FACULTY OF ARTS AND SCIENCE
DEPARTMENT OF SOCIAL WORK AND DEVELOPPMENT
BACHELOR DEGREE IN SOCIAL WORK AND DEVELOPMENT
MODULE DESCRIPTION
ASWD-SPA03-12, STUDY PROGRESS ASSISTANCE - BA-1
General Data
Academic Year
Year Theme
Semester Theme
Course Code
Course Title
Semester 1
ECTS
Academic Coach
2015 – 2016
Introduction to context and the profession
Orientation to the foundation of social work and development
ASWD-SPA03-12
Study Progress Assistance 1.1
August 2015 –January 2016
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Kimberley Wever
Email address: kimberley.wever@ua.aw
Tel. No. 5262211
Course contents
The Study Progress Assistance (SPA) component of the curriculum bears testimony to our student centered approach to learning. Through the SPA, the Department endeavors to create opportunities
for students to become familiar with their learning styles, become self-aware, acquire study skills, practice reflection, learn to use various forms of technologies in their learning process and practice continuous
self-care. All these are in an effort to help students make the transition to university life. More importantly, it is to promote the personal and professional development of our students working towards the
ultimate goal of academic success and graduation as an acclaimed social worker.
The SPA offers a program of guidance and coaching to students, in order to assist you to complete your studies successfully. To this end, SPA consist of seminars in the following areas: (1) writing
SMART Learning/academic and personal goals; (2) Library skills and ICT; (3) learning styles and exam
taking skills; and (4) reflection skills. Students shall write a reflection paper about their experience of all
the modules taught during the semester and how they have acquired Mastery Level 1 of the 11 Core
Competencies. Students receive at least three Academic Coaching sessions, two of which shall be on the
initiative of your Academic Coach.
Pre-requisite
None
Attention to development
In the first instance, SW&D acknowledges the conceptualization of development of the Faculty of Arts and Sciences, i.e. “the mobilization of one’s own potential, in close interaction with socialcultural and natural environment, for the realization of projects based on own aspirations, goals and
needs” (Study guide, 2015-2016). In this regard, the SPA program seeks to create an environment in
which to purposefully support students in the realization of their own aspirations to becoming a professional social worker, given the backdrop that there is a plethora of literature that suggest that there are
many factors that negatively affect academic performance and attrition at the higher educational level.
Thus, imbedding a system of monitoring student’s progress into the curriculum creates natural avenues
for lecturers to identify at risk students and for the students themselves to become self-aware of factors
that may adversely affect their academic pursuits.
In the second instance, the program adopts the definition of developmental social work which
gives due attention to “involving the practitioner’s critically reflective use of the self in processes which
range from the psychological, cultural or educational to the programmatic, policy analytic or representational” (Baker, 2012). In this regard, the concept of development focuses at different levels in the curriculum to include the personal, the profession and the Aruban society. Given the overall goal of SPA is to
assist students to successfully complete their studies in becoming a professional social worker, in so doing, SPA contributes to the personal and professional developmental goals of the program.
Attention to transversal lines
The Transversal Lines are one of the educational concepts in the Faculty of Arts and Science that
seeks to promote the horizontal and vertical coherence of the curriculum. The SPA is aligned to the four
Transversal Lines in the following manner:
Identity: The Transversal Line of identity is understood as a state of belonging and interactive
and contextualized self-definition and self-esteem. Identity is considered a state of being of the individual,
the group and local and global societies. The SPA no doubt highlights the importance of the concept of
identity first for the social work student as an individual and secondly in their search of their own identity
as a social work professional. It is through the SPA therefore; students are guided and supported through
their own process of ongoing reflection towards discovering whether they have the aptitude and intellectual acumen to identify with the professional values of a social worker.
Diversity: It is a fact that social workers engage and work with individuals from multiple backgrounds with all different worldviews. Diversity in this regard is also found among social work students
as individuals. Due to the fact that we are diverse in a number of ways, it is important to embrace this reality collectively, yet we must see our uniqueness in and of ourselves. Through the process of academic
coaching, group SPA sessions, student to student coaching and reflection, it is expected that students will
become self-aware and better appreciate their own diversity, celebrate the diversity of their peers and the
diversity within the various fields of social work practice.
Civic Participation: The Transversal Line of civic participation and social interaction is understood as a necessary state of being and condition for survival in a democratic and viable society. Thus,
this Transversal Line requires that the social worker is intrinsically motivated to actively participate and
take ownership of their own academic development and conversely can motivate their peers who are also
on the same journey at the University of Aruba. Thus, through students’ active participation and social
interaction in the SPA group sessions and academic coaching, it is anticipated that the student will recognize and appreciate their own ‘agency’ to pursue and realize goals that they have reason to value for the
purpose of achieving academic success, personal and professional development in a social work career.
Sustainability: The Transversal Line of sustainability is understood as the capacity of so-
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ciety to regenerate itself in a responsible way. It is through the SPA, students are able to systematically
monitor their academic results and create a perspective on how to improve or reinforce them. Additionally, SPA offers students unique opportunities through the many reflection papers to reflect on their personal development during the program, by identifying personal strengths and challenges in their individual
learning context. Moreover, the SPA offers opportunities to explore creative ways to build and strengthen
the competencies required by the professional field. It is important to note that sustainability in the profession will only be achieved when the social worker understands that he/ she has to constantly strive to
learn, acquire new knowledge and strive for excellence.
Objectives
1. To support students in making the transition to university life.
2. To support students to successfully complete their studies and acquire the 11 Core Competencies
at Mastery Level 1.
