HS Professionals & Small Group Systems: HSP 305
Instructor: Trula Nicholas
Course Description {for more info}:
A study of small groups in relation to other systems, with emphasis on theories of group dynamics, process, facilitation, and leadership.
Course Description {for more info}:
A study of small groups in relation to other systems, with emphasis on theories of group dynamics, process, facilitation, and leadership.
Learning Outcomes
* Analyze the diverse ways small groups support the delivery of human services.
* Demonstrate the ability to facilitate a small group successfully.
* Analyze the stages of development in a group, the processes necessary for a group to function effectively, and the impact of change on the group’s outcomes.
* Evaluate the role leadership plays in small group systems
* Demonstrate the ability to facilitate a small group successfully.
* Analyze the stages of development in a group, the processes necessary for a group to function effectively, and the impact of change on the group’s outcomes.
* Evaluate the role leadership plays in small group systems
Assignments
Group Guidelines
Each group will develop a set of group guidelines that will help to ensure a healthy process throughout the quarter. At various points throughout the quarter you will be asked to assess the health of your group based on the guidelines that are developed.
Topic Research and Presentation- Leadership in Small Groups
Each group will have an opportunity to research, gather information and put together a presentation on topics related to small group systems.
Community Partner Project - Grant Writing
We have the opportunity to work closely with the Roosevelt Neighborhood Association (RNA) this quarter. Several of us met with two of the community leaders from the RNA last quarter to develop the projects we will be working on. These projects not only meet the needs of RNA they also allow students an opportunity to learn about a particular topic in-depth, to apply this learning to a ‘real life’ situations, and to enhance your ability to be an effective team member.
Community Partner Project Presentation
The final product of the community partner project will be a presented to a representative from RNA. This also include a non-traditional group presentation on how this project relates to course work and team team.
Informational binder presented to RNA included:
* Information about grant writing (including grant letter template, basic information required for grants, and R.N.A. important information).
* Grant provider information
* Other essential grant writing resources
Attendance
Students are expected to attend all face-to-face class sessions, arrive to class on time, return from breaks on time, and remain for the duration of the class session.
Readings
Throughout the quarter you may be given a variety of homework assignments that will augment and/or compliment the readings for the week (most of the time).
Network Analysis Log (as of July 2010)
A DRAFT excel document of individuals you are in contact with throughout the Human Service Program at Western Washington University.
Synthesis Paper
Each student will have an opportunity to write a paper that synthesizes the learning that occurred during the quarter. This paper will focus on your understanding and application of concepts you encounter in the readings, class discussions, and experiences you will have throughout the quarter.
Each group will develop a set of group guidelines that will help to ensure a healthy process throughout the quarter. At various points throughout the quarter you will be asked to assess the health of your group based on the guidelines that are developed.
Topic Research and Presentation- Leadership in Small Groups
Each group will have an opportunity to research, gather information and put together a presentation on topics related to small group systems.
Community Partner Project - Grant Writing
We have the opportunity to work closely with the Roosevelt Neighborhood Association (RNA) this quarter. Several of us met with two of the community leaders from the RNA last quarter to develop the projects we will be working on. These projects not only meet the needs of RNA they also allow students an opportunity to learn about a particular topic in-depth, to apply this learning to a ‘real life’ situations, and to enhance your ability to be an effective team member.
Community Partner Project Presentation
The final product of the community partner project will be a presented to a representative from RNA. This also include a non-traditional group presentation on how this project relates to course work and team team.
Informational binder presented to RNA included:
* Information about grant writing (including grant letter template, basic information required for grants, and R.N.A. important information).
* Grant provider information
* Other essential grant writing resources
- Grants and Grant Writing by Valerie Anastasi and Mark Huges
- Experimental Study Design and Grant Writing in Eight Steps and 28 Questions by George Bordage and Beth Dawson
- The Art of Obtaining Grants by Emily Beth Devine
Attendance
Students are expected to attend all face-to-face class sessions, arrive to class on time, return from breaks on time, and remain for the duration of the class session.
Readings
Throughout the quarter you may be given a variety of homework assignments that will augment and/or compliment the readings for the week (most of the time).
Network Analysis Log (as of July 2010)
A DRAFT excel document of individuals you are in contact with throughout the Human Service Program at Western Washington University.
Synthesis Paper
Each student will have an opportunity to write a paper that synthesizes the learning that occurred during the quarter. This paper will focus on your understanding and application of concepts you encounter in the readings, class discussions, and experiences you will have throughout the quarter.
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 human systems, including individual, interpersonal, group, family, organizational, community, and societal and their interactions.
#13 - The curriculum shall address the conditions that promote or limit human functioning
#16 - The curriculum shall provide knowledge and skills in human service interventions that are appropriate to the level of education.
#17 - Learning experiences shall be provided for the student to develop his or her interpersonal skills
#19 - Transmit the major human service values and attitudes to students in order to promote understanding of human service ethics and their application in practice
#20 - 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 human systems, including individual, interpersonal, group, family, organizational, community, and societal and their interactions.
#13 - The curriculum shall address the conditions that promote or limit human functioning
#16 - The curriculum shall provide knowledge and skills in human service interventions that are appropriate to the level of education.
#17 - Learning experiences shall be provided for the student to develop his or her interpersonal skills
#19 - Transmit the major human service values and attitudes to students in order to promote understanding of human service ethics and their application in practice
#20 - Provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations.