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8/8/2019 Slayter - SONAR FLC Portfolio
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Mid-term e-portfolio
Elspeth Slayter, Ph.D.Elspeth Slayter, Ph.D. Assistant Professor, Salem State University
8/8/2019 Slayter - SONAR FLC Portfolio
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Access to the Internet required to view all elements of this portfolio
See ́ click hereµ hyperlinks to essays, andother items posted on my FLC blog orrelated websites
Caveat: First time preparing an e-portfolio,have tested all links, apologize if there areany bugs
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I. Intro to SONAR FLCII. Teaching philosophyIII. Context: Overview of course, students,
curriculumIV. Before and after V. My own learning objectives VI. FLC inspirations Planned innovations VII. Achieving the objectives VIII.Plans for analysis of student learning,
feedbackIX. Plan B
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Supporting Students OvercomingNegative Attitudes About Research Specifically: Required research courses
Focus on graduate students
Focus on human services students Social Work (focus of this individual project)
Occupational Therapy
Education
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Explanatory haiku from
May 2010 meeting:
Sonar pings the signal
Critical consumers-
Get high on research!
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Image on previous page resonatesbecause« It·s about engagement
Need to consider nature of original wave,reflected wave ² and patterns it creates
By nature a reflective process
To some extent process moderates/mediateshierarchical professor-student relationship to
foster engagement in required research courses
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High anxiety about required researchcourses among human servicesgraduates
Inspired by need to foster increasedengagement
Often felt I spent more time managinganxiety than facilitating learning«
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Began with planfocused on
community-basedparticipatory
research
FLC members didnot embrace a trueCBPR approach in
project design
Yet in the end, allapproaches had
community-focused elements,click here for more
commentary
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Previously-crafted teaching philosophyfor this course For the full essay, click here
Key elements:
´Research as a second languageµ
Need for ́ translation,µ ́ de-mystificationµ and´starting where the student is.µ
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Why not a new teaching philosophy?
Realized old teaching philosophy still fits
Needed a new framework or lens for thecourse
Chose: ´Evidence-based social workpracticeµ More on that in a moment«
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Social work students do not come to thisprogram to ´do mathµ Even though research is MORE than math
Used to believing what they read, hard tobreak out of mold into critical thinkingmode
Approach class with anxiety, sometimeshostility
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Introductory course: Art & science of literature review Use of library resources Introducing basic research methods, statistics Preparing for year-long research projectsx Product = community-based research project
Required in graduate program in social
work Very traditional (read: students think it is
BORING) syllabus (see Appendix A )
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Retains focus of existing course (see
Appendix B)
Changes approach to reading, in-class
work, assignments, textbook
LENS/FRA MEWORK for teaching thecourse shifts Evidence-based practice
M
irrors the ´processµ of a social work ́ caseµ
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What is evidence-basedpractice?
A process of consideringexisting research, one·sown expertise andclient/patient values inapproaching social workpractice Click here for more details
on how I conceptualize ́ EBPµ
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Why evidence-based practice as alens/framework?
Integrates two key curriculum elements:
research, social work ´practiceµ I.e. screening, assessment, engagement and intervention
of social services clients Integration also a goal of accrediting body, Council on
Social Work Education
Creates a parallel process for teacher, learnersas reflective practitioners.
Also a ́ buzzwordµ in social work that needsclarifying!
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Existing course: Research in Social Work
(see Appendix A )
Re-framed course: Evidence-Based
Practice in Social Work (see Appendix B) Name change focused on engaging students
from the start («and perhaps with a bit of trickery intended therein«)
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Global
goal
Objectives
To
integrate
research
methods,statistics
and social
work
practice
content
towardsdevelopm
ent of
critical
thinking
skills
1a. To reduce students· anxieties and fears about research-
related content
1b. To increase student interest and understanding of the use of research findings in professional social work settings post-
graduation.
1c. To foster collaboration between the research and practice
faculty at the School of Social Work
1d. To improve students· critical thinking skills with respect to
critiquing research for use in social work practice
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Change in overall lens for course (e.g. evidence-based practice) withinput from faculty that teach practice (click here for how FLC processimpacted development of these innovations)
Dyad activities: Use of research everyday life; Question formation activity
Individual activity: Mini-ethnography with applied behavior analysis elements
Class activity: Practice professor visits class
Online group activity: Discussion moderated by community partner
Individual activity: Article critique
Final assignment proposal response: By community agency partner, practiceprofessor partner
Individual and group activity: Reflection exercise
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Global goal: Integrate
research, practicecontent
Informs criticalthinking
Objectives:
Reduce studentfear, anxiety re:research
Informs self-
confidence Acknowledgefears, anxiety
Make researchtangible
Link to real world
Implementationof innovations
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Objectives Activity Assessment
1a. To
reduce
students·
anxietiesand fears
about
research-
related
content
i. Change in overall lens for
course (e.g. evidence-based
practice) with input from
faculty that teach practice
ii. Dyad activity: Use of
research everyday life
iii. Dyad activity: Question
formation activity
iv. Individual activity: Mini-
ethnography with applied
behavior analysis elements
i. Student surveys at start,
end of semester
(engagement questions)
ii. Use of weekly (i.e. each
class session, 1x per
week) check-
ins/temperature
readings re: relevance,
comprehension of material (anonymous
surveys with Likert-
scaled questions)
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Objectives Activity Assessment
1b. To
increase
student
interest and
understanding of the
use of
research
findings in
professional
social worksettings
post-
graduation.
