MSW Foundation Year Assignments
SW
505
Foundation Year: Fall (SW 505, 506, 520)
Individual Cultural Immersion Experience
Each individual student will need to conduct a 10 cultural immersion experiences
with the 10 vulnerable population (see Appleby Chapters 5-14). Each student will
respond reflection questions on Vista by 11:59pm the evening before class/group
discussion on that particular group
Due Date
Weeks
7 - 15
This assignment expands students’ knowledge of and ability to work effectively
with a wide range of members of oppressed populations and helps them to become
agents of change against oppressive forces at work in society. Each individual will
conduct an actual cultural immersion interview/activity with a member of the
oppressed population. The interview is to be conducted in a culturally competent
fashion and should involve individuals learning about a particular population (i.e.
actual issues of oppression and impact of oppression on social functioning, strengths
of that group and ways of empowerment). Thus the interview will highlight the
impact of racism, ethnocentrism, classism, sexism, heterosexism/ homophobism,
religious intolerance, ableism, ageism, and/or xenophobia/ provincialism on the
client’s well being and functioning.
Populations include: GLBTQ; Women; Immigrants; Latinos; Asians; Religious
Bigotry & Minority; African Americans & Caribbean Islanders; People w/ Physical
Disabilities; Mentally and Emotionally Challenged People; Native Americans
Week 4
Critical Thinking Exercise
This assignment encourages students to become critical thinkers about mass media
sources pertaining to issues of race/ethnicity, class, gender and sexual orientation.
Students will be given a newspaper article or an editorial by the instructor and,
using the framework in the Paul and Elder pamphlet on critical thinking, will
respond critically to this piece. Students will write a 5-page paper addressing the
following points: 1) the purpose of the article and the main ideas, 2) the writer’s
assumptions and what is he/she taking for granted, 3) how the writer’s views
compare with a human rights/ social justice/global perspective on this topic, and 4)
the writer’s personal values underlying the article. And 5) The student will compare
and contrast these with his/her values and with the values and ethics of the social
work profession.
Race/ethnicity/class/gender analysis paper
This 6-page paper allows students to demonstrate their understanding of
race/ethnicity, class, gender and sexual orientation as interrelated, globally
connected, complex social systems that are socially constructed with the outcome of
severely oppressing some and privileging others. Students will view the film “Fast
Food Nation” and respond to the following points: 1) Using examples from this film
discuss race/ethnicity, class and gender as interdependent and intersecting structures
of oppression having global interconnections. 2) Based on the film, describe and
explain race/ethnicity, class, gender and sexuality as interlocking systems of
privilege and oppression constructed at both the micro and macro levels of our
society, as well as international in origin. 3) Discuss and give an example of the
internalized oppression and internalized racism you see in this film. And 4)
Describe how the oppressed individuals in the film resist their oppression and what
strategies and resources and strengths they draw on in their resistance.
Week 9
MSW Foundation Year Assignments
Week 14
Self-reflection paper
In a 6-page paper, students will conduct a self-analysis of their own social location
and their identity as it is tied to their race, gender, ethnicity, religion, sexual
orientation, class origin and current class position. This assignment will also
encourage students to explore how their social location shapes their personal values
and their willingness to work with and uphold the human rights of certain client
groups. Students should address all aspects of their social location except those that
they do not feel comfortable disclosing or discussing. (Students are encouraged to
conduct self-reflections on why they chose to exclude those aspects that they did.)
Points to include are as follows: 1) Describe your social location growing up and
currently. 2) How did your social location influence your decision to become a
social worker? 3) When did you become aware of the power differences between
the social groups of which you are a member and those of others? 4) How have you
dealt with the natural tendency to deny or resist awareness of the ways in which we
are oppressed and/or oppress others? 5) How have you dealt with conflicts between
professional concerns and personal values that may have arisen in this class? 6)
What goals do you have for continued growth in your ability to address and confront
oppression of all vulnerable groups?
Presentation on oppressed and vulnerable populations
This assignment expands students’ knowledge of and ability to work effectively
with a wide range of members of oppressed populations and helps them to become
agents of change against oppressive forces at work in society. Student groups will
have an hour for their presentation. There are three parts to this assignment. The
assignment must be a PowerPoint presentation additional visual aids and/or videos
are acceptable including but not limited to individuals from particular groups.
Weeks
7-15
Assignment includes: summary of the issues of oppression and the impact of
oppression on social functioning; an actual cultural immersion interview with a
member of the oppressed population; and presentation of a plan for combating
oppression and discrimination on the mezzo/macro level.
SW
506
Perspectives on Development – Group Presentations: The purpose of a
Perspective on Development presentation is to promote in-depth understanding of
individual (and family) development at each developmental stage. Each week, one
student group will extend our work with the stage being discussed in class. These
student groups will be formed the first day of class and can begin work on their
assigned developmental stage and topic of concern immediately. We will have four
(possibly five) groups presenting this semester. Diversity characterizes and shapes
the human experience and is critical to the formation of identity and development
across the lifespan. The dimensions of diversity are understood as the
intersectionality of multiple factors including age, class, color, culture, disability,
ethnicity, gender, gender identity and expression, immigration status, political
ideology, race, religion, sex, and sexual orientation. Each student group presentation
will examine the dimensions of diversity as they relate to a topic of concern (see
below) relevant for the developmental stage addressed each week. Each group will
be assigned to conduct a portion of a class session for one week; with questions, this
will take no more than one hour.
