S. Williamson-Ashe
- Courses1
- Reviews2
- School: Norfolk State University
- Campus:
- Department: Social Work
- Email address: Join to see
- Phone: Join to see
-
Location:
700 Park Ave
Norfolk, VA - 23504 - Dates at Norfolk State University: May 2018 - May 2018
- Office Hours: Join to see
N/A
Would take again: No
For Credit: Yes
0
0
Mandatory
Awful
Get ready to be self-taught, because this class isn't for learning. There's a group project every class, and the tests aren't multiple choice. Just don't take the class if you can.
N/A
Would take again: No
For Credit: Yes
0
0
Mandatory
Awful
If class presentation is not your favorite, then I will not recommend this professor. We had group presentation every week. Tests were not multiple choice so you need to study the chapters very well. This professor does know the subject but is not very graceful.
Biography
Norfolk State University - Social Work
Associate Professor Norfolk State University
Higher Education
Sandra
Williamson-Ashe
Norfolk, Virginia
Experienced Associate Professor and senior level executive leader with a demonstrated history of working in higher education. Proficient in Critical Thinking, Analytical Skills, Effective Leadership, Student Retention & Persistence, Mentoring, Student Development & Success, and Creative Problem-Solving with a strong emphasis on Professionalism and Relationship Building. My Doctor of Education (Ed.D.) focuses on Higher Education/Higher Education Administration from The George Washington University. This combines with my Master's of Social Work to create ideal research opportunities for Other-mothering, Academic Advisement, Organizational Realignment, Mission & Vision Alignment, Empathy Education with Leadership.
Experience
Norfolk State University
Associate Vice President Student Affairs
S. worked at Norfolk State University as a Associate Vice President Student Affairs
Norfolk State University
Associate Professor
S. worked at Norfolk State University as a Associate Professor
Norfolk State University
Assistant Professor
S. worked at Norfolk State University as a Assistant Professor
Virginia Union University
Vice President for Enrollment Management and Student Affairs
S. worked at Virginia Union University as a Vice President for Enrollment Management and Student Affairs
Tidewater Community College
Adjunct Instructor
S. worked at Tidewater Community College as a Adjunct Instructor
Saint Leo University
Adjunct Professor
S. worked at Saint Leo University as a Adjunct Professor
Education
UNC Charlotte
Bachelor's degree
Criminal Justice
The George Washington University
Doctor of Education (Ed.D.)
Higher Education/Higher Education Administration
Norfolk State University
Master of Social Work (MSW)
Social Work
Norfolk State University
Associate Vice President Student Affairs
Norfolk State University
Associate Professor
Norfolk State University
Assistant Professor
Publications
Validating Social Work Student Value Theme Perceptions Using the Emerging Values Model
Journal of Social Work Values and Ethics
The objective of this work is to evaluate the validity of the Emerging Values Model (EV) through a replication of the Values Team Study (VTS) and create a comparable analysis with the previous work, “Social Work Student Perceptions of Group Work and the Presence of Value Themes that Correspond to Group Work Success” by Williamson-Ashe and Ericksen (2017). The results and analysis highlight the validation and importance of both peer and group work values and reduces the categories from four to three, leaving the categories of decision-making and problem solving (DP), skills (SC), and collaboration (CC). The majority of student responses convey the idea that equal effort group collaboration is a valuable skill that aids students in becoming better and a more successful student where problem-solving skills are refined and those skills produce an effective tool for learning. Students indicate that the greatest barrier to group work participation is scheduling time to meet outside of class hours because of life’s responsibilities. The results and analysis of the study highlight the validation and importance of both values, peer and group work, and the three noted categories, DP, SC, CC, that are central to identifying what student’s value in the small group work process.
