1

THE UNIVERSITY OF TEXAS AT ARLINGTONSCHOOL OF SOCIAL WORK

SOCW 6396-001 (online course)SOCIAL WORK EDUCATION:  PRINCIPLES AND SKILLS

A DOCTORAL SEMINARFall 2010

Beverly Black, PhD, MSSWE-mail: Beverlyblack@uta.eduOffice Hours: by appointment

Instructor Information

Welcome to SOCW 6396: Social Work Education: Principles and Skills.. My email address is above. I will respond to email messages within 24 hours and most often much quicker. The best way to reach me is through my UTA email account. If you wish to speak with me on the phone please call Rita Hay at (817) 272-3928. If you need technical assistance, please contact the Help Desk at UTA at helpdesk@uta.edu or call 272-2208.

Course Information and Domain                                                                                                                                                        Most Ph.D. candidates either during the course of obtaining their degree, or after obtaining their degree, will undertake teaching at either, or both, the graduate or undergraduate level.  Many will be appointed to a full-time university professorial position.  Most social work professors are rigorously trained in research and other academic skills, but experience little or no preparation for the educational functions of the professorial role. However, this is changing and more social work doctoral programs are now including courses such as this one. This course provides a theoretical background to enable the student to better understand the teaching task in education for social work practice and issues in the broader context of higher education which affect social work education.  It draws on theory from the academic disciplines of Philosophy, Psychology, Sociology, Education, History and Social Work in order to achieve the course objectives. The course also provides opportunity for teaching skills development through classroom practice and discussion of teaching experiences.

Course Objectives

1. Critique educational thought and philosophies to begin to develop a personal philosophy of teaching and education.2. Demonstrate an understanding of issues in higher education in the USA and the role of social work education in this broad context of higher education.3. Design class materials, examination questions and grading schemes for use in a social work course that incorporates levels of learning (knowledge, comprehension, application, analysis, synthesis, and evaluation) and various learning styles.4. Critically discuss contemporary and future issues in social work education, including online teaching and accreditation standards and competencies in the discipline.5. Design class materials, examination questions and grading schemes for use in a social work course that demonstrate knowledge of the social work curriculum and CSWE”s EPAS.

Course Texts

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors. Bolton, MA: Anker Publishing Co. Inc

2

Recommended Key Texts:Davis, B.G. (2009)Tools for Teaching, 2nd Edition Jossey Bass San Francisco, CABigge, M.L. & Shermis, S.S. (2004) Learning Theories for Teachers (6th ed.). Needham Heights, MA: Allyn & Bacon.Boice, R. (2000). Advice for new faculty members. Needham Heights, MA: Allyn & Bacon.Royse, D. (2001).  Teaching Tips for College & University Instructors:  A Practical Guide. Needham Heights, MA: Allyn & Bacon. Svinivki, M. & McKeachie, W. (2011). McKeachie’s teaching tip’s: Strategies, research and theory for college and university teachers (13th edition). Belmont, CA: Wadsworth.

Grading Policy                                                 Final grades will be determined in the following manner:

Assignments PointsShort Papers & Responses (4 @ 25 points) 100Reflection Papers & Responses (7 @ 10 points) 70 Teaching Portfolio 150 Teaching Philosophy (50 points) Syllabus Development (100 points) Grading Papers 50

Teaching a SW Class 100 Discussion Board Facilitation 30 500 A 450-500 B 400-449 C 350-399 Course Outline

Module 1Ideas of Educational Philosophers Specific Behavioral Objectives Through readings and discussion, students will review the ideas of educational philosophers such as Plato, Rousseau, Dewey, Illich, Popper, and Freire, Through readings and class discussion, students will draw implications from educational philosophers for social work education on the perennial conflict between conservative and liberal approaches to educational ideas.Readings:Nilson, Chapter 24 Teaching Your Students to Think and Write in Your Disciplinehttp://www.infed.org/thinkers/et-freir.htmhttp://www.philosophypages.com/hy/2h.htmhttp://www.the-rathouse.com/RC_PopperEdu.htm http://www2.lucidcafe.com/lucidcafe/library/96jun/rousseau.html http://www.preservenet.com/theory/Illich/Deschooling/intro.html (Why we must disestablish schools)Assignment: Write a short paper (2-4 pages) examining some of the thinking of the educational philosophers. Integrate content from the readings into your paper. Post your paper by 9/6/11. Respond to your classmates’ papers and post by 9/9/11.

3

Module 2 Context of higher education in the USA and context of social work education in the universitySpecific Behavioral Objectives: Through lecture, readings and discussion, students will examine the nature of social work education

in the university. Through lecture, readings and discussion, students will review the recent attack on social work

education and assess responses to the attacks.Readings:Epstein, W. (1995). Social work in the university. Journal of Social Work Education, 31(2), 281-292.Cowger, C. D. (2003). The values of the research university should be maximized to strengthen social work education. Journal of Social Work Education, 39(1), 43-48.Will, G. (2007). Code of Coercion. Washington Post, Sunday, October 14, Page B07. Also read some of the responses to Will’s editorial. (For example, Steven Kempster from University of Michigan in Ann Arbor News).Fagan-Wilen, R.  Springer, D. W, Ambrosino, B. & White, B. W. (2006). The support of adjunct faculty : An academic imperative. Social Work Education, 25(1), 39-51.Thyer, B. A. (2002). Developing discipline-specific knowledge for social work: Is it possible? Journal of Social Work Education, 36(1), 101-113.Karger H. J. & Stoesz D. (2003). The growth of social work education programs, 1985-1999: Its impact on economic and educational factors related to the profession of social work. Journal of Social Work Education, 39(2), 279-295.Assignment: Write a reflection examining some of the thinking about social work education in the university. Integrate content from the readings into your reflection. Post your reflection by 9/13/11. Respond to your classmates’ reflections and post by 9/16/11.

