Journal of Social Work Education
Although instructors express concerns about social work students’ writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre- and post-test surveys, two student outcomes improved significantly: self-reported scores for writing self-efficacy and competence in course objectives. On-demand writing samples improved significantly based on anonymous rating by the course instructors; however, blind ratings found gains but not at a significant level. Improved outcomes were not associated with demographic or background characteristics. We discuss limitations of the study and implications for social work education.
Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; and Szto, P.eter, "Progress in a social work writing course: Self-efficacy, course objectives, and skills" (2014). Social Work Faculty Publications. 10.