Social Work 140B: Social Work Practice
Fall 2009
Division of Social Work, California State University, Sacramento
Dr. Nancy Larson
Office:
5030 Mariposa Hall
Phone: 278-7065
Email:
nancy.larson@csus.edu
Office Hours:
Tuesdays 12:00 – 2:00 p.m.
Thursdays 12:00 - 1:00 p.m.
Or by appointment
Course Description
This course focuses on the social work practice process and the building of generalist practice skills.
These skills are the core of social work practice at all levels (individuals, families, groups, organizations,
communities, and society-politics). The social work process will be keenly examined and social work
practice skills honed. Social work practice—relationship building, assessment, intervention, and
termination skills—will be the primary focus of both SWRK 140B and SWRK 140C. SWRK 140B focuses
on social work practice with individuals and families. SWRK 140C focuses on social work practice with
groups, organizations, and communities.
Both SWK 140B and SWK 140C emphasize practice within a diverse (age, gender, ethnicity, mental and
physical ability, sexual orientation, religion/spirituality, groups of vulnerable and oppressed persons)
society. This emphasis is supported by the National Association of Social Work (NASW) Code of Ethics
which states that “Social workers should obtain education about and seek to understand the nature of
social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual
orientation, age, marital status, political belief, religion, and mental or physical disability” (NASW Code
of Ethics, 1.05c). Social work values, ethics and ethical decision making are applied to the spectrum of
social work practice processes. Students are expected to apply knowledge of social systems, lifespan
development, life course issues, diversity, and social justice in relationship building, assessment,
treatment planning, intervention and evaluation with individuals, families, groups, organizations and
communities.
COURSE OBJECTIVES
Upon successful completion of this course, you will be able to:
Knowledge Objectives
1. Articulate and apply knowledge and understanding of generalist social work practice within an
ecological framework with and on behalf of diverse individuals and families across the lifespan.
2. Develop detailed understanding of and apply a generalist social work practice process including
assessment, intervention planning, intervention, and evaluation of practice and services with a
diversity of individuals and families across the lifespan
3. Understand the principles, concepts and skills of strengths-based, empowerment, ecological, and
culturally competent social work practice frameworks and apply one or more theories with and on
behalf of diverse individuals and families across the lifespan.
4. Develop a critical perspective of the frameworks and theories utilized in practice and apply one or
more theories in work with clients in the field setting.
5. Demonstrate knowledge and understanding of social work mission and values, ethics and principles
of practice (i.e., NASW Code of Ethics) through critical thinking. Identify ethical dilemmas and apply
ethical decision-making processes.
6. Further develop your personal and professional capacities and the ability to manage personal and
professional boundaries (including demonstration of the ability to apply the values and ethics of
social work as articulated in the NASW Code of Ethics).
Skills Objectives
1. Apply the strengths, empowerment, and ecological frameworks through the social work practice
process in your field setting, when working with diverse individuals and families across the lifespan.
2. Identify and utilize appropriate assessment frameworks (bio-psycho-social, eco-map, genogram, and
others as assigned).
3. Demonstrate generalist social work practice interview skills with diverse clients across the lifespan.
4. Develop and demonstrate the ability to engage in all phases of the social work process with diverse
client groups.
5. Articulate social justice and advocacy issues as they relate to vulnerable, diverse, at-risk and/or
oppressed populations across the lifespan.
6. Develop and demonstrate diversity competent social work skills in social work practice with
individuals and families of diverse ages, cultures, ethnicities, races, sexual orientations,
socioeconomic classes, genders, physical and mental abilities, and those who are vulnerable and
oppressed.
7. Apply social work values and principles found in the NASW Code of Ethics, including the use of
ethical decision-making processes throughout the helping process with diverse clients across the
lifespan.
8. Demonstrate the integration of specific classroom content with field practicum experiences.
9. Demonstrate the skills of self-awareness and articulate one’s sense of self, personal strengths and
challenges for ethically-based and culturally competent social work practice.
Values Objectives
1. Internalize a valuing of diverse client strengths, resiliencies and resources throughout the social
work practice process.
2. Demonstrate sensitivity to social and economic justice as it relates to issues of age, race, ethnicity,
culture, class, gender, sexual orientation, religion, and/or physical or mental ability, and those who
are vulnerable and oppressed.
3. Incorporate the mission, values and ethics of the social work profession in one’s development of
professional self.
4. Integrate the core values of the social work profession as identified in the NASW Code of Ethics into
one’s social work practice.
COURSE FORMAT
This course emphasizes student participation. A variety of teaching methods are used to engage you as
an active learner so that you gain skills for social work practice. These include lecture, discussion,
experiential exercises, group work, video and audio material, and case studies. I use cooperative and
collaborative learning processes as the primary mechanism for learning. It is important to realize that
this is not a lecture, note taking, and multiple-choice type of course. This is a social work practice course
and demands your active engagement and participation for successful completion.
The course is designed to work together with your experience in your field placement in the teaching of
social work practice. You need to share this syllabus with your field instructor as soon as you enter field,
so that your field instructor and I can both integrate your learning from these two settings.
Class Participation
Cooperative and collaborative learning are dependent upon student preparation and active
participation. You are expected to have read all assigned readings before the class session for which
they are assigned and be willing participants in learning activities and exercises. If over the course of the
semester you do not engage in classroom activities, points will be taken from your grade.
Because of the class format attendance at each class session is very important. It is your responsibility
to sign the attendance sheet, even if you arrive late for class. If you miss more than six sessions, your
grade will automatically be lowered one full grade. If you miss more than twelve sessions (six weeks of
class) you will fail the course. In the event that you must miss a class, you are still responsible for the
readings and for submitting any assignments that are due that day. You must get any missed
assignments, handouts, or notes from classmates.
This course is about learning to be a social work professional. It is important, therefore, that you
demonstrate professional behavior throughout the semester. It is okay to be late as a rare occurrence.
It is not okay to have a pattern of lateness as it is disruptive to the flow of class activities. If you are
consistently late to class, your grade will suffer. Late homework may or may not be accepted,
depending on the circumstances. In most cases, points will be deducted for every day that the
assignment is late even if it is accepted.
Ethical Practice in Field and the Classroom
As developing social work professionals, it is expected that you will be familiar with and adhere to the
NASW Code of Ethics. This code for professional behavior should guide your actions in class and in the
field agency setting. Ethical violations (e.g., not being respectful of your colleagues) may result in failure
of this course, particularly if I have told you previously that your behavior is in violation. Your
participation in class should be on topic, appropriate and respectful of the diversity of life experience
and perspectives of others. Consistently insensitive comments or behavior will not be tolerated.
Given the integrative nature of this course with your field placement, it is important that you share
experiences from field with the class. All in-class practice examples and case presentations are bound
by the rules of confidentiality, as is required by our Code of Ethics.
Written Assignments
Clear and concise writing are key ingredients for your future in the field of social work. As social
workers, each of you will be called upon to write letters and reports that will impact the lives of
individuals, funding, and social policies. If you are concerned about the quality of your writing and
would like some assistance, please make an appointment with me before the assignment is due to
discuss how to obtain the help you need.
All written assignments shall be typed, double-spaced and have one-inch margins. Font (typeface) size
shall be 12 points. No late papers will be accepted unless there are extraordinary circumstances and/or
I have given you prior approval. Always keep a copy of each assignment you submit.
1.
2.
3.
4.
All papers are evaluated for proper use of grammar and spelling and coherently and logically
arranged thoughts.
All papers are evaluated for proper use of knowledge: the integration of concepts, theories,
models, and information from readings, lectures and class discussions is used in a way that
demonstrates your grasp of the material.
All written work should demonstrate accurate citation of references (both text and Internet) in
the style of the American Psychological Association (APA Style).
The sources used as references in your written assignments must be appropriate resources for
the work.
Plagiarism
Plagiarism is the use of distinctive ideas or works belonging to another person without providing
adequate acknowledgement of that person's contribution. Regardless of the means of appropriation,
incorporating another's work into one's own requires adequate identification and acknowledgement.
Plagiarism is unethical in two ways: it deprives the author of rightful credit and gives credit to someone
who has not earned it. Acknowledgement is not necessary when the material used is common
knowledge.
