SW_307_Syllabus_Fall_2022__updated_10_11___1_.docx

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Revised July, 2021 NORTH CAROLINA STATE UNIVERSITY College of Humanities and Social Sciences Department of Social Work SW 307: Social Work Policy Analysis & Advocacy Instructor : Sontina Barnes, MSW, JD Classroom: 214 Poe Hall Office: 1911 Bldg., Room 202-E Office Hours: By appointment (Due to CoVID) Email: ssbarnes@ncsu.edu Phone: 919.515.3461 Fax: 919-515-4403 Class: Monday 9:35 AM ~ 12:20 PM.: Class will meet in-person. Changes might occur related to COVID-19. See end of syllabus for more pandemic specific information. COURSE INFORMATION Course content focuses on the processes through which social welfare policies are developed and implemented, as well as the ways in which people can intervene to affect these processes. Students will review recent developments in national and state social welfare policies and programs in major areas, including the following: poverty, welfare, social security, housing, health and mental health care, and child welfare. The goal of this course is to develop policy analysis and advocacy skills. COURSE RATIONALE Social policies are courses of action grounded in a social, economic, and political context. Understanding the context (e.g., local, regional, national, and global) in which social welfare policies are formulated and implemented is critical for effective reasoning and action. Further, it is important for social workers to recognize, advocate for, and/or create social welfare policies that are in line with social work values, including respect for diversity, social and economic justice, and empowerment. This course grounds social policy in an ecological perspective and lays the foundation for future social work practice through instilling in students an ability to understand and reflect upon current social policies and their historical and cultural roots. DEPARTMENT OF SOCIAL WORK MISSION STATEMENT The mission of the Department of Social Work at NC State University is to prepare students for practice that addresses social, economic, cultural, demographic, and political changes affecting individuals, families, groups, communities and organizations. Through teaching, advising, research, and scholarship, the department emphasizes: · professional ethics, · social justice, · diversity, and · community engagement. 1

Revised July, 2021 BSW PROGRAM MISSION STATEMENT The NC State University BSW Program mission is to prepare students for entry-level professional generalist practice with diverse populations. BSW students acquire knowledge, social work professional values, and skills necessary to respond competently to (a) the service needs of diverse populations and (b) the social and political environments that influence the needs of individuals, families, groups, communities, and organizations. The program emphasizes human and social well-being, human rights, social and economic justice and empowerment of individuals, families, groups, and communities that experience oppression and discrimination. STUDENT LEARNING OUTCOMES Upon completion of the course, students will be able to: 1. Identify and analyze social welfare policy and services in the United States based on an understanding of social work's ethics and historical mission and philosophy of promoting social and economic justice. 2. Explain the relationships among social problems, social policies, social programs, and social work through an examination of both historical and contemporary issues. 3. Describe and analyze patterns of oppression and their impact on populations at risk both historically and currently, including the roles played by social work and social welfare policy. 4. Develop policies that attend to the political, social and economic forces that shape social welfare policy formulation and influence both the social work profession and the delivery of social welfare services. 5. Research and interpret policy-relevant information. 6. Reflect on the possible roles of social workers within the policy analysis process, including ethical use of policy analysis in furthering professional values . Expected Behaviors and Practice Outcomes By the end of the course, students are expected to achieve the following competency goals: Competencies Behaviors SL Os Assignment s Dimension s Competency 1 – Demonstrate Ethical and Professional Behavior 1. make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision- making, ethical conduct of research, and additional codes of ethics as appropriate to context; 1, 2 Policy in Action Observation Value Skills 2. use reflection and self- regulation to manage personal values and maintain 6 Meeting with Representati Knowledg e Skills 2

Revised July, 2021 professionalism in practice situations; ves Competency 2 – Engage Diversity and Difference in Practice 1. apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels; 1, 4 Policy Analysis Knowledg e Skills Competency 3 – Advance Human Rights and Social, Economic, and Environmental Justice 1. apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; 1, 2, 3, 4 Policy Analysis & Policy Brief Knowledg e Skills Cognitive & Affective Processes 2. engage in practices that advance social, economic, and environmental justice; and 5 Policy Brief & Meeting with Representati ve Knowledg e Skills 3. apply the NASW Code of Ethics to analysis of public policy. Policy in Action Observatio n Value Knowledg e Skills Competency 4 – Engage In Practice-informed Research and Research- informed Practice 1. use practice experience and theory to inform scientific inquiry and research; 4, 5 Policy Analysis Paper Cognitive and Affective Processes 2. apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; 4, 5 Policy Analysis Paper Knowledg e Skills Cognitive and Affective Processes 3. use and translate research evidence to inform and improve practice, policy, and service delivery; and 5 Policy Analysis Knowledg e Skills Cognitive and Affective Processes 3

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Revised July, 2021 Competency 5 – Engage in Policy Practice 1. identify the impact of local, state, and federal social policies on well-being, service delivery, and access to social services; 1, 2, 3, 4 Policy Analysis Knowledg e Skills 2. assess how social welfare and economic policies shape delivery of, and access to, social services; 1, 2, 3 Policy Analysis Knowledg e Skills 3. apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice; and 4, 5 Policy Analysis Knowledg e Skills Cognitive and Affective Processes 4. assess policy decision- making at the local level for the influence of cultural structures and values that may oppose, marginalize, or alienate individuals, groups, or communities, or that create or enhance privilege and power. 2, 3 Policy in Action Observatio n Cognitive and Affective Processes Indiv, Fam, Grp, Org, or Com m Competency 7 – Assess Individuals, Families, Groups, Organizations, and Communities 1. collect and organize data, and apply critical thinking to interpret information from clients and constituencies; 3, 4 Policy in Action Observation Cognitive and Affective Processes Com munit y 4

Revised July, 2021 2. apply knowledge of human behavior and the social environment, person-in- environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies; 5 Policy Analysis Knowledg e Skills Organ izatio n Com munit y 4. select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies; and 4, 5 Policy Analysis Knowledg e Cognitive and Affective Process Organ izatio n Com munit y Competency 8 – Intervene with Individuals, Families, Groups, Organizations, and Communities 1. critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies; 4 Policy Analysis Knowledg e Cognitive and Affective Process Organ izatio n Com munit y 4. apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels; and 4, 5 Policy Analysis Knowledg e Cognitive and Affective Process Organ izatio n Com munit y PREREQUISITES SW 290 REQUIRED TEXT Segal, E. A. (2016) Social welfare policy and social programs: A values perspective (4 th ed.). Boston, MA: Cengage Learning. GENERAL POLICIES ------------------------------------------------------------------------------------------------------------ THE COVID 19 PANDEMIC (From the Associate Dean) Due to the COVID-19 pandemic, public health measures continue to be implemented across campus. Students should stay current with these practices and expectations through the Protect the Pack website ( https://www.ncsu.edu/coronavirus/ ). The sections below provide expectations and conduct related to COVID-19 issues. 5

Revised July, 2021 Health and Participation in Class We are most concerned about your health and the health of your classmates and instructors/TAs. ● If you test positive for COVID-19, or are told by a healthcare provider that you are presumed positive for the virus, you should not attend any hybrid or face-to- face (F2F) classes and work with your instructor on any adjustments necessary; also follow other university guidelines, including self reporting ( Coronavirus Self Reporting ): Self-reporting is not only to help provide support to you, but also to assist in contact tracing for containing the spread of the virus. ● If you feel unwell, even if you have not been knowingly exposed to COVID-19, please do not come to a F2F class or activity. ● If you are in quarantine, have been notified that you may have been exposed to COVID-19, or have a personal or family situation related to COVID-19 that prevents you from attending this course in person (or synchronously), please connect with your instructor to make alternative plans, as necessary. ● If you need to make a request for an academic consideration related to COVID- 19, such as a discussion about possible options for remote learning, please talk with your instructor. Health and Well-Being Resources These are difficult times, and academic and personal stress are natural results. Everyone is encouraged to take care of themselves and their peers. If you need additional support, there are many resources on campus to help you: ● Counseling Center ( NCSU Counseling Center ) ● Student Health Services ( Health Services | Student ) ● If the personal behavior of a classmate concerns or worries you, either for the classmate’s well-being or yours, we encourage you to report this behavior to the NC State CARES team: ( Share a Concern ). ● If you or someone you know are experiencing food, housing or financial insecurity, please see the Pack Essentials Program ( Pack Essentials ). Community Standards related to COVID-19 We are all responsible for protecting ourselves and our community. Please see the community standards (which have been updated for 2021) and Rule 04.21.01 regarding Personal Safety Requirements Related to COVID-19 RUL 04.21.01 – Personal Safety Requirements Related to COVID-19 – Policies, Regulations & Rules Course Expectations Related to COVID-19 : ● Face Coverings: All members of the NC State academic community are expected to follow all university policies and guidelines, including the Personal Safety Rule and community standards , for the use of face coverings. Face coverings are 6

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Revised July, 2021 required in instructional spaces. Face coverings should be worn to cover the nose and mouth and be close fitting to the face with minimal gaps on the sides. ● Course Attendance : NC State attendance policies can be found at: REG 02.20.03 – Attendance Regulations – Policies, Regulations & Rules . Please refer to the course’s attendance, absence, and deadline policies for additional details. If you are quarantined or otherwise need to miss class because you have been advised that you may have been exposed to COVID-19, you should not be penalized regarding attendance or class participation. However, you will be expected to develop a plan to keep up with your coursework during any such absences. If you become ill with COVID-19, you should follow the steps outlined in the health and participation section above. COVID 19-related absences will be considered excused; documentation need only involve communication with your instructor. ● Technology Requirements: This course may require particular technologies to complete coursework. Be sure to review the syllabus for these expectations, and see the syllabus technical requirements for your course. If you need access to additional technological support, please contact the Libraries’ Technology Lending Service: ( Technology Lending ). Course Delivery Changes Related to COVID-19 Please be aware that the situation regarding COVID-19 is frequently changing, and the delivery mode of this course could change accordingly, including from in-person to remote. Regardless of the delivery method, we will strive to provide a high-quality learning experience. NO LONGER AVAILABLE - Grading/Scheduling Changing Options Related to COVID-19 Two policies, enhanced S/U Grading Option and Late Drop, put in place at the beginning of the COVID-19 pandemic have been discontinued. In some cases, an option may be to request an “incomplete” in the course. If you are experiencing difficult or extenuating circumstances, you should discuss possible options with your instructor and your academic advisor. Need Help? If you find yourself in a place where you need help, academically or otherwise, please review these Step-by-Step Help Topics . Other Important Resources ● Keep Learning: Keep Learning ● Protect the Pack FAQs: Frequently Asked Questions | Protect the Pack ● NC State Protect the Pack Resources for Students: Resources for Students | Protect the Pack 7

Revised July, 2021 ● Academic Success Center (tutoring, drop in advising, career and wellness advising): Academic Success Center . ● NC State Keep Learning, tips for students opting to take courses remotely: Keep Learning Tips for Remote Learning ● Introduction to Zoom for students: https://youtu.be/5LbPzzPbYEw ● Learning with Moodle, a student’s guide to using Moodle: https://moodle-projects.wolfware.ncsu.edu/course/view.php?id=226 ● NC State Libraries Technology Lending Program ------------------------------------------------------------------------------------------------------------ Electronic Device Usage: Students are not allowed to use any electronic device during a class unless he or she obtains approval from his or her instructor. If a student uses an electronic device during a class without the instructor’s permission, the student will be asked to leave the class. This will consider one absence . Cell Phone Policy Having phones ring in class is distracting. Turn the ringer off for the time we’re in class and let voicemail pick up the call. If you are expecting something important such as a call regarding child care or an ill relative, set the phone to vibrate and sit close to the door so you can leave easily without disturbing the class. Academic Integrity: Social work is an ethics based profession. Please read the following section carefully. Plagiarism will not be tolerated in this course. Students are expected to demonstrate honest scholarship at all times as stated in the university policy on academic integrity in the Code of Student Conduct ( NCSU POL11.35.01 ) and Pack Pledge. Violations of academic integrity will be handled in accordance with the Student Discipline Procedures ( NCSU REG 11.35.02 ). The students and faculty of the School of Social Work affirm and adhere to essential values of honesty and integrity in all their academic endeavors. Academic dishonesty such as plagiarism and cheating is prohibited in all academic situations and will be penalized accordingly. Violations of academic integrity will result in a failing grade for the assignment, and will be reported to the program head. Additionally, students may be reported to the Office of Student Conduct and receive a failing grade for the course. Violations include: 8

Revised July, 2021 · Plagiarism, which means representing another’s ideas, writings, words, and/or work as one’s won without proper acknowledgement; · Obtaining another person’s assistance on academic work you are expected to complete independently · Giving assistance to another student on work that individual is expected to complete independently; · Reporting false data in support of fieldwork. If the instructor suspects plagiarism or cheating, the student may be asked to produce any or all of the following: notes, outlines, rough drafts, copies of specific pages from sources, and/or complete sources. Consult the following website for further details: http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php Students are responsible for reviewing the NC State University Policies, Rules, and Regulations (PRRs) which pertain to their course rights and responsibilities, including those referenced both below and above in this syllabus: · Equal Opportunity and Non-Discrimination Policy Statement https://policies.ncsu.edu/policy/pol-04-25-05 with additional references at https://oied.ncsu.edu/divweb/policies/ · Code of Student Conduct · https://policies.ncsu.edu/policy/pol-11-35-01 Active Learning: Students are expected to take an active part in their own learning. There is a high expectation that students will stay abreast of the assigned and suggested readings of this course. Students are responsible for materials covered in the reading, lectures, group discussions, and presentations. If you are unable to attend a meeting, you are responsible for obtaining this material from a class mate. If you do not understand materials presented in any of the above formats, it is your responsibility to seek clarification. Students are required to attend class regularly. Please be on time and ready to engage in discussion. Cell phones and unnecessary electronics should be silenced during class. This is not the time to check your e-mail or Facebook. Social work is a professionally oriented program, and you should bring to class the same sense of professionalism you would bring to a field placement or job. Please e-mail me promptly if you have to miss class for any reason. In order to receive full participation credit, you must attend class regularly and participate meaningfully in discussions. Safety: Because some course assignments involve working in agency settings and/or the community, they may present some risks. Sound choices and caution may lower risks 9

