The Translation of Theory to Practice in the Midst of a Pandemic: Challenges in Higher Education
Harden, Vickie
Julian, Kristi
The translation of theory to practice is an important aspect of the higher education learning environment. Much of this translation occurs in the classroom setting through coursework, discussions, and case simulations. However, experiential learning opportunities provide a scaffold by which theory becomes reality. Experiential learning provides students with skill development and meaningful immersion (Samur & Duman, 2011; Caine & Caine, 1990). Experiential learning comes in many forms, from services learning projects to clinical internships, and is used in a variety of disciplines to better prepare students for their foray into professional careers. These types of learning opportunities challenge studies by destabilizing their constructed knowledge, promote community awareness and exposure to social issues, in turn testing biases, and encouraging social responsibility (Nwokah & Leafblad, 2013; Guthrie & McCracken, 2010). The worldwide pandemic has greatly decreased access to experiential learning opportunities. Internship settings, particularly in social sciences, became remote. The use of teleconferencing replaced face-to-face interactions. The relational aspects of the experiential learning environment quickly dissipated with little opportunity for students, faculty, and community organizations to creatively reproduce the hands-on effect of experiential learning. In turn, theoretical content no longer has the robust context of the community setting. Industry is also impacted by this sudden shift. As students graduate and move into their chosen professions, their education will not be fully informed by experience-based learning opportunities. These opportunities are met with an increasing number of variables that change the learning environment context in which students must operate in order to successfully engage in an evolving world influenced by globalization, human needs, and technology. They may require additional training and orientation as part of onboarding and professional development, including institutional strategies and goals that are inclusive. The impact of digitalization plays a major role as students and faculty utilize relevant forms of collaborative strategic software. As we have lost the positive effects of experiential learning, we must devise methods of replacing this with other skill-enhancing processes. This will require collaboration with industry, interdisciplinary partnerships, and a reliance on information technology to establish meaningful experiences that simulate face-to-face interactions, and potentially combine technology with relational opportunities for students and our communities.
 As I had stated, it incorporates interdisciplinary settings and intentionally places students in roles that they have not experienced before. Specific disciplines like ours use a scaffolding approach that bridges theory to practice through these experiential processes. And social work, for example, experiential learning includes classroom activities in which students go into the field, volunteerism, which is required, practicums, and then these clinical internships that are much more robust. All of these situations students are embedded in community agencies. For the Master of Social Work program, we usually use about 60 community agencies for these internship placements. So in general, experiential learning provides many benefits to our students, as you all probably know. The process of immersion challenges their own beliefs, provides them with a wider world view and test biases that they come face to face with in these real world situations. Students are faced with social injustice, are able to understand social responsibility at a deeper level. This type of learning promotes community awareness and exposure to social issues. And in turn, again, testing those biases that they hold and encouraging social responsibility. It provides the opportunity for students to understand the environment from new perspectives. In essence, it brings theory to practice in ways that classroom only training just simply cannot do. Other benefits of experiential learning include workforce preparation, face to face interaction. They provide enrichment over concepts such as inclusive design, social responsibility, and social justice, all of which we address in our programs. So for example, Moffitt and Fletcher found that two key elements specific to influencing motivation among college students were a sense of control and personally important content. Experiential activities provide this. They mitigate the negative effects of things like toxic stress that students bring with them. They help build resilience. These types of learning experiences provide students with some control over their choices and offer a personal connection to chosen experiences which enhance motivation and allow them to build on learning inside and outside of the classroom. Well we make things that experiential learning and these types of situations may actually produce undue stress and may make worse the effects of toxic stress. We have found that experiencing positive stress and learning to manage new opportunities may actually offer a restorative or reparative opportunity for students who have experienced toxic stress and that we have also found that attendance in college may help with this healing process and provide opportunities for empowerment and gaining a sense of purpose. And Triana and Burrow noted the importance of a sense of purpose in that early life adversity was associated with lower levels of purpose in adulthood. Collaborations occur organically in the field and it's really important to look at unconventional partnerships such as what we're doing today to further enhance student learning. The foundation learning in our respective professions is actually grounded in theoretical constructs and these things such as inclusive design and social justice which are underpinned by social responsibility. Inclusive means including rather than excluding people in using a product or environment. So in social work practice, interestingly enough, much like what Dr. Julian is talking about, we are also underpinned by social justice. We didn't realize the commonalities until we've had some conversations about that. Our code of ethics requires that we work from this perspective. Social justice is described in our code of ethics, the social work code of ethics as the pursuit of social change on behalf of vulnerable and oppressed populations like individuals and groups of people. Social change efforts are focused primarily on issues of poverty, unemployment, discrimination and other forms of injustice. In our role to promote the general welfare of society, we advocate for living conditions conducive to fulfilling people's basic needs, promoting social, economic, political and cultural values and institutions that will promote social justice. These concepts are all foundational to social responsibility. These concepts are also best understood from a theory to practice pedagogy in which classroom instruction is married with community-based experiences such as our internships which have been obviously detoured because of the pandemic. One key question that we have is how do we navigate this pandemic and virtual learning? How do we ensure these abstract concepts are operationalized within the experiential learning environment? Some key issues that we face and we feel like higher education in general has faced with regard to this and the wake of this pandemic have been the sudden, we had a very sudden change in our calendar and a quick move to online as you all probably also experienced. We moved over 3,000 courses from classroom face-to-face to online back in March of last year. That was a one-week transition which was pretty unwielding. We had a lack of guidelines for students in clinical settings regarding face-to-face versus virtual care. Clinically students who were doing therapy sessions