Fall
2014
Bachelor of Social Work Program
SWKK 314, Section110 Writing for Social Work Research
Semester:
Meeting Time/Place:
Instructor:
Fall 2014
Thursdays, 6:00PM-9:00PM, Warrior Hall, Room #--Tameca N. Harris-Jackson, PhD, MSW, LICSW
Virtual Office:
Phone & E-Mail:
Office Hours:
Skype: tameca.harris.jackson FaceTime: tharrisjackson@ct.tamus.edu
254-307-9289/tharrisjackson@ct.tamus.edu
Tuesdays: 3-7pm; Wednesdays: 9-3pm
Meeting with your
Professor:
Arranging to meet with me is quite easy! We can meet via phone, Skype or
FaceTime. Here's what to do: 1) After Class: Generally, I will be available to
meet for 15 minutes after class in the social work suite. I will be logged on
and you can meet with me 1-on-1 to ask brief questions. An example of
how to use this time is if you need my help to clarify something we
reviewed in class or address a "parking lot" question. 2) If you have a more
in-depth question (for example, if you believe it would take more than 5
minutes for us to discuss), then you can make an appointment to meet
with me during office hours. We can meet via FaceTime or Skype or
arrange to speak over the phone. If you do not have FaceTime or Skype at
your home, do not worry, everything is available for use in the social work
suite and meetings are private (in my office). Please do use me as a
resource as you need throughout the semester. Appointments can be made
via the social work Administrative Assistant. Note that there will also be
open forums on Blackboard to address questions as well.
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Accessing the Course:
As this is a Hybrid course, most portions of this course will be delivered via
Blackboard Online Learning. Please ensure that you are able to access and
utilize Blackboard during the first week of this class. It is also CRITICALLY
important that you connect your personal email account to your
University email, as communications will take place via Blackboard/your
University email ONLY. Information will NOT be sent directly to your
personal email address. For assistance with Blackboard, visit:
http://www.tamuct.edu/departments/online/blackboard.php
UNILERT
Emergency Warning System for Texas A&M University – Central Texas
UNILERT is an emergency notification service that gives Texas A&M University-Central Texas the ability to
communicate health and safety emergency information quickly via email and text message. By enrolling in
UNILERT, university officials can quickly pass on safety-related information, regardless of your location. Please
enroll today at TAMUCT.org/UNILERT
Course Description
This writing intensive course builds on the conceptual knowledge of Research I. Students will apply knowledge
to facilitate their understanding and interpretation of research findings, the evaluation and analysis process,
and ethical issues in social science research. Topics include: evaluation of practice, critical evaluation of
published research, and completion of a research proposal.
Prerequisite: SWKK 312: Research I
Nature of Course
Research II: Writing for Social Work Research serves as a follow-up to Research I with a focus on professional
writing for social science research. Specifically, Research II is a writing intensive course that builds on the
conceptual knowledge of Research I by having students apply knowledge gained to facilitate their
understanding and interpretation of research findings. Focus in this course is on the evaluation of practice,
critical evaluation of published research, and completion of a professional research proposal.
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Teaching Method
The primary teaching approaches in this course will be lecture and active (applied) learning. Material in the
course will be presented through interactive class discussions on readings and discussions on assignments. To
enhance learning, students will also work collaboratively on varied assignments, and learning will be measured
through observation and assessment. As a hybrid course, students will also be expected to access information
and complete assignments through Blackboard.
About Hybrid Courses: In traditional courses, close to 100% of the time students spend learning is in the
classroom setting. In online courses, close to 100% of the learning is online, with minimal direct contact with
peers and the professor through live/active conversation. In a hybrid course, approximately 50% of your time
will be in the classroom setting or direct contact learning environment (such as in the community with your
peers), and the other 50% will be spent engaging and learning in an online format, such as completing
assignments and discussions via Blackboard. When in the classroom setting for this course, students will
experience seeing the professor via screen. Using Skype and Collaborate programs, the professor for this
course will meet with students in the classroom setting via live video for lectures and discussions. Students do
not need this software to see the professor during these times. All students will meet in the classroom
together and with the help of an assistant, the professor will be projected to the students in the classroom via
screen. This is very similar to the traditional classroom format with the only difference being the professor is
on the screen versus physically in the classroom. Conversations are real-time. Because technology is in use, at
times, there may be brief interruptions in the audio or visual feed. When this happens, the assistant in the
room will help to resolve the issue as quickly as possible to minimize disruptions in learning. This professor is
excited to bring you this method of learning as it affords our non-traditional students more flexibility in their
schedules while meeting the need for collegial contact and engagement. Further, exposure to the various
methods of technology in learning helps to equip our students with the skills necessary to position them for a
technologically driven future.
About Your Professor: I am always honored to teach students. I believe that learning is a life-long process and
the ability to be able to share my knowledge, skills, and expertise with others along their learning journey is a
tremendous honor. Having received bachelors, masters, and doctoral degrees, I have *some* experience as a
student. The awe-inspiring learning experiences I have had taught me just as much as the more challenging
learning experiences. Through it all, it was my motivation and desire to learn that helped pushed me through
to the many occupational experiences I have had, and continue to have. I am THRILLED I get to bring all of
these experiences to you and I am dedicated to making it a rewarding and practical (applicable) learning
experience for each student. Because of this, my teaching style is student-centered. This means, the
information provided during the course largely rests on where the students are and what the students need,
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including my awareness of policies and social implications that could impact your skills as future professionals.
In this regard, my teaching style is quite dynamic, in the ever-changing sense. Based on what the students
need, as well as what is happening in the world around us, I can, and often will, change lessons to meet those
specific needs. This does not mean, however, that I come to class unprepared or that I am haphazard in
teaching; on the contrary, as your professor, you can expect that I will come to class prepared with
information to support your learning. You can expect that I will be organized in the dissemination of this
information and that I will be open to hearing from you about your needs as a learner. You can also expect
that I will keep the class on track to help meet the learning objectives for this course; in this regard, I may
encourage students to use a “parking lot”, or a piece of paper to “park” questions or statements that may not
be directly related to the class, in order to ensure we stay on task. You can also expect that I will do my best to
create and foster a safe, equitable and supportive learning environment. This means that I will enforce the
policies outlined in this syllabus, as needed. Further, as your professor, you can expect that I will be available
to you. This means that I will be available during listed office hours, via appointment, and will be willing to
meet outside of those hours as needed, unless circumstances require otherwise. Above all, you can expect
that I will communicate. I will be certain to keep you updated of any changes to the course schedule. I will also
let you know, each class session, what the plans are for that class and will communicate with you via
Blackboard regarding any updates.
Outside of teaching, what else is there to know about me? Well, I am a dog lover. I have two “fur babies” that I
talk about often, Todos and DexterPumpkin (see photos below). I also live on the east coast. I was born and
raised in Virginia, and moved to Maryland to attend college for my Master’s degree. I remained there for a
long time until I moved to Texas (right in Killeen). After a brief period in Texas, I returned to the east coast and
now I am back in Maryland (just down the road from Ft. Meade). When “skyping” into the class, I will generally
be connecting to you from this location. When not engaged in teaching or loving on my fur babies, I am
scouting areas for the latest vegan goodies! I became a vegetarian in 2002 and became a vegan in 2003. It’s
been a great experience! Other than this, someday I hope to return to school to obtain a degree in theology. I
would like to use this knowledge to support my research interests in religiosity/spirituality, mental health, and
sexual behaviors in women, as I continue to engage in practice on the macro level that supports micro and
mezzo healing, health and well being.
DexterPumpkin (left) and Todos (right)
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Program Mission
The mission of the Texas A&M University-Central Texas (TAMUCT) Bachelor of Social Work Program is to
provide a high quality, rigorous and innovative learning experience that helps students develop the
knowledge, professional behaviors, and values that are essential in a generalist social work practitioner. The
Program aims to achieve this by:
1.
2.
3.
4.
Responding to the needs of the local community, including the military and non-traditional students.
Providing a student-centered education that fosters personal and professional responsibility.
Providing compassionate mentorship that models the core values of the social work profession.
Fostering commitment to Service, Social Justice, Dignity and Worth of the Person, Importance of Human
Relationships, Integrity and Competence.
Program Framework
The Social Work Program curriculum is rooted in a framework established by the Council on Social Work
Education (CSWE). Specifically, the program endeavors to develop social workers who promote human and
community well-being by being able to demonstrate the following 10 core competencies upon graduation:
1. Identify as a professional social worker and conduct oneself accordingly (2.1.1a-f).
2. Apply social work ethical principles to guide professional practice (2.1.2a-d).
3. Apply critical thinking to inform and communicate professional judgments (2.1.3a-b).
4. Engage diversity and difference in practice (2.1.4a-d).
5. Advance human rights and social and economic justice (2.1.5a-c).
6. Engage in research-informed practice and practice-informed research (2.1.6a-b).
7. Apply knowledge of human behavior and the social environment (2.1.7a-b).
8. Engage in policy practice to advance social and economic well-being and to deliver effective social
work services (2.1.8a-b).
9. Respond to contexts that shape practice (2.1.9a-b).
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and
communities (2.1.10a-d).
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Each core competency has specific, measurable practice behaviors that help students and their professors
determine if the competency has been achieved. There are 41 total practice behaviors. The complete list
of practice behaviors can be found at the end of this syllabus or by reviewing the student handbook.
Course Objectives & Related CSWE Practice Behaviors
This course provides content that helps to prepare you, the generalist social work student, to engage in the
following CSWE competencies and related practice behaviors:









2.1.1c: Attend to professional roles and boundaries.
2.1.1d: Demonstrate professional demeanor in behavior, appearance, and communication.
2.1.2b: Make ethical decisions by applying standards of the NASW Code of Ethics.
2.1.2d: Apply strategies of ethical reasoning to arrive at principled decisions.
2.1.3a: Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge, and practice wisdom
2.1.3b: Analyze models of assessment, prevention, intervention and evaluation
2.1.3c: Demonstrate effective oral and written communication in working with individuals,
families, groups, organizations, and communities.
2.1.6a: Use practice experience to inform scientific inquiry.
2.1.6b: Use research evidence to inform practice.
The objectives for this course, that support the CSWE related practice behaviors, are:
1. Students will be able to explore self as a learner engaged in study that examines research that impacts
practice, practice that impacts research, and ability to utilize knowledge to grow as a budding
professional social worker.
2. Students will be able to demonstrate an understanding of research formulation skills pertinent to the
profession of social work.
3. Students will be able to demonstrate beginning competencies in evaluating research.
4. Students will be able to demonstrate an understanding of writing social work research findings to be
an effective consumer of, and contributor to, social work research.
5. Students will be able to demonstrate the ability to develop an ethically sound research proposal
appropriate for social science research.
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The following table shows the relationship between: A) the course objectives, B) the CSWE related practice
behaviors, and C) the assignments used to assess your ability to fulfill the objective related to the practice
behavior:
A. Objectives
B. CSWE Related
(By the completion of the course, it is Practice Behaviors
expected that you will be able to…)
(This is the practice
behavior that objective
supports)
211c
1. Explore self as a learner
216a
engaged in study that
216b
C. Course Assignments
(This is the assignment used to assess your
ability to fulfill the objective related to the
practice behavior)


