Strengthening Undergraduate Social Work Research: Models and Strategies

Abstract

There is debate in the social work education community regarding the structure and depth of undergraduate research. This article emphasizes the importance of a commitment to undergraduate research in social work education. Because generalist practice is the first level of professional practice, students in baccalaureate programs need to be prepared to assess their own practice, evaluate the effectiveness of agencies and organizational structures, and study societal issues affecting clients. All of these components are vital to effective practice. The authors present the current state of undergraduate research, discuss issues in undergraduate research, and provide models and strategies to strengthen undergraduate research to prepare students for practice and graduate education. They also emphasize the benefits of undergraduate research for students and faculty and for the social work profession. KEY WORDS: evidence-based practice; research models; social work education; teaching research; undergraduate research ********** Research at the undergraduate level has been offered long social work accreditation has been in existence. Undergraduate research is receiving national attention in many universities and in many disciplines, including social work. Much of this attention is because of the efforts of the Council on Undergraduate Research (CUR), which has defined undergraduate research inquiry or investigation conducted by an undergraduate student that makes an original, intellectual, or creative contribution to the discipline (CUR, 2007). This reflects the Council on Social Work Education's (CSWE) definition of research in its statement on research integrity as a systematic process of investigation and analysis that develops and promulgates generalizable knowledge to inform professional practice and social policy (CSWE, 2006, p. 2). IMPORTANCE OF RESEARCH AT THE UNDERGRADUATE LEVEL Research is one of the central elements to improving students' critical thinking and problem-solving skills. Understanding and applying research methods, ethics, and conduct rules strengthen students' ability to value subjects and outcomes that affect them. Other benefits include learning to read the discipline's literature in critical ways to understand the issues in social work and the methods of evaluating them; understand the link between theory and professional intervention; develop communication skills; learn to work independently; expand innovation and creativity; use technology, including specific research-based computer programs; and work successfully with diverse people. Students develop stronger problem-solving skills and an enhanced ability to apply academic concepts to practice situations both in their field internships and in professional practice. A crucial benefit of collaborative undergraduate research is developing mentoring relationships with social work faculty. Collaborative projects can help students expand their professional interests and discover new areas of research opportunity. Successful collaboration with faculty enhances students' self-esteem, which can increase their confidence in their ability to move onto graduate education. When students engage in research with faculty, retention rates increase (CUR, 2007; Secret, Ford, & Rompf, 2003), do the rates of graduate school attendance (Ohio State University [OSU], 2006). In research classes, students learn information and concepts that can be applied to practice situations, particularly professional communication skills, collaboration, and effective teamwork. They also have the opportunity to take their experience into local communities to evaluate the problems of those communities. Students can address real issues and truly learn to evaluate the person-in-environment (Reid & Vianna, 2001).Jenson (2006) argued that community partnerships can provide learning opportunities for students and contribute to the public good. …