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Flaherty, Hanni B. – Journal of Teaching in Social Work, 2022
This article focuses on group work principles to emphasize the importance of collaboration and community as an effective pedagogical approach to teaching in online higher education. Online communities can serve as support groups by bringing together people going through the shared experience of higher education and providing the opportunity for…
Descriptors: Cooperative Learning, Electronic Learning, College Students, Distance Education
Wagaman, M. Alex; Shelton, Jama; Carter, Rebecca – Journal of Teaching in Social Work, 2018
The inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors' experiences in practice and teaching/learning spaces…
Descriptors: Homosexuality, Social Work, Inclusion, College Students
Combs-Orme, Terri; Lefmann, Tess; Pilkay, Stefanie; Strong, Joe; Thompson, Phyllis; Veerman, Tara – Journal of Teaching in Social Work, 2017
Important findings from neuroscience research provide valuable knowledge for social work practice, and although these findings are already being incorporated into practice in many other disciplines, social work has been slow to integrate this content into foundation professional education. This article describes how one social work program…
Descriptors: Neurosciences, Social Work, Professional Education, Behavior
Pantas, Susanna; Miller, Sean A.; Kulkarni, Shanti J. – Journal of Teaching in Social Work, 2017
Social work students created a community activism project to raise awareness about trauma prevalence and impact. Trauma theory describes silencing as the mechanism that hinders individual and community healing. Therefore, students sought to create an interactive opportunity to heighten trauma visibility on campus. They created a physical mailbox…
Descriptors: Activism, Social Work, Counselor Training, Trauma
Rutherford, Gayle E.; Walsh, Christine A.; Rook, John – Journal of Teaching in Social Work, 2011
To tackle the complexity of issues associated with homelessness, an interdisciplinary lens with direct input from service providers and community members is necessary. Within a community-university partnership between a larger inner-city multiservice shelter serving the homeless population, and faculties of social work and nursing in a Canadian…
Descriptors: Social Justice, Homeless People, Action Research, Social Change
Jones, Peter – Journal of Teaching in Social Work, 2010
Continuing moves towards more flexible approaches to the provision of higher education have been reflected in the increased provision of social work education through distance learning and the related increase in the use of online technologies for social work education. This article reports on the use of a wiki in a final year social work subject.…
Descriptors: On Campus Students, Distance Education, Educational Environment, Social Work
Liles, Ray E. – Journal of Teaching in Social Work, 2007
Feature films, and selected clips from them, can be extremely useful tools in social work education. The widespread use and comparative low cost of videotape and now digital videodisks (DVD) have made thousands of feature films easily available to educators, students, and the general public. This article describes how clips from feature films can…
Descriptors: Films, Social Work, Video Technology, Learner Engagement
Todd, Sarah; Coholic, Diana – Journal of Teaching in Social Work, 2007
Christian fundamentalist religious beliefs, expressed by social work students, present a challenge to the social work educator. In this paper we explore the tensions between Fundamentalism, diverse sexual orientation and gender expression and social work pedagogy. Particularly, we focus on how an anti-oppressive pedagogical approach, while…
Descriptors: Religion, Student Diversity, Beliefs, Sexual Orientation
Carey, Lois A. – Journal of Teaching in Social Work, 2007
This paper presents a model for teaching an undergraduate social work macro practice course utilizing an experiential learning paradigm. The model provides a campus-based project with social work majors in simultaneous dual roles of students and grassroots leaders, focusing on rape and sexual assault prevention training for college students. This…
Descriptors: Social Work, Majors (Students), Undergraduate Study, Experiential Learning