Course Title: HSP 126 – Cultural Competencies for Human Service Professionals
Quarter: Spring 2014 Item: 0437 Credits: 5
Day and Time: Daily ( Full On-Line)
Mailing Address: 6501 South 19 th
Street, Building 19, Tacoma, WA 98466
Mail Box: Located in Building 19
Instructor Contact Information :
Name: Kenneth R. Pimpleton, MSW, C-PA, BA, AAS, CDP
Phone/Voice Mail: 253-566-55273
Email: kpimpleton@tacomacc.edu
Office Hours: Tuesday - Friday 8am – 9:15am
Monday and Wednesday 1pm – 2pm (otherwise by appointment only)
Technical Support: Contact Andy Duckworth at the TCC Distance Learning Office
253-460-3958 or email at aduckworth@tacomacc.edu.
Pre-Requisites: None, although English 101 and computer knowledge are highly recommended.
Course Description: This is an on-line course that will examine the elements that create differences within society. The primary goal of this course is to expose learners to a variety of cultural ideas, promote tolerance for differences, and assist in learning cultural competence when working with diverse populations. Culture, ethnicity, lifestyles, religion, disabilities, age, and gender will be explored to increase awareness of cultural biases and related concerns.
Degree Learning Outcomes (DLO): Tacoma Community College has identified six college-wide student learning outcomes that form the foundation of our educational emphasis: 1) communication (COM), 2) critical thinking & problem solving ( CRT), 3) responsibility & ethics ( RES), 4) information & information technology ( IIT), 5) living
& working cooperatively ( LWC), 6) core of knowledge (COK).
Program Learning Outcomes (PLO): Upon successful completion of the Applied
Science Degree or Certificate of Completion in Human Services, students will be able to:
1.
(HISTORY) - Recognize historical influences that have led to the development of the Human Services profession; (DLO: COK, COM, CRT, IIT, LWC, RES)
2.
(HUMAN SYSTEMS) – Explain the interaction and diversity of human systems including individual, interpersonal, group, family, organizational, community, and social; (DLO: COK, COM, CRT, IIT, LWC, RES)
3.
(HUMAN SERVICES DELIVERY SYSTEMS) – Analyze and apply major models used to provide services; (DLO: COK, COM, CRT, IIT, LWC, RES)
4.
(INFORMATION MANAGEMENT) – Demonstrate knowledge and skills required to effectively manage client and organizational information; (DLO:
COK, COM, CRT, IIT, LWC, RES)

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5.
(PLANNING AND EVALUATION) – Plan and evaluate service needs, strategies, and outcomes; (DLO: COK, COM, CRT, IIT, LWC, RES)
6.
(INTERVENTIONS AND DIRECT SERVICES) – Demonstrate the knowledge and skills required for service delivery and appropriate interventions; (DLO:
COK, COM, CRT, IIT, LWC, RES)
7.
(INTERPERSONAL COMMUNICATIONS) – Develop and utilize effective professional Human Services communication skills; (DLO: COK, COM, CRT,
IIT, LWC, RES)
8.
(VALUES AND ATTITUDES) – Recognize the values, attitudes, and ethics practices in Human Services; (DLO: COK, COM, CRT, IIT, LWC, RES)
9.
(SELF DEVELOPMENT) – Develop awareness of one’s own values, personalities, reaction patterns, interpersonal styles, and limitations; (DLO:
COK, COM, CRT, IIT, LWC, RES)
10.
(SUBSTANCE USE AND ADDICTIONS) – Recognize and apply elements of the continuum of care used in behavior health and recovery systems; (DLO:
COK, COM, CRT, IIT, LWC, RES)
Course Objectives: Upon successful completion of this course students will be able to:
1.
Identify and interpret elements of one’s own cultural identify. ( DLO: RES,
COM, COK, & CRT; PLO: 2/9)
2.
Define culture and other ideologies that are used to categorize people.
( DLO: COM & CRT; PLO: 2/8/9)
3.
Analyze a “different” culture. ( DLO: COM & CRT; PLO: 8/9)
4. Discuss different cultural values and how individuals are influenced by cultural values. ( DLO: LWC, RES, COM & CRT; PLO: 2/7/8/9)
5. Question issues around harassment, prejudice, and accommodations. ( DLO:
LWC, RES, COM & CRT; PLO: 2/7/8/9)
6.
