Syllabus

COURSE DESCRIPTION

Field Practicum 763 is a second-year seminar course offered in conjunction with supervised field placements. These hybrid courses require students to engage in 14 hours of fieldwork weekly throughout the fall and spring semesters, totaling a minimum of 225 hours per semester (900 hours for the master’s program). In addition, students attend a virtual field seminar class every other week for 1.5 hours.

Designed to integrate social work knowledge, skills, and values, these courses utilize ecosystems and strengths perspectives alongside a cultural competence model to develop foundational practice competencies for entry-level social work practice. As core elements of the educational program, they bridge academic learning with practical application, enabling students to apply classroom knowledge in real-world settings. The practicum experience emphasizes strategies for engaging with diverse populations, advocating for human rights, and promoting social and economic justice. This hands-on experience fosters the development of practice skills that enhance social well-being and prepare students for effective, ethical social work across micro, mezzo, and macro levels of practice.

To better prepare students for their transition into the social work field, the course includes components focused on professionalism, job acquisition, and workforce readiness. These additions equip students with the necessary skills to successfully navigate the job market, present themselves professionally, and sustain a successful career in social work. Topics such as resume writing, interview preparation, networking strategies, and ongoing professional development are covered, ensuring that students are fully prepared to enter and excel in the workforce.

COURSE LEARNING OBJECTIVES

  1. Integrate Social Work Theories and Models into Practice:
    • Students will demonstrate the ability to integrate and apply key social work theories and models, including ecosystems and strengths perspectives, as well as cultural competence frameworks, in diverse fieldwork settings. This objective focuses on developing foundational practice competencies and ethical decision-making skills required for entry-level social work practice.                                                                             
  2. Engage Effectively with Diverse Populations:
    • Students will develop and refine interpersonal and professional skills to engage effectively with diverse populations, advocating for human rights and social and economic justice. This includes employing strategies that enhance understanding and support for clients’ diverse cultural and socioeconomic backgrounds, and fostering inclusive practices that promote social well-being across micro, mezzo, and macro practice levels.  
  3. Prepare for Professional Social Work Practice and Career Development:
    • Students will acquire and demonstrate essential skills for professional development and career readiness, including resume writing, interview preparation, and networking. This objective aims to prepare students for successful job acquisition and long-term career sustainability in the social work field, emphasizing ongoing professional development.

 

CSWE COMPETENCIES AND PRACTICE BEHAVIORS

Students in this course will be evaluated on the following standards outlined by the Educational Policy and Accreditation Standards (EPAS 2022, Field Evaluation Form).

  1. PROFESSIONAL IDENTITY 
    The student identifies as a professional social worker and conducts self accordingly. Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth.
  2. ETHICAL PRACTICE

The student applies social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law.

3. CRITICAL THINKING
  
The student applies critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information.

4. DIVERSITY AND DIFFERENCE IN PRACTICE
  
The student engages in diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. 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. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim.

 

  1. HUMAN RIGHTS AND SOCIAL ECONOMIC JUSTICE
      
    The student advances human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.
  2. RESEARCH & PRACTICE
      
    The student engages in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge.

 

  1. HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT
      
    The student applies knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development.

 

  1. POLICY PRACTICE
    The student engages in policy to advance social and economic well-being and to deliver effective social work services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. 

 

  1. PRACTICE CONTEXT
      
    The student responds to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively.

 

  1. ENGAGEMENT, ASSESSMENT, INTERVENTION, EVALUATION
      
    The student social worker (a) engages, (b) assesses, (c) intervenes, and (d) evaluates with individuals, families, groups, organizations, and communities.

REQUIRED TEXTS

None, readings & articles will be provided

 

GRADING

Honors (97.5>): Indicates consistently outstanding achievement equivalent to an A+ or better.  It reflects work that meets all of the requirements for a grade of Credit but that, in addition demonstrates exceptional capacity for critical thinking which includes the contextualization, synthesis of main issues, integration of ideas from several readings, recognition of debated points, and creative application of material to practice and contemporary policy issues.

CREDIT =  completion of hours, attendance of seminars and satisfactory evaluation

Credit (82.5+): Indicates an acceptable graduate-level work equivalent to a B or better. It reflects a combination of satisfactory completion of all course work, the quality of written and oral communication, adequate class participation, and regular and on-time class attendance. This includes ability to accurately report on the content of the readings, to identify main ideas, to draw relevant conclusions, to self- reflect on the material, to apply material to practice and contemporary policy issues and to reference assigned readings, Grades of Credit are given for work within the A to B Range.

No Credit (<82.5): A grade of no-credit indicates a combination of poor quality of work on assignments; insufficient mastery of reading and lecture materials, weak descriptive and conceptual skills, minimal class participation; and excessive absences or lateness. No Credit grades are given to work that is determined to be below a grade of B.

ASKED TO LEAVE PRACTICUM = NO CREDIT

Incomplete:  Grades of Incomplete may be given at the discretion of the instructor. Instructor and student must agree to a date for completion of the work. Failure to meet the agreed upon date will result in an automatic No Credit. Students who do not achieve Credit level work at the end of a course may not receive an incomplete grade.

Requests for a letter grade must be submitted via email to your professor by the end of the second week of class.

 

COURSE EXPECTATIONS

 

Attendance Policy

  1. Hybrid Class: Class attendance is required (more than 3 unexcused absences may result in a grade of NC). Please inform the professor before class if you will not be in class and make plans to make up missed work if necessary;

OR

  1. Classes missed for religious reasons are excused:
    1. Religious policy: Any student who is unable, because of his/her religious beliefs to attend classes on a particular day or days shall, because of such absence, be excused. It is necessary to inform the professor in advance so that a plan can be made to make up the work missed as a result of the absence(s).
  1. On-time class attendance is expected and appreciated.
  2. Each unexcused absence from class will affect the final grade.

 

14hr/week schedule:

A typical business day is 9 am to 5 pm, totaling 8 hours. Subtracting 1 hour for a lunch break each day, the required weekly internship hours total 14.

9am-5pm = 8 hours

8 x 2 = 16 hours

16 – 2 = 14 hours, required weekly for your internship (2 hours are taken out for lunch).

 

Zoom Student Professionalism Expectation:

Please be aware that the instructor in this course will require that the camera and audio be on during class sessions.

As we strive to maintain a professional and respectful learning environment, it is important that all students adhere to the following expectations for professionalism during Zoom sessions:

  1. Punctuality: Please join the Zoom meeting at least 5 minutes before the scheduled start time. This ensures that you are ready when the session begins and reduces disruptions.
  2. Background and Environment:
    • Use a neutral and non-distracting background. Virtual backgrounds that are simple and professional are encouraged if your immediate environment is not suitable.
    • Ensure your environment is quiet and free from interruptions. Inform household members of your schedule to minimize noise and disruptions.
  3. Camera Use: We require students to keep their camera on during the session to foster a more connected and engaging learning experience. This helps replicate the interactive nature of a physical classroom.
  4. Microphone Etiquette: Mute your microphone when not speaking to avoid background noise
  5. Engagement:
    • Be an active participant. Engage with the content, respond to discussions, and ask questions.
    • Avoid multitasking during the session to maintain focus and respect for others’ contributions.
  6. Language and Behavior: Use respectful and appropriate language at all times. Professionalism includes how we communicate with peers and instructors.
  7. Preparation: Come prepared with the necessary readings or assignments completed. This shows respect for the educational process and maximizes your learning.
  8. Confidentiality: Respect the privacy of discussions and personal information shared in the virtual classroom. Do not record sessions without permission.
  9. Technical Preparedness:
    • Ensure your technology (computer, camera, microphone) is working properly before the session.
    • Familiarize yourself with Zoom’s features (e.g., chat, raise hand, mute/unmute) to participate effectively.

By adhering to these expectations, we create a productive and respectful learning environment that benefits all participants. Let’s make the most of our time together and ensure a successful and professional virtual classroom experience.

