SW 636: SOCIAL WORKER PRACTICE WITH ORGANIZATIONS AND
COMMUNITIES I
INSTRUCTOR INFORMATION
Instructor: Cynae Carter
Email: crcart3@uky.edu
Office Phone: NA
Virtual Office Hours: 9:30am-10:30am
Preferred Method of Communication: email or canvas inbox
COURSE DESCRIPTION
This social work practice course explores theories and practice approaches
appropriate for work with organizations and community systems. Recognizing the
structural determinants of individual and family wellbeing, the course focuses on a
strengths-based approach to engaging, assessing, and planning evidence-based
interventions for clients at the macro level. Students will explore community practice
models that aim to: empower marginalized populations, build human capacity,
advocate for just policy, and create sustainable political, economic, environmental,
and social justice.
STUDENT LEARNING OUTCOMES
After completing this course, students will be able to:
1. Develop comprehensive knowledge of macro practice models and evidenceinformed interventions guided by organizational and community theory.
2. Assess and evaluate theoretical models of community practice, including assetbased development and advocacy, developing an ability to understand the
strengths and limitations of each with regard to cultural diversity, decisionmaking, power structures, and resource allocation.
3. Recognize multi-systemic, sustainable approaches that address the
interconnectedness of individuals and families within the economic, political,
environmental, and social institutions within communities.
Social Change. Social Justice. Social Work.
1
4. Cultivate skills to: engage and assess communities and organizations; and plan,
implement, and evaluate macro interventions.
5. Examine and evaluate personal, social work, and cultural value dilemmas
confronting social workers and their implications for social work practice with
organizations, neighborhoods, communities, and larger institutions.
6. Recognize the influence on human diversity on practice, the differential skills and
knowledge needed for cultural competency, and the impact of oppression and
discrimination on vulnerable populations.
7. Deconstruct the micro-macro dichotomy by constructing a framework to
understand the dynamics of community-level change as a response to economic,
environmental, political, and social inequalities underlying individual and family
problems.
8. Apply strategies of advocacy that advance economic, political, environmental,
and social justice for macro populations.
COURSE FORMAT
This course will be conducted in an online format. All course materials will be posted
online; written assignments will be submitted online, and all group assignments will be
conducted online. The instructor will be available for consultation; the professor will
respond to student communications within 3 working days. Students will need internet
access to Canvas / online materials. For information about technological requirements
and recommendations, visit the UK Technology Help Center. For technical problems,
contact the Information Technology Customer Service Center (phone: 859-218HELP). Visit, Distance Learning Library Services for more information or contact,
Carla Cantagallo, DL Librarian at (phone: 859-257-0500, ext. 2171, or 800-828-0439).
Students are expected to be actively involved in the knowledge building process and to
participate fully in class work session activities. Students are expected to stay up to date
with readings and all other assigned activities. Ethical decisions and discussions do not
occur in isolation, but rather within the context of practice and in consultation with
others. This course will be taught with respect to the ties between practice, ethics, and
behavior and emphasize application of material in a practice context. This case is
designed to teach the course material via case studies and application. It is essential
Social Change. Social Justice. Social Work.
2
that students come to these activities prepared to participate and apply the assigned
readings and skills developed through other activities.
The format of this course provides students with the opportunity to develop a
professional behavior skillset while working within small teams or interacting with the
class as a whole during case applications and activities. Professional behavior and what
it entails is addressed as a separate topic in this course and is expected throughout the
semester.
All students must complete the online/Canvas orientation course prior to beginning this
online course.
REQUIRED TEXTS
Netting, F. E., Kettner, P. M., McMurtry, S. L, & Thomas, M. L. (2017). Social Work
Macro Practice (6th edition). Upper Saddle River, NJ: Pearson.
Weil, M. (2013). The Handbook of Community Practice. Thousand Oaks, CA: SAGE
Publications Ltd. All assigned chapters of The Handbook of Community Practice are
available as an online textbook via the UK Libraries. (All chapters are available online
for free)
SUPPLEMENTAL TEXTS
American Psychological Association (2020). Publication manual of the American
Psychological Association (7th ed.). Washington, D.C.: American Psychological
Association.
Other readings may be assigned that will be available for you to download/access via
the UK Library’s electronic journal databases. In addition to readings from the course
textbooks, students will have articles, films, and websites from a variety of sources from
which to learn. Students will receive links or downloadable files in the course schedule.
All sources and readings are required assignments. Students are responsible for
reading or viewing the material each week.
Social Change. Social Justice. Social Work.
3
GRADING
Graduate Grading Scale
A = 92-100
B = 82-91
C = 70-81
E < 70
Grade Components & Percentage of Final Grade

