Spring 2025 SOWK 487w Class 16 Weekly Email
Email sent on to SOWK 487
Remember, no in-person class this week. I’ll see you guy’s next week.
Unit Introduction and What You Will LearnPermalink
Week 16 is the final week of class and will be facilitated through a video lecture. We will be reviewing evaluations within group work. My dissertation, Campbell (2023), was based on participatory action research (PAR). I provide McDonald (2012) as a primer for doing PAR as a social work group research methodology. During week 15, we look at Community-Based Participatory Research Partnerships (CBPR) in the context of best practices for working with groups. The reading in Teufel-Shone et al. (2018) provides more of an understanding of what these groups look like, especially from the context of a group. The following are the topics for this session.
The agenda for this week is as follows:
- Evaluation designs for groups
- Difference between program evaluation and clinical evaluation
- What is a qualitative design methodology
- Participatory Action Research
Unit AssignmentsPermalink
Read/Watch
- Read Teufel-Shone et al. (2018) and MacDonald (2012)
- Watch my Lecture Video
A-01: Class Engagement and Attendance
Watch my lecture video Spring 2025 SOWK 487w - Week 16
A-02: Reading Engagement
A-02: Reading Engagement for Week 16
A-04c: Facilitation Reflective Paper
Meta: Points 100 pts (20% of final grade); Deadline Monday 05/12/25 8:00 AM Completion via an upload in assignments on MyHeritage; Locations Assignment Submission and Assignment Description and Rubric.
Purpose: Reflecting on an experience can be valuable in demonstrating learning and increasing critical thinking skills.
Task: Students will write a reflective paper discussing their experience facilitating the group. The reflections do not need to discuss other members’ performance or activity. Reflective essays should still follow a research paper’s page formatting and tone but should use first-person voice.
Success: Students will submit a paper that reflects on their experience. See Appendix B Reflective Paper Rubric. The document should be 500-750 words in length. Students should submit the paper on time, have good grammar, and be professionally formatted.
Appendix B Reflective Paper RubricPermalink
The Reflective Paper Rubric evaluates the quality of a written assignment based on content, organization, and professionalism. Content is assessed for relevance, credibility, logical reasoning, and compelling writing. The organization evaluates the logical flow, transitions, and grouping of themes. Professionalism includes tone, adherence to APA formatting, grammar, and spelling. Additional criteria include timeliness and ensuring submission within deadlines and length.
| Description | Initial | Emerging | Developed | Highly Developed |
|---|---|---|---|---|
| Paper Content: General Content (relevant, legitimate, and follows syllabus topics) | The paper does not match the assignment description or includes false/misleading information. | The paper tangentially follows the course syllabus but misses some of the major aspects of the assignment directly. It presents mostly relevant facts but cannot connect the research to a broader understanding of the study area. | The paper appears to fit within the general idea of the assignment description but is disconnected from the finer points of the assignment implementation. The paper is based on credible sources and develops an argument for the presented information | The paper’s content is of high quality and written scientifically, using accurate sources and information. It adheres to the assignment description. |
| Paper Content: Organization (logical order, smooth transitions, and logical reasoning) |
The paper content is disconnected, and it is difficult to follow themes and ideas throughout the paper. The paper jumps between these themes and ideas without any type of transition. The paper is either driven by emotional or individualized arguments, lacking any research-based evidence or logical reasoning. | The paper content is generally presented in a logical sequence. The themes of the paper are not properly grouped. There are limited transitions used. Some of the paper includes emotional or individualized arguments. | The paper content is generally presented in a logical sequence. Some of the themes of the paper are not properly grouped. Most of the themes include transitions. The basis of the paper is mostly using research-based evidence or logical reasoning. | The paper’s content is presented in a logical order. Themes and ideas are presented in the paper use smooth transitions. The argument being presented in the paper uses logical reasoning and are based on presented research-based evidence. |
| Paper Content: General Feel (compelling and interesting writing) | The paper content is difficult to read. There is a lack of variation in vocabulary and writing techniques. | The paper content is readable. There is limited variation in writing techniques and vocabulary. | The paper content is interesting. There is some variation in writing techniques and vocabulary. | The paper content is written in a way that is compelling and encourages the reader to continue to read. There is a variance in writing techniques and vocabulary that is used to introduce topics. |
| Professionalism: Tone (appropriate for academic writing, and appropriate use of first-person) |
The paper inappropriately uses first-person in multiple instances. There are multiple examples of colloquial phrases and or informal manners of writing. The topics are not clearly identified or described. There are many problems with APA writing conventions and style. | There are a couple of uses of first-person. The paper has much of it that is written more formally and follow the APA writing conventions. | The paper is predominantly written using the third person, with one slip into inappropriately used first person. Colloquial phrases are limited in their use, and the paper is generally written formally. Most of the APA writing conventions are used. | The paper does not use colloquial phrases, and topics are clearly described in a way that the reader can understand. The paper appropriately uses APA writing conventions (i.e., numbers, quotes, abbreviations, etc.). |
| Professionalism: Page Format (APA paper sections, headers and footers, page layout, and spacing) |
The paper has more than four problems related to formatting. | The paper has three or four problems related to formatting. | The paper has one or two problems related to formatting. | The paper has no found problems related to page formatting. The paper includes a title page, a title at the beginning of the paper, and a reference page if in-text citations are used. The headings for these pages are correctly labeled. The paper is double-spaced. There is a running head. |
| Spelling and grammatical (grammar and writing mechanics) | Many spelling and grammatical errors. | Some spelling and grammatical errors. | One or two spelling and or grammatical errors. | Grammar and writing mechanics are properly adhered to. |
| Timeliness | The paper is submitted more than 48 hours after the deadline, as described in the syllabus. | The paper is submitted 48 hours after the deadline, as described in the syllabus. | Paper is submitted within 24 hours of the deadline, as described in the syllabus. | Paper submitted prior to the deadline listed in the description. |
| Length | The paper is more than 100 words over or under the described word length. | The paper is 50 words over or under the described word length. | The paper is a few words over or under the described word length. | The paper is within the described word length. |
Assignments 06 [Extra Credit]: Group Work and Cultural Competency Opportunities
The faculty for this course offers students two different opportunities for extra credit during this course. The first is a minor assignment for attending a therapeutic or task group and drafting a reflective paper regarding the experience. The second is a more intensive research paper looking into culturally competent practices in social work.
A-06a: Group Participation and Reflective Paper
Meta: Points 25 extra credit points (5% of final grade); Deadline Monday 05/12/25 at 08:00 AM; Completion submission via assignments on MyHeritage; Locations Assignment Submission and Assignment Description and Rubric.
Purpose: Offer students an assignment to earn extra credit points where they can reflect on participation in a group and the experience through the lens of social work.
Task: The student would participate in a therapeutic or task group and write about their experience. The group would attend an AA meeting or something similar offered in the community. It can also be a task group, especially a policy-related group (such as a school board meeting). After attending and observing the group, the student would write a short reflective paper.
Success: The reflective paper will be approximately 500 to 750 words. For more information, see Appendix B Reflective Paper Rubric.
Appendix B Reflective Paper Rubric
The Reflective Paper Rubric evaluates the quality of a written assignment based on content, organization, and professionalism. Content is assessed for relevance, credibility, logical reasoning, and compelling writing. The organization evaluates the logical flow, transitions, and grouping of themes. Professionalism includes tone, adherence to APA formatting, grammar, and spelling. Additional criteria include timeliness and ensuring submission within deadlines and length.
