TEACHING PHILOSOPHY

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My philosophical framework of pedagogy derives from David Bohm’s theory of fragmentation and wholeness. Bohm (1980) described fragmentation and wholeness as when one thinks of totality as independent fragments coherently and harmoniously (those fragments) in an overall whole will eventually gain clarity to the big picture. The profession of social work tends to be fragmented into many roles with little resources. My approach to fragmentation and wholeness encourages students to creatively weave various professional strategies to practice as resourceful and impactful social workers. I believe that my teaching style is a science, art form, and a passion (East & Chambers, 2007). 

My teaching strategy centers on providing opportunities for students to gain the skills to become impactful social work practitioners by using experiential learning tools. I believe that students learn best when they are presented with creative tools to synthesize classroom skills into real-world practice. In every class I teach, I communicate my passion for learning by acknowledging there is no consistent blueprint for teaching or practice, rather I provide a learning environment that stimulates critical thinking and problem solving with small group activities, discussion questions, creativity, and using a seminar-style approach. Integration of a range of strategies to build the skills necessary to become a social work practitioner prepares students for a profession that is often unpredictable, messy, and engaged with complex social issues. 

 

To facilitate an on-going learning environment, I create a climate that values diversity and also recognizes the student’s experience. I see students as the drivers of their education and partners in the learning process, bringing valuable knowledge and lived experience to share with their peers and the professor (Freire, 1970). I offer hands-on learning experiences such as an innovative gardening project to teach students about food policies and environmental sustainability. This project consisted of an indoor aeroponic garden which grows produce regardless of winter weather conditions. To foster creativity and opening the mind to out of the box solutions and ways of looking at the world, I created an art project to involve students in mending their individuality to generate a canvas tile mural for my diversity class. 

I recognize that there are various styles of learning. Fleming & Mills (1992) created a VARK learning style framework that presumes that students learn in various methods consisting of visual, auditory, read/write, and kinesthetic styles. One method I use to help students identify their styles of learning is through self-reflection. This approach helps students feel they also have some control of their education and a sense of responsibility for their learning. This strategy helps to increase self-awareness and ability to consider how their own values and experiences can apply to social work practice. I accomplish this by using reflection papers. I also encourage students to record their experiences in a journal. I created an assignment that allowed students the opportunity to consider themselves two years in the future as an MSW and write a letter of advice to themselves in their current selves as MSW students. Students valued this assignment and expressed how it gave them much insight about how to visualize the purpose of their graduate education. I bring a wealth of practice and life experience to teaching and believe my students do as well. Therefore, forming a learning partnership that places value and responsibility on the teacher and student that is cooperative and respectful supports a co-construction of knowledge and skill building.

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COURSES TAUGHT AT UNIVERSITY OF TEXAS AT ARLINGTON

 

SOCW 3303 Social Welfare Policy and Services

Examines how social goals are met by social welfare institutions. Conceptual schemes are developed for analyzing the structure of social welfare institutions and evaluating social welfare sub-systems. The social work profession is also examined in the context of the evolution and function of the contemporary American social welfare system.

 

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SOCW 3317Human Behavior and Diverse Populations

Introduction to theoretical, practical, and policy issues related to race, ethnicity, and women. Historical, political, and socioeconomic forces are examined that maintain racist and sexist values, attitudes, and behaviors in society and all levels of organizational behavior.

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SOCW 5303 Foundations of Social Policy

Social Welfare Policy and Services examines how social goals are met by social welfare institutions. Conceptual schemes are developed for analyzing the structure of social welfare institutions and evaluating social welfare sub-systems. The social work profession is examined in the context of the evolution and function of the contemporary American social welfare system. This course introduces social welfare policy as a central concern of the social wok profession. Presented are the theory, philosophy, and research bases of social policies and programs in the United States including comparison to other nations. The policy making process, policy analysis from multiple analytic frameworks, and implications of policy for program design and service delivery are discussed. The course will help the student identify evolving politico-socio-cultural and economic bases of social welfare and social and economic justice. Policies in the areas of aging, family and child welfare, health, and poverty and public welfare may be drawn upon for purposes of illustration and example. The history of social welfare is considered and its influence on the development of the social work profession is analyzed. Key policy practice competencies such as advocacy, policy and program evaluation and political action are emphasized.

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SOCW 5306 Generalist Macro Practice

Examines generalist community and administrative practice roles, the perspectives of strengths, empowerment, evidence-based practice, and global practice along with the values of social justice, diversity, and participation. Specific attention is given to assessing community assets and needs.

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SOCW 5313 Research and Evaluation II

This course is designed to provide students with an understanding of and ability to analyze, monitor, and evaluate evidence informed interventions and human service programs. In this course quantitative and qualitative research methods and approaches are applied to the scientific and ethical evaluation of evidence informed interventions and human service programs. Research skills and knowledge are presented from the perspective of promoting diversity and social and economic justice in the evaluation of social work.

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SOCW 5316 Stress, Crisis, and Coping 

The impact of specific crises on individuals and families will be examined. Typical crises will include life-threatening illness, trauma, physical and mental disability, and death. Assessment and evaluation of an individual's coping ability and appropriate strategies for social work interventions will be studied.

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SOCW 5320 Advanced Administrative Practice

Focuses on selected topics, issues, and skills for effective social work administration. Content includes leadership, worker motivation, resource development, interagency relations and managing conflict and diversity in a climate of scarce resources.

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SOCW 5363 Social Policy for Children and Youth

Examination of current policies, programs, and practices. Attention given to new perspectives on the delivery system and staffing in child welfare and social work with children and youth. Through analysis and research, students are provided knowledge for more effective practice with children and youth.

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SOCW 5395 MSW Integrative Seminar 

Focuses on issues and aspects of practice of broad concern to the profession of social work. Faculty members serve as consultants and resource persons to seminar members. Required of all non-thesis students in their final semester of coursework. Grade of C or better must be earned in this seminar to pass. If this requirement is not met, the student must repeat the course. Milestone: all courses have been taken for the degree except those left in the last semester, including this course.

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