prairie view a&m university the social work education … 2016/sowk 4133... · 2019-12-18 · 2...
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COURSE SYLLABUS SPRING SEMESTER 2016
PRAIRIE VIEW A&M UNIVERSITY
Division of Social Work, Behavioral and Political Sciences
THE SOCIAL WORK EDUCATION PROGRAM
Brailsford College of Arts and Sciences
SOWK 4133-P01: Social Work Practice II* (3SCH)
I. COURSE INSTRUCTOR
Instructor: Dr. Felix O. Chima
Office: W.R. Banks Building, Suite # 231/230
Classroom: W. R. Banks # 208 (P01); CRN: 20012
Office Hours: MW 9.00-12.00 & 2.00- 4.00
And by Appointment
Telephone: 936-261-1670/1672
Fax: 936-261-1679
E-mail: [email protected]
US Postal Mail: Prairie View A&M University
PO Box 519; MS 2203
Prairie View, Texas 77446
Class Time: P01, TR: 9: 30 AM-10:50 AM
II. SOCIAL WORK PROGRAM MISSION
The mission of the Social Work Program is to prepare students as professional generalist
social work practitioners and provide students with requisite knowledge for advanced
study. The Program equips students with core skills and values for beginning level
professional social work practice in both rural and urban settings, working with
individuals, families, groups, organizations, and communities. In accordance with the
university’s commitment to diversity, the Program educates students who will practice
competently with diverse rural and urban clients including populations-at-risk.
III. SOCIAL WORK PROGRAM GOALS
1. Prepare students to understand social welfare policy and its history, as well as
policy analysis and its implementation; forms and mechanisms of oppression and
discrimination, and the strategies of change that advance social and economic
justice in both rural and urban settings.
2. Utilize a liberal arts perspective and professional foundation that prepares
students for direct services with client systems of various sizes and types in order
for students to understand the social contexts of social work practice, the behavior
of organizations, and the dynamics of change.
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3. Prepare students to appreciate and conduct ethical social work research to
evaluate service delivery at all levels of practice and to add to the social work
knowledge base with qualitative and quantitative methodologies.
4. Prepare students for professional entry-level generalist social work practice with
diverse populations in rural and urban settings at micro, mezzo, and macro levels
of practice; based on knowledge, values, ethics, and skills of social work built to a
liberal arts perspective and reinforced through classroom and field experiences.
5. Prepare students for a professional generalist social work career as well as
graduate social work education and importance of ongoing professional growth
and development for both students and faculty.
IV. SOCIAL WORK PROGRAM LEARNING COMPETENCIES
1. Apply critical thinking skills within the context of professional social work
practice. (E.P. 2.1.3)
2. Indentify the value base of the profession and its ethical standards, principles, and
practices accordingly. (E.P. 2.1.2)
3. Apply knowledge of the processes of prejudice, oppression and discrimination,
skills and strategies and social change that advance social and economic justice.
(E.P.2.1.5) 4. Use of values, knowledge, and skills of generalist social work practice when
working with clients of diverse race/ethnicity, gender (including transgender),
social class, age marital status, religious beliefs and sexual orientation. (E.P.
2.1.4)
5. Apply the knowledge and skills of generalist social work perspectives to practice
with individuals, families, groups, organizations and communities. (E.P. 2.1.7;
E.P. 2.1.10)
6. Apply knowledge of Human Behavior and Social Environment across the life
span. (E.P. 2.1.7)
7. Analyze existing social policies, and create and advocate for client populations
and/or service delivery. (E.P. 2.1.8)
8. Use knowledge of research and statistics for a critical evaluation of one’s own
practice in order to become a more effective practitioner. (E.P. 2.1.6; E.P.
