TEXAS A&M UNIVERSITY – CENTRAL TEXAS
SOCIAL WORK PROGRAM
SWKK 485140, Women's Issues
Tuesdays and Thursdays, 9:30 AM to 10:45 AM, Room 211 Founder’s Hall
Semester:
Instructor’s Name:
E-Mail:
Office hours:
Spring 2014
Jaime Jones, LCSW, CCH/AC
jaime.jones@ct.tamus.edu
Before and after class. Students are also welcomed and encouraged to email
for advisement and course work assistance or questions.
I. COURSE DESCRIPTION
Catalog Description: Women’s issues explores the culmination of women’s experiences from both historical
and contemporary perspectives. The goal is to uncover, document, advocate, and validate the diversities of
women’s journeys, traditions, identities, and voices through feminist perspectives, integrating knowledge from
various disciplines to analyze challenges and public policies affecting women’s lives.
Prerequisites: None. This course is intended to provide social work students a generalist perspective and
working knowledge on women’s issues, as well as a catalyst to determine more in-depth future interest.
II. NATURE OF COURSE
This course will serve to provide students an opportunity to explore women’s issues, from a generalist
perspective, identifying not only the historical foundation of the Women’s Movement, but current challenges
that remain in this century. Exploration will focus on local, national and international challenges among women,
with opportunity for local advocacy.
Teaching Method: Teaching options include, but are not limited to: lecture, interactive class discussion, group
work, individual and/or group conference, reading assignments, multi-media, written assignments and oral
history.
III. PROGRAM MISSION
The mission of the TAMUCT Social Work Program is to respond to the diverse needs of multicultural
communities, with an emphasis on service to the Hispanic, military, and rural populations in north and central
Texas. The program prepares competent and effective generalist social work practitioners who are committed
to enhancing the well-being of marginalized and oppressed populations, utilizing the profession’s core values,
such as service, dignity and worth of the individual, social and economic justice, and recognizing the
importance of human relationships.
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IV. COURSE OBJECTIVES AND RELATED PRACTICE BEHAVIORS
Consistent with the ten core competencies established by the Council on Social Work Education (CSWE) (see
below), there are six primary objectives for this course:
A. Examine women’s roles via various text and media exposure. Identifying manner in which concepts apply to
current events.
B. Explore historical perspectives in order to better understand the processes that have shaped present
experiences and to learn the different ways that the interests of women have been defined. Be aware of and
sensitive to the social, economic, political, and ideological diversity of society. Be intellectually aware of the
behavior of individuals, groups, and/or other social institutions.
C. Examine the class structure and race/ethnic relations to comprehend the differences in women’s lives and
sources of antagonism. Identify and explain the methods of analysis used to examine and evaluate group and
individual attitudes and behavior in society. Read, interpret, and evaluate local or global events with a view
toward their inter-relatedness. Recognize and explain components of civic and/or personal responsibility.
Observe and evaluate group and individual behavior globally.
D. Investigate the lives of women in the United States and elsewhere. The students explore world cultures
and/or the complexities of gender. Reflect upon the interrelation of diverse cultures and/or groups and the ways
in which those perspectives broaden the scope of the students understanding of identity. Students will be able to
articulate similarities and differences in the various cultures of the world and demonstrate familiarity with the
skills necessary to make informed judgments. Identify prejudice, stereotypes, and misuses of power that affect
the lives of women in areas such as industry, education, business, politics and religion.
E. Understand the significance of global relations in women’s everyday lives through study of the connectivity
and through study of the differences in traditions. Develop an understanding of the need for each individual to
promote the public good, an awareness of environmental issues, or recognition that their actions carry
responsibilities and consequences. Students will be able to demonstrate an understanding of major ethical
concerns. Identify the effects of an individual’s actions on the community. Students learn to work effectively in
small groups, to develop cooperative relationships among people of diverse ages and backgrounds, and to
appreciate the responsibility inherent in working with others. They also learn that problems may have more than
one possible solution. Students will be able to identify and practice elements of effective group process. Practice
effective small group communication skills. Resolve conflicts/problem-solve effectively. Honor commitments
made to the group.
F. Understand the systems of discrimination, the ways women have been subordinated, the consequences of
that discrimination, and how women have challenged, resisted, and adapted to the devaluation and control of
their lives. Examine the practices and institutions women have created that enable them to survive and evolve.
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Each course in the social work program is designed to help students master the ten core competencies
established by the Council on Social Work Education (CSWE) as measures of effective social work practice.
The following table relates these ten core competencies to the specific learning objectives for this course.
Course Objectives
(see previous section)
Identify as a professional social worker and conduct oneself accordingly.
A, B, C, D, E, F
Apply social work ethical principles to guide professional practice.
A, B, C, D, E, F
Engage diversity and difference in practice.
C, D, E
Apply critical thinking to inform and communicate professional judgments.
A, C, D, E
Advance human rights and social justice
C, D, E
Engage in research-informed practice and practice-informed research.
N/A
Apply knowledge of human behavior and the social environment
C, D, E, F
Engage in policy practice to advance social and economic well-being and to deliver effective D, E, F
social work services.
Respond to and shape an ever-changing professional context
C, D, E, F
Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and D, E, F
communities
CSWE CORE COMPETENCIES
V.
COURSE REQUIREMENTS
A.
REQUIRED TEXT AND MATERIALS:
Shaw, Susan M. and Lee, Janet (2012). Women’s Voices, Feminist Visions: Classic and Contemporary
Readings, 5th edition. McGraw-Hill.
Additional reading assignments may be assigned via Blackboard or as handouts to supplement the textbook.
B.
FINAL GRADES
A total of 1,000 points can be earned from the course assignments, as follows:
Course Assignment
Group Advocacy Project
Media Presentation
Movie Review 1
Percentage of final grade
25%
5%
5%
Total possible points
250
50
50
Movie Review 2
5%
50
Exam One
15%
150
Exam Two
15%
150
Exam Three
20%
200
Class Participation/Attendance
10%
100
Totals
100%
1,000
(Total ÷ 10 = final grade)
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Points and Corresponding Grades for individual assignments are based on the following:
A+: 100 points
A: 95 points
A-: 90 points
B+: 88 points
B: 85 points
B-: 80 points
C+: 78 points
C: 75 points
C-: 70 points
D+: 68 points
D: 65 points
D-: 60 points
F – 59 points or less
Final Class Grades are based on the following:
A: 90 to 100 (900 to 1000 points)
B: 89 to 80 (899 to 800 points)
C: 79 to 70 (799 to 700 points)
D: 69 to 60 (699 to 600 points)
F: 59 or less (599 points or less)
C.
COURSE ASSIGNMENTS
The following activities will be completed and graded during the semester.
1. Group Advocacy Project (20% of final grade)
This is your opportunity to go beyond the element of classroom exploration of women’s issues and INVEST
yourself in the betterment of women rights in your community (mezzo). This will be done as a group project
(groups will be assigned in class) and will be comprised of three components; a service proposal,
implementation and in-class presentation. Working collaboratively, your group will identify an opportunity to
participate in advocacy for women. Women’s Advocacy is a broad spectrum of opportunity, so be creative and
think outside of the box. IN short, identify a need in writing, implement and then create a presentation to relay
your efforts and educate your classmate on the identified need
.
Proposal – should be in APA format, 1-2 pages in length and will be turned into the instructor for approval
and feedback.
Implementation – you will meet with your group to facilitate and see your proposal to completion. For this
portion, it is acceptable to work in tandem or in support of an existing entity within the Central Texas
Community.
Presentation – should be approximately 20 minutes in length. This should be a professional presentation
and include various elements such as hand-outs and/or multi-media components.
Specifics will be provided in class and the three components will carry throughout the semester, culminating in
the final presentation towards the end of the semester.
2. Media Presentation (5% of final grade)
For each class session, a student will be designated to bring in an example from current media to share with the
rest of the class. The media example can be in any form (examples include; television commercials, movie clip,
a news article, internet site, etc.). Whatever you choose should be able to be brought into class and relate to the
days discussion, so be sure to reference the course syllabus to assure that your media resource is consistent with
the topic for the class period. The student should be prepared to introduce the media example, explain their
own interpretation of the example and provide a few questions to stimulate discussion about the media example
in relation to course topics. The entire process, including discussion, should take approximately 15 minutes.
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3. Movie Reviews (2 @ 5% = 10% of final grade)
Two movies will be shown during the semester; Not For Ourselves Alone: The Story of Elizabeth Cady
Stanton and Susan B. Anthony and Half the Sky Movement. You will be asked to write a 2-3 page response at
the conclusion of each movie, reflecting your overall impressions regarding the material presented and
identifying the ways in which the content impacts women on a micro (individual), mezzo (community) and
macro (large scale) level. As with all written assignment, they are required to fully adhere to APA requirements;
points will be deducted for errors in format as well as grammatical errors.
4. Exams (2 @ 15%, 1 @ 20% = 50% of final grade)
Three exams will be given throughout the semester; one over the Women’s Movement Timeline
(provided in class), a Mid-term and Final. Exams may be comprised of any combination of multiple choice,
true-false, matching, and short essay questions. The final exam will be comprehensive in nature and encompass
the various elements introduced throughout the semester. The tests can include any of the course content,
including class discussions, reading assignments, handouts, and DVD’s. Note cards or other supporting
material are not permitted during exams in this section of the course.
In an emergency that keeps a student from being able to attend class on the day the final exam is given,
the student is responsible for contacting the professor in advance to see what arrangements, if any, can be made
to make up the test or to take it early.
5. Class Participation/Attendance (10% of grade)
Participation – This class is structured to be interactive, as is your instructors teaching style. Simply put,
the more you put into this class the more you will get out of it, one of many opportunities for you to actively
facilitate your educational experience, as well as enrich the environment for your classmates. Ask questions,
stimulate discussion and provide feedback!
Your class participation grade will be determined by how much you engage during class sessions and by
whether your contributions added to the quality of the class sessions. The instructor also reserves the right to
call on students in class if they are not participating regularly in the discussions.
Attendance - Students are expected to be present for every scheduled class session. If you are unable to
avoid missing a class, you must email the professor before the class period to explain the absence if you want
it to be considered an excused absence. Every unexcused (or unexplained) absence will affect this portion of
your grade. For example, an illness, or funeral of a family member is an excused absence; the instructor also
allows one day’s absence if a deployed significant other returns home. You need to email about every absence
from class; for example, if you were sick both days of the week, one email for the first day will not suffice as
the professor will not assume that you were still sick on the second day. The professor will review other types
of absences to determine how unavoidable they were; not being able to leave work is NOT an excused absence.
