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1.
Student ratings of problem-based tutors at Harvard Medical School in 1987–1988 indicated that tutors were seen by first year students as most helpful in encouraging critical appraisal of information, questioning and probing the reasoning process, and balancing basic science and clinical discussions. Narrative comments about the best tutors further indicated that such tutors were most helpful in balancing student-directedness with guidance and sharing professional expertise without lecturing. A concurrent survey of faculty tutors indicated that tutors rated these same skills as important. Comparing students' ratings of helpfulness with tutors' ratings of importance, two discrepancies emerged. Tutors rated student direction as more important than students rated its helpfulness. On the other hand, tutors rated the ability to balance clinical and basic science discussion as the least important skill while students' ratings indicated that it was extremely helpful. These disparities suggest points of discussion and skill building for faculty development programming.  相似文献   

2.
Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the potentially adverse effects this could have on the quality of instruction provided to MSW and BSW students. A review of the social work literature, however, failed to locate any systematic investigations published on the topic of evaluating the quality of teaching provided by adjuncts or doctoral students. The authors undertook a comprehensive analysis of the course evaluations obtained from a large urban school of social work in the Southeast over a 3-year period, covering 294 courses (61% BSW, 39% MSW). Of these, 181 classes were taught by regular faculty, 63 classes were taught by community-based adjuncts, and 50 classes by social work PhD students. Inferential tests found no statistically significant differences in the global course evaluations earned by regular faculty or adjuncts. However, there were statistically significant differences in the course evaluations earned by regular faculty and doctoral students, favoring the former, but the effect size was small and of little practical import. In general, the authors found no strong evidence that adjuncts or doctoral students provided less positively evaluated teaching than did regular faculty. The authors' results are limited to one university setting but their research design can be readily adopted by other programs, given the widespread use of quantified student-completed course evaluations generally maintained on university databases. More serious attention needs to be given to determining whether the course evaluations commonly used by universities are truly valid.  相似文献   

3.
Graduates of social work doctoral programs are an integral part of social work education and, as faculty, training of BSW and MSW students. Missing from the literature are theoretical frameworks that advance the study of “what works and for whom” in social work doctoral education. Building upon the existing literature, this article proposes a conceptual framework for enhancing doctoral students’ experiences, as well as doctoral education programs. Specific strategies grounded by this framework are put forward to guide PhD students and educators in advancing doctoral social work education.  相似文献   

4.
This study sought to examine social work students’ perceptions of Team-Based Learning (N = 154). Aside from looking at overall student perceptions, comparative analyses examined differences in perceptions between BSW and MSW students, and between Caucasian students and students of color. Findings for the overall sample revealed favorable perceptions. The majority of students felt that Team-Based Learning effectively relayed content while teaching higher order cognitive skills. No differences emerged between MSW and BSW students; however, there were significant differences between students of color and Caucasian students, with the former feeling more isolated and singled out. Implications for practice are discussed.  相似文献   

5.
In a time of declining resources and restricted faculty mobility, faculty mobility, faculty development has become increasingly important. This study addressed faculty development activities, their evaluation, and their perceived impact on the improvement of instruction in the community colleges of Illinois. Data gathered through the use of a questionnaire mailed to the chief academic officer of each of the state's community colleges were analyzed and interpreted. It was found that a wide variety of activities — orientation, inservice, professional, individual, and group — are available to faculty members. Orientation activities were viewed as being moderately useful for the improvement of instruction. Respondents saw professional activities as somewhat more useful than inservice activities. With some qualifications, group activities were perceived as being more useful than individual activities. Evaluation efforts, for the most part, are as yet sporadic and unsophisticated.

The results of this study suggest that perhaps the traditional inservice‐type activities may not be the “one best way” to deliver quality faculty development aimed at the improvement of instruction. Faculty‐development planners may want to examine more closely the needs of their faculty in relation to the activities available. In addition to continuing the most useful of the group and inservice activities, attention should be directed toward those individual and professional activities not frequently offered but rated as highly effective in improving instruction.  相似文献   

6.
ABSTRACT

This national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research faculty report that the typical entering PhD student displayed solid conceptual, ethics, and writing skills but lesser preparation for conducting quantitative and qualitative research, including methods related to understanding evidence-based practice. The research expectations of responding PhD faculty were low, reflecting limited retention and little production of research among typical entering doctoral students. These findings raise the issue of how effectively the social work profession prepares students for research and for future PhD education.  相似文献   