Guided Journals
Course engagement
211d
213a


Course engagement
Poster Presentation
3. Demonstrate beginning
competencies in evaluating
research.
211d
212d

Annotated bibliography
4. Demonstrate an
understanding of writing
social work research findings
to be an effective consumer
of, and contributor to, social
work research.
211c
212b


Guided Journals
Research Proposal
5. Demonstrate the ability to
develop an ethically sound
research proposal
appropriate for social science
research.
211d
213a
213b
213c
216a
216b

Research proposal
examines research that
impacts practice, practice that
impacts research, and ability
to utilize knowledge to grow
as a budding professional
social worker.
2. Demonstrate an
understanding of research
formulation skills pertinent to
the profession of social work.
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COURSE REQUIREMENTS
REQUIRED & RECOMMENDED TEXTS:


American Psychological Association (2009). Publication manual of the American Psychological
Association (6th ed.). Washington D. C.: Author.
Creswell, J. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research, 5th ed., Creswell, J.
FINAL GRADES
A total of 1,000 points each can be earned from course assignments. Additionally, assignments are
"weighted". This means that each assignment is worth a certain percentage toward your final grade.
Point and weight distinctions for assignments are as follows:
Total possible points
Percentage
Course Assignment
Guided Journals
Annotated Bibliography
Draft Proposal Sections
(Lit, Method, & Discussion)
Research Proposal Part I: Lit Review
Research Proposal Part II: Method
Research Proposal Part III:
Discussion
Research Proposal Part IV: Full
Presentation
Course Engagement (Participation +
Attendance)
100
10%
(4 journals @ 25 pts. each)
(2.5% each)
100
10%
75
5%
(3 @ 25 points each)
(1.67% each)
100
100
15%
15%
100
15%
100
100
17%
8%
225
5%
Totals
1,000
100%
Final Percentages* and Corresponding Grades are based on the following:
A = 90% to 100%
B = 89% to 80%
C = 79% to 70%
D = 69% to 60%
F = 59% or less
*Note: Final grade percentages are rounded to the next highest value (ex: 79.5% = 80)
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COURSE ASSIGNMENTS
The following activities will be completed during the semester.
1. Guided Journal Writing: The professor for this course believes in utilizing three learning domains affective, behavioral, and cognitive - to meet the educational needs of learners (Hegdepeth &
Helmich, 1996). In this regard, students will complete three (4) guided journal assignments that
target the cognitive, affective and behavioral domains of learning for the course.
Assignment Requirements: Students are to complete four guided journals over the course of the
semester on issues related to social science research (i.e. topic issue, ethics, quant methodology,
and qual methodology). Students will be provided with four documentaries/films to watch related
to one of these areas. After each documentary, students are to submit an APA-style formatted
paper that addresses the following questions:
a. What did I learn?
o What did I learn that I did not know before from the film
o What served to enhance my knowledge base from the film
b. How do I feel about what I learned?
o What feelings came up for me as I watch this film? Was it anger, resentment, joy,
inquisitiveness, etc.? (see feeling chart in syllabus to help articulate your expressions)
o Upon reflection, why do I believe I had these feelings while watching this film?
c. How can I apply what I have learned from this film?
o How can I apply what I have learned as I continue through this course?
o How can I apply what I have learned beyond this course?
An example format of the journal submissions can be found at the end of this syllabus. It is
expected that students submit the journals in the example format provided.
Guided journals are to be submitted through Blackboard's assignment tab by the due date. Guided
journals are to be no longer than three (3) pages in length (no minimum), double spaced, and
include a reference page of material cited (citations required). An APA style cover page must be
included with the student's name, the title of the film reviewed, and the name of the social work
program spelled out (see cover of syllabus). The running head should include an abbreviation of the
title. There should be no abstract or appendices included with the journal.
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Grading: General points will be obtained using the Guided Journal Entry Grading Rubric.
2. Annotated Bibliography: To aid students with reviewing articles for use with the research proposal,
an annotated bibliography will be required as a separate assignment for this course.
Annotated Bibliography Assignment Requirements: Students must submit an annotated
bibliography of three (3) scholarly articles anticipated for use to help develop the research
proposal. The annotated bibliography must include:
1) an APA-style reference for each article,
2) a paragraph describing the key content of the article (synopsis), and
3) a paragraph describing how the article will be helpful in developing the proposal.
Completed bibliographies must be typed with 12 point, Times New Roman font, 1-inch margins,
and double spaced (NO EXTRA SPACES BETWEEN PARAGRAPHS!!). A cover page must be submitted
that includes a running head with the title "Annotated Bibliography”. The cover page must include
the title, student's name, and university name. No direct quotations are allowed in the
bibliography. Only paraphrases are acceptable. The use of incorrect citations will result in a failing
grade for the assignment. The body of the assignment should be no longer than 5 pages in length.
One (1) point will be deducted for every page over the page limit.
Grading: Points will be obtained using the Annotated Bibliography Grading Rubric (up to 100
points). Samples and guides will be provided via Blackboard and discussed, as well as at the end of
this syllabus.
3. Research Proposal: Students are expected to complete a professional research proposal as a
process for evaluating the cognitive and behavioral components of learning. The research proposal
in its entirety is generally between 40-50 pages in length – which, when complete, includes the
following:
 Cover page,
 Table of contents,
 Abstract,
 Body of proposal,
 Appendix, and
 References with a minimum of 15 professional references (total) – 10 of which must be peer
reviewed articles. The remainder may be online resources (except Wikipedia), books, etc.
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When completed, the BODY of the proposal is generally 25-32 pages. The additional pages include
the cover page, table of contents, abstract, references, and any appendices included. The research
proposal will be divided into the following FOUR parts to be submitted over the course of the
semester:
Part I: Literature Review: This portion of the research proposal introduces the audience to the
proposed topic and the reason for the study. In essence, this section serves to tell the reader why
you are proposing this study and why it is important that the study be done - what purpose will it
serve the field? Society? What gap in the knowledge and/or practice will this study serve to fill? To
answer these questions, the literature review should include a comprehensive and balanced review
of the available literature on the student’s research topic. It should begin with a description of the
prevalence of the problem and include literature that positively and negatively relates to the
student’s topic of research. It should also include a theory that is related to the student’s topic (for
example, attachment theory and child development theory relate to abused children or child abuse
research). The review should conclude with statement of purpose, research or guiding questions,
and hypothesis(es) or assumptions. The literature review should serve as the foundation to the
structure of the entire proposal.
Literature Review Assignment Requirements: The submitted Literature Review must incorporate all
components as outlined in the Literature Review grading Rubric that is attached to this syllabus.
Further detail will be provided and discussed during class. Samples and guides will be provided via
Blackboard and discussed.
Literature Review Submission Requirements: The completed literature review must be typed with
12-point, Times New Roman font, double-spaced and 1-inch margins. Citations should be used
appropriately. Excessive quotations may not be used in the literature review (no more than 4; 1
point deduction for every citation over 4). A completed reference list following APA 6th edition
guidelines must also be submitted with the completed Literature Review. An abstract and table of
contents must also be included along with an APA 6th edition cover page. The body of the Literature
Review should be no longer than 15 pages in length. One point will be deducted for every page
over the page limit.
Grading: General points will be obtained using the Literature Review Grading Rubric.
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Part II: Methods Section Review: Where the literature review serves to express to the audience
why you are proposing to conduct the planned research, the methods section serves to provide the
how. It is the frame to your proposal structure. In this regard, the method section should include a
description of the intended participants in the study, inclusion and exclusion criteria for the
participants, and the intended sampling method. It should include a description of any measures
that are going to be used with the participants and the established reliability and validity of these
measures. It should include the study design and the procedures for the study. While the method
section generally does not include a description of the present study and hypothesis, for the
purposes of this paper, this information should be restated at the beginning of the section. The
section should also include a budget that will provide an estimate of associated costs as well as a
time line of when you would anticipate completing any research issues. For example, if you are
using an established measure, you may have to purchase the measures from a company or request
permission to use them. Include if you intend to fund the project yourself or if you intend to seek
funding from somewhere, which then would affect the time line.
Methodology Assignment Requirements: The submitted Methods Section must incorporate all
components as outlined in the Methods Section grading Rubric that is attached to this syllabus.
Further detail will be provided in class. Samples and guides will be provided and discussed in class
and on Blackboard.
Methodology Submission Requirements: Completed Methods Section must be typed with 12 point,
Times New Roman font, 1-inch margins and double spaced. Citations should be used appropriately
and follow APA 6th edition guidelines. Excessive quotations may not be used (no more than 2; 1
point deduction for every citation over 2). A completed reference list following APA guidelines
must also be submitted with the Methods Section. An abstract and table of contents must be
included. An APA 6th edition cover page must be included. The Methods Section should be no
longer than 9 pages in length. One point will be deducted for every page above the limit.
Grading: General points will be obtained using the Methods Section Grading Rubric.
Part III: Discussion Section Review: The discussion section of the research proposal serves to
summarize for your audience what was done. It includes suggestions for future studies as well as
limitations of the proposed study. The discussion section puts the finishing touches to the proposal
structure. Included in this section should be a restatement of some of the relevant literature on the
research topic to demonstrate again the need for the research. It should include any ethical issues
or implications of your research. It should include the strengths and limitations of your study. It
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should include implications for social work practice, policy, research, and education that can be
anticipated as a result of your study’s completion. Also, while in reality the discussion section
generally does not explicitly state a description of the present study, for the purposes of this paper,
the student will restate this information in this section. This section should also be thoroughly
referenced according to APA 6th edition style.
Discussion Assignment Requirements: The submitted Discussion Section must incorporate all
components as outlined in the Discussion Section grading Rubric that is attached to this syllabus.
Further detail will be provided in class. Samples and guides will be provided and discussed in class
and on Blackboard.
Discussion Section Submission Requirements: Completed Discussion Section must be typed with 12
point, Times New Roman font, 1-inch margins and double-spaced. Citations should be used
appropriately and follow APA 6th edition guidelines. Excessive quotations may not be used (no
more than 1; 1 point deduction for every citation over 1). A completed reference list following
APA guidelines must also be submitted with the Methods Section. An abstract and table of
contents must be included. An APA 6th edition cover page must be included. The Discussion Section
should be no longer than 8 pages in length. One point will be deducted for every page above the
page limit.
Discussion Grading Requirements: The submitted discussion section must incorporate all
components as outlined in the Discussion Section grading Rubric that is attached to this syllabus.
Additional detail will be provided in class. Samples and guides will be provided and discussed in
class and on Blackboard.
Part IV: Full Research Proposal: Part four of the research proposal includes a revision to the
Literature Review, Methodology and Discussion sections. The purpose of this submission is to allow
students the opportunity to make corrections to the submitted components, fine tune writing
skills, and create a clean, revised copy of the proposal that can be used in writing sample requests
in future academic and professional pursuits.
Full Research Proposal Assignment Requirements: The following components should be submitted:
 Cover page
 Full table of contents and list of appendices
 Full abstract
 Revised Literature review
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



