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.

1. The stuff they hate to love: Engaging graduate students in a required research course Final e-portfolio Elspeth Slayter, Ph.D. School of Social Work Salem State University May 2011

2. Final e-portfolio Access to the Internet required to view all elements of this portfolio See “click here” hyperlinks to essays, and other appendices Caveat: Second time preparing an e-portfolio, apologize for any bugs

3. Table of contents Context Project Goals Linkage of Project Goals, Objectives, Assessment Implementation of innovation Findings Conclusions

4. Context: Students Social work students do not come to this program to “do math” Even though research is MORE than math Used to believing what they read, hard to break out of mold into critical thinking mode Approach 3 courses with anxiety, sometimes hostility

5. Context: Existing course Advanced applied research courses: Design, conduct year-long research projects Product is community-based Requiredin graduate program in social work Very traditional syllabus (read: students think it is BO-RING, engagement a challenge Upcoming accreditation suggests need for integration of course content (research-practice)

6. Project goals: To integrateresearch methods, statistics and social work practicecontent To increase student engagement in research course To increase students’ perceptions of connectionsbetween research, practice

7. Linkage of project goal 1, objectives, assessment

8. Linkage of project goal 2, objectives, assessment

9. Linkage of project goal 3, objectives, assessment

10. PLAN:Implementation of innovation Two approaches to implementing innovation in course:

11. Implementation of innovation: New framework New “framework” for teaching Process of evidence-based practice as framework – added to existing “research-as-a-second-language” approach

12. Implementation of innovation: New activities, assignments Activities & Assignments: Guest co-lecturer:Practice professor visits Online group activity: Discussion moderated by community partner Final assignment response: By community agency partner, practice professor Individual and group activity:Reflection exercises weekly, end-of-semester

13. Findings: Goal 1, objective a Take-home message: Linkage to current work facilitates some improvement

14. Findings: Goal 1, objective b Take-home message: I can talk until blue in face, practice professors are gold

15. Findings: Goal 1, objective c Take-home message: Need to vet partner, establish expectations earlier

16. Findings: Goal 2, objective a Take-home message: Hard to distinguish “have to do project” effect from new lens, assignments, activities’ effect

17. Findings: Goal 2, objective b 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

18. Findings: Goal 2, objective c Take-home message: Something good happened in this class – students “got ‘why research is required’ at the very end”

19. Findings: Goal 2, objective d Take-home message: Unclear whether participation impacted by new framework, assignments, activities

20. Findings: Goal 3, objective a Take-home message: Weekly discussions of evolving findings helped students to make linkages

21. Findings: Goal 3, objective b Take-home message: Assignment not located at the right point in semester

22. Findings: Goal 3, objective c Take-home message: Need to weave this skill development approach into first two courses; students over-estimating preparedness?

23. Ranking scale: Likert scale of 1 (Not at all prepared) to 5 (Very prepared)

24. Summary: Take-home messages on integrated content Linkage to current work facilitates some improvement I can talk until blue in face, but practice professors are like gold Need to vet community partner, establish expectations/capabilities earlier Weekly discussions helped, but not in the end – EBP platform alone doesn’t work for last course, must be in first two courses also

25. Summary: Take-home messages on engagement I can talk until blue in face, but practice professors are like gold Hard to distinguish “have to do project” effect from new lens, assignments, activities’ effect Something good happened in this class – students “got ‘why research is required’ at the very end” Unclear whether participation impacted by new framework, assignments, activities

26. Summary: Take-home messages on facilitating linkage Linkage to current work facilitates some improvement I can talk until blue in face, but practice professors are like gold Weekly discussions helped, but not in the end – EBP platform alone doesn’t work for last course, must be in first two courses also Weekly discussions of evolving findings helped students to make linkages Assignment not located at the right point in semester Need to weave this skill development approach into first two courses; students over-estimating preparedness?

28. Next steps Implement changes to first of three required research courses Weave in practice professor/community partner elements into final two courses Track students from first course to last (different instructors possible) Conduct course-specific pre-post testing at each stage on engagement, linkage