The syllabus is a guiding and very important document that will highlight the course goals and expectations, key points, grading details, and due dates. Additionally, it is a source for course-specific, College of Social Work and university policies. Please read the syllabus thoroughly as it will help you keep track of what you need to complete in this course. To access and/or print the syllabus, please select the link below:College Syllabus Template Social Work 1120 Introduction to Social Welfare Undergraduate | 3 credit hours Instructor: Hanna Haran, PhD CandidateTerm: Spring 2023 Email:
[email protected] Office Hours: By appointmentLocation: Online PREREQUISITES: None COURSE DESCRIPTION This course provides an introduction to the history, structure, and function of the social welfare institution. Students will examine the nature and causes of social problems, explore the influence of societal values and beliefs on the social welfare system, consider issues of diversity and discrimination, and explore their own values and beliefs related to social welfare issues. Topical areas include aging, criminal justice, poverty and homelessness, mental illness, health care, substance abuse, and the welfare of families. Social Work 1120 satisfies both the Social Science-Human, Natural, and Economic Resources area of the legacy General Education Curriculum (GEL and the Social and Behavioral Sciences area of the new General Education Curriculum (GEN) GEL SOCIAL SCIENCE – HUMAN, NATURAL, AND ECONOMIC RESOURCES GOALS AND OBJECTIVES: Social science courses develop students’ understanding of the systematic study of human behavior and cognition; the structure of human societies, cultures, and institutions; and the processes by which individuals, groups, and societies interact, communicate, and use human, natural, and economic resources. 1. Students understand the theories and methods of social scientific inquiry as they are applied to the study of the use and distribution of human, natural, and economic resources and decisions and policies concerning such resources. 2. Students understand the political, economic, and social trade-offs reflected in individual decisions and societal policymaking and enforcement and their similarities and differences across contexts. 3. Students develop abilities to comprehend and assess the physical, social, economic, and political sustainability of individual and societal decisions with respect to resources use. GEN SOCIAL & BEHAVIORAL SCIENCES GOALS AND LEARNING OBJECTIVES: Successful students will critically analyze and apply theoretical and empirical approaches within the social and behavioral sciences, including modern principles, theories, methods and modes of inquiry; and will recognize the implications of social and behavioral scientific findings and their potential impacts. 1. Explain basic facts, principles, theories and methods of social and behavioral science. 2. Explain and evaluate differences, similarities and disparities among institutions, organizations, cultures, societies and/or individuals using social and behavioral science. 3. Analyze how political, economic, individual or social factors and values impact social structures, policies and/or decisions. 4. Evaluate social and ethical implications of social scientific and behavioral research. 5. Critically evaluate and responsibly use information from the social and behavioral sciences. COUNCIL ON SOCIAL WORK EDUCATION COURSE COMPETENCIES This course targets the following Council on Social Work Core Competencies: Competency 1: Demonstrate Ethical and Professional Behavior · make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context · demonstrate professional behavior, appearance, and oral, written and electronic communication Competency 2: Advance Human Rights & Social, Racial, Economic, and Environmental Justice · advocate for human rights at the individual, family, group, organizational, and community system levels · 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 · demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels · 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 5: Engage in Policy Practice · use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services · apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice. SPECIFIC COURSE OBJECTIVES Upon satisfactory completion of this course, students will: 1. Demonstrate knowledge of the history and development of social welfare and social services in the United States. 2. Identify the role of current federal and state social policy in the delivery of social services. 3. Demonstrate knowledge and understanding of ideologies, values and ethics that form the foundation of social services. 4. Identify the financial, organizational and administrative structures that influence the delivery of social services. 5. Demonstrate knowledge of the fields of practice and populations served in social services. 6. Identify and discuss forms and mechanisms of poverty, oppression and discrimination and how these impact social services. 7. Demonstrate an understanding of human diversity issues in the development and delivery of social services with emphasis on empowering at-risk and vulnerable populations. Required Text: The textbook for this course is being provided via CarmenBooks. Through CarmenBooks, students obtain publisher materials electronically through CarmenCanvas, saving them up to 80% per title. The fee for this material is included as part of tuition and is listed as CarmenBooks fee on your Statement of Account. In addition to cost-savings, materials provided through CarmenBooks are available immediately on or before the first day of class. Unless you choose to opt-out of the program, you do NOT need to purchase any materials for this course at the bookstore. For more information on the program or information on how to opt out, please visit the CarmenBooks website. You must express your interest to opt out of CarmenBooks before the end of the 100% refund period for your course term. After that date, no refunds will be available. TEXT: Segal, E. (2020). Social Welfare Policy and Social Programs: A Values Perspective. (4th Ed). Belmont, CA: Brooks/Cole. METHOD OF COURSE EVALUATION BY STUDENTS: Evaluation of courses and instructors by students constitutes an important aspect of our College's quality review process. Therefore, students enrolled in this course will have an opportunity to give their written impressions and assessments of the course and instructor using a computerized SEI (Student Evaluation of Instruction) survey via SIS in an effort to be in compliance with evaluation policies of the College of Social Work and the University. The evaluation will be treated as a confidential communication in which students’ anonymity will be protected. UNIVERSITY, COLLEGE AND COURSE POLICIES: The University and the College of Social Work maintain policies regarding the conduct of courses and your academic experience. Please ensure that you review and become familiar with these policies through the link below: UNIVERSITY POLICIES · Disability Statement · Excused Absence Guidelines · Academic Misconduct · Grievances and Solving Problems · Creating an environment free from harassment, discrimination, and sexual misconduct · Diversity Statement · Counseling and Consultation Services / Mental health statement · Content warning language · Copyright · Lyft Ride Smart COLLEGE OF SOCIAL WORK POLICIES · Attendance Policy · Incomplete Policy · COVID-19 Related Safety Expectations for Students · Recommended Technology Support Instructor / Course Specific Policies: · Late assignments / Work · I do not accept late assignments unless you have a documented reason as to why you need an extension, and you reach out to me to discuss your reason for needing an extension prior to the due date. · Late assignments, that are not excused, will receive an automatic 0. · Communication / Email Policy · Email is the best way to get in touch with me. My email is
