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Teaching to Transgress: Education as the Practice of Freedom

Self-Directed Learning, A Guide for Learners and Teachers

3. Do I use effective communication strategies? Is there always “time just to talk”? Do I seek family observations/information in assessment? In monitoring? Do family members have opportunities to ask questions or seek clarification? Do I present information at a time and in a format preferred by the family members? Do I keep my work with family members respectful, yet informal, and free of professionally precious jargon?

The adult learner.

This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses.

https://www.jstor.org/stable/pdfplus/30032743.pdf

Acknowledging the affective in higher education

The Strengths Model: Case Management With People Suffering From Severe and Persistent Mental Illness

Introduction and background to retaining students in HE research and findings on keeping your students the five dimensions of retention organizing retention programmes in practice supporting students to retain them application of retention principles developing your own retention schemes.

Keeping Students in Higher Education: Successful Practices and Strategies for Retention

Undergraduate academic performance as a principal criterion guiding admission to graduate social work education may result in the exclusion of otherwise strong candidates for involvement in graduate education. This paper presents seven strategies for strengthening the admission status of nontraditional students, that is, those students who do not possess adequate undergraduate grade point averages to justify admission. These strategies are particularly important in the United States given the elimination or substantial limitation of affirmative action policies in higher education. Schools of social work, like other educational institutions, must become more creative and proactive to ensure that candidates for graduate education who can make important and substantive contributions to the profession gain entry. Using adult learning theory, the authors offer a rationale that underscores the need to look at an individual's vocational background and professional experience as well as professional commitment to...

Seven strategies for facilitating access of nontraditional students to graduate education in social work

This paper discusses a seven-phase model an office of admissions and student services of a school of social work employs to prepare for successful application those promising candidates who do not meet MSW admissions requirements but who are otherwise strong based on professional development criteria. The paper offers a rationale of the program, analyzes each phase of the model, and offers descriptive programmatic data on the model's performance. Implications are drawn for the role of social workers and schools of social work in the development of candidates for graduate professional education.

Cecille Y. Dumbrigue

Papers

Keeping Students in Higher Education: Successful Practices and Strategies for Retention

Seven strategies for facilitating access of nontraditional students to graduate education in social work

Advocacy and Support for MSW Applicants Who do not Meet Admission Requirements