In 2020, resources proliferated for 1) teaching in virtual settings in response to educational disruptions; and 2) antiracist education practices. Resources that combined these subjects to suggest antiracist education practices for the virtual setting were comparatively few. In this article, the authors propose ways to connect antiracist practices to virtual education. We begin with an exploration of racism and antiracism. Next, we explore existing literature for how racism shows up in the virtual classroom. Literature suggests instructor bias, course planning, and course delivery practices can work to uphold racism and manifestations of white supremacy in these virtual settings. Drawing from the work of scholars in the area of antiracist pedagogy, we suggest processes educators can engage in for increasing awareness of instructor bias, and for increasing the use of antiracist practices in course planning and delivery to help begin (or continue) the process of implementing antiracist practices in the virtual classroom.
{"title":"Best Practices for Antiracist Education in Virtual Settings","authors":"Jandel Crutchfield, A. Fisher, Sara-Beth Plummer","doi":"10.18060/24962","DOIUrl":"https://doi.org/10.18060/24962","url":null,"abstract":"In 2020, resources proliferated for 1) teaching in virtual settings in response to educational disruptions; and 2) antiracist education practices. Resources that combined these subjects to suggest antiracist education practices for the virtual setting were comparatively few. In this article, the authors propose ways to connect antiracist practices to virtual education. We begin with an exploration of racism and antiracism. Next, we explore existing literature for how racism shows up in the virtual classroom. Literature suggests instructor bias, course planning, and course delivery practices can work to uphold racism and manifestations of white supremacy in these virtual settings. Drawing from the work of scholars in the area of antiracist pedagogy, we suggest processes educators can engage in for increasing awareness of instructor bias, and for increasing the use of antiracist practices in course planning and delivery to help begin (or continue) the process of implementing antiracist practices in the virtual classroom.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45042534","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}
H. Hsu, Ashley D. Givens, Rachel C. Bailey, C. Wilson, Ryan Rattliff, V. Ramseyer Winter
This study focused on understanding individual (e.g., political identity and alignment of social work core values with the Black Lives Matter movement and the All Lives Matter argument) and social environmental correlates (e.g., social network composition) of awareness of racism among social work students. A convenience sample of social work students (n=98) recruited from a major Midwest land grant university completed an online anonymous survey with questions covering individual characteristics, social network information, and attitudes toward social phenomena. The Color-Blind Racial Attitudes Scale was used to assess overall awareness of racism, White privilege, institutional racism, and blatant racism. Regression models were conducted to identify correlates of these domains of racial attitudes separately. Liberal political view identification and alignment of Black Lives Matter (BLM) movement with social work core values were associated with better awareness of racism across all domains; aligning All Lives Matter with social work core values was associated with unawareness of overall racism, institutional racism, and blatant racism. Finally, discussion on racial issues with network members was associated with better awareness of overall racism, White privilege, and blatant racism. Social work programs should facilitate inter-group dialogues to build consensus on countering racism. Discussions on the mission and the context of BLM and its opposition efforts should also be incorporated in the curriculum. Finally, more emphasis on the impact of institutional racism should be included into course activities to further discussion on such topics within students’ network.
{"title":"Awareness of Racism Among Social Work Students in a Challenging Era","authors":"H. Hsu, Ashley D. Givens, Rachel C. Bailey, C. Wilson, Ryan Rattliff, V. Ramseyer Winter","doi":"10.18060/24969","DOIUrl":"https://doi.org/10.18060/24969","url":null,"abstract":"This study focused on understanding individual (e.g., political identity and alignment of social work core values with the Black Lives Matter movement and the All Lives Matter argument) and social environmental correlates (e.g., social network composition) of awareness of racism among social work students. A convenience sample of social work students (n=98) recruited from a major Midwest land grant university completed an online anonymous survey with questions covering individual characteristics, social network information, and attitudes toward social phenomena. The Color-Blind Racial Attitudes Scale was used to assess overall awareness of racism, White privilege, institutional racism, and blatant racism. Regression models were conducted to identify correlates of these domains of racial attitudes separately. Liberal political view identification and alignment of Black Lives Matter (BLM) movement with social work core values were associated with better awareness of racism across all domains; aligning All Lives Matter with social work core values was associated with unawareness of overall racism, institutional racism, and blatant racism. Finally, discussion on racial issues with network members was associated with better awareness of overall racism, White privilege, and blatant racism. Social work programs should facilitate inter-group dialogues to build consensus on countering racism. Discussions on the mission and the context of BLM and its opposition efforts should also be incorporated in the curriculum. Finally, more emphasis on the impact of institutional racism should be included into course activities to further discussion on such topics within students’ network.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41947559","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}
A. Keeney, Amanda Lee, Sarah Jayyousi, Jimmy A. Young, Jeannine E. Guarino, Katie B. Turner
Simulations with professional actors and scripted role plays with peers are effective methods to increase direct practice skills. However, little is known about how simulations or scripted role plays conducted virtually can influence social work students' practice self-efficacy. MSW students enrolled in field seminar courses across two universities were invited to participate in an exploratory, repeated measures assessment utilizing the Counselor Activity Self-Efficacy Scales (CASES). One university (n=100) implemented the use of standardized clients, played by professional actors within field seminar; the other university (n=61) implemented scripted, peer-led role plays. Significant differences were found in pre/post scores among MSW students that participated in simulated client experiences within their field seminar. Simulations and scripted peer role plays may need to be more integrated into social work curricula when opportunities for in-person direct practice skill development are limited due to hybrid or fully remote field placements. Applied learning in social work education must be re-envisioned so programs can prepare MSW students to be effective practitioners in today’s rapidly changing environment.
{"title":"Social Work Students’ Self-Efficacy Toward Direct Practice Skills in Field Education Using Virtual Simulations and Scripted Role Plays","authors":"A. Keeney, Amanda Lee, Sarah Jayyousi, Jimmy A. Young, Jeannine E. Guarino, Katie B. Turner","doi":"10.18060/24929","DOIUrl":"https://doi.org/10.18060/24929","url":null,"abstract":"Simulations with professional actors and scripted role plays with peers are effective methods to increase direct practice skills. However, little is known about how simulations or scripted role plays conducted virtually can influence social work students' practice self-efficacy. MSW students enrolled in field seminar courses across two universities were invited to participate in an exploratory, repeated measures assessment utilizing the Counselor Activity Self-Efficacy Scales (CASES). One university (n=100) implemented the use of standardized clients, played by professional actors within field seminar; the other university (n=61) implemented scripted, peer-led role plays. Significant differences were found in pre/post scores among MSW students that participated in simulated client experiences within their field seminar. Simulations and scripted peer role plays may need to be more integrated into social work curricula when opportunities for in-person direct practice skill development are limited due to hybrid or fully remote field placements. Applied learning in social work education must be re-envisioned so programs can prepare MSW students to be effective practitioners in today’s rapidly changing environment.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49567962","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}
Social justice is a central principle of the social work profession and education. However, it can become a hollow ideal unless it is specifically addressed in all applications of social work practice. Scholars have long questioned the social work profession’s commitment to putting social justice into practice. Clinical social work has been particularly criticized for its lack of attention to social justice and for failing to address the concerns of the oppressed by relying on individual intervention while overlooking system-level changes. Given that clinical social work is the largest specialization in social work practice, clinical social work programs must re-envision their curriculum to fully address this criticism and educate future social workers to pursue social justice at all levels of practice. This paper presents the collective work of the social work faculty at a clinical social work program to construct a social justice-focused clinical social work curriculum, which culminated in a statement on social justice commitment in their curriculum, illustrates the iterative process of this work, and discusses the lessons from this experience. Implications include the importance of shared understanding of social justice and articulating how it operates in all aspects of social work practice as well as in social work pedagogy.
{"title":"Re-Envisioning Social Work Education","authors":"Hye-kyung Kang","doi":"10.18060/24953","DOIUrl":"https://doi.org/10.18060/24953","url":null,"abstract":"Social justice is a central principle of the social work profession and education. However, it can become a hollow ideal unless it is specifically addressed in all applications of social work practice. Scholars have long questioned the social work profession’s commitment to putting social justice into practice. Clinical social work has been particularly criticized for its lack of attention to social justice and for failing to address the concerns of the oppressed by relying on individual intervention while overlooking system-level changes. Given that clinical social work is the largest specialization in social work practice, clinical social work programs must re-envision their curriculum to fully address this criticism and educate future social workers to pursue social justice at all levels of practice. This paper presents the collective work of the social work faculty at a clinical social work program to construct a social justice-focused clinical social work curriculum, which culminated in a statement on social justice commitment in their curriculum, illustrates the iterative process of this work, and discusses the lessons from this experience. Implications include the importance of shared understanding of social justice and articulating how it operates in all aspects of social work practice as well as in social work pedagogy.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49301509","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}
PhD Msw Jelena Todić, P. M. Sherri Simmons - Horton, Elizabeth Cruz, Amy Manning-Thompson, M. C. Christensen, Lucinda Nevarez
Dismantling structures that impede social work professional and organizational growth begins with social work educational institutions. In 2020, the convergence of three pandemics – COVID-19, economic injustice, and, notably, structural racism, catalyzed a group of social work staff and faculty at a public Hispanic Serving Institution (HSI) in the Southern U.S. The group relied on community organizing and organizational change strategies to form the antiracism collective (ARC). We employed a participatory evaluative case study (Merriam, 1998) methodology to answer two questions: 1) How has ARC accelerated one social work department's integration of antiracist praxis (theory, reflection, action) into all aspects of the department to support the department's mission?; and 2) How can ARC dismantle structures which impede social workers' ability to confront racism? We find that ARC 1) catalyzed department transformation as evidenced by the increased sense of critical consciousness, struggle, integrity, and community; and 2) achieved primarily individual impact, with small but potentially significant department impact, and small but potentially significant structural impact. We highlight strengths and limitations of antiracism collectives as a pathway to confront racism in other social work educational institutions.