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Revised July, 2021 inherent to the profession. It is the student’s responsibility to be aware of and adhere to safety policies and practices related to agency and/or community settings. Students should also notify the instructor about any safety concerns. Transportation: Transportation to and from agency and/or community settings is the student’s responsibility. Standards of Professional Behavior: Students are also expected to behave professionally in and out of the classroom: · Professional Behavior: Exhibits behaviors that are in compliance with program policies, institutional policies, professional ethical standards, and societal laws in classroom, field, and community. Appearance, dress, and general demeanor reflect a professional manner. Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work, respecting others, being punctual and dependable, prioritizing responsibilities, attending class regularly, observing deadlines, completing assignments on time, keeping appointments or making appropriate arrangements, and accepting supervision and criticism in a positive manner. Works effectively with others, regardless of level of authority. Advocates for him/herself in an appropriate and responsible manner and uses proper channels for conflict resolution. Shows a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional development. · Self Awareness: Exhibits knowledge of how one's values, attitudes, beliefs, emotions and past experiences affect thinking, behavior, and relationships. Accurately assesses one's own strengths, limitations, and suitability for professional practice. Shows awareness of self and how one is perceived by others. Reflects on one's own limitations as they relate to professional capacities. Is willing to examine and change behavior when it interferes in working with clients and other professionals. · Communication Skills : Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and feelings. a) Written : Writes clearly, uses correct grammar and spelling, and applies appropriate writing style, including American Psychological Association (APA) referencing, appropriate source citation, and documentation. Demonstrates sufficient skills in written English to understand content presented in the program and to complete adequately all written assignments, as specified by faculty. b) Oral : Communicates effectively and sensitively with other students, faculty, staff, clients, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates sufficient skills in spoken English to understand content presented in the program, to complete adequately all oral assignments, and to meet the objectives of field placement experiences, as specified by faculty. 10

Revised July, 2021 · Interpersonal Skills: Demonstrates the interpersonal skills needed to relate effectively to other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These include compassion, empathy, altruism, integrity, and demonstration of respect for and consideration of others. Takes appropriate responsibility for own actions and considers the impact of these actions on others. · Cognitive Skills Exhibits sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in classroom and field. Demonstrates grounding in relevant social, behavioral, and biological science knowledge and research - including knowledge and skills in relationship building, data gathering, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional practice. · Stress Management Demonstrates ability to deal with current life stressors through the use of appropriate coping mechanisms. Handles stress effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and others. · Emotional and Mental Capacities Uses sound judgment. Seeks and effectively uses help for medical or emotional problems that interfere with scholastic and professional performance. Engages in counseling or seeks out support and help if personal problems, psychosocial distress, substance abuse, or mental health difficulties do any of the following: □ compromise scholastic and other performance □ interfere with professional judgment and behavior, or jeopardize the best interests of those to whom the social work student has a professional responsibility (as outlined in the current Codes of Ethics by the National Association of Social Workers). Unprofessional behaviors may substantially lower your final grade. Finally, students are expected to strictly observe the NASW code of ethics. This includes confidentiality, client self-determination, restraining from engaging in activities outside your area of competence, and general respect for others. Netiquette: Online communication in our technologically advanced society confers a variety of opportunities and benefits. However, online communication outlets sometimes elicit behaviors that are not typically condoned in one-on-one social encounters. This may include name-calling, hostile language, and personal attacks. In this course, there will be no tolerance of negative, online misconduct. You are expected to conduct yourself in a civil and professional matter at all times. Therefore, carefully review all of your emails and online posts prior to submitting them. Attempt to interpret your message in the 11

