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1.
Abstract

The value of partnership and participation for human empowerment is routinely stressed in today's social work practice literature, in which scholars emphasize the need for consumer participation, co-inquiry, and client collaboration. Because research is recognized to be a crucial element in such collaborations, one would expect that, alongside traditional research topics, the goal of empowerment would likewise be recommended in current social work research literature and curricula. One might further expect that the curricula, as part of the menu of research methods, would espouse specific kinds of participative inquiry available in the social work and social science literature.

The purpose of this study is to explore to what extent social work research methodology courses offered through social work MSW graduate programs in the USA include content that encourages active involvement in the process of research by the people whose lives are being studied. In other words, the question put to test has been how much emphasis (or how little) is placed on a relationship of partnership between “inside” and “outside” participants in the design, implementation, and analysis of the research activity? Utilizing a content analysis research design, the study posed and addressed three exploratory hypotheses in an attempt to answer this question.  相似文献   

2.
ABSTRACT

With an increase in social work courses being offered in online and hybrid formats, it is imperative that social work programs understand the new teaching tenets and engagement mediums employed to meet the new Council on Social Work Education’s Educational Policy and Accreditation Standards. This meta-analysis explores best-practices pedagogy for student engagement using the delivery of content through both asynchronous and synchronous methods.  相似文献   

3.
ABSTRACT

Catalogs, application packages, and program materials from 106 business schools were analyzed to determine the degree of international coverage in business schools' curricula. The study found that 49% of the accredited schools and 33% of the non-accredited schools had international programs. In the accredited schools, 63% of the international programs were at the graduate level, whereas in the non-accredited schools, 92% were at the undergraduate level. Moreover, 92% of the AACSB accredited schools and 89% of the non-accredited schools offered international courses. The trend is to require international functional courses, such as international finance, in the traditional MBA programs and offer international functional courses as electives in the traditional BBA programs. In the BBA programs, there is an increasing tendency to offer foreign culture and foreign history courses. Several traditional MBA programs offer courses, such as global management or a general global business environment.  相似文献   

4.
ABSTRACT

The online environment challenges social work educators in their approach to developing students’ cultural awareness and culturally competent skills. To develop student competencies, it is important for accredited social work programs to consider both their explicit and implicit curricula. Although research has focused on the influence of multicultural classrooms and engaging diverse students, scant literature has been focused on teaching about diversity and difference in the online environment. This article hopes to fill this gap in knowledge by providing recommendations for social work programs to consider as they look to teach diversity and difference in the online environment.  相似文献   

5.
Abstract

After more than 20 years of exploring liberal arts education in Chinese universities, its curriculum development has been institutionalized. Efforts to build localized curricula that fit the realities at each institution have shifted from focusing on quantity and structure to emphasizing curriculum quality assurance based on teaching evaluation by students. An empirical analysis using Fudan University’s teaching evaluation data shows that some liberal arts core courses offered by technical and engineering departments are too specialized, while some offered by social sciences and humanities and languages departments lack rigor. Student evaluations of such courses therefore tend to be low. Improving the quality of liberal arts courses can begin by examining both teaching evaluations by students and course grading, starting with the less rigorous courses for non-majors. Improving the quality of liberal arts courses can begin with the courses that are too specialized or lacking rigor based on both teaching evaluations by students and grade distribution.  相似文献   

6.
ABSTRACT

The development of new e-technologies and an increased focus on developing distance social work education programs has created the impetus for social work educators to consider the tools they can employ in delivering distance courses. This article reflects on an action learning research project involving the development of an online toolbox of e-technologies to support social work educators in the delivery of distance courses. It highlights the opportunities and challenges when considering the integration of e-technologies as part of social work education.  相似文献   

