Learning Research through an Individual MSW Thesis: Active Learning at Its Best

ABSTRACT

This article begins with a brief history of the thesis as a part of MSW education in the United States. The merits and challenges of completing a master’s thesis are detailed, with a focus on its role in engaging students in active learning. The concept of active learning is defined and applied to an analysis of how the thesis promotes higher-order learning. Active learning also fits well with the learning styles of millennial students. Several components of completing a thesis are then examined to illustrate its value (1) in enhancing critical thinking and expanding knowledge and skills, (2) in promoting conceptualization, (3) in reviewing the relevant literature, (4) in understanding and applying research ethics, 5) in understanding research methodology, and (6) in improving writing skills. The many opportunities presented in thesis projects for students are identified, along with challenges for thesis advisors.

KEYWORDS:

• thesis
• active learning
• research projects
• research education
• MSW theses

Additional information

Notes on contributors

James W. Drisko

James W. Drisko, MSW, PhD, LICSW (MA), is professor at the Smith College School for Social Work, Northampton, Massachusetts. Dr. Drisko has published on social work research education, research methods, and several clinical practice topics. He was elected to the National Academy of Practice in Social Work and is an Inaugural Fellow of the Society for Social Work and Research.