Approved by Faculty Senate.


Winnie State University -Rochester Campus

SW340 Introduction to Social Work and Social Welfare


NOTE: This Is an OraI Flag Course - Forty Percent of the Course Grade is from Oral

Presentation. Group Work,  and Peer Feedback

Instructor: Cathleen Jo Faruque, Ph.D., LICSW, DAPA

Office: ST 129-Rochester



Class Location:

Office Hours: Posted


Catalog Description: Introduction to Social Work and Social Welfare looks at the profession of social work and U.S. social welfare policy both historically and in the present. Prerequisite: SOC 150 (Human Society) or instructor's permission. Grade only. 3 S.H.

Course Description: This class examines the profession of social work and social welfare policy, both past and present. The course covers the many diverse settings where social workers are employed It Includes the various client groups and examines current and historical treatment modalities. The course examines issues relevant to social work, including diversity, oppression, poverty, racial, ethnic, and religious minority groups and homosexuality. The class critically examines the National Association of Social Worker's Code of Ethics and begins to examine some of the many ethical dilemmas faced by social workers. This course also examines the social worker's role in social policy and political activism.

Course Purpose: The purpose of this course is to assist students In preparing for the Social Work Major. This course Is also designed to help students who are undecided in their major to determine whether social work is the right career path for them.

Course Outcomes - At the end of this course the student will be able to:

1. Discuss historical and present issues related to social work as a profession (Curriculum Program Goal A Objectives 7 - Assignment One).

2. Demonstrate an understanding of social work values and ethics (Curriculum Program Goal B Objectives 2 - Assignments 2, 3, & 5).

3. Demonstrate an understanding of and ability to apply strategies used to advance social and economic justice on a local, national, and global level (Curriculum Program Goal C Objectives 10 - Assignments 3 & 5).

4. Discuss the impact of social policies on client systems, social workers, and social service agencies (Curriculum Program Goal 0, Objective 11-Assignments 3,4, & 5).

5. Demonstrate a working knowledge about diverse populations, including, ethnic and racial groups, sexual orientation, religious groups, disabled, economically vulnerable, and oppressed groups (Curriculum Program Goal E; Objectives 5,6,14 - Assignments 1,2,3,4,5 & 6).

6. Demonstrate critical thinking and problem solving skills (Curriculum Program Goal A Objectives I - Assignments 1, 2, 3,4, 5 & 6).


Oral Communication Flap Requirements:

1.    Use oral communication skills in assignments or classroom setting.

2.    Earn more than 25 percent of course credit through activities (individual reports and presentations. role playing. group problem-solving. group
        leadership. debate. and group discussion) directly related to oral communication skills.


3.    Receive from the teacher and/or student peers' appropriate feedback on communication skills (Including suggestions for Improvement).



This course includes requirements and learning activities that promote student ability to:

1.    Earn significant course me credit through extemporaneous oral presentations.

2.    Understand the features and types of speaking In the major discipline

3.    Adapt speaking to field specific audiences.

4.    Receive an appropriate feedback from teachers and peers. including suggestions for improvement.

5.    Make use of the technologies used for research and speaking In the field.

6.    Learn the conventions of evidence. format. usage. and documentation in the field.



Oral Flag Assignments (Forty Percent of overall grade)

1.      Class Participation - Ten Percent

2.    Historical Perspectives - Five Percent

3.    Midterm Presentation - Five Percent

4.    Social Work Interview - Five Percent

5.    Political Activity - Five Percent

6.    Final Presentation - Ten Percent


LEARNING EXPERIENCES: Discussion (Including applications to the field), lecture, video, guest speakers, divergent and experiential activities. Students are expected to be able to discuss key points of assigned readings at each class session. It is the responsibility of each student to read the textbook. This is not a lecture-oriented class, but rather an opportunity to discuss as a group the contents of each week's topic. Being prepared is the responsibility of each Individual student.



This is an Oral Flag Competency Course: All students will be expected to complete oral presentations in this class. Students will be evaluated on their oral presentations by the instructor and in some assignments, by their peers. Evaluation of oral presentations will consider the following:

1. The student showed an ability to engage audience and maintain eye contact;

2. The student was able to speak clearly, concisely, and professionally.

3. The material presented was well prepared and the information provided to the class was properly researched using professional texts
        and journals.

