A new book released by a team of faculty and graduate students explores how to use simulations to build the real-world skills students will need to successfully operate in the field.

More than two dozen faculty and graduate students were involved in the creation of a simulation-based social work education text released earlier this year.

Social Work and Simulations: Teaching Practice, Research, Policy, and Social Injustices, published by Oxford University Press and edited by Kevin Tan (associate dean and associate professor), Chi-Fang Wu (PhD program director and professor), and Terry Ostler (professor emerita), provides social work educators with a holistic approach for developing and implementing simulated learning experiences to teach about social work practice, research, policy, and social injustices.

“This book is a powerful testament to our school’s deep commitment to preparing students to be bold, empathetic, and effective agents of change,” Tan says. “It reflects the collective dedication of our faculty, staff, and community partners who have come together to center student learning in transformative and meaningful ways. I am incredibly proud of what this work represents.”

The book offers inspiration and concrete examples of what is possible when educators invest wholeheartedly in students’ growth, Tan adds.

“By integrating live simulations into the classrooms, we help students build real-world skills and, perhaps more importantly, see themselves as the social workers they are becoming,” Tan explains. “This intentional, community-driven approach is how we nurture the next generation of leaders in our field.”

The book includes a wealth of case studies and materials from which to build ethical simulations in social work classes.

“Case studies are stories that reflect the forces of culture, race, gender, age, and privilege,” Ostler says.  “Stories are powerful. When enacted live in a simulation, students are confronted with a realistic, unknown situation and with the urgency of responding in real time. They must try to integrate relevant social work competencies that they have learned from classroom readings and discussions. The impact on learning is strongest when students are actively supported, when different perspectives are shared, and when there is ample time and space for reflection.”

The book offers strategies for creating space for those discussions and hearing those different perspectives.

“The book empowers social work educators in cultivating brave spaces where students can explore discomfort, reflect on privilege, and develop authentic, anti-oppressive practice skills,” says Wu. “It empowers students to critically examine their biases, challenge systemic inequities, and practice culturally responsive interventions.”

Social Work and Simulations is based on five years of work and research on simulated learning experiences. It illustrates the versatile application of simulations in teaching social work practice across various settings, including mental health, schools, libraries, disabilities, and end-of-life care. It explores the use of simulations in teaching clinical research methods, program evaluation, policy analysis, macro social work, and fostering interprofessional collaborations.

“This book serves not only as a guide but also as a call to action for more student-focused teaching and learning,” Tan says.

Wu agrees and adds that the power of simulations goes beyond their use as teaching tools. “The simulations offer a rare opportunity to teach the ‘how’ of social justice—not just the ‘why’—through experiential, embodied learning,” she says.