bluuebunny/crossref_metadata_2025 huggingface dataset:
City mega-models as literal and figurative visioning tools
Authors: Toland Andrew , Kilbane Simon
Published: June 2018

While speculative maps and city plans have been the primary lingua franca for centuries to investigate and design the way urban centres and regions grow, this paper focuses instead on the role of large physical models of urban areas as a method for exploring and envisioning future urban strategies. The paper briefly traces their historical development from military and defence maquettes in sixteenth century Europe, through architectural models of the twentieth century, to the present day. Four contemporary examples of city mega-models in rapidly urbanising Asian cities – Beijing, Shanghai, Hanoi and Singapore – are then examined. These serve to illustrate the continuing role that physical models play as literal and figurative visioning tools for city makers, be they engineers, planners, landscape architects or architects. The paper posits that such models will remain an indispensable technique – tangible and tenacious in the city-making toolkit – despite an increasingly digital and virtual era.
İLK DEFA ETKİLEŞİMLİ TAHTA KULLANAN ÖĞRETMENLERİN ALGILARININ İNCELENMESİ
Authors: ALTUN Taner , GÜLAY Ahmet , SİYAMBAŞ MAZLUM Pembe Başak
Published: June 2018

Nitel yaklaşıma sahip olan bu durum çalışmasında, ilk defa

etkileşimli tahta kullanılan bir okuldaki öğretmenlerin buna ilişkin

algılarının belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, Rize ilinde

bir okulda çalışan yedisi sınıf ve yedisi branş olmak üzere toplam on dört

öğretmen oluşturmuştur. Veriler, yarı yapılandırılmış görüşme tekniği ile

toplanmıştır. Elde edilen veriler temel düzey ve içerik analizi ile analiz

edilmiştir. Araştırma sonucunda etkileşimli tahta kullanımına ilişkin

öğretmenlerin yarısının görüşünün olumlu ve diğer yarısının olumsuz olduğu

belirlenmiştir. Araştırmada öğretmenlerin etkileşimli tahta kullanımına ilişkin

hizmet içi eğitimi yetersiz buldukları görülmüştür. Araştırmada katılımcıların

büyük bölümünün öğrenme sürecinde etkileşimli tahta kullanımına devam edilmesi

beklentisinde oldukları belirlenmiştir. Araştırma sonuçlarına dayalı olarak

etkileşimli tahtaya ilişkin alt yapının bir an önce tamamlanması, etkileşimli

tahta kullanımına yönelik hizmet içi eğitimlerin süre ve uygulama yönünden

geliştirilmesi, öğrenme sürecinde etkileşimli tahta kullanırken önceden gerekli

hazırlık ve planlamanın yapılması önerilerinde bulunulmuştur.
SINIF ÖĞRETMENLERİNİN ÖĞRENME GÜÇLÜĞÜNÜN TANIMINA İLİŞKİN GÖRÜŞLERİ
Authors: FIRAT Tahsin , KOÇAK Duygu
Published: June 2018

Öğretmenlerin öğrenme güçlüğü hakkındaki görüş ve bilgileri,
öğrenciyi tanılamak, doğru yönlendirmeyi yapmak ve değerlendirmek için de önem
taşımaktadır. Bu bağlamda sınıf öğretmenlerinin öğrenme güçlüğün ne olduğu
hakkındaki görüşlerinin belirlenmesi bu konudaki eksikliklerinin ortaya
konulması açısından kritiktir. Sınıf öğretmenlerinin öğrenme güçlüğünün ne
olduğuna yönelik görüşlerinin belirlenmesinin amaçlandığı bu çalışmada nitel
araştırma desenlerinden “durum çalışması” kullanılmıştır. Çalışmanın
katılımcılarının belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum
çeşitlilik örnekleme yönteminden yararlanılmıştır. Katılımcıların görüşlerini
almak için yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen
verilerin analizi sonucunda sınıf öğretmenlerinin öğrenme güçlüğüne ilişkin
öğrenmeye dayalı, birey temelli, gelişimle ilgili, okuryazarlık ile ilişkili ve
çevresel faktörlere ilişkin tanımlar yaptıkları sonucuna ulaşılmıştır. Bu
temalar altında on üç farklı kategori elde edilmiştir. Araştırmada
öğretmenlerin ortaya koydukları tanımların yüzeysel olduğu, çok az öğretmenin
öğrencilerin güçlüğünü tanımlarken öğrenme güçlüğünün yaşandığı alanlara  (örneğin: okuma ve okuduğunu anlama gibi)
vurgu yaptığı görülmüştür

 
İLAHİYAT FAKÜLTESİ ÖĞRENCİLERİNİN YAZ OKULUYLA İLGİLİ GÖRÜŞLERİ (AİBU İLAHİYAT FAKÜLTESİ ÖRNEĞİ)
Authors: ÖZ Ayhan , SANCAK Seyid
Published: June 2018