If your work schedule will not permit you to attend this class on a predictable basis, you should not be enrolled
in the class.
Students must be present when class begins and are expected to remain until class is dismissed; students are not
allowed to arrive late. (See the Code of Conduct for further details.)
The following shows the degree to which unexcused absences will impact your attendance grade.
Number of Unexcused Absences
Attendance Grade
1
B
2
C
3
D
4
F
Arriving in class late twice constitutes one absence
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VII.
CODE OF CONDUCT FOR CLASSROOMS
The following policies apply to all students enrolled in this course:
1. Students are not permitted to enter class more than ten (10) minutes late. Exceptions will be
made with prior discussion and approval by the professor only.
2. Once class has begun, students are expected to remain for the duration of the class. It is expected
that all students will take care of personal affairs (i.e., get beverages, take care of phone calls,
meeting with students and other professors, use the restroom, etc.) before class begins. Students
who have a medical/physical condition for which they need to request an exception to this policy
are advised to speak with the Disability Services Coordinator and/or discuss this with the
professor to see if an exception can be granted. Students leaving the class outside of these
parameters should not attempt to re-enter the class and will receive a 0 for class participation
and/or attendance that day.
3. Students are expected to display professional decorum at all times. This includes, but is not
limited to, respecting classmates and the instructor. In this regard, it is expected that students will
not speak to/hold conversations with/pass notes to other students, use cell phones, or engage in
other types of unprofessional behaviors once class has begun. Talking during lecture, out of turn,
or while other students are talking is disruptive to the learning environment, disrespectful to
peers, and unprofessional in demeanor. Students are strongly encouraged to engage in discussion
in a respectful and appropriate manner; hence, it is expected that students apply classroom
etiquette and raise a hand if there is something to share or to answer a question. It is also
expected that students will display patience in raising a hand and recognize that the professor
will eventually call on the student and/or may attempt to vary responses from peers and not call
on the student in an effort to do so. Shouting out answers, making loud noises, and/or waving a
hand vigorously to capture attention is unprofessional and inappropriate behavior. Consistent
display of such behavior will result in consultation by the professor and can potentially impact
the attendance/participation grade.
Please note: This instructor will NOT assign seats to students. If behavior accelerates to such a
need, a meeting will be requested with the student, the instructor and potentially the department
to address appropriateness to be able to continue with the course. If it is determined that the
behavior significantly impacts/impairs learning for other students, the student may be asked to
leave the class permanently, resulting in an F for the course.
4. To support the academic learning environment, students are asked to refrain from sharing
personal information in class that will not support/add significantly to the class discussion.
Sharing of personal stories and/or issues that are not directly related to the topic can distract class
learning and limit knowledge-sharing by the professor and other students. In this regard, please
note that the professor reserves the right to redirect/limit such conversations in class unless
students are expressly asked to share such information by the instructor.
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5. NO TECHNOLOGY IS PERMITTED DURING IN CLASS EXAMS, QUIZZES, OR
OTHER TYPES OF ASSIGNMENTS AS DEFINED BY THE PROFESSOR, UNLESS
GIVEN SPECIFIC PERMISSION BY THE PROFESSOR. During such assignments,
students may be asked to turn in cell phones to the professor, place bags beneath desk or to the
side of class, or other requests to minimize use of such technology. Students discovered to be
using cell phones, I-pads, e-readers, recording devices, etc., during assignments without express,
written approval by the professor to do so will receive a zero (0) for the assignment and referred
to Student Affairs for academic integrity concerns. Students warned against doing so once and
found to do so again in this or any subsequent course will receive an F for the course in which
the behavior was identified and referred to Student Affairs.
6. All assignments must be turned in at the beginning of class on the day they are due. The
instructor will explain to you when the beginning of class is for the course (for example: 10
minutes after the start of class, following the class greeting by the instructor, etc.). Late work will
not be accepted or graded unless this has been discussed with and approved by the instructor
BEFORE the due date (not the time) of the assignment. Being absent from class on a day when
an assignment is due does NOT grant a student an extension to the due date; the student must
still arrange to get that assignment turned in to the professor before class starts. Allowing
students to turn in assignments late for a grade is not fair to other students who get their work
done on time, disrupts the grading process for the professors, and sends a message that such
behavior is professionally “okay,” which it is not. This, as well as all other policies, will be held
to strict code, and failure to adhere to this policy will result in a zero (0) for the assignment. This
is inclusive of all assignments.
7. Unless otherwise noted, hard copies of papers must be submitted. Students should be prepared to
submit electronic copies of any paper for class at the discretion of the instructor.
8. All papers submitted for grading MUST adhere to APA 6th edition standards unless otherwise
stated by the professor. This means that all papers must, minimally, be: 1) typed, 2) double
spaced, 3) use Times New Roman font, 4) use 12 point font, 5) include an APA style cover page,
6) header and footer, 7) include in-text citations AND a reference page for ANY SOURCED
INFORMATION (this includes information learned in current or previous classes, read online,
learned during a personal communication, reviewed over email, read in a textbook, etc.). Further,
all typed papers submitted in class MUST be stapled or clipped together (if too large for staple).
