University of Tennessee, UT
https://orcid.org/0000-0003-4250-8446 Yang Fan Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Maynard Quentin R Social Work Department, University of Southern Indiana, Evansville, IN, USA Young Sarah R Department of Social Work, College of Community and Public Affairs, Binghamton University, Binghamton, NY, USA Kenney Jennifer L Division of Social Work, California State University, Sacramento, CA, USA Barber Brad School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Boltz Laura Department of Social Work, Judson College, Marion, AL, USA Womack Bethany Department of Social Work, College of Health, Education, and Professional Studies, University of Tennessee, Chattanooga, TN, USA Young Teresa L Social Work Program, Department of Clinical Health Sciences, Texas A&M University, Kingsville, TX, USA https://orcid.org/0000-0001-9725-0919 Nelson-Gardell Debra School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Zhang Xiangda Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Xiangda Zhang, 214, Quanxue Hall, 217 Jianshan Street, Shaohekou District, Dalian, Liaoning 116025, China. Email: zxd@dufe.edu.cn 2019 1473325019881190 © The Author(s) 2019 2019 SAGE Publications The future of social work research relies on the intellect and competence of current doctoral students. These future scholars who receive doctoral education that values qualitative inquiry will create a system where qualitative research traditions receive the same privilege as quantitative research traditions. Project-based learning provides learning opportunities that can challenge assumptions about what academia considers “real” research. This descriptive qualitative study explored key attributes of using project-based learning within two consecutive social work doctoral courses to encourage qualitative research skill development. Students and instructors participated in ideawriting and focus groups to assess the usefulness of PBL within these courses. The findings suggested that PBL may be useful for deepening knowledge about qualitative inquiry and reducing epistemological unconsciousness. Social work education peer support groupwork project-based learning doctoral education edited-state corrected-proof
Texas A and M University, TAMU
https://orcid.org/0000-0003-4250-8446 Yang Fan Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Maynard Quentin R Social Work Department, University of Southern Indiana, Evansville, IN, USA Young Sarah R Department of Social Work, College of Community and Public Affairs, Binghamton University, Binghamton, NY, USA Kenney Jennifer L Division of Social Work, California State University, Sacramento, CA, USA Barber Brad School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Boltz Laura Department of Social Work, Judson College, Marion, AL, USA Womack Bethany Department of Social Work, College of Health, Education, and Professional Studies, University of Tennessee, Chattanooga, TN, USA Young Teresa L Social Work Program, Department of Clinical Health Sciences, Texas A&M University, Kingsville, TX, USA https://orcid.org/0000-0001-9725-0919 Nelson-Gardell Debra School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Zhang Xiangda Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Xiangda Zhang, 214, Quanxue Hall, 217 Jianshan Street, Shaohekou District, Dalian, Liaoning 116025, China. Email: zxd@dufe.edu.cn 2019 1473325019881190 © The Author(s) 2019 2019 SAGE Publications The future of social work research relies on the intellect and competence of current doctoral students. These future scholars who receive doctoral education that values qualitative inquiry will create a system where qualitative research traditions receive the same privilege as quantitative research traditions. Project-based learning provides learning opportunities that can challenge assumptions about what academia considers “real” research. This descriptive qualitative study explored key attributes of using project-based learning within two consecutive social work doctoral courses to encourage qualitative research skill development. Students and instructors participated in ideawriting and focus groups to assess the usefulness of PBL within these courses. The findings suggested that PBL may be useful for deepening knowledge about qualitative inquiry and reducing epistemological unconsciousness. Social work education peer support groupwork project-based learning doctoral education edited-state corrected-proof
Binghamton University
https://orcid.org/0000-0003-4250-8446 Yang Fan Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Maynard Quentin R Social Work Department, University of Southern Indiana, Evansville, IN, USA Young Sarah R Department of Social Work, College of Community and Public Affairs, Binghamton University, Binghamton, NY, USA Kenney Jennifer L Division of Social Work, California State University, Sacramento, CA, USA Barber Brad School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Boltz Laura Department of Social Work, Judson College, Marion, AL, USA Womack Bethany Department of Social Work, College of Health, Education, and Professional Studies, University of Tennessee, Chattanooga, TN, USA Young Teresa L Social Work Program, Department of Clinical Health Sciences, Texas A&M University, Kingsville, TX, USA https://orcid.org/0000-0001-9725-0919 Nelson-Gardell Debra School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Zhang Xiangda Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Xiangda Zhang, 214, Quanxue Hall, 217 Jianshan Street, Shaohekou District, Dalian, Liaoning 116025, China. Email: zxd@dufe.edu.cn 2019 1473325019881190 © The Author(s) 2019 2019 SAGE Publications The future of social work research relies on the intellect and competence of current doctoral students. These future scholars who receive doctoral education that values qualitative inquiry will create a system where qualitative research traditions receive the same privilege as quantitative research traditions. Project-based learning provides learning opportunities that can challenge assumptions about what academia considers “real” research. This descriptive qualitative study explored key attributes of using project-based learning within two consecutive social work doctoral courses to encourage qualitative research skill development. Students and instructors participated in ideawriting and focus groups to assess the usefulness of PBL within these courses. The findings suggested that PBL may be useful for deepening knowledge about qualitative inquiry and reducing epistemological unconsciousness. Social work education peer support groupwork project-based learning doctoral education edited-state corrected-proof
California State University, Sacramento
https://orcid.org/0000-0003-4250-8446 Yang Fan Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Maynard Quentin R Social Work Department, University of Southern Indiana, Evansville, IN, USA Young Sarah R Department of Social Work, College of Community and Public Affairs, Binghamton University, Binghamton, NY, USA Kenney Jennifer L Division of Social Work, California State University, Sacramento, CA, USA Barber Brad School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Boltz Laura Department of Social Work, Judson College, Marion, AL, USA Womack Bethany Department of Social Work, College of Health, Education, and Professional Studies, University of Tennessee, Chattanooga, TN, USA Young Teresa L Social Work Program, Department of Clinical Health Sciences, Texas A&M University, Kingsville, TX, USA https://orcid.org/0000-0001-9725-0919 Nelson-Gardell Debra School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Zhang Xiangda Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Xiangda Zhang, 214, Quanxue Hall, 217 Jianshan Street, Shaohekou District, Dalian, Liaoning 116025, China. Email: zxd@dufe.edu.cn 2019 1473325019881190 © The Author(s) 2019 2019 SAGE Publications The future of social work research relies on the intellect and competence of current doctoral students. These future scholars who receive doctoral education that values qualitative inquiry will create a system where qualitative research traditions receive the same privilege as quantitative research traditions. Project-based learning provides learning opportunities that can challenge assumptions about what academia considers “real” research. This descriptive qualitative study explored key attributes of using project-based learning within two consecutive social work doctoral courses to encourage qualitative research skill development. Students and instructors participated in ideawriting and focus groups to assess the usefulness of PBL within these courses. The findings suggested that PBL may be useful for deepening knowledge about qualitative inquiry and reducing epistemological unconsciousness. Social work education peer support groupwork project-based learning doctoral education edited-state corrected-proof
University of Alabama, UA
https://orcid.org/0000-0003-4250-8446 Yang Fan Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Maynard Quentin R Social Work Department, University of Southern Indiana, Evansville, IN, USA Young Sarah R Department of Social Work, College of Community and Public Affairs, Binghamton University, Binghamton, NY, USA Kenney Jennifer L Division of Social Work, California State University, Sacramento, CA, USA Barber Brad School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Boltz Laura Department of Social Work, Judson College, Marion, AL, USA Womack Bethany Department of Social Work, College of Health, Education, and Professional Studies, University of Tennessee, Chattanooga, TN, USA Young Teresa L Social Work Program, Department of Clinical Health Sciences, Texas A&M University, Kingsville, TX, USA https://orcid.org/0000-0001-9725-0919 Nelson-Gardell Debra School of Social Work, The University of Alabama, Tuscaloosa, AL, USA Zhang Xiangda Social Welfare Program, Department of Public Administration, Dongbei University of Finance & Economics, Dalian, China Xiangda Zhang, 214, Quanxue Hall, 217 Jianshan Street, Shaohekou District, Dalian, Liaoning 116025, China. Email: zxd@dufe.edu.cn 2019 1473325019881190 © The Author(s) 2019 2019 SAGE Publications The future of social work research relies on the intellect and competence of current doctoral students. These future scholars who receive doctoral education that values qualitative inquiry will create a system where qualitative research traditions receive the same privilege as quantitative research traditions. Project-based learning provides learning opportunities that can challenge assumptions about what academia considers “real” research. This descriptive qualitative study explored key attributes of using project-based learning within two consecutive social work doctoral courses to encourage qualitative research skill development. Students and instructors participated in ideawriting and focus groups to assess the usefulness of PBL within these courses. The findings suggested that PBL may be useful for deepening knowledge about qualitative inquiry and reducing epistemological unconsciousness. Social work education peer support groupwork project-based learning doctoral education edited-state corrected-proof