Bu çalışmanın amacı İlahiyat

Fakültesi öğrencilerinin üniversitelerimizde gittikçe yaygınlaşan yaz

okullarından ders almalarının temel sebeplerini ve bu uygulamayla ilgili

görüşlerini tespit etmektir. Araştırmada nicel tarama modeli kullanılmış,

veriler betimsel ve ilişkisel analize tabi tutulmuştur. Sonuçta öğrencilerin

yaz okulunda ders almalarının temel sebebinin son sınıf ders yoğunluğu azaltmak

ve alttan kalan dersleri vermek olduğu, yaz okulunu bir fırsat olarak

gördükleri ve kaldırılmasına sıcak bakmadıkları tespit edilmiştir. Bununla

birlikte yaz okulunda güz ve yaz dönemindeki motivasyonu bulmakta

zorlandıkları, yazın ders almaktan sıkıldıkları, yaz okulunun verimliliği

noktasında da kafaların kısmen karışık olduğu gözlenmiştir. Ayrıca yaz okulunun

öğrencilerde kolay ders geçme ve kolay yüksek not alma hususlarında kısmi bir

beklenti oluşturduğu ve bu beklentinin erkek öğrencilerde kız öğrencilere göre

anlamlı düzeyde daha yüksek olduğu da tespit edilmiştir. Yaz okulunun devam

etmesinin öğrenci için faydalı bir uygulama olduğu, ancak derslerin

verimliliğini ve öğrenci motivasyonunu arttırmak için öğrenciyi aktif kılacak

bir sürecin işletilmesinin gerekliliği değerlendirilmiştir.

 
ÖĞRETMEN ADAYLARININ KİŞİSEL KARARSIZLIK VE ELEŞTİREL DÜŞÜNME MOTİVASYONLARI
Authors: TUNCEL Meriç , YILDIZ Sevilay , YILDIZ Kaya , YAVUZ Ramazan
Published: June 2018

Bu

araştırmanın temel amacı, öğretmen adaylarının

kişisel kararsızlık düzeyleri ile eleştirel düşünme motivasyonlarını tespit

etmek ve öğretmen adaylarının kişisel kararsızlık düzeyleri ile eleştirel

düşünme motivasyonları arasında ilişki olup olmadığını belirlemektir. Araştırmada ilişkisel

tarama modellerinden açıklayıcı ilişkisel desen kullanılmıştır. Araştırmanın çalışma grubunu, Türkiye’nin Kuzey Batısında

bulunan bir üniversitenin Eğitim Fakültesi 2016-2017 akademik yılı güz

döneminde öğrenim gören 417 son sınıf öğretmen adayı oluşturmuştur. Araştırmada

şu sonuçlara ulaşılmıştır. Araştırmaya dahil olan öğretmen adaylarının karar alırken

araştırma yaptıkları ve aceleci davranmadıkları;

eleştirel düşünme motivasyonları beklenti, değer/yararlılık ve değer/bedel alt

boyutlarında “katılıyorum”; değer, değer/başarı ve değer/içsel değer-ilgi

değeri “kesinlikle katılıyorum” seçeneklerinde yığılma göstermektedir. Kişisel

Kararsızlık Ölçeği’nin aceleci karasızlık alt boyutu ile Eleştirel Düşünme

Motivasyonu Ölçeği’nin değer ve değer/yararlılık alt boyutları arasında negatif

orta düzeyde anlamlı; diğer alt boyutları arasında yine negatif düşük düzeyde

anlamlı ilişki görülmektedir.

 
BİYOLOJİ ÖĞRETMEN DÖNÜTLERİNİN BİÇİMLENDİRMEYE YÖNELİK ÖLÇME DEĞERLENDİRME AÇISINDAN İNCELENMESİ
Authors: BAYRAK Naci , DOĞAN Salih
Published: June 2018

Bu çalışmanın amacı; biyoloji

öğretmenlerinin öğrencilerine verdikleri sözlü ve yazılı dönütleri

biçimlendirmeye yönelik ölçme değerlendirme açısından tip ve nitelik olarak

incelemektir. Bu amaçla Erzurum ilinde görev yapan 32 biyoloji öğretmeni ile

yürütülen çalışmada veriler nitel araştırma yaklaşımı çerçevesinde görüşme

yöntemi ile toplamıştır. Toplanan verilerden dönüt tiplerini ve niteliğinin

belirlenmesinde içerik analizi kullanılmıştır. Araştırma bulguları

öğretmenlerin daha çok değerlendirici dönütü kullandıklarını, betimleyici

dönütü etkin bir şekilde kullanmadıklarını, dönütlerinde öğrencilerine hataları

ve giderme yolları hakkında bilgi sunma konusunda problem yaşadıklarını, akran

değerlendirmesi gibi öğrencilerin birbirini değerlendirip dönüt verecekleri

yöntemleri pek tercih edemediklerini göstermiştir. Bu sorunların en önemli

nedeni öğretmenlerin betimleyici dönütlerle ilgili yeterli bilgi sahibi

olmamaları olarak değerlendirilmektedir. Çalışmanın sonunda öğretmenlerin dönüt

kullanımı konusunda bilgi, beceri ve yeterliliklerini artırması yönünde

önerilerde bulunulmuştur.
Gel PCR Product Purification v1
Authors: M Rezende Izabela , Sacchetto Lívia
Published: June 2018

