University of Central Florida
School of Social Work
SOW 3111.0M03 Assessing II: Human Systems
Syllabus
Instructor:
Office:
Phone:
E-mail:
Location:
Class Day & Time:
Office Hours:
Rebekah Hazlett-Knudsen, PhD, MSW
HPA I, Room 254
407-823-6342
rhazlett@ucf.edu
SOW 3111 0M03
HPA 1, room 246
Thursday, 7:30 AM -10:20 AM, M course, see
schedule for dates
 W & F: 9:00 AM – 11:00 AM
 Th: 11:30 AM-12:30 PM
 Online by appointment
Course Description
To provide and enhance the student’s knowledge and assessment skills specific to families, groups, organizations,
and communities. Special emphasis is placed on the interactions of these human systems and their impact on
increasing social support and improved human functioning within the micro, mezzo, and macro systems.
Course Objectives
By the end of the term, the student will be able to:
1. Use a systems model to employ critical thinking in the assessment of families, small groups, organizations, and
communities.
2. Demonstrate the ability to analyze the interconnections between social systems, i.e., families, small groups,
organizations, and communities.
3. Identify and understand the interactions between personal, political, and socio-cultural influences on micro,
mezzo, and macro systems.
4. Apply problem-solving procedures of systematic problem identification and data collection to social systems
assessments.
5. Discuss how social system conditions impact behavior from micro, mezzo, and macro entities based on
ethnicity, culture, sexual orientation, disability, and other forms of diversity.
6. Demonstrate professionalism, including accountability, self-awareness, and self-discipline in the assessment of
social systems.
7. Identify and work toward elimination of the effects of social inequalities, such as racism, ageism, and sexism,
on social systems.
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Learning Methods
This course will incorporate a variety of methods consisting of lecture, discussion, audiovisual materials, and small
group exercises. A variety of case examples will be used to exemplify theories and developmental stages in
systems development and assessment. Students are expected to be active participants in the learning process, as
evidenced by substantive class participation and engagement during the class period. Quality of participation will
be judged over quantity. Although all readings will not be reviewed directly in class, students are expected to
demonstrate their mastery of course content to include reading material in class discussions and written and oral
assignments.
Required Texts
1. Kirst-Ashman, K. K. (2010). Human behavior, communities, organizations, and groups in the macro social
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environment (3 ed.). Belmont, CA: Wadsworth Publishing.
2.
Sanchez, R. (2000). My bloody life: The making of a Latin king. Chicago: Chicago Review Press, Inc.
Special note for “My Bloody Life – The Making of a Latin King”:
The Instructor’s goal for incorporating this book into the classroom is to provide students with a real life example of
gang youth and issues related to their experiences. As a future social worker, you are likely to come into contact
with street gang culture. The objective is to provide you with macro level skills in community assessment and
learning about the development of street gangs in the urban culture. Portions of the class lecture will be devoted to
issues related to activities in the book. Using specific themes from the text, class role-plays will highlight the
potential interactions of a social worker in the life of this youth. This specific component will focus on strengthening
the development of student intervention and community assessment skills. It is imperative that you keep pace with
the assigned readings of this text during the semester.
Recommended Texts
th
Strunk, W. Jr., & White, E. B. (2000). Elements of style (4 ed.). Boston: Longman. (ISBN: 020580902X)
Note: This text serves as the Instructor’s guide for grading written assignments submitted in this class. It is
available from stores such as Barnes & Noble and from on-line retailers, such as Amazon.com, in hardback,
paperback, and used versions. If you are unfamiliar with this resource, it is one of the most frequently used guides
for English writing (grammar, punctuation, and writing style).
Online Resources
All assignments will be turned in electronically via webcourses2@UCF. Please also note that all email should be
sent through the webcourse section.
Turnitin.com
All written assignments will be submitted via the online course section (webcourses2@UCF) and will be evaluated
via turnitin.com; an online system that can determine if work has been copied from another source.
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Library Resources
Students will be expected to utilize UCF library resources to search library databases for required
readings. The following web sites can help students find information, navigate through databases, and learn how
to use the library:
1. Library Instruction sessions - http://library.ucf.edu/Reference/Instruction
2. Library Research Tutorials - http://library.ucf.edu/Reference/Instruction/LIToursTutorials.asp
3. Streaming videos - http://library.ucf.edu/Reference/Videos/Default.asp
4. Research Guides - http://library.ucf.edu/Reference/Guides/
5. Ask a Librarian service - http://library.ucf.edu/Ask/
6. All reference Librarians can be of assistance. When and as available, Mr. Hal Mendelsohn, is the Librarian most
familiar with Social Work.
The UCF Libraries has a full array of paper and electronic resources available for students and their research
needs.
In addition to paper copies of books and journals, UCF students have the ability to access a vast selection of
journals and books in electronic format while on or off campus. The web address to the library's catalog
is http://library.ucf.edu/ The Ask A Librarian service provides students the ability to contact a library professional
either by phone, on-line chat or email, and ask for assistance on "how to" locate, research, and obtain library
materials. The web address for Ask A Librarian is http://library.ucf.edu/Ask/ A series of streaming videos, showing
students how to search for a book or journal article, has been developed and are available
at http://library.ucf.edu/Reference/Videos/Default.asp Research Guides for different majors listing books, journals,
databases, and web sites have been developed and are available in electronic format
at http://library.ucf.edu/Reference/Guides/ Another service to help students conduct library research is called
Research Consultation. After a student has conducted his/her research and is in need of additional information,
s/he can work with a librarian to locate material with the help of his/her expert searching capabilities.
To set-up a Research Consultation, students can either visit the library and sign-up at the Reference Desk or call
the library Reference Office at 407-823-5880. Finally, students are always encouraged to visit the library and ask a
Reference Librarian how best to conduct one's research. If a student has a simple question on how to locate either
a book or journal title, the UCF Reference Libraries are happy to provide this type of service too.
COURSE ASSIGNMENTS, POINTS AND REQUIREMENTS
*See the course schedule for due dates
1. Family Interview and Genogram (20 points of semester grade). Students work in partnerships to 1)
complete an interview (assessment) with (of) their partner, 2) individually complete a written family
assessment and genogram that includes a minimum of three (3) family generations (example:
grandparents, parents, and children) identified and depicted within the genogram.
2. Community Assessment/Family Assessment/Analysis (20 points of semester grade). Students will
work in small groups (no more than 4), or individually, to complete a community assessment/analysis
based upon the characters and systems portrayed in My Bloody Life: The Making of a Latin
King (Sanchez, 2000).
3. Online Week Quizzes (30 points- 5 points per online quiz): Students will prepare for and take a short quiz
per online module week to evaluate comprehension of materials.
4. Organizational/Community Meeting and Paper (20 points of semester grade): Students will attend a
community-based meeting addressing a specific need, concern or issue impacting persons with the
community; Meetings might include, but are not limited to, a school board meeting, meeting on gang
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activity/crime, city council meeting, meeting on homelessness, etc. Students will prepare a 4-6 page
summary of the meeting and its purpose/focus/content. *This activity may be completed in small groups or
individually.
5. Oral Presentation of Community Meeting (10 points of semester grade): Students will develop a
presentation that summarizes their Organizational/Community meeting. Presentations will begin
on Thursday April 11, and continue through April 18 and 25, 2012. Grading Matrices will be
provided each session for student evaluations of one another; peer grades, based upon
presentation content and style, will determine 50% of students’ final assignment grade. The
Instructor will award the remaining 50% of the assignment grade. *This activity may be completed in
small groups or individually.
Grading Scale
Letter Grade/Point Value/Points
Letter Grade/Point Value/Points
Letter Grade/Point Value/Points
A
=
A- =
B+ =
B
=
B- =
C+ =
C
=
C- =
D+ =
D
=
D- =
F
=
95-100 (4.0)
90- 94 (3.75)
87-89
(3.25)
84-86
(3.00)
80-83
77-79
74-76
70-73
(2.75)
(2.25)
(2.00)
(1.75)
67-69
(1.25)
64-66
(1.00)
60-63
(0.75)
59 or less
(0.00)
POLICIES
In addition to the information below, the student should become familiar with School of Social Work Student
Handbook and The Golden Rule Handbook for UCF Students. All polices included in these handbooks apply to this
class.
Modification of Syllabus
This syllabus may be modified at the discretion of the instructor. Changes will be discussed with students in class
and/or via email. It is the student’s responsibility to ensure that the student’s email address is current in
eCommunity.
Cell phones, pagers and recorders
• Students are asked to turn off cell phones during class sessions.
• Permission to audiotape a class meeting(s) must be obtained from the instructor in advance.
• While the use of laptops is convenient for students to take class notes, it is expected that students WILL NOT
engage in other laptop activities during class time that may include: internet activities, reading and responding to
email, balancing a checkbook, etc. If this should occur, the instructor reserves the right to request that the student
not use a laptop during class. This will count as unprofessional behavior and a point will be deducted each time this
is noted during active class time (breaks do not count).
Classroom Decorum
• Side conversations will not be tolerated because they distract the class, instructor and are not appropriate
professional behavior.
• The instructor expects students to respect the culture, values, beliefs and rights of their classmates. During class
sessions, alternate points of view are encouraged and should be received by others with respect. Students should
feel free to express their opinions and to refer to relevant personal situations without fear of disapproval or
disrespect; however, the classroom is not the place where students should indulge in personal venting or support
seeking.
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Attendance and Participation
Attendance will be taken each class meeting. Any student who is not present 30 minutes after class begins will be
categorized as absent that day. Likewise should any student be absent after the break (without prior discussion and
arrangement with the instructor) they will be marked as absent for the day. During online weeks, participation is
expected within the online course section and will be evaluated via student log in and participation in any online
activities. Should a student not log in to the course or participate in an online week, this will count as an absence.
Student attendance and participation are integral parts of this course. Students are expected to attend each class,
arrive on time, and remain for the duration of the class. Students are also expected to assume responsibility for
their own learning and to actively involve themselves in class discussions and exercises. Students must come to
class prepared (i.e., complete readings and other assignments prior to class). Furthermore, make-up exams will be
given ONLY in extreme circumstances. These circumstances include exceptional health EMERGENCIES (that
require that the student bring in medical documentation), and the make up exam will be an essay exam. Out-oftown vacations, trips, mild colds, and other similar circumstances do not qualify as extreme. Students who miss
three (3) or more absences regardless of the reason will have their final grade lowered by one letter grade.
The only exception to this is if the student has a documented extraordinary circumstance (student hospitalization;
severe illness; death in the family; car accident) preventing the student from coming to class. In that case, the
student must present written documentation to the instructor.
Attendance during Finals Week: It is university policy that all classes MUST meet for either a final exam or a class
session.
Participation includes class discussion, participation in group activities, attendance, and professional
behavior. Unprofessional behavior will not be tolerated; this includes disruptions like: side conversations, use
of cell phones during class (other than emergency calls), disrespectful verbal or nonverbal interactions with
classmates or the instructor (colleagues). Should a student exhibit unprofessional behavior, during the class period,
the instructor will deduct a point from their overall course grade (per class period). Should a disruption
continue past the instructor addressing it the first time the student will be asked to leave class, this will count as an
absence. Please note that you are considered burgeoning professionals and are expected to treat your colleagues
with respect.
Written Assignments
Effective written communication skills are essential to professional social work practice. Thus, students are
expected to present their ideas clearly and properly and to adhere to accepted standards of writing. Grammar,
punctuation, and spelling are to be correct in all written materials submitted and will be considered in grading
written assignments. All written assignments must be typed in a 12-font print, and all margins must be one inch. All
written work must include a cover page (in APA 6th edition style) and this cover page is not considered to be a
page of text. Work not conforming to these standards or demonstrating serious deficiencies in common English
usage will be returned ungraded. When required, references should be included in the APA sixth edition
documentation style. Students are encouraged to use the University Writing Center (UWC) for assistance in
preparing written assignments. The UWC is located in MOD 608 (near the Communications Building). UWC staff
may be reached at (407) 823-2197 or http://www.uwc.ucf.edu/
The assignments will emphasize the integration of interviewing, verbal, conceptualization and writing skills in
practice. All assignments will be evaluated and graded on the following criteria.
