| Autor: |
Lucero, Jessica L., Evers, Jenifer, Roark, Jennifer, Parker, David |
| Předmět: |
|
| Zdroj: |
Journal of Teaching in Social Work; Jul-Aug2017, Vol. 37 Issue 3, p260-279, 20p, 1 Diagram, 2 Charts |
| Abstrakt: |
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. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
