|Social Work 1000 – 01||Monday/Wednesday|
|Introduction to Social Work||8:00 a.m. – 9:15 a.m.|
|Spring, 2018||Room B-313|
|3 Credit Hours|
|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.|
|Phone: 815-224-0268||TR: 12:15 p.m. – 12:45 p.m.|
|E-mail: email@example.com||T: 5:30 p.m. – 6:00 p.m.|
|(and by appointment)|
I. Course Description (from college catalog)
Social Work 1000 is the study of the broad field of Social Welfare Services and principle methods of Social Work intervention. Selected social issues are emphasized as they impact social work practice. An overview of social work as a profession is integrated into the course curriculum.
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.
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 successful completion of Social Work 1000, students will be able to:
1) Demonstrate a general knowledge of the field of Social Work.
2) Demonstrate a general knowledge of methods of social work intervention.
3) Examine and demonstrate critical thinking with regard to selected contemporary social issues.
4) Explore reasons for considering Social Work or Human Services as a profession, as well as demonstrating knowledge of career opportunities available.
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. 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.
Effective Summer 2011, students have had 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 16, 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 social work/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 social work profession. Students will have structured opportunities to consider the benefits of social work 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
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.
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
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 you.ivcc.edu, fill out the sign up information, and get started.
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
Social Work: A Profession of Many Faces, by Armando T. Morales, Bradford W. Sheafor, and Malcolm E. Scott. 12th Edition, Pearson, 2012.
Advocacy Practice for Social Justice,
by Richard Hoefer. Third Edition, Lyceum Books, Inc. 2016.
V. Course Requirements and Methods of Evaluation
Students will keep a reflection journal for the semester with a minimum requirement of 2 entries per week REQUIRED. Journal assignments will be given as topics are discussed in class.
Chapter quizzes and in-class group exercises will be given and cannot be made-up.
Small Group Project/Service Learning:
Students will be assigned to a small group for the semester. There will be weekly group exercises and discussion topics. In addition to weekly assignments, each group will select a special social problems topic from the list below to complete a community research project. The project should include an analysis of the problem, a profile of populations served, a summary of social work intervention strategies to impact the problem, 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:
⸙ Emotional/Behavioral Problems (Mental Illness)
⸙ Violence in Families
⸙ Drug and Alcohol Abuse
⸙ Crime and Juvenile Delinquency
⸙ Racism and Ethnocentrism
⸙ Sexism and Gender Inequality
⸙ Aging and Problems Faced by the Elderly
⸙ Health Problems and Physical and Mental Disabilities
⸙ Overpopulation and Environmental Problems
⸙ Lesbian, Gay, Bisexual and Transgendered Populations
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.
The final exam will be a take-home reflective essay and career portfolio summarizing social work skills and personal interest in the social work profession. 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 work, 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/Portfolio 100 points 25%
The student’s final grade will be determined by adding the total points and dividing 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
|Chapter 1 A Child Welfare Clase: The Social Worker in Action|
|1/15||Martin Luther King Jr. Holiday|
|1/17||Chapter 2 Social Welfare: A Response to Human Need|
|Chapter 3 Social Work: A Comprehensive Helping Profession|
|1/22||Chapter 4 The Emergence of Social Work as a Profession|
|1/24||Chapter 5 Entry to the Social Work Profession|
|1/29 - 1/31||Chapter 6 Fields of Social Work Practice|
|2/5||Chapter 7 Settings for Social Work Practice|
|2/7||Chapter 8 Values and Ethics in Social Work Practice|
|2/8||Service-Learning Enrollment Forms Due|
|2/12||Career Exploration Day|
|2/14||Chapter 9 Identifying the Knowledge and Skills Required for Social Work Practice|
– Advocacy Practice for Social Justice –
Preface & Chapter 1
|2/19||President's Day College Closed|
|2/21||Chapter 10 Spirituality in a Secular Profession|
|Chapter 11 Social Work’s Dual Focus on Solving and Preventing Problems|
|Required Journal – Advocacy Practice for Social Justice –Chapter 2|
|2/26 - 2/28||Chapter 12 Social Work’s Role in Addressing Terrorism|
|Chapter 13 Social Work with U.S. Causalities of the Middle East Wars|
|Required Journal – Advocacy Practice for Social Justice –Chapter 3|
|3/5 - 3/7||Chapter 14 Social Work Practice with Immigrants, Refugees, and Unaccompanied Minors|
|Chapter 15 Social Work Becoming a Global Profession|
|Required Journal – Advocacy Practice for Social Justice –Chapter 4|
|3/9||Development Day - College Closed|
|3/12 - 3/16||College Closed for Spring Break|
|Week 11||Chapter 16 Social Work Practice with Women|
|3/19 - 3/21||Chapter 17 Social Work Practice with Lesbian, Gay, and Bisexual People|
|Required Journal – Advocacy Practice for Social Justice –Chapter 5|
|3/26 - 3/28||Chapters 16 & 17 (continued)|
|Review of Advocacy Practice Chapters 1-5 Journal|
|4/2 - 4/4||Chapter 18 Social Work Practice with Children and Youth|
|Chapter 19 Social Work Practice with Older Adults|
|Chapter 20 Social Work Practice with People with Disabilities|
|Required Journal – Advocacy Practice for Social Justice –Chapter 6|
|4/9 - 4/11||Chapter 21 Social Work Practice with Muslims in the United States|
|Chapter 22 Social Work Practice with Asian Americans|
|Chapter 23 Social Work Practice with Indigenous Peoples and Tribal Communities|
|Required Journal – Advocacy Practice for Social Justice –Chapter 7|
|4/16 - 4/18||Chapter 24 Social Work Practice with Mexican Americans|
|Chapter 26 Social Work Practice with Puerto Ricans|
|Required Journal – Advocacy Practice for Social Justice –Chapter 8|
|4/23 - 4/25||Chapter 25 Social Work Practice with African Americans|
Chapter 27 Social Workers in Action: School Homicide and the Death Penalty
|Required Journal – Advocacy Practice for Social Justice –Chapter 11|
|4/30||Application of Social Work Competencies|
Service-Learning Time Sheets Due
|Advocacy Project Journal Due|
|5/7||Final Essay and Career Portfolio Due|
Guiding Principles for Critical Learning
Instructor: Jean Batson~Turner
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.