4. The student followed the guidelines of oral assignment.

5. The student was able to finish the presentation in the time allotted.

6. The student worked appropriately and cooperatively with group members on the oral group assignments.

7. The student followed the protocol of the social work profession - i.e., maintained the Social Work Code of Ethics while sharing



A-Student work is excellent. Papers are turned In on the due date, spelling and grammar is correct. Student work shows attention to detail and the work is well prepared and proofed before turning it in. APA format Is used and student uses adequate resource materials from the library. All criteria explained in the assignment am thoroughly covered. Facts are backed up with research and options are clearly stated as such. Presentations are well prepared and student covers the expected material in the time that was allotted. Presentations are completed on the due date and the student is able to address the class with extensive eve contact. Instructor will ~rovIde written feedback to students on presentation and oral assignments. including areas for improvement. Students attend all the classes or misses only one or two classes with advanced notice to the instructor. Absences and tardiness is minimal and with a valid excuse. All attempts are made to make up missed work or complete extra assignments in a timely manner and with advanced approval of the instructor.

B-Student work is very good. Papers are turned in on the due date. Spelling and grammar are very well done with minimal errors. Student shows attention to the requirements of the assignment. APA format is used and the student uses resources from the library. Criteria explained in the assignments are covered. Presentations are well done and cover the material in the time allowed. Students keep some eve contact with the audience during presentation. Instructor will provide written feedback to students on presentation and oral assignments. including areas for improvement. Student attends all classes or misses only one to three classes with a valid excuse and notice to the instructor. Absences and tardiness are minimal. Attempts are made to make up missed work.

C-Student work is good. Papers are turned in on due dates, spell check was done to ensure minimal errors. APA format was used and students appropriately cite material used. Criteria explained in the assignment are covered, but perhaps not as thoroughly as it could have been. Presentations am completed. but areas of the presentation are not covered. or student appears unprepared. Instructor will provide written feedback to students on presentation and oral assignments. including areas for improvement. Students attends the class, but has missed three to four classes, which results in a zero for attendance and participation. Attempts are made to make up missed work.

D-Student work is below the average. Papers are not turned in on time or have extensive grammatical and spelling errors. APA format was not used and the student may have failed to site used resources, or not use any resources at all. Opinion and fact are blurred throughout the assignment. Presentations are not well prepared and student reads the material to the class. Specific content areas in the presentation assignments are not addressed. Instructor will provide written feedback to students on presentation and oral assignments. including areas for improvement. Student attends classes, but has missed four or more classes, resulting in a zero for attendance and participation. Attempts are not made to make up work.

F-Student work is far below the average. Papers are not turned in or turned in late. Students fail to complete assignments on time or as directed. The student does not complete or does not prepare for presentations. Instructor will provide written feedback to students on presentation and oral assignments. including areas for improvement. Attempts are not made to work with the instructor. Missed work is not made up.



Required Textbook:

Ambrosino, R., Heffernan, J~, Shuttlesworth, G., & Ambrosino, R., (2001). Social


Work and Social Welfare: An Introduction (4th Ed.). Belmont, CA: Wadsworth Publishing.


Recommended Reading:

American Psychological Association (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.

Dubois, B., & Krogsrud-MlIey, K., (1999). Social Work: An Empowering Profession (3rd ed.). Boston, MA: Allyn and Bacon Publishing Company.

DeNitto, D., & McNeece, C., (1997). Social Work: Issues and Opportunities in a Challenging Profession (2nd ed.). Boston, MA: Allyn & Bacon Publishing Company.

Ewalt P., Freeman, E., Kirk, S., & Poole, D., (1996). Multicultural Issues in Social Work. Washington, DC: NASW Press.

Gil, D., (1998). Confronting Injustice and Oppression: concepts and Strategies for Social Workers. New York, NY: Columbia University Press.

Kirst-Ashman, K., & Hull, G., (1999) Understanding Generalist Practice (2nd ed.). Chicago, IL: Nelson-Hall Publishers.

Kozol, J., (1988). Rachel and Her Children: Homeless Families In America. New York, NY: Ballantine Books.

