Evaluating Experiential Teaching Methods in a Policy Practice Course

Abstract

This study compares the effects of experiential learning on policy-related values, competency, and activity levels of two groups of recent MSW graduates from one university. The study group received experiential service learning in the MSW program, primarily in an advanced policy course, while the comparison group did not. The author explains experiential teaching and service learning methods, as well the activities included in the policy course. Results indicate that both groups placed a high value on political skills. However, the experiential group was significantly more likely to perceive themselves as competent policy practitioners and to perform policy-related activities after graduation.

Additional information

Notes on contributors

Cynthia J. Rocha

An earlier version of this article was presented at the Council on Social Work Education's 44th Annual Program Meeting, March 1998, Orlando, Florida. This study was funded by a grant from the University of Tennessee, Learning Research Center.