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TEA CH IN G ON LIN E: UNH ON LIN E SYLLA BU S TEM PLA TE

8/31/17 ©2014UNHITAcademicTechnology 1

Course Name: SW 930 ADVANCED GENERALIST PRACTICE III TermYear:August2017

Instructor:JuliaBurnsRiley,PhDPhone:207-329-8900E-mail:[email protected]:ByappointmentorfollowingZoomclasses August16th7:30-9:00pmEST August30th7:30-9:00pmEST September13th7:30-9:00pmEST September27th7:30-9:00pmEST CourseOverviewAdvancedgeneralistpracticewithindividuals,familiesandgroupsisthefirstofthetworequiredpracticeclasses.Thiscoursebuildsontheknowledgeandskillsintroducedinthefoundationyearcoursework.Thecourseemphasizesadeepenedunderstandingofthedifferentialtreatmentprocessandanexpandedknowledgeofinterventionapproaches.Theaimofthecourseistofurtherdeepenknowledgeandskills,particularlywithaconcentrationonevidencebasedpractices,interdisciplinaryworkandethicalpractice.Thefocusofthiscourseisassessmentandinterventionswithindividuals,families,andgroupsbeingmindfuloftheimpactofandonagency&community.Thiscourseexploresandexaminesclinicaltechniquesandinterventionswithclientsandclientsystemswithaviewtowardseffectivetreatment.Themajorobjectiveoftheadvancedgeneralistpracticecurriculumistoeducatepractitionerstoworktowardsrestorationandenhancementofhumanfunctioningandpreventionofmaladaptivefunctioning.Curriculuminthiscoursedirectspractitionerstoreflectontheirowneffectiveness,butalsoontheinfluencesontheirpracticefromexternalforces.Theemphasisinallinterventionsexaminedincludesclientstrengths,uniquesenseofself,worldview,values,spiritual/religiousview,andwaysthatconceptsofwellnessaswellaspathologyareconsidered.Severaltheoreticalframeworksareexploredfortheassessmentprocessandinterventionsforworkwithindividuals,familiesandgroupsincluding:psychodynamic,cognitive-behavioral,systemic,solutionfocused,crisisinterventionandmotivationalinterviewing.Thisthirdpracticecourseemphasizesconsciousandpurposefuluseofselfasachangeagent.Thisuseofselfisgovernedbyanassessmentprocesswhichinvolvesknowledgeandinformedjudgment.Workingwithinsystemsasbothanadvocateandaleaderareunderscoredparticularlywithanexaminationofethicalmandatesandsocialjusticeconsiderations.Studentsareencouragedthroughdiscussionandwrittenmaterials,tocriticallyevaluatetherangeoftheoreticalperspectivesthatareeffectivewithdiversepopulationsinanever-evolvingpracticeenvironment.Interventionapproacheswillbeexploredthroughbothsynchronousand




asynchronousactivitiessuchasdiscussion,casepresentations,videopresentations,theuseofprocessrecordings,roleplaysandexercises.Textbook(required)Corcoran,J.(2014).CollaborativeCognitiveBehavioralInterventioninSocialWorkPractice:AWorkbook.NewYork:OxfordUniversityPress.DeJong,M.&Berg,I.(2012).InterviewingforSolutions.4thEdition.PacificGrove,CA:BrooksCole.Miller,W.&Rollnick,S.(2013).MotivationalInterviewing(3rdEd.).NY,NY:GuilfordPress.AdditionalreadingsavailablethroughCanvas.Textbook(recommended):DSMVGermer,C.,Siegel,R.&Fulton,P.(2013).MindfulnessandPsychotherapy.NY,NY:TheGuilfordPress.CourseDescriptionAdvancedgeneralistpracticewithindividuals,familiesandgroupsisthefirstofthetworequiredadvancedpracticeclasses.Themajorobjectiveoftheadvancedgeneralistpracticecurriculumistoeducatepractitionerstoworktowardstherestorationandenhancementofhumanfunctioningandpreventionofmaladaptivefunctioning.Thiscourseemphasizesadeepenedunderstandingofthedifferentialtreatmentprocessandanexpandedknowledgeofinterventionapproaches.Theaimofthecourseistofurtherdeepenknowledgeandskills,particularlywithaconcentrationonevidencebasedpractices,interdisciplinaryworkandethicalpractice.Prereq:SW831.Co-requisites:SW982LearningObjectivesKnowledge:

1. Studentswillacquireknowledgeofdirectpracticetheories,models&researchandwillbeabletodescribeatleastthreedirectpracticemodels.ThiswillbedemonstratedthroughPaperAssignmentTwoandthroughVideoAssignment.




Studentswillpresentinwritingthreeexamplesofresearchrelatedtodirectpracticetheories.

2. Studentswilladvancetheirunderstandingofassessmenttoolsforusewithindividuals,groups,&families.

3. Studentswilldemonstrateanunderstandingoftheassessmentprocessinworkwithindividuals,families,groups,andcommunities.ThiswillbedemonstratedthroughPaperAssignment#1andRolePlayExercise#1.

Values:

1. Studentswillgainanappreciationforasocialworker’sleadershiproleinaddressinghumanrightsinlookingat:client-workerprocesses,agencypolicies,andfamily/community/globalneedsandaspirations.

2. Studentswillrecognizetheneedtoattendtothedimensionsofdiversitythatmayaffectthepotentialforchangeinclientsystems.

3. Studentswillsafeguardthesocialworker’sroleinmaintainingboundarieswithclientsandwillstriveforexcellenceinethicalbehavior.

4. Demonstrationofknowledgeofadvancedskillsinresolvingpersonal,professional,andvalueconflictsinacompetentmanner

Skills:

1. Studentswilldemonstratedifferentialassessmentandplanningskillsleadingtoappropriateinterventionswiththetargetedclientsystem.ThiswillbedemonstratedinPaperAssignment#1wherestudentswillcompleteapsychosocialassessmentandtreatmentplandemonstratingunderstandingofhowassessmentislinkedtoplanningforappropriatetreatmentinterventions.

2. Studentswillbeabletoselectinterventionstrategies&applythemdifferentiallywithdiverseclients.Thiswillbedemonstratedthroughclassconsultationexercises,ProcessRecordingExerciseandthroughPaperAssignment#2,

3. Studentswilldemonstrateskillsinethicaldecision-makingandidentificationofethicaldilemmasspecifictodirectpractice.Thiswillbedemonstratedthroughclassconsultationexercises.

4. Studentswilldemonstrateactivedifferentialuseofselfinthetherapeuticintervention

process,includingreferencetotransference/countertransference,inaccordwiththe




uniquerequirementsofeachclientsystemsituation.ThiswillbedemonstratedthroughProcessRecordingExercisesandthroughPaper#2.

5. StudentswillbeabletoidentifyanduseDirectPracticeevaluationtools&willeffectivelycommunicatetheseevaluativeoutcomeswithappropriateothers.Studentswillfurtherskillstoanalyzetheeffectivenessofinterventionmethodschosenwithdemonstratedrecognitionoftheneedforcontinuousevaluationandevolutionofpractice.

CLASSEXPECTATIONS1. Studentsareexpectedtoreadtheassignedweeklyreadings.Inordertoparticipatefullyin

classathoughtfulandthoroughreadingofthematerialisessential.2. Studentsareexpectedtoparticipateinallclassdiscussionsandactivities.3. StudentsareexpectedtoattendallTBDsynchronousclassmeetings.Ifthereisanunusual

circumstance,studentsmustinformtheinstructorofthereasonfortheabsence.Synchronousclasseswillberecordedandavailableforreview.

CourseStructureCanvasisthelearningmanagementtoolweuseforthiscourse.Thecourseisonlineandasynchronousandorganizedbyweeks.TheoverallcoursenavigationCourseNavigation Description

HomePage Regularclassannouncementsregardingassignments,overallclassprogressormessagesandinformationandremindersaboutupcomingeventsorassignments.

CourseInformation Thesyllabus,coursescheduleandotherkeyclassdocumentsarelocatedhere.

CourseModules ThisareacontainstheweeklyModules.Themajorityofcoursecontent,activities,assignmentsandparticipationislocatedinthisarea.Seebelowforstructure

Resources(optional) SupplementalResources.

GroupAreas GroupAssignmentsarelocatedinthisarea.

TegrityLectures ThiscontainsthelecturesthatyouviewedintheCourseModuleareainlistformat.




ModuleStructure

Lecture Theprimarylecture(s)ormediaandkeyconcepts.

Resources(orReview) Assignedreadingsormediaforreview.

Participation Everymodulewillhaveaparticipationcomponent.Thiscouldtaketheshapeofadiscussionforum,wiki,blog,collaborateeventetc.

Assignments ActivitiesandassignmentsrelatedtoModule.

CourseScheduleWeek Date TopicsCovered AssignmentsandDueDates

One August14-20 ASSESSMENT

&CRISISINTERVENTION

• Corcoran:Chapter3,“Assessment,Goal-Setting&Evaluation”.

• Corrigan,P.W.(2007).HowClinicalDiagnosisMightExacerbate

theStigmaofMentalIllness.SocialWork,52(1),31-39.

• Tucker,J.&Simpson,C.(2010).TheRecoverySpectrum:FromSelf-ChangetoSeekingTreatment.AlcoholResearch&Health,33(4),371-379.

• Cacciatore,J.&Carlson,B.(2011).CrisisInterventionbySocialWorkersinFireDepartments:AnInnovativeRoleforSocialWorkers.SocialWork;56(1),81-88.

• Gelman,C.R.&Mirabito,D.(2006).PracticingWhatWeTeach:UsingCaseStudiesfrom9/11toTeachCrisisInterventionfromaGeneralistPerspective.

• Granello,D.(2010).Asuicidecrisisinterventionmodelwith25practical




strategiesforimplementation.JournalofMentalHealthCounseling,32(3),218-235.

• Judd,R.&Sheffield,S.(2010).HospitalSocialWork:ContemporaryRolesandProfessionalActivities.SocialWorkinHealthCare;49(9),856-871.

• Wharff,E.,Ginnis,K.,&Ross,A.(2012).Family-basedcrisisinterventionwithsuicidaladolescentsintheemergencyroom:Apilotstudy.SocialWork,57(2),133-143.

Two August21-27 EVIDENCE-

BASEDPRACTICE

• Corcoran,Ch1&2,“Introduction&Overview”,“ClassicalConditioning”

• Epstein,I.(2009).Promotingharmonywherethereiscommonlyconflict:Evidence-informedpracticeasanintegrativestrategy.SocialWorkinHealthCare,48:216-231.

• McCracken,S.andMarsh,J.(2008).PractitionerExpertiseinEvidence-BasedPracticeDecisionMaking.ResearchonSocialWorkPractice,18(4),301-310.

• Rosen,A.(2003).Evidence-basedsocialworkpractice:challengesandpromises.Social

WorkResearch,27(4),197-208.• Ruffolo,M&Fischer,D.(2009)Using

anevidence-basedCBTgroupinterventionmodelfor

adolescentswithdepressivesymptoms:lessonslearnedfromaschool-basedadaptation. Child&FamilySocialWork,14,189-197.•

Three August28- COGNITIVE- Corcoran:Chapter3,“OperantConditioning”




September3BiopsychosocAssessmentPaperDueSeptember2ndbymidnightonSaturday

BEHAVIORALAPPROACHESTOSOCIALWORKPRACTICE

Chapter5,“CognitiveRestructuring”Chapter6,“CognitiveCopingChapter7,“BehavioralCopingSkills”Chapter8,“DevelopingCopingPlans”

Chapter9,“CBT&MotivationtoChange”

Piacentini,J.&Langley,A.K.(2004).Cognitive-behavioraltherapyforchildrenwhohaveobsessive-compulsivedisorder.JournalofClinicalPsychology,60(11),1181-1194.

