Do Regular Social Work Faculty Earn Better Student Course Evaluations Than Do Adjunct Faculty or Doctoral Students?

Thyer, Bruce A.; Myers, Laura L.; Nugent, William R.

doi:10.1080/08841233.2011.597674

Cited by 8 publications

(4 citation statements)

References 7 publications

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“…Although systematic investigation of the quality of teaching performed by social work doctoral students who have not received formal instructional skill development opportunities, such as mentorship, is largely absent in the literature, one small-scale study from the USA found that doctoral students and faculty members received relatively equivalent scores on student-completed course evaluations (Thyer et al , 2011). Therefore, the value of doctoral student mentorship in teaching expertise may not be reflected by such measures.…”

Section: Discussionmentioning

confidence: 99%

Doctoral student mentorship in social work education: a Canadian example

Fulton

Walsh

Gulbrandsen

et al. 2018

SGPE

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Purpose This paper aims to present a thematic analysis investigating the experiences and reflections of doctoral students in social work at a Canadian university who were mentored in the development of teaching expertise, including course design, delivery and evaluation, by a senior faculty member. Recommendations to others who are considering engaging in doctoral student teaching mentorship are presented. Design/methodology/approach The paper examines the authors’ reflections on their experiences of doctoral student mentorship through their involvement in collaboratively designing, teaching and evaluating an online undergraduate course. The inquiry used a qualitative approach grounded in Schon’s concept of reflexive learning. Findings Based on the results of the thematic analysis of the mentees’ reflections, this paper presents the collaborative teaching mentorship model and discusses how receiving mentorship in teaching facilitated the mentees’ development as social work educators. Originality/value Although quality guidelines in social work education recommend that doctoral students should be adequately prepared for future teaching opportunities, there is limited discussion about doctoral student development as educators within the academic literature, especially from the perspective of doctoral students. There is also limited articulation of specific models of doctoral student mentorship in developing teaching expertise. The authors hope that sharing their reflections on their experiences and describing the collaborative teaching mentorship model will serve to deepen understandings and promote further exploration and development of doctoral student mentorship in teaching.

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Section: Discussionmentioning

confidence: 99%

Doctoral student mentorship in social work education: a Canadian example

Fulton

Walsh

Gulbrandsen

et al. 2018

SGPE

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show abstract

“…(p. 1147)The financial considerations fueling this trend are not undermined by research indicating that standing faculty are more committed to teaching and are better at student retention (Eagan & Jaeger, 2008). The new market logic prioritizing the attitude that “the customer is always right” takes succor from research indicating that there is no difference between standing and nonstanding faculty in how they get evaluated by students (Thyer, Myers, & Nugent, 2011). Thus, an increasing proportion of a curriculum, especially the practice-related portion of it, is taught by part-time or adjunct instructors (Fagan-Wilen, Springer, Ambrosino, & White, 2006; Noble, 2000; Stoesz, Karger, & Carrilio, 2010).…”

Section: Where Is the Academy Headed?mentioning

confidence: 99%

Doctoral Social Work Education

Cnaan

Ghose

2017

Research on Social Work Practice

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This article is intended to forecast major environmental changes that may impact social work doctoral education and assess what should be done in anticipation of these changes. We apply an open system and future studies perspective to guide our work. We present a set of predicted societal changes that will impact social work as a profession and doctoral education in particular. We then present and discuss major expected changes in higher education and further assess some of their potential impact on social work doctoral education. We conclude with a synthesis of how these pending changes may impact social work doctoral education and what can be done in anticipation of these changes.

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“…However, the current literature is mixed in this area. For example, Thyer, Myers, and Nugent (2011) examined Bachelors in Social Work (BSW) and Masters in Social Work (MSW) student course evaluations from 294 social work classes over a three-year period at a large social work program in an urban setting. They found no statistically significant differences in the evaluations between part-time and full-time faculty.…”

Section: Literature Reviewmentioning

confidence: 99%

Mentorship Efforts to Support Part-time Social Work Faculty Members

Shobe

Murphy-Erby

Sparks

2014

Mentoring & Tutoring: Partnership in Learning

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Social work faculty experience increasing demands to develop and maintain a research portfolio that includes external funding and publications. Given the increase in research expectations, more part-time instructors are needed to teach courses. In addition to the literature review, we briefly describe a pilot part-time faculty mentorship project developed by our school to build a strong, connected, and consistent part-time faculty team. However, we also wanted to examine mentorship programs at other schools/departments of social work; as a result, we conducted an exploratory research study with social work deans and directors nationwide. Findings suggested that while schools of social work are more likely to employ greater numbers of faculty overall, departments tend to have higher teaching expectations for full-time tenure-track faculty. Despite variability among responses, most schools and departments provide some form of support to part-time faculty members; a lack of resources was given as the primary reason for limited mentorship activities.

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Do Regular Social Work Faculty Earn Better Student Course Evaluations Than Do Adjunct Faculty or Doctoral Students?

Cited by 8 publications

References 7 publications

Doctoral student mentorship in social work education: a Canadian example

Doctoral student mentorship in social work education: a Canadian example

Doctoral Social Work Education

Mentorship Efforts to Support Part-time Social Work Faculty Members

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