UNIVERSITY OF TEXAS AT ARLINGTON School of Social Work Semester/Year: SPR 2020 Course Title: Introduction to Social Work: A Service-Learning Course Course Prefix/Number/Section: SOCW 2311-008 T/Th Instructor Name: Jim Langford, LCSW Office Number: GACB, #114 Phone Number: 817-272-3181 Email Address: jimlangford@uta.edu (*preference for contacts) jimlangford@uta.edu (preference for your non-emergency contacts); in the event of an emergency. The following is a link that instructs students on setting up their email accounts on MyMav, and other pertinent issues related to MyMav: MyMav Email. A second option for contacting is through the Canvas email: Canvas Support . Contact options: Face to face appointment times: Tuesdays after 12:30, Thursdays after 12:30, Other times are possible depending on days & times, by appointment (contact me prior to an office visit. Location (Building/Classroom Number): SWCA 219 Equipment: A laptop computer with wireless capability or equivalent is required for all SSW classes. Canvas tools: The instructor will communicate with students mainly using videos, announcements, and discussion posts. Students may send personal concerns or questions to the instructor using Canvas. Canvas: Canvas Support A. Catalog Course Description/Special Requirements (Prerequisites/Out of Class Meetings): 1 This course is an introduction to the many facets of social work and for students interested in exploring social needs and the social worker’s role in responding to basic human needs. It will examine the conditions which led to the emergence of the profession of social work. The course will introduce students to social work practices roles and methods, social service settings where social workers are employed, and to the variety of people with social challenges that they serve. The course will also introduce students to the concepts of generalist social work practice and the personal and professional skills needed in the field of social work, such as the ethics, values, and knowledge base. B. Measurable Student Learning Outcomes - CORE/Advanced Practice Behaviors: Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision- making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers: • make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; • tolerate ambiguity in resolving ethical conflicts; and • apply strategies of ethical reasoning to arrive at principled decisions. Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments. Social Workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers: • Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. Educational Policy 2.1.4—Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers: • Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. • Recognize and communicate their understanding of the importance of difference in shaping life experiences. 2 Educational Policy 2.1.5—Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers: • advocate for human rights and social and economic justice Educational Policy 2.1.8—Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers: • analyze, formulate, and advocate for policies that advance social well-being C. Required Text(s) and Other Course Materials: Berg-Weger (2016). Social work and social welfare: An invitation (3rd or 4th Ed.). New York, NY: Routledge This text has an accompanying online supplement. Text Interactive Cases. Routledge is offering the eBook for: eBook (VitalSource) : 9781315744407 pub: 2016-02-05 Purchase eBook $79.96 Technical Requirements, Technical Skills, Blackboard Support, and Blackboard Problems Students are expected to be comfortable accessing Canvas and downloading files such as Microsoft Office documents, YouTube videos, and PDFs. You will need a computer with a consistent internet connection to access the course, speakers or headphones to listen to videos, a word processing software to complete written assignments, and an internet browser: Mozilla Firefox and Google Chrome are recommended and supported browsers for this course. Technical Requirement Equipment: A laptop computer with wireless capability or equivalent is required for all SSW classes. 3 Netiquette The online course etiquette policy for UTA is offered in the following link: Online etiquette Netiquette in the Discussion Forum: 1. Review your work before you post. 2. Make sure to present your ideas in a clear, logical order and in a non-threatening tone. 3. To help convey tone, use popular emoticons such as (smiley face). But, be careful not to overuse them. 4. Avoid writing in all capital letters as this conveys shouting. 5. Use appropriate and non-offensive language. Additionally, slang, sarcasm, and abbreviations can be misunderstood. 6. Respect others and their opinions. Disagree respectfully. 7. Adhere to copyright rules and cite your sources. 8. Criticism does not belong to the discussion board in this course. Please, no tantrums. Rants directed at or about any of your classmates and the instructor are simply unacceptable and will not be tolerated. Student and Discussion Expectations Each week you should check Canvas at least twice a week to read the announcements, complete and submit assignments, participate in any class meetings, monitor discussion threads and download course materials posted by the instructor. You should complete your readings and watch the posted videos pertaining to the assigned chapter. Also, complete the assignments for the particular week, be it discussion posts, online quizzes, or papers. The instructor will announce readings and activities, but it is the student’s responsibility for monitoring the posted announcements. E. Major Course Assignments & Examinations P1. Service-Learning Project: 25% 30 Points for Full Credit (Hours) 15% 10 Points for Full Credit (Reflection #1, Reflection #2 & Presentation): 5% + 5% 4 Center for Service Learning: https://www.uta.edu/csl/ This is a combined overview and service-learning course. It is an overview course in that we