• Four September11-

17MOTIVATIONALINTERVIEWING

Miller&Rolnick:Chapter1,“ConversationsaboutChange”Chapter6,“COREInterviewingSkills:OARSChapter8,“WhyFocus”Chapter12,“Ambivalence:ChangeTalk&SustainTalk”Chapter16,“EvokingHopeandConfidence”Chapter19,“FromEvokingtoPlanning”Sampson,M.,Zayas,L.H.,&Seifert,S.(2013).TreatmentEngagementUsingMotivationalInterviewingforLow-Income,EthnicallyDiverseMotherswithPostpartumDepression.ClinicalSocialWorkJournal,(4),387.

Five September18-24

PSYCHODYNAMICINTERVENTIONS

• Badaracco,M.,McCarthy,M.&Miovic,M.(2006).DomainsofDiscussioninPsychotherapy:WhatDoPatientsReallyWant?AmericanJournalofPsychotherapy,60(1),71-86.

• Goodman,G.(2005).“IFeelStupidandContagious”:CountertransferenceReactionsofFledglingClinicianstoPatientsWhoHaveNegativeTherapeuticReactions.AmericanJournalofPsychotherapy,59,(2),149-168.

• Mirsky,J.(2011).Workingthrough




countertransferenceblocksincultural-competencetraining.PsychoanalyticSocialWork,18,136-148.

• Norton,C.(2011):Developingempathy:acasestudyexploringtransferenceandcountertransferencewithadolescentfemaleswhoself-injure.JournalofSocialWorkPractice,25(01),95-107.

• Shedler,J.(2010).Theefficacyofpsychodynamicpsychotherapy.AmericanPsychologist,65(2),98-109.

• Walsh,J.(2011).Countertransferencewithclientswhohaveschizophrenia:Asocialworkperspective.FamiliesinSociety:TheJournalofContemporarySocialServices,92(4),377-382.

Six September25-Oct1VideoRoleplaydueSeptember23byMidnightSaturday

SOLUTION-FOCUSEDPRACTICE

• DeJong&Berg:Chapter1,"Fromproblemsolvingtosolutionbuilding"Chapter2,"Solutionbuilding:Thebasics"Chapter3,"Skillsfornotknowing"Chapter4,"Gettingstarted:Howtopayattentiontowhattheclientwants"Chapter5,"Howtoamplifywhatclientswant:Themiraclequestion"DeJong&Berg:Chapter6,"Exploringforexceptions:Buildingonclientstrengths”Chapter7,"Formulatingfeedbackforclients"Chapter8,"Latersessions:Finding,amplifying,andmeasuringprogress"Atkinson,C&Amesu,M(2007).UsingSolution-FocusedApproachesinMotivationalInterviewingwithYoungPeople.PastoralCareinEducation,25(2),31-37.




• Sun,A.(2012).HelpingHomelessIndividualswithCo-occurringDisorders:TheFourComponents.SocialWork,57(1),23-37.

Seven Oct2-8 SYSTEMS-

BASEDAPPROACHES

• Billstrom,S,Carlberg,G,Odhammar,F,&Thore´n,A.(2009)Children’sexpectationsandexperiencesofpsychodynamicchildpsychotherapy.JournalofChildPsychotherapy,35,(2),175–193.

• Forrester,D.,Westlake,D.,&Glynn,G.(2012).Parentalresistanceandsocialworkerskills:towardsatheoryofmotivationalsocialwork.Child&FamilySocialWork,17(2),118-129.

• McNevin,E.(2011).Stagesofchangetheoryinfamilytherapyforsiblingsexualassault.TheAustralianandNewZealandJournalofFamilyTherapy,32(4),343-356.

• Newsome,W.S.(2005).TheImpactofSolution-FocusedBriefTherapywithAt-RiskJuniorHighSchoolStudents.Children&Schools;27(2),83-90

TERMINATION&TRANSITION

• Fabre,V.,Buffington,A.,Altfeld,S.,Sheir,G.,&Golden,R.(2011).Socialworkandtransitionsofcare:Observationsfromaninterventionforolderadults.JournalofGerontologicalSocialWork,54,615-626.

