BRIDGING THE GAP BETWEEN ACADEMIA AND REAL PRACTICE

This teaching approach, led by Dr Paul McCafferty, is deeply rooted in a commitment to bridging the gap between academic learning and real-world social work practice. His first-year module for 110 undergraduate social work students integrates theory with practical experience through innovative teaching methods. The module features immersive role-playing exercises, collaboration with Queen’s University Belfast’s (QUB) Drama department, and engagement with real-life service users.

Assessment includes assignments, a skills role-play exam, and a formative role-play assessment. By emphasising work-based learning and inclusivity, Dr. McCafferty ensures that students develop the necessary professional competencies, making them practice-ready upon graduation. His dedication to pedagogical innovation and student engagement has led to outstanding student feedback and institutional recognition. 

CONSTRUCTIVIST AND EXPERIENTIAL LEARNING THEORIES

Dr. McCafferty’s teaching philosophy is grounded in constructivist and experiential learning theories, with influences from Kolb’s learning theory and Schön’s reflective practice model. His approach prioritizes active learning, inclusivity, and professional readiness by integrating: 

• A collaborative, practice-focused curriculum co-designed with agency professionals and service users
• A combination of direct instruction, flipped classrooms, and inquiry-based learning
• Role-playing exercises with drama students and real-life service users to enhance realism and empathy
• Use of 360-degree immersive videos to simulate social work scenarios, reinforcing best practices
• Pedagogical alignment with QUB’s core educational strategies and national social work standards 

• Developed a curriculum that integrates theoretical knowledge with practical skills, enhancing student employability
• Created a unique cross-faculty collaboration with the Drama department to provide authentic role-playing experiences
• Implemented 360-degree immersive videos to simulate real-life social work scenarios, improving student engagement
• Pioneered an assessment strategy that balances academic rigor with real-world applicability 
• Led a transition from exam-based assessment to project-based evaluation, aligning with QUB’s Education Strategy
• Achieved high student satisfaction scores, with an overall teaching score of 4.8/5

Dr. McCafferty’s teaching has profoundly influenced students, as evidenced by their feedback:

“The role-play exercises with drama students and real-life service users were incredibly impactful in understanding real-world challenges.” 
“The immersive videos provided a safe yet realistic way to observe best practices before applying them in tutorials.”

Agency and service user feedback also highlights the impact: 

“It’s critical that students learn from practitioners at the coalface—this module delivers that effectively.” – Agency Staff 
“The best way to learn is from someone with lived experience, and this module ensures that voice is heard.” – Service User

Institutionally, Dr. McCafferty has influenced QUB’s approach to social work education by mentoring new staff, leading curriculum development efforts, and representing QUB on the national Teaching and Learning Committee for Social Work Education. 

• Active Learning: Role-play, flipped classrooms, and inquiry-based learning enhance student engagement and competence
• Innovative Pedagogy: 360-degree immersive videos and collaboration with drama students enrich the learning experience
• Inclusivity & Accessibility: A diverse range of teaching strategies ensures inclusivity and student success
• Real-World Impact: Engagement with service users and practitioners strengthens students’ preparedness for professional roles
• Institutional Influence: Leadership in assessment reform and cross-departmental collaboration enhances teaching excellence across Queen's

“I feel privileged to have learned from a lecturer who teaches with passion and truly prepares us for social work practice.” 

- Student