face-to-face had to move to a virtual environment with little protocol in place provided by their agencies. We saw a reduction in available internships and types of settings available for this community-based learning opportunity. An example is that our Tennessee Department of Children's Services which is akin to a child welfare agency declined interns this fall. We typically have 6 to 10 students in those internships and those internships are attached to paid stipends. That means that the students were getting their education paid for. They had to very quickly look for alternative ways to pay for their enrollment in the program which was a hardship for them. Accreditation requirements for our organizations, our departments were not being met in our accrediting bodies, made changes to accommodate the number of hours that were required in field. That was actually a bit helpful. Students experienced economic stress as well. We saw so many students where their physical and emotional needs health was compromised. We saw many students unable to manage the totality of school, work, internship, family and the worries related to the pandemic. In essence, many of our students were experiencing social and economic injustice while attempting to understand it from an external academic lens and how it affects others. We also found that some agencies actually did want students to report to their internships but our university had policies prohibiting that so we had to navigate that as well. We actually now more than ever as you will know have to think about the health related ramifications of our students and our staff, our faculty as we plan these face to face interactions between students and industry. So as Dr. Harden mentioned, the health of the students, faculty and now we're talking about internships so the industry professionals in the field have come into our conversations like never before and so we had to think about that in the actual face to face if they could even occur between students and industry. We had trouble with team-based work which has been limited and we had to make accommodations for that which greatly affects the learning process and the ability of students and capacity of students to engage with one another in creative ways. One of the things that we saw quite often was we were unable to use simulation equipment and more expensive equipment and that diminished the robustness of the academic environment. For design, the virtual experience is inclusive of demonstrations and observations and we had to teach our students these best practices using an online platform and because experiential learning immerses participants in an active and shared learning environment we had to really think about what we were doing in that respect, things that we had to think about were experience and exploration by doing. What were they sharing and reflecting? How were they analyzing this information? So that became a little bit problematic as we were taking our students and our participants through a real life environment and our goal was to optimize opportunities and focus on essential skills. So we did quite a bit around online learning as you all can well imagine. We did a lot of trainings with industry, with agencies, for example, rather than being able to talk about cognitive behavioral theory and in the classroom as much we would engage agencies to provide workshops and trainings around that that they could connect into their internships. We used a lot of virtual tools provided that supported both the faculty and students. There were stress related mental health workshops conducted throughout our campus, obviously virtually for students through our counseling center. Specific discussion boards, well that was not me and I apologize for what I just said. We got a little out of control. That theory to practice through critical thinking exercises have become even more important as we do this work on virtual platforms. So we had to go in, I can speak specifically for myself and add some assignments that would be more, maybe had been a speaking or a discussion in class to make sure that students were doing this in this virtual environment and making these connections between the theoretical aspects and the real life of this virtual internship which was very interesting. We also unfortunately I guess had been able to use a lot of current events to explore concepts related to social justice, social responsibility and inclusion. So there was an operational task force put together by the university that addressed this move to virtual learning and the issue related to the pandemic. Courses were now offered and you may already have been offering these. We were doing this in very minimal I think, I apologize guys I don't know why this is moving but I am not touching it, I promise. I don't know what's happening. Somebody is popping around our PowerPoint. At any rate, we had five different methods now on campus which actually probably is a good thing that we have been able to transition more. Conventional web assisted remote hybrid and online accreditation bodies changed some of the methodology and requirements so that we could, we had to continue reporting outcomes, student led outcomes but things like internship hours were modified for us. So typically a student would take a 400 hour internship and they were allowed to do it for 340 hours and a 500 hour internship went to 425 hours. So for this academic year we have 123 students in the social work department ready for internships and field placements, 71 in our undergrad program and 52 in the graduate program and we are still looking for opportunities and trying to mitigate their health risk and health concerns with going back into the actual communities. It's been very difficult. In social work practice we actually have nine competencies that we have to also address. Some of those are related to ethical behavior, diversity and difference and addressing human rights. Translating that into a virtual environment has been very challenging and while we can do individual sessions and individual work, we haven't really mastered the idea of looking at social change from that bigger macro picture and bringing in legislators or other folks who are change agents in this type of virtual setting. That's still something that we're working on. For design we have an organization called Interior Design Educators Council that offered nationwide virtual internships and an E internship which is basically a module based program with resources that an educated could use to create an advance and internship within their program and it provided resources for projects assignments but we could tailor it to each institution requirements. The COVID-19 crisis has been incredibly disruptive and face-to-face interaction but through these module types applications we are able to navigate the process. The university used a number of resources to support the transition for our internships and they've been extremely supportive for internships and these experiential learning opportunities. Resiliency made it work but in some respects there's no real replacement for some of this face-to-face learning and things just have to be done face-to-face but the ability of the students and the faculty and industry, especially industry, to adapt has made it as successful as possible. For us the CARES, there was certain CARES funding specifically for experiential learning and our E-engage that tailored to that effect. Dr. Hardin alluded to economic distress so there were some specific allowances for housing, food and services for our students as well. So really I think what it has taken other than just this immeasurable mobilization of larger bureaucratic organizations which has been pretty amazing to watch, we've had to really increase our creativity and our flexibility and be open to novel ideas, ensure opportunities for students to discuss theory in the context of these virtual practice settings either through video conferencing, using other things like Dropbox, online discussion boards and this means