For isolate the desired product or reoptimize the PCR to obtain a single product.
Rat ACTB one-step RT-qPCR v1
Authors: Groelz Daniel , Dettmann Nadine
Published: June 2018

RNA from matched FFPE, PFPE and cryo preserved rat tissues, stored for up to nine years at 22°C, 4°C, -20°C or -80°C, examined for integrity and usability in quantitative RT-PCR
A Case for the Inclusion of Qualitative Methodology into Research Course Content
Authors: Zeiger Spencer J.
Published: June 2018

This article is addressed to social work faculty and administrators who are concerned with the content of research courses. The author advocates for an increase in content on qualitative methodology, noting that it is well-suited to the needs of social work students and practitioners. As a means toward accomplishing this shift, a process-oriented research assignment is introduced. This assignment provides students with an opportunity to apply their knowledge and understanding of qualitative interviewing and data analysis. Students are required to interview either a family with a cultural heritage other than their own, a non-traditional family system, or a family with special needs. The interview serves a dual purpose by also serving as the basis for a product-oriented assignment in a required Human Behavior and the Social Environment course.
Linking Research and Practice in Diverse Settings
Authors: Ziefert Marjorie , Brown Kaaren Strauch , Krajewski-Jaime Elvia
Published: June 2018

This paper describes an applied research course that engages students in agency evaluation projects. This not only helps students develop research skills but also instills in them a positive perspective on the necessity for, and the process of, conducting research. The experience also provides opportunities for faculty service and scholarship.
A Survey of Information Technology-Related Curriculum in Undergraduate Work Programs
Authors: Finn Jerry , Lavitt Melissa
Published: June 2018

This study examined the extent to which undergraduate social work programs include information technology in their curriculum and how this inclusion is implemented. A national survey (N=297) of BSW programs was conducted in order to learn more about the inclusion of computer literacy skills in BSW education, and to assess the importance and amount of information technology content in BSW programs. Furthermore, feelings about the creation of a CSWE computer literacy requirement were also sought. It was found that respondents believe that information technology is important and should be integrated within the curriculum, but that this does not occur in the vast majority of programs. Although most programs stated that they taught some computer-related content in the social work curriculum, forty percent noted that students could graduate without any course content pertaining to computers. When it is present, information technology is primarily taught as part of the research course as a tool for statistical analysis rather than as a tool for facilitating BSW generalist practice. Respondents believed an overcrowded curriculum is the chief barrier to inclusion of information technology curricular content. Discussion focused on the inevitable increase in information technology in the university curriculum. Consequently, it is critical that social work integrate information technology within the curriculum in order to convey the professions unique perspective on issues related to its use in human service organizations and work with clients. Suggestions were made regarding how such integration can occur.
How Do BSWs and MSWs Differ?
Authors: Rogers John , Smith Marshall L. , Hull Grafton H. , Ray JoAnn
Published: June 2018

A comparison of those graduates who hold undergraduate degrees in Social Work (BSW) with those who earned both a BSW and a Master of Social Work (MSW) is presented using data obtained from the first phase of the Baccalaureate Program Directors (BPD) Outcomes Study. The findings, based upon 2,212 graduates from 28 undergraduate programs across the nation, provide information on the graduates, their employment status, educational achievements, jobs they hold, professional activities, and perceptions of the usefulness of their professional education. Comparisons between MSWs and BSWs are useful for curriculum planning and accreditation evaluation.
The Ethics of Human Subjects Protection in Research
Authors: Drewry Steve
Published: June 2018

This article explores the evolution of research ethics in the protection of human subjects. Included in the examination of research ethics are a brief history of twentieth-century critical incidents in human subjects research, a review of formal efforts to define the values and principles of research ethics, theoretical foundations of ethical research, and relevance to contemporary social work theory, practice, and education.Wisdom is sold in the desolate marketWhere none come to buy.—William BlakeGermany, 1948—Rudolph Helwig sits uncomfortably in the witness chair at the trial of accused Nazi scientists in Nuremberg. He is a young man, barely into his twenties, but he wears a look of perpetual fear upon his face. Helwig is afraid right now, and ashamed. Everyone in the courtroom is watching him. The prosecutor approaches the witness stand. Helwig's eyes dart to the defendants' bench, where rows of older men sit, drowsy and unperturbed. The prosecutor asks Helwig why he had been sent to Ravensbruck concentration camp in 1943. Helwig doesn't know. He is asked if he is mentally retarded. Helwig doesn't know. One of the older men smiles. The prosecutor asks Helwig why he was chosen for Ravensbruck's sterilization experiments. This Helwig knows, “I suppose it was because I could not defend myself.”
Elderly Racial and Ethnic Groups: A Content Analysis of Mainstream Social Work Journals, 1995–2002
Authors: Aguilar Gloria Duran , Brown-Standridge Marcia
Published: June 2018

