1

University of North Carolina at Greensboro

Department of Social Work
BSW Program

Course Syllabus

Catalogue Description: Examination and understanding of cultural and human diversity with
focus on oppressed groups. Students will have the opportunity to learn about broad differences
and likeness among diverse populations and cultures, both locally and globally.

Course Information:
Course Number/Section SWK315-01 & SWK 315-02
Course Title Social Work, Diversity, and Vulnerable Populations
Credit Hours 3
Term Spring
Day Asynchronous
Time Asynchronous
Location Online only, asynchronous participation required and
a few optional, synchronous online meetings

Professor Contact Information:

Professor Dr. Meredith C. F. Powers
Pronouns she/her/hers
Social Work Office Phone 336-256-1020
Email Address MCFPowers@UNCG.edu
Office Location Stone Building, Room 259
Office Hours Online only, by phone or via Zoom
Wednesdays 3:30-5pm; Thurs 8:30-10am

I would like to acknowledge Indigenous and First Nations peoples, worldwide, whose land,
winds and waters we now all share. I would like to pay respect to their beliefs and values, and
their continuing and enduring cultures which deepen and enrich the life of our global
community. UNC Greensboro is a community of learners situated within a network of historical
and contemporary relationships with Native American tribes, communities, parents, students,
and alumni. We acknowledge that the land we gather on has long served as the site of meeting
and exchange amongst a number of Indigenous peoples, specifically the Keyauwee and Saura.

NOTE: The instructor reserves the right to alter and adjust this syllabus to fit the learning and
instructional needs of the class, especially during the COVID-19 global health crisis. Your
health/mental health and wellness are the priority. So, please, at any point during this course,
you can email or meet with the instructor virtually during office hours to help make a plan and
any necessary adjustments to help you meet your learning goals and satisfy the requirements for
the course in a way that prioritizes and promotes your health and well-being. Please
communicate with the instructor if you face any barriers to technology (e.g., Canvas, Zoom) as
info/resources may be available.

1/19/21
 2

Teaching Methods and Assignments for Achieving Learning Outcomes (Modified for
COVID-19)
Due to COVID-19, this course is offered as an online course, modified for pandemic
context. The instructor will offer synchronous (optional) and asynchronous (required) online
class activities. Asynchronous content will be posted in Canvas, synchronous online class
sessions will be held live for students to attend, if they are able, and recorded for students to view
asynchronously in Canvas after the event.

COVID-19 Information and Tasks for You: (NOTE for other classes, ours is only online)
As UNCG returns to face-to-face course offerings now and/or in the future, the campus
community must recognize and address concerns about physical and emotional safety. As such,
all students, faculty, and staff are required to uphold UNCG’s culture of care by actively
engaging in behaviors that limit the spread of COVID-19. Such actions include, but are not
limited to, the following:

 Wearing a face covering that covers both nose and mouth

 Observing social distance in the classroom
 Engaging in proper hand washing hygiene when possible
 Self-monitoring for symptoms of COVID-19
 Staying home if you are ill
 Complying with directions from health care providers or public health officials to
quarantine or isolate if ill or exposed to someone who is ill.

Instructors will have seating charts for their classes. These are important for maintaining
appropriate social distance during class and facilitating contact tracing should there be a
confirmed case of COVID-19. Students must sit in their assigned seat at every class meeting and
must not move furniture. Students should not eat or drink during class time.

A limited number of disposable masks will be available in classrooms for students who have
forgotten theirs. Face coverings will also be available for purchase in the UNCG Campus
Bookstore. Students who do not follow masking and social distancing requirements will be asked
to put on a face covering or leave the classroom to retrieve one and only return when they follow
these basic requirements to uphold standards of safety and care for the UNCG community. Once
students have a face covering, they are permitted to re-enter a class already in progress. Repeated
issues may result in conduct action. The course policies regarding attendance and academics
remain in effect for partial or full absence from class due to lack of adherence with face covering
and social distancing requirements.

For instances where the Office of Accessibility Resources and Services (OARS) has granted
accommodations regarding wearing face coverings, students should contact their instructors to
develop appropriate alternatives to class participation and/or activities as needed. Instructors or
the student may also contact OARS (336.334.5440) who, in consultation with Student Health
Services, will review requests for accommodations.

Health and well-being impact learning and academic success. Throughout your time in the
university, you may experience a range of concerns that can cause barriers to your academic

1/19/21
 3

success. These might include illnesses, strained relationships, anxiety, high levels of stress,
alcohol or drug problems, feeling down, or loss of motivation. Student Health Services and The
Counseling Center can help with these or other issues you may experience. You can learn about
the free, confidential mental health services available on campus by calling 336-334-5874,
visiting the website at https://shs.uncg.edu/ or visiting the Anna M. Gove Student Health Center
at 107 Gray Drive. For undergraduate or graduate students in recovery from alcohol and other
drug addiction, The Spartan Recovery Program (SRP) offers recovery support services. You can
learn more about recovery and recovery support services by visiting https://shs.uncg.edu/srp or
reaching out to recovery@uncg.edu

COVID-19 Spartan Shield Video

UNCG Chancellor Frank Gilliam has challenged us to create a Culture of Care at UNCG where
we all wear face coverings and social distance, less to protect ourselves but rather more to
protect everyone around us. It shows that you care about the well-being of everyone around you.
We have created this video featuring your student body presidents to better explain how and why
this is so important. Please watch this video before the first day of classes.
https://youtu.be/Mb58551qxEk

Distribution Points at UNCG for Emergency Face-Covering Replacements: students can

pick up an emergency face-covering replacement if/when they have forgotten or misplaced their
own
https://docs.google.com/spreadsheets/d/1nqqP9asNlR21BnXZlj8iO6nq4tNxpKGk4Jj1WJM61p
M/edit#gid=0

CDC’s COVID-19 Prevention Guideline: https://www.cdc.gov/coronavirus/2019-

ncov/prevent-getting-
sick/prevention.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus
%2F2019-ncov%2Fprepare%2Fprevention.html

1/19/21
 4

Course Description and Linkage to Other Courses

This course will focus on developing a critical framework for understanding mechanisms
of oppression and structural forms of power and privilege, including self-awareness of one’s own
biases. With an emphasis on oppressed and marginalized groups, cultures, race and gender
equity, and change strategies to promote social justice, students will engage with academic
materials, community engaged activities, and critical reflection. Students will develop and show
active respect towards differences in perspectives, experiences, values, and history. Pathways
will be explored, and potentially created, toward making our global world a more just and safer
place for all. Students will develop a beginning level of cultural humility and self-awareness of
personal biases and privileges.
This course builds on student learning begun in SWK311, Human Behavior and the
Social Environment, and SWK310, Social Work Policy and Services. It provides an important
foundation for Social Work Methods I and II (SWK411 and 412) that students take in the senior
year. Also, SWK315 facilitates the development of knowledge, skills, values, and affective and
cognitive processes that that students will operationalize in their senior year field internships
(SWK413 and 414), during which they will work with diverse and/or vulnerable populations.
Liberal Arts Perspective
Course content is linked to the student’s liberal arts background in several ways. Social and
behavioral science courses provide students with a basic understanding of individuals’
dependency on and interaction with their environment, human behavior, and human
development. Such content provides a theoretical foundation that will assist students in
developing social work assessments that will be sensitive to and encompass cultural and human
diversity.
Linkage of this Course to CSWE Competencies
This course, usually taken in the second semester of the junior year, is part of the BSW
Program’s competency-based curriculum that has been designed to comply with the Council on
Social Work (CSWE) Educational Policy and Accreditation Standards (EPAS) as revised in
2015. CSWE has delineated 9 core competencies that must be adequately addressed in all BSW
programs, as listed below. CSWE defines each competency as describing “the knowledge,
values, skills, and cognitive and affective processes that comprise the competency at the
generalist level of practice.” Further, CSWE has operationalized these competencies by
identifying 31 generalist behaviors, which the BSW Program adopted. The generalist courses in
each BSW program are expected, when combined, to provide students opportunities to learn and
demonstrate all 9 generalist competencies and 31 behaviors.
Nine Competencies Identified by CSWE
1. Demonstrate ethical and professional behavior.
2. Engage diversity and difference in practice.
3. Advance human rights and social, economic, and environmental justice.
4. Engage in practice-informed research and research-informed practice.
5. Engage in policy practice.
6. Engage with individuals, families, groups, organizations, and communities.
7. Assess individuals, families, groups, organizations, and communities.
8. Intervene with individuals, families, groups, organizations, and communities.
9. Evaluate practice with individuals, families, groups, organizations, and communities.
This course addresses 5 of the 9 competencies highlighted in bold above.

1/19/21
 5

Outcomes for BSW Competency-based Curriculum

As discussed above, each competency is comprised of underlying knowledge, skills,
values, and cognitive/affective processes. The following table lists the competencies that are
addressed in this course, along with student learning goals designed to address aspects of
knowledge (K), skill (S), values (V), and cognitive/affective processes (C/AP) relevant to the
course. The last column (Assessments) describes which course assignments assess these student
learning goals. Each course in the curriculum also contains embedded measures to assess
specific CSWE-identified generalist behaviors, as described above. In the Assessments column,
information is provided about which assignments are used as embedded measures in this course.

List of Competencies/Outcomes, Student Learning Goals, and Assessments

Competencies/ Student Learning Goals Assessments
Outcomes

1. Demonstrate ethical Students will apply the NASW Code of  Critical Reflection
and professional Ethics when reflecting on their work on Community
behavior. with diverse and/or vulnerable Engagement
populations. (K, V, CP)
Students will use reflection and self-  Critical Reflection
regulation to manage personal values on Community
and maintain ethical and professional Engagement (EM)
behavior when interacting with diverse  Self-Assessment &
and/or vulnerable populations. (S, V, Introduction
AP)
2. Engage diversity and Communicate understanding of the  Critical Reflection
difference in practice. importance of diversity and difference on Community
in shaping life experiences in practice Engagement
at the micro, mezzo, and macro levels.  Class Participation
(K, S, CP)  Final Project
Present themselves as learners and  Critical Reflection
engage clients and constituencies as on Community
experts of their own experiences. (S, Engagement
V)
Apply self-awareness and self-  Critical Reflection
regulation to manage the influence of on Community
personal biases and values in working Engagement (EM)
with diverse clients and constituencies.  Self-Assessment
(K, S, AP) and Introduction
3. Advance human Students will apply their understanding  Critical Reflection
rights and social, of client and/or community positions of on Community
economic, and power, privilege, oppression, diversity, Engagement (EM)
environmental justice. vulnerability, and strengths related to  Final Project
social, economic and environmental
justice and human rights. (K, CP, V)

1/19/21
 6

Competencies/ Student Learning Goals Assessments

Outcomes

5. Engage in policy Students will identify how policies  Final Project

practice. related to social justice, such as human
rights and environmental policies,
affect vulnerable populations. (K, CP,
V)
6. Engage with Students will reflect on ability to  Critical Reflection
individuals, families, engage with individual clients, on Community
groups, organizations, organizations, and/or communities Engagement
and communities. comprised of diverse and/or vulnerable  Class Participation
populations. (AP, S)

(EM) indicates this assignment is being used to assess student learning for this competency as a
part of the program’s overall curriculum assessment.

Teaching Methods for Achieving Learning Outcomes

This course will employ traditional and innovative teaching strategies designed to engage
students with themes on diversity, equity and inclusion, and/or vulnerable populations. This
course will provide opportunities to develop student ability to communicate with cultural
humility in international, intercultural and/or multicultural contexts. Methods may include
readings, videos, podcasts, lectures, online class activities, peer to peer and group work,
community engagement, and the utilization of current and innovative technology.

Required Textbooks and Readings

Required Text: (Available FREE as e-book at UNCG Libraries catalog)

Sloan, L. M., Joyner, M. C., Stakeman, C. J., & Schmitz, C. L. (2018). Critical multiculturalism
and intersectionality in a complex world. New York: Oxford University.

Required Readings: (Will be made available on Canvas for FREE as PDFs or in UNCG
Libraries for free to borrow as e-book/book)
Arao, B. & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue
around diversity and social justice. In L. Landreman (Ed.), The art of effective
facilitation: Reflections from social justice educators (pp. 135-150). Sterling, VA: Stylus.
Ayvazian, A. (2001). Interrupting the cycle of oppression: The role of allies as agents of change.
In P. S. Rothenberg (Ed.), Race, class, and gender in the United States (5th ed.) (pp. 609-
615). New York: Worth Publishers. *
Bradshaw, T. K. (2006). Theories of poverty and anti-poverty programs in community
development. Community Development, 38(1), 7-25. *
Brave Heart, M., Chase, J., Elkins, J., Martin, J., Nanez, J., & Mootz, J. (2016). Women finding
the way: American Indian women leading intervention research in Native communities.
American Indian and Alaska Native Mental Health Research, 23(3), 24–47.
Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist
Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics.

1/19/21
 7

University of Chicago Legal Forum: Iss. 1, Article 8. Available at:

http://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
Coates, T-N. (2015). Between the world and me. New York: Spiegle & Grau.
Cuskelly, K., McCann, T., and Murphy, N. (2018). Partnership Approaches to Address the
Impacts of Environmental, Social, and Economic Injustices on Mental Wellbeing with
the Traveller Community in Ireland. In M. Powers & M. Rinkel (Eds.), Social Work
Promoting Community and Environmental Sustainability: A Workbook for Social Work
Practitioners and Educators. (pp.156-170). Switzerland: International Federation of
Social Workers (IFSW).
Davis, L. (2017). Introduction: Disability, normality, and power. In Davis, L (Ed.), The disability
studies reader (pp. 1-14). New York: Routledge.
hooks, b. (2009). Belonging: A culture of place. New York: Routledge.
International Association of Schools of Social Work, International Council on Social Welfare
and International Federation of Social Workers (2010). Global Agenda for social work
and social development: Towards an engagement agenda. Bern, Switzerland, IASSW,
ICSW, IFSW. http://cdn.ifsw.org/assets/ifsw_84013-7.pdf (Accessed on 8 June 2016) *
Johnson, A. G. (2010). The social construction of difference. In M. Adams, W. J. Blumenfeld, C.
Castaneda, H. W. Hackman, M. L. Peters, & X. Zungia (Eds.), Readings for diversity and
social justice (2nd ed.) (pp. 15-20). New York: Routledge.
Jurkowski, J. M. (2008). Photovoice as participatory action research tool for engaging people
with intellectual disabilities in research and program development. Intellectual and
developmental disabilities, 46(1), 1-11. *
Kirmayer, L. J., Gone, J. P., & Moses, J. (2014). Rethinking historical trauma. Transcultural
Psychiatry, 51(3), 299–319. doi:10.1177/1363461514536358
Maathai, W. (2003). The Green Belt Movement: Sharing the approach and the experience. New
York: Lantern Books. *
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School,
49(2), 31-36. *
Narusson, D., Geurden, and Kool, H. (2018). Promoting Mental Health: Engagement with the
Environment as a Source of Solutions and Inspiration. In M. Powers & M. Rinkel (Eds.),
Social Work Promoting Community and Environmental Sustainability: A Workbook for
Social Work Practitioners and Educators. (pp.226-242). Switzerland: International
Federation of Social Workers (IFSW).
National Association of Social Workers. (2017). Code of ethics. Washington, DC: Author.
https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Poole, J. (2013). Redneck sissy: Negotiating shame as a queer male in the rural south. In
Whitlock, R. (Ed.). Queer south rising: Voices from a contested place. Charlotte, NC:
Information Age.
Powers, M. C. F., Schmitz, C. L., Matthews, M., & Nsonwu, C. (2018). Environmental
migration: Social work at the nexus of climate change and global migration. Advances in
Social Work, 18(3), 1023-1040.
Said, N. (2014). Looking for Palestine: Growing up confused in an Arab American family. New
York: Penguin.
Scott, M. (2018). Foreword: Embracing Whenua, Manaakitanga, and Ukaipo in Social Work
Practice. In M. Powers & M. Rinkel (Eds.), Social Work Promoting Community and

1/19/21
 8

Environmental Sustainability: A Workbook for Social Work Practitioners and Educators.

(pp.12-22). Switzerland: International Federation of Social Workers (IFSW).
Thorn, T. & Grigni, N.(2019). It Feels Good to Be Yourself: A Book About Gender Identity.
Henry Holt and Co. (BYR)
White, W., Sanders, M. & Sanders, T. (2006). Addiction in the African American community:
The recovery legacies of Frederick Douglass and Malcolm X. Counselor, 7(5), 53-58. *
Yousafzai, M., & Lamb, C. (2013). I am Malala: The girl who stood up for education and was
shot by the Taliban. New York: Little, Brown, & Company.
Additional Suggested Resources: (see list at end of syllabus)
* Seminal works that cannot be replaced by more recent publications.

NOTE: The instructor reserves the right to alter and adjust this syllabus to fit the learning and
instructional needs of the class.

Course Outline
Asynch. = Asynchronous learning activities found in Canvas;
Synch. – Synchronized learning activities found in Canvas and on Zoom

Module Week Dates Topic Readings/Assignments Due

(M1)
1 1/19-22 Course Overview/Review  IASSW, ICSW, IFSW (2010), pp.1-10
Asynch. Syllabus  NASW (2017)
Critical Multiculturalism &  Arao & Clemens (2013)
Intersectionality Students have been pre-assigned to book
Co-creating Brave Spaces club groups and will serve as book club
Global Professional Context & host dates for the “Class Participation
Ethics Assignment” throughout the semester~
TBA
2 1/25-29 Intersectionality  Johnson (2010)
Asynch. Power, Privilege, Access  Sloan et al. (2018), Preface & About the
Social Construction of Authors and Ch. 6
Difference  Crenshaw (1989)
3 2/3/21 Class Meeting on Zoom: No New Readings
Optional Discussion of Module One
Synch. Content; Guest Speaker
Wed.
5-6pm
(M2)
4 2/8-12 Critical Self-Reflection and  Sloan et al. (2018), Ch. 2
Asynch. Identity Development  McIntosh (1990)
 Said (2014), pp. 1-10
5 2/15-19 Critical Multiculuralism,  Sloan et al. (2018), Ch. 1
Asynch. Oppression, and Action  hooks (2009), pp.1-10
 White, Sanders, & Sanders (2006)

1/19/21
 9

Module Week Dates Topic Readings/Assignments Due

6 2/24/21 Class Meeting on Zoom: No New Readings
Optional Discussion of Module Two
Synch. Content; Guest Speaker
Wed.
5-6pm
(M3)
7 3/1-5 Changing Narratives of  Sloan et al. (2018), Ch. 3
Asynch. Ethnoracial Identity  Coates (2015), pp. 1-10
Race, Ethnicity, Color, Caste,  Braveheart et al. (2016)
Tribe, & Nationality
8 3/8-12 Gender, Sex, Sexual Orientation  Sloan et al. (2018), Ch. 4
Asynch.  Poole (2013)
 Thorn & Grigni (2019)

9 3/17 Class Meeting on Zoom: No New Readings

Optional Discussion of Module Three  Self-Assessment and Introduction due
Synch. Content; Guest Speaker
Wed.
5-6pm
(M4)
10 3/22-26 Indigenous Narratives &  Scott (2018)
Asynch. Nonwestern Models  Yousafzai & Lamb (2013): pp. 1-25
Memory in Deeply Divided  Kirmayer et al. (2014)
Societies
11 3/29-4/1 Disabilities/Differing Abilities  Sloan et al. (2018), Ch. 5
Asynch. Immigrants, Refugees, and  Davis (2017)
Internally Displaced People  Powers et al. (2018)
12 4/7/21 Class Meeting on Zoom: No New Readings
Optional Discussion of Module Four  Final Project due
Synch. Content; Guest Speaker
Wed.
5-6pm
(M5)
13 4/12-16 Policy Implications of  Bradshaw (2006)
Economic, Environmental, and  Sloan et al. (2018), Ch. 7
Social Justice  Maathai (2003), pp. 1-10
Human Rights
Reconciliation and the Dynamics
of Change & Peace Building
14 4/19-23 Bridging the Cultural Gap and  Ayvazian (2001)
Building Community  Cuskelly et al. (2018)
 Narusson, Geurden, & Kool (2018)

1/19/21
 10

Module Week Dates Topic Readings/Assignments Due

15 4/28/21 Class Meeting on Zoom: Discussion No New Readings
Optional of Module Five Content; Guest
Synch. Speaker  Critical Reflection on Community
Wed. Engagement due
5-6pm

Class Assignments
1. Self-Assessment and Introduction (40% of final grade)
This assignment is meant to engage you in critical self-assessment and reflection on your
positionality and identity and to challenge you on the biases and assumptions you may make
about others. Each part of this assignment can serve as a tool that you use for the future when
you are engaged in your careers; add these to your Toolbox for your Final Project assignment.
You do not need to share your answers with the class, but if you are willing, sharing your
reflections will enhance the mutual aid learning of class/group discussions.
For this first assignment, you will watch two TED Talk videos and respond to the
questions listed below. You will submit your answers to the assignments, both parts 1 and 2, as a
short paper (6 pages or less) in Canvas Assignments. Assignments submitted beyond the
appropriate length will not be accepted. You should answer every question and follow the
numbered, bullet point format. Grades will be determined using the attached rubric.
1) Part One: (Worth 20 of 40 possible points)
a. Watch the TED Talk video “Professor Kimberlé Crenshaw Defines
Intersectionality” (https://www.youtube.com/watch?v=sWP92i7JLlQ) until
time stamp 16:25, there is a content warning of violence at that point. Please
STOP watching if you need to for your own mental health protection. Please
honor these black and brown women in a different way. See the
#SayHerName movement on Crenshaw’s organizational website:
https://www.aapf.org/sayhername
b. Read Chapter 6 of our Textbook, Sloan et al. (2018).
c. Reflecting on the TED Talk by Professor Crenshaw and chapter 6, answer
ALL of the reflection questions at the end of the chapter (p.113) on critical
multiculturalism and intersectionality to assess aspects of your privilege,
power, and access to resources.

2) Part Two: (Worth 20 of 40 possible points.)

a. Watch the TED Talk, “Don’t ask me where I’m from, ask me where I’m
local” by Taiye Selasi
(https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_from_ask_wh
ere_i_m_a_local?language=en)
i. Write a brief introduction of yourself using all of the “3 R’s:
Restrictions, Rituals, Relationships” that she introduces in the video.
ii. Write briefly about how your answers to the 3 R’s influence your
personal biases and personal values in working with diverse
clients/communities?
b. Read the NASW Code of Ethics NASW (2017)

1/19/21
 11

i. Write briefly about how your personal values align with your
profession’s values and ethics.
ii. Write briefly about how you may need to adjust your personal values
to align with professional values and ethics when you work with
diverse and/or vulnerable populations.

Due date: Week 9

2. Class Participation (10% of final grade)

Class participation is expected. Students have been randomly, pre-assigned to book club
groups and randomly, pre-assigned a date to serve as the Host of the book club, which will is a
graded assignment. Each week the students will participate asynchronously (at your own pace,
not live) in “book club” discussions by posting their reflections about weekly content (e.g.,
videos, readings, assignments, lectures). Students are encouraged to also reflect on how the class
relates to current events, and share appropriate news, articles, videos. Please use the canvas
"library resources" tab to learn more about how to determine if sources are legitimate and
appropriate (e.g., not fake or biased news).
1. As a Book Club group member, you are expected to:
1. Complete all readings and assignments for that week’s discussions
2. Abide by the class “Brave Space” policies (to be established in weeks 1-3)
3. Share ideas, feelings, personal experiences, and observations related to the week’s
learning content
4. Contribute to mutual learning as you help others, while also developing your
views and ideas, knowing we are all growing as humans and professionals
2. When it is your week to serve as the Book Club Host, you will be graded on the
following learning behaviors: (Worth 10 of 10 possible points)
1. At the beginning of the week, raise at least one thought provoking question
related to the issues in the readings/videos/assignments for the week
2. At the beginning of the week, share at least one quote from the readings/videos
that resonated with you to generate discussion with your group.
3. Throughout the week, answer questions/respond to posts by all other group
members
4. At the end of the week, briefly summarize the content of the week’s
readings/videos
5. At the end of the week, briefly synthesize the ideas shared by your group
NOTE: This can serve as a tool that you and your Book Club can use for the future when you are
engaged in your careers, add these to your Toolbox for your Final Project. Grades for this
assignment will be determined using the attached grading rubric.

Due dates: Weeks 4-15 TBA~ Each student will be randomly pre-assigned a date

3. Critical Reflection on Community Engagement (EM) (30% of final grade)

This assignment is designed to be an ongoing critical reflection process, where you
integrate class learning with relevant community engagement experiences. These can be
virtual/online, or in approved COVID-19 safe ways IF you feel comfortable doing so, this is up

1/19/21
 12

to the student’s discretion. MANY are FREE! You are not required to pay for any event, please
select from the many free options. The instructor will provide community engagement
suggestions and you are welcome to ask for ideas from the instructor or classmates. If you have
suggestions, please share these with the instructor to post for others to consider. However, you
are ultimately responsible to find and attend the community engagement event.
Through this process you will develop personal growth, civic learning, and academic
enhancement. This can serve as a tool that you can use for the future when you are engaged in
your careers; add these to your Toolbox for your Final Project assignment. And, you can add
trainings/workshops to your resume. Grades for this assignment will be determined using the
attached grading rubric.

1) Part One: This is meant to expose you to the learning opportunities you need most related to
diversity that you feel you need to challenge yourself to learn more about to be prepared for
your career goals. You will select and attend one event/workshop/training to participate in
that addresses work with diverse populations and is related to social, economic, and/or
environmental justice. Community engagement event could include participating in a virtual
community event (such as the UNCG Office of Intercultural Engagement’s events or
community organizations’ events, trainings or workshops, virtual City Council meetings,
etc.).

NOTE: You do not need to “prove” your attendance, you are an adult learner, creating your own
pathway to your career as a life-long learner. I trust you.

2) Part Two: After attending your event, you will then write a brief paper to answer the
following Critical Reflection on Community Engagement. The paper should be no more than
4 pages total to answer the following questions. Answer the questions in numbered, bullet
point format. Grades for this assignment will be determined using the attached grading
rubric.
a. Name of Event and Name of Group Organizing Event
b. Date Attended
c. Website/links, any other info to help identify event
d. Brief summary of event
e. Why did you think this event would help you deepen your understanding of an aspect
of diversity you need to learn?
f. What did you learn from the event?
g. With whom could you share what you learned to help them learn?
h. What can you do to learn more on this topic?
i. What do you think would be challenging if you were to work with this community
organization (that hosted the event) or the population this event served/discussed?
j. What experiences/expertise do you have that you could offer the community
organization (that hosted the event) or the population this event served/discussed?
k. What do you think may be ways you could stretch yourself/go beyond your comfort
zone when you engage with the community organization (that hosted the event) or the
population this event served/discussed?
l. If you were to work with the community organization (that hosted the event) or the
population this event served/discussed, how could you present yourself as a learner

