Human Services 1000 – 01
Introduction to Human Services
9:30 a.m. – 10:45 a.m.
M/W: 9:30 a.m. – 11:00 a.m.
TR: 9:00 a.m. – 9:30 a.m.
p.m. – 12:45 p.m.
T: 5:30 p.m. – 6:00 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.
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 that are included in this course are:
To communicate orally and in
writing, socially and interpersonally.
To apply analytical and
problem solving skills to personal, social and professional issues and
To develop an awareness of
the contributions made to civilization by the diverse cultures of the world,
including those within our own society.
and study effectively both individually and in collaboration with others.
To understand what it means
to act ethically and responsibly as an individual in one’s career and as a
member of society.
To appreciate the ongoing
value of learning, self-improvement and career planning.
To communicate orally and in writing, socially and interpersonally.
II. Expected Student Outcomes
Upon successful completion of Human Services 1000, students will be able to:
|1)||Identify and discuss a variety of human service helpers, their agency affiliations, and the service networks that meet client needs.|
|2)||Demonstrate her/his understanding of social, political, and historical forces that shape human service delivery systems and the social welfare system.|
|3)||Gather information about human service agencies in the local community and the programs and services available for diverse client populations.|
|4)||Evaluate how personal ideologies and attributes interface with the role of human service worker.|
|5)||Understand the social process of defining particular human behaviors and conditions as social problems.|
|6)||Evaluate human needs, and the public response to these needs, that result from a variety of social problems.|
|7)||Identify a variety of direct-service and systems-change intervention strategies and the activities and tasks to implement the strategies.|
|8)||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 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 12, 2016.
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
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 (firstname.lastname@example.org, 224-0284) or stop by office C-211.
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 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 (http://www.ivcc.edu/stylebook). The schedule, appointment availability, and Quick Query instructions can be found by visiting the Web site (http://www.ivcc.edu/writingcenter), calling the Learning Commons at 815-224-0318, or stopping by the Writing Center in the Learning Commons.
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
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 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:
Ø Children with Learning Disabilities
Ø Runaway Teenagers
Ø Families in crisis
Ø People with HIV or AIDS
Ø Teenage Parents
Ø People recently released from mental hospitals (or psychiatric wards)
Ø Adults who are addicted to alcohol or drugs
Ø Elderly in need of services
Ø Human Trafficking
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 5, 2016.
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.
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.
VI. Tentative Schedule of Assignments
8/21 – 8/23
|1/18||Martin Luther King Jr. - College Closed|
|1/19 - 1/21||
Chapter 1 What are Human Services? What Do Human Service Workers Do?
|1/26 - 1/28||Chapter 2 The Changing Nature of the Helping Process|
|Chapter 3 Intervention Strategies|
Service Learning Enrollment Forms Due
|2/9 - 2/11||Chapter 4 Attitudes/Values, Skills, and Knowledge|
|2/15||Presidents Day - College Closed|
|2/16 - 1/19||Chapter 5 Values and Ethical Dilemmas|
|2/23 - 2/25||Chapter 6 The Social Welfare System|
|Chapter 7 Poverty|
|3/3 - 3/5||Chapter 8 Working with Diversity|
|3/9 - 3/14||Spring Break|
|3/17 - 3/19||Chapter 8 Continued|
|Chapter 9 - Interviewing|
|3/24 - 3/26||Chapter 9 – continued|
|3/27||Faculty Development Day|
|3/31 - 4/2||Chapter 10 Case Management/Counseling|
|4/7 - 4/9||Chapter 11 Facilitating Groups|
|4/14 - 4/16||Chapter 12 Program Planning|
|Chapter 13 Organizing and Changing Systems|
|4/23||Chapter 14 Understanding Legal Issues|
|4/28 - 4/30||Chapter 15 Staying Current and Avoiding Burnout|
|Service-Learning Time Sheets Due|
|Student Project Presentations|
|4/7||Final Exam Essay Due|
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?
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.
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.