Journal of Teaching in Social Work
Taylor & Francis
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.
Lucero, Jessica Lee; Evers, Jen; and Roark, Jennifer, "Using Community-Based Research to Improve BSW Students’ Learning in Community Practice: Bringing the Macro into Focus for Traditional and Distance Learners" (2017). Sociology, Social Work and Anthropology Faculty Publications. Paper 643.