7.
Abstract

Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.  相似文献   

8.
ABSTRACT

Adjunct faculty are growing in numbers and time spent instructing courses in social work programs. This paper describes one school's approach in working with and involving adjunct faculty as significant stakeholders in the overall educational program. The described program incorporates a number of ongoing activities to encourage adjunct faculty to contribute to the academic community beyond the instruction of one course. The paper also identifies additional strategies a social work program may consider to further strengthen the adjuncts? role in academia. The paper concludes with questions for social work educational programs and the Council on Social Work Education's Commission on Accreditation to recognize and define the position and function of adjunct faculty in social work education.  相似文献   

9.
Abstract

An overview of the Americans With Disabilities Act (ADA) is presented. The article emphasizes that Section 504 of the Rehabilitation Act of 1973 is the federal law upon which the ADA is built. A comparison of Section 504 and the ADA is presented in the paper. An analysis is offered of the case law that has emerged under Section 504 that serves as a guide to the rights and responsibilities of social work programs and faculty under the ADA. Recommendations are made for helping social work programs comply with the ADA in the area of student admissions and retention.  相似文献   

10.
ABSTRACT

This article provides a prospective model syllabus for graduate-level social work courses exploring the interactions between social work and race—both historical and present, both productive and problematic—and makes an argument for this subject matter’s relevance for a course to be implemented in the graduate-level curriculum of social work programs. Instructors can view this syllabus as a template they can customize for their own purposes and contexts, and thus it should not be viewed as fixed, comprehensive, or definitive. Due to the evolutionary nature of research, language, and terms, the syllabus, of course, will need constant revision; but it is conceived as offering a curation of resources, thereby providing a starting point for education on this important topic, at least for this moment in time.  相似文献   

11.

Work placements are an accepted part of academic curricula. In order to assess their value it is important to clearly identify what such programs offer that is different from existing courses. It is also necessary to develop assessment instruments that take their unique features into account. This analysis, which must be seen as a work-in-progress, advances a number of propositions about experiential learning and then uses them as a framework to establish criteria for evaluating student work. These criteria emphasise experiential learnings and the way academic concepts are applied in the field as individuals move from students to novice professionals.  相似文献   

12.
ABSTRACT

The movement towards competency-based education in social work has required a shift in delivery to more experiential learning opportunities for students. Looking forward, the Council on Social Work Education [CSWE] has instituted a Futures Task Force, exploring roles social workers may play in the future, with particular attention to the evolution and revolution in technology. It is clear that social work programs will need to consider opportunities for ensuring the development of competency in an ever changing digital landscape. This article presents the evolution of a simulation model for use in various delivery models, including traditional face-to-face campus-based offerings, off-campus satellite classes, and hybrid or fully online courses. It documents the origin of the model in an off-campus format, highlighting the attributes afforded with its application on a traditional campus, and proposes an online solution to the resource dilemma endemic to many off-campus satellite models.  相似文献   

13.
ABSTRACT

Sixty accredited MSW programs were surveyed to determine whether there were significant differences between those programs offering discrete ethics courses and those not doing so on a number of ethics education related variables. Results suggest virtually no significant differences on the variables examined, with the exception that programs offering discrete courses more often expose students to literature on the broad topic of moral philosophy. Also examined was the extent to which all of the programs surveyed were following the pedagogical recommendations of the ethics education literature reviewed. The results suggest that many MSW programs are not following these recommendations in a number of respects. The implications of these findings are discussed, and specific suggestions are offered for those faculty concerned with the ethics component of their course offerings.  相似文献   

14.
Abstract

Social work educators are increasingly using advanced information technologies in their distance education programs. Despite the widespread use of distance learning in social work education, there is limited information available regarding the effectiveness of courses, particularly practice courses, that use these technologies or the experiences of the students and instructors who are helping to pioneer these technological initiatives. This article presents reflections from students from two MSW practice classes linked together through interactive TV, also known as compressed video. The authors, who were course instructors using this technology, present their reflections on the process and make recommendations for future distance learning courses.  相似文献   