• Siebold,C.(2007).Everytimewesaygoodbye:ForcedterminationRevisited,acommentary,Clinical




SocialWork,35,91-95.•

Eight Oct9-15InterventionAnalysisPaperdueOctober14Saturdaybymidnight

FURTHERPRACTICETOPICS

• Bartow, P., Ussher, J., Kusten, L,

Hobbs, K., Smith, K., Wain, G.,Sandoval, M., & Stenlake, A. (2005).Sustaining leaders of cancer supportgroups: The role, needs, anddifficulties of leaders. SocialWork inHealthCare,42(2),39-55.

• Bowland,S.,Edmond,T.,&Fallot,R.(2012).Evaluationofaspirituallyfocusedinterventionwitholdertraumasurvivors.SocialWork,57(1),73-82.

• Cacciatore,J.,Thieleman,K.,Osborn,J.,&Orlowski,K.(2014).OftheSoulandSuffering:Mindfulness-BasedInterventionsandBereavement.ClinicalSocialWorkJournal,42(3),269-281.

• Cunningham,M.(2003).Impactoftraumaonsocialworkclinicians:empiricalfindings.SocialWork,48(4),431-459.

• Germer,Siegel&Fulton,Ch.1,Mindfulness–Whatisit?;Ch.7,Teachingmindfulnessintherapy;Ch.11,Mindfulness,insightandtraumatherapy.

• Knight,C.(2006).Groupsforindividualswithtraumatichistories:PracticeConsiderationsforsocialworkers.SocialWork,51(1),20-30.

• Raney,A.(2014).AgilityinAdversity:IntegratingMindfulnessandPrinciplesofAdaptiveLeadershipintheAdministrationofaCommunityMentalHealthCenter.ClinicalSocialWork




Journal,42(3),312-320• Roe-Sepowitz,D.,Pate,K.,Bedard,L.&

Greenwald,M.(2009).Atrauma-basedgroupinterventionforincarceratedgirls.SocialWorkwithGroups,32,330-341.

1. CASEMANAGEMENTINSOCIALWORKPRACTICE

• Assertivecommunitytreatment.

(2006).HarvardMentalHealthLetter,23(5),4-5.

• Beder,J.&Postiglione,P.(2013)SocialWorkintheVeteransHealthAdministration(VA)System:Rewards,Challenges,RolesandInterventions.SocialWorkinHealthCare,52(5),421-433.

• Hangan,C.(2006).Introductionofanintensivecasemanagementstyleofdeliveryforanewmentalhealthservice.InternationalJournalofMentalHealthNursing,15(3),157-162.

• Mandel,D.(2008).Power,careandvulnerability:Consideringuseofselfinchildwelfarework.JournalofSocialWorkPractice,22(2),235-248.

2. ADVANCEDGENERALISTPRACTICEWITHDIVERSECLIENTGROUPS;GLOBALSOCIALWORK;PRACTICEINARURALSETTING.CulturalCompetence:Advocacy&Action

• Bourassa,J.(2009).Psychosocial

interventionsandmasspopulations:A




socialworkperspective.InternationalSocialWork,52(6),743-755.

• Edwards,B.(2011).Socialworkeducationandglobalissues:Implicationsforsocialworkpractice.Education,131(3),580-586

• Hodge,D.(2011).UsingSpiritualInterventionsinPractice:DevelopingSomeGuidelinesfromEvidence-basedPractice.SocialWork,56(2),149-158.

• Jackson,K.&Samuels,G.(2011)MultiracialCompetenceinSocialWork:RecommendationsforCulturallyAttunedWorkwithMultiracialPeople.SocialWork,56(3)235-245.

