Case Study of an Agency-University Research Partnership Between a School of Social Work and a Medical Center

This study assesses BSW student writing (N=87, 35.2% African American) on a case study writing assignment in a U.S. school of social work. Papers were scored for response to rhetorical situation, organization, grammar, and adherence to the Publication Manual of the American Psychological Association. We then predicted students' scores based on demographic factors using multivariate linear regression. Descriptive statistics showed that students scored lower in response to rhetorical situation (M=2.20, SD=.78, scale of 1–5) than in organization (M=2.60, SD=.82), style (M=2.57, SD=1.03), or grammar (M=2.66, SD=.77). In the multivariate models, grade point average and race were the strongest predictors of scores. Results suggest that baccalaureate social work program directors may consider increasing writing support and process assignments and examining how defining good writing reinforces sociopolitical bias in social work education.

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Engaging Students in Research: A Participatory BSW Program Evaluation

Journal of Baccalaureate Social Work ◽

10.18084/1084-7219.12.1.87 ◽

2006 ◽

Vol 12 (1) ◽

pp. 87-10 ◽

Cited By ~ 11

Author(s):

Maxine Jacobson ◽

Alysha Goheen

Keyword(s):

Program Evaluation ◽

Social Work ◽

Expert Knowledge ◽

Undergraduate Research ◽

Social Work Students ◽

Course Evaluations ◽

Approach To Teaching ◽

School Of Social Work ◽

Opening Up

This article presents a case study of an experiential approach to teaching undergraduate research methods that engages students in conducting a formative program evaluation of their own BSW program. The project helped promote students' learning; addressed, in part, CSWE accreditation standards; and promoted a culture of organizational learning. Course evaluations indicate that a participatory approach to program evaluation that values students' feedback and provides the opportunity for creating change within the school of social work helped students overcome their resistance to research. Through the practical application of their work, students internalized research concepts and fully appreciated the importance of research in opening up dialogue and creating positive change. This case study suggests that undergraduate social work students' engagement in program evaluation efforts challenges assumptions of expert knowledge and increases the expectation that program graduates will perceive themselves as researchers.

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A Portal for a School of Social Work: Going for the Edge

Advances in Social Work ◽

10.18060/44 ◽

2003 ◽

Vol 4 (2) ◽

pp. 65-79

Author(s):

Robert Vernon ◽

Cynthia Schultz

Keyword(s):

Social Work ◽

State Of The Art ◽

School Of Social Work

This case study documents how one school of social work addressed the growing complexity of distributing information by developing a state of the art portal and website system to serve its many audiences and campuses. Preliminary findings are discussed.

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Reimagining Field Education in Social Work: The Promise Unveiled

Advances in Social Work ◽

10.18060/2440 ◽

2013 ◽

Vol 14 (2) ◽

pp. 642-657 ◽

Cited By ~ 8

Author(s):

Purnima George ◽

Susan Siver ◽

Susan Preston

Keyword(s):

Social Work ◽

Public Institutions ◽

Field Education ◽

Transformative Change ◽

New Knowledge ◽

Msw Students ◽

School Of Social Work ◽

A Site ◽

Social Work Field Education

The current wave of neo-liberalism in Canada has driven our universities to retreat from their responsibilities as public institutions, accountable to their communities. In this paper we present a case study of field education in Canada and discuss the implications of the neoliberal academy on social work field education. On the basis of our experience as faculty consultants of BSW and MSW students, and coming from a school of social work that embraces an anti-oppression perspective as its guiding philosophy, we undertake a reconceptualization exercise in which we re-imagine field education. We politicize field education as a site with transformative possibilities. We describe the principles and processes that inform our reconceptualization and offer an example of how this might be realized in practice. This paper contributes towards developing new knowledge that unveils the promise of transformative change through a re-imagination of field education.

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