Growing social workers: A case study of a field-centered social work advising system

One of the challenges social work educators have historically faced is how to help students integrate the theoretical or classroom based components of social work education with field based learning. The framework and foundation for field practicums has changed little since the beginning of social work education and changes within the practice environment, student needs, and academia have made it increasingly difficult for social work programs to deliver quality field education.;The purpose of this study was to conduct a qualitative case study to describe and evaluate a model for the student academic and field advising system implemented at Tulane School of Social Work from 2001 until 2005. The goals of the study were to understand how the program developed, what happened, what impact it had on the faculty and students, and what could be learned from the experience. Thick description is provided to facilitate an understanding of the development and evolution of the advising system; the students' experience with the advising system; the challenges in implementing the system; and provide evaluations to inform the advising processes with future students.;The findings illustrate the strengths and limitations of the advising system; the role relationship plays in student investment in advising; and the challenges faced by faculty members who serve as academic and field advisors.