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SWRK 140B/C: Social Work Practice

Community, Inclusivity, Belongingness

Reflection on Instructional Change:

This summer I had the opportunity to teach SWRK 140B/C, which is a Social Work Practice course sequence. This course is part of the summer intensive program and included a total of 11 undergraduate social work students. During this program, I chose to select the technique referred to as Creating Classroom Norms or Developing Community Agreements. Implementing this practice included a discussion that took place during our first class, as we reviewed the course and the syllabus. To start this discussion, I discussed the purpose of community agreements and provided a template or example of what could be included. For example, I showed this list with examples like:

1. Attend scheduled classes on time with assigned reading completed.
2. Integrate and optimize values and ethics that are compatible with social work.
3. Recognize our own privileges, biases, and prejudices.
4. Engage in critical self-reflection.
5. Commit to personal and professional growth.
6. Interact and engage with others.
7. Listen with open ears, minds, and hearts.
8. Stumble, reflect, learn, and grow.

As students engaged and participated in a discussion related to classroom norms and community agreements, I also asked some additional discussion questions, including:

1. What do we need to feel safe to show up and do the work?
2. What does this look like?
3. How do we do this?

After a class discussion, the list of community agreements was modified and updated based on student feedback and contributions. The final updated list was then posted to our Canvas course page. This final list included the previously discussed examples, as well as additional suggestions, including:

1. Be present, engage, and participate in class.
2. Respect others.
3. Engage in self-care.

Throughout this process, I've learned that taking the time for these discussions during the first class can provide a great base and foundation to revisit throughout the course. As needed, these agreements can be revisited, reviewed, and modified. I've learned so many great strategies throughout this program. Personally, I found the demonstration videos were especially effective. It was really helpful to be able to see faculty demonstrating different techniques and strategies. I also really appreciated that I was able to save the guides and materials for later use and ongoing reference.

Participating in the Observe and Analyze Session allowed me to consider how this strategy could be updated and improved for future use. For example, I loved the idea of integrating more time for reflection prior to discussion (e.g., using the Think/Pair/Share technique). I plan to continue using this tool and strategy in future classes, and am hopeful that doing so will promote and facilitate ongoing discussions about how we can all work together to create and maintain a brave and inclusive learning environment. Thank you!

Evidence of Instructional Change

Screenshot of original Community Agreements and examples.

Screenshot of original Community Agreements and examples.

Screenshot of the modified and final Community Agreements for SWRK 140B/C (Summer 2022).

Screenshot of the modified and final Community Agreements for SWRK 140B/C (Summer 2022).

Screenshot of a resource I saved from the CTL/ACUE program, titled "Collaborative Classroom Norms."

Practice and Reflect on: Promoting a Civil Learning Environment

Promoting a Civil Learning Environment.pdf

Course Syllabus

SWRK 140B - Course Syllabus.pdf

Faculty Bio

Frances Furio, PsyD, LCSW (she/her) is a lecturer at California State University, Sacramento (CSUS) in the Division of Social Work. In addition to her work at CSUS, she also provides mental health services in the community and remains active in research related to the topics of mental health, forensic social work, and social and environmental justice. As an instructor, licensed clinician, and qualitative researcher, she is interested in understanding people’s lived experiences and highlighting the strength and resiliency of communities that continue to face barriers and injustice. She is also passionate about the promotion of equity, inclusion, and peaceful and progressive social work practice.

This work was supported by:

National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335

CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development

US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012

*Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.

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