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SW 330 Social Welfare Policy & Programs
Green, Amber J.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

SW 330 Social Welfare Policy & Programs

Semester

F2T 2012 DL

Faculty

Green, Amber J.

Title

Professor of Social Work/Adjunct Faculty

Degrees/Certificates

Masters of Social Work
Bachelors of Social Work
Public Administration Certificate

Office Location

Washington

Office Hours

T, TH, F, Sat. & Sunday  4PM-10PM Pacific

Daytime Phone

509-999-3207

E-Mail

Amber.Green02@park.edu

Semester Dates

October 22, 2012-December 16, 2012

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Understanding Social Welfare: A Search for Social Justice
Author: Dolgoff, Fieldstein
Publisher: Allyn & Bacon
Edition 8

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

The NASW Code of ethics is a vital resource to you learning. I suggest you purchase or print a copy from the NASW website.

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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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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FAQ's for Online Students - You might find the answer to your questions here.


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.

Educational Philosophy:
The facilitator’s educational philosophy is learning through discussions, peer reviews and community research.

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:

Email (0 points) – Due Week 1
The first week of class you will be required to make sure you can use your Park email to send and reply to emails between you and me. Send me an email during the first week of class. No grades will be posted until your email is received.
 
Student Introduction (1 posting = 15 points) - Due Week 1
The first week of class
you are required to "post" a Student Introduction using the Introduction link on the Course Home menu. This posting will help us become more familiar with each other.
 
Introductions
Please share with us:
   * Your name and how you would like to be addressed.
   *Where you are [physically] located in the world.
   *Why you are in this class:

  • For example, some of you are here because you are social work students and this is a required class.
  • Others of you are here because you are taking this class as an elective. If this is the case please share your degree area.

 

  • A little about your online experience(s) to date (e.g. I have taken online classes in the past; I have used/seen online platforms such as eCollege, eCompanion, Blackboard, WebCT, VCampus, etc.)
  • A self-assessment of your technological abilities (e.g. I can hold my own; I am dangerous to myself and to others when it comes to computers, etc.)
  • Something [only if you feel comfortable about it] that will allow us to get to know you such as family, hobbies, interests, etc.

Evaluation:

Student Introduction Rubric:

Excellent
(14-15 pts)

Response is clearly written; strong style with less than 4 grammatical errors.
Provides all the requested information.

Meets Expectations
(11-13 pts)

Response is adequately written with less than 7 grammatical errors.
Provides all the requested information.

Below Expectations
(9-10 pts)

Response is below requirements; has less than 9 grammatical errors.
Provides slightly less information than requested.

Unacceptable
(0-8 pts)

Response does not provide majority of requested information; has more than 9 grammatical errors.

Weekly Reading/Lecture (0 points)

Materials for exams will come from weekly readings and discussions. It is critical that you read the lectures, additional reading materials and links in order to prepare for weekly discussion questions, reviews, assignments and exam.

Weekly Reviews (0 points)
These are summaries of the week's learning objectives. You do not have to post to this section.

The questions for the final exam will come from weekly lecture readings and discussions and these reviews.

Weekly Discussions (8 weeks x 10 pts [2 postings x 5 points each] = 80 points) – Due Weekly

A minimum of two postings are expected each week. These include:

1. Choose one of the three listed question sets to answer.

In your response identify the question you are answering (for example: Q1, Q2, Q3). Participation is demonstrated through discussion. Answer all components of the question set. Provide specific examples to demonstrate your understanding. You must mention your readings in your posts. Remember, if you are using any material that is not your own, you MUST cite the work. This does not have to be a formal citation. You may provide a web link at the end of your answer OR merely report the source within your answer (for example: the book states; the lecture mentioned or per NASW Code of Ethics, etc…).

Grading will be based on clarity and completeness of thought, ideas supported by facts, logical arguments or research. Comments should be substantial and relevant to the topic, and contribute to further thought or reflection. The instructor will provide responses individually and/or to the class as a whole.

2. Respond to another student's answer to a question set.

This peer review should be more than a one-statement, short answer. Provide constructive feedback and follow the guidelines listed above.

Evaluation:

Weekly Discussion Rubric:

Excellent
(10 pts)

The postings exceed discussion and critique requirements. Although two postings are required, the student may post multiple entries. Each posting is more than 100 words in length and offers insight and thoughtful analysis; they do not simply summarize. They contain no errors.

