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Graduate Course Proposal Form Submission Detail - SOW6534
Tracking Number - 2750

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Current Status: Approved by SCNS - 2012-05-15
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): This course is being changed from a 4 credit to a 1 credit course.
Comments: to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12; SCNS appd eff 6/1/12

Detail Information

  1. Date & Time Submitted: 2012-02-08
  2. Department: Social Work
  3. College: BC
  4. Budget Account Number: 0-1261-000
  5. Contact Person: Lisa Rapp-Paglicci
  6. Phone: 8139741809
  7. Email:
  8. Prefix: SOW
  9. Number: 6534
  10. Full Title: Field Instruction I
  11. Credit Hours: 4
  12. Section Type: I - Internships (Including Practicum)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum):
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites:
  23. Corequisites:
  24. Course Description: The field seminar course is designed to offer a structured environment in which to integrate academic course work with the field placement. The knowledge, skills, and values necessary for beginning generalist practice are covered.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? All MSW students are required to take this course.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) In addition, to the MSW degree, Instructors must also have two years practice experience.
  29. Objectives: The course objectives are to:facilitate the synthesis of theory, research, policy, and practice; and encourage exploration of the profession’s ethics as they relate to actual social work practice.
  30. Learning Outcomes: After the completion of this course the student will:

    1. Attend to professional roles and boundaries;

    Measurements: Final Field Evaluation

    2. Demonstrate professional demeanor in behavior, appearance, and communication;

    Measurements: Final Field Evaluation; Practice setting analysis; Professional Documentation Skill Building

    3. Use research evidence to inform practice;

    Measurements: Practice setting analysis; Final Field Evaluation

    4. Collect, organize, and interpret client data;

    Measurements: Final Field Evaluation; Professional Documentation Skill Building

  31. Major Topics: Professional field placement

    Professional roles and boundaries

    Ethical practice


  32. Textbooks:
  33. Course Readings, Online Resources, and Other Purchases: There are Fees for field placement.
  34. Student Expectations/Requirements and Grading Policy: The field seminar and field placement are critical components for the MSW program and the preparation of generalist beginning social workers. Therefore, all assignments must be turned in for students to pass this course. In addition, all field hours must be completed and turned in to pass this course. Students should inform the instructor of any assignment which will be late and all late assignments will be reduced by 2 points per calendar day.

    A mandatory all-day “Orientation to Field Program” will be provided in the week before the semester begins. Some readings and/or workbook assignments will also be given prior to the first day of class.

    1. Field Learning Plan- Mandatory 10 points

    2. Field Hours- 80 hours- minimum Mandatory

    3. Professional Documentation Skill Building Mandatory 20 points

    4. Practice Setting Analysis- Mandatory 40 points

    5. Field Evaluation - Mandatory

    6. 4 Workbook Assignments (5 pts each) Mandatory 20 points

    7. Participation in class- Mandatory 10 points

  35. Assignments, Exams and Tests: FIELD LEARNING PLAN__________MANDATORY- 10 Points

    The Field Learning Plan allows the student, the field instructor and the seminar instructor to identify the strategies for successfully completing the learning objectives during the student’s field placement. Strategies are the concrete steps the student will take to demonstrate the practice behavior and must be clear, specific, and measurable.

    This involves three criteria:

    • Objectivity (what can be seen and measured),

    • Completeness (provide enough information), and

    • Clarity (any reader can understand).

    The final document will help focus all parties on the objectives which must be achieved during the placement. The document is to be signed by the student, the field instructor (and task instructor if there is one) and the field seminar instructor. Two points will be deducted with each iteration required to be resubmitted for review. See Grading Rubric in Appendix.


    The Field Instructor Evaluation is a survey instrument based on the practice behaviors/learning objectives which beginning generalist social workers should exude. The evaluation is completed by the Field Instructor at the end of the semester. Each learning objective is rated using a 1-5 scale. Students need to obtain a 3 or higher on each objective by the end of the semester in order to pass the class.


