https://orcid.org/0000-0002-3307-9662
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ABSTRACT
The emergence of COVID-19 created significant disruption for MSW students across the United States. This study uses several data for a case study of MSW student attitudes about COVID-19, online instruction, virtual field placement, and innovations during the emergence of COVID-19 in the United States. Data includes qualitative data from weekly student survey responses (n = 75), observation notes from class participation, data from a policy analysis assignment, and COVID-19 online data gathered through a student class assignment. Findings address evolving concerns and roles of MSW students, challenges posed in virtual field placements, and student-identified innovations. I identify five lessons learned from this case study regarding group assignments, context, agency, mental health support, and equity.
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No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Angela K. Perone
Angela K. Perone is a doctoral candidate at the University of Michigan.