Participation = 15%

Knowledge Checks = 15%

Community Event Reflection = 10%

Advocacy Event Reflection = 15%

Macro Change Assessment = 45%
REQUIRED COURSE COMPONENTS
1. Participation: 15%
This portion of each student’s grade will include active and thoughtful participation in
each module’s discussions. A grade will be given for each discussion for a total of 15
points, one point per discussion. Rubrics will be provided in Canvas.
2. Knowledge Checks: 15%
Eight quizzes will be spaced throughout the course to keep students accountable for the
readings and other material assigned. The first one, worth one point, will cover the
content in the Syllabus. The following seven, each worth 2 points, will cover content
from assigned videos, textbook chapters, articles and online resources.
3. Community Event Reflection: 10%
This assignment requires you to get out into the community and participate in a macro
social work- oriented event. Choose from one of the events posted by the instructor or
Social Change. Social Justice. Social Work.
4
choose one that relates to your interests (please have the event approved by the
instructor beforehand). The event could be a community group meeting, meeting of
elected officials, forum, panel, lecture, rally, anything where people are coming together
around a social issue. Fundraisers for non-profits will not qualify for this assignment.
After the event, please write a reflection answering the following questions (3-4 pages).
1. What was the event? (title, date, time, place)
2. Who was the event's target macro client, defined by population, problem, and arena?
3. What were the perceived goals of the event? Do you think the event accomplished
its goals?
4. Discuss participation in the event. Was the event attended or organized by the target
macro population? Were there power dynamics evident between the organizers,
participants, macro population (if members of that group were not in attendance)?
5. What assets were evident at the event that might be leveraged in support of the
macro client?
6. Describe how the event fits into one of community practice models?
7. What was the main takeaway relevant to macro practice?
4. Advocacy Event Reflection: 15%
Participation in the online course does influence the final course grade. All courses in a
professional curriculum demand A vital component of macro social work practice is
demonstrating a commitment to social justice through advocacy. Advocacy typically
occurs within the context of a social organization and is easily accessible through
community events. This assignment involves both engaging in advocacy, reflecting on
it, and planning future advocacy action.
Choose and attend one of the advocacy-specific events posted by the instructor. After
the event, please write a reflection answering the following questions. This section of
the assignment should take approximately two pages of text to cover.
1. What was the event? (title, date, time, place)
2. What was the social issue on which the event was focused?
Social Change. Social Justice. Social Work.
5
3. What was the advocacy strategy of the event/organizing group?
3. Do you think the event accomplished its goals? Explain your answer.
4. What was the most valuable learning experience of the advocacy event?
Read Community Toolbox’s “Advocating for Change.” Follow their outline to draft next
steps for advocacy related to the event you attended. This section of the assignment
should take two to three pages.
a. How might research be done to better understand the issue?
b. What are the broad goals of the advocacy effort?
c. What are 2-3 specific, shorter-term goals that would help reach the broad goal?
d. What advocacy strategies could be implemented to meet the goals identified?
e. What allies and resources might be used in these advocacy efforts?
f.
How will progress be measured?
5. Macro Change Assessment: 45% (two sections)
Overview
Students will utilize the Macro Planned Change Process to assess the change
potential around a specific social issue in the local community in this assignment. The
paper will cover the tasks of engagement and assessment as described in the text.
These first steps in the Planned Change Process set the stage for macro
interventions at the community level. Students will choose a social issue based on
their interests. For this assignment, please choose a local population, problem, and
arena. The paper will cover issue engagement strategy, history, demographics and
prevalence of the social problems, exploring the professional knowledge base,
community assets, change theory, and creating hypothesis of change.
In order to attach the material of the class to the steps of the paper, deter
procrastination, and allow for instructor feedback midway through the assessment
process, the paper will be divided into two sections, each worth 20% of the final
grade. This project will require a 14-16 page final paper in APA style format, each
section being 7-8 pages of content. This does not count the title and reference pages.
Each section will include a complete and accurate reference page with at least 5
peer-reviewed articles from scholarly sources in each. Please note that this is a
minimum. Papers should also contain many citations for sources such as government
Social Change. Social Justice. Social Work.
6
websites, policy papers from think tanks, books, organizations’ reports, etc.
This project covers the breadth of material presented in this course. It requires
thoughtful application of macro concepts and processes. As this is an academic
exercise rather than live practice, students must use creativity in presenting
hypothetical situations. Please be as realistic as possible, but understand that the
assessment and engagement of the macro population requires imagination. The
sections are defined below.
Section One
Introduction.
Describe your chosen macro client in terms of population, problem, and arena.
Discuss the political/policy context briefly. Give the reader a very broad-strokes outline
of your assessment and hypothesis of change. It would be helpful to write the
following sections and come back to this section as a summative introduction to your
work.
Engagement. (see Chapter 3 in Social Work Macro Practice for more explanation)
In this portion of the paper, lay out a plan of how to meaningfully and respectfully
engage with the macro client. This should include plans of how to “hear” members’
voices, explore the impacts of discrimination and oppression, and how to engage
the macro client in participation in the planned change process. First person voice
is acceptable in this section, as you will describe your personal limitations to
understanding the perspectives of the macro client.
Assessment.
Identify the problem.
Students are expected to do a thorough literature review of the problem they have
chosen. At this step, a problem statement should be developed that includes the
specific dynamics and dimensions of the problem, the impact of the problem on the
functioning of the community, the history of the problem in this community, and social
policies relevant to the defined problem. Identifying the problem often takes the most
time to complete and the most pages to articulate.
Be sure to include:
•
Prevalence and demographic statistics
•
Statistics on outcomes and severity of impact of the problem
•
History of the problem
Social Change. Social Justice. Social Work.
7
•
Relevant social policies
Section Two
Current efforts to address the issue.
One of the most important aspects of identifying and addressing a social issue is to
have a good understanding of what efforts exist in your community (and potentially at
the state and local level) that target your issue and how those efforts are working. This
section should also include practices that have been evaluated and proven effective.
These practices may be classified as best practice, research- based practice, or
evidence-based practice. As best practices are presented, discuss where there are
gaps in service for the macro population.
Be sure to include:
•
Current efforts to address the issue/problem (programs, community groups,
advocacy, grassroots efforts)
•
Evidence-based practices, research-based practices, or “best-practices” (may be
from literature or based on evaluation and technical reports)
•
Gaps in services
People of influence, building allies.
In this section, students will first identify systems, organizations, people, or groups that
will influence the macro change process. Depending on your intervention idea, your
action system may include just a few people or multiple agencies. Include external
organizations/people who will be resources for your project and those who may be
barriers. Present a plan of how to work alongside the macro population and include the
clients’ values and voices in the decision making processes. See Chapter 9 in the text
for details and ideas.
Summary of need and hypothesis of change.
After students have identified current efforts, supporting evidence for those efforts, and
gaps in services, assets, and people of influence, students will summarize the problem
and the need by developing a working hypothesis of change. See text for description (p.
Social Change. Social Justice. Social Work.
8
107-112). One practice model of macro practice will be selected as an approach to the
identified need. Thorough rationale should be given.
Plan – the logic model.
Without getting too deep into the details of an intervention, develop a “broad-strokes”
logic model that considers the evidence-based practice examples found, fits the
identified hypothesis of change, and uses the practice model selected. Template tables
and examples will be given in class. See Chapter 11 in the textbook.
Conclusion.
Summarize the plan for engagement, the assessment, and the general plan for macro
practice. Make sure to retain a strengths-based perspective and a macro lens to make a
clear argument of why a macro intervention is needed for this client..
COURSE SCHEDULE
Please check Canvas each week – more information and activities will be located there.
Module
Class Topics & Readings/Videos
Module 1
Defining Macro Practice
Date:
8/23/2021
Readings:

Chapter 1 in Social Work Macro
Practice by Netting, Kettner,
McMurtry, and Thomas (2017)

Macro Practice—Cornerstone
of Our Profession!

Balancing Micro and Macro
Practice—A Challenge for
Social Work

Why Macro Practice Matters
Assignments Due &
Class Activities

Module 1
Participation
Discussion

Module 1
Knowledge Check
Social Change. Social Justice. Social Work.
9
Module
Class Topics & Readings/Videos
Module 2
Historical Context
Date:
8/30/2021
Readings:


Module 3
Chapter 2 in Social Work Macro
Practice by Netting, Kettner,
McMurtry, and Thomas (2017)
Back to the ‘social’ of social
work: Reviving the social work
profession’s contribution to the
promotion of social justice
Historical Context
Assignments Due &
Class Activities

Module 2
Participation
Discussion

Module 2
Knowledge Check

Community Event
Reflection

Module 3
Participation
Discussion

Macro Change
Assessment
Overview

Macro Change
Assessment Client
Date: 9/6/2021
Readings:


Chapter 3 in Social Work Macro
Practice by Netting, Kettner,
McMurtry, and Thomas (2017)
Intersectionality as a Useful Tool:
Anti-Oppressive Social Work and
Critical Reflection

From Mastery to Accountability:
Cultural Humility as an
Alternative to Cultural
Competence

Explore The Community Toolbox,
Chapter 7: Encouraging
Involvement in Community Work

Explore the Examples in the
Community Toolbox: Increasing
Participation and Involvement
Social Change. Social Justice. Social Work.
10
Module
Module 4
Class Topics & Readings/Videos
Assessing Macro Clients
Assignments Due &
Class Activities

Macro Change
Assessment Check
In

Module 4
Knowledge Check

Module 5
Participation
Discussion

Community Event
Reflection

Module 6
Participation
Discussion

Community Asset
Activity
Date:
9/13/2021
Readings:

Module 5
Chapter 4 in Social Work Macro
Practice by Netting, Kettner,
McMurtry, and Thomas (2017)

Explore the steps in Community
Toolbox, Chapter 3: Assessing
Community Needs and
Resources

Explore the Examples in
Community Toolbox Toolkit:
Assessing Community Needs
and Resources
Understanding Communities
Date:
9/20/2021
Module 6
Date:
Readings:

Chapter 5 in Social Work Macro
Practice by Netting, Kettner,
McMurtry, and Thomas (2017)

Chapter 5: "Theories of
Community" in The Handbook of
Community Practice by Weil,
Reisch, and Omar (2013)
Asset-based Community
Development
9/27/2021
Readings:

What Is Asset-Based Community
Development?
Social Change. Social Justice. Social Work.
11
Module
Class Topics & Readings/Videos

Module 7
Assignments Due &
Class Activities
Asset-Based Community
Development—Enriching the
Lives of Older Citizens (Klee,
Mordey, Phuare, & Russell,
2014)
Assessing Communities

Module 7
Participation
Discussion

Module 7
Knowledge Check

Advocacy Event
Reflection

Macro Change
Assessment –
Section 1

Module 9
Participation
Discussion
Date:
10/4/2021
Readings:

Chapter 6 in Social Work Macro
Practice by Netting, Kettner,
McMurtry, and Thomas (2017)

Community Needs Assessment

Designing Place-Based
Interventions for Sustainability
and Replicability
Module 8
Models of Advocacy
Date:
10/11/2021
Readings:

Chapter 15—Political, Social,
and Legislative Action

Explore the Community
Toolbox's Principles of Advocacy
Module 9
Legislative Advocacy
Date:
10/18/2021
Readings:

