field work assignment

Field work is the process of observing and collecting data about people, cultures, and natural environments

Biology, Ecology, Geography

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Field work is the process of observing and collecting data about people, cultures , and natural environments . Field work is conducted in the wild of our everyday surroundings rather than in the semi-controlled environments of a lab or classroom. This allows researchers to collect data about the dynamic places, people, and species around them. Field work enables students and researchers to examine the way scientific theories interact with real life. Field work is important in both the social and natural sciences . Social sciences , such as economics or history , focus on people, culture, and society . Natural sciences, such as biology or chemistry , focus on physical characteristics of nature and natural environments. Social Science In anthropology , a researcher may do ethnographic field work, studying and describing the customs of different communities and cultures. Ethnographic field work dramatically changed the purpose and methods of anthropology. Early anthropologists collected ethnographic data from outside sources, usually leaders of the group they were studying, and then compared it to their theories. With this information, anthropologists tried to explain the origins of the cultures customs. By the early 20th century, however, anthropologists began to spend long periods of time in a particular community or geographic area. Rather than relying on outside sources, the anthropologists themselves recorded the activities and customs of local people. They listened to the peoples stories and participated in daily events. Anthropologists became active field workers, experiencing the everyday life of their subjects in order to explain the purpose of local institutions and cultural beliefs and practices. The National Geographic Society supports a variety of social science researchers and projects that use field work as a method of collecting data. One of National Geographics Explorers-in-Residence, Dr. Wade Davis , is an ethnobotanist . An ethnobotanist is someone who studies how different cultures understand and use plants as food , medicine , and in religious ceremonies. Davis spent more than three years in Latin America collecting and studying the plants that different indigenous groups use in their daily lives.

Field work can be conducted by groups of people as well as one individual. Participants in National Geographics Enduring Voices Project conduct field work by visiting and documenting areas of the world where indigenous languages are in danger of becoming extinct . Field workers in the Enduring Voices Project have recorded indigenous languages in places as diverse as Papua New Guinea, Paraguay, and Siberia. Davis and the Enduring Voices Project use field work to document and preserve local knowledge so we may all better understand the diversity of human experiences around the globe. Natural Science Field work is also used to understand how natural environments function. A researcher in the field of ecology , for example, may conduct field work to understand how specific organisms , such as plants and animals, relate to one another and to their physical surroundings. The work of Charles Darwin on the Galapagos Islands is an important example of field work in the natural sciences . After observing that finch populations on different islands had different types of beaks , Darwin theorized that each type of beak was adapted to the birds environment and diet . These observations, along with many others made on his voyage around South America, would lead Darwin to propose his theory of evolution by natural selection , a pillar of modern biology . A number of National Geographic-supported researchers and projects conduct field work to better understand Earths natural environments . Dr. Jenny Daltry, a National Geographic Emerging Explorer in 2005, is a herpetologist , someone who studies reptiles and amphibians . Daltry has traveled to remote regions of Cambodia and the Caribbean, observing and documenting rare species such as the Siamese crocodile and the Antiguan racer snake, known as the rarest snake in the world. She spent more than 400 nights camping on the Caribbean island of Antigua in order to understand the snakes' habitat , behavior , and predators . Daltrys field work helped establish the Antiguan Racer Conservation Project, which has successfully reintroduced the snake into the wild. A field work team from the Ocean Now project, supported by National Geographic, is studying and cataloguing information about healthy coral reef ecosystems . They are doing research in the Southern Line Islands , a remote island chain in the central Pacific Ocean. The project aims to better understand how healthy reefs function in order to help conserve reefs that have been endangered by human activity and climate change . Field work in the natural sciences , like that conducted by Daltry and the Ocean Now project, document the importance, complexity , and fragility of Earths natural environments .

Field Work, One Cubic Foot at a Time Photographer David Liittschwager crafted a 1-square-foot metal cube and placed it in a range of ecosystemsland and water, tropical and temperate, freshwater and marine. Over several weeks at each location, Liittschwager and a team of biologists found, identified, and photographed small creatures that passed through the cube. The result of their field work is an inventory of ecosystem diversity at our planet's surface and just below. The photos of these smaller, often unseen, species are showcased in the February 2010 issue of National Geographic magazine.

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Field Assignments and Duties in Social Work Field Practice

• First Online: 22 March 2024

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• M. Rezaul Islam   ORCID: orcid.org/0000-0002-2217-7507 2  

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The chapter discusses the intricacies of fieldwork assignments, a pivotal aspect of social work education. It offers an exploration of the diverse array of assignments students may encounter during their fieldwork experiences, providing a comprehensive understanding of the scope and breadth of their responsibilities. The chapter emphasizes the importance of defining roles and responsibilities within these assignments, ensuring that students are well-prepared to navigate their roles effectively. Through this chapter, social work students gain insights into the dynamic nature of their fieldwork roles and the significance of clear expectations in fulfilling their duties.

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Bogo, M. (2015). Field education for clinical social work practice: Best practices and contemporary challenges. Clinical Social Work Journal, 43 , 317–324.

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Rowe, W. S. (2017). Client-centered theory and the person centered approach: Values-based, evidence-supported (pp. 34–53). Social Work Treatment: Interlocking Theoretical Approaches.

Royse, D., Dhooper, S. S., & Rompf, E. L. (2016). Field instruction: A guide for social work students . Waveland Press.

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Review Questions

What are the key foundational principles of field assignments in social work practice?

How do roles and responsibilities in fieldwork contribute to client-centered approaches?

Why is effective fieldwork documentation crucial, and what ethical standards should be followed?

How can ethical challenges in field practice be navigated, considering ethical principles?

In what ways does supervision contribute to the professional development of social work practitioners?

Why is adaptability essential in responding to dynamic situations during field assignments?

Multiple Choice Questions

What is the primary purpose of effective fieldwork documentation?

To meet bureaucratic requirements

To ensure client-centered approaches

To avoid ethical considerations

To impress supervisors

How does adaptability contribute to successful field assignments?

By sticking to predetermined plans

By resisting changes in the field

By responding to dynamic situations

By avoiding client feedback

What role does supervision play in the fieldwork experience?

It hinders professional development

It provides constructive feedback

It is unnecessary for experienced practitioners

It adds bureaucratic layers

Why is understanding cultural sensitivity crucial in field practice?

To enforce a single cultural perspective

To undermine diversity

To tailor interventions to client needs

To avoid client communication

Which statement best describes the importance of ethical considerations in fieldwork?

Ethical considerations are optional

They are only relevant in crisis situations

They guide professional conduct and decision-making

Ethical principles hinder effective interventions

What is the main goal of client-centered approaches in field assignments?

To tailor interventions to meet client needs

To prioritize the social worker's preferences

To streamline bureaucratic processes

To enforce predetermined plans

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© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

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Islam, M.R. (2024). Field Assignments and Duties in Social Work Field Practice. In: Fieldwork in Social Work. Springer, Cham. https://doi.org/10.1007/978-3-031-56683-7_4

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Human Relations Area Files

Cultural information for education and research, an introduction to fieldwork and ethnography.

Return to Teaching eHRAF: Tile View | Table View

View exercise overview

Francine barone, human relations area files at yale university, ethnographic fieldwork.

Ethnographic fieldwork is how anthropologists gather data. Fieldwork is the process of immersing oneself in as many aspects of the daily cultural lives of people as possible in order to study their behaviors and interactions. Nearly any setting or location can become “the field”: a village along the Amazon river, a large corporate office in Tokyo, a small neighborhood café in Seattle, or even a social networking site like Facebook.

Fieldwork takes time. Anthropologists enter the field location much like a newborn child. They may have trouble communicating until they have learned the local language. They will likely make mistakes, and locals will find them funny or strange. It can take months or years to begin to accustom themselves to the society or community within which they will live and learn. In the fieldwork process, anthropologists eventually piece together ideas about kinship, language, religion, politics, and economic systems, which allows them to build a picture of the society.

Ethnography

Ethnography can mean two things in anthropology:

a) the qualitative research methods employed during fieldwork b) the written descriptive and interpretive results of that research

Doing ethnography

The hallmark method of ethnographic field research in anthropology is known as participant-observation . This type of data-gathering is when the anthropologist records their experiences and observations while taking part in activities alongside local participants or informants in the field site. Anthropologists also engage in informal conversations, more formal interviews, surveys, or questionnaires, and create photos, sound or video recordings, as well as conduct historical or archival research into correspondence, public records, or reports, depending on their research area. Some anthropologists use quantitative methods when analyzing their research, such as producing statistics based on their findings.

Writing ethnography

Ethnographic writing differs from other types of academic, historical, journalistic, or travel writing about peoples and places. While ethnographers may also keep a fieldwork diary containing personal notes, ethnography is much more than a recounting of daily events. Ethnography engages with the theoretical foundations of anthropology and is written with cultural contextualization in mind, speaking to anthropology as a discipline as well as furnishing greater understanding of the cultural world that has been explored. The aim of ethnographic writing is to produce work that contributes to, and advances, the comparative interpretation of human cultures and societies.

An insider’s view

Ethnography is a collaborative effort between the ethnographer and their research participants. Anthropologists have ethical codes that guide their behavior in the field as they rely on relationships with others in order to conduct their research. In the ethnographic process, informants or key participants can help to induct the ethnographer into the society and explain its customs and ways.

Traditionally, anthropologists have attempted to arrive at an emic perspective or “insider’s point of view”. In other words, ethnographers wish to understand the structures, categories, and patterns of behavior as conceptualized by members of the culture they are studying. This is contrasted with etic models, which are analyses of cultural meaning as seen from the “outside” by an objective observer. This uneasy simplification of emic vs. etic gets at the heart of the paradox of doing ethnography: what people say they do, what they say they should do, and what they actually do, rarely – if ever – coincide.

Anthropologists today are increasingly aware of their own views and biases that they carry with them into the field from their home cultures, acknowledging wherever possible how this affects their methods and findings. Despite all of the best intentions, any practicing fieldworker can tell you that fieldwork is, at best, unpredictable. A reflexive approach to ethnography acknowledges that no researcher can be 100% objective, and that fieldwork constitutes an ongoing dialogue of consent and mutual respect between participants and the ethnographer.

Workbook Activity 1: The Fieldwork Experience

Read the following passages in eHRAF World Cultures that describe different aspects of fieldwork and conducting ethnography. Then, answer the questions.

Malinowski (1922) – Argonauts of the Western Pacific , Chapter 1, Section VII, pages 17-21 on participant-observation  

• What is “the imponderabilia of actual life”?
• How does Malinowski suggest that ethnographers should observe and record this imponderabilia during fieldwork?
• According to Malinowski, why is it good for the ethnographer to sometimes put aside their notebook and camera?

Stross (1971) – Aspects of Language Acquisition by Tzeltal Children , “Appendix B: The Fieldwork”, pages 201-202 on data collection in the field  

• List the kinds of research methods that the ethnographer used during fieldwork.
• How did he familiarize himself with the field location?
• Describe the relationship(s) that the ethnographer had with informants.
• What unexpected problems did the ethnographer run into? How were they resolved?

  Textor (1973) – Roster of the Gods , Appendix One, pages 855-858 on working with key informants

• Describe the relationship between the ethnographer and his informants.
• How critical were the informants to completing the ethnographic research?
• Do you think that learning the local language is essential for doing fieldwork?

Landsman (1988) – Sovereignty and Symbol , pages 7-8 on taking notes with informants

• How did the emotions of informants/research participants impact the ethnographer’s fieldnotes?
• How were historical, archival, print, and photographic materials utilized in their study? How did informants assist with this?
• How critical do you think informants are to conducting ethnographic research?

  Hill (1972) – Rural Hausa: A Village and Setting , page 148 on the anatomy of poverty

• What do you think the author means by “the poor are usually unobserved”?
• Are there some types of insights that are difficult or impossible to ascertain through participant-observation? Why might this be the case?
• How do you think anthropologists should deal with sensitive information or vulnerable members of a culture?

Workbook Activity 2: Thinking Ethnographically

How would you observe the following cultural practices ethnographically?

• Shopping in a bookstore
• Traveling by public transportation
• Ordering takeout from your favorite restaurant
• Having coffee with friends at Starbucks

Choose one of these or select your own scenario. Write a brief ethnographic account of everyday events. Consider methods such as participant-observation, interviews, surveys, and engaging with informants. If you are unable to participate in these activities face-to-face, simply try and imagine how you would describe them to an outsider not familiar with your culture.

Begin by recording your “field notes”, keeping track of everything that you see and do, and what you observe others saying and doing.

Then, describe what’s happening from both emic and etic perspectives.

For the emic perspective , consider the activity you are engaged in and how it is viewed in your own culture. What are the established “rules” or patterns of each interaction that make up the scene you have chosen?

• For example, at a café, you might find that one of your friends buys coffee for the entire group, which is fairly typical among friends. If asked why they have done so, the buyer may simply reply that “it’s a nice thing to do”, and indicate that someone else would pay next time.

For the etic perspective , look beyond your notes and step outside your own cultural expectations. What over-arching structures, symbols, or meaning are at play in this setting?

• For example, why do you think people really take turns buying rounds of drinks? What happens if one person never pays for the coffee? Due to the fact that such a person would not be considered a good friend, an etic analysis might find that coffee exchange is meaningful for building and sustaining friendship rather than being about money.

Hill, Polly. 1972. Rural Hausa: A Village and Setting. Cambridge, England: University Press. https://ehrafworldcultures.yale.edu/document?id=ms12-018 .

Landsman, Gail H. 1988. Sovereignty and Symbol: Indian-White Conflict at Ganienkeh. Albuquerque, N.Mex.: University of New Mexico Press. https://ehrafworldcultures.yale.edu/document?id=nm09-058

Malinowski, Bronislaw. 1922. Argonauts of the Western Pacific: An Account of Native Enterprise and Adventure in the Archipelagoes of Melanesian New Guinea. London: George Routledge & Sons, Ltd. https://ehrafworldcultures.yale.edu/document?id=ol06-001 .

Stross, Brian. 1971. Aspects of Language Acquisition by Tzeltal Children. Ann Arbor, Mich.: University Microfilms. https://ehrafworldcultures.yale.edu/document?id=nv09-010 .

Textor, Robert B. 1973. “Roster of the Gods: An Ethnography of the Supernatural in a Thai Village.” In Ethnography Series, 3, 44, 911 leaves. New Haven, Conn.: Human Relations Area Files. https://ehrafworldcultures.yale.edu/document?id=ao07-011 .

• Course Design

Making the Most of Fieldwork Learning Experiences

• August 7, 2012
• Glen T. Hvenegaard PhD

Fieldwork refers to any component of the curriculum that involves leaving the classroom and learning through firsthand experience. Most instructors incorporate fieldwork to help students understand theory, develop skills, integrate knowledge, build tacit knowledge, develop meaning in places, and work with peers and instructors in alternate settings.

Despite our best intentions, fieldwork experiences can fail miserably for many reasons. For example, an unexpected traffic jam can reduce time at a study site, a sudden rainstorm can send everyone running for cover, or a guest naturalist can fail to show up at the appointed time and place. Conditions in the field are often unpredictable and can affect learning outcomes. Even so, there are practices that do improve fieldwork experiences.

First, fieldwork assignments should have clear and integrated goals. I recommend choosing a few key objectives and sticking to them. Expecting a field experience to accomplish too many objectives can dilute the experience and leave students frustrated. We wrongly assume that students will learn simply by engaging in field experiences; these experiences need to be an integrated part of the larger curriculum. I recently heard this loud and clear from students doing an individualized community-service learning assignment in a large introductory environmental studies course. They decried the lack of time taken in the course to analyze and integrate their field experiences.

Second, successful fieldwork requires preparation by students and instructors alike. Successful fieldwork builds on and extends competencies gained in earlier in-class or field experiences. For that reason, students need to understand and appreciate the underlying theory, past studies, and methods related to their upcoming trip. This context enhances learning, deepens insight, strengthens critical thinking, and increases adaptability. Instructors prepare students to make efficient use of their time during the field exercise by providing clear instructions and expectations for assessment. Instructors also need to prepare their equipment, anticipating all manner of safety and logistical contingencies as well as the range of site conditions (such as weather) that will affect fieldwork. Instructors must also balance the need for structure, comfort, and familiarity (e.g., traditional lab experiences) with the need for excitement and novel experiences (e.g., new environments).

Third, instructors should be flexible so they can take advantage of spontaneous opportunities that may arise. For example, if a flock of swans fly, students may be frustrated if they can’t stop to take a look because they are supposed to be staring at the ground, madly trying to measure vegetation characteristics for a biology lab. If an instructor is flexible, unexpected events can contribute directly to, or provide context for, the objectives of the field exercise.

Fourth, students and instructors should reflect on all aspects of their field experiences. Reflection increases learning because it provides an opportunity to examine the meaning and significance of experiences, sightings, data, or encounters. This reflection might take the form of a required journal, a group “debrief,” or a sharing circle at the end of an afternoon trip. Reflection immediately after an experience is most productive and relevant. Both the instructor and the students might want to create a list of “recommendations” that could improve an activity for future students. Fifth, choosing a location for a field experience is important. On one hand, local choices are relatively inexpensive, are relevant to students, and give them an opportunity to provide a finished product for community use. For example, my biogeography students have conducted regular riparian health assessments of the local stream system, providing a useful indicator of change to the municipality. On the other hand, more distant options can provide a more novel set of experiences. If possible, choose scenic locations for fieldwork. On a three-hour field trip in my geomorphology course, I plan the last stop at a beautiful spot on a high bank overlooking the Battle River of central Alberta. We linger there, eat snacks, and summarize insights from the trip.

Sixth, assessment sends a message about the importance of fieldwork. The frequency and rigor should be appropriate to the time and energy that students are able to apply to the experience. Field assessment can take many forms: journals, group insights, and trip-specific exam questions are among the possibilities to reward students who engage fully in field experiences.

Carefully planned field experiences help students develop skills and insights that are the mark of a well-rounded education. That careful design can be challenging, but as these suggestions show, it is a manageable task, and the work involved is offset by the learning potential inherent in good fieldwork experiences.

Dr. Glen T. Hvenegaard is a professor of geography and environmental studies at the University of Alberta, Augustana campus.

Excerpted from The Teaching Professor, 25.2 (2011): 4.

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

The purpose of a field report in the social sciences is to describe the deliberate observation of people, places, and/or events and to analyze what has been observed in order to identify and categorize common themes in relation to the research problem underpinning the study. The content represents the researcher's interpretation of meaning found in data that has been gathered during one or more observational events.

Flick, Uwe. The SAGE Handbook of Qualitative Data Collection . London: SAGE Publications, 2018; Lofland, John, David Snow, Leon Anderson, and Lyn H. Lofland. Analyzing Social Settings: A Guide to Qualitative Observation and Analysis. Long Grove, IL: Waveland Press, 2022; Baker, Lynda. "Observation: A Complex Research Method." Library Trends 55 (Summer 2006): 171-189.; Kellehear, Allan. The Unobtrusive Researcher: A Guide to Methods . New York: Routledge, 2020.

How to Approach Writing a Field Report

How to Begin

Field reports are most often assigned in disciplines of the applied social sciences [e.g., social work, anthropology, gerontology, criminal justice, education, law, the health care services] where it is important to build a bridge of relevancy between the theoretical concepts learned in the classroom and the practice of actually doing the work you are being taught to do. Field reports are also common in certain science disciplines [e.g., geology] but these reports are organized differently and serve a different purpose than what is described below.

Professors will assign a field report with the intention of improving your understanding of key theoretical concepts by applying methods of careful and structured observation of, and reflection about, people, places, or phenomena existing in their natural settings. Field reports facilitate the development of data collection techniques and observation skills and they help you to understand how theory applies to real world situations. Field reports are also an opportunity to obtain evidence through methods of observing professional practice that contribute to or challenge existing theories.

We are all observers of people, their interactions, places, and events; however, your responsibility when writing a field report is to conduct research based on data generated by the act of designing a specific study, deliberate observation, synthesis of key findings, and interpretation of their meaning.

When writing a field report you need to:

• Systematically observe and accurately record the varying aspects of a situation . Always approach your field study with a detailed protocol about what you will observe, where you should conduct your observations, and the method by which you will collect and record your data.
• Continuously analyze your observations . Always look for the meaning underlying the actions you observe. Ask yourself: What's going on here? What does this observed activity mean? What else does this relate to? Note that this is an on-going process of reflection and analysis taking place for the duration of your field research.
• Keep the report’s aims in mind while you are observing . Recording what you observe should not be done randomly or haphazardly; you must be focused and pay attention to details. Enter the observation site [i.e., "field"] with a clear plan about what you are intending to observe and record in relation to the research problem while, at the same time, being prepared to adapt to changing circumstances as they may arise.
• Consciously observe, record, and analyze what you hear and see in the context of a theoretical framework . This is what separates data gatherings from reporting. The theoretical framework guiding your field research should determine what, when, and how you observe and act as the foundation from which you interpret your findings in relation to the underlying assumptions embedded in the theoretical framework .

Techniques to Record Your Observations Although there is no limit to the type of data gathering techniques you can use, these are the most frequently used methods:

Note Taking This is the most common and easiest method of recording your observations. Tips for taking notes include: organizing some shorthand symbols beforehand so that recording basic or repeated actions does not impede your ability to observe, using many small paragraphs, which reflect changes in activities, who is talking, etc., and, leaving space on the page so you can write down additional thoughts and ideas about what’s being observed, any theoretical insights, and notes to yourself that are set aside for further investigation. See drop-down tab for additional information about note-taking.

Photography With the advent of smart phones, an almost unlimited number of high quality photographs can be taken of the objects, events, and people observed during a field study. Photographs can help capture an important moment in time as well as document details about the space where your observation takes place. Taking a photograph can save you time in documenting the details of a space that would otherwise require extensive note taking. However, be aware that flash photography could undermine your ability to observe unobtrusively so assess the lighting in your observation space; if it's too dark, you may need to rely on taking notes. Also, you should reject the idea that photographs represent some sort of "window into the world" because this assumption creates the risk of over-interpreting what they show. As with any product of data gathering, you are the sole instrument of interpretation and meaning-making, not the object itself. Video and Audio Recordings Video or audio recording your observations has the positive effect of giving you an unfiltered record of the observation event. It also facilitates repeated analysis of your observations. This can be particularly helpful as you gather additional information or insights during your research. However, these techniques have the negative effect of increasing how intrusive you are as an observer and will often not be practical or even allowed under certain circumstances [e.g., interaction between a doctor and a patient] and in certain organizational settings [e.g., a courtroom]. Illustrations/Drawings This does not refer to an artistic endeavor but, rather, refers to the possible need, for example, to draw a map of the observation setting or illustrating objects in relation to people's behavior. This can also take the form of rough tables, charts, or graphs documenting the frequency and type of activities observed. These can be subsequently placed in a more readable format when you write your field report. To save time, draft a table [i.e., columns and rows] on a separate piece of paper before an observation if you know you will be entering data in that way.

NOTE:   You may consider using a laptop or other electronic device to record your notes as you observe, but keep in mind the possibility that the clicking of keys while you type or noises from your device can be obtrusive, whereas writing your notes on paper is relatively quiet and unobtrusive. Always assess your presence in the setting where you're gathering the data so as to minimize your impact on the subject or phenomenon being studied.

ANOTHER NOTE:   Techniques of deliberate observation and data gathering are not innate skills; they are skills that must be learned and practiced in order to achieve proficiency. Before your first observation, practice the technique you plan to use in a setting similar to your study site [e.g., take notes about how people choose to enter checkout lines at a grocery store if your research involves examining the choice patterns of unrelated people forced to queue in busy social settings]. When the act of data gathering counts, you'll be glad you practiced beforehand.

YET ANOTHER NOTE:   An issue rarely discussed in the literature about conducting field research is whether you should move around the study site while observing or remaining situated in one place. Moving around can be intrusive, but it facilitates observing people's behavior from multiple vectors. However, if you remain in one place throughout the observation [or during each observation], you will eventually blend into the background and diminish the chance of unintentionally influencing people's behavior. If the site has a complex set of interactions or interdependent activities [e.g., a play ground], consider moving around; if the study site is relatively fixed [e.g., a classroom], then consider staying in one place while observing.

Examples of Things to Document While Observing

• Physical setting . The characteristics of an occupied space and the human use of the place where the observation(s) are being conducted.
• Objects and material culture . This refers to the presence, placement, and arrangement of objects that impact the behavior or actions of those being observed. If applicable, describe the cultural artifacts representing the beliefs [i.e., the values, ideas, attitudes, and assumptions] of the individuals you are observing [e.g., the choice of particular types of clothing in the observation of family gatherings during culturally specific holidays].
• Use of language . Don't just observe but  listen to what is being said, how is it being said, and the tone of conversations among participants.
• Behavior cycles . This refers to documenting when and who performs what behavior or task and how often they occur. Record at which stage this behavior is occurring within the setting.
• The order in which events unfold . Note sequential patterns of behavior or the moment when actions or events take place and their significance. Also, be prepared to note moments that diverge from these sequential patterns of behavior or actions.
• Physical characteristics of subjects. If relevant, document personal characteristics of individuals being observed. Note that, unless this data can be verified in interviews or from documentary evidence, you should only focus on characteristics that can be clearly observed [e.g., clothing, physical appearance, body language].
• Expressive body movements . This would include things like body posture or facial expressions. Note that it may be relevant to also assess whether expressive body movements support or contradict the language used in conversation [e.g., detecting sarcasm].

Brief notes about all of these examples contextualize your observations; however, your observation notes will be guided primarily by your theoretical framework, keeping in mind that your observations will feed into and potentially modify or alter these frameworks.

Sampling Techniques

Sampling refers to the process used to select a portion of the population for study . Qualitative research, of which observation is one method of data gathering, is generally based on non-probability and purposive sampling rather than probability or random approaches characteristic of quantitatively-driven studies. Sampling in observational research is flexible and often continues until no new themes emerge from the data, a point referred to as data saturation.

All sampling decisions are made for the explicit purpose of obtaining the richest possible source of information to answer the research questions. Decisions about sampling assumes you know what you want to observe, what behaviors are important to record, and what research problem you are addressing before you begin the study. These questions determine what sampling technique you should use, so be sure you have adequately answered them before selecting a sampling method.

Ways to sample when conducting an observation include:

• Ad Libitum Sampling -- this approach is not that different from what people do at the zoo; they observe whatever seems interesting at the moment. There is no organized system of recording the observations; you just note whatever seems relevant at the time. The advantage of this method is that you are often able to observe relatively rare or unusual behaviors that might be missed by more deliberately designed sampling methods. This method is also useful for obtaining preliminary observations that can be used to develop your final field study. Problems using this method include the possibility of inherent bias toward conspicuous behaviors or individuals, thereby missing mundane or repeated patterns of behavior, and that you may miss brief interactions in social settings.
• Behavior Sampling -- this involves watching the entire group of subjects and recording each occurrence of a specific behavior of interest and with reference to which individuals were involved. The method is useful in recording rare behaviors missed by other sampling methods and is often used in conjunction with focal or scan methods [see below]. However, sampling can be biased towards particular conspicuous behaviors.
• Continuous Recording -- provides a faithful record of behavior including frequencies, durations, and latencies [the time that elapses between a stimulus and the response to it]. This is a very demanding method because you are trying to record everything within the setting and, thus, measuring reliability may be sacrificed. In addition, durations and latencies are only reliable if subjects remain present throughout the collection of data. However, this method facilitates analyzing sequences of behaviors and ensures obtaining a wealth of data about the observation site and the people within it. The use of audio or video recording is most useful with this type of sampling.
• Focal Sampling -- this involves observing one individual for a specified amount of time and recording all instances of that individual's behavior. Usually you have a set of predetermined categories or types of behaviors that you are interested in observing [e.g., when a teacher walks around the classroom] and you keep track of the duration of those behaviors. This approach doesn't tend to bias one behavior over another and provides significant detail about a individual's behavior. However, with this method, you likely have to conduct a lot of focal samples before you have a good idea about how group members interact. It can also be difficult within certain settings to keep one individual in sight for the entire period of the observation without being intrusive.
• Instantaneous Sampling -- this is where observation sessions are divided into short intervals divided by sample points. At each sample point the observer records if predetermined behaviors of interest are taking place. This method is not effective for recording discrete events of short duration and, frequently, observers will want to record novel behaviors that occur slightly before or after the point of sampling, creating a sampling error. Though not exact, this method does give you an idea of durations and is relatively easy to do. It is also good for recording behavior patterns occurring at a specific instant, such as, movement or body positions.
• One-Zero Sampling -- this is very similar to instantaneous sampling, only the observer records if the behaviors of interest have occurred at any time during an interval instead of at the instant of the sampling point. The method is useful for capturing data on behavior patterns that start and stop repeatedly and rapidly, but that last only for a brief period of time. The disadvantage of this approach is that you get a dimensionless score for an entire recording session, so you only get one one data point for each recording session.
• Scan Sampling -- this method involves taking a census of the entire observed group at predetermined time periods and recording what each individual is doing at that moment. This is useful for obtaining group behavioral data and allows for data that are evenly representative across individuals and periods of time. On the other hand, this method may be biased towards more conspicuous behaviors and you may miss a lot of what is going on between observations, especially rare or unusual behaviors. It is also difficult to record more than a few individuals in a group setting without missing what each individual is doing at each predetermined moment in time [e.g., children sitting at a table during lunch at school]. The use of audio or video recording is useful with this type of sampling.

Alderks, Peter. Data Collection. Psychology 330 Course Documents. Animal Behavior Lab. University of Washington; Emerson, Robert M. Contemporary Field Research: Perspectives and Formulations . 2nd ed. Prospect Heights, IL: Waveland Press, 2001; Emerson, Robert M. et al. “Participant Observation and Fieldnotes.” In Handbook of Ethnography . Paul Atkinson et al., eds. (Thousand Oaks, CA: Sage, 2001), 352-368; Emerson, Robert M. et al. Writing Ethnographic Fieldnotes . 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Hazel, Spencer. "The Paradox from Within: Research Participants Doing-Being-Observed." Qualitative Research 16 (August 2016): 446-457; Pace, Tonio. Writing Field Reports. Scribd Online Library; Presser, Jon and Dona Schwartz. “Photographs within the Sociological Research Process.” In Image-based Research: A Sourcebook for Qualitative Researchers . Jon Prosser, editor (London: Falmer Press, 1998), pp. 115-130; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Wolfinger, Nicholas H. "On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

Structure and Writing Style

How you choose to format your field report is determined by the research problem, the theoretical framework that is driving your analysis, the observations that you make, and/or specific guidelines established by your professor. Since field reports do not have a standard format, it is worthwhile to determine from your professor what the preferred structure and organization should be before you begin to write. Note that field reports should be written in the past tense. With this in mind, most field reports in the social sciences include the following elements:

I.  Introduction The introduction should describe the research problem, the specific objectives of your research, and the important theories or concepts underpinning your field study. The introduction should describe the nature of the organization or setting where you are conducting the observation, what type of observations you have conducted, what your focus was, when you observed, and the methods you used for collecting the data. Collectively, this descriptive information should support reasons why you chose the observation site and the people or events within it. You should also include a review of pertinent literature related to the research problem, particularly if similar methods were used in prior studies. Conclude your introduction with a statement about how the rest of the paper is organized.

II.  Description of Activities

Your readers only knowledge and understanding of what happened will come from the description section of your report because they were not witnesses to the situation, people, or events that you are writing about. Given this, it is crucial that you provide sufficient details to place the analysis that will follow into proper context; don't make the mistake of providing a description without context. The description section of a field report is similar to a well written piece of journalism. Therefore, a useful approach to systematically describing the varying aspects of an observed situation is to answer the "Five W’s of Investigative Reporting." As Dubbels notes [p. 19], these are:

• What -- describe what you observed. Note the temporal, physical, and social boundaries you imposed to limit the observations you made. What were your general impressions of the situation you were observing. For example, as a student teacher, what is your impression of the application of iPads as a learning device in a history class; as a cultural anthropologist, what is your impression of women's participation in a Native American religious ritual?
• Where -- provide background information about the setting of your observation and, if necessary, note important material objects that are present that help contextualize the observation [e.g., arrangement of computers in relation to student engagement with the teacher].
• When -- record factual data about the day and the beginning and ending time of each observation. Note that it may also be necessary to include background information or key events which impact upon the situation you were observing [e.g., observing the ability of teachers to re-engage students after coming back from an unannounced fire drill].
• Who -- note background and demographic information about the individuals being observed e.g., age, gender, ethnicity, and/or any other variables relevant to your study]. Record who is doing what and saying what, as well as, who is not doing or saying what. If relevant, be sure to record who was missing from the observation.
• Why -- why were you doing this? Describe the reasons for selecting particular situations to observe. Note why something happened. Also note why you may have included or excluded certain information.

III.  Interpretation and Analysis

Always place the analysis and interpretations of your field observations within the larger context of the theoretical assumptions and issues you described in the introduction. Part of your responsibility in analyzing the data is to determine which observations are worthy of comment and interpretation, and which observations are more general in nature. It is your theoretical framework that allows you to make these decisions. You need to demonstrate to the reader that you are conducting the field work through the eyes of an informed viewer and from the perspective of a casual observer.

Here are some questions to ask yourself when analyzing your observations:

• What is the meaning of what you have observed?
• Why do you think what you observed happened? What evidence do you have for your reasoning?
• What events or behaviors were typical or widespread? If appropriate, what was unusual or out of the ordinary? How were they distributed among categories of people?
• Do you see any connections or patterns in what you observed?
• Why did the people you observed proceed with an action in the way that they did? What are the implications of this?
• Did the stated or implicit objectives of what you were observing match what was achieved?
• What were the relative merits of the behaviors you observed?
• What were the strengths and weaknesses of the observations you recorded?
• Do you see connections between what you observed and the findings of similar studies identified from your review of the literature?
• How do your observations fit into the larger context of professional practice? In what ways have your observations possibly changed or affirmed your perceptions of professional practice?
• Have you learned anything from what you observed?

NOTE:   Only base your interpretations on what you have actually observed. Do not speculate or manipulate your observational data to fit into your study's theoretical framework.

IV.  Conclusion and Recommendations

The conclusion should briefly recap of the entire study, reiterating the importance or significance of your observations. Avoid including any new information. You should also state any recommendations you may have based on the results of your study. Be sure to describe any unanticipated problems you encountered and note the limitations of your study. The conclusion should not be more than two or three paragraphs.

V.  Appendix

This is where you would place information that is not essential to explaining your findings, but that supports your analysis [especially repetitive or lengthy information], that validates your conclusions, or that contextualizes a related point that helps the reader understand the overall report. Examples of information that could be included in an appendix are figures/tables/charts/graphs of results, statistics, pictures, maps, drawings, or, if applicable, transcripts of interviews. There is no limit to what can be included in the appendix or its format [e.g., a DVD recording of the observation site], provided that it is relevant to the study's purpose and reference is made to it in the report. If information is placed in more than one appendix ["appendices"], the order in which they are organized is dictated by the order they were first mentioned in the text of the report.

VI.  References

List all sources that you consulted and obtained information from while writing your field report. Note that field reports generally do not include further readings or an extended bibliography. However, consult with your professor concerning what your list of sources should be included and be sure to write them in the preferred citation style of your discipline or is preferred by your professor [i.e., APA, Chicago, MLA, etc.].

Alderks, Peter. Data Collection. Psychology 330 Course Documents. Animal Behavior Lab. University of Washington; Dubbels, Brock R. Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations . Hershey, PA: IGI Global, 2018; Emerson, Robert M. Contemporary Field Research: Perspectives and Formulations . 2nd ed. Prospect Heights, IL: Waveland Press, 2001; Emerson, Robert M. et al. “Participant Observation and Fieldnotes.” In Handbook of Ethnography . Paul Atkinson et al., eds. (Thousand Oaks, CA: Sage, 2001), 352-368; Emerson, Robert M. et al. Writing Ethnographic Fieldnotes . 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Pace, Tonio. Writing Field Reports. Scribd Online Library; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Wolfinger, Nicholas H. "On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

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Student Success, Retention & Engagement | On Course

Field Research & Critical Thinking

INTRODUCTION: Many students have a tendency to form quick and faulty assumptions without complete information, thought, or investigation. That’s why I include a field research component in nearly every sociology course I teach. This field work assignment is designed to guide students to gather significant amounts of objective information and, subsequently, uncover and question their own faulty assumptions and hasty conclusions. In short, field work helps my students develop important critical thinking skills.

For my Sociology of Education class, attended primarily by students interested in becoming educators, I ask students to observe, experience, and understand social interactions within an educational setting.  This field assignment, along with its subsequent small group discussions and written reports, promotes the growth of critical thinking well beyond what a lecture or the pages of the textbook can offer.

Since observation is a research tool in most of the social and hard sciences, the field work my students do could easily be adapted for use in many other courses, including social psychology, biology, anthropology, criminal justice, psychology, social work, education, nursing, and even human communication, journalism and business, to name just a few.

SELECTING THE FIELD SITE

To begin, I ask students to select an educational setting of their choice for an on-site observation.  I don’t make these arrangements for them, and that works out well because they learn to network and negotiate with administrators and institutions on their own.  Moreover, as they are community college students with jobs and complicated lives, they can arrange with their former elementary, middle or high school teachers or family members for access to the schools at a convenient time. For students who don’t have this network (for example a young woman from Romania in my class), I ask the other students to offer assistance.

To help students gain access to local schools, I write a letter for them on college stationary which requests that the “Dear Colleague” allow this student to be admitted to a classroom “in order to experience an educational setting.”  I offer my email address and phone number in case they have further need for verification.  Given the tight climate of security in schools nowadays, this letter is essential.

OBSERVATION

I ask my students to enter the classroom as unobtrusively as possible, sit in the rear of the room, look around, and wait until they have spotted a child who engages their attention.  It is only this one student they are to observe, as if they had a camera focused on this one child, and then record what happens.

GUIDELINES: I give the students a series of questions, really queries, which can guide them throughout the experience. To respect privacy, I ask them to give their observed student and teacher fictional names.

• What does s/he (your selected student) look like? 
• What does s/he do?
• With whom does s/he interact?
• What does s/he say?
• What happens?
• Why do you think you picked this student to observe?
• What do you think you discovered?
• Any misperceptions or assumptions that you wish to explore?
• What questions do you still have about this student?