• Stampley,C.(2008):SocialWorkers'Culture-BasedCountertransferences.JournalofEthnicAndCulturalDiversityinSocialWork,17(1),37-59

• GradesItem %orpoints Requirements

ClassParticipation

10% X

VIDEOROLEPLAY

30% Y

BIO-PSYCHO-SOCIALASSESSMENTPAPER

30% Y

INTERVENTIONANALYSISPAPER

30% X




ASSIGNMENT#1:ATTENDANCE&CLASSPARTICIPATION.ClassDiscussion:WeeklyDiscussionBoardonCanvasStudentswillbeexpectedtopostregularlyonthecourseDiscussionBoardaccessedthroughCanvas.Thisdiscussionisaplacetocreatecommunityandtodiscussthepracticematerialgainedthroughreadings,Tegritylectures,andmore.Itmayalsobeusedtosharesmallpracticeassignments.Foreachweek,aDiscussionboardquestionwillbepostedbytheinstructoronMondaysandstudentswillbeexpectedtocheckthisforumonaregularbasisthroughouttheweek.Studentsmustanswertheinstructor'squestion,theymustaskafollow-upquestionoftheirownorrespondtoaclassmate'squestion.Finally,theymustvisitathirdtimetorespondtoclassmates’orinstructor’scommentstothemoraddanadditionalcomment.AllthreecommentsneedtobemadebySaturday12:00pm.Theinstructorquestionisintendedtostimulateindividualthinkingabouttheassignedreadingsforthecourseandprovideastartingpointforclassdiscussion.Studentsmayalsoraisetheirownquestionsaboutcoursematerial.ZoomforSynchronousmeetings:Inaddition,regularlyscheduledsynchronousmeetingsusingZoomtechnologywillbeutilizedtoallowforroleplays,morein-depthdiscussion,videos,andotheractivities.StudentsareexpectedtocometoeachZoomclasshavingstudiedassignedreadings,viewedlecturematerialandpreparedforactivein-classparticipation.Studentswillalsobeexpectedtobringindiscussionexamplesandprocessrecordingsfromtheirfieldexperiencestosharewithclassmates&utilizeinZoomclassactivities.Classattendanceisveryimportantandwillaffectastudent'sgrade.AnyunavoidableabsencesonthediscussionboardorinZoomclassesmustbediscussedwiththeinstructorpriortoclass.Emailcommunicationisencouragedandexpected.Smallgroupassignments:Throughoutthecourse,therewillbevarioussmallgrouporpairsassignedtocompletecertaintaskstodeveloppracticeskillsbeingdiscussedinclass.Thisistheresponsibilityofeachstudenttocollaborateduringtheweekasassigned.(10%ofgrade).ASSIGNMENT#2:BIO-PSYCHO-SOCIALASSESSMENTPAPER(30%ofgrade)Complete a bio-psycho-social assessment of a client or client system* with whom you arepresentlyworkinginthefield.Thepapershouldbe8-10pages,typeddouble-spaced.Pleasedisguisefullyallcasematerialandclear itsusewithyourfieldinstructor. Incorporateintothe




paperaminimumof fourdifferent sourcesbeyond required readingsand includea referencepageofcitationsusingtheAPAPublicationManualstyle.ASSIGNMENT#3:(30%ofgrade-professor/peerevaluated)VIDEOROLEPLAYDuringthecourseofthesemester,studentswillworktogetheringroupsoftwoorthree.Thesesmallgroupswillbeusedtocreatevideoroleplaysthatwillallowstudentstointegratecoursematerialanddemonstrateclinicalskilldevelopment.Groupswillbedevelopedduringthefirsttwoweeksofclassaccordingtostudentneedsandinterests.ASSIGNMENT#4:(30%ofgrade)INTERVENTIONANALYSISPAPERThispaperisdueinWeek8andfocusesoncomparingtwointerventionapproaches.Thepapershouldbe8-10pageslong,typedanddouble-spaced.IncorporateintothepaperaminimumoffourdifferentsourcesbeyondrequiredreadingsandincludeareferencepageofcitationsusingtheAPAPublicationManualstyle.PolicyonLateSubmissionsandQuizzesEXPECTATIONS:1.Papersshouldbewrittenclearly.Inordertodothis,youneedtowrite,thenread,edit,andrewriteyourwork.Ifpossible,useeachothertohelpwithediting.2.Languageusedshouldnotbesexist,racist,orotherwisestigmatizing.Besensitivetoyouruseoflanguageinbothverbalandwrittenform.(Note:TheA.P.A.Manual-4theditionincludesasectiononuseoflanguagewhichyoumaywishtoconsult.)3.UsereferenceswhentheyareappropriatefollowingtheA.P.A.approvedformatforallreferences.4.Allpapersaredueonthescheduleddateunlesspriorarrangementshavebeenmadewithmeatleastoneweekinadvance.AssignmentsshouldbesubmittedthroughAssignmentstabonCanvas.Withoutpriorapproval,onelettergradewillbesubtractedforeachweek(orportionthereof)anassignmentisoverdue.CRITERIAFORGRADINGWRITTENMATERIAL:Ingrading,Iwillconsiderthefollowing:1. Theclarityandorganizationwithwhichyoupresentthematerial