Magid, K., & McKelvey, C., (1987). High Risk Children Without A Conscience. New York, NY: Bantam Books.

Martin, E., & Martin, J., (1995). Social Work and the Black Experience. Washington,

DC: NASW Press.

O'Hearn, C. (1998). Half and Half: Writers on Growing Up Biracial and Bicultural. New York, NY: Pantheon Books.

Rank, M., (1994). Living on the Edge: The Realities of Welfare in America. New York, NY: Columbia University Press.

Rothman, J. (1999). The Self Awareness Workbook for Social Workers. Boston,

MA: Allyn & Bacon Publishing Company.

Van Den Bergh, N., (1995). Feminist Practice in the 21st Century. Washington, DC: NASW Press.

Van Wormer, K., (1997). Social Welfare: A World View. Chicago, IL: Nelson-Hall Publishing Company.

Webb, M., (1997). The Good Death! The New American Search to Reshape the End of Life. New York, NY: Bantam Books.






Wilson, W., (1996). When Work Disappears: The World of the New Urban Poor. New York, NY: Vintage Books.

Winerip, M., (1994). 9 Highland Road: Sane Living for the Mentally Ill. New York,

NY: First Vintage Books.

Wolfson, J., & Hubner, J., (1996). Somebody Else's Children: The Courts. the Kids. and the Struggle to Save America's Troubled Families.

New York, NY: Three Rivers Press, Inc.



Class Participation and Professional Responsibility: Each student is expected to attend all classes. Missing more than 4 classes can result in a falling grade in the class. Participation in class should demonstrate that the student had read and understands the assigned readings. The student should be able to support opinions with data and/or logical argument. share Ideas and listen to the ideas of others. maintain focused discussion and integrate class content with other courses taken Students are expected to attend class regularly and on time. NOTE: Missing three classes will result In a five percent loss of this grade. Missing four classes will result in a zero for this grade. Missing five or more classes will result in a failure in this class. (Seven Principles: Student Faculty Contact; Prompt Feedback; Active Learning; High Expectations).



10 Points or 10 Percent of Grade-No exceptions


Assignment One: Historical Perspectives Assignment: Students will divide into groups of three and choose an historical social work figure to research. Student groups will present a 10-minute presentation to the class on the chosen figure. A three-page paper is to be turned in by each student (individually) on the research completed about this person. Students will research accomplishments of the historical figure, how the individual impacted their community, how the figure shaped social work as a profession and background information that shows some of the underlying motivation of this person to do the things he or she did. Students will provide written feedback of their fellow group members' involvement in the project. including suggestions for Improvement in oral presentation. (Seven Principles: Cooperation Among Students; Active Learning; Time on Task).



Possible Historical Figures for Project:

Edith Abbott, Jane Addams, Samuel Barnett, Janie Porter Barrett, Clifford Beers, Charles

Loring Brace, Sophonisba Breckingridge, Stanton Coit, Grace Coyle, Dorothea Dix, Sarah

Fernandis, Abraham Flexner, Mary Follett, S. Humphreys Gurteen, Florence Hollis, Harry

Hopkins, Lugenia Burns Hop, Mary Cromwell Jarrett, Mother Jones, Florence Kelly, Julia

Lathrop, Eduard Lindeman, Julia Lowe, Josephine Shaw Lowell, Mary E. McDowell,

Frances Perkins, Jeannette Rankin, Bertha Capen Reynolds, Mary Richmond, Margaret

Sanger, Ellen Gates Starr, Graham Taylor, Lillian Wald, Margaret Murray Washington,

Whitney Young.

10 Points or 10 Percent of Grade


S Points for Oral (5 percent of Grade) and Peer Evaluation

5 Points for Historical Paper (5 percent of Grade)






Assignment Two: Midterm Examination: This examination will consist of a group project (3 or 4 students) completing a creative presentation answering the question: "What is a social worker?" This should be based on the knowledge, readings, and discussions to date. Each student will write a short one to two page reflective paper on the learning to date that assisted the student in answering this question. Further, students will provide feedback on their fellow group member's involvement and presentation skills. (Seven

Principles: Cooperation Among Students; Active Learning; Time on Task; High Expectations; Diverse Talents and Ways of Learning).



