School of Social Work MSW Program Learner Handbook

Transcription

1 School of Social Work MSW Program Learner Handbook

2 Contents Introduction...5 Purpose of the Handbook... 5 Welcome!...6 Mission of Spalding University... 7 Diverse Community of Learners... 7 Dedicated to Meeting the Needs of the Times... 7 Quality Liberal and Professional Studies... 7 Grounded in Spiritual Values... 7 Service and the Promotion of Peace and Justice... 7 Mission of the School of Social Work... 7 Diverse Community of Learners... 8 Dedicated to Addressing the Social Needs of the Times... 8 Quality Undergraduate and Graduate Social Work Studies... 8 Built on a Liberal Arts Foundation... 8 Infused with Spiritual Values... 8 Grounded in Professional Ethics... 8 Service to the Most Vulnerable... 8 Promotion of Peace, Social Change and Social Justice... 8 MSW Program...9 Vision... 9 Mission Statement... 9 Program Goals... 9 Program Overview... 9 CSWE Accreditation Status Advanced Standing and Regular Program MSW Admissions Plans of Study: Full and Part-time Options MSW Part-time and Full-time Program Completion Options Declaration of Part-Time Program FORM MSW Explicit Curriculum Competencies and Practice Behaviors Overview of the Curriculum Critical Thinking and Reflective Practice & Social Justice Emphases

3 Integrative Practice Concentration Focus Areas and Culminating Projects Field Instruction Transfer of Credits Course Descriptions Independent Study Metroversity Implicit Curriculum: Teaching-Learning Community Policies, Procedures, and Processes Teaching-Learning Community Expectations Presence/Attendance Professional Behavior NASW (National Association of Social Workers) Code of Ethics Communication as Adult Learners in MSW Program Submitting Completed Work Assessment Processes Field Practicum Faculty/Professional Advisement Grading Process in the MSW Program Grading Scale Processes for Student Feedback, Reflection, and Assessment of Courses Implicit Curriculum: Key Academic Policies Pertaining to University Academic Policies and Procedures Academic Standards Academic Integrity: Original Work/Plagiarism Procedure for Instance of a Possible Breach in Academic Integrity Retention in the MSW Program and Continuing Enrollment Academic Advisement Review 34 Planned Withdrawal from the MSW Program Bases for Possible Dismissal Process of Termination University Procedures for Instances of Possible Breach of Professional Integrity University Grade Disagreement--Procedure Procedure for Readmission to MSW Program Implicit Curriculum: Key Elements

4 School of Social Work Position Statement on Non-discrimination Formulating and Modifying the Curriculum and Program Student Participation and Representation Social Work Student Association Social Work Honor Society Phi Alpha Honor Society Membership Application Service Opportunities Malpractice Student Awards Financial Assistance SUSTAIN Library Facilities Student Development and Campus Life, Counseling Center, Writing and Math Centers Accessibility/Persons with Disabilities Miscellaneous Information---And now for the Weather Report: Inclement Weather Post-Graduation Resources Social Work Licensure Information Continuing Education Alumni Connections Master of Social Work Faculty School of Social Work Full-time Faculty and Staff ATTACHMENT A - CSWE Educational Policy and Accreditation Standards (EPAS) ATTACHMENT B - BSSW/MSW Competencies and Practice Behaviors for a more complete delineation of competencies and MSWI and MSWII Practice Behaviors ATTACHMENT C - MSW Advanced Standing Program Sheets MSW Regular Program Sheets ATTACHMENT D - MSW Advanced Calendar ATTACHMENT E MSW Regular Calendar

5 Introduction Purpose of the Handbook The faculty, staff, and MSW learners in the School of Social Work at Spalding University use this handbook to make it possible for us to work together as a community. This handbook (a.) provides general information regarding the MSW program s mission, vision, goals and objectives; (b.) includes an overview of both explicit and implicit curricula; and (c) specifies program policies and procedures. Insofar as possible, the handbook also refers you to persons or other departments within the University where you can obtain further information regarding specific questions. This Learner Handbook includes information, policies, and procedures effective in July This Learner Handbook replaces previous editions and is subject to change in future revised editions. University-wide student policies are printed in the Spalding University Catalog and the University Student Handbook; these university-wide policies guide the development of the School of Social Work s policies and procedures. These documents are available online at The Spalding University School of Social Work MSW Field Education Handbook should be considered a companion document. The Field Handbook provides information about the field program s philosophy, goals and objectives, policies, procedures, and evaluation method. All members of the Spalding University School of Social Work MSW Teaching-Learning community are expected to adhere to policies in the University Catalog, Student Handbook, as well as the MSW Learner and Field Handbooks. As a student, please, ensure that you have reviewed these documents and that you consult these documents, as pertinent. 5