When the source is not noted appropriately, the following would constitute plagiarism:
1. Word for word copying.
2. Interspersing a few words of one’s own here and there, while, in essence, copying another’s work
(as in a mosaic).
3. Rewriting another’s work, yet still using the fundamental ideas or theory (paraphrasing).
4. Inventing or counterfeiting sources (fabrication).
5. Submitting another’s effort as one’s own (having a ghost writer).
It is also plagiarism to neglect quotation marks for direction citations when APA guidelines suggest they
be used. Violation of University policy on plagiarism can result in automatic failure (grade of “F”). In
addition, if it is determined that you have plagiarized the work of another, it can result in being
suspended or expelled from the University, depending on the circumstances. You are encouraged to
review the University policy on plagiarism by visiting the website:
http://www.csus.edu/admbus/umanual/UMP14150.htm.
Overall Expectations of Students
I anticipate that you will
 Read all of the readings prior to class and be prepared for class discussion, small group
exercises, and assignments.
 Arrive for class on time.
 Turn off your cell phone and laptop for the duration of class.
 Comply with guidelines for ethical behavior noted previously.
 Participate fully in classroom activities.
 Challenge yourself to be an active learner by asking questions, discussing the course content
with your classmates, and addressing your concerns or criticisms with me.
 Challenge yourself to be open to hearing the ideas and thoughts of people with whom you
disagree.
 Let me know if you have concerns about your understanding of the course content or
assignments so that it can be clarified.
 Let me know if you have a concern about anything that happens during class so we can discuss
it.
 Complete homework, tests and written assignments in a timely manner.
 Be prepared to discuss relevant issues from your field placement in class.
 Read the Division of Social Work Student Standards of Performance, located on the Division
website under the FORMS link.
Accommodation for Students with Disabilities
The Americans with Disabilities Act of 1990 (ADA) provides protection from discrimination for qualified
individuals with disabilities. Students with a disability who require assistance will need to contact the
Office of Services to Students with Disabilities (SSWD) for coordination of services. The SSWD is located
in Lassen Hall, Room 1008. Their phone number is 916-278-6955 (voice) or 916-278-7239 (TDD) or you
can contact them via their website at http://www.csus.edu/sswd. If you have a letter from SSWD,
please let me as early as possible in the semester so that we can discuss the accommodations you might
need for this class.
Grading Range
A
B+
C+
D+
F
94.5-100
86.5-89.4
76.5-79.4
66.5-69.4
Below 59.5
AB
C
D
89.5-94.4
83.5-86.4
73.5-76.4
63.5-66.4
B- 79.5-83.4
C- 69.5-73.4
D- 59.5-63.4
Incomplete grades are not automatically given. An incomplete may only be assigned in cases of severe
illness, accidents or other occurrences clearly beyond your control. It is your responsibility to fulfill the
University’s and/or Division’s policies and procedures for obtaining an incomplete. If you fail to follow
applicable policies, you will be assigned a grade of “F” for the course.
Textbooks and Other Course Readings
Both of the following textbooks are available on reserve at the library.
Poulin, J. (2010). Strengths-based generalist practice: A collaborative approach. Third Edition.
Belmont, CA: Wadsworth, Cengage Learning.
Student Study Companion site located at:
http://www.wadsworth.com/cgiwadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780495092582&discipline_nu
mber=24&token=6DA322E661E6D60DD767937926349AC35A0699A40AC3F9E542E5043638D0E970
5B1C90A23CC6344D206B74554E220524
You can also buy an online version of the text or even choose to buy a chapter at a time.
Chang, V. N., Scott, S. & Decker, C. (2009). Developing helping skills: A step-by-step approach. Belmont,
CA: Brooks/Cole, Cengage Learning.
Student Study Companion site located at:
http://www.wadsworth.com/cgiwadsworth/course_products_wp.pl?fid=M20b&flag=student&product_isbn_issn=97804951158
78&discipline_number=4
You can also buy an online version of the text or even choose to buy a chapter at a time.
Additional readings may be assigned at times throughout the semester.
Evaluation of Learning
Assignment
Homework, in-class exercises and participation
Journal responses/field integration
Exam One
Exam Two
Written assessment
Total points available
Points
10
15
15
25
35
100
Due Date
Throughout semester
Throughout semester
October 13
November 19
December 10
Homework and In-Class Exercises: Homework and in-class exercises, along with class participation, will
account for 10 points of the 100 points possible in this course. Homework assignments will not be
individually graded but will be turned in to me at various points throughout the semester.
Journal responses/field integration: You will complete a journal assignment several times over the
course of the semester, based on your experience in your field placement. The outline for this
assignment follows later in the syllabus. This will account for 15 of the 100 points possible in the course.
Part of your grade in this area will be determined by your willingness to raise issues from your field
