Diversity Curriculum Handbook

Transcription

1 Diversity Curriculum Handbook COLLEGE OF SOCIAL SCIENCE SCHOOL OF SOCIAL WORK BACHELOR OF ARTS IN SOCIAL WORK DEGREE 1

2 TABLE OF CONTENTS Overview: Your diversity handbook... 3 Diversity Definitions Diversity defined... 4 Greene and Watkins chapter... 5 Curriculum Objectives for the Undergraduate Curriculum with diversity as its signature theme... 6 Diversity Project Overview... 7 What is a diversity project?... 7 How does a student select a diversity project?... 7 What happens once I start my diversity project?... 8 Calendar for the Junior Year diversity project Examples of diversity projects Diversity project approval form Diversity project completion form Center for Service-Learning and Civic Engagement Class Syllabi Syllabus examples Diversity project assignments from the syllabi of SW 340, 420, and Writings and Reflections Diversity Curriculum Handbook Page 2

3 MICHIGAN STATE UNIVERSITY School of Social Work College of Social Science YOUR DIVERSITY HANDBOOK This handbook outlines for you the expectations of our diversity curriculum. Each section contains the following information: Diversity Definition: How we are defining diversity in our curriculum is listed here. For further information on how we define diversity, please refer to chapter two, Diversity Defined, in the book Serving Diverse Constituencies: Applying the Ecological Perspective, edited by Roberta R. Greene and Marie Watkins, New York: Aldine de Gruyter, Curriculum Objectives: The learning objectives for the curriculum are outlined here. Diversity Project: Information on the diversity project you will be doing is contained here. Also included is the calendar for project due dates, the Diversity Project Approval Form, and the Diversity Project Completion Form. Information on the Center for Service-Learning and Civic Engagement, which can assist in placement for the diversity project is also included in this section, along with samples of past diversity project topics done by students from previous classes. Class Syllabi: Samples of diversity project assignments from previous years class syllabi are included in this section so that you can see which assignments will use your diversity project. The classes that contain diversity project-related assignments are SW 340, 420, and 440. Writings and Reflections: We hope you will take the time to jot down some of your own thoughts and reflections about your projects. As assignments related to the diversity project occur over a two year period, these notes will help you remember details of your project that will help you as you complete your class work related to the project. Diversity Curriculum Handbook Page 3

4 DIVERSITY DEFINED Technical Definition (from Webster s Dictionary): Diversity is defined as the condition of being composed of distinct forms or qualities. Operational Definition: Diversity is the positive appreciation of cultural and other differences among population groups. Such population groups include, but are not limited to, groups distinguished by race, color, ethnicity, culture, class, gender, sexual orientation, religion, physical ability/disability, mental ability/disability, age, and/or national origin. Diversity Curriculum Handbook Page 4

5 MICHIGAN STATE UNIVERSITY School of Social Work College of Social Science Diversity Defined in Greene and Watkins Please refer to this book, which is available in the university library. Serving diverse constituencies: Applying the ecological perspective, edited by Roberta R. Greene and Marie Watkins, New York: Aldine de Gruyter, Diversity Defined (chapter two) contains further information to help you understand how we define diversity. The concept of multiculturalism is in itself controversial, leading to varied and sometimes opposing definitions that span the continuum from abstract construct examined in relation to various theoretical models to a very concrete labeling of the populations to which it refers others focusing on specific needs, services, and policies related to multicultural populations. D. de Anda, Controversial Issues in Multiculturalism Diversity Curriculum Handbook Page 5

6 OBJECTIVES FOR THE MICHIGAN STATE UNIVERSITY SCHOOL OF SOCIAL WORK UNDERGRADUATE CURRICULUM, WITH DIVERSITY AS ITS SIGNATURE THEME Diversity, with a special interest in social justice for oppressed populations, is the signature theme of the undergraduate curriculum for the Michigan State University School of Social Work. The learning objectives for the curriculum are: 1. Students will have the general knowledge, skills, and values to work with diverse populations. 2. Students will have an appreciation of the strengths of diverse populations. 3. Students will understand the connection between diversity and oppression and the need for social justice for diverse populations. 4. Students will recognize that to be effective as social workers with diverse populations they must view themselves as lifelong learners. Diversity Curriculum Handbook Page 6

