Integration of Research and Practice: Innovations and Challenges in Social Work Programs

Wells, Melissa; Maschi, Tina; Slater, Greta Yoder

doi:10.1080/02615479.2011.551827

Cited by 18 publications

(5 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Yet, surprisingly, educators who used service learning also tended not to agree with the idea that it increases students' ability to apply what they have learned (Cronley et al, 2014). Wells, Maschi, and Slater (2012) found that among three approaches to integrating research and practice, the problem-solving approach-which included service learning activities-was least frequently described by the social work research faculty they surveyed. Similarly, an examination of research education in the United Kingdom found that while faculty were aware that students value experiential learning and hands-on experience, this method was not commonly used (MacIntyre & Paul, 2013).…”

Section: Service Learningmentioning

confidence: 97%

“…As a familiar challenge in developing social work curricula, the task of training students on research and evaluation methods calls into question ideological differences regarding research and instructional delivery methods (Gibbs & Stirling, 2013;MacIntyre & Paul, 2013;Wells et al, 2012). In short, there is not one best way to teach students about this process.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Engaged Teaching-Learning: Outcome Evaluation for Social Work Students in a Graduate-Level Service Learning Research Course

Deck

Platt

McCord

2016

ASW

View full text Add to dashboard Cite

Section: Service Learningmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Engaged Teaching-Learning: Outcome Evaluation for Social Work Students in a Graduate-Level Service Learning Research Course

Deck

Platt

McCord

2016

ASW

View full text Add to dashboard Cite

“…Meanwhile, SL aims to balance providing experiential learning environments for students, connecting school knowledge with practical knowledge and providing services to meet the community's needs; students and the community are the primary beneficiaries (Furco, 1996). The goal of SL is to improve understanding of academic knowledge, create active rights for students to own knowledge through their experiential activities, enhance community participation, and enhance cultural competence (Blundo, 2010;Lemieux and Allen, 2007;Maccio, 2011;Wells et al, 2012).…”

Section: Service Focus Learningmentioning

confidence: 99%

Benefits and challenges in integrating service-learning of social sciences subject in higher education

Tran

2023

VHUJSVN

View full text Add to dashboard Cite

Service-Learning (SL) is an educational approach integrating learning through experiences with community service. Several higher education institutions in Vietnam are gradually adopting this approach in recent years, although SL has been widely applied in the Western education system since the 1990s. By doing a narrative literature review, this paper aims to clarify the benefits and challenges of embedding SL in training social science subjects in high education, especially regarding mechanisms to promote participation among relevant stakeholders, including lecturers, communities and students. Through the analysis, the benefits of SL are well-equipping students with the basic knowledge of the subjects, methodology and commitment to civic responsibility. Service-Learning allows educational institutions and lecturers to enhance efficacy, effectiveness and performing social responsibility. Community members directly benefit from SL projects. Some challenges in applying SL include the need for clarity in distinguishing between volunteer work, internships and SL, resulting in the inaccurate assessment of the roles and the concerns of different stakeholders in SL. Regarding participation, there are two main challenges. The first challenge concerns organising work and effective communication between the community, universities and students. The second is about stakeholder engagement and their actual performance in SL cooperation. This paper proposes setting up an SL department as a facilitator for supporting lecturers, connecting relevant departments in the University and connecting the University with the community.

show abstract

“…In social work, scholars have recently noted the value of educational projects and assignments on EBPs for helping students gain a greater appreciation of the connections between research and practice (Cheung et al, 2014;Wells, Maschi & Slater, 2012). Wike et al (2014) suggested that building strong partnerships between agencies and universities can help produce a future body of research ready practitioners, improve the education of current practitioners on how to identify and implement EBPs, and create a conduit for practitioners and educators to inform researchers of questions and issues that need to be explored.…”

Section: Introductionmentioning

confidence: 98%

Integrating Education, Research, and Practice in Gerontological Social Work: Lessons Learned From the Reclaiming Joy Peer Support Program

Chapin

Sellon

Wendel-Hummell

2015

Gerontology & Geriatrics Education

View full text Add to dashboard Cite

The practice-to-research gap has been attributed to many factors, including differing goals and priorities, differing knowledge bases and skill sets, and lack of recognition of limits of agency and community resources. Although many scholars have called for more collaboration between educators, researchers, and practitioners, these challenges can make collaboration difficult. The authors illustrate how the application of the strengths perspective, by acknowledging and building on the strengths and goals of researchers, practitioners, and educators, can help to mitigate some of the barriers that contribute to the research--practice gap and to create more relevant research. The Reclaiming Joy Peer Support Program is offered as a case study in gerontological social work to demonstrate how the strengths perspective can be applied in a real-life research setting.

show abstract

Integration of Research and Practice: Innovations and Challenges in Social Work Programs

Cited by 18 publications

References 26 publications

Engaged Teaching-Learning: Outcome Evaluation for Social Work Students in a Graduate-Level Service Learning Research Course

Engaged Teaching-Learning: Outcome Evaluation for Social Work Students in a Graduate-Level Service Learning Research Course

Benefits and challenges in integrating service-learning of social sciences subject in higher education

Integrating Education, Research, and Practice in Gerontological Social Work: Lessons Learned From the Reclaiming Joy Peer Support Program

Contact Info

Product

Resources

About