Module 3Council on Social Work Education (CSWE): Standards and Curriculum Policy in Social Work Education and the attack on Social Work EducationSpecific Behavioral Objectives: Through readings, lecture and discussion, students will examine the mission and history of social

work education, as well as, accreditation standards set forth by CSWE. Through readings, lecture and discuss, students will review the evolution of educational policy and

structure of social work education. Through readings, lecture and discussion, students will review the nature of baccalaureate education

including the goals of BSW education, generalist social work practice, how the BSW curriculum builds on the liberal arts perspective, and how BSW education prepares students for MSW education.

Through readings, lecture and discussions students will review the place of concentrations in the MSW curriculum and gain an understanding of the differences between foundation and advanced MSW curriculum.

Through readings, lecture and discussion, students will demonstrate an understanding of the differences among baccalaureate, masters, and doctoral level social workers.

Through a critique of CSWE accreditation standards assignment, student will critically assess the strengths and weaknesses of educational policy and accreditation standards in meeting its goals of encouraging quality professional social work education and competence in social work practice.

Readings:Council on Social Work Education: Commission on Accreditation. (2008). Handbook of accreditation standards and

procedures (5th ed.). Alexandria, VA. Read Educational Policy and Accreditation Standards (go to CSWE website, accreditation overview, then to Educational Policy and Accreditation Standards). Read over accreditation standards and handbook.

Spend some time browsing on the CSWE websiteHolosko, M, Skinner, J., MacCaughelty, C., & Stahl, K. M. (2010). Building the implicit BSW curriculum at a large

4

southern state university. Journal of Social Work Education, 46 (3) 411-423.Wayne, J., Bogo, M., & Raskin, M. (2010). Field education as the signature pedagogy of social work education. Journal

of Social Work Education, 46(3), 327-339.GlenMaye, L. F., Lause, T. W., Bolin, B. L. (2010). Advanced standing and bridge course: Structure and issues. Journal

of Social Work Education, 42(2), 213-225.Holden, G., Barker, K., Rosenberg, G., & Onghena, P. (2008). The Evaluation Self-Efficacy Scale for assessing Progress

toward CSWE accreditation–related objectives: A replication. Research on Social Work Practice, 18(1), 42-46.Assignment: Write a short paper (2-4 pages) critiquing CSWE’s Accreditation Standards and Curriculum Policy. See assignments for more detail. Post your paper by 9/20/11. Respond to your classmates’ papers and post by 9/23/11.

Module 4   Learning Theories and Learning StylesSpecific Behavioral Objectives Through readings and discussion, study will examine contemporary learning theory. Through readings and discussion, students will examine the application of learning theory to teaching practices Through readings and discussion, students will distinguish among various learning styles. Through readings and discussion, student will examine the philosophy and approaches to adult learning Readings:Nilson, Chapters 1 Understanding Your Students and How They LearnNilson, Chapters 5 Motivating Your StudentsNilson, Chapters 18 Inquiry-guided LearningNilson, Chapters 19 The Case MethodNilson, Chapters 20 Problem-Based LearningNilson, Chapters 21 Quantitative Reasoning and Problems SolvingNilson, Chapters 25 Accommodating Different Learning StylesNilson, Chapters 26 Using Visuals to Teach http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html http://infed.org/thinkers/et-knowl.htm http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Forehand, M. (2005) Bloom’s taxonomy: Original and revised. In M. Orey (Ed.). Emerging Perspective on Learning,

Teaching and Technology. Available at http://projects.coe.uga.edu/epltt/index.php?title=Main_Page http://www.sciencedaily.com/releases/2009/12/091216162356.htm Huerta-Wong, J. E., & Schoech, R. (2010). Experiential learning and learning environments: The case of active listening skills. Journal of Social Work Education, 46(1), 85-101.Assignment: Write a short paper on the readings and lecture. Integrate content from the readings into your reflection. Post your reflection by 9/27/11. Respond to your classmates’ reflections and post by 9/30/11.

Module 5Controversial issues in Social Work EducationSpecific Behavioral Objectives: Through readings, students will examine both sides to several controversial issues in social work

education. Through a reflection assignment, students will reflect on what they learned about several

controversial issues in social work education.Readings:Nilson, Chapters 8 Preserving Academic Integrity Students will create their own readings. Assignment:

5

Write a short paper (2-4 pages) addressing both sides of a controversial issue in social work education. See assignments for detail. Post your short paper by 10/4/11. Respond to your classmates’ reflections and post by 10/7/11.

Module 6Managing a Classroom and Using Student FeedbackSpecific Behavioral Objectives: Through readings and instructors ‘comments, students will review the current literature and research

about classroom management and using student feedback to improve teaching. Through lecture and discussion, students will review the myths and realities of grade inflation. Through lecture and discussion and responding to online discussion questions, students will develop

strategies to address classroom decorum and online etiquette.Readings:Nilson, Chapter 7 Preventing and Responding to Classroom IncivilityNilson, Chapter 11 Motivating your StudentsNilson, Chapter 19 Getting Your Students to Do the ReadingsNilson, Chapter 31 Evaluating and Documenting Teaching Effectiveness Holley L. C. & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work

Education, 41(1), 49-66.Delucchi, M. & Korgen, K. (2002). We’re the customer-we pay tuition: Student consumerism among undergraduate

sociology majors. Teaching Sociology, 30(1), 100-107.Caza, B. B. & Cortina, L. M. (2007). From insult to injury: Explaining the impact of incivility. Basic and Applied Social

Psychology , 29(4), 335-350.Kember D., Leung D.Y.P., & Kwan K.P. (2002). Does the use of student feedback questionnaires improve the overall

quality of teaching? Assessment & Evaluation in Higher Education, 27(5), 411-425.Assignment: Write a reflection based on the lecture and readings. Integrate content from the readings into your response. Post your reflection by 10/11/11. Respond to your classmates’ reflections and post by 10/14/11.

Module 7Developing a Course of InstructionSpecific Behavioral Objectives: Through readings and lecture, students will review the components of developing a course of

instruction including distinguishing between knowledge and skill objectives, instructor and student objectives, writing course descriptions, objectives, and developing written assignments.

Through developing a course syllabus, students will demonstrate ability to develop a course of instruction.

Through developing a philosophy of teaching/learning, students will demonstrate how their syllabi reflect their teaching/learning philosophy.

Readings:Nilson, Chapter 2 Outcome-Centered Course DesignNilson, Chapters 3 The Complete Syllabus East, J. & Chambers, R. (2007).Courage to teach for social work educators, Social Work Education, 26(8 ), 810 – 826. Valentine D. P. & Freeman M. (2000). Application cards: a classroom technique for teaching social work practice.

Social Work Education, 19(2), 155-164.Assignment: Write a reflection based on the lecture, readings, and your syllabus development. How does your syllabus reflect your philosophy of teaching and learning? Integrate content from the readings into your reflection. Post your reflection by 10/18. Reflect on your classmates’ reflections and post by 10/20. (10 points)

6

Develop a syllabus for a required undergraduate or graduate social work course. Post your syllabus by 10/25. Provide feedback to your classmates’ syllabus by 10/28/11. Revised syllabus (and rest of teaching portfolio) due 12/7/11.

Module 8Grading Specific Behavioral Objectives: Through readings, students will review the art and science of grading. Through readings, students will review the research on the accuracy and consistency issues of grading and importance

of feedback. Through a grading assignment, students will develop an assessment rubric for an assignment and apply the rubric to a

set of student papers.Readings:Nilson, Chapter 28 Assessing Student Learning in ProgressNilson, Chapters 29 Constructing Summative AssessmentsNilson, Chapters 30 Preparing Students for TestsNilson, Chapters 31 Grading Summative AssessmentsKohn, A. (2002).The dangerous myth of grade inflation. Chronicle of Higher Education, 49(11), B7-B9.Andrade, H. G. (2000). What do we mean by results? Using rubrics to promote thinking and learning. Educational Leader, 57(5), 1-7.Grade Inflation Seen Rising.( 2011, August 2) Inside Higher Education http://www.insidehighered.com/news/2009/03/12/grades Assignment: Grade a set of papers that will be given to you. Post your graded papers by 11/8. Write a reflection based on the lecture, readings, and grading assignment. Post your reflection by 11/8/11. Respond to your classmates’ reflections and post by 11/11/11.

Module 9Preparing for Classroom Teaching & Ethical IssuesSpecific Behavioral Objectives: Through teaching a class, student will develop beginning strategies for classroom instruction. Through presentation and discussion of classroom teaching, students will develop strategies for preparing and

teaching a class. Through readings, lecture, class discussion and activities, students will experience ethical dilemmas in

teaching. Through teaching a class, student will develop beginning strategies for classroom instruction.Readings:Nilson, Chapter 4 Your First Day of ClassNilson, Chapters 11 Matching Teaching Methods with Learning OutcomesNilson, Chapters 12 Making the Lecture a Learning ExperienceNilson, Chapters 13 Leading Effective DiscussionsNilson, Chapters 14 Questions Techniques for Discussion and AssessmentNilson, Chapters 15 Experiential Learning ActivitiesNilson, Chapters 16 Learning in Groups Nilson, Chapters 17 Writing-to-Learn Activities and AssignmentsJacobson, J. (2002, July180 Rookies in the classroom. Chronicle of Higher Education. Available at http://chronicle .com/article/rookies-in-the-Classroom/46155Assignment: Write a reflection based on the lecture and readings. Integrate content from the readings into your reflection. Post your reflection by 11/21/11. Respond to your classmates’ reflections and post by 11/23/11.

7

Module 10Distance Education and On-line Classes: Is it for Social Work?Specific Behavioral Objectives: Through on-line discussion and readings, students will demonstrate an understanding of the state of distance and on-line social work education.Readings:Nilson, Chapter 27 Using Instructional Technology WiselyMoore, B. (2005). Faculty perceptions of the effectiveness of web-based instruction in social work education. Journal of

Technology in Human Services, 23(1/2) 1-9.Hogan, R. L. & McKnight, M. A. (2007). Exploring burnout among university online instructors: An initial investigation.

Internet and Higher Education, 10, 117-124.Vernon, R., Vakalahi, H., Pierce, D., Pitman-Munke, P. & Adkins, L. (2009). Distance education programs in social

work: Current and emerging trends. Journal of Social Work Education,45(2), 263-276Wilke, D. & Vinton, L. (2006). Evaluation of the first web-based advanced standing MSW Program, Journal of Social

Work Education, 42(3), 607-620York, R., (2008) Comparing three modes of instruction in a graduate social work program. Journal of Social Work

Education, 44(2), 157-172Forehand, M. (2005) Bloom’s taxonomy: Original and revised. In M. Orey (Ed.). Emerging Perspective on Learning,

Teaching and Technology. Available at http://projects.coe.uga.edu/epltt/index.php?title=Main_Page Assignment: Write a reflection on the readings. Integrate content from the readings into your reflection. Post your reflection by 11/29/11. Reflect on your classmates’ reflections and post by 12/2/11.

Module 11Life in Higher Education Specific Behavioral Objectives: Through readings, students will review the challenges and rewards of the tenure and promotion process and how they

might vary by institution. Through an interview with tenured and nontenured faculty member, students will review the challenges and rewards

of the tenure process. Through readings and online discussions, students will assess the pros and cons of the tenure and promotion process

at various institutions and understanding of strategies for obtaining tenure at various kinds of institutions. Through a reflection assignment, students will reflect on what they learned about the nature of the tenure and

promotion process.ReadingsNilson, Chapters 9 Making the Most of Office HoursNilson, Chapters 32 Evaluating and Documenting Teaching EffectivenessYoung, D. S. & Wright, E. M. (2001). Mothers making tenure. Journal of Social Work Education, 37(3), 555-570.Apgar, D. H. & Congress, E. (2005). Authorship credit: A national study of social work educators’ beliefs. Journal of

Social Work Education, 41(1), 101-114.Robertson, J. & Bond C. H. (2001).Experiences of the relation between teaching and research: What do academics value?

Higher Education Research & Development, 20(1), 5-19.Oberlander , S. E. & Spencer, R. J . . (2006) Graduate students and the culture of authorship. Ethics & Behavior 16:3, 217-

232.Lackritz, J. R.(2004). Exploring burnout among university faculty: Incidence, performance, and demographic issues.