Validating Social Work Student Value Theme Perceptions Using the Emerging Values Model
Journal of Social Work Values and Ethics
The objective of this work is to evaluate the validity of the Emerging Values Model (EV) through a replication of the Values Team Study (VTS) and create a comparable analysis with the previous work, “Social Work Student Perceptions of Group Work and the Presence of Value Themes that Correspond to Group Work Success” by Williamson-Ashe and Ericksen (2017). The results and analysis highlight the validation and importance of both peer and group work values and reduces the categories from four to three, leaving the categories of decision-making and problem solving (DP), skills (SC), and collaboration (CC). The majority of student responses convey the idea that equal effort group collaboration is a valuable skill that aids students in becoming better and a more successful student where problem-solving skills are refined and those skills produce an effective tool for learning. Students indicate that the greatest barrier to group work participation is scheduling time to meet outside of class hours because of life’s responsibilities. The results and analysis of the study highlight the validation and importance of both values, peer and group work, and the three noted categories, DP, SC, CC, that are central to identifying what student’s value in the small group work process.
Pedagogical Techniques that Provide Educational Value to Social Work Students through Bereavement Academics and Empathetic Advancements,
Journal of Human Services: Training, Research, and Practices
This article addresses social work students engaged in an academic bereavement assignment that incorporates student centered instruction (SCI) and “teaching through relationships.” Using an untimely social work students’ death, students utilize research, reflection, cooperative small group learning, and applied theory, to compose a writing assignment. Intentionally introducing the “sorrowful empty chair” in the bereavement assignment led to reflective thoughts that are equal to empathy and shows a reflection model in production. Applying theoretical framework to current events aids students understanding of theory. While current events’ research improves student research skills as well as their theoretical understanding, the application of theoretical frameworks and current events with research, leads to an increase in student devotion and commitment to produce good work.
Validating Social Work Student Value Theme Perceptions Using the Emerging Values Model
Journal of Social Work Values and Ethics
The objective of this work is to evaluate the validity of the Emerging Values Model (EV) through a replication of the Values Team Study (VTS) and create a comparable analysis with the previous work, “Social Work Student Perceptions of Group Work and the Presence of Value Themes that Correspond to Group Work Success” by Williamson-Ashe and Ericksen (2017). The results and analysis highlight the validation and importance of both peer and group work values and reduces the categories from four to three, leaving the categories of decision-making and problem solving (DP), skills (SC), and collaboration (CC). The majority of student responses convey the idea that equal effort group collaboration is a valuable skill that aids students in becoming better and a more successful student where problem-solving skills are refined and those skills produce an effective tool for learning. Students indicate that the greatest barrier to group work participation is scheduling time to meet outside of class hours because of life’s responsibilities. The results and analysis of the study highlight the validation and importance of both values, peer and group work, and the three noted categories, DP, SC, CC, that are central to identifying what student’s value in the small group work process.
Pedagogical Techniques that Provide Educational Value to Social Work Students through Bereavement Academics and Empathetic Advancements,
Journal of Human Services: Training, Research, and Practices
This article addresses social work students engaged in an academic bereavement assignment that incorporates student centered instruction (SCI) and “teaching through relationships.” Using an untimely social work students’ death, students utilize research, reflection, cooperative small group learning, and applied theory, to compose a writing assignment. Intentionally introducing the “sorrowful empty chair” in the bereavement assignment led to reflective thoughts that are equal to empathy and shows a reflection model in production. Applying theoretical framework to current events aids students understanding of theory. While current events’ research improves student research skills as well as their theoretical understanding, the application of theoretical frameworks and current events with research, leads to an increase in student devotion and commitment to produce good work.
Social Work Student Perceptions of Group Work and the Presence of Value Themes that Correspond to Group Work Success. Journal of Social Work Values and Ethics,
Journal of Social Work Values and Ethics
This research study explores what students report or perceive is valuable from group work participation. During the spring semester, April of 2015, an amended Value Team Survey (VTS) was administered to twenty (20) graduate level social work students. Evaluating the respondents’ results supports the emergence of two value themes, “peer value” and “group work value.” This new association of values creates the emerging values model (EV). “Peer value” themes reflect relationships, behaviors that are directly affected by peers, and outcomes related to peer influences and their level of importance. “Group work value” themes reflect the worthiness, success, or failure in the active engagement process of teamwork. Overall, the small group process is productive, rewarding, and enhances the student’s decision-making and problem-solving abilities. Students self-reported that working in a group improves their achievement and working with their peers is an important skill. Knowing that students recognize the value and importance of group work proves as an advantage for instruction in higher education. The student acknowledged value themes can be incorporated into course learning goals in order to successfully meet the Council on Social Work Education (CSWE) guidelines.
