June 6 Monday Introduction-Syllabus Reminder: New Social Work Student Orientation, 8/26/16 10a.m.-3p.m. room TBA Establish your Intro to SW buddy Council on Social Work Education (CSWE) status Volunteer Contract SYLLABUS REVIEW Welcome Students! * Read Article on Blackboard: Service Learning & Ch. 1 *If you have secured a service learning placement, email via blackboard to the whole class your agency so others do not volunteer there. the Tutoring Center, WH 212 and Writing Center, WH 416 June 8 Wednesday Article Review: Service Learning Discussing service learning activities & agencies Professional Behaviors in Service Learning Problems in Service Learning Dismissed from Service Learning Chapter 1: What is Social Work? Writing Assignment Review *Sign in Class: Release and Indemnification Agreement for Adult Students *Homework Due: Provide proof of visit to the Tutoring Center signed by Ms. Cecilia Morales *Homework Due: Provide proof of visit to Writing Center in class. *Locate, review and to 6/15 class the NASW Code of Ethics & TX SW Code of Conduct June 13 Monday APA Tutorial: Don’t Runaway, its only APA Annotated Bibliography Review *Homework Due: Email Professor via Blackboard before class that you have received, read, and understand the expectations of the Intro to Social Work syllabus June 15 Wednesday Cracking the Code: National Association of Social Workers Code of Ethics & Texas Social Work Code of Conduct Review of Rubric for Assessing Professional Behaviors (RAPB) Professional Reputation Chapter 2: Got Social Work? *Homework Due: Show proof of access to Tutor.com Writing Assignment #1 Due Ethical dilemmas in Service Learning & Mandated Reporters June 20 Monday Library Day-Presentation by Margaret Dawson In class meeting, then tour of library *Page 55 due June 22 Wednesday 6th Class Day: Must have secured placement Chapter 3: The Yellow Brick Road Outline Review *All Volunteer Contracts Due *Take outline to agency to gather information for paper
Chapter 4: Careers in Welfare Reference Page Review Discuss service learning activity Outline: Introduction of Agency, History, Mission & *Research, read and to next class: Self-Care & Social Work journal article from online library *Journal #1 Due *Read Article on Blackboard: Professional Self-Care & Social Work Page & Abstract Due *Reference Page Due Writing Assignment #2 Due June 27 Monday Journal Article Review: Professional Self Care & Social Work Outline: Benefits & Services, Client Population Turn in Self-Care & Social Work journal article you researched and found on your own June29 Wednesday Chapter 5: School-Based and School-Linked Services Chapter 6: Social Work with Adults Discuss service learning activity Outline: Agency Organization, Funding *Journal #2 Due *Outline Due Writing Assignment #3 Due Presenter TBA July 4 Monday NO CLASS No Class July 6 Wednesday Chapter 7 Social Work in Health Care Chapter 8 Social Work in Mental Health and Addiction Discuss service learning activity Midterm Evaluation RAPB by Supervisor *Journal #3 Due *Show proof of paper turned into Tutor.com *Show proof of paper turned into Tutor.com Writing Center *Writing Assignment #4 Due July 11 Monday Chapter 9 Careers in Crisis Intervention Chapter 10 Careers in Criminal Justice and the Legal Arena Discuss service learning activity Presenter TBA July 13 Wednesday Agency Paper Review: Bring completed paper to class for review *Journal #4 Due *Bring completed paper to class for review *Midterm Evaluation Assessment of Professional Behaviors by supervisor due *Writing Assignment #5 Due July 18 Monday Chapter 11 Careers in Forensic Social Work Chapter 12 Careers in International Social Work and Human Rights *Agency Paper Due & APA Checklist Presenter TBA
Discuss service learning activity Final Evaluation Review July 20 Wednesday Chapter 13 Careers in Poverty Chapter 14 Homelessness & Careers in Politics Discussing termination at your agency Presentation review Discuss service learning activity Resource Manual Review Journal #5 Due *Presentation Power Points Due Presentation Sign up July 25 Monday NO CLAS/Prepare for Presentations Reading: Chapter 15 Careers in Community Practice Chapter 16 & Leadership in Human Service Organizations Article on Blackboard: Technology & Social Work No class/HOP Assignment *Research, read and bring to next class: Spirituality & Social Work journal article from online library July 27 Wednesday No Class Read: Chapter 17 Careers in Research and Academia Chapter 18 Careers Beyond Social Work Financial Social Work, Veterinary Social Work No class/HOP Assignment *Research, read and to next class: Technology & Social Work journal article from online library August 1 Monday Technology & Social Work Spirituality & Social Work HOP Discussion Turn in Technology & Social Work journal article *Turn in Spirituality & Social Work journal article *Final Evaluations due by Supervisor August 3 Wednesday Presentations End of Class Evaluations Resource Manual Due *30 hours must be complete August 8 Monday Presentations *Turn in Agency Evaluation of Student August 10 Wednesday Presentations *Student Evaluation of Agency Due *Professor reserves the right to amend this syllabus at any time.
