Class is held on M W F
Final exam is Monday Dec 10 8am-10am
Currently, an exam is scheduled for Oct 8 at 9am.
Attendance is important in case due dates or exams (Exculding the final which is set by the Univeristy) change.
Educational Policy 2.1.1. Identify as a professional social worker and conduct oneself accordingly Students will serve as representatives of the profession, its mission and its core values. They will commit themselves to the profession’s enhancement and to their own professional conduct and growth. Students will advocate for client access to the services of social work, practice personal reflection and self correction in order to assure continual professional development, attend to professional roles and boundaries, demonstrate professional demeanor in behavior, appearance and communication, engage in career long learning and utilize supervision and consultation.
Students will practice aspects of this core competency in classroom discussions, the board meeting assignment, service in the field placement assignment and during their agency presentation.
Educational Policy 2.1.3.- Apply critical thinking to inform and communicate professional judgments
Social Workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Students will distinguish, appraise and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom, analyze models of assessment, prevention, intervention and evaluation, and demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.
Students will practice aspects of this core competency in the field placement assignment, agency presentation and group community needs project.
Educational policy 2.1.9.-Respond to contexts that shape practice.
Social workers are informed, resourceful and proactive in responding to evolving organizational, community and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of societal services.
Students will practice this core competency by participation in the group community needs assessment project.
Educational Policy 2.1.10(a)-(d)- Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups and organizations and communities. Practice knowledge includes identifying, analyzing and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating and providing leadership for policies and services; and promoting social and economic justice.
Students will gain practice with this set of core competencies through class discussions and activities; the field placement assignment and the group community needs assessment project.
Educational Policy 2.1.10 (a)-Engagement
Social Work students will substantively and affectively prepare for action with individuals, families, groups, organization, and communities; use empathy and other interpersonal skills; and develop a mutually agreed on focus of work and desired outcomes.
Educational Policy 2.1.10 (b)-Assessment
Social workers collect, organize, and interpret client data; assess client strengths and limitations; develop mutually agreed on intervention goals and objectives; and select appropriate intervention strategies.
Educational Policy 2.1.10 (c)-Intervention
Social Workers initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; and facilitate transitions and endings.
Educational Policy 2.1.10 (d)-Evaluation
Social workers critically analyze, monitor, and evaluate intervention
Course Educational Objectives:
· Students will learn the basic aspects of operation for various service providers such as non-profit agencies, government agencies, for profit organizations and multi-service agencies.
· Students will learn multiple factors affecting the service delivery of organizations such as agency culture, staffing issues, politics, economics and funding.
· Students will gain practice in goal, objective and task setting
· Students will learn the various roles and skills involved with multiple levels of social work including case management, supervision and advocacy
· Students will learn the fundamentals of non-profit management including fund raising, grant seeking; board and volunteer recruitment, and strategic planning
· Students will learn the basics of community needs assessment, social planning, and inter agency collaboration
· Students will hone in on the values and ethics of social work and learn to maintain and apply them in various macro level settings
· Students will gain practice in evaluating, analyzing, collaborating and communicating various environmental factors affecting service delivery and clients’ access to resources
General Rules of Conduct:
The classroom is considered professional training ground. As such, students are expected to act in a respectful manner conducive to learning and apply the ethics of social work. Behaviors that distract from the subject being taught or are considered disruptive may result in the student being asked to leave the class with a possibility of a referral to the Dean of Students. Examples of disruptive behavior include: texting, talking to other students while the instructor is talking, inappropriate humor or language, passing around objects or pictures not related to the course, any behavior perceived as threatening, and entering the class late.
My expectations are that students will attend class, so they will stay aware of all changes to schedule.
I also expect them to come to class to be participants in the vital class discussions and exercises which are applications of text and lecture material.
Measures of Outcome: There will be two exams, one agency presentation, one individual assignment (board meeting), and one group project.
Agency presentation = 25 points
Board Meeting Report =25 points
Group Project= 150 points
239 or below =F
The agency presentation assignment will be given in class the week of Oct 15, 17, and 19. Students will draw for dates.
The baord meetin assignment is due Weds. Dec in person or by email by noon.
The Community Needs Assessment and Agency Development Assignment is due Nov 30 by noon.
Any assignment turned in after the due date or due time will automatically forfeit 10 points off the final grade of the assignment. Illness will not be considered an excuse for not receiving 10 points off the final grade. Ten points will continue to be deducted from the final grade per day past the original due date. The group project will be one grade assigned to all students in the group.
Attendance Policy: Students who miss 3 or more classes (without a medical release) will forfeit 10 points from their final grade. After 5 absences the student will be reported to the dean, and the instructor will request that the student be dropped from the class. Work is not an excused absence. Students who are late on exam dates must provide a signed physician’s note in order to make up the exam.
Students with Disabilities: The instructor will follow the policies of M.W.S.U. regarding students with disabilities. Students requiring special accommodations should visit the D.S.S. office at the Clark Student Center and provide the course instructor with the appropriate letters and documentation regarding provisions from the D.D.S. office.
Tardiness: Entering the class late (defined as more than 3 minutes after the class is supposed to begin) is considered late and disruptive. More than 2 recorded late entries will result in a forfeit of five points off the final grade. More than 3 recorded late entries will result in a referral to the Dean of Students.