Alice Schmidt Hanbidge

Associate Professor

Alice Schmidt Hanbidge Head Shot

Education

Ph.D., Social Work, Wilfrid Laurier University

M.S.W., Social Work, Wilfrid Laurier University

B.A., Sociology, University of Waterloo

 
 

Contact Information

Alice Schmidt Hanbidge MSW, RSW, PhD., Associate Professor

Renison University College, University of Waterloo

240 Westmount Road N., Waterloo, ON N2L 3G4

College: 519-884-4400 ext. 28682

Email:  ashanbidge@uwaterloo.ca

Website: www.ashanbidge.com

LinkedIn: linkedin.com/in/alice-schmidt-hanbidge

Biography

Alice Schmidt Hanbidge, MSW, RSW, PhD, Associate Professor, Renison University College, University of Waterloo, Ontario, Canada combines the 20+year extensive social work applied practices of community health within an academic setting to effectively contribute to the advancement of knowledge, research and program delivery. Key research areas of interest include community mental health children’s programming and evaluation, the impact of school-based interventions, case-based learning, online learning practices, evidence-based group work methodology, furthering field education in social work, and advancing technology in the teaching of social work. Dr. Hanbidge coordinated several award-winning mobile learning projects; her Integrity Matters project won the International E-Learning Association Mobile Learning Award (2018) and Canadian Network for Innovation in Education Award (CNIE, 2019).

Alice’s research is engaged in the scholarship of teaching and learning (SoTL) through several research projects which include: supporting BSW students to enhance their writing skills by integrating best practices for writing; learning using mobile technology (m-learning); case-based learning; and Walls to Bridges where students learn together with peers involved in the criminal justice system.

I choose to work at Renison because it’s the best Social Work school in Canada!

Courses Taught at Renison

Dr. Hanbidge typically teaches courses in both the Master and Bachelor of Social Work programs.

SWK 603R: Critical Exploration of Supervision and Leadership Roles for Social Workers – course development and teaching

SWK 609R: Social Work Practice in Mental Health – course development and teaching

SWK 605R: Knowledge Mobilization and Evidence-Based Practice – course development and teaching

PHARM 375/SWK 690R: Substance Abuse and Chemical Dependency – course development

Masters Capstone – course redevelopment and teaching

SWREN 470R: W2B Mental Health and Addictions – course development and teaching

SWREN 423R: Advanced Social Group Work - teaching

Research Interests (keywords)

Leadership, supervision, interprofessional, academic integrity, mobile learning, eportfolio, pedagogy, groupwork, Scholarship of Teaching and Learning (SOTL), mental health.

Publications

  1. Book

Schmidt Hanbidge, A., Gianino, M. & Cohen, C. Integrative Problem-based and Case Method Teaching Guides in Social Group Work Education. Council on Social Work Education. CSWE Press: VA. (Prospectus under development)

  1. Book Chapters

Schmidt Hanbidge, A., Tin, T., Zaharuk, G., & Tsang, H. (forthcoming 2020). Building Awareness of Academic Integrity with Badges: Study in the Canadian University Context. In Montoneri, B., (Eds.). Academic Misconduct and Plagiarism: Case Studies from Universities Around the World. Lexington Publication. (Book Chapter accepted for publication).

Vito, R., & Schmidt Hanbidge, A. (forthcoming 2020). Developing graduate social work leadership and supervision knowledge and skills: Teaching online and on-campus formats. In Csiernik, R. & Hillock, S.  Teaching in Social Work: Pedagogy and Practice, University of Toronto Press. (Book Chapter accepted for publication).

Schmidt Hanbidge, A., McKenzie, A., Scholz, K., & Tin, T. (2019). Academic Integrity in the Digital Era: Student Skills for Success using Mobile Technology. In Shengquan Yu, Mohamed Ally, and Avgoustos Tsinakos (Eds.) Emerging Technologies and Pedagogies in the Curriculum. Springer Publication.

Hanbidge A.S., Tin T., Sanderson N. (2017). Student Learner Characteristics and Adoption of M-learning: Are We Effectively Supporting Students? In Yu, S., Ally, M., & Tsinakos, A. (Eds.), Mobile and Ubiquitous Learning. Perspectives on Rethinking and Reforming Education. Springer. DOI https://doi.org/10.1007/978-981-10-6144-8

Macgowan, M.J., & Hanbidge, A. S. (2015). Best practices in social work with groups. In K. Corcoran & A. Roberts (Eds.), Social Workers’ Desk Reference (3rd ed., pp. 734-746). New York: Oxford.

Macgowan, M. J., & Hanbidge, A. S. (2013). Advancing evidence-based group work in community settings: Methods, opportunities, and challenges. In J. L. DeLucia-Waack, C. R. Kalodner & M. Riva (Eds.), The Handbook of Group Counseling and Psychotherapy (2nd ed., pp. 303-317). Thousand Oaks, CA: Sage.

  1. Articles in Refereed Journals

Hanbidge A.S., Tin T., Tsang H.H. (2019). Academic Integrity Matters: Successful Learning with Mobile Technology. In: Auer M., Tsiatsos T. (Eds.), The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, Vol. 916, pp 966-977. Springer, Cham.

Schmidt Hanbidge, A., McMillan, C., & Scholz, K. W. (2018). Engaging with ePortfolios: Teaching Social Work Competencies through a Program-wide Curriculum. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (3). Retrieved from https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss3/3.

