Learning About Social Work Research Through Service-Learning

Abstract

Social work educators have struggled to find ways to encourage students and practitioners alike to engage in research. This project examines the impact of using a service-learning experience with a homeless agency on students’ attitudes toward social work research. Quantitative methods were used to collect and analyze data on students’ comfort and self-efficacy regarding social work research, and qualitative data informed the research regarding students’ attitudes toward the service-learning experience as well as their learning experiences in general. Results indicated students’ attitudes toward research improved over the semester and that they demonstrated learning through, found benefit from, and enjoyed engaging in the service-learning project. The authors conclude that service-learning can be a useful pedagogy for engaging students with social work research.