6 Welcome! July 2015 Dear MSW Learners: Welcome to the MSW program: a life changing education for a world changing profession! We hope that your learning experience with us is enriching, engaging, and challenging. We enjoy facilitating the exchange and deepening of knowledge that teaching at Spalding affords us. We are enriched by getting to know our students and look forward to learning from you, who: bring vast and diverse life experiences in general and within the human service field specifically; are involved with family life, and myriad relationships and commitments; have your own wisdom to share with both your classmates and us; will teach us how you wish to contribute in shaping a just and peaceful world. Welcome to Spalding University and the world of graduate education in Social Work! Please, invest yourselves in this opportunity for growth and contribution. Connect with colleagues in your cohort. Call on your faculty for mentoring and collaborative professional engagement. Enjoy this journey! Thank you for embarking on this path with us. On behalf of the MSW faculty and staff, Kevin Borders, PhD, MSSW Associate Professor Interim Chair, School of Social Work School of Social Work Erlene Grise-Owens, Ed.D, LCSW, LMFT, MSW, MRE Professor Director, MSW Program School of Social Work 6

7 MISSION The Mission of Spalding University Spalding University is a diverse community of learners dedicated to meeting the needs of the times in the tradition of the Sisters of Charity of Nazareth through quality undergraduate and graduate liberal and professional studies, grounded in spiritual values, with emphasis on service and the promotion of peace and justice. Diverse Community of Learners Spalding University welcomes students, faculty, staff, and administrators, who are diverse in age, experience, intellect, race, class, minority status, gender, religion, and culture. Participation within this inclusive learning environment promotes the acceptance and appreciation of the values and unique life experiences of each individual. Dedicated to Meeting the Needs of the Times Since 1814, Spalding University has been and continues to be a community committed to providing curricula and programs that address evolving needs and to contributing knowledge and understanding derived from teaching, scholarship, and creative activity. Quality Liberal and Professional Studies Spalding University provides a stimulating educational atmosphere, personal student/faculty interaction, and individual attention to a student s total learning. Throughout the educational experience, students practice habits of mind, or ways of knowing that transcend disciplines and cultures; and realize habits of heart that relate understanding and judgment to life. Grounded in Spiritual Values Rooted in the Catholic tradition, the Spalding University community embraces individuals of all traditions encouraging them to live from a personal philosophy centered in a value system beyond self. Service and the Promotion of Peace and Justice Spalding University serves human needs by challenging, encouraging, and supporting members of its community to exercise leadership in applying their learning to the fundamental needs of human life physical, emotional, intellectual, and spiritual in whatever social or professional context they may find themselves. All are encouraged to recognize moral, social, economic, political, and environmental issues, and to engage actively in the promotion of a just and peaceful world. Flowing from Spalding s institutional purpose, the faculty of the School of Social Work affirms the following as: The Mission of the School of Social Work The Spalding University School of Social Work is a diverse community of learners dedicated to addressing the social needs of the times by preparing professional practitioners, both undergraduate and graduate, through quality social work studies, built on a foundation of the liberal arts, infused with spiritual values, grounded in professional ethics, with emphasis on service to the most vulnerable members of the community and the promotion of peace, social change, and social and economic justice. 7

8 Diverse Community of Learners The School of Social Work welcomes students, faculty, and staff who are diverse in age, experience, ability, learning style, race, ethnicity, sexual orientation, class, gender, religion, and culture, and encourages them to become members of an academic and professional community, which celebrates the very diversity that energizes society. Dedicated to Addressing the Social Needs of the Times The School of Social Work is a community committed to providing curricula and programs that respond to the needs of today s world by empowering community members to pursue a vision of a just and humane society. Quality Undergraduate and Graduate Social Work Studies The School of Social Work provides a stimulating educational atmosphere, close student/faculty interaction, and a mentoring approach to the student s total learning experience. The School values curiosity, wonder, and reflection, sharpened by rigorous analytical and critical thinking and critical consciousness. These qualities are brought together with social work skills, methods, and practicum experiences essential to prepare for responsible social work practice. Built on a Liberal Arts Foundation The School of Social Work grounds its curriculum and programs in all aspects of the liberal arts, particularly as expressed in different cultures and at different times, to expand members visions of their world and integrate this perspective into their professional practice. Infused with Spiritual Values The School of Social Work, as an integral part of the larger Spalding University community, embraces individuals of all traditions in the development of a philosophy of living centered in a value system beyond self. Grounded in Professional Ethics The School of Social Work commits itself to ethical professional practice. Within this framework, all members of the community embody in their practice the principles of the National Association of Social Workers Code of Ethics. Service to the Most Vulnerable Spalding s School of Social Work is committed to professional practice with a focused concern for people who are oppressed, marginalized and disempowered. The School expresses this commitment by preparing practitioners engaged in empowerment and advocacy at all system levels. Promotion of Peace, Social Change and Social Justice The School of Social Work is further committed to preparing practitioners to work with others toward a just social order. The School, aware that practice decisions may block as well as promote the development of a just society, defines practice as incorporating the principle that responsible social workers are agents of achieving peace, social change, and economic and social justice. Revised and Adopted by the Faculty of the School of Social Work Spalding University Louisville, Kentucky January