{"title":"Awakening the Antiracism Collective Through Transformative Organizational Praxis","authors":"PhD Msw Jelena Todić, P. M. Sherri Simmons - Horton, Elizabeth Cruz, Amy Manning-Thompson, M. C. Christensen, Lucinda Nevarez","doi":"10.18060/25001","DOIUrl":"https://doi.org/10.18060/25001","url":null,"abstract":"Dismantling structures that impede social work professional and organizational growth begins with social work educational institutions. In 2020, the convergence of three pandemics – COVID-19, economic injustice, and, notably, structural racism, catalyzed a group of social work staff and faculty at a public Hispanic Serving Institution (HSI) in the Southern U.S. The group relied on community organizing and organizational change strategies to form the antiracism collective (ARC). We employed a participatory evaluative case study (Merriam, 1998) methodology to answer two questions: 1) How has ARC accelerated one social work department's integration of antiracist praxis (theory, reflection, action) into all aspects of the department to support the department's mission?; and 2) How can ARC dismantle structures which impede social workers' ability to confront racism? We find that ARC 1) catalyzed department transformation as evidenced by the increased sense of critical consciousness, struggle, integrity, and community; and 2) achieved primarily individual impact, with small but potentially significant department impact, and small but potentially significant structural impact. We highlight strengths and limitations of antiracism collectives as a pathway to confront racism in other social work educational institutions.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292430","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}
To date, social work continues to be a predominantly white-dominated profession; this is true across all levels of the profession’s current and aspiring membership, including students, practitioners, and faculty members. This racial composition is remnant of our profession’s history of upholding white supremacy and legacy of white saviorism. Not surprisingly, foundational teachings of social work center and champion white women (e.g., Jane Addams) while neglecting the important contributions of Black and Brown social workers to the profession. The harm done by continuing and upholding these practices extends to all spheres that social work education touches, directly or indirectly. While the National Association of Social Workers Code of Ethics would lead one to think of social work as a noble profession, the reality demonstrates that we continually fall short of that reputation. Social work education is guilty of exploiting vulnerable and marginalized communities for the benefit of the profession under the guise of promoting social justice. For example, field placement, a cornerstone of social work education, continues to send mainly white students into communities of color for the purposes of learning, often treating the community as guinea pigs in the pursuit of white knowledge through experiential learning. Although in the long run, field placements can have some benefits for communities, we need to be more critical about the practices we engage in and the ways in which they fail to advance social justice and reinforce the status quo. We are at a pivotal moment in our profession as we reckon with the dissonance between our preaching and practice. The purpose of this paper is to highlight the many ways in which social work education haphazardly 1) perpetuates colonialism and upholds white supremacy, 2) harms marginalized communities, and 3) fails to model our code of ethics. We make a call for serious introspection within the field of social work: to evaluate the power dynamics at play, reckon with our past, and plan for a profession that strengthens and lives up to its commitment to social justice. We conclude with recommendations for transformative change within the social work profession.
