Date Submitted: Thu, 20 Jul 2017 16:23:48 GMT

Viewing: SOC_WK 2220W ramseyerwinterv : Human Behavior and the Environment - Writing Intensive

Last approved: Tue, 28 Feb 2017 22:17:32 GMT

Last edit: Tue, 28 Feb 2017 22:15:21 GMT

Changes proposed by: ramseyerwinterv

Proposal Type

Writing Intensive

Contact Information

ramseyerwinterv
Virginia
Ramseyer Winter
ramseyerwinterv@missouri.edu
573/884-8077
Social Work
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
ramseyerwinterv
Virginia
Ramseyer Winter
ramseyerwinterv@missouri.edu
573/884-8077
Social Work
Subject Area’s Department Chair/Director:
fitchd
Dale
Fitch
fitchd@missouri.edu
573/884-7405
Social Work

Term for Proposal

 
Fall 2017

Course Catalog Information

HES
Social Work (SOC_WK)
Social Work
2220W
3
 
30
Human Behavior and the Environment - Writing Intensive
The first of two required courses providing an introduction to selected theories, multidisciplinary knowledge, and perspectives into human development and behavior. Graded on A-F basis only.
 
Lecture/Standard
A-F Only
ENGLSH 1000 or sophomore standing.
 
 
 

Instructor Information

ramseyerwinterv
Virginia
Ramseyer Winter
ramseyerwinterv@missouri.edu
573/884-8077
Social Work
(numbers only)
Tenure Line Assistant Professor
705 Clark Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Graduate Student
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course is the first of two required courses in the BSW human behavior and social environment (HBSE) sequence. It provides an introduction to selected theories, bodies of multidisciplinary knowledge and perspective that give insight into human development and behavior across the lifespan and within an environmental context. Further, it reviews major paradigms for understanding the range of systems in which people live. It presents a view of people in various contexts, including culture, gender, race, ethnicity, sexual orientation, and disabilities. It will address issues related to marginalization, oppression and discrimination. Critical thinking will be emphasized in evaluating theories and research on human behavior. This course integrates social systems materials with human development theories and links them with dynamic assessment, intervention, and evaluation in generalist social work practice situations. Another main objective of this course is to improve students' writing skills with a focus on APA writing style and learning to obtain research literature.
none
Face-to-face
Self paced?

50
50
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Critical Thinking Paper (CTP) 1
To demonstrate an understanding of child development theory.
Observe a child between the ages of 2-5 in a natural environment for at least 30 minutes. If you are not sure if an environment is natural, please ask. Do not observe your own family members or a child that you know well. Keep your interactions to a minimum; assume a passive, observer role. Comment on the environment, physical characteristics of child, social skills, language skills, and behaviors. Write a summary connecting what you observed with the information from our text.

This CTP should be written in APA format and will include references (at a minimum, you should reference the textbook). Be sure to include an introduction and conclusion. Refer to assignment rubric for more information. You will turn in a revision of this paper.

Specifically address:
1. What variables might impact this child’s current behavior (these are the P-I-E factors)?
2. Is the child’s behavior considered appropriate? Based on what measure (cultural, theoretical, etc.)?
3. What cultural factors do you believe impact this child’s behavior? Explain how each component simultaneously affects and is affected by the other.
Length of assignment:
4
Instructor
4
Instructor
8

CTP #2: Hazard Research Paper: Issues of Middle Childhood, Adolescence, OR Young Adulthood
To demonstrate an understanding of how a hazard can impact an individual.
Choose one of the many social or psychological hazards presented in your text about middle childhood, adolescence, or young adulthood. You get to choose the developmental age group you want to focus on, but you must choose only one and make this clear throughout your paper.

Summarize the issue from a multidimensional perspective and offer suggestions about how improvements can be made. Use the information from your text and at least two peer-reviewed sources from the research literature to support your paper (APA style required). Include a title page (student ID# only, no name) and reference page (not included in 4-5 page total).

There are TWO major parts of this assignment; define a problem that impacts children ages 6-12 (middle childhood), ages 13-21 (adolescence), OR ages 22-34 (young adulthood) and provide evidence-based suggestions for improvement. This means you need to cite peer-reviewed journals that provide evidence that the improvement you recommend works to address the hazard. Suggestions for improvement may be a formal intervention (e.g. play therapy for children who have been abused), a policy intervention (e.g. expanding WIC funding to more impoverished children to improve nutrition), or other alternative evidence-based suggestions.
Length of assignment:
5
Instructor
5
Instructor
10

Mid-term
To test the student's knowledge. This will include several writing components.
Length of assignment:
1
instructor
 
 
1

Final
To test student's knowledge. The test will include several writing components.
Length of assignment:
1
Instructor
 
 
1

CPR Quiz 1
To test knowledge of writing claims related to content.
Length of assignment:
1
Instructor
 
 
1

CPR Quiz 2
To test ability to provide proof related to content.
Length of assignment:
1
Instructor
 
 
1

CPR Quiz 3
To test ability to write relevance statements related to the content.
Length of assignment:
1
Instructor
 
 
1

In-class writing assignment #1
In-Class Writing Assignments (3):
In-class writing assignments are an opportunity to practice writing and apply writing lessons to course content for feedback. You MUST be in attendance to get these points. In other words, you will not be able to make up in-class writing assignments if you miss class on one of the in-class writing days. More detailed instructions will be given in class. The length requirements of these assignments are approximate—we will take into consideration the size of your writing. Please bring notebook paper to class with you on these days. You are also welcome to use a laptop or tablet during class and submit them online, but you must write them in class and submit them by the end of the class.

1) Reflection on personal privilege & the role of cultural identities’ impact on behavior
Length of assignment:
2
Instructor
 
 
2

In-class writing assignment 2
Students will reflect on their experience of the LGBT panel
Length of assignment:
1
Instructor
 
 
1

In-class writing assignment #3
Students will interview an older adult and use that information to complete an in-class (approximately 2 pages) writing exercise.
Length of assignment:
2
Instructor
 
 
2

Total pages for all assignments:
First drafts:
19.00
Revisions:
9.00
28.00
Critical Thinking Papers (CTPs): The purpose of the CTPs is to encourage you to develop your thoughts in writing about material covered in class and assigned readings and to integrate these sources of new information with your own life experiences. All three CTPs should be written in APA format.

Writing Intensive Teaching

Instructor provided feedback
Peer review
 
 
This is highly encouraged in each of the in-class writing assignments. These assignments will ask students about their experiences, their opinions, and more. Two of these are personal reflections --one on their own privilege after we do a privilege activity in class and one is a reflection of an LGBT panel. There is no "right" answer to these reflections; students are encouraged to explore the topics honestly.
CPR quiz 1: first month; CPR quiz 2: first month; CPR quiz 3: second month; In-class writing assignment 1: first month; In-class writing assignment 2: third month; In-class writing assignment 3: May 2017; CTP 1: early March 2017; CTP 1 Revision: late March or early April 2017; CTP 2: late April 2017; CTP 2 Peer Review: late April 2017; CTP 2 Revision: early May 2017

Exact dates are to be determined.
65
%
 
1
I will be working with an MSW student who has been the TA for another course. I will conduct grade norming for each assignment and will provide detailed rubrics.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Christine Kintner (kintnerc) (Tue, 28 Feb 2017 22:15:21 GMT): Cancelled SOC_WK 2220-01. Added SOC_WK 2220W-01 to Fall 2017.
Key: 502