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I.       Course Description (from college catalog)

This course provides an orientation to the area of cultural diversity for human service workers.  A variety of theoretical models and intervention strategies will be reviewed to sensitize human service providers and those learning to be providers to the complex issues involved in cross-cultural service delivery.  Students will have opportunities to begin developing skills to become “culturally competent”.  Emphasis will be given to the critical need for human service professionals to actualize their commitment to nondiscrimination and equal access for all clients.

General Education Goals

The purpose of general education, at IVCC is to enhance students abilities to think and act responsibly as citizens in a changing world.  Specific general education goals for this course are:

1.             To apply analytical and problem solving skills to personal, social and professional issues and situations.

3.            To develop an awareness of the contributions made to civilization by the diverse cultures of the world, including those within our own society.

5.       To work and study effectively both individually and in collaboration with others.

6.            To understand what it means to act ethically and responsibly as an individual in one’s career and as a member of society.

II.     Expected Student Outcomes

Upon completion of Human Services 1202, the students will be able to:

1.             Demonstrate understanding of what it means to be culturally competent.

2.            Comprehend and understand what is meant by racism, prejudice and white privilege.

3.            Evaluate aspects of the helping process that are in conflict with the general cultural worldview of non-white clients.

4.            Demonstrate an understanding of various issues of child development and parenting that are affected by race and culture.

5.            Identify personal and systemic biases that impede effective human service delivery.

6.            Demonstrate beginning proficiency in assessment of culturally different clients.

7.            Demonstrate understanding of the cultural values of particular ethnic populations as they impact the helping relationship.

III.    Class Policies and Procedure 

          Attendance Policy and Class Participation

It is expected that students will attend class regularly and arrive on time.  Missed chapter quizzes and in-class exercises cannot be made up.  All students are encouraged to participate in class discussion, contributing to a diverse analysis and discussion of social problems and human experiences.  Guidelines for diverse dialogue will be determined collaboratively.  There will be a variety of classroom opportunities for meaningful reflection and exchange of ideas.  The instructor is committed to fostering a safe environment for learning and skills development, so always feel free to ask questions, offer comments and suggestions, and share your thoughts.  To achieve the goal of a safe, effective learning environment, emphasis will be placed on the emulation of IVCC’s core values: responsibility, caring, honesty, fairness, and respect.  Due to the importance of attendance, penalties will be assessed for each absence.  There are no excused absences according to college policy.

          Withdrawal

Effective Summer 2011, students will have the ability to initiate a withdrawal from classes.  By completing the form in the Records Office or at www.ivcc.edu/withdraw, the student is authorizing IVCC to remove him/her from the course.  Entering the student ID number serves as the student’s electronic signature.  IVCC has the right to rescind a withdrawal in cases of academic dishonesty or at the instructor’s discretion.

Students should be aware of the impact of a withdrawal on full-time status for insurance purposes and for financial aid.  It is highly recommended that students meet with their instructor or with a counselor before withdrawing from a class to discuss if a withdrawal is the best course of action for that particular student.  Last day for withdrawal is April 9, 2012.

        Financial Aid Statement

Withdrawal from a course can affect financial aid.  Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.

          Student Success and Career Exploration

If students demonstrate a genuine desire to learn and to succeed in this course, they can achieve academic success and acquire critical skills for human service practice.  Student learning will be enhanced by reading of the text, timely completion of assignments, a willingness to share insights and experiences, and thoughtful reflection on the goals and practices of the human service profession.  Students will have structured opportunities to consider the benefits of human services as a profession.  Please don’t hesitate to ask for additional assistance to help you succeed in this course.  Also, keep in mind that IVCC has a variety of assessment and support services to assist with academic achievement and career planning.

          Plagiarism

Plagiarism is the use of another person’s ideas, information, or exact words without properly acknowledging the source in accordance with a standard system of documentation.  Plagiarism often occurs when students use someone else’s work and submit it as their own.  Plagiarism is a serious offense.  Anything a student turns in that contains plagiarism will result in the grade of Zero (0) for that assignment.  Refer to IVCC’s “Student Code of Conduct” for the college’s statement of policy concerning plagiarism.

          Reduced Seat Time

This course may provide options for reduced seat time, including opportunities to participate in class-related projects and experiential activities in place of regularly-scheduled class time.  Participation in reduced seat-time projects and activities could replace in-class daily quizzes and required classroom assignments.  Reflective journal responses to these activities will be required.

          Special Support Services

In an effort to create a classroom environment that maximizes the success of all students, I encourage you to make aware of any barriers that may inhibit your learning.  Feel free to speak to me at any time about concerns or questions you may have about assignments, activities, or assessments.  The college provides several support services for students who have barriers to learning.  They include, but are not limited to: Disability Services Office, Writing Center/Peer Tutoring, Counseling Center, and Project Success.  Please see me if you want to learn more about any of the services.  In particular, if you are a student with a documented cognitive, physical or psychiatric disability you may be eligible for academic support services such as extended test time, texts on disc, note taking services, etc…  If you are interested in learning if you can receive these academic support services, please contact either Tina Hardy ( tina_hardy@ivcc.edu , or 224-0284) or Judy Mika (224-0350), or stop by the Disability Services Office in B-204.

