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Browsing by Author "Fulton, Amy"

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    Doctoral student mentorship in social work education: a Canadian example
    (2018) Fulton, Amy; Walsh, Christine A.; Gulbrandsen, Carolyn; Tong, Hongmei; Azulai, Anna
    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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    Evolving from student to teacher: insights from the Conversation Café on doctoral student mentorship
    (2019) Azulai, Anna; Fulton, Amy; Walsh, Christine A.; Gulbrandsen, Carolyn; Tong, Hongmei
    Mentorship has been proposed as a key process for preparing doctoral students as effective educators. However, few models have been described in-depth. To address this challenge, four social work doctoral graduates and one senior faculty member shared their insights drawing on their study on collaborative teaching mentorship, reflecting on their mentorship experiences and inviting feedback from the conference audience in the Conversation Café forum. The resultant discussion supported findings from our research and reinforced that more systematic and reflective efforts are needed to adequately prepare doctoral students for future teaching responsibilities. Specific strategies are summarized.
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    Instructor led rotational model: An innovative approach to social work practicums in hospital environments
    (2024) Dube, Kealey; Grant, Stephanie; Fulton, Amy; Judge-Stasiak, Angela; Oiffer, Andrea
    With the saturation of student practicum placements requests in urban centres, job vacancies, budgetary restraints, and social workers’ intensive workloads, field education coordination teams are increasingly challenged to find social workers who are able to supervise student practicums and secure educational partnerships with organizations willing to support their staff in doing so. This is especially true in hospital settings, where social workers are still feeling the effects of the Coronavirus (COVID-19) pandemic in their daily work lives. Hospital practicums are highly sought out by social work students and yet there are few practicum opportunities for students compared to the demand. Social workers are employed in various practice settings, including hospital social work. As social workers are Canada's largest group of mental health professionals within the hospital system, having robust and sustainable practicum opportunities is critical to the training and development of future social workers. To address these ongoing challenges in social work field education, the University of Calgary, MacEwan University, and Alberta Health Services worked together to develop and pilot a new practicum model at the Bachelor of Social Work level. This practicum model, titled the ‘Instructor Led Rotational Model’, was implemented as a pilot project during the winter 2023 semester. This article provides an overview of this initiative, including a description of innovative practice education components and discussion of the challenges in field education that the model aims to address. Considerations for revisions and future offerings of the instructor led practicum model are also identified.