Evaluating Experiential Learning of Group Work Practice: Engaging Social Work Students in Community Development Activities in Senegal

Abstract Three groups of social work students participated in a field practice session implementing a Rapid Rural Appraisal project. Each group was assigned to one Senegalese village for five days. After completing their practicum, each group produced a report. The students were then surveyed by their professor of Social Work with Groups to evaluate his course and how it impacted the practicum. Using a qualitative methodology and an exploratory design, an independent study of the reports and the students’ responses to the survey was done to assess the experiential learning of group work, and the knowledge and skills the students exhibited in the field. The stages of experiential learning were illustrated. A content analysis of the documents showed that the two data sources were complementary in providing information that led to the identification of specific group work concepts and principles that illustrate the level of students’ knowledge of the course content and the practice behaviors. Findings reveal that there are discrepancies in the students’ understanding of some group work concepts; also, their limited knowledge of group work theories and principles need to be addressed before graduation to enable students to be more proficient in working with groups. Findings suggest that the content of the group work course needs to be upgraded in order to enable students to integrate the essential knowledge and skills in group work practice necessary for becoming professionals in the field of social work with groups. KEYWORDS: MARP group, experiential learning, group work