Above Average
(8-9 pts)

The postings slightly exceed discussion and critique requirements. The postings are 100 words in length and offers insight and thoughtful analysis of a reading. They contain few errors.

Meets Expectations
(7 pts)

The postings meet discussion and critique requirements. They are 75 words in length and offer a response with some analysis. They may contain multiple minor errors.

Below Requirements
(6 pts)

The postings are slightly below critique requirements. They are less than 75 words in length and offer little analysis and/or contains multiple errors.

Lacking Effort
(4-5 pts)

The postings fall considerably short of critique requirements. They are less than 75 words and offer little other than a summary of a reading and/or contain multiple major grammatical and/or sentence structure errors. Only one posting listed.

Unacceptable
(0-3 pts)

Postings do not meet minimal expectations and contain multiple major grammatical and/or sentence structure errors.



Weekly E-Journals

(8 weeks x 10 pts [2 postings x 5 points each] = 80 points) - Due Weekly

A minimum of two postings are required each week. These include:

1. Your "E-Journal" entry

Describe, in detail, and then reflect on an instance you have identified where you have observed or experienced some manner of prejudice or discrimination through formal or informal public policy or social welfare as it relates to an individual or group of people. These direct experiences or observations need to be recent (within the week prior to or of the entry being posted). Describe the behavior or circumstance and make note of your personal thoughts and/or reactions. Grading will be based on clarity and completeness of thought. Comments should be substantial and relevant to the topic, and contribute to further thought or reflection.

2. A peer review

(responding to another peer's "e-journal" entry)
This peer review should be more than a one-statement answer. Provide constructive feedback/reflection and follow the guidelines listed above.

Evaluation:

Weekly E-Journal Rubric:

Excellent
(10 pts)

The postings exceed discussion and critique requirements. Although two postings are required, the student may post multiple entries. Each posting is more than 100 words in length and offers insight and thoughtful analysis; they do not simply summarize. They contain no errors.

Above Average
(8-9 pts)

The postings slightly exceed discussion and critique requirements. The postings are 100 words in length and offers insight and thoughtful analysis of a reading. They contain few errors.

Meets Expectations
(7 pts)

The postings meet discussion and critique requirements. They are 75 words in length and offer a response with some analysis. They may contain multiple minor errors.

Below Requirements
(6 pts)

The postings are slightly below critique requirements. They are less than 75 words in length and offer little analysis and/or contains multiple errors.

Lacking Effort
(4-5 pts)

The postings fall considerably short of critique requirements. They are less than 75 words and offer little other than a summary of a reading and/or contain multiple major grammatical and/or sentence structure errors. Only one posting listed.

Unacceptable
(0-3 pts)

Postings do not meet minimal expectations and contain multiple major grammatical and/or sentence structure errors.

Reflection Paper (1 paper = 25 points) – Due Week 2

I will give you a series of questions to guide your written reflection on the nature of social welfare in the United States. The paper guideline is posted in both Week 1 (for your benefit to prepare), in Week 2 and also can be found below.

Reflection Paper Framework:

Please respond in detail and with examples to illustrate your points.

  • How would you define social welfare in your own words?
  • Do you think there is a need for social welfare programs and services in the United States? Why do you believe this?
  • Why do you think the United States is the only industrialized nation in the world that does not have a universal health care system? Based on what you know and believe at this point in your life present your argument for or against national health insurance.
  • How would you describe your economic situation as you were growing up? How do you think this has influenced your perceptions of social welfare today?
  • What do you hope to take away from this class?
  • Imagine that a person comes up to you and asks for spare change as you are walking or driving through a local community area, on a highway pass or other public area. What do you immediately think? How do you feel? What are you going to do?

Requirements:

Double spaced, Times Roman 12 pt font, complete sentences. Minimum one paragraph per question (three complete sentences or more). Answer all questions.

Evaluation:

Reflection Paper Rubric:

Exceeds Expectations (23-25 pts)

  • Responses are clearly written; strong style with less than 4 grammatical errors.
  • Provides all the requested information.

Meets Expectations
(18-22 pts)

  • Response is adequately written with less than 7 grammatical errors.
  • Provides all the requested information.

Below Expectations
(15-17 pts)

  • Response is below requirements; has less than 9 grammatical errors.
  • Provides less information than requested.

Unacceptable
0-14 pts)

  • Response does not provide majority of requested information; has more than 9 grammatical errors.



