The Effectiveness of Writing Across the Curriculum in a Baccalaureate Social Work Program: Students’ Perceptions
AbstractEffective social work practice requires strong writing and communication skills; however, social work students often experience difficulties performing academically at expected levels. This article presents findings from a student survey that was collected for two years to assess perceptions of the effectiveness of Writing Across the Curriculum (WAC) strategies on writing skills and social work knowledge acquisition in an introductory social work class that is taught every semester at a school of social work located in southeastern Florida. Students reported that WAC strategies substantially improved their abilities to write in the discipline and learn course content. Based on our findings, it is recommended that schools of social work infuse WAC throughout their curriculum, a process that requires cross curricular collaboration, intra-departmental support, and faculty commitment to course development and implementation.
Copyright (c) 2014 Naelys Luna, E. Gail Horton, Jeffrey R. Galin
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright to works published in Advances in Social Work is retained by the author(s).
Beginning with Volume 17 Number 2, all articles published in this journal are licensed under a Creative Commons Attribution 4.0 International License.