My Teaching
Experience
Courses Taught
Below are the courses I have taught, with course outlines and student course evaluations. Please use the links:
- SOWK 6001 Advanced Social Work Theory & Methods (Abuse, Risk and Resilience), Post graduate course, Term I, 2019: course_outline_a.docx, sowk_6001_course_evaluation_2019.pdf
- SOWK 6004 Advance Social Work Interventions, post graduate course, Term II, 2016, 2017, 2018, 2019, 2020: course_outline_b.docx, sowk_6004_course_evaluation_2018.pdf
- SOWK 6003 Social Work and Issues of Equality, post graduate course, Term II, 2018, 2019, 2020: course_outline_f.doc , sowk_6003_course_evaluation_2018.pdf ; sowk_3012_course_evaluation_2018.pdf , sowk_3012_course_evaluation_2019.pdf
- SOWK 3012 Individual and Group Counseling, a year three course in Term I, 2015, 2016, 2017, 2018, 2019: course_outline_e.docx , sowk_3012_course_evaluation_2018.pdf , sowk_3012_course_evaluation_2019.pdf
- SOWK 2002 Theories in Social Work Practice II, a year two course in Term I, 2016, 2017, 2018: course_outline_d.docx , sowk_2002_course_evaluation_2017.pdf ; sowk_2002_course_evaluation_2018.pdf
- SOWK 2009 International Social Work and Social Welfare, a year two course in Term II, 2015, 2016, 2017, 2018, 2019, 2020: course_outline_c.docx, sowk_2009_course_evaluation_2017.pdf , sowk_2009_course_evaluation_2019.pdf
Lecture Experience
Overview
With over 15 years of Social Work experience, I came to the Department of Behavioral Sciences as a full-time lecturer in September 2015. Already, I viewed the profession through the scholar-practitioner lens which is a combination of practice, knowledge to interpret scientific inquiry, learning and teaching. This new challenge included teaching an array of theoretical and pragmatic courses. These included:
I developed a new course for the Social Work program which was recently approved and set to be taught in summer 2021:
I am aware that in all spheres, pupils may have multiple intelligencies and learning abilities. The typical demographic make-up of my undergraduate classes is female and young. For the post-graduate program, students are usually more mature with majority being female but there are more males represented at this academic level. These are two different student groups with differing needs. The undergraduate student is young with little to no work experience, so they may need a more hands-on approach with constant review and reinforcement of concepts. The younger student needs more time to understand concepts and, comprehensive feedback on their assignments to ensure concepts are understood. The post-graduate student usually has more work experience and a better understanding of concepts, so it is important to enhance their critical thinking, analysis, and evaluation skills.
The Group and Individual Counseling course is an elective, so students from different majors tend to take the course. Some of the students are from other Caribbean islands, as well as a few from North America and Europe. Due to the diversity of students, course discussions include case examples from regional and international occurrences.
With over 15 years of Social Work experience, I came to the Department of Behavioral Sciences as a full-time lecturer in September 2015. Already, I viewed the profession through the scholar-practitioner lens which is a combination of practice, knowledge to interpret scientific inquiry, learning and teaching. This new challenge included teaching an array of theoretical and pragmatic courses. These included:
- Theory and Practice II - Year Two Course
- International Social Welfare - Year Two Course
- Individual and Group Counseling - Year Three Course
- Advance Social Work Interventions - Post Graduate Course
- Social Work & Issues of Equality - Post Graduate Course
- Advance Social Work theory: Risk and Theory - Post Graduate Course
I developed a new course for the Social Work program which was recently approved and set to be taught in summer 2021:
- Treatment and Practice of Forensic Populations
I am aware that in all spheres, pupils may have multiple intelligencies and learning abilities. The typical demographic make-up of my undergraduate classes is female and young. For the post-graduate program, students are usually more mature with majority being female but there are more males represented at this academic level. These are two different student groups with differing needs. The undergraduate student is young with little to no work experience, so they may need a more hands-on approach with constant review and reinforcement of concepts. The younger student needs more time to understand concepts and, comprehensive feedback on their assignments to ensure concepts are understood. The post-graduate student usually has more work experience and a better understanding of concepts, so it is important to enhance their critical thinking, analysis, and evaluation skills.
The Group and Individual Counseling course is an elective, so students from different majors tend to take the course. Some of the students are from other Caribbean islands, as well as a few from North America and Europe. Due to the diversity of students, course discussions include case examples from regional and international occurrences.