placement in our class discussions, as well as evidence of your ability to link your experience in the field
setting to classroom concepts.
Two Exams: There are two exams in this course. The first exam is worth 15 points and the second will
be worth 25 points. The first exam will cover all content up to that point in the course. The second
exam will be cumulative. The exams cover materials from the reading, lecture and class discussion. The
exams may incorporate multiple choice, true/false, matching, and a substantial number of short answer
questions. You can use the weekly learner outcomes noted in your syllabus as a study guide. If you
have an emergency situation and will not be able to take the exam at the appointed time, you must
contact me by phone prior to the start of the exam.
Written Biopsychosocial Assessment: Using a format that will be provided, you will conduct a
biopsychosocial assessment with a client in your agency. The written assessment will be worth 30
points of your total grade. Be sure to identify a client as soon as possible in the semester as it will
probably take 2-3 sessions to gather all the information you will need for your assessment. After you
have gathered all your data, you will write up your findings as a strengths-based assessment. Further
instructions and grading criteria for this task will be provided later in the semester.
Changes to the syllabus, including readings, assignments and due dates may occur at any time at my
discretion. It is your responsibility to make sure you keep track of all assignments and due dates
throughout the semester.
Criteria for Evaluating Class Participation
Outstanding Contributor: Contributions in class reflect exceptional preparation. Ideas offered are
always substantive, providing one or more major insights as well as direction for the class.
Challenges are well substantiated and persuasively presented. If this person were not a
member of the class, the quality of discussion would be diminished markedly.
Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually
substantive, provide good insights and sometimes suggest direction for the class. Challenges are
well substantiated and often persuasive. If this person were not a member of the class, the
quality of discussion would be diminished.
Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are
sometimes substantive, provide generally useful insights but seldom offer a new direction for
the discussion. Challenges are sometimes presented, fairly well substantiated, and are
sometimes persuasive. If this person were not a member of the class, the quality of discussion
would be diminished somewhat.
Non-Participant: This person says little or nothing in class. Hence, there is not an adequate basis for
evaluation. This person may also appear to “zone out” often in class. If this person were not a
member of the class, the quality of discussion would not be changed.
Unsatisfactory Contributor: Contributions in class reflect inadequate preparation. Ideas offered are
seldom substantive and provide few, if any, insights or a constructive direction for the class.
Integrative comments and effective challenges are absent. If this person were not a member of
the class, valuable air-time would be saved.
Criteria for Evaluating Writing
+= Thoroughly covered: The points made in the essay answer are all relevant to the thesis and support
it. The paper makes all the points essential to the thesis. Essay elements demonstrate a correct
understanding of the material covered, or, where room for disagreement exists, present
thoughtful and plausible interpretations of difficult material. Essay elements use terms,
examples, comparisons, criticisms, and the like, as needed to unambiguously convey a coherent
view or explanation of the ideas or arguments being explained.
√ = Well covered: The points made in the essay answer are all generally relevant to the thesis and tend
to give it solid support. The essay answer makes most of the points essential to the thesis.
Essay elements evince a mostly correct and a competent understanding of the material covered,
or, where room for disagreement exists, present, overall, thoughtful and plausible
interpretations of difficult material, even if one or two key elements are not covered or are
given questionable treatment.
 = Partially covered: The essay makes one or more of the points essential to development of the thesis,
although a number of points essential to the thesis may be overlooked or glossed-over. The
argument advanced may include more than a few elements that lend little, if any, support to the
thesis. Some important points may be misunderstood or missing. Some points may be
undeveloped or unrelated to each other. Connections may have to be supplied by the reader.
 = Not covered: The essay answer has a thesis and appears to argue for it, but the essay is a series of
scattered or unrelated points. The content of the essay evinces misunderstanding of several key
concepts (relative to the purposes of the assignment) or understanding of them is not conveyed,
yet some key concepts are covered and are not entirely misunderstood.
Weekly Course Outline
Session
Tuesday, 9/1
 Introduction to the course
 Developing mutual guidelines for classroom
behaviors
 Review of the course outline
Thursday, 9/3; Tuesday, 9/8 and Thursday 9/10
Reading: Poulin, Chp. 1; Chang et al., Chp. 1



