Birkenmaier, J., Lane, L. B. Callahan, C.,, & Hageman, S. A. (2021). Teaching note—Course models for increased competency for practice integrated with financial capability and asset building. Journal of Social Work Education, 57(3), 604–611. https://doi.org/10.1080/10437797.2020.1714522
Tag: Sally Hageman
Preparing Social Work Faculty to Teach Financial Capability: Where We Stand
Huang, J., Sherraden, M. S., Johnson, L., Birkenmaier, J., Loke, V., & Hageman, S. (2020). Preparing social work faculty to teach financial capability: Where we stand. Journal of Social Work Education, 57(), 688–706. https://doi.org/10.1080/10437797.2020.1714524
Economic and Financial Well-Being in the Social Work Curriculum: Faculty Perspectives
Hageman, S. A., Sherraden, M. S., Birkenmaier, J. M., & Loke, V. (2021). Economic and financial well-being in the social work curriculum: Faculty perspectives. Journal of Social Work Education, 57(2), 251–263. https://doi.org/10.1080/10437797.2019.1661919
Faculty Perspectives on Financial Capability and Asset Building in Social Work Education: A Research Report
Sherraden, M. S., Huang, J., Johnson, L., Dore, P. Birkenmaier, J., Loke, V., & Hageman, S. (2018). Faculty perspectives on financial capability and asset building in social work education: A research report (CSD Research Report No. 18-14). St. Louis, MO: Washington University, Center for Social Development. https://doi.org/10.7936/K7RV0N7P
Financial Capability and Asset Building in the Curricula: Student Perceptions
Loke, V., Birkenmaier, J., & Hageman, S. A. (2017). Financial capability and asset building in the curricula: Student perceptions. Journal of Social Work Education, 53(1), 84-98. doi:10.1080/10437797.2016.1212751
Training Social Workers and Human Service Professionals to Address the Complex Financial Needs of Clients
Frey, J. J., Hopkins, K., Osteen, P., Callahan, C., Hageman, S., & Ko, J. (2017). Training social workers and human service professionals to address the complex financial needs of clients. Journal of Social Work Education, 53(1), 118–131. doi:10.1080/10437797.2016.1212753