Experiential, Team-Based Learning in a Baccalaureate Social Work Research Course

Abstract

This article describes student responses to a BSW research course framed by experiential learning theory to engage the community and offer applied research practice. The study finds that students generally express overall satisfaction with the research course and describe perceptions of learning gains when involved in a team-based research project with a community partner. The article describes the factors that may influence varying levels of satisfaction and learning gains, such as group functioning, involvement with the community partner, perceived connections between course content and the research project, and one’s individual contribution. As social work educators continue to seek innovative ways to provide a solid generalist social work foundation, it is important to continue evaluating teaching methods within the research course while striving to meet student learning needs.

KEYWORDS:

• BSW students
• macro practice
• teaching research