Social Welfare Policy Journal Critiques
2 papers
: Each paper = 25 points – Due Weeks 3 & 4

You will find two recent (2008 to present) articles from social work/social welfare journals that are related to your area of interest and core assessment topic. Write a summary/critique of each. I will give you guidelines to organize your writing. How to organize your writing are listed below.

Journal Critique Framework:

Cover page

  • Your Name
  • includes full citation for article/paper
    • Title
    • Author
    • Name of Journal, year, volume, page numbers

Introduction

  • give reader general overview of the article/paper

Main body

  • identify five main points made by the author
  • illustrate supporting evidence used in the article/paper

Critical Analysis

  • Your impressions of the article/paper
    • implications for social work policy and programs
    • issues that were not included in the discussion
    • strengths and weaknesses of the authors' conclusions

Please use APA format whenever you use direct excerpts from the work.

Evaluation:

Journal Critique Rubric:

Exceeds Expectations
(23-25 pts)

  • Cover page is complete
  • Is double-spaced; has 1-inch margins; has Times Roman, 12-point font
  • Responses are clearly written; strong style with less than 4 grammatical errors.
  • Provides all the requested information.

Meets Expectations
(18-22 pts)

  • Cover page is complete
  • Is double-spaced; has 1-inch margins; has Times Roman,12-point font
  • Response is adequately written with less than 7 grammatical errors.
  • Provides all the requested information.

Below Expectations
(15-17 pts)

  • Cover page is incomplete
  • Response is below requirements; has less than 9 grammatical errors.
  • Provides less information than requested.

Unacceptable
(0-14 pts)

  • Cover page is incomplete
  • Response does not provide sufficient coverage of the requested information; has more than 9 grammatical errors.
  • Lacks development and poor use of examples

Core Assessment Paper (1 paper = 125 points) – >Due Week 7 by Friday Developing Your Own "Policy Analysis / Program Proposal"

The Core Assessment assignment for this class will be a major essay that integrates, analyzes, applies, and critiques a single social welfare policy and/or program. Based on your policy/program analysis, you will then propose either an innovative new or revised policy or program.

FRAMEWORK TO GUIDE POLICY ANALYSIS/PROPOSAL ASSIGNMENT
Paper should be in Times Roman 12 pt font.

INTRODUCTION

BODY

  • Clearly describe the social problem/concern you will be addressing
  • How is the problem defined?
  • What are other ways to frame and define the problem?
  • Provide evidence to support the extent of this problem in the United States.
  • Compare this social problem to its expression in one other country.
  • How has the U.S. responded to this problem in the past?
  • What is the primary piece of legislation that provides federal and
    state funding to address this problem?
  • What is the program that reflects the intent of the policy?
  • Identify and discuss the goals of this program
  • How are the services organized and delivered?
  • How is eligibility determined?
  • What evidence exists that the Policy/Program has been effective in
    achieving the stated social welfare goals?
  • Based on what you have learned describe your innovative
    Policy/Program Proposal to effectively respond to the needs of this population.
  • Name of your policy / program
  • Funding Source
  • How is it organized and delivered?
  • How will you evaluate your program?

SUMMARY AND CONCLUSIONS

Evaluation:

Core Assessment Paper: Developing Your Own "Policy Analysis / Program Proposal" - Rubric

Exceeds Expectations
(113-125 pts)

  • Clearly identifies, understands and articulates the impact of the target issue/problem/concern on society as a whole.
  • Compares and contrasts cultural issues relative to the target issue.
  • Extremely well developed, using clear, applicable and detailed examples.
  • Quotations conform to APA format requirements with fewer than 4 errors.
  • Body of paper is 10-15 pages with meaningful content. Title and Work Cited pages are additional.
  • Is double-spaced; has 1-inch margins; has Times Roman, 12-point font

Meets Expectations
(88-112 pts)

  • Demonstrates an understanding that the target issue/problem/concern may have a broad impact
  • Demonstrates an understanding that there may be cultural differences relative to topic
  • Is sufficiently developed using adequate examples
  • Quotations conform to APA format requirements with no more than 4-6 errors.
  • Body of paper is 10-15 pages with meaningful content. Title and Work Cited pages are additional.
  • Is double-spaced; has 1-inch margins; has Times Roman, 12-point font

Below Expectations
(75-87 pts)