that our instructors, myself included, must provide better and more appropriate prompts and inquiries so that it really engages the student from that theoretical perspective when we're not having them kind of captured in the classroom for those discussions. We've used photos, video recordings to assist students in the field with depicting their experiences through this theoretical lens, added support to field agencies and industry which has included conferencing and opportunities with professionals and students to actually work together in workshop settings. Readiness for students who need accommodations or those who are not technologically adept has been a big challenge and we've worked on that. Ensuring that our agencies have access to the appropriate technology, for example software as Dr. Julian talked about, some of that software was only available on campus so there was some technology things that occurred to help promote access to that. It really has been important that faculty be open, flexible and creative through this process more than ever and we have got to assist students and we've found that we have had to assist students and provide some dispensation to them as they're also navigating this pandemic themselves and continually reminding ourselves of the unique issues and needs that they're also facing. So that kind of wraps us up for today when we talk some about our challenges and the things that we've tried to do. We're happy to open for questions. I think it appears we've got about seven minutes. The last slide provides our references to some things that we referred to. So I guess I'll open the conversation and see if there are any discussions or... You did. Yeah, thank you very much, Kristi and Vicky. I thought it was fascinating to see because I mean it's obviously an extreme challenge if you have such a hands-on cause of education and a cause of education that is supposed to enable people to apply their knowledge and they lose the opportunities to exercise that. Absolutely. I saw that we have a couple of questions in the chat. So Regina wanted to... You can go ahead and address that Vicky, Dr. Harden. Sure, I think Phillip is going to... Yeah, so the first question from Regina was about the question. So you think that you'll keep some of the things that you have now learned about essentially in the future. So are there things that you want to keep on in your causes of study? Yeah, absolutely. I think one thing I'm currently working on is some best practices around virtual clinical activities. So, for example, some of our agencies had some protocols in place because they've been doing telehealth types of things but not where they could actually shadow and monitor students in the course of these virtual therapy sessions. So I'm working on some best practices based on some of our code of ethics and different things so that we can do trainings with our agencies. I think as a university, we have embraced online learning more than before. And as a matter of fact, some of the coursework, what I've just been told and I think Dr. Gillian, you may have heard this as well, they're looking at adding more online courses or virtual learning opportunities. So that was a big shift for us. We had some in pockets but not at the level that we look like we're going to be doing. So I think it has opened us up to more opportunity. Thank you very much. The next question is from Gabi. She was wondering whether you were in touch with other universities, whether domestically or internationally. So is that something that has maybe helped you navigate the pandemic in some way? Yeah. I would say the first thing I did is call my colleagues, everybody that I could think of in and out of my program, not just a son but other disciplines to see how they were faring and we fared better than most. I was thinking that our particular institution, some of the faculty had layoffs. They had to take on what they call overloads, increased normal classes. We were taking on double sections but they were furloughs. We all discussed what we could do within our disciplines and out of our disciplines to be creative with our coursework. So definitely I would say North America and then some of my colleagues outside globally as well. How about you, Dr. Harden? Yeah. Gabi, our graduate level social work program that prepares people to be clinicians is actually part of a three university consortium with two other schools in the state of Tennessee. So we immediately sort of gathered that consortium together and made some plans around serving those students. We share students so they can actually register for classes between the three universities. So that was our first big, I think, task and challenge that we had to overcome. So absolutely we have and we've also been in contact with universities across the United States. I've personally been in touch with universities outside of the states at this point but I'm very interested to know how they're navigating this as well. Thank you very much. So the next question was whether there were changes in the tuition. I think you said that some of your students receive stipends for doing work during their course of study. So that would mean they put in work to have their studies paid for if they cannot do that work. Are there possibilities for them to have less of a financial burden for these limited, probably in some ways, limited causes of study? Yeah, unfortunately with those stipend programs, the state of Tennessee was paying those and they chose not to so our students had to get pretty creative. But within the university they did do some, I think they did some reimbursements and that type thing to help offset the cost and they provided some funds I guess you would say to help students address their immediate basic needs that they weren't able to address. And some of the students actually got refunds. Yeah. Okay. I remember seeing, I have two adult children who were in college and I remember them seeing that they got a $600 rebate or stipend or something back in tuition. So they got, yes. So there were some, there were ways of addressing the question of whether all the tuition is sort of necessary if the experience isn't at 100%. Okay. Thank you very much. So and the final question from the chat is if it's in general possible to translate some of the things that students would do normally in their practical activities to digital or online contexts, the example that Brita uses is the question of consulting. So are you thinking about trying to transition things into the online world to tackle the pandemic and to tackle education during the pandemic? We have certainly had to do that. So we have helped agencies set up compliant, confidentiality compliance settings where the student can log in and a client or a patient can log in and do sessions online like that. And then they've done some telephone work with folks, with clients in different settings. So we are definitely in the process of making those types of accommodations. I hope I'm answering your question, Brita. It's a little tricky because of confidentiality and FERPA and privacy, but we're working on it. Well, it sounds like a domain where you have your work cut out for you because obviously managing these formal requirements alongside the question of how to provide good education is obviously a very, very big challenge. Well people are already thanking you heartily in the chat and I think I can only chime in with that. It was a very, very nice presentation. I personally found it very interesting because the challenges are manifold and I think yours are very, very particularly meaningful because obviously trying to provide education that will serve the community is something that is very important and it's something that has been put under a lot of pressure by the pandemic. So thank you very much for your presentation. Thank you for attending and thank you for asking those relevant questions. Yes, thank you all. We just appreciate so much your time and attention. We know it's valuable. Thank you for this opportunity.