Teaching and Teacher Education: An International Journal of Research and Studies, 20(7), 713-729.

8

Liechty, J. M., Liao, M, Schull, C. P. (2009).Facilitating dissertation completion and success among doctoral students in social work. Journal of Social Work Education, 45(3), 481-497.

Assignment: Write a reflection based on the lecture and readings. Integrate content from the readings into your reflection. Post your reflection by 12/6/11. Respond to your classmates’ reflections and post by 12/9/11.

Assignments

Short papers# 1 Theoretical paper (25 points) due 9/6/11

Write a 2-4 page short paper on one of the topics below. It must be an academic and appropriately analytical. It should avoid over-emphasis on descriptive material, and must be thoroughly referenced APA style. Respond to classmates’ papers.1.   Discuss the differences between progressive and conservative approaches to education. In what way are these views reflected in the professional training of social workers?2.   Compare and contrast the ideas of two educational philosophers whose work you have studied, showing how similar ideas might be reflected in differing approaches to social work education and training.3.    "There are important  distinctions to be made between education and such activities as instruction, propaganda, conditioning and indoctrination, . . . but they are all particular forms of teaching."  (Gribble). Discuss the above quotation in the context of social work education and training.4.   Discuss the view that Andragogy and Pedagogy represent two differing philosophical approaches to education rather than real differences between the needs of adults and of children as learners.  What are the implications for professional education in social work?5. Discuss where you think Nilson drew upon for her comments on teaching students from one’s own discipline. With which early educational philosopher do you suspect she is most closely aligned. Discuss your reasoning.

#2 Critique of SW educational policy and accreditation standards (25 points) due 9/13/11Write a paper that critically assesses the educational policy and accreditation standard established by the Council on Social Work Education. Assess the strengths and weaknesses of the educational policy and accreditation standards in meetings its goal of encouraging quality professional social work education and competence in social work practice. Distinguish between BSW and MSW education.

#3 Controversial Issue Assignment (25 points) due 9/20/11Choose a controversial issue in social work education and discuss the varying points of view. Viewpoints must be supported from the literature (especially Journal of Social Work Education). Include a discussion of what makes this an important issue for social work education? Possible issues include but are limited to:

(1) Should theories with limited empirical support be included in social work courses?(2) Does religion and spirituality have a significant place in the social work curriculum?(3) Can social work classes discuss socially sensitive topics without being labeled as “politically correct”?(4) Should content on people of color or other minorities be presented only by instructors of minority status?(5) Tensions between micro and macro practice levels in generalist social work practice.

(6) Do social work educators have a responsibility to address issues related to the writing skills of their students? (7) Schools of social work: Should they be an independent entity or best housed in larger colleges? (8) Should convicted felons be denied admission to a social work education program?

#4 Learning Theory and Learning Styles Assignment (25 points) due 9/27/11Students will choose learning style with which they have a difficult time relating. Discuss the learning theory upon which this learning style may be grounded. How might you show sensitivity to this learning style when teaching a class?

Reflection Papers (10 point each)Following modules that do not require a short paper, students are asked to reflect on their learning for the module. Reflection is a process where a present circumstance or event is compared to a past experience. The past experience is

9

replayed or re-evaluated in terms of new information. This analytic exercise enables the formation of new knowledge, perspectives, mental models, and ultimately, changes in behavior or action. Critical reflection or critical thinking focuses on the process by which individuals question and reformat previously accepted assumptions and form alternative perspectives. In your reflection papers, reflect on the following: What attitudes, skills, and concepts have you gained from participating in this module? What did you know before; what did you want to know; and what did you learn in this module? What was the most significant factor in how you learned. All students are expected to fully participate in the discussion each week and respond to classmates postings. You do not need to respond to everyone’s posts each week but 3 to 5 responses would seem about reasonable. Responses should entail value added. That is add to the comment versus “that was interesting.” Half of the reflection points will reflect response to reflection papers.

Teaching Portfolio (150 points) due 10/25; revision 12/7There are 2 components to your teaching portfolio: (1) Revised Syllabus; (2) Teaching Philosophy

(1) Syllabus-After receiving feedback from your classmates, you will submit a revised final syllabus with your portfolio.

Syllabus-requirements for submission of syllabus.Develop a syllabus for a required undergraduate or graduate social work course. In preparation of the syllabus development, students will need to:1. Examine at least 3 syllabi used for the course (describe in one written page the strengths and weaknesses of each syllabus)2. Examine at least 3 texts used for the course (describe in one written page the strengths and weaknesses of each texts for the course).3. Each syllabus should contain:Develop the course domain and objectives based on CSWE accreditation standards.University and school policies (attendance, academic honesty). Your policies (attendance, late papers)Required readings/textsAssignments for the course

a. Include at least 2 assignments in the syllabusb. Assignments must incorporate the requirement of critical thinking on part of the student. c. Relate to the objectives of the course

Grading criteria for the assignments. Specify how each component of the assignment will be graded with the criteria of being awarded points. Include criteria for writing, APA, etc. Will you use a grading rubric?How the grade for the course will be determined?Course outlineBibliography

(2) Teaching Philosophy- You will begin to develop your teaching philosophy. In about one page (single spaced) discuss your views of learning and teaching. How will your philosophy of education be reflected in the classroom and in your interactions with students?

Teaching a class (100 points) due 12/7All students will be required to develop a 1 hour lecture to be presented to a SW class of their choice. You need to make arrangement with an instructor of a class to guest lecture/present in a class. It would be best to discuss with me which class you will ask to guest lecture in. You will video the class and submit the video to class. Use evidenced-based instructional design to develop your lecture. For your class presentation:

Video tape the lecture Provide a handout for the class Develop an evaluation tool for students to assess your lecture.

For your assignment:

10

Submit your taped video to the class. Submit students’ evaluations. Write a 2-4 page summary discussing:o Educational tools you were used and the rationale behind using them. You need to relate this to the

reading. o How your teaching reflected your philosophy of teaching.o Reflect on the evaluations you received. What did you do well? What did students say you need to

improve on?

