An Internet-Based Assignment to Teach Students to Engage in Policy Practice: A Three-Cohort Study

‘Hearing the Real Stories about the Issues at Hand’: Politically Active Elders Engage Bachelor in Social Work (BSW) Students in Influencing Social Policy

“…Previous research has shown experiential learning in policy practice to be effective (Zubrzycki and McArthur, 2004;Tower and Hartnett, 2011). Zubrzycki and McArthur concluded that it is essential for social work educators to give students experiences in policy practice to more fully develop social work knowledge, skills, and values.…”

“…Recently, Tower and Hartnett (2011) required students to join 'e-action alert lists'. An e-alert is a form of electronic advocacy, an email that helps the participant to lobby Social Work Education 923 government representatives.…”

Legislative Advocacy Days: Building Political Self-Efficacy in Social Work Students

“…A study in which the instructor required students to subscribe to an NASW e-mail list and take action on policy items indicated that students were more likely to continue to stay involved following graduation (Tower & Hartnett, 2010). Mink and Twill (2012) found that students learning about policy through a service-learning project reported that it helped them to learn about the policy process, develop their policy practice skills, such as testifying, communicating, and advocating policy positions, and build confidence in their policy practice skills.…”

“…Some social work educators have used the legislative advocacy days to prepare students to engage in advocacy (DeRigne et al, 2014;Kilbane, Pryce, & Hong, 2013;Lane et al, 2012;Manalo, 2004). NASW also engages professionals and social work students through web presence (Edwards & Hoefer, 2010) and e-mail listservs (Tower & Hartnett, 2010).…”

Increasing Social Work Students’ Political Interest and Efficacy

“…When policy practice skills are taught, the emphasis tends to be on policy analysis over other advocacy methods (Zubrzycki & McArthur, 2004). There may also be an emphasis on didactic teaching methods (e.g., lectures) in social welfare policy courses rather than experiential methods (Pawar, 2004), even though small scale studies suggest a positive impact of experiential methods on students' engagement and sense of competency (Anderson & Harris, 2005;Butler & Coleman, 1997;Rocha, 2000;Saulnier, 2000;Spicuzza, 2003;Tower & Hartnett, 2011;Weaver & Nackerud, 2005).…”