will cover the core elements of the social work profession. It is a service-learning course to enrich your learning about being a helping professional. For several years, I have been working closely with the Arlington Salvation Army to develop Service-Learning opportunities with their organization. Representatives with this non-profit agency will be presenting to class. Other agencies are possible options, but it will require student initiative. I will be providing you with a contract for your own community agency. A minimum of 8 hours for this assignment is part I of the assignment; reflection papers and a final presentation is part II. If you choose an alternate agency, you will still need to show evidence of an hour of 8 hours. Again, I have worked to involve the local Salvation Army due to their accessibility and experience with my past class. The agency is working with me to variety of experiences for you, but you may still wish to pursue your own social service agency (it must be a non-profit social 5 service agency). You will be asked to sign a service-learning agreement with the agency of your choice that gives the hours and the activities. There will be deadline for deciding on an agency and getting your service-learning agreement to me. Related to keeping up with the required hours, I recommend that you maintain a log of these hours in the event of a discrepancy between your hours and the agency hours. Keep up with the days and the specific hours (no less than 15 minutes increments). Related to the reflection papers, they will be assigned every 4-6 weeks. The reflection questions will pertain to what is happening with your agency. I expect there to be 2-3 short essay papers that will be submitted online and there will be a deadline. Below is the criteria that will be used in evaluating these reflection papers: Clarity: The reflection paper explains clearly your involvement with the agency. It is not vague, but expresses accuracy on what how you are involving yourself and any thoughts and feelings associated with these encounters. Analysis: The reflection paper moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts. Self-criticism: The reflection paper demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result. A word of caution: The host agency is not required to bail you out at the end of the semester if you wait to get hours at the last minute. You must have ALL hours in by the Friday, 11/22th, deadline. I will not be accepting hours after Friday. P2. Comprehensive Weekly Quizzes –25% There will be weekly quizzes given in class that will cover any chapters that have been discussed in class making all quizzes comprehensive. They will be offered only during class, and it may be given early or toward the end of class. Late-comers may miss the quiz; if absent, there will be no retakes of a quiz. Quiz questions will be taken only from the text and possibly the power point slides. It will be short, from 5-15 questions, and will be time-sensitive, meaning that you will only have 10-15 minutes for the quiz. P3. In Class Activities and Discussion Posts –20% Students will demonstrate their knowledge of the readings, power points, small group activities, and lectures with activities both in class and online. Please be forewarned: Small group activities will sometimes be unannounced to encourage student preparation and 6 attentiveness to class discussion. Such participation includes the posting on the discussion board of articles and questions, chapter topics, class discussion, the text, guest presenters, and any other topics deemed suitable for social work students. It will require a response in a timely manner (typically within 7-10 days of the postings.) With each post, a student will initiate one response AND respond to one student’s post within the timeframe. Each of the discussion posts will be time sensitive. The posts will only remain available for the 7-10 days assigned. In order to get full credit for your (1) original response, you will provide a thoughtful 3-4 sentence (minimum of 1 paragraph) response to the discussion prompt. In order to get credit for your response to another student, you will (2) comment on 1 or 2 of their major points, and offer how their comment has impacted your thinking of the article. Both your original post and the student post will be graded accordingly: 5 points for full acceptance; 2 point for partial approval, requiring additional work; 0 for no credit. Said another way: 5 points possible for your original response; 1 points possible for your response to a fellow classmate. For one in-class activity, refer to the following link: Routledge Interactive Studies In small groups, you will review a case provided online by the publisher of our text. You will see 6 very different scenarios for review. In small groups, the instructor will assign you one of the 6 cases. One group member will take notes on what you learn in reviewing the assigned case. You will consider the case in each of the following categories (each of the categories have questions associated with it): engage, assess, and intervene. You will then present to the class what you learned in each of the 3 categories. Time will be allotted in class for your preparations. Each group will provide a brief one-page summary and/or class presentation of what was learned about the case. P4. Field of Practice Paper –(TBD) 30 Points 10% The Field of Practice (FOP) paper is a minimum of 3-page paper that involves research of the field you have chosen. Students will draw from a minimum of 2 sources, and both sources must be professional sources, such as a social work text and a professional journal. 1) A book source (it can be our social work text, or any social work text, but it must be a social work text) 2) A professional, peer reviewed journal (Distinguishing such professional journals from popular magazines will be covered in our discussions.) Time will be taken in class to discuss this assignment. The School of Social Work research librarian will be invited to speak on doing the research for this assignment. What am I looking for in the paper, you ask? Here is the rubric for the paper: 7 • Cover sheet (not in the page count) • Questions to address in this research paper: • Provide an introduction and some characteristics of this chosen field of practice. What makes this FOP unique? What are roles or settings that may not be found with other field of practice? (a minimum of 1 to 2 pages for this section) 10 Points • Discuss what might be some challenges or concerns or problems going into this field of practice: Said another way, the identification of one or more issues anticipated in this Field of Practice (a minimum of 1 to 2 pages for this section) In your words, what have learned in your sources that may be challenges and concerns of social workers in this field of practice? Also, how do such challenges or concerns affect your working in this field of practice? 10 Points • Minimum of 3 pages for the addressing of these 3 areas. The cover page and references page will NOT be counted in these 3 pages. You will refer to the 2 sources in this section but no lengthy quotes. 10 Points • References (not in the page count); i.e. minimum of 2 sources • Follow instructions, i.e. cover sheet, follow APA P5. Midterm & Final Exams – 50 Points per Exam (10% + 10%) There will be both a Midterm and a Final Exam. If you are staying up with your readings and the class power points, and doing well on the quizzes, you will do well on these exams. Questions will be true/false and multiple-choice questions. Each exam will be worth 50 points. There will be no makeup exams unless the student can provide a written request and receives approval from the professor. Exams will be taken from the text and the weekly quizzes. Special Project (Arranged by Instructor)–10 Points Possible (2 Discussion posts) Extra Credit: This is an activity that offers additional points if you are in need of points or have an interest in an activity in addition to the ones that are course requirements. This special project will require additional hours at a designated social service agency and written verification of the completion of these additional hours. No fewer than 10 hours are expected for these additional points. They must be completed and the verified hours from the agency received by April 30th. No hours will be accepted following that Friday cut-off date, so complete them and get me the verified hours. Graded Activity P1. Service Learning project: SL Hours: (15%) Reflection #1 (5%) Reflection #2 & Presentation (5%) Percentages 25 8 P2. Comprehensive Weekly Quizzes: Weekly P3. In-Class Activities and Discussion Posts: TBD P4. Field of Practice paper: TBD P5. Midterm & Final Exams: TBD Extra Credit: (completed by 4/30) 25 20 TOTAL 100 10 (10% + 10%) 20 10 Points (possible) F. Grading Policy: Grades will be posted on Canvas and are tabulated according to the final grade average. Grade A B C D Percentages 90 80 70 60 G. Make-Up Exam or Assignment Policy: There will be no makeup exams unless the student can provide a written request and receives approval from the professor. H. Attendance Policy: At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. Due to the format and content of this course, regular and punctual attendance is imperative and expected. Attendance is part of your final grade. As a matter of fairness and equity, anyone missing MORE than four (4) scheduled class sessions, the equivalent of 2 weeks, may lose 5 points off your total cumulative points per day absent (for example, 6+ absences might be 10 points off your total number of points). Additionally, it is expected for students to be on time and not leave early. Repetitive lateness (e.g., 15 minutes late), as well as leaving class early, may affect your final attendance-participation grade. Roles will be taken during the class. If it is necessary for you to be late or leave class early, please let me know in advance. Missed in-class activities cannot be made up. I may post an excessive absences (EA) column in Canvas, it will indicate if you are at risk of having points deducted due to excessive absences. What is excessive? See above paragraph. 9 I. Course Schedule: As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students enrolled in this course. Should technical problems arise with course delivery, alternate but equivalent assignments may be given so long as the overall learning objectives, general time frame and grading structure for the course are sustained. Week/ Module LECTURE TOPIC TEXT READINGS ASSIGNMENTS/ACTIVITIES Module 1 Introduction Review of the Course syllabus Review of the Course text Consideration of Service Learning Project Why social work: This Could Be You: The Many Faces of Social Work video Module 2 Module 3 Module 4 Module 5 A Glimpse Read Chapter 1 into the World of Social Work History of Read Chapter 2 Social Work & Social Welfare U.S. Poverty Read Chapter 3 and the Implications for Social Work The Social Work Environment Read Chapter 4 Course Welcome/Introduction Social Work Career Center NASW Being a volunteer: Be selfish, volunteer! TED video Review: NASW Help Start Here website History of SW video: A brief history of social work Department of Economic and Social Affairs, United Nations: Department of Economic and Social Affairs, United Nations Poor kids PBS video: Poor kids documentary Wealth inequality in America video: Wealth inequality in America Wage pay gap and women: PBS article on gender quotas Module 6 Diversity in Social Work Practice Read Chapter 5 What would you do? Video: What would you do? video Read the NASW Standards for Cultural Competence 10 Module 7 Module 8 Module 9 Module 10 Module 11 Module 12 Module 13 Module 14 Module 15 Values and Ethics in Social Work Practice Read Chapter 6 Completion of Chapter 6 1st 6 chapters; Review Questions Social Work Read Chapter 7 Perspectives and