Abstract
This national study of MSW field directors provides data on field seminars and assignments. Field directors at CSWE accredited or in-candidacy MSW programs were surveyed regarding program data, presence and nature of a field seminar, required assignments, and opinion questions about CSWE requirements. Findings from the 141 completed surveys (66.2% response rate) show assignments are similar between foundation and concentration years, and also similar to assignments required in the BSW curriculum. This raises questions of curriculum redundancy and how to properly sequence field assignments. Other findings about field education and field seminar are also presented.
Highlights
This national study of MSW field directors provides data on field seminars and assignments
That purpose has been met as a picture was drawn of field seminar characteristics that is informative to field directors as they implement their field component, as well as faculty who teach classroom courses that support field
This study has indicated that the field placement and seminar is unevenly implemented by CSWE accredited MSW programs
Summary
This national study of MSW field directors provides data on field seminars and assignments. Findings from the 141 completed surveys (66.2% response rate) show assignments are similar between foundation and concentration years, and similar to assignments required in the BSW curriculum This raises questions of curriculum redundancy and how to properly sequence field assignments. Recent surveys show a significant minority of MSW programs (19%) do not have field seminars and among those that do have seminars, 28% report using all or mostly all adjuncts to lead them (Dalton, Stevens, & Maas Brady, 2011). This creates opportunities for ‘slippage’ between the intentions of the program and the actuality of the seminar. This study will investigate the type of field seminar assignments reported by MSW field directors and other aspects of field seminar delivery, such as length, frequency, texts, and format
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