Articles published in five major social work journals were examined to determine the extent to which the literature addresses elderly members of racial and ethnic groups. The analysis found that only 1 percent of the articles published between 1995 and 2002focused on racial/ethnic elderly. This review indicates that social work students, educators, and practitioners will have difficulty understanding the issues facing aging minority populations and developing appropriate interventions if they rely on the major journals. Given this finding, it is imperative to increase the representation of members of ethnic and racial groups in the profession, the cultural competency of current social workers and educators, and the dissemination of research findings on this population.
Student Behavior in the Virtual Environment: Using Web-based Quizzes to Promote Student Learning
Authors: Bergquist Kathleen Ja Sook
Published: June 2018

This exploratory comparative study examined the efficacy of Web-based formative assessments in promoting student performance on in-class summative assessments. Online quizzes were incorporated into one section of a foundational undergraduate social work class (N= 25). Pre- and post-tests were administered to the experimental group (N= 25) and a comparison group (N= 25) which did not have access to the formative assessments. A comparison of pre- and post-test mean differences neared significance (p = .051), with students who took the Web-based quizzes performing only slightly better than those who did not. Instructor evaluations and final course grades were analyzed for triangulation purposes. Implications for the use of instructional technology to broaden pedagogical approaches are discussed.
Harm Reduction as a Practice and Prevention Model for Social Work
Authors: Bigler Mark O.
Published: June 2018

Harm reduction is an emerging prevention and practice model for helping professionals that views any positive change in undesired, problematic, or risky target behaviors as a successful outcome. Although it originated in the field of chemical dependency, the philosophy and strategies of harm reduction are pertinent to a wide variety of complex social welfare and public health issues. The harm reduction approach seems ideally suited as a guide to practice in virtually all social work settings and reflects fundamental values and beliefs of the social work profession including the inherent worth and dignity of individuals, client self-determination, and the strengths perspective. In addition, harm reduction is applicable at the micro-, mezzo-, and macrolevels of practice. This article introduces readers to the basic tenets of harm reduction and discusses the application of this model to social work practice. The author concludes by arguing for the integration of harm reduction into the undergraduate social work curriculum.
Integrating the Lessons of Informed Consent Throughout the BSW Curriculum: Research in Practice
Authors: Fogel Sondra J. , Ellison Martha L.
Published: June 2018

In social work and other applied disciplines, there is the growing expectation that undergraduates experience research within their studies. There are many ways to accomplish this. University and community-engaged scholarship activities and service-learning courses are two commonly used pedagogical approaches. We propose that this expectation can also be addressed through infusing and teaching the topic of informed consent throughout BSW courses. Informed consent is a practice issue as well as a research issue. In addition, preparing baccalaureate students to understand the ethical implications associated with the consent process is in line with client self-determination, a core value of social work.
Social Work Students at the Border: Religion, Culture, and Beliefs about Poverty
Authors: Faver Catherine A. , Cavazos Alonzo M. , Trachte Brian L.
Published: June 2018

Social work educators need to understand students' beliefs about poverty if they are to foster a commitment to economic justice. A survey of ninety-six Mexican American social work students revealed that those who were Catholic, those who had consulted a curanderola, and those whose parents or grandparents had been born in Mexico were more likely to agree with structural (rather than individualistic) explanations for poverty. The findings suggest that the respondents' beliefs about poverty were influenced by both the communal values of Mexico and the dominant U.S. ideology of “rugged individualism.” Social work educators should provide opportunities for students of all ethnic and religious backgrounds to identify the cultural roots of their own beliefs about poverty and to resolve conflicts that impede their commitment to social and economic justice.
Quality of Life Comparison: Objective Assessment versus Subjective Assessment
Authors: Orwig Russell L. , Fimmen Michael D.
Published: June 2018

Quality of life assessment has been proposed as a possible research tool for evaluating the life experiences of individuals in different cultures. The bulk of the literature on quality of life recognizes the existence of two separate but related measures of quality of life: objective measures (tangible and observable measures) and subjective measures (cognitive assessment or satisfaction with existing tangibles). The question is whether the subjective and objective measure of general quality of life of one culture can be used to assess or predict the quality of life in another. The current investigation suggests quality of life is best assessed within the context of the culture in which the individual resides and makes recommendations for social work education to reinforce cultural sensitivity through study abroad in order to prepare future social workers to meet the social service demands in a globalized world.
Organizational Development Continues: Adding an MSW Program to an Existing BSW Program
Authors: Zeiger Spencer J. , Ortiz Larry P. , Sirles Elizabeth A. , Rivas Robert
Published: June 2018

The trend of BSW programs to grow and develop MSW programs poses challenges for faculty, administrators, students, staff, and other constituencies. In 1996, the authors collected extensive data from seventeen programs that added MSW programs to existing BSW programs within the previous five years. The present study re-examines those combined social work programs (now 6–10 years old) from an organizational development perspective. Seventy-four respondents representing the same seventeen social work programs participated in the follow-up study. Questionnaires with qualitative and quantitative components were distributed to a range of stakeholders. Developed from an organizational perspective, this article explores issues of resource allocation, faculty and staff workload, and the importance of collaboration between BSW and MSW programs. It illuminates the normalcy of transition and change, and offers advice for programs considering the addition of an MSW program.
Sexual Ethics: A Comparative Study of MSWs and BSWs
Authors: Aguilar Gloria Duran , Williams Carol J.
Published: June 2018