Revised July, 2021 mind of others. If your message may potentially be misinterpreted or misunderstood, please modify your words and adjust your expressions. Written words and comments can be harmful and offensive to others. There will be consequences for this behavior. Please review the additional resources available in our NCSU Ethics in Computing Guide. http://ethics.csc.ncsu.edu/speech/netiquette/ Assignment Due: Assignments are usually due by the beginning of class or by 11:59 pm on the days listed in the schedule below. Please check some exceptions. Extended deadlines for assignments will be granted only in extreme circumstances and are at the discretion of the instructor. Confidentiality: Confidentiality is a hallmark of the social work profession. Students agree not to repeat personal information shared in online discussion outside of the online. Standard accepted practices (mandatory reporting when there is a threat of harm, etc.) are assumed to be ethical imperatives and thus not subject to absolute confidentiality. Students who experience personal issues throughout the course are encouraged to talk with the instructor about available support. Confidentiality, within the above-specified limitations, is guaranteed between the student and faculty member. Statement Regarding Students with Disabilities: Reasonable accommodations will be made for students with verified disabilities. To obtain available accommodations, students must register with the Disability Resource Office at 2751 Cates Avenue, 515-7653. If you believe you need this service, contact the Disability Services Office. For more information on NC State’s policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (NCSU REG 02.20.01) Supporting Fellow Students in Distress: As members of the NC State Wolfpack community, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a safe environment for learning. Occasionally, you may come across a fellow classmate whose personal behavior concerns or worries you. When this is the case, I would encourage you to report this behavior to the NC State Students of Concern website at: this form . Although you can report anonymously, it is preferred that you share your contact information so they can follow-up with you personally. CHASS Carrier Services: CHASS Career Services are available through the Career Development Center. Your career contacts are: Jane Matthews and Woody Catoe. Make appointments through Epack: https://ncsu-csm.symplicity.com/students/ 12

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Revised July, 2021 Writing Assistance (Undergraduate): https://asc.dasa.ncsu.edu/undergraduate-writing-center/ Course Evaluation Website: http://go.ncsu.edu/cesurvey GRADING SCALE: DEPARTMENT OF SOCIAL WORK GRADING SCALE AND GRADE POINT AVERAGE The number of credit hours attempted in a semester or summer session (for which regular grades are received) is divided into the total number of grade points earned to arrive at the grade-point average (GPA). The following numerical scales are approved as a general guideline for courses within the Department of Social Work. Letter Grade Lower limit of Range Upper Range Limit Grade Point A+ 97 100 4.333* A 93 96.999 4.000 A- 90 92.999 3.667 B+ 87 89.999 3.333 B 83 86.999 3.000 B- 80 82.999 2.667 C+ 77 79.999 2.333 C 73 76.999 2.000 C- 70 72.999 1.667 D+ 67 69.999 1.333 D 63 66.999 1.000 D- 60 62.999 0.667 F 0 59.999 0.0 *While an A+ grade carries 4-1/3 quality points, a student cannot receive a GPA greater than a 4.0. For additional information visit https://policies.ncsu.edu/regulation/reg-02-50-03/ Performance Guidelines for Grading 13

Revised July, 2021 An “A” means consistently outstanding performance. The student attends class (or posts) regularly, hands in all assignments on time, participates voluntarily in class discussions and activities, and demonstrates a thorough understanding of course material and concepts. To receive an A, performance must be consistently and significantly above and beyond minimum course expectations. It’s the WOW factor! A “B” means consistently above average performance. The student attends class regularly, hands in all assignments on time, participates in class discussions and activities, and demonstrates a good understanding of course material and concepts. To receive a B, performance must be consistently above minimum course expectations. A “C” means acceptable performance. The student may have unexcused absences, hand in some assignments late, not fully participate in class discussions and activities, and/or may demonstrate a basic understanding of course material and concepts. To receive a C, performance must meet minimum course expectations. A “D” or “F” means performance that does not meet minimum course expectations, which may include lack of participation in class discussions and activities, failure to submit complete assignments on time, and/or failure to demonstrate a basic understanding of course material and concepts. ASSIGNMENTS Assignments may have multiple components/steps. Read all instructions carefully. Assignments may include text or reserve readings, movies, online resources (such as YouTube), written submissions, online assessments, current events, interviews, and other relevant materials. Some assignments require group work. Assignments are listed in the syllabus; instructions will be provided and reviewed in class. Ask if you are unclear about instructions! If you find yourself struggling with any aspect of this course, you should contact me immediately by email or in person. Your success in this course is important to me. Do not be afraid to come to office hours or to ask questions (in or outside of class). If you wait until the end of the semester, it may be too late. All assignments must be submitted by the due date. Acceptance of late assignments is at the discretion of the instructor. Please contact me if you find yourself in a circumstance that prevents you from turning in assignments on time. 1. Exams ( 35% in total or 17.5% per exam) The exam will focus on "facts” as well as the integration of concepts into a larger framework of social policy and the application of that knowledge. Therefore, students should spend some time reflecting on in-class discussions, lectures, and activities to determine how these relate to the information presented in the text. Mid-term Exam: October 17 Final Exam: December 4 14

