My teaching publications

Harder, J., Cox, S., Grotelueschen, J., Simpson, D., & Lozier, M. (2007). Teaching and learning social work practice skills through the use of triads. The Journal of Baccalaureate Social Work, 13, 13-38.

This article presents a structured way to teach and learn social work practice skills in an undergraduate or foundation practice class. Triads provide the opportunity for students to develop practice skills and confidence as they experience firsthand the role of a social work practitioner. Written from both the perspective of the instructor and the student, this article examines how triads can be used to teach, apply, and reinforce skills in each of seven areas of the problem-solving model: engagement, assessment, planning/contracting, intervention, evaluation, closing, and follow-up, with additional opportunity given to applying skills related to social work values, ethics, and diversity. . The article discusses confidentiality and dual relationships as they relate to this teaching method and the risks and challenges to the use of this approach for both instructor and student.

Harder, J. (under review). Social work education, Montessori style.

Many of the central tenets of Montessori philosophy of education run parallel with those of the profession of social work. This article outlines Montessori education and adult learning theory, and applies these ideas and methods to social work education. The application of Montessori principles would include more of an emphasis on lifelong learning and on offering students more choices in designing learning opportunities. The social work instructor would place a greater emphasis on hands-on learning and less on individual assessment. Our classrooms and schools would become learning communities, providing formal and informal mentorships. Tensions and opportunities in the adoption of Montessori principles into social work education are discussed.

Harder, J. (under review). Overcoming MSW students' reluctance to engage in research.

Social work students are typically reluctant to engage in research. The Research Partnership model takes a service-learning approach, allowing students to work with data from a community agency and resulting in a final paper with all the sections of an empirical journal article. Use of this model in teaching social work research enhances student motivation, learning, and skills through hands-on activities within an authentic context, and by using group support with individual accountability, structured and incremental learning opportunities, and teaching from a strengths-based perspective.