Methods Fields of Social Work Practice Social Work Practice with Individuals & Families Social Work Practice with Groups Social Work Practice With Organization, Communities, & Policy Practice The Social Work Profession: What Have We Learned about Social Work Finals Activities Read Chapter 8 Cultural competence paper in SW practice Values and ethics from NASW: NASW Code of Ethics Review: NASW webpage Midterm Exam on Blackboard Case engage, assess, intervene activity in small groups http://routledgesw.com/caseStudies Eco-map & genogram video: Genogram and Ecomap tutorial On any given day SW video: On Any Given Day video Read Chapter 9 Last questions about Field of Practice paper: expect a presentation by SSW Research Librarian Read Chapter 10 Field of Practice paper submitted online; papers not received via email: Due TBD Read Chapter 11 Center for Study for Social Policy: Center for Study for Social Policy Read Chapter 12 Exam questions are posted for remaining chapters Service Learning presentations, Extra Credit, Finals Review Deadline for Completion of Service Learning Hours: April 30th Scheduling of In-class final exam 11 IMPORTANT: Canvas will be the platform for the schedule of all assigned readings, discussion topics and student entries, quizzes and exams, all instructor announcements. Note: Grades will be posted to the campus MyMav system at course completion and made available on the University Schedule for posting of grades. Grades cannot be given by email or individually by the instructor, per University Policy. Late Assignment Policy Late exams: There will be no makeup exams unless the student can provide a written request and receives approval from the professor. Late work policy: Late work will be accepted up to one week from the original deadline, but may be subject to a grade penalty. Late work submitted more than one week from the original deadline may receive a failing grade. All work must be submitted by the last day of the course; no extensions or late work will be accepted beyond that date. Please plan ahead. Criteria for submissions: Make sure you submit coursework according to the directions provided in the course. Here are general guidelines for assignment submission: • Post discussions threads and replies to the appropriate forum in the Discussions area. • Submit written assignments and other project deliverables in their respective Module pages, using file formats readable using Microsoft Office 2010 (.pdf, .rtf, .doc, .docx, .ppt, .pptx, etc.). J. Expectations for Out-of-Class Study: Beyond the time required to attend each class meeting, students enrolled in this course should expect to spend at least an additional three hours (for each hour of class or lecture per week) of their own time in course-related activities, including reading required materials, completing assignments, preparing for assignments and exams, and reviewing online content, etc. Students will be expected to spend up to 10 hours outside of class time completing community service hours or interviewing a Social Worker. K. Grade Grievance Policy: See BSW/MSW Program Manual. L. Student Support Services: UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit or contact Ms. Patrice Green, 12 Coordinator of the Office of Student Success and Academic Advising located on the third floor of Building A of the School of Social Work Complex. Also, the Maverick Resource Hotline may be contacted at 817-272-6107, or send a message to resources@uta.edu, or view the information at www.uta.edu/resources. M. Librarian to Contact: The Social Sciences/Social Work Resource Librarian is Brooke Troutman. Her office is in the campus Central Library. He may also be contacted via E-mail: Brooke.Troutman@uta.edu or by phone: 817.272.5352, below are some commonly used resources needed by students in online or technology supported courses: http://www.uta.edu/library/services/distance.php The following is a list, with links, of commonly used library resources: Library Home Page .......................http://www.uta.edu/library Subject Guides .............................http://libguides.uta.edu Subject Librarians .........................http://www-test.uta.edu/library/help/subject-librarians.php Database List ................................http://www-test.uta.edu/library/databases/index.php Course Reserves ...........................http://pulse.uta.edu/vwebv/enterCourseReserve.do Library Catalog .............................http://discover.uta.edu/ E-Journals .....................................http://utalink.uta.edu:9003/UTAlink/az Library Tutorials ..........................http://www.uta.edu/library/help/tutorials.php Connecting from Off- Campus .....http://libguides.uta.edu/offcampus Ask a Librarian ..............................http://ask.uta.edu N. Emergency Exit Procedures: Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exits, which are the stairwells located at either end of the adjacent hallway. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist handicapped individuals. O. Drop Policy: Students may drop or swap (adding and dropping a class concurrently) classes through selfservice in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types 13 of financial aid administered through the University may be required as the result of dropping classes or withdrawing. For more information, contact the Office of Financial Aid and Scholarships (http://wweb.uta.edu/aao/fao/). P. Americans with Disabilities Act: The University of Texas at Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including the Americans with Disabilities Act (ADA). All instructors at UT Arlington are required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Any student requiring an accommodation for this course must provide the instructor with official documentation in the form of a letter certified by the staff in the Office for Students with Disabilities, University Hall 102. Only those students who have officially documented a need for an accommodation will have their request honored. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272-3364. Q. Title IX: The University of Texas at Arlington is committed to upholding U.S. Federal Law “Title IX” such that no member of the UT Arlington community shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity. For more information, visit www.uta.edu/titleIX. R. Academic Integrity: Students enrolled all UT Arlington courses are expected to adhere to the UT Arlington Honor Code: I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence. I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code. UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. 14 Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. S. Electronic Communication: UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php. T. Student Feedback Survey: At the end of each term, students enrolled in classes categorized as “lecture,” “seminar,” or “laboratory” shall be directed to complete an online Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs. U. Final Review Week: This ONLY applies to courses administering a major or final examination scheduled in the week and locations designated for final examinations following last classes. A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate. V. School of Social Work - Definition of Evidence-Informed Practice: Evidence-informed practice (EIP) is a guiding principal for the UTA-SSW. This approach is guided by the philosophy espoused by Gambrill (2006) and others who discuss evidence-based 15 practice (EBP). Though many definitions of EIP/EBP saturate the literature, we offer two definitions that most closely define our understanding of the concept and serve to explicate our vision of EIP for the UTA-SSW: The use of the best available scientific knowledge derived from randomized, controlled outcome studies, and meta-analyses of existing outcome studies, as one basis for guiding professional interventions and effective therapies, combined with professional ethical standards, clinical judgment, and practice wisdom (Barker, 2003, p. 149). ...the integration of the best research evidence with our clinical expertise and our patient’s unique values and circumstances (Strauss, et al., 2005). The University of Texas at Arlington School of Social Work vision statement states that the “School’s vision is to promote social and economic justice in a diverse Environment.” Empowerment connects with the vision statement because, as Rees (1991) has pointed out, the very objective of empowerment is social justice. Empowerment is a seminal vehicle by which social justice can be realized. It could well be argued that true social justice cannot be realized without empowerment. Empowerment, anchored with a generalist base, directs social workers to address root causes at all levels and in all contexts, not simply “symptoms”. This is not a static process but an ongoing, dynamic process, a process leading to a greater degree of social justice and equality. University of Texas at Arlington-School of Social Work: Definition of Empowerment Empowerment is defined by Barker (2003:142) as follows: In social work practice, the process of helping individuals, families, groups, and communities increase their personal, interpersonal, socioeconomic, and political strength and develop influence toward improving their circumstances. VI. Possible Barrier to a Successful Semester: Please let me know if you need help for this: 16 THEA 1342-001 (SPRING 2020) Theatre and Film Appreciation with Dr. Natalie Gaupp Requirements for your REQUIRED Theatre Experience or Film Experience Critique 1) “Dr. Gaupp, when is my critique due?” You may hand it in ANYTIME during the remainder of the semester, directly to me printed out on paper (e-mailed critiques will not be accepted, the paper MUST BE PRINTED OUT and handed to me). THE LAST POSSIBLE DATE/TIME TO HAND IN THE PAPER (THE ABSOLUTE DEADLINE!) IS AT THE START OF CLASS ON FINAL EXAM DAY FOR THIS COURSE, TUESDAY, MAY 12 at 8am. This deadline is on your Course Schedule (your Course Schedule is on your Course Syllabus; your Course Syllabus is posted on Canvas). Late critiques are not accepted. Late critiques are not accepted. By the way, late critiques are NOT accepted. 2) “Dr. Gaupp, what kind of format should I use? Number of pages? Cover page? Level of professionalism?” You must use 1" margins top and bottom, 1” margins left and right, 12 point Times New Roman font, and double spacing. A MINIMUM OF FOUR FULL PAGES IS REQUIRED (up to eight pages maximum). Use a cover page that includes your own title for the paper, your name, THEA 1342-001, and the date you are turning it in. The cover page does not count as one of the written pages of the paper. As for professionalism, please use good university-level writing, proofread, observe spell check, good grammar (with complete sentences), and appropriate length for each paragraph (NO long, rambly paragraphs). 3) “Dr. Gaupp, should I use a formal or an informal style when writing my paper?” Please DO NOT WRITE THE PAPER LIKE A LIST OF ANSWERS. Your paper should have a narrative flow, meaning that it explores and explains, do not write it as a list. Feel free to use a conversational, first person style (as if you were telling someone, face-to-face, the information you are writing about). 4) “Dr. Gaupp, is this a FORMAL RESEARCH paper?” You do not need to wear a tuxedo while you are writing the paper. This is not a formal research paper, it is about your personal perspectives as a Theatre and Film Appreciation student who is writing about a theatre or film experience of your own choosing. This is what makes this paper special and unique for an appreciation course. Research and quotes are not requirements. However, if you do choose to incorporate a quote or two from research to complement your disucssion, that is fine but you must use a Works Cited page to cite your source(s). Please note that a Works Cited page cannot count as one of the minimum four pages of written content). 