Revised Methodology
Revised Discussion
Full reference list (minimum of 15 with at least 10 scholarly)
Complete appendices
The research proposal in its entirety is to be no longer than 50 pages in length. The BODY of the
proposal is to be no longer than 32 pages in length. Further detail will be provided in class. Samples
and guides will be provided and discussed in class and on Blackboard.
Full Research Proposal Grading Requirements: The submitted Full Proposal must incorporate all
components as outlined in the Full Proposal grading Rubric that is attached to this syllabus.
Additional detail will be provided in class.
4. Presentation: The proposal presentation serves to assess the cognitive and behavioral component
of learning for this course. Students are expected to develop a poster presentation and give a
professional presentation of their work (guidelines to be provided). The presentation should
highlight some of the existing research, why the student’s research is needed, the research study
design, ethical issues, and the implications for social work.
Grading: Students will be graded according to the information included in the Proposal
Presentation Grading Rubric. More detail to be provided in class and on Blackboard.
5. Course Engagement: To experience the full measure of learning, the professor believes students
must be actively engaged in the course. This translates as a degree of attendance and participation.
Further, through attendance and participation, the professor is able to assess student's progression
toward readiness in the profession through observation of collegial behavior, thoughtfulness of
responses, etc. As a result, students are expected to attend class, participate in class discussions,
and complete course engagement related activities.
Literature indicates that students, in general, learn most effectively from their peers (Hegdepeth &
Helmich, 1996). Statistics also indicate that the average adult attention span is only about 5-8
seconds (have I lost you yet?) (Fisher, 2013, July 10)! In this regard, I recognize the importance of
variety to fully engage you in the learning process. Hence, for each CE designated class, a student
(or students) will be identified to co-facilitate to “process” component of this class. Specifically, in
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each CE class session, the class will be divided into “content” and “process”. Content will be
delivered at the beginning of the class where the instructor will review the topic of the day and
highlight specific points/information from the assigned reading, films, etc. Following, the
designated student(s) will co-lead the process component of the class where students discuss
questions, items, and/or issues related to the theme. Students obtain ½ credit for content
participation and ½ credit for process participation, including, when co-leading, the student’s
demonstrated readiness to lead the topic.
Class meetings that happen via Collaborate/Skype sessions will take place at an average of once
per week. On other days, there may be online assignments, readings, meetings, etc., that will take
place. For each designated class session/activity, students will receive points.
Each designated class session counted toward course engagement (8 sessions total) can yield up to
28.125 points. Class sessions include in-class meeting dates, and on-line meeting dates where
assignments are provided. Concept assessments, spring break, guided journal dates, and other nondesignated course engagement dates are excluded from the course engagement totals.
Unexcused absences, tardiness, or early departure from class without prior discussion and approval
by the instructor will result in zero (0) points for course engagement days. Failure to complete or
turn in a course engagement assignment will result in zero points for the assignment. If you are
unable to avoid missing a class, you must notify the professor via email before the class period to
explain the absence. It is up to the discretion of the professor if the absence will be excused (i.e.,
will not count against your attendance grade). Note that online assignments for course
engagement grades CANNOT be made up.
Important Note: No absences will be considered excused during the semester. The rationale for
this policy is that attendance and participation are critical elements to the full breadth and depth of
learning in the course; therefore, students are expected to be present in class during the days we
meet and to richly engage in class (i.e. be prepared with readings and assignments, participate in
in-class discussions, actively listening to discussions and lectures taking place in class, etc.). The
instructor assumes that attendance will yield positive and active engagement as outlined above.
Failure to attend or to actively engage in positive ways as outlined above, and in accordance with
the class policies included in this syllabus, will yield a zero (0) for course engagement. Hence, it is
important to be aware that unexcused absences and failure to adhere to class policies while in class
can and will impact this portion of your grade.
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Again, as a reminder, at times an assignment will serve as your course engagement grade (for
example, a Blackboard assignment). Failure to complete and submit these assignments in
accordance with the instructions provided can and will result in a deduction of course engagement
points for that day’s assignment, up to and including receiving a zero for the assignment/day.
Please note: If your schedule is such that you find it consistently difficult to arrive to class on time,
remain for the full class, or arrive to class at all, it is advised that you find a course that would best
meet your scheduling needs.
Additional & Important Note on Writing Assignments
All written assignments are expected to be the original work of the student. While paraphrasing and some
direct quotations are permitted, it is expected this will be done within the context of your own analysis and
synthesis of the information read. Paraphrasing is a skill of reading information and, using your own thoughts,
summarizing the information in a way that supports the topic discussed. While the paraphrase involves your
own thoughts, it originates from a source and that source is cited. Quoting is a matter of taking words,
verbatim, from another source and restating them without, or with minimal, manipulation. Quotations are
placed in quotation marks (“ ”) or placed in a block format within the text. Quoting does not involve analysis
and synthesizing and, therefore, does not require critical thinking except when used appropriately to support
(not substitute) an idea. Because of this, students are discouraged from using significant quotations as this
limits your learning experience. Students found to excessively quote will be penalized. Students using words as
their own without appropriately citing will be penalized – including failing the assignment and up to failing the
course. Students found to have plagiarized (using words as your own without giving proper credit, whether
paraphrasing or directly quoting) will also be referred to Student Affairs. Therefore, it is VERY important that
students take academic integrity in writing very seriously. If you are in doubt, it is always best to cite your
source and/or speak with your professor for more guidance. The Writing Center, Library, and Owl Purdue are
also resources that can help you. A copy of this statement is located at the end of this syllabus. You are
required to acknowledge receipt and understanding regarding the policy for academic integrity in this
course by emailing and submitting the acknowledgement statement no later than the second (2nd) class.
Failure to do so will result in consultation with the professor, program faculty and/or Student Affairs and
could limit your successful continuation in this course.
Class Policies
The following policies apply to all students enrolled in this course:
1. Students are not permitted to enter class more than ten (10) minutes late. Exceptions will be made
with prior discussion and approval by the professor only.
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2. Once class has begun, students are expected to remain for the duration of the class. It is expected that
all students will take care of personal affairs (i.e., get beverages, take care of phone calls, meeting with
students and other professors, use the restroom, etc.) before class begins. Students who have a
medical/physical condition for which they need to request an exception to this policy are advised to
speak with the Disability Services Coordinator and/or discuss this with the professor to see if an
exception can be granted. Students leaving the class outside of these parameters should not attempt
to re-enter the class and will receive a 0 for class participation and/or attendance that day. Please
note: During the summer when classes are 2 hours and 30 minutes in length, the instructor will have a
minimal 10 minute break built into each scheduled learning period to support student needs.
3. Students are expected to display professional decorum at all times. This includes, but is not limited to,
respecting classmates and the instructor. In this regard, it is expected that students will not speak
to/hold conversations with/pass notes to other students, use cell phones, or engage in other types of
unprofessional behaviors once class has begun. Talking during lecture, out of turn, or while other
students are talking is disruptive to the learning environment, disrespectful to peers, and
unprofessional in demeanor. Students are strongly encouraged to engage in discussion in a respectful
and appropriate manner; hence, it is expected that students apply classroom etiquette and raise a
hand if there is something to share or to answer a question. It is also expected that students will
display patience in raising a hand and recognize that the professor will eventually call on the student
and/or may attempt to vary responses from peers and not call on the student in an effort to do so.
Shouting out answers, making loud noises, and/or waving a hand vigorously to capture attention is
unprofessional and inappropriate behavior. Consistent display of such behavior will result in
consultation by the professor and can potentially impact the attendance/participation grade. Students
are encouraged t use a "parking lot" to for questions that may be better to address after class with the
professor.
Please note: This professor will NOT assign seats to students. If behavior accelerates to such a need, a
meeting will be requested with the student, the instructor and potentially the department to address
appropriateness to be able to continue with the course. If it is determined that the behavior
significantly impacts/impairs learning for other students, the student may be asked to leave the class
permanently, resulting in an F for the course.
4. To support the academic learning environment, students are asked to refrain from sharing personal
information in class that will not support/add significantly to the class discussion. Sharing of personal
stories and/or issues that are not related to the topic can distract class learning and limit knowledge
sharing by the professor and other students. In this regard, please note that the professor reserves the
right to redirect/limit such conversations in class unless students are expressly asked to share such
information by the instructor.
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5. NO TECHNOLOGY IS PERMITTED DURING IN CLASS EXAMS, QUIZZES, OR OTHER TYPES OF
ASSIGNMENTS AS DEFINED BY THE PROFESSOR, UNLESS GIVEN SPECIFIC PERMISSION BY THE
PROFESSOR. During such assignments, students may be asked to turn in cell phones to the professor,
place bags beneath desk or to the side of class, or other request to minimize use of such technology.
Students discovered to be using cell phones, ipads, e-readers, recording devices, etc. during
assignments without expressed, written approval by the professor to do so will receive a zero (0) for
the assignment and referred to Student Affairs for academic integrity concerns. Students warned
against doing so once and found to do so again in this or any subsequent course will receive an F for the
course in which the behavior was identified and referred to Student Affairs.
6. Students are NOT permitted to work collaboratively (together) on any assignment unless given
EXPRESSED permission by the instructor to do so. This includes homework, take home quizzes, papers,
etc. Failure to adhere to this policy can result in a zero (0) on the assignment and referral to Student
Affairs for academic integrity concerns.
7. All assignments must be turned in at the beginning of class on the day they are due unless indicated
otherwise by the professor. The professor will explain to you when the beginning of class is for the
course (for example: 10 minutes after the start of class, following the class greeting by the instructor,
etc.). Late work will not be accepted or graded unless this has been discussed with and approved by
the professor BEFORE the due date (not the due time) of the assignment. Being absent from class on a
day when an assignment is due does NOT grant a student an extension to the due date; the student
must still arrange to get that assignment turned in to the professor before class starts. Allowing
students to turn in assignments late for a grade is not fair to other students who get their work done
on time, disrupts the grading process for the professors, and sends a message that such behavior is
professionally “okay,” which it is not. This, as well as all other policies, will be held to strict code, and
failure to adhere to this policy will result in a zero (0) for the assignment. This is inclusive of all
assignments.
Please note: This professor considers it unprofessional and unacceptable to run into class with a newly
printed paper and attempt to assemble the paper at the professor’s desk/podium (getting pages
together, stapling, etc.) prior to turning the paper/assignment in. This shows failure to effectively plan
and take initiative to get assignments turned in on time. Two (2) points will be deducted from any
paper/assignment (even if turned in before class) that is prepared and submitted in such a manner;
hence, it is advisable to appropriately assemble papers for submission BEFORE entering class.
8. Unless otherwise noted, hard copies of papers must be submitted. Students should be prepared to
submit electronic copies of any paper for class at the discretion of the instructor.
9. All papers submitted for grading MUST adhere to APA 6th edition standards unless otherwise stated by
the professor. This means that all papers must, minimally, be: 1) typed, 2) double spaced, 3) use Times
New Roman font, 4) use 12 point font, 5) include an APA style cover page, and 6) include in-text
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citations AND a reference page for ANY SOURCED INFORMATION (this includes information learned in
current or previous classes, read online, learned during a personal communication, reviewed over
email, read in a text-book, etc.). Further, all typed papers submitted in class MUST be stapled or
clipped together (if too large for staple). It is not acceptable, nor professional, to hand in a paper that is
not professionally bound (in academia, professionally bound means stapled or securely clipped
together). Unless instructed to do so, submitting papers in folders, binders, etc. are not required and
should be limited in use.
10. TAMU-CT expects all students to maintain high standards of personal and scholarly conduct and avoid
any form of academic dishonesty. Academic dishonesty includes, but is not limited to, plagiarism
(intentional or unintentional), copying another person's work, turning in someone else's work as your
own, downloading material from the internet and inserting it into a paper as if it was your own work,
taking ideas from classes or readings and putting them in a paper without citations/references,
cheating on an examination or other academic work, collusion, and the abuse of resource materials.
Any idea, even paraphrased ideas, used or borrowed must be given credit by showing the source with
an appropriate citation and reference. Any student who violates class and/or university policies
regarding Academic Honesty will be sanctioned according to the University and program guidelines.
More information on university policies can be found at www.ct.tamus.edu/studentconduct. A copy of
the University’s policy is also located at the end of this syllabus.
11. Additional & Important Note on Writing Assignments: All written assignments are expected to be the
original work of the student. While paraphrasing and some direct quotations are permitted, it is
expected this will be done within the context of your own analysis and synthesis of the information
read. Paraphrasing is a skill of reading information and, using your own thoughts, summarizing the
information in a way that supports the topic discussed. While the paraphrase involves your own
thoughts, it originates from a source and that source is cited. Quoting is a matter of taking words,
verbatim, from another source and restating them without, or with minimal, manipulation. Quotations
are placed in quotation marks (“ ”) or placed in a block format within the text. Quoting does not
involve analysis and synthesizing and, therefore, does not require critical thinking except when used
appropriately to support (not substitute) an idea. Because of this, students are discouraged from using
significant quotations as this limits your learning experience. Students found to excessively quote will
be penalized. Students using words as their own without appropriately citing will be penalized –
including failing the assignment and up to failing the course. Students found to have plagiarized (using
words as your own without giving proper credit, whether paraphrasing or directly quoting) will also be
referred to the Student Affairs. Therefore, it is VERY important that students take academic integrity in
writing very seriously. If you are in doubt, it is always best to cite your source and/or speak with your
professor for more guidance. The Writing Center, Library, and Owl Purdue are also resources that can
help you. A copy of this statement is located at the end of this syllabus. You are required to
acknowledge receipt and understanding regarding the policy for academic integrity in this course by
signing and submitting the acknowledgement statement no later than the second (2 nd) week of class.
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Failure to do so will result in consultation with the professor, program faculty and/or Student Affairs
and could limit your successful continuation in this course.
12. Class discussions, oral presentations, and written materials must adhere to professional standards of
expression and conform to the style described by the American Psychological Association (APA, 2009).
This includes avoidance of the use of language that degrades women, people of color, gays, lesbians,
bisexuals, transgendered, and other diverse and at-risk populations. All students are expected to
display the utmost respect for all people, regardless of differences.
Final Note Regarding Class Policies
The aforementioned policies are designed to create and foster a positive and rewarding learning
environment for all students. Failure to adhere to the aforementioned class policies, as well as
university policies, demonstrates a potential inability to conduct oneself professionally in the field of
study. These policies are applicable throughout the program and, as such, students who consistently fail
to comply with these policies will be considered inappropriate candidates for field placement and/or the
degree of Bachelor of Social Work at TAMU-CT, as their behavior is considered inappropriate for a
social work practitioner.
An assessment of student behavior as it relates to class policies, and overall decorum required
throughout the TAMU-CT social work program and the University, is provided via the “Rubric for
Assessing Professional Behaviors” (attached to this syllabus). Any student in this course found to
perform below the standard requirements will be provided with a rubric outlining areas for concern.
Failure to obtain scores of 3 or 4 in any of the 15 professional behavior areas listed in the rubric will
limit a student’s ability to be assigned a field placement and/or can result in removal from a field
placement. These behaviors, which align with the National Association of Social Workers (NASWs) core
values and ethics, TAMU-CTs Code of Conduct, and the Social Work Program class policies, are
considered the expected professional behaviors of social work interns and future generalist social
workers and, therefore, are held to the strictest code.
VIII.
University Policies
If you discover that you need to drop this class, you must go to the Records Office and ask for the
necessary paperwork. Professors cannot drop students; this is always the responsibility of the
student. The records office will give a deadline for which the form must be completed, returned,
and signed. Once you return the signed form to the records office and wait 24 hours, you must go
into Duck Trax and confirm that you are no longer enrolled. If you are still enrolled, FOLLOW-UP
with the records office immediately. You are to attend class until the procedure is complete to
avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will
receive an F in the course.
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1.
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of honor in
personal and scholarly conduct. Any deviation from this expectation may result in a minimum of a
failing grade for the assignment and potentially a failing grade for the course. All academic
dishonesty concerns will be reported to the university's Office of Student Conduct. Academic
dishonesty includes, but is not limited to, cheating on an examination or other academic work,
plagiarism and improper citation of sources, using another student's work, collusion, and the abuse
of resource materials. When in doubt on collaboration, citation, or any issue, please contact me
before taking a course of action. More information can be found at
http://www.tamuct.edu/departments/studentconduct/academicintegrity.php
2.
Disability Services
If you have or believe you have a disability and wish to self-identify, you can do so by providing
documentation to the Disability Support Coordinator. Students are encouraged to seek information
about accommodations to help assure success in their courses. Please call (254) 501-5831 or visit
Founder's Hall 114, Suite 114. Additional information can be found at
http://www.tamuct.edu/departments/disabilitysupport/index.php
3.
Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to live and work in an
information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques.
Help may include, yet is not limited to: exploration of information resources such as library
collections and services, identification of subject databases and scholarly journals, and execution of
effective search strategies. Library Resources are outlined and accessed at.
http://www.tamuct.edu/library
4.
Tutoring Services
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include
Accounting, Finance, Statistics, Mathematics, and Writing. Tutors are available at the Tutoring
Center in Warrior Hall, Room 111. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring
Support" for tutor schedules and contact info. If you have questions, need to schedule a tutoring
session, or if you're interested in becoming a tutor, contact Academic Support Programs at 254501-5830 or by emailing tutoring@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMU-CT students to log-in and receive FREE online tutoring and
writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry,
Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard
account and click "Online Tutoring."
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5.
Textbook Purchasing
A student of this institution is not under any obligation to purchase a textbook from a universityaffiliated bookstore. The same textbook may also be available from an independent retailer,
including an online retailer.
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COURSE SCHEDULE*
Note: For every class, visit Blackboard to obtain additional readings and handouts
Date
8/28
(CE)
9/4
(CE)
Activity
Introduction to Writing for Social Work Research [IN CLASS]
 Student & Professor Introductions
 Syllabus & Course Dynamics Review
 Review of Hybrid Course Dynamics
 Introduction to the Issue (semester topic)
 Establishing Your Topic
Review of Research [COLLABORATE]
 Review of research: What is it? What is its purpose?
 Fundamentals of the research process
o Review Quant & Qual
 Ethical Foundations of Research
Readings/Assignments
Reading: Syllabus
Assignment: Journal #1 due Friday,
August 29th by 11:59pm.
Reading: Creswell, Chapter 1
Assignment: Email confirmation of
Signed Integrity Statement Due
(1/2 CE)
Assignment: Review Blackboard
Video: Acres of Skin: Medical
Abuse Behind Bars (43 minutes)
Assignment: : Journal #2 due
Wednesday, September 3rd by
11:59 pm
9/11
(CE)
9/18
(CE)
Understanding & Cementing the Problem [COLLABORATE]

