The Use of Simulation-Inspired Techniques as a Strategy for Onboarding Social Work Instructors

This teaching note utilizes a case synopsis to describe the use of simulation-inspired techniques as an experiential tool for a faculty pedagogy training that took place during the annual onboarding of new and returning instructors in a graduate social work program. The simulation-inspired activity used in the synopsis is designed for two primary purposes: a) to promote confidence and increase ease in navigating complex student dynamics in the service of strengthening classroom culture and community and b) to develop, practice or experiment with pedagogical skills to engage students and navigate conflict via inclusive teaching strategies that center racial justice. By utilizing simulated classroom-based scenarios, instructors engage in an immersive experience that provides a controlled practice lab for navigating complex dynamics commonly encountered in the social work classroom. The teaching note identifies specific learning objectives and outlines the process of designing and implementing the simulation-inspired onboarding activities. It also discusses processes used for actor recruitment and training, script development, host training, and the creation of the agenda to facilitate reflective debriefing. The teaching note concludes with a summary of lessons learned about the use of simulation-inspired activities during the onboarding of new and returning social work instructors.