Revised July, 2021 2. Quizzes ( 10% in total or 2.5% per quiz) All quizzes will be based on the weekly reading assignments that are specified in this syllabus. Quiz 1: August 29 Quiz 2: September 12 Quiz 3: October 9 Quiz 4: October 24 3. Policy Analysis (Team Assignment , 20%) The purpose of this assignment is to identify and analyze a current social policy. Form a team of 3 or a dyad and post the decision to Moodle by August 27 . Each team will identify a related policy/bill and/or portion of legislation that is currently being addressed nationally, statewide, or locally. You will utilize information gathered from topical online discussions, textbook readings, journal articles, multi-media and/or policy areas identified below. Your dyad will write a policy analysis report that will be used as a foundation for a policy brief. Possible policy areas include the following, but not limited to: · Economic welfare, income, or economic justice · Child welfare · Health and mental health care · Employment and unemployment · Aging · Housing and Homelessness · Offender employment and transitional services-local · Food and Hunger · Vocational rehabilitation-local and federal · Immigrants and refugees For this assignment, use the policy analysis model suggested by Popple and Leighninger (2019): 1. Title Page 2. Abst ract 1. Intro duction 3. Desc ription and overview of policy and problem i. Desc 15

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Revised July, 2021 ription of policy ii. Desc ription of problem (detailed) iii. Desc ription of goals (stated, unstated) iv. Expl anations of the link between the problem and goals 5. Historical analysis i. Anal ysis of previous policies and program enacted v. Anal ysis of how the policy/program responses evolved over time vi. Asse ssment of past approaches vii. Asse ssment of the extent to which the current policy response has incorporated past “lessons learned” 6. Social Analysis i. Desc ription of theoretical explanations implicit and explicit in policy viii. Valu e assessment 7. Economic analysis i. Mac roeconomic analysis-potential effects on economy/society ix. Micr oeconomic analysis-potential effects on behavior/individuals x. Cost /benefit analysis 8. Political analysis i. Anal ysis of major stakeholders xi. Asse ssment of policy legitimacy xii. Asse ssment of rational, incremental, or conflict change xiii. Asse ssment of implementation 16

Revised July, 2021 9. Policy or program evaluation i. Eval uation of policy/program outcomes xiv. Anal ysis of unintended consequences 10. Reco mmended changes 11. Con clusion 12. Refe rences Remember that this is an academic paper. Make sure that you follow the most recent APA Manual to write this assignment. Up to 15 pages. Even though you do not have to follow the exact order of all required topics, using headings and subheadings are highly recommended. Due: October 3 4. Policy Brief (Team assignment, 5%) A policy brief is a short, yet effective, document translating your in-depth policy analysis paper to a more change-oriented tool for policy makers and the public. Please use the following documents to create your policy brief. The Women and Children’s Health Center at Johns Hopkins University · Checklist Available on Moodle The International Development and Research Center · https://prd-idrc.azureedge.net/sites/default/files/idrcpolicybrieftoolkit.pdf The Checklist will be used to grade your Policy Brief. Due: October 16 5. Community Observation Project: Policy in Action (Team or Individual Assignment, 15%) This assignment provides students with an opportunity to witness the key stakeholders in policy programming, development, revision and utilization. 17

Revised July, 2021 Each student or team will identify a community committee or agency administrative meeting to observe and summarize findings. Examples of these kinds of meetings include: school board, city council, county commissioner, or planning board meetings; NC General Assembly committee meetings, etc. After observing one of these meetings (you must get pre-approval for the meeting you plan to attend), you will analyze, in written format, what you observed, based upon the criteria below. If approval for attendance to your meeting is required, please obtain that clearance, in advance, from the board or committee. There will be no allowances for inability to attend based upon lack of prior notice of interest. If the group is open to the public, no prior approval will be necessary. **All committee meeting selections must be preapproved 2 weeks prior to the scheduled meeting date** COVID 19 Accommodation: If you do not feel comfortable with visiting physical meetings or are not allowed to attend a meeting, it is OK to observe or attend a virtual or recorded meeting. You may also observe a meeting at a national level too. Your paper must not exceed 10 pages. The page limit does not include the title, abstract, and reference pages. The following should be included in the paper: Introduction Information about the meeting □ The date of the proceeding and location of the observation □ Brief descriptions of participants, including their gender, race, age, and other relevant information □ Overall agendas for the meeting □ Major issues at the meeting □ Any social policies related to the issues Dynamics at the meeting □ Interactions among the attendees □ Any patterns/irregularities that you have noticed at the meeting □ Strategies or techniques people use to promote their agenda or perspectives Values □ Interpretation of the meeting with 4 elements of the Code of Ethics □ Presence of cultural structures and values observable in the meeting, which may oppose, marginalize, or alienate individuals, groups, or communities, or that create or enhance privilege and power Recommendations □ At least two recommendations to improve, correct, or enhance the meeting’s proceedings or the strategies that the individuals adopted at the meeting 18