I ask my students to write these observations and discoveries in field notes which are later incorporated into their written report.  One of the criteria for conducting a field observation is that students are to report only what they see and hear.  Under no circumstances are they to label a child or adolescent.  Forget about “hyperactive” or “underachiever”; I can still recall the college student who, despite my cautions, and after only one hour’s observation of a four year old in a kindergarten, determined that this child was an “overachiever.”  I wrote in the margin of her paper, “And how did you determine that?” To this question, my student reported that the observed child was participating in many activities, and this, she decided was overachieving.  In such cases I find it useful to challenge the conclusion.  I asked, “Is there another way to interpret this behavior?” My intention is to help my students develop critical thinking skills as they carefully reconsider their assumptions and conclusions.

After their observations but before they write their reports, I ask students to form small groups in our classroom and discuss their observations.  In these discussions, students can gain insights from classmates as well as shaping their own perceptions.

STUDENT DISCOVERIES

Here’s a small sampling of my students’ important discoveries as a result of this field research assignment:

Dan C. wrote, “In school, until I was about twelve, I was always very shy.  I never spoke until I was spoken to…. When it came to interacting with others, I was not very willing…. I wanted to observe a student who represented me in my childhood.  After fifteen minutes, I realized who the shy kid was.” In the conclusion of their final report, I ask students to write about any misperceptions they could correct based on their observations. Dan C. continued: “…it is important to understand that some people are just shy and have a hard time socializing with their peers.  This was a great learning experience which I will take with me when I become a teacher.” What does Dan take with him as a teacher? Perhaps he has gained a respect for individual differences and a humane approach to quiet, as well as active, children.  I doubt that this life lesson could have resulted from taking notes in a lecture hall.

Barbara N., who observed a kindergarten classroom, concluded: “I don’t know why but whenever I think about kindergarten, I assume that girls always interact and play with other girls, or even boys, during their playtime.  However, by what I observed I was wrong, and I realized that there are times when I assume things and I should not, and now it clicked to me.” Like Dan, Barbara also observed a child who was quiet and played by herself. Since Barbara was cautioned against labeling any individual, she had no choice but to recognize her false assumption that children always play with others.  Barbara could now understand that some children can play by themselves at times, and this does not in any way suggest deviant behavior.

These students’ self-corrections came from a strengthened self awareness and revised perception that only the students themselves could have generated.  For example, Dan C. understood that he was seeking insights into his own reticence.  Once having gained that understanding, he was more alert to and respectful of those individual qualities in others.

Beyond insights into themselves, the observing students became more effective at understanding the emotional component of a teacher-student interaction and the non-verbal responses in children.  Anna P. wrote the following about a boy in an 8th grade class: “…in the third bench on my right, I observed a closed backpack next to an organized bench.  I started to search for the owner of this backpack, and this is how my attention focused on Alexander, an average tall skinny boy…His glance was a bored one. During the reading he was doodling something in his notebook.  Once, he volunteered to read like all the other children, but the teacher ignored him so he had to go back to his drawings.”  After observing several attempts by the student to contribute and rebuffs by teacher, Anna concluded, “I got out from the school and I was thinking about Alex…I was wondering if he had learned something today, and if he likes his history teacher.  I tried to recall the class and figure out why he was rejected all the time.  I still don’t know the answer, but I think that he is more intelligent than the history teacher gives him credit; he deserves more attention and appreciation from this teacher.” This awareness certainly has the likelihood of helping Anna be a teacher who is sensitive to her students’ needs.

CONCLUSIONS:

Rachel C. summed up the observation experience this way:  “Doing this observation made me aware of the individual things that students do during class.  I have done observations in school settings, but I have always been assigned to watch the instructor. This assignment has given me a chance to observe someone other than the teacher.”

The field research experience teaches these potential teachers to look at children, rather than just the teachers.  As Rachel C. suggested, the usual mode of educator training often programs student-teachers to play a scripted role rather than to be alert to individual needs of their students. This different perspective helps future teachers develop empathy for pupils and, using critical thinking, learn to see them as people like themselves, which is a much more effective approach to teaching than one based, as so much teaching is, on preconceptions of what people are like.

–Joan Goldstein, Faculty, Sociology, Mercer County Community College, NJ

I am going back to campus more empowered and energized.

The On Course Workshop was the most productive learning experience I have had in years.

You have created a workshop that, in my 25 years of professional development, is by far the best experience I’ve ever had.

I told my Dean that if I took every workshop and conference I had ever attended and rolled them into one, it would not equal what I learned and gained from your workshop.

In my 31 years of teaching this was the best and most critically needed of any workshop I have ever attended.

I have attended a lot of workshops and conferences–On Course is by far the best!

On a scale of 1-10, I rate the overall value I received from the workshop as a 15.

Our college needs to offer this workshop for all faculty, full and part-time.

This workshop has taken a hardened, crusty educator and softened her once again to be committed and energized to become the best person and teacher she can be.

My first day back I plunged into using On Course materials and methods with my students, and they LOVED it!! And I LOVED it! Thank you so much on behalf of myself and all of my present and future students!

BEFORE YOUR ASSIGNMENT

On the Move. Preparing to go.

One of our greatest sources of stress is fear of the unknown. To help reduce the fear and stress related to a new field work assignment, it is helpful to get as much information as possible about your new mission, its geography, climate, local conditions, and culture. You will also want to find out specific information about the security situation there. Whether you are moving alone or with your family, it is essential that you get as much information as possible about the new location. 

As soon as possible, once the decision to go has been made, get a map of the area you will be worki ng in and post it in your house. This will help you, your family, and friends visiting, become familiar with the new work site. It also helps all of you to begin the psychological process of adjusting to the idea of your impending move. 

Travel guides and books, local guidebooks and government publications can provide helpful information about general conditions in the region you will be travelling to as well as the surrounding regions. However, these guides may also be out-of-date if the region has been in a state of civil disorder for any length of time and should be checked against current on-the-ground information. If possible, try to get in touch with someone who is currently at the duty station or mission. If that’s not possible, then talk to people who have worked there.

Look up the mission or duty station on the main UN website. For peacekeeping missions, start with the Peace Operations Intranet (POINT)     for information about mission mandate, local conditions, climate, culture, economy and financial and social systems. The website can also be useful in helping you understand  what to expect in terms of housing, shopping and entertainment. This should be your first source of reference material.

Field Work Term Assessment

Field Work Term (FWT) provides students a platform for integrating classroom study with work in the world.

Capacity Development

Throughout Field Work Term (FWT), students develop capacities central to the Bennington curriculum: the abilities to effectively inquire, research, create, engage and communicate. In addition to developing these core capacities , students also develop work-readiness competencies . Together these serve as a foundation for student reflection and learning through field work.

Field Work Term Assessment 

A student’s final Field Work Term assessment is based on: adherence to due dates, supervisor evaluation(s), meeting the required number of work hours, updating your resume and Handshake profile to reflect your recent FWT experience, completing quality reflective assignments, and compliance with the Field Work Term student-employer agreement.

Adherence to Due Dates

FWT is an opportunity for students to experience the world of work and to be assessed on their performance based on how the professional world operates. For this reason, FWT due dates for site applications and profile setup on Handshake, registration, reflective assignment submission, supervisor evaluations, and timesheets are firm, and students will be held accountable to these dates. If due dates are missed, a final FWT assessment may be adversely affected.

As Handshake is the College's resource to connect students to prospective employers, it is essential that students learn to present their professional and life experience in a compelling way. 

Employer Evaluations

Written evaluations of student performance are required from all FWT supervisors for primary jobs. These evaluations become part of a student’s permanent academic record and are considered in a student’s final FWT assessment by the College. Late or poor evaluations may adversely affect a student’s FWT assessment.

Required Hours

Students are required to complete 200 hours of work. Students can work all of the 200 hours at up to two primary sites, or have the option to use 60 hours towards a supplemental position at a secondary site while completing a minimum of 140 hours at a registered primary site. 

Reflective Assignments

Reflective assignments are due on the last day of FWT for all students.

Reflective Response Essay or Survey (All - with exception of Fellowship students)

Thoughtfully respond to the questions below, showing your ability to refine and condense your thoughts to present key ideas clearly and succinctly. Your responses to this reflective essay will be uploaded to your academic record and your advisor and Plan committee may review and discuss with you as related to your professional and academic learning goals. 

Student Conduct

Behavior in violation of the FWT Student Employer Agreement may adversely affect a student’s final FWT assessment, depending on the circumstances. In rare cases, behavior may also result in disciplinary action if in conflict with the policies outlined in the Bennington College Handbook.

Assessment Details 

Based on the evaluation criteria outlined above, a student will receive an assessment of “Pass,” “Marginal Pass,” “Fail,” or “Incomplete” for FWT.

A FWT final assessment, FWT job title, and the name of the site will appear on a student’s academic transcript. If a student does not annually receive a “Pass” or “Marginal Pass” for FWT, they are required to make up the requirement, usually during the summer . FWT makeups must be successfully completed before approval for graduation can be given.

• Pass – Denotes that a student has satisfactorily met all FWT assessment criteria.
• Marginal Pass – Acknowledges that a student has met the FWT requirements for the year, but has not satisfactorily met all FWT assessment criteria.
• Fail – Signifies that a student has unsatisfactorily met a critical portion of the assessment criteria. A FWT Fail assessment remains part of a student’s academic file and official transcript. Failure to successfully complete an FWT can adversely influence a student’s academic status. The Associate Dean of the College will determine the impact of a failed assessment on a student’s academic standing. Students who are issued a Fail assessment are given two weeks within which they may contact the FWT Office if they wish to contest their assessment.
• Incomplete/Deferral – Students with medical, personal, or family-related issues may be granted an incomplete, allowing them to fulfill the FWT requirement over the summer without academic penalty. Students who complete at least half of their required hours may be eligible for a half incomplete. The Associate Director of Career Development and Field Work Term determines this assessment on a case-by-case basis. Students who wish to be considered for an incomplete or half incomplete should contact the FWT director as early as possible. A half incomplete refers to hours completed only. Students granted a half incomplete at the discretion of the Associate Director of Career Development and Field Work Term are required to provide a reflective project and employer evaluation for hours completed in the winter and summer.

The following are examples of the conditions under which a student may be eligible for an incomplete if they remain in immediate, regular contact with the FWT Office:

• Medical Emergency: Students requesting a medical incomplete will be asked to submit paperwork—including a doctor’s note of necessity—for a medical withdrawal and may be asked to provide clearance information for spring reentry. Only urgent medical issues are considered.
• Personal/Family Issues: Such issues might include a terminally ill family member or a recent death in the family.
• Employer/Housing Issues: Though it is extremely rare, students are occasionally granted an incomplete due to unforeseen employer/housing circumstances. In such cases, a student must pursue a backup job search approved by the FWT Office.
• Workplace concern issues: Such issues might include alleged harassment or discrimination, feelings of unsafety, or being unable to complete an FWT due to inappropriate or inadequate supervision.

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Teaching Commons > Teaching Guides > Instructional Methods > Field Work

Incorporating Fieldwork

• The LA&S Task Force Report, Guidelines to Facilitate Student Field Activities , provides a framework for preparing a course for field work, including: selecting sites, creating syllabi, evaluating students outside of the classroom, developing safety guidelines, and emergency response protocol. 
• The Steans Cente r provides a handout on   community conduct & safety tips for students engaging in field work.

Fieldwork and Mobile Learning

Mobile devices such as smartphones can aid students' studies in the field. They can be used to capture data such as GPS coordinates, images, sound, and video. Students can also use these devices to take notes and share their work. Watch the videos below to learn how anthropology professors Jane Baxter and Marcia Good have incorporated mobile learning in their courses that require fieldwork. Learn more about mobile learning at DePaul .

Further Resources

• Steans Center for Community-Based Service Learning
• Supports faculty in the development, administration, and teaching of courses that integrate service-learning pedagogies
• Identifies project opportunities at non-profit organizations
• Provides ongoing logistical support for faculty teaching a service learning course
• Career & Life Design (CLD) from the Career Center
• Career and Life Design courses fulfill students' Junior Year Experiential Learning Requirement (JYEL).
• Department staff advises faculty in the development and teaching of academic internship courses.
• Connects students to internship advising, opportunities, and listings.
• The Carleton College Geology Department offers a discipline-specific discussion of the p​ edagogy behind incorporating field experience in the sciences . While this page was created for geoscience, it remains relevant to all subject areas and offers pedagogical foundations for structuring field labs, managing time in the field, and supporting students with special needs.

Teach the Earth the portal for Earth Education

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Teaching Geoscience in the Field in the 21st Century Topical Resources

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Rubric for field notes/field books

This activity has benefited from input from faculty educators beyond the author through a review and suggestion process. This review took place as a part of a faculty professional development workshop where groups of faculty reviewed each others' activities and offered feedback and ideas for improvements. To learn more about the process On the Cutting Edge uses for activity review, see http://serc.carleton.edu/NAGTWorkshops/review.html .

This is a rubric for assessing student work with field note-taking. It provides clear expectations to students before any field assignment commences. This rubric is derived from the work of the sub-committee at the Cutting Edge workshop on Assessing Geoscience Programs.

Skills and concepts that students must have mastered

How the activity is situated in the course, content/concepts goals for this activity, higher order thinking skills goals for this activity, other skills goals for this activity, description of the activity/assignment, determining whether students have met the goals, teaching materials and tips.

• Field Notes/Field Book rubric (Microsoft Word 2007 (.docx) 97kB Aug10 10)

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3 Ethics in Field Research

Ms. Singtitla Vashum

• Introduction
• Background of Ethics
• Importance of Ethics in Field Research
• Principles, Codes and Guidelines
• Ethical Issues and Dilemma

Learning Objectives:

• To understand the concept of Ethics.
• To understand the history of Ethics in Anthropological research.
• To understand various ethical principles, codes and guidelines.
• To understand the Ethical issues in field research.
• To determine strategies for ethical dilemma

Ethics is defined as norms of conduct that distinguished between acceptable and unacceptable behaviour as an individual and as society. Most people think ethics (or morality) as rule of right and wrong such as Golden Rules (do to others as you would have them do it to you), or the law of the Good Samaritan. Ethical norms are so ambiguous that one is tempted to regard it as simple common sense. All people recognize some common ethical norms but interpret, apply, and balance in different ways in the light of their own values and life experiences. For instance, two people would agree that murder is wrong but disagree about the morality of abortion because they have different understanding of what it means to be a human being.

Research that involves human and animal as subject raises complex ethical issues and Anthropologist are not exception. Many of the field studies report findings but many of them failed to deal with ethical problems encountered during execution. To promote aims in research various professions, different disciplines, and institutions formulate a standards for behaviour that suit their particular goals. Some of the ethical principles, codes, and guidelines that concerned with human as subject are The Nuremberg Code, The Declaration of Helsinki, The Belmont Report and the US Code of Federal Regulations: The Common Rule, The Council of International Organizations of Medical Science (CIOMS), International conference for Harmonization Guidelines for Good Clinical Practice (GCP), Standards and Operational Guidance for Health Related Research, and American Anthropological Association Code of Ethics.

There are more than 850 ethical codes, new and revision of older codes in response to the advances of science and technology and to intensified public awareness and scrutiny of professional life. The doctors and medical researchers were confronted by the atrocities of World War II. The first modern code governing ethics of research was developed during the Nuremberg Trials of Nazi War crime. It was a response to the abuses during medical examination on human. Subsequently, there was concern with protection of human subjects of research in US in 1950s and 1960s. The report of abuses by the media stimulated legislation that led to the development of ethical principles and regulations. The International Society of ethicists was founded in 1985 for consultation in application of ethics ( Davis,  1999 ). In 1970s lawyers were required to confront Watergate; business people and engineers were confronted by a series of bribery scandals ( Davis, 1999 ). Practitioners of medicine, law, business, and engineering are most often thought of as facial ethical dilemma. However, every discipline has its own history and its own ethical challenges. Anthropologists face various kinds of issues as they engaged in research with human and animal subjects.

There may be a conflict between expeditious conduct of study and doing what is respectful to animals and humans. Researchers focus on expanding knowledge and methodology of their research such as subject selection, sample size, statistical analysis, equipments, and personnel. At the same time as a responsible person, they try to respect the environment, which requires attention to the appropriate use not only of physical resources including funds but also human subjects.

Besides direct treatment of human subjects, how research is conducted is an important aspect of whether it is ethical. For example, adherence to research design, protocol, and analytical plan is critical to data integrity. Avoidance or disclosure of finance and/or personal conflicts of interest may affect subject selection as well as real or perceived objective or bias in selection, analysis and reporting result. These aspects of research behaviour along with adherence to accepted scientific practice, such as honesty in data collection, analysis, reporting, avoiding misconduct and reporting it if present contributes to whether research is ethical.

Ethical norms help to ensure that researchers can be held accountable to the public. It helps to build public support. Many norms of research promote a variety of other important moral and social values, such as social responsibility, human rights, and animal welfare, compliance with the law, and public health and safety.

How we conduct our scientific endeavours not only affects those directly involved, but also public perception of science and scientists. Results from research provides basis for further studies, and in addition may influence public policy and legislation. Challenges to scientific integrity can erode public confidence and belief in findings. Therefore, it is important to be transparent, competent, honest, and follow ethical guidelines in regard to research subjects.

• Principles, Codes, and Guidelines

4.1 The Nuremberg Code (1947)

The code stipulates that the use of human participants is permissible (justified) so long as human subjects are necessary, the result holds promise of benefit to the society, scientific basis and design are sound, harms to human are minimized or avoided, voluntary withdrawal of subjects is allowed. It states that explicit requirement for voluntary consent of research subjects and spells out the elements of that consent.

Voluntary consent of the human subjects is necessary.

Research result should yield benefit for the good of society. Scientific basis and design are sound.

Avoid or minimize harm to physical and mental.

No experiment should be conducted where there is a prior reason to believe that death or disabling injury will occur; except, perhaps, in those experiments where the experimental physicians also serve as subjects.

The degree of risk to be taken should never exceed that determined by the humanitarian importance of the problem to be solved by the experiment.

Proper preparations should be made and adequate facilities provided to protect the experimental subject against even remote possibilities of injury, disability or death.

The experiment should be conducted only by scientifically qualified persons.

Allow voluntary withdrawal of subjects and will be terminated if the subjects are likely to be injured.

Terminate the experiment at any stage, if he has probable cause to believe, in the exercise of the good faith, superior skill and careful judgment required of him, that a continuation of the experiment is likely to result in injury, disability, or death to the subject.

4.2 The Declaration of Helsinki

The Declaration of Helsinki ethical principles for Medical research involving Human Subjects was developed by the World Medical Association in 1964 and has been revised repeatedly. It includes principles for research:

Protection of human dignity Ethics review and oversight Risk benefit assessment when potential benefits outweigh risk of harm and risk can be managed.

The research is important and beneficial to the subject population. Informed voluntary consent subjects participation.

4.3 Belmont Report

The Belmont Report includes three ethical principles:

(i) Respect for Persons

The principle of Respect for persons states that researchers are to provide enough information so that an informed, voluntary decision can be made. Whatever the decision of the potential research participant is, that choice should be respected. Moreover, if a person decides to withdraw from research participation, that decision is to be respected. If people with diminished or limited autonomy, such as children, some cognitively impaired people, those in a coercive environment, those with compromised consciousness or other vulnerabilities are to be involved in research, additional protections are required. How much protection is needed is a function of the risk of harm and the likelihood of benefit.

(ii) Beneficence

Beneficence means to do no harm, minimize risk of harm and maximize the benefits of research to protect human welfare. They may be direct or indirect, immediate or for future persons in similar circumstances. The effect may be physical, psychological, social or economic and may be perceived differently by persons with differing interests. An assessment of risks and benefits is also done by the ethics review committee members who consider scientific merit and importance, competency and experience of the research team, and appropriateness of the subject population for risks (including threats to privacy and confidentiality) and benefits.

(ii) Justice

Justice relates to fair and equitable distribution of benefits and burdens of research. Practically, it means that research participants are selected fairly, with all segments of the population having an opportunity to be included in a study, provided that inclusion is scientifically and ethically justifiable.

4.4 The Council for international Organization of Medical Sciences

In 1970s the Council of International Organization of Medical Sciences (CIOMS) and World Health organization worked on guidelines to indicate how the ethical principles articulated in the declaration of Helsinki could be applied to research with human especially in developing countries. As new research methods and practices emerged particularly the expansion of clinical trials in the developing countries, conferences were held to address the issues that were not covered in the original guidelines. In 2002, CIOMS published ethical principles (they adopted the principles in the Belmont Report) and 21 guidelines that are broadly applicable. It covers:

• Ethical justification of the research Scientific validity
• Informed consent and situations when consent is not attainable Inducement to participate in research
• Research with low resource populations Choice of control group in clinical trials Research with vulnerable groups
• Confidentiality
• Compensation for injury in research
• Strengthening infrastructure in developing countries, and
• Ethical obligation to provide health services.

4.5 American Anthropological Association (AAA) Code of Ethics

The purpose of this Code is to provide AAA members and other interested persons with guidelines for making ethical choices in the conduct of their anthropological work. Because anthropologists can find themselves in complex situations and subject to more than one code of ethics, the AAA Code of Ethics provides a framework, for making decisions.

Anthropologists have to get trained on current research activities and ethical issues. In addition, departments offering anthropology degrees should include and require ethical training in their curriculums. In both proposing and carrying out research, anthropological researchers must disclose the purpose(s), potential impacts, and source(s) of support for research projects with funders, colleagues, persons studied or providing information, and with relevant parties affected by the research. Researchers must expect to utilize the results of their work in an appropriate fashion and disseminate the results through appropriate and timely activities. Research fulfilling these expectations is ethical, regardless of the source of funding (public or private) or purpose (i.e., “applied,” “basic,” “pure,” or “proprietary”).

Anthropological researchers should be alert to the danger of compromising anthropological ethics as a condition to engage in research, yet also be alert to proper demands of good citizenship or host-guest relations. Active contribution and leadership in seeking to shape public or private sector actions and policies may be as ethically justifiable as inaction, detachment, or noncooperation, depending on circumstances. Similar principles hold for anthropological researchers employed or otherwise affiliated with non-anthropological institutions, public institutions, or private enterprises.

• (i) Responsibility to people and animals with whom anthropological researchers work and whose lives and cultures they study

Anthropological researchers have primary ethical obligations to the people, species, and materials they study and to the people with whom they work. These obligations can supersede the goal of seeking new knowledge, and can lead to decisions not to undertake or to discontinue a research project when the primary obligation conflicts with other responsibilities, such as those owed to sponsors or clients. These ethical obligations include:

• To avoid harm or wrong, understanding that the development of knowledge can lead to change which may be positive or negative for the people or animals worked with or studied
• To respect the well-being of humans and nonhuman primates
• To work for the long-term conservation of the archaeological, fossil, and historical records
• To consult actively with the affected individuals or group(s), with the goal of establishing a working relationship that can be beneficial to all parties involved.

Anthropological researchers must do everything in their power to ensure that their research does not harm the safety, dignity, or privacy of the people with whom they work, conduct research, or perform other professional activities. Anthropological researchers working with animals must do everything in their power to ensure that the research does not harm the safety, psychological well-being or survival of the animals or species with which they work.

Anthropological researchers must determine in advance whether their hosts/providers of information wish to remain anonymous or receive recognition, and make every effort to comply with those wishes.

Anthropological researchers should obtain in advance the informed consent of persons being studied, providing information, owning or controlling access to material being studied, or otherwise identified as having interests which might be impacted by the research. Researchers are responsible for identifying and complying with the various informed consent codes, laws and regulations affecting their projects.

Anthropological researchers who have developed close and enduring relationships (i.e., covenantal relationships) with either individual persons providing information or with hosts must adhere to the obligations of openness and informed consent, while carefully and respectfully negotiating the limits of the relationship.

While anthropologists may gain personally from their work, they must not exploit individuals, groups, animals, or cultural or biological materials. They should recognize their debt to the societies in which they work and their obligation to reciprocate with people studied in appropriate ways.

(ii) Responsibility to scholarship and science

Anthropological researchers must expect to encounter ethical dilemmas at every stage of their work, and must make good-faith efforts to identify potential ethical claims and conflicts in advance when preparing proposals and as projects proceed. A section raising and responding to potential ethical issues should be part of every research proposal.

Anthropological researchers bear responsibility for the integrity and reputation of their discipline, of scholarship, and of science. Thus, anthropological researchers are subject to the general moral rules of scientific and scholarly conduct: they should not deceive or knowingly misrepresent (i.e., fabricate evidence, falsify, and plagiarize), or attempt to prevent reporting of misconduct, or obstruct the scientific/scholarly research of others.

Anthropological researchers should do all they can to preserve opportunities for future fieldworkers to follow them to the field.

Anthropological researchers should utilize the results of their work in an appropriate fashion, and whenever possible disseminate their findings to the scientific and scholarly community.

Anthropological researchers should seriously consider all reasonable requests for access to their data and other research materials for purposes of research. They should also make every effort to insure preservation of their fieldwork data for use by posterity.

(iii) Responsibility to the public

Anthropological researchers should make the results of their research appropriately available to sponsors, students, decision makers, and other non-anthropologists. In so doing, they must be truthful; they are not only responsible for the factual content of their statements but also must consider carefully the social and political implications of the information they disseminate. They must do everything in their power to insure that such information is well understood, properly contextualized, and responsibly utilized. They should make clear the empirical bases upon which their reports stand, be candid about their qualifications and philosophical or political biases, and recognize and make clear the limits of anthropological expertise. At the same time, they must be alert to possible harm their information may cause people with whom they work or colleagues.

Anthropologists may choose to move beyond disseminating research results to a position of advocacy. This is an individual decision, but not an ethical responsibility.

Researchers of all branches encounter various ethical issues and dilemma in different situations. Some of those faced in the field research are discussed as under:

(i) Ethical Principles Conflict

Application of each principle by the researcher and by ethics review committee needs judgment, interpretation and ethical analysis in the context of a given situations, e.g. a specific research proposal and cultural context. Ethical dilemmas arise in which ethical principles conflict with social values of that society.

(ii) Consent

The principle of voluntary participation requires that people cannot be coerced to participate in research. Essentially this means the prospective participants must be fully informed about the procedures and risks involved in research and must give their consent to participate. But how much information should be disclosed? How much does a reasonable person want to know? Researchers faced ethical dilemma of providing information to allow potential participant to make an informed choice but not providing so much information that the potential subject is scared away, or that the result are compromised.

(iii) Beneficence

Ethical standards also require that researchers cannot put participants in a situation where they might be at risk of harm to both physical and psychological as a result of their participation. Almost all researchers assured of confidentiality and privacy but sometimes it’s difficult to accomplish especially in a situation where participants have to be measured at multiple times (e.g. longitudinal study).

(iv) Ethnographic Issues

Unlike experiment and trials in clinical settings which have clear beginnings and endings, ethnographic research generally is dynamic, natural setting often where participants are able to decline to participate at any point in the process. There may be a high probability of risk but the magnitude of harm like uncertainty, mild embarrassment or boredom is usually low. There are instances where possible magnitude is high often in conflicting environment.

Ethnographic research may involve significant risks of harm for example discrimination, disruption of personal and family relationships, lost of rights or claims, civil or criminal prosecution-usually as a result of disclosure of private identifiable information such as data gathered in interviews, film or video, or recorded on tape or field notes. Ethnographers should inform IRB and participants how they plan to use and protect data from disclosure and if personal identifiers then other data will be preserved or destroyed.

No code or set of guidelines can anticipate unique circumstances or direct actions in specific situations. The individual anthropologist must be willing to make carefully considered ethical choices and be prepared to make clear the assumptions, facts and issues on which those choices are based. To address such needs most institutions and organizations have formed an Institutional Review Board (IRB), a panel of persons who review grant proposal with respect to ethical implications and decides whether additional action need to be taken to assure the safety and rights of participants. By reviewing proposal for research, IRBs also help to protect both the organization and the researchers against potential legal implications of neglecting to address important ethical issues of participants.

Ethics is defined as the norms of conduct that distinguished between acceptable and unacceptable behaviour as an individual and as a society. Research that involves humans and animals as subject raises complex ethical issues and Anthropologists are not exception. Many of the field studies report findings but failed to deal with ethical problems encountered during execution. The report of abuses during medical examination in the Nuremberg Trials of Nazi War crime stimulates legislation to develop ethical principles and regulations. Ethical norms help to ensure researchers can be held accountable to the public and promote social values such as responsibility, human rights, and animal welfare, compliance with the law, and public health and safety. Some of the important ethical principles, Codes, and guidelines includes – The Nuremberg Code, The Declaration of Helsinki, The Belmont report, The Council of International organizations of Medical Sciences (CIOMS), and American Anthropological Association Code of Ethics. No code or set of guidelines can anticipate unique circumstances or direct actions in specific situations. The individual Anthropologist must be willing to make carefully considered ethical choices and be prepared to make clear the assumptions, facts, and issues on which those choices are based. To address such needs most institutions and organization have formed an Institutional Review Board. The IRBs help to protect both the institution or organization and the researchers against potential legal implications of neglecting to address important ethical issues of participants.

• Deskless workforce
• Mobile training

What is a field worker, and how can companies better support these critical team members?

• Posted by by Athena Marousis
• June 04, 2024
• 7 minute read

Years ago, if someone talked about a field worker, they would mean someone working in an actual field. These workers had agriculture jobs and could be found on a farm, working a plow, forking hay, and tending to animals. 

Nowadays the term “field worker” has grown to encompass not only agriculture employees, but any employee whose job demands that they work from outside of a traditional office setting. 

While the term may be relatively new, the jobs they refer to are not. In this guide we’ll discuss what is a field worker, how they differ from office and remote workers, and how companies can adapt their training strategies to better support these critical team members.

What is a field worker?

Who are field workers in different industries, the unique training needs of field workers, fundamental differences in training, the benefits of mobile training platforms for field workers, key takeaways.

A field worker is anyone who performs their job outside of a traditional office setting . Agricultural fields might come to mind first, but the broad definition includes various roles and industries. 

Today, the term “field worker,” meaning individuals ranging from home healthcare providers, to construction workers putting up skyscrapers, or salespersons who travel to meet clients, encompasses a diverse range of professions.

Many of these jobs that fall under the definition of a field worker —agriculture workers, doctors, police officers, firefighters, seafarers, miners— have been around for a very long time. 

Advancements in technology and evolving business needs have shifted how we understand the role of field employees, and have also blurred the lines between physical and digital work spaces. Nowadays, remote work has become commonplace, or the practice of working from a location outside of a traditional office environment, typically facilitated by digital communication tools and internet connectivity, allowing employees to perform their job duties from home, co-working spaces, or any other location.

But remote workers are not to be confused with field workers. Think of the difference like this: remote workers have the option to work away from traditional office settings, as a result of advancements in technology. Meanwhile, field workers do their jobs outside of traditional office settings because the nature of their work requires them to do so.

Food and beverage industry

The food and beverage industry relies on field workers who ensure that dining and food service operations run smoothly. These individuals are the backbone of restaurants, cafes, and delivery services, directly impacting the customer experience through their roles.

• Cooks prepare and cook food items, ensuring quality and compliance with recipes.
• Servers provide customer service, take orders, and serve food and beverages to guests.
• Bartenders mix and serve drinks to customers, manage the bar area, and engage with customers.
• Delivery drivers ensure timely and safe delivery of food items from restaurants to customers’ doorsteps.

Healthcare industry

The healthcare sector relies on a broad array of field workers who provide essential services and care to patients in various settings.

• Doctors and nurses offer diagnosis, treatment, and care in hospitals, clinics, and patients’ homes.
• EMTs and paramedics provide emergency medical services and transportation for patients in need of urgent care.
• Caregivers offer daily care and support to older adults or individuals with disabilities, ensuring their well-being.

Manufacturing industry

In manufacturing , field workers contribute to the production, design, and distribution of products. These roles are critical for the seamless operation and safety in manufacturing.  

• Engineers design and optimize production processes and products.
• Production workers operate machinery, assemble products, and monitor quality control.
• Machine operators manage and maintain the machinery used in the production process.
• Supply chain managers oversee the supply chain, from sourcing raw materials to distributing finished products.

Retail industry

Retail field workers are essential for the operation of brick-and-mortar stores, e-commerce fulfillment, and customer service.

• Sales clerks assist customers, manage inventory, and process sales transactions.
• Cashiers handle cash transactions, customer needs, and checkout processes.
• Managers oversee store operations, staff management, and customer service.

Construction industry

Companies in the contracting and construction industry are among those most significantly impacted by the labor shortage. Some common jobs include:

• Foremen who supervise and direct teams of builders during construction.
• Roofers who install, repair, and replace building roofs.
• Surveyors who measure and map plots of land in preparation for construction projects

And the list goes on. In many industries field workers are at the heart of daily operations. The diversity and complexity of their roles underscore the importance of proper tools and technical training that enhance their efficiency, knowledge, and connectivity while they work in the field.

Because of where they operate, field workers have unique training needs that differ from those of their office-based counterparts. Understanding these differences is critical in developing an effective training program for the specific demands of your deskless employees. 

Training challenges for field workers vs. office employees

Field workers often operate in dynamic, unpredictable environments that demand high adaptability and practical skill. In contrast, office staff typically work in more controlled settings where digital tools and stable internet access support their training and daily tasks. 

This fundamental difference means a training approach for field workers must prioritize flexibility and accessibility . Field roles frequently require hands-on training to safely and effectively perform physical tasks— a need less common in office settings.

Insights on deskless employee preferences

Research by TalentCards surveyed 900 managers responsible for onboarding field workers to uncover insights about the challenges that these managers are facing, as well as what preferences these employees have when it comes to training. 

Forty percent of onboarding managers say that access to smartphones or tablets would help speed up the onboarding process, but only 17% currently use them.

Further research also revealed a clear appreciation for the autonomy offered by field work. Field workers reported a strong preference for their roles over office jobs. 

When asked, the majority of deskless employees ( 64% ) stated they would not switch to desk jobs for the same pay and benefits, emphasizing the appeal of field work beyond monetary compensation . 

The preference for field workers to remain where they are shows the importance of creating strong training to increase retention. Focusing on flexibility, practical skills development, and mobile accessibility is key.

Field workers’ training is different from that of office employees in both content and delivery method. Findings from a TalentCards study highlight these differences:

• Skill gap challenge : A staggering 72% of onboarding managers report difficulty finding deskless employees with the necessary skills, highlighting the urgent need for comprehensive training programs tailored to bridge these gaps.
• Technology adoption : Upon completing onboarding, 14% have no training material to access after the fact, and 28% only have paper copies of their material to reference back to. 
• Retention through training : 63% of deskless employees stated that access to additional training would help them feel more connected to their company’s mission. Targeted and relevant training can play a critical role in employee retention.

The unique training needs of field workers demand a distinct approach that addresses the practical challenges of their roles and leverages technology to provide flexible, accessible learning opportunities. 

By understanding and acting on the preferences of deskless workers, employers can enhance job satisfaction, improve skill levels, and, ultimately, retain valuable employees in these critical roles.

Leveraging the power of smartphones and tablets allows mobile training platforms to meet the needs of workers in the field. This innovative way of training enhances the effectiveness of training programs, and aligns with the evolving needs of the workforce. 

Here are some of the most impactful benefits of mobile training for field workers: 

1. Accessibility

Forty eight percent of onboarding managers said new hires lack the skills needed to do their job at the time of their hiring. Furthermore, 27% need help sharing training materials that new hires can access on the go. 

One of the top benefits of mobile training platforms is their ability to provide training anytime, anywhere. Field workers need increased accessibility due to their varying schedules and work locations.Increasing accessibility improves engagement and retention for difficult-to-fill positions. 

By providing these employees with a training platform that was actually designed and built for them, your company tangibly demonstrates that it’s invested in their learning and development.

2. Increased engagement

Mobile training platforms are designed for field employees’ on-the-go nature. Interactive, bite-sized learning modules make learning more engaging and memorable. Multimedia content like videos, quizzes, flashcard sets, and gamification only adds to this. The goal is to keep them engaged and not overwhelmed. 

3. Consistency

Consistency and continuous learning can be challenging when you have a distributed workforce that covers multiple locations. Mobile training platforms address this issue by providing standardized training materials that are accessible worldwide anytime. 

Thirty two percent of deskless employees recall less than half of their training one month after completing it , underscoring the importance of continuous access to learning resources to counter the forgetting curve . 

4. Real-time updates

The nature of field operations often means there’s a need to share immediate updates and critical information. Mobile training platforms allow you to push real-time updates directly to your field workers’ devices. With this, safety messages of the day and toolbox talk topics are easy to send out, as well as updates on operational changes.

Deliver training right to field workers’ smartphones with a powerful mobile app

What is a field employee?

A field employee is someone who works outside a traditional office setting. Their job requires them to be directly in the field. They are found in many industries, including construction, agriculture, manufacturing, and transportation. Their physical presence is necessary at various locations.

What is the meaning of a field work job?

A field work job is any work not done in a traditional office setting. For example, a doctor in a hospital, a cashier at a retail store, or a forklift operator in a warehouse are all instances of field workers.

What is a synonym for fieldworker?

A synonym for fieldworker is field employee or field staff. The term field worker is sometimes also used interchangeably with the word deskless worker, or mobile employee.

Empowering the future of field workers

Field workers often do the thankless jobs that we take for granted, ensuring that our day to day lives run smoothly. This fact, coupled with the rising skill and labor shortage in many industries that rely on deskless employees are reasons enough to invest in mobile training solutions for these employees. 

Embracing individualized training approaches and doubling down on the advantages that mobile training has to offer benefit both your employees as individuals, and your business as a whole.

• The meaning of field workers and field employees has changed over time, extending far beyond agriculture workers in actual fields. Today field workers are people whose jobs demand that they do their work outside of traditional office settings.
• The majority of field employees enjoy being out in the field, and wouldn’t trade their jobs for office jobs, even if given the same pay and benefits.
• Investing in mobile training for field employees ensures that they have access to critical job info no matter where the job takes them. A mobile learning app provides a knowledge repository that fits in your employees’ pockets, and is even accessible offline.

Create training your employees can access from anywhere with TalentCards

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• Faculty & Research

Guide to Field Education

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Questions? Email us.