MSW and BSW members of NASW in one state were surveyed to assess their attitudes about sexual contact with clients and their perceptions about their training and education in this area. Both groups were found to be critical of sexual conduct between social workers and clients and would take action if they became aware of sexual contact between a colleague and a client. The study found over 90 percent of BSWs reporting a moderate or significant level of course content in ethics in one or more courses, compared with 71 percent of MSWs. The authors suggest that more research is needed in order to adequately determine training and attitudes among BSWs and MSWs in the area of sexual ethics.
Retaining Social Work Majors: Targeting the “Influentials”
Authors: Theriot Matthew T. , Betz Phyllis D. , Spicuzza Frank J.
Published: June 2018

Targeting people who are influential in the lives of students is a marketing strategy that has potential to positively effect retention of students in social work. A first step to initiating this strategy is to identify the targets. This study addresses two key questions: Who supports students after their selection of social work as an undergraduate major and what level of support is provided? To answer these queries, the Majoring in Undergraduate Social Work: Level of Support Survey was developed and implemented. Results from the study indicate college advisors and mothers provide the most support whereas high school principals, counselors, and teachers provide the least support. Implications of these findings for marketing and retention strategies in BSW programs are presented.
Personality Type Preferences of Social Work Students: Enhancing Education through Understanding Personality Variables
Authors: Dettlaff Alan J. , Moore Linda S. , Dietz Tracy J.
Published: June 2018

Social work education emphasizes the development of self-awareness and the effective use of self One component of self-awareness is the understanding of personality variables and how these variables can affect relationships with others. Social work educators have the responsibility of helping students understand their own personality preferences in order to work effectively with clients of differing personality types. The purpose of this study is to identify the personality type preferences of social work students, as measured by the Myers-Briggs Type Indicator, and to determine if there are significant differences between social work students and students in other disciplines. Results of this study reflect significant differences between social work students and students in other disciplines in the Sensing-Intuition and Thinking-Feeling dimensions of personality type. Implications for education and practice and discussed.
Spirituality and Aging in the Bachelor of Social Work Curriculum: Infusion and Elective Methods
Authors: Murdock Vicki
Published: June 2018

This article presents ideas for infusing spirituality and aging into all curricular areas. It also reports on the development, process, and evaluative results of an elective course entitled, “Spirituality and Aging.” Spirituality and aging directly and personally affect every student, whether the student is young or older, religious or nonreligious. Because spirituality and religion address in diverse ways the age-related issues of dependence, mortality, and meaning of life, aging becomes a complementary topic. Combining a currently popular topic like spirituality with one that is still avoided because of ageism, gerontophobia, and the American orientation toward youth influenced the creation of an elective course that registered significant numbers, satisfied the students (mean satisfaction 4.93 of 5), and encouraged students to consider the positive aspects of aging.
Perceptions of Social Work: Undergraduate Students Assess the Profession
Authors: Jones Celeste A. , Vela Edward , Vang TangJudy , Walden Bobby D.
Published: June 2018

This study explores social work student attitudes and continued misperceptions concerning the social work profession. Participants included students who were psychology, social work, and other majors. Students were administered questionnaires concerning their knowledge of key terms, degree requirements, disciplinary practices, and attitudes toward various social work-related employment settings. It was hypothesized that social work majors would have more knowledge and more positive attitudes toward the social work profession than other majors did. It was further hypothesized that student regard of social work-related agencies would vary across agencies being assessed. As might be expected, the findings show that students from other majors are less informed about social work and its professional functions. However, the data also indicate that social work students themselves continue to manifest misperceptions about their own discipline. The authors suggest that efforts to confront public misperceptions be augmented by proactive remediation efforts in social work curricula.
Baccalaureate Social Work Education and Courses on Aging: The Disconnect
Authors: Bergel Dara P.
Published: June 2018

In the year 2020, at least 60,000 to 70,000 social workers will be needed to work with the elderly. However, insufficient numbers of social work students are choosing to participate in the field of aging. This article discusses reasons, barriers, and the importance of increasing gerontological interest in BSW students. It provides curriculum-enhancing suggestions to expand student and faculty interest in aging education and the gerontological social work profession in the context of the Council on Social Work Educational (CSWE) Policy and Accreditation Standards (EPAS).
An Investigation of Academic Minors Offered by CSWE-Accredited BSW Programs
Authors: Keefe Robert H.
Published: June 2018

