The University of Tennessee College of Social Work Ph.D. Program Fall Social Work 675 Teaching Methods in Social Work (2 credits)

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1 SWK 675 Fall 2015 The University of Tennessee College of Social Work Ph.D. Program Fall 2015 Social Work 675 Teaching Methods in Social Work (2 credits) Instructor: Matthew T. Theriot, Ph.D. Time: M 1:25-3:20pm Office: 306 Henson Hall Location: 418 Henson Hall Phone: Office Hrs: M 10-12pm and by mtheriot@utk.edu appointment Ph.D. Program Mission The purpose of social work education at the doctoral level is to develop an understanding and appreciation of the scientific method so that graduates can improve and extend the knowledge base of social work practice, and inform social policy, through empirical research. Graduates of doctoral programs assume leadership roles in social work education, research, and practice. The Ph.D. program in social work provides training in social and behavioral science research methods and the opportunity for students to apply these methods to social problems and social work practice areas. Doctoral research is directed toward developing knowledge that can be used by social work educators, practitioners, administrators, and policy makers. Graduates of the Ph.D. program are prepared to contribute to the improvement of the design and implementation of social services and to develop and disseminate social work knowledge through research and teaching. Ph.D. Program Competencies Upon completion of the UT CSW Ph.D. program, students will be able to: 1. Demonstrate expert knowledge in a focused substantive area relevant to social work. 2. Conduct independent and original scientific research that advances knowledge in a substantive area. 3. Communicate scientific findings in an effective way to a range of audiences (from lay persons to other scientists). 4. Secure funding for a substantive research agenda. 5. Teach students the knowledge, skills, and values they need to be proficient social workers in a substantive area. Code of Conduct It is the student s responsibility to have read the College of Social Work Ethical Academic and Professional Conduct Code that is in the College of Social Work Ph.D. Student Handbook (

2 SWK The Honor Statement An essential feature of the University of Tennessee is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the university, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity. University Civility Statement Civility is genuine respect and regard for others: politeness, consideration, tact, good manners, graciousness, cordiality, affability, amiability and courteousness. Civility enhances academic freedom and integrity, and is a prerequisite to the free exchange of ideas and knowledge in the learning community. Our community consists of students, faculty, staff, alumni, and campus visitors. Community members affect each other s well-being and have a shared interest in creating and sustaining an environment where all community members and their points of view are valued and respected. Affirming the value of each member of the university community, the campus asks that all its members adhere to the principles of civility and community adopted by the campus ( Disability Services If you need course adaptation or accommodations because of a documented disability or if you have emergency information to share, please contact the Office of Disability Services at 2227 Dunford Hall at This will ensure that you are properly registered for services. Dimensions of Diversity The College of Social Work and the University of Tennessee welcome and honor all people. In accordance with the U.S. Council on Social Work Education and the U.S. National Association of Social Workers, the College of Social Work defines the dimensions of diversity as the intersectionality of multiple factors, including age, class, color, culture, mental or physical disability, ethnicity, gender, gender expression, gender identity, immigration status, marital status, national origin, political ideology, race, religion, sex, and sexual orientation. The College values intellectual curiosity, pursuit of knowledge, and academic freedom and integrity. A person s diverse life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. The College of Social Work promotes social justice and social change, and strives to end discrimination, oppression, poverty, and other forms of social injustice. Course Description History and context of social work education, including curriculum policy and accreditation. Effective teaching techniques, course development, assessment of student learning, and classroom management skills are taught. Registration Restriction(s): Minimum student level - graduate.

3 SWK Course Competencies By the completion of this course, the students are expected to be able to demonstrate (through course activities, assignments, and/or exams): 1. Discuss the history and context of social work education, including accreditation policies and standards as well as professional organizations for social work educators 2. Design a social work course including identifying important content, identifying competencies and student learner outcomes, choosing readings or textbooks, designing in-class and out-of-class learning activities, developing means of assessing learning, and writing a syllabus 3. Utilize a range of teaching strategies and approaches that develop students' competency in the course area 4. Utilize a range of technologies to facilitate student learning 5. Understand and implement ethical and legal frameworks related to university teaching (e.g., FERPA) 6. Understand and effectively use classroom management strategies as needed 7. Demonstrate specialized knowledge and competency in one or more cognate areas pertinent to social work practice 8. Articulate in writing a clear teaching philosophy and personal statement about approaches to university teaching. Required Readings Articles and other readings will be posted to the course s Blackboard site for you to download and read. More information about readings will be discussed in class. Blackboard and Announcements This course uses Blackboard for announcements, readings and grade recording. Any changes to the course (e.g., course schedule, assignments, due dates, etc.) will be announced at the BlackBoard site and ed to students. Students are responsible for checking BlackBoard and their regularly. Class Attendance and Participation Students are expected to attend all class meetings. Three or more absences will result in a failed grade for the semester. If you must miss a class for a legitimate reason (i.e., illness, family or personal emergency, religious holiday), you should contact Dr. Theriot as soon as possible to discuss your absence and any required make-up assignments. Students are expected to be prepared for all class meetings and to read all assigned materials prior to class. Respectful and lively class discussion is expected and encouraged. Active participation and enthusiastic discussion are critical for this class to be successful and to maximize learning opportunities. All cell phones should be off and stored during class and no text messaging is allowed. Laptops are permitted as long as they are used appropriately and for class activities only.

4 SWK Assignments The course grade will be based on the following (percentages indicate weight for final course grade): 1. Teaching Philosophy (15%; due October 5) Students will write a statement of their philosophy of teaching in higher education. The structure and format of your teaching philosophy is flexible but should reflect a style that is meaningful to you and easily understood by readers. Common areas to address are your motivations for teaching, your beliefs about how students learn, your teaching goals, methods, and strategies, and explanations of how your teaching is consistent with these goals. The suggested length for this assignment is 1-2 typed, single-spaced pages. Your teaching philosophy is due at the beginning of class on October 5. Please bring two printed copies of your teaching philosophy to class on this date. One copy is for Dr. Theriot. The second copy will be shared with a classmate for peer review and feedback. Late assignments will be penalized ten points per calendar day. This assignment evaluates course competencies #1, 4-6, Model Syllabus (25%; due November 16) Students will prepare a syllabus for one elective course they hope to teach in the future. The topic of the elective course is your choice but should reflect an area of personal and/or research interest. The course may be designed for undergraduate or graduate social work students but should not simply replicate a required or existing course. Instead, you are expected to design a syllabus for a new course. The syllabus should include a description of the course, course objectives or competencies, descriptions of assignments, a schedule of topics, and selected readings. The syllabus is due no later than November 16. This assignment evaluates course competencies #1, 3-4, Model Syllabus Presentation (10%; due November 16-23) Each student will present his/her syllabus to the class on November 16 or November 23. The presentation should include an overview of your course and a review of the topics, assignments, and class schedule. Students should also describe their rationale for the course s organization and structure, including why specific topics were selected, why readings were chosen, how assignments were selected, and what the assignments are designed to assess. In essence, students should be prepared to describe their proposed course as well as their thoughtprocess while conceptualizing the course and preparing the syllabus. The model syllabus and presentation should demonstrate an understanding of topics discussed in class such as student learning styles, appropriate assessment and evaluation strategies, and the value of using mixed methods for delivering classroom content. 4. Teaching Experiences (40%) Each student will be responsible for teaching two (2) BSSW or MSSW class

5 SWK sessions. Students are encouraged to contact faculty members and instructors to make arrangements and plan their teaching experiences. If you need assistance with making arrangements, notify Dr. Theriot as soon as possible. All arrangements must be approved in advance by Dr. Theriot. Ideally, the teaching experiences should occur later in the semester so you have time to prepare for the classes. Students will work closely with the individual instructors to prepare and deliver their lessons based on the planned topic for that day. Students are expected to carefully construct the classes and utilize an appropriate mix of different teaching methods discussed in our class. Additional guidelines and instructions for the teaching experiences will be discussed in class. Copies of all materials prepared for your classes (e.g., PowerPoint slides, handouts, class activities) should be shared with Dr. Theriot and the course s instructor in advance of the class. Additionally, for each class taught, students should write a 1-page outline that briefly summarizes your lesson plan for that class. Finally, after you have completed your teaching experiences, you should write a 3-4 page self-reflective paper that briefly describes your teaching experiences, lessons learned, what you think went well, and what you would change in the future, among any other topics you wish to discuss. The paper is due no later than November 30. The teaching experiences assignment evaluates course competencies # Campus Workshop (10%) Each student will attend one workshop offered by the Tennessee Teaching and Learning Center or UT s Office of Information Technology. The workshop must focus on skills and tools for teaching and the topic must be approved by Dr. Theriot in advance. For a list of workshops and registration information, please visit or Students should be prepared to discuss the workshop in class, articulate what they learned in the workshop, and describe how the content is useful to improve teaching. Students should attend their chosen workshop before November 30. Handouts from the workshop, confirmation , or other proof of participation should be shared with Dr. Theriot in order to receive credit for this assignment.. The grading scale for SW 675 is: A C B C B F 69 and below

6 SWK Course Schedule August 24: Introductions, overview, and discussion August 31: Social work education in the U.S. Council on Social Work Education and accreditation The structure of social work education (BSW, MSW, DSW, Ph.D., Field) Sept. 7: Sept. 14: Sept. 21: Sept. 28: No Class (Labor Day Holiday) Students characteristics, learning styles and theories No Class Course planning and development (making a syllabus, writing competencies, selecting readings, creating assignments) October 5: Effective teaching methods and skills Teaching philosophy due today October 12: Teaching methods and skills (continued) October 19: No Class (CSWE Annual Program Meeting in Denver, CO) October 26: Evaluations of teaching Nov. 2: Nov. 9: Nov. 16: Assessment of student learning Classroom management Student disruptions and dishonesty Faculty and student misbehavior Presentation and discussion of model syllabi Model syllabus and rationale paper due today Nov. 23: Dec. 1: Presentation and discussion of model syllabi (continued) Wrap-Up and Discussion (Last Class Meeting) Teaching experience reflection paper due today

7 SWK Selected Journals of Higher Education Journals of Higher Education in Social Work Journal of Baccalaureate Social Work Journal of Social Work Education Journal of Teaching in Social Work Social Work Education Journals of Higher Education (General) AAHE Bulletin (American Association for Higher Education) Adult Education Adult Leadership ASHE-ERIC Higher Education Report Chronicle of Higher Education, The College Teaching Community and Junior College Journal Community-Junior College Research Quarterly Educational Leadership Education Record Educational Technology Higher Education Abstracts Innovative Higher Education Journal of Adult Education Journal of Classroom Interaction Journal of College Student Development Journal of Creative Behavior Journal of Educational Research Journal of Experimental Research Journal of General Education Journal of Higher Education Journal of Instructional Development Journal of the National Academic Advising Association Journal of Negro Education Journal of Staff, Program, and Organizational Development The Kappan - Phi Delta Kappan New Directions for Teaching and Learning National Teaching & Learning Forum Personnel and Guidance Journal Research in Higher Education Resources in Education (ERIC Clearinghouse abstracts) Review of Educational Research Review of Higher Education Review of Research in Education Simulation & Games News Studies in Higher Education Teachers College Record Teaching Excellence The Teaching Professor Training and Development Journal Women in Higher Education