BUSSW Guide to Field Education

Table of contents, vision, mission & values, equal opportunity/anti-discrimination policy, the msw program, an overview of field education, the school role in field education.

• Agency Selection
• The Placement Process

Identifying Competencies

The field instructor and agency roles in field education, field instructors, expectations of agencies, the student in the agency.

• Hours and Sick Leave

Disclosure of Student or Trainee Status

Background check policy, health information, educational elements of the field placement, supervision, the learning contract between field instructor and student, process recordings as learning/teaching tools, field placement assignments.

• Field Education Portfolio

Evaluation and Feedback

Grade for field education, values and ethics, legal issues, placement hours, schedule and options, required hours, placement reassignment, employer agency placements, field education policies and procedures, behavioral standards for social work students, sexual harassment and field education, bussw procedures for sexual harassment in field education, drug and alcohol policy, physical presence policy, safety policy and procedures, students with disabilities, professional liability coverage for students, intern use of vehicles for agency business, appendix: social work competencies.

BOSTON UNIVERSITY SCHOOL OF SOCIAL WORK

Our vision is to advance a just and compassionate society that promotes health and well-being and the empowerment of all oppressed groups, especially those affected by racial, social, and economic inequities.

Our mission is to develop dynamic and diverse social work practitioners, leaders, and scholars through rigorous teaching, innovative research, and transformative community engagement.

Our values are to:

• Develop visionary social work practitioners who use effective clinical, community, and policy methods to enhance strengths in urban and other contexts.
• Promote equity, especially in the area of health, through high-impact prevention and intervention research and scholarship, characterized by trans-disciplinary and inter-professional collaborations.
• Advance graduate social work education through innovative instructional methods and promotion of life-long learning.
• Further social justice through local, national, and global partnerships and service that value community capacities and expertise.

Boston University prohibits discrimination against any individual on the basis of race, color, religion, sex, age, national origin, physical or mental disability, sexual orientation, gender identity, genetic information, military service, or because of marital, parental, or veteran status. This policy extends to all rights, privileges, programs, and activities, including admissions, financial assistance, educational and athletic programs, housing, employment, compensation, employee benefits, and the providing of, or access to, University services or facilities.

The School is committed to graduating social workers who have successfully developed the nine CSWE competencies and who practice within an ecological framework and social change context. Boston University School of Social Work alumni are professionals who are open to and ready for innovation and change, and who possess the knowledge and skills required to meet the needs of individuals, groups, families, communities, and organizations.

A GUIDE TO “THE GUIDE”

The Guide to Field Education is designed to:

• Articulate the Vision, Mission and Values of the School of Social Work
• Present an overview of field education
• Identify the roles and responsibilities of the School, the agency, the field instructor, and the student in the field education experience
• Define the educational components of the field experience(s), including foundation and advanced social work competencies students are expected to demonstrate
• Define Field Education policies and procedures.

Through Field Education, students have the opportunity to apply knowledge, skills, values and cognitive and affective processes to work with individuals, groups, families, communities, organizations and engage in policy work.  Field Education enables students to develop a professional social work identity in the context of social work practice and receiving intensive individualized field instruction from MSW supervisors.  Student assignments are developed to build on and complement students’ goals, interests and previous internship and work experiences.  The nine competencies developed by the Council on Social Work Education form the curriculum and assessment framework for student learning in both their classroom courses and their field internship(s).

Students entering the foundation placement are assigned to settings that enable them to acquire a broad understanding of the field of social work, to recognize and use generalist principles and concepts, and to select intervention methods to meet individual, group, family, and community needs based on a careful and comprehensive assessment. While students in foundation placements will focus primarily in either clinical or macro practice, they should have exposure to all methods of practice within the parameters of the agency’s services. Advanced Year, Advanced Standing and Human Service Experience students are assigned to field agencies that foster development of advanced competence in the student’s social work method concentration (clinical or macro practice).

Field education is an applied learning course for which students earn credits and are provided support and instruction through the Field Education department and Field Instructor.

• Denita Johnson – Assistant Dean for Field Education
• Terese Romano – Assistant Director of Field Education for Charles River Campus (CRC) & Off-Campus Program (OCP)
• Robbie Sanders – Assistant Director for Field Education for Online Program
• Thahisha Delma – Field Education Senior Program Coordinator for CRC & OCP
• Jenna Landsman –  Field Education Senior Program Coordinator for OLP & Worcester Hybrid

Clinical Field Education Coordinators:

• Jelisa Adair
• Meredith Block
• Charity Ford
• Susan Lundon
• Vicky Mateu
• Kerlyne Pacombe

Macro Field Education Coordinator:

• Kara Macomber

OCP Program Directors:

• Bedford Campus – Yunieska “Juney” Trujillo-Ramirez
• Cape Cod Blended Program – Debra Berglin
• Fall River Campus – Diane Crowley
• Worcester Hybrid Program – Susan Brostrup-Jensen

A GENCY SELECTION

The Field Education Department is affiliated with many nonprofit and public agencies in Massachusetts, New England, and throughout the country. In keeping with the School’s historical commitment to urban issues and to the range of communities where our students live and work, agencies are located in cities, suburban towns and rural communities. Agency availability for student internships is constantly changing in response to a number of factors, including funding, community needs and priorities, and staffing.  As a result, some placements may not be available for internships in a given semester.

• The Field Education Department develops new placements to match student interest and needs, new curriculum priorities and new areas of practice in the field.  Agencies are approved for placements by the Field Education Department based on the agency’s ability to meet the School’s requirements and other considerations.
• Recommendations from students for new field placement sites are always welcome.  Students who are interested in field placements in agencies with which the School is not currently affiliated should discuss their interest with the Field Education staff member with whom they have been working before contacting the agency.

THE PLACEMENT PROCESS

The Field Education Department is responsible for arranging and approving the field placements of all students. Students should not contact an agency directly without approval from the Field Education Department. Similarly, agencies interested in requesting the placement of a particular student should contact the Field Education Department. Such requests from agencies are given careful consideration and are met whenever feasible.

Placement Process: Placement assignments are made based on a review of the following information by the Field Education staff:

• Student Placement Form — A form completed in the field education database by the student indicating field interests, career goals and any specific logistical needs.
• Student Résumé and Bio Statement
• Agency Profiles in Field Education Database — Information from each agency outlining specific characteristics of students who would benefit most within that setting, programs and clients/consumers served, required previous student experience or skills, and potential student assignments, location, and transportation accessibility.

Each student has an individual in-person or virtual interview with a member of the Field Education staff before a referral to a specific agency is made. Prior to the individual meeting, the student should review the practicum agreement attestation and raise any questions at the individual meeting. Students are encouraged to share with the Field Education Department any information which might be important in making a field placement assignment. The Field Education Department assumes that this information may be shared with prospective agencies unless the student indicates otherwise. Routinely, the Field Education Department sends a copy of the student’s resume to prospective field placements.

Placement assignment is confirmed only after the student has interviewed with the prospective agency. Having access to a car increases the placement opportunities for all students. Some types of agencies including hospitals, college counseling centers and some outpatient mental health centers may not be available for Foundation year given the nature of the placement opportunity.

Some placement agencies conduct their own placement process through which students are invited to submit applications directly to the agency.  Since these agencies tend to be quite competitive, students are asked to inform the Field Education Department about the agencies to which they have applied.

Students that reside or work in areas outside their home campus are placed by the campus that has oversight of the area. This system of placing by geography, rather than by program, ensures that students have equal access to agencies in their desired area and that the Field Education Department is not assigning more students to an agency than it has the capacity to accept. These students will follow the placement protocol that has been established for the particular campus.

If a student rejects or is not offered a placement at three or more agencies, the student will be required to meet with the field education team.

Campus Specifics: Campus specific details are available in the appendix section.

The School has the primary responsibility of identifying the nine competencies students are expected to demonstrate by the end of their MSW program.  This is in keeping with educational standards set by the Council on Social Work Education, the accrediting body for schools of social work in the United States. These competencies are included in the Appendix to this guide, as well as, on the School of Social Work website , the SSW learning contract form, and the SSW evaluation forms used to document students’ progress in their field learning.

Advising at BUSSW includes both academic and field components. For the purposes of this Field Guide, only field-related advising will be described. For additional information advising responsibilities of OCHP and CRC advisor see addendum. OLP students receive additional support for academic via their student services administrator.

Advising within the Field Education Department utilizes both an individual and a seminar model of support for students. Although advising varies a little by platform in order to best serve the needs of students and fit within the various program structures, most of the responsibilities and the nature of the supports remain the same.

INDIVIDUAL ADVISING

Individuals who support students in their field placements are titled as either Advisors (OCHP/CRC) or Field Liaisons (OLP). Advisors/liaisons are members of the full- or half-time faculty and administration (CRC) or are experienced social work practitioners hired to serve as adjunct advisors/liaisons on a part-time basis (all platforms)

The chief field-related responsibilities of advisors/liaisons are:

• Serves as a liaison between the School and the agency; reaches out to field instructor regularly to check in, answer questions, and address concerns as needed. ;
• Orient the Field Instructor to School expectations and required competency development and provide ongoing support for the duration of the placement. Orientation and guidance must include but not limited the learning contract and student evaluation;
• Provides support to students to achieve placement success and professional mentorship with behavioral expectations as needed; reaches out to students regularly to check in, get updates, and address questions.
• Consults with the student and field instructor about assignments, learning contract, supervision, evaluation, etc.;
• Serves as the advocate for the student’s education by ensuring that the School’s expectations of the agency are being met and that the student is meeting the agency’s requirements;
• Serves as a problem-solver and mediator in the event that a problem in the field placement is identified;
• Schedules virtual site visits with field instructor, secondary supervisor (if applicable) and student at least once each semester to meet with the student and field instructor(s) in order to assess progress toward goals and developing competencies;
• Recommends grade for Field Education course.
• Can serve as sounding board, referral source, and general support regarding personal problems or life issues that arise while the student is in school, e.g. health, mental health, family, financial, housing, workload, etc., as it relates to student’s ability to succeed in the program.

ADVISING SEMINAR/GROUP ADVISING IS600 Professional Development Seminar for Off Campus, Hybrid and Online students

• The Professional Development Seminar spans the entire length of a student’s time in the program and is offered every semester. It serves as both an advising tool and an opportunity for professional development. It has an asynchronous, online content and an in-person group advising component.
• About one-third of the content focuses on field education and is offered with the goals of: preparing students for the placement process, being aware of the requirements of field education at the School, and supporting students with successfully completing their placement(s).
• In OCHP field-related seminar meetings are held 1-2 times a semester by cohort and taught by the program directors. In OLP field-related seminar meetings are held as part of group advising once a semester by cohort and are taught by Field Coordinators.

Field-Related Seminars on the Boston Campus

• Full-time incoming students foundation and continuing part-time foundation students and advanced standing and HSE students starting placement in the fall are required to attend the Integrative Seminar which meets 11 times over the course of the academic year. OCHP and OLP students are welcome to join these seminars as well but they are not required for these students in Fall 2024.
• Advanced Macro Students without MSW supervision provided within their placements are required to attend a monthly seminar facilitated by a BUSSW licensed macro advisor. This seminar provides support to students in field placements without a MSW supervisor. Field advisors/liaisons at the Boston University School of Social Work are either members of the full- or half-time faculty and administration, or, are hired to serve as adjunct advisors/liaisons on a part-time basis.  While all have similar responsibilities regardless of the program (CRC, OCP, Hybrid, or OLP) in which they advise, there are some differences among the programs. The following section describes the common responsibilities and subsequent sections describe the additional responsibilities depending on their campus affiliation.

Additional information on campus specific advising is available in the appendix.

Both the field instructor(s) and agency play critical roles in the professional education of the student.  The School chooses field placement agencies that support the mission of the social work profession and the Boston University School of Social Work through the work they do and the communities they serve.  Similarly, field instructors demonstrate their commitment to the profession’s knowledge, values and skills in their supervision and support of students and in their own competent and ethical practice.

The field instructor plays a primary role in the professional education of the social work student. The field instructor has the closest and most continuous relationship with the student, serving as both a role model and a teacher.

Field instructors are qualified staff members selected by agency administrators and approved by the School. Students in two semester placements are required to have a  minimum of two hours each week of supervision . One hour each week must be individual supervision provided by the primary MSW field instructor. The second hour may be provided by a secondary supervisor approved by the Field Education Department and/or may be provided in a group supervision format. Students in extended (3-4 semester) placements are required to have a minimum of 1.5 hours of supervision per week. At least one hour must be individual supervision provided by the primary MSW field instructor.

In addition to time spent with the students, field instructors are expected to complete the Learning Contract in collaboration with the student, read and give feedback on students’ process recordings, complete the placement evaluations at the end of the first and final semesters, consult with the student’s advisor and other school representatives, and approve student timesheets. Field instructors of students in three or four semester placements will also complete interim assessment progress reports.  All field instructors are invited to participate in seminars and workshops offered by the School. See more about field instructor benefits  below.

Many agencies assign a contact person who is responsible for coordinating student placements with the School and for transmitting information between the School and the agency. The contact person is often a member of HR, a higher-level administrator or may be a field instructor.

The following are criteria for the selection of field instructors:  

• Master’s degree from a CSWE accredited school of social work. *Exception: Field instructors for Traditional Track advanced macro students are expected to have an advanced degree in a relevant field (e.g. Public Policy, Public Health, Management). The University provides supplemental MSW group supervision for these students.
• Minimum of two years, relevant full-time, supervised post-MSW experience. * Exception: Field instructors for Traditional Track advanced macro students who do not have an MSW should have two years of post-master’s experience
• Licensure at the LICSW or state equivalent for field instructors in advanced clinical placements (Traditional Track, HSE and Advanced Standing) is preferred. Field instructors who supervise clinical students in foundation placements should have an LCSW or equivalent state license (when one exists). Exceptions may apply in some agencies.
• Sufficient term of employment at or affiliation with the agency to ensure familiarity with agency policies and procedures and availability to plan the student’s internship and provide the required supervision.
• Commitment to act as a field instructor on a continuing basis during the full placement period.
• Understanding of and ability to teach all CSWE competencies.
• Provide student with real world exposure and experience to the field of social work.
• Provide appropriate assignments for the student at the start of placement.
• Ensure that the required hours of weekly supervision are provided (see above). It is the responsibility of the primary field instructor to ensure both the quality and quantity of supervision.
• Develop a written learning contract with the student.
• Read student process recordings and other documentation. Use recordings as a teaching tool in supervisory conferences. See Process Recording Handb ook .
• Meet with the student’s advisor during site visits, and consult with the advisor as necessary.
• Review and sign off on students Timesheet . (It is the responsibility of the field instructor to monitor the students required placement hours and to report any concerns to the students’ advisor or BUSSW Field Education Department)
• Field instructors who are acting as primary supervisors to MSW students for the first time are required to participate in the Seminar for new field instructors (SIFI) which examines the content and process of field instruction. Prospective primary field instructors who are unable to participate in the seminar may not be considered even though they may meet all other criteria listed above. Social workers who have served as a primary field instructor for MSW students from another school are not required to take the seminar but may do so if they wish.
• If the field instructor and the student have had a pre-existing professional or social relationship, this information should be shared with the Field Education Department in order to determine appropriateness of the placement.
• The field instructor is expected to evaluate the student’s practice on a continuing basis and provide written evaluations consistent with the School’s calendar and deadlines.
• On occasion BUSSW, will provide a virtual supervisor for students placed at agencies without a qualified MSW supervisor. Placements are approved on an individual basis based on a variety of factors. If a BUSSW supervisor is not a viable option, then an alternative placement will be identified with a qualified supervisor.

Field Instructor Benefits :

• Networking and support with other BUSSW field instructors in our Spring Appreciation Workshop which provides CECs and is offered at no cost.
• Ongoing 50% discount on CADER online programs on Aging & Older Adults, Behavioral Health, Suicide, Hoarding, Human Services Management, and monthly webinars via the Network. Since space is limited, these are available on a first-come, first-serve basis, at the discretion of the instructor. Please check The Network Learning Catalog to see what webinars are available.
• Additional competency based online virtual training opportunities provided by BUSSW throughout the academic year free of charge with CECs provided

Agencies are expected to support the mission, goals, and values of the social work profession and the educational objectives of Boston University School of Social Work. To ensure the student’s learning in the field, the agency is expected to provide the student with the following:

• A sufficient number and variety of assignments to support the progression of learning. Students are expected to become involved in practice activities  within two to three weeks of the start of the placement, in keeping with agency needs and student readiness. This can include observation and shadowing and/or partnered activities as appropriate.
• An orientation to the agency’s missions, programs, and communities served.
• An orientation to the agency’s safety policies and procedures and ongoing support to maximize safety in the field.
• An orientation to legal and ethical issues and documentation requirements specific to the agency’s mission and programs.
• Adequate workspace and access to telephone, computer, agency email, databases, telehealth platforms, records, etc., to fulfill the requirements of the agency and School.
• Reimbursement for expenses involved in rendering agency services, e.g., home visit travel costs.
• Adequate insurance coverage for students who are expected to use agency vehicles for agency purposes.
• Access to staff, committee, and seminar meetings when appropriate.
• Use of selected agency records (appropriately disguised to ensure client and agency confidentiality) for class assignments.
• Access to agency consultation resources when appropriate, including access to legal counsel, when needed.
• Adequate time for the field instructor to meet the School’s criteria for supervising a student.

Hours and Personal Time  

The School recognizes that policies and procedures vary from agency to agency. Students are expected to adhere to their assigned agency’s personnel practices, policies, and procedures. They are expected to adhere to the same workday hours as the professional social work staff in their assigned agency. Students are provided two personal days per semester to utilize for illness or other personal needs. These days are to be used at the student’s discretion and do not need to be made up to meet BUSSW placement requirements.  Students do not need to use a full day but can break the hours info multiple days totaling 16 hours. Used personal days should be recorded on the SONIA timesheet similar to other placement activities. Students must still communicate their intended absence with their site supervisor and follow their site’s protocols regarding absences. In addition, these days will expire at the end of each semester (days do not roll over from one semester to another). Protracted absences of more than two consecutive weeks will be reviewed on an individual basis by the field instructor and the advisor.  If student learning and/or services to clients are disrupted due to repeated or protracted absences, a decision regarding the student’s continuation in the field placement will be made in accordance with the Problem Resolution and/or Status Review  process.

Requests for time off for religious observance and professional conferences should be assessed on an individual basis with the field instructor.   Arrangements to make up such time should be made in accordance with clients’ service needs and the student’s learning needs.

In all cases, students should ensure that they meet the required number of hours for the field placement (480 for foundation placement; 720 for advanced placement; 1000 for Advanced Standing and Human Service Experience placements).

Student vacations should be taken according to the  School of Social Work calendar unless otherwise negotiated with the field instructor and documented in the student’s learning contract. In some cases, an agency may be closed for religious and local holidays, and in those settings, students may take those days off. Students should be mindful of the impact of days off on total accrual of hours and plan accordingly to make up hours as needed. In some school placements, students will be required to adapt their vacations to the placement school’s calendar. In all cases, students should arrange their schedules to ensure that they meet the required number of hours for the field placement (480 for foundation placement; 720 for advanced placement; 1000 for Advanced Standing and Human Service Experience placements) .

