Social Work Faculty

*Note- Syllabi are subject to change.  Changes may take place before or after the semester begins.  This inclueds textbooks, so please consult the instructor before you purchase your textbooks for this course

230 Introduction to Social Work. (4)  Syllabus: Fall

Introduces pre-social work majors to the history and present structure of the profession. The American social welfare system is also covered through lecture, discussion, class activities and service projects. Introduction to areas of possible employment in the social work field. Overview of the social work curriculum. Includes service learning component.  Fall.  

 

 

Instructor: Kerby Plante  MSW, LGSW                                              

Office Location: ASB 112, HAB 138                                                                      

Office Phone:  320-363-5351                                                                       

Office Hours: M-F 9:30 am – 11:00 am (and by appt.)

Email:  kplante@csbsju.edu

Social Work Department Phone: 320-363-5883

Course Description & Relationship to Sequence

THE MAJOR GOAL OF THIS COURSE IS TO INTRODUCE STUDENTS TO THE PROFESSION OF SOCIAL WORK. This course is a prerequisite to acceptance in the social work major and must be satisfactorily completed by the end of spring of the sophomore year. The mission of social work is comprehensive, with an extensive array of opportunities. Students will explore the history, theory and practice of social work. Students will examine the values and ethics inherent in social work, and identify competencies necessary to be a social worker. Students will learn of various social service agencies, structures and the bureaucracy of the social welfare system. Through service learning students will engage in civic group work with community partners addressing social issues related to poverty, domestic violence, refugee/immigrant populations, youth development, and gender issues.

This course will provide an opportunity to explore the fields and settings of social work. Students will have opportunities to assess their own strengths, biases, values and beliefs and how these personal attributes influence their professional social work practice. As an introductory course students will study the broad context of social work. At the same time this course will ask each student to begin the challenging task of examining self in the context of interpersonal helping relationships.

Program Objectives Met

SWRK 230 meets the following objectives of the Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education:

Goal 1. Objective b.  Demonstrate an understanding of theoretical frameworks, such as systems theory, strengths perspective, feminist theory, and problem-solving models for practice.

This objective is met through course readings, class discussion, guest speakers, and videos which are presented in the class.

Goal 1. Objective g.  Demonstrate an ability to understand and interpret the history of the social work profession and its contemporary structures and issues.

This objective is met through the historical figures assignment and the readings from chapters 2, 3, and 4.

Goal 2. Objective a.  Demonstrate the ability to understand social work practice without discrimination.

This objective is met through guest speakers, videos on various topics, and chapters 16, 20, 21, 22, 23, and 24 in Morales, Sheafor, and Scott.

Goal 2. Objective b.  Demonstrate social work practice skills in a culturally competent manner across client populations, colleagues, and communities

This objective is met through the service learning project and service learning reflections.

Goal 3. Objective a.  Demonstrate understanding of the value base of the NASW Social Work Code of Ethics.

This objective is met through the readings in Morales, Sheafor, and Scott (chapter 8), the NASW Code of Ethics book and its interpretation of ethics, video on professional ethics, and a handout on social work ethics and Benedictine values.

Goal 4. Objective a.  Demonstrate the ability to use supervision and consultation appropriate to social work practice.

This objective is met through the students service learning placement in the field which involves supervision by social workers and reflection between each other.

Goal 4. Objective c.  Demonstrate critical thinking, writing, speaking and quantitative and qualitative reasoning skills required for generalist social work practice.

This objective is met through various homework assignments including research on historical figures or agencies, and presentations to class on their placements for service learning.

Goal 4. Objective g.  Understand and interpret Benedictine values to social work practice. 

This objective is met through class discussion and guest speaker on Benedictine values and ethics, a video on Professional choices, and a handout for reading on social work and Benedictine values.

Required Texts & Readings

Morales, A.T.; Shearfor, B.W.; & Scott, M.E. (2007). Social Work: A Profession of Many             Faces. Boston, MA: Pearson Education Inc.

            Other readings may be assigned as the semester progresses.

Guidelines for Written Assignments

All written assignments should be typed, double-spaced, have one-inch margin and be printed in a 12-point font. They are to have page numbers and be stapled (not paper clipped) together. Check your papers for errors in spelling and grammar. Be sure to cite your text and the other readings in the body of your paper using the American Psychological Association (APA) format. Also, include a complete list of references. Written work with errors will lose points. Late assignments are not accepted unless a special arrangement has been made with the instructor at least 48 hours before the due date. Requests for an extension on papers must be submitted in writing (not email) at least 5 days before the assignment is due. It is more than a theoretical possibility for an “A” paper to receive a failing grade as a result of format violations and/or lateness. These penalties are easily avoidable. Students have the responsibility to ensure they are meeting format and timeliness requirements. It is my responsibility to clearly inform you of the requirements and accurately reflect them in your grades.

To find the correct way to site references APA style, go to the CSB/SJU library home page. Then go to:

1.      Research Guides
2.      Research help citing electronic sources.
3.      APA, MLA, Turabian and Chicago Citation Styles: Citation Style for Research Papers.
4.      APA

Means for Evaluating Student Learning

Attendance and Class Participation

Class participation is important because the exchange of ideas is necessary in the quest for knowledge and understanding. Active class participation facilitates learning not only for the individual participating but for the other class members as well. In order to obtain full credit for participation students need to attend all classes. Of course if you are not in class, you will not receive credit for participation during that period. Students who miss more than three classes will fail the course.

Developing the ability to participate in a group discussion is essential in the social work field. In class students are expected at all times to demonstrate courteous listening skills. In other words, when someone is speaking, others are quiet and attentive. Students who fail to demonstrate courteous listening skills (as observed by the professor) will lose points in class participation. During in-class group assignments, students are expected to discuss material relevant to the topic. Students who engage in discussion unrelated to the topic will lose points in class participation. In preparation of and during class students should:

Prepare before class to think and speak clearly about assignments.

• Participate verbally so others can learn from your insights.
• Ask questions for clarification.
• Show respect for peers, guests, and professors by responding to their ideas.
• Participate non-verbally by practicing professional listening skills.
• Learn to give and receive constructive feedback.
• Collaborate fairly by sharing responsibility in team projects.
• Offer input and leadership in small and large group exercises and discussions.
• Identify your own strengths and use them.
• Support your peers in sharing their strengths for the benefit of the class.
• Identify areas needing to be strengthened and ask for support (if needed) in improving.
• Identify how the NASW Code of Ethics applies to your behavior as a student.

Class participation will be graded as follows:

A = Excellent participation includes frequent and appropriate contributions which:

1. Pose useful questions for the group
2. Use relevant reading material to answer particular questions
3. Invites others to contribute information or interpretations to the discussion
4. Build on the comments of others
5. Appropriately discloses confusion, concerns, and asks for clarifications
6. Give interpretations, explanations, and opinions
7. Uses personal disclosure appropriately.

B = Regular contributions that are integrative or interpretive such as:

Offering facts and some new information

1. Single sentences or phrases, rather than more complex formulations, very little elaboration
2. Limited connection with other participants in discussion

C= Little contributions such as:

Speaking only a few times

1. Offering little or no information
2. Offering ideas that are vague or relatively unformulated
3. Stating unsubstantiated opinions or educated guesses

D= Minimal participation such as:

1. Usually saying nothing
2. Making irrelevant or distracting comments
3. Disrespectful behavior such as interrupting a speaker, speaking when someone else has the floor

F= No participation. – Never talking except to present in-class assignments

Guidelines for Class Discussion – These guidelines are open for discussion and modification based on the needs of the class.

1.      We want to create a safe atmosphere for open discussion and learning. Members of the class may wish to make comments that they do not want repeated outside the classroom. If so, the student will preface his/her remarks with a request and the class will agree to honor the request.

2.      We acknowledge that oppression (racism, sexism, classism, homophobia) exist, and that any critical understanding of oppression means that we need to recognize that we have been systematically taught misinformation about our own group as well as about members of other groups. This is true of all groups.

3.      We cannot be blamed for the misinformation we have learned. We will be held responsible for repeating misinformation after we have learned otherwise. (Perpetuating oppressive beliefs)

4.      We will assume that people are always doing the best they can.

5.      We will not blame people and groups for institutional oppression and it’s ramifications on the human condition and spirit.

6.      We will actively pursue information about our own group and others.

7.      We will share information about ourselves with other members of the class and we will never demean, devalue, or in any way put down others or ourselves for our life experiences.

8.      We each have an obligation and responsibility to actively combat the myths and stereotypes about our own groups and other groups to support social and economic justice for all.

Course Evaluation

Assignment                                         Percent of Grade                     Due Date

Service Learning Assignments                              30%                                         See course outline      

Interview with social workers                               20%                                         November 29

Exams                                                             20%                                         See course outline

Attendance & Class Participation                          10%

Self-Reflection                                                  10%                                         December 19

Various homework assignments                            10%                                         See course outline
                                                            

Total                                                              100%

Grading ScaleA    =   95  - 100         B    =  85 – 89             C      =  75 – 79           D = 65 - 69     

AB  =  90  -   94         BC =  80 – 84             CD   =  70 - 74            F  = Below 65

 

Description of Assignments

1.      Service Learning Project – 30% of total grade

Community Partners

• Anna Marie’s Shelter – Provides 24 hour shelter and advocacy programming for battered women and children in partnership with the Central Minnesota Task Force on Battered Women. Students interested in working with this community partner are required to attend three-hour orientation training –usually held on Thursday evenings.
• WACOSA - provides Day Training and Habilitation (DTH) and Extended Employment (EE) services to over 375 people with disabilities.  The services provided to people with disabilities include; job development, placement and coaching, vocational and social skills training.
• TEAM Up – A program that addresses social justice issues for low-income and minority students in south St. Cloud and students at CSB/SJU. The program, offered on five Friday evenings throughout the semester, empowers low-income and minority students interested in enrolling in college while offering CSB/SJU students ways to meaningfully engage in issues of diversity and multiculturalism. 

Each student is expected to work with a community partner/agency for a hands-on experience working with vulnerable/underserved/marginalized populations within a social service agency. Students will complete a minimum of twenty hours of work on site at the social service agencies they have chosen to partner with this course.

Students will be assisted in developing an initial learning contract at the beginning of the semester that describes what they want to learn from their service learning experience personally, civically, and academically. This learning contract can assist students in choosing a community agency to work with during the semester. The completion of the learning contract will include input from the community partner. The learning contract will be used as an ongoing assessment and evaluation tool throughout the semester.

The service learning project will help students experience the connections between social work practice, and Benedictine traditions of respect, service, and justice. Students will have an opportunity to bridge the gaps between theory and social work practice particularly as it supports the profession’s mission of social and economic justice. Students will also get relevant hands-on experience early in their academic career prior to the 120- hour junior practicum required in SWRK 349, taken in the spring of the junior year after acceptance into the social work major.

Students will evaluate themselves individually and the members of their group confidentially using a group project evaluation form provided and explained at the beginning of the semester. This tool will also include an evaluation of the project and the community partner. Evaluation information regarding the project and community partner will be shared with the community partner in aggregate form.

Students are expected to commit to an agency and a specific project. Complete the necessary orientation, training, agency tours, and other procedures offered by the agency and CSB/SJU.

            Service Learning Journals – 20 points

1. Complete a minimum of 20 hours (2 hours a week) of service. You must document the hours you spend on a weekly basis in public journals (this will be set up by the Service Learning Office). You may include orientation sessions, tours of the agency, meetings with the project coordinator, and outside reflection sessions (you may not count class time) in your hours.  A simple note stating the date and time of service, and what you did during that time is sufficient. Please ask questions if you want some feedback or need some help or guidance. The agency may also expect a regular reporting of what you did during your service time. Talk with your supervisor about how you are to do that – and please be faithful to the process by documenting your service weekly. Anything not reported within a week of your service will not be counted! You will earn points based on the regularity with which you serve. Putting in lots of hours the last two weeks of the semester will be much less beneficial for you and the agency, and population served; you will therefore be rewarded more highly for serving a minimum of two hours every week than for ten hours each of the last week of the semester. If your meetings are regular, points will be awarded as follows:
   

20 + hours = 20 points

18 – 19 hours = 19 points

16 – 17 hours = 18 points

15 hours = 13 points

less than 15 hours = 5 points

2. Service Learning Reflection – 20 points

Reflection can be defined as the “intentional consideration of an experience in light of particular learning objectives” (Hathcher & Bringle, 1997). Reflection is an essential part of the pedagogy of academic service learning. It can be done is several different ways. Students will be given an opportunity to decide, with guidance from the instructor, on the structure of their reflection activities conforming with the “4 C’s:”

1. Continuous – reflection activities must be undertaken weekly throughout the service learning experience, rather than intermittently, episodically, or irregularly.
2. Connected – reflection efforts must be structured and directly related to the academic, civic and intra/interpersonal learning objectives.
3. Challenging – reflection efforts set high expectations, demand high quality student effort, and require students to reframe the way they think.
4. Contextualized – reflection activities are appropriate to the course learning activities.
5. Creative – students are encouraged to explore a variety of ways of expressing reflection activities (music, collage, posters, letters, poetry, group activities, theater, simulations, games, etc.)

Some conventional reflection activities include discussion groups, structured journals, integrative papers, and oral presentations. Students are encouraged to strongly consider more creative reflection activities such as creating a student portfolio, group journals, artistic reflection (poetry, songwriting, collages, etc.), policy action, reflective interviews. Every third week after the service learning project starts students will complete a reflection activity (a total of four service learning reflections). Students will be graded on how well their reflection activities clearly articulate and demonstrate the academic, civic and intra/interpersonal goals of the course in relation to the service learning experience. Creativity is strongly encouraged. Reflections are tentatively scheduled to begin on September 22 and continue through the end of the term.

3. Service Learning Research Paper/Presentation – 40 points

Student groups will also be expected to complete a 5-7 page report and research paper on the service learning experience including: descriptive and analytic comments on the atmosphere; the persons served; the work you did; what you learned about yourself; the agency; the people with whom you worked and the social work profession.  I encourage you to gather and read any of the agency literature including but not limited to annual reports, brochures, mission and goal statements, client contract forms, and organizational flow charts.

In this paper, you will be expected to ground you observations and insights in theory by using additional supportive literature.  This activity requires you to research a particular social issue you wish to explore (i.e. homelessness, domestic violence, drug addiction, mental illness, poverty, emotionally and behaviorally disturbed children, suicide, homophobia, incarceration, etc.)  For example, students who choose to work with Anna Marie’s shelter may want to research some aspect of domestic violence and it’s impact on children.

You are required to compare and contrast what you learned from your sources and what you directly observed/experienced.  YOU MUST INCLUDE A MINIMUM OF THREE NON-WEBSITE SOURCES USING APA STYLE.  Papers that fail to have the minimum number of appropriately cited sources will be marked down two full grade levels. You may cite your text, lecture notes, and handouts to meet this expectation.  However, you must have at least one source that differs from the aforementioned sources.  For a complete writing and APA citation guide, visit website www.uwsp.edu/psych/apa4b.htm

All students are required to give a 25-30 minute presentation on their service learning experience and research to their classmates, and the community partner identifying the insights they gained, challenges experienced, their efforts in addressing the challenges, achievements, and future aspirations regarding the social issue addressed, population served, commitment to social and economic justice. Community partners will be invited to class on the day of the student presentation and/or if appropriate, students will present at the site of their project.  All presentations must give clear background information on the social issue, describe your experience, indicate similarities and differences between theory and practice, and include personal insights and reflection.  You are required to prepare an outline of your presentation for your classmates, instructor, and community partner.  Visuals and handouts are strongly encouraged.  Creativity counts in your presentation.  Students who “think outside of the box” will receive additional credit.

The service learning experience paper is due the same day of your presentation – See course outline.

2.      Interviews with Social Workers – 20% of total grade – Due November 29, 2006

 A 5-7 page paper summarizing at least two interviews with social workers from different settings (i.e. school, hospital, social service agency, day care, nursing home) and/or practice fields (i.e. family and children, elderly, mental health, community action).  It is preferable that the social worker hold a BA, BS, MSW, or Ph.D. in social work, be a licensed practitioner, and/or hold the specific title of “social worker”.  The paper is expected to compare the two settings in relation to the mission or purpose of the services, the population served, the agency structures and government (i.e. public/private, private non-sectarian/private religious affiliated, public school/ public social service), the primary social work responsibilities, and the social worker’s perceptions of their work.  Please let me know (as soon as possible) if you need assistance finding a social worker to interview. Failure to select two different settings will result in a maximum grade of D for this assignment. 

3.      Exams – 20% of total grade – See Course Outline

Examinations are designed to yield a fair and equitable assessment of the student’s knowledge on a broad range of content. This course lends itself to the use of multiple choice and short essay questions. The short essay questions are designed to give the student a chance to show what you know about the topic. Answers to short essay questions should be no more than 3 to 5 sentences and have a direct connection to the question asked. For multiple choice questions, look for the best answer among the options using a process of elimination.

4.      Self Reflection Paper – 10% of total grade– Due December 19

The purpose of the self-reflection assignment is to provide students with an opportunity to critically and consciously reflect on their life within the context of their interest in the field of social work. The self-reflection also serves as a tool for assessing students’ writing style and areas of interest and presentation skills. The paper should be 3-4 pages long and follow the guidelines for all written assignments. Although the self-reflection paper/presentation will not receive a letter grade it must be completed to meet the course requirements for class participation.

The paper is a reflection on your life:

1. What motivated you to explore a career in social work?
2. What experiences have you had with the social welfare system?
3. How has the social welfare system affected those around you?
4. What are your biases and their potential impact your ability to be an effective social worker?
5. What do you anticipate from this course?
6. What thoughts or questions do you hope to have answered?

 Note: These questions are only meant to serve as a guide.  This is your life reflection and you need to use your own creativity and insight to structure your paper. 

5.  Various homework assignments – 10% of total grade

Various homework assignments will be handed out during class sessions.  These assignments will mainly be reaction papers or short research papers on assigned topics.  Although they are a small percentage of your grade, they can easily add up to a full final grade swing if not done well and thoroughly thought out.

Course Outline

Schedule of Topics, Reading, and Activities – This schedule is subject to change to accommodate unexpected opportunities and/or topics requiring additional attention.

DATE	TOPIC	ASSIGNMENT & ACTIVITIES
Week 1    Aug 29	Introductions, Orientation, Assignments	Get to know you activity
Aug 31	Continue Orientation and Topics	Video – What do social workers do? (1991) – 22 min Small group – “If the world were a perfect place…”
Week 2   Sept 4	Social Welfare & Social Work   Theoretical Approaches   NASW definition of Social Work	Read – Chapter 1 & 2   Small group - Natural helpers and Professional Response to need
Sept 6	Service Learning	Community Partner Presentations
Sept 8	Emergence of social work as a profession   Homework	Read – Chapter 3 & 4     Student research of pioneer individuals & organizations
Week 3   Sept 12	Professional Levels of Social Work	Read – Chapter 5
Sept 14	Exam 1	Chapters 1 – 5
Week 4 Sept 18	Social Work Fields and Practice Settings/Social Work in U.S. Society   Homework	Read – Chapters 6 & 7 Guest Speaker – Tony Generous – Stearns County What field and setting best describes your service learning agency?
Sept 20	Social Work Values & Ethics Benedictine Tradition	Read – Chapter 8 Video – Professional Choices: Ethics at Work (1995) 40 min Handout- Social Work & Benedictine Values & Ethics
Sept 22	Service Learning Reflections	Guidelines and Demonstrations
Week 5 Sept 26	Social Work Competencies Required for Practice Homework	Read – Chapter 9   Self-Assessment – What skills do you have already? What skills to you need?
Sept 29	Domestic Violence in Central Minnesota	Guest Speaker – Debra Schroeder – Central Minnesota Task Force for Battered Women
Week 6 Oct 3	Social Work with Groups	Video – Twelve steps (1986) Handout – Twelve step tenets
Week 7 Oct 9	Service Learning Reflection	Student Presentations
Oct 11	Exam 2	Chapters 6-9
Oct 13	Social Work Career Options	Video – Voices Heard Sisters Unseen (76 min)
Week 8 Oct 17	The Feminization of Poverty	Video – Poverty Outlaw (60 min)
Oct 19	Poverty Simulation	Campus Ministry
Week 9 Oct 23	Prevention-The Future of Social Work   Homework	Read – Chapter 10   Baez Family Fire – Identify actions representing primary, secondary, tertiary prevention
Oct 25	Global Social Work Practice International Federation of Social Workers/Global Interventions	Read – Chapter 11
Oct 27	Service Learning Reflection Social Work Practice with Women	Student Presentations Read – Chapter 15
Week 10 Oct 31	Exam 3	Chapters 10, 11, 15
Nov 2	The Practice of Social Work
Week 11 Nov 6	Social Work Practice with Lesbian, Gay, and Bisexual People	Read – Chapter 16 Guest Speaker – John Yoakam – Chair of Social Work Dept.
Nov 8	Child Sexual Abuse – Facts, Fiction, and Prevention   Homework	Video – Breaking Silence (1984) – 58 min     Visit Stop It Now! Website – www.stopitnow.org
Nov 10	Social Work Practice with the elderly	Read – Chapter 18
Week 12 Nov 14	Social Work Practice with people living with disabilities	Read – Chapter 19 Video – The Impossible Takes A Little Longer (1987) – 46 min
Nov 16	Service Learning Reflection	Student Presentations
Week 13 Nov 20	Social Work Practice in Rural Areas	Read – Chapter 12 Social issues affecting your home town
Week 14   Nov 27	Exam 4	Chapters 12, 16, 18, & 19
Nov 29	Interview with Social Worker Due Social Work Practice with Diverse Populations/Social Work Practice with American Muslims Homework	Read – Chapter 18 & 19       Discussion Questions
Dec 1	Social Work Practice with Asian Americans	Read – Chapter 19 Small group discussions
Week 15 Dec 5	Social Work Practice with American Indians & Alaskan Natives	Read – Chapter 20 Video – Where are our children? – ICWA (1999) – 25min
Dec 7	Social Work Practice with Mexican Americans Service Learning Reflection	Read – Chapter 21 Small Group discussions Student Presentations
Week 16 Dec 11	Social Work Practice with African Americans	Read – Chapter 22 Small Group discussions
Dec 13	Service Learning Presentations	TEAM UP, WACOSA, Anna Marie’s Shelter
Dec 19	Self-Reflection Paper Due

 

 

Service Learning Research Paper & Presentation – 40 Points
 Grading Sheet
Due: December 13, 2006

Service Learning Research Paper & Presentation – 40 points	Total Points Earned
I.  Agency Background ( 5 points)
Agency background, mission, purpose, goals
Population served
Services provided
Structure (profit/nonprofit, private/public)
II.  Service Learning Experience ( 10 points)
With whom did you meet (staff, clients, others)
What did you do – tasks, assignments, projects
Atmosphere (physical, social, emotional, communication)
Where did the experience take place
Why (What were the goals, purpose of the experience)
Other information pertinent to experience
III.  Social Issue – Compare and Contrast ( 10 points)
Social issue clearly identified
Highlights differences between actual experience and theory as reflected in literature, statistics, popularly held beliefs, concepts, etc.
Incorporated relevant material from course
IV.  Personal Insights/Reflections (5 points)
What did you learn about yourself & civic engagement
What did you learn about the agency’s role in society
What did you learn about the population served
What did you learn about the social work profession
What did you learn about community/society/change
V.  Writing, Spelling, Grammar, Organization (5 points)
Well organized, concise, clear
Coherent flow of ideas
APA style followed in citing references
Spelling & Grammar
Relevant citations – Minimum of three non-website sources
Meets guidelines for written work
VI.  Presentation Style ( 5 points)
Format (Power point, video, role play, skit, etc.)
Equal member participation in presentation
Length of Presentation (15 – 20 min)
Used visuals and/or handouts
Provided outline to audience
Eye Contact, voice projection (can we hear you), delivery (confident)
Total Points

 

Interview with Social Workers – 40 Points
Grading Sheet
Due – November 29, 2006

.

Interview two Social Workers from two different Settings	Total Points Earned
I.  Social Worker Background ( 10 points)
Education, licensing, title, experience
Practice setting
Responsibilities
Perceptions of work
II.  Agency Background ( 10 points)
Mission, purpose
Origin, location
Population Served
Structure (profit/nonprofit, private, public)
Services provided
Funding Sources (grants, donations, client fees, government)
III.  Comparison & Summary Impressions (14 points)
Identify similarities and differences between practice settings
Include observations, impressions and reflections
Integrate course readings, handouts, discussions
Summarize learning experience from interviews
VI.  Writing, Spelling, Grammar, Organization (6 points)
Well organized, concise, clear
Coherent flow of ideas
APA style followed in citing references
Language  - respectful, inclusive, culturally sensitive
Meets guidelines for written work
Total Points

Topics to cover in Interview
These questions are meant to serve as a guide

1. What type of education does the worker have?
2. Where did the worker receive his/her education?
3. What was their area of specialization?
4. Social worker’s experience when looking for their first job?
5. What difficulties is a social work graduate likely to encounter looking for their first job?
6. What social work experience have the workers had in other settings?
7. How did the workers like the other settings?
8. Is the worker licensed in the state of Minnesota?
9. Does the agency require licensure (if not, why?)
10. Mission of the agency
11. Purpose of services
12. Agency structure
13. Primary responsibilities
14. Population served (i.e. gender, race, age, economic status, emotional, physical, developmental status)
15. Were workers prepared to understand work with diverse populations? If so, how? If not, how has this impacted their work?
16. Caseload size (How does the worker feel about their caseload size?)
17. Agency limitations to provide services
18. What does the worker like/dislike about their current position?
19. Have workers describe their perceptions of social work as a career.
20. Has their job as a social worker met their expectations?
21. Is the job what they thought it would be? (Pros and cons)
22. Stories that demonstrate positive experiences
23. Stories that demonstrate negative experiences
24. What is the toughest part of the worker’s job?
25. Present job prospects for a BSW.
26. What income can a BSW expect to earn?

 

Service Learning Reflection- 20 Points
Grading Sheet

Service Learning Reflection – Total 20 points	Total Points Earned
I.  Continuous (5 points)
Reflects activities undertaken regularly throughout service learning experience
Includes reflection before, during, and after the experience – preparation for the experience, problem-solving, completed activity, evaluating the meaning of the service
II.  Connected (5 points)
Reflection is structured and directly related to the learning objectives
Illustrate theories and concepts, brings statistics to life, makes academics real, relevant, vivid.
Connected to the “big picture” – social work mission
III.  Challenging (5 points)
Reflects high quality of effort and expectations of self
Challenges thinking, values, abilities, understanding, actions
IV.  Contextualized (5 points)
Reflection activities are appropriate to the course learning objectives
Reflection topics mirror the service learning experience in meaningful ways
Total Points

 

 

 

250, 251 Human Behavior in the Social Environment I, II. (4,4)
Syllabus: 250, 251

A two-semester sequence. The first semester focuses on the life span development and theories of human behavior such as the ecological, systems and strengths perspectives. These theories are used as lenses for the study of issues of relevance to social work including the effects of violence and poverty. The second semester uses a global perspective to examine oppressed populations around the world. Prerequisites (or concurrent registration in): BIOL 112, PSYC 111, SOCI 111, SWRK 230 or permission of instructor.  SWRK 250 offered in the fall; SWRK 251, in the spring.

271 Individual Learning Project. (1-4)

Supervised reading or research at the lower-division level. Permission of program director is required. Consult social work program for applicability towards major requirements. Not available to first-year students. 

300 Special Topics in Social Work. (1-4)

Topics selected in various aspects of the human service delivery system and social work methods. May be repeated for credit when topics vary. 

340 Research and Evaluation. (4) Syllabus

Introduces students to research and evaluation principles in applied social service settings. Topics include single-system designs, quasi-experimental designs, secondary or archival data and content analysis, and program evaluation. Offered spring. Prerequisite: SOCI 201 or permission of instructor.

343, 344, 345 Social Work Generalist Practice I, II, III. (4,4,4) 
Syllabus: 343, 344, 345

A three-semester sequence in generalist social work practice. All three courses concentrate on the knowledge, values and interpersonal skills necessary for beginning social work practice. Social Work Generalist Practice I (343) introduces the student to theory and interventions related to work with smaller systems. Social Work Generalist Practice II (344) concentrates on theories and interventions which apply to groups; Social Work Generalist Practice III (345) emphasizes social action and intervention with larger systems such as communities. Social Work Generalist Practice I (343) and Social Work Generalist Practice II (344) to be taken the fall and spring of the junior year; Social Work Generalist Practice III (345) to be taken the fall of the senior year. Prerequisite: admission to the major. 

347 American Social Policy. (4)  Syllabus

Explores our country's social welfare system, with relevance to policies and programs of interest to social work practitioners. Particular focus on women and children in poverty using a feminist perspective to examine policies relevant to these populations. Emphases include adequacy, effectiveness, and consequences of policies and programs. Prerequisite: junior-senior standing or permission of instructor. Fall. 

349 Junior Field Practicum. (4) Syllabus

This course introduces social work students to the role of the human service professional in the community setting. Students participate in an observational learning experience in a social service agency for 120 hours during the semester. Total immersion in the agency environment will give students a chance to expand their understanding of how human needs are met by families and the social service agencies that work with them. Students will apply the knowledge and skills they have learned in previous social work courses in their field placements. Prerequisites: 230, 250, 251. To be taken in the spring of the junior year.  

371 Individual Learning Project. (1-4)

Supervised reading or research at the upper-division level. Permission of program director and completion and/or concurrent registration of 12 credits within the program required. Consult social work program for applicability towards major requirements. Not available to first-year students. 

380 Gender Identity and Sexual Orientation. (4)

This course is a study of sexual orientation and gender identity from the perspective of individual identity development. The course will also explore the impact of families and communities on the lives of gay, lesbian, bisexual, and transgender youth and adults. Responses to prejudice and discrimination toward sexual minorities will also be explored. Includes service learning component. Prerequisite: junior or senior status. A-F grading only. Fall.

390 Ethics and Social Work Practice. (4) Syllabus

Study of ethical dilemmas in the daily practice of social work. This course satisfies CORE 390 senior seminar for social work majors. Prerequisites: social work senior, concurrent enrollment in 397. Spring.  

396 Pre-Internship Laboratory. (1)  Syllabus

Preparation of senior practicum goals and objectives, the practicum learning contract, resume and cover letters, interviewing techniques, professional appearance, malpractice liability, state social work licensure, exploration of practicum and field instructor availability, and securing a placement. Additonal focus on social work as vocation.  Prerequisite: social work senior. Must be taken prior to 397. Fall. 

397 Senior Field Practicum. (8-12)  Syllabus

Three-month (480 hours) practicum in a social service agency, under supervision of a field instructor and the program field coordinator. Includes weekly integrative seminar. To be taken spring of the senior year. Prerequisite: 396. 

398 Honors Senior Essay, Research or Creative Project. (4)

Required for graduation with "All-College Honors" and "Program Distinction in Social Work." Prerequisite: HONR 396 and approval of the program director and director of the honors program. For further information see HONR 398.