Teaching Curriculum Development

2015-2020 Preparing for Critical Practice in Child Welfare (PCPCW)
Lead (with others from the academy and child welfare field) a child welfare sector funded ($95,896.00) 5-year educational project to prepare BSW students for critical child welfare practice.” The curriculum has been developed by service users, service provides, and academics and involves one introductory child welfare course and two advance courses, plus enhanced child welfare placement mentoring and coordination. This project is linked to a research project that measures the learning outcomes of students in the PCPCW and non-PCPCW streams.

2014 Received a Learning Portfolio Fellowship
As a MacPherson Institute “Learning Portfolio Fellow,” I developed a way to use learning portfolios to map undergraduate child welfare learning to life-long learning in the field.

2013 Positive Parenting Curriculum
Working with Dr. Saara Greene (project lead) and a community based team, I helped develop curriculum and training content for child welfare work with mothers living with and affected by HIV. Content was developed and tested through research that set and examined curriculum outcomes. This curriculum is used by schools of social work and child welfare agencies in Ontario and findings have been disseminated internationally.

2012 Community based (Six Nations) Child Welfare Course
Developed and delivered, in partnership with a Haudenosaunee instructor, a McMaster undergraduate child welfare course at Six Nations Polytechnic (SNP). This course used a blended Indigenous and non-Indigenous pedagogy and was developed in consultation with Clan Mothers and other community members.

2012 Developed Doctoral Teaching Internship Program
In consultation with the McMaster Centre of Leadership and Learning (now known as the MacPerson Institute), I developed and implemented a “teaching internship” program for doctoral students in the School of Social Work. This program now enables students to co-teach courses and to build the teaching portfolios while undertaking doctoral study.

2010 Chaired National Conference "Crown Ward Pathways: Making Trails Through Education"
Chaired the planning and development of a national conference on educational success for Crown Wards. The conference was hosted at McMaster University and attracted 268 attendees from a range of sectors including Provincial Governments, Universities, School Boards, and the child welfare sector. A number of the educational initiatives explored at the conference have now been implemented.

2007 Developed Brief, Solution Focused Intervention Curriculum for CASs
In a project funded by Haldimand & Norfolk Children’s Aid Society, I developed a curriculum for the use of brief and solution focussed approached to child protection work. This curriculum continues to be delivered across the province.

2007 Piloted inclusion education initiative across McMaster University
I delivered 12 (approximately 1 per month) presentations to university and community groups on inclusion and how to dialogue ideas and work across racial, cultural and other differences. In partnership with the McMaster Office of Human Rights and Equity, it was proposed all students entering McMaster receive an introduction to this content to set the state for their education, their engagement with each other, and for them creating and enjoying an inclusive campus. Although the hopes I had for these efforts did not emerge at the time, the ideas and materials that emerged from this initiative are now being revisited.

2006 Anti-Oppressive Approached to Child Welfare
Developed an anti-oppressive child welfare curriculum for Hamilton Children’s Aid Society and subsequently delivered this curriculum to a number of agencies across the province.

2005 Revised Anti-Oppressive Practice education at McMaster
Led a team comprised of faculty and students that review and re-articulated the way anti-oppressive education is understood. I co-presented findings with students at a refereed national conference.

2003 Led a research team pedagogies for teaching anti-oppression
Supported by a McMaster University Teaching & Learning Award, I led a faculty and student team that examined pedagogies used in anti-oppressive social work education across Canada. Findings informed the development of McMaster's first ever anti-oppression social work course. Findings and the pedagogues McMaster developed as a result were presented at a national refereed conference.

2003 Anti-racism based “cultural competence” curriculum
Co-developed an anti-racism "cultural competence" curriculum for the Family and Children's Services of the Waterloo Region, and trained staff members to deliver it. The premise of this curriculum was to be "culturally competent" one has to first understand the dominant culture, and the way it frames Others through a lens of white supremacy.

2002 Co-developed parallel online and classroom child welfare courses
Co-developed parallel Web-based and classroom version of the same undergraduate child welfare course at the University of Victoria, School of Social Work. The course was designed for Indigenous and non-Indigenous students and had research components that examined similarities and differences in the online and classroom environments, as well as innovative ways to incorporate Indigenous knowledge into the academy. Findings from the study were disseminated in three international peer reviewed journal articles (two of which were republished in books) and one peer reviewed national conference presentation.

2001 The role of Emotions in Learning
Undertook research into the role of emotions in online learning. This project involved co-developing and delivered a Web-based course to 72 participants at the University of Toronto, Faculty of Social Work. Findings from the study were disseminated in two peer reviewed international journal articles (both articles were also subsequently republished in books) and through one peer reviewed paper presented at a national teaching conference.

1999 Co-developed and delivered the University of Toronto, Faculty of Social
Work’s first online course.
This was a continuing education course which entailed a research component designed to evaluate effectiveness. The above course and research findings paved the way for the School of Social Work at the University of Toronto to add Web-based courses to their academic and continuing education curriculum. Findings from the study were disseminated in one peer reviewed international journal article, one peer reviewed international conference, and two peer reviewed national conferences.

1999 & 1998 Developed and published the following training curricula
(these curricula became mandated training for all child welfare workers in the province of Ontario during that period).

Dumbrill, G. C., Maiter, S., Moore, D., & Morrison, M. (1999). History and today in child welfare: The Ministry of Community and Social Services Ontario child protection training program and new worker training series caseworker core module 1. Toronto: Ministry of Community and Social Services.

Dumbrill, G. C., Kartush, K., Maiter, S., & Morrison, M. (1999). Intake, investigation and assessment: The Ministry of Community and Social Services Ontario child protection training program field placement and new worker training series caseworker core module 3. Toronto: Ministry of Community and Social Services.

Dumbrill, G. C. (1998). The history of child welfare. Toronto: Ontario Child Welfare Training Systems.

Dumbrill, G. C., & Maiter, S. (1998). Assessment: An advanced training module for supervisors and senior practitioners. Toronto: Ontario Association of Children’s Aid Societies & the Children’s Aid Society of Toronto.

Maiter, S., & Dumbrill. G. C. (1998). Working with cultural diversity in child protection social work: A child welfare training module. Ontario Association of Children’s Aid Societies & Ministry of Community and Social Services.