2. Thecompletenessofresponsetoeachpartoftheassignment.3. Yourintegrationoflearningfromvarioussources:theliterature,classdiscussions,fieldexperiencesandexamples,andpersonalexperiences.4. Thethoughtfulnessandcreativityinapproachingtheassignment.5.Theextentofyourowninvestigationandincorporationofprofessionalliteraturebeyondthecoursereadings.GradingrubricsforbothmajorpapersareavailableonCanvas.Examplevideoprojectswillalsobeavailable.*Ifyouhavespeciallearningneedsorrequirements,pleasemeetwithmetoarrangeappropriateaccommodationsasearlyaspossibleinthesemester.ClassParticipation

• Studentsareexpectedtoreadtheassignedweeklyreadings.Inordertoparticipatefullyinclassathoughtfulandthoroughreadingofthematerialisessential.

• Studentsareexpectedtoparticipateinallclassdiscussionsandactivities.

• StudentsareexpectedtoattendallTBDsynchronousclassmeetings.Ifthereisan

unusualcircumstance,studentsmustinformtheinstructorofthereasonfortheabsence.Synchronousclasseswillberecordedandavailableforreview.

QualityofpostingsBelowaredesiredattributesforaposting.• Abilitytosynthesizethemainconceptsfrominstructor,coursecontent,externalresources

andclasscommunity.• Useofpropergrammar.• Ideasareorganized,persuasiveandelevatetheoveralldialogue.• Opinionsaresubstantiated.• Demonstrationofcriticalorcreativethinking.• Evidenceofpreparation.QuantityofpostingsPerforum,five-sevenpostingsspreadoutoverthedurationoftheweek.Posting5timesinonesittingisnotacceptable.Whenyoucontributeoverseveraldays,youaremoreabletosynthesizeotherperspectivesandcontributetoanevolvingdiscussion.Agoodruleofthumbistopostearlyintheweekafteryouhavereviewedtherelatedmaterialsandreading.Allowotherstorespondandthenpostagainafterthedialoguehasdeveloped.




XPoint XPoint XPoints

Promptnessandfrequency

Doesnotpost;postsmarginally.

Postingsarelateandrandom.

Postingsareearly,frequentandbetween[5-6]postings.

Grammar Grammarhasnotbeenchecked.

Poorgrammarortyposarefrequentinpostings.

Propergrammarisconsistentlyapplied.

Relevance Postingshavenorelevanceonthetopicorassignment.

Somepostingsarepertinenttotopicandassignment.

Postingsareconsistentlyconnectedtothetopicandassignmentandreflectstudent’spreparation.

Expression&OrganizationofIdeas

Ideasandoropinionsarenotorganized.

Somepostingsconveyclearideasandopinions.Otherpostingsarelackinginorganizationororiginalexpression.

Contributionsareclearlyarticulated;reflectunderstandingoftopic,substantiveinsightsandpersuasivelogic.

BuildingCommunity

Doesnotparticipateinlearningcommunity.

Irregularlydemonstratesinitiativeinaddingtothedialogueandcreatingcommunity.

Demonstratesconsistentinitiativeinbuildingcommunitythroughdiscussion.Demonstrates‘listening’topeersandelevatestheoverallqualityofthediscussion.

