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Diversity, Equity, and Inclusion in Social Work Education: Faculty Perspective and Preparedness
Get PDFSocial work educators bring their lived experience to the classroom, including aspects of intersectionality. Consequently, faculty are faced with the challenge of facilitating classroom learning amidst the complex dynamic of student intersectionality and their own. When factors such as diversity, inclusion, and matters of social justice enter the classroom, discourse requires a skilled faculty member who can facilitate these topics simultaneously with course curriculum. This Banded Dissertation addresses diversity, equity, and inclusion in social work curriculum through its three scholarly Products. The first Product, a conceptual paper offers a framework that asserts elements of Community of Inquiry (CoI) can be implemented in face-to-face classrooms where learning is purposive, shared, and personal meaning is developed. Additionally, intersectionality, an element of Critical Race Theory (CRT) combined with CoI illustrates the complex nature of diversity found in learning environments. Product two, a qualitative study of thirteen undergraduate social work faculty, explored perspectives on teaching diversity content in their programs. Data reveal faculty have an ardent desire to connect with and do their best for students’ learning, acknowledge intersectionality in the classroom, and facilitate discussions centered on diversity. The third and final Product of this banded dissertation is a presentation of the conceptual paper at the International Lilly Conference
Supervision is on the Map: Exploring Effective Supervision, Deliberate Practice Principles, and the Supervision Training Activities of Post-Licensure Psychologists
No full textIn the field of psychology, providing quality supervision is important because inadequate supervision can be detrimental to trainee development (Ellis et al., 2014). Without conscious consideration of their ability to supervise, supervisors may provide supervision that is ineffective or even harmful (Ellis et al., 2014, 2017) and 85-90% of psychologists will act as a clinical supervisor at some point in their career (Ronnestad et al., 1997). The potential stagnation of supervisor development may be concerning given that most psychologists believe they are improving over time, despite evidence suggesting as much (Miller et al., 2020; Orlinsky & Ronnestad, 2005). Deliberate practice has been described as the “gold standard” for developing expertise across a variety of fields (Ericsson et al., 1993; Ericsson et al., 2007; Ericsson & Pool, 2017), including psychotherapy (Rousmaniere, 2017; Rousmaniere et al., 2017; Miller et al., 2020). Rousmaniere and colleagues (2017) suggest that supervisory skill could be developed through deliberate practice, but the research is still nascent. The intersection of deliberate practice principles and supervisor training activities of nine licensed psychologist supervisors was analyzed using Reflexive Thematic Analysis. The researcher’s analysis suggested that participants actively worked toward improving their supervisory skill, engaged in reflection to identify potential areas for growth, sought out experts in supervision, and used feedback to inform decision making in relation to supervision training. These processes aligned with purposeful practice, a goal-oriented approach to learning and skill development, which included components of deliberate practice but did not include elements such as training specific supervisory skills and having intentionality about tracking their development over time
Theology Night Live!: Liberation Theology and the Common Good
No full textTheology Night Live is a series of presentations and discussions on timely theological topics. This TNL will be offered by Dr. Ry Siggelkow and his students in the Common Good Scholars Program. The Common Good Scholars Program (CGSP) is uniquely designed for students seeking to connect faith and scholarship with action for social justice and the common good. Through a guided sequence of courses taken as a cohort over two years, students will study liberation theology, Christian ethics, and Catholic social thought. In addition, they will have the opportunity to study abroad.
The CGSP aims to provide a space for students to engage in deep conversation about contemporary social issues within the context of community. Drawing from theological traditions that have emerged out of historical struggles for freedom, CGSP courses focus on Black & womanist theology, Latin American theology, minjung theology, along with many other critical traditions.
Students enrolled in the Emerging Scholars Living Learning Community (LLC) may apply to join the CGSP during their first semester. Many students will already be completing the first course (THEO 100: Foundations) with faculty associated with the LLC. Students not enrolled in the Emerging Scholars LLC are also invited to join the CGSP. Entering the program in the second semester of their first year, a cohort of students will participate in the sequence of courses both on campus and abroad. In addition, the Scholars have access to a designated study space in JRC 142