It is not acceptable or professional to hand in a paper that is not professionally bound (in
academia, professionally bound means stapled or securely clipped together). Unless instructed to
do so, submitting papers in folders, binders, etc., is not required or desirable.
9. TAMU-CT expects all students to maintain high standards of personal and scholarly conduct and
avoid any form of academic dishonesty. Academic dishonesty includes, but is not limited to,
plagiarism (intentional or unintentional), copying another person's work, turning in someone
else's work as your own, downloading material from the internet and inserting it into a paper as if
it were your own work, taking ideas from classes or readings and putting them in a paper without
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citations/references, cheating on an examination or other academic work, collusion, and the
abuse of resource materials. Any idea, even paraphrased ideas, used or borrowed must be given
credit by showing the source with an appropriate citation and reference. Any student who
violates class and/or university policies regarding Academic Honesty will be sanctioned
according to the Writing Integrity Outline (WIO) attached to this syllabus. More
information on university policies can be found at www.ct.tamus.edu/studentconduct.
10. Additional and Important Note on Writing Assignments: All written assignments are
expected to be the original work of the student. While paraphrasing and some direct quotations
are permitted, it is expected this will be done within the context of your own analysis and
synthesis of the information read or viewed. Paraphrasing is a skill of reading information and,
using your own thoughts, summarizing the information in a way that supports the topic
discussed. While the paraphrase involves your own thoughts, it originates from a source, and that
source is cited. Quoting is a matter of taking words, verbatim, from another source and restating
them without, or with minimal, manipulation. Quotations are placed in quotation marks (“ ”) or
placed in a block format within the text. Quoting does not involve analysis and synthesizing and,
therefore, does not require critical thinking except when used appropriately to support (not
substitute for) an idea. Because of this, students are discouraged from using significant numbers
of quotations as this limits your learning experience. Students found to excessively quote will be
penalized. Students using words as their own without appropriately citing will be penalized –
including failing the assignment and up to failing the course. Students found to have plagiarized
(using words as your own without giving proper credit, whether paraphrasing or directly
quoting) will also be referred to Student Affairs. Therefore, it is VERY important that students
take academic integrity in writing very seriously. If you are in doubt, it is always best to cite your
source and/or speak with your professor for more guidance. The Writing Center, Library, and
Owl Purdue are also resources that can help you.
11. Class discussions, oral presentations, and written materials must adhere to professional standards
of expression and conform to the style described by the American Psychological Association
(APA, 2009). This includes avoidance of the use of language that degrades women, people of
color, gays, lesbians, bisexuals, transgendered, and other diverse and at-risk populations. All
students are expected to display the utmost respect for all people, regardless of differences.
VIII.
1.
University Policies
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the
necessary paperwork. Professors cannot drop students; this is always the responsibility of the
student. The records office will give a deadline for when the form must be completed, signed, and
returned. Once you return the signed form to the records office and wait 24 hours, you must go into
Duck Trax and confirm that you are no longer enrolled. If you are still enrolled, FOLLOW-UP with
the records office immediately. You are to attend class until the procedure is complete to avoid
penalties for absences. Should you miss the deadline or fail to follow the procedure, you will receive
an F in the course if you stopped attending and doing the assignments.
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2.
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of personal
and scholarly conduct. Students guilty of academic dishonestly are subject to disciplinary action.
Academic dishonesty includes, but is not limited to, cheating on an examination or other academic
work, plagiarism, collusion, and the abuse of resource materials. The faculty member is responsible
for initiating action for each case of academic dishonestly. More information can be found at
www.tamuct.org/studentconduct.
3.
Disability Services
It is the policy of Texas A & M University – Central Texas to comply with the Americans with
Disabilities Act. If you have or believe you have a disability, you may wish to self-identify. You
can do so by providing documentation to the Disability Support Coordinator, Gail Johnson. Students
are encouraged to seek information about accommodations to help ensure success in this class.
Please contact Gail Johnson at 254-501-5831 or g.johnson@ct.tamus.edu. Additional information
can be found at http://www.tamuct.org/StudentAffairs.
4.
Library Services
INFORMATION LITERACY focuses on research skills that prepare individuals to live and work in
an information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques. Help
may include, yet is not limited to, exploration of information resources such as library collections
and services, identification of subject databases and scholarly journals, and execution of effective
search strategies. Library Resources are outlined and accessed at:
http://www.tarleton.edu/centraltexas/departments/library/.
5.
Tutoring Services
TAMUCT offers its students tutoring, both on-campus and online. Subjects tutored include:
Accounting, Finance, Statistics, Mathematics, and Writing (MLA and APA). For hours, or if you're
interested in becoming a tutor, contact Academic Support Programs at 254-519-5496 or by emailing
gnichols@ct.tamus.edu. In addition, students desiring assistance with academic writing can receive
online support by visiting Tutor.com. Support can be located at
http://www.ct.tamus.edu/departments/academicsupport/tutoring.php.
6.
Textbook Purchasing
A student of this institution is not under any obligation to purchase a textbook from a universityaffiliated bookstore. The same textbook may also be available from an independent retailer,
including an online retailer.
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X.
COURSE SCHEDULE
*Please note: It is not uncommon for assignments/requirements to be adapted based upon the learning
needs/progress of the class. Therefore, the professor reserves the right to adjust the course schedule as needed,
at any time. Students should consult with the instructor on assignment completion before moving too far
ahead in the course schedule.
Date
Tuesday
1/14/14
Thursday
1/16/14
Tuesday
1/21/14
Thursday
1/23/14
Tuesday
1/28/14
Descriptions
Introduction to Women’s Issues
Review Syllabus, assignments, expectations
Meet with project group
Readings/Assignments
Women’s Studies: Historical Overview
-Myths
-Origins of Women’s Studies
Shaw/Lee, pp. 1-22
-Sign up for Media
Example Presentations
-Assign Project Groups
Movie Screening: Not For Ourselves Alone: The Story of Elizabeth Shaw/Lee, pp. 23-41
Cady Stanton and Susan B. Anthony
Movie Screening CONT.: Not For Ourselves Alone: The Story of
Elizabeth Cady Stanton and Susan B. Anthony
Handout: “Women’s
Movement Timeline”
Movie Screening CONT.: Not For Ourselves Alone: The Story of
Elizabeth Cady Stanton and Susan B. Anthony
No Reading
FIRST EXAM
Thursday
Movie Review/Discussion
No Reading
ASSIGNMENT(S) DUE:
-Media Example
1/30/14
10
Tuesday
2/4/14
Thursday
2/6/14
Tuesday
2/11/14
Thursday
2/13/14
Tuesday
2/18/14
Race, Class and Gender
-Hierarchy/class systems
-Privilege and oppression
-Impact of Race
Shaw/Lee, Ch. 2
The Biology of Gender
-Social constructs and hardwiring
Shaw/Lee, Ch. 3
Women’s Health
-History
-Reproductive Issues and MISconceptions
-Barriers to access (societal, financial, ignorance and fears)
Shaw/Lee, Ch. 6
Women and MENTAL Health
-Myths, judgments and stereotypes
-Education and aid
-Common Psychological issues and misdiagnosis
Handout(s)
The Impact of Gender on the Body
-Social and ideological misconstruction
-A call for change; movement towards self acceptance
-Girls grow up to be women you know
-Facts and figures
Shaw/Lee, Ch. 5
ASSIGNMENT(S) DUE:
-Media Example
-Movie Review Paper:
Not For Ourselves
Alone: The Story of
Elizabeth Cady Stanton
and Susan B. Anthony
ASSIGNMENT(S) DUE:
Media Example
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ASSIGNMENT(S) DUE:
Media Example
ASSIGNMENT(S) DUE:
Media Example
ASSIGNMENT(S) DUE:
Media Example
Sexuality and the Women’s Movement
-Intimacy, sexuality and politics
Shaw/Lee, Ch. 4
Shaw/Lee, pp. 640-666
2/25/14
Women and Activism: Getting Inspired!
-Micro, Mezzo, Macro need
-Social Work as a catalyst to change
-Empowered NOT enabled
Thursday
Movie Screening: Big Sky Movement
Shaw/Lee, pp. 667-677
Thursday
2/20/14
Tuesday
2/27/14
ASSIGNMENT(S) DUE:
Media Example
ASSIGNMENT(S) DUE:
-Media Example
ASSIGNMENT(S) DUE:
-Media Example
-Women’s Advocacy
Project Proposals Due
Tuesday
Movie Screening: Big Sky Movement
3/4/14
Thursday
3/6/14
Tuesday
No Reading
ASSIGNMENT(S) DUE:
Media Example
Opt. Movie Screening CONT.: Big Sky Movement
No Reading
*Look for ways in which the movies presents in your daily livesways you may already be involved or could be (HINT: think Micro,
Mezzo, Macro-discussion will follow after the break).
Proposal Returned/Questions/Consultations
MID-TERM EXAM
Spring Break!!!
No Class
3/11/14
Thursday
Spring Break!!!
No Class
Class Discussion on Observation Challenge Over the Break
-COME PREPARED TO PARTICIPATE!
No Reading
Media Impact On Women’s Issues
-Past and present impact
-Technology as a barrier and a catalyst
Shaw/Lee, Ch. 9
3/13/14
Tuesday
3/18/14
Thursday
3/20/14
12
ASSIGNMENT(S) DUE:
Media Example
Tuesday
3/25/14
Thursday
Women and the Media CONT.
-Famous women in the media and related impact
Handout
Women and Famous Literary Works
Handout
3/27/14
Tuesday
4/1/14
Thursday
ASSIGNMENT(S) DUE:
Media Example
Family Systems
-Systems theory as it relates to/impacts women
-Can you really have it all???
-SOCIAL EXPERIMENT (OBSERVE and come prepared to
discuss at next class-identify real life struggles of self, relations and
strangers and the ways in which challenges are met-successfully
AND unsuccessfully. What are your own UNREALISTIC notionswhat would happen if you abandoned (were freed/liberated,
etc…notice the language and be sure to challenge the instructor on
it in class!) them for a 24hr. period)?
Class Discussion-Social Experiment
4/3/14
Tuesday
4/8/14
Thursday
4/10/14
Tuesday
4/15/14
Thursday
ASSIGNMENT(S) DUE:
Media Example
Shaw/Lee, Ch. 7
ASSIGNMENT(S) DUE:
Media Example
No Reading
ASSIGNMENT(S) DUE:
Media Example
It’s All in a Day’s Work
-Working women and the class ceiling, fact or archaic notion?
