Policy Recommendations for Meeting the Grand Challenge to Harness Technology for Social Good

This brief was created forSocial Innovation for America’s Renewal, a policy conference organized by the Center for Social Development in collaboration with the American Academy of Social Work & Social Welfare, which is leading theGrand Challenges for Social Work initiative to champion social progress. The conference site includes links to speeches, presentations, and a full list of the policy briefs

Social Work Virtual Pal – local practice with global connections

Social academics Laurel Hitchcock and Amanda Taylor - Laurel based in Birmingham Alabama in the US, Amanda in Lancashire in the UK - met over a year ago on Twitter. Since that time they have been meeting regularly using Skype and FaceTime. Their frequent meetings provide them with a space in which to share ideas, develop projects and create teaching and learning methodologies with a more global feel. They share many interests, framed by their innovative identities as digital scholars. Their connection inspired me to commission a guest blog from them about one of their more recent innovations, the Social Work Virtual Pal. I am delighted to share it with you now

Using Twitter in Reclaiming Macro Practice, and Affirming Our Social Work Roots

This article addresses some of the current discourse concerning the divide between micro and macro practice in social work. Today’s ever-changing socio-political and environmental landscape requires social workers to look beyond internal divisions and focus on the central values that drive the profession. With an increasingly diverse population and more complex problems including globalization, the redistribution of political power, increased privatization of services, and increased exposure to the influence of social media, social work is more relevant than ever. We suggest social workers bridge the divide in practice and education by embracing technology through #MacroSW chats on Twitter and by refraining from thinking of micro and macro practice as polarized constructs, while remaining true to the profession’s foundational roots of social justice, knowledge, and ethics

Contextualizing the Impact of Faculty-Led Short-Term Study Abroad on Students’ Global Competence: Characteristics of Effective Programs

Short-term faculty-led study abroad programs are high-impact pedagogical practices designed to enhance students\u27 global competency. However, there is a gap in our understanding regarding the specific educational components of short-term faculty-led study abroad programs that promote global competency. This systematic review examined nearly two decades of research on such programs (n=86) to assess the educational components associated with increases in students\u27 global competencies using Steinberg\u27s (2017) educational components as a framework. Results indicated that the educational components included in global competency-building education abroad courses varied substantially across programs and global regions. The components most strongly supporting enhanced global competency were pre/post program sessions and meeting with experts in the host country. Overall, the study findings offer educators and administrators insights into best practices for designing, implementing, and evaluating short-term study abroad courses designed to enhance global competence among undergraduate and graduate students