2.1.10b) 9. Use communication skills appropriately when working with individual, family,
group, organization, communities, and professional colleagues. (E.P. 2.1.3)
10. Use supervision and consultation appropriate to social work practice. (E.P. 2.1.1)
11. Function within the structure of the organization and service delivery systems and
seek necessary organizational change. (E.P. 2.1.9)
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V. COURSE DESCRIPTION
SOWK 4133: Social Work Practice 11 (3SCH)
Acquisition and application of theories and practice approaches appropriate for
professional generalist social work with groups, organizations, and community systems.
Emphasizes leadership roles and shills, including analysis of systems processes and
interactions. Builds on the generalist problem – solving approach introduced and
explicated in SOWK 4123, with emphasis on organizations and communities. Thirty-six
(36) clock hours of service learning experience in social service settings is required. Professional Generalist Competency. Prerequisites: SOWK 4123. Restricted to Social
Work majors.
VI. COURSE LEARNING COMPETENCIES
Student Learning Competencies
At the completions of this course
students should be able to:
Assessment of Student
Learning Competencies
Linkage to Program
Learning Competencies
Apply the generalist method of practice
within organizations and communities
while considering the needs of individuals,
families, and small groups who interact
with macro-level systems.
Exam # one and # two.
Community Essay Paper.
Organization Essay Paper.
(E.P. 2.1.2); (E.P. 2.1.3)
(E.P. 2.1.5); (E.P. 2.1.7);
(E.P. 2.1.10a); (E. P. 2. 1.
10a); (E. P. 2 .1. 10b); (E.
P. 2. 1. 10c); (E. P . 2 . 1 .
10d )
Engage in evaluation of social work
practice with multiple systems within
organizations and communities for
effective intervention or change outcome.
Organizational Paper
Exam # one and # two.
Organization and
Community Essay Paper
(E.P.2.1.1); (E.P.2.1.3)
(E.P2.1.4) ;( E.P.2.1.10a)
;( E. P. 2. 1. 10b); (E. P.
2. 1. 10c); (E. P. 2 . 1 .
10d)
Integrate knowledge of organizational
structures and leadership functions for
affecting change with multiple systems in
urban and rural communities.
Exam # one and # two.
Organization and
Community Essay Paper
Rural Practice Paper
(E.P. 2.1.1); (E.P. 2.1.3);
(E.P. 2.1.9); (E.P.
2.1.10a); (E. P. 2 .1 .10b);
(E. P. 2 .1. 10c) ;( E. P .2
.1. 10d)
Conduct social work practice with diverse
groups while demonstrating cultural
competency regarding discrimination as
well as social and economic justice in
order to work toward the amelioration of
oppression in at-risk populations.
Exam # one and # two.
Group Presentation and
Paper on Theories
(E.P. 2.1.1); (E.P. 2.1.2);
(E.P. 2.1.5); (E.P. 2.1.7);
(E.P. 2.1.10a); (E. P. 2. 1.
10b); (E .P. 2 .1. 10c); (E.
P .2 .1 .10d)
Identify the impact of the bureaucratic
nature of organizations and communities
on the safety and survival of the social
work professional.
Exam # one and # two
Students Learning Survey
Questionnaire (SLSQ).
(E.P. 2.1.3); (E.P. 2.1.4);
(E.P. 2.1.5); (E.P. 2.1.7);
(E.P. 2.1.10a); (E. P. 2 .1.
10b); (E. P. 2 .1. 10c); (E.
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P . 2 . 1 . 10d)
VII. COURSE TEXTBOOK
Zastrow, C. H. (2013). The Practice of Social Work: A Comprehensive
Worktext (10th
Ed.).Belmont, CA: Brooks/Cole, cengage.
(Required Text)
Publication Manual of the American Psychological Association (APA) (2010) (6
th Ed.). Washington, D.C.: American Psychological Association.
(Recommended Writing Manual)
VIII. METHODS OF TEACHING AND EVALUATION
This course is conducted through a variety of teaching methods including lecture, class
discussions and small group exercises. Classroom sessions are conducted in an interactive
lecture form. This professor presents the course materials in a straightforward and factual
format, and uses a “hear it, see it, read it, write it” teaching methodology that has been
scientifically proven to make it easier for student learners to understand and retain the
information presented. In addition, technology infusion is used and includes audio-
visual materials, power point and other computer applications. Students are required to be
active in the learning process through class participation, asking questions, and
contributing comments for discussions. Each student is expected to read all assigned
material prior to class and fully participate in class discussions and activities.
Class Attendance
The attendance policy printed in the Prairie View A&M University Undergraduate
Catalogue will be followed. When a student is unable to attend class, it is the student’s
responsibility to inform the professor in advance, whenever possible. It is the student’s
responsibility to obtain the notes, handouts, or other material for the missed class.
Students remain responsible for all assignments due during the missed class. An absence
does not excuse the student from any work or due dates.
Attendance will be taken at the beginning of each class; either through a sign-in form or a
roll call and students not present at that time will be marked absent. Students who come
in late are required to inform the Instructor, immediately following that class period in
order to be counted late rather than absent. Once in attendance, students should not leave
class constantly, without the instructor’s permission. It is a violation of dishonesty for
any student to sign-in another student in the attendance form.
Class attendance is mandated for all Prairie View A&M University students. Students are
responsible for attending classes on time and adhering to the University’s Class
Attendance Policy. The Attendance Policy is printed in the Prairie View A&M
University Undergraduate Catalog and shall be enforced. Excessive absences will result
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in lowered grades. Excessive absenteeism, whether excused or unexcused, may result in a
course grade being reduced or an assignment grade of”F”.
Attendance Table, based on 10 percent attendance and class participation
Twice A Week Class
Present for all but two class 10 points
Present for all but three classes 8 points
Present for all but four classes 4 points
Present for all but five classes 0 points
Present for all but six classes -2 points
Missing more than six classes Another 10 points will be deducted for each
additional class missed
Being Late – Being 10 or more minutes late twice during the semester will result in the
student being counted as missing class. The points listed above will apply.
Technology Devices – Your cell phone must be in your bag during class.
Grades of (C) signify work that is marginal in nature. That is, the scholarly products or
professional performances meet many but not all of the expected criteria. Grades of (D)
reflect work that is unsatisfactory. That is, the products or performances do not meet
several, many, or most of the criteria. It means, also, that the work fails to approach the
standards of quality, expected of a future BSW-level professional.
University and Social Work Policies
Cheating is grounds for failing the course and possible dismissal from the program and/or
university. Cheating is considered to be any attempt to use or provide unauthorized
assistance, materials, information, or study aids in any form and in any academic exercise
or environment. A student must not use external assistance on any “in-class” or “take-
home” examination, unless the instructor specifically has authorized external assistance.
This prohibition includes, but is not limited to, the use of tutors, books, notes, calculators,
computers, and wireless communication devices. A student must not use another person
as a substitute in the taking of an examination or quiz, nor allow other persons to conduct
research or to prepare work, without advance authorization from the instructor to whom
the work is being submitted.
A student must not use materials from a commercial term paper company; files of papers
prepared by other persons, or submit documents found on the internet. A student must not
collaborate with other persons on a particular project and submit a copy of a written
report that is represented explicitly or implicitly as the student’s individual work.
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A student must not use any unauthorized assistance in a laboratory, at a computer
terminal, or on fieldwork.
Plagiarism Plagiarism is a form of cheating and is grounds for failing the course and possible
dismissal from the program and/or university. Plagiarism is defined as presenting
someone else’s work, including the work of other students, as one’s own. Any ideas or
materials taken from another source for either written or oral use must be fully
acknowledged, unless the information is common knowledge. What is considered
“common knowledge” may differ from course to course.
