Project Objectives

To incorporate experiential and reflective learning experiences into three courses of the new four-year Social Work Undergraduate program, namely STOT I, Social Work Field Laboratory and Social Work Pre-placement induction training;

To enhance the personal and professional growth of social work undergraduate students;

To test the “Reflective-Action” learning approach adopted by this project; and

To use the time-series study design for process and outcome evaluation.

Key deliverables expected and timelines for completion

The project incorporates the “Reflective-Action” learning approach into three courses of the new four-year social work curriculum, namely STOT I, Social Work Field Laboratory and Social Work Pre-placement induction training (non-credit bearing course). Taking the characteristics and needs of the students (i.e. a year younger and likely to be less mature when compared to the three-year students, uncertainty about career choice), as well as the changing context (i.e. a four- year curriculum with an additional year, offering of new programs and a more flexible system resulting in more choices/difficulty in making choice on the students side) into consideration, the project adopts small group teaching format and an “Reflective-Action” learning model for course design, and with an aim to develop students personally and professionally.

In order to achieve the above mentioned objectives, the following major deliverables are planned. The following table summarized the key deliverables and work progress:

Key deliverables	Expected completion date	Work progress
Individual session for students to meet with the STOT instructor to talk about matters related to his or her personal growth, adjustment to university life, and issues related to the social work profession, etc.	End of January 2013	Completed
Field visit to offer a platform for students to have direct contact with service users, and to hear their voice	End of January 2013	Completed: All year one students joined the visit to Shek Kwu Chau Drug Rehabilitation Centre
A three days field attachment (non-credit bearing) in social welfare agency that allows students having better exposure to social problems and to develop sensitivity	End of April 2013	In progress – All Year 1 students are divided into 12 groups and has been matched with 12 social welfare agencies. Field attachment is now in progress
Debriefing sessions using the “reflective practice” paradigm that stress the reflexivity of students	On going	In progress – One debriefing session has been conducted
On online aptitude test kit to help students reflect on their role as a university student pursuing a career in social work;	March 2013
Online video clips on social and value issues with interactive discussion	July 2013
Online learning materials related to field attachment	July 2013
Online resource package contains government policy papers, special and innovative projects, and other reference materials	Jan 2014

Arrangements for evaluation of project deliverables/outcomes

Kirkpatrick’s evaluation model is adopted to develop the evaluation framework with four interlocking domains, namely student reactions, learning, behaviour and results. The outcome indicators for the project are:

students’ critical thinking ability, self-esteem, self-efficacy, and communicative competence;

their reflective acquisition of the social work values, knowledge, and skills; and

their commitment to protect the welfare of the vulnerable groups and pursue social justice.

“A time series non-equivalent comparison group design” will be adopted to assess the outcomes and continuous impacts of the “Reflection-Action” learning model. A structured questionnaire containing instruments that measure the above areas will be used to collect pre, post and interval (at an interval of every 6 months) data from students of both four-year and three-year programmes (the comparative group).

Plan for evaluation and work progress is summarized as follow:

Evaluation strategies	Expected completion date	Work progress
Pilot test of baseline questionnaire	August 2012	Completed with 53 students*
Baseline data obtained from year 1 students of both the 3 and 4 year program	August 2012	Completed with 108 questionnaires and initial analysis done
To collect interval data to track the progress of students	At a interval of around every 6 months	The next interval data to be collected will be in End of Feb, 2013.
Subjective process assessment survey with students of the four year program	May 2013; May 2014
One focus group with agency persons who offering field attachment	April-June 2013
Two focus groups to collect feedback from students to explore their learning needs and experiences	May 2013; May 2014
Collect feedback from students	On-going process	In progress

^*Baseline data has been collected before the approval of project for the purpose of having a complete set of data from this new cohort of students

Means for disseminating project deliverables/outcomes

Plan for disseminating project deliverables is as follow:

Evaluation strategies	Expected completion date	Work progress
Presentation and sharing session by students after the field attachment: agency person and service users will be invited to comment on students’ presentation and to nominate the best presentation for video production	June 2013
Round table sharing sessions with colleagues of other institutions/ departments.	July – Oct 2014
Placing all the major deliverables in the department website	Dec 2014

The work progress of this project is on the right track. Deliverables are achieved as planned and according to schedule as proposed. Positive feedbacks are obtained in preliminary evaluation with students. Students revealed that the experience of agency visit sensitize their understanding to the needs of service recipients, enhance their understanding to social work profession and the social service delivery system. The “reflective-action” experiences including direct encounter with service users, followed by reflective logs and debriefing group discussions, all are valuable understandings supportive to their personal and professional self.

With a part-time Research Assistant resumes duty in February 2013, the project is expected to have good progress with improved manpower.