The Basic Computer Skills Inventory is free to students and will assess their computer concepts, file management, word processing, Internet, email, PowerPoint and keyboarding skills utilizing hands-on exercises and objective questions.  If a student is unsure about his/her computer skill level, you are encouraged to contact the Assessment Center and make an appointment to complete the inventory.

         Electronic Devices

There will be no use of any electronic devices by students in the classroom except by permission of the instructor.  Do not “text message” while in class or play games on your phone; this will result in your class participation grade being lowered.

IV.       Required Texts

          Cultural Diversity: A Primer for the Human Services by Jerry V. Diller, 4^th Edition, Brooks/Cole, 2011.

          Race, Class, and Gender by Margaret L. Andersen and Patricia Hills Collins, 7^th Edition, Thomson/Wadsworth, 2010.

          Dignity for All: How to Create a World Without Rankism by Robert W. Fuller and Pamela A. Gerloff, Berrett-Koehler Publishers, Inc., 2008.

V.       Course Requirements and Methods of Evaluation   

          Response Journal:

Students will keep a reflection journal for the semester, recording 2 to 3 entries per week.  In addition to personal insights and summaries, students will complete journal assignments as instructed.  These required journal assignments will be given as topics are discussed in class.  A reflective journal response (a minimum of two paragraphs per entry) is required for all assigned readings in Race, Class, and Gender by Andersen and Collins.  Journal entries may be typed or NEATLY HAND WRITTEN and must be kept separately from class notes and general “To-Do” lists.  Journals will be submitted in a clean notebook/folder.  Penalties will be assessed for late journals.  Sloppy work will not be accepted.

          Chapter Quizzes:

Chapter quizzes and/or small group exercises will be assigned as material is covered.

          Small Group Project/Service-Learning Project:

Students will be assigned to a small group for the semester.  There will be in-class group exercises and discussion topics.  Also, a semester team project is required.  A student team (2 – 4) students) will select a topic from the list below to prepare a research-based report/portfolio, which will include the following:

List of topics for the small group project:

Ø  A social and historical analysis of the group being studied (4 – 6 typed pages)

Ø  An overview of demographic data impacting the group (local community data if applicable)

Ø  A summary of family, cultural, and religious values that define group life (2 – 4 typed pages)

Ø  A commentary on the discrimination faced by this group in dominant culture

Ø  Summary of suggestions for cross-cultural human service intervention with clients from this group (3 – 5 typed pages)

A variety of research methods and resources can be utilized, including interviews with community agency staff and individual members of the group that is being researched.

List of Topics for the small group project:

Ø  Critical Issues in Working with Latino/a Clients

Ø  Critical Issues in Working with Native American Clients

Ø  Critical Issues in Working with African American Clients

Ø  Critical Issues in Working with Arab American Clients

Ø  Critical Issues in Working with Asian American Clients

          Service-Learning Option

Instead of completing the small group project, students may complete a Service-Learning project at one of 4 – 5 selected area agencies.  Agency orientation sessions will be held during a class session, at which time interested students will schedule interviews with designated agency staff.  Guidelines and enrollment forms will be available at this class session.  Students will be expected to attend agency orientation sessions, complete 15 – 25 hours of service during the semester, as well as complete reflection assignments that link the Service-Learning experiences to course content.  Academic credit for Service-Learning will be given upon completion of the required hours at the agency and completion of a reflection journal or essay.  Note: participation in service learning projects requires full participation in class!

          Final Exam

The final exam will be a reflective essay.  Additional guidelines will be given.  Student participation/oral presentation is required on the scheduled final exam day.

Bonus points: Students can earn up to 20 extra-credit bonus points.  Extra credit activities include volunteer service, special topics readings, workshops, etc. 

          Evaluation

Final course grades will be determined as follows:

Chapter Quizzes                                                       100 points 25%

Reflection Journal                                                    100 points 25%

Small Group Project/Service Learning                        100 points 25%

Final Exam Project                                                    100 points 25%

The student’s final grade will be determined by adding the total points and dividing by four.  Points for lack of attendance will be deducted from the total points earned prior to division by four.

The grading for this course will follow the grading scale:

A = 100-90; B = 89-80; C = 79-70; D = 69-60; F = 59-0.

VI.     Tentative Schedule of Assignments

           Week 1

          1/10 – 1/12        Introduction

                                  Establishment of Learning Guidelines

            Week 2

          1/16                 Martin Luther King Jr. Holiday – Campus Closed!

         1/18                  Preface and Chapter 1, Introduction - Diller text 

                                 Preface and Part I: Why Race, Class, and Gender Still Matter – Andersen/Collins Reader

          Week 3           

          1/23 – 1/25      Chapter 2:   What It Means to Be Culturally Competent,

                                   - Diller text

          Week 4

          1/30 – 2/1        Essays 1, 2, 3, 4, 5, 6, and 7 - Andersen/Collins reader

          Week 5           

          2/6 - 2/8         Chapter 3: Understanding Racism, Prejudice, and White Privilege – Diller text

                                  Essays 8, 9, 10, 11, and 12 – Andersen/Collins reader

                                  Dignity for All text:  Chapters 1 and 2

          Week 6           

          2/13 – 2/15      Chapter 3 (continued)

                                  Essays 15, 16, 19, 20, 22 and 23 – Andersen/Collins reader

          2/15                 Service-Learning Enrollment Forms Due

          Week 7

          2/20                President’s Day – College Closed!

          2/22                Chapter 4: Understanding Culture and Cultural Differences – Diller text

                                  Essays 24, 25, 26, 27, and 28 – Andersen/Collins reader

                                  Dignity for All text:  Chapters 3 and 4

          Week 8

          2/27 – 2/29     Chapter 5: Bias in Service Delivery – Diller text

                                  Essays 29, 30, 31, 32, and 45 – Andersen/Collins reader

          Week 9           

          3/5 - 3/7         Chapter 6: Working with Diverse Children, Parents and Families – Diller text

                                  Essays 39, 40, 41, 42, 43, 49, and 50 – Andersen/Collins  reader

                                  Journals Due

          Week 10

          3/12 – 3/14      Chapter 7: Mental Health issues – Diller text

                                  Essays 33, 55, 56, 57, and 58 – Andersen/Collins reader

                                  Dignity for All text:  Chapters 5, 6 ,7, 8, 9, & 10

          Week 11

          3/19 – 3/21      Chapter 8: Addressing Ethnic Conflict, Genocide and Mass Violence – Diller text

                                  Essays 46, 54, and 64

          Week 12

          3/26 – 3/29     SPRING BREAK!

          Week 13

          4/2 – 4/4         Chapter 9: Working with Culturally Diverse Clients – Diller text

                                  Essay 59, 60, 62, and 63 – Andersen/Collins reader

          Week 14

          4/9 – 4/11        Chapter 10: Working with Latino/a Clients: An Interview with Roberto Almanzan – Diller text

                                  Chapter 11: Working with Native American Clients: An Interview with Jack Lawson – Diller text

                                  Essay 51 – Andersen/Collins reader                  

          Week 15          

          4/16 – 4/18      Chapter 12: Working with African American Clients: An Interview with Veronique Thompson – Diller text

                        Essays 65 – Andersen/Collins reader

          Week 16

          4/23 – 4/25     Chapter 13: Working with Asian American Clients: An Interview with Dan Hocoy – Diller text

                        Essays 18 – Andersen/Collins reader

                            Chapter 14: Working with Arab and Muslim American Clients: An Interview with Marwan Dwairy – Diller text

                                  Chapter 15: Working with White Ethnic Clients: An Interview with the Author – Diller text

          Week 17

          4/30 – 5/2       Chapter 16: Some Closing Thoughts – Diller text

                                  Dignity for All text: Chapters 11 & 12

                                  Essays 61 – Andersen/Collins reader

                                  Journals Due

                      Service-Learning Time Sheets Due

                      Final Reflections: Becoming Dignitarian Helpers

       Week 18

          5/9                  Final Exam Oral Reports and Essays Due

Guiding Principles for Critical Learning

Instructor: Jean Batson~Turner

1.     Have an open mind. Be willing to question and challenge old assumptions that no longer work. Keep in mind that any idea or belief worth keeping will withstand the scrutiny of critical evaluation.

2.    As much as possible, avoid a defensive posture. When you find yourself passionately defending the status quo ask yourself:

What do I gain from having things remain as they are?

and

Why am I afraid of change?

3.    Consider learning as a life-long process that can be an exciting challenge rather than a required endurance test.

4.    Practice listening to and comprehending perspectives different from your own. Sociological learning gives us an arena for diverse dialogue and cooperative problem solving.

5.    Work to recognize patterns of behavior in your social life; notice how one event affects another. 

6.    Start to notice and name social factors and realities that influence your personal decisions.

7.    Be prepared to share your social experiences and state your opinions when relevant to classroom discussion.

• Important: Such statements will be made in a non-judgmental respectful manner. "Bashing" of social groups will not be tolerated.

8.    Work at sharpening your skills for survival in a complex, changing society. Do not let fear or apathy keep you from envisioning and creating better ways of living and relating in our world.  In collaboration with other social citizens, strive to keep hope alive.