A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or
pictures of another person without acknowledgment. A student must give credit to the
originality of others and acknowledge indebtedness whenever:
1. Directly quoting another person’s actual words, whether oral or written;
2. Using another person’s ideas, opinions, or theories;
3 Paraphrasing the words, ideas, opinions or theories of others, whether oral or
written; students must not submit identical work in appearance;
4 Borrowing facts, statistics, or illustrative material; or
5 Offering materials assembled or collected by others in the form of projects or
collections without acknowledgement.
Class Participation:
Students are expected to actively participate in a positive manner in the learning process.
Participation includes: demonstrating critical thinking, active learning, development and
use of listening and speaking skills needed for career success, and the ability to join a
discipline’s conversation. Such participation will include asking questions, active
listening, seeking out and valuing the opinion of others, and showing respect for peers
and the instructor. Participation also includes evidence that the student has read the
assigned material prior to class and by contributing to class discussions, and asking
questions about the readings and lectures. Students will be assigned participation points
primarily based on the Students Participation Rubric below:
The Instructor Reserves the Right
To Modify Syllabus Requirements as
Needed, for Course Delivery Effectiveness*
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Prairie View A&M University
SOWK 4133: Student Participation Rubric
Criteria Exemplary
5
Outstanding
4
Satisfactory Adequate Unsatisfactory
Interaction/participation in classroom
learning activities
Demonstrates critical
thinking skills, evidence
that student read
assigned material, asks
focused and appropriate
questions, always
interact, responds
regularly to questions;
freely volunteers
opinions, initiates
appropriate questions,
does not dominate
discussions.
Demonstrates
beginning critical
thinking skills, some
evidence that
student read
assigned material,
often interacts in
class; responds
often to questions;
often volunteers
opinions,
contributions less
developed and
focused
contributions
Occasionally
demonstrates
critical thinking
skills, occasionally
interacts and
responds to
questions when
prompted,
contributions not as
clearly focused,
contributions lack
focus, rambling, or
tangential questions
sometimes
digressive
Rarely
demonstrates
critical thinking
skills, rarely
participates or
volunteers point-of-
view, provides
minimal answers
when called upon,
does show interest
in class and
discussions, some
evidence that
material was read
Does not participate or
respond to questions;
almost never
volunteers to
contribute or provide
information, little or
no evidence that read
assigned material or
completed
assignments, may be
disruptive to class
Engagement in the electronic/email
learning forum
Demonstrates
competency in using
electronic/email,
including Web CT/True
Outcomes learning
forum assignments.
Completes all tasks for
every assignment within
allotted time, provides
complete written
comments related to
assignments or tasks,
follows directions
accurately of
assignment or task
Follows directions
with minimal
difficulty, most of
time no difficulty
accessing and using
electronic learning
forum
Misses no more
than two
assignments,
minimal difficulty
accessing and using
electronic learning
forums
Misses more than
tow assignments.
Some difficulty
accessing and using
electronic learning
forums
Never logs onto Web
CT/True Outcomes or
check email,
assignments not
completed, no
demonstrated
competency in using
electronic learning
forum
Professional attitude and demeanor
No disruptive classroom
behavior, no cell phones
or electronic devices
during class, respectful
and courteous to others,
recognized and respects
other students’ point-of-
view, alert in classroom,
enthusiastic for work
Rarely disruptive
and disrespectful on
rare occasions, alert
in the classroom on
most occasions,
enthusiastic most of
the time, no cell
phones or electronic
devices
Minimally
disruptive and
disrespectful,
sometimes lethargic
in the classroom
Disruptive and
disrespectful, rarely
enthusiastic
Not respectful and
courteous, alert or
enthusiastic in the
classroom
Punctuality
0-2 times tardy
3-4 times tardy
5-6 times tardy
7-8 times tardy
9-10 times tardy
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IX. COURSE REQUIREMENTS
A. EXAMINATIONS
1. There will be two major examinations. Examination #1 will include
materials covered from textbook, lectures, and readings from the beginning
of the semester to midterm (chapters 9, 10, 7). Examination #2 will consist
of only those textbook, lectures, and reading materials covered after the
midterm (chapters 11, 12, 13, 14). Examinations are multiple choice
questions.
2. Students will be given the opportunity to take a make-up examination only
if prior approval has been obtained from the instructor for an absence due to
compelling reasons. Students who fail to take the examination on the
scheduled date without prior permission will receive a grade of “zero” for
the examination.
3. Written assignments are due at the beginning of class on due dates. Late
assignments will be penalized three (3) points per calendar day (including
weekends) that they are late, and include 3 points for assignments that are
completed after class begins. All written assignments must be typed, using
the APA writing format, unless otherwise directed by instructor.
B. ASSIGNMENTS AND PROJECTS
1. Essay Assignment Papers
Two essay papers pertaining to organizations and communities respectively
are required for this course. Questions for the essays will be provided to
students by instructor. Points for other class excises and activities are
included in the essays.
2. Course Organization Service Learning Paper One organization paper, representing the FINAL/ EXAMINATION
project in this course is required. The paper, representing a formal final
examination, instead, will be based on evaluation of students’ 36 contact
(volunteer) hours in social services settings, as a service learning project.
Guidelines and response questions for the paper on analyzing human
services organization is provided (See Zastrow, Chapter 9, page 303, EP
2.1.10a)
3. Course Group Presentation Activity
Students will form small groups of four or five (4/5) students per a group
for a specialized topic area immersion activity. Guidelines for the
preparation and presentation of the activity will be provided by the
instructor. Presentations will be evaluated by both students’ peers and the
instructor.
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C. COURSE REQUIREMENTS DUE DATES
Organization Essay Paper Date: 02-18-2016
Community Essay Paper Date: 03-03-2016
Examination #1 Date: 03-10-2016
Group Presentation Project Begins Date: 04-12-2016
Examination #2 Date: 04-28-2016
Organization Service Paper Date: 05-05-2016
D. GRADING AND EVALUATIONS
Examination #1 25 points A = 90 – 100
Examination #2 20 points B = 80 – 89
Organization Essay 08 points C = 70 –79
Community Essay 07 points D = 60 – 69
Organization Service Paper 20 points F = Below 60
Participation & Attendance 10 points
Group Presentation 10 points
Total 100 points
X. COURSE UNITS OF STUDY
Readings are to be completed prior to class period and
assignments are due promptly on scheduled dates.
Week One: Topic Chapters and Assignments Introduction: Social Work Practice II
Overview of the course and syllabus. Overview of required assignments and due
dates. Integrating practice one connection to practice two characteristics
Week One: Topic Chapters and Assignments Overview of the Generalist Social Work Practice:
Review of the generalist components of micro, mezzo, and connection to macro
practice system sizes and levels.
Week Two: Topic Chapters and Assignments Social Work Practice with Organizations: Macrosystem
Examine the definition of an organization, purposes and significance to social
work practice. Discuss and analyze human services organization, and their
application to various models of organizational behavior, value orientation,
including organizational decision making and leadership.
Required Reading: Chapter 9, Zastrow. Practice Text.
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Chima, Felix .O. (2005). Integrating Traditional Organizational Behavior
Theories and Issues for Employee Assistance Practice. Journal of Workplace
Behavioral Health, Vol. 21, No.2 pp 59-77.
Week Three: Topic Chapters and Assignments Integrative Essay Assignment: Organization Macrosystem
The questions that should guide student’s responses to the integrative essay
assignment concerning social work practice with organization as macrosystem
provided by instructor.
Week Four: Topic Chapters and Assignments Social Work Practice with Communities: Macrosystem
Examine social work macropractice activities, in which the client is the
community, models of community practice, skills, knowledge, problem-solving
processes, needs assessment, and community values.
Required Reading: Chapter 10, Zastrow Practice Text.
