A Faculty Development Institute (FDI) is 3 hours in length.
- It is a preconference workshop in which individuals with special expertise share information for the purpose of enhancing the knowledge and skills of social work educators.
- It focuses on topics in social work education with a broad appeal and merits a 3-hour allotment of time for the development of knowledge and skills.
2012 APM Offerings
Friday, November 9
Morning Sessions—9:00 am–12:00 pm
A. Cyberbullying the Professoriate: Protecting Your Academic Reputation in the Digital Age
Anonymous rating services—including Ratemyprofessor.com, Pickaprof.com, and Studentdude.com—have placed faculty members at risk for cyberbullying. This workshop will discuss cyberbullying of faculty members, educating students about the appropriate use of communication technology, and reducing faculty risk for online harassment and defamation.
Janet Marie Joiner, Wayne State University
B. Designing Objective Structured Clinical Examinations (OSCE) to Assess Social Work Student Competencies
Social work educators need standardized, valid, and reliable methods for assessment of students’ practice competence. This FDI will provide an overview of OSCE methodology; examine issues of reliability and validity; and offer pragmatic guidelines for adapting, designing, implementing, and testing of OSCEs for social work.
Barbara Johnson, Azusa Pacific University
Mary Rawlings, Azusa Pacific University
Marion Bogo, University of Toronto
Ellen Katz, University of Toronto
C. Social Work Faculty Writing Groups: How to Encourage and Support Productivity
Social work faculty members perform scholarly writing responsibilities amidst competing duties. This presentation describes the use of writing groups to facilitate initiation and completion of writing projects. Group norms, practices to increase writing frequency, and navigation of conflicts with teaching and service will be shared.
Ronald Rooney, University of Minnesota–Twin Cities
Nancy Rodenborg, Augsburg College
Catherine Marrs Fuchsel, St. Catherine University and University of Saint Thomas Collaborative
Colleen Fisher, University of Minnesota–Twin Cities
Pa Der Vang, St. Catherine University and University of Saint Thomas Collaborative
Afternoon Sessions—1:30 am–4:30 pm
D. Increasing the Educational Capital of Disadvantaged Students Through Focused Writing Intervention
Participants will consider issues of social justice as related to writing deficits observed in student work. Using a typology of common writing problems, participants will classify errors and identify remediation pedagogies. Participants will differentiate requirements of professional and academic writing for teaching critical thinking and building professional voice.
Denise E. Dedman, University of Michigan–Flint
Hannah B. Furrow, University of Michigan–Flint
E. Learning Through Writing: Critical Thinking Exercises
Critical thinking is both a necessary skill for successful social work practice and an EPAS core competency. This workshop demonstrates a pedagogical method using writing exercises to facilitate critical thinking about core constructs of course content. How this method has greatly enhanced student learning in HBSE will be shown.
Terri Combs-Orme, University of Tennessee at Knoxville
Donna J. Cherry, East Tennessee State University
Tess Lefmann, University of Tennessee at Knoxville
F. A Web-Based Degree Program Connecting Social Work Education and Clinical Practice
Striving to increase the number of online, hybrid, and technology-enhanced courses, this presentation will detail four stages in designing online, hybrid, or technology- enhanced social work courses: (1) conceptualization, (2) creation, (3) implementation, and (4) assessment.
Rhonda Patrick, University of Houston