The Effect of Real-World Research on Students’ Learning: Team-based and Project-based Learning

poster abstractAbstract: The paper presents the results of a study assessing students’ learning of the EPAS competencies taught in a BSW research class. The professor engaged students in conducting a mixed-methods research study, with students conducting interviews and surveys. Team-based learning was employed. Students’ knowledge and attitudes were found to be positive. Question SOTL practices encourage teachers to turn a lens to our classrooms, using theories and methods from the literature to solve classroom problems. One common problem is the lack of student engagement in certain required courses, such as research. An intriguing method for developing a more interactive classroom is Team-Based Learning (TBL). Engaging undergraduates in conducting research is an increasing trend in higher education. Could the combination of the two help create more interest and learning in an undergraduate research class? The research paper examines one way SOTL inquiry transformed teaching practices, and the impact the transformation had on students’ learning. Rationale TBL is an active learning pedagogical method which includes a specified classroom structure and experiential component. TBL supports content coverage through a team approach, frequent testing on class readings, group and class discussion, and application of knowledge (Michaelsen and Sweet, 2008). Research on TBL found students are more accountable and learn valuable team-work skills with TBL than in a traditional classroom (Michaelsen and Sweet, 2008). When used in medical school, students in the TBL classrooms significantly outperform others on exams. In addition, lower-performing students were found to benefit most (Koles, et al., 2010). Methods Students in an undergraduate research class were taught using TBL. Students were divided into teams responsible for completion of small research projects, while the entire class conducted interviews on the same topic. Students took unit tests based on assigned readings, discussed the readings and the test both with their team and the class at large, and applied their research knowledge in scaffolded assignments that built towards the final product. The team approach allowed for close mentoring and feedback as each task was completed. They presented their findings through a poster session and a paper. Student learning and attitudes were evaluated using multiple measures including testing, student reflection papers, and final papers. Quantitatively, the effectiveness of the TBL method was measured on tests and papers. Qualitatively, measures included reflection papers and course evaluations. Outcomes This instructional method was found to provide evidence of attained knowledge and feelings of engagement. Students’ scores on knowledge tests averaged 90% or better. Student reflections were strongly positive as to their perceptions of their learning and interest in the course. In addition, this method was found to improve the classroom environment. Students arrived prepared for class, the energy was high, and students were engaged. One aspect students particularly appreciated was that the research project they conducted had been approved by the institution’s IRB, so it was “real” research and could be published. A typical comment found in evaluations follows: “I think the team tests were extremely beneficial because not only does it make you retain information from the readings, it challenges you and makes you discuss.” Reflective Critique Since research is an important aspect of many undergraduate programs, it is crucial to find ways for students to learn and appreciate it. The growing body of literature on TBL and on engaging undergraduates in research projects provided ideas for aiding a lack of engagement in a required class. This case study of one course cannot be generalized, but may add to the body of literature in SOTL. Koles, Paul G., Stolfi, Adrienne, Borges, Nicole J., Nelson, Stuart, Parmelee, Dean X. (2010). The impact of team-based learning on medical students' academic performance. Academic Medicine, 85(11), 1739-1745

SoTL Principles and Program Collaboration in the Age of Integration

The increasing acceptance of the Scholarship of Teaching and Learning (SoTL) on our campus has led to spreading SoTL principles outside of the usual faculty classroom research projects and teaching/learning center. Three programs examined how SoTL principles aided in integration and initiative building. The programs are the Center for Innovative Teaching and Learning, the Scholarship of Teaching and Learning Program, and the Faculty Colloquium on Excellence in Teaching. Attempts at integration and collaboration have successfully brought SoTL principles into community building, consensus building, and program assessment. A unified voice, mutual respect, and responsiveness to institutional needs have been the necessary conditions to support the work, which may have directly and indirectly effected change in the campus cultur

