Bryan, V. (2006). Moving from professionally specific ideals to the common morality: Essential content in social work ethics education. Journal of Teaching in Social Work, 26(3) Doi: 10.1300/J067v26n03_01
The University of Kentucky's social work program has adapted an ethical decision-making model proposed by Bernard Gert (1997) that identifies the common harms rational people wish to avoid, specifies the general moral rules in order to avoid these harms recognizes that rules violations do occur and can be justified in particular situations, and provides an explicit justification procedure for violating the moral rules when rational, impartial people would publicly allow such a violation
Carey, M. E., & McCardle, M. (2011). Can an observational field model enhance critical thinking and generalist practice skills? Journal of Social Work Education, 47(2), 357-366.
This article examines how a baccalaureate program initiated an introductory field experience in an attempt to improve the lack of a complete generalist practice experience and the lack of opportunities for integration of theory into practice.
Chandler, S., & Dedman, D. E. 1. (2012). Writing a literature review: An essential component of critical thinking. Journal of Baccalaureate Social Work, 17, 159-165.
The article presents a teaching note describing how using the requirement of a literature review aided students become critical thinkers.
Greene, R. R. (2010). A study of holocaust survivors: Implications for curriculum. Journal of Social Work Education, 46(2), 293-303.
This article presents an approach to human behavior curriculum that requires students to achieve the purpose outlined in the Council on Social Work Education's 2008 Educational Policy and Accreditation Standards to "distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge."
Karolich, R., & Ford, J. (2013). Applying learner-centered principles to teaching human behavior in the social environment in a baccalaureate program. Journal of Teaching in Social Work, 33(1), 26-40. Doi: 10.1080/08841233.2012.748712
This article applies the American Psychological Association's Learner-Centered Psychological Principles to a BSW course in human behavior in the social environment.
McGuire, L., Lay, K., & Peters, J. (2009). Pedagogy of reflective writing in professional education. Journal of the Scholarship of Teaching and Learning, 9(1), 93-1
This article contemplates the idea that educators in professional programs are challenged to utilize pedagogical approaches that best prepare students with knowledge, values, and skills for professional practice.
Mendoza, N. S., Bonta, K., Horn, P., Moore, E., Gibson, A., & Simmons, D. (2012). PUSH(ing) limits: Using fiction in the classroom for human behavior and the social environment. Journal of Teaching in Social Work, 32(4), 376-391. Doi: 10.1080/08841233.2012.703985
Using the novel PUSH, by Sapphire, we designed a curriculum supplement for the social work course, human behavior and the social environment (HBSE) that encourages students to integrate course content in an innovative way and enables them to apply the material to life-like situations.
Sarnoff, S., Welch, L., Gradin, S., & Sandell, K. (2004). Using a faculty-in-residence model to enhance curriculae in computer science and social work with writing and critical thinking. Journal of Faculty Development, 19(3), 131-144. Request this article through Interlibrary Loan
This paper will discuss the results of a project that enabled three faculty members from disparate disciplines: Social Work, Interpersonal Communication and Software Engineering, to enhance writing and critical thinking in their courses.
Steen, J. A. (2012). Critical thought within the social welfare policy course. Journal of Teaching in Social Work, 32(1), 14-28. DOI: 10.1080/08841233.2012.639261
This article provides a method for integrating critical thought in BSW and MSW curricula in the social welfare policy course. The method includes: instruction regarding logical errors, presentation of logical errors in contemporary political debate, demonstration of critical thought in policy position analysis, and self-assessment of one's own logic.
Vandsburger, E., Duncan-Daston, R., Akerson, E., & Dillon, T. (2010). The effects of poverty simulation, an experiential learning modality, on students' understanding of life in poverty. Journal of Teaching in Social Work, 30(3), 300-316. Doi: 10.1080/08841233.2010.497129
This research examines the impact of the Poverty Simulation Project, an experiential learning modality, on students' understanding of life in poverty.
Wiener, D. R. (2012). Enhancing critical reflection and writing skills in the HBSE classroom and beyond. Journal of Teaching in Social Work, 32(5), 550-565. Doi: 10.1080/08841233.2012.722183
The article is situated within ongoing debates concerning the relevance of social constructionism and postmodernism to social work.