions for pedagogical infusion strategies are included.
{"title":"Teaching Note: Infusing Diversity Content Into the BSW Curriculum: An LGBT Elders Example","authors":"G. Meyette","doi":"10.5555/BASW.19.1.0268G567747271M0","DOIUrl":"https://doi.org/10.5555/BASW.19.1.0268G567747271M0","url":null,"abstract":"Diversity is a topic that is increasingly important in BSW curriculum content. Social work students are going into practice in a multicultural milieu, and there is not enough room in the core curriculum for BSW educators to add unlimited elective courses to cover every diverse population group. As one case example, Baby Boomers of all races and backgrounds are aging, contributing to an unprecedented growth in the aging population. Included in this group are lesbian, gay, bisexual, and transgender (LGBT) elders. Diversity issues, including LGBT elder issues, cross all practice areas; therefore, infusion of content embedded in courses can at least introduce students to the needs of these diverse populations and assist them in envisioning possible solutions to address these needs. This article presents a rationale for the infusion of diversity content into the BSW curriculum focusing on the example of LGBT elders. Suggestions for pedagogical infusion strategies are included.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127496832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-10-21DOI: 10.5555/BASW.18.1.00P8V50825223261
P. Mackie, G. Leibowitz
Social work students are expected to develop competency in and be able to use macro practice concepts in communities. One common area of macro practice involves organizing communities to improve socioeconomic environments. This article compares 2 prevailing models of community organization— Alinsky's conflict and Eichler's consensus models— from a postmodernist perspective. The goal is to guide educators and students in determining the appropriate use of each model based on the conditions influencing the need to organize. A case study is included to provide an opportunity to engage in a critical thinking exercise aimed at further honing practitioners’ skills.
{"title":"Teaching Community Organizing? A Postmodernist Comparison Between Alinsky's Conflict and Eichler's Consensus Models","authors":"P. Mackie, G. Leibowitz","doi":"10.5555/BASW.18.1.00P8V50825223261","DOIUrl":"https://doi.org/10.5555/BASW.18.1.00P8V50825223261","url":null,"abstract":"Social work students are expected to develop competency in and be able to use macro practice concepts in communities. One common area of macro practice involves organizing communities to improve socioeconomic environments. This article compares 2 prevailing models of community organization— Alinsky's conflict and Eichler's consensus models— from a postmodernist perspective. The goal is to guide educators and students in determining the appropriate use of each model based on the conditions influencing the need to organize. A case study is included to provide an opportunity to engage in a critical thinking exercise aimed at further honing practitioners’ skills.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"19 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120859603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-03-30DOI: 10.18084/BASW.17.1.G6203U83033X0451
J. Riebschleger, De Brenna La Fa Agbényiga
Social work educators are challenged to prepare social work students for practice in an increasingly globalized world. They may respond to this situation with a broad-spectrum planning approach, but knowledge is limited about how to begin. This conceptual analysis proposes an early curriculum-planning model that can be used to increase international content within social work education programs. Educators can prepare, scan, and plan for increasing international curriculum content. They can consider student learning opportunities within classrooms and field sites of their institutions, as well as those of international host institutions, as shown in examples drawn from the social work education literature. The model provides a place for social work educators to begin the journey of international curriculum planning and enhancement.
{"title":"An Early Planning Model for Increasing International Content in Social Work Education","authors":"J. Riebschleger, De Brenna La Fa Agbényiga","doi":"10.18084/BASW.17.1.G6203U83033X0451","DOIUrl":"https://doi.org/10.18084/BASW.17.1.G6203U83033X0451","url":null,"abstract":"Social work educators are challenged to prepare social work students for practice in an increasingly globalized world. They may respond to this situation with a broad-spectrum planning approach, but knowledge is limited about how to begin. This conceptual analysis proposes an early curriculum-planning model that can be used to increase international content within social work education programs. Educators can prepare, scan, and plan for increasing international curriculum content. They can consider student learning opportunities within classrooms and field sites of their institutions, as well as those of international host institutions, as shown in examples drawn from the social work education literature. The model provides a place for social work educators to begin the journey of international curriculum planning and enhancement.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126097655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-08-29DOI: 10.18084/BASW.16.2.DP1HT167100H1819
M. E. Swigonski
In the spirit of Gayatri Spivak (2004), whose article inspired the title of this lecture, educating for human rights requires helping our students to develop their knowledge, values, and skills so that they live their lives and professionally practice in ways that work to build a culture of human rights, in ways that enable their clients to claim their full human rights and to right the wrongs of human rights violations that they have experienced. For knowledge related to human rights, the first place to turn is the United Nations Human Rights Web page (2011) and the United Nations Universal Declaration of Human Rights (United Nations, 1948). The Universal Declaration is an aspirational document. It lays out the goals to which human rights work ought to aspire. Aspirational work is nurtured by inspiration, and so let’s begin with an inspiration— from Eleanor Roosevelt. She was the U.S. representative to the Drafting Committee for the declaration. At the 10th anniversary of the signing of that declaration, she asserted that the destiny of human rights is in the hands of all our citizens in all our communities:
{"title":"Claiming Rights, Righting Wrongs: Educating Students for Human Rights","authors":"M. E. Swigonski","doi":"10.18084/BASW.16.2.DP1HT167100H1819","DOIUrl":"https://doi.org/10.18084/BASW.16.2.DP1HT167100H1819","url":null,"abstract":"In the spirit of Gayatri Spivak (2004), whose article inspired the title of this lecture, educating for human rights requires helping our students to develop their knowledge, values, and skills so that they live their lives and professionally practice in ways that work to build a culture of human rights, in ways that enable their clients to claim their full human rights and to right the wrongs of human rights violations that they have experienced. For knowledge related to human rights, the first place to turn is the United Nations Human Rights Web page (2011) and the United Nations Universal Declaration of Human Rights (United Nations, 1948). The Universal Declaration is an aspirational document. It lays out the goals to which human rights work ought to aspire. Aspirational work is nurtured by inspiration, and so let’s begin with an inspiration— from Eleanor Roosevelt. She was the U.S. representative to the Drafting Committee for the declaration. At the 10th anniversary of the signing of that declaration, she asserted that the destiny of human rights is in the hands of all our citizens in all our communities:","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127905192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-04-12DOI: 10.5555/BASW.15.1.X6417621R7R56Q42
J. D. Taliaferro, N. Ames
This study describes the implementation and assessment of a BSW evaluation research elective that is based in the community. Course goals were to demystify research and help students integrate soci...
{"title":"Implementing an Elective BSW Community-Based Evaluation Research Course","authors":"J. D. Taliaferro, N. Ames","doi":"10.5555/BASW.15.1.X6417621R7R56Q42","DOIUrl":"https://doi.org/10.5555/BASW.15.1.X6417621R7R56Q42","url":null,"abstract":"This study describes the implementation and assessment of a BSW evaluation research elective that is based in the community. Course goals were to demystify research and help students integrate soci...","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"28 16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115348726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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