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.

DOI

10.1080/08841233.2017.1320621

Comments

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

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