The School of Social Work requires social work interns to disclose to clients and consumers their status as trainees in accordance with state regulations and, in keeping with the professional responsibility to ensure informed consent. Students should check their state Patients’ Bill of Rights and/or the state’s social work licensing law.  In some instances, in which disclosure is not indicated based on client/constituent need or capacity, the student and field instructor can make this determination.

Many agencies require a criminal background check of social work interns prior to the start of the placement. Some agencies conduct the background check through their Human Resources Department and will discuss the process and results with the social work student. In some cases, agencies require the School of Social Work to conduct the background check. Boston University contracts with an outside vendor to conduct these and will provide students with the necessary information. Only general results are shared with the School and agencies; no specific findings are disclosed.

If a background check reveals a felony history, the agency will make the final decision about whether the student will be offered an internship. Students who have a record of a felony conviction may have difficulty being accepted for any internship. In that case, the student will not be able to complete the requirements for the MSW program and will not be eligible for a refund of tuition and other fees paid to the University. In addition, agencies may require that students undergo drug screening or fingerprinting, and any costs related to these requirements will be the responsibility of the student.

Students who have any concerns about undergoing a background check are encouraged discuss their concerns with their advisor or with staff working with them to secure placement.  Many employers and state licensing boards also have policies regarding criminal histories, which may limit employment and licensure options. We recommend that students check their state licensing regulations with regard to this issue. Additional information is available on the BU Master of Social Work Licensing Disclosure site.

In some settings (e.g., hospitals, clinics, schools) interns may be required to show evidence of immunizations or other health records. Students will be responsible for obtaining these records and for any costs associated with meeting this requirement. Students may also be required to undergo health (e.g. COVID-19) or substance use screening during the internship based on the policies of the agency.

An early focus of field instruction with the student is a preliminary assessment of their learning needs and strengths, which will shape the pace, structure, and range of responsibilities the student will have. This process takes into account the student’s knowledge, skills, strength, and areas for growth and will form the foundation of the learning goals and plan as outlined in the learning contract. The educational assessment is based on: a review of previous education and work history; an evaluation of learning style and developmental stages of learning; an understanding of the student’s professional goals; an understanding of cultural factors which influence both the student’s approach to learning and the agency context; and identification of the strengths and challenges with which the student approaches the identified learning tasks.

The overarching framework of the nine CSWE social work competencies supports the content and focus of each student’s assignments.  Competencies for foundation, advanced clinical (including HSE and advanced standing) and advanced macro (including HSE and advanced standing) placements are included in the Appendix to this Guide.  They are also included in the Learning Contract form and the student evaluation forms.

It is important for field instructors to be aware of their personal teaching style, knowledge, skills, strengths and limitations, and cultural perspective, as these will influence their relationship and interactions with the student. Field instructors may be called upon to develop new approaches to the teaching tasks to meet the learning needs of individual students.

Field instruction is an essential part of a student’s overall experience at the internship and their development of knowledge, skills, values and affective and cognitive processes over time.  While administrative issues are a component of supervision, the educational and supportive aspects of supervision should be the primary focus of the individual supervision hour.  The student is practicing under the auspices of the agency and the field instructor’s license, so it is important that there be enough time to discuss the student’s work.  This individual hour of supervision can include:

• discussion of process recordings
• attention to ethical dilemmas and agency related policies and practices
• application of relevant theories and research that are raised through the work that the student is doing
• other activities that help the student develop and achieve competence.

Observation of the student’s professional activities and immediate feedback from the field instructor should also be incorporated into supervision.

The additional required weekly supervision can be provided more flexibly in the context of the agency culture and an assessment of the student’s learning needs.  The second hour can be provided by someone with an MSW, another related master’s degree, a PhD., or by another staff person with significant expertise and program responsibility. All secondary supervisors must be approved by the BUSSW Field Education Department. Possible formats include:

• Individual supervision provided by the primary MSW field instructor
• Several shorter interactions with the primary field instructor (e.g., after client contacts, on the way to home or other site visits)
• Individual supervision provided by the secondary supervisor
• Group or dyad supervision
• Internship training program, a weekly clinical case conference, or other team meeting which focuses on the student’s practice and learning rather than on administrative issues.

Supervision should be described in the student’s learning contract and should include the format, who will provide the supervision, responsibilities of both the student and field instructor/secondary supervisor (if relevant), and days and times that supervision will take place.

The School expects each field instructor and student to develop a written learning contract that outlines the student’s educational and professional goals and the role of the field placement in helping the student achieve required social work competencies. The School uses a standard  Learning Contract , which is available on the School’s SONIA database site.  The form should be completed collaboratively, by the field instructor and the student, within the first four to six weeks of the placement. When complete, it is reviewed by the student’s field advisor/liaison. The Learning Contract should be reviewed regularly by the student and field instructor and revised to accommodate changes in learning goals, circumstances in the agency, or logistical considerations, such as schedule changes. Reach out to your designated field liaison/advisor to gain access to editing after the learning contract is submitted.

The Field Education Department has developed a Process Recording Handbook Process Recording  Handbook that can serve as an important resource for students, field instructors and advisors.

• All students in their foundation year must complete 10 process recordings throughout the foundation year placement. A good pace is roughly one every three weeks.
• All students in their advanced year placement must complete 15 process recordings throughout their advanced year placement. A good pace is roughly one every three weeks in a three-semester placement or one every two weeks in a two-semester placement.
• All Advanced Standing and Human Service Experience (HSE) students must complete 20 process recordings throughout their time in placement. A good pace is one every two weeks in a three-semester placement or one every three weeks in a four-semester placement.
• Process recordings should be used flexibly to support the student’s learning goals and level of knowledge and skill. Field instructors may require more than these minimum numbers of recordings, and this expectation should be clarified in the interview process and documented in the student’s Learning Contract.
• Field instructors should provide timely written feedback on all process recordings, and they should be discussed during supervision as well.
• Recordings are in addition to the documentation required by the agency for its own records or files.
• Time may be allotted in the student’s schedule at the agency to work on recordings, although students may need outside time to complete them.
• Students should be informed of and adhere to the agency’s policies regarding removal of case records and recordings from the agency premises .
• Recordings should be sufficiently disguised to protect the confidentiality of clients or consumers in accordance with HIPAA requirements (see below Section 2).
• Other forms of recording—e.g., audiotape, videotape, log—can be very useful learning tools, but do not serve the same educational or supervisory functions as written recordings. At the discretion of the field instructor, these forms of recordings may be used in limited numbers in place of standard templated ones.
• Direct observation of the student’s work by the field instructor is also recommended when feasible as this provides an opportunity for immediate feedback on what the field instructor observes. Again, this does not take the place of written recordings.
• A student’s failure to adhere to the policies and procedures regarding recordings may lead to the convening of a Problem Resolution Process meeting.
• In addition, please note that teaching recording skills is primarily the responsibility of the field instructor, although this learning is supported and reinforced in field and professional development seminars at the School.
• Guide for Disguise of Confidential Practice Material (e.g., Process Recordings, Case Records, Meeting Minutes, Group Recordings).

Students and field instructors should ensure that agency documents and recordings are de-identified in accordance with HIPAA regulations. Agencies are expected to provide students with the same training provided to employees regarding HIPAA regulations related to the specific setting. In settings which are not covered by HIPAA, students are expected to protect client, constituent and agency confidentiality in accordance with professional practice standards, including but not necessarily limited to the following:

• Delete any reference to the agency name and/or staff names.
• Change client/community member names (first and last) and initials.
• Delete any reference to address or any information specifying geographical area, such as street names, businesses, or hospitals.
• Delete any information that would enable identification of clients, community members, agencies, or agency personnel.

The Field Education Department expects students to become involved in supervised independent practice activities within the first few weeks of field placement. Early work with clients, groups, committees, or projects allows students to begin integrating learning from class and field, and it enables field instructors to begin the educational assessment of the student.

Foundation placement students are expected to spend  half of their placement time in independent practice activities—e.g., face-to-face contacts with clients (in-person or virtually), preparation for practice activities, family meetings, team meetings and case conferences about their clients, participation in committee or community group meetings, resource development, policy analysis, event organizing, telephone contacts, and recruitment for groups. Advanced placement (advanced, advanced standing and Human Service Experience) students should spend two-thirds of their time in these activities. The remaining hours for all students include time for supervision, in-service trainings, administrative meetings, team meetings and documentation. Any questions regarding sufficiency of assignment load should be addressed with the field advisor/liaison.

Assignments are based on consideration of service needs, the student’s skill development and learning goals, and, in some cases, recognition of the student’s personal and professional experiences that may influence the learning process.

Additional Field Education Assignments:

• Students are required to attend the Integrative Field Seminar (CRC) or the Professional Development Seminar (OCHP and OLP).
• Reflection Assignments: At the end of each placement, students will write a 2-3 page reflection on the development of their knowledge, skills, values, critical thinking and self-awareness related to specific competencies.  Detailed guidelines for these reflections are on Blackboard.  Reflection assignments are submitted to the student’s field advisor/liaison for comments.
• Policy Activity: Advanced placement students (including HSE and Advanced Standing) are required to complete a policy practice activity related to federal, state or local social welfare policy that impacts the agency’s clients, services, funding, access, etc.  Detailed guidelines for this assignment are on Blackboard and students are required to submit the report of their activity to their field advisor/liaison.
• Students should be documenting their field placement hours on a weekly basis within the field education database using the provided categories without overlapping documented hours. Field instructors are expected to approve these hours on a weekly basis.

Assessment of the student’s learning should be an ongoing process, and the student and field instructor should regularly give feedback to each other regarding the field education experience. Feedback in the written evaluation should  not be new to the student or the field instructor. Students and field instructors should discuss any concerns as they emerge, and not just at the formal evaluation time. Any significant concerns should also be discussed with the student’s field liaison/advisor prior to the evaluation process. Student participation in the evaluation process is required and should be discussed early in the placement. If a student believes they have been evaluated unfairly or incorrectly, even after discussing this with the field instructor, the field advisor/liaison should be contacted for help in resolving the differences.  If the student continues to believe that the evaluation is not accurate, the student is encouraged to write an addendum to the evaluation describing the differences in assessment and including any other relevant information.  If these differences are representative of significant problems in the supervisory relationship or the field placement experience, a Problem Resolution  meeting will be convened.

Field evaluation results are also used by the school’s program assessment committee for the purposes of determining how the school is meeting its education goals.

At the end of the placement, students have the opportunity to complete an assessment of their internship experience. This information is reviewed by the Field Education Department and is one tool used to monitor the field experience. In addition, students and field instructors have the opportunity to provide feedback to the Field Education Department about their experience working with their advisors, field instructors and placement agencies.

Field Education is a credit-bearing course which spans 2, 3 or 4 semesters.  The final Field Education grade of Pass or Fail is given upon successful completion of the field education requirements (placement time at the agency, completion of agency/ placement assignments, process recordings, attending supervision, completion of required field readiness trainings, policy and reflection assignments, learning contract, appropriate evaluations/assessments and submission of timesheets). For each semester prior to the end of the placement, students who have met the requirements for the placement to date are given a “J” grade. The “J” grade signifies that the student is progressing satisfactorily. In addition, students who receive a “J” grade are covered by the University’s liability insurance for any time they are at their internships during the semester breaks.

In situations in which there has been a delayed start to a placement, unanticipated absences, missing field assignments or unsatisfactory progress in achieving the nine competencies, a student would be given an “Incomplete (I)” grade until the missed time and/or assignments are made up and/or satisfactory progress has been made in competency development. Students who receive an incomplete for Field Education will continue to be covered by the University’s liability insurance while completing their internships and during semester breaks.

If a student receives a failing grade for field education (e.g. for unethical practice, inability to demonstrate development of competence, inappropriate behavior at the agency, and/or failure to attend placement) the student will be referred to the Status Review Committee.

Students need to be attentive to additional field seminar requirements specific to each platform which are graded separately but are part of degree requirements.  Students need to complete Integrative Field Seminar (for CRC foundation year, Advanced Standing and HSE students) or the Professional Development Seminar (for OCHP and OLP students) in order to meet graduation requirements.

Professional social work practice is guided by social work values and ethics. Students are expected to understand their personal values as well as those of the profession and to examine the application of these values in their work with clients, consumers, agencies, community partners and colleagues. In addition, students should be helped to identify and sort out, in an open atmosphere, value and ethical dilemmas that emerge in their work and in the larger agency context, and to make thoughtful decisions with appropriate supervision regarding their practice in these situations. The field liaison/advisor is also available to consult with the field instructor about ethical and value issues that emerge in the student’s experience at the agency. Field instructors should refer to the NASW and other relevant codes of ethics and to state licensing laws in their discussions with students about ethical behavior.

Students should be informed of the relevant legal aspects of practice within the particular agency setting. Examples include, but are not limited to, confidentiality and its exceptions, duty to warn, mandated reporting, informed consent, definitions of malpractice, and record-keeping. In situations where legal issues are involved, students should be given appropriate supervision, administrative sanction, and access to and support from legal expertise. Students should ensure their field liaison/advisor is made aware of any legal issue that may arise in placement.

For students in the Traditional Track MSW program, the foundation placement is 480 hours (over two semesters) and the advanced placement is 720 hours (over two or three semesters). The placements for Advanced Standing and Human Service Experience (HSE) are 1,000 hours (over three or four semesters). Occasionally, students are able to do a block placement of 30-36 hours a week, depending on their individual circumstances, the appropriateness of the placement and concurrency with practice courses. Field Education is done concurrently with practice courses, so that the field experience can be integrated with classroom learning.

Charles River Program: Timetable for entering field education

• Traditional Track Full-Time Foundation Placement – 1 st semester and Advanced placement 3 rd  semester
• Traditional Track Part-time Foundation Placement – 3 rd semester and Advanced placement 5 th or 6 th semester
• Advanced Standing Full-time placement – 1 st semester
• Advanced Standing Part-time placement – 3 rd or 4 th semester
• Human Service Experience Part-time placement- 3rd or 4th semester

Off-Campus, Hybrid and Online Program students enter field education according to their track, campus, and program plan. Students who require a revised program plan may begin one or both of their placements at different times.

Off-Campus Program and Online Program

• Traditional Track Foundation placement – 4 th semester
• Traditional Track Advanced placement – 6 th or 7 th semester
• Human Service Experience – 4 th or 5 th semester
• Advanced Standing – 2 nd or 3 rd semester

Worcester Hybrid Program

• Human Service Experience – 4 th semester

Students arrange their field schedules according to mutually agreed upon days/times with the field instructor.  While some agencies can accommodate evenings or shorter blocks of time spread out over the week, students should plan to be at the placement during regular agency hours to provide services and be able to participate in the “life of the agency.” The agreed upon schedule should be included in the Learning Contract.  Regardless of the student’s schedule, an agency staff person in a position of authority should always be on site when the student is at the placement. Some agencies may require student attendance on specific days to accommodate agency needs, meetings, supervision, and so on. Agencies may require students to complete onboarding or training prior to the official start of field. These hours may be counted in the total accrual of hours. These should be specified in the student’s learning contract as requirements.  There is limited availability of placements with non-traditional hours, and students should expect to have at least 1 full business day available for field placement.

If at any time after the student has started the placement, the agency or student raises questions about the viability of the placement, the situation is reviewed by the field advisor/liaison in consultation with the Field Education staff and the parties involved. In some situations, a Problem Resolution Process meeting may be convened to facilitate the decision-making process. A plan to resolve the issue may be developed or a decision may be made to replace the student in a different setting. When a placement is disrupted, the student will re-engage with a member of the Field Education team to re-initiate the placement process search. When a field placement is changed, the student may need to extend the placement beyond the normal ending date to accommodate the agency’s need and/or to develop required field education competencies .

The Field Education Department recognizes that some students are employed in agencies which can provide them with excellent learning experiences while they continue their employment at the agency. The employer agency option enables students to do  one, and in some cases both, of their placements  at their place of employment as long as specified criteria are met. Students cannot be granted field education credits for prior work experience and can only be granted field education credits for a placement at their work site that meets the following criteria:

• the agency and field instructor meet the requirements for all field placements outlined in the “ Criteria for Field Instructors and Agencies .”
• the field placement time at the agency (16 hours/week for foundation placements and 16 or 24 hours/week for advanced, advanced standing and HSE students) is spent in a capacity as a student learner. This may require placement in a different department, unit, or program of the agency from the one in which the student is employed.
• the student’s placement assignment allows for new learning. This may require assignments that are substantively different from the work assignment in terms of client or community population served, interventions used, and skills developed.
• While is support, BUSSW is not involved with the exchange of money.

Students who wish to have an employer agency placement need to complete an  Employer Agency Proposal Form available in the SONIA field placement database. All employer agency proposals must be approved by the Field Education Department before the start of the placement.

In situations where a student does two placements at the employing agency, each placement must be substantially different and must meet the criteria outlined above.

If for any reason an EAP placement disrupts due to loss of employment, a new field placement site will be identified via the standard placement processes. If this occurs off cycle, the process will commence immediately but may not result in an immediate replacement if agency opportunities do not align with off cycle placements.

Boston University and the School of Social Work have policies and procedures that apply in all aspects of a student’s educational experience, including field education.  Students and field instructors are encouraged to review the following policies and procedures, which are described in detail in the Master of Social Work Academic Policies & Procedures :

• School of Social Work Problem Resolution Process (a formal problem-solving process)
• School of Social Work Status Review Process (a standing faculty committee that determines a student’s status in the program)
• Boston University Sexual Harassment Policy and Procedures

The following describe policies and procedures from these sources that relate to students in their field placements:

Becoming a social worker involves acquiring knowledge and skills as well as demonstrating attitudes and values that are congruent with professional standards. Attention to these standards will be paid by faculty responsible for evaluating students’ classroom performance, field instructors, advisors, and other agency personnel responsible for evaluating field performance, and administrators and others with whom the students interact within the School of Social Work community.

Social work students are expected to adhere to standards in the classroom, field, and within the larger Boston University School of Social Work community.

• Behavior: In interactions with faculty, administrators, staff, agency personnel, clients/consumers and other students, act in accordance with the mission of the Boston University School of Social Work and the goals and standards of social work as outlined in the NASW Code of Ethics , [e.g., commitment to social and economic justice, client self-determination, integrity, human dignity and human diversity], the Boston University Code of Student Responsibility , the Boston University School of Social Work Academic Standards , and the Boston University School of Social Work Sexual Harassment Policy and Procedures
• Self-awareness: Openness to new ideas, differing opinions and feedback from others, and integration of these into professional and student roles and performance; an understanding of the effect of one’s statements and behaviors on others; the ability to modulate one’s behavior to promote a productive professional environment and appropriate relationships; a willingness to examine one’s beliefs, values, and assumptions, and change one’s behavior to ensure ethical professional practice.
• Academic:  Critical evaluation and application of knowledge and research findings to professional performance; classroom participation that promotes academic freedom, complies with guidelines for respectful classroom behavior, complies with instructor’s directives, and allows for course instruction and participation of all students.
• Interpersonal: Interpersonal skills needed to relate effectively to students, faculty, school personnel, agency staff, clients, and other professionals; these include compassion, empathy, integrity, respect and consideration, reliability, and responsibility for one’s own behavior.
• Self-care: The ability to engage in appropriate self-care and seek resources and/or treatment for medical and emotional concerns  that may interfere with academic and professional performance.
• Appropriate use of existing channels of communication: (e.g., advisor, classroom instructors, department chairs, Boston University School of Social Work administrators, field instructors) and procedures for addressing problems and concerns at the School of Social Work as outlined in the  Master of Social Work Academic Policies & Procedures and this Guide.