2. Punctuality: Is punctual and present Student has been significantly late to class/meetings or left early from class/meetings 3 or more times in a semester. Student has occasionally (no more than 2 been late to class/meetings or left early from class/meetings in a semester. Student is on time to class/meetings and stays until the end except in truly rare or unusual circumstances that are considered excusable by the professor. Student is always on time and stays until the end of class/meetings. 3. Initiation of Communication: Initiates communication with the professor/supervisor Student rarely contacts the to inform of tardiness/absence, and/or student provides no reason for tardiness/absence. Student may contact the to inform of tardiness/absence, but generally does so after the occurrence. Student almost always contacts the professor/supervisor prior to the occurrence to inform of tardiness/absence. In rare instances when this is not done prior, the student contacts the professor/supervisor immediately after. Student always contacts the to the beginning of class to inform of anticipated tardiness/absence except in an emergency, and then contacts the professor immediately thereafter. 4. Respect: Demonstrates respect and support in relationships Student is frequently disrespectful to and non-supportive of classmates, staff, faculty, and/or community members. Student is occasionally disrespectful to and non-supportive of classmates, staff, faculty, and/or community members. Student is rarely disrespectful to classmates, and/or faculty. Student almost always demonstrates support in these Student is never disrespectful to classmates, staff, and/or faculty. Student always demonstrates support in these 5. Self-Awareness: Demonstrates Student rarely shows about the impact of verbal and non-verbal communications. Student occasionally shows self-awareness about the impact of verbal and communications. Student almost always maintains a high level of self-awareness about the impact of verbal and non-verbal communications. Student always maintains a high level of about the impact of verbal and communications. awareness awareness
6. Diversity Awareness: Demonstrates and responsiveness to diversity Student’s classroom or other student related interactions rarely reflect respect for and appreciation of diverse opinions, experiences, and/or people. Student occasionally reflects respect for and appreciation of diverse opinions, experiences, and/or people in the classroom or during other student related interactions. Student’s classroom or student related interactions almost always reflect respect for and appreciation of diverse opinions, experiences, and/or people. Student’s classroom or other student related interactions always reflect respect for and appreciation of diverse opinions, experiences, and/or people. 7. Collegiality: Demonstrates collegiality and collaborative interactions Student rarely demonstrates collaborative skills in work with others, and/or student has poor relationships with classmates or others involved in student learning. Student is occasionally reluctant to collaborate with others and/or struggles with maintaining positive relationships. Student almost always works collaboratively with team members, and/or student almost always engages positively with others. Student always works collaboratively with all team members, and/or student always engages positively with others. 8. Course Engagement: Demonstrates appropriate engagement in class activities/discussions Student rarely engages in class and does not make an effort to do so following feedback. Or student frequently monopolizes the learning space, limiting others' engagement and/or inhibiting the learning environment. Student occasionally engages in class and makes some effort to do so following feedback. Or student occasionally monopolizes the learning space, limiting others' engagement and/or inhibiting the learning environment. Student almost always engages in class activities/discussions and rarely monopolizes the learning space in a way that it limits others' engagement and/or the learning environment. Student always engages in class and never monopolizes the learning space in a way that it limits others' engagement and/or the learning environment.