15.
ABSTRACT

To gain insight into the educational opportunities for European foreign national prisoners, an online survey was distributed among educational providers and prison managers (N?=?108). The results demonstrate that courses for learning domestic languages are most frequently offered. Other educational courses mostly relate to primary education and psychosocial courses. Based on the online survey, four organizations are investigated in depth to gain more information about how they work. We conducted 12 semi-structured individual and one group interview with professionals and prisoners. The results of the hybrid thematic analysis showed that different models exist to organize education for FNPs. The findings make contribution to the development of European pilot projects that provide distance education to FNPs offered by their home country.  相似文献   

16.
A representative sample of counselor educators at U.S. universities were surveyed to identify the kinds of curricula school counselor preparation programs use for preparing students to work with exceptional students (ES). Program courses in exceptional student education (ESE), competencies, field experiences, state certification requirements for ESE courses, the degree of importance accorded by counselor educators to prepare graduates to serve ES, and the educators' level of satisfaction with current program requirements were investigated. Sixty‐two percent of the programs surveyed did not offer a specific ESE course; however, 53% of these programs (N = 146) reported that ESE competencies were incorporated in other program courses.  相似文献   

17.
This article makes predictions about the long‐term integration of distance education teaching into face‐to‐face institutions; with specialist distance education institutions becoming centres of specialist teaching and research. As life‐long learning becomes more a pressing social demand, so courses will be offered more at national levels ‐‐ state boundaries will pale into insignificance as communications technology facilitates national and international access. Local courses will prevail only in areas of intense public demand and will tend to be low‐level courses. Most teachers de facto will become distance educators of sorts.  相似文献   

18.
The purpose of this study was to analyze on-campus and online PhD programs in educational technology-related fields in the United States. In particular, it sought to evaluate the most common program titles; core, elective, and research courses based on program curricula. The research design was quantitative content analysis and data were collected from six different sources. The study found 44 institutions offered campus-based degree programs and four offered online degree programs in educational technology-related fields with 27 different program titles. In addition, 324 core courses, 157 elective courses, and 260 research courses were further analyzed. The results revealed that the most common program titles were Curriculum and Instruction, Learning Design and Technology, Instructional Technology, Learning Technologies, Instructional Design and Technology, and Educational Technology. The most common core courses were Instructional Design, Advanced Instructional Design, Curriculum Theory, Needs Assessment, Internship in Instructional Technology, Instructional Systems Design, and Theories of Learning and Instruction. The most common elective courses were Multicultural Education, Foundations of Distance Learning, Educational Foundations, and Message Design. The most common research courses were Quantitative Methods, Qualitative Methods, Qualitative Research, Educational Research Methods, Multivariate Analysis, Introduction to Qualitative Research in Education, and Mixed Methods. Furthermore, this study provided discussion and implications for current study as well as recommendations for future research.  相似文献   

19.

The paper examines the links between a recent focus in Australian universities on 'generic skills' or 'graduate qualities', and national employment policies directed at developing employment-related 'key competencies'. It examines the attempt by a team of teacher educators in Australia to develop curricula that would meet the goals of national workplace policy initiatives, while retaining the traditional university concern of teaching critical evaluation of information and social practice. The specific example is the teaching of sociology within a teacher education programme. However, the examples and analysis offered here would be of interest to university teachers working with students in any professional degree programme where there is an expectation that students will be able to understand and apply sociological knowledge within their professional field. The project was framed within the policy context of 'meeting students' needs' .  相似文献   

20.
Abstract

This article describes differences between on‐campus and distance learners by knowledge, skills, and abilities. On‐campus doctoral students at Texas A&M University were compared with doctoral students enrolled in a distance education program offered jointly with Texas Tech University. Student perceptions of their competency levels were gathered using a mixed mailed/Internet questionnaire. On‐campus and distance education students had different levels of competence. Competency models can serve faculty and administrators as an assessment tool for strategic decision making and development of courses and curricula. This study provides a model for benchmarking competencies and provides baseline data for making such changes.  相似文献   

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