 As I had stated, it incorporates interdisciplinary settings and intentionally places students  in roles that they have not experienced before.  Specific disciplines like ours use a scaffolding approach that bridges theory to practice through  these experiential processes.  And social work, for example, experiential learning includes classroom activities in  which students go into the field, volunteerism, which is required, practicums, and then these  clinical internships that are much more robust.  All of these situations students are embedded in community agencies.  For the Master of Social Work program, we usually use about 60 community agencies for  these internship placements.  So in general, experiential learning provides many benefits to our students, as you all  probably know.  The process of immersion challenges their own beliefs, provides them with a wider world  view and test biases that they come face to face with in these real world situations.  Students are faced with social injustice, are able to understand social responsibility  at a deeper level.  This type of learning promotes community awareness and exposure to social issues.  And in turn, again, testing those biases that they hold and encouraging social responsibility.  It provides the opportunity for students to understand the environment from new perspectives.  In essence, it brings theory to practice in ways that classroom only training just simply  cannot do.  Other benefits of experiential learning include workforce preparation, face to face interaction.  They provide enrichment over concepts such as inclusive design, social responsibility,  and social justice, all of which we address in our programs.  So for example, Moffitt and Fletcher found that two key elements specific to influencing  motivation among college students were a sense of control and personally important content.  Experiential activities provide this.  They mitigate the negative effects of things like toxic stress that students bring with  them.  They help build resilience.  These types of learning experiences provide students with some control over their choices  and offer a personal connection to chosen experiences which enhance motivation and allow  them to build on learning inside and outside of the classroom.  Well we make things that experiential learning and these types of situations may actually  produce undue stress and may make worse the effects of toxic stress.  We have found that experiencing positive stress and learning to manage new opportunities may  actually offer a restorative or reparative opportunity for students who have experienced  toxic stress and that we have also found that attendance in college may help with this healing  process and provide opportunities for empowerment and gaining a sense of purpose.  And Triana and Burrow noted the importance of a sense of purpose in that early life adversity  was associated with lower levels of purpose in adulthood.  Collaborations occur organically in the field and it's really important to look at unconventional  partnerships such as what we're doing today to further enhance student learning.  The foundation learning in our respective professions is actually grounded in theoretical  constructs and these things such as inclusive design and social justice which are underpinned  by social responsibility.  Inclusive means including rather than excluding people in using a product or environment.  So in social work practice, interestingly enough, much like what Dr. Julian is talking  about, we are also underpinned by social justice.  We didn't realize the commonalities until we've had some conversations about that.  Our code of ethics requires that we work from this perspective.  Social justice is described in our code of ethics, the social work code of ethics as  the pursuit of social change on behalf of vulnerable and oppressed populations like individuals  and groups of people.  Social change efforts are focused primarily on issues of poverty, unemployment, discrimination  and other forms of injustice.  In our role to promote the general welfare of society, we advocate for living conditions  conducive to fulfilling people's basic needs, promoting social, economic, political and cultural  values and institutions that will promote social justice.  These concepts are all foundational to social responsibility.  These concepts are also best understood from a theory to practice pedagogy in which classroom  instruction is married with community-based experiences such as our internships which  have been obviously detoured because of the pandemic.  One key question that we have is how do we navigate this pandemic and virtual learning?  How do we ensure these abstract concepts are operationalized within the experiential learning  environment?  Some key issues that we face and we feel like higher education in general has faced with  regard to this and the wake of this pandemic have been the sudden, we had a very sudden  change in our calendar and a quick move to online as you all probably also experienced.  We moved over 3,000 courses from classroom face-to-face to online back in March of last  year.  That was a one-week transition which was pretty unwielding.  We had a lack of guidelines for students in clinical settings regarding face-to-face versus  virtual care.  Clinically students who were doing therapy sessions face-to-face had to move to a virtual  environment with little protocol in place provided by their agencies.  We saw a reduction in available internships and types of settings available for this community-based  learning opportunity.  An example is that our Tennessee Department of Children's Services which is akin to a  child welfare agency declined interns this fall.  We typically have 6 to 10 students in those internships and those internships are attached  to paid stipends.  That means that the students were getting their education paid for.  They had to very quickly look for alternative ways to pay for their enrollment in the program  which was a hardship for them.  Accreditation requirements for our organizations, our departments were not being met in our  accrediting bodies, made changes to accommodate the number of hours that were required in  field.  That was actually a bit helpful.  Students experienced economic stress as well.  We saw so many students where their physical and emotional needs health was compromised.  We saw many students unable to manage the totality of school, work, internship, family  and the worries related to the pandemic.  In essence, many of our students were experiencing social and economic injustice while attempting  to understand it from an external academic lens and how it affects others.  We also found that some agencies actually did want students to report to their internships  but our university had policies prohibiting that so we had to navigate that as well.  We actually now more than ever as you will know have to think about the health related  ramifications of our students and our staff, our faculty as we plan these face to face  interactions between students and industry.  So as Dr. Harden mentioned, the health of the students, faculty and now we're talking  about internships so the industry professionals in the field have come into our conversations  like never before and so we had to think about that in the actual face to face if they could  even occur between students and industry.  We had trouble with team-based work which has been limited and we had to make accommodations  for that which greatly affects the learning process and the ability of students and capacity  of students to engage with one another in creative ways.  One of the things that we saw quite often was we were unable to use simulation equipment  and more expensive equipment and that diminished the robustness of the academic environment.  For design, the virtual experience is inclusive of demonstrations and observations and we  had to teach our students these best practices using an online platform and because experiential  learning immerses participants in an active and shared learning environment we had to  really think about what we were doing in that respect, things that we had to think about  were experience and exploration by doing.  What were they sharing and reflecting?  How were they analyzing this information?  So that became a little bit problematic as we were taking our students and our participants  through a real life environment and our goal was to optimize opportunities and focus on  essential skills.  So we did quite a bit around online learning as you all can well imagine.  We did a lot of trainings with industry, with agencies, for example, rather than being able  to talk about cognitive behavioral theory and in the classroom as much we would engage  agencies to provide workshops and trainings around that that they could connect into their  internships.  We used a lot of virtual tools provided that supported both the faculty and students.  There were stress related mental health workshops conducted throughout our campus, obviously  virtually for students through our counseling center.  