Recording of Remote Classes:

The statement and policy below comes from CUNY Office of Academic Affairs: As is the case with many colleges and universities that have chosen online and distance learning modalities as a result of the COVID-19 pandemic, faculty utilizing Zoom, Blackboard Collaborate and other digital technology to deliver course curriculum/material must be sensitive to issues of privacy. To that end, faculty offering classes through web conferencing digital technology like Zoom must not record a student in a class session without the student’s consent. Similarly, CUNY discourages students from recording the sessions unless such recording is part of a reasonable accommodation under the law or is not prohibited by campus policy. To obtain consent, faculty who wish to record their class sessions must provide the following announcement, in emails, and/or class syllabus, to enrolled students and verbally at the opening of the first class session:

Students who participate in this class with their camera on or use a profile image are agreeing to have their video or image recorded solely for the purpose of creating a record for students enrolled in the class to refer to, including those enrolled students who are unable to attend live. If you are unwilling to consent to have your profile or video image recorded, be sure to keep your camera off and do not use a profile image. Likewise, students who un-mute during class and participate orally are agreeing to have their voices recorded. If you are not willing to consent to have your voice recorded during class, you will need to keep your mute button activated and communicate exclusively using the “chat” feature, which allows students to type questions and comments live.

For Hunter College academic/video policy updates, please reference the following link: http://www.hunter.cuny.edu/provost/repository/files/Academic%20Updates_%20August%202020.pdf

 

HUNTER COLLEGE/SSSW POLICIES

Accommodations for Students with Disabilities

The Office of AccessABILITY provides accommodations in accordance with the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973. The students who are eligible for reasonable accommodations during classroom, testing, and or internships include those with any psychiatric, physical, learning, medical or temporary conditions that limits their overall academic functioning. All information is kept confidential and only released with the student’s written permission. 


If you have any of the conditions listed above, or you are not sure if you qualify for accommodations, please contact the office for further information and a meeting with a counselor. Please note, in order to receive an accommodation, you must provide current and appropriate documentation.  Registering early in the semester with the Office of AccessABILITY will ensure your accommodations in a timely manner so your condition won’t affect your academic progress. The office is located in room East 1214 of Hunter College at 68th Street, phone: (212) 772-4857.  fax: (212) 650-3449. VP: (646-755-3129).

 

Hunter College Academic Integrity/Dishonesty

Academic integrity is a guiding principle of the Hunter College learning community because all students should have the opportunity to learn and perform on a level playing field. Academic dishonesty includes, but is not limited to, cheating, plagiarism, obtaining an unfair advantage, and falsifying records or documents (see examples) whether intentional or not.

 

Hunter College upholds the right to promote academic integrity on its campus as an educational institution of the City University of New York. The College has the responsibility to review all charges of academic dishonesty and implement sanctions, including, but not limited to, failing the course, official transcript notation, suspension or expulsion from the College when it has been determined that academic dishonesty did occur. Please click here to see a full list of disciplinary sanctions.

 

For more information on Hunter College’s Academic Integrity Policy, please click here.

 

Professional Code of Conduct

Students are expected to comply with the College’s policies and regulations outlined in the

Campus Code of Conduct and Student Handbook.

 

In accordance with the emphasis on ethical conduct in the social work profession, students

are expected to incorporate the highest ethical standards in every element of their work and

to conduct themselves in ways that manifest the maturity and emotional stability necessary

to function as professionals.Examples of poor academic performance and misconduct that will subject the student to disciplinary action or dismissal from the program include the following:

 

  1. Violations of the College policy on Academic Integrity (e.g., plagiarism).
  2. Behavior determined to be a violation of College or School policies or regulations.
  3. Behavior determined to be a violation of the profession’s ethics (e.g., the NASW Code of Ethics).
  4. Behaviors that do not meet professional expectations and standards, which include generally accepted standards of professional conduct, personal integrity, or emotional stability.
  5. Behaviors determined to be unprofessional conduct towards colleagues, faculty, or staff.