Transformative Social Work Education: Experiential Learning In the Nation's Policy Hub

Background and Purpose:
As social work education prioritizes the integration of theory and practice, experiential and location-based practicum models have emerged as high-impact approaches to student learning. Washington, D.C., as a hub of policy, advocacy, and social justice, provides a unique environment for immersive practicum experiences that deepen students’ understanding of systems-level practice. Despite the growth of such programs, there remains a need for systematic evaluation of their effectiveness in promoting competency development, ethical practice, and professional identity formation. The purpose of this study is to evaluate the impact of Washington, D.C.-based experiential practicum programs on student learning outcomes and professional competencies. Research questions include: (1) How do experiential practicum placements in Washington, D.C. influence students’ ability to integrate theory and practice? (2) What competencies are most significantly developed through these experiences? and (3) How do students, practicum instructors, and faculty liaisons assess the effectiveness of this model?

Methods:
This study utilizes a mixed-methods program evaluation design. Participants include BSW and MSW students engaged in Washington, D.C.-based practicum placements, along with their practicum instructors and faculty liaisons. A purposive sampling strategy is employed to include participants across multiple cohorts. Data collection draws from four primary sources: (1) student learning contracts aligned with competency-based education standards, (2) journal reflections completed by students throughout the course of the semester, (3) practicum instructor evaluations of student performance, and (4) faculty liaison assessments and reflective feedback. Quantitative data is analyzed to assess competency attainment and overall program effectiveness. Qualitative data is analyzed using thematic analysis to identify patterns related to experiential learning, professional growth, and the influence of the D.C. environment. Triangulation of data sources strengthens the validity of findings.

Results:
Preliminary findings indicate that students participating in Washington, D.C.-based practicum experiences report higher levels of perceived competency in policy practice, advocacy, and macro-level interventions compared to traditional placements. Learning contract analyses demonstrate consistent achievement of these competencies. Qualitative themes highlight the transformative nature of the D.C. environment, with students citing increased exposure to policy-making processes, interdisciplinary collaboration, and real-time advocacy opportunities. Practicum instructors report strong student engagement and adaptability, while faculty liaisons emphasize the critical role of structured reflection in facilitating integration of theory and practice.

Conclusions and Implications:
Findings suggest that Washington, D.C.-based experiential practicum models are a powerful mechanism for advancing competency-based social work education, particularly in the areas of policy, advocacy, and systems-level practice. The integration of structured learning contracts, multi-source evaluation, and faculty-guided reflection enhances student learning and professional development. Implications for practice include the importance of intentional program design, strong faculty liaison support, and ongoing partnership development with practicum sites. Policy implications highlight the need for expanded access to high-impact experiential learning opportunities within social work education. Future research should explore longitudinal outcomes, including career trajectories and sustained application of competencies, to further assess the long-term impact of immersive practicum experiences