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Revised July, 2021 Conclusion Writing □ Incorporation of literature review Due: November 7 If you are unsure of where to start. Google meeting calendars of various local and state governmental agencies or programs. For example, the following website shows Wake County’s meeting schedule: http://www.wakegov.com/calendar/Lists/Public%20Meetings/calendar.aspx 6. Meeting with Your Representative (Team assignment , 5%) With the Policy Brief, visit the office of your presentative and present it to your representative or elective official. For more information on how to arrange your visit to the representative or official, read and use the following steps suggested by NC NASW (http://www.naswnc.org/? page=292): Step 1: Email your legislator : http://ncsocialwork.org/2015/02/02/building-a-relationship-with-your-legislator-week-1/ Step 2: Call your legislator : http://ncsocialwork.org/2015/02/03/building-a-relationship-with-your-legislator-part-2/ Step 3: Visit them in person and plan for that visit (or invite them to you agency!) http://ncsocialwork.org/2015/02/04/building-a-relationship-with-your-legislator-week-3/ Step 4: Follow Up! http://ncsocialwork.org/2015/02/05/building-a-relationship-with-your-legislator-week-4/ After the meeting, please write a two-page summary of the meeting. The summary includes the date and the location of the meeting, the responses from the representative, the strategies that you used for the meeting, and the lessons that you learn from this assignment. Above all, I would like to hear your reflections on the meeting, the process of arranging the meeting, the preparation for the meeting, and other thoughts. Also, attach any evidence of the meeting and your revised Policy Brief. Note: If you initially contact your representative after November 1 and are unable to meet them, you will be penalized for the late contact. Due: November 14 COVID 19 Accommodation: 19

Revised July, 2021 · First, you can have a meeting with your representative via telephone, Skype, Zoom, or other technological means. Second, you can write a letter to media outlets, such as newspapers or TV station and have your opinion published or aired. Submit the evidence of that. · Or, third, you can utilize your social media to spread your policy analysis results and have at least 100 responses to your posting. · Based on your choice, write a 2-page reflection paper on your activities, covering the required topics as much as you can. 8. Attendance Attendance is required and expected at every class. Ordinarily, no make-up is provided for missed in-class activities (e.g., exercises, exams, etc.). If you know you will be late or absent for good cause, e-mail the instructor before class time. If a student is absent from class the day an assignment is due, the student is nevertheless responsible for turning in the assignment on time. See the following webpage for university attendance regulations: http://policies.ncsu.edu/regulation/reg-02-20-03 Please review policy below for clarification on excused and unexcused absences and proper protocol. Student participation in class discussion and activities is crucial to success in this course. Students cannot participate if they are not present. For this reason, attendance is expected. You will be given one no-penalty absence. That will be your first absence (regardless excused or not). If you miss two sessions and have to miss more sessions due to unexpected emergencies, each absence from the second one will deduct three (3) points from your final score, not from the class participation score. For more information about the excused absence, please check the following webpage: https://policies.ncsu.edu/regulation/reg-02-20-03-attendance-regulations/ If you are unable to attend a section because of an emergency situation, you need to notify the instructor. The emergency situation may include a sudden death of a family member or a medical condition which does not allow you to attend this class. Should this happen, it is your responsibility to bring proof, such as doctor’s note, to the instructor. Your instructor will call your name at the beginning of each class to check you in and build a working relationship with you. If you come late, please talk to the instructor to ensure your attendance is recorded. Due: Ongoing 9. Participation (10%) 20

Revised July, 2021 Participation includes both regular attendance without arriving late, and your level of energy and engagement in class. You need to both attend and add to discussions for the full 10%. I expect you to be fully prepared, fully engaged, and highly communicative with me and others during this class. All comments and questions are welcome and legitimate as long as they are delivered with respect. This class is not a contest zone; it is a place to safely learn and explore. Stretch yourself. If you are a big talker, practice opening up air space for those who are not as bold. If you are shy, press yourself to express your thoughts and do not “free ride” or be intimidated by chatty people. Please attend class and read the book and assigned articles for class preparation. Participate in classroom and/or group discussions. Ask questions, share your thoughts, and enjoy learning in the class! Your participation can be expressed in asking questions or making comments on discussion topics. Your level of participation will be measured by the grid below: AMOUNT OF PARTICIPATION POINTS Very Active 90~100 Active 80~89 Moderate 70~79 Some 60~69 Acceptable 40~59 Minimal 10~39 None 0 The final grade will be determined by the following formula: Assignment Percentage Due Dates Mid- and Final Exams 30% (or 15% each) October 17 & December 4 Quizzes (4) 10% (or 2.5% each) Quiz 1: August 29 Quiz 2: September 12 Quiz 3: October 10 21

