Social Work 212 Human Behavior in the Social Environment: A Multi Systems Approach
(3 Units)
Catalog Statement
This course provides knowledge on theoretical perspectives that attempt to bring understanding of human
behaviors as individuals, members of families, groups, organizations and communities.
Course Rationale
Consistent with the Department of Social Work Education's mission statement of empowerment, social
justice and cultural competency, this course provides students with the knowledge, skills and values
necessary for understanding the human behavior of individuals, members of families, groups,
organizations and communities. The course examines traditional and alternative biological and social
science theories that directly inform social work practice in a multisystems context, within an increasingly
diverse society, and in a global environment.
Course Description
Fundamental theories that reinforce the Department's mission statement including empowerment theory
will be presented. Biological developmental issues will be explored as well as theories that bring
understanding to individual behavior including psychodynamic theory and theories of lifespan, and
cognitive development. Theories that enhance the understanding of group dynamics, community
interaction, and theories that help explain behavior in organizations will be examined and discussed.
The major focus of the seminar brings to the student an understanding of human behaviors and the
relevance of environmental context. In addition, the course emphasizes the distinct relationship of theory
to social work practice for the advanced social work practitioner. For example, the seminar will examine
how issues of human diversity, populations at risk in social and economic justice impact human
development and behavior and how theory help social workers assess that interrelationship and develop a
plan of intervention. The course will incorporate information on the unique cultural aspects of the
university's region including the diverse racial and ethnicities represented in the Valley.
Educational Goals
The primary aims of this course are guided by the following goals:
1. To provide our students with the knowledge of the major developmental theories that inform social
work practice and with the skills to apply them to multiple systems and in the context of a global
perspective.
2. To equip students with the skills to assess multiple systems among populations at risk and to apply
theories within the context of human behavior and developmental processes.
Learning Objectives/Outcomes
1.1 To be able to define and describe characteristics of the biological development of human beings
across the lifespan.
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1.2 To be able to define and describe at least one current developmental theory. To be able to
understand, define, and describe systems theory and apply the multisystems framework when
working with individuals, families and groups in national and international settings.
1.3
To be able to define and describe at least one current theory that explains individual behavior. To be
able to define and describe the primary assertions of psychodynamic, psychosocial, cognitive,
behavioral, and social learning theories as they relate to human behavior in the context of individual
growth and development.
1.4 To be able to define and describe at least one current theory that explains human behavior in a group
situation not excluding families. To be able to define and describe family systems theory, field
theory, exchange theory, symbolic interaction theory and others that explain human behavior within
the context of families and small groups.
1.5 To be able to define and describe the impact of ethnicity on differential familial experiences as they
occur intra- and inter- nationally
1.6 To be able to define and describe at least one current theory that explains human behavior in
organizations. To define and describe Weberian theory, human relations theory, and other theories
that explain human behavior within the context of organizations.
1.7 To be able to define and describe at least one current theory that explains human behavior within
communities. To define and describe ecological theory and other theories of human behavior and
development processes within the context of communities.
2.1 To be able to use knowledge of the biological development of human beings in the psychosocial
assessment and plan development in social work practice and examine how these differ crossculturally and cross-nationally.
2.2 To be able to use bio-psycho-social theory in the assessment and plan development in social work
practice.
2.3 To be able to assess the societal systems and influences that impede access to resources for
populations at risk including people of color, women, people who are LGBT, people who are older,
and people with disabilities and implement effective strategies to address them.
2.4 To define and describe empowerment theory, racial identity theory and other theories on cultural
competence and plan effective interventions to address oppression and discriminatory behavior
confronted over the life span.
2.5 To be able to use at least one current theory of human behavior in organizations in assessment and
plan development in social work practice. To examine oppression as it affects populations at risk
within a global perspective and compare and contrast strategies to address issues of social justice.
2.6 To be able to use at least one current theory of human behavior in communities in assessment and
plan development in social work practice as a foundation for developing skills to advocate for social
justice.
Course Content
I.
II.
Introduction- The Nature of Theories
Empowerment Theory and Social Systems Theory
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III. Theories that Explain Biological Development
IV. Theories That Explain Human Development
IV. Theories of Assimilation, Acculturation, Bicultural Socialization, and Ethnic Minority Identity
V. Theories That Explain Individual Behavior
VI. Theories That Explain Behavior in Families and Groups
VII. Organizational Theory
VIII. Community Theory and a Global Perspective
Required Purchases - Text
Dale, O., Smith, R., Norlin, J. M., Chess, W. A. (2006). Human behavior and the social environment:
Social systems theory (5th ed.). Boston: Allyn and Bacon.
Robbins, S. P., Chatterjee, P., Canda, E. R. (2006). Contemporary human behavior theory: A critical
perspective for social work (2nd ed.). Boston: Allyn and Bacon.
Recommended Text
Ashford, J. B., Lecroy, C. W., and Lortie, K. L., (2001). Human behavior in the social
environment: A multidimensional perspective (2nd ed.). Brooks/Cole Publishing Company.
Resources on Using APA Style
Amato, Carol J. (1998). The world’s easiest guide to using the APA: A user friendly manual for formatting
research papers according to the American Psychological Association style guide (2nd Ed.).
Westminster, CA: Stargazer Publishing. Reserve Book Room (RBR) BF76.7.A62. 1998
American Psychological Association (2001). Publication manual of the American
Psychological Association (5th Ed.). Washington, DC: Author. Available in the reserve book room
in the library.
Also check the APA website at www.apa.org.
Methods of Instruction
Learning outcomes stress knowledge development as well as comprehension and application of knowledge.
Each section of this course will evaluate students on the basis of performance on any one type or
combination of examinations, in-class quizzes, major papers, short essays, in-class exercises and other
projects.
The course combines lectures by the instructor, discussion of assigned readings, use of audio-visual
materials, in-class exercises, and/or guest lecturers. It is expected that all students will have read and
prepared the assigned reading(s) before class discussion. You are responsible for all assigned required
readings even if the content is not addressed in lectures/discussion in class. If you have questions about
any content or assignments, you need to ask. The semi-seminar format makes thoughtful student
participation essential for a successful learning environment.
Web-based Instruction/Blackboard
The course syllabus and supplemental material are posted on Blackboard (Bb). TO ACCESS
BLACKBOARD students need a university (CVIP) email account and Internet connection. Your
“my.csufresno.edu” login and password gains you access to Bb. Go to http://blackboard.csufresno.edu
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It is your responsibility to make sure you can access Bb for class materials and resources. You are
responsible for checking for announcements and email sent through Blackboard. For orientations to Bb
contact the Digital Campus Resource Center in McKee Fisk #111; 278-6892. A brief navigational
overview of the site is on the CSUF web at:
http://www.csufresno.edu/digitalcampus/fresno.Welcome_Top.html
Email: You are expected to check your university email regularly (csufresno.edu account) or redirect
email to the regular mail box you use. I send email to the account listed in Blackboard. I respond to all
program/course related student email. In particular, I acknowledge receipt of any assignments/attachments
I receive. Thus, if you do not receive a reply it means I did not get your email and/or it got filtered as
possible spam. This often happens if you use an email account like hotmail, AOL. You should resend the
email (and perhaps give me a call to alert me to it). You should ALWAYS put SWRK 212 in the subject
line or you risk your email being deleted unopened.
Grading Criteria
Activity
Attendance
Class Participation
Quiz
Paper I: Individuals
Paper II: Families & Social Groups
Paper III: Organizations & Communities
Presentation on Paper I, II or III
Weight
5%
5%
5%
25 %
25 %
25 %
10 %
Due Date
On-going
On-going
9/22
10/13
11/3
12/8
12/1 and 12/8
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
90 % or above
80-89.5 %
70-79.5 %
60-69.5 %
59 % or below
A
B
C
D
F
Description of Assignments
Three (3) written papers are required for this course on individuals; families and small groups; and
organizations and communities. A list of topics for each of the assignments is provided below. All papers
must conform to the 5th edition of the Publication Manual of the American Psychological Association
(APA) writing format.
All papers will be expected to incorporate literature correctly cited from sources in addition to the
assigned readings. It is expected that at least five (5) additional sources in addition to the textbooks
and required assigned readings will be utilized for each assignment. All papers will be expected to
reflect a graduate level for conceptualization and synthesis of theoretical models and components. Papers
will be submitted on the Due Date. Include a cover page for each written assignment. The grade for
each paper will be based on content comprehensiveness and clarity, ability to critically analyze, correct
use of grammar, spelling, and APA format. Papers handed in late will receive an automatic ten (10) point
reduction. Papers over five (5) days late will receive failing grades. Expected length of each paper is
approximately 7 - 8 pages, not inclusive of the cover page and reference (these will be additional
count).
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SWRK 212 is a seminar and therefore requires your full intelligent participation. Students will be
expected to participate in the class discussion in each session. Each student must be prepared to present
his/her paper in a scholarly manner within a seminar environment for the purpose of discussion and
feedback. By the end of the term, every student will have had a chance to present at least one paper.
Points will be awarded to students based upon the quality of the presentation and the initiation of
discussion with fellow seminar participants.
Quiz
A study guideline will be provided a week before the scheduled Quiz. Quiz will consist of Short Essays.
Paper I: Working with Individuals
Choose ONE of the following topics for your paper: Incorporate concepts of human behavior and
developmental theory as it applies to populations at risk, to include a global perspective to examine the
factors that influence discrimination and oppression, in your selection of one of the topic areas cited
below.
1) Discuss the major tenets of systems theory and explain why it may or may not be useful in helping us
understand the growth and development, and behavior of individuals. Discuss the strengths and
limitations of the systems theory from a multi systems approach.
2) Critically analyze by comparing and contrasting Erikson’s psychosocial theory with Freud’s
psychoanalysis theory on key concepts, major theoretical assumptions and values inherent in the
theory. Discuss the strengths and limitations of both theories on human development and human
behavior from a multi systems approach. Include a discussion of why theorists such as Gilligan and
Chodorow argue the absence of the voice of women and why others might also be excluded from
traditional theories of development.
3) In thinking about your Thesis/Project for next year, utilize one of the theories discussed in this
course as the framework for your research with special emphasis on working with individuals.
Describe your research topic including problem statement, literature review, research questions and
research methods.
Paper II: Working with Families and Groups
Choose ONE of the following topics for your paper: Incorporate a global perspective within populations at
risk to compare and contrast theoretical applications to address environmental and socio-economic
inequities to your selection of one of the topic areas listed below.
1) It is imperative to become aware of how our own family experiences can influence our practice with
families. To begin this process, reflect on the following questions related to your family of origin when
you were a child. Summarize your reflections on each question.
a. What value was placed in connectedness and what value was placed on the differentiated self?
b. What were the important behavioral rules?
c. What were the external boundaries- who were in and who were out of the family?
d. What were the commonly shared beliefs?
e. What roles did family members play?
f. What were the patterns of communication?
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g. Can you recall any periods of stress pileup? If so, how did your family cope during those
periods?
h. What cultural, economic, and political factors affected stress and coping in your family?
i. What were your family’s strengths?
j. How do you think your experiences in your family or origin might serve as a barrier or an aid in
working with families?
k. Discuss in what ways the Structural Family Theory or Family Systems Theory (see Dale, et al,
2006) provide or does not provide an explanation for some of the experiences in your family of
origin.
2) Compare and contrast the Empowerment Theory to Symbolic Interactionism. Identify key
concepts, major assumptions of each of these theories. Identify the strengths and limitations of
Empowerment theory and Symbolic Interactionism and discuss the rationale for why you might use
one or both of these theories when working with families and groups.
3) In thinking about your Thesis/Project for next year, utilize one of the theories discussed in this
course as the framework for your research in working with families and/or groups. Describe your
research topic including problem statement, literature review, research questions and research
methods.
Paper III: Working with Organizations and/or Communities
Choose ONE of the following topics for your paper: Incorporate a global perspective to compare and
contrast organization and community models of practice in response to your selection of one of the topics
listed below.
