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.

摘要

COVID-19 的出现对美国各地的 MSW 学生造成了重大破坏。本研究使用多项数据对 MSW 学生在美国 COVID-19 出现期间对 COVID-19、在线教学、虚拟现场布置和创新的态度进行案例研究。数据包括来自每周学生调查回复（n = 75）的定性数据、课堂参与的观察笔记、政策分析作业的数据以及通过学生课堂作业收集的 COVID-19 在线数据。调查结果解决了 MSW 学生不断变化的关注点和角色、虚拟现场安置带来的挑战以及学生识别的创新。我从这个案例研究中确定了五个关于小组分配、背景、代理、心理健康支持和公平的经验教训。