Human Services 1000 – 01


Introduction to Human Services

9:30 a.m. – 10:15 a.m.

Fall 2018

Room B-313

3 Credit Hours  

Course Syllabus


 Office Hours

Jean Batson-Turner

M/W: 9:00 a.m. – 11:00 a.m.

Office: B-323

TR: 9:00 a.m. –9:30 a.m.

Phone: 815-224-0268

W: 6:00 p.m. – 6:30 p.m. @ Ottawa Center


(and by appointment)

I.       Course Description

Human Services 1000 provides an overview of the field of human services and social welfare, including an analysis of the social, political, and historical context in which human service delivery takes place.  Students will gain an understanding of the primary intervention strategies used by human service workers as well as practical suggestions for developing helping skills and ethical standards in a changing, diverse society.  Contemporary social issues and the changing nature of the helping process will be emphasized.


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 that are included in this course are:


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


To communicate successfully, both orally and in writing, to a variety of audiences.


 To construct a critical awareness of an appreciation for diversity.


To develop interpersonal capacity.


To recognize what it means to act ethically and responsibly as an individual and as a member of society.


 To connect learning to life.


II.     Expected Student Outcomes

Upon successful completion of Human Services 1000, students will be able to:


Identify and discuss a variety of human service helpers, their agency affiliations, and the service networks that meet client needs.


 Demonstrate her/his understanding of social, political, and historical forces that shape human service delivery systems and the social welfare system.


Gather information about human service agencies in the local community and the programs and services available for diverse client populations.


Evaluate how personal ideologies and attributes interface with the role of human service worker.


Understand the social process of defining particular human behaviors and conditions as social problems.


 Evaluate human needs, and the public response to these needs, that result from a variety of social problems.     


Identify a variety of direct-service and systems-change intervention strategies and the activities and tasks to implement the strategies.


Understand the attitudes, values, skills and knowledge needed for human service intervention.


III.    Class Policies and Procedures 

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.   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, missed classroom activities will impact academic success.  There are no excused absences according to college policy.



Effective Summer 2011, students have had the ability to initiate a withdrawal from classes.  By completing the form in the Records Office or at, 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 6, 2018.


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 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.


Alternative Seat Time

This course may provide options for alternative seat time, including opportunities to participate in class-related seminars, experiential learning activities, and library sessions for completion of assigned projects.  Alternative seat time activities will be limited and will require agreement by all class members.


Special Support Services

In an effort to create a classroom environment that maximizes the success of all students, I encourage you to make me 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.  You are encouraged to utilize these support services. 

In particular, you may be eligible for academic accommodations if you have a documented physical, psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or cognitive disability such as a learning disability.  If you have a disability and need more information regarding possible accommodations, please contact Tina Hardy at (, 224-0284) or stop by office C-211.

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. 

The IVCC Writing Center offers free, unlimited, one-on-one tutoring for students in any class at any stage of their writing process.  The Writing Center staff, which includes faculty and student tutors, is happy to assist students in understanding assignments, brainstorming topics, organizing and developing ideas, and revising and editing drafts.  Our Quick Query service provides help with basic writing questions via email.  The Writing Center also has handouts on grammar and style, writing reference materials, and documentation manuals available in the Center and in the Stylebook (  The schedule, appointment availability, and Quick Query instructions can be found by visiting the Web site (, calling the Learning Commons at 815-224-0318, or stopping by the Writing Center in the Learning Commons.

YOU@IVCC is a web portal that fosters student success in three domains: Succeed (academics/career); Thrive (physical/mental health); and Matter (purpose/community/social connections). The portal serves up relevant information and campus resources, and the content becomes personalized when a student completes brief assessments, fills out a profile, or searches for something specific. Student activity within the portal is completely anonymous and available 24/7/365.  Simply type in, fill out the sign up information, and get started. 

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 Text

      An Introduction to Human Services: Policy and Practice by Betty Reid Mandell and Barbara Schram, 8th Edition, Pearson, 2012.


V.       Course Requirements and Methods of Evaluation


Response Journal:

Students will keep a reflection journal for the semester, recording 1 to 2 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.  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 small group applied activities will document understanding of course material.


Small Group Project/Service-Learning Project:

In addition to weekly assignments, students will select a special human services issue or problem from the list below to complete a team project.  The project should include an analysis of the problem/issue, a profile of populations served, a summary of the human service intervention strategies utilized to impact the problem (utilize text), and a detailed summary of community resources available for clients.  A variety of research methods and resources can be utilized, including interviews with community agency staff, and visits to area agencies.


                                                          List of topics for the small group project:

  Children with Learning Disabilities

  Runaway Teenagers

  Families in crisis

People with HIV or AIDS

  Teenage Parents

  People recently released from mental hospitals (or psychiatric wards)

  Adults who are addicted to alcohol or drugs

  Elderly in need of services

  Human Trafficking


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!

To earn academic credit for Service-Learning, signed enrollment forms must be returned to the instructor before or not later than February 8, 2018.


Final Exam

The final exam will be a take-home reflective essay.  Additional guidelines will be given.  A student 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. 



                   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 Essay

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. 

Tentative Schedule of Assignments 

Week 1




Martin Luther King Holiday - College Closed


Week 2

1/16 - 1/18

Chapter 1   What are Human Services?  What Do Human  Service Workers Do?



Week 3

1/23 - 1/25

Chapter 2    The Changing Nature of the Helping Process



Week 4

1/30 - 2/1

Chapter 3    Intervention Strategies


Week 5

2/6 - 2/8

Chapter 4    Attitudes/Values, Skills, and Knowledge 

  Service-Learning Forms Due

Week 6

2/13 - 2/15

Chapter 5    Values and Ethical Dilemmas


President's Day Holiday - College Closed



Week 7

2/20 - 2/22

Chapter 6    The Social Welfare System


Chapter 7    Poverty


Week 8

2/27 - 3/1 

Chapter 8    Working with Diversity


Week 9

3/6 - 3/8

Chapter 8 - Continued


Development Day - No Classes

Week 10

3/12 - 3/16

Spring Break


Week 11

3/20 - 3/22

Chapter 9 – Interviewing

  Journals Due

Week 12

3/27 - 3/29

Chapter 10   Case Management/Counseling



Week 13

4/3 - 4/5

Chapter 10  (continued)


Chapter 11   Facilitating Groups


Week 14

4/10 - 4/12

Chapter 12    Program Planning

Week 15


4/17 - 4/19

Chapter 13   Organizing and Changing Systems

Week 16  
4/24 - 4/26 Chapter 14   Understanding Legal Issues
Week 17  
5/1 - 5/3 Chapter 15   Staying Current and Avoiding Burnout
  Student Project Presentations
  Service-Learning Time Sheets Due
  Journals Due
Week 18  
5/10 Final Exam Essay Due

Guiding Principles for Critical Learning

Instructor: Jean Batson~Turner


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.


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?" 


"Why am I afraid of change?"


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


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


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


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


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.


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.