Etiquette• Divergentopinions.Academicdebateanddifferencesareembracedinhighereducation

andtheforumsinthiscourse.Bemindfulandrespectfulofhowyouarticulateadifferenceordivergentopinion.

• ‘Iagree’statements.Unsubstantiated‘Iagree’postswillnotcounttofinalparticipationgradewithoutarticulatedrationaletosupportopinion.

• Off-topicpostings.Discussionsoccasionalveeroff-topic.Thisisnormal.Thesepostswillnotcountandstudentsareaskedtostayon-topic.

• Longresponses.Gradeswillbeinfluencedbyanabilitytodemonstrateanunderstandingofthetopicorquestionandonone’sabilitytobeconcise.

StudenttoInstructorCommunicationExpectations




MyScheduleIwillbeactiveintheCanvasclassareadaily,MondaythroughFriday.Iloginearlyinthemorningandonceintheevening.IfyoupostaquestionformeinaForum,anticipatearesponsewithin24-hoursorsooner.AlthoughIpreferyouemailmewithquestions.OnSaturday,Imaynotloginataregulartime.IfyoupostlateonFridayoranytimeSaturday,ImightnotresponduntilSundaymorning.HowtoReachMeQuestionsrelatedtoassignmentsorlearningshouldfirstbeasked,ifpossible,intherespectivediscussionforumsorblog.TheuseofemailisreservedforquestionsofaprivatenatureandorifyouwouldliketoschedulevirtualofficehoursorsendmeanemailandIwillrespondpromptly.Mycontactinformationisasfollows:Instructor:JuliaBurnsRiley,PhDSectionBB2-OnlinePhone:207-329-8900Location:ZoomE-mail:[email protected]:ByappointmentorfollowingZoomclassesTechnicalRequirementsandTechnicalSupportSeewebsitelistingsforcurrentrecommendationsandrequirementsrelatedtothiscourse-http://unh.edu/eunh/technical-requirementsTechnicalassistancerelatedtoBlackboardisavailableathttp://unh.edu/eunh/student-resourcesUniversityDisabilityAccommodationsTheUniversityiscommittedtoprovidingstudentswithdocumenteddisabilitiesequalaccesstoalluniversityprogramsandfacilities.Ifyouthinkyouhaveadisabilityrequiringaccommodations,youmustregisterwithDisabilityServicesforStudents(DSS).ContactDSSat(603)862-2607ordisability.office@unh.edu.IfyouhavereceivedAccommodationLettersforthiscoursefromDSS,pleaseprovidemewiththatinformationprivatelyinmyofficesothatwecanreviewthoseaccommodations.AcademicHonestyandPlagiarismStudentsarerequiredtoabidebytheUNHAcademicHonestypolicylocatedintheStudentRights,Rules,andResponsibilitiesHandbook.Asyourinstructor,IproactivelymonitoracademicintegritythroughregularuseoftoolslikeSafeAssignandadiversifiedassessmentapproach.AllworksubmittedtoSafeAssignbecomeapartofaUNHproprietarydatabase.Thisisactivelyusedtoidentifyfutureintellectualpropertytheft.Plagiarismofanytypemaybegroundsforreceivingan“F”inanassignmentoran“F”intheoverallcourse.Plagiarismisdefinedas“theunattributeduseoftheideas,evidence,or




wordsofanotherperson,ortheconveyingthefalseimpressionthattheargumentsandwritinginapaperareyourown.”(UNHAcademicHonestyPolicy,09.3)Incidentsarereportedtotheschooldeanandmaybegroundsforfurtheraction.Ifyouhavequestionsaboutpropercitationrefertoyourdepartment’swritingguidelines.Youcancontactmeatanytimeonthisissue.Additionalresourcesarelocatedbelow:http://libraryguides.unh.edu/unhmcitingsourceshttp://www.library.unh.edu/reference/citation.shtmlNote:Thissyllabusissubjecttochange.Studentswillbepromptlynotifiedofanychanges.

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