[email protected]. I will respond to your email within 48 hours. · Office Hours · I do not have scheduled office hours but am happy to schedule a time to meet over Zoom that works for both of our schedules. METHODS OF INSTRUCTION Methods of instruction will include lecture, videos, audio, and discussion posts. Online classroom experiences are designed to enhance a student’s ability to think critically about concepts and apply learned principles to ethical practice problems as well as matters of policy. COURSE EXPECTATIONS Students will be expected to demonstrate considerable knowledge and understanding of the concepts, principles, and information reflected in the course outline. These expectations will be evaluated through writing and discussion using the instructor’s judgment of the quality of participation and contribution to class learning by each student. · Students are expected to visit the CARMEN course home page at least weekly. · Students are expected to complete assigned readings and participate in an informed and relevant fashion. · Written assignments must be carefully edited. Clarity of expression, logical organization and grammar are considered in the evaluation of written material. COURSE ATTENDANCE AND PARTICIPATION POLICY Our class instruction relies heavily on active learning and is designed to encourage student participation. A high level of participation in each week’s class is essential for us to function as a community of learners and is necessary to achieve the expected outcomes of this course. I view my classes as communities that provide all students the opportunity to learn in a supportive, friendly and comfortable environment. Please review these guidelines for your discussion post: Because we will be spending time discussing controversial topics, it is important that we recognize that we will all have differing opinions, backgrounds, and experiences. So that we may all gain the most from our time together, sharing our own perspectives as they relate to the material is encouraged. Our learning environment will be an open and respectful one, in accordance with basic social work values and principles that are central to the Social Work Code of Ethics: 1. When responding to one of your classmates’ posts- avoid offending that classmate. 1. Use discussion threads appropriately. 1. Always enter a subject line for each posting so that the flow of conversation can be understood. 1. No Yelling. Do not post in all capital letters. 1. Do not engage in sarcasm or subtleties. This are not easily understood in this type of online environment. Be straight and to the point. 1. If you do get upset, wait to process before you post. Unless the author specifically says they're angry, assume otherwise and ask for clarification of their intent. 1. Be respectful and courteous in your responses. 1. Be aware of cultural and ethnic differences. If you suspect classmates might be from other cultures, avoid unexplained references that may not be understood or cause feelings of exclusion. 1. Make your posts not too short but not too long. Try to keep your posts to 250-300 words. If you must write a post that is longer, remember that others will be taking their time to read this so be courteous. 1. Use spell check and proper grammar. This will not occur automatically in CARMEN. 1. Always review your post before you hit send. 1. Remember what is posted is recorded and graded. Always re-read before officially posting. Students are expected to complete all weekly class components (Introduction, Objectives, Tasks; Coursework; Class Discussion; Checkpoint and Weekly Wrap-Up) and to read all the assigned works. Each week’s components will open at 12:01am on the Sunday of that week and will close at 11:59pm on the following Saturday. Student discussion and participation will be evaluated by the instructor’s judgment of the quality of participation and contribution to class learning by each student through discussion posts/responses. Because class participation carries such a significant weight, it is necessary to participate in all class discussions in order to earn a high grade in this course. If you have questions and concerns the most important thing is that you communicate with me. I take my role as an educator very seriously and am willing to work hard to be successful; I expect the same from each of you. Late discussion postings/replies will not be accepted due to the interactive and time-sensitive nature of the discussion. Learning Environment Because we will be spending time discussing controversial topics, it is important that we recognize that we will all have differing opinions, backgrounds, and experiences. So that we may all gain the most from our time together, sharing our own perspectives as they relate to the material is encouraged. Personal attacks will not be tolerated. Our learning environment will be an open and respectful one, in accordance with basic social work values and principles that are central to the Social Work Code of Ethics: · Confidentiality and Privacy – when we share personal stories in the context of larger concepts, they become part of the classroom and should stay within that context. When we share information about ourselves, we also (incidentally or intentionally) share information about our family and friends. · Respectful Listening and the Importance of Human Relationships – we may not always agree with one another, but we each deserve to be heard. Mutual respect is a cornerstone of healthy social interactions and working professional relationships. As members of this class, we will treat one another respectfully, even though our values and opinions may differ. It’s also a good idea to make room for quieter students if you know you are a talker. · Compassion and Dignity and Worth of Each Person – never forget there is a human being behind an opinion, and that we are all at different levels of growth, awareness, and life experience. The learning process requires a certain