Course Syllabus
Instructor Contact Information
Lead Faculty Information
This course was designed by Dr. Angela Pharris. There are numerous sections of this course with varying faculty. This course may contain videos and content designed by another faculty to be used by all sections of this course.
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Prerequisites
The only prerequisite is graduate standing.
Course Materials
- Karger, H.J. & Stoesz, D. (2014). American social welfare policy: A pluralist approach (9th) Boston, MA: Allyn & Bacon. ISBN-10: 0-13-462812-8.
- American Psychological Association. (2020). Publication Manual of the American Psychological Association 7th Ed.
- Additional readings will be pulled from multiple sources and linked in the "Resources" page of each course module.
Course Format
This course is divided into 8 modules, and students will have 2 weeks to complete each module. However, you are required to complete the initial discussion board post by the end of the first week, followed by the replies, along with all other required components by the end of the second week.
Social Work Competencies Alignment
| Competencies | Course Content |
Dimensions(s) |
|---|---|---|
| Competency 1: Demonstrate ethical and professional behavior |
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| Competency 3: Advance human rights and social, economic, and environmental justice |
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| Competency 5: Engage in policy practice |
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Grades
Breakdown
| Activity | Points/Percentage |
|---|---|
| Quizzes | 15% |
| Discussion Boards | 15% |
| Assignment 1: Policy Issue Brief | 20% |
| Assignment 2: Policy Analysis (includes peer review) | 35% |
| Assignment 3: Policy Issue Brief & Final Advocacy Presentation | 15% |
| 100% |
Scale
Final Grade Calculation: Because this course allows you to drop one quiz and one discussion board grade, your final calculated score in CANVAS will reflect your final grade in the course at the end of Module 8.
| Percentage | Letter Grade | Description |
|---|---|---|
| 90–100% | A | Student displays outstanding work during the course. Evidence is shown via: completion of all assigned readings demonstrated through class discussions and integration of content; superior written work; active engagement in class discussions; evidence of critical thinking; creativity and innovation; demonstrated high level of professionalism and on-time attendance at all class sessions. |
| 80–89% | B | Student displays good work in meeting course expectations during the course as evidence of: basic mastery of course material through completion of all assigned readings; high quality written work; active participation in class discussions; demonstration of good professionalism; and on-time attendance at almost all class sessions. |
| 70–79% | C | The student demonstrates marginal work during the course as evidence by one or more of the following: completion of some but not all assigned readings, marginal written work, difficulty with critical thinking, minimal class participation and multiple absences or a pattern of lateness to class. |
| 60–69% | D | The student demonstrates poor, unprofessional, and/or inadequate work during the course as evidence by one or more of the following: inadequate understanding of course materials and content, poor quality written work, no class participation, excessive absences from class or chronic lateness to class. |
| Below 60% | F | Student demonstrates very poor, unsatisfactory and/or unacceptable work during the course as evidence by one or more of the following: lack of understanding of course content, poor quality written work, missed assignments, no class participation; excessive absences from class or chronic lateness to class. |
Course Components
Quizzes
There is a total of 8 quizzes consisting of written responses to questions drawn from the readings, videos and lecture for the module. Your score will be calculated using your top 7 score grades. You may elect not to participate in two of the weekly quizzes, or if you participate in all eight, the lowest score will be dropped.
Discussion Boards
There are 8 discussion board opportunities, one for each module. Your grade will reflect the quality of your original post, and active participation in the board. If you consistently post at the end of the open time for the module, you should anticipate that will impact your grade in discussion boards. Your final grade will be calculated on your top 7 grade scores. You may elect a week of your choosing to not participate in the discussion board or you may elect to participate in all the boards and drop your lowest score during grade calculation.
Policy Issue Brief (Assignment 1)
A policy issue brief is a short document that states what is known about an issue or social problem that is affected by government, whereas the government is considered part of the cause or solution to the issue. Issue briefs are designed to give the reader the background on the problem quickly, by clearly identifying social problem or issue for consideration, and indicate a recommendation for action, and provides supporting evidence. Issue briefs are used by policy advocates to communicate main ideas to policymakers. They are brief, clear, and used at every level of government to elevate the issue or problem to key policy makers. Advocates and policy think-tanks often have these brief 2-page document in hand as an aid to educate legislators and other elected officials.
Policy Analysis (Assignment 2)
A social policy analysis is designed to engage in a critical review of the current policy environment and evaluate the impact of policy or a collection of policies. For this assignment, you will complete an analysis of a current bill intended to impact a social welfare problem. As you are researching and working, consider this larger question “if this bill is passed into law, what would be the impact or result of this decision?” This is an analysis, so the purpose is to take the research and information and draw professional conclusions that lead to action or decisions. This is not a summary or descriptive paper, which would organize ideas and make a presentation.