| Description | Initial | Emerging | Developed | Highly Developed |
|---|---|---|---|---|
| Paper Content: General Content (relevant, legitimate, and follows syllabus topics) | The paper does not match the assignment description or includes false/misleading information. | The paper tangentially follows the course syllabus but misses some of the major aspects of the assignment directly. It presents mostly relevant facts but cannot connect the research to a broader understanding of the study area. | The paper appears to fit within the general idea of the assignment description but is disconnected from the finer points of the assignment implementation. The paper is based on credible sources and develops an argument for the presented information | The paper’s content is of high quality and written scientifically, using accurate sources and information. It adheres to the assignment description. |
| Paper Content: Organization (logical order, smooth transitions, and logical reasoning) |
The paper content is disconnected, and it is difficult to follow themes and ideas throughout the paper. The paper jumps between these themes and ideas without any type of transition. The paper is either driven by emotional or individualized arguments, lacking any research-based evidence or logical reasoning. | The paper content is generally presented in a logical sequence. The themes of the paper are not properly grouped. There are limited transitions used. Some of the paper includes emotional or individualized arguments. | The paper content is generally presented in a logical sequence. Some of the themes of the paper are not properly grouped. Most of the themes include transitions. The basis of the paper is mostly using research-based evidence or logical reasoning. | The paper’s content is presented in a logical order. Themes and ideas are presented in the paper use smooth transitions. The argument being presented in the paper uses logical reasoning and are based on presented research-based evidence. |
| Paper Content: General Feel (compelling and interesting writing) | The paper content is difficult to read. There is a lack of variation in vocabulary and writing techniques. | The paper content is readable. There is limited variation in writing techniques and vocabulary. | The paper content is interesting. There is some variation in writing techniques and vocabulary. | The paper content is written in a way that is compelling and encourages the reader to continue to read. There is a variance in writing techniques and vocabulary that is used to introduce topics. |
| Professionalism: Tone (appropriate for academic writing, and appropriate use of first-person) |
The paper inappropriately uses first-person in multiple instances. There are multiple examples of colloquial phrases and or informal manners of writing. The topics are not clearly identified or described. There are many problems with APA writing conventions and style. | There are a couple of uses of first-person. The paper has much of it that is written more formally and follow the APA writing conventions. | The paper is predominantly written using the third person, with one slip into inappropriately used first person. Colloquial phrases are limited in their use, and the paper is generally written formally. Most of the APA writing conventions are used. | The paper does not use colloquial phrases, and topics are clearly described in a way that the reader can understand. The paper appropriately uses APA writing conventions (i.e., numbers, quotes, abbreviations, etc.). |
| Professionalism: Page Format (APA paper sections, headers and footers, page layout, and spacing) |
The paper has more than four problems related to formatting. | The paper has three or four problems related to formatting. | The paper has one or two problems related to formatting. | The paper has no found problems related to page formatting. The paper includes a title page, a title at the beginning of the paper, and a reference page if in-text citations are used. The headings for these pages are correctly labeled. The paper is double-spaced. There is a running head. |
| Spelling and grammatical (grammar and writing mechanics) | Many spelling and grammatical errors. | Some spelling and grammatical errors. | One or two spelling and or grammatical errors. | Grammar and writing mechanics are properly adhered to. |
| Timeliness | The paper is submitted more than 48 hours after the deadline, as described in the syllabus. | The paper is submitted 48 hours after the deadline, as described in the syllabus. | Paper is submitted within 24 hours of the deadline, as described in the syllabus. | Paper submitted prior to the deadline listed in the description. |
| Length | The paper is more than 100 words over or under the described word length. | The paper is 50 words over or under the described word length. | The paper is a few words over or under the described word length. | The paper is within the described word length. |
A-06b: Evidence-Based Practices for Culturally Competent Social Work Research Paper
Meta: Points 50 extra credit points (10% of final grade); Deadline Monday 05/12/25 at 08:00 AM; Completion submission via assignments on MyHeritage; Locations Assignment Submission and Assignment Description and Rubric.
Purpose: Offer students an assignment to earn more extra credit points where they delve further into evidence-based practices and literature related to cultural competence.
Task: This paper reviews evidence-based cultural competency practices for social workers. Students may choose from any cultural practice on which to base their research (examples could range from how social workers use eye contact in working with clients to best practices for working with a Muslim client). However, the paper will generally describe the following:
- Description of the evidence-based practice being reviewed
- Review of the evidence presented in scholarly sources regarding the practice
- Implications the practice has for social work or practitioners
- Strengths and limitations of the practice
Success: The paper should be written in APA format using strong academic writing and proper formatting. See Appendix D APA Research Paper Rubric for more information. The report should be approximately 1,250 to 1,500 words in length. This paper will be graded according to the APA research paper rubric.
APA Research Paper Rubric
The APA Research Paper Rubric evaluates assignments based on content, organization, APA formatting, and professionalism. Content is assessed for relevance, adherence to syllabus topics, and the use of credible sources to develop arguments. The organization focuses on logical flow, smooth transitions, and compelling writing. APA formatting is evaluated in tone, page layout, reference lists, and in-text citations, with high standards for proper style and accuracy. Professionalism includes attention to grammar, spelling, timeliness, and adherence to word length requirements.
| Description | Initial | Emerging | Developed | Highly Developed |
|---|---|---|---|---|
| Paper Content: General Content (relevant, legitimate, and follows syllabus topics) | The paper does not match the assignment description or includes false and or misleading information. | The paper tangentially follows the course syllabus but misses some of the major aspects of the assignment directly. It presents mostly relevant facts but lacks the ability to connect the research to a broader understanding of the study area. | The paper appears to fit within the course syllabus description’s general idea but is disconnected from the finer points of the assignment implementation. The paper is based on credible sources and develops an argument for the information being presented. | The content of the paper is of high quality and written scientifically, using accurate sources and information. It adheres to the assignment description. |
| Paper Content: Organization (logical order, smooth transitions, and logical reasoning) |
The paper content is disconnected, and it is difficult to follow themes and ideas throughout the paper. The paper jumps between these themes and ideas without any type of transition. The paper is either driven by emotional or individualized arguments, lacking any research-based evidence or logical reasoning. | The paper content is generally presented in a logical sequence. The themes of the paper are not correctly grouped. There are limited transitions used. Some of the paper includes emotional or individualized arguments. | The paper content is generally presented in a logical sequence. Some of the themes of the paper are not properly grouped. Most of the themes include transitions. The basis of the paper is mostly using research-based evidence or logical reasoning. | The paper’s content is presented in a logical order. Themes and ideas are presented in the paper use smooth transitions. The argument being presented in the paper uses logical reasoning and are based on presented research-based evidence. |
| Paper Content: General Feel (compelling and interesting writing) | The paper content is difficult to read. There is a lack of variation in vocabulary and writing techniques. | The paper content is readable. There is limited variation in writing techniques and vocabulary. | The paper content is interesting. There is some variation in writing techniques and vocabulary. | The paper content is written in a way that is compelling and encourages the reader to continue to read. There is a variance in writing techniques and vocabulary that is used to introduce topics. |
| APA Formatting: Tone (preferred terminology, formally written, and appropriate use of the first person) |
The paper inappropriately uses the first person in multiple instances. There are multiple examples of colloquial phrases and or informal manners of writing. The topics are not clearly identified or described. There are many problems with APA writing conventions and style. | There are a couple of uses of first-person. The paper has much of it that is written more formally and follow the APA writing conventions. | The paper is predominantly written using the third person, with one slip into inappropriately used first person. Colloquial phrases are limited in their use, and the paper is generally written formally. Most of the APA writing conventions are used. | The paper is written using third person, does not use colloquial phrases, and topics are clearly described in a way that the reader can understand. The paper appropriately uses APA writing conventions (i.e., numbers, quotes, abbreviations, etc.) |
