Syllabus for ScWk 272 Summer Class 2014
1
SAN JOSÉ STATE UNIVERSITY
SCHOOL OF SOCIAL WORK
ScWk 272: SOCIAL WORK IN EDUCATIONAL SETTINGS
Semester:
Instructor:
Class Time:
Classroom:
Summer 2014
Office Location:
TBD
Taquelia Washington, LCSW/PPSC Office Hours:
To be Arranged
Monday’s 5-9:15pm
Cl 308
E-mail: Taquelia.washington@sjsu.edu
Catalog Description
Knowledge and skill development for practice from a transcultural multi-systems perspective in
school settings, including critical analysis of relevant policies. Roles, responsibilities, and
functions of social workers in education to promote well-being and social change. Emphasis on
schools as community service agencies to meet the needs of diverse student populations and
families. (3 units. Prerequisite: Successful completion of SW 212, 214, 220, and 221
coursework. Required for PPSC Students)
Course Description
Social Work 272 is an advanced level course that focuses on social work practice in educational
settings. Students gain skills and knowledge in transcultural multi-systems school social work
practice. The course builds on skills and competencies gained in both foundation and
concentration practice courses (i.e., SW 220, 221, 222, 223) and HBSE courses (i.e., SW 212 and
214). Using developmental, ecological/systems, strengths, and psychosocial perspectives, SW
272 examines multi-systems professional social work practice with high risk, poor, oppressed,
marginalized, and/or disenfranchised children, adolescents, and families in school
interdisciplinary interventions. The course examines the promotion of well-being and social
change, with specific emphasis on attainment of educational goals. Individual and family needs
are explored in the context of educational policies, organizational dynamics, pupil adjustment
and assessment, life cycle development, and advocacy. Evidence-based and best practice
interventions reflecting the current state of educational and social work research are emphasized.
Learning Objectives
At the conclusion of ScWk 272, students will be able to:
1. Delineate assessment techniques and skills in school settings, including those applicable to
children, youth, family, and larger systems. M2.7 (Assess & intervene in multi-systems
practice)
2. Articulate an understanding of learning theory, particularly in relation to social work
assessment and intervention in school settings. M2.5 (Critically evaluate theory)
3. Demonstrate skill in evaluating the empirical support for social work interventions in school
settings. M4.3 (Research)
Syllabus for ScWk 272 Summer Class 2014
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4. Articulate knowledge about social work interventions in school settings, including, but not
limited to, application of large systemic interventions, interdisciplinary team interventions,
and use of community resource referrals in the context of educational legislation and policies.
M2.7 (Assess & intervene in multi-systems practice), M3.5 (Policy/History/Social Justice).
5. Demonstrate the capacity for critical thinking, self-awareness and self-reflection in relation to
school social work practice issues, including, but not limited to, life-long learning,
professional renewal, and healthy maintenance of the self. M4.4 (Advance quality of
practice)
6. Apply with integrity social work values, ethics, and legal mandates in all phases of contacts
of social work in school settings. M1.4 (Ethics)
7. Demonstrate understanding of a multi-systems transcultural perspective to social work
interventions in educational settings that reflects respect for the importance of diversity
including populations-at-risk (e.g., learning disabled children, abused children, foster care
children), Latinos and Latinas, African and Asian Americans, women, LGBTQQI persons,
and other marginalized and disenfranchised populations. M1.5 (Apply transcultural/multisystems in field of practice); M3.6 (Multi-systems knowledge and skills with communities)
8. Articulate roles and responsibilities to function effectively and professionally within school
settings with recognition of the unique needs of school systems. M3.5 (Policy/history/social
justice), M3.6 (Multi-systems knowledge and skills with communities)
COURSE REQUIREMENTS
Learning Experiences
Teaching methods include anticipatory guidance lecture, seminar, classroom discussions, videos,
speakers, and direct participation, with a focus on case presentations, student taught workshops
(in schools this is called in-service) and role play. Social work education in current news will be
discussed weekly, so students should read newspaper/magazine/internet sources and bring
relevant material to class.
Grading and Evaluation
The grading and evaluation distribution for the class is outlined below.