Policy Issue Brief & Final Advocacy Presentation (Assignment 3)
Putting it all together, you will share your policy brief (updated from any feedback or new insights from assignment #1 and #2) with a brief verbal presentation. Social workers are policy advocates, and this assignment will help you practice your skills of advocating and presenting to others on a policy position. Your aim is to present the important aspects of the bill you selected in Assignment #2 and persuade others to act based on your assessment and presentation. This is a visual issue brief that uses a combination of images, and simple statements that convey the key ideas. Your presentation should be 2-5 minutes maximum.
Course Policies
Communication
Students should use their OU e-mail or Canvas to communicate with the instructor. They can expect a response usually within 48 hours Monday-Friday. Professional communication is an expectation.
Feedback
Students can expect feedback and grades on their activities and assignments within two weeks. Any exceptions to that will be communicated by the instructor in advance.
Late Policy
Assignments are due by the scheduled dates posted in Canvas. Please make every effort to plan and complete course assignments in a timely manner. If you cannot complete an assignment by the due date, please communicate with me and we can work together to establish a reasonable plan for assignment completion. Late work will only be accepted on or before the due date for the following assignment. For example, I will not accept Assignment 1 once the due date for Assignment 2 has passed.
Quiz and discussion board dates will not be adjusted or extended from their original due date.
Plagiarism
The NASW Code of Ethics states: “Social workers should not participate in, condone, or be associated with dishonesty, fraud or deception.” One of the values on which the Code of Ethics is based is that of integrity and one of the ethical principles derived from this value is “Social workers behave in a trustworthy manner.”
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
Health Insurance Portability & Accountability Act Statement (HIPAA)
In line with the new HIPPA regulations concerning protected health information, it is important that you understand that any client information that you share, either verbally or written, will need to be de-identified. This means that any information that would allow another to identify the person needs to be changed or eliminated. This includes obvious things like names and birth dates but may also contain other information that is so unique to the person that it could allow for identification, including, but not limited to diagnosis, race/ethnicity, or gender. If diagnosis, race/ethnicity, or gender is directly related to the case presentation, it can be included if it will not allow for identification.
School of Social Work Anti-Racism Statement
“The 2022 Educational Policies and Accreditation Standards (EPAS) affirms and strengthens the enduring commitment of social work education to principles of anti-racism, diversity, equity, and inclusion. The 2022 EPAS supports social work programs in developing a workforce of social workers who are knowledgeable about the ways positionality, power, privilege, and difference affect practice areas, and how social workers challenge systems of oppression that affect diverse populations.” - Excerpt taken from the CSWE Educational Policies and Accreditation Standards
Course References
The resources on Course References page were used in the development of this course and are recommended supplemental reading for your professional practice.
University Academic Policies and Student Support
Land Acknowledgement
In brief, "The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community." - Excerpt taken from the OU Land Acknowledgement Statement
Students are encouraged to explore where they live to identify those Tribal and Indigenous people whose lands are being occupied due to colonialist oppression.
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Student Support Services
OU offers a variety of services to support students. For more information, please refer to the Student Support Module in your Orientation course.
Online Library
Access digital materials and other resources at OU Libraries.
Copyright Statement and Privacy Information
Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.
Academic Integrity
As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs, and is contained in the Student's Guide to Academic Integrity.
Academic honesty is incredibly important within this course. Cheating is strictly prohibited at the University of Oklahoma, because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct.
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
Religious Observance
It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].
Reasonable Accommodation for Disabilities
The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they are able to enjoy equal access to all components of their education. This includes your academics, housing, and community events. Please review OU's Accessibility Policy.
If you are experiencing a disability, a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.
To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.
Title IX Resources
Anyone who has been impacted by gender-based violence, including dating violence, domestic violence, stalking, harassment, and sexual assault, deserves access to resources so that they are supported personally and academically.
The University of Oklahoma is committed to offering resources to those impacted, including: speaking with someone confidentially about your options, medical attention, counseling, reporting, academic support, and safety plans. If you would like to speak with someone confidentially, please contact OU Advocates (available 24/7 at 405-615-0013) or another confidential resource (see "Can I make an anonymous report?").
You may also choose to report gender-based violence and discrimination through other means, including by contacting the Institutional Equity Office (ieo@ou.edu, 405-325-3546) or the police (911).
Because the University of Oklahoma is committed to the safety of you and other students, I, as well as other faculty, Graduate Assistants, and Teaching Assistants, are mandatory reporters. This means that we are obligated to report gender-based violence that has been disclosed to us to the Institutional Equity Office. This includes disclosures that occur in class discussions, writing assignments, discussion boards, emails, and during Student/Office Hours.
For more information, please visit the Institutional Equity Office.
Adjustments for Pregnancy/Childbirth Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Mental Health Support Services
OU offers telehealth services for students (see links to OU University Counseling Center and OU-Tulsa Student Counseling Services.) Each telehealth appointment remains fully private and 100% confidential. To request an appointment: call OU-Tulsa at 918-660-3109, or OU-Norman at 405-325-2911, or email TulsaCounseling@ou.edu.
Final Exam Preparation Period
Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.
Course Summary:
| Date | Details | Due |
|---|---|---|