7.
This article presents results from an innovative social work field education program, which prepares BSW and MSW students to work in interdisciplinary teams with congregational nurses as they serve persons age 55+ or older. The Congregational Social Work Education Initiative is a field education project based on an applied interdisciplinary model, whereby social work students at the graduate and undergraduate level partner with congregational nurses to serve at-risk members of congregations and religious affiliated organizations (RAOs). Students and nurses provide free health, mental health, and wellness services to address individual, family, group, and community health, mental health, and housing issues. Funded by community health foundations, it trains BSW and MSW students for professional practice in congregational and community religious affiliated settings through interdisciplinary and collaborative methods. Information on the development of the model and case illustrations are provided so other social work educational programs and congregational nurse programs might duplicate its success.  相似文献   

8.
This paper describes a three-campus collaborative, distributed learning program that delivers social work education to remote rural and desert communities in California via distance learning modalities. This “Pathway Program” provides accredited social work education for a career ladder beginning with advising and developing an academic plan and leading to BSW and MSW degrees. The paper offers assessment data on the Pathway Program and also suggests the potential for major changes in social work education. Questions about the nature of the university, the role of the faculty member, and the future of social work students in the twenty-first century are discussed.  相似文献   

9.
The current study leveraged a professional development programme for engineering faculty at a large research university to examine the impact of instructional improvement on student engagement. Professors who participated in the professional development were observed three times and rated using an existing observation protocol. Students in courses with instructors who participated and did not participate in the professional development were surveyed about their classroom engagement. The responses were used to conduct quasi-experimental comparisons. Results indicated that students in courses with professors who participated in the professional development self-reported 3% more behavioural and 2% more cognitive engagement than students with professors who did not participate. Within professional development group, follow-up comparisons showed that students in courses with the highest rated instructors self-reported 7% more cognitive engagement than students with lower ranked professors. Thematic coding of the qualitative data suggests that the highest rated instructors may have achieved these gains through the use of three domain general instructional strategies: activating prior knowledge, facilitating classroom interaction and promoting reflection. Findings are contextualised within extant literature reporting similar effect sizes, and implications for future engagement research from a classroom systems perspective are discussed.  相似文献   

10.
Professional social work largely has endorsed the empirically supported paradigm of harm reduction in relation to substance abuse issues. Despite literature detailing similarities between social work and harm reduction, little is known about its presence in MSW substance abuse coursework. A purposive sample of 133 social work faculty from accredited MSW programs in the United States provided an exploratory, qualitative web-based survey. Findings indicate harm reduction varies in scope and nature and that faculty relate it to quality of life yet differ on its goals. Some faculty and students hold predisposed negative views toward harm reduction; students' views are influenced by professional and personal experiences yet also become more accepting with exposure. Implications for social work education and subsequent research are discussed.  相似文献   

11.
This article presents the extended workshop, a national professional development programme that was used in the preparatory stages of the introduction of a new mathematics curriculum for basic education (grades 1–9) in Portugal. These workshops are based on five major ideas—orientation towards practice, focus on students’ learning, collaboration, practitioner research, and change of professional culture. The evaluation shows that these workshops constituted a stimulating professional development setting that encouraged teachers to reflect about classroom practice and students’ learning and was quite successful in supporting an overall movement favourable to the orientations of the new curriculum.  相似文献   

12.
To provide meaningful science experiences for students, educators need quality science experiences themselves from which to draw. Informal learning contexts, such as museums, are well positioned to provide educators with these professional development experiences. We investigated the impact museum-created professional development experiences had on 54 elementary teachers. Quantitative data were collected through an exit survey and qualitative data through survey questions and interviews. We found a significant difference between how teachers rated these workshops and how they rated other workshops. Teachers reported that the workshops helped them to (a) increase science content knowledge, (b) understand the process of science-scientific fieldwork, (c) change instructional methods, (d) connect natural science content with formal instruction, and (e) learn about museum resources for the classroom.  相似文献   

13.
This paper describes the preliminary data and analysis of how students in an online MSW program perceive their experiences, interactions, and responses to learning structure, material, and technology in the Web environment. The student perceptions, which have been used to refine the online program, highlight how important it is to students to feel a personal or webbed connection to faculty and other students in the Web environment. Rather than being a cold, sterile learning environment, the online learning world appears to be one that encourages professional webbed connectivity and relationship building.  相似文献   