Assignments
Educational Experience Reflection
Final Exam
SSW Research Paper *
Group “In-service” Presentation
Class Participation
Total
10%
20%
25%
25%
20%
100%
98-100 A+
93-97 A
90-92 A87-89 B+
83-86 B
80-82 B-
Grading
77-79 C+
73-76 C
70-72 C67-69 D+
63-66 D
60-62 D59 or less F
Syllabus for ScWk 272 Summer Class 2014
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*Course signature assignment for assessment.
Course Assignments
Readings & Websites: Since this course is very discipline specific, reading is somewhat heavy,
but important for the learner. Students are advised to review the course syllabus and set their
own schedule to keep up with the reading. Student learning will reflect the commitment to
completing readings. There are also websites assigned for reading or exploration. These are
included as critical resources for the school social worker.
Educational Experience Reflection (10 points). Students will submit a 3-5 page, double-spaced,
standard 12 pt font, personal reflection on their own preschool-12 educational experience (or the
equivalent if educated outside the US). Students may elect to address a general overview of
schooling, or focus on a meaningful experience. Students are encouraged to consider:
relationships with teachers/staff, parent/caretaker attitudes about education/school, meaningful
and/or discouraging relationships or experiences, peer influences, community/social environment
impact, educational access/resources, labels or tracking, and/or sense of self as a learner. Due
Class 2.
School Social Work Research Paper (25 points). Students will prepare a 10-12 page research
paper on a school social work topic of their choice. APA 6th edition format required. The topic
must be different than that addressed in the group in-service and must in some way affect a
vulnerable or oppressed group. Citations/references must include at least 5 peer-reviewed journal
articles on the topic. The paper should consider relevant issues in the following domains:
historical/contextual, policies and/or legislation, ethics or values, transcultural competence,
multisystems interventions, and evidence-based practice. Students should demonstrate critical
thinking and the ability to integrate material. This paper must also include student insights from
an interview conducted with a school social worker on the topic at hand. Due the 7th class.
Comprehensive Final Exam (25 Points). Students will be given an in-class, comprehensive, final
exam to test the knowledge of information learned throughout the course. Exam will test
student’s ability to apply information taught in the class and may consist of multiple choice,
true/false, vignettes, and short answer questions. Test will be given during the 8th class.
Group “In-service” Presentation (25 points). The class will be divided into 4 groups (this may
need to change depending on the class size.) Groups will be voluntarily formed, based on the
topic of interest. The group will collaborate and then prepare and present a 45 minute in-service
training, using PPT, at least 1 interactive activity, and a 1 page handout. Another 15 minutes will
be allowed for discussion and questions. Students are encouraged to be creative and cognizant of
learning theory, as they prepare this in-service. The intended audience is professional (school
staff, faculty, social workers, etc.) not parents/caregivers. Students will receive a group grade.
Groups must chose from the list of commonly requested in-service topics below. Each group
must settle on a different topic.
Services for foster or homeless youth
Depressed and/or suicidal youth
Student Mental Health
Building Resiliency
Syllabus for ScWk 272 Summer Class 2014
Responding to a traumatic school crisis
Bullying/ Cyberbullying
Mandated Reporting (child abuse)
Restorative Justice
Sexual Behavior/Pregnancy
Learning Disabilities
Cultural Competence
Classroom climate
4
Adopted Kids
LGBTQQI Youth (can pick a focus)
Nutrition/Exercise/Obesity
Substance Use
Self-Esteem, Social Skills
Engaging Families
Improving attendance
Teacher self-care
Class Participation (15 points). Attendance and participation are essential to this class. Students
may receive a maximum of 2 points per class. No participation points can be earned when a
student does not attend class.
Late Assignment Policy. Two points will automatically be deducted from assignment if it is not
turned in during the class period in which it is due. An additional 2 points will continue to be
deducted for every class period in which the assignment is late. Please Note: No electronic
versions of assignments will be accepted. In order to avoid a late penalty, all assignments must
be turned in no later than due date in hard copy form.
Course Assignment and Learning Objective Matrix
Assignment
Readings & Website Explorations
Educational Experience Reflection
School Social Work Research Paper
Comprehensive Final Exam
Group In-Service Presentation
Learning Objective
1 2 3
4 5 6 7
X X X X X X X
X
X X X X X
X X X X X X X
X X X X X X X
8
X
X
X
X
UNIVERSITY POLICIES
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability, or if you need special
arrangements in case the building must be evacuated, please make an appointment with me as
soon as possible, or see me during office hours. Presidential Directive 97-03 requires that
students with disabilities register with the DRC to establish a record of their disability.
Additional information on the Disability Resource Center can be found at:
http://www.drc.sjsu.edu/.
Academic Integrity
Academic integrity is essential to the mission of San José State University. As such, students are
expected to perform their own work (except when collaboration is expressly permitted by the
course instructor) without the use of any outside resources. Students are not permitted to use old
tests, quizzes when preparing for exams, nor may they consult with students who have already
taken the exam. When practiced, academic integrity ensures that all students are fairly graded.
Violations to the Academic Integrity Policy undermine the educational process and will not be
tolerated. It also demonstrates a lack of respect for oneself, fellow students and the course
instructor and can ruin the university’s reputation and the value of the degrees it offers. We all
share the obligation to maintain an environment which practices academic integrity. Violators of
the Academic Integrity Policy will be subject to failing this course and being reported to the
Syllabus for ScWk 272 Summer Class 2014
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Office of Student Conduct & Ethical Development for disciplinary action which could result in
suspension or expulsion from San José State University. Additional information on academic
integrity can be found at:
http://sa.sjsu.edu/judicial_affairs/faculty_and_staff/academic_integrity/index.html
REQUIRED TEXTBOOKS
Constable, F., Massat, C.R., McDonald, S., & Flynn, J. (eds.). (2009).
(7th ed.). Chicago: Lyceum Books.
Neukrug, E.S., & Fawcett, R.C. (2010). Essentials of testing and assessment: A practical guide
for counselors, social workers, and psychologists (2nd ed.). Belmont, CA: Thomson Brooks/Cole.
NOTE: This book will be on reserve at the library. Students are required to read PART III
only—purchase is optional.
Other required readings are available online via the SJSU library or websites. These are listed
under the Course Outline.
Recommended Reading:
Kozol, J. (2005). The shame of the nation: The restoration of Apartheid schooling. New York,
NY: Crown Publishers.- Available Electronically at SJSU Library
Levine M. (2002). A mind at a time. New York, NY: Simon & Schuster.
COURSE OUTLINE
(Subject to change with fair notice)
(This summer course meets for 10 weeks, 1x/week for 4.25 hour sessions.)
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School Social Work is abbreviated as SSW below.
“Chap” refers to a chapter in the primary textbook, School Social Work: Practice, Policy & Research.
Websites listed under “topics” will be visited in class. Those under “assignments” should be visited
by the student prior to class.
Students may want to set-up a bookmark folder on their computer of referenced websites. They may
be useful in preparing the research paper or the group presentation. Most definitely, they will be
useful to school social work practice.
Readings available online or websites are symbolized by: 
CLASS
#
1
6/2/14
TOPICS
Introduction to Course & SSW Practice
 Course expectations, assignments, evaluations
 Roles of School Social Workers
 Ethics & Values in SSW
 Rhythm of Schools: Yearly changes, kids growing, developmental
variations, beginnings & endings
 Class will visit:
 http://www.socialworkers.org/practice/standards/NASW_SSWS.pdf
ASSIGNMENTS
READ:
 Chap 1: Role…
 Chap 3: Characteristic Focus…
 Chap 4: Process of Ethical…
 Chap 5: Ethical & Legal…
Syllabus for ScWk 272 Summer Class 2014
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 http://cassw.net/ (and links on this site)
1.5
6/2/14
The Challenge for School Success: Inequalities in Education
 Educational Reform (Race to Top, NCLB)
 Diversity, Culture, Language, Funding
 Moving beyond the 3 R’s
 Sign-up for Group Presentation
 DVD: A Day in the Life of a School Social Worker (33min)
2
6/9/14
Learning Theory & Educational Psychology
 Ways of Learning (including cultural diversity)
 Barriers to Learning
 Relationship of school/learning success to opportunity, wellbeing & self-esteem
 Class will visit:
http://edtech.kennesaw.edu/intech/cooperativelearning.htm
(Cooperative Learning)
2.5
6/9/14
Joining & Understanding Education Environments
 Organization of Schools (School Boards, etc.; Preschools to
High Schools; Local to Federal; Legislative to Policy)

Interdisciplinary Teams
 Technology used in school management
 Student records (cumulative & psychological files)
 Basic Human Relations
 Understanding available learning supports: direct level &
system level
 Class will visit:
 http://www.cde.ca.gov/re/di/or/documents/orgchartoverview.p
df
 http://www2.ed.gov/about/offices/or/index.html
School Attendance & Child Welfare
 School Social Worker as “control agent”
 Mandates & Resources
 School Attendance & Review Boards
3
6/16/14
3.5
6/16/14
4
READ:
 Chap 18: Cross Cultural Practice
VISIT:
http://www2.ed.gov/programs/racetothetop/faq.html
(read Race to Top purpose)
http://www2.ed.gov/nclb/landing.jhtml?src=ln
(generally explore site)
READ:
http://www.nea.org/assets/docs/mf_ltreport.pdf
Theories of Learning & Teaching: What do they mean
for Educators
http://www.ncld.org/ld-basics/ld-aamp-socialskills/self-esteem/self-esteem-fact-sheet
Self-Esteem Fact Sheet
http://main.zerotothree.org/site/DocServer/Vol_224f.pdf?docID=1182&AddInterest=1145
Bridges to literacy. Zero to Three, 2002, 22(4).
DUE: Personal Educational Reflection
READ:
 Chap 9: Organizational…
 http://www.edsource.org/pub10-how-ca-ranks.html
How California Ranks
VISIT:
http://nces.ed.gov/about/
National Center for Educational Statistics
http://www.cde.ca.gov/re/di/fq/
California Dept of Ed FAQ pages
READ:
 Chap 37: Attendance and Truancy
VISIT:
http://www.cde.ca.gov/ls/ai/
Attendance Improvement (California CWA, Dropout
Prev., SARB, Truancy
Student Rights
 Safety
 Due Process
 Quality Education
 Confidentiality
 Class will visit: http://www.restorativejustice.org/programmeplace/02practiceissues/schools-1 (Restorative Justice)
READ:
 Chap 16: Policy & Law
 Appendix A: Confidentiality
VISIT:
http://www.cde.ca.gov/re/di/eo/
Equal Opportunity & Access
http://www.cde.ca.gov/re/di/eo/dutytoprotect.asp
Duty to Protect
http://www.cde.ca.gov/be/ms/po/policy01-02mar2001.asp
Safe Schools Policy
Referrals & Engaging Students, Staff, Families
READ:
Syllabus for ScWk 272 Summer Class 2014
6/23/14
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Viewing Parents as Partners
Evidenced-Based Work--accountability
7
 Chap 29: SSW Practice with Families
Franklin, C., & Kelly, M. (2009). Becoming
Evidence-Informed in the Real World of School Social
Work Practice. Children & Schools, 31(1), 46-56.
VISIT:
http://www.capta.org/
CA PTA & explore “Parent Involvement”
There is also a National PTA site
4.5
6/23/14
Assessment & Planning Interventions
 Developmental, Ability, Achievement Assessments
 Prevention & Early Intervention
 Learning Disabilities, Sensory Issues
 Homevisits
READ:
 Chap 17: Assessment…
 Chap 22: Assessment Learning Environment
 Chap 23: Assessment of Adaptive Behavior
 Chap 24: Classroom Observation
 Chap 26: Planning & Setting Goals
 Neukrug, Part III: Commonly Used Assessment
Techniques
 Appendix B: Personal Safety
5
6/30/14
Resiliency, Strengths & Solutions in Schools
 Resiliency Research & Building this Resource
 Applying a strength-based perspective
 Using solution-focused interventions
 Promoting personal & social responsibility--citizenship
5.5
6/30/14
Special Education
 SSTs, IEPs, 504s
 Advocacy
 Class will visit: http://www.cde.ca.gov/sp/se/
 California Dept of Ed, Special Education, look at Family
Involvement
 http://www.cde.ca.gov/sp/se/as/caselpas.asp
 SELPAs
 Richard Lavoie: How Difficult Can This Be? F.A.T. City--A
Learning Disabilities Workshop DVD
Foster Youth/Homeless Youth
 McKinney Vento Act
 Foster Youth Legislation & Services
 Class will visit: http://www.cde.ca.gov/sp/hs/cy/
 Homeless Education (California)
 http://www.fosteryouthhelp.ca.gov/
READ:
Harvey, V. (2007). Raising Resiliency Schoolwide.
