Equity Case Studies Report - School of Social Work - University of ...

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UBC school of social work equity and diversity strategic plan: A compilation of case studies 49 programs, such as Women’s Studies and the First Nations House, and placing diversity high on the agenda at faculty retreats. For example, the faculty retreat in May 1996 focused on cultural competence in graduate education and research, organized in collaboration with the Department of Behavioural Sciences of the Faculty of Medicine of U of T, where scholars from the USA and Canada with extensive backgrounds on diversity issues presented and facilitated discussions (George, Shera, & Tsang, 1998). Additionally, the retreat in May 1997 focused on diversity issues in the curriculum (George, Shera, & Tsang, 1998). Curriculum and Teaching According to the Diversity Initiative, the curriculum of the Factor-Inwentash Faculty of Social Work is based upon a diversity integration framework (University of Toronto, Factor- Inwentash, 2012). By applying this framework, diversity content is included in all courses, specialized diversity courses are offered as electives, and a specialization stream focused on Social Justice and Diversity is offered (See Appendix M for more information on courses and on the Social Justice and Diversity specialization). For example, in the MSW Year 2 level, the two required courses and the field practicum all treat issues of diversity as integral elements of the courses, and concretely state this intent in their course outlines (George, Shera, & Tsang, 1998). 'Research Methodology', a year-long course, explores the issues of conducting research in diverse communities. 'Critical Appraisal', the other required course in Year 2 includes studies on diverse communities and pays attention to diversity in its analytical framework for examining social work research. The…integrative seminars… [address] the challenges and experiences of responding to the needs of diverse clients and communities. (George, Shera, & Tsang, 1998, p. 81)
UBC school of social work equity and diversity strategic plan: A compilation of case studies 50 Since the development of the AMNI and Diversity Initiatives, there have been significant changes to address diversity issues in curriculum and teaching, and to find ways in which to best apply a diversity integration framework. In 1994, student evaluations about equity and diversity issues in the curriculum showed the need to pay greater attention to this area in different courses (George, Shera, & Tsang, 1998). In addition to the student evaluations, the annual student focus and discussion groups signalled the same need for changes (George, Shera, & Tsang, 1998). The Faculty’s response was to introduce a new required course on diversity, and to integrate more diversity content in each of the existing courses, as previously mentioned (George, Shera, & Tsang, 1998). This course was designed with four modules, which addressed: anti-racism, Aboriginal issues, issues of diversity and inclusiveness, and cultural competence (George, Shera, & Tsang, 1998). After these modules were decided upon, the Faculty then looked at how to implement this course. They asked the question, “Should it be a separate course, or should it be accommodated within the four existing, required courses at the MSW Year 1 program?” (George, Shera, & Tsang, 1998, p. 80). The Faculty made the decision to go with the latter option, where the course materials were presented during the first three weeks of the fall semester (George, Shera, & Tsang, 1998). After the first year of delivery, feedback and evaluations from students demonstrated the need to make some modifications. In 1996, a ‘diversity assignment’ was created, where students worked in groups of five to collect firsthand information about populations or communities that experience multiple oppressions, and in the beginning of the second month of the fall semester, they made presentations of their findings to a panel (George, Shera, & Tsang, 1998). The grade received from this presentation counted for the first assignment for all four required classes (George, Shera, & Tsang, 1998). According to George, Shera, and Tsang (1998), this assignment established diversity content “as an integral
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