  • Conclusions are only peripherally related to the impact of the target issue/problem/concern
  • Evidence of only minimal understanding of multicultural issues
  • Is underdeveloped and contains insufficient examples that are not clear
  • Body of paper is less than 10 pages or missing title and/or reference pages
  • APA style is utilized, but there are 7 or more errors

Unacceptable
(0-74 pts)

  • Fails to successfully address multicultural issues
  • Lacks development and poor use of examples.
  • Body of paper is 5 or fewer pages
  • Failure to use APA style correctly or at all. It contains no or incorrect quotations.
  • Correct formatting is not used

Exam proctored COMPREHENSIVE Exam (1 exam - 125 Points) - Due Week 8

The exam will be a comprehensive, proctored exam. It will consist of multiple choice, true/false, short answer and essay questions.

The exam will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location. For proctored examinations, photo identification is required at the time of the exam. Guidelines for selecting an acceptable proctor can be found on the Park University Website.

Other Information on proctored exams:

  • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, which is accepted and approved by the course instructor.
  • Approval of proctors is the discretion of the online instructor.
  • A proctor request form will be made available to you online during the first week of class so that you can send your requested proctor to your instructor for approval.
  • Failure to take a final proctored exam will result in an automatic "F" grade.

Evaluation:

Exam Rubric:

Exceeds Expectations
113-125 points

Responses to short answer and essay questions are clearly written; strong style with minimal grammatical errors and/or missed less than two multiple choice and/or true/false questions.

Meets Expectations
88-112 points

Responses to short answer and essay questions are adequately written with minimal grammatical errors and/or missed less than three multiple choice and/or true/false questions.

Below Expectations
75-87 points

Responses to short answer and essay questions are below requirements; has less multiple grammatical errors and/or missed less than four multiple choice and/or true/false questions.

Unacceptable
0-74 points

Responses to short answer and essay questions do not provide majority of requested information; has major grammatical errors and/or missed more than four multiple choice and/or true/false questions.

Grading:
Grading Scale:

90% & higher

A 450-500

80-89%

B 400-449

70-79%

C 350-399

60-69%

D 300-349

59% & lower

F 0-299



Student Introduction (1 posting = 15 points) - Due Week 1

Weekly Discussion Questions (8 weeks x 10 pts [2 postings x 5 points each] = 80 points) – Due Weekly

Weekly E-Journals (8 weeks x 10 pts [2 postings x 5 points each] = 80 points) - Due Weekly


Reflection Paper (1 paper = 25 points) –
Due Week 2
 
Social Welfare Policy Journal Article Critiques (2 papers: Each paper = 25 points) – Due Weeks 3 & 4
 
Core Assessment Paper (1 paper = 125 points) – Due Week 7 by Friday

Final
-
Due Week 8
 
 

Late Submission of Course Materials:

All assignments will be due on the dates listed in your weekly course schedule. You are expected to organize and manage your time so that you are able to meet the expectations of this 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.

It is the STUDENT'S RESPONSIBILITY to contact the instructor to discuss the situation and seek approval for submission of late work. If the instructor agrees to accept the late work, 10 points will be deducted per day that the assignment is late.

Assignments not submitted on the due date or without prior approval from the instructor to be submitted late, will receive a grade of "zero."

Classroom Rules of Conduct:
The subject matter in this class can be sensitive at times. It is important that student's respect the opinions of others and that the online class environment is a safe place for open discussion. Be respectful of the individual’s values and beliefs. It is only through safe expression of thoughts and ideas that learning occurs.

Course Topic/Dates/Assignments:
Week One: Reading: Chapter 1 in Dolgoff text.

This week’s readings and discussions will cover concepts of “Socioeconomic Structure, Human Needs, and Mutual Responsibility” (Dolgoff).

  • Impact of Social & Economic Structures
  • Defining Social Welfare and Social Work
  • The American Myth of the Hero
  • Balancing Individual & Societal Responsibilities
  • Human Rights and Social Justice

Assignments Due:

  • Student Introduction
  • Discussion Questions
  • E-Journal
  • Email
Week Two: Readings: Chapter 2, 3 and 4.

This week’s readings and discussions will cover historical and modern constructs of “Social Values and Social Welfare” (Dolgoff).

  • The History of Social Welfare Across Cultures and in the U.S.
  • Modern views of Humanity
  • Social Welfare from Ancient Cultures through the American Experience
  • Holy Poverty and Expectations of the Wealthy
  • Altruism and Mutual Aide
  • Principles of the Poor Laws
  • Rugged Individualism and/or Cooperation
  • Social Darwinism

Assignments Due:

  • Reflection Paper
  • Discussion Questions
  • E-Journal
Week Three: Reading: Chapter 5 & 6 in Dolgoff text.