Weeks
7 - 12
MSW Foundation Year Assignments
Application Paper 1: The purpose of this paper is to allow you to explore your own Week 6
family background using a multidimensional framework in the context of ecological
systems theory, and other models and theories we have studied: This paper is an
opportunity to apply material from your readings, discussions, and classroom
activities to your own developmental trajectory, and to constructively reflect on how
to apply social work ethical principals in practice. Application Paper 1 is an
introspective analysis of your life trajectory in relation to family of origin,
contextual, and social relationships. A four-generation genogram of your family of
origin, and a personal ecomap, are required Appendices.
Application Paper 2: The purpose of this paper is to: (1) integrate theoretical
Week 13
knowledge acquired this semester with practice skills in a concrete way; (2) increase
appreciation of the depth and breadth involved with the developmental stage of late
adulthood; and (3) explore the impact that macro level variables can have on
individual developmental trajectories over the lifespan. Team Application Paper 2
requires that you to interview two older adults from different ethnic and/or racial
groups. Those interviewed must be 60 or older. Please do not interview your own
family member (You are working in pairs on this assignment, and if you have the
opportunity to interview each other’s relatives, this is fine.) The paper is based on
material from your two interviews, and must demonstrate critical thinking and the
ability to apply theoretical constructs from the course.
SW
520
Ethical Dilemma Paper: This assignment requires you to analyze and reflect on
one ethical dilemma you have experienced in the field or in your current or previous
practice.
Week 8
Self-Help Group Assignment: Select a local self-help group you would like to
learn more about. Contact a spokesperson for the group and gather information to
prepare a handout for the class. Attend one meeting of the group, and write a onepage summary.
Week 11
Interview Analysis: Tape record an interview in your field placement setting. You
may complete this assignment with an individual client, family, or
colleague/collaborator. The interviewee must sign the attached Informed Consent
before the interview. Give the interviewee one copy of the consent form and retain
the other for your file. Write a narrative summary of the interview. Write a verbatim
transcript of approximately 15 minutes of the interview. Briefly summarize what
transpired before and after the segment you have transcribed.
Week 12
Practice Model Assignment: This assignment is to be done in groups of three.
Each group will select a treatment model from the list below and develop a
presentation for the class. You will also develop a fact sheet to distribute to the class
summarizing key points about the treatment model.
Week 14
Treatment models: Cognitive Behavioral Therapy, Existential Therapy, Gestalt
Therapy, Psychoanalytic/Psychodynamic Therapy, Crisis Intervention, Rational
Emotive Therapy, Feminist Therapy, Adlerian Therapy, Transactional Analysis,
Brief Solution-Focused Treatment, Reality Therapy, Structural Family Therapy,
Client-Centered/Person-Centered Therapy, Strategic Family Therapy
MSW Foundation Year Assignments
SW
501
SW
510
Foundation Year: Spring (SW 501, 510, 521)
Topic Paper/Historical & Social Problem
Students will choose a policy area. Possible policy areas may include the following:
Income Support, Jobs & Job Training, Housing, Health Care (Physical & Mental),
Aging and Social Security, Food & Hunger, Other – Must be approved by the
instructor
Policy Brief # 1 – Policy/Choice Analysis
Policy Brief # 2 – Policy Design
Education, Advocacy, & Lobbying Activity
Short Assignments: There will be a series of written assignments that will help
students integrate the information presented in class and in the readings. These
assignments will serve as the building blocks for the final project.
Due Date
Week 4
Week 9
Week 12
Week 15
Weeks
3 –11
Assignments: Quick & Dirty Research (week 3), Research Question (week 4),
Sampling & Ethics (week 6), Questionnaire (week 8), Budget (week 11)
SW
521
Midterm Exam: primarily focus on the critical analysis issues of research including
ways of knowing and practical applications for research in social work.
Week 7
Literature Review: As you complete your final assignment, it will be important to
find sources that will help you put your study in an evidence-based context of
research. This assignment is designed to get you started. A literature review is an
account of what has been published on a topic by accredited scholars and researchers.
A literature review is an important part of the introduction of a research report or
proposal. In writing the literature review, your purpose is to convey to your reader
what research-based knowledge and ideas have been established on a topic already,
and their strengths and weaknesses. As a piece of writing, the literature review must
be defined by the concepts of your question. The literature review should be
approximately 7 pages, including the reference list.
Week 9
Final Project: There will also be a final project in the form of a research proposal
required for this class. Each student will be asked to design a research study that will
demonstrate the integration of the themes and topics introduced throughout the course.
The proposal should clearly delineate the problem, research question, sample, data,
methodology, analytic method, and reporting strategy. Students will be required to
present the research proposal to the class. Presentations should be no longer than 10
minutes with 5 minutes discussion.
Weeks
13 – 14:
Presentation
Case Study # 1 – Organizational Structure
Case Study # 2 – Organizational and Community Impacts
Case Study # 3 – Community Process
Community Project
Includes: presentation/discussion; written assignment
Week 5
Week 8
Week 12
Weeks 13 –
14
Presentation
Week 15 –
Final
Proposal
Week 15 –
Written
Project