5 research outputs found

    Mid-career mentoring and capacity building strategies: A path to professional development and career advancement

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    This poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program in the IU School of Social Work

    Building our capacity for relational program planning in GSL: Lessons from an institution -community partner action research project

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    The research on service learning notes the under use of program planning theory as an instrument to improve outcomes in Service Learning, not only for students but for our aspirational goals in host communities. Program planning, particularly, when focused on relationships, power and positionality, can further the ethical integrity of SL/GSL programs. In this session, our community-academic working group will discuss an ongoing action research project that brings together multiple NGO partners, student, faculty and higher education staff to examine their relational practices across four case examples and adapting three tools to support our learning and practice: Sandmann et al [2009] Service Learning Program Planning Model [SLPPM], Bringle et al’s (2010) Transformational Relationship Evaluation Scale (TRES) and our working group´s principles for ethical global community engagement [adapted from Lasker (2016). We will introduce our processes, findings and lessons learned

    Parental Involvement in an Emerging Democracy: The Case of Croatia

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    Parental involvement in schools in an emerging democracy has gained significant attention among school administrators, educators, parents, local governments, and the international development community; yet, empirical data on this subject remains sparse. This study aims to examine the patterns of parental involvement in schools in Croatian communities. Using mixed-methods, the sample size consists of 294 elementary school parents, two focus groups (parents and teachers), and nine interviews with national and international stakeholders. The study found that, apart from the educational outcomes for children, parental involvement also may be an important platform through which parents can practice democratic behaviors and engage in community-building initiatives. Through school-related activities, parents learn to interact with a government institution, voice their interests, participate in decision-making, leverage and use power, and cooperate with each other and the community. Findings from this study can have implications for social work practice and social development assistance by recognizing how engaging parents in school-based activities can become a platform for community participation and democratic behavior

    International service learning in post-war Croatia: Capacity building for social work profession

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    Building on a strong partnership with University of Zagreb, Department of Social Work, and a local community organization serving a post-war community in the Osijek and Vukovar region, in 2011, the Indiana University School of Social Work developed an international service-learning course that aims at strengthening social work students’ competencies to work with post-war communities. This study examines learning outcomes of a five-year study abroad experience in post-war Croatia. All 49 students who completed the International Service-Learning course in the past five years were emailed and invited to participate in this study. Drawing on a data set of 30 student respondents to a survey, and one focus-group of six students, the study examines key learning outcomes gained through participation in the program. For purposes of this study, four subscales were developed: (1) critical thinking/academic development, (2) cultural competence, (3) personal and leadership developments, and (4) civic participation/global mindfulness. Average scores for each subscale were calculated. The results show substantial improvement in learning outcomes as a result of taking the course in all subscales, especially in cultural competence (Mean=4.48, SD=0.55) and global mindfulness (Mean=4.38, SD=0.60). More specifically, through focus group data, we learn that international service-learning experiences become a powerful learning platform that goes beyond teaching students professional competencies, shaping their leadership skills, as well as positively influencing their roles as agents of change in their own communities. Preliminary results indicate that, through living in a post-war community even for a short time, and working with local Croatian organizations, students begin to confront their own realities and prejudicial notions, and become more inclusive of different views that question their personal assumptions, and prepare them to interact with refugees in Indiana and other parts of the world. More importantly, students appear to begin shaping a sense of pluralism, question their upbringing, and build on the ability to work in dissonant and unequal environments. The implications for practice, teaching and research are also explored