Schmidt Hanbidge, A., Mackenzie, A., Sanderson, N, Scholz, K. & Tin, T. (2017). Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning. In Sánchez, I.A. & Isaias, P. (Eds.) 13th International Conference on Mobile Learning (Budapest, April). Proceedings, pp., International Association for Development of the Information Society.

Miller-Young, J. E., Anderson, C., Kiceniuk, D., Mooney, J., Riddell, J., Schmidt Hanbidge, A., Ward, V., Wideman, M. A. & Chick, N. (2017). Leading Up in the Scholarship of Teaching and Learning. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2), 4. Available at: http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/4 .

Sanderson, N. & Schmidt Hanbidge, A. (2017). Educators Adopting M-Learning: Is it Sustainable in Higher Education? The Technology Acceptance of Mobile Applications in Education. In Sánchez, I.A. & Isaias, P. (Eds.) 13th International Conference on Mobile Learning (Budapest, April). Proceedings, pp., International Association for Development of the Information Society.

Sanderson, N., Schmidt Hanbidge, A., & Tin, T. (2016).  Information literacy skills on the go: Mobile learning innovation.  Centre for Education in Mathematics and Computing (CEMC) Summer Institute for Computer Science Educators Summer Conference at the University of Waterloo.  Waterloo, ON. [Professional Development Resource]

Schmidt Hanbidge, A., Sanderson, N., & Tin T. (2016). Information Literacy on the go! Adding Mobile to an age old challenge. International Conference Proceedings on Mobile Learning, 12, 103-107, Vilamoura, Portugal.

Schmidt Hanbidge, A., Purdy, B., Hopkins, D., & Duguid, K. (2018). Better Together: Parent and Child Voices Collaborating for Emotion Regulation and Deeper Attachment. International Association for Social Work with Groups (IASWG), 37th Conference Proceedings, North Carolina, USA.

Schmidt Hanbidge, A., Sanderson, N., & Tin T. (2015). Using mobile technology to enhance undergraduate student information literacy skills: A Canadian case study. IAFOR Journal of Education, Technology and Education Special Edition, pp. 108 -118.

Westhues, A., Schmidt Hanbidge, A., Gebotys, R., & Hammond, A. (2009). Comparing the Effectiveness of School-based and Community-Based Delivery of an Emotional Regulation Skills Program for Children. School Social Work Journal, 34, 1, 74-95. 

Hammond, A., Westhues, A., & Schmidt Hanbidge, A. (2009). Assessing the Impact of an Emotions Regulation Booster Program for Elementary School Aged Children. Journal of Primary Prevention, 30, 569–586.                                                          

                                                           

Schmidt, A. (2000). Anger and Emotion Management courses for children, teens and families. Child & Family Journal 3(3), 16-19.

Current Projects (and associated links)

  • CMHA Supervision Project: The partnership goal is to respond to the current needs of Canadian Mental Health Association (CMHA) to provide supervision training on: organizational change management, interprofessional teams, and selected other topics as identified by CMHA. For more information, https://supervisiontraining.ca/ .
  • Academic Integrity: Foundations for Academic Success. The Integrity Matters mobile application is designed as a unique solution for a recurring challenge in higher education: how do we teach students the core values encompassing academic integrity (AI) in a way that is meaningful, timely, and effective? Universities struggle to determine the best way to introduce tenets of AI; although many institutions rely on instructors to educate learners about AI, the inconsistency and quality of this instruction is questionable. Furthermore, AI education should progress beyond being just a lecture, the simple recall of factual information, or pointing to a course syllabus, and instead be engaging, immersive, and provide immediate feedback to learners.

To resolve this challenge, we developed an open access, mobile e-learning academic integrity application with funding from eCampus Ontario. It encourages integrity through value-based active learning to inspire positive change that supports student academic success. Six AI lessons educate students about the values of honesty, trust, respect, responsibility, fairness, and courage, which form the basis of academic integrity (ICAI, 1999; https://academicintegrity.org/fundamental-values/).

Each lesson is comprised of multiple components: a succinct definition of the core value related to AI and how it can be demonstrated; authentic scenarios with animated videos that encourage learners to apply the value to a problem and determine how they would react; and, low-stakes quizzes that present learners with immediate feedback on how accurate their response was, as well as to help understand the complexities of value-based decisions. Integrity Matters is available in English, French, and Chinese.

  • Decolonizing Health Studies Education at University of Waterloo. The overarching goal of this UW-LITE grant funded project is to support Canadian reconciliation for UW faculty working in Schools responsible for training the next generation of health system providers and leaders. We will develop, implement and evaluate a full-day workshop for faculty and staff from the Schools of Public Health, Pharmacy, Optometry and Social Work to promote cultural safety and mitigation of implicit bias. We see faculty training as a critical first step toward building understanding of Canadian nation building and improving student learning in this critical area.

The workshop responds to the TRC Calls to Action #24 and #57, which require skills-based training in intercultural competency, conflict resolution and anti-racism with a particular focus on students in healthcare programs.  Short-term outcomes of this project include an evaluation of the workshop for its impact on changing knowledge and attitudes across UW faculty in Public Health, Optometry, Pharmacy and Social Work.

Affiliation: 
University of Waterloo
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