5) “Dr. Gaupp, what EXACTLY should I write about in this Theatre Experience Critique or Film Experience Critique?” YOU MUST SPECIFICALLY FOLLOW THESE THREE STEPS IN YOUR PAPER AND YOU MUST USE YOUR OWN WORDS.  STEP ONE: State the title of the theatre performance or film you chose (please note that you may NOT choose a play or film already studied within the content of this course), state when you saw the theatre performance or film, and describe why you chose it. Describe the experience of seeing the theatre performance or film from start to finish, giving interesting details (for example: What was the facility like? A gorgeous theatre? A rathole of a theatre? Your own livingroom? On a laptop at a desk? Etc.). Did you like the experience or were there aspects of the experience that were unpleasant (for example: Baby crying like a wild lemur in the theatre? Helpful person at the ticket counter? Film did not stream properly on your TV or laptop at first? You loved a certain film scene and watched it more than once? Popcorn tasted nasty and cost $50 for a small cup? You had a great seat and ate a mountain of delicious nachos in the dark? You got to meet the actors in the play after the theatre performance? Etc.)  STEP TWO: You MUST specifically discuss EACH of Aristotle’s six dramatic elements from THE POETICS, as related to the theatre (play) performance or film. Those six elements are: PLOT (a brief plot summary of no less than one paragraph) CHARACTERS (discuss the main characters) THEME (what was the overall “message” or “moral of the story”) LANGUAGE (was the language contemporary, old-fashioned, poetic, intellectual, street slang? etc. And discuss how the language helped to create the personalities of the characters) MELODY/MUSIC (was music an important part of the theatre performance or film, and/or did the language of the film have a musical quality about it?) SPECTACLE (describe the setting or settings of the theatre performance or film; for example, was it a dark, urban setting, or set in a lush Victorian garden, or was it a lavish Broadway musical, or was it a simple play performed with just two chairs on a bare stage, or a setting that looked exactly like your Grandma’s kitchen, etc.) CONTINUED ON PAGE TWO >>>>> 2  STEP THREE (the last step!): Wrap up your critique by stating your own personal opinions (what was good? what was not so good?) and justify/substantiate your opinions by citing specific examples (for example: you loved an actor’s performance and you describe a scene in which they were quite good, you were freezing in the theatre and you believe it might have influenced you not to like the experience overall, you loved the music of the film and immediately downloaded the soundtrack from I-Tunes, this film or play really connected for you because of a specific reason, etc.). 6) “Dr. Gaupp, is this paper considered a major assignment? How much is the grade for the paper worth?” As stated in your Course Syllabus, this paper is a major assignment. Also stated in your Course Syllabus, this paper is worth 25% of your semester grade. 7) “Dr. Gaupp, what do I title my paper?” Come up with your own unique title that captures the essence of what you are writing about in your paper. Feel free to be imaginative! (I have to admit, I love reading what my students title their critiques!) 8) “Dr. Gaupp, what should I include with my critique when I turn it in?” I simply require your critique, printed out on paper and handed in to me directly (I do not accept e-mailed critiques or late critiques). I do not need ticket stubs or receipts, I do not need playbills or programs, I do not need a photo with you and Ryan Gosling riding a Vespa together. (But if you actually bring the real Ryan Gosling to class, I’ll consider offering extra credit.) 9) “Dr. Gaupp, I want to cry when I hear the word ‘critique’ and I have no idea how to begin. Is there any hope for me?” There is lots of hope for you, dear student. You are simply seeing a theatre (play) performance or film and then writing about your experience. It might help if you imagine you are telling a good friend about your experience. 10) “Dr. Gaupp, when do live theatres have play performances?” It varies greatly from live theatre to live theatre. You must visit the live theatre’s website or call their Box Office to ask for their specific schedule. Keep in mind that MOST live theatres in our area only have shows on specifically scheduled Fridays and Saturdays; it is nearly impossible to find a live theatre performance in our area on Mondays, Tuesdays or Wednesdays (and not many have Thursday or Sunday performances either). WHAT ALL THIS MEANS IS: PLAN WAY AHEAD IF YOU WISH TO SEE A PLAY IN A LIVE THEATRE AND TO ACQUIRE YOUR TICKET IN ADVANCE. For information regarding plays that are performed here at UTA, go to www.uta.edu/theatre For a list of live theatres in our immediate area, go to http://www.livetheatreleague.org/ 11) “Dr. Gaupp, can my critique be over a play or film I saw when I was seven years old? Or maybe a play or film I saw a couple of weeks before this class started? Or perhaps a rehearsal of a play instead of a real performance?” Composing a well-written critique of your experience is the ultimate focus of the assignment (note, however, if you saw the play or film PRIOR to starting this course, you may not recall enough pertinent details to realistically do well on writing the critique). If you absoutely must attend a rehearsal instead of a real performance, please note that it would need to be a full dress rehearsal (also called a final dress rehearsal); however that is NOT the optimum kind of viewing experience and I do not recommend it—see a real performance by all means!  