3. To guide students in becoming well-balanced and aware professionals, able of self-reflection and
self-care.
4. To monitor academic student’s progress.
Course content
Unit 1: Introduction
-
Personal development
Learning styles
Portfolio
Unit 2: Library, ICT skills and SMART Goals
Unit 3: Reflection skills I
Unit 4: Core competences
SPA Themes
The SPA seminars shall be delivered as follows:
1
Dates
2th
Sep.
Topics
Introduction
Purpose
Students are introduced to SPA and academic coaching. Students will do different tests to identifying their characteristics.
This is followed by supporting students in identifying their
learning styles. This is intended to empower students towards
becoming self aware of how they learn and simultaneously be
used as a guide for lecturers to improve student learning.
Also, students will get support in documenting their portfolio.
2
30th Sep.
Library, ICT skills and learning styles (Leonie Boerkamp &
Kimberley Wever)
Purpose
Students are introduced to the University of Aruba library and
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Assignments
Personal development
- Personality tests
- Learning styles
- Portfolio preparation
- ICT Skills (Leonie Boerkamp)
- Write SMART goals and
personal goals (Kimberley
Wever)
the various search engines.
This is followed by supporting students in identifying and writing their SMART learning and personal goals for Semester 1.
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11th Nov.
Reflection skills I (Kimberley Wever )
Purpose
In this seminar, students are introduced to writing a reflection.
Basic skills will be introduced including the STARR Model.
This will assist students in writing their reflection paper for the
end of the semester.
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9th Dec
Core Competences (Kimberley Wever)
Homework: Identify 3
SMART Goals related to
Volunteer work. Deadline:
September 7, 2015, 23.59.
This assignment has to be
uploaded on EDU.
Writing of a reflection report
for the first two months in
the study program.
STARR
Core competences
Purpose
Students are introduced to the 11 Core Competencies, Mastery
Level 1.
Academic Coaching
Purpose
Students are expected to have at least three academic coaching sessions with their Academic Coach. One of
which is on the initiative of the student and the remaining two organized by the Academic Coach.
Graded assignments, weighting and due dates
Assignments
SMART learning and personal goals
Reflection paper one experience
Final semester reflection paper, using
STARR, reflecting on all competences
level 1
4
Coaching
TOTAL
1
2
3
Due Dates
7 Sep. 2015
18th Nov. 2015
Week of Jan 4th
2015
Semester
Weighting
20%
10%
65%
5%
100%
Work forms of SPA
Independent Learner
Students are expected to independently prepare themselves for each class by reading of the literature. Students are encouraged to seek the assistance of their Academic Coach and any of the full
time and part time lecturers in the Department. Students are encouraged to submit all assignments
on time and communicate directly with their lecturers for any clarification.
Academic Coaching
The student shall attend at least three academic coaching sessions, two of which are on the initiative of the Academic Coach.
Reflection and Reflection Paper
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The student is expected to engage in (daily) reflection, linking their experiences with their
SMART personal and learning goals. It is a good idea to keep a digital or hard journal. Pay attention to collecting evidences of how you have acquired the Core Competencies. The table below has a list of some examples of evidences to look for.
-
Examples of Evidences
- Case study analysis
Grades
- Personal testimonies
Interviews
- Lecturer’s comments
Pictures
- Oral and written reports
Digital proofs
- Reflective journal entries (blogs)
Video clips
- Extracts from hard or e-learning
Presentations
portfolio
Extracts from academic papers
- Work Field Practice Instructors
Extracts from reflection papers
comments or testimonies
- Observed practice
Delivery of academic papers and assignments
All assignments should be delivered in the following manner:
1. Upload on EDU.20
Attendance policy
Attendance and participation in the seminars are mandatory. 100 % attendance is required in this course.
Students who are unable to attend will have a repair assignment. Coming in 15 minutes too late to class
will account as not being present.
Classroom etiquette
Remember that, just as presence in the work place is a requirement for compensation, the attentive presence of the student for the entire session is a determining factor in assigning a grade. It is not enough to
“come to class”- be involved and help yourself and others to learn. Students having the OCCASSIONAL
NEED to leave early or arrive late will not be accepted here.
A willingness to be open, to become self-aware, reflect on one’s one learning style, professional and academic goals and career path.
ALL MACHINES (e.g., Laptop, cellphones, etc.)MUST BE OFF WHEN LECTURING EXCEPT
TO TAKE NOTES, TO FOLLOW WITH THE POWER POINT PRESENTATIONS, FOR RESEARCH, TO WRITE REFLECTION IN BLOG ON THE REQUEST OF THE LECTURER.
Disability accomodation
Reasonable accommodations are available for students who have a documented disability. Please
notify the Lecturer during the first day of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. Any student who has a need for accommodation based on the impact of a disability should contact the Lecturer to discuss the specific need
as soon as possible.
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Changes made to the curriculum
In the previous year, students were expected to write both SMART learning goals and a Personal
Development Plan at the end of Semester 1. This year, the Personal Development Plan is an assignment
for Semester 2.
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Literature
Thompson, N & Thompson, S. (2006). The Critically Reflective Practitioner. Palgrave Macmill
Bruckner, S. LBCC: Habits of successful college students. Available at:
https://www.youtube.com/watch?v=jJXOHKSnUNw
Bruckner, S. LBCC. Great ways to study. Available at:
https://www.youtube.com/watch?v=QLjip0wygAI&list=PLCF5D31AC551C8591
Bruckner, S. LBCC. Test taking skills. Available at: https://www.youtube.com/watch?v=PMkboVPM5Cg
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