http://orcid.org/0000-0001-5060-0934
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ABSTRACT
PhD social work education programs train students to become effective researchers. Less recognized are the potential opportunities for PhD students to develop in their role as educators and the possible benefits of honing doctoral students’ knowledge of research through their role as educators. This study explored these opportunities for social work PhD students who taught an introductory research methods course to MSW students. Findings suggest that potential strong, mutual benefits for PhD and MSW students exist, and institutional supports improved PhD students’ confidence as educators and researchers. Finally, integration of Kolb’s experiential learning theory and Feynman’s mental model in the doctoral social work curriculum may enhance the profession’s development of future leaders.
Additional information
Notes on contributors
Jack J. Lu
Jack J. Lu is an Assistant Professor at University of Illinois at Chicago.
Karen A. D’Angelo
Karen A. D’Angelo is an Assistant Professor at University of Illinois at Chicago.
Jennifer Willett
Jennifer Willett is an Assistant Professor at University of Nevada, Reno.