9 MSW Program Spalding University s School of Social Work offers both a Bachelor of Science in Social Work and a Master of Social Work. Each program is unique according to the educational specifications, as required by the Council on Social Work Education (CSWE, 2008). Please, see Attachments A & B Educational Policy and Accreditation Standards EP & MSW Practice Behaviors. The MSW program vision, mission and goals are program-specific, while reflecting the mission statements of the School of Social Work and the University. The MSW program s vision, mission and goals are grounded in core professional aims and values. Vision Life-Changing Education for a World-Changing Profession! Mission Statement Congruent with the profession s purpose and the Spalding University School of Social Work mission, the MSW program engages a learning community model to prepare competent advanced generalist practitioners. Our graduates are equipped to use an integrative approach and global perspective in multi-faceted roles and contexts to promote sustainable social justice, peace, well-being, and human rights. Program Goals 1.) Create a learning culture congruent with the values of the profession. 2.) Prepare competent social workers who challenge various forms of injustice and advance human rights, peace, and social and economic justice. 3.) Prepare practitioners who employ social work ethical principles in engaging diversity and difference in various practice arenas. 4.) Prepare practitioners who engage critical thinking and reflection in dynamic contexts toward the advancement of social well-being and sustainable changes. 5.) Prepare social workers who use an integrative approach for engagement, assessment, intervention, and evaluation at all systems levels. 6.) Graduate practitioners who contribute to the social work profession and engage in career-long learning. (Approved, May 2012) Program Overview In keeping with the mission, the MSW program uses various means of instruction to foster a diverse community of learners. The cohort model, small group activities, as well as collaborative and experiential learning are core aspects of social work education at Spalding University. We enact our curriculum through formats that are in person, on-line, and out and about the community. All courses are web-enhanced and several courses are hybrid. The classroom curriculum is offered on weekends. Generally, classes meet on alternate week-ends, Fridays, 5:30-9:30 P.M. and Saturdays, 8:30 A.M.-12:30 P.M., with a break 12:30-2:00; then, classes 9

10 reconvenes 2:00-6:00 P.M. A few Summer courses are intensive seminars that meet from Friday through Sunday over the course of one weekend. TBA (to be arranged) refers to courses that are scheduled in consultation with the student, such as Field Practicum. Please, review Course Schedules for more specifics, including dates. (See Attachment C & D Program Sheets & Academic Calendar) CSWE Accreditation Status Accredited degrees are required for most professional credentialing and all doctoral degrees. The MSW program is fully accredited by CSWE. Please visit the website of CSWE for more information about accreditation and CSWE s programs and services: Also, please see the Attachment A CSWE Educational Policy and Accreditation Standards (EP). Advanced Standing and Regular Program Consistent with Council on Social Work Education (CSWE) guidelines, content for the MSW degree is offered through two programs. The Regular Program is for learners entering without an undergraduate degree in social work from an accredited school. Learners attend full-time for two years, earning 58 semester hours. The Advanced Standing Program is for those with a BSW from a CSWE-accredited program. This program consists of completing 34 credit hours over a period of eleven months. MSW Admissions Admission decisions are based on a constellation of criteria, including completed application forms and three professional/academic references. Also, applicants submit a personal essay, which is assessed for both content and writing ability. Applicants must have a bachelor s degree from a college or university accredited by a recognized accrediting association. It is strongly preferred that applicants to the regular program have a cumulative GPA of 2.80 or higher on a 4.00 scale. Those with a GPA below a 2.80 may be considered, given extenuating circumstances (e.g., significant improvement is shown in upper level grades). Applicants for the advanced standing program must have an undergraduate social work degree from an accredited program. Applicants need a 3.00 GPA in social work courses and an overall GPA of BSW applicants who do not meet those standards may be considered, based on strong evidence on other criteria. As a final step in the application process, if the applicant has met minimal criteria, applicants may interview with a MSW faculty member. Meeting the minimum requirements for admission does not guarantee acceptance into the program. Plans of Study: Full and Part-time Options Spalding offers two plans of study: Full Time or Part Time. Both approaches follow a well-ordered curriculum and courses must be taken in accordance with the approved plan of study. Part Time Options are available for both the Foundation (Regular) and Concentration (Advanced) phases of the MSW Curriculum. Students may be admitted into the Part-time or Full-time format, based upon the admissions decision. We assume that students will be following the Full Time plan, unless they discuss the options with their advisor and/or the MSW Director. Please, see Part-Time Format. (Below) Also, see Attachment D--Academic Year Program Calendars for the course schedule. Unless admitted at part-time status, the student MUST meet with the MSW Director to move into parttime. This decision is marked by completing the Declaration of Part-time Program form (attached). This declaration must be made prior to Fall registration, in order to register appropriately for Fall classes and fluidly continue in the curriculum. Please note that the number of credit hours in the part time program meet the number of hours required to be eligible for financial assistance at the graduate level of studies. 10

