Deconstructing the Challenges of Teaching Social Work Millennial Students with Diverse Learning Styles at Two Historically Black Colleges and Universities

Abstract

This study emerged from the interests of several social work instructors at two historically black colleges and universities to identify and implement best teaching strategies for engaging their Millennial social work students in the learning process. A mixed-method, exploratory study was conducted to explore 50 students’ perceptions in three areas: learning style preferences; best teaching strategies for helping them to learn social work content; and student/teacher relationship influences on their learning. The results show students’ preferences for a student-centered and active/supportive learning style that combines auditory, visual, and learning through experiences. They prefer a personal relationship with teachers who demonstrate a genuine sense of caring, commitment, guidance, and support.

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