Education Digest, 72(7), 33-39.
Ryan, C., & Hoover, J. (2005). Resiliency: What We
Have Learned. Reclaiming Children & Youth, 14(2),
117-118. (a book review)
Kelly, M., & Bluestone-Miller, R. (2009). Working on
What Works (WOWW): Coaching teachers to do more
of what's working. Children & Schools, 31(1), 35-38.
READ:
 Chap 13: Educational Mandates
 Chap 14: Family Centered…IDEA
 Chap 19: LRE
VISIT:
http://www.lawfoundation.org/lacy.asp
6
7/7/14
READ:
 Chap 36: Child Welfare Collaboration
Read brief on Educating Foster Youth
6.5
7/7/14
School Safety
 Violence, Gangs, Drugs,

Sexual Harassment/Behavior
 Bullying (including cyber, LGBTIQQ, hate)
 Class will visit:
 http://www.tolerance.org/
 Video from PBS, Growing up Online:
http://www.pbs.org/wgbh/pages/frontline/kidsonline/
READ:
 Chap 38: Bullying & Peer…
 Chap 39: Developing Safe…
VISIT:
http://www.childtraumaacademy.com/
explore free online courses on trauma
7
Health & Mental Health Needs: Early Intervention/Prevention
READ:
Syllabus for ScWk 272 Summer Class 2014
7/14/14
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Nutrition, Medical, Dental, Sexuality
ADHD, Mood & Anxiety Problems, Substance Use
Risk-taking behaviors
Class will visit:
http://smhp.psych.ucla.edu/ UCLA School Mental Health
8
 Chap 25: Mental Health & SSW
Thomas, C., & Corcoran, J. (2003). Family
approaches to attention deficit hyperactivity disorder: A
review to guide school social work practice. Children &
Schools, 25(1), 19-34
Allen-Meares, P. (2008). Assessing the adaptive
behavior of youths: Multicultural responsivity. Social
Work, 53(4), 307-316.
Vanderburgh, R. (2009). Appropriate therapeutic
care for families with pre-pubescent
transgender/gender-dissonant children. Child &
Adolescent Social Work Journal, 26(2),135 -154.
VISIT:
http://www.cdc.gov/HealthyYouth/az/index.htm
CDC Adolescent Health
DUE: RESEARCH PAPER
READ:
 Chap 31: Groups…Planning
 Chap 32: Groups…Monitoring
 Chap 33: Social Skills Groups
Koffman, S., Ray, A., Berg, S., Covington, L.,
Albarran, N., & Vasquez, M. (2009). Impact of a
Comprehensive Whole Child Intervention and
Prevention Program among Youths at Risk of Gang
Involvement and Other Forms of Delinquency. Children
& Schools, 31(4), 239-245.
READ:
 Chap 17: Consultation
 Chap 20: Collaboration and Consultation
 Chap 21: Case Example: Collaboration
 Chap 30: Case Management, Coordination
7.5
7/14/14
Beyond Individual & Family: Group & System-wide Interventions
 Funding & grant writing resources
 Class will visit:
 http://www.schoolgrants.org/welcome.htm
8
7/21/14
Three C’s: Collaboration , Consultation, Coordination
 Classroom presence in SSW
 Supervision & Mentoring
8.5
7/21/14
Crisis Intervention in Schools
9
7/28/14
9.5
7/28/14
10
8/4/14
10.5
8/4/14
Group Presentations (Leadership)
COMPREHENSIVE FINAL EXAM
READ:
 Chap 34: Crisis Intervention
Knox, K., & Roberts, A. (2005). Crisis Intervention
and Crisis Team Models in Schools. Children &
Schools, 27(2), 93-100.