7 MICHIGAN STATE UNIVERSITY School of Social Work College of Social Science THE DIVERSITY PROJECT OVERVIEW Diversity is the signature theme for the MSU undergraduate social work program. Completion of a diversity project in the second semester of the junior year is a major component in the implementation of our diversity-themed curriculum. The diversity project will serve as a springboard for discussion on diversity and provide abundant reference material for students to further develop their understanding of diversity issues. It is not the only way that the diversity theme will be integrated into the curriculum, but it is a powerful means to insure that diversity will receive optimal coverage in our courses. WHAT IS A DIVERSITY PROJECT? Each student is required to participate in a diversity project during the second semester of the junior year. The project will involve students working or volunteering in an agency setting with a historically oppressed diverse population different from themselves. Although some projects are the exception, students should be working/volunteering at least two hours per week during their spring semester. The project should involve some type of interviewing experience with the selected population, as developing interviewing skills is a main emphasis in social work practice and in SW 340, the social work course students take during the second semester of the junior year. Although not required, the project site can be arranged through the Service Learning Center, an organization on campus that places students in volunteer work at selected sites around the Lansing/East Lansing area. The Service Learning Center is located at 27 Student Services Building on campus and the phone number is If a student is already working or volunteering at a site that offers experiences with diverse populations, that setting could be an acceptable alternative. If a student is studying abroad during the second semester of the junior year, the diversity project could be done there. A listing of agencies or experiences that previous students found to be helpful both in learning about diversity and in meeting SW 340 course requirements is included in this section of the handbook. Many undergraduate social work programs require volunteer work during the junior year of their social work curriculum. Michigan State University School of Social Work has decided to fulfill this vital educational need for students by using the diversity project in place of that requirement. HOW DOES A STUDENT SELECT A DIVERSITY PROJECT? 1. During the junior orientation, the School will give an orientation to our diversity-themed curriculum. At that time, an overview of the program expectations will be provided, along with information on how each class fits into the diversity theme. In most cases, syllabi will be available for the classes that will be using the diversity project to complete course requirements. When Diversity Curriculum Handbook Page 7

8 students are actively engaged in their diversity project during the second semester of the junior year, they will know how that project will be used in their current and future classes. Assignments related to the diversity project will be a part of undergraduate methods classes SW 340 (taken in the second semester of the junior year) and SW 440 (taken in the senior year), and the senior year policy course, SW 420. Students should select a diversity project that will be of interest to them and that will also help them to complete course requirements. 2. During September of the junior year, students should schedule an appointment with their graduate student diversity project adviser and discuss with her what they will be doing for their diversity project. Students should complete a Diversity Project Approval Form, contained in this handbook under the Diversity Project section and turn this in to their graduate student diversity project adviser for her signature by the date listed on the diversity project calendar for the academic year. 3. The graduate student diversity project adviser will read her advisees Diversity Project Approval Forms and, if approved, turn them in to the Undergraduate Coordinator for final signature. All students will be notified by the date on the diversity project calendar as to whether their project will be acceptable. If a project is not acceptable, students will discuss this with their graduate student diversity project adviser and a new Diversity Project Approval form will be completed. All diversity projects will be finalized for approval by the date on the diversity project calendar so that students can begin them at the start of spring semester. Please refer to the calendar in this section for all relevant dates. The Diversity Project Approval Form will be placed in the student s academic file in the undergraduate advising office. Students who do not have an approved form in by the December due date may be scheduled for an Academic Review, as described in the Undergraduate Handbook (found online in the undergraduate section of the School of Social Work web page), as their ability to progress in our program will be seriously jeopardized. WHAT HAPPENS ONCE I START MY DIVERSITY PROJECT? 1. You should plan on starting your diversity project at the beginning of spring semester. It will be up to you and your project site contact person to determine the exact date and time. You should plan on spending around two hours per week on your project. For some of you, some of the work might be done all at once over a two-week period. For example, if you should choose to do an alternative spring break in Mexico helping to build houses, you would be doing your project during spring break. Individual discrepancies can be discussed with your graduate student diversity project adviser. If your diversity project requires a lengthy orientation to its program, you will need to do that in the fall semester so you can start your work with the agency s population at the start of spring semester. 2. You should plan on communicating with your graduate student diversity project adviser at least once during the second semester of the junior year to discuss how your project is progressing and to answer any questions you may have. All students should have communicated with their adviser by the date on the diversity project calendar. 3. Upon completion of the diversity project, you should have the Diversity Project Completion Form, located in this section of the handbook, signed by your supervisor at the site where you did Diversity Curriculum Handbook Page 8