{"title":"#SocialWorkSoWhite","authors":"Autumn Asher Blackdeer, María Gandarilla Ocampo","doi":"10.18060/24986","DOIUrl":"https://doi.org/10.18060/24986","url":null,"abstract":"To date, social work continues to be a predominantly white-dominated profession; this is true across all levels of the profession’s current and aspiring membership, including students, practitioners, and faculty members. This racial composition is remnant of our profession’s history of upholding white supremacy and legacy of white saviorism. Not surprisingly, foundational teachings of social work center and champion white women (e.g., Jane Addams) while neglecting the important contributions of Black and Brown social workers to the profession. The harm done by continuing and upholding these practices extends to all spheres that social work education touches, directly or indirectly. While the National Association of Social Workers Code of Ethics would lead one to think of social work as a noble profession, the reality demonstrates that we continually fall short of that reputation. Social work education is guilty of exploiting vulnerable and marginalized communities for the benefit of the profession under the guise of promoting social justice. For example, field placement, a cornerstone of social work education, continues to send mainly white students into communities of color for the purposes of learning, often treating the community as guinea pigs in the pursuit of white knowledge through experiential learning. Although in the long run, field placements can have some benefits for communities, we need to be more critical about the practices we engage in and the ways in which they fail to advance social justice and reinforce the status quo. We are at a pivotal moment in our profession as we reckon with the dissonance between our preaching and practice. The purpose of this paper is to highlight the many ways in which social work education haphazardly 1) perpetuates colonialism and upholds white supremacy, 2) harms marginalized communities, and 3) fails to model our code of ethics. We make a call for serious introspection within the field of social work: to evaluate the power dynamics at play, reckon with our past, and plan for a profession that strengthens and lives up to its commitment to social justice. We conclude with recommendations for transformative change within the social work profession.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48928552","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}
The summer of 2020 saw a racial justice awakening among predominantly white scholars. While this “awakening” or reckoning regarding the long-standing racism in society is welcomed and necessary, we must recognize the stark differences in how this work is felt and ultimately in how the work needs to be done by different groups in society. While BIPOC scholars worked to balance the need to process and recover, self-preserve, and advocate, white peers formed book clubs and posted black squares to their social media sites. This distinction describes the frustrating reality that many BIPOC scholars experience in the work of undoing racism. We bear the unrelenting burdens of being oppressed, fighting racism, and trying to survive in a society that does not value our inherent dignity and worth. For BIPOC doctoral students who simultaneously navigate the roles of being a student, peer, and instructor, these burdens are threefold. We are expected to do the invisible work of mentoring and holding space for fellow BIPOC students while also educating white students and faculty/administrators on racial justice issues and contending with faculty expectations. These burdens are exacerbated as we see anti-racism quickly go in vogue and then fall out of favor soon after. The aftermath: unfulfilled promises and commitments by self-proclaimed anti-racists, leaving BIPOC scholars to pick up the pieces and solely shoulder the never-ending work of anti-racism. There is a continued lack of sustained commitment to achieving racial equity across the board. The steps that have been taken are often characterized by quick fixes that fall short of the real work that will lead to a racially just, equitable and inclusive community. The purpose of this paper is to bring attention to the challenges within the academy experienced by BIPOC social work doctoral students. Drawing upon our experience with creating a BIPOC-centered support group at a predominantly white institution (PWI), we provide insight and recommendations on how colleagues and administrators alike can take action to hold space, bolster, and better support BIPOC doctoral student scholars by creating inclusive educational environments, offering tailored, concrete, and formal supports, and ultimately creating an anti-racist academic culture free from all forms of oppression.
{"title":"We Deserve to Thrive","authors":"María Gandarilla Ocampo, Autumn Asher Blackdeer","doi":"10.18060/24987","DOIUrl":"https://doi.org/10.18060/24987","url":null,"abstract":"The summer of 2020 saw a racial justice awakening among predominantly white scholars. While this “awakening” or reckoning regarding the long-standing racism in society is welcomed and necessary, we must recognize the stark differences in how this work is felt and ultimately in how the work needs to be done by different groups in society. While BIPOC scholars worked to balance the need to process and recover, self-preserve, and advocate, white peers formed book clubs and posted black squares to their social media sites. This distinction describes the frustrating reality that many BIPOC scholars experience in the work of undoing racism. We bear the unrelenting burdens of being oppressed, fighting racism, and trying to survive in a society that does not value our inherent dignity and worth. For BIPOC doctoral students who simultaneously navigate the roles of being a student, peer, and instructor, these burdens are threefold. We are expected to do the invisible work of mentoring and holding space for fellow BIPOC students while also educating white students and faculty/administrators on racial justice issues and contending with faculty expectations. These burdens are exacerbated as we see anti-racism quickly go in vogue and then fall out of favor soon after. The aftermath: unfulfilled promises and commitments by self-proclaimed anti-racists, leaving BIPOC scholars to pick up the pieces and solely shoulder the never-ending work of anti-racism. There is a continued lack of sustained commitment to achieving racial equity across the board. The steps that have been taken are often characterized by quick fixes that fall short of the real work that will lead to a racially just, equitable and inclusive community. The purpose of this paper is to bring attention to the challenges within the academy experienced by BIPOC social work doctoral students. Drawing upon our experience with creating a BIPOC-centered support group at a predominantly white institution (PWI), we provide insight and recommendations on how colleagues and administrators alike can take action to hold space, bolster, and better support BIPOC doctoral student scholars by creating inclusive educational environments, offering tailored, concrete, and formal supports, and ultimately creating an anti-racist academic culture free from all forms of oppression.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42040514","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}
In the Spring 2022 issue of Advances in Social Work, we are pleased to present 14 papers written by 40 authors from different regions of the U.S. The articles in this issue include a selection of empirical studies (n=6) and conceptual pieces (n=8). While the 14 articles cover a wide range of topics, two underlying themes include supporting different aspects of diversity in practice and in social work education and discovering the virtues of virtual practice.