Group I Submit PPT & Material
Group Presentation (Leadership)
Group II Submit PPT & Material
Group Presentations (Leadership)
Group III Submit PPT & Material
Group Presentations (Leadership)
Group IV Submit PPT & Material
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Syllabus for ScWk 272 Summer Class 2014
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Syllabus for ScWk 272 Summer Class 2014
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Cambridge, MA: Brookline Books.
Raines, J.C. (2008). Evidence-based practice in school mental health. New York: Oxford University Press.
Reinecke, M.A., Dattilio, F.M., Freeman, A., Lopez, C., & Parra, G. (2003). Cognitive therapy with children and
adolescents (2nd ed.). New York: Guilford Press.
Roberts, D. (2002). Shattered bonds: The color of child welfare. New York, NY: Basic Books.
Sanders, M.G. (Ed.) (2000). Schooling students placed at risk: Research, policy, and practice in the education of
poor and minority adolescents. Mahwah, NJ: L. Erlbaum Associates.
Schaefer, C. E. & Reid, S. E. (2001). Game play: Therapeutic use of childhood games (2nd ed.). New York: John
Wiley & Sons, Inc.
Selekman, M. D. (1997). Solution-focused therapy with children. New York: Guilford Press.
Syllabus for ScWk 272 Summer Class 2014
11
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any
level. New York, NY: Alfred A. Knopf.
Siegel, D.J. (1999). The developing mind: Toward a neurobiology of interpersonal experience. New York, NY:
Guilford Press.
Siegel, L. M. (2005). The complete IEP guide: How to advocate for your special ed child (4th ed). Berkeley, CA:
Nolo Press.
Siegel, L. M. (2005). Nolo’s IEP guide: Learning disabilities (2nd ed). Berkeley, CA: Nolo Press.
Smith, C., & Nylund, D. (1997). Narrative therapies with children. New York: Guilford Press.
Sprung, B., Froschl, M., & Hinitz, B. (2005). The anti-bullying and teasing book for preschool classrooms.
Beltsville, MD: Gryphon Press.
Sternberg, R.J. & Subotnik, R.F. (Eds.) (2006). Optimizing student success in school with the other three Rs:
Reasoning, resilience, and responsibility. Greenwich, CT: Information Age Publishing.
Whitfield, G.W. (1999). Validating school social work: An evaluation of a cognitive-behavioral approach to reduce
school violence. Research on Social Work Practice, 9(4), 399-426.
Wolf, A.E. (2002). Get out of my life, but first could you drive me and Cheryl to the mall? New York, NY: Farrar
Straus Giroux.
American Youth Public Forum
http://www.aypf.org/
For Bibliotherapy Resources: www.any-book-in-print.com (Paperbacks for Educators)
Syllabus for ScWk 272 Summer Class 2014
12
San José State University
Social Work Programs Evaluation and Grading Criteria
Instructors in the Social Work program promote and evaluate critical thinking1 and communication2 skills
to help students achieve academic and professional excellence. These skills encompass one’s ability to
organize ideas, reason concretely and abstractly, and apply objective and subjective reasoning to ideas,
situations, and theories.
One method to evaluate students’ critical thinking and communication skills is via written assignments.
The Publication Manual of the American Psychological Association (APA; 5th ed.) is a format guide
widely used in many social work assignments. However, alternate formats may be expected for writing
assignments such as, but not limited to, process recordings, case or progress notes, court reports, and
biopsychosocial and family assessments. Please refer to your course syllabus for guidance on APA
assignment requirements. If you need writing or editing assistance, please consult with your instructor.
Grades are calculated based upon the scale below:
98-100 A+
93-97 A
90-92 A-
87-89
83-86
80-82
B+
B
B-
77-79
73-76
70-72
C+
C
C-
67-69
63-66
60-62
D+
D
D-
59 or less F
Plagiarism3 is unacceptable. It may be monitored by your instructor with commercial plagiarism detection
services.4 Cheating is also unacceptable. 5 Any student who plagiarizes or cheats will be dealt with
according to San José State University policies and procedures, which may include expulsion from the
university.