9 your project. This should be turned in to your graduate student diversity project adviser by the date on the diversity project calendar and will be filed in your academic record. 4. Most of the classroom assignments you will be doing for the diversity project are due in your senior year. Therefore, we recommend you keep some type of weekly journal or log of your diversity project experiences as you are working on your project so that you can refer back to this the following year. We suggest you not only record the concrete tasks you are performing, but also your thoughts, feelings, questions, and other reflections you may have as a result of the experience. 5. Remember that if you have any questions at any time about your project and the School s expectations, you should contact your graduate student diversity project adviser. Revised August 2015 Diversity Curriculum Handbook Page 9

10 MICHIGAN STATE UNIVERSITY School of Social Work College of Social Science CALENDAR FOR THE JUNIOR YEAR DIVERSITY PROJECT (academic year ) Please note the following key dates for this year s diversity project: Orientation to the Diversity Project and Curriculum September 1, 2015 during the junior orientation All juniors to meet with or their graduate student diversity project adviser to discuss project By October 19, 2015 Diversity Project Approval forms due to graduate student diversity project adviser November 9, 2015 Students to be notified of approval of projects Week of November 30, 2015 All Diversity Projects to be finalized for approval December 7, 2015 Begin Diversity Projects January 11, 2016 (this is the start of spring semester) Deadline for second communication with graduate student diversity project adviser February 15, 2016 Diversity Project Completion Forms due to graduate April 4, 2016 student diversity project adviser Diversity Curriculum Handbook Page 10

11 MICHIGAN STATE UNIVERSITY School of Social Work College of Social Science EXAMPLES OF DIVERSITY PROJECTS The following are examples of diversity projects which previous juniors found met the requirements of the School of Social Work for the diversity project and which easily met the requirements for the SW 340 diversity-related assignment: (Please note: some of these sample projects were employment-related, some were volunteer): Providing personal care assistance to individuals with muscular dystrophy or cerebral palsy. Helping a woman from South Korea adjust to life in the US. Working at a community mental health MI/DD residential treatment facility. Volunteering at Eve s Place (domestic violence shelter). Volunteering at an elementary school. Volunteering at a homeless shelter, such as Loaves and Fishes or the City Rescue Mission in Lansing or the Siren Shelter in Eaton County. Participating in the study abroad winter break program in Merida, Mexico or the Rosebud Sioux Reservation in South Dakota. Studying abroad in Sri Lanka over Christmas break. Volunteering at the Ingham County Medical Care Facility or the Ingham Regional Assisted Living Center with their elderly residents. Volunteering with the Alliance LGBT student organization at MSU. Volunteering at Ballentine Stepping Stones residential facility for homeless women. Volunteering at Cristo Rey Community Center. Volunteering at Lansing Refugee Services (through Catholic Social Services). There are other sites that could work and have worked in the past. However, if you want to volunteer at an agency such as Eve s Place, you need to go through the agency s volunteer orientation program in the fall semester. Additionally, you need to check with your agency to see if you will be allowed to write about your volunteer experience for a class assignment, even if the names are disguised (which they always should be for confidentiality purposes). Some agencies don t allow this, and, if that is the case, that agency will not work for the diversity project, as you will need to write about your client/consumer for your SW 340 class assignment. Diversity Curriculum Handbook Page 11