9. Written Expression: Strives for a high level of written expression Student's writing shows significant impairment in content, grammar, spelling, structure, and/or flow. Writing grades are/would be a D or F. Student's writing shows moderate impairment in content, grammar, spelling, structure, and/or flow. Writing grades are/would be a low C. Student's writing demonstrates good content, grammar, spelling, structure, and/or flow. Writing grades are/would be a high C. Student's writing demonstrates very good to excellent content, grammar, spelling, structure, and/or flow. Writing grades are/would be a B or A. 10. Initiative & Reliability: Demonstrates initiative, reliability and dependability Student rarely takes initiative to plan work and complete it in a timely manner, and/or student rarely gets assignments done and submitted on time. Student only occasionally takes initiative to plan work and complete it in a timely manner, resulting in coming to class minimally prepared and occasionally missing assignment due dates. Student almost always takes initiative to plan work and complete it in a timely manner, and/or work is almost always submitted on time. Student always initiative to plan and complete work in a timely manner, and/or work is always submitted on time. 11. Responsiveness to Feedback: Demonstrates evidence of motivation to improve oneself. Student has not demonstrated receptiveness to suggestions and feedback from others and, therefore, makes no effort to adjust performance accordingly. Student is usually receptive to suggestions and feedback but does not adjust performance accordingly. Student is almost always receptive to suggestions or feedback and adjusts performance accordingly. Student is always receptive to suggestions or feedback from others and adjusts performance accordingly.
12. Compliance with Professional Requirements: Demonstrates compliance with the professional conduct policy in the BSW Program, Texas A&M University-Central Texas Code of Conduct, Field Education Manual, and, as applicable, Field Agency Policies Student demonstrates significant problems in complying with Program requirements, University requirements, and/or the Field manual. Student occasionally demonstrates with the Program requirements, University requirements, and/or the manual. Student almost always demonstrates compliance with the Program requirements, University requirements, and/or the Field manual. Student always demonstrates compliance with the Program requirements, University requirements, and/or the Field manual. 13. Compliance with the NASW Code of Ethics: Demonstrates compliance with the Code of Ethics in its entirety Student is consistently compliant with one or more components of the Code of Ethics. Student is only moderately compliant with components of the Code of Ethics. Student is almost always compliant with the Code of Ethics. Student consistently demonstrates compliance with the Code of Ethics. 14. Quality and Quantity of Work: Strives for high quality work that meets assignment guidelines. Student submits assignments that frequently lack neatness, accuracy, organization, and thoroughness, and/or the work submitted is incomplete. Student submits assignments that occasionally lack neatness, accuracy, organization, and thoroughness, and/or the work submitted is somewhat incomplete. Student rarely submits assignments that lack neatness, accuracy, organization, and thoroughness. The work submitted is generally complete. Student always submits assignments that are neat, accurate, organized, and thorough. The work submitted is always complete. 15. Professional Appearance: Displays professional appearance that does not interfere with professional Student’s professional attire and presentation is consistently inappropriate for professional and classroom settings. Student's professional attire and presentation is frequently inappropriate for professional and classroom settings. Student's appearance is routinely appropriate for classroom and professional settings. Student's appearance is consistently appropriate for classroom and professional settings. (Adapted from the University of Vermont Department of Social Work, created 6/17/10) SOCIAL WORK PROGRAM
Length of Presentation Within two minutes of the allotted time +/- Within four minutes of the allotted time =/- Within six minutes of the allotted time Too long or too short- 10 minutes or more of allotted time. CONTENT 20 POINTS & POWER POINT SLIDES 20 POINTS 4 Exceptional 3-Admirable 2- Acceptable 1-Poor Subject Knowledge An abundance of material clearly related to topic. Points clearly made with evidence to support Sufficient information but less consistency Material included that is not integrated or connected to presentation topic Goal of topic not clear with information that does not support topic in any way Organization Information presented in a logical sequence with good flow. Audience has little or no difficulty following. Information presented in logical sequence Audience has difficulty following presentation as it jumps around and lacks transition No sequence of information so the audience cannot follow. Visuals Excellent with good flow to overall presentation Appropriate use of visuals that are explained by presenter Visuals used but poorly explained by speaker Little or no visuals Mechanics Presentation free of errors or misspellings No more than two misspellings and/or grammatical errors Three or more errors or misspellings More than three errors in spelling or grammer
Profit or not-for-profit or governmental? Are clients charged for services? If so, what is the fee structure? Indigent/sliding scale? Role of the social worker (1 para) 10pts What types of functions or role does the social worker perform? What of concerns does the social worker help clients address? How does the social worker manage time performing different tasks? What types of stresses does the social worker have to handle? Role of the volunteer (1 para) Service Learning 10pts What did you learn from this service learning opportunity Professional Growth Personal Growth Recommendations (1para) 5pts In your opinion, are services provided efficiently and adequately? Strengths and limitations of the agency? Any barriers to services? Is there room for improvement? Conclusion (1 para) 5pts Reference/s SAMPLE JOURNAL