1) Using the Social Systems Model, analyze the agency in which you are currently placed OR a
community with which you are familiar. Include in your analysis the aspects of the agency or
community which need changing and how you would use the social systems model in developing a
strategy for change.
2) Using the Human Relations Model, analyze the agency in which you are currently working or in your
field placement. Discuss how your agency model compares to the Human Relations model. Include in
your analysis aspects of the agency that you think need changing and how you would use these models
in developing a strategy for change.
3) In thinking about your Thesis/Project for next year, utilize one of the theories discussed in the
organization section OR the community section of this course as the framework for your research.
Describe your research topic including problem statement, literature review, research questions and
research methods.
Student Presentation
Students can choose any one of the three papers for the class presentation. Each student will have 10
minutes to present the main aspects of their papers.
Course Policies
Late Papers: Papers handed in late without prior approval from the instructor will receive 10 points
deduction for each day late. Papers over five (5) days late will receive failing grades.
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Attendance: Attendance will be taken every class period. Attendance in class will account for 5 percent
of your grade. University policy supports the learning process with the expectation of class attendance.
Two (2) absences will be allowed without point deduction for attendance; absences for any reason beyond
the two (2) allowed absences will result in a 5-point deduction from your total points for each class session
missed (absence = missing from 30 minutes to the full class session). Repeated tardiness (or leaving class
early) will also result in a point deduction. Note that, with excessive absences (i.e., a total of 5 or more
classes including the 2 excused absences), this will result in zero point for attendance. If you are absent
from class, it is your responsibility to check on any announcements made and to catch up with the content
that was missed (most handouts and important announcements will be posted on Blackboard but you
should check with me and your classmates). If you must be absent from class, I would appreciate being
notified by phone or email.
In the case of personal or family emergency that requires absence from the class, if you call and leave a
message that you will be absent, you receive half the points for the day. Further policies regarding
attendance and participation are left to the discretion of the instructor.
Class Participation: The instructor has developed this course to be strenuous and intensive to achieve
individual learning regarding human behavior and the social environment. It is anticipated that everyone
takes this course seriously. All assigned reading must be read prior to class. Students’ participation in
class discussion will receive a total of 5 percent.
Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn these
devices off during the class. If you are required to be “on-call,” please advise me at the beginning of class,
turn off the “audio,” and sit near the door, so you can exit with minimal disruption to the class. Please
advise me if you would like to use your laptop in class, record the lecture etc. Web surfing and reading
email during class are not allowed.
General Evaluation Guidelines for Written Assignment and Presentation
General guidelines considered in the evaluation of oral or written work include the following three
components:
Content: Should be appropriate to the graduate level. Work should build upon course text/discussions,
professional books and journals, and demonstrate the student’s ability to critique and analyze the material,
present relevant ideas, and make informed judgments and reasoned arguments and discussions that are
complete and address the identified tasks in a given assignment.
Organization: Oral or written assignments should display coherence, consistency and logic in the
development of given lines of reasoning and the development of themes and major points. An
introduction should give the purpose for the paper or presentation and a structure (outline) of the
discussion that will follow; the narrative should then follow this structure. Transition statements should
provide continuity between topics/sections.
Presentation/Written Style: It is imperative that you attend to sentence structure, spelling, grammar,
neatness; formatting/style should reflect acceptable APA (2001), 5th ed. guidelines. (The important thing
is to give credit to any sources that you use). Please double space and leave 1-inch margins. I would
prefer that you go over the suggested page length rather than reduce the font size or margins; likewise,
you don’t need to use bigger type to make a suggested page length if you don’t need that many pages to
say what you want to say. It is content that matters. The number of pages alone will not count for or
against you. Poor writing or typos impacts your ability to effectively present content/organization and
could result in zero (0) points for an assignment.
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“A” indicates excellent overall work as evidenced by consistent adherence to all three components above.
Work should demonstrate an understanding of course content and the ability to apply the content to
relevant social work activities and experiences with intellectual curiosity and creativity. “B” indicates
very good quality work on two of the above three components, but deficiencies are present with regard to
one of the above three components. “C” indicates that deficiencies are present in two of the above three
components.
