developing a successful field program in an online environment: lessons learned dr. m. sebrena...
TRANSCRIPT
Developing a Successful Field Program in an Online Environment: Lessons Learned
Dr. M. Sebrena Jackson, LCSWDirector of Field
Learning Objectives
• Objective 1: Participants will discover key components of developing a successful online field education program
• Objective 2: Participants will discuss the challenges of field education in an online environment
• Objective 3: Participants will review lessons learned
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Who We Are
• The Walden University mission• Walden University provides a diverse community of career
professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.
• My background• What led me to Walden?
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Our MSW Program
• Launched September 2013• 2 year program of study (for full-time students)• Standard MSW Curriculum• Case study (video and written) • Must attend two, 4-day in-person Residencies
– One residency before foundation placement & second residency before concentration placement
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Residency
• 4-day intensive training held at locations throughout the country
• Taught by Walden Social Work faculty• Provide professional/academic advising• Opportunity to assess student’s readiness for
field• Sessions on current topics in social work
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Field Program Overview
• 4 Field Staff– Field Director –remotely from GA– 2 Field Education Coordinators, 1 administrative
assistant-in Minneapolis office• Placed our first group of students March 2014• Students placed in 43 states • Currently 142 students in field
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Field Program Overview
• Students complete 1000 hours of field– 500 hours foundation– 500 hours concentration
• Students are enrolled in a field seminar course during field – Students participate in a weekly synchronous call
during field – Field Liaisons teach field course and conduct
virtual site visits
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Online Field Education ProgramFramework
• 5 Key Components– (1) Staff– (2) Processes– (3) Policies– (4) Systems– (5) Partnerships
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Component 1: Staff
• Credentials• Experience• Personality• Creativity• Flexibility• Teamwork
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Component 2: Policies
• Identify key stakeholders• Policies to guide practice with each stake
holder• Students• Agencies• Field Team
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Component 3: Processes
• The Field Education Office developed processes and procedures to manage:– Student applications– Agency approvals– Instructor approvals– Student Placements at agencies
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Component 4: Systems
• To meet the needs of students, agencies, and instructors we developed:– Communication strategies that are personal and
efficient.– A centralized database to track student, agency, and
instructor information.– A Field Education website for students and external
constituents.– Templates and written explanations to keep our message
consistent.– Criteria for agency and instructor approvals
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Technological Tools to Enhance Strategies
• A few tools that enhance our service:• Roll email account • Video conference • Phone/Text• Real-Time orientation• MS products: Access, Outlook, Share Point, PP, etc.• Cloud product for documents • Website manager• Instant Messenger
Component 5: Partnerships
• MSW Field Office collaborated with a number of offices & programs: – Other Walden academic programs (counseling,
nursing, education)– Central Office of Field Experience (COFE)– Career Services– Core Faculty– Comportment– Office of Institutional Research
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Field Challenges
• Challenges look similar to on the ground programs– Working with students
• Diverse population• Knowledge of profession
– Working with agencies nationally– Staffing needs– Comportment issues
• Getting students to apply to field
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Lessons Learned
• Change! Change! Change! Continuously– Everything (Processes, Policies, Procedures)
• Continue to keep students involved in the process– Students have buy-in when they are involved in the
identification of agency sites– Field office isn’t blamed when things don’t work out
• It can be done– Field instructors are open to using technology– Social workers in practice are embracing online
education
Questions?
©2013 Walden University, LLC17
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References
Vernon, R., Vakalahi, H., Pierce, D., Pittman-Munke, P., & Adkins, L. (2009). Distance education programs in social work: Current and emerging trends. Journal of Social Work Education, Vol. 45 (2). Council on Social Work
Education.
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Contact Information
Dr. Sebrena Jackson, LCSW404-403-4291