Beginning in the 1960s, the number of undergraduate social work programs that offer academic minors has increased steadily. To date no research has investigated why the programs were developed and what requirements are necessary for students to complete them. Seventy program directors responded to a survey concerning the specifics of their minor programs. Several respondents stated that their programs were developed to increase the visibility of social work within their college or university, to increase enrollments in their undergraduate programs, and to prepare nonsocial work undergraduates for admission to MSW programs. However, little uniformity exists among some of the programs regarding the courses and credit hours students must complete to obtain the minor. As more students enter the labor force with only minors in social work but with majors in other fields, schools and departments of social work and their accrediting bodies may need to address the benefits and detriments of having a minor.
Multiple Roles, Stressors, and Needs among Baccalaureate Social Work Students: An Exploratory Study
Authors: Ting Laura , Morris Katherine J. , McFeaters Susan J. , Eustice Lisamarie
Published: June 2018

Stress among social work students, especially at the MSW level, has been an acknowledged area of concern for educators and administrators. However, little research has been conducted on baccalaureate-level social work students to explore the stress they experience. This is especially true for students who have multiple roles, such as employment or parenthood, in addition to being in school. This exploratory study compared stress among BSW students with multiple roles and those who are traditional full-time students. We also examined areas of concern and services needed by the students. Findings indicate that students with multiple roles experience more everyday and perceived stress. Finances, lack of time, being able to afford school, and juggling multiple roles were major areas of concern for working students, while financial aid and child care needs differed among working and parenting students. Implications and recommendations for social work educators and administrators are discussed.
Engaging Students in Research: A Participatory BSW Program Evaluation
Authors: Jacobson Maxine , Goheen Alysha
Published: June 2018

This article presents a case study of an experiential approach to teaching undergraduate research methods that engages students in conducting a formative program evaluation of their own BSW program. The project helped promote students' learning; addressed, in part, CSWE accreditation standards; and promoted a culture of organizational learning. Course evaluations indicate that a participatory approach to program evaluation that values students' feedback and provides the opportunity for creating change within the school of social work helped students overcome their resistance to research. Through the practical application of their work, students internalized research concepts and fully appreciated the importance of research in opening up dialogue and creating positive change. This case study suggests that undergraduate social work students' engagement in program evaluation efforts challenges assumptions of expert knowledge and increases the expectation that program graduates will perceive themselves as researchers.
Safety Education: A Study of Undergraduate Social Work Programs
Authors: Faria Geraldine , Kendra Mary Agnes
Published: June 2018

The literature on client violence against social workers calls for social work education programs to teach students how to protect themselves and minimize the risk of verbal and physical harm. Although the social work literature cites examples of content that should be taught, there is little information on whether safety education is covered in academic programs and, if so, what exactly is taught. This study focused on nineteen baccalaureate programs and determined the extent to which they teach safety education. The study also identified the minimum safety education content that should be taught in baccalaureate social work programs.
Pacific Island Elderly: A Model for Bridging Generations and Systems
Authors: Ofahengaue Vakalahi Halaevalu F. , Heffernan Keaohi'ilani , Johnson Rachel Niu
Published: June 2018

This article describes a model called Ho'okele that portrays the important role of the Pacific Islander elderly in bridging generations and systems through examining the traditional practice of intergenerational kinship care and multiple systemic living. Thus, the Ho'okele model, meaning “to navigate” in the Hawaiian language, focuses on two clusters of concepts: 1) intergenerational relationships, connections, and kinship care among Pacific Islander children, parents, grandparents, and ancestors; and 2) multiple systemic living involving the individual, family, culture, community, heaven, earth, and other systems. The model can be used as a visual depiction of an individual's place in the family and community. The article proposes the integration of this model into social work education curriculum and its use in informing culturally relevant social work practice, policy, and research.
“You Didn't Throw Us to the Wolves”: Problem-Based Learning in a Social Work Family Class
Authors: Coleman Heather , Collins Don , Baylis Peter
Published: June 2018

Social work educators are challenged to create educational environments that are conducive to learning. PBL offers a structured and innovative learning experience different from a traditional theory-laden and lecture-based classroom. Social work educators are starting to embrace PBL because students can become active partners in their educational experience and can integrate knowledge and practice skills. This article describes the history, the rationale, and the processes involved in using problem-based learning. It then describes how the case method format of PBL was implemented in an undergraduate social work family class. Implications for implementation of this method in social work education are discussed.
Right to Resources or Competency?
Authors: Westphal Carol A.
Published: June 2018

As public funding for human service agencies shrinks, privatization of service delivery becomes more prevalent, and efficiency is prioritized. A review of the literature identifies the response during the 1980s cutbacks in funding as an increase in the use of lay resources. This article will address the relevance and concerns this response might invoke for service providers today as privatization moves us into private, nonprofit, and more extensive managed care service delivery. Interviews were conducted with professionals and students of social work regarding use of lay resources and incorporated into the discussion and recommendation portions of the article.
BSW Students Coding Qualitative Data: A Teaching and Research Note
Authors: Unrau Yvonne A. , Coleman Heather D.
Published: June 2018

