Winter 2013

SW4997 Integrative Seminar (3 cr. hrs.) Phone (h) 248-651-2963Instructor Name: Cassandra J. Bowers (w) 313- 577-4433Wednesday 12:00pm – 2:45pm email aa2083@wayne.edu Office Hours: by arrangement

I. Course Domain and Boundaries

SW 4997, Integrative Seminar in Social Work, is the capstone course for the BSW Program. This is a fifteen week, required course scheduled in the last semester of the BSW curriculum. SW4998, Field Practice in Social Work II, is a co-requisite. Students will use a case from their field placement for assessing their knowledge skill and ability related to entry-level generalist practice.

This course has been designated the “writing intensive” required by the University. Students will prepare a 25-30 page paper demonstrating their ability to incorporate the three levels of practice and the components of the curricular areas of the entry level general practitioner.

The generalist intervention model (GIM) is the overarching framework for this course. Students will, demonstrate through written assignments their knowledge, skills and during engagement, assessment, planning, implementation, evaluation, termination and follow-up with their client population.

II. Course Competencies:1. Identify as a professional social worker and conduct oneself accordingly2. Apply social work ethical principles to guide professional practice3. Apply critical thinking to inform and communicate professional judgment4. Engage diversity and difference in practice5. Advance human rights and social and economic justice6. Engage in research-informed practice and practice-informed research7. Apply knowledge of human behavior and the social environment8. Engage in policy practice to advance social and economic well-being and to deliver

effective social work services9. Respond to contexts that shape practice10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations,

and communities11. Adopt an urban mission

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Benchmark Final Paper

Learning Outcomes: Upon completion of this course, students will be able to:Competency 1

employ values clarification as a process regarding use of self in their professional role demonstrate integrity, honesty and an ability to communicate the principles of the profession. illustrate effective use of social work supervision identify opportunities and implement strategies to advocate for clients differentiate between personal and professional standards in their role with clients describe the unique roles and services that social workers provide engage in activities that support the value of continuing education

Competency 2 apply strategies of ethical reasoning to arrive at principled decisions recognize personal values, assumptions and biases and not impose those views on clients recognize competing ethics and utilize decision making steps to address ethical dilemmas identify and describe the core values and concerns of the professional social worker in fulfilling

responsibilities with clients identify ethical issues associated with the NASW code of Ethics when confronting value conflicts articulate the ethical principles of the NASW Code of ethics

Competency 3 employ effective oral and written language skills in their professional communications employ effective oral and written language skills to their professional communications utilize a wide range of recording formats to document case (client activity which is appropriate and

clearly articulated utilize affective and intellectual processes to critically evaluate knowledge from related disciplines

in conjunction with social work skills and values to help client systems differentiate between personal and professional standards in their professional role with clients critically analyze how professional literature and research or group behavior discusses themes of

client strengths, oppression and justice and applications for practice and effectively communicate those finding to various systems

Competency 4 be responsive to personal feelings, behavior and thoughts and understand how these can impact

professional action which may contribute to social and economic injustice recognize at a beginning level the impact of diversity on human relationships examine personal attitudes and values regarding human diversity and evaluate their compatibility

with the purposes and roles of social work profession be aware of the ways in which cultural and other background factors affect perceptions and

feelings and the expression of these qualities examine personal traits, attitudes and values regarding human diversity and evaluate their

compatibility with the purpose and values of the social work professionCompetency 5

examine the cycle of socialization and recognize the mechanisms that maintain the cycle and actions that can interrupt that cycle

demonstrate an understanding of how the forms and mechanisms of oppression and discrimination impact individuals, groups, families, organizations and communities

analyze the impact of history and how economic political, and cultural conditions affect changes in policies and practice

practice without discrimination and with respect, knowledge and skills related to clients age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation

Competency 6

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critically analyzes how professional literature and research on organizational and community behavior address themes of client strengths, oppression, justice, and implications for practice

Competency 7 employ an ecological-bio-psychosocial framework for assessment, intervention and evaluation

Competency 8 analyze the political process and its influence on the formation of social welfare policy and social

work practice analyze the political process and demonstrate knowledge of social work involvement in political

activities, advocacy groups and organizational change. propose Organizational administrative and planning processes that are necessary to deliver social

welfare services analyze the historical development of social welfare and how economic, political and cultural

conditions affect changes in social welfare policies and social work practiceCompetency 9

apply practice models and change strategies used by social workers apply theoretical concepts regarding the process and dynamics of groups and including group

norms, goal, roles, communication patterns, decision making methods, leadership styles, power, conflict management and evaluation

analyze the interconnections between micro, mezzo, and macro systems’ influence on social welfare organizations and communities

analyze culturally sensitive generalist social work practice with diverse and oppressed client populations and apply strategies of advocacy and social change that advance social and economic justice

III. Role of the Student/Instructor

This course covers a content domain that is quite extensive students’ are expected to attend each class session, arrive on time and remain for the entire class period. Regardless of performance on the various assignments or reasons to explain an absence(s), a student will not be able to earn an A for the course with more than one absence or a B with more than two absences.