Failure to act in accordance with these standards may result in suspension or termination from Boston University School of Social Work. In addition to any sanction imposed by the University’s Associate Dean of Academic Affairs, a student who has been found guilty  for a violation of the University Code of Student Responsibilities is subject to suspension or termination , following the procedures of the Boston University School of Social Work Status Review. If in the judgment of the Boston University School of Social Work’s Associate Dean of Academic Affairs, interim steps are appropriate, pending the determination of a matter by Status Review, the Associate Dean of Academic Affairs, may impose such interim conditions, which may include an interim suspension from courses and/or field placement.

While field instructors and other agency personnel are not employees of Boston University, and, in most cases, students are not employees of the agency, the School of Social Work is committed to the protection of all parties in the field education process from sexual harassment. Accordingly, all agencies are expected to apprise students of their policies regarding sexual harassment and to discuss agency procedures for reporting incidents of sexual harassment.

• The agency has satisfactorily addressed the complaint, and the student is willing to remain in the placement.
• The agency has satisfactorily addressed the complaint, but the student should be placed in another setting.
• The agency has not responded satisfactorily, and the student should be placed in another setting.
• The complaint of sexual harassment is unfounded, and further investigation into the situation is not warranted.
• Where a complaint against an agency or its personnel is found to be justified, the agency’s response and corrective action will also be taken into account by the School in determining whether that agency will be used for future placements.
• If a complaint of sexual harassment is made by a client or agency employee against a student, the School will invoke the above procedure and will cooperate with any additional steps taken by the agency. The School’s goal in such a situation is to work collaboratively with the agency toward a mutually acceptable outcome. The School recognizes the agency’s right to terminate the placement of any student who has violated the law and/or agency policy. The School of Social Work may use the Problem Resolution Process or Status Review process to address the situation further.  

The Boston University “ Policy on Illegal Drugs and Alcohol ” describes the University’s position on alcohol and drug use on campus.  In addition, social work students have a professional obligation articulated in the  NASW Code of Ethics , to “not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of people for whom they have a professional responsibility.” Accordingly, students are expected to abide by the University’s policy and to refrain from drug or alcohol use while at their internships or engaged in activities on behalf of their internship assignments.

The Boston University School of Social Work requires that there is an in-person component to the program.  As a result, students in the BUSSW Online Program are not permitted to complete a fully remote field education placement.  Fully in-person and hybrid placements are permitted, with hybrid placements requiring an in-person minimum of one hour per week.

The Field Education Department oversees the student’ experiences in their field placements and their safety in the field. The following guidelines, procedures, and tips were created in recognition of the fact that physical vulnerability of professional social workers and violence in the lives of clients/consumers/communities are current realities. This policy clarifies the respective roles of the School, the agency, and the student with the goal of collaboration to maximize safe practice. We believe issues of safety are relevant in all communities and settings. All students entering field are required to complete the online safety training which is available on Blackboard .

1. Responsibilities and Roles

Boston University School of Social Work will:

• Provide students with an overview of safety in the field through the Integrative Field Seminar. (FE 800 or IS 600)
• Provide students with a copy of the School’s Safety Policy and Procedures.
• Provide a training for students to teach knowledge and skills that promotes safe social work practice. (Field Readiness Safety Training)
• Encourage faculty to incorporate content related to safety into lectures and discussions in the classroom.
• Provide training to field liaisons/field advisors about student safety and orientation to the School’s Safety Policy and Procedures. Field liaisons/field advisors will discuss safety issues at the site visit.
• Offer workshops that address social worker safety to field placement agencies through the BUSSW Professional Education Programs, and other continuing education opportunities provided by the Field Education Department.

Field Placement Agencies will:

• Orient students to the safety policies and procedures of the agency. Such orientation should include, but not be limited to, discussion of safety issues in the community, within the agency building(s), and with particular clients. Security of personal belongings should be included. Students should also be informed of and trained in health precautions and protocols appropriate for the setting. Procedures for the student(s) to follow in the event of a safety or security problem should be reviewed.
• Include in the Learning Contract information about the agency’s orientation to safety and the training opportunities it provides to students to develop skills and knowledge that will maximize safe social work practice.
• Not require students to engage in assignments in which they feel physically at risk.
• Make the same accommodations to ensure students’ safety as they make for their staff.
• Contact the student’s field liaison/field advisor if the student’s concerns about safety interfere with the learning process. In consultation with the field liaison/field advisor (and in some instances with a member of the Field Education staff) develop a plan that addresses the student’s educational needs and the agency’s requirement to provide services.
• Support the student in receiving immediate medical attention, as needed.

Social Work Students should:

• Read and be familiar with the safety policy and procedures of the School and of the agency where they are place and abide by health precautions and protocols related to the specific agency setting.
• Attend orientation, workshops, and training programs related to safety and safe social work practice offered at the School and their agency.
• Read and be familiar with Safety Tips for Students in the Field.
• Not engage in assignments in which they feel physically at risk. If a student is concerned about their safety, the student should inform the field instructor. The field liaison/field advisor and field instructor should consult to determine the best course of action to support the student’s education.

2. Procedures for Reporting an Incident

• If an incident occurs at placement site, in which the student is threatened or hurt, the student should request an incident report from the field education department. Students should immediately notify their field liaison/field advisor and then provide their designated field coordinator/program director and their field liaison/field advisor with a copy of the completed incident report.
• Following any incident reported under the above procedures, the Assistant Dean of Field Education will review the incident with the field coordinator/program director, the Assistant Director of Field Education, the placement supervisor or designee, and the field liaison/field advisor to determine any follow-up action needed and to evaluate any needs of the impacted student. Based on this review the field liaison/field advisor and agency field supervisor will conduct a meeting with the student to discuss any changes, offer any recommended services, and learn of any additional needs or concerns of the student.

3. Safety Tips for Students in the Field

Agency Protocol

• It is important for students to know the agency’s protocol for safety and security. The following are guidelines and suggestions that may be helpful to students, field instructors, and faculty advisors as they consider the particular safety issues in their settings. Specific steps taken by students or agency personnel will obviously have to be determined by the individual situation, the nature of the setting, etc. The agency should know the student’s schedule and whereabouts at all times, especially when the student is working outside the building.

Security of Belongings

• The agency is responsible for providing students with a secure place to keep belongings while at placement. It is preferable that the space be one that can be locked (e.g., a desk drawer or filing cabinet). Students should not leave cell phones, laptops, backpacks, purses, and other personal articles visible and unattended, even in an office with the door closed. Valuables should not be brought to placement settings. Items of value should not be left in cars, and should not be placed out of view just prior to leaving a vehicle. The student retains responsibility for securing their personal belongings.

Safety Issues Related to Working with Clients

• Social work students work with clients/consumers in a range of settings and situations. Some of these include work with individuals dealing with overwhelming emotions and environmental stressors that result in behaviors that are or appear to be threatening. These behaviors may include (but are not limited to) swearing, yelling, insulting, threatening or acting to cause physical harm, and other out-of-control behavior.
• Some individuals may be prone to violence and may possess a weapon. Others may be intoxicated, high on drugs, in withdrawal, or may have other medical, psychiatric, or neurological disorders. Again, we would like to emphasize that students should always consult with agency field instructors regarding preparation for and handling of specific situations that are potentially difficult or threatening, such as medical emergencies, suicide or homicide risks, potential abuse of others, and the presence of weapons. The student can decline to perform a task if they deem it as unsafe. Should this arise, the student should immediately talk with their field instructor and inform their Field Advisor/Liaison.

Safety Tips for Office Meetings

• When considering the location of an office meeting, it is important to consider what is in the room, whether there is more than one exit, and where each person will sit. When scheduling an appointment, it is helpful to think about whether other people should be around and available at the time of the meeting for help if needed. Also, it is important to have a plan for assistance in the event that a client/consumer becomes agitated. This may include having another staff person in the meeting.
• Certain clothing may impede one’s ability to act in an unsafe situation. Be attentive to your clothing choices. Jewelry can also be used to injure the worker.

Safety Tips for Travel

• When a student is traveling by car for field education activities, it is advisable to have clear directions and know where they are going. In general, it is important to be alert and attentive to one’s surroundings, and to lock doors and close windows. Valuables should be placed out of sight in one’s vehicle prior to parking at the destination.
• When traveling by foot or public transportation, it is advisable that students carry as little as possible. Money, license, keys, and other essentials should be carried in a pocket if possible. If a bag or briefcase is grabbed, it is best to let go of it. It is advisable to dress in comfortable clothes that are loose fitting, and to wear sturdy, flat walking shoes. It is also helpful to be alert, and to walk with a purpose, as if one has a clear destination. One should be aware of people in the immediate area, without staring or maintaining eye contact.

Safety Tips for Home Visits

• Prior to making a home visit, the student should discuss any issues related to safety with their field instructor. On an initial home visit, it is often advisable to go with another worker. Most agencies will want to know the location and scheduling of the home visits. Some agencies require a confirming telephone call upon arrival and departure from the home visit. If the student feels unsafe upon arrival or at any time during the visit, they should not proceed with the meeting. It might be preferable to meet at a neutral location.

Students and Field Instructors can access helpful information and resources related to the safety of social workers in the field on the national NASW website:   https://www.socialworkers.org/Practice/Practice-Standards-Guidelines

Injury Procedures

Student Injuries If injured at placement site, the student should request an incident report from the field education department. Students should immediately notify their field liaison/advisor and then provide their designated field coordinator/program director and their field liaison/ advisor with a copy of the completed incident report.

Following any incident reported under the above procedures, the Assistant Dean of Field Education will review the incident with the field coordinator/program director, the Assistant Director of Field Education, the placement supervisor or designee, and the field liaison/advisor to determine any follow-up action needed and to evaluate any needs of the impacted student. Based on this review the field liaison/advisor and agency field supervisor will conduct a meeting with the student to discuss any changes, offer any recommended services, and learn of any additional needs or concerns of the student.

Students with disabilities who may need accommodation in the field placement are strongly encouraged to talk with their field advisor/liaison and a member of the Field Education staff (CRC and Online students) or their program director (OCHP students). The Field Education staff will work with prospective agencies and field instructors to help students receive the supports they need to function well within the agency setting.  Students may also apply for accommodations at Boston University Disability and Access Services at https://www.bu.edu/disability/ .

Students in the field are covered by the University’s liability insurance only for the semesters in which they are registered for a Field Education course, or if they are completing field education hours due to having received an Incomplete grade in a field education course.  If a student begins placement prior to the first day of the semester or continues beyond the last day and has not receive an incomplete, the student is considered a volunteer or, if paid, an employee of the agency and should be covered under the agency’s liability policy. Students may complete onboarding, training and/or shadowing prior to the start of placement but cannot engage in any activities that would require liability coverage. A certificate of insurance is available from the Field Education Department ( [email protected] or [email protected] ) .

Field placement agencies occasionally require or request that student interns use vehicles in the performance of their internship activities, which may include transporting patients/clients. The possible scenarios include the student intern as the driver of their own vehicle or an agency vehicle or the student intern as the passenger in an agency or agency staff vehicle. The use of a vehicle for purposes of carrying out internship activities is acceptable in some internship situations, provided that adequate safeguards are in place to manage the potential risks and documentation is in place to clearly identify each party’s responsibilities. This policy is intended to assist in identifying the safeguards that are minimally necessary and allocating responsibilities among the parties appropriately.

Responsibilities of the School of Social Work Field Education Department:

• Inform student that they should inquire prior to the placement about agency expectations regarding use of agency and/or personal vehicle for placement assignment
• Ask agencies about vehicle use expectations to be included in information in our database
• Give students the option not to use their vehicles or drive/ride in agency vehicles for their internship, with the understanding that this will limit the internship options available to the students
• Document understandings with students as necessary.

Responsibilities of Field Placement Agencies:

• Driver eligibility including driving record checks
• Liability insurance coverage including the type of insurance coverage students are        expected to have on their own vehicles, evidence students need to provide of their coverage; agency insurance coverage for use of agency vehicles
• Provide safe driving tips
• Procedure for reporting to designated agency personnel any incidents including, but not limited to, accidents, moving violations, disruptive or concerning client behavior while being transported
• Procedures for assessing, always in consultation with an agency supervisor or other qualified staff person, appropriateness of clients to be transported including whether an additional staff person should be in the vehicle
• Steps to take in the event that a client evidences concerning behavior during transport
• Ensuring that the School of Social Work Field Education Department receives a copy of the vehicle safety policy and evidence of liability insurance
• Ensuring that interns receive a copy of the agency’s vehicle safety policy and appropriate safety training and supervision especially in regard to transporting clients.

Responsibilities of Students:

• Agree to use agency or personal vehicle according to the agency’s policies and procedures, or inform the Field Education Department and agency that they are not willing to do so (which may require a change of placement)
• Have automobile insurance coverage for their personal vehicle as required by the agency and provide evidence of this to the agency
• Agree to a driving record check by agency or School if required by agency
• Report to designated agency personnel any incidents, including but not limited to accidents, moving violations, concerning client behavior, that occurred during transport

Liability Coverage

Boston University does not insure students in the use of their personal vehicles or provide coverage should the vehicle incur damage. Students are therefore encouraged to:

• Use agency vehicles whenever possible.
• Request that personal vehicle is insured by the agency, especially if transporting clients is required.
• Review current insurance coverage to assess liability.
• Student can decide they do not want to use their personal vehicle in the performance of their placement and alternative options will be explored.

The Boston University School of Social Work has Safety Policies and Procedures that address general safety issues that may be applicable in field placement sites.

APPENDIX: CAMPUS SPECIFIC PLACEMENT PROCESS

Placement Process for Charles River Campus Students Incoming Full-Time Foundation and Advanced Standing Students: The placement process for incoming full-time Foundation and Advanced Standing students occurs during the spring and summer months prior to enrollment in the program. Students will be provided specifics regarding the placement process via initial welcome packets upon submission of acceptance deposit. Students complete a placement form and submit a resume to begin the placement process. Field Department presentation of the placement process and discussion of professional goals and agency settings will be coordinated on an individual basis based on entry to the program.

Charles River (Boston) Campus Continuing Students: Continuing part-time students entering the foundation placement complete a placement form and submit a resume in December to beginning the placement in September. This typically happens at a Placement Process orientation meeting with the Field Education Department staff. For continuing students entering the advanced (second) placement, the process begins in the late October or early November session via a Field Department presentation of the placement process and discussion of professional goals and agency settings. Simultaneously, students consult with their advisors to complete a placement form which includes an educational assessment, agency profile, and other preferences.

Placement Process for Students in the Off-Campus and Worcester Hybrid Program: The placement process for students is similar across all program tracks (traditional track, HSE, and Advanced Standing) and begins with reviewing relevant asynchronous content in the the Professional Development Seminar and attending a seminar meeting focused on orientation to the field placement process. After attending this orientation, students will meet with their advisor to review the placement form on SONIA and their updated resume. Students will then meet with the designated program director to further hone their interests, determine agencies that could be a good fit, and a plan for applying.

Placement Process for Students in the Online Program: The process for both the foundation and the advanced year placement are introduced through your group advising sessions within the first one to two semesters. Additional information can also be found within the Professional Development Seminar.

• All students (foundation and advanced traditional track, advanced standing and Human Service Experience track) are required to complete the placement form in the field education database detailing their learning goals, areas of interest and logistical needs, and upload an updated résumé.in the SONIA database.
• Once the required forms are completed, each student will meet individually with a member of the Field Education team to discuss areas of interest, career goals, setting preferences, and logistics. Based on the conversation an outreach plan will developed. These steps include identifying specific placement agencies, discussion of student and staff knowledge of the community, past agency experiences, and outreach to specific agencies by a BUSSW Field Education Coordinator.
• Agency identification will be determined based on past partnerships, student knowledge, professional referral or web search.
• A Field Education Coordinator will make initial contact with the agency to determine if there is an opportunity for placement. Once interest in hosting a student is determined, the FE team member will gain an understanding of the agency mission, services offered and learning opportunities for the student to ensure competency skill development across all 9 CSWE competencies can be achieved.
• Once an opportunity is identified, the BUSSW Field Education Coordinator will contact the agency to share information about the BUSSW program, discuss criteria for field placement and review the School’s affiliation agreement. Routinely, the student’s resume is shared as part of the referral process to a prospective agency.
• The student then schedules an interview with the agency to determine if the assignments and learning opportunities meet their interests and goals. Similarly, the agency has an opportunity to assess the student’s fit for the placement.
• If both the agency and student agree to the match, the Field Education Coordinator is notified to review the placement for approval prior to final confirmation.
• If a student rejects or is not offered a placement at three or more agencies, the student will be required to meet with the field education team. If student is unable to be matched after three interviews or placement rejections, the Assistant Director of Field Education for that program is engaged in a conversation to discuss barriers to securing a placement and help determine next steps.

Online, Off-Campus and Worcester Hybrid Students Wishing to be Placed in Greater Boston or Other Areas of New England:

• Students seeking placements outside of their programs typical geographic area: Online and OCHP students who live in the Greater Boston Area are placed by the field ed staff at the CRC campus.
• Online and CRC students who live in central MA, the North or South Shore areas, or the Cape, as well as RI and southern NH are placed by the OCHP program director who covers those geographical regions.
• OCHP students who live outside of their campus’ standard geographical area will work with the appropriate online field coordinator or appropriate off campus/hybrid program director to secure a placement.

APPENDIX: CAMPUS SPECIFIC ADVISING

CRC and OCHP Additional Advising Tasks

Academic Advising (for CRC and OCHP campuses only; OLP students are assigned to a Student Services Administrator when they begin the program who fulfills these responsibilities)

• Provides mentoring and input regarding student choices for courses, methods, and specializations that may support learning and career goals. advice about course selection and sequencing, primary method choice, specializations and dual degree programs (classes offered at CRC campus only), and career options;
• Serves as a resource when a learning problem develops or is identified; assists with Problem Resolution Process meetings when necessary, including gathering information on student’s performance in field and classes as appropriate; and gathers information on the student’s performance in classes and field as part of that process; may assist with writing Problem Resolution Process statement and meeting summary;
• Serves as a reference for students applying to additional and/or future academic or career opportunities. dual degree programs (CRC only), other graduate programs, jobs, etc.
• Part-time incoming students (not-in-field) Charles River students are advised by staff and/or faculty from the Office of Student Services and Academic Planning.

Foundation/Generalist Competencies

Social work competence is the ability to integrate and apply social work knowledge, values, and skills to practice situations in a purposeful, intentional, and professional manner to promote human and community well-being.  This framework for teaching and for assessing students’ performance takes a holistic view of competence; that is, the demonstration of competence is informed by knowledge, values, skills, and cognitive and affective processes that include the student’s critical thinking, affective reactions, and exercise of judgment in regard to specific practice situations. Overall professional competence is multi-dimensional and composed of interrelated competencies.  The student’s progress in mastering holistic competence is developmental and dynamic, changing over time in relation to continuous learning.