Community matters: Social presence and learning outcomes

The study examines the relationship between social presence and students’ learning outcomes. An emerging body of research connects social presence with learning outcomes in online coursework. Social presence is the “degree to which a person is perceived as a ‘real person’ in mediated communication” (Gunwardena & Zittle, 1997, p.9). The study of 121 student participants addresses the following questions: What is the evidence of social presence in students’ communication in an online discussion forum and in an attitudinal survey? 2) What pedagogical methods affect students’ perceptions of social presence? and 3) What is the relationship between social presence and students’ learning outcomes?  The regression model revealed that students with higher demonstrations of social presence in discussion forum posts had statistically significantly higher ratings on the CAT. This seems to indicate that social presence influences student outcomes on written assignments

Dismantling White Supremacy in Social Work Education: We Build the Road by Walking

We are excited to share this special edition of Advances in Social Work with you. When we distributed a call for abstracts, we were inundated – in a good way – with proposals. The need for social workers to discuss the role that white supremacy occupies within our history, education, and practice was obvious. Because of the number of abstracts received, we made the decision to publish a double edition so that the important information contained in these articles can be widely shared. The submissions fell into three general themes--historical, instructional, and institutional examinations. Each set of articles offers much for us to reflect and act upon moving forward. There is a reckoning happening and we are thrilled that this special edition is part of that reckoning. In all, we hope that this special issue will help advance our conversations in social work education around white supremacy and how it influences our practice, research, and education. Recognizing that our Code of Ethics calls us to “pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups”, we believe it is important for social work as a profession to consistently evaluate its own institutions for ways we can practice what we preach. As social work educators, we have the ethical and moral responsibility to learn, grow, and challenge ourselves. We can do better. We must do better

The Transformative Power of a Learning Community

Recently, higher education has focused on “learning communities.” This study examines a process in which students create expectations for their community of learners. The expectations provide the basis for assessment of students and the program. Across three cohorts, common themes arise. The major themes from students’ expectations of faculty are that faculty should be organized, use a variety of teaching methods, and provide mentoring. Students primarily want their peers to participate actively and constructively in class, have academic honesty, and contribute to class in a civil, respectful manner . Study findings indicate that students are empowered in finding their collective voice and holding each other accountable for classroom community. Using the transformative power of a learning community to improve both student classroom behaviors and faculty teaching appears to be a promising practice

SoTL Principles and Program Collaboration in the Age of Integration

The increasing acceptance of the Scholarship of Teaching and Learning (SoTL) on our campus has led to spreading SoTL principles outside of the usual faculty classroom research projects and teaching/learning center. Three programs examined how SoTL principles aided in integration and initiative building. The programs are the Center for Innovative Teaching and Learning, the Scholarship of Teaching and Learning Program, and the Faculty Colloquium on Excellence in Teaching. Attempts at integration and collaboration have successfully brought SoTL principles into community building, consensus building, and program assessment. A unified voice, mutual respect, and responsiveness to institutional needs have been the necessary conditions to support the work, which may have directly and indirectly effected change in the campus cultur

Waiting to be Cinderella’d?: Attitudes on Class Differences Among Women

This article explores the way in which college students construct attitudes about class differences among women. Social work student researchers interviewed 30 college students at a Midwestern public university and asked them to tell stories about women in two different social class positions. The results revealed that social class differences are constructed based on factors related to family of origin, personality, structural inequities, personal choices and relationships, as well as other intersecting experiences. In addition, participant stories highlighted gendered attitudes towards women in poverty. Implications for social science teaching, practice, and research are discussed

I Found Myself at this Practicum: Student Reflections on Field Education

The field experience is understood to be pivotal in social work education. In this qualitative study, BSW students reflected on their learning outcomes and processes in their field experiences. They highlighted how their work in agencies helped them to operationalize social work values and ethics, develop an awareness of themselves as social workers, and enhanced their confidence. Implications for strengthening the practicum experience though more reflective experiences and enhancing the preparation of field instructors is discussed