Preparing students to be passionate about and engage in policy work can be a challenge for social work educators. Previous research supports that service-learning can increase positive attitudes and participation in macro practice. This manuscript presents a policy course that was taught using service-learning projects. Feedback from students was collected during the course and 15 months after its conclusion. Feedback from students suggested that students increased their confidence and competencies as policy practitioners and that the service-learning projects were influential in that change. After the course, students were engaging in policy activities such as calling, emailing, or writing an elected official, working on a specific policy change effort, participating as a member of a coalition working on a political issue of change, and voting. Lessons learned from this service-learning project are applicable to allied disciplines; implications for wider curriculum adoption and future research are discussed.
- Journal title
Journal of Community Engagement and Scholarship
- Date submitted
19 July 2022