Course description
This applied course builds on first semester courses and provides opportunities for students to practice skills in selected sites under supervision. Students will integrate and reflect upon their educational, personal, and professional experiences in practicum and seminar.
Course content
The following global ideas guide the design and delivery of this course:
- Learning from experience is a characteristic of exemplary practitioners. Practicum settings create opportunities for students to refine their skills of reflection and adaptation in response to their practice experience.
- Learning in a practicum setting provides opportunities to examine assumptions and explore creative modes of inquiry that are not available in classroom settings.
- Field settings provide opportunities to synthesize personal and classroom experiences and create openings for new learning. Learners gain both insight and practice knowledge from field experiences.
- Observing, participating with, and receiving guidance from experienced practitioners is crucial for effective practice.
- Practitioners who regularly and accurately assess their performance and who set goals for their ongoing professional development are effective in their work.
- A well-developed personal philosophy of practice is a cornerstone of competent human service practice. A personal philosophy needs to be informed by and respond to practice experiences.
- Experience in the field setting allows learners to demonstrate and enhance their abilities to problem solve, be flexible, think creatively, and take responsibility for their actions.
- Reflecting on and evaluating practicum experiences with peers and mentors maximizes field-based learning experiences.
Means of assessment
This course uses the mastery grading system and will conform to Douglas College Evaluation policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- Self-assessment and reflection
- Mid-point and final interviews
- Demonstration
- Oral and Written Presentations
Instructors may use a student’s record of attendance and/or level of active participation as part of the student’s graded performance. Expectations and grade calculations regarding class attendance and participation will be clearly defined in the instructor's course outline/syllabus.
Learning outcomes
Upon successful completion of this course, the student will be able to:
Practice at Competency Level 2, i.e. engages; explores (assists, understands, describes, categorizes, classifies, prioritizes); identifies patterns and themes; takes initiative in some areas; compares and contrasts alternatives; practices with moderate supervision; practices with clustered guidance; personal accountability, in the following domains:
- Practice ethically and accurately, assessing the quality of individual performance.
- Accurately evaluate own practice
- Pursue a professional development plan
- Apply personal and professional values to ethical practice
2. Interpersonal Effectiveness and Leadership
- Communicate in a caring, respectful, and clear manner
- Effectively communicate for various purposes and audiences
- Facilitate caring and respectful interpersonal relationships
- Demonstrate individual leadership as a team member
3. Theoretical Reasoning
- Think critically to construct plausible explanations for individual, family, and community experiences
- Apply elements of critical thinking when problem-solving
- Use theory to explain behaviour and guide actions
- Think creatively in response to individual needs
4. Technical Competence
- Use a variety of strategies to contribute to self-reliance, interdependence, and quality of life
- Promote wellness of self, others, and community
- Build community presence, participation, and contribution
- Strategically facilitate learning
- Advocate for individual rights and self-determination
- Promote the safety of self and others
Textbook materials
A list of required and recommended reading will be provided for students at the beginning of the semester. Instructors are committed to prioritizing OER and publicly accessible resources.