1. It is expected that students complete all required readings, participate in class, and perform satisfactorily and in a timely manner on all assignments.

2. Written assignments, unless requiring completion in class, are to be word-processed, double-spaced utilizing Times New Roman 12 Font.

3. Written assignments are graded on both content and writing skills. Problems with sentence structure, spelling, grammar, punctuation and other writing mechanics will result in a lower grade for the assignment. The APA format is to be used as appropriate.

4. Class participation includes raising questions from the readings, making relevant comments drawn from personal experience, reacting to opinions expressed by the instructor or other students, asking for clarification, being actively engaged in class exercises or bringing up issues of interest to the class.

5. Cell phones are to be placed on vibrate or turned off. Computers may only be used in the classroom to retrieve information for relevant classroom discussion.

6. The instructor shall adhere to the requirements set forth in the Wayne State University statement regarding teaching responsibilities

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PLAGIARISM/ACADEMIC HONESTY:

“Plagiarism is using another person’s words or ideas without giving credit to the other person. When you use someone else’s words, you must put quotation marks around them and give the writer or speaker credit by revealing the source in a citation. Even if you revise or paraphrase the words of someone else or just use their ideas, you still must give the author credit in a note.” http://www.otl.wayne.edu/pdf/2006_july_aibrochure.(William Harris, “Anti-Plagiarism Strategies for Research Papers,” http://virtualsalt.com/antiplag.htm, March 7, 2002) 

You must cite sources from the Internet or any other form of electronic media used in your work. Any paper suspected of plagiarism will be reviewed at Turnitin.com to verify that it is your work and properly cited.

Any paper that is plagiarized will result in an “F” for the class and a referral to the University for further Disciplinary Action.

APA FORMATAll papers written in the School of Social Work require APA format. You may purchase the Publication Manual of the American Psychological Association (6th edition), or you may visit the website listed below

http://owl.english.purdue.edu/owl/resource/560/01/

WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCEWhat is Wikipedia?

“Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the world. The site is a wiki, which means that anyone can edit entries simply by clicking on the edit this page link. Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a paper-based reference source in some important ways. In particular, mature articles tend to be more comprehensive and balanced, while other (often fledgling) articles may still contain significant misinformation, un-encyclopedic content or vandalism. Users need to be aware of this in order to obtain valid information and avoid misinformation which has been recently added and not yet removed.”

IV. TextCournoyer, B. & Stanley M. (2002). The social work portfolio: planning, assessing and

documenting lifelong learning in a dynamic profession. Pacific Grove CA: Brooks/Cole.

Course pack of assigned readings provided on Blackboard

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VI. ORGANIZATION OF THE COURSE

The capstone seminar is intended to provide students with a culminating and integrative experience at the end of the BSW Program. The seminar provides you with opportunities to conduct independent research as well as refine your analytical, verbal and writing skills. The primary purpose of this capstone seminar is to use and build upon the backgrounds, skills, and insights you have gained in this professional school. Throughout the semester you will be called upon to analyze (verbally and in writing) required readings and various aspects of the BSW curriculum. At the end of the semester these various components will be integrated into a final paper.

VII. ASSIGNMENTSThis capstone social work methods course has four principal assignments:

1). Integrative paper assignment: 35% of grade Due Session 13 April 3Students write a 25-30 page paper based upon their own work with client systems. This assignment meets the University writing intensive requirement. It is intended to provide the student with an opportunity to demonstrate his or her knowledge and ability related to generalist practice utilizing the eight components of social work education, as well as the competencies required of the General Practitioner. This paper is the culmination of the BSW academic experience.. It is intended to provide the student with an opportunity to demonstrate his or her knowledge and ability related to generalist practice utilizing the eight components of social work education, as well as the competencies required of the General Practitioner.

Diversity Populations at risk Social and Economic Justice Values and Ethics social work policy, social work practice, human behavior and the social environment, research methods

Students prepare a draft for each section of the assignment to be submitted to instructor for feed- back.