12 MICHIGAN STATE UNIVERSITY School of Social Work College of Social Science DIVERSITY PROJECT APPROVAL FORM Directions: Please fill out this form and return it to your graduate student diversity project adviser for approval. Remember when you describe your project that you mention the specific diverse population you are working with as defined in the definition section of the Diversity Handbook located on the School of Social Work webpage. Be sure to sign the form before you turn it in. Briefly describe plans for your diversity project. Include the name of the agency or organization where you will either volunteer or do paid work, the type of volunteer or paid work you will do there, and the number of hours you will work or volunteer each week or during the project. AGENCY TYPE OF WORK YOU WILL DO THERE (use the back of the form if necessary): # OF HOURS YOU WILL BE WORKING/VOLUNTEERING Diverse population that will be your focus. ONLY CHECK ONE FROM THE LIST BELOW. While you may be working with more than one diverse population in your setting, your assignment focus will be on just one group. Remember the population group must be different from your own: Religion: Race: Ethnic Group: Mental Ability/Disability: Older Adults: Class: Women: Sexual Orientation: Physical Ability/Disability: This project meets the Diversity Project requirements and has been approved. Student s Signature (please print your name, sign, and date): Graduate Student Diversity Project Adviser s Signature and Date: Undergraduate Program Coordinator s Signature and Date: Diversity Curriculum Handbook Page 12

13 MICHIGAN STATE UNIVERSITY School of Social Work College of Social Science DIVERSITY PROJECT COMPLETION FORM Directions: Please have your diversity project on site supervisor sign this form to verify that you have completed it. Please be sure to sign the form yourself. Turn the completed form in to your faculty advisor. Student s Name PID# Agency/Organization Name: Agency/Organization Address and Phone Number: I certify that the above student completed his/her diversity project under my supervision. Supervisor s Signature Date Supervisor s Address and Phone Number (if different from above) Student s Signature Date Student s Address Student s phone number Faculty Advisor s Signature Date Diversity Curriculum Handbook Page 13

14 MICHIGAN STATE UNIVERSITY School of Social Work College of Social Science THE CENTER FOR SERVICE LEARNING AND CIVIC ENGAGEMENT The Center for Service-Learning and Civic Engagement at Michigan State University can assist students with placements for the diversity project. Their information can be found at The Center for Service-Learning and Civic Engagement at Michigan State University is committed to empowering students with service and civic-based educational opportunities that extend beyond the classroom. Students who participate in Service-Learning and Civic Engagement contribute to the local, national and international communities via curricular and co-curricular service placements with community partners. The students relate their service to their studies and other university-based experiences, allowing for real-world application of their learning, and the development of personal, professional, leadership and citizenship skills. This form of active learning is emphasized in the Framework and Guiding Principles of MSU; "MSU is dedicated to outreach and public service," and a focus articulated in the MSU Promise, relevant to, "MSU will offer one of the best undergraduate educations available by providing the advantages of intellectual inquiry at a major research university and practical learning in the land grand tradition." The mission of the Center for Service-Learning and Civic Engagement at Michigan State University is to provide active, service-focused, community-based, mutually beneficial, integrated, learning opportunities for students, building and enhancing their commitment to academics, personal and professional development, and civic responsibility. Diversity Curriculum Handbook Page 14

15 SYLLABUS EXAMPLES The syllabi in this section of the manual will provide you with examples of how the diversity theme will be carried out in each of your required social work classes. As they are the syllabi used in academic year , there may be some changes in the content by the time you take the classes, but the diversity related material should not be much different. The classes in which there are assignments related to your diversity project are SW 340, SW 420, and SW 440. Diversity Curriculum Handbook Page 15