Week Five and Week Six: Topic Chapters and Assignments Integrative Essay Assignment: Community-MacroSystems
The questions that should guide student’s responses to the integrative essay
assignment concerning social work practice with communities as macrosystems
are provided by the instructor.
Week Seven: Topic Chapters and Assignments Social Work with Groups: Macrosystem Level
Review of key group dynamic concepts and guidelines on how to lead groups,
therapy and formation and facilitation.
Required Reading: Chapter 7, Zastrow Practice Test
Week Eight: Topic Chapters and Assignments Integrative Essay Assignment: Macrosystem Group
The questions that should give students responses to integrative essay concerning
social work with macrosystem level groups and provided by the instructor.
Week Nine: Topic Chapters and Assignments Social Work Practice with Diverse Groups
Examine social work recognition of barriers and obstacles in practice regarding
discrimination, oppression, ethnicity, national origin, color, sex, and sexual
orientation. Discuss worker knowledge of self, of whom, and present macro
strategies to promote social and economic justice for population-at-risky-
including culture competency.
Required Reading: Chapter 12, Zastrow Practice Text.
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Week Ten and Week Eleven: Topic Chapters and Assignments Social Work Practice in Rural Areas-Macropractice
Examine knowledge, skills, and values essential in the provision of social work
services in rural settings and compare to urban areas. Identify that the rural social
worker is a generalist who must have the ability to work with individuals,
families, and groups, as well as the total community.
Required Readings: Hand out
Sheafor, B.W. & Lewis, R.G. (2002). Social work practice in rural areas:
Application as a case example, chapter 6, pp. 147-171. In. A. T. Morales and
B.W. Sheafor, The Many Faces of Social Work Clients, Boston, MA: Allyn &
Bacon (Reserve)
Davenport, J.A. & Davenport III, J. (1995). Rural Social Work Overview.
Encyclopedia of Social Work (19th
Ed.). (pp. 2076-2085.) NASW Press.
Week Twelve, Thirteen, and Fourteen: Topic Chapters and
Assignments Evaluating Social Work Practice: Overview
Examine social work practice accountability to client systems, agencies and to
social worker. Integrate practice outcome evaluation and evaluative research,
single-system design approved to practice evaluation and goals to improve
practice outcome.
Required Reading: Chapter 11, Zastrow Practice Text.
Week Fifteen: Topic Chapters and Assignments Surviving and Enjoying Social Work: Overview
Examine safety guidelines for social work practitioners, strategies to preventing
violence against worker, approaches for reducing stress and preventing social
worker burnout. Discuss the possible bureaucratic environmental impact on
worker’s emotional and physical health and survival guidelines.
Required Reading: Chapter 14, Zastrow Practice Text.
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XI. UNIVERSITY EDUCATIONAL POLICIES
A. Student Classroom Decorum Expectations:
Social Work is a Profession and Requires Professional Education and Behavior.
To enhance the learning atmosphere of the classroom, students are expected to dress and
behave in a fashion conducive to learning in the classroom. More specifically, students
will refrain from disruptive classroom behaviors (i.e. talking and holding conversation
with classmates while class is in session; disrespectful responses to teacher instructions;
swearing; wearing clothes that impede academic learning such as but not limited to,
wearing body-revealing clothing and excessively baggy pants; hats/caps, and/or
headdress ,that may be offensive to others. No playing on electronic games. No Facebook
activities during class session. Good Attitudes = Professional Behaviors. Bad Attitudes =
Unprofessional behaviors.
Students will turn off Cell phones prior to entering the classroom. Students who exhibit
the behaviors described above, or similar behaviors will be immediately dismissed from
class at the third documented offense. The student will be readmitted to class only
following a decision by the department chair. The student may appeal the decision of the
department chair to the Dean of the College offering the course, and, subsequently, to the
Office of the Vice President, which will be final. Failure to follow the procedures,
herein, outlined will result in termination of the appeal, and revert to the decision of the
Department Chair.
