Linking students and professional associations: A curricular strategy

Shirley Simon; Susan F Grossman

doi:10.1921/jpts.v15i3.1240

Authors

Shirley Simon Loyola University, Chicago
Susan F Grossman Loyola University, Chicago

DOI:

https://doi.org/10.1921/jpts.v15i3.1240

Abstract

Students in professional social work programs in the United States traditionally receive little direct information about or contact with professional associations. What exposure they do get is haphazard and primarily through extracurricular means. This article describes and evaluates a curricular module to enhance student awareness of and connection to professional associations. The group work classes at a Midwestern United States university were adapted to include a course module addressing the role of professional associations. Components of the module include readings, discussions, presentations and attendance at a professional association meeting. Pre- and post-tests were administered to assess the initial impact of this module. The module appears to have had an impact upon students’ knowledge of and appreciation for professional associations. The authors advocate for increased curricular attention to facilitating this connection.

Keywords: professional associations; social work curricula; professional education; NASW; MSW education; professional development

Author Biographies

Shirley Simon, Loyola University, Chicago

Associate Professor, Social Work

Susan F Grossman, Loyola University, Chicago

Professor, Social Work

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