16 MICHIGAN STATE UNIVERSITY School of Social Work College of Social Science DIVERSITY PROJECT ASSIGNMENTS FROM THE SYLLABI OF SW 340, 420, AND 440 Please note: There could be some variation of these assignments from year to year. SW 340 Diversity Project Assignment: an interview paper based on a person who is different from yourself and with whom you are building a relationship. Interview Paper 1: This paper and paper #2 are associated with your required diversity project. From your diversity project, complete this assignment using interviewing skills you ve acquired in this course. In the first paper, it is acknowledged that you have not yet acquired many of the skills required to complete a competent interview. Therefore, the first paper will focus more on what you discover in the interview process. Write a five page discussion of your interview with another person who has characteristics different from your ethnic/racial background, sexual orientation, or socioeconomic class. The purpose is to get to know the background and culture of the other person. In the paper, discuss your style of interviewing, your experience in the interview, what was most uncomfortable, how you began the interview, how you decided what questions to ask, and what you learned about the person and his/her culture and how it was different from your own a compare and contrast. Also, include a brief summary of your thoughts and feelings in response to the following questions: If you were asked to conduct this assignment again, what would you do differently? Interviews are conducted within a certain set of parameters. Talking with someone in a car, or on the street, does not constitute an interview, and no points will be earned for a discussion in such a setting. SW 420 Diversity Project Assignment: Diversity Project Social Policy Paper In a five page paper (typed, double spaced, APA format, at least 5 references), summarize the diversity project you were involved with last semester and examine a social policy issue related to the project that was relevant to your experience (refer to the social policy analysis model in Segal and Brzuzy, page 65). This policy examination should form the bulk of your paper. Next, briefly discuss what type of social welfare policies or programs would be beneficial to the population that you worked with, and why. SW 440 (SW with Individuals, Families, and Groups): Diversity Project Assignment: Group Work with Diverse Clients Planning in treatment group practice, whether focusing on the formation of a group or on the adjustments and anticipatory arrangements that are made throughout the life of a group, is essential in achieving desired group outcomes. This assignment requires that you give an oral presentation on the preparatory work a social worker might engage in when planning a hypothetical treatment group with potential group members who bear the diversity aspect(s) that you focused on in your diversity project. You may plan any type of treatment group, but its purpose must be relevant to your selected Diversity Curriculum Handbook Page 16

17 diversity aspect, that is, age, ethnicity/culture, class, gender, sexual orientation, ablement, religion, and or national origin. Your presentation will be 5-10 minutes long, leaving time for discussion. This assignment is 5% of your total grade. The criteria used to evaluate this assignment include: thoroughness, clarity, quality of information shared, creativity, integration of social work knowledge, skills, values, and personal insight into presentation, incorporation of diversity project experience, stimulation of class discussion (prepare two questions for class discussion and possible inclusion in exams, and an outline to the instructor on the day of your presentation in class prior to presentation). The following are questions that you should address in your oral presentation: 1. What diversity aspect(s) is (are) found in your hypothetical, prospective group? 2. What significant biopsychosocial, cultural, and spiritual factors are associated frequently with this group? 3. What strengths are likely to operate in group work? 4. How may your group members view social work and group work? (Why?) 5. What specific social work values and ethics and group standards will be pertinent when working with your group? (Why?) How will you address it in your first meeting, if at all? 6. What are your plans in forming the group (purpose, potential sponsorship, membership, recruitment strategies, composition, group orientation, contracting, environment preparation, and securing financial arrangement group proposal? 7. In anticipating the beginning of the group process, what type of warm up or introduction exercise would you employ? Great opportunity for interactive stuff in class! 8. How might you make members feel part of the group? What activities might you employ to increase group cohesion? Describe three strategies for working with a too-talkative group member? Or, describe three strategies you would use to increase member to member interaction? Or, what interventions could you carry out to increase agency support for a group? 9. What two activities would be helpful for the ending stage of your treatment group? Describe the purpose of each activity. How would each activity help members end their group experience on a positive note? How would each activity help group members resolve their feelings about ending? 10. What fears might you have in leading this type of group? How would you overcome these fears? Your presentation can include other items you regard as pertinent. I recommend that you read beyond your assigned readings in preparation for this assignment. In addition, I urge you to interview social workers who lead groups that are similar to the one you are proposing for this assignment. Most importantly, as the presentations unfold, it will be important that you not repeat approaches previously presented. Diversity Curriculum Handbook Page 17

18 WRITINGS AND REFLECTIONS We hope you will record your own reflections on your diversity project, along with any readings, poems, or other written material that you find meaningful as you progress through our curriculum. You will need to remember what you did and your own reactions to your diversity project after you have completed it so that you will be able to do the related assignments in your senior year. Keeping a journal about the project can be very helpful in accomplishing these tasks. Diversity Curriculum Handbook Page 18