Discussion Board Facilitation (30 points) Students will facilitate/moderate a discussion topic based upon the specific weeks’ content, cases, additional readings, etc. Individual students will be responsible for the facilitation of postings and discussions on the course bulletin board for their specified week. Requirements for this assignment include the moderation of the weekly postings, follow-up discussions, and a summary of the week’s discussion (posted on the bulletin board and due to the instructor in Word format at the conclusion of the week’s discussions). Specific dates will be assigned.

Late Paper Policy

Late short papers and reflections will be deducted 5 points for first 24 hours. Anything submitted more than 24 hours will not be accepted. Other late assignments will be deducted 4 points per calendar day.

Drop Policy:If you choose to drop the class, it is your responsibility to drop the class and complete the paperwork according to the University’s schedule. Not doing so may result in a failing grade.

PLEASE NOTE THE FOLLOWING UNIVERSITY POLICIES:   

AMERICANS WITH DISABILITIES ACTThe University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 93112 - The Rehabilitation Act of 1973 as amended.  With the passage of new federal legislation entitled Americans with Disabilities Act - (ADA), pursuant to section 504 of The Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.  As a faculty member, I am required by law to provide "reasonable accommodation” to students with disabilities, so as not to discriminate on the basis of that disability.  Student responsibility primarily rests with informing faculty at the beginning of the semester and in providing authorized documentation through designated administrative channels.

ACADEMIC DISHONESTY It is the philosophy of the University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form.  All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures.  Discipline may include suspension or expulsion from the University.  “Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts”   (Regents' Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22).

STUDENT SUPPORT SERVICESThe University supports a variety of student success programs to help you connect with the University and achieve academic success.  They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs.  Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

11

BOMB THREATSIf anyone is tempted to call in a bomb threat, be aware that UTA will attempt to trace the phone call and prosecute all responsible parties.  Every effort will be made to avoid cancellation of presentations/tests caused by bomb threats.  Unannounced alternate sites will be available for these classes.   Your instructor will make you aware of alternate class sites in the event that your classroom is not available.

Selected Bibliography

Context of Social Work Education

Andrews, J. D.W. (1985). Strengthening the teaching assistant faculty. San Francisco: Jossey-Bass.

Angelo, T.A. (1991). Classroom research: Early lessons from success. San Francisco: New Work: Maxwell Macmillan.

Bateman, W. L. (1990). Open to question: The Art of Teaching and Learning by Inquiry. San Francisco: Jossey-Bass.

Bean, J. (2001). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass

Beard, R.M. (1984). Teaching and learning higher education. New York: Harper and Row.

Beidler, P.G. (Ed.). (1986). Distinguished teachers on effective teaching: Observations on teaching by college professors recognized by the council for advancement and support of education. San Francisco: Jossey-Bass.

Boehm, W. M. (1959). Social work curriculum study (13 vols.) New York: Council on Social Work Education.

Bok, D. C. (1991). The improvement of teaching. New York, NY: American Council of Learned Societies.

Brookfield, S. (1990) The skillful teacher: On technique, trust and responsiveness in the classroom. San Francisco: Jossey-Bass.

Brown, G. (1987). Effective teaching in higher education. New York: Methuen.

Buxton, T. (1975) Excellence in university teaching; New Essays. Columbia: University of South Carolina Press.

Chance, P. (1986). Thinking in the classroom: A survey of programs. New York: Teachers College, Columbia University

Christensen C. R., Garvin, D.A., & Sweet, A. (1991). Education for judgment: The artistry of discussion leadership. Harvard Business School Press

Franklin, J. & Theall, M. (1990). Student ratings of instruction: Issues for improving practice. San Francisco: Jossey-Bass.

Frumkin, M., & Lloyd, G.A. (1995). Social work education. In Encyclopedia of Social Work (19th ed., Vol.3, pp.2238-2247). Washington, D.C.: National Association of Social Workers.

Gleason, P. (1995). Contending with modernity: Catholic higher education in the twentieth century. Oxford University Press.

National Education Association. (1989). A survival handbook for part-time & temporary Faculty.

12

Washington, D.C.: Author.

Newble, D. (1989). A handbook for teachers in universities and colleges: A guide to improving teaching methods. London: Kogan Page.

Watts, T.D., Elliott, D., Mayadas, N.S. & Kendall, K.A. (1995). International handbook on social work education. Westport, CT: Greenwood Press.

Philosophical Context

Bigge, M.L. & Shermis, S.S. (2004). Learning theories for teachers: An Allyn and Bacon Classics Edition. Needham Heights, MA: Allyn & Bacon.

Chiasson, P. (2005). Peirce’s design for thinking: An embedded philosophy of education. Educational Philosophy & Theory, 37(2), 207-226.

Cooney, W., Cross, C., & Trunk, B. (1993). From Plato to Piaget: The greatest educational theorists from across the centuries and around the world.. Lanham, MD: University Press of America, Inc.

Curren, R. (Ed.). (2007). Philosophy of education: An anthology. Malden, MA: Blackwell Publishing.

Curtis, S.J. (2003). Short history of educational ideas. Textbook Publishers.

Escobar, M., Fernandez, A.L., Guevara-Niebla, G., & Freire, P. (1994). Paulo Freire on higher education: A dialogue at the National University of Mexico. Albany, NY: State University of New York Press.

Freire, P.  (1970).  Pedagogy of the oppressed.  New York.

Freire, P.  (1973).  Education:  The practice of freedom.  Writers & Readers Publishing Cooperative.

Freire, P.  (1984).  Education for critical consciousness.  Sheed & Ward.

Freire, P. & Faundez, A. (1989). Learning to Question: A Pedagogy of Liberation. New York:The Continuum Publishing Com.

Illich, I.  (1973).  Celebration of awareness:  A call for institutional revolution.  Bergenfield, NJ:  Penguin Books.

Jarvis, P. (2006). Theory and practice of learning. New York: Routledge.

Leonard, D.C. (2002). Learning theories: A to Z. Westport, CT: Greenwood Publishing Group.

Palmer, J.A. (Ed.). (2001). Fifty modern thinkers on education: From Piaget to the present. New York: Routledge.