11 MSW Part-time and Full-time Program Completion Options Part-time and Full-time Options for completion of the program are available for both Regular Program and Advanced Standing students. A Part-time schedule is available for Advanced Standing students in a minimum of two years. For Regular Program students, a part-time option is available on a 3 year or maximum of 4 years. These structured part-time options for professional education comprise all course work, papers or projects, and the field practicum. See below for information regarding these options, including schedules. Regular Program Options i.e., Students with undergraduate degrees other than social work 58 credit hours required Four Year Option Part-time Student enters Foundation Year at part-time status and continues throughout the entire program in Part-time status (See Schedule A-D below) Three Year Option Modified Part-time Student enters Foundation Year at part-time status and then moves to full-time status for the Concentration phase of the Curriculum upon recommendation of faculty advisor and MSW Director OR Student enters Foundation Year at full-time status and moves to part-time status for the Concentration phase of the Curriculum. (See Schedule A& B and Full-time Schedule) Two Year Option Full-time Student enters Foundation Year at full-time status and maintains full-time status in Concentration Phase (See Full-time Schedule) Advanced Standing Options i.e., Students with undergraduate degrees in social work 34 credit hours required Two Year Option Part-time Student completes the Bridge Summer courses and then moves to part-time status (See Schedule C&D below) One Year Option Full-time Student completes all Bridge Summer courses and Concentration Year courses at fulltime status (See Full-time Schedule) 11

12 A. Year One Foundation Phase MSW Part-time Option Schedules [See Calendars for specific dates and times] Fall Spring SW600 Introduction to Profession (1) SW613 HDSC II (2) B. Year Two Foundation Phase SW601 Professional Writing (1) SW615--Policy (3) SW603 Critical Thinking & Reflective Practice (2) SW602 Social Justice (2) SW612 HDSC I (2) [6 hours] SW614 Research I (3) [10 hours] TOTAL= 16 hours Fall Spring SW609 Practice I (2) SW611 Practice III (2) C. Year One Concentration Phase SW610 Practice II (2) SW Field and Seminar (4) [8 hours] SW Field [6 hours] and Seminar (4) TOTAL= 14 hours Foundation Phase GRAND TOTAL= 30 hours Fall SW624 & 625 Field & Seminar (4) Spring SW626& 627 Field & Seminar (4) D. Year Two Concentration Phase SW630 Integrative Practice I (2) SW631 Integrative Practice II (2) SW605 Exit (1) SW634 Integrative Practice III (2) [7 hours] [8 hours] TOTAL= 15 hours Fall Elective (3) SW633--Research (3) SW616-- Addictions (1) [7 hours] Spring Elective (2) SW632 Policy (2) SW606 Exit (2) [6 hours] TOTAL= 13 hours Regular Program Total= 58 credit hours; Advanced Standing Total= 34 credit hours 12

13 Spalding University MSW Program Declaration of Part-Time Program FORM Name of Student: The Spalding University MSW program course sequence is designed to facilitate the learning of theory and skills in a sequential path. Intended to aid the integration of knowledge and offer students an alternative to full time studies, the part time MSW program is a structured sequence of courses over a designated part-time schedule. I understand the difference in course sequence and registration requirements between the MSW part time and full time programs. I realize that my signature indicates my understanding and adherence to the part-time program plan as outlined. Choose One: I am a Regular Program student and desire to pursue my MSW on a Part-time Schedule. (Designate whether part-time for Both Foundation & Concentration Phases of the Curriculum or ONLY Foundation Phase or ONLY Concentration Phase) I am an Advanced Standing Program student and desire to pursue my MSW as a Part Time Student for the Concentration Phase of the Curriculum. Student Signature Date MSW Director Signature Date 13

