Citation

Munn JC. Qual. Soc. Work 2016; 15(3): 322-330.

Copyright

(Copyright © 2016, SAGE Publishing)

DOI

10.1177/1473325015617008

PMID

unavailable

Abstract

This teaching note draws on the experience of the author in teaching qualitative methods to social worker students across BSW, MSW, and doctoral levels using four different approaches. The approaches are (1) a single class session within general research class; (2) a one-semester doctoral-level class taught a research team; (3) study abroad using visual qualitative inquiry; and (4) project-based, completing a program evaluation. The four individual methods are examined. Some progress has been made in the single session format, and a suggestion for including experiential exercise is offered. Challenges and outcomes of the semester-long doctoral class are noted, including extensive time and labor burdens. The study abroad model includes specifics to teaching in another country such as allowing for reflection time to process the experience. Finally, details of the research project model indicate student responses and interactions with course work. The author describes commonalities and outcomes from all four approaches and explores some existing, though sparse, literature on teaching qualitative methods to social work students. The author, while acknowledging the limitations of these case studies, concludes that experiential learning methods are optimum and there are positive aspects to the team format when employed.

Language: en