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Abstract
This article reports on a three-year study of curriculum change contrasting MSW students enrolled in a new, integrated curriculum with students who had taken earlier method sequence programs. Considerable stability was found in student practice interests and perceived skill levels. Shifts in familiarity with social work practice literature were responsive to the new curricular goals. Modifications of field learning experiences were less visible. Achieving such change is clearly more challenging. The implications of these findings for curriculum design and monitoring are discussed.