Each behavior construed by the professor as an impediment to learning will be recorded,
properly documented, and appropriately reported to the student and to the chair of the
academic department offering the course. The report will be in written form with a copy
provided to both the student and the department chair. The faculty member should retain
a copy for his/her own records. Additional student behavior codes may be found in
Students Affairs.
B. The Americans with Disabilities Act: ADA Statement
Prairie View A&M University (PVAMU) and the Texas A&M University System are
committed to providing the least restrictive learning environment for all students. The
University promotes equity in academic access through the implementation of
reasonable accommodations as required by the Vocational Rehabilitation Act of
1973, Title V, Section 504 and the American Disability Act of 1990(ADA-Public Law
101—336) Students with Learning disabilities who believe they may need an
adjustment in this class are encouraged to contact the Office of Disabilities Services
at (936) 261-3185 as soon as possible. .
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C. Student Academic Appeals Process
Authority and responsibility for assigning grades to students rests with the faculty.
However, in those instances where students believe that misrepresentation, errors, or
unfairness of any kind may have adversely affected the instructor’s assessment of
their academic performance, the student has a right to appeal, by following the
procedure listed in the Undergraduate Catalog and by doing so within thirty days of
receiving the grade or experiencing any other problematic academic event that
prompted the complaint.
D .Cheating and Plagiarism
Prairie View A&M University is dedicated to a high standard of academic integrity
among its faculty and students. In becoming part of the Prairie View A&M
University academic community, students are responsible for honesty and
independent effort. Disciplinary action will be taken against any student who alone
or with others, engages in any act of academic fraud or deceit. (See the University
catalog for full details).
XII. UNIVERSITY GENERAL INFORMATION
Snail Mail (U.S. Postal Service) Address: Prairie View A&M University
P.O. Box 519; MS 2203
Prairie View, TX 77446
Access to Learning Resources: PVAMU Library:
Phone: (936) 261-1500;
Web: http://www.tamu.edu/pvamu/library
University Bookstore:
Phone: (936) 261-1990;
Web: http:/www.blstr.com/home/10001-10734-1
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BIBLIOGRAPHY
Alexander, R. Jr. (1997). Social workers and privileged communication in the
federal legal system. Social Work, 42(4), 387-391.
Boehn, A. & Cohen, A. (2013). Commitment to Community Practice Among Social
Work Students: Journal of Social Work Education, Vol. 49, No. 4, pp. 601-
618. Contributing Factors.
Burghardt, S. (2014). Macro Practice in Social Work for the 21st. Century:
Bridging the Macro-Micro Divide, (2nd.ed.). Thousand Oaks, CA: SAGE
Publications, Inc.
Chen, H.J. & Kovacs, P. J. (2013). Working with Families in which a Parent has
Depression: A Resilience Perspective. Families In Society: The Journal of
Contemporary Social Services, v.94, no.2, page(s), 114-120.
Chima, Felix.O. (2005). Integrating Traditional Organization Behavior Theories and
Issues for Employee Assistance Practice. Journal of Workplace Behavioral
Health. Vol.21, No.2 pp.59-77
Chima, Felix.O. & Wharton, W.D. (1999). African Americans and the Workplace:
Overview of Persistent Discrimination. The Journal of Intergroup Relations,
vol. 26, no., 1.
Chima, Felix O. (2005). Persons with Disabilities and Employment: Implications for
Social Work and Rehabilitation Roles and Advocacy. Journal of Social
Work in Disability & Rehabilitation, 4(3): 39-60.
Chima, Felix O. (2004). Depression and the Workplace: Occupational Social Work
Development and Interventions. Journal of Employee Assistance Quarterly.
Vol.19, No.4: Pp1-20.
Chima, Felix O. (October, 2014). Rural Communities. In Cousins, Linwood H. &
Golson, Geoffrey. (Eds.). Encyclopedia of Human Services and Diversity.
(pp.1151-1155). Thousand Oaks, CA: SAGE Publications, Inc.