-Sexual Harassment in the work place
-Not all “REAL JOBS” come with a 401K
Violence Against Women
-Various threats of violence
-Perpetuation of violence
-Impacts of race and socioeconomics
-Technologies perpetuation of violence against women
Shaw/Lee, Ch. 8
Spirituality, Religion and Women
-Empowerment/oppression
-Implied/expressed expectations
Shaw/Lee, Ch. 12
ASSIGNMENT(S) DUE:
Media Example
Shaw/Lee, Ch. 10
ASSIGNMENT(S) DUE:
Media Example
ASSIGNMENT(S) DUE:
Media Example
*COME PREPARED WITH QUESTIONS FOR THURSDAY’S
PANEL!
PANEL
4/17/14
No Reading
ASSIGNMENT(S) DUE:
Media Example
13
Tuesday
4/22/14
Thursday
4/24/14
Tuesday
Social Policy
-Laws and Legislations
-Deficits/strides
-The criminal justice system
-Hot Topics (i.e women and the military)
A Final Word on Feminist Theory
-Opportunity for further study
-Applicability to practice implementation
*Final chance to meet with group
ASSIGNMENT(S) DUE: Project Presentations
Shaw/Lee Ch. 11
ASSIGNMENT(S) DUE: Project Presentations
No Reading
ASSIGNMENT(S) DUE: Project Presentations
Exam Review
No Reading
FINAL EXAM
Student Feedback
ASSIGNMENT(S) DUE:
Media Example
No Reading
ASSIGNMENT(S) DUE:
Media Example
No Reading
4/29/14
Thursday
5/1/14
Tuesday
5/6/14
Thursday
5/8/14
IX.
BIBLIOGRAPHY
The following resources were used in developing handouts for this class and/or can be used by students to provide
further information on the topics covered by the course:
Adleman, J. and Enguidanos, G. (1995). Racism in the Lives of Women. New York: Harrington Park Press
Bergner, M., Remer, P., & Whitsell, C. (1985). Transforming women's body image. Women and Therapy 4(3),
pp. 25-37.
Bernardez, T. (Fall/Winter 1984). Prevalent disorders of women: Attempts toward a different understanding and
treatment. Women and Therapy, 3, 17-27.
Bookman, A., & Morgen, S. (Eds.). (1988). Women and the politics of empowerment. Philadelphia: Temple
University Press.
Chambers, (March 1986). Women in the creation of the profession of social work. Social Service Review,
60(1), pp. 1-33.
Collins, B.G. (1986) Defining feminist social work. Social Work, 31, 214-224.
Devore, W. & Schlesinger, E.G. (1981). Ethnic-sensitive social work practice. St. Louis, Missouri: C.V. Mosby
Co.
Faludi, S. (1991) Backlash: The undeclared war against American women. New York: Crown Publishers
14
Franks, V. & Rothblum, E.D., eds. (1983). The stereotyping of women: Its effects on mental health. New York:
Springer Publishing Co.
Hagen, J.L & Davis, L.V. (1992) Working with women: Building a policy and practice agenda, Social
Work 37(6), 495-502.
Held, V. (Ed.).(1995). Justice and care: Essential readings in feminist ethics. Boulder, CO: Westview Press.
Lundy, M. & Younger, B. (Eds.). (1994). Empowering Women in the Work Place. Hazelton, PA: Harrington
Park Press.
Psychology of women: Newsletter division, 35, American Psychological Association, 17, 1-4.
Rauch, J. (1978). Gender as a factor in practice. Social Work, 23, 388-395.
Van Den Bergh, N., & Cooper, L. B. (Eds.) (1986). Feminist visions for social work. Silver Springs, MD:
National Association of Social Workers
Advocacy Group Presentation/Project Rubric
The instructor will utilize this rubric to evaluate each group’s project, including the proposal, implementation
efforts and presentation, culminating in a final project grade. Please refer to the rubric to guide your efforts
and assure clarity of requirements.
Trait
Criteria
Points
5
Proposal
Proposal failed to
Format
adhered to APA
Was the proposal format with numerous
appropriately
grammatical errors.
formatted with
regard to
grammar and APA
guidelines?
10
Proposal failed to
adhered to APA
format with moderate
grammatical errors.
20
25
Proposal adhered to Proposal fully adhered
APA format with
to APA format with no
minimal grammatical grammatical errors.
errors.
Proposal
Proposal was poorly
Content
outlined, with limited
Did the proposal investment and poor
outline project in a or limited content.
clear and
professional
manner?
Proposal was
somewhat vague and
lacking in content
and professionalism.
Proposal mostly
outlined project in a
professional on
thoughtful manner.
Project
No need identified.
Implementation Or, inconsistent with
Need
focus of course.
Does the
intervention meet
a recognized
community need?
Need identified but its
relevance to community
is not
explored in depth.
_____
Proposal clearly
outlined project in a
professional on
thoughtful manner.
_____
Need and its
relevance are clearly
identified and
focused upon
throughout the
project.
15
Recognized need
identified through
extensive research or
needs assessment.
_____
Project
No community
Implementation partnerships made.
Community
Collaboration
Was project able
to establish
community
partnerships.