Demonstrate sensitivity when providing services and treatment to people of different cultural groups including people with disabilities.
( DLO: LWC, RES,
COM & CRT; PLO: 2/3/7/8/9)
Chemical Dependency Professional WAC Competencies: The following course topic required by WA State for Chemical Dependency Professional certification and outlined in the application for CDP (e. Cultural diversity including people with disabilities and its implication for treatment.) will be satisfied by successfully completing this course.

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Course Materials:
1.
Textbooks:
“Cultural Diversity:”
A Primer for the Human Services, 5 th
ed. Brooks Cole,
2015 by Jerry V. Diller ISBN: 0-8400-3225-0
“Material World:”
A Global Family Portrait, by Peter Menzel, Sierra Club
Books, 1994 ISBN: 0-87156-430-0
“The Giver:”
by Lois Lowry, Readers Guide Ed., Dell (1993)
ISBN: 0-440-23768-8
2.
Books are available at Amazon.com or at local bookstores like Barnes & Noble or
Borders, the Washington Online bookstore, or at the TCC bookstore.
3.
World Wide Web: You will be searching the Web for numerous sites containing excellent up to date information about many topics we will be discussing.
Class Policies:
1.
Taking an On-line Course: Taking a course on-line provides a convenient virtual classroom (VC) and it is open 24 hours a day. You are required to fulfill five-out-of-seven days per week in activities necessary to be successful in this course. In this time you should be spending 12-15 hours per week reading, thinking, writing, doing, watching, discussing, and responding. You are expected to be self-motivated to put more effort into research and more participation is required than in live classes. Therefore, if you procrastinate and do not log in for a day-or-two you will definitely get behind.
2.
Course Activities: You are highly expected to participate in online discussions which are the primary means of sharing ideas and a large number of weekly points are attached to the classroom discussions because of their great importance.
Therefore, good writing skills are vital professional elements that will be practiced and refined throughout the course. Students may work in small groups as well as individually.
3.
Attendance: Students are expected to attend the VC at lease 5-out-of-7 days per week. The standard is that an average participant should “attend” by logging in to the Angel site and this course at least 5 days a week. This is measured by the system and monitored by the instructor. You will earn point by entering the weekly sections and posting your commentaries and responses. Your participation is expected and your classmates will be depending on your postings. Remember that an absence from school or lack of participation for any reason does not excuse the student from their responsibility of participation and/or assigned work in this course.
4.
Written Work: a.
Your formal written assignments must be typed double spaced and should follow the APA rules and format provided in HSP 100 and reference style provided in HSP 117. If you have not had English 101, it is highly
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recommended that you purchase a copy of a writing stylebook for reference or visit the Writing Lab if you have difficulty with written assignments. b.
While content is important and will count toward 75% of the grade on the
Position Paper and the Cultural Autobiographic Project, structure is just as vital to effective communication and will count toward 25% of an assignments grade. Therefore errors in grammar, punctuation, spelling, poor organization of material, lack of supporting details, and careless proofreading will make it difficult for your readers and will result in loss of points. c.
Written assignments that are more than 5 days late from the original due date will not be graded unless prior arrangements have been made and a score of zero will be recorded. Approved late work will still be reduced by
10% of the total points available.
5.
On-line Workweek: You will know at the beginning of each week (on
Monday’s) exactly when you should post your assignments by checking the instructions that will appear in the “Lessons Tab” of the classroom. Commentaries should be posted no later than Saturday of each week, therefore you might find it helpful to print this page each week and check off assignments as you complete them.
6.
On-Line Etiquette: a.
Tolerance and respect for differing styles and opinions as well as polite behaviors are the hallmark her in HSP 126. If any of you feel intimidated by someone’s behavior, please report it to the instructor via email “only” along with any evidence to support your claim and be specific. I will investigate and deal with the problem. Anyone who persists in continuing with intimidating or rude behavior of any kind will have significant consequences up to being locked-out of certain activities or excused from the course. b.
On-line work can bring out the worst in some situations and occasional issues may arise that can result in strong feelings and hurtful responses.
Therefore, in composing your commentaries, discussions, or any item to be posted, remember that there are many aspects of communication that cannot be replicated exactly in the online classroom. Things that help mitigate the force of verbal messages, such as tone of voice, facial expression, and body posture must be dealt with in the way we phrase our messages. Throughout this course, I will encourage you to work from the assumption that everyone has good intentions and individuals’ comments are not intended to be hurtful or disrespectful. c.
