PRAIRIE VIEW A&M UNIVERSITY THE SOCIAL WORK EDUCATION … 2016/SOWK 4133... · 2019-12-18 · 2 3....

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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.

mailto:[email protected]

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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


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.


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.


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.


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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.


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.


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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

http://www.tamu.edu/pvamu/library

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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.

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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]

mailto:[email protected]

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