Limited contact with Students interact /
community partner collaborate with
for information and community partner.
resources.
Students and
community partner
collaborate as an
group on project.
_____
Project
No planning evident. Minimal planning evident. Adequate planning
Implementation
evident to meet the
Planning
community
Does the
need and assignment
intervention reflect
objectives.
thoughtful
planning for
maximum
effectiveness?
Extensive planning
evident to meet the
community
need and assignment
objectives.
_____
Presentation
Presentation
Content
contained little to no
Did the
valuable material.
presentation have
valuable material?
Presentation had some Presentation had a
valuable material but was moderate amount of
lacking overall.
valuable material and
benefited the class.
Presentation had an
exceptional amount of
valuable material and
extremely beneficial to
the class.
Presentation
Collaboration
Did everyone
contribute to the
presentation? Did
everyone appear
familiar with the
material?
Teammates failed to
work from others’.
Appeared that only a
few individuals
contributed.
Teammates
sometimes worked
from others’. Did not
appear that work was
equally distributed.
Teammates mostly Teammates
worked from others’. consistently worked
Seemed as though all from others’. It was
members contributed evident that ALL
fairly equally.
individuals equally
contributed.
Presentation
Organization
Was the
presentation well
organized and
easy to follow?
Presentation
Delivery
Did presenters
speak clearly;
engage the
audience, provide
visual aids, with
time spent on
rehearsal?
Presentation
obviously lacked
organization and
preparation.
Minimal signs of
organization or
preparation.
The presentation was
somewhat organized
but would have been
improved with better
preparation.
Presenters were not
confident in delivery,
lack of preparation
and/or visual aids
obvious.
Presenters struggled
with confidence in
delivery, engaging
class and/or minimal
preparation/
visual aids evident.
Presenters were
Presenters were
somewhat confident extremely confident in
in delivery, engaging delivery, engaging
and moderate
and preparation is
preparation evident. obviously evident.
Not as engaging as it Excellent visual aids.
could have been.
Visual aids somewhat
lacking.
Presentation
Length
Did presenters
meet length
requirements?
TOTAL
SCORE
Presenters were
under in excess of 5
minutes of length
requirements.
Presenters were
Presenters were
Presenters fully
under by 5 minutes of within 2 minutes of
adhered to length
length requirements. length requirements. requirements.
The presentation was
well organized,
informative and easy
to follow.
_____
_____
_____
_____
_____
/250
16
Rubric for Assessing Professional Behaviors
Students must demonstrate the ability to maintain scores of 3 or 4 in each of the 15 professional behavior areas listed below to be
considered for a field placement, as these are the expected professional behaviors of social work interns and professional social
workers.
Professional Behaviors
1. Attendance: Attends
classes and related meetings
1
Unacceptable
2
Needs Improvement
3
Acceptable
4
Outstanding
Student has missed 20%
or more of total class
time in one or more
classes.
Student missed class
for reasons that are not
related to allowable
emergencies but for
convenience; and/or
student has skipped one
class to do work for
another class.
Student attends all
classes except in
truly rare or
unusual
circumstances that
are considered
excusable by the
professor.
Student attends all
classes.
Student has been late to
class or left early from
class 3 or more times in a
semester.
Student has
occasionally (no more
than two) been late to
class or left early from
class in a semester.
Student is on time
to class and stays
until the end except
in truly rare or
unusual
circumstances that
are considered
excusable by the
professor.
Student is always on
time and stays until
the end of class.
Student does not usually
contact the instructor to
inform of tardiness to/ or
absence from class and/or
student provides no
reason for absences.
Student contacts the
professor to inform of
tardiness or absence,
but does it after already
missing a class or
meeting.
Student contacts the
professor prior to the
beginning of class
most times (at least
95%) to inform of
tardiness or absence.
In the very rare
instances when this
is not done prior, the
student contacts the
professor
immediately after.
Student always
contacts the
professor prior to
the beginning of
class to inform of
anticipated
tardiness, illness,
etc. except in true
emergencies and
then contacts the
professor
immediately
thereafter.
Student is frequently
disrespectful to and nonsupportive of classmates,
staff, and/or faculty.
Student is occasionally
disrespectful to and
non-supportive of
classmates, staff, and/or
faculty.
Student is usually
respectful to and
supportive of
classmates, staff,
and/or faculty.
Student is always
respectful to and
supportive of
classmates, staff,
and/or faculty.
Student rarely shows
Student occasionally
Student almost
Student always
Comments:
2. Punctuality: Is punctual
and present
Comments:
3. Communication: Manages
communications and
contacts
Comments:
4. Respect: Demonstrates
respect and support in
relationships
Comments:
5. Self-Awareness:
17
Score
Professional Behaviors
Demonstrates self-awareness
1
Unacceptable
2
Needs Improvement
3
Acceptable
4
Outstanding
self-awareness about the
impact of verbal and nonverbal communications.
shows self-awareness
about the impact of
verbal and non-verbal
communications.
always maintains a
high level of selfawareness about the
impact of verbal
and non-verbal
communications.
maintains a high
level of selfawareness about the
impact of verbal and
non-verbal
communications.
Student’s classroom or
other student related
interactions rarely reflect
respect for and
appreciation of diverse
opinions, experiences,
and/or people.