Please note: LATE drafts will NOT be accepted.

Draft 1 Due Session 5 Populations at Risk February 6, 2013The student selects a case (individual, family, group community) from his or her field placement. The case must come from an at-risk population with whom social workers are involved (women, ethnic minorities of color, physically and/or mentally challenged, gay men and lesbian women, aged, etc.). This section of the paper must:

provide documented information from a refereed journal or text identifying this client as a member of an at- risk- populationprovide analysis of effects of membership in the oppressed population group.discuss any ethical dilemmas presented during the interaction with the client system including solutions to the (those)dilemmas

Draft 2 Due Session 7 Evaluation of client situation February 20, 2013This section of the paper must include a bio-psycho-socialIncluding how the client views his or her problem areas and what if anything they wish to do to abate the problem.

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In this section you must also discuss Description of interventions Report on empirical basis of interventions (evidence/theoretical based solutions) Value and ethical dilemmas related to service delivery

Draft 3 Due Session 9 Evaluation of practice: March 6, 2013 Techniques, methodologies to evaluate practice effectiveness (Social Worker and

Agency) Case outcome

Does the Agency have a feed-back loop? Program evaluation- formal or informal Methodology appropriate to case Values and ethics regarding evaluation

Final paper Due Session 11 April 3, 2013

Assignment 2: Portfolio = Due Session 10 35% of grade March 27,2013 The portfolio is a well-organized and carefully prepared collection of documents related

to one’s readiness for professional social work practice. It reflects evidence of an active, self-directed approach to learning and ongoing growth as a social work student or practitioner (Cournoyer and Stanley, 2000).

This assignment is designed to have the student summarize their academic and professional career by compiling

goals for future development.

The format for the social work portfolio:Your picture must be on the front cover of your portfolio

(1)Cover page;(2) Submission letter(3) Table of contents(4) Introduction(5) Resume(6) Personal statement - Your Personal Statement should indicate the competencies

you attained during your BSW education(7) Learning products: One assignment from each course taken in the BSW Program.

For each learning product, provide a written reflection indicate the competency the assignment fulfilled. And if the practice behaviors and knowledge have been achieved.

(8) Summary and appropriate appendixes evaluations, letters of reference and recommendation three letters of reference is required, personal learning, licenses, transcripts, course syllabi performance appraisals.

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Assignment 3: Presentation assignment = 20% of grade Students are assigned randomly to work together to present material to the class on one of

the foundation areas (policy, practice, human behavior, research). Each group will be assigned an area of study found within the BSW Curriculum. In this assignment you are to survey the bodies of literature relevant to your assigned

topic. An annotated bibliography lists sources in correct bibliographic form (APA) and includes

a short well written summary for each entry. Each member of the group must have at least 5 bibliographic entries Each of the entries should be combined into one Reference submission (provided to each

member of the class and the Professor with the total entries. Prior to each group presentation I will deliver a lecture on the subject to be presented the

following week.

Group I: will present Session V (Practice)Assessment tools assessing Resource capabilities

Assessment requires social workers and clients to think about what they are doing in theoretical and practical ways to organize their information into a usable format for planning. Clients contribute to this process by offering their theories, interpretations, and feelings to the assessment. Social workers contribute by integrating theoretical understanding, professional supports and research information. Social Workers can enhance the assessment by keeping records.

This presentation is to assess resources available to clients in their environment.Explains social work assessment from a strengths perspective;scrutinizes assessment information using questions from an ecosystems perspective;articulate the use of social work tools relevant to each level of social work practice;describe techniques for social workers to enhance assessment information through observation;define procedures for workers to record information in an effective and ethical manner.

Assessment processes infuse professional theory and expertise into the work of social workers and clients. Such processes are empowering to the extent that they contextualize the issues clients face and locate resources to achieve goals. In contrast assessment processes that elevate the social worker’s expertise or reduce client situations to stigmatizing labels undermine a client’s progress.

The organized description of client needs and resources that comes from assessment begins to frame the options that the partners have for development and change. Framing solutions takes planning further. To Frame solutions, the partners articulate goals, focus on change, consider multiple levels of intervention, and concentrate their energies toward the outcomes they seek

Group 2 Values and Multicultural competence – February 13thSocial work programs integrate content that promotes understanding, affirmation and respect for people from diverse backgrounds. The content emphasizes the interlocking and complex nature of culture and personal identity. It ensures that social services meet the needs of groups served and are culturally relevant. Social work education programs integrate content about values and principles of ethical decision making as presented in the NASW Code of Ethics The educational experience provides students with the opportunity to be aware of personal values, develop, demonstrate, and promote the values of the profession; and analyze ethical

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dilemmas and the ways in which these affect practice, services, and clientsThis presentation is to :

educate students to recognize diversity within and between groups that may influence assessment, intervention, and research.define, design, and implement strategies for effective practice with persons from diverse backgrounds integrate content on populations at risk, examining factors that contribute to and constitute being at risk. educate students to identify how group membership influences access to resources, and present content on the dynamics of such risk factors and responsive and productive strategies to redress them. integrate social and economic justice content grounded in and understanding of distributive justice, human and civil rights, and the global interconnectedness of oppression.Address content related to implementing strategies to combat discrimination, oppression, and economic deprivation and to promote social and economicprepare students to advocate for non- discriminatory social and economic systems

Group 3: will present Session 8 Human Behavior and the Social EnvironmentBecause of the multisystem and interdisciplinary nature of social work, practitioners draw from many diverse theoretical perspectives. These perspectives help practitioners understand the dynamics of human behavior and the impact of the sociopolitical, economic, and physical environments. Evidence-based practice models direct processes toward expected client outcomes.

This presentation is to:To address the perceptions of clients’ situation, elements use by workers to determine and apply theories, perspectives and models and orientations.provide content on the reciprocal relationships between human behavior and social environments. include empirically base theories and knowledge that focus on the interactions between and among individuals, groups, societies, and economic systems. Include theories and knowledge of biological , sociological, cultural psychological, and spiritual development across the life span;Address the range of social systems in which people live individual, family, group, organizational, and community and the ways social systems promote or deter people in maintaining or achieving health and well-being.

Group 4: will present Session 10 on Social Work Policy and ServicesPrograms provide content about the history of social work, the history and current structures of social welfare services, and the role of policy in service delivery, social work practice, and attainment of individuals and social well-being. Course content provides students with knowledge and skills to understand major polices that form the foundation of social welfare; analyze organizational, local , state, national, and international issues in social welfare policy and social service delivery; analyze and apply the results of policy research relevant to social service delivery; and understand and demonstrate policy practice skills in regard to economic, politically, and organizational systems, and use them to influence, formulate, and advocate for policy consistent with social work values; and identify financial organizational administrative, and planning processes required to deliver social services

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Group 5: will present Session 12 on Research & Evidence Based PracticeQualitative and quantitative research content provides understanding of a scientific analytic and ethical approach to building knowledge for practice. The content prepares student to develop, use, and effectively communicate empirically based knowledge including evidence-based interventions. Research knowledge is used by students to provide high-quality services; to initiate change; to improve practice, policy and social service delivery; and to evaluate their own practice.

Assignment 4 Reflection papers Due as indicated in the course outline =30 points:A Reflective Paper is a piece of writing that involves your thoughts, views and feelings about a particular subject. The goal is to not only discuss what you learned from a reading but to convey the personal experiences and feelings that result. The significance of writing a reflective paper is that you have a chance to reveal and talk about your personal insight on a topic. A reflective essay is used as a self-assessment measure of sorts; it allows you to address what you have gained from a particular experience.

A reflective essay concentrates on your ideas and reflections about a topic; however, you want to show why the points you are making are valid. To do so, any information that led to your conclusions should be included in the paper as a reference.

A good reflective essay includes an insightful interpretation of the matter at hand. The feelings and experiences that you write about in the essay should be based on your own perception and demonstrate why your thinking might be significant on a larger scale. The essay should communicate both the importance of the topic as well as your consideration of it.There is no definite structural design or certain format and/or guidelines to which you should adhere. In general, the opening paragraph should be engaging and leave the reader eager to study the rest. The body should reveal your ideas about and experiences with the subject. In the conclusion, discuss the impact on you as well as the probable impact that it may have on others. The conclusion sums up what you gained from the experience. You might consider including what your conclusions are in relation to your expectations of the subject matter before you read or viewed something about the subject.

As in any other paper or essay, strive for cohesiveness; for example, refer to the specific passage or quote the material that drew this feeling, reflection or analysis from you and why. Do not simply summarize what you have read or viewed; a reflection is not a summary. It is also recommended to not use a reflection paper as a free flow of ideas and thoughts. Again, the idea of a reflective paper is to write a description of your reaction and analysis. Comment on the relevance of what you have read or viewed and its application to practice. It is more formal than a journal entry—so steer clear of informal language and form.

