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 2007 DN

Faculty

Tucker, Tamara

Title

Adjunct Faculty Instructor

Degrees/Certificates

MSW

Office Hours

Will arrange a mutually convenient time and place to meet.

Other Phone

816-914-4091

E-Mail

tamara.tucker@park.edu

ttinfinity@yahoo.com

Semester Dates

August 21 2007 to October 9, 2007

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.  

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:
 

SW 330, Social Welfare Policy and Programs, introduces students to the process of social welfare policy formulation and analysis in the United States. Students will become aware of the many social, political, economic, cultural, and ideological forces which converge to give rise to social welfare policies and programs. This course provides students with the knowledge and skills to become more fully engaged as a generalist social worker in influencing policy on the program, community, state, and global level. Current policies will be critically examined as they reflect a “problems/deficits” perspective and how they reflect the emerging “strengths” perspective in social work.

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 assignments:

1. Exam: This exam will be given in class on September 18. This test will cover the key

    concepts reviewed in the first half of the course in chapters 1-8. 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.

 

2. Reflection Paper:  I will provide you with questions to guide your reflection

    related to issues of Social Policy and Programs.

 

3. 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.
  

4. 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:

  • actively listening to the instructor and classmates
  • answering questions posed by the instructor that relate directly to the assigned reading
  • asking questions and sharing your thoughts, feelings, and potential implications related to material being presented by instructor or as generated through your  reading
  • 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 &   Presentation                      40

              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.
 
 

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. 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:
 

Course Schedule/Assignments and Learning Activities:

 

Tuesday: Aug. 21

                        Introductions, Review of syllabus and expectations for course.

                                               Questions for Discussion: What is Social Welfare Policy?

                                How is Social Welfare Policy in the United States similar to and

                                different from social welfare policy in other countries?

                                              The Politics of Resource Allocation

                                FRAMEWORK FOR YOUR POLICY ANALYSIS/PROPOSAL

                                ASSIGNMENT WILL BE PRESENTED.

                                       Reading: Chapter 1 in Dolgoff text pp. 1-18

                                   Group exercise: What does your group see as the three main

                                causes of poverty in the United States?

                                 Discussion of small group exercise and implications for social

                                welfare policy.

                FOR NEXT WEEK READ CHAPTERS 2-3-AND 4 IN TEXT, PP. 19-86


Tuesday: Aug. 28

                        The History of Social Welfare Across Cultures and in the U.S.

                                            Questions for Discussion: When reviewing the history of social

                                welfare in the United States what patterns seems to emerge?

                                How have social welfare policies and programs enhanced the

                                quality of life for people in this country? How well have these

                                policies worked?

                                               Questions to for first reflection paper due next Tuesday.

                               What do you think generally about policies and programs that attempt to provide a “safety net” for people? What do you think should be the Federal Government’s role in assuring employment, health care, housing etc. for all citizens? What personal experiences have served to mold and shape your beliefs about social welfare at this time in your life?

                              (please limit this paper to no more than 5 double spaced typed pages). 

            FOR NEXT WEEK READ CHAPTERS 5 AND 6 IN TEXT, PP. 87-130

Tuesday, Sept. 4

                                    Poverty: Causes and Consequences.

                                    First Reflection Paper Due this date

                                    Share responses to reflection paper.

                                    Many ways of attempting to understand the causes of poverty and

                               the social forces which sustain it.

            FOR NEXT WEEK READ CHAPTERS 7 & 8 IN TEXT, PP. 131-191

Tuesday, Sept. 11

                                     Social Policy Analysis and Programs to Combat Poverty. 

                               Questions to guide discussion: What is the difference between a

                               “Universal” and a “Selective” program?

                               What are the Bases for Social Allocations?

                               Small group sharing regarding policy analysis/proposal project.

            FOR NEXT WEEK READ CHAPTERS 9 &10 PP. 193-274

Tuesday, Sept. 18

                                    A Paradigm Shift? Temporary Assistance for Needy Families

                               (TANF)  How did the Personal Responsibility and Work Opportunity

                               Reconciliation Act of 1996 signal a shift in the approach to needy

                               families?

                                    A review of my experience working with Kansas Welfare Reform & Missouri policy, program development, advocacy and community collaborative efforts,  from mid-90’s to present.

                                    In cash and in-kind welfare benefits.                            

                                 TEST ON CHAPTERS 1-8

 Tuesday Sept. 25, Oct. 2 & 9

                                    In-class presentations of Policy Analysis/Proposals

                                    Final paper is due on October 9, the last day of class.

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 2007-2008 Undergraduate Catalog Page 85-86
Honesty and integrity are expected as a professional social worker and as a citizen of the world. The policy of Park University reads as follows: “Academic Honesty is required of all members of a learning community. Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers, or other course assignments. Students who engage in such dishonesty may be given failing grades or expelled from Park.”

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 2007-2008 Undergraduate Catalog Page 85
“…the appropriation or imitation of the language or ideas of another person and presenting them as one's original work-sometimes occurs through carelessness or ignorance. Students who are uncertain about proper documentation of sources should consult their instructors.”

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88
“Instructors are required to keep attendance records and report absences. The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment. Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties. 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 “WH.” A Contract for Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course. Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student. Reports of an F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency. Regular classroom attendance is both expected and essential for the attainment of course objectives. Material not found in the text will be presented and discussed in class. Absences detract from your learning as well as that of others.

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 .
Park University is committed to meeting the needs of all students who meet the criteria for special accommodation. 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 and to the extent 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 at 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:8/24/2007 1:25:33 PM