Specific discussion boards, well that was not me and I apologize for what I just said.  We got a little out of control.  That theory to practice through critical thinking exercises have become even more important  as we do this work on virtual platforms.  So we had to go in, I can speak specifically for myself and add some assignments that would  be more, maybe had been a speaking or a discussion in class to make sure that students were doing  this in this virtual environment and making these connections between the theoretical  aspects and the real life of this virtual internship which was very interesting.  We also unfortunately I guess had been able to use a lot of current events to explore  concepts related to social justice, social responsibility and inclusion.  So there was an operational task force put together by the university that addressed  this move to virtual learning and the issue related to the pandemic.  Courses were now offered and you may already have been offering these.  We were doing this in very minimal I think, I apologize guys I don't know why this is  moving but I am not touching it, I promise.  I don't know what's happening.  Somebody is popping around our PowerPoint.  At any rate, we had five different methods now on campus which actually probably is  a good thing that we have been able to transition more.  Conventional web assisted remote hybrid and online accreditation bodies changed some of  the methodology and requirements so that we could, we had to continue reporting outcomes,  student led outcomes but things like internship hours were modified for us.  So typically a student would take a 400 hour internship and they were allowed to do it  for 340 hours and a 500 hour internship went to 425 hours.  So for this academic year we have 123 students in the social work department ready for internships  and field placements, 71 in our undergrad program and 52 in the graduate program and  we are still looking for opportunities and trying to mitigate their health risk and health  concerns with going back into the actual communities.  It's been very difficult.  In social work practice we actually have nine competencies that we have to also address.  Some of those are related to ethical behavior, diversity and difference and addressing human  rights.  Translating that into a virtual environment has been very challenging and while we can  do individual sessions and individual work, we haven't really mastered the idea of looking  at social change from that bigger macro picture and bringing in legislators or other folks  who are change agents in this type of virtual setting.  That's still something that we're working on.  For design we have an organization called Interior Design Educators Council that offered  nationwide virtual internships and an E internship which is basically a module based  program with resources that an educated could use to create an advance and internship within  their program and it provided resources for projects assignments but we could tailor it  to each institution requirements.  The COVID-19 crisis has been incredibly disruptive and face-to-face interaction but through these  module types applications we are able to navigate the process.  The university used a number of resources to support the transition for our internships  and they've been extremely supportive for internships and these experiential learning  opportunities.  Resiliency made it work but in some respects there's no real replacement for some of this  face-to-face learning and things just have to be done face-to-face but the ability of  the students and the faculty and industry, especially industry, to adapt has made it  as successful as possible.  For us the CARES, there was certain CARES funding specifically for experiential learning and  our E-engage that tailored to that effect.  Dr. Hardin alluded to economic distress so there were some specific allowances for housing,  food and services for our students as well.  So really I think what it has taken other than just this immeasurable mobilization of  larger bureaucratic organizations which has been pretty amazing to watch, we've had to  really increase our creativity and our flexibility and be open to novel ideas, ensure opportunities  for students to discuss theory in the context of these virtual practice settings either through  video conferencing, using other things like Dropbox, online discussion boards and this  means that our instructors, myself included, must provide better and more appropriate prompts  and inquiries so that it really engages the student from that theoretical perspective  when we're not having them kind of captured in the classroom for those discussions.  We've used photos, video recordings to assist students in the field with depicting their  experiences through this theoretical lens, added support to field agencies and industry  which has included conferencing and opportunities with professionals and students to actually  work together in workshop settings.  Readiness for students who need accommodations or those who are not technologically adept  has been a big challenge and we've worked on that.  Ensuring that our agencies have access to the appropriate technology, for example software  as Dr. Julian talked about, some of that software was only available on campus so there was  some technology things that occurred to help promote access to that.  It really has been important that faculty be open, flexible and creative through this  process more than ever and we have got to assist students and we've found that we have  had to assist students and provide some dispensation to them as they're also navigating this pandemic  themselves and continually reminding ourselves of the unique issues and needs that they're  also facing.  So that kind of wraps us up for today when we talk some about our challenges and the  things that we've tried to do.  We're happy to open for questions.  I think it appears we've got about seven minutes.  The last slide provides our references to some things that we referred to.  So I guess I'll open the conversation and see if there are any discussions or...  You did.  Yeah, thank you very much, Kristi and Vicky.  I thought it was fascinating to see because I mean it's obviously an extreme challenge  if you have such a hands-on cause of education and a cause of education that is supposed  to enable people to apply their knowledge and they lose the opportunities to exercise  that.  Absolutely.  I saw that we have a couple of questions in the chat.  So Regina wanted to...  You can go ahead and address that Vicky, Dr. Harden.  Sure, I think Phillip is going to...  Yeah, so the first question from Regina was about the question.  So you think that you'll keep some of the things that you have now learned about essentially  in the future.  So are there things that you want to keep on in your causes of study?  Yeah, absolutely.  I think one thing I'm currently working on is some best practices around virtual clinical  activities.  So, for example, some of our agencies had some protocols in place because they've been doing  telehealth types of things but not where they could actually shadow and monitor students  in the course of these virtual therapy sessions.  So I'm working on some best practices based on some of our code of ethics and different  things so that we can do trainings with our agencies.  I think as a university, we have embraced online learning more than before.  And as a matter of fact, some of the coursework, what I've just been told and I think Dr.  Gillian, you may have heard this as well, they're looking at adding more online courses  or virtual learning opportunities.  So that was a big shift for us.  We had some in pockets but not at the level that we look like we're going to be doing.  So I think it has opened us up to more opportunity.  Thank you very much.  The next question is from Gabi.  She was wondering whether you were in touch with other universities, whether domestically  or internationally.  So is that something that has maybe helped you navigate the pandemic in some way?  Yeah.  I would say the first thing I did is call my colleagues, everybody that I could think  of in and out of my program, not just a son but other disciplines to see how they were  faring and we fared better than most.  I was thinking that our particular institution, some of the faculty had layoffs.  They had to take on what they call overloads, increased normal classes.  We were taking on double sections but they were furloughs.  We all discussed what we could do within our disciplines and out of our disciplines to  be creative with our coursework.  So definitely I would say North America and then some of my colleagues outside globally  as well.  How about you, Dr. Harden?  Yeah.  Gabi, our graduate level social work program that prepares people to be clinicians is actually  part of a three university consortium with two other schools in the state of Tennessee.  So we immediately sort of gathered that consortium together and made some plans around serving  those students.  