This week’s readings and discussions will cover concepts of “Social Welfare and America and Poverty: Two Paths to the American Experience” (Dolgoff).

  • Three Discoveries of Poverty
  • War on Poverty
  • Families, Children and Poverty
  • Human Nature and the American Dream
  • Social Policy, Social Services and Social Work
  • The Federal and Pluralistic system
  • Globalization and Social Justice

Assignments Due:

  • Journal Critique 1
  • Core Assessment Project “topic”
  • Discussion Questions
  • E-Journal
Week Four: Reading: Chapter 7 & 8 in Dolgoff text.

This week’s readings and discussions will cover the concept of “Poverty and Social Welfare Programs within the Context of Social Justice.” We will also examine “The Welfare Society and it’s Clients” (Dolgoff).

  • Structural Components of Social Welfare Programming
  • Alternative Program Characteristics
  • Testing for Social Justice
  • What is Poverty?
  • A Description of the Poor
  • Strategies for Fighting Poverty
  • Social Utilities / Social Allocations
  • Universal vs. Selective
  • Lack of Power, Access, and Inclusion

Assignments Due:

  • Journal Critique 2
  • Discussion Questions
  • E-Journal
Week Five: Reading: Chapter 9 & 10 in Dolgoff text.

This week’s readings and discussions will cover a paradigm shift within Social Welfare and “Social Welfare Programs: Sustaining the Quality of Life” (Dolgoff).

  • Social Insurance Programs
  • Income Support Programs
  • Socioeconomic Asset Development
  • Managed Care: A Radical Change
  • Housing
  • Personal Social Services
  • Mental Health Services
  • Corrections

Assignments Due:

  • Discussion Questions
  • E-Journal
Week Six: Reading: Chapter 13 in Dolgoff text.

This week’s readings and discussions will cover the concept of Empowerment through Social Change (Dolgoff).

  • Social Work: Functions, Context, and Issues
  • The Purposes of Social Work
  • Society, The Functions of Social Work and Services for People
  • Issues Confronting the Profession

Assignments Due:

  • Discussion Questions
  • E-Journal
Week Seven: Reading: Chapter 14 in Dolgoff text.

This week’s readings and discussions will examine “Social Trends Affecting Social Welfare” (Dolgoff).

  • National Society
  • The International Economy
  • A Human/Nature Crisis and Worldwide Emergency
  • Ethnicity and Pluralism
  • The United States: A Changing Population, A Selected Social Welfare Agenda,
  • And Social Justice

Assignments Due:

  • Discussion Questions
  • E-Journal
  • Core Assessment Paper Due By Friday
Week Eight: Reading: Chapter 15 in Dolgoff text.

This week’s readings and discussions will focus on several topics in relation to social justice (Dolgoff).

  • Toward the General Welfare and Social Justice
  • Healthy Children
  • Health Disparities
  • Globalization, Privatization, Socially Just Services, and the Future of
  • Social Welfare

Assignments Due:

  • Final Exam
  • Discussion Questions
  • E-Journal

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

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. from Park University 2011-2012 Undergraduate Catalog Page 95

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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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 .

Bibliography:
Hello, my name is Amber Green.

My educational background includes a Bachelors of Social Work from Eastern Washington University and an Advanced Standing Masters of Social Work from Eastern Washington University. I also have a Public Administration Certificate at the Masters level.

My professional background is diverse. I have experience working in homeless shelters for women and children. I have experience in writing grants for several non-profit agencies. I worked one and a half years as a Life Skills Specialist for Developmentally Disabled adults. I then went on to work for the Department of Social and Health Services. I had many roles in my 2 ½ year stint with the state. I was a pregnancy to employment Temporary Assistance for Needy Families social worker, Social Security Facilitator, General Assistance Unemployed Social Worker, Planner/Manager of TANF SMART MOMS group, and teen family’s coordinator. I also worked with state/federal offenders in residential reentry centers as a Case Manager. My most recent employment was with (WIC) Women Infant & Children. This program provides pregnant moms and children less than 5 yrs gain access to healthy food and health assessments.

My policy is social work is about helping others obtain a better life.



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. 

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Last Updated:9/24/2012 1:08:42 PM