San José State UniversitySchool of Social Work ScWk 204, Title, Section, Semester, and Year
Instructor: / (Your name)Office Location: / (Building and room number)
Telephone: / (area code) (telephone number)
Email: / (Your email address)
Office Hours: / (Days and time)
Class Days/Time: / (Days and time)
Classroom: / (Building and room number)
Prerequisites: / (If none, delete this row)
Faculty Web Page and MYSJSU Messaging (Optional)
Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on the course Canvas site. You are responsible for regularly checking with the messaging system through Canvas.
Catalog Description
Frameworks for analyzing social policies using principles of social and economic justice.The role of policy in helping or deterring people in attaining well-being. Focus on diverse populations and populations-at-risk. (3 units. Prerequisite: ScWk 202)
Course Description
This course, which represents the second requirement in the social policy sequence and builds upon materials covered in ScWk 202 or equivalent, enables students to develop an effective general framework for the analysis of social welfare policy, and tools and skills for engaging in policy practice. It also serves as a foundation to various substantive policy areas. Theories of justice and strategies to promote basic human and civil rights are reviewed, and ethical conduct and decision-making in the political arena are discussed. Particular emphasis is placed on policy issues related to populations at risk of poverty, oppression, discrimination and marginalization.
Course Competencies & Practice Behaviors (Student Learning Objectives)
The following Competencies/Program Objectives (PO) are realized through this course:
2.Apply social work ethical principles to guide professional practice
4: Engage diversity and difference in practice
5.Advance human rights and social and economic justice.
6. Engage in research informed practice and practice informed research
8.Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
Upon completion of ScWk 204 students will be able to:
- Demonstrates capacity to perceive the diverse viewpoints and values conflicts of different policy stakeholder groups, and the ability to resolve those conflicts by applying professional practice principles. PB: 2 (a, b, c, d)
- Demonstrate knowledge of how historical, legal, and socioeconomic forms of oppression affect policy stakeholders and the policy process PB: 4 (a), 5(a)
- Demonstrates a functional knowledge of advocacy theory, skills, and techniques in policy practice designed to promote social and economic justice. PB: 5 (b,c)
- Exhibits an ability to consult and utilize research evidence to inform policy analysis and policy development. PB: 6 (b)
- Shows ability to systematically collect and analyze knowledge and experience to identify, formulate and advocate for policies that advance social and economic well-being PB: 8 (a)
- Demonstrate the ability to identify and engage stakeholders to collaborate for effective policy formulation and action. PB: 8 (b)
Title IV-E Competencies
This course meets the following Title IV-E Child Welfare Training Program Curriculum Competencies: 1.2, 3.1, 4.1, 5.1, 8.1, 10(b).1.
Required Texts/Readings
Textbook
Cummins, L.K., Byers, K.V., & Pedrick, L. (2011).Policy practice for social workers: New strategies for a new era. Boston, MA: Allyn and Bacon.
Other Readings
Other readings listed in the syllabus are available either through the MLK Library or will be provided.
Other equipment / material requirements (optional)
(Include as necessary e.g., if students need a VHS tape for recording, obtain specific software to do homework, etc. here.)
Library Liaison (Optional)
For assistance in the library go to the King Library Reference Desk (2nd floor; 808-2100) and/or utilize the Social Work Research Guide available at The Social Work Library Liaison is: Crystal Goldman 408.808.2015 or .
Classroom Protocol
(Insert your expectations for participation, attendance, arrival times, behavior, safety, cell phone use, etc. here.) SAMPLE: Students are expected to arrive on time, participate in class discussions and exercises, and to be attentive to lectures and discussions. It is important to be courteous and respectful to ones peers as well as to the instructors. Students are asked to refrain from using cell phones, earphones or other devices. Students are expected to use laptop computers for classroom related work.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Refer to the current semester’s Catalog Policies section at Add/drop deadlines can be found on the current academic calendar web page located at The Late Drop Policy is available at . Students should be aware of the current deadlines and penalties for dropping classes.
Assignments and Grading Policy
Your grade in this course will be based on your presentations, written work, tests and participation as follows:
Assignment / Points / Course Student Learning Objective/Competency (SLO)Policy Analysis / 30 / SLO: 4, 5
Policy Advocacy / 15 / SLO: 2, 6
In-Class Testimony / 15 / SLO: 4, 5, 6
Quizzes / 30 / SLO: 1, 2, 3, 4, 5
Class Participation / 10 / SLO: 6
Penalty for Late Work
OPTIONAL (SAMPLE): All assignments will be turned at the start of class by the due date. Assignments turned in after the due date will be subject to an automatic 5% deduction. Errors in spelling, grammar and syntax will also be subject to a grade penalty.