We share students so they can actually register for classes between the three universities.  So that was our first big, I think, task and challenge that we had to overcome.  So absolutely we have and we've also been in contact with universities across the United  States.  I've personally been in touch with universities outside of the states at this point but I'm  very interested to know how they're navigating this as well.  Thank you very much.  So the next question was whether there were changes in the tuition.  I think you said that some of your students receive stipends for doing work during their  course of study.  So that would mean they put in work to have their studies paid for if they cannot do that  work.  Are there possibilities for them to have less of a financial burden for these limited,  probably in some ways, limited causes of study?  Yeah, unfortunately with those stipend programs, the state of Tennessee was paying those and  they chose not to so our students had to get pretty creative.  But within the university they did do some, I think they did some reimbursements and that  type thing to help offset the cost and they provided some funds I guess you would say  to help students address their immediate basic needs that they weren't able to address.  And some of the students actually got refunds.  Yeah.  Okay.  I remember seeing, I have two adult children who were in college and I remember them seeing  that they got a $600 rebate or stipend or something back in tuition.  So they got, yes.  So there were some, there were ways of addressing the question of whether all the tuition is  sort of necessary if the experience isn't at 100%.  Okay.  Thank you very much.  So and the final question from the chat is if it's in general possible to translate some  of the things that students would do normally in their practical activities to digital or  online contexts, the example that Brita uses is the question of consulting.  So are you thinking about trying to transition things into the online world to tackle the  pandemic and to tackle education during the pandemic?  We have certainly had to do that.  So we have helped agencies set up compliant, confidentiality compliance settings where  the student can log in and a client or a patient can log in and do sessions online like that.  And then they've done some telephone work with folks, with clients in different settings.  So we are definitely in the process of making those types of accommodations.  I hope I'm answering your question, Brita.  It's a little tricky because of confidentiality and FERPA and privacy, but we're working on  it.  Well, it sounds like a domain where you have your work cut out for you because obviously  managing these formal requirements alongside the question of how to provide good education  is obviously a very, very big challenge.  Well people are already thanking you heartily in the chat and I think I can only chime in  with that.  It was a very, very nice presentation.  I personally found it very interesting because the challenges are manifold and I think yours  are very, very particularly meaningful because obviously trying to provide education that  will serve the community is something that is very important and it's something that  has been put under a lot of pressure by the pandemic.  So thank you very much for your presentation.  Thank you for attending and thank you for asking those relevant questions.  Yes, thank you all.  We just appreciate so much your time and attention.  We know it's valuable.  Thank you for this opportunity.
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As I had stated, it incorporates interdisciplinary settings and intentionally places students in roles that they have not experienced before. Specific disciplines like ours use a scaffolding approach that bridges theory to practice through these experiential processes. And social work, for example, experiential learning includes classroom activities in which students go into the field, volunteerism, which is required, practicums, and then these clinical internships that are much more robust. All of these situations students are embedded in community agencies. For the Master of Social Work program, we usually use about 60 community agencies for these internship placements. So in general, experiential learning provides many benefits to our students, as you all probably know. The process of immersion challenges their own beliefs, provides them with a wider world view and test biases that they come face to face with in these real world situations. Students are faced with social injustice, are able to understand social responsibility at a deeper level. This type of learning promotes community awareness and exposure to social issues. And in turn, again, testing those biases that they hold and encouraging social responsibility. It provides the opportunity for students to understand the environment from new perspectives. In essence, it brings theory to practice in ways that classroom only training just simply cannot do. Other benefits of experiential learning include workforce preparation, face to face interaction. They provide enrichment over concepts such as inclusive design, social responsibility, and social justice, all of which we address in our programs. So for example, Moffitt and Fletcher found that two key elements specific to influencing motivation among college students were a sense of control and personally important content. Experiential activities provide this. They mitigate the negative effects of things like toxic stress that students bring with them. They help build resilience. These types of learning experiences provide students with some control over their choices and offer a personal connection to chosen experiences which enhance motivation and allow them to build on learning inside and outside of the classroom. Well we make things that experiential learning and these types of situations may actually produce undue stress and may make worse the effects of toxic stress. We have found that experiencing positive stress and learning to manage new opportunities may actually offer a restorative or reparative opportunity for students who have experienced toxic stress and that we have also found that attendance in college may help with this healing process and provide opportunities for empowerment and gaining a sense of purpose. And Triana and Burrow noted the importance of a sense of purpose in that early life adversity was associated with lower levels of purpose in adulthood. Collaborations occur organically in the field and it's really important to look at unconventional partnerships such as what we're doing today to further enhance student learning. The foundation learning in our respective professions is actually grounded in theoretical constructs and these things such as inclusive design and social justice which are underpinned by social responsibility. Inclusive means including rather than excluding people in using a product or environment. So in social work practice, interestingly enough, much like what Dr. Julian is talking about, we are also underpinned by social justice. We didn't realize the commonalities until we've had some conversations about that. Our code of ethics requires that we work from this perspective. Social justice is described in our code of ethics, the social work code of ethics as the pursuit of social change on behalf of vulnerable and oppressed populations like individuals and groups of people. Social change efforts are focused primarily on issues of poverty, unemployment, discrimination and other forms of injustice. In our role to promote the general welfare of society, we advocate for living conditions conducive to fulfilling people's basic needs, promoting social, economic, political and cultural values and institutions that will promote social justice. These concepts are all foundational to social responsibility. These concepts are also best understood from a theory to practice pedagogy in which classroom instruction is married with community-based experiences such as our internships which have been obviously detoured because of the pandemic. One key question that we have is how do we navigate this pandemic and virtual learning? How do we ensure these abstract concepts are operationalized within the experiential learning environment? Some key issues that we face and we feel like higher education in general has faced with regard to this and the wake of this pandemic have been the sudden, we had a very sudden change in our calendar and a quick move to online as you all probably also experienced. We moved over 3,000 courses from classroom face-to-face to online back in March of last year. That was a one-week transition which was pretty unwielding. We had a lack of guidelines for students in clinical settings regarding face-to-face versus virtual care. Clinically students who were doing therapy sessions face-to-face had to move to a virtual environment with little protocol in place provided by their agencies. We saw a reduction in available internships and types of settings available for this community-based learning opportunity. An example is that our Tennessee Department of Children's Services which is akin to a child welfare agency declined interns this fall. We typically have 6 to 10 students in those internships and those internships are attached to paid stipends. That means that the students were getting their education paid for. They had to very quickly look for alternative ways to pay for their enrollment in the program which was a hardship for them. Accreditation requirements for our organizations, our departments were not being met in our accrediting bodies, made changes to accommodate the number of hours that were required in field. That was actually a bit helpful. Students experienced economic stress as well. We saw so many students where their physical and emotional needs health was compromised. We saw many students unable to manage the totality of school, work, internship, family and the worries related to the pandemic. In essence, many of our students were experiencing social and economic injustice while attempting to understand it from an external academic lens and how it affects others. We also found that some agencies actually did want students to report to their internships but our university had policies prohibiting that so we had to navigate that as well. We actually now more than ever as you will know have to think about the health related ramifications of our students and our staff, our faculty as we plan these face to face interactions between students and industry. So as Dr. Harden mentioned, the health of the students, faculty and now we're talking about internships so the industry professionals in the field have come into our conversations like never before and so we had to think about that in the actual face to face if they could even occur between students and industry. We had trouble with team-based work which has been limited and we had to make accommodations for that which greatly affects the learning process and the ability of students and capacity of students to engage with one another in creative ways. One of the things that we saw quite often was we were unable to use simulation equipment and more expensive equipment and that diminished the robustness of the academic environment. For design, the virtual experience is inclusive of demonstrations and observations and we had to teach our students these best practices using an online platform and because experiential learning immerses participants in an active and shared learning environment we had to really think about what we were doing in that respect, things that we had to think about were experience and exploration by doing. What were they sharing and reflecting? How were they analyzing this information? So that became a little bit problematic as we were taking our students and our participants through a real life environment and our goal was to optimize opportunities and focus on essential skills. So we did quite a bit around online learning as you all can well imagine. We did a lot of trainings with industry, with agencies, for example, rather than being able to talk about cognitive behavioral theory and in the classroom as much we would engage agencies to provide workshops and trainings around that that they could connect into their internships. We used a lot of virtual tools provided that supported both the faculty and students. There were stress related mental health workshops conducted throughout our campus, obviously virtually for students through our counseling center. Specific discussion boards, well that was not me and I apologize for what I just said. We got a little out of control. That theory to practice through critical thinking exercises have become even more important as we do this work on virtual platforms. So we had to go in, I can speak specifically for myself and add some assignments that would be more, maybe had been a speaking or a discussion in class to make sure that students were doing this in this virtual environment and making these connections between the theoretical aspects and the real life of this virtual internship which was very interesting. We also unfortunately I guess had been able to use a lot of current events to explore concepts related to social justice, social responsibility and inclusion. So there was an operational task force put together by the university that addressed this move to virtual learning and the issue related to the pandemic. Courses were now offered and you may already have been offering these. We were doing this in very minimal I think, I apologize guys I don't know why this is moving but I am not touching it, I promise. I don't know what's happening. Somebody is popping around our PowerPoint. At any rate, we had five different methods now on campus which actually probably is a good thing that we have been able to transition more. Conventional web assisted remote hybrid and online accreditation bodies changed some of the methodology and requirements so that we could, we had to continue reporting outcomes, student led outcomes but things like internship hours were modified for us. So typically a student would take a 400 hour internship and they were allowed to do it for 340 hours and a 500 hour internship went to 425 hours. So for this academic year we have 123 students in the social work department ready for internships and field placements, 71 in our undergrad program and 52 in the graduate program and we are still looking for opportunities and trying to mitigate their health risk and health concerns with going back into the actual communities. It's been very difficult. In social work practice we actually have nine competencies that we have to also address. Some of those are related to ethical behavior, diversity and difference and addressing human rights. Translating that into a virtual environment has been very challenging and while we can do individual sessions and individual work, we haven't really mastered the idea of looking at social change from that bigger macro picture and bringing in legislators or other folks who are change agents in this type of virtual setting. That's still something that we're working on. For design we have an organization called Interior Design Educators Council that offered nationwide virtual internships and an E internship which is basically a module based program with resources that an educated could use to create an advance and internship within their program and it provided resources for projects assignments but we could tailor it to each institution requirements. The COVID-19 crisis has been incredibly disruptive and face-to-face interaction but through these module types applications we are able to navigate the process. The university used a number of resources to support the transition for our internships and they've been extremely supportive for internships and these experiential learning opportunities. Resiliency made it work but in some respects there's no real replacement for some of this face-to-face learning and things just have to be done face-to-face but the ability of the students and the faculty and industry, especially industry, to adapt has made it as successful as possible. For us the CARES, there was certain CARES funding specifically for experiential learning and our E-engage that tailored to that effect. Dr. Hardin alluded to economic distress so there were some specific allowances for housing, food and services for our students as well. So really I think what it has taken other than just this immeasurable mobilization of larger bureaucratic organizations which has been pretty amazing to watch, we've had to really increase our creativity and our flexibility and be open to novel ideas, ensure opportunities for students to discuss theory in the context of these virtual practice settings either through video conferencing, using other things like Dropbox, online discussion boards and this means that our instructors, myself included, must provide better and more appropriate prompts and inquiries so that it really engages the student from that theoretical perspective when we're not having them kind of captured in the classroom for those discussions. We've used photos, video recordings to assist students in the field with depicting their experiences through this theoretical lens, added support to field agencies and industry which has included conferencing and opportunities with professionals and students to actually work together in workshop settings. Readiness for students who need accommodations or those who are not technologically adept has been a big challenge and we've worked on that. Ensuring that our agencies have access to the appropriate technology, for example software as Dr. Julian talked about, some of that software was only available on campus so there was some technology things that occurred to help promote access to that. It really has been important that faculty be open, flexible and creative through this process more than ever and we have got to assist students and we've found that we have had to assist students and provide some dispensation to them as they're also navigating this pandemic themselves and continually