Bringing Social Work to Life in the Classroom: Blending Pedagogies Toward Effective Interventions Considered for at Risk Families and Children

Background and Purpose:

This study evaluated students’ outcomes in a Bachelor of Social Work (BSW) generalist course using blended pedagogies to foster knowledge building and practice abilities with both rigor and realism. The workshop will present two pedagogies: Problem-Based Learning (PBL) and Team-Based Learning (TBL); and, how the pedagogies were combined in a BSW practice class. Participants will learn how the course structure emphasized a range of factors that extensive prior research linked to effective teaching practices and deep student learning.

First, the model presents a PBL case consistent with real-world challenges similar to ones students may encounter as a generalist practitioner, in accordance with CSWE practice behaviors. Therefore, the course model insured that students learn how to analyze client problems, identify relevant facts and generate hypotheses; identify necessary knowledge for solving the problems and make reasonable judgments about solving the problem.

Second, participants will deliberate the TBL pedagogy in the model, which ensures student team assignments generate a high level of student interaction regarding the case narrative Student teams use course concepts to make decisions that involve a complex set of social work practice issues. Assignments assist teams to assess client strengths and limitations; develop mutually agreed-upon intervention goals and objectives; and select appropriate intervention strategies

Study outcomes were based on course design and learning objectives measuring students’ efficacy as social work generalists. The workshop details the survey including demographics, Social Work Self-Efficacy Scale (SWSE), and Social Work Entry Survey (SWES) comprised of Council on Social Work Education (CSWE) core competencies. Additionally, the items were combined into three domains: Practice Knowledge, Critical thinking, and Professional conduct.

Findings

The Social Work Self-Efficacy Scale (SWSE) pretest mean was 81.86 (n = 37, SD 9.68), while the posttest mean was 90.38 (n = 35, SD 7.90). The paired sample t-test findings for the SWSE pre and posttests was significant (t (df 34) = t-5.198, p = <.001). Social Work Entry Survey (SWES) pretest mean was 4.28 (n = 37, SD .455), while the posttest mean was 4.46 (n = 35, SD 4.3). The paired sample t-test findings for the SWSE pre and posttests was significant (t (df 34) = t-3.80, p = <.01).The results found increases for three domains, Practice Knowledge and Social Work Entry Critical Thinking (p< = .001), and professional conduct (p< = .05).

Conclusions and Implications

Participants will learn the processes of the pedagogies singularly, and how they were integrated. The combined the data for the three domains is discussed, that is, Practice Knowledge (Pretest α=.939, Posttest α=.869), Critical Thinking (Pretest α=.822, Posttest α=.737), and Professional Conduct (Pretest α=.761, Posttest α=.853). Consequently, participants will discuss students’ benefits and social work educator opportunities. Participants will consider the the model requirements for teachers to play more of a facilitator role, rather than a more directive or authoritative one.  The findings may provide a course road map for social work with diverse populations, various problems, and different sized systems. Presenters will take audience questions on the findings and lead a discussion regarding social work education.