Chima, Felix O. (October, 2014). Family Violence Prevention and Services. In
Cousins, Linwood H. & Golson, J. Geoffrey. (Eds.). Encyclopedia of Human
Services and Diversity. (pp. 541-543).Thousand Oaks, CA: SAGE
Publications, Inc.
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Council on Social Work Education. (2008). Education Policy and Accreditation
Standards. Retrieved from http://www.cewe.org/File.aspx?id=13780.
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“Tell me and I forget.
Teach me and I remember.
Involve me and I learn.”
----Benjamin Franklin----
“Education is the great engine of personal development. It is through
education that the daughter of a peasant can become a doctor; that
the child of farmworkers can become the president of a great nation”
Nelson Mandela
(July 18, 1918-December 05, 2013)
17
SPRING SEMESTER 2016
The Prairie View A&M Academic Calendar is subject to change. Please check the Prairie View A&M
University website for updates.
Jan 14 - Jan 16 , 2016
Registration
Thursday through Saturday
Jan 16
Regular Registration for Graduate Students
Saturday
Jan 18
Dr. Martin Luther King Jr. Day (University Closed)
Monday
Jan 19
Instruction Begins
Tuesday
Jan 19
Late Registration and Drop/Add Begins
Tuesday
Jan 22
Late Registration and Add Courses Ends for Undergraduate Students – Web Registration
Access Closed
8:00 am - 5:00 pm
Jan 22
Last Day to Change Major or any other Matriculation Change for Spring 2016
8:00 am - 5:00 pm
Jan 23
Late Registration and Add Courses Ends for Graduate Students – Web Registration Access Closed
8:00 am - 5:00 pm
Jan 28
General Student Assembly-All Students Attend
Thursday
Feb 03
12th Class Day (Census Date)
Wednesday
Feb 03
Last Day to Withdraw from Course(s) without Academic Record
Wednesday
Feb 03
Late Deadline to Apply for Spring 2016 graduation
Wednesday
Feb 04
Withdrawal from Course(s) with Academic Record (“W”) Begins
Thursday
Feb 15
20th Class Day
Monday
18
Mar 10 - Mar 12 ,
2016
Mid-Semester Examination Period
Thursday through Saturday
Mar 14 - Mar 19 ,
2016
Spring Break
Monday through Saturday
Mar 18
Spring Break (University Closed)
Friday
Mar 21
Instruction Resumes
Monday
Mar 22
Mid-Semester Grades Due
Tuesday
Mar 25
60% of Term
Friday
Mar 25 - Mar 26 ,
2016
Good Friday/Easter (Student Holiday)
Friday through Saturday
Mar 30
Founders Day/ Honors Convocation
Wednesday
Apr 04
Withdrawal from Course(s) with Academic Record (“W”) Ends
Monday
Apr 12
Priority Registration Begins for Summer/Fall 2016
Tuesday
Apr 15
Graduation Application Deadline for Summer 2016 and Fall 2016
Friday
May 02
Course Review Day [Classes must convene and instructors will prepare students for Final Exams]
Monday
May 03
Course Review Day [Classes must convene and instructors will prepare students for Final Exams]
Tuesday
May 03
Last Class Day for Spring 2016 Semester
Tuesday
May 03
Last Day to Withdraw from the University (from All Courses) for the Spring 2016 semester
Tuesday
19
May 04 - May 10 ,
2016
Final Examination Period
Wednesday through Tuesday
May 10
Final Grades Due for Graduating Candidates
Tuesday
May 14
Commencement
Saturday
May 17
Final Grades Due for All Other Students
Tuesday
Prof. Felix O. Chima, MBA, MSW, PhD Director of Social Work Education Professor in Social Work Education Prairie View A&M University W.R.Banks Building, Suite 231 Prairie View, Texas 77446 Tel: 936-261-1670 Fax: 936-261-1679 Email: [email protected]