This study explores how BSW students code qualitative data and describes an approach to teaching introductory qualitative data analysis to this student group. A first-level coding task of text data was conducted by 111 students. Their resulting codes were then examined for individual coding styles. This study found that different coding styles do exist and can be assessed. Also, students with research experience rated the coding task less difficult than those without research experience. The study's findings have implications for teaching qualitative data analysis to BSW students and for using undergraduate assistance in analyzing qualitative data.
Social Policy Considerations for Community Mental Health Services: A Curriculum Module Integrating Mental Health Research
Authors: Mosca Joseph L.
Published: June 2018

This curriculum module is designed for use in an undergraduate social policy course. It focuses on mental health policy and its impact on services to the chronic mentally ill in the community. Relevant mental health research is integrated in order to provide a basis for comparing traditional service interventions with alternative approaches. Learning outcomes that are critical to social policy analysis are addressed to include: problem identification and analysis; policy reform proposals; implementation concerns; and assessment. These components of social policy are applied to mental health services by specifically comparing family-aided assertive community treatment to longstanding approaches associated with deinstitutionalization.
The Implications of BSW Students' Experiences with Danger in the Field Practicum
Authors: Knight Carolyn
Published: June 2018

BSW students from eight social work programs were surveyed to determine the extent to which they had encountered danger in the field practicum. Approximately one-fifth of the respondents reported at least one incident in which they had been verbally or physically assaulted. An experience with danger had only a limited influence on students' career attitudes; however, their attitudes were influenced by their evaluations of how well their agency and school handled the incident. Particularly noteworthy were the findings that students who entered the field with heightened concerns for their safety as well as those who had been involved in riskier practice activities in the placement expressed greater discomfort about their future careers in social work, regardless of whether they had actually been assaulted.
The Impact of Expansion: Adding an MSW Program to an Existing BSW Program
Authors: Zeiger Spencer , Hobbs Robin , Robinson Myma , Ortiz Larry , Cox Mary Jane
Published: June 2018

The recent trend of BSW social work departments' growth and development to include an MSW program has posed challenges for faculty, staff, students, and administrators. To explore the impact of adding an MSW program to an existing BSW program, a national study was conducted with 91 respondents from 17 social work schools with new or emerging MSW programs. Questionnaires with qualitative and quantitative components were distributed to a range of stakeholders. An organizational development framework incorporating themes of change in collegial relationships, increased workload, positive impacts of expansion, and issues of differential status between BSW and MSW programs is used. Illuminating the normalcy of transition and change, this work serves to alert social work departments, schools, and programs to the challenges encountered when implementing an MSW program in schools with an existing BSW program.
Spanish for Social Workers: Preparing Students for Multicultural Social Work Practice
Authors: Smith Michael Lane , Hawkins Catherine A. , Games Lane
Published: June 2018

Cultural awareness is important in the field of social work. However, it is inadequate for problem-solving with non-English speaking clients. It is necessary to couple cultural sensitivity with useful language skills for effective social work practice. Unfortunately, social work educators have largely neglected the task of preparing students for practice with populations whose language they do not already speak. This task can be incorporated into social work education. The authors describe an innovative language instruction and cultural sensitivity program designed for BSW students. Incorporating elements of intensive language immersion with non-traditional content, screening, and attention to group dynamics, this approach enriches the social work curriculum and prepares students for practice with Spanish-speaking clients.
The Portfolio Approach for Generalist Social Work Practice: A Successful Tool for Students in Field Education
Authors: Schatz Mona S. , Simon Sarah
Published: June 2018

This article introduces the use of a portfolio approach for integrating the generalist educational experience for baccalaureate students. To assess the benefit of this type of educational tool, students and field instructors completed an evaluation instrument. Responses from students and field instructors revealed that the portfolio was an excellent approach to enhance the integrative aspects of learning needed for students in a generalist social work field experience. Though the sample is limited to one social work undergraduate program, these findings further illustrated that the portfolio helped students demonstrate learning outcomes tied to the generalist social work approach and improved the quality and depth of the learning experience in the field setting.
Infusing Feminist Empowerment Content into Undergraduate Social Work Courses
Authors: Raske Martha P. , Evens Wayne C.
Published: June 2018

Using the feminist framework, six instructional modules were developed to teach empowerment practice to undergraduate social work students. The instructional modules, designed for 50 or 90 minute class sessions, used feminist strategies and materials on gender, race, oppression, and privilege to infuse content about women in poverty and women of color in six core social work courses. The modules built onto what was already being taught in each course and made no major changes to the undergraduate curriculum. A follow-up study examined whether feminist and nonfeminist faculty used the modules and if standardized modules were effective in infusing empowerment content. Survey findings from sixteen faculty and 481 students showed the modules were used by faculty regardless of their experience with feminism. Students reported improved understanding of empowerment and demonstrated the ability to define empowerment and name disempowered groups. Implications for social work education are discussed.
Linking Social Work and Service-Learning
Authors: Lucas Emma T.
Published: June 2018

When provided the opportunity, many students emphasize the desire to obtain a degree, but not in a vacuum isolated from social concerns. In some way, societal concerns touch their lives on a daily basis. Students' acceptance of civic responsibility is highlighted through active engagement in activities that provide wider learning experiences while further understanding and carrying out civic responsibility. Colleges and universities have civic missions that must be emphasized, and service-learning experiences support these missions. Social work departments are natural units that can help institutions of higher education connect to the community and address societal issues and concerns. This article describes a service-learning course that was structured with major components emphasizing basic foundations and values of social work. It also summarizes the reflective and learning experiences of the students who completed placements for the course in a literacy program. Linkages between social work and its core values and service-learning are discussed.
BSW Faculty Workload and Scholarship Expectations for Tenure
Authors: Sansone Frank A. , Bedics Bonnie C. , Rappe Paula T.
Published: June 2018

This study describes the range of performance expectations for tenure and promotion for baccalaureate social work (BSW) faculty by the institution's mission. BSW program directors reported that faculty workloads are heaviest in institutions with a research mission. The weights assigned to each of the three traditional areas for rank and tenure were reported to be clear for the majority, with the most weight assigned to good teaching, then research and scholarship, followed by service. Of values assigned to various recognized forms of scholarship, publication in refereed journals was the most valued, even if not required for tenure. Although service was valued by many programs, it was not by their institutions. Faculty workloads and tenure criteria significantly varied by the university's mission. The study showed a discrepancy between the reported expectation to publish in refereed journals and what previously published research indicates as the norm in faculty performance. This raises a question about the incidence of BSW faculty not gaining tenure. Advocacy and faculty support measures are discussed.
Small Social Work Programs: Strengths and Challenges in Student Development and Delivery of Curriculum
Authors: Drumm René D. , Suppes Mary Ann
Published: June 2018

Small (2–3 full-time faculty) social work programs are the focus of this empirical research that was built upon earlier work presented at the 1996 Baccalaureate Program Directors conference. The current work uses statistical analysis to explore the strengths and challenges of small social work programs as perceived by program directors. Researchers demonstrate various configurations of program structure and size that contribute to the perception of strength and challenge particularly in relation to student development and delivery of curriculum. These findings offer implications for the design and evaluation of all social work programs and for evolving accreditation standards and curriculum policy.
Teaching Social Work Writing
Authors: Falk Diane S. , Ross Phyllis G.
Published: June 2018

This article presents an approach to teaching social work writing within the core social work curriculum. Writing is recognized as being critical to effective professional practice and as an essential social work skill. Writing is also presented as a strategy for teaching social work knowledge, values, and skills. The authors share what they have learned and developed on the basis of their own teaching experiences with baccalaureate social work students. They identify nine purposes of social work writing, linking assignments with each purpose and discussing how the assignments can be used to teach social work writing skills concurrently with other core social work skills.
Teaching Practice Wisdom: What Can We Learn from Family Medicine?
Authors: Azzarto Jacqueline
Published: June 2018

This article examines the similarities and differences between family medicine and social work, their histories, principles, and relationships with the scientific community, in an attempt to establish a context for the discussion of teaching practice wisdom. The author discusses the conflicts between the empirical versus heuristic aspects of our discipline and how those have impeded our pedagogical progress. Four strategies used by family medicine are described: role modeling, mentoring, precepting, and peer teaching. Suggestions are given for how those can be better utilized in undergraduate social work education. A feminist postscript urges social work to honor its tradition as a female-dominated profession and to respect different ways of knowing.
Listening to Student Voices: An Essential Element in Social Work Education Assessment
Authors: Tungate Susan , Lazzari Marceline , Buchan Victoria
Published: June 2018

This article reports findings from a qualitative research project that analyzed responses to open-ended questions on 363 exit surveys from four BSW programs. The questions related to student perceptions of department strengths, weaknesses, and field experience. The four participating schools used the same program monitoring model or package. Analysis of the data in its original form points to the importance of listening to student voices as part of educational assessment. Whereas input can be gained from Likert-scale questionnaire items, the nature of information stemming from narrative responses to open-ended questions reveals that students are informed partners in their knowledge of social work education. Their insights also point to areas that social work educators may not routinely consider as affecting the learning experiences of BSW students.
Perspectives on Research-related Anxiety among BSW Students: An Exploratory Study
Authors: Gustavsson Nora S. , MacEachron Ann E.
Published: June 2018

Using a convenience sample of BSW students enrolled in a required research methods course, we explore two alternative perspectives on research-related anxiety. One perspective emphasizes the fear dimension of anxiety (math anxiety, library anxiety, and computer anxiety), and the other perspective emphasizes a dimension reflecting “eagerness to do well.” Our exploration of these alternative dimensions finds that both have empirical support. By looking at student anxieties about research from a strengths perspective, however, we may find additional innovative ways to engage students in learning and using research.
Violence in the Field: Experiences of Students and Supervisors
Authors: Mama Robin Sakina
Published: June 2018

Workplace violence is a growing concern for employees and employers. Violence at work occurs in a variety of settings, and is not limited to employees, but can also extend to students in internships, clinical training, or residency programs. Very few studies have surveyed the effect of workplace violence on social work students, either at the BSW or MSW level. This article reports findings of a survey of senior BSW students and their field internship supervisors; it is based on a similar survey conducted in 1990–1991 at the University of Georgia's School of Social Work.