Reviewing the literature

Conducting an annotated bibliography
Write it! Online

Annotated bibliography

Literature Review Practice Assignment
Reading: Creswell, Chapter 2
Reading: Creswell, Chapter 3
Assignment: Practice Assignment
due Thursday, September 18th by
11:59 (CE).
Assignment: Annotated
Bibliography due Friday,
September 19th by 11:59pm.
9/25
Draft it! Online
 Draft Literature Review
Assignment: Draft Literature
Review due Thursday, September
25th by 11:59pm.
10/2
Questions, Predictions, & Statements [COLLABORATE!]
Reading: Creswell, Chapter 4
(CE)

Quantitative questions and predictions

Qualitative questions and statements
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10/9
Write it! Online

Literature Review Due
Assignment: Literature Review due
Saturday, October 11th by 11:59.
Assignment: Review Blackboard
Video: The Way of All Flesh
Assignment: Journal #3 due
Wednesday, October 15th by
11:59pm.
10/16
(CE)
Quantitative & Qualitative Methodologies [COLLABORATE!]

Sampling for quant and qual

Data collection for quant and qual

Ethical Preparations in quant and qual (Informed Consent)
Reading: Creswell, Chapter 5
Reading: Creswell, Chapter 7
Reading: Creswell, Chapter 12
Assignment: Review Blackboard
Video: The Kendal Project: A
Spiritual Revolution
Assignment: Journal #4 due
Wednesday, October 22nd by
11:59pm.
10/23
Write it! Online
 Draft Methodology Due
Assignment: Draft Methodology/
Informed Consent due Thursday,
October 23rd by 11:59pm
10/30
Quantitative & Qualitative Methodologies [COLLABORATE!]
Reading: Creswell, Chapters 10, 11,
13-17
(CE)
11/6
11/13
(CE)
11/20
11/27

Quantitative designs

Qualitative designs
Write it! Online

Methodology Due
Discussion and Evaluation [COLLABORATE!]

