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Department of Social Work
FIELD EDUCATION MANUAL
for
STUDENT, INSTRUCTOR
and LIAISON
2013-2014
JB Barna, M.S.W.
Field Education Coordinator
INTRODUCTION
This 2013 – 2014 edition of the Field Education Manual supersedes all previous versions. All
field instructors, liaisons, and students should familiarize themselves with its contents, as doing
so will surely help make field education a rewarding and educational experience for everyone.
If you have suggestions about the manual (its organization, contents, wording, etc.), please
pass them along to us as the year progresses. We have considered and incorporated much of
your feedback over the years and look forward to hearing from you.
JB Barna, M.S.W.
Field Education Coordinator
UVM Department of Social Work
443 Waterman Building
85 South Prospect Street
Burlington, VT 05405
Susan Haggerty
Field Education Administrative Support
UVM Department of Social Work
443 Waterman Building
85 South Prospect Street
Burlington, VT 05405
Telephone: (802) 656-8409
e-mail: jbarna@uvm.edu
Telephone: (802) 656-1332
e-mail: Susan.Haggerty@uvm.edu
Acknowledgements
Grateful acknowledgement is given to Jean Cass, M.S.S.W., Ann Pugh, M.S.W., Lisa Lax,
M.S.W., Mary Skidmore Taylor, M.S.W., and Gary Widrick, Ph.D., for significant contributions to
the development of present and previous editions to this field manual.
TABLE OF CONTENTS
What is Field Education? .............................................................................................................. 1
FIELD EDUCATION PROCESSES
Orientation and Supervision ......................................................................................................... 2
Academic Credit ........................................................................................................................... 2
Scheduling Hours in the Field Agency .......................................................................................... 2
Application and Assignment to Undergraduate Field .................................................................... 3
Application and Assignment to Foundation Year Field ................................................................. 3
Application and Assignment to Concentration Year Field ............................................................. 3
Criteria for Selection of Field Agencies and Field Instructors ....................................................... 4
Responsibilities of Field Instructors .............................................................................................. 5
Responsibilities of the Department to Field Instructors ................................................................ 6
Responsibilities of Faculty Field Liaisons ..................................................................................... 7
Responsibilities of Students .......................................................................................................... 7
The Learning Agreement .............................................................................................................. 9
Guidelines for Writing Learning Agreements .............................................................................. 10
Learning Agreement Template ................................................................................................... 12
Student Evaluation and Grades .................................................................................................. 13
Consequences of Receiving a Grade of “U” or Below a “B” ....................................................... 14
Additional Opportunities for Evaluation ....................................................................................... 15
Guidance for the Termination Process Between Field Instructor and Field Student .................. 15
FIELD EDUCATION POLICIES
Relationship between Field Agencies and Department of Social Work ...................................... 16
Field Practicum and Employment ............................................................................................... 16
Student Payment from Field Agency .......................................................................................... 16
Student Safety ............................................................................................................................ 17
Professional Liability Coverage .................................................................................................. 18
Mandatory Reporting .................................................................................................................. 18
Orientation to the Field ............................................................................................................... 18
Semester Schedule .................................................................................................................... 19
Overtime, Absences and Scheduled Hours ................................................................................ 19
Additional Field Education Expenses ......................................................................................... 20
Student Stipends ........................................................................................................................ 20
Student/Field Instructor Request for Placement Change
During Initial Orientation to Field ..................................................................................... 20
Voluntary Leave of Absence ....................................................................................................... 20
Unsuccessful Field Placement Interviews .................................................................................. 21
Responding to Serious Concerns Regarding Students’ Work in the Field ................................. 21
Field Agency-Initiated Termination from Placement ................................................................... 21
Faculty Field Committee Formal Review and Determination Meeting ........................................ 22
Grievance and Appeals Procedures ........................................................................................... 23
The Interdependence between Field Courses and Practice Courses ........................................ 23
Americans with Disabilities Act ................................................................................................... 24
Equal Opportunity and Anti-Discrimination ................................................................................. 24
Student Rights and Responsibilities ........................................................................................... 24
References ................................................................................................................................. 24
APPENDICES
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
Appendix H:
Appendix I:
Appendix J:
Appendix K:
Appendix L:
Department Mission and Philosophy .................................................................. 1-A
SWSS 173/174: Undergraduate Field Experience Syllabus .............................. 3-B
SWSS 290: Foundation Year Field Practicum I Syllabus .................................. 8-C
SWSS 390: Concentration Year Field Practicum II Syllabus .......................... 13-D
Guidelines for Writing and Giving Feedback on Process Records .................. 19-E
Record of Field Site Visit .................................................................................. 21-F
Mid-Year/Final Evaluation of B.S.W. Field Student ......................................... 23-G
Mid-Year/Final Evaluation of Foundation M.S.W. Field Student ..................... 30-H
Mid-Year/Final Evaluation of Concentration M.S.W. Field Student ................... 37-I
Department of Social Work Faculty and Staff .................................................. 41-J
Summary of the Social Work Code of Ethics ................................................... 45-K
University of Vermont Calendar ....................................................................... 46-L
WHAT IS FIELD EDUCATION?
1
Field instruction in social work education has a long and illustrious history. The field practicum
has continued to be regarded as an integral component in professional preparation. Historical
records reveal references to the relationship between field instruction and classroom learning
dating back over one hundred (100) years (Scheneck, Grossman & Glassman, 1991). Field
education has evolved over the years from an apprenticeship model to a pedagogical approach
that emphasizes the integration of the social work curriculum with field instruction (Walden &
Brown, 1982). This approach is not only emphasized at UVM but also implemented in clear and
direct ways as you will learn during the course of your study. In order to precisely understand
the unique properties of social work field education as distinguished from other types of
internships, it is useful to quote Sheafor's and Jenkins' (1982) description of the mission of field
education which is often cited in the literature:
A vital part of social work education is field instruction. Field instruction is an
experiential form of teaching and learning in which the social work student is helped to:
(1) con-sciously bring selected knowledge to the practice situation; (2) develop
competence in performing practice skills; (3) learn to practice within the framework of
social work values and ethics: (4) develop a professional commitment to social work
practice; (5) evolve a practice style consistent with personal strengths and capacities;
and (6) develop the ability to work effectively within a social agency (p. 3).
Common to all three years' practicum assignments, students will learn how to use social work
knowledge, values and skills when working from a generalist stance with individuals, families,
small groups, organizations and communities. Over the span of both programs, students will be
expected to gain experience within each of these five practice areas.
The goal of field education then is to provide a setting outside the classroom for the student to
develop and apply the knowledge, skills, and values of a social work professional. The field
education component of the curriculum is an extension of the classroom. While furthering their
own education, students in the field agency learn within the context of an approved setting and
within the supervisory relationship with an experienced M.S.W. field instructor. In the classroom
and field, students must use critical thinking skills to acquire and evaluate information, formulate
and test hypotheses, report the results clearly and concisely, and submit these results to the
evaluation of others. Unlike the classroom setting, students in the field are required to actively
participate in the professional activities of others rather than in simulated classroom exercises.
The field experience is intended to provide students with situations which can be analyzed using
the theories and models learned in the classroom. Students are taught in the field to think
critically and creatively and to apply knowledge in a deliberate, self-reflective and ethical
manner. At the same time, students are expected to become familiar with and analyze their
own value orientations and feelings while interacting with both clients and colleagues.
The success of every field placement requires a great deal of cooperation and responsibilitysharing between the Department of Social Work, the field agency and field instructor, and the
student. The respective roles and responsibilities of each of these parties are detailed in this
handbook.
2
FIELD EDUCATION PROCESSES
ORIENTATION AND SUPERVISION
It is important that the student become fully integrated in the agency in order to obtain a
meaningful experience. Therefore, after a 4-6 week orientation to the agency and its
philosophy, goals, policies and services, each student assumes responsibility for providing
direct and indirect services to individuals, groups, families, organizations and communities,
under the supervision of a qualified field instructor employed by the agency. B.S.W. field
instructors are required to hold either a Bachelor’s Degree in Social Work (B.S.W.) or a Master's
Degree in Social Work (M.S.W.) and a minimum of two years post-graduate social work
experience. M.S.W. field instructors are required to hold a Master's Degree in Social Work
(M.S.W.) and a minimum of two years post-graduate social work experience.
Regular supervision time is scheduled between each student and field instructor for a minimum
of one hour per week. In placements where more than one student is placed, a combination of
group supervision and individual supervision is recommended. Students are encouraged to use
the relationship with their field instructor to enhance their professional competence and
self-awareness and to participate in team conferences and staff meetings when appropriate.
ACADEMIC CREDIT
Every undergraduate Social Work student is required to satisfactorily complete a total of twelve
(12) credits of field education in two semesters. They are in the field 15 to 20 hours each week
for a minimum of 225 hours each semester of their senior year.
Every graduate Social Work student is required to satisfactorily complete a total of twelve (12)
credits of field education in four (4) semesters. All full-time and part-time regular track M.S.W.
students complete two two-semester-long placements for three (3) credits each semester. They
are in the field 15 to 20 hours each week for a minimum of 225 hours each semester.
All advanced standing students fulfill their field requirement by completing a two-semester,
concentration year field placement for eight (8) total credits beginning in the fall.
SCHEDULING HOURS IN THE FIELD AGENCY
In general, students are to schedule consistent blocks of time each week (within 2-3 days) in
their field agencies, accommodating their field instructor's work schedule and the preferences of
their field agencies and instructors. Evening and weekend field hours are an exception to the
rule and must be approved by the Field Education Coordinator. The rationale for this
expectation is that the student’s experience as a part of the agency community is significant to
social work practice. If the student is not consistently interacting with other agency personnel
within the agency culture, an integral learning opportunity is missed.
All students are expected to document their hours on a weekly basis. Some field sites may
require more than 225 hours per semester. In these cases, students must be made aware of
this prior to accepting the placement. Students complete their hours by the Friday after the
last day of classes. Any requests for a change to this policy must be made to the faculty field
liaison and have the approval of the Field Education Coordinator.
3
APPLICATION AND ASSIGNMENT TO UNDERGRADUATE FIELD
All undergraduate field placements are arranged by the Field Education Coordinator in
collaboration with the student and field instructor. The most important consideration in these
decisions is the educational needs of the student, although every attempt is made to consider
the preferences of each student. It is the student's responsibility to follow the appropriate
procedures and schedules as outlined, and failure to do so may jeopardize field planning and
can result in a delay entering the field.
Students participate in a field readiness process during the spring semester of the year prior to
their field experience. This is a several-step process and requires a meeting with the student’s
faculty advisor prior to the completion of the field application.
APPLICATION AND ASSIGNMENT TO FOUNDATION YEAR FIELD
All foundation year field placements are arranged by the Field Education Coordinator in
collaboration with the student and field instructor. The most important consideration in these
decisions is the educational needs of the student, although every attempt is made to consider
the preferences of each student. It is the student's responsibility to follow the appropriate
procedures and schedules as outlined, and failure to do so may jeopardize field planning and
can result in a delay entering the field.
Every student newly admitted to the M.S.W. Program is e-mailed a Foundation Year Field
Practicum Application in the summer and asked to return it with a current resume within a
specified period of time. It is imperative that full-time and part-time students who plan to enter
the field in the fall carefully and thoughtfully complete the field application and return it to the
Field Education Coordinator by the required deadline so that individual interests and needs can
be considered in the planning process. Part-time students (already taking classes) also begin
the application process by completing a Foundation Year Field Practicum Application and
submitting it and a current resume to the Field Education Coordinator by the date specified.
APPLICATION AND ASSIGNMENT TO CONCENTRATION YEAR FIELD
All students who are completing or have completed foundation year field begin the application
process by completing the Concentration Year Field Practicum Application and returning it
with a current resume (which includes their foundation field practicum experience) to the Field
Education Coordinator in the spring. Students then schedule an appointment with the Field
Education Coordinator to meet and discuss their foundation year field practicum and options for
a concentration year placement. Once this planning meeting has taken place, students begin
interviewing in 2-3 prospective field agencies pre-approved by the Field Education Coordinator.
Concentration year field placements are finalized by the end of the spring semester. Students
confirm their placement decision with the Field Education Coordinator and the prospective field
instructor by sending a confirmation letter.
CRITERIA FOR SELECTION OF FIELD AGENCIES AND FIELD INSTRUCTORS
4
The impetus for designating an agency as a field site may originate either from the agency or
the Department of Social Work. Requests initiated by the Department of Social Work will
typically be made to the agency executive director. Agency staff interested in having students
placed in their agencies should contact the Field Education Coordinator.
The criteria for determining whether an agency should be designated as a field site agency are
as follows:
§
The opportunities for student learning in the agency are consistent with the philosophy,
mission and educational goals of the Department of Social Work.
§
The agency administrators and staff show an interest in taking responsibility for field
instruction and for working collaboratively with the Field Education Coordinator to
provide an optimal field education experience for students. They demonstrate an
understanding of and respect for the philosophical and value base of professional social
work education.
§
The board or governing body of the agency, when applicable, is committed to a field
instruction program and to undertaking the responsibilities involved.
§
The agency is in good standing in the community and the profession and holds
credentials of approval from appropriate standard-setting bodies.
§
The staff is sufficient to maintain the basic program of the agency without reliance on
students.
§
When the field agency operates in a host setting, such as a school, the host agency or
institution agrees to the presence of students and to the utilization of staff for student
supervision.
§
The agency provides a qualified field instructor who has the time necessary for
supervisory conferences, selection and review of assignments, participation in field
instruction meetings, and preparation of required evaluation reports. In addition, field
instructors must agree and be allowed to attend field seminars designed to enhance
their ability to serve as supervisors and instructors for Social Work students.
§
The size, scope, and flow of agency activities are sufficient to enable students to gain a
wide range of experiences. The selection of learning experiences for students is based
on their educational value and the individual needs of each student.
§
The agency makes available suitable space and working facilities for the student. These
facilities are consistent with those considered necessary for the proper functioning of any
staff member and include desk space, interviewing facilities, access to a telephone and
office supplies.