Palmer, J.A. (Ed.). (2001). Fifty major thinkers on education: From Confucius to Dewey. New York: Routledge.

Plato.  The Republic.  (There are a number of editions available in translation e.g. H. Lee, Penguin Books).

Pollack, G. (2007). Philosophy of education as philosophy: A metaphilosophical inquiry. Educational Theory, 57(3), 239-260.

Reed, R.F., & Johnson, T.W. (2000). Philosophical documents in education, (2nd ed.). New York: Longman.

13

Rogers, C.  (1983).  Freedom to learn.  Columbus, OH:  C. Merril.

Rousseau, J. J.  (1979).  Emile.  (There are a number of translations available, e.g., A. Bloom, Basic Books, New York.)

Rusk, R. R.  (1979).  Doctrines of the great educators (5th ed.).  New York:  Macmillan.

Winch, C., & Gingell, J. (2004). Philosophy and educational policy: A critical introduction. New York: Taylor & Francis Group.

History of Social Work Education:

Austin, D. M.  (1986).  A history of social work education.  U.T. Austin: Education Monograph Series.

Dinnerman, M., & Geismar, L. L. (1984).  Quarter century of social work education.  Silver Spring, MD:  CSWE/NASW.

Karger, H. & Stoesz, D. (2003). The growth of social work education programs, 1985-1999: Its impact on economic and educational factors related to the profession of social work. Journal of Social Work Education 39(2), 279-295.

Kempner, K. & Tierney, W.G. (Eds.). (1996). The social role of higher education. Comparative perspectives. Garland studies in higher education. New York: Garland Publishing

Kendall, K.  (2002). Council on Social Work Education: Its Antecedents and First Twenty Years. Alexandria, VA: CSWE

Kendall, K.A. (2000). Social Work Education: Its Origins in Europe.  Alexandria, VA: CSWE.

Leighninger, L. (2000)  Creating A New Profession: The Beginnings of Social Work Education in the United States.  Alexandria, VA.

Reisch, M. and Jarman-Rode, L. (2000). AFuture of Social Work Education in the United States: Implications for Field Education@. Journal of Social Work Education, 36(2), 201-214.

Reynolds, B. C.  (1942).  Learning and teaching in the practice of social work.  Silver Spring, MD:  NASW Classic Edition 1985.

Issues in Higher Education

Banks, J.A., (2000). Multicultural Education: Issues and Perspectives,(4th ed.). San Francisco: Jossey-Bass.Barone, C., (2001) Technology Enhanced Teaching and Learning: Leading and Supporting theTransformation on Your Campus , Educause Leadership Strategies vol. 5.San Francisco:Jossey-Bass.

Becker, W.E. & Andrews, M.L. (2004). The scholarship of teaching and learning in higher education: Contributions of research universities. Bloomington, IN: Indiana University Press.

Boice, R. (1992).  The new faculty member:  Supporting and fostering professional development.  San Francisco:  Jossey-Bass.

Bonwell, C.C. & Eison, J.A.  (2000). Classroom San Francisco: Jossey-Bass Boyer, E.L. et al. (1994). The academic profession: An international perspective. Ewing, NJ: California/Princeton Fulfillment Services.

14

Bright, D.F. (2001).The Academic Deanship: Individual Careers and Institutional Roles. San Francisco:  Jossey-Bass.

Candy, P.C. (2001).  Self-direction for lifelong learning:  A comprehensive guide to theory and practice.  San Francisco:  Jossey-Bass.

Carey, A.K., (2000) Academic Departments: How They Work, How They Change. San Francisco:  Jossey-Bass. 

Chait, R. (2002). The Questions of Tenure. Cambridge: Harvard University Press.

Charles, R. (2006). Book review: Shut out: Low-income mothers and higher education in post-welfare America. Affilia 21(1), 108-109.

Cuyjet, M.J. (Ed.). (2006). African-American men in college. San Francisco:Jossey-Bass.

D’Andrea, V. & Gosling, D. (2005). Improving teaching and learning in higher education: A critical approach. United Kingdom. Open University Press.

Fink,L.D.  (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco:  Jossey-Bass.  Garcia, M. (Ed.). (2000). Succeeding in an academic career: A guide for faculty of color. Westport, CT: Greenwood Publishing.

Hayes, E.E., (2000). Handbook of Adult and Continuing Education, 2000 Edition. San Francisco, Jossey Bass.

Holub, T. (2003). Contract faculty in higher education. Washington, D.C.: Johnson, D.W., Johnson, R.T., & Smith, K.A., (2000) Cooperative Learning: Increasing College Faculty Instructional Productivity .  San Francisco:  Jossey-Bass.

Kaplan, W.A. & Lee, B.A. (1995). The law of higher education: A comprehensive guide to legal implications of administrative decision making. (3rd ed.). San Francisco: Jossey-Bass.

Leonardo, Z. (Ed.). (2005). Critical pedagogy and race. Malden, MA: Blackwell Publishing.

Nidiffer, J. & Bashaw, C. T. (2001). Women administrators in higher education: historical and contemporary perspectives. Ithaca, NY: State University of New York Press.

Newman, J. H.  (1959).  The idea of the university.  New York:  Doubleday. (original publication, 1852)

Powell, S. (Ed.). (2003). Special teaching in higher education: Successful strategies for access and inclusion. United Kingdom: Routledge Falmer.

Rank, M.G. & Hutchison, W.S. (2000). An analysis of leadership within the social work profession. Journal of Social Work Education 36(3), 487-502.

Stage, F.K., Muller, P.A., Kinzie, J., & Simmons, A. (2000). Creating Learning Centered

Classrooms.  What does learning Theory have to say?   San Francisco:  Jossey-Bass.Suarez-Orozco, M. (2007). Learning in the global era: International perspectives on globalization and education. Berkeley, CA: University of California Press.

15

Tisdell, E.J. (2003). Exploring spirituality and culture in adult and higher education. San Francisco: Jossey-Bass.

Valentine, D. P., et. al. (1998). Preparing Social Work Doctoral Students for Teaching: Report of a Survey. Journal of Social Work Education, 34(2), 273-282.

