Syllabus
About this Page
This page contains the the course description, grading, and policies. Please read and review here, or access a PDF copy of the full syllabus here [ADD LINK].
(In Progress)
COURSE DESCRIPTION
Circumstances that give rise to social problems and their policy solutions; frameworks for analyzing these developments; values and skills needed to understand social policy and engage in advocacy and social change are stressed.
EXPANDED DESCRIPTION
This foundation course furnishes you with the orienting knowledge and skills needed to examine social welfare policies and to understand their relevance to social service delivery and social work practice. Drawing on liberal arts knowledge, Social Welfare Policy and Services I contextualizes social welfare policy and the social work profession, historically, conceptually, and ideologically. You will become familiar with basic issues, concepts, values, terminology, frameworks and ethical issues that define social welfare policy and that influence their ability to work with diverse groups and populations at risk and to think critically. This course exposes you to knowledge about family life, the market economy, government policies and other social structures that may or may not meet basic human needs, promote social and economic justice or recognize human rights. It alerts you to social welfare policy’s contribution to both oppression and social justice and explores how you and your social work colleagues can work to support but also to change the social welfare system.
COURSE OBJECTIVES
- Formulate a working definition of social welfare policy (EPAS 2a)
- Identify, examine and critique the ideological perspectives that shape social policy (EPAS 2a)
- Examine the ways in which social policy influences service provision and direct practice (both micro and macro) (EPAS 2a)
- Apply multiple analytic frames to understand how social welfare policy impacts diverse groups and populations and can help or hinder social and economic justice (EPAS 2a)
- Recognize the interaction between social welfare policy and the wider social, economic and political context (EPAS 2a)
- Integrate the ways in which the dynamics of classism, racism, sexism, heteronormativity, cisgenderism, and ableism affect the formation, impact and outcome of social welfare policy (EPAS 2a)
- Analyze and explain the relationship between social policy, social change, and effective social work services. (EPAS 5a & 5b)
COURSE FORMAT
This is a hybrid course. The class will meet in-person and asynchronously (via Blackboard) for a total of three hours each week. Class meetings will consist of course lectures, large and small group discussions, and individual and group learning activities. In addition to class meetings, students should plan to allocate 3 to 6 additional hours each week to reading/listening/viewing course materials and completing course assignments.
This is a virtual course. The class will meet synchronously (via Zoom) and asynchronously (via Blackboard) for a total of three hours each week. Class meetings will consist of course lectures, large and small group discussions, and individual and group learning activities. In addition to class meetings, students should plan to allocate 3 to 6 additional hours each week to reading/listening/viewing course materials and completing course assignments.
| CSWE EDUCATIONATIONAL POLICY AND ACCREDITATION STANDARDS & CORRESPONDING PRACTICE BEHAVIORS SSW 701 | ||
| Educational Policy and Accreditation Standard (EPAS) | Practice Behaviors | Measures |
| 2a. Advance Human Rights and Social, Racial, Economic, and Environmental Justice | Advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably and that civil, political, economic, social, and cultural human rights are protected. | Demonstrated through presentations and written/recorded assignments. |
| 5a: Engage in Policy Practice | Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services. | Demonstrated through presentations and written/recorded assignments. |
| 5b: Engage in Policy Practice | Analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice. | Demonstrated through presentations and written/recorded assignments |
COURSE EXPECTATIONS, ASSESSMENT & RESOURCES
It is my hope that we can all work together to create a class where we can learn from each other and engage in critical dialogue in a relaxed, supportive, and respectful environment. I expect everyone to help create a learning space where we can all feel comfortable sharing our diverse ideas and viewpoints.
I believe that learning is a collaborative endeavor and I am prepared to do all that I can to make this course helpful for you. I am always open to suggestions and I encourage you to give me feedback on the course in person or via email. Midway through the semester you will have the opportunity to complete an evaluation on the course and offer suggestions on how to improve class. At the end of the semester you will have another opportunity to evaluate the course and my teaching. All evaluations will be anonymous, but completion of evaluations are expected.
Attendance
1. Attendance is required. More than 2 unexcused absences may result in a grade of No Credit. If you intend to miss or do miss more than 2 classes, please inform the professor immediately.
2. Classes missed for religious reasons are excused. Please inform the professor in advance so a plan can be made to make up missed work.
3. On-time class attendance and completion of course work is expected and appreciated.
Assignments
1. Read/watch/listen to assigned learning materials before the start of each class session.
Class Participation Includes
1. Active participation in in person/synchronous and asynchronous class and group discussions/activities
2. Timely completion of assigned learning materials/activities
Professional In Person and Online Conduct:
As a professional school, standards of appropriate ethical conduct are expected of students at all times, including in the virtual classroom. Students should refrain from using cell phones during class and from reading or writing text messages on any portable electronic devices. Recording of classes without faculty and student consent is prohibited.
Accommodations for Students with Disabilities:
In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter is committed to ensuring educational access and accommodations for all its registered students. Hunter College students with disabilities and medical conditions are encouraged to register with the Office of Access ABILITY for assistance and accommodation. For information and appointment contact the Office of Access ABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.
Student & Counseling Services:
Many students experience personal and/or emotional difficulties while in graduate school. Student Services is available to consult with you regarding personal problems that impact your learning at Silberman. Counseling Services (CS) is available to consult with you regarding various personal and emotional health issues that may affect you or someone you know. To make a virtual appointment with CS, or if you are concerned about a fellow student, call 212-772-4931. In case of an emergency, call 911.
Writing Program:
Writing well is an essential social work skill. The Writing Program provides support services to enhance your writing in the classroom and field. You may request one-on-one tutoring or be referred to the program by a faculty member. The program’s staff will work with you to address your individual writing needs. You can schedule an appointment with the Writing Program on-line through Blackboard or by visiting ssswwriting.youcanbook.me
Course Work & Path To Licensure:
Licensing Support Central is a resource accessible through Blackboard, within the Student Information Corner. Students are urged to review materials available there as they proceed through the course curriculum. There are many tools available for students’ own use to consolidate learning and prepare for the national ASWB examto become a LMSW
Hunter College/CUNY Academic Dishonesty Policy:
Hunter College regards acts of academic dishonesty (e.g. plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.
Hunter College/CUNY Policy on Sexual Misconduct:
In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College’s Public Safety Office (212-772-4444). All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College’s Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.hunter.cuny.edu/diversityandcompliance/repository/files/cuny-policy-on-sexual-misconduct.pdf
Communications:
Throughout the semester I will send out several emails to your Hunter email address directly or through Brightspace You are responsible for checking your email regularly and for knowing the content of that email. I will be available over email if you need to contact me for any reason. I will check my email only once a day and you should expect to wait at least 24 hours to hear back from me. If you email me on the weekend or holiday, please do not expect a response until the next business day.[CH4]
GRADING
Grading criteria for the School as a whole are spelled out in the Student Handbook. For this course, your grasp of the course content will be reflected through your attendance, demonstrated use of knowledge gained through course materials in class discussions and assignments, meaningful involvement in group and class activities/presentations, and satisfactory completion of course assignments. There is no term paper or final exam for this course.
Honors (97.5>): Indicates consistently outstanding achievement equivalent to an A+ or better. It reflects work that meets all of the requirements for a grade of Credit, but that, in addition, demonstrates exceptional capacity for critical thinking which includes the contextualization, synthesis of main issues, integration of ideas from several sources, recognition of debated points, and creative application of material to practice and contemporary policy issues.
Credit (82.5-97.4): Indicates acceptable graduate-level work equivalent to a grade of B or better. It reflects a combination of satisfactory completion of all course work, quality of written and oral communication, adequate class participation, and regular and on-time class attendance. This includes ability to accurately report on the content of assigned materials, to identify main ideas, to draw relevant conclusions, to self- reflect on assigned materials, and to apply them to practice and contemporary policy issues. Grades of Credit are given for work within the A to B grade range.
No Credit (< 82.5): A grade of no-credit indicates a combination of poor quality of work on assignments; insufficient mastery of assigned and lecture materials, weak descriptive and conceptual skills, minimal class participation; and excessive absences or lateness. No Credit grades are given to work that is determined to be below a grade of B.
Incomplete: Grades of Incomplete may be given at the discretion of the instructor. Instructor and student must agree to a date for completion of the work. Failure to meet the agreed upon date will result in an automatic No Credit. Students who do not achieve Credit level work at the end of a course may not receive an incomplete grade. Students can receive no more than 2 incomplete grades in a single semester.
Requests for a Letter Grade: Requests for a letter grade must be submitted to the instructor in writing no later than the second week of the semester. The request of a letter grade cannot be rescinded.
Papers, Benefits Exercise & Group Debate (80% of Total Grade)
- Unit I Papers (Required): 16 points
- Unit III Group Debate (Required): 16 points
- Unit VI Benefits Exercise (Required): 16 points
- Units V, VII, VIII, IX, X, XI, XII: Choose 2, 16 points each
- See Assignments hand-out for more details.
Participation (20% of Total Grade)
Preparedness & Engagement (10%):
- In-Class (10%): Please come to class having completed the assigned reading. You are encouraged to take notes while reading so that you may refer back to them during class discussions/activities. Your active participation (including ‘eloquent listening’) is integral to this course and I expect that you will attend and participate regularly. Be prepared to answer and ask questions or to discuss what you have learned or found interesting in the readings or lecture.
- On-Line (10%): Actively participate in online discussions/activities via Blackboard during designated discussion periods. Your participation in these discussions/activities is expected and will be noted [CH6]
Grading Rubric for All Written Work
| Grading Rubric | No Credit | Credit | Honors |
| Overall | Indicates that work is below a grade of B | Indicates acceptable graduate-level work equivalent to a grade of B or better. | Indicates consistently outstanding achievement equivalent to an A+. |
| Addressing Assignment Prompts | The written work fails to address some or all of the questions posed. | The written work addresses all questions posed in the paper prompts. | The paper addresses all questions posed in the paper prompts. |
| Application of Course Concepts & Material | The written work incorporates few if any relevant concepts or material from class, or incorporates some material and concepts, but in a disjointed fashion. Reflects insufficient mastery of reading and lecture materials and weak descriptive and conceptual skills. | The written work demonstrates a good command of class concepts and material, and conveys them in a sound and persuasive manner. This includes accurate discussion of the readings, identification of the main ideas, ability to draw relevant conclusions, and to apply material to practice and contemporary policy issues. | The paper demonstrates exceptional capacity for critical thinking that includes the contextualization and synthesis of main issues; integration of ideas from several readings; recognition of debated points; creative application of material to practice and contemporary policy issues; and self-reflection. Conveys this understanding clearly and seamlessly. |
| Structure, Spelling, Grammar & References | The written work is poorly structured and poorly written. There are many grammatical errors and/or referencing is unsatisfactory. | The structure of the paper is acceptable. Use of language and headings are appropriate. There is a logical progression of ideas. Minor spelling & grammatical errors. Paper is appropriately referenced. | The structure of the paper is excellent. It is well crafted, targeted, concise, and is presented intuitively. The paper is free of grammatical errors and well referenced. |
COURSE MATERIALS
Open Access
Most materials for this course are available online or through the Hunter Library system. Links to assigned materials are provided in the syllabus and on Blackboard.
Note: this version of the class includes more open access and open-educational materials.
Electronic Reserve
Select materials for this courses are available on the Hunter College E-Reserves. The E-Reserve for this course can be accessed at: https://library.hunter.cuny.edu/news/new-york-times-online-access
Instructor: Ian Williams
Course Password: TBD
BlackBoard
Course readings and materials will be posted to Blackboard in folders corresponding to class number. If you have difficulty accessing course materials, alert the professor via email before the next class/assignment due date. It is essential that you associate your Hunter email with your Blackboard account.
Free Subscriptions: New York Times & Wall Street Journal
All Hunter students can receive unlimited access to the New York Times and the Wall Street Journal in digital and mobile formats. Articles from both publications will be used through the semester. To get your free subscription the New York Times go to: https://library.hunter.cuny.edu/news/new-york-times-online-access; To get your free subscription to the Wall Street Journal go to: https://library.hunter.cuny.edu/news/cuny-sponsored-access-wall-street-journal
READING & STYLE GUIDES
On Reading Scientific Articles
Purugganan, A. & Hewitt, J. (2004). How to read a scientific article. http://www.owlnet.rice.edu/~cainproj/courses/HowToReadSciArticle.pdf
Writing & Style Guides
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.) Washington, DC: Author
American Psychological Association (ND). Bias-Free Language Guidelines. https://apastyle.apa.org/style-grammar-guidelines/bias-free-language
- Also see Kapitan, A. (2017). The Radical Copyeditor’s Style Guide for Writing About Transgender People. https://radicalcopyeditor.com/2017/08/31/transgender-style-guide/
Online Writing Lab. (ND). APA formatting and style guide. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
Henry, C., & Austin, M. 2021. Social work as a writing-intensive profession: Exploring the relationship between academic and practice writing. Journal of Teaching in Social Work, 41(3)/ https://www-tandfonline-com.proxy.wexler.hunter.cuny.edu/doi/full/10.1080/08841233.2021.1932015
Using Evidence to Support Your Claims
In this class, and others, you will be expected to make persuasive arguments or claims in your written work. Review the following document to better understand how to use personal experience, observations, and empirical data to support your arguments and claims:
- Hartley, C. (ND). Backing it up: Using outside sources to support your claims. Silberman Writing Center.
- Available on Brightspace