14 MSW Explicit Curriculum CSWE requires that Social Work programs attend to both Explicit and Implicit Curricula. CSWE defines explicit curriculum as the program s formal educational structure and includes the courses and the curriculum (EP 2.0). The following section articulates the MSW Program s explicit curriculum. The next section addresses the MSW s Implicit Curriculum. Competencies and Practice Behaviors CSWE uses the Educational Policy and Accreditation Standards (EP) to accredit programs, ensuring consistent professional standards. As such, professional, graduate-level social workers must learn and demonstrate core competencies through MSW curricula. Competency-based education is an outcome performance approach to curriculum design. Competencies are measured through practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcomes approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities. Throughout the MSW curriculum, we promote and measure demonstration of the threshold competencies delineated by CSWE. In addition, our competencies are program level-specific. MSWI (First Year of the Regular Program) students focus on the acquisition of foundational generalist competencies. MSWII students ( Advanced Standing and Regular Program students in the Concentration Phase of the Curriculum) apply and demonstrate Integrative Practice/ Advanced Generalist competencies. (See Description of Integrative Practice Concentration below.) These competencies are linked with objectives and assignments on each course syllabus. Thus, all assignments in the curriculum are connected with core competencies. The ten core educational policy (EP) competencies are listed below: EP Identify as a professional social worker and conduct oneself accordingly. E P Apply social work ethical principles to guide professional practice. EP Apply critical thinking to inform and communicate professional judgments. EP Engage diversity and difference in practice. E P Advance human rights and social and economic justice. EP Engage in research-informed practice and practice-informed research. EP Apply knowledge of human behavior and the social environment. EP Engage in policy practice to advance social and economic well-being and to deliver effective social work services. EP Respond to contexts that shape practice. EP (a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Please, see Attachment B BSSW/MSW Competencies and Practice Behaviors for a more complete delineation of competencies and MSWI and MSWII Practice Behaviors. Overview of the Curriculum An Orientation day is offered at the beginning of each admission cycle for incoming Regular and Advanced Standing learners. This required orientation offers important information pertinent to the curriculum, program, format, and student success. Then, SW601: Professional Writing for Social Workers follows Orientation. This course emphasizes writing as a professional practice skill and helps prepare students for graduate-level writing. Concurrently, in the Regular Program curriculum, SW600: 14

15 Introduction to the Profession socializes students to the profession of social work. For Advanced Standing learners, SW604: Professional Foundations for Advanced Practice refreshes and deepens the learner s previous BSW curriculum. Please, see the sections below, along with course schedules and descriptions, for further curriculum details. For students in the Regular Program, the Foundation Year is their first phase of study. This foundational phase helps to develop a solid base in generalist practice knowledge, value, and skills, through course work in Practice; Human Dynamics in Social Context; Social Welfare Services and Policy; Research; and field education experiences. All students take courses in Critical Thinking and Reflective Practice and Social Justice in Social Work. These foundational courses prepare students for the Concentration Curriculum, which focuses on the development of advanced competence in the integrative practice of social work with a diverse clientele in a wide array of settings. For students with BSWs from CSWE accredited programs, an Advanced Standing program is available. This option can be completed in one year, going full-time, or in a two year part-time option. (See previous discussion of Study Plans.) Building on their BSSW, students with Advanced Standing enter into the Concentration Curriculum. These students join with the Regular Program students who have completed their Foundation Curriculum. The Concentration Year consists of the integrative Practice Concentration. Critical Thinking and Reflective Practice & Social Justice Emphases The MSW curriculum has two major curricular emphases. These two approaches help integrative social workers to remain attentive to underlying imbalances of power and injustice that perpetuate oppression and minimize hope. Further, these approaches develop practices that promote peace, justice, and wellbeing. These emphases are: focused study of social justice, i.e., understand how social change occurs, what roles social workers can play in promoting or impeding change processes, and how social workers engage diversities and differences in attending to multiple changes across systems, simultaneously; parallel focus on critical thinking and reflective practice, i.e., develop skills and disciplines to sustain systematic thinking and reflective skills in ethical practice; use a stance of researcher-inpractice; and contribute to a questioning, knowledge-building service delivery system. These themes are implemented through both two distinct courses and infusion throughout the curriculum. These theme courses are SW602: Social Justice in Social Work Practice and SW603: Critical Thinking and Reflective Practice. Please, see course descriptions for further elaboration. Integrative Practice Concentration The Spalding School of Social Work offers a single concentration in Advanced Integrative Practice (Advanced Generalist) with vulnerable client populations at all system levels within a global perspective. Integrative practitioners are found in a broad array of social work positions: clinicians, case managers, policy analysts, advocates, supervisors, program developers, and so forth. The integrative practice concentration prepares advanced practitioners who achieve competencies to sustain throughout a career and regardless of job title, agency setting, or preferred practice method a consistent focus on both of social work s inherently interconnected purposes, i.e., human and community well-being. This approach to practice retains the wholistic nature of the profession and stresses: attention to intersectionality and interlocking systems of power (e.g. personal and political) in both clients and social workers; attention to the advancement of human rights and social justice as a consistent aim 15