Describing and evaluating anticipated findings

Presenting your findings
Write it! Online

Draft Discussion Section Due
Write it! Online

Discussion Section Due
T. Harris-Jackson, PhD, MSW, LICSW * TAMU-CT Social Work Program*Methods of SWK Research
Assignment: Methodology due
Saturday, November 8th by
11:59pm
Reading: Creswell, Chapter 9
Assignment: Draft Discussion
Section due Thursday, November
20th by 11:59pm
Assignment: Discussion Section
due Saturday, November 29th by
11:59pm
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12/5
Final
Week
Presentation week

Details to be provided re format of delivery
Write it! Online

Full paper due
No readings due
Assignment: Presentations
Assignment: Full paper due
Sunday, December 7th by 11:59pm
*Note: This professor reserves the right to amend this syllabus at any time.
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X. Bibliography and Additional Resources:
The following readings can be used by students to provide further information on the topics covered by the course:
Bloomguist, Michael L (2006). Skills Training for Children with Behavior Problems: A Parent and Practitioner Guidebook,
Revised edition. New York: Guilford Press.
Boyd-Franklin, Nancy (2003). Black Families in Therapy: Understanding the African American Experience, 2nd Edition.
New York: Guilford Press
Brems, Christiane (2001). Basic Skills in Psychotherapy and Counseling. Belmont, CA: Brooks/Cole.
Congress, Elaine (1999). Social Work Values and Ethics: Identifying and Resolving Professional Dilemmas. Belmont CA:
Brooks/Cole.
Fonagy, Peter, et. al. (2002). What Works for Whom? A Critical Review of Treatments for Children and Adolescents. New
York: Guildford.
Gil, Eliana; and Athena Drewes (2005). Cultural Issues in Play Therapy. New York: Guilford Press
Gil, Eliana (1991). The Healing Power of Play: Working with Abused Children. New York: Guilford Press.
Karls, J.; and K. Wandrel (1995). Person-in-Environment System: The PIE Classification System for Social Functioning
Problems. Annapolis: NASW.
Kazdin, Alan; and John Weisz (2003). Evidence-Based Psychotherapies for Children and Adolescents. New York: Guilford
Kornstein, Susan; and Anita Clayton (2002). Women’s Mental Health: A Comprehensive Textbook. New York: Guilford
Press.
Lum, Doman (2000). Social Work Practice and People of Color: A Process-Style Approach, 4th edition. Belmont:
Brooks/Cole.
McWhirter, J. Jeffries, et.al. (2004). At-Risk Youth: A Comprehensive Response for Counselors, Teachers, Psychologists,
and Human Service Professionals. Belmont CA: Brooks/Cole.
Nathan, Peter; and Jack Gorman (2002). A Guide to Treatments that Work, 2nd edition. New York: Oxford University
Press.
National Association of Social Workers (1998). Current Controversies in Social Work Ethics: Case Examples. Annapolis,
MD: NASW Press.
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Prochaska, James O; and John C. Norcross (2007). Systems of Psychotherapy: A Transtheoretical Analysis, 6th edition.
Belmont: Brooks/Cole.
Reamer, Frederic (2003). Social Work Malpractice and Liability: Strategies for Prevention, 2nd edition. New York:
Columbia University Press.
Rogers, Carl, PhD (1951). Client-Centered Therapy: Its Current Practice, Implications, and Theory. Boston: HoughtonMifflin.
Rudd, M. David; Thomas Joiner; and M. Hasan Rajab (2001). Treating Suicidal Behavior: An Effective, Time-Limited
Approach. New York: Guilford Press.
Saleebey, Dennis (1996). “The Strengths Perspective in Social Work Practice: Extensions and Causation,” Social Work, 41
(3), 296-306.
Satir, Virginia (1967). Conjoint Family Therapy: A Guide to Theory and Technique, revised edition. Palo Alto: Science and
Behavior Books.
Skinner, B.F. (1974). About Behaviorism. New York: Vintage Books.
Stout, Chris E; and Randy A. Hayes (2005). The Evidence-Based Practice: Methods, Models, and Tools for Mental Health
Professionals. Hoboken: John Wiley and Sons
Thomlison, Barbara (2002). Family Assessment Handbook: An Introductory Practice Guide to Family Assessment and
Intervention. Pacific Grove: Brooks/Cole.
Thompson, Charles, et.al. (2004). Counseling Children, 6th edition. Belmont CA: Brooks/Cole.
Turner, Francis J (1996). Social Work Treatment: Interlocking Theoretical Approaches, 4th Edition. New York: Free Press
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Writing in Social Work Research Guided Journal Guidelines & Grading Rubric
Assignment Purpose: Explore self as a learner engaged in study that examines research that impacts practice,
practice that impacts research, and ability to utilize knowledge to grow as a budding professional social worker
(Learning Objective #1).
Professional Competencies Assessed:
2.1.1c: Attend to professional roles and boundaries
2.1.6a: Use practice experience to inform scientific inquiry
2.1.6b: Use research evidence to inform practice
Directions: Students are to complete four guided journals over the course of the semester on issues related
to social science research (i.e. topic issue, ethics, quant methodology, and qual methodology). Students will be
provided with four documentaries/films to watch related to one of these areas. After each documentary,
students are to submit an APA-style formatted paper that addresses the following questions:
a. What did I learn?
o What did I learn that I did not know before from the film?
o What served to enhance my knowledge base from the film?
b. How do I feel about what I learned?
o What feelings came up for me as I watched this film? Was it anger, resentment, joy,
inquisitiveness, etc.? (see feeling chart in syllabus to help articulate your expressions)
o Upon reflection, why do I believe I had these feelings while watching this film?
c. How can I apply what I have learned from this film?
o How can I apply what I have learned as I continue through this course?
o How can I apply what I have learned beyond this course?
Guided journals are to be submitted through Blackboard's assignment tab by the due date (journals
submitted outside of the assignment tab, without the expressed permission of the instructor, are
subject to 5-points deducted from the overall grade for the assignment). Guided journals are to be
no longer than three (3) pages in length (no minimum), double spaced, and include a reference
page of material cited (citations required). An APA style cover page must be included with the
student's name, the title of the film reviewed, and the name of the social work program spelled out
(see cover of syllabus). The running head should include an abbreviation of the title. There should
be no abstract or appendices included with the journal
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The completed body of the journal should be written and submitted in the following format:




Title at top of page
Introductory paragraph
"Guided Journal Reflections" listed as a 1st level header
An abbreviation of a-c listed as 2nd level headers
A condensed example of the body of the document is provided for you below:
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THE WAY OF ALL FLESH
2
The Way of All Flesh: Guided Journal Assignment
This begins a summary paragraph of the journal assignment. This will be brief; no more than 3-5
sentences that provides an overview of what the professor can expect to read.
Guided Journal Reflections
What I Learned
This section encompasses a review of what you learned (i.e., your “take away”) from the film. It should
include answers to the two sub-bullets listed in section a. Your references would likely go in this section due to
referencing what you learned from the film.
How I Felt
This section encompasses a discussion about your feelings that includes answers to the two sub
questions listed in section b. Feeling words are to be used to move you from cognition to feeling, where
learning becomes more satiated.
Applying the Knowledge
In this final section, discuss how you will apply what you have learned from this film by answering the
two sub questions listed in section c.
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Films:
AIDS: A Global Crisis (The Issue)
Acres of Skin: Medical Abuse Behind Bars (Ethics)
The Way of All Flesh (Quantitative Methodology & Ethics)
The Kendal Project: A Spiritual Revolution (Qualitative Methodology)
Grading:
For this assignment, you will be graded on content, grammar and structure. Journals are worth
up to 25 points each. Papers not submitted on-time receive automatic zero
Content
Guided Journal General Grading Rubric
Below Standard
Standard
1-6
7-8
Student has marginally or Most to all items covered
poorly covered topic
as required and expected
and/or demonstrated
in content. There may be
minimal reflection of the moderate expansion in
topic/material. Significant context that is relevant to
content requirements
the content.
may be missing from the
assignment.
Grammar
1-3
Poor spelling, grammar,
and organization with 5
or more spelling,
organization and/or
grammatical errors.
Structure
1
Missing 2 or more
structural requirements
4-5
Very good to average
spelling, grammar, and
organization with no
more than 3-4 spelling,
organization and/or
grammatical errors.
2
Almost all structural
requirements are met
(missing 1); excessive
pages deducted one
point per page.
T. Harris-Jackson, PhD, MSW, LICSW * TAMU-CT Social Work Program*Methods of SWK Research
Above Standard
9-11
All items covered
completely in content,
student has expanded
beyond what is expected
in a manner that is
relevant and meaningful
to the topic and student
demonstrates insight to
self as a learner in the
process.
6
Perfect or close to perfect
spelling, grammar, and
organization (APA in-text)
with no to minimal (0-2)
errors.
3
Paper has: 1)
appropriately formatted
cover page, 2) reference
page, 3) has appropriate
margins, spacing & font
(1 pt deducted per pg
over)
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Sample List of Feelings Words
Retrieved from: http://kk107.k12.sd.us/new_page_2.htm
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Writing in Social Work Research Annotated Bibliography Guidelines & Grading Rubric
Assignment Purpose: Demonstrate beginning competencies in evaluating research. (Learning Objective #3).
Professional Competencies Assessed:
2.1.1d: Demonstrate professional demeanor in behavior, appearance, and communication
2.1.2b: Make ethical decisions by applying standards of the NASW Code of Ethics
Directions: Students must submit an annotated bibliography of three (3) scholarly articles anticipated for use
to help develop the research proposal. The annotated bibliography must include:
1) an APA-style reference for each article,
2) a paragraph describing the key content of the article (synopsis), and
3) a paragraph describing how the article will be helpful in developing the proposal.
Completed bibliographies must be typed with 12 point, Times New Roman font, 1-inch margins, and double
spaced (NO EXTRA SPACES BETWEEN PARAGRAPHS!!). A cover page must be submitted that includes a
running head with the title "Annotated Bibliography”. The cover page must include the title, student's name,
and university name. No direct quotations are allowed in the bibliography. Only paraphrases are acceptable.
The use of incorrect citations will result in a failing grade for the assignment. The body of the assignment
should be no longer than 5 pages in length. One (1) point will be deducted for every page over the page limit.
Grading: Points will be obtained using the Annotated Bibliography Grading Rubric (up to 100 points). Samples
and guides will be provided via Blackboard and discussed, as well as at the end of this syllabus.
A condensed example is below:
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Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Henry Holt and Company.
In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain
whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as
a waitress, a maid in a cleaning service, and a Wal-Mart sales employee, the author summarizes and
reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.
***You would include a final paragraph on how you will use this in your writing here***
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Annotated Bibliography Grading Rubric
Student Name: _____________________________________________
Total Bibliography ____________/75 points
_____________% 100
Content:
Date: _____________
Total Writing ____________/25 points
Grade: _____________
Content of annotated bibliography includes:
 an APA-style reference for each article,
 a paragraph describing the key content of the article (synopsis), and
 a paragraph describing how the article will be helpful in developing the
proposal.
 a copy of each article used
(Guidelines obtained from: University of North Carolina Chapel Hill:
http://writingcenter.unc.edu/handouts/annotated-bibliographies/)
Point Definition:
50-40 points - All items covered completely in content and student has
expanded beyond what is expected in a manner that is relevant and meaningful to the
topic. 39-30points - All items are covered as required and expected with moderate
expansion in context that is relevant to the content. 29-20 points-All items are covered
as required and expected. 19-15 points- Student has minimally covered topic and/or
demonstrated minimal understanding of the topic/material/instructions. 14 points and
below – Student demonstrates poor comprehension/awareness of information as
evidenced by minimal or no reference to information. 0 point - Student does not submit
/does not submit by due date.
Grammar & Spelling: Writing is free of spelling and grammatical errors. It is to be evident that the writer has
used words appropriately (they’re, their, and there) and has used grammar and spell
check. Writing must also be well organized with transitional sentences, clear flow of
ideas, and appropriate use of APA 6th edition. Writing should be clearly understandable
the first time reading. See Writing Intensive Rubric for guidelines on writing
requirements.
Point Definition:
40-35 points – Perfect spelling and grammar with no to minimal (0-4) errors. 34-29
points - Very good to average spelling and grammar (5-8 spelling and/or grammatical
errors). 28-19 points - Average spelling and grammatical errors (9-12 spelling and/or
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grammatical errors). 18 points and below - Below average spelling and grammar (12 +
spelling and/or grammatical errors). 0 - Student does not submit /does not submit by
due date.
Structure:
The bibliography has the following components:
1. 1" margins
2. Times New Roman font
3. Double spacing (WITH NO EXTRA SPACES!!!)
4. APA style cover page with title, student's name, and University Name
5. APA style header with "Annotated Bibliography" as the title and the student's
last name.
6. NO direct quotations (paraphrasing acceptable).
7. 5 pages or less in length (1 point deduction for over/under)
8. Copies of articles included (-5 points for each missing article)
Note: The use of incorrect quotations will result in a failing grade for the assignment.
Point Definition:
10 points – Perfect submission. No structural errors. 15 points - 1 errors in structure
requirements. 10 points - 2 errors in structure requirements. 5 points - 3+ errors in
structure requirements. 0- Student does not submit journal entry/does not submit by
due date.
Point Totals
Content Points (0-50):
Spelling & Grammar Points (0-40):
Structure Points (0-10):
Total:
________
________
________
________
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Social Work Research Methods Research Proposal and Presentation Guidelines & Grading
Rubric
Assignment Purpose: To assess student's ability to apply knowledge of research concepts, ethics and effective
writing skills through the development of a research proposal and presentation (Learning Objectives #1, #2, &
#4).
Professional Competencies Assessed:
2.1.1c: Attend to professional roles and boundaries
2.1.1d: Demonstrate professional demeanor in behavior, appearance, and communication
2.1.2b: Make ethical decisions by applying standards of the NASW Code of Ethics
2.1.2d: Apply strategies of ethical reasoning to arrive at principled decisions
2.1.3b: Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations and communities
2.1.6a: Use practice experience to inform scientific inquiry
2.1.6b: Use research evidence to inform practice
Directions:
Using guidance provided throughout the course, students are to develop a professional research
proposal. The proposal will be submitted in four parts over the course of the semester. The four
parts include:




Literature review
Methodology
Discussion
Full Proposal
Students should follow the guidance provided in class, through Blackboard, the syllabus, and
rubrics to correctly complete each section of the proposal.
Following completion of the proposal, students will complete a presentation of their research.
Guidance will be provided in class.
Grading:
See rubrics that follow.
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Literature Review Section Grading Rubric
Student Name: _____________________________________________
Total ____________/100 points
% ________________
Date: _____________
Grade: _____________
Present Study __________/15 points (Introductory & Concluding sections)
Includes an introduction and description of the present study. The section must include:
a. The definition of the type of study (for example: qualitative or quantitative, descriptive,
exploratory, explanatory, or predictive),
b. An explanation with citations (rationale) that justifies the decision about conducting the
proposed type of study,
c. Any appropriate/needed definitions of terms in the research question or hypothesis, and
d. A well-stated qualitative research question or quantitative hypothesis that is being researched
in the paper (concluding section)
e. Researcher Positionality: Include your personal connection to the research topic (e.g., why are
you interested in this topic? What connection does this research topic have to you?).
Prevalence of Problem _______________/15 points (Introductory section)
This section begins the introduction to the research. It should:
a. Discuss why the area of study is a problem and why there should be concern or interest about
the research topic, and
b. Discuss the occurrence of the issue in society, the frequency with which the issue occurs, and
the populations that the problem most often affects.
Supporting Literature ________________/15 points (Literature Review section)
This section includes literature that supports the student’s hypothesis or evidence to support what the
student anticipates finding in the qualitative research question. This section should:
a. Include a thorough and comprehensive discussion of peer-reviewed literature (at least 5
articles incorporated in review with at least 3 thoroughly discussed with regard to purpose of
study, methodology and sampling, and how study specifically correlates with your
hypothesis/assumptions).
b. Be well-organized
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c. Discuss methodological shortcomings of results (think of article critiques), and
d. Be presented in a manner similar to the literature review in a journal article but in a more
comprehensive manner.
Opposing Literature ______________/10 points (Literature Review section)
This section must incorporate literature that contradicts the student’s hypothesis or provide evidence
to contradict what the student anticipates finding in the qualitative research question. It should:
a. Include a thorough and comprehensive discussion of the peer-reviewed literature (at least 3
articles with opposing findings),
b. Be well-organized,
c. Discuss methodological shortcomings of results, and
d. Be presented in a manner similar to the literature review in a journal article but in a more
comprehensive manner.
It, together with the supporting literature, should discuss the gaps in the available literature and discuss
reasons why contradictory literature exists.
Theoretical Underpinning _________________/15 points (Theoretical Underpinning)
This section must incorporate literature that is related to the theory behind the hypothesis or
qualitative research question. It should:
a. Address at least one, but no more than two, relevant theories that validates or is related to the
research,
b. Be well-organized, and
c. Flow with the literature review in order to discuss why theory is needed as a part of research.
Format ____________/5 points
The paper meets the format requirements including cover page, abstract, table of contents (and list of
appendices if applicable), 10-15 page paper, reference page, and appendices (if applicable).
Spelling, Organization, & APA/Grammar____________/25 points
Spelling & Grammar: The writing is to be free of spelling errors. It is to be evident that the writer has
used words appropriately (they’re, their, and there) and has used spell check. It is to be evident that
the writer has used grammar check, has not made typical grammatical errors, such as ending sentences
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with prepositions, mixing subject and object agreement, mixing noun and verb agreement, and
allowed modifiers to go without specifiers. Further, because this writing is technical (unless it is a
journal), there can be no contractions used (e.g., don’t, isn’t). Also, it is to be evident that the writer
used appropriate punctuation throughout the paper (e.g., commas, periods, semicolons, etc.).
APA & Organization: The writing is to be well-organized. The topic of each paragraph and the overall
paper should be clear. There should be transitional sentences that link one paragraph to the next, with
one main idea per paragraph. Ideas should clearly flow. Sentences should be an appropriate length –
neither very short and choppy, nor very long and convoluted. There should be appropriate headings
when the topic is changing to the next area of focus and references and citations should follow APA 6 th
edition format. It should also be evident that the writer has formatted the paper with appropriate
spacing between lines and sentences and spacing between paragraphs.
Total __________/100 points
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Methods Section Grading Rubric
Student Name: _____________________________________________
Total ____________/100 points
% ________________
Date: _____________
Grade: _____________
Present Study __________/5points (Introductory & Research Design sections)
Includes an introduction and description of the present study. The section must include:
a. The definition of the type of study (for example: qualitative or quantitative, descriptive,
exploratory, explanatory, or predictive),
b. An summative explanation with citations (rationale) that justifies the decision about conducting
the proposed type of study,
c. A well-stated qualitative research question or quantitative hypothesis that is being researched
in the paper
d. Discussion of the paradigm used and rationale
Participants __________/15 points (Population and Sample section)
The participants section must include:
a. A description of the number of anticipated participants in the study and rationale for the
number used,
b. The type of sampling method must be clearly defined and supported (rationale), and
c. Inclusion and exclusion criteria for participation in the study must be given with a rationale
Materials ____________/15 points (Variables and Measures section)
The materials section must include:
a. A description of all of the measures being used in the study and rationale for use
b. A brief description of the measure, including the types of questions asked, the population upon
which the measure was normed, and the measures reliability and validity statistics,
c. If developing an interview, questionnaire, or survey instrument, students should cite literature
that led to the development of the questions included in the interview or questionnaire and
then include a copy of it in an appendix that is referenced within the text, and
d. A discussion of the variables and/or concepts used within the study with appropriate definitions
where needed
Procedures ___________/25 points (Procedures section)
The procedures section should include a detailed description of the procedures of the study. It should
include:
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a.
b.
c.
d.
e.
f.
g.
h.
Recruitment and sampling techniques,
Procedures for obtaining consent/assent while explaining the study,
Any testing/interviewing procedures,
Ethical issues such as opportunities for debriefing, compensation for participants, protection for
participants, and how the researcher plans to handle disclosures of abuse, suicidal ideation,
and/or homicidal ideation (if relevant),
An example Informed Consent should be referenced and included in text or in appendix,
A description of how the researcher would handle any psychologically harmful information or
the need for the participant to obtain help,
Rationale for ALL decisions made, and
Information on how the researcher plans to store and protect data collected
Budget ___________/5 points
The budget section should:
a. Describe the anticipated budget for the study by identifying anticipated expenses and the
amount of each expense,
b. Be based in reality and include realistic information like testing, travel, printing, data analysis,
research assistant, etc. expenses, and
c. Have a realistic way to meet these expenses.
Time Line ____________/5 points
The time line section should:
a. Describe the anticipated length of time to complete the study beginning with the literature
review and Institutional Review Board approval through the data collection and final write-up
of results.
Format ____________/5 points
The paper meets the format requirements including cover page, abstract, table of contents, list of
appendices, 8-9 page paper, reference page, and appendices.
Spelling, Organization, & APA/Grammar____________/25 points
Spelling & Grammar: The writing is to be free of spelling errors. It is to be evident that the writer has
used words appropriately (they’re, their, and there) and has used spell check. It is to be evident that
the writer has used grammar check, has not made typical grammatical errors, such as ending sentences
with prepositions, mixing subject and object agreement, mixing noun and verb agreement, and
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allowed modifiers to go without specifiers. Further, because this writing is technical (unless it is a
journal), there can be no contractions used (e.g., don’t, isn’t). Also, it is to be evident that the writer
used appropriate punctuation throughout the paper (e.g., commas, periods, semicolons, etc.).
APA & Organization: The writing is to be well-organized. The topic of each paragraph and the overall
paper should be clear. There should be transitional sentences that link one paragraph to the next, with
one main idea per paragraph. Ideas should clearly flow. Sentences should be an appropriate length –
neither very short and choppy, nor very long and convoluted. There should be appropriate headings
when the topic is changing to the next area of focus and references and citations should follow APA 6 th
edition format. It should also be evident that the writer has formatted the paper with appropriate
spacing between lines and sentences and spacing between paragraphs.
Total _________________/100 points
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Discussion Section Grading Rubric
Student Name: _____________________________________________
Total ____________/100 points
% ________________
Date: _____________
Grade: _____________
Present Study __________/5 points (Introductory section)
Includes an introduction and description of the present study. The section must include:
a. The definition of the type of study (for example: qualitative or quantitative, descriptive,
exploratory, explanatory, or predictive),
b. An summative explanation with citations (rationale) that justifies the decision about conducting
the proposed type of study,
c. A well-stated qualitative research question or quantitative hypothesis that is being researched
in the paper
Ethics _______________/15 points
This section must include a discussion of the ethical protections that the study includes. Students
must:
a. Demonstrate knowledge and importance of ethical considerations
b. Demonstrate they have paid attention to cultural issues
c. Include two ethical considerations for research
d. Include two ethical considerations for social work
Strengths _____________/10 points
The strengths section must include a discussion of the study’s strengths. It must include:
a. A discussion of the strengths as they relate to the study’s internal and external validities,
b. A discussion of the study’s strengths related to what can be learned from the study, its research
design, and any innovations the study possesses,
c. Be outlined in a format that shows at least three (3) strengths and rationale for those strengths
have been addressed, and
d. Information on how the study will fill any gaps in research is addressed
Limitations _______________/10 points
The limitations section must include a discussion of the study’s limitations. It must include:
a. At least three limitations of the study and rationale for those limitations
b. At least three recommendations for ways the study could be approved upon,
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c. Include in limitations a discussion of the limitations as they relate to the study’s internal and
external validities
Implications for Practice ______________/10 points
The implications for practice section must include a discussion of the study’s implications for practice.
Since the study was not actually conducted, students are to anticipate findings and provide anticipated
implications for practice if their hypothesis or research question is answered as they anticipated. They
are to provide:
a. Implications for micro, mezzo, and macro practice (one each).
Implications for Policy ________________/10 points