Introduction to generalist social work practice
Self-understanding as a basis for developing a
professional self
Applying the NASW Code of Ethics to practice
The learner will be able to:








Tuesday, 9/15 and Thursday 9/17
Reading for Tuesday: Poulin, Chp. 2
Reading for Thursday: Chang et al., Chp. 2

Theoretical and conceptual frameworks for social
work practice




Tuesday, 9/22 and Thursday 9/24
Reading for Tuesday: Poulin, Chp. 3
Reading for Thursday: Chang et al., Chp. 3


Principles of the Collaborative Model of Practice
Understanding professional relationships



First journal assignment due Tuesday, 9/22

Identify course objectives
Articulate appropriate classroom
behavior
Understand course outcome
measures
Define generalist practice
Provide examples of different
levels of practice and purposes of
social work practice
Identify core social work values
and ethics
Apply the NASW Code of Ethics
to a case study
Identify potential influence of
family, culture, religion, gender
and sexual orientation on
attitudes and behaviors
Compare and contrast a
strengths perspective with a
deficit-focused view
Describe the ecosystem
perspective and apply it to
generalist social work practice
Identify elements of critical
thinking and its application to
social work practice
Explain how a dual or multicultural perspective shapes
generalist social work practice
Describe the importance of the
helping relationship in the
helping process
Identify and define the principles
of a strengths-based assessment
Describe elements in a person in
environment (PIE) assessment
Identify phases within the


Tuesday, 9/29 and Thursday, 10/1
Reading for Tuesday: Poulin, chp. 5, Chang et al., chp. 4
Reading for Thursday: Chang et al., chp. 5



The Collaborative Model of Practice




Tuesday, 10/6 and Thursday, 10/8
Reading for Tuesday: Poulin, chp. 6
Reading for Thursday: Chang et al., chp. 6





Strengths-based assessment
Confidentiality
Elements of meeting with a client



Second journal entry due on Tuesday, 10/6

collaborative model
Identify the difference between
personal and professional
relationships
Identify and describe important
legal and ethical obligations that
social workers have in practice
Discuss elements in building trust
with reluctant clients
Describe the impact of racial and
cultural differences on the
helping process
Demonstrate listening skills and
empathic responses
Identify and describe at least
three common mistakes of
beginning practitioners
Discuss the importance of
observation in the helping
process
Demonstrate skills in attending,
observing, and active listening
Identify elements of a strengthsbased assessment
Plot personal and environmental
client strengths and obstacles
Complete an ecomap
Write measureable goals and
objectives
Identify key elements in a first
meeting with a client
Demonstrate skills in opening
and closing a client meeting
Tuesday, 10/13


Review of content to date
Review of skills
Thursday, 10/15
EXAM ONE
Tuesday, 10/20 & Thursday, 10/22
Reading for this week:
Chang et al., chp. 7

Give examples and demonstrate
skills in using reflections,
exploration of meaning, and
 Skills in expressing understanding
Third journal entry due on Tuesday 10/20
Tuesday, 10/27 and Thursday, 10/29
Reading for this week:
Poulin, chp. 7
Chang et al., chp. 8-9


Practice with families
Using questions to explore
summary statements with clients











Tuesday, 11/3 and Thursday, 11/5
Reading for Tuesday: Poulin, p. 80-89; Chang, p. 206-211

Evaluation of generalist practice


Fourth journal entry due on Tuesday 11/3

Tuesday, 11/10 and Thursday, 11/12
Reading for this week:
Chang et al., chp. 10 & 11


Identify client definitions of
family
Assess needs, strengths and
resources within a family
Discuss steps used in helping
families set goals
Identifying potential informal and
formal helping systems for
families
Discuss steps used in assessing
family progress toward meeting
their stated goals
Explain difference between closeand open-ended responses and
provide an example of each
Discuss ways that questions can
be used to explore patterns,
invite a new approach and
explore strengths
Identify how language and
questions can be used
appropriately to understand a
client’s cultural context
Give examples and demonstrate
skills in exploring history of a
problem, previous attempts to
solve it and severity of problem
Demonstrate skills in seeking
clarification
Discuss the use of silence when
working with clients
Construct self-anchored rating
and goal-attainment scales
Describe client observation and
behavioral measures used in
evaluation of practice
Locate standardized measures
appropriate for social work
Describe the 5 stages of change
and give an example of each
Name two ways practitioners can