1. Appropriate use of APA writing style (6th Edition).
2. Adequate number of references cited.
3. Organization and clarity of ideas presented.
4. Ability to integrate theory and practice appropriately.
5. Ability to use analytical skills throughout the assignment.
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6. Creative ways of responding to the instructions beyond the requirements.
Late Assignments
On the due date of an electronic version of the paper or assignment must be uploaded to the Turnitin.com course
website, in the appropriate class and assignment folder by the due date and time listed. Please see the information
below on Turnitin.com.
Late assignments will lose a full letter grade (this means the equivalent of A to a B drop in grade) for each week (If
turned in 2 days late the assignment is still subject to a week’s point deduction, if 9 days late this would equal two
week’s point deduction) that they are late unless the student gained prior approval from the instructor due to an
extreme emergency. No assignment will be accepted after week 15 of class.
Incomplete Grades
In exceptional circumstances, an incomplete grade may be given per School and University policies. Individual
arrangements must be made with the instructor for the completion of the course requirements, but in no case will
the date set extend beyond the end of the following semester. Students who experience chronic medical or
personal problems that prevent them from attending class regularly are encouraged to review policies relating to
securing a leave of absence from their university studies.
Academic Integrity/Plagiarism
Social workers must demonstrate high standards of integrity. Every student is expected to do his or her own work
and all of the work produced will be expected to be completed in its entirety by the student who turns it in. Cheating
and plagiarism will not be tolerated. Any acts of plagiarism, including not acknowledging sources of information
appropriately and in accordance with APA guidelines, may result in a failing grade in the course. School and
University policies on academic integrity will be strictly enforced. Students found to have cheated or plagiarized will
receive no credit for the exam or assignment, receive a failing grade for the course and may be subject to
appropriate referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further
information.). Students who observe others violate this policy are expected to report this to the instructor.
Plagiarism and Cheating of any kind on an examination, quiz, or assignment will result in an "F" for that
assignment, the student may also receive an "F" for the entire course and may be subject to appropriate referral to
the Office of Student Conduct for further action. (See the UCF Golden Rule for further information.) It is assumed
for this course that students will adhere to the academic creed of the University and will maintain the highest
standards of academic integrity. In other words, don't cheat by giving answers to others or taking them from anyone
else. The Instructor also adheres to the highest standards of academic integrity, so please do not ask for your
grade to be changed without just cause or to bend or break rules for one person that will not apply to everyone.
Turnitin.com
All written assignments will be submitted via the online course section (webcourses2@UCF) and will be evaluated
via turnitin.com; an online system that can determine if work has been copied from another source.
Student/Instructor Communication
The instructor is available to meet with students during the office hours listed on this syllabus and by appointment.
The instructor can be contacted by phone or email with the contacts listed at the top of the syllabus. Email should in
most cases be directed through the webcourse section. If sending an email to rhazlett@ucf.edu include SOW and
the course number (example: SOW1111) in the subject line of your email. It is expected that all email will have a
subject line, appropriate greeting, grammar and tone (assume email etiquette (http://office.microsoft.com/enus/outlook-help/12-tips-for-better-e-mail-etiquette-HA001205410.aspx). It is student’s responsibility to initiate
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contact with the instructor about due date extensions or other concerns. The instructor will communicate any
changes to the syllabus during class or via the webcourse therefore it is the student’s responsibility to attend class
and regularly check the webcourse.
Disability Access Statement
The University of Central Florida is committed to providing reasonable accommodations for all persons with
disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need
accommodations in this course must contact the instructor at the beginning of the semester to discuss needed
accommodations. No accommodations will be provided until the student has met with the professor to request
accommodations. Students who need accommodations must be registered with Student Disability Services,
Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before
requesting accommodations from the professor.