5
RESPONSIBILITIES OF FIELD INSTRUCTORS
The responsibilities of the field instructors include the following:
§
Each field instructor submits a resume/curriculum vita to the Department of Social Work
which includes current information on education and experience.
§
Applicants who have not been field instructors for the University of Vermont Department
of Social Work in previous years must attend the annual Orientation for New Field
Instructors in August and the two half-day seminars in field instruction that are being
offered throughout the year. These seminars are provided by the Department and are
designed to assist the field instructor in facilitating the student’s integration of social work
knowledge, skills, and values.
§
Applicants who have been field instructors previously but not within the last two years
are also required to attend the New Field Instructors Orientation and seminars.
§
Each student is expected to have an orientation to the agency and its services during the
first 4-6 weeks of the field placement. A description of this orientation is to be included
in the learning agreement.
§
In collaboration with the field student, the field instructor, and the faculty field liaison
formulate a learning agreement: a contract between the field instructor and student for
the field experience. This learning agreement describes the student’s tasks and
assignments and how they relate to the course objectives. It also includes how
requirements for regular supervision will be met, other learning experiences in which the
student will participate, and how the student's progress and accomplishments will be
evaluated. See The Learning Agreement and Guidelines for Writing Learning
Agreements in this manual.
§
The field instructor is responsible for selecting the cases, projects and other learning
experiences appropriate to the student's level of professional development.
§
In the event that the field instructor will be absent from the field placement for longer
than a period of two weeks during the semester, the field instructor or agency director
shall develop a plan with the faculty field liaison to confirm an alternate on-site
supervisory opportunity.
§
The field instructor is expected to teach students about their role within the agency and
to assist them in learning when and how to use supervision. The field instructor also
serves as a professional role model – orienting students to the profession of social work.
§
The field instructor must schedule a minimum of one hour per week of supervision time
for each student. When there are two or more students, this may be a combination of
individual and group supervision. The field instructor is responsible for preparing for
these conferences by reading each student's process records and reports and being
familiar with other aspects of the student's work.
6
§
Both Undergraduate and graduate field instructors are expected to assign and students
are expected to complete two process records per semester. See Appendix E for
more guidance.
§
The field instructor is responsible for alerting the student's assigned faculty field liaison
as soon as possible if there are problems in the field placement so that these can be
addressed and hopefully resolved quickly.
§
The field instructor is responsible for evaluating student performance in the field
throughout each semester. A formal evaluation is completed at the end of the semester
using evaluation forms provided by the Department of Social Work.
RESPONSIBILITIES OF THE DEPARTMENT TO FIELD INSTRUCTORS
The Department of Social Work is responsible for assisting field instructors in carrying out their
duties. This assistance will include the following:
§
The Department of Social Work will provide faculty field liaisons who will meet with
assigned groups of field students on a regular basis, meet with students and field
instructors a minimum of once a semester and be available for consultation upon
request by either the field instructor or student. The faculty field liaison will be available
for more visits, if needed.
§
Field instructors will be provided with material related to core courses through course
syllabi and bibliographies (available upon request), regularly scheduled field instructors'
seminars, and/or information from the students directly.
§
The faculty field liaison will provide guidance to field instructors in the selection of
learning experiences, cases, and projects for field students, in the evaluation of student
performance, and in the handling of any special learning needs or problems students
may have.
§
If students experience serious medical or psychological problems during their field
practicum, it will be the responsibility of the field instructor to notify the faculty field
liaison or the Field Education Coordinator immediately to navigate through the situation
together.
§
The Field Education Coordinator will provide an annual New Field Instructor Orientation
in August and ongoing seminars each year for all field instructors to share new
developments in the Social Work curriculum, programs, methods of field instruction, and
student supervision. CEU’s will be available for participation in these seminars.
§
UVM recognizes the invaluable assistance provided by field instructors and their
dedication to field education as preparation of the next generation of social workers. At
present, the College of Education and Social Services offers a modest lump-sum
acknowledgement (variable year to year, $300-$400) per academic year for professional
field instruction. This is payable to the field agency.
7
RESPONSIBILITIES OF FACULTY FIELD LIAISONS
Prior to the beginning of each fall semester, faculty field liaisons receive the names of the
students assigned to their field student group(s). Each faculty field liaison student group is
comprised of 12-15 students. Their responsibilities include:
§
Facilitating regular field seminars throughout the semester for students in both
Programs. At minimum, seminars are designed to:
•
•
•
•
•
•
Orient students to the role of student practitioner;
Orient students to field course objectives, expectations, and responsibilities;
Help students develop appropriate learning agreements for their field placements;
Help students integrate the knowledge, skills and values gained in Social Work
courses with the actual social work practice experience;
Monitor ongoing progress in the field;
Encourage students to take responsibility as beginning professionals for their own
learning, to make good use of supervision, and to feel comfortable about seeking
guidance or assistance from their field instructor and faculty field liaison when they
need it.
§
Visiting each field site a minimum of two times each academic year. Additional agency
visits are encouraged and should occur any time a problem, conflict or request arises in
the field.
§
Collaborating with field instructors and students to develop a learning agreement to meet
the educational needs of each student.
RESPONSIBILITIES OF STUDENTS
While in their field placements, students are expected to serve as responsible and ethical
members of the field agency. Students will also demonstrate appropriate professional conduct
both in the field and the classroom. Students should refer to the Department of Social Work's
policy on professional conduct for further clarification. Specific student responsibilities include:
§
Follow field application schedule and procedures. Students interviewing for either
undergraduate or concentration year field placements should write a letter of
confirmation to their field instructor once a placement decision is made. A copy is
submitted to the Field Education Coordinator. Students should also write thank you
notes to other field instructors or agency personnel who took time to meet with them
along the way to their final decision.
§
Be aware that as a condition of being placed in an agency for a field placement, they
may be required to complete a Criminal Record Check (C.R.C.) with both state and
federal law enforcement. Students will need to complete this check if requested by an
agency in order to be placed. The cost is covered by each student and is subject to
change. Students may be asked at the time of the initial interview or once placed in the
agency in the fall to comply with this procedure. If students have any questions about
this requirement, they should contact the Field Education Coordinator or their faculty
advisor.
8
§
Set up regular, consistent hours with their field instructor. A schedule should be shared
with the faculty field liaison, as well as a phone number at the field placement where the
student will receive messages/calls.
§
Be punctual and reliable in setting up and keeping regular field hours in the field agency.
§
Prepare ahead of time for supervision and make good use of direction and feedback
from the field instructor.
§
Perform in a professional manner, exercising judgment and discretion, and demonstrating a positive and professional attitude about work with clients and co-workers.
§
Assume responsibility for getting to and from the agency, including transportation
expenses incurred to and from field work.
§
Meet with the faculty field liaison for all scheduled field seminars and meetings during
the semester. Notify promptly if unable to meet.
§
Dress professionally and appropriately for the agency setting. When in doubt, ask for
specific expectations from the field instructor.
§
Be actively involved and responsible for one's own learning. Develop a learning
agreement (during the first 4-5 weeks of the semester) with the field instructor and
faculty field liaison. Complete assigned written process records each semester and
submit them to the field instructor and faculty field liaison in a timely manner. See
Appendix E for guidance.
§
Be aware of their obligations to clients while in the field. Students are responsible for
informing the field instructor of absences or other interruptions of their work with clients
including scheduled interviews, home visits, collateral agency meetings, group sessions,
and family meetings. This should occur prior to the planned meetings, sessions, etc.
Students should refer to the N.A.S.W. Code of Ethics, Section 1, Social Worker’s Ethical
Responsibilities to Clients, and specifically, Section 1.15, Interruption of Services.
Longer absences (e.g., winter break) will require the student to work with the field
instructor to insure continuity of services for the client(s) assigned to the student.
§
Take an active role in faculty field liaison site visits.
§
Take an active role in the final evaluation meetings each semester.
§
Complete and turn in field experience evaluations at the end of the academic year.
THE LEARNING AGREEMENT
9
The learning agreement is a formal contract collaboratively developed by the student, the field
instructor, and the faculty field liaison. It provides an opportunity early on for these three parties
to think both creatively and academically as they design the outline for the entire year’s field
learning. The learning agreement includes the learning activities the student is expected to
accomplish during the field practicum, the components of the orientation which will be provided
to the student, and the times and content of the supervision and instruction that will be provided
to the student. The process of formulating a learning agreement also provides an early
opportunity for students to take an active role in shaping their own learning and for students and
field instructors to develop a good working relationship with each other.
The learning agreement is an individualized document which recognizes the student's abilities
and educational objectives. The field instructor and student should allow for a mixture of
assignments which may be "comfortable" for the student to master quickly and some which are
more challenging and growth-enhancing. The learning agreement should, therefore, provide for
diverse experiences while assuring mastery of a few common core areas of practice. The
responsibilities assigned should also reflect a progression of increasing levels of knowledge
and skills and should allow students to be increasingly autonomous with less direct
supervision toward the end of the undergraduate and foundation years. Concentration
year students are expected to be able to practice with greater autonomy at an earlier
point in their concentration year.
The learning agreement is drafted by the student and given to the field instructor for review prior
to the scheduled supervision session. It is reworked by the student to incorporate the
instructor's changes. A draft of the learning agreement is then submitted to the faculty field
liaison for approval by the due date. The faculty field liaison may recommend additional
changes to the student and the field instructor. These changes are to be made by the student in
consultation with the field instructor. The learning agreement may be amended at the end of the
first semester or beginning of the second semester in consultation with the field instructor and
faculty field liaison. Revisions are made as some objectives are met and new ones are added
and as the student's activities and learning needs change. Approved revisions are provided to
the faculty field liaison within the first month of the second semester in writing. Students do not
need to rewrite the learning agreement, but merely create an addendum.
All learning agreements are reviewed and approved by the Field Education Coordinator. Signed
learning agreements become a part of the student's field file and permanent record. If the
learning agreement is not approved by the Field Education Coordinator by the end of the
semester, a grade of “Unsatisfactory” or “Failure” will be submitted to the Registrar's office. All
learning agreements are property of the student's record and per federal law cannot be copied
and provided to any other student.
GUIDELINES FOR WRITING LEARNING AGREEMENTS
10
Central to the learning agreement is a template of assignments, objectives, and evaluations that
refer to specific curricular content. The assignments should be individualized to each placement
and student.
However, to formulate these assignments, the student must first assess the relevant knowledge,
skills and values that he/she brings to the field experience. This assessment is necessary and
appropriate during the first few supervision sessions with the field instructor. The outcome of
this process is the identification of new knowledge, skills and values he/she wants to learn.
Secondly, the student must understand his/her role and assignments within the agency.
Reading agency materials and asking questions of the field instructor and other agency staff will
help. It is also important to understand that certain requirements exist that are non-negotiable
and will dictate to some degree one's learning assignments for the field. For example, one
requirement is that student assignments in the field agency, to the extent possible, must
include practice with individuals, families, groups, communities and organizations.
These five practice areas should be reflected within the tasks that the student will
complete to accomplish the objectives.
Format
Learning agreements should be written (typed) according to the following outline. They should
be double spaced with one inch margins in 12-point font.
§
Cover page must include:
• Student name
• Faculty field liaison name
• Field instructor name
• Agency and program name
• Address
• Telephone number
• Schedule of field dates (i.e., August 26th – May 2nd) and weekly hours (days and
times)
§
Description of Agency – Briefly describe the field agency, programs, services and
population served.
§
Orientation – Describe the content and process of the student's orientation to the field
agency.
§
Education and Related Employment Assessment – Describe the knowledge, skills, and
values the student brings to the field practicum and the student's areas for growth.
§
Field Assignments – There are three parts to this section:
•
List the assignments you will be working on in your field agency. What are the actual
tasks projects, cases, etc., you will be doing? Over the course of the year you must
show that you did some work with or on behalf of individuals, families, small groups,
11
communities, and organizations.
•
Review the course objectives from the syllabus and then, under each assignment,
list the specific objectives you will be addressing through your work. Your first
version of this learning agreement may not have you addressing each and every
objective, but be aware that you must address them all by the end of the academic
year. Your revision (usually in January) should show this.
•
For each task, answer the question, “How will you and others (including clients if
possible) evaluate your work?”
§
Supervision – Describe when, how, for how much time and by whom (name of qualified
field instructor) you will be supervised and how supervision will facilitate the
accomplishment of learning objectives and evaluation of your progress toward and
completion of the learning objectives. Include dates when the written process records
are due to the field instructor and dates when the field instructor will observe the student
with clients and vice versa. It is possible that you may want to meet some of your
objectives during supervision. Please make a note of that under this section.
§
Signature page – Include a signature page or section for all parties involved to sign and
date. The student, field instructor, and faculty field liaison should each keep a copy of
the signed learning agreement. The original learning agreement, once signed and
dated, is submitted to the Field Education Coordinator for final review and approval, and
then it becomes a part of each student's record in the UVM Department of Social Work.
For Example:
Student
Date
Field Instructor
Date
Faculty Field Liaison
Date
Field Education Coordinator
Date
Specific due dates for first draft and completion of the learning agreement will be identified by
the faculty field liaison. The finalized learning agreement should be reviewed in supervision
sessions. The learning agreement and specifically the learning objectives are reviewed during
scheduled liaison site visits.
LEARNING AGREEMENT TEMPLATE (example only)
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Assignment #1: JB will visit two families in their homes and communities on a weekly basis to
help facilitate a less physically violent home environment. She will attend meetings with other
providers, prepare reports, and make recommendations.
Related Course Objectives:
#3. Apply critical thinking to inform and communicate professional judgments. (EPAS 2.1.3)
#4. Engage diversity and difference in practice. (EPAS 2.1.4)
#9. Respond to contexts that shape practice. (EPAS 2.1.9)
#10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations,
and communities. (EPAS 2.1.10)
Evaluation Process:
JB will request feedback from her supervisor and from her clients and colleagues regarding her
direct practice work, her communication skills, and her professional approach to the work. JB
will work with families to identify the safety risks at the beginning of their work together and at
several points throughout to see if safety is increasing in their home environments.
Assignment #2:
Related Course Objectives:
Evaluation Process:
Assignment #3:
Related Course Objectives:
Evaluation Process:
Assignment #4:
Related Course Objectives:
Evaluation Process:
STUDENT EVALUATION AND GRADES
13
It is important to make the distinction between the student’s overall evaluation/grading of the
Field Experience/Practicum course and the actual written evaluation completed at the field site.
Student learning is evaluated and graded in the same manner as experienced in other courses
in the Social Work curriculum. While the field instructor and student are the two primary
participants in the evaluation process, the faculty field liaison and the Field Education
Coordinator do play active roles in the overall grading of students.
Philosophically speaking, the process and experience of evaluation (written and verbal) do play
an extremely significant role in social work practice. As we know, social workers and social
work supervisors engage in evaluation of their work on an ongoing basis. Therefore, it is
important that evaluation during a student’s field experience draw on, highlight, and emphasize
the process of reviewing the student’s work right along with a review of the work itself. Our
hope is that students experience at least three levels of learning from the evaluation process.
The first is direct feedback about their work within the context of the organization/agency. The
second is having the experience of providing feedback to the field instructor regarding the
student experience. And the third level of learning is the beginning development of her/his own
practice around participation in the social work evaluation process.
Field instructors should provide ongoing informal feedback during weekly supervision sessions.
When the faculty field liaison visits, the student, field instructor, and field liaison review the
student’s work assignments, learning agreement progress, supervisory meetings, etc. This is a
time for all three parties to engage in purposeful dialog regarding the entire student experience.
A Record of Field Site Visit form is available for use (Appendix F).
At the end of the semester, the student and field instructor engage in a formal written
evaluation. Field instructors must ask students to first complete a self-evaluation as a part of this
process. The student self-evaluation and the field instructor initial evaluation should be used as
the basis for the evaluative discussion and the final submitted evaluation. The field instructor
and student are to complete and sign the evaluation prior to the end of the last week of classes.
The evaluation is shared with the liaison and a grade of either “Satisfactory” or “Unsatisfactory”
is recommended for all students. The faculty field liaison then reviews the student’s overall
performance and makes a final recommendation to the Field Education Coordinator. The Field
Coordinator is ultimately responsible for reviewing all paperwork and individual student field files
before assigning the final grade for this course. The final grade is based on the following:
§
The student’s ability to meet the field learning objectives
§
Written completion (with revisions, if needed) of the learning agreement
§
The student’s ability to complete the assignments of the learning agreement
§
Timely submission of process records
§
Completion of a self-evaluation prior to the formal evaluation meeting with the field
instructor
§
Participation in and completion of the mid-year and final field evaluations
§
The content of the written field evaluations
§
Completion of required field hours
§
Graduate student participation/attendance at Field Liaison Seminars. (Undergraduate
students are enrolled in a credit-bearing seminar course, and therefore this area does
not influence their grade in field.)
14
There are times when a student wishes to express his/her disagreement with the formal written
evaluation completed at the field site. A student may submit a written response to his/her
faculty field liaison with a copy to the field instructor and Field Education Coordinator if he/she
disagrees with any or all parts of the evaluation. The written response will be discussed with the
student and becomes part of the student’s official record. The original evaluation and
corresponding documents may be reviewed by the Faculty Committee on Field Education, when
indicated.
If there is significant concern at any point during the semester, the faculty field liaison must be
notified. An education plan must be written and signed by the student's faculty field liaison, the
student, and the field instructor. This plan will include the steps to be taken to assist the student
in improving his/her performance and achieving the course objectives. This will also include the
date(s) when the student, field instructor, and faculty field liaison will meet to evaluate the
student's progress. The faculty field liaison, Field Education Coordinator, and field instructor will
review such situations carefully and monitor closely the student's progress in the agency. Such
monitoring will be for the purpose of deciding what additional steps need to be taken. In the
event that there are sound educational reasons for changing the student's placement, the
student may be moved to a different field instructor in the same agency or to a different field site
altogether. Any change in supervision or agency placement will be made by the Field Education
Coordinator in consultation with the faculty field liaison, the field instructor, and the student.
CONSEQUENCES OF RECEIVING A GRADE OF “U” OR BELOW A “B”
Undergraduate students who receive a letter grade below a “B” in Field Experience (SWSS
173/174) and graduate students who receive an “Unsatisfactory” grade in a Field Practicum
(SWSS 290/SWSS 390) will be able to repeat this course once more before being dismissed
from the Program.
Because there are courses that must be taken concurrently with the Field Experience, students
must work closely with their academic advisor and the program coordinator (M.S.W. or B.S.W.)
in order to make the most effective plans around this policy.
The timing of when students can repeat the Field Experience/Practicum course depends on a
number of factors. This includes the semester in which they earned the grade, their grades in
the other courses that are taken concurrently, and how far along they are in the Program. The
Field Coordinator will work with the student, the student’s academic advisor and the appropriate
program coordinator to make these decisions.
ADDITIONAL OPPORTUNITIES FOR EVALUATION
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Field students will be given the opportunity to provide feedback regarding their faculty field
liaison and their field placement during the last few weeks of the semester. Forms will be
handed out during one of their classes. Field instructors will be given an opportunity to provide
feedback regarding their experiences with their faculty field liaison and the Field Program, as
well. They will be mailed forms in mid-May in order to provide ample time for their experience to
come to closure.
As we know, an important part of our social work practice is focused on termination of
relationships. Below is an example of how field instructors may choose to engage students
about their experiences prior to their departure from the agency/organization.
GUIDANCE FOR THE TERMINATION PROCESS BETWEEN FIELD INSTRUCTORS AND
FIELD STUDENTS
Steps for Field Instructors to Consider During Termination with Field Students
1. As always, keep in mind that you are role modeling the process of evaluation and
termination with colleagues.
2. Talk with students about the idea that “evaluation” in social work IS a part of our social
work PRACTICE.
3. Spend some time talking with your students about their whole field experience. The
formal evaluation process of their performance should be accompanied by a larger
discussion. See below for some specific guidance as to what kinds of questions might
be helpful for you and your program as you take on future interns.
4. Celebrate their contributions. Mark their departure in some public way that includes your
gratitude (if you have it), memories, and lasting marks on the program or agency.
Sample Questions to Ask Students During Your Termination Process
1. What went well for you this year? What do you see as your accomplishments and
contributions?
2. What feedback do you have for me as a social work educator and supervisor?
a. What did I do well and therefore should continue doing with students?
b. What could I have done differently?
c. How important was our relationship to our work together?
3. Do you feel as if I helped you develop a social work identity?
4. Do you have lingering thoughts, questions, or comments that would be important for us
to talk about as you end your time with us?
