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Journal ArticleDOI

Social Work Education and Service Learning

01 Mar 2003-The Journal of Baccalaureate Social Work (Association of Baccalaureate Social Work Program Directors)-Vol. 8, Iss: 2, pp 37-48
TL;DR: In this paper, the benefits of including service learning in social work curricula are discussed. And empirical evidence supporting the efficacy of service learning is offered, drawing on recent examples from baccalaureate and master's-level programs.
Abstract: In order to increase the collaboration between communities and schools of social work, this article urges educators at both the undergraduate and graduate levels to consider the benefits of including service learning in social work curricula. An approach to social work education via service learning places an equal emphasis on meaningful community service and student skill development, in contrast to other forms of experiential learning. An empowering approach to integrating theory and practice, service learning embodies specific social work values, such as respect for diversity, self-determination, collaboration, social justice, a person-in-environment focus, and accountability. Drawing on recent examples from baccalaureate and master's-level programs, empirical evidence supporting the efficacy of service learning in the field of social work is offered.
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Journal ArticleDOI
TL;DR: This article reviewed research-based knowledge about service learning in social work education and provided recommendations for planning, implementing, and evaluating service-learning projects in social-work education to strengthen scholarship in this area.
Abstract: This article reviews research-based knowledge about service learning in social work education. Student learning outcomes common to both service learning and social work education are examined, and the research-based literature on service learning in social work is analyzed. Service-learning practice issues in social work education are described: creating learning activities distinct from those required in field practica, managing conflicts of interest among students employed in the field, minimizing professional ethics violations, and assisting students who observe unprofessional practice behaviors. Recommendations for planning, implementing, and evaluating service-learning projects in social work education are provided to strengthen scholarship in this area.

113 citations

Journal ArticleDOI
TL;DR: In this article, the authors explored a range of themes and issues stemming from the application of an experiential learning approach to postgraduate journalism education at the University of Sheffield, in order to get an insight into their perceptions and experiences of the learning exercise.
Abstract: Purpose – The purpose of this paper is to detail research into experiential learning and journalistic practice in the Department of Journalism Studies at the University of Sheffield.Design/methodology/approach – This paper explores a range of themes and issues stemming from the application of an experiential learning approach to postgraduate journalism education at the University of Sheffield. Following the experiential learning exercise, a number of semi‐structured interviews were conducted with students and teaching staff in order to get an insight into their perceptions and experiences of the learning exercise.Findings – The development of experiential learning programmes within journalism education provides valuable experiences that simulate the real world of journalism practice. Further reflective research work would be required to embed such learning approaches within journalism practice modules across the UK.Practical implications – Embedding experiential learning exercises within vocationally orie...

37 citations

Journal ArticleDOI
TL;DR: In this article, the authors present some of the challenges inherent in this work from the viewpoint of two faculty members involved in a university-community partnership project, and suggest how this work can contribute to furthering our knowledge about these emerging collaborations.
Abstract: At institutions of higher education across the United States, faculty have increasing opportunities to define their research and teaching activities as components of the evolving "scholarship of engagement" field. Using an "interpersonal relationship" framework outlined by Bringle and Hatcher (2002), this article presents some of the challenges inherent in this work from the viewpoint of two faculty members involved in a university–community partnership project. In addition, we suggest how this work can contribute to furthering our knowledge about these emerging collaborations.

37 citations


Cites background from "Social Work Education and Service L..."

  • ...graduate courses (Johnson, 1996; King, 2003; Knee, 2002; Lucus, 2000; Pierpont, Pozzuto, & Powell, 2001; Rocha, 2000)....

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  • ...In addition, we suggest how this work can contribute to furthering our knowledge about these emerging collaborations. graduate courses (Johnson, 1996; King, 2003; Knee, 2002; Lucus, 2000; Pierpont, Pozzuto, & Powell, 2001; Rocha, 2000)....

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Journal ArticleDOI
TL;DR: In this article, a curricular approach that centers on a Native American service learning course is presented, where social work students are engaged in cross-cultural immersion on a reservation in the United States.
Abstract: This paper articulates a curricular approach that centers on a Native American service learning course. Social work students engaged in cross-cultural immersion on a reservation in the United State...

26 citations

Journal ArticleDOI
TL;DR: In this article, a mixed methods study examined the effects of service learning in an undergraduate gerontology course on student learning outcomes and found that 11 of thirteen students chose to provide companionship and practical help to community-dwelling older adults and link course assignments to this experience.
Abstract: This mixed methods study examined the effects of service learning in an undergraduate gerontology course on student learning outcomes. Eleven of thirteen students chose to provide companionship and practical help to community-dwelling older adults and link course assignments to this experience. Participating students were mostly female and social work majors or minors, of various races and ethnicities, and of traditional and nontraditional ages. Self-ratings using the Geriatric Social Work Competency Scale showed significant skill improvements for students from pretest to posttest. Analysis of student journals indicated improvement in interaction skills, knowledge of aging processes, dismantling of stereotypes, awareness of issues affecting healthy aging, valuing older adults, and cultural competence. Career plans were positively affected for most students. Letters offering advice to their 70-year old selves appeared to impact students’ plans for self-care. Service-learning is recommended to increase students’ gerontology competencies and attitudes toward aging in others and themselves.

17 citations


Cites background from "Social Work Education and Service L..."

  • ...King (2003) outlined the compatibility between service-learning and social work core values, while also pointing out the paucity of examples in social work literature....

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  • ...King (2003) outlined the compatibility between service-learning and social work core values, while also pointing out the paucity of examples in social work literature. Lemieux and Allen (2007) acknowledged the natural fit between servicelearning and social work’s emphasis on social justice....

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  • ...It differs from experiential education, which does not include the intentional connection to assignments, and also from internships, which are designed to primarily benefit students (King, 2003; Lemieux & Allen, 2007)....

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  • ...As suggested by King (2003), advocating for such institutional support is highly recommended....

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