12) “Dr. Gaupp, can my critique be over a concert? Or maybe a stand-up comic? Or perhaps a circus or stock show? Or a TV program, show or series? Can I critique a film that is rated X, XX, XXX, etc.?” The answer to all of those hypothetical questions is: NO. For the purposes of this THEA 1342 Theatre and Film Appreciation course, you need to choose either a full-length theatre (play) performance with a storyline (approximately 90 minutes or longer in length) or a full-length film with a storyline (approximately 90 minutes or longer in length). A rating of G, PG, PG-13, R or NC-17 are the eligible rating choices for completing this assignment. If you are a fan of full-length animated feature films (for example, full-length Studio Ghibli or Disney films) please note that those are perfectly all right by me. Please contact me if you have any questions/concerns about the theatre performance or film you are considering. 13) “Dr. Gaupp, what if I can't find time to see a theatre (play) performance or film? Completing this major assignment is a REQUIRED part of the overall course requirements and is included on the Course Syllabus. If you cannot find time to see a play or film to critique, then you cannot fulfill the requirements of the course. The instructor will not excuse anyone from this major assignment. You must complete this major assignment or otherwise receive a grade of zero for this major assignment. 14) “Dr. Gaupp, what if cost of admission is an issue for me?” Most area theatres have student discounts (student ID required). However, please keep in mind that you are not required to go to a theatre. You may choose to watch a film in your own livingroom or on your laptop, or tech device, etc. For any other questions, please contact Dr. Gaupp at ngaupp@uta.edu or see Dr. Gaupp during office hours for this class (office hours are on your Course Syllabus). THEA 1342-001 (SPRING 2020) Theatre and Film Appreciation with Dr. Natalie Gaupp Requirements for your REQUIRED Theatre Experience or Film Experience Critique 1) “Dr. Gaupp, when is my critique due?” You may hand it in ANYTIME during the remainder of the semester, directly to me printed out on paper (e-mailed critiques will not be accepted, the paper MUST BE PRINTED OUT and handed to me). THE LAST POSSIBLE DATE/TIME TO HAND IN THE PAPER (THE ABSOLUTE DEADLINE!) IS AT THE START OF CLASS ON FINAL EXAM DAY FOR THIS COURSE, TUESDAY, MAY 12 at 8am. This deadline is on your Course Schedule (your Course Schedule is on your Course Syllabus; your Course Syllabus is posted on Canvas). Late critiques are not accepted. Late critiques are not accepted. By the way, late critiques are NOT accepted. 2) “Dr. Gaupp, what kind of format should I use? Number of pages? Cover page? Level of professionalism?” You must use 1" margins top and bottom, 1” margins left and right, 12 point Times New Roman font, and double spacing. A MINIMUM OF FOUR FULL PAGES IS REQUIRED (up to eight pages maximum). Use a cover page that includes your own title for the paper, your name, THEA 1342-001, and the date you are turning it in. The cover page does not count as one of the written pages of the paper. As for professionalism, please use good university-level writing, proofread, observe spell check, good grammar (with complete sentences), and appropriate length for each paragraph (NO long, rambly paragraphs). 3) “Dr. Gaupp, should I use a formal or an informal style when writing my paper?” Please DO NOT WRITE THE PAPER LIKE A LIST OF ANSWERS. Your paper should have a narrative flow, meaning that it explores and explains, do not write it as a list. Feel free to use a conversational, first person style (as if you were telling someone, face-to-face, the information you are writing about). 4) “Dr. Gaupp, is this a FORMAL RESEARCH paper?” You do not need to wear a tuxedo while you are writing the paper. This is not a formal research paper, it is about your personal perspectives as a Theatre and Film Appreciation student who is writing about a theatre or film experience of your own choosing. This is what makes this paper special and unique for an appreciation course. Research and quotes are not requirements. However, if you do choose to incorporate a quote or two from research to complement your disucssion, that is fine but you must use a Works Cited page to cite your source(s). Please note that a Works Cited page cannot count as one of the minimum four pages of written content). 5) “Dr. Gaupp, what EXACTLY should I write about in this Theatre Experience Critique or Film Experience Critique?” YOU MUST SPECIFICALLY FOLLOW THESE THREE STEPS IN YOUR PAPER AND YOU MUST USE YOUR OWN WORDS.  STEP ONE: State the title of the theatre performance or film you chose (please note that you may NOT choose a play or film already studied within the content of this course), state when you saw the theatre performance or film, and describe why you chose it. Describe the experience of seeing the theatre performance or film from start to finish, giving interesting details (for example: What was the facility like? A gorgeous theatre? A rathole of a theatre? Your own livingroom? On a laptop at a desk? Etc.). Did you like the experience or were there aspects of the experience that were unpleasant (for example: Baby crying like a wild lemur in the theatre? Helpful person at the ticket counter? Film did not stream properly on your TV or laptop at first? You loved a certain film scene and watched it more than once? Popcorn tasted nasty and cost $50 for a small cup? You had a great seat and ate a mountain of delicious nachos in the dark? You got to meet the actors in the play after the theatre performance? Etc.)  