Summary

It is well known that social work students enter the profession with higher scores of adverse childhood experiences (ACE). Add to that the fact that COVID-19 has forced higher education institutions to shift to online teaching and learning where students, faculty and field educators in social work education have reported increased stressors as well as posing challenges in developing relationships with students, and being able to identify mental health challenges including those related to trauma. This multi-institutional project included three Canadian post-secondary institutions at five sites (University of Waterloo, University of Calgary [Calgary, Edmonton, Lethbridge], University of Manitoba) and partners; Desire To Learn (D2L), The Centre for Teaching Excellence at the University of Waterloo and the Taylor Institute for Teaching and Learning. A sequential mixed method research design was used. Survey data was collected from students, faculty and field education staff from the 3 universities using the Qualtrics Insight Platform, followed by virtual focus group data with students to provide greater clarity to the quantitative data. Survey data was analyzed using SPSS software while focus group data was transcribed verbatim and organized with N-Vivo 12. Thematic analysis used line-by-line coding and constant comparative methods within and across focus groups. The following three objectives of the study were achieved: 1) Establish a Canadian baseline on trauma informed pedagogy and student experiences of trauma informed teaching in the online higher education environment during a pandemic; 2) Identify and document educator and student experiences of online learning regarding the ability to process trauma experiences; and, 3) Transfer the findings into a trauma informed pedagogical model for Social Work as a first step toward developing a universal trauma informed teaching model. The trauma informed pedagogy model will be presented in relation to the study findings.

Keywords (separate with commas)

trauma informed pedagogy (TIP); social work; mental health; online education 

Summary

During the COVID-19 pandemic, it became clear that traditional grading approaches highlighted inequalities and left those students with economic and medical privilege in a position to achieve better grades simply because of the resources available to them. This clarity has underscored the empirically supported bias—conscious or unconscious—in traditional grading (Malouff, 2008; Malouff, 2010; Malouff, Stein, Bothma, Coulter, & Emmerton, 2014; Malouff & Thorsteinsson, 2016)  Historically, alternative grading’s approach is grounded in the works of DuBois, hooks and Freire where faculty no longer deposit knowledge into the student but rather asks educators to focus on problem solving education and an emphasis on mutual humanity rather than faculty as expert (Freire, 1970, Micheletti, 2010). Grading in higher education is driven by various (and often, competing) instructor goals including providing feedback to students, engaging and motivating students, and evaluating learning. But much of the research on grading suggests that we are not achieving these goals with our current grading practices; in fact, grading may inhibit the kind of pedagogical practices that could create a more effective and engaging classroom learning environment (Schinske & Tanner, 2014).  Alternative grading practices (including ungrading, Blum, 2020) requires instructors to reevaluate their pedagogies and redesign their courses resulting in more inclusive/equitable outcomes for students—and more rewarding experiences for instructors (Stommel, 2020). Consistent with this critical reevaluation, the presenters will highlight one way that alternative grading has been utilized in their classroom. Research data about the students’ learning experience with this approach will also be shared.

Keywords (separate with commas)

Alternative grading, Grading inequities, social work education

Summary

This paper addresses a relational conceptualization of social exclusion and social inclusion, and their association with essential undocumented workers in jobs that have high levels of risk during and after the pandemic – agriculture production, meat packing processing, and nursing homes. COVID-19 has exposed the systemic undervaluing of work that is now clearly understood to be essential for societal survival. These industries are identified as part of the critical infrastructure workforce necessary to protect communities, and to ensure the continuity of functions critical to public health and safety, as well as economic and national security globally (DHS, 2020). Discussion includes narratives about these industries, their lack of necessary protection for immigrant workers, and the implications for social work practice and development. This paper is a call to action for social workers to construct social inclusion strategies working collaboratively with government, public and private sectors to promote respect, dignity, and the human rights of essential workers. Immigration policy solutions occur when there is a global public will to respect diversity through social inclusion processes and actions. Case illustrations demonstrate social inclusion strategies that allow undocumented essential workers to part of the social fabric. Governments need to redress financial relief, and a legal status for essential workers.  Employers need to promote better working conditions, a steady labor force, a consistent living wage, and workmen’s compensation such as sick days, access, and availability to healthcare. These social inclusion measures can be done through a government, employer, employee partnerships to promote equitable economic and health justice. This paper is a call to action to reconstruct U.S. immigration policies and allow undocumented essential workers to come out of the shadows and become visible as part of the social fabric. Social workers must continue to advocate for a legal status, a pathway to citizenship, for essential workers. 

Keywords (separate with commas)

Social exclusion, social inclusion, essential undocumented workers, COVID 19, collaboration, government, public and private sectors. 

Summary

The prolonged COVID-19 pandemic forced many universities to switch their graduate academic programs to remote delivery. The presenters outline the institutional steps taken to transform course delivery of the existing Master of Social Work for Working Professionals program (MSWwp) from an in-person to an online delivery model. The MSWwp program replicated the inclusivity, accessibility, and the accreditation standards evident within the on-campus MSW program which was reflected in the positive overwhelming response of increased enrolment to the MSWwp program.\ \ The authors of this paper conducted an extensive pedagogical review of the literature in which they highlighted how existing online Master of Social Work programs deliver their curriculum while showcasing the similarities, differences, and the uniqueness of the MSWwp program at the University of Windsor. The authors employed an exploratory lens by engaging faculty, staff, and students within the MSWwp program to highlight the lessons learned from their involvement in this transformative and inclusive process.Results from this transformation discuss the integration of the virtual academic structure, instructors training during the pandemic, technological assistance provided, and students’ satisfaction with their remote learning experience. The authors also openly share the lessons learned from this progressive transformation to remote learning by the School of Social Work faculty and staff including insights from the School’s Director, the MSWwp Program’s Academic and Field Co-ordinators.This a first of its kind step-by-step model that outlines the successful transformation of a graduate social work program in Canada from in-person to online delivery. This unique account is manifested in the inclusive lessons experienced by faculty, staff, and students at the MSWwp program who enthusiastically worked to ensure the transformation to remote learning was successful and undisturbed by the global COVID-19 pandemic while maintaining the existing culture of the program within the larger institution.

Keywords (separate with commas)

Synchronous, Asynchronous, Lessons, Social Work, Transforming, Working Professionals, Remote Learning.