A grade below “C” indicates that the student has problems with all of the three component areas.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent
of this definition that the term 'cheating' not be limited to examination situations only, but that it include
any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent
or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the
published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual
property) so used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a
particular assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule
(Policy/Legal Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community adhere
to principles of academic integrity and mutual respect while engaged in university work and related
activities. Students should:
a) understand or seek clarification about expectations for academic integrity in this course (including no
cheating, plagiarism and inappropriate collaboration)
b) neither gives nor receives unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” For more
information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the necessary
communication links to the University's information resources.”
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Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in terms
which are supportive of the learning process, creating an environment in which students and faculty may
learn to reason with clarity and compassion, to share of themselves without losing their identities, and to
develop and understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page. Digital Campus course web
sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such
material is used for educational purposes in accord with copyright law and/or with permission given by the
owners of the original material. You may download one copy of the materials on any single computer for
non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it
only for the duration of this course, and (3) include both this notice and any copyright notice originally
included with the material. Beyond this use, no material from the course web site may be copied,
reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission
of the original copyright holder. The instructor assumes no responsibility for individuals who improperly
use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
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SWRK 212: Human Behavior in the Social Environment:
A Multi systems Approach (3 Units)
COURSE SCHEDULE
The following course schedule and procedures for this course are tentative and may be adjusted based on
extenuating circumstances and needs of the students. Topics reflect the theme of course lectures.
WEEK
TOPIC
DUE DATES
DATE
Week 1 Introduction, Review of Syllabus, Course Overview
The Relationship between Theory and Practice
A Multidimensional Approach
Week 2
Week 3
Required readings:
Robbins, et al. Chapter 1
Dale, et al., Chapter 1
LABOR DAY – NO CLASS – CAMPUS CLOSED
Theoretical Perspectives on Human Behavior
Multiple Perspectives for a Multidimensional Approach
Social Systems Perspectives/PIE
Social Systems Theory
General Systems Theory
Conflict Theories (Will address this next week)
Empowerment Theory (will address this next week)
Activity:
Assessing social network map
Required readings:
Robbins, et al., Ch. 2
Dale, et al., Ch. 2, 3
Tracy & Whittaker (1990). The social network map: assessing
social support in clinical practice. (on Bb)
Week 4
Social Institutions and Social Structure
Theories of Social Inequality
Conflict Theories
Empowerment Theory
Required readings:
Robbins, et al., Ch. 3, 4
Recommended readings:
Lindhorst, Eckert (2003). Conditions for empowering people with
severe mental illness. Social Service Review. The University of
Chicago.
Week 5
Theories of Assimilation, Acculturation, Socialization and
Identity
Historical Context
Deficiency Theory
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Ethnic, Racial/Cultural, and Bicultural Identity
Women and Shame (Shame Resilience Theory)
GBLT Identity Development
Disability Identity Development
Alternatives to Stage Theories
Cultural Competence
Required readings:
Robbins et al., Ch. 5, 7 (pp. 226-257)
Recommended readings:
Henry, C.P. (2004). A World View of Race Revisited. The
Journal of Negro Education. 73(2):137-146. Dale, et al., Ch. 4
Week 6
Theories of Lifespan Development
Physical/Biophysical Growth and Development
a. Pregnancy, Birth and the Newborn
b. Infancy
c. Early Childhood
d. Middle Childhood
e. Adolescence
f. Adulthood
g. Late Adulthood
Critical periods of development
Erikson’s eight ages of man
Life Span Development of Women
Required readings:
Robbins et al., Ch. 7 (pp. 198-225)
Larkby, C., & Day, N. (1997). The effects of prenatal alcohol
exposure. Alcohol Health & Research World, 21(3): 192-198.
Week 7
Psychodynamic Theory (Personality Development)
Freud’s Psychoanalysis (Emphasis on Early Childhood)
Psychosocial Theory (Lifespan)
Video to be shown in
class.
