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Journal for Social Work Scholar-Practitioners

Abstract

This reflective article examines the development of scholar-practitioner identity throughout a Doctor of Social Work (DSW) program. Drawing from experiences in clinical practice, teaching, leadership development, and academic scholarship, the article explores how doctoral education transformed the author’s understanding of the relationship between research, practice, and social work leadership. Attention is given to the integration of scholarship into real-world practice and the evolution of professional identity through critical reflection, applied research, and curriculum development.

The article highlights the development of a 14-week master’s-level social work curriculum focused on the social justice implications of cannabis prohibition as a central capstone project. Grounded in Universal Design for Learning, Critical Race Theory, and Social Justice Education frameworks, the curriculum served as both an academic product and a reflection of scholar-practitioner growth. Through the process of developing the curriculum, the author strengthened skills in research synthesis, pedagogical design, leadership, and knowledge translation while deepening an understanding of accessibility, advocacy, and justice-oriented social work education.

This reflection also examines the importance of bridging the gap between research and practice within social work and emphasizes the role of scholar-practitioners in advancing evidence-informed, socially responsive practice. The article concludes with implications for future DSW students, encouraging clinicians and educators to recognize the value of their lived professional experiences as meaningful contributions to scholarship, leadership, and systemic change within the profession.

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