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FIELD EDUCATION POLICIES
RELATIONSHIP BETWEEN FIELD AGENCIES AND DEPARTMENT OF SOCIAL WORK
A signed contract between each field agency and the College of Education and Social Services
must be approved and on file for each student field practicum. The Field Education Coordinator
is responsible for communicating with agency executives or staff about student applicants and
possible field placements for the semester or academic year. The Field Education Coordinator
or faculty field liaison will work directly with field instructors on matters related to student
learning and progress in the field. There will be opportunities each semester at field instructor
seminars, or other organized gatherings for field instructors, to provide feedback to the
Department about the field education component and other aspects of the curriculum.
FIELD PRACTICUM AND EMPLOYMENT
In certain circumstances, students may be permitted to complete one year of field education in
their place of employment. The Field Education Coordinator may grant this exception on a
case-by-case review. In such cases, an Application for Field Practicum in Place of
Employment (see our website: http://www.uvm.edu/~socwork/msw/pdfs/Employment.pdf to
download the “pdf” file) must be completed. This is distributed along with the field applications.
The following criteria must be met:
§
The field practicum must be structured in a way that ensures separation of the student's
responsibilities as employee and that of student.
§
The agency must agree to relieve the student from employment responsibilities for 15-20
hours a week and to assign different responsibilities to the student than previously
carried.
§
The student will have a different field instructor than her or his job supervisor and a
different caseload.
§
The field instructor must be employed by the agency and meet the Department of Social
Work’s criteria for qualification as a field instructor.
Under no circumstances may a student accept or pursue employment in the same agency in
which he/she is a field practicum student or is planning to be a field practicum student without
the documented permission of the Field Education Coordinator.
STUDENT PAYMENT FROM FIELD AGENCY
Rationale: The foundation of the internship in social work education revolves around the
dynamic of the student’s learning process being “at the center” of the experience. Payment of
any kind can tempt this dynamic to look more similar to employment than to student learning.
Therefore, a shared knowledge of payment creates the opportunity for intentional discussion
17
and possible planning so that the sacredness of “being a student rather than an employee”
remains intact.
Policy: Any field agency that will be offering payment to a social work student during the dates
of the formal internship must submit a statement to the Field Education Coordinator prior to the
confirmation of the student intern. This statement shall include the amount, the payment
process, and the agency policy/practice that accompanies this decision.
If this is a placement working with undergraduate or foundation year students, it will be
important for the field instructor to talk with the Field Education Coordinator to discuss the
complexities of this practice. Unlike concentration year students who all have an opportunity to
apply and get accepted to a paid placement, these students do not have a choice in placement.
This invites a cautionary stance as it sets up a situation where some students would be picked
for a “paid” placement and others would not.
Additionally, all field students who are receiving payment from their field agency must report this
in their learning agreement.
STUDENT SAFETY
Each field agency should develop a plan of safety for all students in placement. Field
instructors and students should discuss general plans for safety within the first two weeks of the
field placement. Safety issues could include: approaches to working with potentially violent or
unpredictable client situations, home visits to places where the student may be unwelcome or
there is doubt about the acceptance of the visit, working with clients who are incarcerated or on
furlough for violent assaults, and responses to threatening statements, letters, phone calls,
e-mails and other communications directed to the student or other agency personnel. Students
should not be assigned to clients who have known violent risk factors. Students should only
make home visits to homes where there is a clear invitation to the student or the visit has been
approved in advance by the field instructor. Students should always be accompanied by other
agency personnel in the event of uncertainty about the above conditions. Any potentially risky
situation should always be handled by the field instructor or other duly authorized agency
personnel. If students have questions or concerns about meeting with clients or visiting homes,
they should always first consult with the field instructor prior to the meeting or visit. If the
student continues to have questions about safety issues, he/she should consult either the
faculty field liaison or the Field Education Coordinator, whoever is more readily available.
In general, if a student ever feels threatened at any point during a home visit or an interview or a
group meeting, he/she is encouraged to politely and expeditiously terminate the encounter. If
clients refuse entry into their domicile or place of residence, students should always accede to
their wishes. Students need to use good judgment in giving rides to unfamiliar clients, being
alone with them, and giving out home phone numbers and addresses.
If an incident occurs in which a student is personally threatened or hurt, or if the student is
involved in an accident of any kind, the student should immediately inform the field instructor,
faculty field liaison, and the Field Education Coordinator. An incident report should be filed with
the agency and an incident report completed by the Field Education Coordinator. Students may
be advised to seek further attention from the University Student Health Center or the campus
Counseling Center or the student may seek to contact private medical and counseling
18
resources. The Field Education Coordinator will review the situation with the student, faculty
field liaison, and field instructor, and determine the student’s readiness to return to the field and
whether the situation that led to the incident has been satisfactorily resolved. Part of this review
will include an assessment of the safety of the placement for the student to return and the
preference of the student. UVM legal counsel may also be consulted as part of the assessment.
If a student is injured in the field as part of the duties of the field placement, the cost of the
health care for injuries or accidents should be borne by the student. Any questions about
liability in the case of injury should be reported to the Field Education Coordinator or the
University Office of Risk Management. Students are advised to sign up for student health
coverage through the University or purchase private health insurance to cover cost of accidents
and injuries occurring as a result of a field placement.
PROFESSIONAL LIABILITY COVERAGE
UVM provides liability insurance for students in the field as part of a University-approved
curriculum and educational experience. This coverage is automatic for all enrolled students,
and there is no cost. While broad, this coverage does not provide total protection against every
possible charge. Although a rare occurrence, field students have been sued for practice-related
incidents. The exceptions to what the University covers fall into the categories of either
“malicious criminal activity” or “gross malpractice.” Therefore, if students are interested in
obtaining further professional liability coverage, they may: (1) ask about coverage provided by
the field agency; (2) join the National Association of Social Workers (N.A.S.W.) and become
eligible to purchase low cost liability insurance; and/or (3) inquire about other liability insurance
at “market” rates.
Students should consult the Field Education Coordinator for further information about liability or
for application forms for the N.A.S.W. Insurance Trust Program. At this time, the
Department of Social Work does not require students to purchase additional coverage, but
rather to be aware of issues concerning liability and professional practice.
MANDATORY REPORTING
Mandatory reporting refers to statutory language that obligates social workers and other helping
professionals to report suspected incidents of child abuse or neglect, as well as abuse to
vulnerable adults. Students who observe suspected abuse while in their field placement must
immediately (within twenty-four hours) report the incident to their field instructor. If their field
instructor is not readily available, they should report to their field instructor’s supervisor and/or
faculty field liaison. The field instructor or agency personnel will guide the process from that
point on.
ORIENTATION TO THE FIELD
Students entering their first year of field are required to attend field orientation sessions in the
Department of Social Work. These sessions are considered part of the required hours for the
year.
19
SEMESTER SCHEDULE
20
The University of Vermont Calendar (Appendix L) lists the holidays and school recesses to
which students are entitled. However, students are also expected to follow the agency calendar
as much as possible. Students may need to continue field hours during school breaks in order
to follow through with agency/client responsibilities or to meet time requirements in the field, as
University holidays, recesses, or agency holidays are not deducted from the 225-300 hour
requirement for the semester. If unanticipated conflicts between University vacations and
agency schedules arise, individual adjustments in vacation schedules can be made with the
agreement of both the student and field instructor and provided in writing by the student to the
faculty field liaison.