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Revised July, 2021 Quiz 4: October 24 Policy Analysis Paper 25% October 3 Policy Brief 5% October 16 Meeting w/ Representative Report 5% Nov. 14 Community observation project (Policy in Action) 15% November 7 Participation 10% Ongoing COURSE SCHEDULE (Subject to Change) Date (Week) Online Discussion/Lecture Topics/Readings Assignments Aug. 16 Topics: Welcome, Introductions, Expectations 1. Course Overview: Policy Analysis, Advocacy and Social Work 2. Assignments, Expectations Reading: Syllabus Vernon Bogdanor’s successful government, “Big questions in history” edited by Harriot Swain https://www.timeshighereducation.com/features/what-makes-a- successful-democratic-government/191390.article 22

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Revised July, 2021 Aug. 23 Topics: Discussion: Vernon Bogdanor’s successful government, “Big questions in history” edited by Harriot Swain Social Welfare Policy Values: Policy: Medicine or Poison Use this time to meet as a team and choose a topic for your team Set team strategies Submit a half-page team report to Moodle by the end of the day on Friday, August 27. Reading: Chapter 1 Policy Brief Tips: https://prd- idrc.azureedge.net/sites/default/files/idrcpolicybrieftoolkit.pdf Team formation (Aug. 23) (Fri. Aug. 27) Team Activity & Report Aug. 30 Topics: Historical Foundations Conceptual Foundations of Social Welfare Policy Reading: Segal’s Chapters 2 & 3 Quiz #1 (Due:Aug. 29) Sep. 6 NO CLASS – Labor Day (Enjoy ☺ !) Sep. 13 Topics: Analyzing & Researching Social Welfare Policies Policy Analysis Paper Discussion Reading: Segal Chapters 4 & 5 Quiz #2 (Due:Sep. 12) Sep. 20 Topics: The Delivery of Social Welfare Policies Reading: Segal Chapter 5 23

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Revised July, 2021 Sep. 27 Topics: Social Justice and Civil Rights Reading: Segal Chapter 6 http://www.hhs.gov/ocr/civilrights/understanding/index.html Policy Analysis Paper (Due: Oct. 3) Oct. 4 (Fall Break) NO CLASS – Fall Break Oct. 11 Topics: Poverty and Economic Inequality Economics, Employment, Budgets & Taxes Reading: Segal Chapters 7 & 8 Assignments on Moodle Quiz # 3 (Due:Oct. 9) Policy Brief Due: Oct. 16 Oct. 18 Topics: Economics, Employment, Budgets & Taxes Reading: Segal Chapters 8 & 9 Minimum Wage: https://www.epi.org/blog/the-minimum-wage-has-lost-21-of-its-value-since-congress-last-raised- the-wage/?utm_source=Economic+Policy+Institute&utm_campaign=984badd204- EMAIL_CAMPAIGN_2019_02_22_11_12_COPY_03&utm_medium=email&utm_term=0_e7c58 26c50-984badd204-60174433&mc_cid=984badd204&mc_eid=1b3d7de750 Mid-term Exam (Opens 10/12, due 10/17) Oct. 25 Topics: Economics, Employment, Budgets & Taxes Social Insurance Reading: Segal Chapter 9 Quiz #4 (Due:Oct. 24) 24

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Revised July, 2021 Nov. 1 Topics: Social Insurance Aging and Social Welfare Policy Reading/Watching: Segal Chapters 9 & 10 *November 4: The Annual Program Meeting by the Council of Social Work Education Nov. 8 Topics: Social Insurance Aging and Social Welfare Policy Health Care Policy Reading/Watching: Segal Chapters 9, 10, & 12 Assignments on Moodle Observation: Policy in Action (November 7) Nov.15 Topics: Health Care Policy Children & Families Reading/Watching: Segal Chapter 11 Assignments on Moodle Meeting w/ Representative Report (Nov. 14) Nov. 22 NO CLASS - Thanksgiving Nov. 29 (Last Class) Topics: Children & Families Reading: Segal Chapter 11 Assignments on Moodle Dec. 4 FINAL EXAM Due 12/4 25

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