{"title":"Spring 2022 Editorial","authors":"Margaret E. Adamek","doi":"10.18060/26335","DOIUrl":"https://doi.org/10.18060/26335","url":null,"abstract":"In the Spring 2022 issue of Advances in Social Work, we are pleased to present 14 papers written by 40 authors from different regions of the U.S. The articles in this issue include a selection of empirical studies (n=6) and conceptual pieces (n=8). While the 14 articles cover a wide range of topics, two underlying themes include supporting different aspects of diversity in practice and in social work education and discovering the virtues of virtual practice.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45071957","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}
Challenges abound in assisting social work students to comprehend the value of scientific inquiry and to use research to inform their practice. Student research anxiety and low levels of research confidence are often at the heart of this reluctance. This article offers a conceptual rationale and strategies for developing a flipped classroom approach in teaching research. Kolb’s experiential learning cycle provides a theoretical lens to understand the importance of hands-on experiences for student learning and how these experiences can assist student development of research-related competencies. The authors propose a conceptual model and application of Kolb’s cycle through case examples at both the BSW and MSW levels. The authors recommend application of a flipped classroom approach to increase opportunities for self-paced learning and as a useful strategy for students who are second language learners.
{"title":"Using a Flipped Classroom Approach to Teach Research","authors":"Beverly A. Wagner, Sharon Bowland","doi":"10.18060/25236","DOIUrl":"https://doi.org/10.18060/25236","url":null,"abstract":"Challenges abound in assisting social work students to comprehend the value of scientific inquiry and to use research to inform their practice. Student research anxiety and low levels of research confidence are often at the heart of this reluctance. This article offers a conceptual rationale and strategies for developing a flipped classroom approach in teaching research. Kolb’s experiential learning cycle provides a theoretical lens to understand the importance of hands-on experiences for student learning and how these experiences can assist student development of research-related competencies. The authors propose a conceptual model and application of Kolb’s cycle through case examples at both the BSW and MSW levels. The authors recommend application of a flipped classroom approach to increase opportunities for self-paced learning and as a useful strategy for students who are second language learners.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41335597","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}
This paper contributes to social work education by presenting brain-based learning as a theoretical framework to understand the impact of brain development and brain processes on learning and teaching. Historically, brain-based learning was adopted in elementary and secondary educational settings to assist educators in determining the pedagogical strategies most salient to supporting cognitive processes. However, in recent years, emphasis on brain-based learning has also emerged in higher education. It is more imperative than ever that faculty rely on evidence-based methods and models of teaching in the learning environment given the life stressors and trauma experienced by college students, including the coronavirus pandemic. Brain-based learning is a well-developed approach informed by theoretical constructs in neurology, psychology, biology, education, and medical science. Implementation of the key principles of brain-based learning are associated with improved academic performance, positively influenced motivation, and supported retention of knowledge. Brain-based learning is a model well-suited for implementation in social work education and supports the experiential practices embedded in social work pedagogy.
{"title":"Applying the Principles of Brain-Based Learning in Social Work Education","authors":"Vicki Harden, V. Jones","doi":"10.18060/25142","DOIUrl":"https://doi.org/10.18060/25142","url":null,"abstract":"This paper contributes to social work education by presenting brain-based learning as a theoretical framework to understand the impact of brain development and brain processes on learning and teaching. Historically, brain-based learning was adopted in elementary and secondary educational settings to assist educators in determining the pedagogical strategies most salient to supporting cognitive processes. However, in recent years, emphasis on brain-based learning has also emerged in higher education. It is more imperative than ever that faculty rely on evidence-based methods and models of teaching in the learning environment given the life stressors and trauma experienced by college students, including the coronavirus pandemic. Brain-based learning is a well-developed approach informed by theoretical constructs in neurology, psychology, biology, education, and medical science. Implementation of the key principles of brain-based learning are associated with improved academic performance, positively influenced motivation, and supported retention of knowledge. Brain-based learning is a model well-suited for implementation in social work education and supports the experiential practices embedded in social work pedagogy.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43899458","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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