Seminar for New Field Instructors (Charles River Campus and Off-Campus Programs)

The Seminar for New Field Instructors is required for all field instructors supervising an MSW student for the first time. Because the course is designed to support beginning field instruction skills, we only offer the seminar to people supervising a student in the fall. Please note that several of the sections have an enrollment cap and some tend to fill up early. Priority will be given to field instructors who will be supervising Boston University students in the event a section becomes full. Field instructors who will be supervising macro practice students should enroll in the Tuesday morning section, Section C. If you are unable to attend one of the seminars offered by Boston University, you may be able to attend a similar seminar offered by one of the other New England schools of social work. See NECON for more information.

Schedule for 2014-2015


*For copyright reasons, articles will be taken off the site two weeks after the course begins.

Both Methods

Everett, J. E., Miehls, D., DuBois, C. & Garran, A. M. (2011). The developmental model of supervision as reflected in the experiences of field supervisors and graduate students. Journal of Teaching in Social Work, 31:3, 250–264.

Gelman, C. R. (2011). Field instructors’ perspectives on foundation year MSW students’ preplacement anxiety. Journal of Teaching in Social Work, 31:295–312.

Hair, H. J. & O’Donoghue, K. (2009). Culturally relevant, socially just social work supervision: becoming visible through a social constructionist lens. Journal of Ethnic and Cultural Diversity in Social Work, 18:1, 70–88.

Kanno, H. & Koeske, G. (2010). MSW students’ satisfaction with their field placements; the role of preparedness and supervision quality. Journal of Social Work Education, 46:1, 23–38.

Koob, J. & Funk, J. (2002). Kolb’s learning style inventory: Issues of reliability and validity. Research on Social Work Practice, 12: 293-308.

Mumm, A. & Kersting, R. C. (1997). Teaching critical thinking in social work practice courses. Faculty Publications. Paper 143.

Tam, D. & Coleman, H. (2011). Validation study of a gatekeeping attitude index for social work education. Journal of Teaching in Social Work, 31–522.

Urdang, E. (2010). Awareness of self: A critical tool. Social Work Education, 29:5, 523–538.


Bellamy, J., Bledsow, S. E. & Mullen, E. J., Fang, L. & Manuel, J. I. (2008). Agency-university partnership for evidence-based practice in social work. Journal of Social Work Education, 44(3): 55–76.

Deal, K. H. & Clements, J. A. (2006). Supervising students developmentally: evaluating a seminar for new field instructors. Journal of Social Work Education, 42(2), 291–306.

Edmond, T., Rochman, E., Megivern, D., Howard, M. & Williams, C. (2006). Integrating evidence-based practice and social work education. Journal of Social Work Education, 42(2), 377–396.

Engstrom, D. W., Gamble, L. & Min, J. W. (2009). Field practicum experiences of bilingual social work students working with limited English proficiency clients. Journal of Social Work Education, 45(2), 209–224.

Gelman, C. R., Fernandez, P., Hausman, N., Miller, S. & Weiner, M. (2007). Challenging endings: First year MSW interns’ experiences with forces termination and discussion points for supervisory guidance. Clinical Social Work Journal, 3(5), 79–90.

Litvack, A., Mishna, F., & Bogo, M. (2010). Emotional reactions of students in field education: an exploratory study. Journal of Social Work Education, 46(2), 227–243.

Miehls, D. (2010). Contemporary trends in supervision theory: A shift from parallel process to relational and trauma theory. Clinical Social Work Journal, 3(8) 370–>378.

Newman, P.A., Bogo, M. & Daley, A. (2009). Breaking the silence: Sexual orientation in social work field education. Journal of Social Work Education, 45 (1), 7–26.

Siebold, C. (2007). Everytime we say goodbye: Forced termination revisited, a commentary. Clinical Social Work Journal, 3(5), 91–95.

Tebes, J. K., Matlin, S. L., Migdole, S. J., Farkas, M. S., Money, R. W., Shulman, L. & Hoge, M. A. (2011). Providing competency training to clinical supervisors through an interactional supervision approach. Research on Social Work Practice, 21(2), 190–199.




Harrigan, M. P., Fauri, D. P. & Netting, F. E. (1998). Termination: Extending the concept for macro social work practice. Journal of Sociology and Social Welfare, 25(4), 61–80.

Hill, K., Ferguson, and Erickson, C. (2010). Sustaining and strengthening a macro identity: the association of macro practice social work, Journal of Community Practice, 18:4, 513–527.

Holtz Deal, K., Hopkins, K, Fisher, L., & Hartin, J. (2007). Field practicum experiences of macro-oriented graduate students. Administration in Social Work, 31(4), 41–58.

Medina, C., The need and use of process recordings in policy practice: a learning and assessment tool for macro practice (2010). Journal of Teaching Social Work, 30(1), 29–45.

Regehr, C., Bogo, M., Donovan, K. Anstice, S. & Lim, A. (2012). Identifying Student Competencies in Macro Practice: Articulating the Practice Wisdom of Field Instructors. Journal of Social Work Education, 48:2, 307–319.

Thompson, J., Menefee, D., Marley, M. (1999). A comparative analysis of social workers’ macro practice activities: identifying functions common to direct practice and administration. Journal of Social Work Education, 35(1), 115–124.

Wimpfheimer, S. (2004). Leadership and management competencies defined by practicing social work managers. Administration in Social Work, 28:1, 45–56.