A comparative analysis of service learning in social work and criminal justice education

Abstract

The current study sought input from a national sample of social work (SW) and criminal justice (CJ) educators (N = 276) to explore characteristics of those who use service learning in the two disciplines, differences in the conceptions of and beliefs about service learning, and distinctions in how it is used and implemented. This study offers the first explicitly cross-disciplinary comparison of service learning within two related, but distinct disciplines. The results indicated that SW educators, compared to their CJ peers, used service learning more frequently and perceived fewer barriers to using it. Additionally, a higher percentage of SW faculty members reported using service learning at both the undergraduate and graduate levels, suggesting that SW educators may be more likely to see the value of service learning across education levels. Among those who reported that they have used service learning, few differences were found between the two disciplines.

Keywords:

• service learning
• education
• interdisciplinary
• social work
• criminal justice

Notes

1. Within the context of higher education, CJ is an academic discipline that examines the operation and activities of social control agencies (e.g. law enforcement, courts, and corrections) that aim at regulating the behavior of citizens at large (Fagin 2007)

2. Field placements are an integral component of the bachelor's and master's level SW curricula and used to promote the professional development of students. Field placements typically occur in agency-based settings with supervision by an approved and credentialed SW field instructor. Field placements are utilized by all CSWE-accredited SW programs. According to the CSWE Educational Policy and Accreditation Standards (2008), the intent of field education is ‘to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting’