Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH SW:310
School of Social
Subject
455) or sequence
Work
Course(s) Title
Social Welfare Policies and Services
Description of the requirement if it is not a single course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Date
Instructor
Kerrie A. Ghenie
Phone / Email
243-6146
Program Chair
Ryan Tolleson Knee
III Overview of the Course Purpose/ Description
This course examines the process by which public policies are formulated and their resulting impact on
various segments of American society. Students explore the role of non-governmental agencies, interest
and advocacy groups and governmental agencies in resolving social problems. This course also
examines how different groups and individuals influence the policy-making process, both in terms of the
issues that are addressed and the parameters established to deal with such issues. Through this process
is becomes clear that no political process is neutral in its impacts; some groups tend to benefit far more
than others regarding how policies are developed and how they are implemented.
To facilitate an understanding of the political process we review and critically analyze major social
policies that impact citizens. Specific domestic policy areas include welfare reform, child welfare,
Social Security and health care. We also focus inquiry on policies crafted to address the needs of such
marginalized groups as women and children, elderly, and the poor.
Because a democracy is not a spectator sport and engaged citizens are active participants in their
communities, students are expected to actively contribute to building knowledge in this course. While
the instructor shares knowledge, resources, experiences and various perspectives in policy-related areas,
students are expected to offer observations, knowledge and analysis as well. Classroom time is an
opportunity to reflect upon and analyze questions about social problems and community change through
civic participation and policy development. Students are encouraged to bring their experiences as they
relate to topic themes. Although the classroom is highly interactive it is academically challenging.
Social Work 310 is the School of Social Work’s designated writing course and students are expected to
present clear, concise, and well-organized written documents that adhere to APA guidelines. Students
are required to critique current policies and programs as they address the needs of marginalized and
traditionally oppressed populations while examining strategies to provide effective, culturally sensitive
programs. Similarly, students need to demonstrate an understanding of the values that shape policy and
critically analyze how the policies affect citizens marginalized from the political decision-making
process.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students are required to build upon and
synthesize the knowledge they have gained in
Introduction to Social Welfare (SW100),
Introduction to Social Work Practice (SW200),
Human Behavior and the Social Environment
(SW300), Social Work with Individuals and
Families (SW350) and are concurrently
developing in Social Work with Groups and
Communities (SW360) to examine how
specific social welfare policies, practices and
services came to be and how they impact
individuals, families, groups, communities,
agencies and society. Students are required to
critically analyze policies and practices from
various perspectives including historical,
cultural, economic, political and administrative.
Students must critically analyze the underlying
value assumptions upon which the policies,
practices and services were founded and
determine who does and does not benefit from
these arrangements. Students must additionally
examine the effectiveness and efficiency of
policies and determine social policy
alternatives.
To meet the course requirements, students learn
Find, evaluate, analyze, and synthesize
to find, analyze and use information from
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/) various sources including web based,
traditional print media and interviews with
stakeholders about various perspectives related
to social welfare polices and services. For
example, students must utilize on line resources
to access legislative proposals and existing law.
Students then utilize this information to
understand how policies impact individuals,
families, groups and communities and to make
recommendations for more ethical, humane and
just outcomes.
Student learning outcomes :
Identify and pursue more sophisticated
questions for academic inquiry
Manage multiple perspectives as appropriate
Recognize the purposes and needs of
discipline-specific audiences and adopt the
academic voice necessary for the chosen
discipline
There are numerous perspectives involved in
the development and evolution of social
policies and social welfare services. This
course teaches students to identify, understand
and analyze diverse perspectives including their
underlying values and assumptions.
Students learn to recognize the importance of
bringing multiple perspectives to bear in the
process of developing, modifying and
implementing social policies and social welfare
programs. Specific skills taught include
collaboration, seeking alternative views,
coalition building, empowering marginalized
groups to become involved in self advocacy to
monitor the long term impact of social welfare
policies and their impacts on society.
Students understand the need for professional
social work writing such as preparing
documents to be used in court, social policy
analysis papers, report on individuals and
families to be used to access services, convey
progress and make recommendations for
services. The profession’s writing standards
are taught, emphasized and evaluated
throughout the course.
