Teaching Macro Social Work through Experiential Learning
Student Reflections on Lessons Learned in Building School-Community Partnerships
Bibliographic Data
| ID | 2501263 |
|---|---|
| Authors | Lisa V Blitz (0000-0001-9080-0279, Binghamton University, corresponding author), Denise Yull (Binghamton University), Martha G Solá, John E Jones |
| Year | 2017 |
| Volume | 17 |
| Issue | 2 |
| Pages | 254-272 |
| Publication date | 2017-01-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Advances in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1527-8565 • E-ISSN: 2331-4125 |
| Publisher | IUPUI University Library (PUBLISHER) |
| DOI | 10.18060/18978 |
| OpenAlex | W2585686531 |
| Language | EN |
| Citations received | 3 |
| References cited | 19 |
A faculty-led experiential learning project was implemented with Master of Social Work students at their field placement sites to teach macro practice skills and research methods. As part of a grant-funded school-university partnership, MSW students were placed in school social work field placements, where their practice focused on individual and small group interventions with youth. Ten MSW students participated in asset-based collective family engagement in diverse, low-income communities, using community organizing skills and community-based participatory research methods. To examine student learning, a pilot study gathered narrative data from seven of the students and three supervisors. MSW students' learning from the project is discussed in the context of CSWE's 2015 EPAS competencies. Participation in the experiential/service-learning project supported the ability of the MSW students to build a sense of themselves as professionals bringing value to the community, enhanced their understanding of cultural diversity and family engagement, and provided context for vulnerable students' struggles in school and the families' difficulties with school engagement. This project illustrates the potential of school-university partnerships involving MSW field students to help bridge the gaps in school-family partnerships, particularly in diverse and low-income communities, and highlights areas where different teaching methods can be used to reinforce competencies learned
Experiential education · Experiential learning · General partnership · Medical education · Pedagogy · Political science · Service-learning · Sociology · Family and Disability Support Research · Medicine · Psychology · Service-Learning and Community Engagement · Social Work Education and Practice · Social Work
Equity Issues in Parental and Community Involvement in Schools
Revisiting the Pink Triangle Exercise
Using Experiential Exercises to Teach about Diversity, Oppression, and Social Justice
Implementing a Service Learning Model for Teaching Research Methods and Program Evaluation
I Thought I Hated Data”
Engaging Students in Macro Issues Through Community-Based Learning
The Clothesline Project
Teaching Macro Practice
Exploring the Potential of Social Network Analysis in Asset-based Community Development Practice and Research
The Promise of University-Assisted Community Schools to Transform American Schooling
Qualitative Research Methods for the Social Sciences
Educating for Informed Community Involvement
Places of Inequality, Places of Possibility
Introducing Asset-Based Models of Social Justice into Service Learning
Criteria for assessing the trustworthiness of naturalistic inquiries
The Generalist Model
Service-Learning and Social Work Competency-Based Education
Interdisciplinary Service-Learning
Elite Versus Grassroots
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,38 |
| Citation span | 2018 - 2024 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |