SOWK 677 Advanced Field Experience and Seminar B (Comprehensive Focus)

Field education is a principal component of the instruction and training the student receives to prepare him or her for a professional career in social work. While receiving supervised practice experience in an agency setting, the student will attend a seminar class that offers the opportunity to process his or her field experiences and engage in further learning. The integration of classroom and field activities provides the student with a unique and comprehensive learning experience to support his or her development as professional social workers.

Textbook readings and lecture presentations

(CLO: A-I; Competencies: 1-9: Dimensions: Knowledge, Values, Cognitive & Affective Processes)

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview. 

(CLO: A; Competency 1 Dimensions: Knowledge)

Hours Tracking Assignments (16)

The student will document the hours completed during his or her field experience by completing the Hours Tracking Assignment in CORE each week. The student must document all activities including the required one hour of supervision each week. The Hours Tracking will document all activities that the student completes in the Field each module. For each day, the student will describe the activities accomplished, place them in the category they best fit with, and include the hour(s) for that specific category. The ATS will be prompted to approve the hours in CORE each week as they are submitted. If there are questions, the student should reference the SOWK Field Community in the MSW Field area. (CLO: A, B, C, D, E, F, G, H, I, J; Competencies 1-9 Dimensions: Knowledge, Values, Skills, Cognitive & Affective Processes)

Supervisory Agenda Assignments (16)

The student will prepare a minimum of three agenda items prior to the scheduled supervisory meeting with his or her Field Instructor. Items that can be included can relate to ethical decision-making, problem-solving, interactions with clients, policy, practice, learning objectives from the previous supervision, and/or specific questions/topics about field experience that require additional discussion. The student will submit the points of discussion and the outcomes of the supervisory session in his or her CORE account. The weekly submission will be reviewed by the Field Faculty for grading and feedback. (CLO: A, B, C, D, E, F, G, H, I, J; Competencies 1-9 Dimensions: Knowledge, Values, Skills, Cognitive & Affective Processes)

Journal Assignments (3)

The purpose of the Journal Assignments is for the student to reflect on the field activities he or she participated in and how the student observed and applied the core competencies. The student will engage in self-assessment and self-correction. The student will complete Journal Assignments while completing his or her field internship hours. Each provided Journal Template prompt must be answered in 2-3 paragraphs reflecting on what the student learned in his or her field experience, feelings experienced, something he or she would do differently, and the application of core competencies. The student should consult previous textbooks and scholarly articles to support efforts to integrate theory into practice. Textbooks and any other sources used must be documented and properly cited. (CLO: A, B, C, D, E, F, G, H, I, J; Competencies 1-9 Dimensions: Knowledge, Values, Skills, Cognitive & Affective Processes)

The student will complete a process recording, review the assignment with his or her Field Instructor in supervision, and then present it to his or her peers in seminar. Process recording provides the student with the opportunity to examine his or her work on multiple levels, and gives field instructors a means with which to actively guide the student and assess the student’s work. It is a detailed account and analysis of a social work contact, allowing access to an exchange between the student and the client or client system. Process recording also provides an excellent opportunity to examine a student’s skills and technique, capacity for self-awareness, and ability to put the theories being learned in the classroom into practice. (CLO: A, B, C, D, E, F, G, H, I, J; Competencies 1-9 Dimensions: Knowledge, Values, Skills, Cognitive & Affective Processes)

Case Presentation Assignment

Final Field Evaluation Assignment

The Final Field Evaluation exists for students to assess their level of growth in meeting all nine baseline competencies established by the Council on Social Work Education (CSWE) at the end of their placement experience. This evaluation also serves as a document where supervisor(s) can provide students with critical feedback to assist students in their development as professionals. 

The student will engage the Supervisor(s) in a meeting for the purpose of sharing feedback on their overall progress on the Learning Contract.  Areas of strength and areas for growth will be identified and discussed. 

Students will first submit their portion of the Final Field Evaluation in CORE.

Next, the Agency Task Supervisor and Field Instructor will each complete their portions of the Final Field Evaluation in CORE.

The Faculty Field Liaison will review the evaluations and will assign a grade based on these evaluations. 

(CLO: A, B, C, D, E, F, G, H, I, J Competencies 1-9 Dimensions: Knowledge, Values, Skills, Cognitive & Affective Processes)

Professionalism Self-Reflection Assignment

Professional and ethical behavior is so important that it is considered to be one of the nine essential competencies for every social worker. The Five Domains of Professionalism below detail these responsibilities, which are based largely on the 2022 Educational and Policy Standards established by the Council on Social Work Education.

Social work entails self-awareness and self-reflection. It is also a field where professionalism is expected, and as we cultivate this in the learning experience, we also want the student to practice this habit of self-reflection. 

Student will rate themselves on a scale, then identify one at least one strength area and at least one area for growth for each section. For the area of growth, the student will identify a strategy that could be employed to assist in improving this area.

(CLO: A, B, C, D, E, F, G, H, I, J Competencies 1-9 Dimensions: Knowledge, Values, Skills, Cognitive & Affective Processes)

Quizzes: Seminar Participation (14)

The student will meet weekly (online or in person) with his or her instructor (Faculty Field Liaison) and peers. (Please note attendance policy, as penalties for missing this class may apply.) The student will share his or her field experiences during the seminar and discuss how these experiences relate to the theories and practices learned in social work courses. The student is expected to be on time, attend the entire session, and actively participate in order to earn full points. An active participant is one who attends the synchronous seminar sessions, actively listens, reacts to information shared, asks pertinent questions, shows signs of understanding, shares relevant insights, and contributes to the general learning of the class. The student should come to class prepared to share his or her field experience and how he or she is applying what he or she learned in the classroom in his or her field placement. To help facilitate the discussion, the student should have the NASW Code of Ethics Document and the LU Social Work Competencies and Practice Behaviors Document available during the seminar. Culturally diverse perspectives are welcome. These quizzes will contain 3 multiple choice and short answer questions. The student will have unlimited time and unlimited attempts to complete the quizzes. (CLO: A, B, C, D, E, F, G, H, I, J; Competencies 1-9 Dimensions: Knowledge, Values, Skills, Cognitive & Affective Processes)

Quiz: Student Evaluation of Agency and Seminar