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SW 330 Social Welfare Policy & Programs
Tucker, Tamara


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

SP 2013 HO

Faculty

Tamara Tucker

Title

Social Work  Faculty

Degrees/Certificates

  BSW, MSW

Office Location

MA224

Office Hours

Tuesdays and Thursdays at 1pm-2pm & 3:45pm-5:45pm &  by appointment

Daytime Phone

816-584-6809

Other Phone

816-914-4091 (cell)

E-Mail

tamara.tucker@park.edu

Semester Dates

January 14, 2013 - May 10, 2013

Class Days

Tuesdays and Thursdays

Class Time

11:35am - 12:50pm  / MA222

Credit Hours

3


Textbook:

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.

In addition, there are several social welfare web links located in each weekly lecture section on the course e-companion site.  These links will be helpful and informative, offering additional resources for your core paper assignment and other class topic materials.

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 & 8th ed.). Ralph Dolgoff and Donald Feldstein. Allyn and Bacon: Boston.  On reserve in the Library
  
The Policy-Based Profession: An Introduction to Social Welfare Policy Analysis for Social Workers. (5th ed.):
Philip R. Popple and Leslie Leighninger. Allyn and Bacon: 2011


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: 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.
The Ten Core Competencies as set forth in the 2008 CSWE accreditation standards are infused throughout this course. Emphasis is placed upon engagement in policy practice and advocacy in positive social change (4a-d, 5a-d, 8a-b, 9a-b).  Students will demonstrate the ability to engage in policy practice and identify then impact needed change in emerging social trends to provide relevant social welfare services.

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:


Class Engagement/Participation
(10 pts)

This class is highly interactive and experiential. Your presence and active involvement is critical to creating the most effective learning atmosphere. You will be expected to display the same listening skills, attentiveness, respect, professional dialog, and compassion with and for each other as colleagues as you display when working with a service participant. You are allowed two (2) absences without point deduction. For each subsequent absence, two (2) points are deducted from your class participation grade. If you miss a total of 7 classes you will receive 0 points for class participation. You are expected to be in class on-time and remain, fully attentive and participatory in class for the entire period. Our goal is to co-create a learning atmosphere of respect, affirmation, dialog and engagement.

 


Reflection Paper (10 pts) DUE Week 2 - January 25 
Guidelines to organize your writing, including questions to guide your reflection related to issues of Social Welfare Policy and Programs in the United States are available in e-companion doc sharing.      (3-5 pages, 1.5 spacing, APA format)


Journal Critiques (20 pts)– 1st DUE Week 3 - February 1  & 2nd DUE Week 5 - February 15
You will find two recent (2010 to present) articles from Social Work/Social Welfare or Policy journals that are related to your area of interest and write a summary and critique of each. Guidelines to organize your writing are available in e-companion doc sharing.


Midterm Exam (25 pts)DUE Week 8 - March 8
 
This exam will cover the key concepts reviewed in class discussion and course materials. It will be available online in e-companion from March 6-8.  You must complete no later than March 8.   The study guide for this exam is available in e-companion.  The format will be multiple choice, true false and a brief essay.


Presentations of Policy Analysis/Program Proposal (10 pts) – DUE Weeks 11-15

You will present a brief 20 minute overview of your policy analysis and program proposal, with 5 minutes of question time, in class.


Policy Analysis/Program Proposal Paper  (25 pts) – DUE Week 15 - May 3

You may work autonomously or with one class colleague to develop and present your own social policy analysis program proposal. You are expected to apply the concepts covered throughout the course.

You will submit a written paper on your proposed program/policy change. This paper's body will be 10-15 pages in length and full APA format (including title page, abstract and references)

More detailed guidelines for this assignment are listed in your e-companion doc sharing. If you choose to work as a team you will both receive the same grade for your written analysis/proposal paper and presentation.


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.

      Assignments and participation                      Possible Points             

Class Engagement/Participation

      10

Reflection Paper

      10

Journal Critique 1

      10

Journal Critique 2

      10

Midterm Exam

      25

Policy Analysis Program Proposal Paper

      25

         PAPP  Presentation

      10

                                         TOTAL Points

     100

 


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













Late Submission of Course Materials:

All assignments are due by midnight on the date indicated on the course syllabus, unless otherwise noted. The student remains responsible for lost, misdirected or incompatible formatting of electronic submissions. Assignments will not be accepted late. Please be aware that there is no “extra credit” work in this course.

In extenuating circumstances (as determined by the instructor) and with timely notification, an exception may or may not be granted.

The course exam will only be given on the date(s) specified.  A make-up exam will only be scheduled at the instructor's prerogative.  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. Please turn off your cell phones during class.

Students need to arrive on time. Students will not hold private conversations when a colleague is speaking. Private conversations include those with others within class, on cell phones and any other form of wireless media.  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:

Week One    January 15 & 17

 

    Welcome & Introductions
    Review - SYLLABUS and COURSE EXPECTATIONS


This week the following concepts are explored:

What is social welfare policy? How does it affect you?

How does social welfare policy relate to social work? 

What are the universal standards for social justice and human dignity?

How are lives affected by social and economic structures? What is the role of the federal government related to social welfare and U.S. citizens?

Liberal vs. Conservative viewpoints

 

WEEK 2  January 22 & 24
            

This week the following concepts are explored:  

How does one analyze social welfare policies and programs? 


In these classes you will learn the format that you will apply in your policy analysis paper. The framework to guide your social policy analysis is in doc sharing, print and bring to class for discussion.     

                                     

DUE January 25: Reflection Paper

 

WEEK 3   January 29 & 31

 

This week the following concepts are explored:       

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

What were the English (Elizabethan) Poor Laws and what impact did these have upon the social welfare system in the U.S.?

U.S. Social Security Act, The New Deal, The Great Society

DUE February 1: Journal Critique 1

 

WEEK 4  February 5 & 7

 

This week the following concepts are explored: 

Poverty: Causes and Consequences

Social Policy Analysis and Programs to Combat Poverty
                      

 

WEEK 5  February 12 & 14

 

This week the following concepts are explored:       

U.S. policy re: access to health care

Compared to other industrialized nations?  

Review provisions of the Obama Health Care Reform Bill (officially titled "The Patient Protection and Affordable Care Act")   

 

  Movie "Sicko"

DUE February 15: Journal Critique 2

 

WEEK 6  February 19 & 21

 

This week the following concepts are explored:       

Current key issues in social welfare policy - applying the framework for policy analysis to gain a deeper understanding of the complexity of these issues: Immigration, unemployment, homelessness, substance abuse/addiction, domestic violence, crime and incarceration, mental illness, etc.

 

 

 

WEEK 7  February 26 & 28

 

This week the following concepts are explored:       

Social Policy for Child Welfare and Indian Child Welfare Act

Temporary Assistance for Needy Families (TANF)

Adoption and Safe Families Act

Social Policy for People with Disabilities



WEEK 8  March 5 & 7

 

Review for Midterm Exam on Tuesday. Class not meeting on March 7, online exam

Midterm Exam DUE March 8

 

 

   

 SPRING BREAK -  NO PDCC CLASSES -  March 11-17  ENJOY YOUR BREAK!!!

*** If you have not completed your research for your PAPP paper --- this would be a good time to work on it :) *** 

 

 

Week Nine   March 19 & 21

 

            This week the following concepts are explored:

Applying the policy analysis framework to current issues such as immigration reform; same sex marriage; gun control; incarceration vs. diversion and rehabilitation, etc.


Week Ten
   March 26 & 28

 

This week the following concepts are explored:    

Individuals Empowered for Social Change

Social justice within social welfare policy and programs, what promotes and empowers change? What is our role and responsibility in the change process?

 

 

Week Eleven   April 2 & 4  

 

                          PAPP Presentations
Your attendance at these presentations is very important to support your colleagues as well as to benefit from comments and suggestions I will make regarding the final paper

 


Week Twelve
  April 9 & 11 

 

                             PAPP Presentations
Your attendance at these presentations is very important to support your colleagues as well as to benefit from comments and suggestions I will make regarding the final paper


Week Thirteen   April 16 & 18

                             PAPP Presentations

Your attendance at these presentations is very important to support your colleagues as well as to benefit from comments and suggestions I will make regarding the final paper


Week Fourteen  April 23 & 25

 

                          PAPP Presentations
Your attendance at these presentations is very important to support your colleagues as well as to benefit from comments and suggestions I will make regarding the final paper


Week Fifteen    April 30 & May 2
 

                                         PAPP Presentations
Your attendance at these presentations is very important to support your colleagues as well as to benefit from comments and suggestions I will make regarding the final paper

Due May 3: Policy Analysis Program Proposal paper 

 

                              
Week Sixteen
FINALS WEEK  (May 6-10)  

We are not meeting as your Policy Analysis/Program Proposal Paper is the core assessment in this class and will be considered your final exam. 

 

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
“…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, 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 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 .

Additional Information:


PLEASE NOTE:
THE
CORE ASSESSMENT (located above, after Learning Outcomes) AND THE LEARNING RUBRIC (BELOW), ARE BOTH OUTDATED AND IN THE PROCESS OF BEING REMOVED FROM THE SYLLABUS TEMPLATE.



                                                                 PLEASE DISREGARD.


                            I will share an updated rubric related to the assessment of your final paper.





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:1/9/2013 1:42:55 PM