Social Work Education and Student Research Projects: A Survey of Program Directors

Rubin, Deborah; Valutis, Stephanie; Robinson, Bonnie

doi:10.5175/jswe.2010.200800040

Cited by 23 publications

(9 citation statements)

References 28 publications

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“…Although many undergraduate programs do not require social work students to complete a research project, faculty teaching research methods often agree that this experience will reinforce concepts discussed in class and greatly enhance students' knowledge (Lundahl, 2008;Rubin, Valutis, & Robinson, 2010). Reluctance to require students to conduct research can be partially attributed to the following barriers: faculty perceptions of their research competence, institutional issues, beliefs that students are not ready to conduct their own research, and lack of time.…”

Section: Teaching Research Methodsmentioning

confidence: 94%

Preparing Students for Research and for Work with the Transgender Population: Exploring the Results of an Innovative Course Pairing

Levy

Leedy

Miller

2013

Journal of Gay & Lesbian Social Services

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In an effort to provide opportunities for social work students to develop competencies for research and for working with transgender individuals, the authors paired content in two separate undergraduate courses: cultural competence and research methods. A qualitative research study was designed to assess the impact of this curricular approach. Following completion of the two courses, students participated in focus groups to discuss their experiences and what they learned through the unique course pairing. Analysis of the focus group transcripts revealed that students developed new understanding and knowledge related to research, the transgender population, attitudes about this population, and how to advocate for this population.

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Section: Teaching Research Methodsmentioning

confidence: 94%

Preparing Students for Research and for Work with the Transgender Population: Exploring the Results of an Innovative Course Pairing

Levy

Leedy

Miller

2013

Journal of Gay & Lesbian Social Services

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“…Furthermore, faculty members could also facilitate more opportunities to engage BSW students in their research projects either as assistants or simply by including updates of progress on faculty projects into class discussions (Freymond et al, 2014;Tompkins, Rogers, & Cohen, 2009). Many BSW programs are already encouraging these efforts, but again, differences truly exist among programs (Rubin, Valutis, & Robinson, 2010). Future research might investigate how and when research content is implemented into the BSW curriculum, describing these differences and how they may or may not influence the acquisition and retention of research knowledge of BSW students.…”

Section: Discussionmentioning

confidence: 99%

Research Knowledge of Advanced Standing and Traditional Students: Implications for BSW Education

Charles¹,

Perkins²,

Ward³

et al. 2019

Journal of Baccalaureate Social Work

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The advanced standing model of social work education, which affords graduate credit to qualified BSW students who pursue their MSW, has not been without issue or controversy, including questions of potential differences in performance on various educational outcomes. Specifically related to research curriculum, the importance of which is often not wholly embraced by students, this article reports the results of a secondary data analysis comparing research knowledge among advanced standing and traditional MSW students as well as among the various undergraduate majors (i.e., BSW, psychology, and sociology). Results suggest that research knowledge is similar and low across student subgroups. Important differences in research knowledge were found among student groups based on undergraduate major, with BSW undergraduates without advanced standing, on average, scoring lower than any other group. Implications for BSW research curriculum are considered.

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“…Many MSW students believe that seeking empirical evidence can be mechanistic or disempowering and more often focus on subjective evaluation of practice (Baker, Hudson, & Pollio, 2011). Moreover, many MSW students are often uncertain of how to generate, apply, and identify relevant data (Hardcastle & Bisman, 2003; Howard et al, 2003; Rubin, Robinson, & Valutis, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Evidence-Based Practices in North American MSW Curricula

Bertram

Charnin

Kerns

et al. 2014

Research on Social Work Practice

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This study examined the extent to which evidence-based practices (EBPs) are taught in North American Masters of Social Work (MSW) curricula. A web-based survey distributed through the National Association of Deans and Directors and a similar Canadian listserv facilitated exploration of which EBPs are taught, what faculty positions teach them, in what size programs, geographic areas, and other factors, as well as the barriers and implications of doing so. Fifty-eight program deans and directors responded to the survey. While the majority of programs reported teaching at least one EBP and developing EBP skill sets, challenges to curriculum integration were noted. Ideological, definitional, and practical concerns emerge as constraints to teaching EBPs, with MSW program leaders identifying faculty-related barriers as a primary constraining factor. This article presents the study and its implications for academic and practice settings.

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Social Work Education and Student Research Projects: A Survey of Program Directors

Cited by 23 publications

References 28 publications

Preparing Students for Research and for Work with the Transgender Population: Exploring the Results of an Innovative Course Pairing

Preparing Students for Research and for Work with the Transgender Population: Exploring the Results of an Innovative Course Pairing

Research Knowledge of Advanced Standing and Traditional Students: Implications for BSW Education

Evidence-Based Practices in North American MSW Curricula

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