Teaching & Assessment
I apply the Plan-Do-Check-Act cycle teaching method when creating the learning material for my classes:
My first step in teaching is to PLAN my lesson, by understanding (i) how the course fits into the bigger picture of the Social Work profession, what are the goals of the course, what skills are needed to meet the main objective of the course, how does the course fit with my students' degrees (e.g. what courses students are likely to have done in the past, what subjects or topics might have been most challenging to them, and how this will influence my ability to deliver my course effectively), (ii) what is required for the module/lesson within the context of the course, and (iii) alternative ways in which the lesson can be taught. Having garner a good understanding, I complete the lesson plan which includes selecting and composing content and, developing my content delivery approaches.
The DO phase of the cycle involves executing the lesson plan I created. I typically use a wide range of instructional and assessment approaches that I craft to develop competencies ranging from those outlined in the academic course objectives to the UWI's distinctive graduate competencies. As a scholar-practitioner, I still engage with stakeholders and practice in the industry to understand the competencies and skills needed for the UWI graduate to be successful in the workforce. My research also aligns with the field where I feel deeply engaged, and helps me to stay abreast of, and contribute to, advances in practice. My publications are about current clinical practices that can be taught in courses to enrich students’ knowledge.
After every course I CHECK and take stock of whether I was able to meet my targets. This is accomplished by matching the course learning objectives with the teaching methods and assessment methods, requesting feedback from students after a class and reviewing student examination scores and student course evaluations: (i) I review if I covered adequate material or whether the course was saturated and if all content covered properly understood, (ii) I check in with students to ensure their learning needs are met in the classroom as well as outside and (iii) as a reflective teacher, I am conscientious to feedback and modification.
Finally, the ACT phase requires me to decide upon changes to be made with my objectives, plans, and approaches, so that the next time I teach the lesson, I can effect continual improvement for my students' benefit. The following is the modifications that were made to a few courses, assessment methods, and other instructional material:
Problem-based Learning
When I first started to teach the Individual and Group Counseling course it was a medium-sized course (40 to 50 students); it was a theory-based course which taught only the theory of counseling. I revised the course using a more problem-based teaching approach. I connected the theories to case studies and encouraged students to think through cases critically while applying theories. I received actual cases with redacted names and pertinent information from the Children’s Authority and turned them into case studies. I created role play exercises and developed a game to have students critically analyze and develop counseling language to work with hypothetical situations. These exercises were well received, and through word of mouth, enrollment increased, and the class size went from a medium size to a large sized class with (70 to 100 students) within the last two years. In reviewing student evaluations comments, a reoccurring comment was they appreciated the case studies and it enriched their learning. See Lesson Plan: boppps_cbt_lesson_plan.pptx
World-sized Classroom
Another course that I modified was the International Social Welfare and Social Work. As a scholar practitioner, my perspective to teaching is to incorporate culture, practice, and knowledge into the classroom. In this course I take students on field site visits, so they can have a realistic account of theoretical concepts. I also utilize visual technology to expose students to universal social problems and opportunities for change. I can give students insight about international social work practice and the universality and specificity of social work skills across international settings.
Student Exchange Program
I spearheaded the UWI, St. Augustine Social Work Unit’s very first post-graduate student exchange initiative. This life-changing initiative promotes global engagement through guest lectures, field site visits, and other learning opportunities for faculty and students around social work practice, local and global policy, and research methodologies. In collaboration with Quinnipiac University (QU), I brought three post-grad students to Connecticut, USA in 2019 for a week-long educational experience. The students had the opportunity to encounter an established social welfare system serving diverse communities and to visit field agencies and community-based organizations. They accessed many inter-professional and educational opportunities.
The University of the West Indies - St. Augustine Campus and Quinnipiac University (QU), both have burgeoning Social Work programs and therefore this initiative provided an excellent platform for future program development as well as collaboration in other initiatives. See article: student_exchange_program_-_news_paper_article.jpg
Online Teaching - Blended Learning
I was an early proponent to online teaching and blended learning techniques. I use a blended approach to teaching and assessing courses. This approach adds yet another creative layer that appeals to the various learning styles I encounter; it exposes my students to the topics employing several multimedia resources.