    All students must satisfactorily complete all field hours (80 hours) to pass this course. All students are required to submit a signed field and supervision hours log with their final field evaluation. For forms and additional information regarding sick time and other field leave policy, see the current USF MSW Field Manual which is located on the Social of Social Work Web page:


    In this In-Class Assignment students will view a videotape of an individual counseling session.

    Following the therapy session the class will record the session on a progress note using the format required by the instructor. Notes will then be written in one of three styles: SOAP, DAP, or POT. Instructions for using each documentation format will take place in class on the day of the assignment.

    The focus of this sequence is on proper documentation in various setting of practice. In this assignment, the student’s ability to pull important details from the therapy session will be measured by their ability to write a clear concise progress note in a time limited setting. Students are expected to have the ability to identify the intervention that occurred in the session and articulate the important details of the session in order to substantiate the documented plan for the family. Since this is an in-class assignment, students must be present to participate and earn the points for this assignment. No make-up points are available. See Grading Rubric in Appendix.

    PRACTICE SETTING ANALYSIS _____________________________ 40 POINTS_____

    Students will use at least 5 professional references (research studies, literature reviews, etc.) as well as information from their field placement agency to write a 4-page paper. The paper will describe their field placement agency, the population it serves, and summarize the current research regarding the type of agency and population. Be sure to use APA style within the paper and include a reference page at the end. See Grading Rubric in Appendix.

    1. Provide a basic description of the agency and the variety of services provided. Identify the professionals from other disciplines with which you are working.

    2. Describe the agency’s mission and the population the agency serves. Be sure to include a description of the diversity of the population.

    3. Describe the environment that the agency is embedded in and then discuss one barrier and one advantage to providing services in this environment.

    4. Discuss the predominant theories or style(s) of intervention that the agency or program utilizes.

    5. Summarize the research you reviewed regarding the type of agency and population/presenting problem. In your opinion, do the agency’s current practices and procedures correlate or conflict with the professional resources.


    The field seminar course assists students in synthesizing practicum experience and academic learning. To facilitate this goal, students are expected to willingly contribute to discussions. Students will be assigned up to 10 points for their active and appropriate participation in class. See Grading Rubric in Appendix.


    The instructor will assign 4 workbook assignments for students throughout the semester. They are worth 5 points each.

  36. Attendance Policy: ATTENDANCE POLICY

    Students are expected to be on time and prepared to participate when class begins as well as be present throughout the entire class meeting. Classroom exercises, discussions, role-plays, guest speakers and other in-class experiential exercises are essential for a student’s professional learning and continued development of self-awareness. This form of learning cannot be “made up” once missed. Accordingly, Attendance is required at all class meetings. Excused absences are limited to the following instances: documented illness, deaths in the immediate family, and other documented crises, military duty, jury duty, religious holidays (consistent with University policy, 10-045), court-imposed legal obligations other than jury duty, and special requirements of other courses (must be documented by the faculty member of record). A student is considered absent if he/she arrives more than 30 minutes late to class, leaves 30 minutes or more early, or does not come to class. Students are allowed to miss two classes (for classes that meet twice weekly; or one class for classes that meet only once per week) without penalty. After that 5% off of the total grade may be deducted for each missed class, at the faculty member’s discretion.

    Students who experience an unforeseen circumstance such as a serious medical problem which interferes with their attendance or course assignments should notify the instructor immediately. Students and instructors should familiarize themselves with the USF Incomplete policy.

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: ACADEMIC DISHONESTY POLICY

    Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. All papers will be submitted through SelfAssign. Disruption of the classroom or teaching environment is also unacceptable. The University of South Florida has very specific policies and procedures regarding academic dishonesty or disruption of academic process. The School of Social Work Procedures for Alleged Academic Dishonesty or Disruption can be found at: and at Student Academic Grievance Procedures can be found at

  38. Program This Course Supports: MSW
  39. Course Concurrence Information:

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