16 integration of change strategies across systems, essential to assuring responsiveness to client situations and changing contexts; and integration of diverse sources of knowledge by utilizing critical analysis in practice. The Integrative Practice Concentration is further comprised of a cluster of courses central to promoting increased personal and political competence in both client systems and social workers. The Concentration Year curriculum features three inter-locking Social Work Practice courses i.e., SW630: Integrative Practice I, SW631: Integrative Practice II, SW634: Integrative Practice III. These courses focus on preparing integrative social workers who possess core social work values and demonstrate advanced critical practice knowledge using varied intervention skills. These skills range from beginning where the client is situated and continues throughout the client/worker engagement, inclusive of assessing and intervening across systems, and evaluating practice at all levels. These Integrative Practice Concentration courses are consistently paired with field education experiences and complemented by core courses including SW616: Addictions in Society; SW633: Research II; and SW632: Policy Analysis. The Concentration curriculum includes 5 hours of elective coursework. (See description below and course descriptions.) Focus Areas and Culminating Projects Complementing the Integrative Concentration, learners may develop a focus of study by applying the integrative model through their choice of field practicum, electives, and culminating projects. Facilitated through SW 605:Exit Colloquium Seminar and SW 606: Exit Colloquium courses, Concentration Phase students complete a culminating project. Marking the completion of their MSW academic work, students present their Culminating Project at the Exit Colloquium Day. This culminating project provides learners an opportunity to integrate and apply their learning experiences in the MSW program. Using all courses in the MSW curriculum, learners develop a project that demonstrates: 1) understanding and application of core social work competencies; 2) expertise in a particular area of interest; and 3) synthesis of their learning in professional practice. This project must be related to the student s field practicum (as a core curriculum area) and students are encouraged to link their field learning objectives with their culminating project. Students work throughout the Concentration curriculum to complete their culminating projects, which includes a major paper and professional presentation. In addition to the faculty teaching SW605 & SW606, all learners have ready access to other social work faculty members for consultation. The faculty advisor may serve as a particular resource in this process. And, the student s field supervisor is an important resource in this process. Faculty members assess the final Culminating project paper. Learners present their culminating projects at a forum in May. Three panelists one faculty member and two social work practitioners--assess the learner s presentation. Community practitioners volunteer for panel responsibilities based on their own practice interests and expertise. Written culminating projects from previous years are currently available for review in the Social Work Office. The faculty encourages learners to use these papers as resources in their own studies. Field Instruction According the Council on Social Work Education in its 2008 Educational Policy and Accreditation Standards (EPAS), field education is the signature pedagogy of the social work profession. This 16

17 designation means field education is a central form of instruction and learning to socialize students to perform the role of the practitioner it contains pedagogical norms with which to connect theory and practice (CSWE, 2008, p. 8). Through the integration of theory with skill development and practice experience, Spalding MSW students learn first-hand the knowledge, skills, and values necessary to be competent, ethical and professional practitioners. Concurrently, students are involved in their field practica and classes--which mutually enhance each other. This concurrent format demands that students engage fully in both their classroom and field experiences. This mutual engagement supports both the success of the learner in the MSW program and the quality of service in the field. To be engaged in mutual accountability is an essential tool for professional social work practice (Wayne, Raskin, & Bogo, 2010). 1 Practicum I-II (SW ) and Practicum III-IV (SW ), combined with their coordinated Field Seminars (SW 621, 623, 625 and 627) comprise a developmental course sequence designed to provide the MSW social work student with the opportunity to develop and demonstrate the knowledge, values, and skills of integrative social work practice as operationalized in the program s goals and objectives. In order to provide that opportunity, Spalding University s School of Social Work defines field education as an experiential form of teaching and learning in which the social work learner is helped to achieve the following goals: to consciously bring selected knowledge to the practice situation as well as considering the development of alternative paradigms for action; to develop competence in the integrative practice of social work; to learn to practice within the context of social work values and ethics, consistently demonstrating a focus on social justice and respect for human dignity; to develop a professional commitment to social work practice and economic and social justice; to develop competence in and commitment to practicing with populations-at-risk; to use the strengths inherent in human diversity to promote personal competence and political power; to evolve a practice style consistent with personal strengths and capabilities as well as managing limitations; to incorporate research methods to evaluate social work practice; and to develop the ability to work effectively and demonstrate leadership within a social agency. To model responsible professional practice, learners develop learning contracts that combine individualized educational objectives, assignments and expectations with the context of the course s defined objectives and the challenges and opportunities of the field agency. The responsibility to design, implement, and evaluate the practicum experience resides with a collaborative team. Each team is composed of the learner, agency field instructor, and the faculty field liaison. The Director of Field, if different from the faculty field liaison, is available for consultation as needed. The nature of collaborative teams suggests that the unique contributions of knowledge, attitudes, and skills of each member are essential to a successful outcome. Students are expected to be active learners, responsible for participating in identifying their unique educational needs as well as demonstrating the practice expectations defined by the Spalding University School of Social Work MSW Program. Learners will be involved in direct and indirect social work 1 Wayne, J., Raskin, M., Bogo, M. (2010). Field education as the field pedagogy of social work education. Journal of Social Work Education, 46,