reminding ourselves of the unique issues and needs that they're also facing. So that kind of wraps us up for today when we talk some about our challenges and the things that we've tried to do. We're happy to open for questions. I think it appears we've got about seven minutes. The last slide provides our references to some things that we referred to. So I guess I'll open the conversation and see if there are any discussions or... You did. Yeah, thank you very much, Kristi and Vicky. I thought it was fascinating to see because I mean it's obviously an extreme challenge if you have such a hands-on cause of education and a cause of education that is supposed to enable people to apply their knowledge and they lose the opportunities to exercise that. Absolutely. I saw that we have a couple of questions in the chat. So Regina wanted to... You can go ahead and address that Vicky, Dr. Harden. Sure, I think Phillip is going to... Yeah, so the first question from Regina was about the question. So you think that you'll keep some of the things that you have now learned about essentially in the future. So are there things that you want to keep on in your causes of study? Yeah, absolutely. I think one thing I'm currently working on is some best practices around virtual clinical activities. So, for example, some of our agencies had some protocols in place because they've been doing telehealth types of things but not where they could actually shadow and monitor students in the course of these virtual therapy sessions. So I'm working on some best practices based on some of our code of ethics and different things so that we can do trainings with our agencies. I think as a university, we have embraced online learning more than before. And as a matter of fact, some of the coursework, what I've just been told and I think Dr. Gillian, you may have heard this as well, they're looking at adding more online courses or virtual learning opportunities. So that was a big shift for us. We had some in pockets but not at the level that we look like we're going to be doing. So I think it has opened us up to more opportunity. Thank you very much. The next question is from Gabi. She was wondering whether you were in touch with other universities, whether domestically or internationally. So is that something that has maybe helped you navigate the pandemic in some way? Yeah. I would say the first thing I did is call my colleagues, everybody that I could think of in and out of my program, not just a son but other disciplines to see how they were faring and we fared better than most. I was thinking that our particular institution, some of the faculty had layoffs. They had to take on what they call overloads, increased normal classes. We were taking on double sections but they were furloughs. We all discussed what we could do within our disciplines and out of our disciplines to be creative with our coursework. So definitely I would say North America and then some of my colleagues outside globally as well. How about you, Dr. Harden? Yeah. Gabi, our graduate level social work program that prepares people to be clinicians is actually part of a three university consortium with two other schools in the state of Tennessee. So we immediately sort of gathered that consortium together and made some plans around serving those students. We share students so they can actually register for classes between the three universities. So that was our first big, I think, task and challenge that we had to overcome. So absolutely we have and we've also been in contact with universities across the United States. I've personally been in touch with universities outside of the states at this point but I'm very interested to know how they're navigating this as well. Thank you very much. So the next question was whether there were changes in the tuition. I think you said that some of your students receive stipends for doing work during their course of study. So that would mean they put in work to have their studies paid for if they cannot do that work. Are there possibilities for them to have less of a financial burden for these limited, probably in some ways, limited causes of study? Yeah, unfortunately with those stipend programs, the state of Tennessee was paying those and they chose not to so our students had to get pretty creative. But within the university they did do some, I think they did some reimbursements and that type thing to help offset the cost and they provided some funds I guess you would say to help students address their immediate basic needs that they weren't able to address. And some of the students actually got refunds. Yeah. Okay. I remember seeing, I have two adult children who were in college and I remember them seeing that they got a $600 rebate or stipend or something back in tuition. So they got, yes. So there were some, there were ways of addressing the question of whether all the tuition is sort of necessary if the experience isn't at 100%. Okay. Thank you very much. So and the final question from the chat is if it's in general possible to translate some of the things that students would do normally in their practical activities to digital or online contexts, the example that Brita uses is the question of consulting. So are you thinking about trying to transition things into the online world to tackle the pandemic and to tackle education during the pandemic? We have certainly had to do that. So we have helped agencies set up compliant, confidentiality compliance settings where the student can log in and a client or a patient can log in and do sessions online like that. And then they've done some telephone work with folks, with clients in different settings. So we are definitely in the process of making those types of accommodations. I hope I'm answering your question, Brita. It's a little tricky because of confidentiality and FERPA and privacy, but we're working on it. Well, it sounds like a domain where you have your work cut out for you because obviously managing these formal requirements alongside the question of how to provide good education is obviously a very, very big challenge. Well people are already thanking you heartily in the chat and I think I can only chime in with that. It was a very, very nice presentation. I personally found it very interesting because the challenges are manifold and I think yours are very, very particularly meaningful because obviously trying to provide education that will serve the community is something that is very important and it's something that has been put under a lot of pressure by the pandemic. So thank you very much for your presentation. Thank you for attending and thank you for asking those relevant questions. Yes, thank you all. We just appreciate so much your time and attention. We know it's valuable. Thank you for this opportunity.
interdisciplinary settings and intentionally processes. And social work, for example, activities in which students go into the field, then these clinical internships that are much community awareness and exposure to social issues. And in turn, again, testing those biases that they hold and encouraging social responsibility. It provides the opportunity for inclusive design, social responsibility, and content. Experiential activities provide this. They mitigate the negative effects of things like help build resilience. These types of learning experiences provide students with some control connection to chosen experiences which enhance learning in our respective professions is justice which are underpinned by social responsibility. Inclusive means including rather environment. So in social work practice, forms of injustice. In our role to promote the theory to practice pedagogy in which classroom operationalized within the experiential learning feel like higher education in general has faced virtual environment with little protocol in place available internships and types of settings In essence, many of our students were students and our staff, our faculty as we plan health of the students, faculty and now we're experiential learning immerses participants in an analyzing this information? So that became a with industry, with agencies, for example, rather behavioral theory and in the classroom as much we university that addressed this move to virtual change agents in this type of virtual setting. The university used a number of resources to and these experiential learning opportunities. there's no real replacement for some of this face-to-face learning and things just have to be larger bureaucratic organizations which has been students to discuss theory in the context of from that theoretical perspective when we're not depicting their experiences through this a big challenge and we've worked on that. appropriate technology, for example software as access to that. It really has been important that the unique issues and needs that they're also hands-on cause of education and a cause of other disciplines to see how they were faring and clinicians is actually part of a three university the online world to tackle the pandemic and to education that will serve the community is