STEP TWO: You MUST specifically discuss EACH of Aristotle’s six dramatic elements from THE POETICS, as related to the theatre (play) performance or film. Those six elements are: PLOT (a brief plot summary of no less than one paragraph) CHARACTERS (discuss the main characters) THEME (what was the overall “message” or “moral of the story”) LANGUAGE (was the language contemporary, old-fashioned, poetic, intellectual, street slang? etc. And discuss how the language helped to create the personalities of the characters) MELODY/MUSIC (was music an important part of the theatre performance or film, and/or did the language of the film have a musical quality about it?) SPECTACLE (describe the setting or settings of the theatre performance or film; for example, was it a dark, urban setting, or set in a lush Victorian garden, or was it a lavish Broadway musical, or was it a simple play performed with just two chairs on a bare stage, or a setting that looked exactly like your Grandma’s kitchen, etc.) CONTINUED ON PAGE TWO >>>>> 2  STEP THREE (the last step!): Wrap up your critique by stating your own personal opinions (what was good? what was not so good?) and justify/substantiate your opinions by citing specific examples (for example: you loved an actor’s performance and you describe a scene in which they were quite good, you were freezing in the theatre and you believe it might have influenced you not to like the experience overall, you loved the music of the film and immediately downloaded the soundtrack from I-Tunes, this film or play really connected for you because of a specific reason, etc.). 6) “Dr. Gaupp, is this paper considered a major assignment? How much is the grade for the paper worth?” As stated in your Course Syllabus, this paper is a major assignment. Also stated in your Course Syllabus, this paper is worth 25% of your semester grade. 7) “Dr. Gaupp, what do I title my paper?” Come up with your own unique title that captures the essence of what you are writing about in your paper. Feel free to be imaginative! (I have to admit, I love reading what my students title their critiques!) 8) “Dr. Gaupp, what should I include with my critique when I turn it in?” I simply require your critique, printed out on paper and handed in to me directly (I do not accept e-mailed critiques or late critiques). I do not need ticket stubs or receipts, I do not need playbills or programs, I do not need a photo with you and Ryan Gosling riding a Vespa together. (But if you actually bring the real Ryan Gosling to class, I’ll consider offering extra credit.) 9) “Dr. Gaupp, I want to cry when I hear the word ‘critique’ and I have no idea how to begin. Is there any hope for me?” There is lots of hope for you, dear student. You are simply seeing a theatre (play) performance or film and then writing about your experience. It might help if you imagine you are telling a good friend about your experience. 10) “Dr. Gaupp, when do live theatres have play performances?” It varies greatly from live theatre to live theatre. You must visit the live theatre’s website or call their Box Office to ask for their specific schedule. Keep in mind that MOST live theatres in our area only have shows on specifically scheduled Fridays and Saturdays; it is nearly impossible to find a live theatre performance in our area on Mondays, Tuesdays or Wednesdays (and not many have Thursday or Sunday performances either). WHAT ALL THIS MEANS IS: PLAN WAY AHEAD IF YOU WISH TO SEE A PLAY IN A LIVE THEATRE AND TO ACQUIRE YOUR TICKET IN ADVANCE. For information regarding plays that are performed here at UTA, go to www.uta.edu/theatre For a list of live theatres in our immediate area, go to http://www.livetheatreleague.org/ 11) “Dr. Gaupp, can my critique be over a play or film I saw when I was seven years old? Or maybe a play or film I saw a couple of weeks before this class started? Or perhaps a rehearsal of a play instead of a real performance?” Composing a well-written critique of your experience is the ultimate focus of the assignment (note, however, if you saw the play or film PRIOR to starting this course, you may not recall enough pertinent details to realistically do well on writing the critique). If you absoutely must attend a rehearsal instead of a real performance, please note that it would need to be a full dress rehearsal (also called a final dress rehearsal); however that is NOT the optimum kind of viewing experience and I do not recommend it—see a real performance by all means!  12) “Dr. Gaupp, can my critique be over a concert? Or maybe a stand-up comic? Or perhaps a circus or stock show? Or a TV program, show or series? Can I critique a film that is rated X, XX, XXX, etc.?” The answer to all of those hypothetical questions is: NO. For the purposes of this THEA 1342 Theatre and Film Appreciation course, you need to choose either a full-length theatre (play) performance with a storyline (approximately 90 minutes or longer in length) or a full-length film with a storyline (approximately 90 minutes or longer in length). A rating of G, PG, PG-13, R or NC-17 are the eligible rating choices for completing this assignment. If you are a fan of full-length animated feature films (for example, full-length Studio Ghibli or Disney films) please note that those are perfectly all right by me. Please contact me if you have any questions/concerns about the theatre performance or film you are considering. 13) “Dr. Gaupp, what if I can't find time to see a theatre (play) performance or film? Completing this major assignment is a REQUIRED part of the overall course requirements and is included on the Course Syllabus. If you cannot find time to see a play or film to critique, then you cannot fulfill the requirements of the course. The instructor will not excuse anyone from this major assignment. You must complete this major assignment or otherwise receive a grade of zero for this major assignment. 14) “Dr. Gaupp, what if cost of admission is an issue for me?” Most area theatres have student discounts (student ID required). However, please keep in mind that you are not required to go to a theatre. You may choose to watch a film in your own livingroom or on your laptop, or tech device, etc. For any other questions, please contact Dr. Gaupp at ngaupp@uta.edu or see Dr. Gaupp during office hours for this class (office hours are on your Course Syllabus).
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