OUR initial review
CWP initial review
CWP coordinator review
OUR final review
Fri, 04 Nov 2016 14:00:32 GMT
Patricia Luckenotte (luckenottep): Approved for OUR initial review
Mon, 14 Nov 2016 16:50:56 GMT
Lina Trigos Carrillo (trigoscarrillol): Approved for CWP initial review
Mon, 14 Nov 2016 22:16:38 GMT
Lina Trigos Carrillo (trigoscarrillol): Approved for CWP coordinator review
Fri, 09 Dec 2016 16:39:30 GMT
Lina Trigos Carrillo (trigoscarrillol): Approved for CWP-ESS
Wed, 14 Dec 2016 17:33:30 GMT
Jacqueline Thomas (thomasjm): Approved for CWP Board
Wed, 02 Nov 2016 17:29:15 GMT
SOC_WK 2220W ramseyerwinterv : Human Behavior and the Environment - Writing Intensive
Wed, 14 Dec 2016 17:33:30 GMT
Changes proposed by: ramseyerwinterv
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Course Catalog Information
Social Work (SOC_WK)
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Full course title:
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.
ENGLSH 1000 or sophomore standing.
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Tenure Line Assistant Professor
705 Clark Hall
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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.
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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.
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Writing Intensive Course Information
WI course overview:
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.
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Writing Intensive Assignments
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Critical Thinking Papers (CTPs)--there are 2 of them The purpose of the CTPs are 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. Each of the three papers will be revised and submitted a second time. 1) CTP #1: Person in Environment Observation (3-3.5 pgs. + cover pg. & reference pg.) Observe a small child in a natural environment for at least 30 minutes. Do not observe your own family members. 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 (you should reference the textbook). Refer to assignment rubric for more information. You will turn in a revision of this paper. 2) CTP #2: Research Paper: Issues of Middle Childhood, Adolescence, or young adulthood (4-5 pgs. + cover pg. & reference pg.) Choose one of the many social or psychological hazards presented in your text about middle childhood, adolescence, or young adulthood (or choose a new topic). 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 one peer-reviewed source 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). We will utilize an in-class peer review of this paper. You must be present and bring two copies of your paper to class to participate in the peer review. You will turn in a revision of this paper. The students will complete 3 in-class writing assignments that will be one page each. These are lower stakes (50 points each) and will give the students additional opportunities to practice applying the writing techniques we learn to the course content. 1) Social dimension: Reflection on personal privilege & the role of cultural identities' impact on behavior Students will reflect on their own personal privileges (1 page). 2) Adolescence: Reflection on OutReach Panel Students will reflect on their experience of the LGBT panel the previous week (1 page). 3) Lifespan Interview Students will interview an elderly individual and use that information to complete an in-class (2 page) writing exercise. There will also be 3 writing quizzes.
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Writing Intensive Teaching
Method for teaching revision:
Instructor provided feedback
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If your writing assignments include group writing, please explain how individual work is assessed:
Explain briefly the nature of the assignment(s) which address(es) a question for which there is more than one acceptable interpretation, explanation, analysis, or evaluation:
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.
Explain how the writing is distributed throughout the semester:
CPR quiz 1: 9/14 CPR quiz 2: 9/28 CPR quiz 3: 10/5 In-class writing assignment 1: 9/19 In-class writing assignment 2: 11/7 In-class writing assignment 3: 12/5 CTP 1: 10/12 CTP 1 Revision: 10/31 CTP 2: 11/9 CTP 2 Peer Review: 11/14 CTP 2 Revision: 11/30
Percent of course grade determined by writing-intensive assignments?
Explain how the remaining percent of course grade is determined:
Estimated number of TAs or graders:
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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.
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Education and Social Sciences
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