You may use emoticons to add expression to your comments. These are symbols made from punctuation characters to express emotion such as ;-), :0),
 , <  , and LOL (meaning “laugh out loud”) just to name a few. But remember all of us do not know what these symbols mean so please explain in
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parenthesis upon first use. Do not use ALL CAPS very often because these are equal to “shouting” in the on-line world.
7. Withdrawals: Withdrawals are not in your best interest. Avoid them at all costs.
However, if it becomes necessary to withdraw from a class, please note that after the 20 th day of instruction, no tuition refund will be given and a grade of “W” will remain on your transcript.
You MUST request a withdrawal IN WRITING to your instructor prior to the last day of instruction.
If you do not complete the class, and do not request to withdraw from class in writing, your accumulated scores in class will be used to calculate your final grade.
While a “
W
” does not affect your GPA, multiple “W” grades do not speak well of your academic commitment.
8. Incomplete Grades:
The “ I ” grade is given at the discretion of the instructor when the student has completed at least 60% of the course work but cannot complete course requirements during the quarter due to circumstances beyond his or her control.
Students must request an incomplete grade IN WRITING prior to the last day of instruction .
The student and instructor must fill out a contract form that contains the specific requirements to be completed; the time allowed for completion; and the grade to be assigned if the contract is not completed. One copy of the contract will be retained by the instructor, one given to the student, and one given to the department chair.
The incomplete grade remains on a student’s transcript until the course work is completed.
Failure to complete a course by the required date may affect your financial aid award, and a grade of E will remain on the student transcript.
9. Grade Dispute:
An Assignment Grade: Should you disagree with a particular assignment grade, please
DO NOT talk to the instructor the day you receive the grade. Look over the comments first. If you still disagree, explain your reasons in an email within 24 hours of receiving the grade.
At that point an appointment will be scheduled, if needed. Otherwise the grade stands.
Final Grade Appeal: If you have a dispute with your final grade, please email the instructor within the first five days of the next quarter. Outline your discrepancy.
The instructor will set an appointment time to discuss your concerns. Please bring your copy of the HSP 100 grade tracking sheet and your graded assignments when we meet to discuss your grade.
If we are unable to resolve your concerns, you may talk with the Human Services
Program Chair, Jim Carroll, located in 19-65 or by phone at 253-566-5214. The Chair can assist with information about additional steps, if needed.
P age 6

10. Plagiarism and Cheating: As stated in the TCC catalog, “Students are expected to be honest and forthright in their academic endeavors. Cheating, plagiarism, fabrication, or other forms of academic dishonesty corrupt the learning process and threaten the educational environment for all students.”
The complete Administrative Process for Academic Dishonesty is available on the TCC website at: WWW.tacomacommunitycollege.com/stuonline/policies/start.htm
Plagiarism is defined as the conscious use of a source with the intent to deceive the reader
(in other words, to have others believe that it is your original work). The source may be either a published article/book or the work of another student.
It is expected that ALL work turned in for a grade will be your original work.
Whenever you have the occasion to use someone else’s work verbatim, even if only a single phrase, the quote must be marked with quotation marks and the source acknowledged.
Cheating or plagiarism will result in a score of zero for that assignment and may result in a failing grade in this course; it could also be grounds for dismissal from the program.
11. Disabilities: Students are responsible for all requirements of the class, but the way they meet those requirements may vary. Students requiring special accommodations due to a documented disability MUST provide the instructor with a written statement from the college’s access specialist outlining special needs and instructions for accommodations. The Access Services office is located in Building 7 and can also be reached at 253-566-5328. Assignments due prior to receiving documentation will not be covered by the accommodations request.
a.
Cheating and plagiarism will result in a score of zero for that assignment and may result in a failing grade for the course or up to dismissal from the program.
12.
Graded Assignments: a.
It is the responsibility of the learner to keep track of his or her progress on the tracking sheet provided in the syllabus section of the classroom. All work is due on the date indicated in the syllabus and in the classroom.
Anything not turned in on or before the due date will be considered late and your grade will be affected. Therefore using the tracking sheet each week to record your scores will help you document your grade.
b.
Final grade will be based on the following formula:
Introduction Email
Thumbnail Sketch/two responses
10 points
20 points
Preface Draft
Pre Test
Commentaries & Responses
Sameness Term Paper
Cultural Autobiography Project
Religion Project
Disability Field Activity
Heritage Celebration
Post Test
Total Points
20 points
10 points
1450 points
100 points
350 points
100 points
100 points
65 points
10 points
2235 points

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At any point during the quarter you can calculate your own grade by adding your points earned and dividing that number by the total number of points possible to that point in time. This will give you a percentage and you can see from the chart below what letter grade you have earned.
Grade Scale:
Percentage Score
95% - 100%
90% - 94%
87% - 89%
84% - 86%
80% - 83%
77% - 79%
74% - 76%
70% - 73%
67% - 69%
64% - 66%
60% - 63%
59% and below
Assignments:
Letter Grade
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
E
1. Discussion Forums: a. Each week you should reply to at least two commentaries in each Discussion
Forum. A reply to a response posted in your own commentary will not be counted as a required reply. b . Both the quality and quantity of these comments will be assessed and it must add substantive meaning to the discussion forum. The object of the discussion thread environment is to be “interactive” and establish a dialogue about the issue at hand. These comments can be in any polite form that generates thought, questions, and/or answers. c. You may not read any commentaries until you have posted your own to the discussion topic first. Commentaries must be posted no later than Thursday of a unit to give others an opportunity to read them and respond. Any commentaries posted after reading other learners comments may be removed from the discussion forum and no credit awarded. d.
If you do not hear from the instructor via a direct email, assume you earned full credit for your postings in the various discussion forums. Also, the instructor will not inform you of missing postings.
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2. Commentaries: a. Each week you will be expected to develop a number of commentaries on materials that have been presented in lectures, videos, and readings. Your commentary must be written in as a narrative statement and it must be substantive. That means your comments must add value to the discussion and include your thoughts, reactions, and opinions about the material you have read. b.
There will be 2-to-5 Discussion Forums each unit during the quarter. All commentaries, unless otherwise indicated, must be posted by Thursday of each unit. Once the unit is closed, you will not be able to post anything more into it.
3. Responses: a. You will receive a maximum of 15 points for responses that add value to the discussion in each set of commentaries in the discussion forum each week. You will earn 20 points for your initial commentary and 15 points for each response that adds value to the discussion. You will not receive any credit for a response you make to the comments of a classmate to your initial commentary. b.
You do not have to read all the responses in each discussion forum. But responses that merely say “great job,” “I agree with you on that one,” or similar thoughts will not count and may even be erased from the discussion forum. c.
You might want to create your writings off-line to develop your thoughts and use the cut-and-paste method to post your work in the discussion forum. It is also suggested that you save a copy of each commentary you develop and post.
4. Learning Activities: You will be required to do various activities during the quarter outside the discussion forum. The object of these activities is to enhance understanding of course concepts. a. The Giver:
1. Read the first nine chapters by the end of the first week. Do not go beyond this point until the instructor tells you to. In Week 3 you will write a commentary based on the questions posed by the instructor and post it in the appropriate location for that week. If you have previously read this book do not divulge any information from the last chapters.
2. After reading the other commentaries from classmates, each learner will be expected to make 2 substantive responses in the discussion forum relating to this book. After posting you should finish reading the book. b. Sameness Paper:
1. Write a Position Paper using the culture presented in “The Giver.” This is your position, or beliefs about the idea of sameness within a society. Your paper is not a book report and your focus is your opinion, reactions, and/or thoughts about the concept of sameness.
2. This is a formal paper to be written using the APA writing style format. The typed paper should be long enough to demonstrate understanding of the topic and defend your position.
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3. This assignment should be during week the fourth week. Any late papers will lose a maximum of 30 points. c. Explore Material World:
1. In almost every week learners will be required to explore sections of this picture book. Check the “Lesson” section to find the topics to be explored in a specific week.
2. Each learner will write a commentary reflecting on what was learned by that experience. The instructor may pose questions to help stimulate your thoughts.
You are not to answer these questions directly, but use them as a starting point to write about you reactions to our (American) explorations.
3. After reading the other commentaries of the class, each person will be expected to make (1) substantive response to another student’s commentary. d. Religious Exposure:
1. Each learner will be asked to select one specific religion from a list that they do not have any prior knowledge of. Student may only choose from the list provided.