Assignment #1: Policy Analysis (30% of total grade)
This is a brief summary of the assignment. The objective of this assignment is to undertake a thorough policy analysis that incorporates a problem analysis, policy description, and application of analytic criteria. The paper will be completed in three installments, as follows:
- First, students are to detail a social problem affecting a marginalized or oppressed group or population, or of general concern to the field of social welfare. The problem analysis should include a definition of the problem, a description of the magnitude of the problem, information regarding the causes and consequences of the problem, and an identification of the values underlying the problem as it’s framed. This section should be about 3 pages in length.
- Second, students are to describe a program, policy, or proposed policy that deals with the identified problem. Descriptive frameworks from class are to be used. This section should be about 3 pages in length.
- Third, students are to analyze the policy. Students will identify and describe several analytic criteria, apply those criteria to the policy, and render a final assessment along with recommendations for an alternative approach or revision to the policy. The third submission should incorporate the first and second sections with instructor’s comments addressed. (The student must also attach hard copies of the original first and second sections with instructor's comments.) The final paper should be about 10 pages in length, not including the title page or references.
Assignment #2: Policy Advocacy (15% of total grade)
The purpose of this assignment is to enable the student to participate in the policy arena and observe firsthand the various influences on the policy process. Students are to select and participate in one of the listed policy experiences, and (for options 1 and 2) submit a 2-3 page report of their experience.
There are three options for this assignment.
- Students may interview a city, county, state, or national legislator from the district in which the students reside. (Students may interview the legislator as a group (2-3 members) but are not required to do so.) Students should identify an issue relevant to the legislator about which they have an opinion. In the interview, students should present their own perspectives on the issue to the legislator, and provide evidence in support for their position.
- Students may participate in the NASW Social Action Workshop and Lobby Days scheduled for 4/15-4/16/12 in Sacramento. This assignment will give students a hands-on experience with the legislative process and social workers’ involvement with it.
- Students may draft and submit an op-ed piece for a local or national paper on a topic of interest and concern to the student. (Students may develop and compose the piece as a group (2-3 members) but are not required to do so.) In the piece students should voice recommendations for change based on evidence.
Assignment #3: In Class Testimony (15% of total grade)
Students are to provide 10-15 minute presentation on a current policy issue of their choice. Students should assume the audience consists of members of a legislative committee who will be voting or deciding upon the issues. Students should provide a power point presentation.
Assignment #4: Quizzes (30% of total grade).
Six brief surprise quizzes will be given during the semester, covering the assigned readings and related classroom discussions. The lowest score of the six quizzes will be dropped.
Class Participation: (10% of total grade).
Students will be assessed on the frequency, quality, and depth of their in-class participation in class discussions. As part of class participation, students are expected to critically analyze information that is presented or discussed, bring examples and applications of the concepts being covered, be prepared to discuss readings, and provide additional insights on issues from their own knowledge and experience. Students should notify the instructor in advance if they are not able to attend class or if they need to leave class early.
APA Format and Writing Requirements:
Specific APA and writing requirements should be described. Wording should be determined base on sequence and should requirements (wording below is a sample, not required).
All papers must follow current American Psychological Association (APA) format guidelines (6th edition) with the following exceptions: the use of running heads is optional. All papers must use standard, 12-point fonts (e.g., Times Roman) and be free of typographical, formatting, spelling, and content errors, as the quality of the writing will be evaluated as part of the grade for all written assignments. Be sure to carefully review and edit all drafts prior to submission. All ideas, quotes, and information taken or derived from other sources must be appropriately cited and referenced in accordance with APA rules.
Grading
The grading and evaluation distribution for the class is outlined below.
Percentage. / Grade.97-100%. / A +
93-96%. / A.
90-92%. / A -
87-89%. / B +
83-86%. / B.
80-82%. / B -
77-79%. / C +
73-76%. / C.
70-72%. / C -
67-69%. / D +
63-66%. / D.
60-62%. / D -
Below 60%. / F..
University Policies
Academic integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The University’s Academic Integrity policy, located at requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy S07-2 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the Disability Resource Center (DRC) at to establish a record of their disability.
