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									                                Springfield College
                             School of Human Services
                               HOUSTON CAMPUS
                              HUSB 307 H1(3 Credits)
                               September 2012 Term


Instructor’s Name: Benita Williams
Address: 2122 E. Governors Circle Houston, TX 77092
Phone number(s): (713) 681-1120
College e-mail address: bwilliams@springfieldcollege.edu

Class Schedule
Dates: Sundays 9/23, 10/14, 11/11, 12/9
Time: 9:30 a.m. to 5:30 p.m.
Location: Houston Campus, Computer lab

REQUIRED TEXT(S):
School of Human Services Portfolio Handbook
(posted in Pride Online classroom)

School of Human Services Course Objective Book
(posted in Pride Online classroom)

RECOMMENDED READINGS:
Additional handouts will be posted in Pride Online Classroom.

REQUIRED MATERIALS:
3-Ring binder
Set of dividers for binder
Flash drive


NOTE: In addition to the assignments on this
syllabus, there will be an additional
assignment to be completed on Pride on line
each month during the semester!!



                                          1
COURSE DESCRIPTION:
This course introduces students to adult learning and development theories and the
information and skills necessary to succeed in a demanding non-traditional program.
Using their own life histories as case studies, students examine a variety of issues that
pertain to their own development and acculturation. The course helps students develop
the capacity to effectively document their experience and articulate their college-level
knowledge; thus it provides a foundation for Portfolio preparation. This course can be
waived for those students who will not submit a Portfolio.

Prerequisites & Notes
Two college-level writing courses or equivalent.

COURSE OUTCOMES:
Upon completion of the course, each student should have attained the following
knowledge, skills, and competencies:

1. An understanding of the Springfield College School of Human Service’s philosophy
   and institutional requirements for the assessment and documentation of experiential
   learning.
2. An understanding of the various techniques involved in translating one's life
   experiences to identify college-level learning.
3. Recognition of patterns and directions demonstrated through education, work
   experience, community and family life, social issues, personal development, and
   career choices.
4. An awareness of issues of adult development. Emphasis will be placed on adult
   transitions and the change process.

COURSE FORMAT:
The focus of this course will be on the application of theory to practice. Therefore, the
following methods will be used:
 Mini-lectures
 Small group activities and discussions
 Individual questions, answers, and consultations
 In-class writing exercises


COURSE OVERVIEW:

SESSION I:

Students will begin to do a self-inventory of experiential learning. Particular emphasis
will be placed on:

1. An introduction to experiential learning, what it is, how do you identify it?

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2. Translation of knowledge gained through life and work experiences into the
   development of a Portfolio of Experiential Learning.
3. Introduction to Adult Development
4. The presentation of a life-line, resume, and autobiography of critical incidents.
5. Review of the Portfolio Handbook

SESSION II:

This class will focus on the following:

1.   Continuation of adult development concepts and theories
2.   Preparing a written claim for credit
3.   Paraphrasing, writing and research
4.   Defining college level learning

SESSION III:

We will review and evaluate the claims for credit prepared for this session. Students will
review their list of accepted transfer credits and learn to assess their human service
training credit options. This information will be helpful in determining the number of
credits to claim through the portfolio process.

The class will focus on:
1. Writing a claim for credit
2. Assembling a portfolio
3. Alternative ways of earning college credits
4. Adult development concepts and theories
5. Advising and the portfolio process

SESSION IV:
This session will focus on:

1.   A review of the concepts and theories of adult development
2.   Review of all Portfolio policies and procedures
3.   The correct way to assemble a Portfolio
4.   Anything and everything else



ASSIGNMENTS:

Due for Session I: Pre-course assignment(s) due by the first class.



                                             3
 Pre-class Assignment:

 1. Bring a DRAFT of an updated resume to class.


       2. Writing Exercise: Think of an important learning experience that you have had in
       the past 6 months. It might have been on the job, at home or in your community. You
       may have learned a new computer program, become active in a community
       organization or had to set up an office. Take time to reflect on the learning, think “I
       learned rather than I did”. Write a 2 page paper describing and analyzing this
       learning experience.
 Answer these questions:
 WHAT did you learn?
 HOW did you learn it?
 WHERE did you learn it?
 WHY did you learn it?
       Note: The number of pages required should NOT include your cover page.


