SW330 Social Welfare Policy & Programs

for SP 2010

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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.


SW 330 Social Welfare Policy and Programs


SP 2010 HO


Kisthardt, Walter E.


Associate Professor Chair/BSW Program Director


Ph.D. Social Work
BA Sociology/Social Work

Office Location

225 A Underground

Office Hours

Monday 10 AM - 2:00 PM: Wednesday 9:00 AM to 5:00 PM and by appointment

Daytime Phone


Other Phone




Semester Dates

January 11 - May 7, 2010

Class Days


Class Time

11:35 AM - 12:50 PM



Credit Hours



There is no "required" text for this course. You will be expected to read journal articles from Social Welfare Policy related journals and to conduct research on the internet relative to assigned social welfare topics for each class. There will be policy texts available at the office and in the library for readings that supplement our class presentations and discussions.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Understanding Social Welfare: A Search for Social Justice. 7th edition. Ralph Dolgoff and Donald Feldstein. Allyn and Bacon, 2007.

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.
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Course Description:
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. Students will be expected to apply classroom learning by analyzing a current social welfare policy and program and to develop and present an innovative program which they design.

Educational Philosophy:

I view learning as an interactive process where concepts are clarified; where current realities are critically examined; where creative ideas are generated, and where innovations are developed, implemented, and evaluated. I believe learning takes place on many levels, ie: thinking, feeling, and behaving. I will do my best to create a learning atmosphere that recognizes divergent learning styles. I believe it is important for all students to feel safe to express their views without being judged negatively by the instructor or by their colleagues. I believe that learning is enhanced when humor and joy are infused in the discourse.   

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:

1. Reflection Paper...(10 points)...I will give you a series of questions to guide your written reflection on the nature of  
    social welfare in the United States. Due January 28.
2. Two Social Welfare Policy Journal Critiques (10 points each= 20 points). You will find two recent (2007 to
    present) articles from social work/social welfare journals that are related to your area of interest and write
    a summary/critique of each. I will give you guidelines to organize your writing. First critique due on Feb. 4thSecond is  due on Thursday, March 18.
3. Mid-term Exam:  Given in class on Thursday, March 4 (25 points).
4. Policy Analysis/Proposal Paper (25 points)...10-15 pages in length, APA format including title page, abstract, and
    references. Due on Thursday, April 29. If you hand in a draft of the paper by Thursday, April 15th I will grade it. If you are happy with the grade you do not need to do a final re-write. If you would like to edit the paper, incorporating my suggestions and comments, you may do so and then hand in the paper on (or before) April 29.  
5. Presentation of Policy Analysis and Program Proposal (10 points)...in class, 20 minutes with 5 minutes for class
    questions and discussion.
6. Class attendance and participation (10 points)...Your presence in class is very important to your learning and your contributions are important to the learning of others. I will expect that at all times we demonstrate respect for each other in all of our interactions. Examples of this respect include not engaging in a side conversation when one of your colleagues is speaking, being aware of body language and conveying interest and attention, being on time for class so as not to disrupt the flow of the lesson, etc.  You will be allowed two (2) unexcused absences without a point deduction. For every absence after the two allowed one (2) points will be deducted from your class participation grade.  If you miss five classes you will not receive credit for class participation. I expect you to be on-time for class and to remain for the entire class period. If there are circumstances that make it difficult to meet this expectation please discuss this with me asap so that an accommodation may be made.  


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

Late Submission of Course Materials:

All assignments will be due on the dates listed on the syllabus. You are expected to organize and manage your time so that you are able to meet the expectations of the class. No assignment will be accepted after the due date unless there are extenuating circumstances that you have discussed with me prior to the due date.

Classroom Rules of Conduct:

Come to class prepared to engage in the discussion relating to the assigned readings.
Be on time for class and respect others (examples noted above).
Always treat others in a manner that you would like to be treated.

Course Topic/Dates/Assignments:

Week 1: Jan. 12 - 14: Introductions, review of syllabus, leaning outcomes, assignments and grading. Questions for discussion: What is Social Welfare Policy? How does social welfare policy effect you? Why is an understanding of social welfare policy formulation important for social work? What are the universal standards for social justice and human dignity? How are lives affected by social and economic structures?  
Week 2: Jan. 19 - 21: A framework to analyze social welfare policies and programs. In these classes you will learn the format that you will apply in your policy analysis paper. Hand out questions to guide reflection assignment on Thursday.
Week 3: 26 - 28: Social Values and Historical Roots of Social Welfare Reflection paper due this date. (Jan. 28).
 Review the United Nations Declaration of Universal Human Rights.                      
Week 4: Feb. 2 - 4: The American Experience and Social Welfare. The New Deal, The Great Society, and the Obama
        Vision for Social Welfare in America. The Debate on Health Care Reform. First Journal Critique due on the 4th.
Week 5: Feb. 9 - 11: The Liberal Position on Health Care in the U.S. Movie "Sicko"  
Week 6: Feb. 16 - 18: The Conservative Position on Health Care Reform in the U.S. 
Week 7: Feb. 23 - 25: Social Policy for Child Welfare and People with Disabilities (Mid-term Study Guide will be distributed on the 25th). TANF and Adoption and Safe Families Act.
Week 8: March 2 - 4: Review for Mid-term Exam on Tuesday: Mid-Term Given in Class on Thursday, March 4. 
Week 9: March 9 - 11: Spring Break: Enjoy!
Week 10: March 16 - 18: Review Mid-term: Second Journal Critique Due on the 18th. 
Week 11 - 16: March 25 - April 29: Policy Analysis/Program Proposal Presentations.  Final Paper due on Thursday
 April 29.
Week 17: Finals Week.  

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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 95

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 .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
•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 
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. 
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. 
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 
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. 
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                                                                                                                                                                                                                                             
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. 
Contains no errors in the following paper format items:

-Page numbers
-Works cited
-Internal documentation

Contains only 1 error in the following paper format items:

-Page numbers
-Works cited
-Internal documentation

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

-Page numbers
-Works cited
-Internal documentation

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

-Page numbers
-Works cited
-Internal documentation

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. 


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Last Updated:1/8/2010 12:54:53 PM