Community service learning in complex urban settings: challenges and opportunities for social work education

2021 ◽  
pp. 1-19
Author(s):  
Erik Claes ◽  
Mieke Schrooten ◽  
Hugh McLaughlin ◽  
Judit Csoba
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Service ◽  
Social Work Education ◽  
Community Service Learning ◽  
Urban Settings ◽  
Challenges And Opportunities ◽  
Work Education

Social Work Education and Service Learning

2003 ◽  
Vol 8 (2) ◽  
pp. 37-48 ◽  
Author(s):  
Michael E. King
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Service ◽  
Social Work Education ◽  
Theory And Practice ◽  
Master's Level ◽  
Social Work Values ◽  
Student Skill ◽  
Work Education ◽  
Schools Of Social Work

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.

Enriching the Student Learning Experience through Community Service Learning

1996 ◽  
Vol 1 (1) ◽  
pp. 28-29
Author(s):  
Cecil D. Bradfield ◽  
R. Ann Myers
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Student Learning ◽  
Community Service ◽  
Learning Experience ◽  
Academic Learning ◽  
Learning Needs ◽  
Community Service Learning

Cecil D. Bradfield and R. Ann Myers are professors of sociology and social work at fames Madison University in Harrisonburg, Virginia, where they cofounded the JMU Center for Service-Learning. The Center is noteworthy in its dedication to (and success in) serving equally the academic learning needs of students and the needs of the community. Here Bradfield and Myers describe the Center and at the same time examine what makes service learning different from community service.

Bridging the Explicit and Implicit Curricula: Critically Thoughtful Critical Thinking

2011 ◽  
Vol 16 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Shari Miller ◽  
Carolyn Tice ◽  
Diane Harnek Hall
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Service Learning ◽  
Critical Theory ◽  
Social Work Education ◽  
Curriculum Design ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Work Education

Critical thinking lies at the core of social work practice given that decision making often is swift and occurs in a climate of uncertainty. The recent changes to the Educational Policy and Accreditation Standards developed by the Council on Social Work Education emphasize critical thinking by promoting an integrative curriculum design that distinguishes between explicit and implicit elements. This article presents critical thinking, embedded in critical theory, as a discipline-specific construct central to effective social work education and practice that links the explicit and implicit curricula. Definitions of critical thinking and their relationship to critical theory are discussed. The article argues that a critical theory framework can be applied to social work education via service learning to enhance critical thinking skills among undergraduates.

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