Additionally, some assignments are required to be designed and uploaded online (PowerPoint Presentations, Genograms etc.) This method may introduce new technological techniques to students who are not technologically savvy, as well as hone the skills of those who are, making them even more globally relevant in today’s practice. Online Teaching is also particularly helpful to post-graduate students who may not make it to every class due to work but will be able to see the material and review the information at their leisure. I upload a variety of materials, in addition to my slides on the MyElearning-branded Moodle platform used at the UWI. The screenshot below highlights some of these resources including video, PDF, and interactive media:
I spearheaded the UWI, St. Augustine Social Work Unit’s very first post-graduate student exchange initiative. This life-changing initiative promotes global engagement through guest lectures, field site visits, and other learning opportunities for faculty and students around social work practice, local and global policy, and research methodologies. In collaboration with Quinnipiac University (QU), I brought three post-grad students to Connecticut, USA in 2019 for a week-long educational experience. The students had the opportunity to encounter an established social welfare system serving diverse communities and to visit field agencies and community-based organizations. They accessed many inter-professional and educational opportunities.
The University of the West Indies - St. Augustine Campus and Quinnipiac University (QU), both have burgeoning Social Work programs and therefore this initiative provided an excellent platform for future program development as well as collaboration in other initiatives. See article: student_exchange_program_-_news_paper_article.jpg
Online Teaching - Blended Learning
I was an early proponent to online teaching and blended learning techniques. I use a blended approach to teaching and assessing courses. This approach adds yet another creative layer that appeals to the various learning styles I encounter; it exposes my students to the topics employing several multimedia resources.
Additionally, some assignments are required to be designed and uploaded online (PowerPoint Presentations, Genograms etc.) This method may introduce new technological techniques to students who are not technologically savvy, as well as hone the skills of those who are, making them even more globally relevant in today’s practice. Online Teaching is also particularly helpful to post-graduate students who may not make it to every class due to work but will be able to see the material and review the information at their leisure. I upload a variety of materials, in addition to my slides on the MyElearning-branded Moodle platform used at the UWI. The screenshot below highlights some of these resources including video, PDF, and interactive media:
Teaching Styles & Assessments
I employ a teaching style and created assessments to improve student's learning abilities and encourage further learning.
- Lectures: I engage the class in seminars concentrating on and reinforcing key concepts. I endeavor to introduce classical and new theories and explore Caribbean relevant situations to broaden the perspectives of my students while making them culturally appropriate.
- Assessment: A brief pre and post test to assess level of understanding and to clarify concepts.
- Debates: Students engage in mini debates among each other on key readings. They develop their analytical skills while viewing issues from different perspectives. Students develop communication skills.
- Assessment: Assess communication skills, ability to articulate, interpersonal skills.
- Group Work: I establish small groups to encourage collaboration through in-class and after class assignments. Through Group Work, students interchange ideas, pool resources and inspire creativity to complete their assignments; often they discover skills and new competences about themselves and each other. Students develop effective interpersonal skills.
- Assessment: Developing a grading scheme, class_presentation_grading_scheme.docx
- Presentations/Videos: I use key videos both in and outside the class time. These multimedia strategies are used to expose students to new topics and reinforce key learning.
- Assessment: Student will do a one minute paper to ensure the students understand the material from the videos.
- Class Participation/Discussions: Classes are highly interactive and participatory. Class discussions and asynchronous, online discussions, especially in cases of large classes are imperative to engage each student and explore complex concepts at a granular level.
Contribution to Caribbean Education
Social Casework Methodology: A Skills Handbook for the Caribbean Human Services Worker is an introductory textbook for first- and second-year students; it is an easy-to-use text that defines social casework methodology, components of the methods, case histories, and exercises for social work students interested in working in the human services sector. It aptly outlines a systematic approach that emerging and practicing human services workers like my students, will find useful while working with clients in the Caribbean.
In collaboration with Dr. Emmanuel Johnson, I published this practical reference brief in 2019 which contextualizes social casework methodology in a specifically Caribbean cultural and historical context. This handbook emerged from the experiences of human services workers and educators working in the Caribbean. The concepts of social welfare policy and programs are relatively new to the Caribbean as historically, Christian-based organizations and local communities took the responsibility of caring for those in need.
As social problems grew more complicated and threatened the security of the nation it became clear that governments of these small island states needed to provide a systematic approach in dealing with these social problems to help their citizens have a better quality of life.
