S.A.L.T.: An Outcome-Based Model to Transfer Theory to Practice ID#20487 S.A.L.T.: An Outcome-Based Model to Transfer Theory to Practice Carolyn Gentle-Genitty; David Wilkerson; Robert Weiler; Gail Folaron; Lorraine Blackman & Haiping Chen Indiana University School of Social Work 3 Hypotheses The Research & Method Abstract The research was a multi-method design using course evaluation, text analyses, and quantitative data. Data was gathered in a Social Work Program at a Midwestern University in 2013. IRB was sought and received. Two pools of data were used. The first was course evaluation comparison of a 20 person S.A.L.T. course—compared with six other non-SALT courses—offered in the same semester and same campus. The second data pool was an online pre- and post-test study with a control and experimental group of graduate social work students enrolled in an advance social work theory course. An online module of the S.A.L.T. tenets was the intervention. Students, from three course sections, were randomly assigned to a control or experimental group. The control group received regular course content presented in their theory courses. All 67 students were invited to complete a 15-item survey on social work theory and application to practice and were asked to apply theory to solve a case and reflect on their theory application. Forty-four students completed the pre-test and 27 completed the post-test. 1) There is not a consistent transfer of theory to practice. 2) Students do not know how to apply theory in the field even after being taught. 3) If presented with an option for evaluating theory, students would choose the S.A.L.T., demonstrating knowledge of what should be included in an evaluation. The first challenge facing educators is that what they teach is known to be very abstract and complicated knowledge; thus it cannot be easily learned and fully understood by students in a limited time. With an emphasis on competency based education, there is an urgent need for effective models to respond to students’ challenges in transferring theory to practice. The S.A.L.T. Model, developed by the primary author, is an attempt to respond to this need. The model identifies and examines the Strengths, Areas of focus, Limitations, and other Theories to redress for the shortcoming of any given theory. S.A.L.T. Model Worksheet Findings Table 1: Student Evaluations Student response rates to pre/posttest questions Following the intervention improvements were evident in 5 areas Strong benefits for applying theory to practice with a model. Many concerns still linger for students. report not understanding the structure needed to learn and apply theory, still struggling to choose definitions for theory, called for a model or structure to apply theory. When given an option of choosing how to evaluate theory—in the pretest and posttest, 100% of students—consistently chose the S.A.L.T. model (question 4 choice 4of survey). Having a systematic way to practice is effective in teaching students how to practice in an appropriate manner. Limitation A new model Only three course sections Need for more generalizable data Could benefit from multiple university and program participation to establish common knowledge transference. Outcomes Strengths, Areas of Focus, Limitations, & Theories to redress References Gentle-Genitty, C. S. (2013). Building blocks for competency-based theory application: Applying and evaluating human behavior theory using the S.A.L.T. Model. Dubuque, IA: Kendall Hunt Publishing. E-Book. Gentle-Genitty, C.S. & Chen, H. (2013). A response to student theory illiteracy in the social and behavioral sciences: The S.A.L.T. model. Journal of Scholastic Inquiry: Behavioral Sciences, 73-95. Turner, F. (1996). Social work treatment: Interlocking theoretical approaches (4th ed.). New York, NY: The Free Press. Witkin, S. L. & Gottschalk, S. (1988). Alternative criteria for theory evaluation. Social Service Review, 62(2), 211-224. Students responded to 15-item multiple choice questions.