Validating Social Work Student Value Theme Perceptions Using the Emerging Values Model
Journal of Social Work Values and Ethics
The objective of this work is to evaluate the validity of the Emerging Values Model (EV) through a replication of the Values Team Study (VTS) and create a comparable analysis with the previous work, “Social Work Student Perceptions of Group Work and the Presence of Value Themes that Correspond to Group Work Success” by Williamson-Ashe and Ericksen (2017). The results and analysis highlight the validation and importance of both peer and group work values and reduces the categories from four to three, leaving the categories of decision-making and problem solving (DP), skills (SC), and collaboration (CC). The majority of student responses convey the idea that equal effort group collaboration is a valuable skill that aids students in becoming better and a more successful student where problem-solving skills are refined and those skills produce an effective tool for learning. Students indicate that the greatest barrier to group work participation is scheduling time to meet outside of class hours because of life’s responsibilities. The results and analysis of the study highlight the validation and importance of both values, peer and group work, and the three noted categories, DP, SC, CC, that are central to identifying what student’s value in the small group work process.
Pedagogical Techniques that Provide Educational Value to Social Work Students through Bereavement Academics and Empathetic Advancements,
Journal of Human Services: Training, Research, and Practices
This article addresses social work students engaged in an academic bereavement assignment that incorporates student centered instruction (SCI) and “teaching through relationships.” Using an untimely social work students’ death, students utilize research, reflection, cooperative small group learning, and applied theory, to compose a writing assignment. Intentionally introducing the “sorrowful empty chair” in the bereavement assignment led to reflective thoughts that are equal to empathy and shows a reflection model in production. Applying theoretical framework to current events aids students understanding of theory. While current events’ research improves student research skills as well as their theoretical understanding, the application of theoretical frameworks and current events with research, leads to an increase in student devotion and commitment to produce good work.
Social Work Student Perceptions of Group Work and the Presence of Value Themes that Correspond to Group Work Success. Journal of Social Work Values and Ethics,
Journal of Social Work Values and Ethics
This research study explores what students report or perceive is valuable from group work participation. During the spring semester, April of 2015, an amended Value Team Survey (VTS) was administered to twenty (20) graduate level social work students. Evaluating the respondents’ results supports the emergence of two value themes, “peer value” and “group work value.” This new association of values creates the emerging values model (EV). “Peer value” themes reflect relationships, behaviors that are directly affected by peers, and outcomes related to peer influences and their level of importance. “Group work value” themes reflect the worthiness, success, or failure in the active engagement process of teamwork. Overall, the small group process is productive, rewarding, and enhances the student’s decision-making and problem-solving abilities. Students self-reported that working in a group improves their achievement and working with their peers is an important skill. Knowing that students recognize the value and importance of group work proves as an advantage for instruction in higher education. The student acknowledged value themes can be incorporated into course learning goals in order to successfully meet the Council on Social Work Education (CSWE) guidelines.
An Integrated Principle-Based Approach of International Social Work Ethical Principles and Servant Leadership Principles.
The Routledge Handbook of Social Work Values and Ethics. Routledge Publications.
International social work is a helping profession that defies barriers, creates change, and embraces challenges as opportunities. Servant leadership uses service to help and influence others, incorporates an awareness of self, and empathetically puts others first. The combination of international social work and servant leadership seems an unlikely pair, but from a review of the literature, both international social work and servant leadership share integrity and service as fundamental underpinnings. Utilizing integrity and service, the integrated principles of humanity, community, and intelligence originate to form the Integrated Principle-Based Approach (IPA). These principles show a coalescence of international social work principles and servant leadership principles and they function as a method of categorization.
