As life expectancy in the United States continues to increase, there is a need to enhance interest and competency in working with older adults. There have been efforts to do so in recent years, but research indicates that there are barriers, such as lack of awareness and negative perceptions of aging. This qualitative study examines the experiences of eight students who are pursuing or recently completed an interdisciplinary certificate focused on working with older adults. Personal experience is a strong motivator for professional interest in the older adult population. Students value interdisciplinary education on older adults, citing the opportunity to learn with those in different majors as an asset. Making students aware of course offerings on older adults is cited as a significant need. Suggestions for improving and promoting an interdisciplinary certificate on older adults have implications for strengthening the workforce to care for aging Americans, as well as faculty who want to design and implement certificate programs in higher education generally.
Tag: social work
The Role of Educators in Preparing the Confident Graduate Student
With large numbers of non-BSW graduates gravitating toward MSW programs of study, BSWs must demonstrate their ability to handle the rigor of graduate school in order to remain competitive in the classroom and field. This study utilized an online survey of MSW students (N=107) from four different universities to examine how well students believe their particular undergraduate degree program prepared them to meet the academic demands of the MSW programs. Bivariate and multivariate analyses were performed and results indicate BSW graduates feel more prepared than non-BSWs to complete their MSW program. The exception for BSWs was found in areas of research and statistics when compared specifically to those with psychology bachelor degrees.
Arts Across the Disciplines: Using the Voices of the Oppressed and Vulnerable to Inspire Analytical Thinking in the Human Services Curricula
This paper addresses how professors in a Social Work and Human Services Program in the Southeastern United States include voices of the oppressed and vulnerable through art forms to develop analytical thinking to prepare human service practitioners. This pedagogical practice is based on Gardner’s discussion of Multiple Intelligences. The authors also offer examples, discuss outcome measures for each, cite student responses, and provide considerations for inclusion in course work. This article is focused on human services curricula, such as social work, psychology, clinical psychology, and counseling, but the concepts can be used in a variety of human services professional education settings.
Strengthening Field Education: An Integrated Model for Signature Pedagogy in Social Work
Disciplines that incorporate field education into their curriculum face similar challenges around fidelity and tracking of the integration of course work, field learning, and attainment of educational competencies. In social work curriculum, field education is identified as its signature pedagogy (CSWE, 2015), underscoring the importance of in-vivo learning. In this paper, the author’s explore challenges associated with integration and assessment of competencies reflective of signature pedagogical principles through a social work lens. The authors propose a model for upholding field education as signature pedagogy through a combination of utilizing a faculty field liaison, housing field education within a course, and by instituting a comprehensive field education learning plan. While specific to social work, the model may generalize to other disciplines struggling to uphold quality in clinical and field education experiences.
Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession
A service learning project was used to encourage social work student engagement with older adults, support a community need, and meet the course objectives, one being conducting a social work assessment. Paired with an older adult resident, students applied theoretical concepts to a practice experience to meet student learning outcomes and expand comfort levels. Fourteen students participated in the convergent-mixed methods study. Assessment scales regarding bias and knowledge were administered and written reflections were recorded. Findings suggest students experienced deeper learning from applying theory and skills and had a positive shift in perspectives of older adults through the service-learning experience.