18 practice experiences with systems of all sizes. The student is expected to become actively engaged with the agency itself, exploring the nature and sanction of the setting, contributing critically to service delivery goals and contributing to the agency's own need for reflective practice. The Agency Field Instructor is the carefully selected staff member of the field agency who is responsible for collaboratively designing and implementing the educational plan with Spalding s Faculty Field liaison and the learner assigned to the agency. The Agency Field Instructor s vision makes it possible to apply the general to the particular setting, recognizing student readiness, assigning tasks and supervising daily performance. The Agency Field Instructor plays a central role in the learner s life as professional role model, mentor and educator. The Faculty Field Liaison is that member of the Spalding University community responsible for the educational component of the practicum experience. This responsibility includes ensuring that the School's objectives are specifically incorporated in the placement, offering the University's resources to the placement agency, and promoting the students' integration of classroom with field learning through the Field Seminar. The Faculty Field Liaison is responsible for determining learners grades in the practicum course after consultation with individual students and agency field supervisors. Please see the Field Instruction Handbook for more information regarding field-related policies and procedures. Transfer of Credits Graduate students from other accredited two-year MSW programs may transfer to Spalding's advanced standing program if they have completed the foundation content with a 3.20 GPA and have positive recommendations from the first year practicum instructor. Also, up to 5 graduate credits earned in other graduate programs may be accepted in place of Spalding MSW electives. A student in the Master of Social Work program who has completed social work foundation courses in another accredited social work program may transfer up to 18 credit hours of course work plus practicum hours. Academic credit is not awarded for previous work or life experiences in lieu of any course-work in the social work program. Course Descriptions SW 501: Legal Issues in Social Work Practice- (2 credits; Elective*) This course is designed to (1) familiarize social work students with the legal system and the varied roles of social workers in that system; (2) to help the student gain an understanding of and appreciation for the fundamental legal rights afforded those who come before the legal system and the responsibility of social workers with regard to these rights; and (3) familiarize learners with those rules of evidence which govern the admissibility of social work testimony and to learn how to prepare to testify. Learners will read case law, hear guest speakers, observe video and actual courtroom testimony by social workers, and have an opportunity to practice testifying in a classroom setting. SW 502: Social Work with the Aging (2 credits; Elective*) In this course, learners gain knowledge, skill, and understanding of the social issues social workers encounter when working with aging clients, their families, and communities and organizations, which serve them. This course focuses on the inter-relatedness of the biological, social and psychological dimensions of behavior across the lifespan. Emphasis is placed on ethnicity, gender, and multi-cultural issues in relation to aging clients needs. 18

19 SW 503: Human Sexuality and Social Work Practice (2 credits; Elective*) This knowledge base course is designed to aid the learner developing greater knowledge, skill, and sensitivity in working with sexuality issues presented by clients and their families, communities or organizations which serve them. Special emphasis is placed on studying the converging influences of gender, sexual orientation and other, including multi-cultural factors, in better understanding and responding to client s needs, especially in micro and macro systems. Through course learning experiences, learners have opportunities to strengthen their grasp of the role sexuality plays in human social behavior, including communication, relationships, group functioning, work experiences and other important life events. SW 504: Social Work in a Global Community (2 credits; Elective*) In this course, learners explore human rights and social development perspectives to understand both the history and current realities of global social work practice and social welfare systems. The social vulnerability theme integrates principles of empowering practice in global social work to promote social and economic justice. Using the Internet, learners develop connections with social workers and institutions that implement selected global human rights policies. SW 571: Current Issues in Social Work (2 credits; Elective*) This elective course serves as a forum for students to pursue a focused independent learning opportunity. In consultation with the instructor, students design their own learning contract and syllabus based on the following: What do you want to learn? How do you want to learn it? How will you know you that you learned it? What will be the evidence of this learning? How will you track this learning? SW600: Introduction to the Profession (1 credit) This course provides an overview of social work as a profession and introduces the profession s core mission, ethics, and values. The historical development of the profession is critically considered. The course introduces various roles/skills/knowledge bases of social workers in addressing individual, group, community, and societal needs as well as accessing strengths. Multicultural and diversity practice aspects and social justice issues are emphasized. The course promotes understanding generalist practice perspectives as essential to socialization to the profession. SW 601: Professional Writing for Social Work (1 credit) SW601 is one of the first social work courses taken by all MSW students. Through reading and writing pre-work assignments, class instruction, and instructor critique, students gain knowledge of elements and techniques used to construct credible written compositions that are clear, organized and well developed. SW 602: Social Justice iand Social Work Practice-(2 credits) Consistent with Spalding s social justice and service mission, this knowledge-based course provides learners with an interdisciplinary introduction to social justice and applies this knowledge to social work practice at the individual, group, organizational, and societal levels. Drawing upon social history, sociology, political science, social psychology, and political economics, this course will review the perspectives from other disciplines and apply them to the practice of social work in several different 19