The implications for policy section must include a discussion of how the anticipated findings of the
research could affect current policies. It must also include:
a. A discussion on the existence of lack of existence of any policy related to your study and,
b. Recommendations for modifications of current policies or the development of new policies in
the area being researched
Implications for Research __________________/10 points
The implications for research section must include a discussion of how the anticipated research
findings will affect future research. It must include:
a. At least one way your study could help enhance or impact future research and,
b. Areas future researchers should focus on when conducting similar studies.
Format ____________/5 points
The paper meets the format requirements including cover page, abstract, table of contents, list of
appendices (if applicable), 5-8 page paper, reference page, and appendices (if applicable).
Spelling, Organization, & APA/Grammar____________/25 points
Spelling & Grammar: The writing is to be free of spelling errors. It is to be evident that the writer has
used words appropriately (they’re, their, and there) and has used spell check. It is to be evident that
the writer has used grammar check, has not made typical grammatical errors, such as ending sentences
with prepositions, mixing subject and object agreement, mixing noun and verb agreement, and
allowed modifiers to go without specifiers. Further, because this writing is technical (unless it is a
journal), there can be no contractions used (e.g., don’t, isn’t). Also, it is to be evident that the writer
used appropriate punctuation throughout the paper (e.g., commas, periods, semicolons, etc.).
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APA & Organization: The writing is to be well-organized. The topic of each paragraph and the overall
paper should be clear. There should be transitional sentences that link one paragraph to the next, with
one main idea per paragraph. Ideas should clearly flow. Sentences should be an appropriate length –
neither very short and choppy, nor very long and convoluted. There should be appropriate headings
when the topic is changing to the next area of focus and references and citations should follow APA 6 th
edition format. It should also be evident that the writer has formatted the paper with appropriate
spacing between lines and sentences and spacing between paragraphs.
Total ________________/100 points
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Full Research Proposal Grading Rubric /Writing Intensive Grading Rubric
Student Name: _____________________________________________
Date: _____________
Total ____________/100 points
% ________________
Grade: _____________
Spelling Score (0-25): _________
Organization Score (0-25): ________
Grammar Score (0-25): _________
Content Score (0-25): ________
Total Score: ________
Spelling: The writing is to be free of spelling errors. It is to be evident that the writer has used words
appropriately (they’re, their, and there) and has used spell check.
Spelling scores: 25 – exceptional spelling – (0-1 errors); 20 – very good spelling (2-4 spelling errors); 15 –
average spelling (5-7 spelling errors); 10 – below average spelling (8 -10 spelling errors); 5 or less – poor
spelling (11+ spelling errors); 0 – did not turn in assignment/did not submit on time.
Organization: The writing is to be well-organized. The topic of each paragraph and the overall paper should be
clear. There should be transitional sentences that link one paragraph to the next, with one main idea per
paragraph. Ideas should clearly flow. Sentences should be an appropriate length – neither very short and
choppy, nor very long and convoluted. There should be appropriate headings when the topic is changing to
the next area of focus and references and citations should follow APA 6th edition format. It should also be
evident that the writer has formatted the paper with appropriate spacing between lines and sentences and
spacing between paragraphs.
APA & Organization Scores: 25 – Very well organized (no errors in organization, APA 6th edition format,
references or citations, and flows extremely well); 20 – well organized (flows well but either sentences have
some difficulty being understood or there is some difficulty with transitions between paragraphs and sentence
structure and format. Minor errors with APA); 15 – organized OK (difficulty with transitioning between
paragraphs, some difficulty with sentence length and spacing. Some problem areas with APA use); 10 – not
well organized (great difficulty with transitioning between paragraphs, difficulty with sentence length and
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spacing. Numerous problem areas with APA format); 5 or less – poor organization (great difficulty with
transitioning between paragraphs, great difficulty with sentence length and spacing. Poor sentence spacing,
paragraph spacing and headings significantly compromise the overall structure and readability of the paper
.There are also missing or confusing headings and very poor or lack of appropriate APA format); 0 – did not
turn in assignment/did not submit on time.
Grammar & Punctuation: The writing is to be free of grammatical errors. It is to be evident that the writer has
used grammar check, has not made typical grammatical errors, such as ending sentences with prepositions,
mixing subject and object agreement, mixing noun and verb agreement, and allowed modifiers to go without
specifiers. Further, because this writing is technical (unless it is a journal), there can be no contractions used
(e.g., don’t, isn’t). Also, it is to be evident that the writer used appropriate punctuation throughout the paper
(e.g., commas, periods, semicolons, etc.).
Grammar & Punctuation Scores: 25 – exceptional grammar and punctuation (0-1 errors); 20 – very good
grammar and punctuation (2-4 grammatical errors); 15 – average grammar and punctuation (5-7 grammatical
errors); 10 – below average grammar and punctuation (8 and 10 grammatical errors); 5 or less - poor grammar
and punctuation (11+ grammatical errors); 0 - did not turn in assignment/did not submit on time.
Content & Structure: The writing is to have coherent content that addresses the points that are required in the
assignment. It is to be understandable to the reader and to have adequate breadth to make its point. It
consequently cannot be too long or too short, while appropriately adhering to any specified page requirement
(papers will be deducted -1 point in final assignment grade for every page over/under specified requirement).
The paper meets all structural requirements outlined.
Content Scores: 25 – perfect content (very clearly understandable the first time read, concise, covers all
required points); 20 – good content (clearly understandable, covers nearly all required content, may be a bit
too wordy or a bit too terse at times); 15 – average content (mostly understandable after first reading, missing
some content, may be too wordy or too terse); 10 – below average content (difficulty with understandability –
required more than 1 reading, missing required content, very wordy or too short); 5 or less – poor content
(very difficult to understand – required more than 2 readings, missing a lot of required content, very wordy or
too short); 0-did not turn in assignment/did not submit on time.
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2014
SOCIAL WORK RESEARCH PRESENTATION GRADING RUBRIC
Student Name: __________________________________ Date: ____________ Score: ___________/100
Category
Organization
pts______/15
Background
pts______/10
Methods
pts______/15
Conclusions
pts______/15
Poster
Presentation
pts______/15
Poster Style
pts______/15
The below information needs to be
included to receive all points in the
category. Missing or incomplete
portions may result in fractional or zero
points.
Logical flow to poster:
Title
Introduction
Proposed Methods
Ethical Considerations and Implications
Expected Conclusions
Acknowledgements
References
1. Review of important literature
3. Rationale
4. Central question that will be
examined
5. Can answer questions
1. Briefly explain the techniques used or
will be used
2. Briefly explain protocols/procedures
that will be used
(Only enough info needs to be shown as
to allow readers to follow)
1. Future directions or predictions for
future outcomes
Critiques and suggestions to direct student improvement.
1. Graphs/Tables/pictures clearly
explained and presented
2. Graphs have appropriate labels/titles
3. Figures have descriptive captions,
tables have descriptive labels
Comments:
Comments:
Comments:
Comments:
Comments:
1. Spelling/grammar
2. Appropriate labeling
3. Appropriate amount and size of text
on poster
4. Contrast and color/size of poster
5. Professional appearance of poster
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Presentation
Style & Timing
pts______/15
1. Eye contact while presenting
2. Refrain from reading poster directly
3. Professional attire
4. Within timeframe
5. Can answer questions
Comments:
Points: Fractional points may be given in any category. The maximum number of points is 100.
Total Points Given_________________/100
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Council on Social Work Education (CSWE) 10 Core Competencies and 41 Practice Behaviors
Identify as a professional social worker and conduct oneself accordingly.
a. Advocate for client access to the services of social work;
b. Practice personal reflection and self-correction to assure continual professional development;
c. Attend to professional roles and boundaries;
d. Demonstrate professional demeanor in behavior, appearance, and communication;
e. Engage in career-long learning; and
f. Use supervision and consultation.
2. Apply social work ethical principles to guide professional practice.
a. Recognize and manage personal values in ways that allow professional values to guide practice;
b. Make ethical decisions by applying standards of the NASW Code of Ethics;
c. Tolerate ambiguity in resolving ethical conflicts; and
d. Apply strategies of ethical reasoning to arrive at principled decisions.
3. Apply critical thinking to inform and communicate professional judgments.
a. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom;
b. Analyze models of assessment, prevention, intervention, and evaluation; and
c. Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations, and communities.
4. Engage diversity and difference in practice:
a. Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or
create privilege and power;
b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with
diverse groups;
c. Recognize and communicate their understanding of the importance of difference in shaping life
experiences; and
d. View themselves as learners and engage those with whom they work as informants.
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5. Advance human rights and social and economic justice:
a. Understand the forms and mechanisms of oppression and discrimination;
b. Advocate for human rights and social and economic justice; and
c. Engage in practices that advance social and economic justice.
6. Engage in research-informed practice and practice-informed research:
a. Use practice experience to inform scientific inquiry; and
b. Use research evidence to inform practice.
7. Apply knowledge of Human Behavior in the Social Environment:
a. Utilize conceptual frameworks to guide processes of assessment, intervention, and evaluation; and
b. Critique and apply knowledge to understand person and environment.
8. Engage in policy practice to advance social and economic well-being and to deliver
work services:
a. Analyze, formulate, and advocate for policies that advance social well-being; and
b. Collaborate with colleagues and clients for effective policy action.
effective social
9. Respond to contexts that shape practice:
a. Continuously discover, appraise, and attend to changing populations, locales, scientific and
technological developments, and emerging societal trends to provide relevant services; and
b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the
quality of social services.
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities:
(a): Engagement behaviors:
a. Substantively and effectively prepare for action with individuals, families, groups, organizations, and
communities;
b. Use empathy and other skills; and
c. Develop a mutually agreed upon focus of work and desired outcomes.
(b): Assessment behaviors:
a. Collect, organize, and interpret client data;
b. Assess client strengths and limitations;
c. Develop mutually agreed upon intervention goals and objectives; and
d. Select appropriate intervention strategies.
(c): Intervention Behaviors:
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2014
a.
b.
c.
d.
e.
Initiate actions to achieve organizational goals;
Implement prevention interventions that enhance clients' capacities;
Help clients resolve problems;
Negotiate, mediate, and advocate for clients; and
Facilitate transitions and endings.
(d): Evaluation:
a. Social workers critically analyze, monitor, and evaluate interventions.
Tarleton State University Social Work Program
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2014
Bachelor of Social Work Program
Rubric for Assessing Professional Behaviors (RAPB)
Students must demonstrate the ability to maintain scores of 3 or 4 in each of the following 15 professional
behavior areas listed below to be considered for a field placement, as these are the expected professional
behaviors of social work interns and professional social workers.
Professional Behaviors
1. Attendance: Attends
classes and related
meetings
2. Punctuality: Is punctual
and present
3. Initiation of
Communication: Initiates
communication with the
professor/supervisor
1
Unacceptable
2
Needs
Improvement
Student has missed
a significant (more
than 6) number of
classes and/or a
sufficient number
of meetings to
impair
performance.
Student has been
significantly late to
class/meetings or
left early from
class/meetings 3 or
more times in a
semester.
Student has missed
several (4-5)
classes and/or a
moderate number
meetings such that
it impacts
performance.
Student rarely
contacts the
instructor/supervisor to inform of
tardiness/absence,
and/or student
provides no reason
for
tardiness/absence.
Student has
occasionally (no
more than 2 times)
been late to
class/meetings or
left early from
class/meetings in a
semester.
Student may
contact the
professor/supervisor to inform of
tardiness/absence,
but generally does
so after the
occurrence.
3
Acceptable
4
Outstanding
Student attends almost
all classes (missing no
more than 3) and/or
attends almost all
meetings such that
absence does not
impact/impair
performance.
Student is on time to
class/meetings and
stays until the end
except in truly rare or
unusual circumstances
that are considered
excusable by the
professor.
Student almost always
contacts the
professor/supervisor
prior to the occurrence
to inform of
tardiness/absence. In
rare instances when this
is not done prior, the
student contacts the
professor/supervisor
immediately after.
Student attends
all classes and/or
meetings.
T. Harris-Jackson, PhD, MSW, LICSW * TAMU-CT Social Work Program*Methods of SWK Research
Student is always
on time and stays
until the end of
class/meetings.
Student always
contacts the
professor/supervisor prior to the
beginning of class
to inform of
anticipated
tardiness/absence
except in an
emergency, and
then contacts the
professor
immediately
thereafter.
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2014
1
Unacceptable
2
Needs
Improvement
4. Respect: Demonstrates
respect and support in
relationships
Student is
frequently
disrespectful to and
non-supportive of
classmates, staff,
faculty, and/or
community
members.
5. Self-Awareness:
Demonstrates selfawareness
Student rarely
shows selfawareness about
the impact of
verbal and nonverbal
communications.
6. Diversity Awareness:
Demonstrates awareness
and responsiveness to
diversity
Student’s
classroom or other
student related
interactions rarely
reflect respect for
and appreciation of
diverse opinions,
experiences,
and/or people.
7. Collegiality:
Demonstrates collegiality
and collaborative
interactions
Student rarely
demonstrates
collaborative skills
in work with
others, and/or
student has poor
relationships with
classmates or
others involved in
student learning.
Professional Behaviors
3
Acceptable
4
Outstanding
Student is
occasionally
disrespectful to
and nonsupportive of
classmates, staff,
faculty, and/or
community
members.
Student
occasionally shows
self-awareness
about the impact
of verbal and nonverbal
communications.
Student is rarely
disrespectful to
classmates, staff, and/or
faculty. Student almost
always demonstrates
support in these
relationships/interactions.
Student
occasionally
reflects respect for
and appreciation of
diverse opinions,
experiences,
and/or people in
the classroom or
during other
student related
interactions.
Student is
occasionally
reluctant to
collaborate with
others and/or
struggles with
maintaining
positive
relationships.
Student’s classroom or
other student related
interactions almost
always reflect respect
for and appreciation of
diverse opinions,
experiences, and/or
people.
Student is never
disrespectful to
classmates, staff,
and/or faculty.
Student always
demonstrates
support in these
relationships/interactions.
Student always
maintains a high
level of selfawareness about
the impact of
verbal and nonverbal
communications.
Student’s
classroom or
other student
related
interactions
always reflect
respect for and
appreciation of
diverse opinions,
experiences,
and/or people.
Student always
works
collaboratively
with all team
members, and/or
student always
engages positively
with others.
Student almost always
maintains a high level of
self-awareness about
the impact of verbal and
non-verbal
communications.
Student almost always
works collaboratively
with team members,
and/or student almost
always engages
positively with others.
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2014
1
Unacceptable
2
Needs
Improvement
8. Course Engagement:
Demonstrates appropriate
engagement in class
activities/discussions
Student rarely
engages in class
activities/discussions and does not
make an effort to
do so following
feedback. Or
student frequently
monopolizes the
learning space,
limiting others'
engagement
and/or inhibiting
the learning
environment.
9. Written Expression:
Strives for a high level of
written expression
Student's writing
shows significant
impairment in
content, grammar,
spelling, structure,
and/or flow.
Writing grades
are/would be a D
or F.
10. Initiative & Reliability:
Demonstrates initiative,
reliability and
dependability
Student rarely
takes initiative to
plan work and
complete it in a
timely manner,
and/or student
rarely gets
assignments done
and submitted on
time.
Professional Behaviors
3
Acceptable
4
Outstanding
Student
occasionally
engages in class
activities/discussions and makes
some effort to do
so following
feedback. Or
student
occasionally
monopolizes the
learning space,
limiting others'
engagement
and/or inhibiting
the learning
environment.
Student's writing
shows moderate
impairment in
content, grammar,
spelling, structure,
and/or flow.
Writing grades
are/would be a low
C.
Student almost always
engages in class
activities/discussions
and rarely monopolizes
the learning space in a
way that it limits others'
engagement and/or the
learning environment.
Student always
engages in class
activities/discussions and never
monopolizes the
learning space in a
way that it limits
others'
engagement
and/or the
learning
environment.
Student's writing
demonstrates good
content, grammar,
spelling, structure,
and/or flow. Writing
grades are/would be a
high C.
Student only
occasionally takes
initiative to plan
work and complete
it in a timely
manner, resulting
in coming to class
minimally prepared
and occasionally
missing assignment
due dates.
Student almost always
takes initiative to plan
work and complete it in
a timely manner, and/or
work is almost always
submitted on time.
Student's writing
demonstrates
very good to
excellent content,
grammar,
spelling,
structure, and/or
flow. Writing
grades are/would
be a B or A.
Student always
takes initiative to
plan and
complete work in
a timely manner,
and/or work is
always submitted
on time.
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2014
Professional Behaviors
11. Responsiveness to
Feedback: Demonstrates
evidence of motivation to
improve oneself.
12. Compliance with
Professional
Requirements:
Demonstrates compliance
with the professional
conduct policy in the BSW
Program, Texas A&M
University-Central Texas
Code of Conduct, Field
Education Manual, and, as
applicable, Field Agency
Policies
13. Compliance with the
NASW Code of Ethics:
Demonstrates compliance
with the Code of Ethics in
its entirety
14. Quality and Quantity
of Work: Strives for high
quality work that meets
assignment guidelines.
1
Unacceptable
2
Needs
Improvement
3
Acceptable
4
Outstanding
Student has not
demonstrated
receptiveness to
suggestions and
feedback from
others and,
therefore, makes
no effort to adjust
performance
accordingly.
Student
demonstrates
significant
problems in
complying with
Program
requirements,
University
requirements,
and/or the Field
manual.
Student is usually
receptive to
suggestions and
feedback but does
not adjust
performance
accordingly.
Student is almost always
receptive to suggestions
or feedback and adjusts
performance
accordingly.
Student is always
receptive to
suggestions or
feedback from
others and adjusts
performance
accordingly.
Student
occasionally
demonstrates noncompliance with
the Program
requirements,
University
requirements,
and/or the Field
manual.
Student almost always
demonstrates
compliance with the
Program requirements,
University
requirements, and/or
the Field manual.
Student always
demonstrates
compliance with
the Program
requirements,
University
requirements,
and/or the Field
manual.
Student is
consistently noncompliant with one
or more
components of the
Code of Ethics.
Student submits
assignments that
frequently lack
neatness, accuracy,
organization, and
thoroughness,
and/or the work
submitted is
incomplete.
Student is only
moderately
compliant with
components of the
Code of Ethics.
Student is almost always
compliant with the Code
of Ethics.
Student submits
assignments that
occasionally lack
neatness, accuracy,
organization, and
thoroughness,
and/or the work
submitted is
somewhat
incomplete.
Student rarely submits
assignments that lack
neatness, accuracy,
organization, and
thoroughness. The work
submitted is generally
complete.
Student
consistently
demonstrates
compliance with
the Code of
Ethics.
Student always
submits
assignments that
are neat,
accurate,
organized, and
thorough. The
work submitted is
always complete.
T. Harris-Jackson, PhD, MSW, LICSW * TAMU-CT Social Work Program*Methods of SWK Research
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2014
1
Unacceptable
2
Needs
Improvement
Student’s
professional attire
and presentation is
consistently
inappropriate for
professional and
classroom settings.
Student's
professional attire
and presentation is
frequently
inappropriate for
professional and
classroom settings.
Professional Behaviors
15. Professional
Appearance: Displays
professional appearance
that does not interfere
with professional
relationships/responsibilities.
3
Acceptable
Student's appearance is
routinely appropriate
for classroom and
professional settings.
4
Outstanding
Student's
appearance is
consistently
appropriate for
classroom and
professional
settings.
(Adapted from the University of Vermont Department of Social Work, created 6/17/10)
Comments (regarding ratings):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Professor’s signature: ____________________________________ Date: __________________
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2014
TAMUCT Bachelor of Social Work Program
ACKNOWLEDGEMENT AND AGREEMENT FOR ACADEMIC INTEGRITY IN
Research II
All written assignments are expected to be the original work of the student. While paraphrasing and some direct
quotations are permitted, it is expected this will be done within the context of your own analysis and synthesis of the
information read. Paraphrasing is a skill of reading information and, using your own thoughts, summarizing the
information in a way that supports the topic discussed. While the paraphrase involves your own thoughts, it originates
from a source and that source is cited. Quoting is a matter of taking words, verbatim, from another source and restating
them without, or with minimal, manipulation. Quotations are placed in quotation marks (“”) or placed in a block format
within the text. Quoting does not involve analysis and synthesizing and, therefore, does not require critical thinking
except when used appropriately to support (not substitute) an idea. Because of this, students are discouraged from
using significant quotations as this limits your learning experience. Students found to excessively quote will be
penalized. Students using words as their own without appropriately citing will be penalized – including failing the
assigned project and up to failing the course. Students found to have plagiarized (using words as your own without
giving proper credit, whether paraphrasing or directly quoting) will also be referred to the Student Affairs. Therefore, it
is VERY important that students take academic integrity in writing very seriously. If you are in doubt, it is always best to
cite your source and/or speak with your professor for more guidance. The Writing Center, Library, and Owl Purdue are
also resources that can help you. You are required to acknowledge receipt and understanding regarding the policy for
academic integrity in this course by emailing your acknowledgement statement no later than the second (2nd) class.
Failure to do so will result in consultation with the professor, program faculty and/or Student Affairs and could limit your
successful continuation in this course.
My printed name and signature below confirms that I acknowledge the above mentioned Academic Integrity
guidelines for this course. I willingly agree to participate in the class and abide by ALL academic integrity
parameters for this course (including ALL university and class policies). I further understand that failure to do
so can result in academic penalties including and leading up to failure of the course and referral to Student
Affairs.
Student Printed Name: ______________________________________________________________________
Student Signature: _________________________________________________________________________
Date: ______________________________
Witness: ________________________________________
T. Harris-Jackson, PhD, MSW, LICSW * TAMU-CT Social Work Program*Methods of SWK Research
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