14.
ABSTRACT

A scale of therapist theoretical orientation, the Theoretical Evaluation Self Test (TEST), was tested as a tool for increasing content knowledge about psychotherapy theories, and as a means to stimulate reflective learning. MSW students displayed statistically significant gains in content knowledge after completing the scale and related self-scoring materials, as measured by a pre- and posttest design. Both MSW students and practitioners rated TEST as an effective educational experience. The most frequent qualitative response was that TEST increased insight and understanding of theoretical preferences. Applications of TEST as an educational tool for graduate students and practicing clinicians are discussed.  相似文献   

15.
Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student’s faculty supervisor and gender make‐up of the faculty within the student’s department or academic unit. All students reported the importance of supportive faculty mentors and that financial worries, time pressure and the uncertainty of future employment were sources of stress. Family formation and striving toward personal as well as professional goals were particularly of concern for women, as were perceptions of differential treatment. Women students valued women faculty mentors, although female faculty were perceived as less supportive than male faculty of family concerns when these women had themselves sacrificed family formation for the sake of their careers. Both men and women experienced less stress and reported greater career commitment when faculty in their departments exhibited less traditional values regarding the balancing of personal and professional goals. The implications of these findings for reducing doctoral student attrition rates and for creating a more supportive environment for Ph.D. students are discussed.  相似文献   

16.
BSW and MSW students (N = 183) read one of three vignettes and were asked to respond to 21 items investigating their perceptions about depression, anxiety, and resilience of the vignette's character. While the incidents in each vignette were identical, the main character was (a) a 75-year-old Mr. Jones, (b) a 75-year-old Ms. Jones, or (c) “Imagine you are 75 years old.” The character of each vignette had lost a spouse, was a victim of a mugging, and was exhibiting symptoms of depression and anxiety. The 21 items were analyzed by vignette type using a General Linear Model (GLM) and controlling for student type (BSW, MSW) and ethnocultural identity (member of the dominant or minority group). The GLM was significant (F = 3.020, df = 42, p = .000). There were significant differences among the vignette types in 11 of the 21 items. In general, respondents were more likely to perceive that they would be more resilient and less vulnerable at 75 than other 75-year-old men and women.  相似文献   

17.
This paper presents an exploratory study of MSW students who self‐identified as having political/religious world views differing from what they perceived to be dominant at their school. A goal was to learn about conditions that fostered or inhibited authentic speech for those students. A secondary goal was to learn how students dealt with their political views differing from political positions taken by the profession. Eleven student volunteers participated in structured interviews. Qualitative analysis of these allowed the construction of themes concerning both how faculty may discourage and how faculty support expression of minority views.  相似文献   

18.
In response to the well documented divisiveness throughout the 2016 presidential campaign, faculty members at one university developed a “teach-in” to help students identify and respond to the resulting difficult communications in positive ways. This was accomplished through planned activities implementing micro/macro theories and skills. In March 2017, as part of Social Work Month, 71 BSW and MSW students participated in a Teach-in event. Paired sample t-tests showed significant differences between pre-post test scores on seven measured items. The teach-in appeared to be successful in increasing student preparedness to talk to individuals with differing political opinions through self-reflective participatory exercises related to their own (and conflicting) political perspectives, knowledge related to understanding contemporary political conflicts, and instruction on positively and professionally responding to divisive communications. Social work educators are important catalysts in helping students effectively respond to and advocate for those threatened during these divisive times. Teach-ins may also be an appropriate tool for addressing contemporary issues when curriculum requirements provide limited options for additional elective course offerings.  相似文献   

19.
Abstract

BSW and MSW students' evaluations of their field instructors and these individuals' use of various supervisory skills and assignments were assessed early in the field placement. Skills that directly enhanced students' learning in the field were most influential. Supervisory activities that introduced students to the agency and what would be expected of them were particularly helpful. Differences in first-time and second-year students' reactions suggest that students' learning needs vary, based on their prior experience with and understanding of the field. The findings also suggest the need for training to help field instructors make the transition from social work practitioner to social work educator.  相似文献   

20.
The authors describe a simple, cost‐effective, and empirically supported program to increase faculty referrals of students to counseling centers (CCs). Incoming faculty members at 3 universities received a mailing and personal telephone call from a CC staff member. Faculty assigned to the outreach program had greater knowledge of and rates of referral to CCs than did faculty who received only standard information at faculty orientation. Recommendations for the implementation of this program are discussed.  相似文献   

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