Weimer, M.  (2002). Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass.

Wulff, D. H. & Austin, A.E. (2004). Paths to the professoriate: Strategies for enriching the preparation of future faculty. San Francisco: Jossey-Bass.

 Zachary, L.J., (2000). The Mentor's Guide: Facilitating Effective Learning Relationships. San Francisco:  Jossey-Bass. THE CONTENT OF SOCIAL WORK EDUCATION

Angelo and Cross (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd Edition): Jossey-Bass.

Burnette, D., (1998). Teaching Qualitative Research: A Compendium of Model Syllabi. Washington, DC. CSWE.

Butler, B., & Elliott, D.  (1985).  Teaching and learning for practice.  Aldershot, Hants & Gower.

Calderwood, P. (2002, July). Toward a professional community for social justice. Paper presented at the Annual Conference of the National Association for Women in Catholic Higher Education, Santa Clara, CA.

Cole, B. S., & Lewis, R. G.  (1993).  Gatekeeping through termination of unsuitable social work students:  Legal issues and guidelines.  Journal of Social Work Education, 29(2).

Copeland, V.C., & Jackson, V., (1999). Approaches to Teaching Health Care in Social Work .  A Compendium of Model Syllabi. Washington DC. CSWE

Healy, L., Asamoah, Y., Hokenstad, M.C. (2003). Models of International Collaboration in Social Work Education.  Alexandria, VA. CSWE.

Jefferson-Smith, C., Gabriel, J., Lott, B., Hirano, M. (2000). Teaching Racial, Ethnic, and  Cultural Diversity: A Collection of Model Course Outlines . Washington D.C. CSWE.

Martin, J.I. & Hunter, S.  (2001). Lesbian, Gay, Bisexual, and Transgender Issues in Social Work: A Comprehensive Bibliography with Annotations.  Washington, DC. CSWE.

Ortiz, A.M. (2004). Addressing the unique needs of Latino American students: New Directions for student services, no. 105. San Francisco: Jossey-Bass.

Pardeck, J. T. (2002).  Knowledge, tasks and strategies for teaching about persons with disabilities:  Implications for social work education.  Journal of Social Work in Disability and Rehabilitation, 1(2), 53-72.

Reamer, F. C. (1994). The foundations of social work knowledge. New York: Columbia University Press.

Reamer, F.G. (2001). Ethics Education in Social Work. Washington, DC. CSWE.

16

Scharlack, A, Damron-Rodriguez, J., Robinson, B & Feldman, R. (2000). Educating social workers for an aging society: A vision for the 21st century. Journal of Social Work Education 41(3), 521-538.

Zlotnik, J.L. Harris Rome, S. & DePanfilis, D. (1998).  Educating for Child Welfare Practice: A Compendium of Model Syllabi.  Washington, DC. CSWE.

METHODS IN SOCIAL WORK EDUCATION

Bartsch, R. A., & Cobern, K. M. (2003).  Effectiveness of PowerPoint presentations in lectures.  Computers and Education 41(1), 77-87.

Bronstein, L. R., Berman-Rossi, T., & Winfield, B.  (2002). Beyond cultural specificity:  Teaching the impact of oppression on all clients’ lives. Journal of Progressive Human Services, 13(2), 43-59.Brookfield, S.D. (1987).  Developing critical thinking:  Challenging adults to explore alternative

ways of thinking and acting.  San Francisco:  Jossey-Bass.

Brookfield, S.D. (1990).  The skillful teacher:  On technique, trust, and responsiveness in the classroom.  San Francisco:  Jossey-Bass.

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Brookfield, S. D. (2000). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco: Jossey-Bass.

Brookfield, S. D. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. 2nd ed. San Francisco: Jossey-Bass.

Brown, G. & Atkins, M. (2002). Effective teaching in higher education. Alexandria, VA: Taylor & Francis Books.

Burgess & Taylor, I. (Eds.). (2004). Effective learning and teaching in social policy and social work. Routledge-Falmer.

Burgess, H (2004) Redesigning the curriculum for social work education: complexity, conformity, chaos, creativity. Social Work Education, 23(2), 163-183.

Carroll, J. & Ryan, J. (Eds.). (2005). Teaching international students: Improving learning for all. New York: Routledge.

Chism, N.V.N.,( 1992). Teaching for Diversity: New Directions for Teaching and Learning #49. San Francisco:  Jossey-Bass.

Conway-Turner, K., Kim, S., Sherif, B., & Woolfolk, T.  (2001). Diversity in families:  Exploration in effective pedagogy.  Journal of Teaching in Marriage and Family, 1(1), 15-26.

Cournoyer, B.R. & Stanley, M. J. (2002). The social work portfolio: Planning, assessing and documenting lifelong learning in a dynamic profession. Belmont, CA: Wadsworth. Cragg, R. (2004). Graduate teaching assistant’s handbook: Enhancing practicing in higher education. United Kingdom: Routledge-Falmer.

17

Deal, K. H. (2002).  Modifying field instructors’ supervisory approach using stage models of student development.  Journal of Teaching in Social Work, 22(3/4), 121-137.

Entwistle, N., & Entwistle, D. (2003).  Preparing for examinations:  The interplay of memorizing and understanding, and the development of knowledge objects.  Higher Education Research and Development, 22(1), 19-42.

Figueira-McDonough, J., Netting,F.E., & Nichols-Casebolt, N.  (1999). Integrating Gender in the Social Work Core Curriculum: A Compendium of Model Syllabi. Washington DC. CSWE.

Gagne, R. M.  (1985).  The conditions of learning (4th ed.).  Orlando:  Holt, Rinehart & Winston.

Gillani, B.B. (2003). Learning theories and the design of e-learning environments. Lanham, MD: University Press of America, Inc.

Goldstein, H.  (2001). Experiential Learning: A Foundation for Social Work Education and Practice. Washington, DC. CSWE.

Gross, P. E., Bass, B.L., & Franken, M. L.  (2001). The use of portfolios in family science.  Journal of Teaching in Marriage and Family, 1(1), 49-63.

Haynes, B. (2006). Online learning and teaching in higher education. United Kingdom: Open University Press.

