TEACHING NOTES: AN EXPLORATORY STUDY ON MULTIPLE INTELLIGENCES AND SOCIAL WORK EDUCATION

2006 ◽  
Vol 42 (2) ◽  
pp. 405-416 ◽  
Author(s):  
Holly Matto ◽  
Janice Berry-Edwards ◽  
Elizabeth D. Hutchison ◽  
Shirley A. Bryant ◽  
Amy Waldbillig
Keyword(s):  
Social Work ◽  
Multiple Intelligences ◽  
Social Work Education ◽  
Exploratory Study ◽  
Work Education

Marketing Status of Social Work Education: An Exploratory Study

2002 ◽  
Vol 7 (2) ◽  
pp. 77-91 ◽  
Author(s):  
Susan T. Dennison
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Exploratory Study ◽  
Future Research ◽  
Education Programs ◽  
Social Work Educators ◽  
Promotional Strategies ◽  
Work Education ◽  
The University ◽  
University Setting

New competitive realities are necessitating that social work education programs design and conduct marketing as a part of their yearly departmental planning. This exploratory study identified marketing strategies most commonly used in social work education programs today. Critical findings regarding social work educators' perceptions regarding how much other disciplines understand their profession were discovered. In addition, the promotional strategies found to be most effective for student recruitment and for increasing departmental visibility within the university setting were revealed from the study. Implications for social work education are delineated along with future research needs.

Perceptions of efficacy in the use of contemporary film in social work education: An exploratory study

2003 ◽  
Vol 22 (4) ◽  
pp. 401-410 ◽  
Author(s):  
Eleanor Pepi Downey ◽  
Robert L. Jackson ◽  
Maria E. Puig ◽  
Rich Furman
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Exploratory Study ◽  
Contemporary Film ◽  
Work Education

Social Work Education: Implications for Working with the Transgender Community

2007 ◽  
Vol 12 (2) ◽  
pp. 42-52 ◽  
Author(s):  
Stephen “Arch” Erich ◽  
Needha Boutté-Queen ◽  
Sandra Donnelly ◽  
Josephine Tittsworth
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Exploratory Study ◽  
Educational Content ◽  
Southern State ◽  
Community Data ◽  
Social Work Programs ◽  
Work Education ◽  
To Receive

This paper examines the implications of social work education upon licensed social workers' desire, knowledge, and competency to work with members of the transgender community. Data were collected from 150 randomly selected licensed social workers from a southern state. The results suggest that 1) it is not the norm for social workers to receive educational content regarding the transgender community and 2) the presence of educational content was associated with a stronger desire to work with this population, more knowledge of the transgender community, and greater perceptions of competency to work with the transgender community. The results of this exploratory study suggest that educational content regarding the transgender community should be an integral part of the curricula provided by baccalaureate social work programs.

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

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