In collaboration with Dr. Emmanuel Johnson, I published this practical reference brief in 2019 which contextualizes social casework methodology in a specifically Caribbean cultural and historical context. This handbook emerged from the experiences of human services workers and educators working in the Caribbean. The concepts of social welfare policy and programs are relatively new to the Caribbean as historically, Christian-based organizations and local communities took the responsibility of caring for those in need.
As social problems grew more complicated and threatened the security of the nation it became clear that governments of these small island states needed to provide a systematic approach in dealing with these social problems to help their citizens have a better quality of life.
Curriculum Development
As a scholar-practitioner, I met with community stakeholders in the criminal justice system and observed there was a rising number of court cases and growing prison population nationwide, creating a large demand for qualified professionals with specialized skills. I developed a course that helps social work students who interface with people in the legal system. Practice and Treatment of Forensic Populations is a course where students gain the foundational knowledge necessary to evaluate and subsequently treat many different forensic populations, such as youth offenders, victims of child abuse and offenders of abuse. Students recognize and apply the use of traditional forms of intervention, including individual and group psychotherapy, as well as recent developments in intervention, such as restorative justice.
Applying concepts and theories learned in the course, students develop a project scenario in which they feature an offender and describe treatment approaches as well as related ethical, legal, and multicultural factors that may impact treatment. Reflecting on the course, students also consider and discuss professional identity and goals. In designing the course, I did a learner analysis learner_analysis_practice_and_treatment_of_forensic_populations.docx, a course mapping and course alignment sowk_xxxx_-practice_and_treatment_of_forensic_populations-approval_letter-may_2019.docx.
Applying concepts and theories learned in the course, students develop a project scenario in which they feature an offender and describe treatment approaches as well as related ethical, legal, and multicultural factors that may impact treatment. Reflecting on the course, students also consider and discuss professional identity and goals. In designing the course, I did a learner analysis learner_analysis_practice_and_treatment_of_forensic_populations.docx, a course mapping and course alignment sowk_xxxx_-practice_and_treatment_of_forensic_populations-approval_letter-may_2019.docx.
Continuing Education for Professionals in the Field
Another initiative during the third term in 2019 which was a 40-hour training, the Essential skills for Forensic Social Work. This training was a continuing education program for professionals who were in the field. I co-created and co-led the training during June 3 to 7th 2019; there were 40 participants who were social workers and nurses from Children’s Authority, St. Ann’s psychiatric hospital, the Ministry of Education and medical social work. This was a continuing education initiative geared towards practitioners in the field which accommodated students at various levels of education. For this, I also did a learner analysis, a course mapping and course alignment to developing the course.
Post-Graduate Mentorship & Publications with Students
I am the primary/co-supervisor of three (3) PhD and two (2) MPhil students at all various stages of their thesis. In the past, I have supervised post graduate students and presently two (2) have graduated. As a mentor for postgraduate students it is important to foster scholarship. I have done collaborative research and writing with students and presently published two articles with students as the co-authors.
Huggins, C., Hinkson, G., Charles, K. (2020). “He was a good boy”:
The Caribbean Black mothers’ experience of coping and grief with the homicide of their sons in Trinidad. Journal of Black Studies. Sage Publications. doi.10.1177/0021934720915441. Impact factor: 0.7. omega_article_traumatic_grief_.pdf
Hinkson, G., Huggins, C., Modeste-James, A. (2020).
Mothers’ Physical and Mental Health Status After the Homicide of Their Adult Children in the Small Island State of Trinidad and Tobago. Traumatology. American Psychological Association Publishing. http://dx.doi.org/10.1037/trm0000264. Impact factor: 0.67. traumatology_article.pdf
Huggins, C., Hinkson, G., Charles, K. (2020). “He was a good boy”:
The Caribbean Black mothers’ experience of coping and grief with the homicide of their sons in Trinidad. Journal of Black Studies. Sage Publications. doi.10.1177/0021934720915441. Impact factor: 0.7. omega_article_traumatic_grief_.pdf
Hinkson, G., Huggins, C., Modeste-James, A. (2020).
Mothers’ Physical and Mental Health Status After the Homicide of Their Adult Children in the Small Island State of Trinidad and Tobago. Traumatology. American Psychological Association Publishing. http://dx.doi.org/10.1037/trm0000264. Impact factor: 0.67. traumatology_article.pdf