Undergraduate Social Work Students’ Perceptions of a Team-Based Learning Approach to Exploring Adult Development

Karen WatkinsSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA

Nicholas ForgeSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USACorrespondence[email protected]

http://orcid.org/0000-0001-7376-1562

Terri LewinsonSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA

Brittany GarnerSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA

Larance D. CarterSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA

Lindsay GreenwaldSchool of Social Work, Andrew Young School of Policy Studies, Georgia State University, Atlanta, Georgia, USA

ABSTRACT

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and interpersonal growth for students. This study explores perspectives of 93 undergraduate social work students regarding the benefits and challenges of using a TBL approach to research adult development. Despite identifying several benefits of this method, including in-depth learning and enhanced relationships, students also experienced significant challenges to working in teams.

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