Each of the nine competencies describes the knowledge, values, skills, and cognitive and affective processes that comprise the competency, followed by a set of behaviors that integrate these components. These behaviors represent observable components of the competencies, while the preceding statements represent the underlying content and processes that inform the behaviors.

Competency 1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by principles of human rights and apply them toward realizing social, racial, economic, and environmental justice in their practice. Social workers understand frameworks of ethical decision making and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, antiracist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital technology and the ethical use of technology in social work practice.

Social workers:

• make ethical decisions by applying the standards of the National Association of Social Workers Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to the context; The Nine Social Work Competencies 2022 Educational Policy and Accreditation Standards;
• demonstrate professional behavior; appearance; and oral, written, and electronic communication;
• use technology ethically and appropriately to facilitate practice outcomes; and
• use supervision and consultation to guide professional judgment and behavior

Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice

Social workers understand that every person regardless of position in society has fundamental human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices throughout history that result in oppression and racism, including social work’s role and response. Social workers critically evaluate the distribution of power and privilege in society in order to promote social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably, and that civil, political, economic, social, and cultural human rights are protected.

• advocate for human rights at the individual, family, group, organizational, and community system levels; and
• engage in practices that advance human rights to promote social, racial, economic, and environmental justice.

Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion in Practice

Social workers understand how racism and oppression shape human experiences and how these two constructs influence practice at the individual, family, group, organizational, and community levels and in policy and research. Social workers understand the pervasive impact of White supremacy and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social workers understand how diversity and intersectionality shape human experiences and identity development and affect equity and inclusion. The dimensions of diversity are understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that this intersectionality means that a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege and power. Social workers understand the societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. Social workers understand cultural humility and recognize the extent to which a culture’s structures and values, including social, economic, political, racial, technological, and cultural exclusions, may create privilege and power resulting in systemic oppression.

• demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels; and
• demonstrate cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences.

Competency 4: Engage In Practice-Informed Research and Research-Informed Practice

Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision-making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analysis, and they interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to a variety of clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources.

• apply research findings to inform and improve practice, policy, and programs; and
• identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.

Competency 5: Engage in Policy Practice

Social workers identify social policy at the local, state, federal, and global level that affects wellbeing, human rights and justice, service delivery, and access to social services. Social workers recognize the historical, social, racial, cultural, economic, organizational, environmental, and global influences that affect social policy. Social workers understand and critique the history and current structures of social policies and services and the role of policy in service delivery through rights based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis implementation, and evaluation within their practice settings with individuals, families, groups, organizations, and communities. Social workers actively engage in and advocate for anti-racist and anti-oppressive policy practice to effect change in those settings.

• use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services; and
• apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, and privilege as well as their personal values and personal experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.

• apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies; and
• use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities. Assessment involves a collaborative process of defining presenting challenges and identifying strengths with individuals, families, groups, organizations, and communities to develop a mutually agreed-upon plan. Social workers recognize the implications of the larger practice context in the assessment process and use interprofessional collaboration in this process. Social workers are self-reflective and understand how bias, power, privilege, and their personal values and experiences may affect their assessment and decision-making.

• apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies; and
• demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings.

• engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals; and incorporate culturally responsive methods to negotiate, mediate, and advocate with and

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of diverse individuals, families, groups, organizations, and communities. Social workers evaluate processes and outcomes to increase practice, policy, and service delivery effectiveness. Social workers apply anti-racist and anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

• select and use culturally responsive methods for evaluation of outcomes; and
• critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities on behalf of clients and constituencies.

ADVANCED/SPECIALIZED COMPETENCIES

Students in the advanced field placement concentrate in either Clinical or Macro Practice and a majority of their assignments should reflect their area of concentration. In addition to mastering new skills, advanced students are expected to demonstrate increased independence and initiative in their assignments and in supervision. BUSSW is in the process of aligning our competencies to reflect CSWE 2022 standards.

Some students may concentrate in Clinical Practice with a Macro sub-specialization. Students in the CRC may also choose to focus their studies in one of the MSW certificate or specialization programs (Behavioral Health, Children Youth and Families, Lowy Specialization in Aging Practice, Policy, and Social Justice, Trauma and Violence).

Field education guidelines for method specializations:

• Clinical Practice with a Macro sub-specialization: 15-20% of the student’s assignment should include a substantive macro practice project with field instruction that incorporates a macro practice framework.
• Gerontological Social Work: the student’s assignments should focus on services and programs for older adults and their families.

ADVANCED/SPECIALIZED CLINICAL COMPETENCIES

Social work competence is the intentional integration and application of social work knowledge, values, and skills to promote human and community well-being in practice. A holistic view of competence is multidimensional and involves:

• critical thinking
• affective reaction
• exercise of judgment.

The nine competencies below represent the essential components of social work practice.  Mastery of these competencies is demonstrated in an interrelated fashion. The process of learning is both developmental and dynamic and may involve focus on individual competencies.  The goal of social work education is the integration of the competencies into holistic practice.

Each of the nine advanced clinical competencies describes the knowledge, values, skills, and cognitive and affective processes that comprise the competency, followed by a set of behaviors that integrate these components. These behaviors represent observable components of the competencies, while the preceding statements represent the underlying content and processes that inform the behaviors. BUSSW is in the process of aligning our competencies to reflect CSWE 2022 standards.

•  Demonstrate Ethical and Professional Behavior Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice. Social workers apply principles of critical thinking to frameworks of ethical decision-making in practice. Social workers understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social Workers also understand the role of other professions in inter-professional settings. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice.

Social work interns:

• Demonstrate professional demeanor in behavior and appearance;
• Demonstrate self-reflection and self-regulation in clinical practice;
• Actively engage in supervision, collaboratively setting an agenda and demonstrating openness to feedback regarding professional strengths and challenges;
• Use technology ethically and appropriately to facilitate practice outcomes;
• Make ethical decisions in clinical practice using NASW Code of Ethics, other professional social work codes, relevant laws and regulations, models for ethical decision-making, and consultation;
• Communicate clearly and professionally in a timely manner in writing and verbally
• Engage Diversity and Difference in Practice Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. As a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.
• Integrate knowledge of how diversity and difference shape the intern-client relationship, assessment, goals and intervention in clinical practice;
• Employ cultural humility in clinical practice, integrating cultural self-awareness with knowledge of and openness to learning from clients about their own culture to guide interventions;
• Advance Human Rights and Social, Economic and Environmental Justice Social workers understand that every person has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably, and that civil, political, environmental, economic, social, and cultural human rights are protected.
• Use knowledge of the effects of oppression, discrimination and historical trauma on clients to promote human rights in clinical goals and interventions;
• Advocate for increased access to clinical and other social services to insure protection of human rights.
• Engage in Practice-informed Research and Research-informed Practice Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.
• Use an evidence-based process to identify and apply effective clinical interventions for particular populations, problems and settings;
• Where possible, apply practice experience to the development of new knowledge through participation in research;
• Use research methodology from multi-disciplinary sources to evaluate clinical practice effectiveness and/or outcomes.
• Engage in Policy Practice Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings and engage in policy practice to effect change within those settings. Social workers identify social policies at the local, state and federal levels that impact client well-being and service delivery.
• Assess how social policies impact the delivery of and client access to social services;
• Apply critical thinking to analyze, formulate and advocate for policy changes that advance human rights and social, economic and environmental justice.

• Engage with Individuals, Families, and Groups Social workers utilize strategies to engage clients to advance practice effectiveness.
• Effectively engage with clients as equal partners using empathy, self-reflection and other interpersonal skills;
• Develop relationships with clients that are professional, purposeful, and differential – characterized by clear boundaries.
• Assess Individuals, Families, and Groups Social workers utilize a range of methods to ensure comprehensive assessment and recognize the implications of the larger practice context in the assessment process.
• clarify the client’s request for help, readiness for change and presenting problem;
• gather and organize appropriate information to create a multidimensional biopsychosocial assessment in a written format;
• formulate an understanding of the client including precipitants to the presenting problem, interpersonal dynamics, historically relevant events, and cultural influences;
• when appropriate, utilize this formulation to aid in diagnosis.
• Intervene with Individuals, Families and Groups  Social workers utilize methods of identifying, analyzing and implementing evidence-informed interventions to achieve client goals.
• collaborate with the client to define goals within the context of the agency’s mission and services;
• initiate and implement treatment plans and contracts with the client to meet goals, based on appropriate clinical and human behavior theory and research evidence;
• utilize clinical concepts such as transference/countertransference and differential use of self in clinical practice;
• collaborate with other professionals as appropriate to achieve beneficial outcomes;
• facilitate effective transitions and endings that promote mutually agreed-upon goals;
• document as required by agency.
• Evaluate Practice with Individuals, Families, and Groups Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.
• select and use appropriate methods to monitor and evaluate outcomes;
• apply evaluation findings to improve practice effectiveness;
• document client progress in agency records as required by agency.

ADVANCED/SPECIALIZED MACRO COMPETENCIES

Social work competence is the intentional integration and application of social work knowledge, values, and skills to promote human and community well-being in practice.  A holistic view of competence is multidimensional and involves:

• Critical thinking
• Affective reaction
• Exercise of judgment

Each of the nine advanced macro practice competencies describes the knowledge, values, skills, and cognitive and affective processes that comprise the competency, followed by a set of behaviors that integrate these components. These behaviors represent observable components of the competencies, while the preceding statements represent the underlying content and processes that inform the behaviors.

• Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice. Social workers apply principles of critical thinking to frameworks of ethical decision-making in practice. Social workers understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social Workers also understand the role of other professions in inter-professional settings. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice.

• Demonstrate professional demeanor in behavior and appearance with awareness of differential norms across communities;
• Demonstrate self-reflection and self-regulation in macro practice;
• Actively engage in supervision, collaboratively setting an agenda and demonstrating openness to feedback and with increased initiative, independence, collaboration;
• Make ethical decisions in their practice using NASW Code of Ethics, other professional social work codes, relevant laws and regulations, models for ethical decision-making, and consultation;
• Communicate clearly and professionally in a timely manner in writing and verbally with sensitivity to the needs of differing audiences.
• Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human experience and are critical in forming individual and group identity. As a consequence of difference, the experiences of individuals and communities may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.

• Integrate knowledge of how diversity and difference shape their professional relationships and interactions with others, as well as dynamics of power and privilege within organizations and communities;
• Employ cultural humility in practice, integrating cultural self-awareness with knowledge of and openness to learning from community members about their own culture in planning and implementing change in communities and organizations;
• Build professional relationships with diverse consumers, constituents, communities and organizations to provide culturally competent services and programs.
• Advance Human Rights and Social, Economic and Environmental Justice

Social workers understand that every person has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably, and that civil, political, environmental, economic, social, and cultural human rights are protected.

• Use knowledge of the effects of oppression, discrimination and historical trauma on individuals and communities in developing project plans;
• Advocate for increased access to resources and services to insure protection of human rights;
• Engage with, and support the empowerment of, community members who have the least power and are often the most vulnerable in terms of access to community resources, opportunities and decision-making forums;
• Advocate for inclusive change strategies that help all community members reach their full potential.
• Engage in Practice-informed Research and Research-informed Practice

Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.

• Utilize qualitative and quantitative research to understand the nature of communities and organizations and the best practices to improve well-being in these macro systems;
• Use research methodology from multi-disciplinary sources to evaluate the effectiveness of planning and implementing change strategies in communities and organizations;
• Where possible, apply practice experience to the development of new knowledge through participation in research.
• Engage in Policy Practice

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings and engage in policy practice to effect change within those settings. Social workers identify social policies at the local, state and federal levels that impact the well-being of community members and the delivery of necessary services.

• Apply critical thinking to analyze, formulate and advocate for policy changes that advance human rights and social, economic and environmental justice, especially for the most vulnerable;
• Actively engage in the policy arena on behalf of community and organizational interests, especially for the most vulnerable.
•  Engage with Individuals, Groups, Organizations and Larger Systems

Social workers utilize strategies to engage the individuals that comprise communities, organizations and larger systems to advance practice effectiveness.

• Effectively engage with constituents as equal partners using empathy, self-reflection and other interpersonal skills;
• Develop partnerships with and among constituents, organizations and communities that are based on participation, empowerment, collaboration, and indigenous leadership;
• Utilize a range of skills that facilitate engagement e.g., outreach and recruitment, collaboration, coalition building.
• Assess Groups, Organizations and Larger Systems

Social workers utilize a range of methods to ensure comprehensive assessment and recognize the implications of the larger practice context in the assessment process.

• Formulate an understanding of the environment including precipitants to the issues being addressed, interpersonal dynamics, historically relevant events, and cultural influences;
• Identify assets, resources and needs of the constituents, community or organization;
• Engage formal & informal (nontraditional) sectors of the community in the assessment process and in developing agreed-upon goals.
• Intervene with Groups, Organizations and Larger Systems  

Social workers utilize methods of identifying, analyzing and implementing evidence-informed approaches to achieve community and organizational goals.

• Collaborate with individuals, communities and organizations to identify desired process and outcomes objectives, and time and project management;
• Plan with communities & organizations to apply change strategies through a variety of models appropriate to local contexts;
• Create necessary documents for projects or actions, (e.g., strategic plan, grant proposal, personnel manual, marketing materials, documentation);
• Complete necessary steps in activity or project and transfer responsibility for ongoing maintenance where appropriate.
• Evaluate Practice with Groups, Organizations and Larger Systems

Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

• Utilize a variety of methods/tools to evaluate and document change strategies’ outcomes and effectiveness (e.g., program evaluation, consumer satisfaction survey, external review);
• Utilize and demonstrate skill in a variety of process and output methods that stress participatory principles.

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How to Prioritize With the MoSCoW Method

Do you need help prioritizing tasks when managing a project? There’s an acronym for that! It’s called the MoSCow method and it’s a great technique to help with prioritization.

What Is the MoSCoW Method?

The MoSCoW method is a technique that helps organizations prioritize what should be done first in a project. It is done in four steps that follow the acronym MoSCoW, which stands for must have, should have, could have and will not have. It’s used by anyone who needs to prioritize their work and is especially useful in project management.

The MoSCoW method can help when project planning. ProjectManager is award-winning project management software that can take the results of your MoSCow method and organize them into a project plan. Our powerful Gantt charts organize tasks, link all four task dependencies to avoid delays and can set a baseline to capture the project plan and compare it to the actual progress to ensure you stay on schedule. Get started with ProjectManager today for free.

MoSCoW Prioritization Categories

Managing a project is often about managing what you will – and won’t! – get done in the given project timeline . When there are no priorities set, projects can quickly become free-for-alls, with the loudest voices in the room getting their work prioritized over others, often not for the benefit of the project or the organization.

But there’s a different approach. It’s called the MoSCoW method for defining and managing requirements and tasks in a project . Here is a list to clarify what those requirements are:

Must-Have Requirements (M)

Another way to refer to this is as the minimum usable subset (MUS) or what the project must deliver. In other words, the project must deliver these on the target date for the project to remain on track. No delay is acceptable. It is either going to take the project off track, it’s unsafe or even illegal not to have this done by the time given in the project’s business case .

A way to understand if you’re dealing with a MUS is by asking yourself, “What happens if this isn’t met?” If the answer is, “The project fails ,” then you have a MUS. Any workaround that can be devised to continue with the project and not jeopardize its success, means this isn’t a MUS.

Should-Have Requirements (S)

This type of requirement is almost as important as a MUS, but it’s not vital to the success of the project. In other words, the project doesn’t depend on this requirement. You might not want to leave it out, as it could have a great impact on the project, but in the end, it can be done without causing any irreparable harm. Again, leaving out this requirement means a lot of work⁠ (finding a solution, changing stakeholders’ expectations, maybe experiencing some inefficiency⁠), but the project can go on.

Could-Have Requirements (C)

The difference between a should-have requirement and a could-have requirement is simply by figuring out the degree of pain that would be caused by not meeting it. That is, how will it impact the business value of the project, how many people would be affected, etc. Therefore, a could-have requirement is something you’d like but is less important than a should-have requirement. There will be an impact if it’s left out of the project, but less than the impact of a should-have requirement.

What We Will Not Have This Time (W)

Here is where you can collect those requirements that are not feasible for a specific release. Maybe next time, but the project remains strong without them. This is a great way to avoid project scope creep . Once initiatives are placed in the not-have-time category, teams know that they’re not a priority for this go-around and can place them on the back burner and out of their mind. This allows them to focus more sharply on those requirements that are important to the project.

What Is the MoSCoW Method Used For?

The MoSCow method can be of use to anyone who has work and needs to prioritize that work to know what’s essential and what can be ignored. It’s mostly used in product development, software development and project management. In project management that helps determine which tasks, requirements, products and user stories (in agile projects) the team needs to prioritize.

How to Implement the MoSCoW Method in 3 Steps

The MoSCoW method is a valuable tool, but only if you know how to use it. Here are three steps that will help you use the MoSCoW method when prioritizing your project.

1. Gather Project Requirements

Start by identifying all project requirements . Just make a giant list and be as thorough as possible. You don’t want to leave out anything that might prove essential to the project.

2. Prioritize Project Requirements

Now go through that list and attach a letter to each, according to the MoSCoW method of M for must-have, S for should have, C could have and W for what you won’t have. This allows you to prioritize the work and know what can be put aside to focus on what’s important.

3. Track the Completion of Project Deliverables

Now that you’ve classified your requirements, you can carry out the work in a timely manner. Tracking that work ensures that you don’t miss any deadlines and that all high-priority requirements will be met.

Benefits of the MoSCoW Method

The clear benefit of using the MoSCoW method is that it provides a means to prioritize work and know what is essential to the project and what can be ignored if time and cost prevent one from completing every requirement. But there are more advantages of the MoSCoW method, some of which we list below.

Helps Ensure Stakeholder Satisfaction

Stakeholders have a vested interest in the project and the project should satisfy their expectations . The MoSCoW method helps manage stakeholders by getting them to all agree on the prioritization of requirements and, therefore, helps to resolve any conflicts that might arise over the execution of those requirements.

It’s Easy to Understand and Implement

Using the MoSCoW method identifies the priority of project requirements. This information can then be disseminated to the project team so it’s clear to everyone what must be done. Now the team understands what’s prioritized and can implement those requirements first.

Helps Teams Cut Unnecessary Costs

The MoSCoW method allows everyone on the project team to know what they have to get done first, which increases revenue by decreasing operational costs, improving productivity and increasing customer satisfaction.

Moscow Method Example

Leadership guru Susanne Madsen leads this training video on how to use the MoSCoW Method to prioritize your requirements in a project.

How ProjectManager Helps You Prioritize

ProjectManager is online project management software that can make sure your requirements are being met throughout the life cycle of the project. Because our software gives you real-time data, you’re able to meet your priorities.

Our real-time dashboard shows real-time data that is displayed over six different project metrics. These numbers are crunched and illustrated in colorful, easy-to-read graphs and charts that keep project managers keenly assessed on the progress of their priorities.

Workflow is also visualized with kanban boards that keep teams focused on their priorities. Online Gantt charts can link dependencies and teams can collaborate at the task level, adding comments, documents and images.

There’s so much more that ProjectManager offers. To get a full picture of what we can do to help you better manage your next project, try our free 30-day trial today.

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