| Abstract: | The effort to ensure that students acquire knowledge and skills in macro social work practice requires considerable attention in the face of stronger interests in micro practice on the part of students and their field instructors. This study evaluates the effectiveness of the field component at the University of North Carolina at Chapel Hill to provide learning opportunities for the development of macro practice skills and knowledge. Over 85% of the student respondents had responsibility for at least one macro practice activity during their first field placement. Although a majority of the macro practice assignments were related to organizational interventions and very few to community interventions, the study provides guidance for improving the teamwork of faculty and field instructors in an articulated approach to field learning. |