Howard, M. O., McMillen, C. J., & Pollio, D. E. (2003).  Teaching evidence-based practice:  Toward a new paradigm for social work education.  Research on Social Work Practice, 13(2), 234-260.

Knight, C. (2001).  The skills of teaching social work practice in the generalist/foundation curriculum:  BSW and MSW student views.  Journal of Social Work Education, 37(3), 507-522.

Knowles, M.S. (1986).  Using learning contracts:  Practical approaches to individualizing and structuring learning.  San Francisco:  Jossey-Bass.

Kropf, N. P., Jackson-White, G., & Kurtz, P. D. (2002).  Preparing doctoral students for teaching:  A developmental support model.  Arête, 26(1), 1-11.

Lemieux, C. M. (2002).  Teaching for professional learning:  Peer review, self-evaluation, and the problem of grading.  Arête, 25(2), 58-70.

Lister, P., & Green, R.  (2002). Assessment methods in social work education:  A review of the literature.  Social Work Education, 21(2), 259-270.

Malinen, A. (2000). Towards the essence of adult experiental learning: A reading of the theories of Knowles, Mezirow, Revans and Schon. Finland: SoPhi Academic Press.

McCombs, B.L. (Ed.). (2005). Learner-centered principles: A framework for teaching. Mahwah, NJ: Lawrence Erlbaum Associates.

Meyers, C., & Jones, T.B. (1993).  Promoting active learning:  Strategies for the college classroom.  San Francisco:  Jossey-Bass.

Moore, S. E., & Collins, W. L. (2002).  A model for social work field practicums in African American churches.  Journal of Teaching in Social Work, 22(3/4), 171-188.

18

Morrison, G.R., Ross, S.M. & Kemp, J.E. (2003). Designing effective instruction (4th ed.). San Francisco: Jossey-Bass.

Noble, C. (2001).  Researching field practice in social work education:  Integration of theory and practice through the use of narratives.  Journal of Social Work, 1(3), 347-360.

Palloff, R.M. & Pratt, K. (2004). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Ritchart, R., (2002). Intellectual Character: What It Is, Why It Matters, and How to Get It            San Francisco, Jossey-Bass.

Roberts, T. L., Smith, L. A. (2002).  The illusion of inclusion:  An analysis of approaches to diversity within predominantly white schools of social work.  Journal of Teaching in Social Work, 22(3/4), 189-211.

Rosenblatt, P. C. (2001).  Teaching undergraduate family diversity courses.  Journal of Teaching in Marriage and Family, 1(1), 1-14.

Saltiel, I.M. (1998). The Power and Potential of Collaborative Learning Partnerships: New Directions for Adult and Continuing Education #79

Sedlacek, W.E. (2004). Beyond the big test: Non-cognitive assessment in higher education. San Francisco: Jossey-Bass.

Singelis, T. (1998).   Teaching about Culture, Ethnicity and Diversity.  Thousand Oaks, CA. Sage.

Sundet, P. A., & Kelly, M. J. (2002).  Legislative policy briefs:  Practical methodology in teaching policy practice.  Journal of Teaching in Social Work, 22(1/2), 49-60.

Thiagarajan, S. (2003)  Design Your Own Games and Activities: Thiagi's Templates for Performance Improvement. San Francisco: Pfeiffer.

Vodde, R., & Giddings, M. M. (2000).  The field system eco-map:  A tool for conceptualizing practicum experiences.  Journal of Teaching in Social Work, 20(3/4), 41-62.

Wolfer, T. A., Freeman, M. L., & Rhodes, R. (2001).  Developing and teaching an MSW capstone course using case methods of instruction.  Advances in Social Work, 2(2), 156-171.

Walvoord, B. E. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco: Jossey-Bass.

Weimer, M. (2002). Learner centered teaching: Five key changes to practice. Hoboken, NJ: Wiley & Sons, Publishing.

Technology Bates, A.W. & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco: Jossey-Bass.

Christensen, R., & Knezek, G. (2001).  Instruments for assessing the impact of technology in education.  Computers in the Schools, 18(2/3), 5-25.

Conrad, R. & Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. Hoboken, NJ: Wiley Publishing.

19

Faria, G., & Perry-Burney, G. (2002).  A technology-based MSW program.  Journal of Teaching in Social Work, 22(3/4), 155-169.

Hawkins, B.H. (2002). Technology Everywhere: A Campus Agenda for Educating and Managing Workers in the Digital Age, Educause Leadership Strategies, Volume 6. San Francisco, Jossey Bass.

Kleinpeter, C. H., & Potts, M. K. (2000).  Distance education:  Teaching practice methods using interactive television.  Professional Development, 3(3), 37-43.

Palloff, R.M. & Pratt, K. (1999)  Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom  San Francisco:  Jossey-Bass.

Spector, J. M. & de la Teja, I. (2001). Competencies for online teaching. New York

Thurston, & Cauble, L. P. (1999).  Using interactive multimedia to build child welfare competencies in social workers.  Journal of Research on Computing in Education, 32(2), 298-307.

Weigel, V.B. (2001). Deep learning for a digital age: Technology’s untapped potential to enrich higher education. San Francisco: Jossey-Bass.

Adult Learning

Brookfield, S.D. (1991) Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting.  San Francisco. CA. Jossey-Bass

Brookfield, S.D. (1991).  Understanding and facilitating adult learning:  A comprehensive analysis of principles and effective practices.  San Francisco:  Jossey-Bass.

Brookfield, S. D. (2004). The power of critical theory: Liberating adult learning and teaching. San Francisco: Jossey-Bass.

Cross, K. P.  (1992).  Adults as learners: Increasing participation and facilitating learning.  San Francisco:  Jossey Bass.

Merriam, S. B., (1998). Learning in Adulthood: A Comprehensive Guide, 2nd Edition. San Francisco:  Jossey-Bass.

Knowles, M.S. (1989).  The making of an adult educator:  An autobiographical journey.  San Francisco:  Jossey-Bass.

Tennant, M., & Pogson, P. (1995).  Learning and change in the adult years:  A developmental perspective.  San Francisco:  Jossey-Bass.