|Human Services 1202 – 001||Monday/Wednesday|
|Helping Across Cultures||11:00 a.m. – 12:15 p.m.|
|Spring, 2015||Room D-214|
|Jean Batson-Turner||M/W: 9:30 a.m. – 11:00 a.m.|
|Office: B-324||TR: 9:00 a.m. – 9:30 a.m.|
TR: 12:30 p.m. – 1:00 p.m.
|E-mail: firstname.lastname@example.org||T: 5:30 p.m. – 6:00 p.m.|
(and by appointment)
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.
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.
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.
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, 2015.
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.
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 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. 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 (email@example.com, 224-0284) or Judy Mika Judy_Mika@ivcc.edu or 224-0350) 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 (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.
Cultural Diversity: A Primer for the Human Services by Jerry V. Diller, 5th Edition, Brooks/Cole, 2015.
Explorations in Diversity: Examining Privilege and Oppression in a Multicultural Society by Sharon K. Anderson and Valerie A. Middleton, 2nd Edition, Brooks/Cole/Cengage Learning, 2011.
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
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 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
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 January 30, 2015.
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.
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 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
|1/12 - 1/14||Introduction|
|Establishment of Learning Guidelines|
|1/19||Martin Luther King Jr. Holiday – Campus Closed!|
|1/21||Preface and Chapter 1, Introduction - Diller text|
|Preface and Stories of Privilege, Introduction to Part 1 – Explorations in Diversity|
|1/26 - 1/28||Chapter 2: What It Means to Be Culturally Competent, - Diller text|
Stories of White
Privilege – Essay 1, An Awakening to Privilege,
Oppression, and Discrimination, Explorations in Diversity
Oppression, and Discrimination, Explorations in Diversity
|1/30||Service-Learning Enrollment Forms Due|
|2/2 - 2/4||Essays 2 – 7, Explorations in Diversity|
|2/9 - 2/11||Chapter 3: Working with Culturally Diverse Clients – Diller text|
|Dignity for All text: Chapters 1 and 2|
|2/16||President’s Day – College Closed!|
|2/18||Chapter 4: Understanding Racism, Prejudice and White Privilege – Diller text|
|Essays 8 – 12, Explorations in Diversity|
Culturally Sensitive Treatment with Children – Diller text
Part III –
Introduction and Essays 17 – 20, Explorations
Chapter 10: Treating
Victims of Ethnic Conflict, Genocide, and Mass Violence – Diller text
Part VI: Stories of
Personal Compassion and Being Allies: Introduction, Explorations in
Chapter 16: Working
with South Asian American Clients: An Interview with Sumana Kaipa –
Final Exam Oral
Reports and Essays Due
2/23 - 2/24
Chapter 5: Understanding Culture and Cultural Differences – Diller text
Essays 13 – 15, Explorations in Diversity
Dignity for All
text: Chapters 3 and 4
3/2 - 3/4
Chapter 6: Working with Diverse Parents and Families – Diller text
We There Yet? …. Not Quite: Introduction to Part II, and Eassy 16,
Explorations in Diversity
3/9 - 3/14
Spring Break – College Closed
3/16 - 3/18
Chapter 8: Bias in Service Delivery – Diller text
3/23 - 3/25
Chapter 9: Mental Health Issues – Diller text
IV: Introduction and Eassys 21 – 23, Explorations in Diversity
3/30 - 4/1
V: Introduction and Essays 24 – 27, Explorations in Diversity
4/6 - 4/8
Chapter 11: Working with Latino/a Clients: An Interview with Roberto
Almanzan – Diller text
Chapter 12: Working with Native American Clients: An Interview with Jack
Lawson – Diller text
4/13 - 4/15
Chapter 13: Working with African American Clients: An Interview with
Veronique Thompson – Diller text
Dignity for All
text – Chapters 11 & 12
Essay 29 – Explorations in Diversity
4/20 - 4/22
Chapter 14: Working with Asian American Clients: An Interview with Dan
Hocoy – Diller text
Chapter 15: Working with Arab and Muslim American Clients: An Interview
with Marwan Dwairy – Diller text
4/27 - 4/29
Chapters 17 and 18 – Diller text
Essays – 28, 30, and 31, Explorations in Diversity
Chapters 17 and 18 – Continued
Service-Learning Time Sheets Due
Becoming Dignitarian Helpers
Chapter 7: Culturally Sensitive Treatment with Children – Diller text
Part III – Introduction and Essays 17 – 20, Explorations in Diversity
Chapter 10: Treating Victims of Ethnic Conflict, Genocide, and Mass Violence – Diller text
Part VI: Stories of Personal Compassion and Being Allies: Introduction, Explorations in Diversity
Chapter 16: Working with South Asian American Clients: An Interview with Sumana Kaipa – Diller text
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?
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.
Work to recognize patterns of behavior in your social life; notice how one event
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.