20 settings. The questions raised by this course are: Will social workers play an integral role in the process of promoting and facilitating social justice? Or will social workers impede those involved in social justice activities by ignoring, depreciating, or blocking the efforts of marginalized persons seeking their own empowerment or their fair share of societal resources? How can social justice be incorporated at all practice levels? SW 603: Critical Thinking and Reflective Practice (2 credits) This intensive seminar provides both theory and skills essential to well-reasoned, justice-promoting decisions in practice. Students apply classical logic and a critical thinking model to their curricula and social work practice exercises at the micro, mezzo, and macro levels. Learners will identify fallacies common in social work practice, systematically integrate varying sources of knowledge, and develop a stance of researcher-in-practice. SW 604: Professional Foundations: Advanced Program (2 credits) In this colloquium, learners build upon their BSW background, discussing and refining essential components of social work and social work education. Learners become familiar with these essential components in the context of Spalding s unique approach and philosophy. The colloquium introduces unique hallmarks of the Spalding graduate school program, i.e., integrative practice, critical thinking, and social justice. SW 605: Exit Colloquium Seminar (1 credit) Using all of the MSW curriculum, learners develop a culminating project that demonstrates: 1) an understanding and application of core social work knowledge, values and skills, 2) expertise in a particular area of interest, and 3) synthesis of their learning with professional practice. This culminating colloquium provides learners a forum to discuss progress on culminating projects and view faculty members presenting current research. Students have the opportunity to ask questions regarding their projects and get examples of professional presentations from the faculty members in order to better prepare for the presentations of their own culminating projects. SW 606: Exit Colloquium (2 credits) This seminar builds on SW 605 and offers feedback and assistance to students completing the work of their Culminating Projects in anticipation of the final presentation at the Exit Colloquium held in the Spring prior to graduation. This colloquium highlights learner s presentations of their culminating projects. SW609: Social Work Practice I (2 credits) Social Work Practice I foundation course exposes learners to a generalist practice perspective for social work practice with individuals. Learners learn and practice skills in engagement, assessment, intervention, and endings and transitions within a micro context. Learners explore the nature of professional relationships characterized by mutuality, collaboration, and respect. Learners are expected to demonstrate competent use of the following skills: attending, establishing rapport, reflecting, summarizing, exploring, questioning, contracting, establishing clear well-formed goals, and addressing ethical dilemmas. Content and experiential activities emphasize privilege, oppression, and human diversity in the context of skill development for practice with populations at risk and from differing social, cultural, racial, religious, spiritual, and class backgrounds, at the micro level. Learners will examine their personal values and beliefs and the impact of personal values on professional values so that professional practice standards can be upheld. 20

21 SW610 Social Work Practice II (2 credits) Social Work Practice II exposes learners to a generalist practice perspective for social work practice with mezzo systems, including families, groups, and organizations. Learners learn and practice skills in engagement, assessment, intervention, and endings and transitions within a mezzo context. The process and dynamics that occur in mezzo systems will be explored. Learners will learn about the stages of group development and specific techniques that can be used to facilitate problem-solving at each stage. SW611 Social Work Practice III (2 credits) Social Work Practice III exposes learners to a generalist practice perspective for social work practice with macro systems, including neighborhoods, communities, and legislative arenas, with emphasis on economic and social justice. Learners learn and practice skills in engagement, assessment, intervention, and endings and transitions within a macro context. Learners develop an understanding of how social systems can impact human functioning. Emphasis is placed on ways in which social and organizational change informs practice, with special attention to building learners' skills in community organizing, leadership development, networking, mobilization, and advocacy, and other strategies and techniques used to build power and eradicate oppressive systems. SW612 - Human Dynamics in the Social Context I (2 credits) This course establishes a foundation for practice by beginning with critical examination of the micro level of individual development. The focus of this course is on the micro theoretical perspectives that emphasize the biological, psychological, sociological, and diversity dynamics of individual human behavior throughout the life cycle. Theories are analyzed in the context of oppression, populations at risk, diversity, values, and ethics at all system levels. SW613 - Human Dynamics in the Social Context II (2 credits) This course reinforces and builds on the theories studied in SW 612 expanding to include societal, cultural, political and economic contexts. The focus of this course is on the mezzo and macro social contexts for understanding the dynamics of family, group, and community theories. Theoretical perspectives are analyzed within the context of oppression, populations at risk, diversity, values and ethics at all system levels. SW 614: Research I: Introduction to Research Methods (3 credits) This knowledge base course is designed to provide the learner with the knowledge and skills needed to conduct, evaluate, and utilize empirically based research. The course provides a foundation of research knowledge that enables students to gain a more in-depth understanding of research as conducted and utilized in all system levels of the human services field. Both qualitative and quantitative methodologies are examined with particular attention to using research for decision-making and the advancement of the profession. The course focuses on conceptualization, question formulation, measurement, instrument construction, research design, data collection, and sampling. Special attention is given to ethical and diversity issues associated with conducting applied research. It is expected that students will develop and awareness of personal attitudes and values and become informed consumers of proven principles and valid empirical evidence. The course will foster an awareness and sensitivity for social work practice with diverse groups based on race, ethnicity, gender, sexual orientation, and disability. SW 615: Social Welfare Services & Policy (3 credits) 21