Service Learning And Community-Based Partnerships:  A Model For Teaching Macro Practice Social Work

Nandan, Monica; Scott, Patricia A.

doi:10.19030/tlc.v8i8.5319

Cited by 18 publications

(10 citation statements)

References 29 publications

(11 reference statements)

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“…University administrators and faculty have long recognized the importance of "service learning" and applied student experiences and, in more recent years, leaders of community organizations have realized the potential benefits of student-led work within their programs. The incorporation of service learning into required coursework, research, and curricular milestones has become common among training programs in areas that have emphasized practice and macro-level competencies, including social work (Nandan & Scott, 2011), community psychology (Scott & Wolfe, 2015), and program evaluation (Trevisan, 2004). Applied learning contexts allow students to refine their skills and learn about real-world community or agency processes, experiences not readily available within classroom settings (Ostrander, 2004).…”

Section: Community-university Partnerships: Definitions and Potentialmentioning

confidence: 99%

A Capacity Building Framework for Community-University Partnerships

Hogan

Tynan

Covill

et al. 2017

CJCRP

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With a focus on organizational capacity building, community-university (CU) partnerships have the potential to yield valuable resources for community nonprofits, which increasingly have to accomplish more with fewer resources. Although a growing body of literature documents the success of such arrangements, both community agencies and universities often face challenges in managing such partnerships. With a focus on student involvement, this paper describes a framework for conceptualizing CU partnerships around capacity building, with efforts designed to address particular program needs as related to the organization's capacity goals. These needs can be viewed as involving five levels of capacity building: 1) monitoring and documenting program outcomes or processes, 2) enhancing staff skills, 3) modifying program processes, 4) supporting adaptation, and 5) developing infrastructure. Conceptualizing partnerships along these levels helps frame communication about the agency's capacity building agenda, focuses efforts on addressing organizational needs, and establishes expectations for the scope of student work. Efforts to address these levels can take the form of internal or external models of partnership, varying in their degrees of student involvement and faculty supervision, and can leverage various mechanisms to compensate students for their work. Over time, opportunities for student involvement transform as the needs, goals, and resources of the agency evolve, and the potential of the university to influence the agency grows. Simultaneously, the opportunities open to students for professional development, competency building, and career networking continue to develop as they implement higher-level capacity building within an organization.

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Section: Community-university Partnerships: Definitions and Potentialmentioning

confidence: 99%

A Capacity Building Framework for Community-University Partnerships

Hogan

Tynan

Covill

et al. 2017

CJCRP

View full text Add to dashboard Cite

show abstract

“…Studies have found that students are quite capable of recognizing client needs but they are not well-versed in systemic and macro issues, such as poverty, discrimination, and inequality. In response, scholars propose that social work curriculums increase supplemental learning opportunities in macro practice to better meet the requirement of competencies across all system levels (Dewees & Roche, 2001;Mendes, 2007;Nandan & Scott, 2011;Swank, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Practicing Professional Values: Factors Influencing Involvement in Social Work Student Organizations

Martindale¹,

Olate²,

Anderson³

2017

IJHE

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One of the most promising avenues for the development of professional values is involvement in professional student organizations. A convenience sample of baccalaureate social work students (n = 482) was drawn from 15 institutions. Regression analyses revealed several predictors of involvement in social work student organizations, including student mentorship, involvement in other student organizations, and type of institution (public/private). These results suggest that involvement in professional student organizations (e.g., social work, nursing, law) may be amenable to interventions such as structured educational/social events and peer mentorship programs which, in turn, may help in the development of professional values.

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“…Beginning with the earliest days of the settlement house movement, social workers were using the community as a tool for engagement and education (Fisher, Fabricant, & Simmons, 2004). For some, including social workers at Hull House in Chicago, this meant working to establish connections between local universities and their surrounding communities to address critical social issues (Nandan & Scott, 2011). The connection of engagement to democracy was also at the core of Dewey's notion of engaged learning, which explores the importance of experience in the community as a core component of knowledge and skill development (Pogue, 2011); Dewey himself was heavily influenced by the work of Jane Addams and Hull House (Nandan & Scott, 2011).…”

Section: Social Work Community Action and Social Changementioning

confidence: 99%

Integrating Social Work Into Undergraduate Education Through a Community Action and Social Change Multidisciplinary Minor

Richards‐Schuster

Ruffolo²,

Nicoll

2015

Journal of Social Work Education

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Social work education has a long and successful history of developing change agents through bachelor of social work, master's of social work, and PhD programs, but these programs often create boundaries limiting the reach and infusion of social work perspectives. With rapid changes in social, economic, and political contexts, students from all academic concentrations need to understand how community action and social change improves society. Using systems and community practice frameworks, this article provides an in-depth case study of one university's model of an undergraduate multidisciplinary minor bridging social work philosophy with other academic disciplines. We explore the model and its development, with specific discussion of the lessons learned in creating and sustaining a multidisciplinary minor, its effect on students, and its implications for social work.

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Service Learning And Community-Based Partnerships: A Model For Teaching Macro Practice Social Work

Cited by 18 publications

References 29 publications

A Capacity Building Framework for Community-University Partnerships

A Capacity Building Framework for Community-University Partnerships

Practicing Professional Values: Factors Influencing Involvement in Social Work Student Organizations

Integrating Social Work Into Undergraduate Education Through a Community Action and Social Change Multidisciplinary Minor

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