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Suggestions for utilizing the 2008 EPAS in CSWE-accredited baccalaureate and masters curriculums—reflections from the field, part 2: the implicit curriculum
- Authors:
- PETRACCHI Helen E., ZASTROW Charles
- Journal article citation:
- Journal of Teaching in Social Work, 30(4), October 2010, pp.357-366.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In 2008 in the United States, the Council on Social Work Education issued new guidelines for Educational Policy and Accreditation Standards (EPAS). This article is the second of two discussing these guidelines. Part 1 summarised an approach to identifying and sequencing tasks for developing an educational programme with assessment of the explicit curriculum requirements of 2008 EPAS for the classroom as well as field. It also presented instruments believed to be useful in assessing programme performance. This article focuses on the requirements and assessment of the implicit curriculum. It describes how the 2008 EPAS moved the focus of assessment for accreditation from the evaluation of programme objectives to assessment of educational outcomes and student achievement of practice competencies. Because major accreditation challenges for social work programmes derive from the 2008 EPAS, the article continues the discussion of a model for sequencing accreditation tasks.
Suggestions for utilizing the 2008 EPAS in CSWE-accredited baccalaureate and masters curriculums - reflections from the field, part 1: the explicit curriculum
- Authors:
- PETRACCHI Helen E., ZASTROW Charles
- Journal article citation:
- Journal of Teaching in Social Work, 30(2), April 2010, pp.125-146.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In 2008, the US Council on Social Work Education (CSWE) issued new guidelines for Educational Policy and Accreditation Standards (EPAS), shifting the focus of assessment from the evaluation of the programme objectives to assessment of educational outcomes and student achievement of practice competencies. Part one of a two-part series presenting a model for sequencing curriculum accreditation tasks involved in developing or reaffirming an accredited social work programme, this article explores the explicit curriculum requirements of 2008 EPAS, including multiple measures to assess the extent to which students are achieving practice behaviours as indicators of core social work competencies.
Utilizing actors to simulate clients in social work student role plays: does this approach have a place in social work education
- Authors:
- PETRACCHI Helen E., COLLINS Kathryn S.
- Journal article citation:
- Journal of Teaching in Social Work, 26(1/2), 2006, pp.223-233.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The social work education literature contains limited discussion of the use of role play in the classroom. This article discusses the logistics of recruiting and utilizing professionally-trained actors to simulate clients in social work role plays. Promising results from assessments of BSW and MSW students with actor-simulated clients are presented. Students described their experiences with the actor-simulated clients in very positive terms. These responses did not statistically vary by program, age, gender, or race. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
A comparison of live instruction and interactive televised teaching: a 2-year assessment of teaching an MSW research methods course
- Authors:
- PETRACCHI Helen E., PATCHNER Michael A.
- Journal article citation:
- Research on Social Work Practice, 11(1), January 2001, pp.108-117.
- Publisher:
- Sage
This study evaluates the performance and experiences of distance learning students enrolled in a graduate-level foundation social work research methods course in the U.S.A. Students who received face-to-face instruction in a media-readied classroom on the main campus of the university were compared with their remote classmates who simultaneously received course instruction at a regional campus via interactive television (ITV). Students' performance in the course was evaluated. In addition, students' attitudes toward distance education as well as their experiences in this course were assessed and compared. The findings illustrate there were no statistically significant differences in students' performance or attitudes and only minor differences in the assessment of their experiences in the course. With no statistically significant differences found in students' performance or experiences, ITV appears to be a viable technological option for schools of social work to deliver research methods courses.
An assessment of service learning in a university living-learning community: implications for community engagement
- Authors:
- PETRACCHI Helen E., et al
- Journal article citation:
- Journal of Community Practice, 18(2-3), April 2010, pp.252-266.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philapelphia, USA
Since 2006, 3 cohorts of students lived together on the Civic Engagement and Service-Learning (CESL) floor of a residence hall at a large mid-Atlantic university. The students volunteered to live with one another while concurrently enrolled in social work service-learning courses. This article describes the development and implementation of the CESL floor, and assesses its impact on both student development and institutional goals. Focus groups involving 32 CESL students considered the students’ experiences with service learning and the development of a community on the CESL floor. In addition, a pre-test/post-test questionnaire was completed by 22 CESL students. The findings are used to consider the impact of the CESL residential learning experience on CESL students’ perceptions about academics and career preparation, sense of self-efficacy, interest in civic engagement, perceptions about the broader community, and general attitudes about service learning as a pedagogical approach.
Distance education: what do our students tell us?
- Author:
- PETRACCHI Helen E.
- Journal article citation:
- Research on Social Work Practice, 10(3), May 2000, pp.362-376.
- Publisher:
- Sage
Given the rapid growth of distance education in social work, there is need to evaluate contemporary efforts in schools of social work, including multisite assessments of distance learning. This article reports multisite data addressing the question of how students enrolled in distance learning courses at two urban campuses in the U.S.A. perceive their learning experiences. Students' responses were received from voluntarily submitted survey questionnaires querying students regarding their experiences with the technology used in their course, their learning environment, the instructor's teaching skills, and perceived resource availability. Concludes that opinions of remote student respondents suggest positive learning experiences are had by students in schools of social work, particularly as they experienced these two deliver formats.
Student performance in three classroom settings: an evaluation of distance education
- Authors:
- PETRACCHI Helen E., PATCHNER Michael A.
- Journal article citation:
- Journal of Teaching in Social Work, 21(3/4), 2001, pp.27-36.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This study evaluated the effectiveness of interactive television in teaching an MSW foundation research methods course. Specifically, the performance of distant students who received instruction via interactive television was compared with the performance of their peers who received simultaneous face-to-face instruction in an interactive television classroom on-campus and with students who took the course in a traditional classroom. this retrospective analysis of student performance, spanning a four-year period, found that students performed comparably regardless of the setting for the course. The three groups of students studied did not differ statistically on their combined midterm/final examinination test scores, the required course paper, or final course grades.