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ABSTRACT
Peer-learning networks (PLN) can be valuable tools for doctoral students. Participation in these networks can aid in the completion of the dissertation, lead to increased scholarship productivity, and assist in student retention. Yet, despite the promise of PLNs, few studies have documented their effect on social work doctoral education. This article explores aspects of an interdisciplinary PLN focused on child welfare. This study used a questionnaire with scaled survey items and open-ended questions to examine the use, benefits, and challenges to participating in the PLN. After a brief review of the literature, this article presents findings from the study, discusses the implications for social work education, and concludes by explicating strategies for developing PLNs in social work education programs.
Additional information
Notes on contributors
J. Jay Miller
J. Jay Miller is Assistant Professor at the University of Kentucky School of Social Work.
Jacquelynn F. Duron
Jacquelynn F. Duron is Assistant Professor at Rutgers University.
Emily Adlin Bosk
Emily Adlin Bosk is Assistant Professor at Rutgers University.
Megan Finno-Velasquez
Megan Finno-Velasquez is a post-doctoral researcher at University of Southern California.
Kristin S. Abner
Kristin S. Abner is manager at ICF International.