       3. Research Erikson’s Theory of Identity Development. Go to Babson Library, select
       appropriate data base or use google advanced search. Write a 2-3 page summary of the
       theory include all 8 stages. Cite your sources. Be prepared to discuss in class.
       Note: The 2-3 page summary does not include the cover page or reference page.




     Due for Session II submit on or before the second class.

Homework due for class II

1.    Read Portfolio Handbook from cover to cover
2.    Prepare a life-line
3.    Prepare a resume, highlighting human services experience
4.    Prepare your autobiography of critical incidents. This is an opportunity for you to talk
      about yourself - who you are; why you are; how you got to be who you are today;
      what your goals are for the future, etc. Emphasis will be on critical reflections of
      transitional events in your life.




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      Due for Session III (submit on or before the third class).
 Homework due in class III

 Write one (1) Claim for Credit: select anyone in the Course Objective Book, except:
 HUSB 117; Volunteerism and Human Services.

 Remember to:
          Include an “I” statement in your claim. The “I” statement is a part of your cover
              sheet.
          Type each objective before responding
          Make certain that you have responded to all objectives
          Cover each objective thoroughly; no short cuts or abbreviated answers will be
              accepted. Remember that in writing the claim you are asking for three college
              credits. The work you turn in will need to be thorough and well written. Proof-
              read, proof-read, proof-read.




      Due for Session IV (submit on or before the fourth class)


Homework due in class IV

Write Human Growth and Development claim.
Prepare a list of claims and training to be included in your Portfolio.




      COURSE PARTICIPATION:

      All talk does not constitute good class participation. Class participation that contributes
      to a positive grade is characterized by the following:
           Ties personal experiences to the concepts being studied, gives an orderly, brief
              version of the experience, with a point that is stated clearly;
           Avoids repeating in a different form points made by others;
           Shows evidence of having completed, understood, and applied the readings for
              the course;
           Incorporates ideas shared by others and the instructor to create “a fuller picture”
              of the concept under discussion;
           Poses real-life questions or challenges that spring from the discussion and
              attempts to shape an “informed” conclusion.

                                                    5
   Course Format:
   All opinions will be respected and respect will be shown towards one another. Just as
   there will be a diverse group of students in the class there will be a diverse range of
   opinions. It is further expected that any opinions expressed by the students during the
   course of discussions should be respected and not discussed out of the class format.

Professional Behavior:

   Professional behavior will be assessed by the students classroom conduct. Students are
   expected to use common classroom etiquette, be respectful of other students and the
   instructor. Students are expected not to engage in disruptive classroom behaviors,
   persistent demonstration of these behaviors will result in a lowered grade at the
   discretion of the instructor. These behaviors include but are not limited to:
     Talking to other students during classroom instructions
     Note passing,
     Working on laptop computers during class during non assigned computer
        instruction times
     Late arrival to and early departure from class
     Sleeping in class
     Cell phone use (including texting)


Instructor’s Attendance/Class Absence Policy
1. Please note the beginning and ending class times at the beginning of the syllabus.
   Attendance will be taken twice during the class, in the am and pm.
2. Students who arrive more than fifteen minutes late or leave more than fifteen minutes
   early will be expected to prepare out-of-class assignments.
3. Students are expected to attend all four classes. Attendance is a basic requirement
   for completing the portfolio process. Student who misses a full day of class – for any
   reason – will be expected to meet with the instructor and will be given a make-up
   assignment of 10-12 pages. Make-up work for unexcused absences will not be
   discussed on the phone. Excused absences will require documentation of family or
   personal emergencies.



Definition of Online Class Participation (Moodle Web-enhanced
Discussion Link)
The success of your learning experience in online discussion is dependent on the active
participation of all students. Therefore it is imperative that you enter each discussion link
prepared to participate in the class discussions, which requires that you not only post your
responses to the questions in a timely manner allowing time for others to respond, but
you must also respond/react/provide substantive feedback to other’s postings.


                                             6
It should be noted that not all engagement in class discussions constitutes substantive
class participation. Class participation in an online environment is characterized by the
following:
 Connects personal experiences to the concepts being studied, gives an orderly, brief
     version of the experience, with a point that is stated clearly;
 Avoids repeating points made by others;
 Shows evidence of having completed, understood, and applied the reading for the
     course;
 Incorporates shared ideas to create an understanding of the concept under discussion;
 Poses real-life questions or challenges that spring from the discussion and attempts to
     shape an informed conclusion.