Chapter 18—Eight Models of Policy
Practice
Social Change. Social Justice. Social Work.
12
Module
Class Topics & Readings/Videos

Module 10
Date:
10/25/2021
Assignments Due &
Class Activities
Community Advocacy: A
Psychologist’s Toolkit for State and
Local Advocacy
Understanding and Assessing
Organizations

Module 10
Participation
Discussion

Module 10
Knowledge Check

Module 11
Participation
Discussion

Macro Change
Assessment Check
In

Macro Change
Assessment Check
In
Readings:
Module 11
Date:

Chapters 7 and 8 in Social Work
Macro Practice by Netting,
Kettner, McMurtry, and Thomas
(2017)

"Change and Implementation in
Practice: Readiness" from the
Capacity Building Center for
States (2018)
Diagnosing Substance Misuse &
Other Addictions
11/1/2021
Readings:
Module 12

Chapter 9 in Social Work
Macro Practice by Netting,
Kettner, McMurtry, and
Thomas (2017)

"Extending the Ally Model of
Social Justice to Social Work
Pedagogy" by Gibson (2014)
Theories of Change
Date:
11/8/2021
Readings:
Social Change. Social Justice. Social Work.
13
Module
Class Topics & Readings/Videos

Chapter 10 in Social Work Macro
Practice by Netting, Kettner,
McMurtry, and Thomas (2017)

Implementing Evidence-Based
Social Work Practice
Module 13
Planning and Intervention
Date:
11/15/2021
Readings:

Chapter 11 in Social Work Macro
Practice by Netting, Kettner,
McMurtry, and Thomas (2017)

Using Logic Models to Bring
Together Planning, Evaluation,
and Action
Module 14
Evaluation
Date:
11/29/2021
Readings:

Assignments Due &
Class Activities

Module 12
Knowledge Check

Advocacy Event
Reflection

Module 14
Knowledge Check

Macro Change
Assessment –
Section 2

Module 15
Participation
Discussion
Chapter 12 in Social Work Macro
Practice by Netting, Kettner,
McMurtry, and Thomas (2017)

Module 15
The Step-by-Step Guide to
Evaluation—Chapters 2–4
The Future of Macro Social Work
Date:
12/6/2021
Readings:

Social Work’s Grand
Challenges—Mobilizing the
Profession
Social Change. Social Justice. Social Work.
14
Module
Class Topics & Readings/Videos

