Abstract
The issue of redundancy has not been well explored in the social work curriculum. The Educational Policy and Accreditation Standards (EPAS) (CSWE, 2001) requires redundancy in the form of integration of material across content areas and addresses redundancy vertically between levels of education and year of program. Furthermore, research and theory support the notion that various types of redundancy produce educational benefits.This paper uniquely uses MSW students to track instances of redundancy over their first year of study and distinguishes between helpful and unhelpful redundancy. It presents both the study results and a description of the study process so that other schools may use or adapt it.
Highlights
Abstract: : The issue of redundancy has not been well explored in the social work curriculum
Though social work educators generally aim to purge redundancy from curricula, the concept of redundancy in social work education has not been fully explored, its positive functions have not been articulated, differentiation between useful and useless redundancy not defined, and differing perceptions of educators and students regarding redundancy not considered. This paper addresses these concerns. It first explores the concept of redundancy as variously defined and studied, with particular attention given to social work education
There were 28 separate types of content redundancy noted in the journals and a total of 161 entries
Summary
Abstract: : The issue of redundancy has not been well explored in the social work curriculum. Though social work educators generally aim to purge redundancy from curricula, the concept of redundancy in social work education has not been fully explored, its positive functions have not been articulated, differentiation between useful and useless redundancy not defined, and differing perceptions of educators and students regarding redundancy not considered It first explores the concept of redundancy as variously defined and studied, with particular attention given to social work education. It describes a study in which the authors asked students to record and describe instances of redundancy that they experienced during their foundation year of the MSW program at a large state university. Bruce Dalton, Ph.D. is Assistant Professor and Lois Wright, Ed.D. is Assistant Dean at the University of South Carolina, Columbia, SC 29208
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