Document Type

Article

Publication Date

2017

Publication Title

Journal of Practice Teaching & Learning

Volume

15

Issue

3

Pages

5-24

Publisher Name

Whiting and Birch Ltd.

Abstract

Students in professional social work programs in the United States traditionally receive little direct information about or contact with professional associations. What exposure they do get is haphazard and primarily through extracurricular means. This article describes and evaluates a curricular module to enhance student awareness of and connection to professional associations. The group work classes at a Midwestern U.S. university were adapted to include a course module addressing the role of professional associations. Components of the module include readings, discussions, presentations and attendance at a professional association meeting. A pre- and post-test was administered to assess the initial impact of this module. The module appears to have had an impact upon students' knowledge of and appreciation for professional associations. The authors advocate for increased curricular attention to facilitating this connection

Identifier

1746-6113

Comments

Author Posting © Whiting and Birch Ltd., 2017. This is the author's version of the work. It is posted here by permission of Whiting and Birch Ltd. for personal use, not for redistribution. The definitive version was published in Journal of Practice Teaching & Learning, Volume 15, Issue 3, 2017. http://dx.doi.org/10.1921/jpts.v15i3.1240

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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