From the Editor—In This Issue

This issue of Journal of Social Work Education begins with a collaborative editorial with Avellaneda, Mohr-Avitia, Mogro-Wilson, and Wood, titled “Free From Sexual Harassment: Creating Safe Spaces in Academic Environments.” The editorial emerged from digital sexual harassment that occurred at the 2022 Council on Social Work Education (CSWE) Annual Program Meeting. Building on recent action by CSWE and other professional organizations, such as the Society for Social Work Research, in response to these concerns, we discuss the distinct harms of such harassment and share additional recommendations for conferences and other academic spaces.

The first three articles of this issue serve as a tribute to Marion Bogo, a social work leader in the field that pioneered the application of simulation-based social work education. The first article, by Asakura, Sewell, Rawlings, Bay, and Kourgiantakis, summarizes these contributions in “Marion Bogo, a Visionary, Innovator, and Leader: Reflecting on Her Groundbreaking Work on Simulation-Based Social Work Education.” Next, Regehr, Regehr, and Shlonsky summarize Bogo’s contributions to the measurement of competence in social work education and introduce two conceptual limitations that continue to need attention with social work students in practicum settings in “Measuring Competence in Social Work: A Tribute to the Contributions of Marion Bogo.” The final article is a scoping review in honor of Bogo by Sewell, van Rensburg, Mishna, and Taylor, titled “Field Education in the Shadow of COVID-19: A Scoping Review in Memory of Marion Bogo.” We hope readers will enjoy this thoughtful tribute of Bogo’s colleagues to her work, and the valuable contributions of these new contributions to social work education.

The next three articles address various topics that focus on the consideration and integration of religion/spirituality in social work education. The first invited article provides a summary of the CSWE’s Summit on Critical Conversations on Religion, Faith, and Spirituality in Social Work Education, July 12–21, 2021. Canda, Oxhandler, Husain, Polson, Wolfer, Sheridan, Jacobsen, and Hardy offer this summary and primary insights from summit discourse in “Insights From a CSWE Summit for Critical Conversations on Religion, Faith, and Spirituality in Social Work Education.” The second article, by Oxhandler, Polson, and Selman, reports on findings of a national survey of social work faculty concerning the ways in which religion and spirituality content is delivered in the implicit and explicit curricula in social work education in “Religion and Spirituality in MSW Programs’ Implicit and Explicit Curricula: A National Survey of Faculty.” The final article, by Timbers, discusses the class-action lawsuit filed by the Religious Exemption Accountability Project in 2021 against the U.S. Department of Education on behalf of 33 sexual and gender minority students who reported discrimination (14 of which have accredited social work programs), highlighting the importance of professional discussion about implicit curriculum regarding diversity, equity, and inclusion of lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual or ally, and other sexual and gender minorities (LGBTQIA+) students with Title IX exemptions in “Ethics and LGBTQIA+ Student Rights in Religious Institutions: Navigating Tensions in Implicit Curriculum.”

The next four articles focus on PhD and Doctor of Social Work (DSW) social work education. Lee, Wang, Kirsch, and Eads offer an analysis of the Group to Advance Doctoral Education in Social Work (GADE) survey data that examined PhD international students’ educational and mentoring needs in “Mentoring International Students in Social Work Doctoral Programs.” In “‘Tone It Down’: The Whitewashing of Black Women Doctoral Students’ Research and Scholarship at Predominately White Institutions—Implications for Social Work Doctoral Education,” Wilson, Davis, Anderson, Luke, Gorchow, and Nzomene Kahouo Foda contextualize the experiences of Black women social work doctoral students using a Black feminist thought perspective. The third article, by Soloman, Schultz, and Corcoran, focuses on an evaluation of a DSW program in “An Evaluation of the University of Pennsylvania DSW Program.” The fourth article, by Lee, Eads, Lightfoot, LaSala, and Franklin, reports on the 2020 GADE Director Survey findings in “Current Landscape of Doctoral Education in Social Work: A Look at the PhD and DSW Programs.”

The next article, by Drisko, offers strategies to reduce plagiarism in “What Is Plagiarism, How to Identify It, and How to Educate to Avoid It.” Next, Christensen and Wärnsby report on a qualitative study assessing student learning progression using reflective writing in “Reflective Writing in Course Design for Active Learning in Social Work Education.” Holman, Paceley, and Courts then report on a mixed-methods examination of faculty self-disclosure in “‘I Share to Help Them See’: A Mixed-Method Analysis of Faculty Use of Self-Disclosure in Diversity Courses.” Next, Mehrotra and Gooding share findings of a qualitative study of 42 students in “What Contributes to Meaningful Experiences in Social Work Field Education?: Perspectives of Students of Color.”

Chonody, Kondrat, Godinez, and Kotzian present the results of a quantitative survey of social work faculty in the next article, “Job Satisfaction amongst Social Work Faculty: The Role of Relationships.” The next article, “Examining Social Workers’ Experiences With Offering a Social Work Field Placement: A Program Evaluation,” by Lateef, Burt-Yanoff, and De Oliveira, highlights the key findings from a qualitative analysis of social workers about their views of offering a field placement before and following increasing specific educational supports. In “A User-Friendly Introduction to RQDA for Qualitative Research: Recommendations for Social Work Students and Educators,” Nason, Wang, and Ausbrooks provide a step-by-step guide for qualitative data analysis using R for Qualitative Data Analysis. Van der Westhuizen, Dykes, and Carelse discuss concepts of colonialism, decolonization, decoloniality, and postcolonialism and the ways in which they contribute to decolonized social work education in “From Colonialism to Postcolonialism: Decolonized Social Work Education in South Africa.” The results of an analysis of the reliability and validity of the Self-Efficacy in Client-Centeredness questionnaire are then reported by Gerdts-Andresen, Glømmen, Hjelmeland, Haug, and Grønlien in “Adaptation and Psychometric Properties of an Instrument to Assess Self-Efficacy in Client-Centeredness (SECCQ).” Cencula Olberding and Kim then report on a mixed-methods analysis of responses from undergraduate and graduate students in “Experiential Philanthropy in Social Work Eduation: Assessing Outcomes for Students as Active Learners, Community Members, and Social Activists.”

This issue rounds out with three teaching notes. The first, “Teaching Note—Turn on the CC: Increase Inclusion for All Your Students,” by Scoresby, Wallis, Huslage, and Chaffin, uses critical disability theory and universal design to provide a rationale for social work educators to increase classroom inclusivity and accessibility by adding closed captions to all learning materials and offering a step-by-step manual for how to implement these strategies. Next, Lanteigne, Rivest, Savoie, and Savoie offer strategies to use inside and outside the classroom to foster social work engagement in social justice in “Teaching Note—Creating Spaces of Courage and Hope: Cultivating the Seeds of Social Justice.” Finally, Lee, Mohindroo, Waithaka, Carlson, Ahouissoussi, Alhassani, Barrett, Eber, Lauber, and Ihara provide a short teaching note, titled “Teaching Note—Student Satisfaction With an Integrative Research Learning Environment.”