2. Each student is to locate and attend a service, prayer meeting, or other gathering of a congregation or group from the assigned religion. And you must interview someone from that religion. Specific guidelines for this assignment are located in the “lessons” tab.
3. If you find it difficult to locate the religion you selected, you can select a second one from your group list. It is important to make your contact early to ensure you meet the deadline by the end of unit nine.
4. After attending the event and completing the interview, write a mini-lecture
(commentary) based on your findings. The questions posed by the instructor are to be used as a guide. A minimum of 40 points will be deducted for any commentaries posted after the first day of Week Nine. By this week each student will be the expert on his or her assigned religion and the majority of your information should come from the religious event and the interview. However, you may use the internet and other written sources sparingly and cite your resources.
5. After reading all commentaries of the group, each person must respond to at least two other classmates in that discussion forum group for full credit. That is, you must discuss how your assigned religion is similar or different from the religions you responded to in your group. e. Assuming a Disability:
1. Each learner is to assume one of the three impairments described below: a. Cover both eyes with commercial eye patches (available at any drug store). b. Securely tape each thumb to the palm of the hands with medical tape. c. Be confined to a wheel chair during the required period and make bathroom visits by maneuvering to and from the chair. Appropriate measures must be taken so the legs do not touch the ground or provide any means of maneuvering to assist while you go to the toilet.
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d. Any other impairment other than the above must be approved by the instructor via email prior to completing this activity.
2. Once the impairment has been assumed, each individual is to go out into the community for a period of at least three hours and accomplish all of the tasks listed below. a. Visit a public building, locate the bathroom, and use it. b. Go to a store and purchase at least one item and pay for it yourself. Do this without any assistance from family or friends, but you may accept assistance from store personnel. c. Select an eatery and have a snack or a meal.
3. After accomplishing these activities, write a commentary based on your experience as a person with a disability using the questions posed by the instructor as a guide.
4. Post your reflections in the appropriate location by Week Six and after reading the other commentaries, each person is to make two substantive responses. f. Cultural Autobiography Project:
1.The object of this assignment is to explore your personal cultural identity. If we, as a group, are going to work toward understanding diversity within our community, we must, as individuals, begin with an awareness of who we are culturally. This cultural identity impacts the views we have of the world as well as biases we have about others we interact with.
2. Each section/chapter must be titled (see below) and you are required to answer the minimum questions in each section. Learners are encouraged to include more information relevant to the personal story being told in that specific section.
3. Ask family members for their assistance in developing this work. No one lives in a vacuum and other have valuable insights. If you can’t locate people to help you gather this information, do the best you can. You can also email the instructor for ideal or get feedback from classmates.
4. It is highly suggested that you do not lag behind and complete at least a rough draft for each chapter each week. Start work on the “Preface” as soon as you have read this syllabus and before you begin to explore any of the course material.
This is done in order to document who you are culturally at this point and a means to measure the growth of your cultural awareness. The “Preface” must be sent to the instructor s part of your Week One activities. You are also to include it in your final paper so make sure you keep a copy because the instructor will not be sending them back.
5. This project is due during Week 9.
6. The specific sections of the Cultural Autobiographic project will be:
Preface – Where am I today? This is the introduction or the starting point of your personal exploration into your cultural heritage.
As part of you introduction answer the following questions in a narrative format:
What are my understandings about diversity and pluralistic societies? And besides

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Other sections are to be worked on throughout the quarter include:
Chapter One – Family History = 50 points
Chapter Two – Customs = 50 points
Chapter Three – Material Belongings = 50 points
Chapter Four – Religion = 50 points
Chapter Five – Values = 50 points
Epilogue – Learnings = 50 points
Personal Crest and Motto = 50 points
Specifics about each chapter are provided in the “Modules” tab of the classroom
.
7.
This project will be due no later than the last day of Week 9. Any papers submitted after this date will lose a minimum of 45 points. It must be typed double spaced using an appropriate college writing style format. It should be long enough to respond to the questions posed in each section and will vary with personal data and experience. Although a minimum of one page per chapter is required.
A final note: Please note that this is your learning opportunity and the depth of your work will increase your understanding of yourself and your place in this diverse world of ours Good luck!
This syllabus and schedule is subject to change. It is your responsibility to check the announcement section of the classroom every time you enter to make sure you know what is going on. Make sure you check all announcements even if you believe you have already read them. Sometimes the system does not put them in order.