ID Points of 10 Percent of Grade


S Points for Oral and Peer Evaluation (5 percent of Grade)

S Points for Paper (5 percent of Grade)


Assignment Three: Video Critique: Students will write a 2 to 3 page paper critiquing the video To Be Old, Black and Poor". Students should address the following questions In the paper:

a. What roles did social workers play In this case?

b. What were some of the gaps in services that occurred?

c. What, if anything should have been handled differently by the social workers Involved?

d. What would you do in a case like this?

e. What, if any, types of services might have helped this couple to remain at home and independent?

(Seven Principles: Active Learning; Time on Task; High Expectations). 10 Points or 10 Percent of Grade - Due March 11,2001


Assignment Four: Social Worker Interview: Each student is to interview a social worker in their community. Each student providing information that they learned from the interview will give a 3 to 4 minute presentation A six-nine-page paper should be written answering the following questions:

a. Where is the social worker employed and what is their title?

b. What are some of the responsibilities of a social worker within this agency?

c. What services does this agency offer and how do they mach their client population?

d. What does this social worker most like about his/her work?

e. What does this social worker like least about his/her work?

f. What political community activities is this social worker involved in or has been Involved in?

g. Is there any current legislation that might effect services to the population this social worker serves?

h. Are there any laws that effect the way this social worker's business Is conducted now? Does he/she have any suggestions for new legislation?

I. How important was this social workers education to his/her career? What continuing education does he/she pursue?

j. What are your thoughts on this type of career? Can you picture yourself doing this type of work? Why or why not?


(Seven Principles: Active Learning; Time on Task; High Expectations; Diverse Talents and

Ways of Learning).





10 Points or 10 percent of grade

5 Points or 5 percent of the grade for Oral Presentation (written feedback by Instructor)

5 Points or 5 percent of the grade on written paper


Assignment Five: Political Community Activity: Each student is to participate in a political or socially responsible activity. The student will give a short 3 to 4 minute oral report on what they were involved In. what they observed. their reflective thoughts on what they observed. a~nd what they learned from the experience. The Instructor will provide feedback to students on their presentations. Papers are due at time of presentation. (Seven

Principles: Cooperation Among Students; Active Learning; Time on Task; High Expectations; Diverse Talents and Ways of Learning).



Possible projects include (but are not limited to): Participation in a city/county/state board meeting; volunteering at a soup kitchen/homeless shelter; campaigning for a political candidate of choice; completing a one-time community project; visiting the state capitol - meeting with government figures for question~answer session.

5 Points or 5 Percent of Grade for Oral Presentation (written feedback by instructor)



Assignment Six: Final Examination: This examination will consist of a group project (3 to 4 students) compIeting a creative presentation on one area of the class that was most mean meaningful and relevant to the group. Each student will complete a one to two page reflective paper in his or her area of choice. Further, group members will Provide evaluative measurement of the members of their group. Including suggestions for improvement. (Seven Principles: Cooperation Among Students; Active Learning; Time on Task; High Expectations; Diverse Talents and Ways of learning).)





15 Points or 15 Percent of Grade

10 Points for Oral Presentation and Peer Feedback (10 percent of Grade)

5 Points for Paper (5 percent of Grade)




Four On-Line Quizzes will be available for students during the semester. Quizzes will consist of short multiple choice and true or false questions on the chapters in the textbook and In class discussions Identified for that particular quiz.

Each Quiz is worth 5 points or 5 percent of the grade for a total of 20 points or 20 percent of the grade. (Seven Principles: Prompt Feedback; Time on Task).





EVALUATION CRITERIA: Social Work is an applied discipline wherein students are expected to think and analyze conceptually and practically. Expression of thinking. both written and oral. is expected to be carried out In a Professional manner. Grades are determined by the ability to use proper syntax. express ideas clearly and concisely punctuate. spell. and employ symbolic and non-verbal modes of communication. Assignments are expected to be complete and turned in on the due date. Late materials will be graded accordingly.

APA FORMAT REQUIRED: All assignments are to be typed, doubI~paced, and properly documented with appropriate citation of materials.

SPECIAL NOTE: If you need course adaptations or accommodations because of a disability, If you have emergency medical information to share with the instructor, or if you need special arrangements in case the building has to be evacuated, please make an appointment to see the instructor as soon as possible.

Class Schedule:


Week One

Introduction to the course. Requirements, responsibilities, expectations, and


Reading: Chapter 1


Week Two

DUE: Pre Course Self Assessment (On-Line)

TOPIC: Definitions and Concepts in Social Work

Reading: Chapter 1


Week Three

DUE: Historical Presentations and Papers

Reading: Chapter 3


Week Four

TOPIC: Purpose of Social Work and the Welfare State. Dominant Paradigms - Values that

shape Social Welfare.

Reading: Chapter 2


Week Five

TOPIC: Diversity and Social Justice

Reading: Chapter 4


Week Six

Video - To Be Old, Black and Poor

TOPIC: Older Adults, Needs and Services

Reading: Chapter 13


Week Seven

On Line Class Day - Quiz One - Covers Chapters One, Two, and Three



Week Eight

No Claus - Mid-Term Break



Week Nine

Mid-Term Examination Day - Presentations and Papers are Due

Video Critiques Due

Reading: Chapter 12


Week Ten

On-Line Class Day - Quiz Two - Covers Chapters Four and Thirteen


Week Eleven

Due: Social Work Interview Papers and Presentations

Reading: Chapter9


Week Twelve

Due: Political Activities and Presentations

Reading: Chapter 8


Week Thirteen

On-Line Quiz Day - Quiz Three - Covers Chapter Twelve


Week Fourteen

Topic: Mental Health

Reading: Chapter 9


Week Fifteen

On-Line Quiz Day - Quiz Four - Covers Chapter Eight and Nine


Week Sixteen

Due: Final Examination - Presentations and Papers








Glossary of Terms

Domination: The means by which one group exploits another group toward the end goal of attaining and maintaining a privileged status of living.


Empathy: Known as the "workhorse of interviewing" Involves being in tune with the client and conveying to the client that the social worker understand how he or she feels about a particular problem or issue.


Empowerment: The process of helping individuals, families, groups and communities to increase inter and intra personal, socioeconomic and political strengths and to develop influence toward improving other people's life circumstances.


Ethnocentrism: A tendency to view one's own group as the norm or standard and to view other groups as not Just different, but also strange and frequently as inferior.


Glass Ceiling: A transparent barrier that keeps certain groups from rising above a certain level In organizations - most commonly women and persons of color.


Injustice: Coercive, established and well maintained inequalities, discriminatory practices, and dehumanizing, developmental inhibiting conditions of living Imposed by dominant social groups, classes, and people upon the dominated groups, classes and peoples.


Institutional Racism: A practice within a social institution that tends to favor one race, ethnic group, gender, or sexual orientation over another. Institutional racism may be conscious and deliberate or subtle and sometimes unintended.


Marginalizatlon: The process by which people are repressed by their socio~conomlc status and are on the fringes of society.


Oppression: A mode of human relating that Involves domination and exploitation of economic, social, and psychological forces between Individuals, social groups, and classes. Oppression goes beyond society and effects people on a national and global level.


Prejudice: A tendency to think of people In a predetermined way that is emotionally biased, rigid, and resistant to change. People with prejudice tend to be committed to their pre-judgments even when given rational evidence that there Is no valid basis for the preconceptions.




Quotes to Consider



~l'm not knocking the welfare system, because it is a lifesaver - it's there. Because you have got a roof over your head and you are not out in the streets. But on the other hand, as far as my own situation is concerned, it's pretty rough living this way. I can't see anybody that would ever settle for something like this just for the mere fact of getting a free ride, because It's not worth it I mean, you only go around once. You should be able to enjoy some of it" -Divorced Mother of Two on Welfa~



"There's lots of nights I go to bed and lay awake and wonder how I'm gonna pay the bills. Because gas and electric is high. The telephone is high. And everything's going up instead of down. They keep everything up so high. It makes you wonder if you can make fl through the month. When I take my check to the bank, I feel this way - I'm putting this check In the bank but it isn't gonna be my money. The bills are gonna have the money, not

me." -Elderly fly Woman on Social Security



"I feel better about myself when I'm working than when I am not Even if I had a job and every penny went to living from pay day to pay day, it doesn't bother me because I feel like

a better person because I'm going to go to work." -Thirty- Year-Old Never Married