Required readings:
Robbins, et al., Ch. 6
Dale, et al., Ch. 6
Recommended Reading:
Borden (2000). The Relational Paradigm in Contemporary
Psychoanalysis: Toward a Psychodynamically Informed Social
Work Perspective. Social Service Review, 79(3): 482-510. (Bb)
Week 8
Cognitive and Moral Development Theories (Lifespan)
Behaviorism, Social Learning, and Exchange Theories
Paper One Due
Required readings:
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Robbins, et al., Ch. 8, 11
Halpern, Figueiras (2004). Environmental influences on child
mental health. J Pediatr (Rio J), 80(2 Suppl):S104-S110.
Week 9
Week 10
Theoretical Perspectives for Understanding Families
Structural Family Theory
Family Systems Theory
Communications/Interactive Theory
Social Systems Theory
Required readings:
Dale, et al., Ch. 9 & 10
Social Group Theories
Defining Social Group
Field Theory
Exchange Theory
Symbolic Interaction Theory
Required readings:
Dale, et al., Ch. 7 & 8
Week 11
Week 12
Organizational Theories/Models
The Weberian Bureaucracy
The Human Relations Model
Social Systems Theory
Total Quality Management
Paper Two Due
Required readings:
Dale, et al., Ch. 11 – 13
Organizational Theories/Models – contd.
Required readings:
Dale, et al., Ch. 11 – 13
Week 13
Guest Speaker – Organizational Management
Case Study: Assessing the application of organization theory
Week 14
Theoretical Perspectives on Community
The Ecological Perspective
Social Systems Theory
Community Partnerships
COURSE EVALUATION
Required readings:
Dale, et al., Chapters 14 & 15
Bolda, Lowe, Maddox, Patnaik (2005). Community partnerships
for older adults: A case study. Families in Society, 86(3): 411418.
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Recommended readings:
Bruce (2004). Inequality and adolescent violence: An exploration
of community, family, and individual factors.
Journal of the National Medical Association, 96(4): 486-495.
Week 15
Rivera (2002). Developing collaborations between child welfare
agencies and Latino communities. Child welfare, 31(2): 371384
STUDENTS PRESENTATION
Globalization and Social Work
Required readings:
Lyons (2006). Globalization and social work: International and
local implications. British Journal of Social Work, 36: 365–380
Week 16
Recommended reading:
Suarez-Herrera (2006). Community nutrition programmes,
globalization and sustainable development. British Journal o
Nutrition, 96(Suppl. 1). S23-S27.
STUDENT PRESENTATIONS
Week 17
FINAL PAPER
California State University, Fresno
Paper Three Due
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SAMPLE GRADING RUBRIC
(similar for Paper 1, II, & III)
SW 212
Paper 1: Working with Individuals
Total Points 100 points (25% of the Final Grade)
Name
Points Obtained
Checked issues affected the grade of this paper:
Yes
No
Somewhat
Content (80 points):
Demonstrate clear description and/or explanation of the theories.
Content is thorough and comprehensive.
Critical analysis is evident.
Organization (10 points):
The paper is well organized, coherent, and logical in
reasoning and development of themes and major points.
Provide an introduction and stated the purpose of the paper.
Transition statements provide continuity between topics/sections.
Presentation Style (10 points):
The writing conforms to APA (5th ed.) format (provide a cover
sheet, use correct citation, reference, margins, space, and font).
Evident of proof-reading using spell check, etc.
“A”
indicates excellent overall work as evidenced by consistent adherence to all three
components above. The paper demonstrates an understanding of course content, intellectual
curiosity and creativity.
“B”
indicates very good quality work on two of the above three components, but deficiencies are
present with regard to one of the above three components.
“C”
indicates that deficiencies are present in two of the above three components.
A grade below a “C” indicates that the student has problems with all of the three component areas.
Students receiving a C may redo the pay but the highest possible grade will be the lowest B.
Remarks:
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
158
SWRK 212
Presentation
Total Points Possible 40 (10%)
Name
Points Obtained
Checked issues affected the grade of the presentation:
Yes
No
Somewhat
Content (40 points):
Information was presented in a logical, interesting sequence that
was easy to follow
Demonstrated an outstanding effort presenting the information
through creative use of graphics and text
Presentation was thorough and clear
Remarks:
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
159