Writing about inclusive & trauma-informed online education, training, and faculty development.
30+ articles, book chapters, conference papers, and blog posts.
A model for training social work educators in online teaching is outlined that focuses on pedagogy, technology, and social work values. Columbia University School of Social Work’s Online Campus provides a five-week Institute on Pedagogy and Technology for Online Courses for prospective social work instructors.
During the COVID-19 Pandemic, Columbia University's School of Social Work created a webinar series to support faculty who had to quickly transition to online teaching without prior e-learning experience. The award-winning series was freely open to all faculty anywhere, and shared the School's expertise from running a high quality online master's degree program and intensive online faculty training institute. This article describes the series' goals, planning, logistics, sessions, and impact.
Skilled technical support is essential to enable webinars, synchronous online classes, and other live online events to run smoothly. This article shares an example of an interactive online training program that develops the technical skills and expertise needed to support live online events hosted on web conferencing platforms.
Through an application of transformative learning theory and principles of liberatory education to a case study, we hope to contribute to an emerging dialogue around best practices in addressing microaggressions and acts of oppression in online learning environments.
The purpose of this article is to provide social work educators with a practical, theory-informed approach that supports an unexpected switch to crisis teaching in times of extended crisis, to maintain quality education, and move toward best practices gleaned from trauma-informed approaches. We describe theoretical frameworks that can inform educational practices and decision making in times of disruption. Then we offer trauma-informed teaching and learning principles and technology-mediated strategies for best practices in crisis course design and delivery. We share practical strategies for the delivery of social work education that are especially needed in times of disruption.
*Chosen by the JSWE Editorial Advisory Board out of all articles published in 2021 as the JSWE Best Conceptual Article of Volume 57
In this essay, we reflect on our individualized experiences as adjunct faculty, one teaching during the first semester of the pandemic in March-May and the other teaching during the second semester of the pandemic in May-July. Because of the collective trauma and distress of the pandemic, we gained a new perspective on a practice we believed in -- we reconceptualized TITL practices as much more fundamental to teaching, both now and in the long term.
BELL launched a blended learning training for the tutoring staff working in its summer program in 2008, and won Training Magazine’s Blended Learning and Performance Project of the Year. The e-learning from that blended learning training is discussed in this paper.
The organization trained over 800 instructional staff and their managers in all five regions using the new blended training format. BELL's example demonstrates the worth of allocating significant time up front to set clear goals, establishes ways to measure effectiveness, develops internal expertise about e-learning design, and plans how to meet anticipated learner and stakeholder needs.
As administrators in social work programs, both authors have hired and trained social workers to serve as adjuncts in bachelor’s and master’s social work programs in different geographical areas of the U.S. However, in these roles, we have noted that many social workers interested in becoming adjunct instructors often do not know how to start the process or what is needed. This article aims to provide practical information for social work practitioners about how to become and serve as adjunct instructors for a social work education program. Free view-only link: https://rdcu.be/dbjws