Forging and sustaining research-minded professionals: teaching undergraduate research through student-community partnerships.
The teaching of research is a well-established core component of social work curricula around the world. While educators in social work recognize the value, and need for research they have encountered persistent discomfort and reluctance from students to recognize this need. Practitioners in the fie...
| Published in: | Social Work Education Vol. 37; no. 4; pp. 428 - 442 |
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| Format: | Article |
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Taylor & Francis Ltd
Jun2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=129301028&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 129301028 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Jun2018 vid: 37 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 129301028 10.1080/02615479.2017.1420769 ppf: 428 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 909KB tig: atl: Forging and sustaining research-minded professionals: teaching undergraduate research through student-community partnerships. aug: au: Chakradhar, Kala affil: Department of Community Leadership & Human Services, College of Education & Human Services, Murray State University, Murray, KY, USA su: Social work research Service learning Social work education Social work students Social services Research skills sug: subj: Social work research Service learning Social work education Social work students Social services Other Individual and Family Services Research skills keyword: practice-based knowledge Research-minded professionals student-community partnerships teaching research practice-based knowledge Research-minded professionals student-community partnerships teaching research ab: The teaching of research is a well-established core component of social work curricula around the world. While educators in social work recognize the value, and need for research they have encountered persistent discomfort and reluctance from students to recognize this need. Practitioners in the field of social work often share this reserve either due to limited self-efficacy with regard to research knowledge and skills or practical constraints. With the growing need for practice-based knowledge, accountability and evidence-based practices to drive outcomes and service effectiveness, it is becoming imperative to not only prepare future social work professionals with the required skill sets but also support current professionals to meet these expectations. This paper showcases a pedagogical endeavor with an undergraduate research course in an American rural university, designed and implemented to create and support research-minded professionals through student-agency research partnerships. Through a collaborative, service-oriented learning, students have gained a new appreciation for research and agency connections while agencies have welcomed the path created to pursue their research agenda. This experience has valuable implications for research capacity building, and for community engaged research empowering future and current professionals to suitably use research toward effective and meaningful service provision. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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