Self-care is receiving increased emphasis in the NASW Code of Ethics, and while social work programs may teach about self-care, it has yet to be embedded in the curriculum. This paper examines the idea of self-care being taught using an embodied framework and integrated throughout social work education programs. Research examining social work…

Grounded in a framework of high-impact educational practices, this article offers a model for incorporating Community Based Participatory Action Research (CBPR) into the social work graduate curriculum. The authors review the history of CBPR in social work and social work education and identify challenges and gaps when CBPR has been used in…

The Community of Inquiry (CoI) framework, a research-based seminal work, provides a structure for integrating a collaborative constructivist approach in course design, implementation, and evaluation. The CoI framework suggests that by fostering three essential elements -- social presence, cognitive presence, and teaching presence -- a community of…

This article provides a prospective model syllabus for graduate-level social work courses exploring the interactions between social work and race--both historical and present, both productive and problematic--and makes an argument for this subject matter's relevance for a course to be implemented in the graduate-level curriculum of social work…

There has been a rapid increase in the number of online MSW programs in the past decade without a commensurate body of literature on their administration. This article acquaints MSW program faculty and administrators with quality assurance rubrics, which are research-informed tools intended for use by distance education providers to develop,…

This article discusses the course design and strategies for a graduate-level Spanish social work practice course developed by faculty at a southern California MSW program. The primary focus of the course is to develop and improve clinical and professional vocabulary and, in the process, increase cultural knowledge and understanding. An overview of…

Systematic inquiry is an inherent part of social work practice. Despite this fact, social work students and practitioners continue to view research as difficult, intimidating and irrelevant. This disconnect is compounded by a lack of rigorous study on how best to teach research concepts to social work students. One way to bridge this gap is to…

Faculty and students evaluate the curriculum design and delivery of a synchronous online PhD program in social work that prepares scholar-practitioners in social work research, education, and organizational practice. The designers envision a collaborative community of scholars and leaders nurtured by a cohort-based, sequenced curriculum, and…

The online environment challenges social work educators in their approach to developing students' cultural awareness and culturally competent skills. To develop student competencies, it is important for accredited social work programs to consider both their explicit and implicit curricula. Although research has focused on the influence of…

Social work educators often teach students clinical knowledge within a university classroom, whereas students tend to learn clinical practice through their practicum experiences. This article describes data from a cross-sectional, mixed-method study on one way to effectively bridge the gap between teaching clinical knowledge and practice to…