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work
This course requires students to write three
policy analysis papers utilizing the same policy
analysis framework for each. This allows
students repetition in researching policy,
writing a policy analysis, editing, proof reading
and applying the American Psychological
Association’s citation and writing standards. It
also allows students to gain in-depth
knowledge about three social welfare policies,
their resulting services and the opportunity to
compare and contrast the benefits and
drawbacks of each. Students are required to
incorporate feedback about their writing and
the process of professional inquiry into each
subsequent policy analysis paper. This is to
ensure that students consider all available
information when learning to impact social
policy. Expectations for each subsequent
policy analysis paper increase as students’
sophistication with the process of inquiry
develops.
Follow the conventions of citation,
documentation, and formal presentation
appropriate to that discipline
The social work profession has adopted the
citation and writing standards of the American
Psychological Association (APA). All
assignments for this course require students to
utilize APA citation and writing standards.
These standards are covered in class and a
portion of the grade for each assignment is
determined by the student’s use of these
standards.
Develop competence in information
technology and digital literacy
Social welfare policies and services are
continually evolving. In the case of policy
development and modification, changes occur
rapidly. To prepare students for a professional
career in social work, it is vital that they learn
to access the most current, up to the minute
resources and have the skills to respond
immediately to policy advocacy needs. A
strong working knowledge of information
technology and digital literacy are fundamental
to accomplish this.
To develop competence, students need to use
these resources to gather the information
necessary to complete their policy analysis
papers. Each semester, the Reference Librarian
for the School of Social Work, spends one class
period instructing students in the library
computer classroom about information
technology and digital literacy. She also meets
individually with students throughout the
semester as needed. Additionally, these topics
are covered in class on a regular basis.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Yes ⌧ No
The maximum enrollment for this course is 30
students. The outcomes of this course are
adequately met through the efforts of the course
instructor and a Teaching Assistant from the
School of Social Work’s MSW program. The
course instructor and the T.A. read all student
papers and provide written feedback.
Additionally, the instructor and the T.A. are
available to meet with students outside of class as
needed.
The course is capped at 30 students to allow all
social work majors to enroll and to also allow a
small number of non-social work majors to
participate. The non-social work majors’ diverse
perspectives challenge social work majors to
think outside of social work and examine social
policy and social programs from other view
points. Non-social work majors are thus
challenged to expand their view point as well.
Although the course is capped at thirty instead of
twenty, the standards for writing are adequately
met with through the efforts of the course
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
Will written assignments include an opportunity for
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
instructor and a Teaching Assistant. Students
receive individual attention.
⌧ Yes No
Yes ⌧ No
A summary of all written assignments are
included in the course syllabus. Detailed verbal
and written instructions for each assignment are
provided in class.
Tools and strategies for effective writing, editing
and APA citation and writing standards are
discussed in class. Overhead examples are used
and students are provided with a writing
expectation handout that contains examples.
The Publication Manual of the American
Psychological Association is a required text for
this course.
Yes ⌧ No
Students write three policy analysis papers that
utilize the same policy analysis framework for
each. This allows students repetition in
researching policy, writing a policy analysis,
editing, proof reading and applying the
American Psychological Association’s citation
and writing standards. It also allows students
to gain in-depth knowledge about three social
welfare policies, their resulting services and the
opportunity to compare and contrast the
benefits and drawbacks of each. Students are
required to incorporate feedback about their
writing and the process of professional inquiry
into each subsequent policy analysis paper.
This is to ensure that students consider all
available information when learning to impact
social policy. Expectations for each subsequent
policy analysis paper increase as students’
sophistication with the process of inquiry
develops.
Yes ⌧ No
Students attend an in-class workshop on
Mansfield Library Resources and how to utilize
them in their work. Throughout the course,
additional online and digital literacy resources are
provided in class and in written feed. Students
are then expected to syntheses and apply these
resources to professional social work writing and
analysis.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Students are required to individually write
Informal Ungraded Assignments
three (3) five (5) page policy analysis papers
and a seven to eight (7-8) page program
proposal. Papers are graded on the quality
and accuracy of the content, clear expression,
grammar and adherence to APA citation and
writing standards. In addition standard of
social work written communication are
integrated into the assignments.
N/A
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
Paste syllabus here.