______________________________________
1
Critical thinking is the use of intellectual skills that address relevance, accuracy, clarity, depth, and breadth of
ideas, situations, and theories. It enables one to self-assess mindfully her or his understanding and thought
processes; it includes analyzing an issue or situation, its context, and its elements from multiple perspectives; and, it
generates self-improvement as one becomes sophisticated in theorizing, conceptualizing, and communicating.
2
Communication is fundamental to social work and occurs in written, oral, and nonverbal forms. All
communications, including case notes, reports, and proposals, should be clear and cohesive. Effective
communication is essential to effective and efficient social work practice on micro, mezzo, and macro levels.
According to SJSU Academic Senate policy F88-10, “. . . plagiarism is the act of representing the work of another
as one’s own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to
fulfill academic requirements. Plagiarism at SJSU includes, but is not limited to, 1.2.1. The act of incorporating the
ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work, without giving
appropriate credit, and representing the product as one’s own work”
(http://www.cob.sjsu.edu/FACSTAFF/KWAN_S/conduct.htm).
3
4
5
See Academic Senate policy on plagiarism detection (http://www.sjsu.edu/senate/S02-4.htm)
At SJSU, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any
dishonest, deceptive, or fraudulent means. Cheating at SJSU includes but is not limited to:
Copying in part or in whole, from another’s test or other evaluation instrument; submitting work previously graded
in another course unless this has been approved by the course instructor or by departmental policy; submitting work
simultaneously presented in two courses, unless this has been approved by both course instructors or by
departmental policy; altering or interfering with grading or grading instructions; sitting for an examination by a
surrogate, or as a surrogate; any other act committed by a student in the course of his or her academic work which
defrauds or misrepresents, including aiding or abetting in any of the actions defined above.
Syllabus for ScWk 272 Summer Class 2014
13
SJSU Campus Emergency Procedures
FIRES EARTHQUAKES AND OTHER DISASTERS
 Call 911 or use a blue light telephone to summon University Police assistance for all campus
police, fire or medical emergencies. Give your name, the nature of the emergency and your
specific location. Stay on the line until the University Police Dispatcher tells you to hang up.
 Use extinguishers for minor fires. If a fire appears uncontrollable, close all room doors to
confine the fire and evacuate the area or building.
 Remain calm during an earthquake. “Duck and cover” under a desk or table or stand in a
doorway or against an interior wall. Move away from exterior wall windows, overhead lights,
etc. Wait at least two minutes after shaking stops before leaving a building. Move to a dear
area well away from structures or overhead hazards such as trees or power lines.
 Help disabled persons evacuate the building. Follow instructions of Building Emergency
Team members and University Police.
 Tune to radio station KSJS 90.7 FM for campus information.
MEDICAL EMERGENCIES
 Call 911. Give your name, the nature of the emergency and your specific location. Tell the
University Police Dispatcher what assistance you need (ambulance, paramedics, etc.)
 Assist the victim until help arrives. If you or someone in the area is trained in CPR perform
CPR or Rescue Breathing if necessary. Stop the bleeding with direct pressure to the wound.
Do not move a victim unless his or her life is in immediate danger. Do not leave victims
unattended.
 For first aid, report in person to the Student Health Center weekdays from 8:00 am - 5:00 pm
or call University Police at 924-2222.
EVACUATION PROCEDURES
 Leave by the nearest safe exit when you hear the building emergency alarm (fire alarm) or if
you are told to do so by University Police or a Building Emergency Team member.
 Take keys, books, wallets or billfolds, prescription medicines and important personal
belongings with you in case this building cannot be reentered immediately. Move at least 150
feet away from all structures.
 Use the stairs. Do not use elevators — in case of fire or earthquake many elevators stop in
place and you may be trapped.
 Reenter a building only when University Police or Building Emergency Team members tell
you that it is safe to do so.
POLICE - FIRE - MEDICAL EMERGENCY
DIAL 9 – 1 – 1
For further information visit the University Police Web site at: http://www.sjsu.edu/police