Mother of Tw~



"I've been wondering, have I had a real need to be an welfare? And the fact suddenly comes to me that yeah, I kinda did need welfare. And I feel kin  guilty about that Not necessarily gwltv, but kinda degraded as a human being, that I've had to live off the money that other people stick into a program that benefits others." -Single Male Diagnosed with ScMzophreni~






If a serious injury or illness occurs, call 9-911. Provide the building's name and address; the most suited entry into the building; have someone meet the emergency personnel at the entrance. Provide the victim's exact location In the building, the symptoms or problem and the victim's name, If known.

Call Campus Security (7262) and give the name of the building and exact location of the medical emergency. Assist the victim until help arrives. If you or someone in the area is trained in CPR, perform CPR or rescue breathing if necessary. Stop bleeding with direct pressure to the wound. Do not move a victim unless his or her life is in immediate danger if not moved. Do not leave victims unattended.

If the person is transported to the hospital, the cost of the ambulance Is the responsibility of the "patient." If the "patient" refuses transport, there is no charge. Also, if there is not a need to transport the "patient' to the hospital, there will not be a charge. There is a charge to the patient for any supplies used by the ambulance service.


Leave by the nearest safe exit when you hear the building emergency alarm (fire alarm) or if you are told to do so by University Police. Take keys, books, wallets, billfolds, purses, prescription medications and important personal belongings with you In case the building cannot be re4ntered immediately. Move at least 150 feet away from all structures. Use the stairs. Stairwells are safe, temporary havens for the Injured or disabled. Do not use elevators. Many times elevators will stop in place in cases of fire or electrical storm and you may be trapped. Re-enter the building only when the University Police or Emergency Personnel tell you that it is safe to do so.


Call 9-911 for police and emergency medical assistance. Give your name, the nature of the emergency and your specific location. Stay on the line until the police dispatcher tells you to hang up. Use the fire extinguishers for minor fires. If a fire appears out of control, close all room doors to confine the fire and evacuate the area or building. Remain calm during a natural disaster. Move away from exterior walls, windows, overhead lights, etc. Do not leave the building unless it is safe to do so. Move to a clear area well away from structures or overhead hazards such as trees or power lines. Help disabled people evacuate the building. Follow instructions of the police, security, and emergency medical personnel.



The Seven Principles of Good Practice in Undergraduate Education at WSU

1. Good Practice Encourages Student and Faculty Contact: Frequent student-faculty contact In and out of the classroom is the most Important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members will enhance students' intellectual commitment and encourage them to think about their own values and future plans.

2. Good Practice Encourages Cooperation Among Students: Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work Is collaborative and social, not competitive and Isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions Improves thinking and deepens understanding.

3. Good Practice Encourages Active Learning: Learning Is not a spectator sport. Students do not learn much sitting In class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate It to past experiences, and apply it to their daily lives. They must make what they learn a part of themselves.

4. Good Practice Gives Prompt Feedback: Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from their courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

5. Good Practice Emphasizes Time on Task: Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an Institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all.

6. Good Practice Communicates High Expectations: Expect mom and you will get more. High expectations are Important for everyone - the goody prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts.

7. Good Practice Respects Diverse Talents and Ways of Learning: Them am many roads to learning. People bring different talents and styles of learning to college. Brilliant students In the seminar room may be all thumbs in the lab or art studio. Student's rich In hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in ways that do not come so easily.








Winona State University Resources

To Cull the Winona Campus - Dial - 1-800-DiaI-WSU and the Four Digit Number

Lower Level

The Student Answer Center

- Kryzsko Commons/Student Union


Academic Skills Center

Howell HaIl 133


Advising and Retention Center

Phelps 126




Registrar's Office

Somsen HaIl 14


Career Services

Gildemeister 110


Counseling Center

Gildemelster 132


Cultural Diversity Office

Kryzsko Commons


WINGS (Winona Graduate Skills - Electronic Portfolio)

Main Campus Library 126


The Writing Center

Minne HaIl 340

Disability Services

Somsen Hall 206A


Financial Aid

Somsen 106