Syllabus Entrance
Printer Friendly
Email Syllabus

SW 330 Social Welfare Policy & Programs
Tucker, Tamara


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SW 330 Social Welfare Policy & Programs

Semester

F1J 2008 PV

Faculty

Tamara Tucker, MSW

Title

Adjunct Faculty

Office Location

- will arrange a mutually convenient time and place to meet.

Other Phone

816-914-4091 (cell)

E-Mail

tamara.tucker@park.edu

ttinfinity@yahoo.com

Semester Dates

August 19, 2008  thru October 7, 2008

Class Days

--T----

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:
Understanding Social Welfare: A Search for Social Justice (7th ed.). Ralph Dolgoff and Donald Feldstein. Allyn and Bacon: Boston.  

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
SS330 Social Welfare Policy and Programs: This course introduces students to the major social welfare policies and programs of the United States today, and it examines the historical circumstances which gave rise to those social welfare programs and the social work profession. Existing policies are critically examined, and attention is given to methods by which social policies might be influenced to better meet human needs and promote social justice. 3:0:3

Educational Philosophy:


   At all times I will strive to model the values and skills that are at the heart of the profession of social work. Just as in the helping process, teaching should be a collaborative, mutually enriching experience. I believe that learning is best achieved in an environment that is respectful, safe, affirming, challenging, and highly interactive.
 
   I understand that every person has wisdom in their lived experience and a unique world view and perspective. I recognize that each of us learns in different ways and I will strive to present concepts in a manner that promotes your learning. If you are having difficulty with any aspect of the class I hope that you will make this known to me. I truly want this class to be enjoyable as well as educational. 

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the historical foundation and evolution of current social welfare policies and programs.
  2. Identify the divergent values and philosophies that influence contrasting viewpoints on social welfare policies.
  3. Identify ways in which social policies impact social work practice and the ability to respond to needs.
  4. Identify strengths and limitations of current policies in the context of social and economic justice and responsiveness to populations-at-risk.
  5. Convey a basic understanding of the political and administrative processes of policy formation and methods by which policies may be influenced.
  6. Demonstrate the ability to engage in research related in a particular domain of social policy and critically examine the strengths and limitations of policies.


Core Assessment:

·  Exams


·  Historical Analysis (LO 1-3,5)


·  Influencing Policy (LO 3-6)


·  Testimony (LO 2-6)


·  Core Assessement: Policy in Practice (LO 3-6)


·  Policy Analysis Term Paper (LO 1-6)

Link to Class Rubric

Class Assessment:

 
Your learning in this course will be assessed via the following:
 
Exam  
The exam will be given in class. This exam will cover the key concepts reviewed in chapters 1-10. It will be closed book, closed notes. I will provide you with a study guide for this test. The format will be multiple choice, true false, and brief essay.
 
Reflection Paper   
I will provide you with questions to guide your reflection related to issues of Social Policy and Programs.
 
Developing Your Own Policy Analysis/Program Proposal
You may work autonomously or with one class colleague to develop and present your own social policy analysis and proposal. You are expected to apply the concepts covered throughout the course. You will submit a written analysis/proposal and do a brief (1/2 hr. presentation in class). I will give you more detailed guidelines for this assignment in class. If you choose to work as a team you will receive the same grade for your written analysis/proposal and presentation.
 
Class Engagement/Participation   
You are expected to fully engage in all aspects of our classroom learning experience. I will use the following criteria to assess and allocate points in this area: 1) actively listening to the instructor and classmates; 2) answering questions posed by the instructor that relate directly to the assigned reading; 3) asking questions and sharing your thoughts, feelings, and potential implications related to material being presented by instructor or as generated through your reading; 4) participating genuinely and enthusiastically in classroom activities and exercises.

Grading:



It is very important to me that you understand the criteria for grading and that you perceive this process as fair and reasonable. I do not “give” grades . . . students earn grades through their work and performance.  
 
 

                Assignment                                       Points           

              Exam                                                                        35

              Reflection Paper                                                       15

              Policy Analysis/Proposal Paper                                30   

  Policy Analysis/Proposal Presentation                     10

              Class Participation                                                    10          


                                       A = 90-100    B = 80-89    C= 70-79    D = 60-69   F= below 60     

Late Submission of Course Materials:


   Assignments are due at the beginning of class on the date indicated on the course schedule. In the event of absence you may submit the assignment electronically. The student remains responsible for lost, misdirected or incompatible formatting of electronic submissions. In extenuating circumstances (as determined by the instructor) and with timely notification an exception may or may not be granted. Assignments not submitted on time will receive a deduction of 10% of the possible score, per day. Please be aware that there is no “extra credit” work in this course.

Make-up Exam:
 
   The course Exam will be given only on the date specified. A make-up exam will only be scheduled at the instructor’s prerogative under extreme circumstances. Students or an agent of the student must notify the instructor prior to the exam and must be prepared to submit documentation of the circumstances.

Classroom Rules of Conduct:

 
   In order to maintain a positive learning environment the following ground rules will be the norm for our interactions. Personal perspectives will be valued. Degrading or discriminatory remarks or behaviors are not acceptable. Discussion will reflect an exchange of information, experiences, ideas, and opinions which foster critical thinking, analysis, and synthesis. If you work in groups, it is the responsibility of the group members to delegate work. All members of the group must present on the project and all will receive the same grade. Because of the sensitivity of the subject matter relevant for consideration in social work respect, sensitivity, and confidentiality must be maintained.
   
   Students need to arrive on time. Students will not hold private conversations when a colleague is speaking. In addition, cell phones, MP3 players, Palm Pilot and otehr like electronic devices need to be turned off or on vibrate during class time.  If a student’s behavior is considered to be disruptive, the instructor will give that person the opportunity to modify the behavior without point penalty. If the student’s behavior continues to be disruptive they will lose all class participation points and be referred to the Office of Academic Affairs.

Course Topic/Dates/Assignments:

 August 19th
Introductions & Check In
 
Review
  • syllabus and course expectations
  • Reflection Paper - Framework handout          

Reading (prior to 1st class): Chapter 1 in Dolgoff text pp. 1-18

 Questions/topics to guide class discussion:

        1. What is Social Welfare Policy? 
        2. How is Social Welfare Policy in the United States similar to and different from social welfare policy in other countries?
        3. The Politics of Resource Allocation  
Small Group Exercise: What does your group see as the 3 main causes of poverty in the U.S.?  
   
Class Discussion: Process small group exercise and identified implications for social welfare policy.

Computer lab dates – September 2nd, 16th, 23rd & 30th  

             Next Week:      READ CHAPTERS 2, 3 and 4 in TEXT, PP. 19-86
                                    Reflection Paper due
 
 
August 26th

Check In

Reflection Paper due – collect at beginning of class
 
Review
  • RELFLECTION PAPER - Share responses to writing process
  • POLICY/PROGRAM ANALYSIS/PROPOSAL (PAPP) paper - framework handout
  • PAPP presentation – scoring handout
                                                    CLASS TOPIC/THEME
        The History of Social Welfare Across Cultures and in the U.S.
                          (CHAPTERS 2, 3 and 4 in TEXT, PP. 19-86)

 Class response to readings

Questions to guide class discussion

      1. When reviewing the history of social welfare in the United States what patterns seems to emerge?
      2. How have social welfare policies and programs enhanced the quality of life for people in this country?
      3. How well have these policies worked?
Small Group Exercise:  
        • social welfare patterns in US
        • policies/programs enhanced quality of life in US?
        • policies - failed or succeeded?   

Class Discussion: - report out of small group exercise

Next Week:          READ CHAPTERS 5 and 6 in TEXT, PP. 87-130
                             Turn in “topic” of final PAPP paper & presentation
 

September 2nd

Check In
 
Review
  • RELFLECTION PAPER - Share responses
  • POLICY/PROGRAM ANALYSIS/PROPOSAL (PAPP)project topics
            CLASS TOPIC/THEME
 Poverty: Causes and Consequences
(CHAPTERS 5 and 6 in TEXT, PP. 87-130)  

Class response to readings    
 
                         Questions to guide class discussion
      1. What are the 3 Discoveries of Poverty?
      2. What was/is the “War on Poverty”?

 Class Discussion: PAPP paper & presentations

Small Group Exercise: PAPP projects
 
Computer Lab as a resource for PAPP: 
  • Computer/internet – instructor assistance time
  • handout of websites and resources
Next Week:          READ CHAPTERS 7 & 8 IN TEXT, PP. 131-191
 

September 9th 

 Check In    
                                               CLASS TOPIC/THEME
                      Social Policy Analysis and Programs to Combat Poverty
                                 (CHAPTERS 7 & 8 IN TEXT, PP. 131-191)

 Class response to readings

Questions to guide class discussion:

1.     What is the difference between a “Universal” and a “Selective” program?
2.     What are the bases for Social Allocations? 
3.     In cash and in-kind welfare benefits, same or different?  

Class discussion
 
Small group exercise
  • Universal vs. Selective
  • Social Allocations – what does this mean? Who has the power? How would your group respond and structure?

Class sharing - report out of small group exercise

Small group sharing regarding POLICY/PROGRAM ANALYSIS/PROPOSAL (PAPP). 

Exam Study Guide – hand out in class

                   Next Week:   READ CHAPTERS 9 &10 PP. 193-274
 
 
September 16th 
 
Check In
       CLASS TOPIC/THEME
        A Paradigm Shift? 
(CHAPTERS 9 &10 PP. 193-274)

 Class response to readings

Questions to guide class discussion:
1. Temporary Assistance for Needy Families (TANF), who does it impact? 
2. How did the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 signal a shift in the approach to needy families?

Class discussion

Small Group Exercise: POLICY/PROGRAM ANALYSIS/PROPOSAL (PAPP) projects
 
Computer Lab as a resource for PAPP
  • Computer/internet – instructor assistance time

Brief Review& clarify:  questions (Study Guide) for next week’s exam.  

Mid Term Teacher Evaluation

Next Week:          Exam 
 

September 23rd

Check In    
                                 CLASS TOPIC/THEME
               
                 Individuals Empowered for Social Change
 
         A review of my experience working with Kansas Welfare Reform 
         & Missouri policy advocacy and community collaborative efforts, 
         from mid-90’s to present. Can we, individually, make a difference?
 
 Class sharing   
 
Computer Lab as a resource for POLICY/PROGRAM ANALYSIS/PROPOSAL (PAPP):
  • project discussions
  • Computer/internet – instructor assistance time

 Review:  brief clarifications on Study Guide for Exam

EXAM ON CHAPTERS 1-10   

          Next Week:          In-class PAPP presentations
 

September 30th

Check In

Small Group Exercise: POLICY/PROGRAM ANALYSIS/PROPOSAL (PAPP) projects
 
Computer Lab as a resource for PAPP Proposals and Presentations:
  • project discussions
  • Computer/internet – instructor assistance time

In-class PAPP presentations

Next Week:          PAPP presentations
                             Final PAPP Papers due
 

October 7th

In-class POLICY/PROGRAM ANALYSIS/PROPOSAL (PAPP) presentations

POLICY/PROGRAM ANALYSIS/PROPOSAL (PAPP) Paper due
 
 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
•Identifies 5+ appropriate issues.
•Identifies policy related to each issue.
•Identifies agencies / services related to identified issues.
 
•Identifies 4 appropriate issues. CO1
•Identifies policy related to each issue. CO3 &4
•Identifies agencies / services related to identified issues. CO3
 
Identifies 3 or fewer appropriate issues Fails to identify appropriate issues 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
•Appropriately identifies and analyzes difficulties & challenges related to accessing /acquiring all identified services.
•Examines issues from contrary or opposing perspectives.
•Develops a plan for intervention based upon above noted items.
 
•Appropriately identifies and analyzes difficulties & challenges related to accessing /acquiring all identified services. CO2,4,&5
•Develops an appropriate plan for intervention based upon above noted items. CO 3&4

 
•Identifies difficulties related to some but not all of the identified issues.
•Plan is not realistic relative to local agencies, cost, services, access, policy or legislation.
 
Fails to identify or analyzes any difficulties & challenges related the identified issues. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
•Develops a plan or identifies barriers to access services related to all items.
•Identifies multiple possible negative outcomes related to the plan.
 
•Develops a plan or identifies barriers to access services related to all items. CO 6
•Identifies a possible negative outcome related to the plan. CO6
 
•Acknowledges barriers to access services related to all items.
•Does not identify potential negative outcomes related to the plan.
 
No acknowledgement of barriers or potential negative outcomes. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
No factual errors No more than 2 factual errors relative to policy and programs. 3 to 4 factual errors 5 or more factual errors 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Plan appropriately links problem to policy to intervention and on to assessment with all identified issues. Plan appropriately links problem to policy to intervention and on to assessment with all four identified issues. Plan establishes some links between problem, policy, intervention and assessment, but not between all, and not with all identified issues. Does not link problem to policy to intervention or assessment. Full components are absent. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Identifies two or more potential barriers or negative outcomes.

Identifies an alternative intervention to counter any barriers or negative outcomes.
 
Clearly describes one or two potential barriers or negative out comes to the plan. Does not identify barriers to success or potential negative outcomes related to the proposed intervention. Does not identify barriers to success or potential negative outcomes related to the proposed intervention. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
No errors in writing conventions 1to 5 errors in spelling or grammar 6 to 10 errors in spelling or grammar Errors in spelling or grammar are sufficient to compromise success of the proposed intervention.  10+ grammatical or spelling errors. 
Component                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Contains no errors in the following paper format items:

-MLA
-Length
-Page numbers
-Works cited
-Internal documentation


 
Contains only 1 error in the following paper format items:

-MLA
-Length
-Page numbers
-Works cited
-Internal documentation


 
Contains 2 to 3 errors in the following paper format items:

-MLA
-Length
-Page numbers
-Works cited
-Internal documentation


 
Contains 4 or more errors in the following paper format items:

-MLA
-Length
-Page numbers
-Works cited
-Internal documentation


 
Relationship                                                                                                                                                                                                                                               
Outcomes
Contemporary                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Exhibits an awareness and concern for significant social issues and threats. Proposes actions to address such issues beyond the immediate circumstances. (Micro ¯o) Exhibits an awareness and concern for significant social issues or threats. (Micro) Does not demonstrate a consistent awareness or concern for significant issues or threats. Does not demonstrate any awareness or concern for significant issues or threats. 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:7/27/2008 9:55:28 PM