This list includes links to each article/abstract (per availability in SSU library database) and/or books that were proposed/used as readings in our FLC. Each title is made into a hotlink which links to the abstract/article within the SSU database (for SSU viewers) and has a blurb about how each informed what I decided to do on my FLC project:
Garrett's work addresses approaches to implementing cooperative learning in social work classrooms - specifically in research courses. Garrett encourages faculty to do a solid set-up job on how to do cooperative learning - and why it helps. Sometimes students can find the words or metaphors to explain concepts to eachother better than the professors can - so why not give it a try, I thought. Although I had already been exposed to his article, when I heard one of my FLC colleagues talk about her "questioning knowledge-research question generation" exercise, I thought about Garrett's work on cooperative learning. The exercise involves the faculty member placing large paper sheets (such as from a flip chart) around the classroom - with each one posing a statement of fact, without references/citations. For example, "cognitive behavioral therapy is the best treatment approach for all adult clients" or "implementation of differential response strategies in child protection are proven to be most effective." Upon entering the class, students are paired up (using a counting off approach, so they do not necessarily pair with friends in the classroom) and engage in two activities. First, the pairs go around an rank the "beleivability" of each statement. Second, looking at the three lowest-ranking statements, the pairs generate research questions designed to test the assumptions stated on the posted pages as the professor roves around the room assisting students. A discussion ensues. This sets the stage for a) the importance of critical thinking vs. just accepting information as fact and b) the need to generate research questions about assumed knowledge- or the need to explore the literature to see what is known about that assumed knowledge and c) to begin the process of connecting what research methods have to do with social work practice.
I use Green, et alia's work to inform my thinking about ways to reduce anxiety among social work research students - starting with a first-day exercise about how students use research in their day-to-day lives (e.g. shopping for bargains, using the Internet to search for apartments, choose MSW programs) and how they will use library databases as well. This article presents data in support of the "equal" level of anxiety and disconnectedness felt about research courses among social work, psychology and business students. Results suggest that social work students are more computer-phobic and less computer-savvy than their counterparts, thus the training on how to use SSU library databases.
I use this text on CBPR in a very general way. Once I gave up on implementing a "true" CBPR approach in this class, due to time and logistical constraints among other things, I tried to think of ways to bring the community into the classroom. This led to threeideas.
The first related to inviting at least one social work practice professor (e.g. an SSU professor who teaches screening, assessment, treatment or other intervention techniques for work with individuals, groups, families or communities) into the class to co-lecture on any given day. This is important as it begins the process of curriculum integration - a goal that our accrediting body is very interested in.
The second was inspired by my FLC colleagues, who suggested that I have a community-based social service practitioner moderate an online discussion on a research methods topic. I have chosen to do this during the week that students are introduced to screening and assessment tools.
The third idea is inspired by a mix of the two - having a community-based practitioner and a social work practice professor attend the dry-run presentations of students' end-of-semester work to comment on the utility of their work for practice (and probably to encourage them to think more specifically about that in writing up their "potential implications of research" sections).
Sells, S. and Smith, T. (1997) Teaching ethnographic research methods in social work: A model course. Journal of Social Work Education, Vol. 33, Issue 1.
Jackson and Sedehi (1998) address the use of home visits (a social work practice activity) for teaching about data collection. I combined the kernel of this idea with Sells and Smith (1997) on teaching ethnography. Sells and Smith (1997) talk about a model course - but I took inspiration from this to design a model homework assignment. Specifically, I designed a project that will require students to conduct a participant observer observation in their field setting (or an alternative setting) followed by a short behavioral data collection gathering assignment designed to introduce them to the topic of Applied Behavioral Analysis (a job skill required in many MSW positions these days).
Jackson and Sedehi (1998) address the use of home visits (a social work practice activity) for teaching about data collection. I combined the kernel of this idea with Sells and Smith (1997) on teaching ethnography. Sells and Smith (1997) talk about a model course - but I took inspiration from this to design a model homework assignment. Specifically, I designed a project that will require students to conduct a participant observer observation in their field setting (or an alternative setting) followed by a short behavioral data collection gathering assignment designed to introduce them to the topic of Applied Behavioral Analysis (a job skill required in many MSW positions these days).
No comments:
Post a Comment