Student occasionally
reflects respect for and
appreciation of diverse
opinions, experiences,
and/or people in the
classroom or during
other student related
interactions.
Student’s classroom
or other student
related interactions
almost always
reflect respect for
and appreciation of
diverse opinions,
experiences, and/or
people.
Student’s classroom
or other student
related interactions
always reflect
respect for and
appreciation of
diverse opinions,
experiences, and/or
people.
Student rarely
demonstrates
collaborative skills in
work with others and/or
student has poor
relationships with
classmates or others
involved in student
learning.
Student is occasionally
reluctant to collaborate
with others and/or
struggles with
maintaining positive
relationships.
Student almost
always works
collaboratively with
team members
and/or student
almost always
engages positively
with others.
Student always
works
collaboratively with
all team members
and/or student
always relates
positively with
others.
Student consistently gets
feedback from instructor
that oral expression is
unprofessional and does
not make efforts to
correct.
Student frequently gets
feedback from
instructor that oral
expression is
unprofessional and
rarely makes
adjustments and/or
efforts to correct.
Student frequently
displays appropriate
oral expression and,
when necessary,
makes clear effort
to correct errors
when provided
feedback.
Student consistently
displays appropriate
and professional
oral expression.
Student consistently gets
feedback from instructors
that written expression is
unacceptable or
unprofessional and/or
grades on papers are
reduced significantly
because of writing.
Student’s written work
lacks clarity and has
some errors and/or
grades on papers are
reduced somewhat
because of writing.
Student almost
always expresses
ideas or concepts
clearly, with very
few errors and/or
grades on papers
are reduced only
slightly because of
writing.
Student always
expresses ideas or
concepts clearly,
with an absence of
errors and/or grades
on papers are
reduced minimally
because of writing.
Student rarely takes
initiative to plan work
and complete it in a
timely manner and/or
student rarely gets
Student only
occasionally takes
initiative to plan work
and complete it in a
timely manner,
Student almost
always takes
initiative to plan
work and complete
it in a timely
Student always
takes initiative to
plan and complete
work in a timely
manner and/or work
Comments:
6. Diversity Awareness:
Demonstrates awareness and
responsiveness to diversity
Comments:
7. Collegiality:
Demonstrates collegiality
and collaborative
interactions
Comments:
8. Oral Expression: Strives
for a high level of oral
expression
Comments:
9. Written Expression:
Strives for a high level of
written expression
Comments:
10. Initiative & Reliability:
Demonstrates initiative,
reliability and dependability
18
Score
Professional Behaviors
1
Unacceptable
2
Needs Improvement
3
Acceptable
4
Outstanding
assignments done and
submitted on time.
resulting in coming to
class minimally
prepared.
manner and/or work
is almost always
submitted on time.
is always submitted
on time.
Student has not
demonstrated
receptiveness to
suggestions and feedback
from others and,
therefore, makes no effort
to adjust performance
accordingly.
Student is usually
receptive to suggestions
and feedback, but does
not adjust performance
accordingly.
Student is almost
always receptive to
suggestions or
feedback and
adjusts performance
accordingly.
Student is always
receptive to
suggestions or
feedback from
others, and adjusts
performance
accordingly.
Student demonstrates
significant problems in
complying with the
Social Work Program
requirements.
Student only
moderately
demonstrates
compliance with the
Social Work Program
requirements.
Student almost
always
demonstrates
compliance with the
Social Work
Program
requirements.
Student consistently
demonstrates
compliance with the
Social Work
Program.
13. Compliance with the
NASW Code of Ethics:
Demonstrates compliance
with the Code of Ethics in its
entirety
Comments:
Student is consistently
non- compliant with one
or more components of
the Code of Ethics.
Student is only
moderately compliant
with components of the
Code of Ethics.
Student is almost
always compliant
with the Code of
Ethics in its
entirety.
Student consistently
demonstrates
compliance with the
Code of Ethics in its
entirety.
14. Responsiveness to
Communication: Uses
departmental
communications
Student never checks
email and/or does not
respond to emails sent by
fellow group mates or the
professor.
Student rarely checks
email and/or does not
regularly respond to
emails sent by fellow
group mates or the
professor.
Student consistently
checks email
looking for
correspondence
from classmates
and the professor
and is usually
prompt to respond
to it.
Student always
checks email
looking for
correspondence
from classmates and
the professor and is
always prompt to
respond to it.
Student’s professional
attire and presentation is
consistently inappropriate
for professional and
classroom settings.
Student's professional
attire and presentation
is frequently
inappropriate for
professional and
classroom settings.
Student's
appearance is
routinely
appropriate for
classroom and
professional
settings.
Student's
appearance is
consistently
appropriate for
classroom an
professional
settings.
Comments:
11. Responsiveness to
Feedback: Demonstrates
evidence of motivation to
improve oneself.
Comments:
12. Compliance with
Professional Requirements:
Demonstrates compliance
with the professional
conduct policy in the Social
Work Program and Field
Education Manual
Comments:
Comments:
15. Professional
Appearance: Displays
professional appearance that
does not interfere with
professional
relationships/responsibilities.
Comments:
(Adapted from the University of Vermont Department of Social Work, created 6/17/10)
Professor’s signature: ____________________________________________
Date: ___________________________
Student’s signature: _____________________________________________
Date: ___________________________
19
Score