Assessing readiness for change and hope in
clients
Identifying key problems or challenges


Tuesday, 11/17
Reading: Chang et al., chp. 12


Establishing goals
Review for exam


invite hope in clients
Give examples of statements
moving from reflecting feelings
to identifying problems
Demonstrate skill in aiding client
self-identify problem and
strengths to addressing problem
List five questions that could be
used to help a client move from a
general goal to a MAPS goal
Gives examples of MAPS goals for
an individual and family
Thursday, 11/19
EXAM TWO
Tuesday, 11/24
NO CLASS – FURLOUGH DAY
In pre-assigned groups, provide peer review of written
draft of strengths-based assessment


Assess strengths and weaknesses
of written assessment
Develop skills in providing
constructive feedback to peers
Thursday, 11/26
NO CLASS – THANKSGIVING HOLIDAY
Tuesday, 12/1 and Thursday, 12/3
Reading for week: Chang et al., chp. 13



Taking action
Review of strength-based assessment
Peer-review of draft of written assessment



Peer feedback forms due Tuesday, 12/1
Final journal entry due on Thursday, 12/3
Give an example of a statement
identifying a discrepancy
Demonstrate appropriate and inappropriate self-disclosure with a
client
Explain when and why
practitioners might instruct their
clients
Tuesday, 12/8


Ending work with your client
Thursday, 12/10
WRITTEN ASSESSMENT DUE NO LATER THAN NOON
Demonstrate statements used to
note the ending of a professional
relationship with a client
Journal Assignment
Name: ____________________________________________________________________________
Complete a response for each item.
1. I met with my field instructor for one or more hours this week.
Yes
No
N/A
2. I met with my task supervisor for one hour or more this week.
Yes
No
N/A
3. To what degree do you think your learning needs are being attended to at this agency?
Circle one response.
Never
Rarely
Sometimes
Often
Very often
4. What was your level of energy at the agency over the past week?
Circle one response
Very low
Low
Neutral
High
Extremely High
5. How comfortable did you feel in your relationship to staff during this week?
Circle one response
Very uncomfortable
Uncomfortable
Neutral
Comfortable
Very comfortable
6. How comfortable did you feel in your relationship to clients during this week?
Circle one response
Very uncomfortable
Uncomfortable
Neutral
Comfortable
Very comfortable
7. What percentage of the time you are at the agency do you meet with clients? (0-100%)
Answer the following questions and include them in your journal for this week. Please type all journal
responses, double-spaced, using a 12-pt. font.
1.
2.
3.
4.
5.
What learning challenges were presented to you this week?
What are potential solutions to the challenges?
What concepts discussed and learned in class inform your solutions? Be specific.
Choose at least two of the terms in the list found on the following page that are relevant for
the challenge(s) you have described. Using examples, explain how they are relevant.
What activities from your learning objectives did you engage in this week?
Social Work Practice Terminology

Knowledge

Skills/Roles

Values/Principles

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



Cultural competence
Ethical dilemmas
Confidentiality
Self-disclosure
Boundary issues
Use of power
Increasing selfawareness
Developing critical
consciousness
Self-determination
Generalist practice
Ecological perspective
Empowerment
Strengths perspective

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
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

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

Use of professional self
Advocate and broker
Self-determination
Confidentiality
Accountability
Interpersonal helping
Individual/family/group
Treatment
Risk
Assessment/transition
Service
Planning/management
Confronting
Conflict resolution
Social action
Teacher/trainer
Case/resource
management
Researcher
Outreach
Mediator
Catalyst
Consultant



Service
Social justice
Human dignity and
worth
Importance of human
relationships
Ethical decision making
Non-judgmental
Integrity
Competence
Acceptance
Individualization
Self-determination
Objectivity
Honesty
Lifelong learning
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Social Work Practice, SWRK 140B
California State University, Sacramento
Division of Social Work
Fall 2009
Dr. Nancy C. Larson
I, ____________________________________ have thoroughly read through the course syllabus for
SWRK140B. I understand the requirements for the course as stated in the syllabus. By signing below, I
agree to participation in the course and acknowledge the required assignments, participation
expectations, and attendance requirements for SWRK140B with Dr. Larson.
_____________________________________________________
Student Signature
_______________________
Date
Student Contact Information
Best phone numbers to reach you:
Cell: _______________________________________
Home: _______________________________
Email Address: ______________________________________________________________________