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Exploring the Nexus Between Human Services and Sociology Through Engaged Scholarship

Publication date: 2016

Issues in Social Work, 2015, Volume 20, Issue 4, pp. 139 - 148

https://doi.org/10.4467/24496138PS.15.012.5710

Authors

,
Michelle Kelso
George Washington University, Washington, D.C. USA
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Steven A. Tuch
Department of Sociology, The George Washington University, Washington , USA
All publications →

Titles

Exploring the Nexus Between Human Services and Sociology Through Engaged Scholarship

Abstract

This article explores the cross-disciplinary nexus between the fields of Human Services and Sociology at The George Washington University, USA. The authors discuss programmatic changes recently implemented in the curriculum of the Human Services Program in an effort to align it more closely with the disciplinary focus of Sociology while maintaining the Program’s distinctive strengths. Using engaged scholarship as its pedagogical cornerstone, the Human Services Program seeks to deepen the knowledge and skills of its undergraduate majors by linking service learning and community-based research. The authors reflect upon both the successes and challenges of this effort.

References

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Eglitis, D., Buntman, F., & Alexander, D. (2016). Social issues and problem-based learning in sociology: Opportunities and challenges in the undergraduate classroom. Teaching Sociology, 1-9.  doi: 10.1177/0092055X16643572.

Everett, K. D. (1998). Understanding social inequality through service learning. Teaching Sociology, 26(4), 299-309.

Eyler, J., D. Giles, & J. Braxton. (1997). The impact of service-learning on college students. Michigan Journal of Community Service Learning 4, 5-15.

Hunt, M., & Wilson, G. (2011). “Race, Racial Attitudes, and Stratification Beliefs: Evolving Directions for Research and Policy.” The ANNALS of the American Academy of Political and Social Science.v634 (March).

Lewis, T.L. (2004). Service learning for social change? Lessons from a liberal arts college. Teaching Sociology32(1), pp.94-108.

Mabry, B. (1998). Pedagogical variations in service-learning and student outcomes: How time, contact, and reflection matter. Michigan Journal of Community Service Learning 5, 32-47.

Mills, C.W. The Sociological Imagination. 1959. New York: Oxford University Press.

Peterson, T. H. (2009). Engaged scholarship: Reflections and research on the pedagogy of social change. Teaching in Higher Education, 14(5), 541-552.

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Strage, A. (2004). Long-term academic benefits of service-learning: When and where do they manifest themselves. College Student Journal 38: 257-262.

Strand, K., Marullo, S., Cutforth, N., Stoecker, R., & Donohue, P. (2003). Principles of best practice for community-based research. Michigan Journal of Community Service Learning, 9(3).

Tuch, S.A., & Hughes, M. (March 2011). “Whites’ racial policy attitudes in the 21st century: The continuing significance of racial resentment.” The ANNALS of the American Academy of Political and Social Science634:134-152.

Information

Information: Issues in Social Work, 2015, Volume 20, Issue 4, pp. 139 - 148

Article type: Original article

Titles:

Polish:

Exploring the Nexus Between Human Services and Sociology Through Engaged Scholarship

English:

Exploring the Nexus Between Human Services and Sociology Through Engaged Scholarship

Authors

George Washington University, Washington, D.C. USA

Department of Sociology, The George Washington University, Washington , USA

Published at: 2016

Article status: Open

Licence: None

Percentage share of authors:

Michelle Kelso (Author) - 50%
Steven A. Tuch (Author) - 50%

Article corrections:

-

Publication languages:

English