There are 6 reflection papers due in this course. Each paper will have a point value of 5. You will write a 1-2 page paper in which you discuss the major ideas of the reading and your assessment of the information and come prepared to discuss your assessment in

class.

Grading Scale120-115 A 114-99 A- 98-93 B+ 92-87 B 86-81 B-80-75 C+ 74-69 C 68-63 C- 62-57 D+ 56-51 D

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Assignment PointsFinal Paper 35Portfolio 35Presentation 20Reflections 30Total 120

VII. COURSE OUTLINEsession Session Assignment

1Jan.9

Introduction to Seminar; Overview of assignments

2Jan.16

Discussion will focus on various intelligences, including emotional intelligence, psychological type, and preferred learning styles and preferences.The overall goal of this session is to help students become active, self-directed and collaborative learners.

For Session 2: Exploring your Learning Style. Read : Cournoyer, B. & Stanley M. (2002). Exploring your learning self,(pp. 14-26).Assignment:Complete and bring to class all exercises except Collaborative Group Learning and Portfolio Exercise. These will be done in class.Appendix 3 Complete a short reflection regarding your learning style

3Jan. 23

Prior Learning Recognition, Assessment, and Integration

In this unit we focus on the generalist framework, ecological perspective, strength-oriented, empowerment based practice and values and ethics.

The students will be documenting their knowledge base, content areas, learning needs and information technology and the utilization of the personal computer.What is your knowledge base?What is your competence level?What are your social work learning needs?How will you utilize technology in your practice?

For Session 3:Readings:Cournoyer, B. & Stanley M. (2002). Determining your Social Work Learning Needs, (pp. 27-37)

Code of Ethics of the National Association for Social Workers approved by the 1996 NASW Delegate Assembly and revised by the 1999NASW Delegate Assemblyhttp://www.naswdc.org/

Assignment:Complete Appendix 4, write a reflection of your findings based on the self-Assessment of Social Work Knowledge Survey stylehttp://www.naswdc.org/

4Jan.30

Faculty Lecture For Session 4Readings:Case Study 8-6 “Empowering Adolescent Girls in Foster Care: A Short-Term Group

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“The Case of Trent”, pp 3-5 and “Personal Growth and Self-Esteem through Cultural Spiritualism: A Native American Experience”, pp. 73-79

Web site: NASW Page on Diversity and Equity at http://www.socialworkers.org/diversity.asp

Case Study 1-2 “Using the ecological model in Generalist Practice: Life transitions in late adulthood”, pp.10-14.

Prepare a reflection paper on the above readings. Due session 4

5Feb 6

Group I presentation DRAFT 1 OF MAJOR PAPER DUE

6Feb. 13

17 Faculty Lecture (HBSE) Debate 15 “Can HBSE classes discuss socially sensitive topics without being labeled ‘politically incorrect’?” pp 214-227

Debate 17 “Should HBSE favor social environment theories over theories of individual behavior”, pp 242-254

Debate 20 “should HBSE Teach Student to Do anything?” pp.286-297Reflection Due on above readings

7Feb. 20

Values and multicultural competence DRAFT 2 OF MAJOR PAPERDUE

8Feb. 27

Group 3 Human Behavior in the Social environment

March 6 No Class DRAFT 3 OF MAJOR PAPER DUE

Spring Break March 11-March 16Session 9March 20

Faculty Lecture (Policy Integrating social welfare policy and social work practice Chapter 8

Case 29 “From Case to Cause: My name is Jess Overton”, pp 204-210.

Prepare a reflection paper on the above readings

10Mar.27

Group IV PresentationSocial Welfare Policy and ServicesIn this unit the focus is on how you conceptualize your role in carrying out

PORTFOLIO DUE

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policy, related functions, including promoting social and economic justice, as you pursue a career in social work.

11April 3

Faculty LectureSocial Work Practice and Research: Consolidating Gains from the field experienceIt is time to assess, sort out, pull together clarify/formulate your own practice framework as you apply/applied it in your field experience. It is also time to assess how you utilize research knowledge in your practice. You will need to reflect on your field experiences, readings, and case studies involving micro, mezzo and macro practice as well as research.