i. Change in overall lens for course
(e.g. EBP)
ii. Class activity: Practice professor
visits class
iii. Online group activity: Discussion
moderated by community partner
iv. Final assignment proposal
response: By community agencypartner, practice professor partner
v. Individual/group activity: Reflection
exercise (click here), discussion of
social location (click here)
i. Student surveys at
start, end of
semester
(engagement
questions)
ii. Use of weekly (i.e.
each class session,
1x per week)
check-
ins/temperaturereadings
iii. Innovation-specific
quick responses
(same methods as
above in ii).
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Objectives Activity Assessment
1c. To foster
collaboratio
n between
the researchand practice
faculty at
the School
of Social
Work
i. Change in overall lens
for course
ii. Class activity: Practiceprofessor visits class at
least once
iii. Final assignment
proposal response: By
community agencypartner, practice
professor
i. Student surveys at start, end
of semester (engagement
questions)
ii. Use of weekly (i.e. each
class session, 1x per week)
check-ins/temperature
readings re: relevance,
comprehension of material
(anonymous surveys withLikert-scaled questions)
iii. Innovation-specific quick
responses (same methods
as above in ii).
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Objectives Activity Assessment
1d. To
improve
students·
criticalthinking
skills with
respect to
critiquing
research for
use in social work
practice
i. Change in overall lens
for course
ii. Dyad activity: Questionformation activity
iii. Individual activity:
Article critique
iv. Individual/group activity:Reflection exercise (click
here), discussion of
social location (click
here)
i. Student surveys at start, end
of semester (engagement
questions)
ii. Use of weekly (i.e. each
class session, 1x per week)
check-ins/temperature
readings
iii. Assessment of grades onaspects of article critique
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2 approaches to measurement of studentlearning Grades
Attendance/participation In-class data collection
Remaining question: Is measurement of
grades and attendance/participation fairas a measure of student learning? Is this pie-in-the-sky?
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Table 1: Grades, attendance and participation
Variables
New course
N=X
Traditional
course
N=X Independent
samples t-
test N (%) or M
(SD)
N (%) or M
(SD)
Attendance rate
GPA on mid-term
GPA on final
assignment
GPA on class
participation
*p< .05; **p< .01; ***p< .001;
To achieve this plan, I would use theapproach I piloted afew years ago (clickhere)
Results in reports bystudent about ́ gradesµ
for each learningobjective To be shared with
students
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i. Use of weekly (i.e.
each class session,
1x per week) check-
ins/temperaturereadings
ii. Comprehension
iii. Anonymous surveys
with Likert-scaledquestions
Example: Circle the number that
reflects your comprehension of
today·s discussion topic
1 Totally irrelevant
2 Almost all irrelevant
3 Somewhat relevant
4M
ostly relevant
5 Extremely relevant
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2 approaches tomeasurement of student learning
In-class data collection:Focused on relevance vs. comprehension, seetable to right
Paper surveys at start,
end of semesterx See exemplar table shell
on next slide
x See link to draft survey,next slide
Example: Circle the number that
reflects your views on the relevance
of today·s discussion topic to social
work practice
1T
otally irrelevant
2 Almost all irrelevant
3 Somewhat relevant
4 Mostly relevant
5 Extremely relevant
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Table 2: Self-reported expectations for engagement before first-class
exercise, pre-test/post-test
Categorical variable
measuring competency as
high/low reduced from
Likert scale answer
structure
New course
N=X
Traditional
course
N=X
Odds
ratio
test
(adjusti
ng for
gender,GPA?)
N (%) or M
(SD) N (%) or M (SD)
My anticipated/actual level
of engagement in this
course is/was...
My comfort level about
learning about research
methods is/was...
My comfort level aboutlearning about statistics
is...
My comfort level about
learning new types of
things is/was...
*p< .05; **p< .01; ***p< .001;
Feedback onengagement
For the ́ prettyµ andreadable version of mydata collectioninstrument, click here This will take you to a
surveymonkey.
com page Note: You will have to fillout the survey to see itall
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Plan B, part 1: Collect baseline data on ´oldµ style course
(not taught by me) and collect data next fall on ́ newµ
course
PlanB
, part 2:I
mplement several of the innovations inexisting, advanced course this Spring (and collect
relevant data per previously described approaches)
x Class activity: Practice professor visits class
x Online group activity: Discussion moderated by
community partner
x Final assignment proposal response: By
community agency partner, practice professor
x Individual and group activity: Reflection exercise
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Plan to invite FLC colleagues to blog with
me
( www.
hatetoloveresearch.
blogspot.
com)
FLC members, observers can email
postings directly via this address:
elspethslayter.SONAR.blogger.com
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