THE UCF CREED
Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct,
performance, and decisions.
Integrity: I will practice and defend academic and personal honesty.
Scholarship: I will cherish and honor learning as a fundamental purpose of my membership in the UCF community.
Community: I will promote an open and supportive campus environment by respecting the rights and contributions
of every individual.
Creativity: I will use my talents to enrich the human experience.
Excellence: I will strive toward the highest standards of performance in any endeavor I undertake.
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Schedule
Week
Topics
1
In Class
1/10/13
Introduction to the Course
Syllabi/Assignments/Expectations of
Students
Readings
Activities/Assignments
Activities:
Attend class
Readings:
Kirst-Ashman, Chapters 1 & 2
2
Web
Opens on 1/14/13
& Closes 1/21/13
Introduction to Client Systems & the Macro
Social Environment: From Families to
Communities
Sanchez, pp. 1 - 31
Activities:
Complete Online Module
Complete Quiz
Readings:
Handouts provided via webcourse
3
In Class
1/24/13
Understanding the Macro Social Environment
Sanchez, pp. 32 - 60
Assessing Family Systems
Activities:
Attend class: In class exercises
Readings:
Kirst-Ashman, Chapters 3 & 4
Sanchez, pp. 61 – 90
4
Web
Opens on 1/28/13
& Closes 2/4/13
Assessing Groups as Systems
Activities:
Complete Online Module
Complete Quiz
8
Readings:
Handouts provided via webcourse
5
In Class
2/7/13
Assessing Groups as Systems cont.
Sanchez, pp. 91 - 122
Activities:
Attend class: In class exercises
Readings:
Kirst-Ashman, Chapters 9, & 10
Community Assessment:
6
Web
Opens on 2/11/13
& Closes 2/18/13
Sanchez, pp. 123 – 155
Communities in the Social
Environment: Theories and Concepts
Activities:
Complete Online Module
Complete Quiz
Readings:
Handouts provided via webcourse
Sanchez, pp. 156 - 188
7
In Class
2/21/13
Community Assessment:
Activities:
Communities in the Social
Environment: Theories and Concepts cont.
Attend class: In class exercises
Due:
Family Assessment & Genogram
8
Web
Opens 2/25/13 &
Closes 3/4/13
Community Assessment: Focus on
Neighborhoods
9
Readings:
Kirst-Ashman, Chapters 11
Sanchez, pp. 189 - 225
Activities:
Complete Online Module
Complete Quiz
9
3/4/13-3/8/13
Spring break
No class activities
Readings:
Kirst-Ashman, Chapters 5 & 6
10
In Class
3/14/13
Assessing Organizational Systems
Sanchez, pp. 226 – 299
Activities:
Attend class: In class exercises
Readings:
Kirst-Ashman, Chapters 7, 8, & 12
11
Web
Opens 3/18/13 &
Closes 3/25/13
Assessing Organizational Systems cont.
Diverse Populations-At-Risk: Empowerment
in the Macro Social Environment
Activities:
Complete Online Module
Complete Quiz (on organizations)
Readings:
Kirst-Ashman, Chapters 5 & 6
12
In Class
3/28/13
Diverse Populations-At-Risk: Empowerment
in the Macro Social Environment
Activities:
Attend class: In class exercise (video Crips & Bloods)
Due:
Community/Family Assessment Paper
10
Readings:
13
Web
Opens on 4/1/13
& Closes on
4/8/13
Kirst-Ashman, Chapter 13
Diverse Populations-At-Risk: Empowerment
in the Macro Social Environment cont.
Activities:
Complete Online Module
Complete Quiz (at risk-populations)
In Class-Presentations
14
In Class
4/11/13
Professional Presentations
Due:
Community/Organizational Meeting Paper &
Presentation
15
In Class
4/18/13
16
In Class
4/25/13
Professional Presentations
In Class-Presentations
Professional Presentations
In Class-Presentations
Copyright
This course may contain copyright protected materials such as audio or video clips, images, text materials, etc.
These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment.
Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for
this online classroom environment and your use only. All copyright materials are credited to the copyright holder.
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