Abstract
Experience based education, or learning achieved from active engagement, is closely tied to social work education and the competency based educational framework. This Banded Dissertation explores the use of experiential learning methodologies, specifically student role plays and simulation-based learning, in master’s-level practice courses, as a curricular pathway to the graduation of holistically competent social work professionals. Conceptualized theoretically using Experiential Learning Theory (ELT) and Transformative Learning Theory (TLT), while employing social work education’s competency model as a framework to understand social worker preparation to practice, this Banded Dissertation provides support for the use of experiential learning methodologies in MSW practice course curriculum. Implementation guidance for social work educators is offered through three scholarly products: A conceptual paper proposing an implementation model for student-to-student role play that supports student engagement and competency outcomes, an exploratory study on the use of student role play and simulation-based learning in MSW practice courses as perceived by recent graduates, and a peer-reviewed poster presentation on the conceptual paper.