GRADING CRITERIA:

   Successful completion of the course will be evidenced by class participation and the
    completion of all assignments. Because class activities are centered on homework
    assignments, it is essential that all work be completed by the assigned date.
   Written assignments will be evaluated on the basis of clarity, organization, timeliness
    of work, writing skills, and depth of content.
   All assignments must be typed and double-spaced.
   Students will be evaluated on the following criteria:
        Pre-class assignment                    up to 5 points
        Personal statement                      up to 18 points
        Resume                                  up to 10 points
        On line/Electronic Assignments          up to 12 points
        Claim I                                 up to 20 points
        Claim II                                up to 25 points
        Participation                           up to 10 points
   Students receiving less than 60 points will receive an “F” for the course

               Points                   Grade
               100-96                    A
                95-90                    A-
                89-87                    B+
                86-83                    B
                82-80                    B-
                79-76                    C+
                75-72                    C
                71-69                    C-
                68-65                    D+
                64-60                    D
                59 or below              F




                                             7
NOTE: Each student in the course is responsible for all SHS academic
      policies and college policies as found in the School of Human
      Services Student Handbook.

SPECIAL SERVICES: Springfield College and the School of Human Services are
committed to providing an equal educational opportunity for all students. Any student
who requires a reasonable accommodation to meet the requirements of this course is
encouraged to notify the instructor as soon as possible. Reasonable services and
accommodations are provided for students with physical, psychological, and learning
disabilities based on need. The disability must be documented with appropriate
evaluations administered by qualified professionals. This documentation must be on file
with Dr. Ike Williams, (713) 681-1120 campus designee for the SHS Office of Student
Support Services.

The syllabus is a binding agreement between the faculty member and the
students in the course. After distribution of the syllabus, any changes to
the syllabus must be (1) agreed to by all parties without coercion, (2)
distributed in writing, and (3) distributed to all parties.




                                           8
             Rubric for Assessing Formal Writing Assignments

The rubric below is designed to help students and instructors define what quality writing
is and the criteria by which SHS evaluates all students.

1. Clarity of Expression: The writer expresses ideas in a natural voice that permits a
   smooth reading and clear communication of ideas. The ideas are written so they can
   be understood easily, and the reader does not have to struggle to understand what the
   writer is saying.

2. Logical Organization of Ideas: Most college papers require an introductory
   paragraph (or two) that grabs the reader’s attention, makes the reader want to
   continue reading, and gives the reader some idea of what the paper is about. The
   main idea of the paper does not have to be stated in the opening sentence or even in
   the opening paragraph, but it should be clear before the end of the essay. What’s
   important is that the reader has a sense of the writer’s direction throughout the essay
   and that each paragraph should flow logically into the next.

3. Elaboration and Detail: The writer needs to develop the ideas of the essay fully and
   provide adequate supporting detail. Details can include examples, allusions,
   statistics, quotations, paraphrases, summaries, and more. Has the writer answered
   questions such as “what,” “what if,” “why not,” “how,” “how come”?

4. Critical Thinking: The writer needs to demonstrate the ability to analyze a subject
   from different perspectives, identify what’s at stake in each of these perspectives, and
   connect his or her conclusions to the central theme of the paper. It is not enough to
   present supportive examples without making clear the significance of these examples
   and how they advance the point the writer is trying to make.

5. Effective Use of Research Techniques Where Appropriate: The writer needs to
   select appropriate material from references to support ideas, use a variety of
   references, integrate the source material smoothly into the flow of the paper, and
   demonstrate consistent and correct use of the APA documentation style.

6. Effective Use of Language And Diction: The writer should use a vocabulary that is
   suitable to the subject and the audience. Are the words used accurately and
   effectively?

7. Mechanics and Usage: Mechanics include the standard conventions of spelling,
   capitalization, punctuation, and correct paragraph indentation. Usage involves issues
   of verb tenses, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on
   sentences, sentence fragments, and misplaced as well as dangling modifiers.
   Occasional errors that do not interfere with the reading of a text may be considered
   acceptable.



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