Document Type

Article

Journal/Book Title

Journal of Teaching in Social Work

Publication Date

2017

Publisher

Taylor & Francis

Volume

37

Issue

3

First Page

260

Last Page

279

Abstract

This article describes community–university partnership building, course development/management, and evaluation outcomes related to an intensive community-based research project that was integrated in two sections of an undergraduate course on community practice. Pre- and posttest data were collected from 60 BSW students who were enrolled in community practice and who participated in a community-based research project with their state’s fair housing office. The evaluation outcomes focus on changes in professional interest in macro practice, students’ self-efficacy, and differences in students’ learning experiences, based on traditional bricks-and-mortar or distance learning contexts. Results show that students experience increases in self-efficacy related to community assessment and intervention. Qualitative results show that students experienced shifts in their professional goals related to macro practice, increased competence and understanding, and personal transformation. A number of differences emerged between traditional and distance learners. Results are discussed in the context of curriculum development and next steps for institutionalizing CBR in community practice courses.

Comments

Publisher's version can be accessed at: http://www.tandfonline.com/doi/abs/10.1080/08841233.2017.1320621

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