2018 JSWE Awards

Best Reviewer

Congratulations to Barbra Teater (College of Staten Island, City University of New York), who has been selected as the Journal of Social Work Education (JSWE) Best Reviewer of 2018! Each year, the recipients of the Best Reviewer awards are selected by the JSWE Editorial Advisory Board to recognize manuscript reviewers who have demonstrated exceptional service in responsiveness to requests for review, timeliness in submitting completed reviews, and quality of written reviews. Dr. Teater will be honored at the Membership Meeting at the CSWE 2018 Annual Program Meeting, Friday, November 9, at 5:30 pm in Orlando, FL. The Best Reviewer Award is sponsored this year by the University of Utah.

CSWE and the JSWE Editorial Advisory Board would like to thank all the dedicated professionals who generously donate their time and expertise to review manuscripts and thus contribute to the value and success of the journal.

 

Best Articles of Volume 53

The criteria for choosing the Best Articles published in JSWE include the importance and timeliness of the content, originality of thought, innovative conceptualization of the topic, and presentation of conclusions and/or recommendations that add significantly to the professional knowledge base and to social work education. The award winners for this year will be honored at the Membership Meeting at the CSWE 2018 Annual Program Meeting in Orlando, FL. The Best Article Awards are sponsored by Arizona State University. The award-winning articles are available at Taylor & Francis Online for viewing and free download through June 2019.

Best Empirical Article

Audrey L. Begun & James R. Carter. "Career Implications of Doctoral Social Work Student Debt Load." 53: 161–173. doi:10.1080/10437797.2016.1243500

This study surveyed social work doctoral students, recent graduates, and social work education program leaders about debt load, career choices, financial anxiety, and programmatic responses. Descriptive and qualitative results illustrate the complexity of doctoral students' finanical, family, and work circumstances; the role of debt load and moonlighting; the nascent nature of program responses to debt-related mentoring needs; and program ambivalence concerning the pros and cons of various debt load solutions. The study has important implications for future research and for understanding postgraduation career choices.

Best Conceptual Article

Joseph D. Minarik. "Privilege as Privileging: Making the Dynamic and Complex Nature of Privilege and Marginalization Accessible." 53: 52–65. doi:10.1080/10437797.2016.1237913

This article provides the reader with insight into teaching a very difficult topic and integrates learning theory with practice behaviors. The authors describe how issues arise when dialoguing about privilege in the classroom, identifying how the construct of privilege might be oversimplified for students, thus hindering learning. The article describes exercises and tools that can be useful for teaching this topic in the classroom.

Best Teaching Note

Shelley Levin & Anthony Fulginiti. "Developing an Online Blended Learning Course on Psychiatric Diagnosis." 53: 560–567.doi:10.1080/10437797.2016.1275899

This Teaching Note highlights the design and development of blended online learning for teaching the process of psychiatric diagnosis. The authors describe the setting, course design process, and format. Their description of course activities is helpful for any kind of teaching online, but the authors provide especially valuable guidance about resources for teaching psychiatric diagnosis.