Students are responsible for working out coverage with their field instructors during the break
between fall and spring semesters. Students need to discuss scheduling between the
semesters and any need for case coverage with their field instructor at least three weeks
before the last day of classes of the fall semester. Students have an ethical responsibility to
their assigned clients even during vacation times so careful planning is needed here. The
optimal outcome is both that students get a break between semesters and that their clients have
appropriate coverage.
OVERTIME, ABSENCES AND SCHEDULED HOURS
It is expected that there may be occasions when it is necessary for students to perform overtime
work. When this necessity does arise, it is expected that the student will be promptly given
compensatory time off. As stated above, students are required to work out an acceptable plan
for covering their case load in the field during extended semester/holiday breaks.
In case of illness or unavoidable absence, the student should inform the agency as soon as
possible. The student and field instructor should notify the Field Education Coordinator of
absences of more than three consecutive days immediately. Students are required to make up
time they have missed within the semester, unless otherwise approved by the Field Education
Coordinator. If considerable lengths of time are missed, arrangements can be made to make up
time before the beginning of the next semester, with the written approval of the faculty field
liaison, field instructor, and student.
Evening and weekend field hours are an exception to the rule. Evening hours can be
made "part" of the student's schedule if the field instructor, the Field Education
Coordinator and the faculty field liaison agree that the student's M.S.W. supervision is
not diminished. The rationale for this expectation is that the student experience as a
part of the agency community is significant to social work practice. If the student is not
consistently interacting with other agency personnel within the agency culture, an
integral learning opportunity is missed.
Any on-call or crisis duty must be part of pre-approved assignments in the student's learning
agreement. Any disputes need to be cleared with the Field Education Coordinator. No student
is to be on call during class time.
Students may not miss classes for field-related responsibilities. If students do miss class, it is
to be seen as the student’s choice and not the field agency’s insistence.
21
ADDITIONAL FIELD EDUCATION EXPENSES
Students pay their own transportation costs to and from the agency. Agencies are expected to
pay transportation costs (mileage) in connection with field assignments that include transport of
clients or use of an agency car (gasoline). If the student uses his/her own motor vehicle for
transportation of clients or in connection with field assignments, the student is required to carry
the appropriate automobile insurance coverage. Students should contact their insurance carrier
about coverage.
Students may be required to complete a Criminal Record Check (C.R.C.) with both state and
federal law enforcement. Students will need to complete this check if requested by an agency
in order to be placed. The cost may be covered by the field agency or the agency may require
the student to pay.
STUDENT STIPENDS
Some field agencies offer stipends to students. Only the Field Education Coordinator will have
the current information, as it changes annually. The educational needs and interests of
students as well as Council on Social Work Education (C.S.W.E.) requirements will be the
primary and overriding criteria when matching students to field sites that offer stipends.
STUDENT/FIELD INSTRUCTOR REQUEST FOR PLACEMENT CHANGE DURING INITIAL
ORIENTATION TO FIELD
Any field instructor or student may request a change in field placement prior to the beginning of
the sixth week of the first semester without an extensive review of the circumstance. Although
every effort is made to ensure a successful experience, unforeseen difficulties sometimes arise.
The student may be unable to adjust to and perform satisfactorily in a particular setting or the
agency may be unable to provide a sound learning experience. Should such a rare situation
arise, the decision to change the field setting will be made by the Field Education Coordinator
following one or several conferences with the faculty field liaison, the field instructor, and the
student.
VOLUNTARY LEAVE OF ABSENCE
A student whose academic and field work is in good standing may apply to the Field Education
Coordinator for a leave of absence at any stage in the placement process. A student in good
standing may apply for such a leave only after consulting with his or her faculty field liaison, field
instructor, and faculty advisor. The request should be made on an individual basis and in
writing to the Field Education Coordinator. The appropriate program coordinator and the Field
Education Coordinator will make the final determination on all requests. Any student who
requests a leave prior to the submission of a final evaluation for the semester cannot receive
partial credit for the field.
22
UNSUCCESSFUL FIELD PLACEMENT INTERVIEWS
In the event of three (3) or more unsuccessful field placement interviews, the Field Education
Coordinator will meet with the student to reassess the student's readiness for field work. If it is
determined that the student will not advance into the field the following semester, the student
will be required to drop the field course and all other courses which are required to be taken
concurrently. The Field Education Coordinator will develop a plan for reentry into the field
course in collaboration with the student. The Field Education Coordinator and student will then
sign the plan.
RESPONDING TO SERIOUS CONCERNS REGARDING STUDENTS’ WORK IN THE FIELD
When a concern is raised regarding students’ work in the field, the student, faculty field liaison,
and field instructor should always attempt resolution of the concern together as a group. The
Field Education Coordinator must be contacted, however, if the concern is serious enough to
include the perception that the student's behavior may be unprofessional, inappropriate,
unlawful or unethical and is, or could be, detrimental to clients, the agency, the University, or the
student. It is the decision of the Field Education Coordinator to either suspend the student
temporarily from the field placement and call a meeting of the Faculty Field Committee or to
attempt resolution without a formal process. If a student is suspended from the field, the
student is not allowed to continue in the field placement until the completion of a comprehensive
review of the circumstances and a final determination regarding the student's field status is
made.
A meeting of the Faculty Field Committee can either be an informal consultation meeting or a
Formal Review and Determination Meeting. Both the faculty advisor and faculty field liaison of
the student for whom the concern exists must be present for both meetings. The student must
be notified of and invited to all Formal Review and Determination Meetings. The Faculty Field
Committee will make reasonable efforts to schedule their meetings at times when the specific
faculty advisor, faculty field liaison, and student can attend. The student's permanent status in
the field can only change as a result of having a Formal Review and Determination Meeting.
FIELD AGENCY-INITIATED TERMINATION FROM PLACEMENT
Under some circumstances, a field agency may terminate a student from the placement prior to
the Faculty Field Committee's Formal Review and Determination Meeting. This is within the
agency's rights to do so. As stated in the Agency Affiliation Agreement:
The Field Agency/Organization may terminate, upon reasonable cause, the placement
of any student whose performance is unsatisfactory or whose physical and/or mental
health renders the student unable to perform the essential functions of the placement,
with or without reasonable accommodation. The Field Agency/Organization may
immediately terminate any placement where, in the sole discretion of the Field
Agency/Organization, the student’s conduct poses an imminent risk to the health or
23
safety of patients/clients of the Field Agency/Organization. The Field Agency/
Organization shall provide notice to the University of any such termination as soon as
possible. In all other cases, the Field Agency/Organization shall provide written notice
of the deficiencies to the student and to the Faculty Field Liaison, and the student shall
be provided a reasonable opportunity to respond. The Field Agency/Organization shall
communicate with the Faculty Field Liaison of the University to reach a mutually
agreeable resolution to the deficiencies, which may include termination of the
placement.
FACULTY FIELD COMMITTEE FORMAL REVIEW AND DETERMINATION MEETING
The Field Education Coordinator will chair this committee and facilitate the meetings. Prior to
the meeting, the Field Education Coordinator will complete a comprehensive review of the
circumstances, including a review of the student's written field and academic record. This
review will be shared with the committee in order to provide information that will assist in making
the determination of the student's field status. As a result of the review, the Faculty Field
Committee will make one of the following formal determinations:
1. The student will continue in the same field placement with an action plan to address
critical concerns,
2. The student will be assigned to a different field placement,
3. The student will be permanently terminated from the current field placement with an
evaluation of "Unsatisfactory" or “Failure” and with an action plan to address ethical or
behavioral concerns prior to future field placements, or
4. The student will be permanently terminated from the current field placement with an
evaluation of "Unsatisfactory" or “Failure” and without the possibility of being placed in
another field placement.
A student permanently terminated from a field placement for whom it was also determined that
she/he would participate in planning for a future field placement must follow the
recommendations of the Field Education Coordinator and the Faculty Field Committee. The
student's faculty advisor will work with the student and the Field Education Coordinator to
develop a plan of action both for the successful completion of a future field placement, as well
as successful completion of the Program. This plan generally involves delaying the return to
field for one or more semesters.
During the Faculty Field Committee's Formal Review and Determination Meeting, the following
intersecting academic policies will be reviewed and made part of the final status determination:
1. Because the field practicum must be taken concurrently with practice courses, the
student who is not registered for the field may not register for any of the designated
practice courses (SWSS 168, 169, 212, 213, 314, 315). Undergraduate students
may also not register for Field Experience Seminar (SWSS 171 or 172).
24
2. A student may be terminated from a field placement once and only once and still remain
in the Program. A subsequent termination from another field placement constitutes
grounds for dismissal from either the B.S.W. or M.S.W. Program.
3. Likewise, the Faculty Field Committee's determination to terminate the student
permanently from the current field placement with an evaluation of "Unsatisfactory" or
“Failure” and without the possibility of being placed again (option #4 above) also
constitutes grounds for dismissal from the B.S.W. or the M.S.W. Program.
4. Any student dismissed from the M.S.W. Program may apply for readmission to the
Program after a minimum period of two years.
The Field Education Coordinator and the Faculty Field Committee will present a signed written
letter of determination to the student for the student's signature. The student must sign the
letter attesting to receipt of it and to confirm knowledge of the student's option to attach a
response. A copy of the letter and the optional student attachment will be placed in the
student's file within the Department of Social Work.
GRIEVANCE AND APPEALS PROCEDURES
If a field practicum student who is permanently terminated from the field (after completing the
appropriate procedures outlined above) believes that he/she has not been accorded due
process, he or she may request a review of their circumstances by the Chair of the Department
of Social Work. The request for review must be in writing and must be received by the Chair of
the Department of Social Work within 30 days of the Faculty Field Committee’s determination.
The Chair will review written materials and may request a meeting with the student. A response
from the Chair to the student's appeal will be completed within 45 days of the receipt of the
student's written appeal. If a student wishes to appeal the Chair’s decision, the appeal
procedures described in the UVM Student Handbook (for undergraduate students) or Graduate
Catalogue (for M.S.W. students) should be followed.
If a student wishes to appeal a grade assigned in a Field Practicum course (SWSS 173/174,
SWSS 290 and SWSS 390), it should be appealed first to the Field Education Coordinator, then
the Department Chair, and finally the Dean of the College of Education and Social Services.
Policies (i.e. anti-discrimination, sexual harassment) can be appealed by M.S.W. students to the
Field Education Coordinator, the Department Chair, the Dean, the Office of Affirmative Action,
and the Graduate College, and for B.S.W. students, accordingly, the procedures are outlined in
the UVM Student Handbook and the Undergraduate Program Bulletin.
THE INTERDEPENDENCE BETWEEN FIELD COURSES AND PRACTICE COURSES
All students enrolled in the 'field' (SWSS 173/174, SWSS 290, SWSS 390) are required to also
be enrolled in the corresponding 'practice' course (SWSS 168/169, SWSS 212/213, SWSS
314/315). If students are in a situation where they are retaking the field course or finishing up
an 'incomplete' grade in the field, even if they have passed the corresponding practice course,
they are still required to participate in that practice course. If this is the case, it is the
responsibility of the Field Education Coordinator and the Faculty Field Liaison to meet with the
25
practice course instructor(s) prior to the beginning of the semester to decide together what
the student's participation in that course will entail. Specifically, the decisions will be with regard
to which section of the course the student will be in, what assignment responsibilities the
student will have, and what the attendance expectations are. The Faculty Field Liaison will
meet with the student and outline the student's responsibilities so that they can be incorporated
into the student's Learning Agreement and eventually the final field grade.
AMERICANS WITH DISABILITIES ACT (ADA)
Students who identify themselves as having a disability should contact the Field Education
Coordinator and the University of Vermont ACCESS (Accommodation, Consultation, Counseling
and Educational Support Services) office to make requests for any special accommodation
needed in the field course. Students are required to meet with the Field Education Coordinator
within the first two weeks of the fall semester in order to insure that the field placement will
provide appropriate accommodations. Ideally, however, students will meet with the Field
Education Coordinator during the student matching process in the spring/summer.
EQUAL OPPORTUNITY AND ANTI-DISCRIMINATION
The Department of Social Work adheres to the University of Vermont Equal Opportunity in
Educational Programs and Activities Policy. The University and Department are committed to a
policy of equal educational opportunity and therefore prohibit discrimination on the basis of race,
color, religion, national or ethnic origin, age, sex, sexual orientation, marital status, or disability,
as those terms are defined under applicable law, in admitting students to its programs and in
administering its admissions policies and educational policies. The University of Vermont and
the Department of Social Work also prohibit unlawful harassment defined in 16 V.S.A. 11 (a)
(26) as verbal or physical conduct based on a student's race, creed, color, national origin, sex,
sexual orientation, marital status, or disability and which has the purpose or effect of
substantially interfering with a student's educational performance or creating an intimidating,
hostile, or offensive environment. The University of Vermont and the Department of Social
Work recognize that sexual harassment is a form of unlawful sex discrimination, and it is
therefore the policy of the University and the Department that sexual harassment will not be
tolerated. These policies cover students in all educationally approved activities including field
placements.
STUDENT RIGHTS AND RESPONSIBILITIES
The Department of Social Work recognizes certain fundamental rights and responsibilities of the
student. These rights and responsibilities are stated in Appendix B of the Department of Social
Work Undergraduate Program Bulletin and Appendix A of the M.S.W. Program Bulletin, as well
as in The Cat's Tale (the University of Vermont Student Handbook), and The University of
Vermont Graduate College Catalogue.
REFERENCES
Scheneck, D., Grossman, B., & Glassman, U. (1991). Field education in social work:
Contemporary issues and trends. Dubuque, IA: Kendall-Hunt Publishers.
Walden, T. & Brown, L. (1982). The integration seminar: A vehicle for joining theory and
practice. Rutgers University School of Social Work. Unpublished manuscript.
26
Sheafor, B. & Jenkins, L. (1982). Quality field instruction in social work: Program development
and maintenance. New York: Longman.