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Slayter sonar flc spring portfolio

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Describes a project related to increasing student engagement in a required applied research course for graduate social work students. Implemented a new framework for the course to facilitate student engagement - evidence-based practice process. Implemented new classroom and online activities and assignments to facilitate student engagement. Reports on results of these efforts.

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Slayter sonar flc spring portfolio

  1. 1. The stuff they hate to love: Engaging graduate students in a required research course<br />Final e-portfolio<br />Elspeth Slayter, Ph.D.<br />School of Social Work<br />Salem State University<br />May 2011<br />
  2. 2. Final e-portfolio<br />Access to the Internet required to view all elements of this portfolio<br />See “click here” hyperlinks to essays, and other appendices<br />Caveat: Second time preparing an e-portfolio, apologize for any bugs<br />
  3. 3. Table of contents<br />Context<br />Project Goals<br />Linkage of Project Goals, Objectives, Assessment<br />Implementation of innovation<br />Findings<br />Conclusions<br />
  4. 4. Context: Students<br />Social work students do not come to this program to “do math”<br />Even though research is MORE than math<br />Used to believing what they read, hard to break out of mold into critical thinking mode<br />Approach 3 courses with anxiety, sometimes hostility<br />
  5. 5. Context: Existing course<br />Advanced applied research courses:<br />Design, conduct year-long research projects<br />Product is community-based<br />Requiredin graduate program in social work<br />Very traditional syllabus (read: students think it is BO-RING, engagement a challenge<br />Upcoming accreditation suggests need for integration of course content (research-practice)<br />
  6. 6. Project goals:<br />To integrateresearch methods, statistics and social work practicecontent <br />To increase student engagement in research course<br />To increase students’ perceptions of connectionsbetween research, practice<br />
  7. 7. Linkage of project goal 1, objectives, assessment<br />
  8. 8. Linkage of project goal 2, objectives, assessment<br />
  9. 9. Linkage of project goal 3, objectives, assessment<br />
  10. 10. PLAN:Implementation of innovation<br />Two approaches to implementing innovation in course:<br />
  11. 11. Implementation of innovation: New framework<br />New “framework” for teaching<br />Process of evidence-based practice as framework – added to existing “research-as-a-second-language” approach<br />
  12. 12. Implementation of innovation: New activities, assignments<br />Activities & Assignments:<br />Guest co-lecturer:Practice professor visits<br />Online group activity: Discussion moderated by community partner<br />Final assignment response: By community agency partner, practice professor<br />Individual and group activity:Reflection exercises weekly, end-of-semester <br />
  13. 13. Findings: Goal 1, objective a<br />Take-home message: Linkage to current work facilitates some improvement<br />
  14. 14. Findings: Goal 1, objective b<br />Take-home message: I can talk until blue in face, practice professors are gold<br />
  15. 15. Findings: Goal 1, objective c<br />Take-home message: Need to vet partner, establish expectations earlier<br />
  16. 16. Findings: Goal 2, objective a<br />Take-home message: Hard to distinguish “have to do project” effect from new lens, assignments, activities’ effect<br />
  17. 17. Findings: Goal 2, objective b<br />Take-home message: Weekly discussions helped, but not in the end – EBP platform alone doesn’t work for last course, must be in first two courses also<br />
  18. 18. Findings: Goal 2, objective c<br />Take-home message: Something good happened in this class – students “got ‘why research is required’ at the very end”<br />
  19. 19. Findings: Goal 2, objective d<br />Take-home message: Unclear whether participation impacted by new framework, assignments, activities<br />
  20. 20. Findings: Goal 3, objective a<br />Take-home message: Weekly discussions of evolving findings helped students to make linkages <br />
  21. 21. Findings: Goal 3, objective b<br />Take-home message: Assignment not located at the right point in semester<br />
  22. 22. Findings: Goal 3, objective c<br />Take-home message: Need to weave this skill development approach into first two courses; students over-estimating preparedness?<br />
  23. 23. Ranking scale: Likert scale of 1 (Not at all prepared) to 5 (Very prepared)<br />
  24. 24. Summary: Take-home messages on integrated content <br />Linkage to current work facilitates some improvement<br />I can talk until blue in face, but practice professors are like gold<br />Need to vet community partner, establish expectations/capabilities earlier<br />Weekly discussions helped, but not in the end – EBP platform alone doesn’t work for last course, must be in first two courses also<br />
  25. 25. Summary: Take-home messages on engagement<br />I can talk until blue in face, but practice professors are like gold<br />Hard to distinguish “have to do project” effect from new lens, assignments, activities’ effect<br />Something good happened in this class – students “got ‘why research is required’ at the very end”<br />Unclear whether participation impacted by new framework, assignments, activities<br />
  26. 26. Summary: Take-home messages on facilitating linkage<br />Linkage to current work facilitates some improvement<br />I can talk until blue in face, but practice professors are like gold<br />Weekly discussions helped, but not in the end – EBP platform alone doesn’t work for last course, must be in first two courses also<br />Weekly discussions of evolving findings helped students to make linkages<br />Assignment not located at the right point in semester<br />Need to weave this skill development approach into first two courses; students over-estimating preparedness?<br />
  27. 27. Conclusions<br />New framework appears to function as an engagement tool – but needs to be earlier<br /><ul><li>Unexpected implementation of EBP lens, activities/assignments into unintended course</li></ul>Hard to distinguish impact of changed approach on engagement:<br />Lack of pre-test data<br />Students required to complete community-based research project anyway to pass class (learning moment) <br />Involvement with practice faculty, community partners wildly popular<br />I felt better about what was happening in classroom – makes me want to continue my efforts<br />
  28. 28. Next steps<br />Implement changes to first of three required research courses<br />Weave in practice professor/community partner elements into final two courses<br />Track students from first course to last (different instructors possible)<br />Conduct course-specific pre-post testing at each stage on engagement, linkage<br />

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