Assignments Due &
Class Activities
What Is the Future of Social
Work?
COURSE POLICIES
1. Participation & Attendance
Attendance and participation influence the final course grade. All courses in a
professional curriculum demand class participation and full engagement of the student.
Class attendance and participation reveal, to a large extent, a student’s commitment to
her or his education.
This course’s online format operates on a weekly basis. Each week will open for seven
days and students will have access to all the week’s materials including learning
activities and quizzes. Students who do not complete the required tasks/activities will
receive a 0 for any missed content that week. Students will not be permitted to make up
any missed content, unless the absence from online participation meets criteria for an
excused absence.
Excused Absences:
Students need to notify the professor of absences prior to class when possible. Senate
Rules 5.2.4.2 defines the following as acceptable reasons for excused absences: (a)
serious illness, (b) illness or death of family member, (c) University-related trips, (d)
major religious holidays, (e) interviews for graduate/professional school or full-time
employment post-graduation, and (f) other circumstances found to fit “reasonable cause
for nonattendance” by the professor.
Students anticipating an absence for a major religious holiday are responsible for
notifying the instructor in writing of anticipated absences due to their observance of
such holidays no later than the last day in the semester to add a class. Two weeks prior
to the absence is reasonable but should not be given any later. Information regarding
major religious holidays may be obtained through the Ombud (859-257-3737).
Students are expected to withdraw from the class if more than 20% of the classes
scheduled for the semester are missed (excused) per University policy. Per Senate
Social Change. Social Justice. Social Work.
15
Rule 5.2.4.2, students missing any graded work due to an excused absence are
responsible: for informing the Instructor of Record about their excused absence within
one week following the period of the excused absence (except where prior notification is
required); and for making up the missed work. The professor must give the student an
opportunity to make up the work and/or the exams missed due to an excused absence,
and shall do so, if feasible, during the semester in which the absence occurred.
Verification of Absences:
Students may be asked to verify their absences in order for them to be considered
excused. Senate Rule 5.2.4.2 states that faculty have the right to request appropriate
verification when students claim an excused absence due to: significant illness; death in
the household, trips for classes, trips sponsored by an educational unit and trips for
participation related to intercollegiate athletic events; and interviews for full-time job
opportunities after graduation and interviews for graduate and professional school.
(Appropriate notification of absences due to University-related trips is required prior to
the absence when feasible and in no case more than one week after the absence.)
2. Accommodations due to disability
If you have a documented disability that requires academic accommodations, please
contact me as soon as possible during scheduled office hours. In order to receive
accommodations in this course, you must provide a Letter of Accommodation from the
Disability Resource Center (DRC). The DRC coordinates campus disability services
available to students with disabilities. It is located on the corner of Rose Street and
Huguelet Drive in the Multidisciplinary Science Building, Suite 407. You can reach them
via phone at (859) 257-2754 and via email.
3. Submission of Assignments
Papers, unless otherwise instructed, need to be formatted according to APA
publication guidelines (7th edition). All written work is expected to be typed using
12-point font, double spaced with 1” margins on all sides. You are expected to submit
papers free of grammatical and spelling errors, and to use citations when appropriate.
You should strive to write with clarity, and support your ideas and assertions with sound,
informed reasoning. The ability to explain your ideas is absolutely essential for
efficacious social work practice. Use of spell check, grammar check and proof-reading
work is expected prior to the submission of any assignments.
Social Change. Social Justice. Social Work.
16
Grades will be lowered for work submitted not in accordance with these
guidelines.
4. Make-Up Opportunities
Make-up quizzes/project work/exams will only be considered for those students who
meet the criteria for excused absences outlined in the Student Handbook. Only students
with verified excused absences will be able to make up graded projects. It is the
student’s responsibility to inform the instructor of an excused absence preferably in
advance, but no later than one week after the absence. The instructor shall provide the
student with an opportunity to make up the graded work and may not simply calculate
the student's grade on the basis of the other course requirements, unless the student
agrees in writing.
5. Academic Integrity Statement
Per University policy, students shall not plagiarize, cheat, or falsify or misuse academic
records. Students are expected to adhere to University policy on cheating and
plagiarism in all courses. The minimum penalty for a first offense is a zero on the
assignment on which the offense occurred. If the offense is considered severe or the
student has other academic offenses on their record, more serious penalties, up to
suspension from the University may be imposed. Plagiarism and cheating are serious
breaches of academic conduct. Each student is advised to become familiar with the
various forms of academic dishonesty as explained in the Code of Student Rights and
Responsibilities. Complete information can be found at the Ombud website. A plea of
ignorance is not acceptable as a defense against the charge of academic dishonesty. It
is important that you review this information as all ideas borrowed from others need to
be properly credited.
Senate Rules 6.3.1 (see the UK Senate for the current set of Senate Rules) states that
all academic work, written or otherwise, submitted by students to their instructors or
other academic supervisors, is expected to be the result of their own thought, research,
or self-expression. In cases where students feel unsure about a question of plagiarism
involving their work, they are obliged to consult their instructors on the matter before
submission.
Social Change. Social Justice. Social Work.
17
