Using cross-curricular, problem-based learning to promote understanding of poverty in urban communities
Journal of Social Work Education, 46(1), 147 – 156.
Gardner, D., Tuchman, E., & Hawkins, R.
This article describes the use of problem-based learning to teach students about the scope and consequences of urban poverty through an innovative cross-curricular project. We illustrate the process, goals, and tasks of the Community Assessment Project, which incorporates community-level assessment, collection and analysis of public data, and social policy analysis and planning. Students in three master's classes (Social Work Research I, Ending Poverty: Models for Social Change and Social Action, and Advanced Social Policy in Aging) worked in self-directed groups to explore the impact of economic insecurity on our most vulnerable clients. The project engaged students, linked research and policy practice, and helped to educate the next generation of social workers about urban poverty and strategies for community-based research and practice.