| APA Formatting: Page Format (paper sections, headers and footers, page layout, and spacing) |
The paper has more than four problems related to APA formatting. | The paper has three or four problems related to APA formatting. | The paper has one or two problems related to APA formatting. | The paper has no found problems related to APA formatting. The paper includes a title page, an abstract if required by the syllabus, a title at the beginning of the paper, and a reference page. The headings for these pages are correctly labeled. The paper is double-spaced. |
| APA Formatting: Reference List (reference style and formatting) | The reference list does not look like it follows the APA formatting, or it completely lacks in a reference list. | The reference list has some entries that do not fit into the APA reference entry formats. There are many problems with formatting errors. | The reference list generally looks like a properly formatted reference list. There are some minor errors related to missing pieces of information or formatting issues (potential problems with italics, periods, and or commas). | The reference list looks like an APA reference list (i.e., double spaced, hanging indent, author’s names are correctly formatted). The reference list includes proper use of italics, and appropriate information is included in each of the entries with proper formatting. The appropriate type of reference list entry is used for each reference. |
| APA Formatting: In-Text Citation (inclusion of style and formatting) | The paper is lacking in in-text citations. Any citations that are used do follow the APA formatting. | The paper includes limited information that should be cited, but no in-text citations are included. There are errors in formatting the citations. | The paper in-text citations in all required parts. There are some more minor errors in the formatting of the citations or missing necessary information. The citations generally looks like APA in-text citations. | In-text citations are used in all parts of the paper that are the writer’s original ideas as necessary. The in-text citations are formatted correctly and include all of the necessary information. Variation of citation styles are used in the writing. |
| Spelling and grammatical (grammar and writing mechanics) | Many spelling and grammatical errors. | Some spelling and grammatical errors. | One or two spelling and or grammatical errors. | Grammar and writing mechanics are properly adhered to. |
| Timeliness | The paper is submitted more than 48 hours after the deadline, as described in the syllabus. | The paper is submitted 48 hours after the deadline, as described in the syllabus. | Paper is submitted within 24 hours of the deadline, as described in the syllabus. | Paper submitted prior to the deadline listed in the description. |
| Length | The paper is more than 100 words over or under the described word length. | The paper is 50 words over or under the described word length. | The paper is a few words over or under the described word length. | The paper is within the described word length. |
Unit ResourcesPermalink
Please complete the SOWK 487W End of Course Survey and give me feedback about this course. Next week we will have a potluck joined between 487 and 460. You can sign up for what you are going to bring on the Google Doc Spring 2025 Joined 487w and 460w Celebration.
All of the presentations for this class can be found at https://presentations.jacobrcampbell.com. This week’s slides are Spring 2025 SOWK 487w Week 16 - Group Work Research and Evaluation.
You can find the recording of all of our classes in the lecture videos tab for this course. This week’s video is at Spring 2025 SOWK 487w - Week 16.
Reference
Campbell, J. (2023). A professional learning community for developing trauma-informed practices using participatory action methods: transforming school culture for students with emotional and behavioral disabilities (Publication No. 30424801) [California Institute of Integral Studies ProQuest Dissertations Publishing]. ProQuest Dissertations and Theses. Available at https://www.proquest.com/dissertations-theses/professional-learning-community-developing-trauma/docview/2813493629/se-2
MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. The Canadian Journal of Action Research**, 13(2), 34-50.
Teufel-Shone, N. I., Schwartz, A. L., Hardy, L. J., de Heer, H. D., Williamson, H. J., Dunn, D. J., Polingyumptewa, K., & Chief, C. (2018). Supporting new community-based participatory research partnerships. International Journal of Environmental Research and Public Health, 16(1), 44. https://doi.org/10.3390/ijerph16010044
To-Do ListsPermalink
- A-01: Class Engagement and Attendance Attend class
- Read Teufel-Shone et al. (2018) and MacDonald (2012)
- Watch the lecture video
- Complete your Facilitation Reflective Paper and course evaluations
- Submit extra credit if desired