School of Social Work Policies
School of Social Work Writing Policy
The Instructor will return selected assignments (as specified elsewhere in the syllabus) ungraded if at least five unique errors are found in grammar, punctuation, sentence structure, spelling, typos, APA style, or other basic writing errors. Late penalty points may apply, as specified in the syllabus.
A unique error is an error that will be counted 1 time. For example, if a possessive apostrophe is left off of a word 5 times in a paper, it will be counted as 1 error (i.e. a possessive apostrophe error). It is the student’s responsibility to make corrections throughout the paper and ensure there are no additional instances of the error in the paper before re-submitting the paper and submitting next assignments.
University Resources (EACH OF THE FOLLOWING IS OPTIONAL)
Student Technology Resources
Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.
Learning Assistance Resource Center
The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to inspire them to become independent learners. The Center's tutors are trained and nationally certified by the College Reading and Learning Association (CRLA). They provide content-based tutoring in many lower division courses (some upper division) as well as writing and study skills assistance. Small group, individual, and drop-in tutoring are available. Please visit the LARC website for more information at
SJSU Writing Center
The SJSUWriting Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. Ourwriting specialistshave met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at
Peer Mentor Center (Optional)
The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop –in basis, no reservation required. The Peer Mentor Center website is located at
Course Number / Title, Semester, Course Schedule
List the agenda for the semester including when and where the final exam will be held. Indicate the schedule is subject to change with fair notice and how the notice will be made available. [NOTE TO SEQUENCE CHAIRS: Session topics and descriptions should connect to competencies and practice behaviors. APA style for citing books and articles is preferred, but is not required]
This schedule is subject to change with fair notice. I will announce any changes in class.
Table 1 Course Schedule
Week / Date / Topics, Readings, Assignments, Deadlines1 / Introduction to the Course and to Social Policy Analysis
Introductions; Review of syllabus; Discussion of readings and course assignments; Introduction to social welfare policy practice
2 / History of Policy Practice
Review of the historical context for policy practice in social work; The variety of social work roles in policy practice; The arenas for policy practice: Governmental, community, and agency settings; The ethical, analytic and political rationales for policy practice in social work.
[SLO 2]
Readings
Ehrenreich, B. (2011, October 24). Why homelessness is becoming an Occupy Wall Street issue. Mother Jones. Available from:
Cummins, Byers, & Pedrick (2011). Chapter 1: Defining policy practice in social work.
Cummins, Byers, & Pedrick (2011). Chapter 2: History of policy practice in social work.
NASW (2008). Code of Ethics. Available from:
3 / Problem Analysis in Policy Practice
The role of policy analysis in policy practice; Rigor in policy analysis; Aspects of policy analysis: problem analysis, policy choices, policy analysis; Models of policy analysis; The importance of understanding the social problem; The construction of social problems; Ideology and values underlying definitions of social problems; Techniques for social problem analysis. [SLO1; SLO4; SLO5]
Readings
Lakoff, G. & Fergusen, S. (2006). The framing of immigration. Berkeley, CA: The Rockridge Institute. Available from:
Bardach, E. (2005). Step one: Define the problem. In A practical guide for policy analysis: The eightfold path to more effective problem solving (2nd ed.) (pp.1-15 ONLY). Washington, D.C.: CQ Press.
Cummins, Byers, & Pedrick (2011). Chapter 8: The Stages of policy making: Integrating knowledge and action.
Cummins, Byers, & Pedrick (2011). Chapter 9: Social problem and policy analysis – An ethic of care approach. ONLY: p.239 (bottom of page) through p. 247.
Social Policy Analysis: Understanding Policy Elements + Choices I
Understanding the elements of policies: Mission and goals, Form of benefits; Eligibility, service delivery and organization, and financing; Exploring policy choices for mission and goals, and benefits and services. [SLO5]
Readings
Chambers & Wedel (2009). Chapter 2: An overview of a style of policy analysis: A value-critical approach. ALL: pp. 31-45.
Gilbert, N. & Terrell, P. (2005).A framework for social welfare policy analysis. In Dimensions of social welfare policy (6thed.) (pp.62-95). Boston, MA: Pearson Education, Inc.
Social Policy Analysis: Understanding Policy Elements + Choices II
Exploring policy choices for eligibility, service delivery, and financing; Entitlement vs. eligibility rules; Types of administration and delivery mechanisms; The relationship between the economy and social welfare; The insurance principle; Reimbursement mechanisms; Mixing government, markets, and non-profits. [SLO5]
***** Part 1 of Assignment 1 POLICY ANALYSIS due*****