Create a Syllabus
Ph.D. in Human Services, Walden University
HUMN 8208
Dr. Sobolewski
April 02. 2023
Create a Syllabus
The course will focus on interdisciplinary orientation towards human service systems worldwide, historical developments, controversial aspects, career opportunities, intervention strategies, organizing & altering systems, exploration of the population served, and ethics relating to Human Services Practice & Policy.
Course Format
The course will be held both in-person and online. The students must submit typewritten responses to questions from prior studied chapter reading at the start of every class. The syllabus will mainly comprise lectures, which minor exercises and group discussion assignments will accompany. Most of the coursework will include PowerPoint presentations providing a detailed outline of the primary principles and concepts the syllabus will explore. The PowerPoint presentations will act as a study guide the students depend on to prepare for the end-of-semester examinations. Besides that, the syllabus will demonstrate how the course content, policy issues, and practice can be applied to the students. Before the next class, students must download information, including PowerPoint presentations.
Academic Policy and Procedures
To fulfill the learning needs for online learning, this syllabus recognizes that learners are adults with diverse professional and personal responsibilities in addition to their responsibility as students. The syllabus also identifies learning as a combination of personal engagement and study with other students within a structured learning environment. It thus expects that the students will fulfill their academic responsibilities with a vast level of timeliness and responsibilities. No plagiarism is allowed at all and academic honesty is required at all times.
Course Schedule
| Week | Topics | Resources | ||
| Module 1 | Introduction to human services | Woodside, M. R., & McClam, T. (2019). An introduction to human services. Cengage Learning. | ||
| Module 2 | History of Helping | Mayer, J. (2020). List of Open Resources Used by Faculty Grantees, Round 2. | ||
| Module 3 | Attributes of effective helpers | Woodside, M. R., & McClam, T. (2019). An introduction to human services. Cengage Learning. | ||
| Exam 1 (scheduled online on Canvas 9:30am – 10: 30am) | ||||
| Module 4 | Ethical Issues in Human Services | Barsky, A. E. (2017). Social work practice and technology: Ethical issues and policy responses. Journal of Technology in Human Services, 35(1), 8-19. | ||
| Module 5 | Diversity in the Human Service | Carten, A., Siskind, A., & Greene, M.P. (2016). Strategies for deconstructing racism in the health and human services. Oxford University Press | ||
| Module 6 | The process of helping | Mackelprang, R. W., Salsgiver, R. O., Parrey, R. C., & Parrey, R. (2021). Disability: A diversity model approach in human service practice. Oxford University Press. | ||
| Module 7 | Case management/ Counseling in human services | Tham, P., & Meagher, G. (2009). Working in human services: How do experiences and working conditions in child welfare social work compare? British journal of social work, 39(5), 807–827.
Maree Stanley, J. (2020). Intersectional and relational frameworks: Confronting anti-blackness, settler colonialism, and neoliberalism in US social work. Journal of Progressive Human Services, 31(3), 210–225. Commission for Case Manager Certification. (2020). Introduction to the case manager body of knowledge. |
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| Exam 2 (scheduled online on Canvas 9:30am – 10: 30am) | ||||
| Module 8 | Lifespan Theories related to Human Services | Dykas, M. J., & Cassidy, J. (2011). Attachment and processing social information across the life span: theory and evidence. Psychological bulletin, 137(1), 19.
Zastrow, C., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Empowerment series: understanding human behavior and the social environment. Cengage Learning. |
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| Module 9 | Intervention strategies | Camilleri, P. (Ed.). (2020). Working with men in human services. Routledge.
Freire, P., & Moch, M. (1990). A critical understanding of social work. Journal of Progressive Human Services, 1(1), 3-9. |
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| Module 10 | Prevalence of group dynamics in human services | Forsyth, D. R. (2018). Group dynamics. Cengage Learning.
Monette, D. R., Sullivan, T. J., & DeJong, C. R. (2013). Applied social research: A tool for the human services. Cengage Learning. |
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| Module 11 | Importance of family in human services | Lev, A. I. (2013). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Routledge.
Monette, D. R., Sullivan, T. J., & DeJong, C. R. (2013). Applied social research: A tool for the human services. Cengage Learning. |
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| Module 12 | The future | |||
| Exam 3 (scheduled online on Canvas 9:30 am – 10: 30am) | ||||
Reflection
The course description, format, and policy interrelate because they set clear expectations on what the students are expected to focus on during the delivery of this syllabus. This will enable the students to prepare in advance and the professor to guarantee effective learning and delivery of materials. The class schedule has been arranged strategically, which is essential in ensuring that the professor can collaborate with the students in planning and guiding them students throughout the classes (Woodside & McClam, 2018). The class schedule will enable the students to understand what is coming next and thus prepare accordingly, such as preparing the PowerPoint presentation. The syllabus accommodates students’ diversity by integrating translation to accommodate for multiculturalism. The syllabus is flexible in terms of timing, particularly in submitting assignments, as students can be provided with extensions which they must notify the professor in advance. Therefore, this syllabus will be practical. Also, the students will be exposed to various aspects that are taking place in the human service field to keep them up to date, thus enabling them to make informed decisions.
The course schedule adequately covers the topics that will be studied by developing objectives that the students will achieve after every module. Therefore, the schedule has allocated adequate time where the students will cover every topic twice weekly to better respond to diverse issues adequately. Also, the course schedule accommodates online learning, allowing the students to prerecord class sessions for future reference. This will help the students reduce paperwork in taking notes and also saves me time as an educator as I do not have to dictate every detail and can only focus on giving essential information relevant to the students to understand (Almaiah & Alyoussef, 2019). At the same time, the course integrates topics in a way that the student can relate to while still learning the core concepts to build a sturdy career that they can pursue in the long term. Again, I understand that I am dealing with adults who are students. Therefore the schedule is well spaced out to give them time to attend to their personal needs while maximizing the most out of their human service classes. In addition, the schedule has allowed one to spell out students’ expectations, thus avoiding ambiguities that would constrict the flow of information with the students, in the long run, making the syllabus ineffective.
The course is flexible as it has allowed the integration of technology where the students will use computers from the comfort of their homes. The system will require students to understand how to use Microsoft word and the email program to successfully take tests and submit for them to pass with a good grade (Martin et al., 2019). From my end, I am well versed in using technology to receive tasks and allocate grades according to the course rubric. I can also guide the students needing extra help with guiding effective coaching.
The syllabus ensured the presentation of the scheduled materials using student-oriented languages that demonstrated respect and sensitivity concerning intersectionality and multiculturalism in the class setting. The syllabus aims to maximize student engagement, allowing students to respond to different aspects of the class, which will be performed at the end and beginning of the other class. It will also integrate multiculturalism literature to enable them to acquire knowledge about students from diverse cultures (Arsal, 2019). Also, the syllabus will allow students to express their cultural values and beliefs, allowing other students to learn more about their background. Lastly, the syllabus allows for establishing relationships with students by getting an opportunity to learn more about their culture to include them in the class. This will enable me to foster a growth mindset to help the students understand how to hone their abilities to improve performance and ensure they progress positively. This will offer them long-term engagement, increasing the possibility of completing the syllabus.
References
Almaiah, M. A., & Alyoussef, I. Y. (2019). Analysis of the effect of course design, course content support, course assessment and instructor characteristics on the actual use of E-learning system. Ieee Access, 7, 171907-171922.
Arsal, Z. (2019). Critical multicultural education and preservice teachers’ multicultural attitudes. Journal for Multicultural Education, 13(1), 106–118.
Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), 184-205.
Woodside, M. R., & McClam, T. (2019). An introduction to human services. Cengage Learning
