You will need to accrue a minimum of 120 hours in order to meet the requirements for graduation at UTC. This will equate to about 30 hours each academic year.
* Pre-Social Work majors are required to take SOCW 1100-Intro to Social Work and SOCW 2070-Interviewing Skills (as a substitute for SOCW 2070, THSP 1090-Public Speaking can be taken). It is recommended that you also take SOCW 2050-Intro to Social Policy (counts as a Behavioral Sciences general education course) and SOCW 2100-Matters of Ethnicity.
* If you are considering a minor, you will need to use your electives or take extra credit hours to meet the requirements for the minor you have chosen.
* All pre-social work majors will need to apply for the BSW program in the Spring semester of their sophomore year. ** Late applications will only be considered if there are spots remaining in the program.
* Social Work majors who participate in the TN Child Welfare Stipend and Certification Program will be required to take SOCW 3230-Child Welfare I and SOCW 4230-Child Welfare II, which are required courses as part of the program's certification process.
UTC Social Work Program Teaching Method
Learning is not a spectator sport. Students do not learn much by just sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.
–Chickering and Gamson, 1987, p. 3
The UTC Social Work Program teaches using an Ability-Based Learning form of curriculum design, teaching strategies, and evaluation methods that differs from traditional didactic teaching methods.
- Learning is designed around student interests and is contextual in nature meaning there are a variety of experiences where students are exposed to “real life” learning (interviews, volunteer experience, guest speakers, field trips, etc.).
- Students learn in teams and use peripheral learning.
- Instructors structure learning around real problems, encouraging students to also learn in settings outside the classroom.
- Student assessment should allow students to understand their own learning styles and preferences. This way, students monitor and enhance their own learning process through the develop of self-assessment and reflection skills.
- Assessment should be implemented through a variety of mechanisms including self-assessment, instructor assessment, peer evaluation, etc.
- The use of the Social Work Ability Seminars and the Integrative Field Seminars support this model of curriculum design and student-centered learning.
- The integration of assignments into a core E-Portfolio process provides a mechanism for students to develop self-assessment skills, critical thinking skills, and analytical skills.
- This curriculum model supports the issues identified in the needs assessment which indicates employers want entry-level professionals who have “real world” experience and a higher sense of confidence and competency in skill development and implementation.