Service-Learning and the Use of a Mock Organization for an Undergraduate Macro Practice Social Work Course

Authors

  • Karla B Horton University of North Texas

Abstract

This article describes the use of service-learning -with a focus on civic engagement, academic performance, and personal growth- using a mock organization. This format of service -learning is utilized in an undergraduate macro-level practice social work course. This article describes the application of the mock organization and provides insight into several CSWE competencies that are taught throughout the semester. Additionally, this article describes the benefits and challenges to the use of a mock organization and the applicability of classroom concepts to “real-life” situations. This article also offers research, teaching, and practice implications.

Author Biography

Karla B Horton, University of North Texas

Karla B. Horton, PhD, LMSW is an Assistant Professor at the University of North Texas in the Department of Social Work. She has her Professional Educators License in School Social Work from Illinois, and is a Licensed Master Social Worker in Texas. Her areas of research are relational aggression and other forms of bullying, workplace bullying (specifically in academia), parental incarceration, trauma informed curriculum development for schools (trauma-informed schools), as well as school social work overall. Her current publications are with the child and adolescent populations, which are often considered vulnerable and oppressed populations. She also serves as a board member of Communities in Schools (CIS)-North Texas, a non-profit organization that surrounds students with community support and empowers them to stay in school.

Downloads

Published

2022-01-28

Issue

Vol. 14 (2022): Journal of Service-Learning in Higher Education

Section

Articles

License

  • Authors submitting articles to the Journal of Service-Learning in Higher Education are responsible for securing any permissions or licensing pertaining to the use of copyrighted materials and photographs/graphics. Authors of accepted articles assign the Journal of Service-Learning in Higher Education the right to edit, publish, and distribute their text on the Internet, to archive it, and make it permanently retrievable.
  • Authors do retain their copyright, so articles may be reprinted after publication as long as the Journal of Service-Learning in Higher Education is acknowledged as the original site of publication. Articles that have already been published or are being considered for publication elsewhere are not eligible for publication in the Journal of Service-Learning in Higher Education, unless a cross-publishing arrangement has been previously negotiated.
  • Opinions or points of view expressed in the publication are those of the authors and do not necessarily reflect the official position of the University of Louisiana System or institutions or organizations affiliated with the Journal of Service-Learning in Higher Education.