Diversity and Social Justice Dynamics: HSP 455
Instructor: Susan Kincaid
Course Description {for more info}:
Examination of the current complexity and historical context of diversity in relationship to human services systems. Topics include responses to institutional oppression and privilege as manifested in societal systems.
Course Description {for more info}:
Examination of the current complexity and historical context of diversity in relationship to human services systems. Topics include responses to institutional oppression and privilege as manifested in societal systems.
Learning Outcomes
* Conceptualize cultural competence and skills required to provide professional services to cultures, subcultures, and those with values, beliefs, abilities, or habits other than one’s own.
* Access and analyze information on how various cultures impact human services and how human services impacts culture, both of individuals and communities.
* Describe and analyze the dynamics of privilege and institutional discrimination, and design strategies to support diverse communities and influence social policy.
*Reflect on the conscious use of your professional self in relationship to cultural and historical events, probable world views, current conditions and issues of various cultural groups, including local groups.
* Access and analyze information on how various cultures impact human services and how human services impacts culture, both of individuals and communities.
* Describe and analyze the dynamics of privilege and institutional discrimination, and design strategies to support diverse communities and influence social policy.
*Reflect on the conscious use of your professional self in relationship to cultural and historical events, probable world views, current conditions and issues of various cultural groups, including local groups.
Assignments
Weekly Attendance
We will be dealing with difficult and sophisticated issues this quarter in an attempt to understand the role of diversity in the United States and the complicated dynamics of social justice. It is critical that discussions are conducted with respect for multiple perspectives and value systems. Students are to bring their texts and notes to class and be ready to present facts in support of their perspectives.
Reading Response
Post a reading response each week before the beginning of class on the date due. Post it in your assigned Blackboard discussion group. Your reading response should be approximately 400-450 words, and should include (a) a brief summary of the concept or issue FROM THE READING (include page numbers) you would like to discuss, (b) how the issue fits into the conceptual framework or learning outcomes for the course, and (c) some brief comments or questions that you would like to discuss.
Online Participation
The online participation replaces one hour of seat-time in face-to-face class. The minimum requirement for online participation is two substantive comments on two different dates each week. A substantive comment is one that involves analysis, critical thinking, or additional information, and demonstrates intellectual engagement related to the topic. You should read everything posted in your group. You should also read the first message each week that includes instructions, instructor comments, and assignment reminders.
Personal Heritage
Explore your own heritage (minimum of three generations) and write a paper describing your ethnicity, heritage, values, beliefs, professions, migration, and critical thinking about how your family history has contributed to your ―self. Do an academic search for information on this group (minimum of two peer reviewed sources). Interview family members to obtain personal information.
Research Reports
Each student will research and write a report on a topic approved by the instructor. The intent of this assignment is for the class to present information to each other that will deepen knowledge on specific areas related to diversity and social justice. Presentations should include facts and analysis, not simply opinions. Demonstrate critical thinking skills by presenting an analysis of the materials used, including demographics and multiple perspectives of the issue.
Panel Discussions
Each student will summarize the major concepts from his or her report. Spectators will ask the panel members questions based on the information covered.
Final Exam
Questions will be related to the learning outcomes.
Show, Tell, and Eat & Exercise
We will have a virtual potluck and show and tell time during class. Describe or bring a dish to share that has significance in your family on, for example, holidays, birthdays, or special occasions. Each of you will describe the dish and tell its significance.
We will be dealing with difficult and sophisticated issues this quarter in an attempt to understand the role of diversity in the United States and the complicated dynamics of social justice. It is critical that discussions are conducted with respect for multiple perspectives and value systems. Students are to bring their texts and notes to class and be ready to present facts in support of their perspectives.
Reading Response
Post a reading response each week before the beginning of class on the date due. Post it in your assigned Blackboard discussion group. Your reading response should be approximately 400-450 words, and should include (a) a brief summary of the concept or issue FROM THE READING (include page numbers) you would like to discuss, (b) how the issue fits into the conceptual framework or learning outcomes for the course, and (c) some brief comments or questions that you would like to discuss.
Online Participation
The online participation replaces one hour of seat-time in face-to-face class. The minimum requirement for online participation is two substantive comments on two different dates each week. A substantive comment is one that involves analysis, critical thinking, or additional information, and demonstrates intellectual engagement related to the topic. You should read everything posted in your group. You should also read the first message each week that includes instructions, instructor comments, and assignment reminders.
Personal Heritage
Explore your own heritage (minimum of three generations) and write a paper describing your ethnicity, heritage, values, beliefs, professions, migration, and critical thinking about how your family history has contributed to your ―self. Do an academic search for information on this group (minimum of two peer reviewed sources). Interview family members to obtain personal information.
Research Reports
Each student will research and write a report on a topic approved by the instructor. The intent of this assignment is for the class to present information to each other that will deepen knowledge on specific areas related to diversity and social justice. Presentations should include facts and analysis, not simply opinions. Demonstrate critical thinking skills by presenting an analysis of the materials used, including demographics and multiple perspectives of the issue.
Panel Discussions
Each student will summarize the major concepts from his or her report. Spectators will ask the panel members questions based on the information covered.
Final Exam
Questions will be related to the learning outcomes.
Show, Tell, and Eat & Exercise
We will have a virtual potluck and show and tell time during class. Describe or bring a dish to share that has significance in your family on, for example, holidays, birthdays, or special occasions. Each of you will describe the dish and tell its significance.
Course Alignment with CSHSE National Standards
The standards below are taken from the National Standards of the Council for Standards in Human Service Education {for more info}. Standards are met in more than one course, but specifications may be met in only one course. Below are the specifications that have been designated for inclusion in this course.
#12 - The curriculum shall include knowledge and theory of the interaction of human systems including: individual, interpersonal, group, family, organizational, community, and societal.
#17 - Learning experiences shall be provided for the student to develop his or her interpersonal skills.
#19 - The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice.
#20 - The program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations.
#12 - The curriculum shall include knowledge and theory of the interaction of human systems including: individual, interpersonal, group, family, organizational, community, and societal.
#17 - Learning experiences shall be provided for the student to develop his or her interpersonal skills.
#19 - The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice.
#20 - The program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations.