Research-based service-learning: outcomes of a social policy course

Document Type

Article

Publication Date

10-3-2017

Abstract

Previous research has found service-learning in undergraduate social policy courses to increase students’ knowledge, skills, values, and competence. The present study utilized a sample of 60 graduate-level social work students who participated in a research-based service-learning (RBSL) project that involved collecting and analyzing data about the extent of payday loan use among bankruptcy filers and reporting results to community partners. Quantitative findings revealed significant increases in students’ personal social responsibility. Qualitative findings shed light on growth in personal social responsibility, civic awareness, policy advocacy, and personal values. Suggestions for future studies using RBSL pedagogy to teach social policy are discussed.

Publication Source (Journal or Book title)

Social Work Education

First Page

809

Last Page

822

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