Reading:Evaluating practice: guidelines for the accountable professional. “Prologue”Case 12 “In the Best Interest of the child”Case 15 “Sally’s Saga”Case 18 “No mad dog looks: Group work and mediating differences”Case 26 “Generalist Practice at the Organizational level: Participation, Partnership and ProcessCase 2 “The Case of Trent Revisited: A single subject research design.”Prepare a reflection paper on the above readings.FINAL PAPER DUE SESSION 11

12April 10

Group V Presents on social work research Wrap-up: student discuss seminar experience and readiness for generalist practice

13April 17

Student Evaluation of TeachingACAT administrationAny other surveyEnding PhaseAll students must attend this class.Non-attendance will result in a 5 point deduction from overall grade.

Note: Syllabus subject to change based on needs of the class

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COURSE RUBRICS

RUBRICMAJOR PAPER

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Student name: ___________________________________________

Basis for Grade Points Available

Points earned

Organization of the paperIs the paper or presentation organized and written in a logical manner?Has the paper been proofread for spelling, punctuation and word choice?

Completeness and thoroughness:Has the student presented issues in such a way that readers unfamiliar with the issues can understand it as well as someone who is knowledgeable about the issues? Are the important issues addressed?

Originality and Creativity: Has the student used his or her analytical skills to present the content areas in a manner that indicates more than just a restatement of what others have said about the issues?

Has the student demonstrated an understanding of the content areas (answers questions, makes connections, explains in own words)?Are the student’s conclusions and recommendations well developed and supported?

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Use of APA styleHas APA format been applied appropriately

4

Psycho-social assessmentInclude explanation of at-risk group membership; ethical dilemmas

5

Policy impact on ClientInclude both positive and negative impact; discuss any ethical dilemmas that you encounter as it relates to policy

5

Theoretical FrameworkDiscuss theories utilized in assessment

5

Treatment Plan/InterventionInclude empirical basis of intervention

5

Evaluation of PracticeInclude empirical research to demonstrate effectiveness; discus dilemmas related to service delivery.

5

Total 35 /35NOTE: Structure of the paper, spelling, and grammar will be taken into account.Structure – 5; spelling -1 for each misspelled word; grammar -1 for each error

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Presentation Rubric SW 4997 Integrative Seminar (Peer evaluation)

Name_________________________________________________ Date_______

Group

Topic

Basis for GradePoints Available

Points Earned Comments

Audible in all parts of the classroom (good volume) 1

Presents information in a logical manner (verbal organization) 1

Maintains “professionalism” good posture, no fidgeting, not reading from notes, uses clear , organized language, expresses ideas fluently, visual supplements

3

Demonstrates knowledge and understanding of the topic, accuracy, thoroughness

8

Answers questions, makes connections, explain in own words 4

Encourages class participation1

Provides handouts1

Identify something new you learned from the information presented

1Total 20 /20

Additional comments

Evaluator Signature: ________________________________________________________________

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Presentation Rubric SW 4997 Integrative Seminar: Final Score Sheet

Name_________________________________________________ Date_______

Group

Topic

Basis for Grade Points Available

Points earned/class evaluation

Faculty evaluation

Final points earned

StyleAudible in all part of the classroom (good volumePresents information in a logical manner (verbal organizationRemains on topicMaintains “professionalism” – good posture, no fidgeting, not reading from notes

ContentDemonstrates knowledge of topic, accuracy, thoroughness

EngagementDemonstrates understanding (answers questions, makes connections, explain in own wordsEncourages class participationProvides handoutsIdentify something new you learned from the information presentedtotal 20

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Portfolio Rubric

StudentAssessment Points

availablePoints achieved

Picture on coverCover PageSubmission letterTable of contentsIntroduction

5

Resume 1Personal statement 7Learning products/ assessments 15CompetenciesAppendixes

Letters of references (3) Personal Learning over

next 5 years Licenses Transcripts Course syllabi

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Overall structureSpellinggrammarTotal 35 /35Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error.

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Tripodi, T. (1994). A primer on Single-Subject Design for clinical social workers. Washington D.C. NASW Press.

Unrau, Y., Krysik, J., & Grinnell, R. (2001). Social Work Research and Evaluation: Quantitative

and Qualitative approaches. (6th edition). United States: Peacock.

Weinbach, R. & Grinnell, R. (2004). Statistics for Social Workers (6th edition) .Needham Heights,

MA: Allyn and Bacon.

Web Sites

Code of Ethics of the National Association for Social Workers (approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW Delegate Assembly) http://www.naswdc.ort/pubs/code/asp

Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs at http://www.cswe.org

Social Work Café at http://www.geocities.com/Heartland/4862

The New Social Worker’s online Career Center at http://www.socialworker.com

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* Coursepak Readings.

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