When students submit work purporting to be their own, but which in any way borrows
ideas, organization, wording, or content from another source without appropriate
acknowledgment of the fact, the students are guilty of plagiarism.
Plagiarism includes reproducing someone else's work (including, but not limited to a
published article, a book, a website, computer code, or a paper from a friend) without
clear attribution. Plagiarism also includes the practice of employing or allowing another
person to alter or revise the work, which a student submits as his/her own, whoever that
other person may be. Students may discuss assignments among themselves or with an
instructor or tutor, but when the actual work is done, it must be done by the student, and
the student alone.
When a student's assignment involves research in outside sources or information, the
student must carefully acknowledge exactly what, where and how he/she has employed
them. If the words of someone else are used, the student must put quotation marks
around the passage in question and add an appropriate indication of its origin. Making
simple changes while leaving the organization, content, and phraseology intact is
plagiaristic. However, nothing in these Rules shall apply to those ideas, which are so
generally and freely circulated as to be a part of the public domain.
Please note: Any assignment you turn in may be submitted to an electronic database
(such as Turnitin) to check for plagiarism comparison. A penalty for an academic
offense, such as cheating or plagiarism, can be as severe as a failing grade on the
assignment or failing the course.
Academic Integrity (SR 6.3.2): Cheating is defined by its general usage. It includes,
but is not limited to, the wrongfully giving, taking, or presenting any information or
material by a student with the intent of aiding himself/herself or another on any
academic work which is considered in any way in the determination of the final grade.
The fact that a student could not have benefited from an action is not by itself proof that
the action does not constitute cheating. Any question of definition shall be referred to
the University Appeals Board.
Academic Integrity – falsification/misuse of academic records (SR 6.3.3):
Maintaining the integrity, accuracy, and appropriate privacy of student academic records
is an essential administrative function of the University and a basic protection of all
students. Accordingly, the actual or attempted falsification, theft, misrepresentation or
other alteration or misuse of any official academic record of the University, specifically
Social Change. Social Justice. Social Work.
18
including knowingly having unauthorized access to such records or the unauthorized
disclosure of information contained in such records, is a serious academic offense. As
used in this context, "academic record" includes all paper and electronic versions of the
partial or complete permanent academic record, all official and unofficial academic
transcripts, application documents and admission credentials, and all academic record
transaction documents. The minimum sanction for falsification, including the omission of
information, or attempted falsification or other misuse of academic records as described
in this section is suspension for one semester.
6. Non-Discrimination Statement and Title IX Information
The University of Kentucky faculty are committed to supporting students and upholding
the University's non-discrimination policy. Discrimination is prohibited at UK. If you
experience an incident of discrimination, we encourage you to report it to Institutional
Equity & Equal Opportunity (IEEO) Office, 13 Main Building, (859) 257-8927.
Acts of Sex- and Gender-Based Discrimination or Interpersonal Violence
If you experience an incident of sex- or gender-based discrimination or interpersonal
violence, we encourage you to report it. While you may talk to a faculty member or
TA/RA/GA, understand that as a "Responsible Employee" of the University these
individuals MUST report any acts of violence (including verbal bullying and sexual
harassment) to the University's Title IX Coordinator in the IEEO Office. If you would like
to speak with someone who may be able to afford you confidentiality, the Violence
Intervention and Prevention (VIP) program (Frazee Hall – Lower Level); the
Counseling Center (106 Frazee Hall), and the University Health Services are
confidential resources on campus.
While you may talk to a faculty member or TA/RA/GA, understand that as a
"Responsible Employee" of the University these individuals MUST report any alleged
violation of AR 6:1 or AR 6:2 to the University's Office of Institutional Equity and Equal
Opportunity
7. Online Resources
Course materials will be posted online; written assignments will be submitted online,
and group discussions will be conducted online. The instructor will be available for
email, Zoom and/or telephone discussions and will respond to student communications
within 3 working days. Students will need internet access to online materials.
Social Change. Social Justice. Social Work.
19
For information about technological requirements and recommendations, review the
Student Hardware/Software Guidelines. For technical problems, contact the
Information Technology Customer Service Center at (phone: 859-218-HELP). Visit
the Distance Learning Library Services for more information or contact Carla
Cantagallo, DL Librarian at (phone:859-257-0500, ext. 2171, or 800-828-0439).
8. Classroom Behavior, Decorum, and Civility
Because other students depend upon the presence of student colleagues for discussion
and for completion of case presentations, class attendance and participation is very
important. The possibility of developing collaborative skills, team building, and
collegiality is greatly diminished without full attendance.
The College of Social Work has strong commitments to respect of diversity and the
valuing of differences among members of our academic community. Academic
discovery includes discussion and debate, and the right to respectfully disagree from
time-to-time. Students have a right to voice reasoned opinions contrary to those offered
by the instructor and/or other students (S.R. 6.1.2) but should do so respectfully and
civilly. Disagreements and opinion statements that include attacks of a personal nature
or statements degrading another on the basis of race, sex, religion, sexual orientation,
age, national/regional origin or other irrelevant factors may affect one’s grade because
they are unacceptable and do not contribute to a safe, productive learning environment.
Students are expected to actively participate in the class discussions by:

Completing assigned readings and discussing them

Demonstrating an active interest in the topic and taking part in the class discussion

Demonstrating a commitment to share thoughts and feelings with other students

Assuming responsibility for involving the other students in all subjects discussed
(listening, asking others questions, and allowing space for others to contribute)

Sharing relevant information from one’s knowledge base or life experiences with
classmates as appropriate
Students are expected to follow social work ethics by respecting their colleagues and
maintaining confidentiality and maintaining boundaries so that personal disclosure is
avoided.
Social Change. Social Justice. Social Work.
20
9. Professional Preparation
As a social work student, you are expected to adhere to the standards and guidelines
for professional behavior as outlined in the NASW Code of Ethics and social work
licensure rules and regulations expectations. In addition, as an outcome of your
education, you are expected to demonstrate ethical and professional behavior and
conduct yourself according to the Competency Agreement. As social work students, you
are preparing to represent the profession, its mission, and its core values in your future
practice. Therefore, part of your education includes achieving and demonstrating
competency in the following behaviors:

make ethical decisions by applying the standards of the NASW Code of Ethics,
relevant laws and regulations, models for ethical decision- making, ethical conduct
of research, and additional codes of ethics as appropriate to context;

use reflection and self-regulation to manage personal values and maintain
professionalism in practice situations;

demonstrate professional demeanor in behavior; appearance; and oral, written,
and electronic communication;

use technology ethically and appropriately to facilitate practice outcomes; and use
supervision and consultation to guide professional judgment and behavior.
Continued enrollment in this class signifies that you have read, understand and will
abide by the rules/policies/expectations set forth in this syllabus.
10. Class Recording Notification
The University of Kentucky Student Code of Conduct defines Invasion of Privacy as
using electronic or other devices to make a photographic, audio, or video record of any
person without their prior knowledge or consent when such a recording is likely to cause
injury or distress.
Meetings of this course may be recorded. All video and audio recordings of lecturers
and class meetings, provided by the instructors, are for educational use by students in
this class only. They are available only through the Canvas shell for this course and are
not to be copied, shared, or redistributed.
As addressed in the Student Code of Conduct, students are expected to follow
appropriate university policies and maintain the security of linkblue accounts used to
Social Change. Social Justice. Social Work.
21
access recorded class materials. Recordings may not be reproduced, shared with those
not enrolled in the class, or uploaded to other online environments.
If the instructor or a University of Kentucky office plans any other uses for the
recordings, beyond this class, students identifiable in the recordings will be notified to
request consent prior to such use. In anticipation of such cases, students may be asked
to complete an “authorization of use” form by a faculty member.
Video and audio recordings by students are not permitted during the class unless the
student has received prior permission from the instructor. Any sharing, distribution, and
or uploading of these recordings outside of the parameters of the class is prohibited.
Students with specific recording accommodations approved by the Disability Resource
Center should present their official documentation to the instructor.
All content for this course, including handouts, assignments, and lectures are the
intellectual property of the instructors and cannot be reproduced or sold without prior
permission from the instructors. A student may use the material for reasonable
educational and professional purposes extending beyond this class, such as studying
for a comprehensive or qualifying examination in a degree program, preparing for a
professional or certification examination, or to assist in fulfilling responsibilities at a job
or internship.
Social Change. Social Justice. Social Work.
22