1/19/21
 13

and engage with individual clients, organizational staff members, and/or community
members as experts on their own experiences?
m. How does the community organization (that hosted the event) address the following:
i. ethical issues
ii. human rights
iii. social justice issues
iv. economic justice issues
v. environmental justice issues
n. Identify policies related to ethical practice, human rights standards and how they
affect the communities/populations served by that organization.
o. What additional policies may be needed related to ethical practice, human rights
standards and how they affect the communities/populations served by that
organization?

Due Date: Week 15

NOTE: The Critical Reflection on Community Engagement assignment is used to assess

CSWE Competency 2 (Engage diversity and practice) and Competency 3 (Advance
human rights and social, economic, and environmental justice.

4. Final Project (20% of final grade)

We are life-long learners, and there is no possible way to learn everything we need in
one course, or in one undergraduate degree program, and certainly not under stressed
context such as the current global pandemic. Thus, this assignment allows you to create a
“Life-Long Learner Toolbox”. This project is meant to help you organize resources you
can come back to after this class, as a lifelong learner, over your academic and
professional career. Have fun with this, be creative, and make it a useful Toolbox for
your unique learning styles/needs. Think of it as a gift to your future self, when you will
need to find such tools in the future.
You are to assemble a “Toolbox” for yourself. It may be something you eventually
share with others, classmates, or allow your instructor to post for others, but this is not
required. You will share it with your instructor to view for grading this assignment.
Grades for this assignment will be determined using the attached grading rubric.

Format: The format for this Toolbox is up to each student to pick according to their
preferences/needs.
1) Once you graduate, you will not have access to UNCG hosted platforms (e.g., Canvas
readings, lectures, discussions, Box or Google Folders associated with UNCG). Thus,
you must choose a platform to keep your Toolbox where you can have access after
you are no longer affiliated with UNCG. Please indicate where you are storing your
Toolbox for your instructor to note, and also post a link/make shareable in Canvas for
your instructor to offer feedback and grade.
2) You may choose a format that is easiest and makes the most sense for you. This could
be done as a simple word document, or you could make a Power Point presentation
(for yourself only or to share), or a newsletter, a blog, an annotated bibliography, a

1/19/21
 14

google folder or a folder on your computer, a citation manager (e.g., RefWorks,

EndNote), etc.

Content: This Toolbox is an ongoing resource you are creating for yourself. It does NOT
have to be exhaustive (“include EVERYTHING”), rather should be a good start to
building a toolbox to find resources you learned about/from in this course and return to
them and go deeper in your learning beyond this course.
Your Toolbox should include the following components:
1) Content throughout the course, such as the syllabus, required readings, lectures,
guest speakers, community engagement events the student attends, etc. The
student can also add other scholarly and reputable resources they find during the
class or from other classes, or what they learn beyond formal education.
2) Full reference information about each resource should be included, so that you
can find it/cite it for future use
3) Content should also include a brief (short description or key words) to synthesize
and summarize resources, noting:
a. the aspect(s) of diversity and difference (e.g.~ power, privilege,
oppression, diversity, vulnerability, and strengths related to social,
economic and environmental justice and human rights) that are addressed
in the resource
b. the levels of practice (e.g., the micro, mezzo, and macro levels) each
resource could be useful for
c. key thoughts/reflections about the resource, to remind yourself what you
learned from it/liked about it/noted that you were confused about or areas
you noted you would like to learn more about in the future.

Due Date: Week 12

Grading
Assignment Percentage of Due Date
Final Grade
1. Self-Assessment & Introduction 40% Week 9
2. Class Participation 10% TBD
3. Critical Reflection on Community Engagement 30% Week 15
4. Final Project 20% Week 12
Total 100%

NOTE: GRADING RUBRICS FOR ALL ASSIGNMENTS WILL BE POSTED IN CANVAS

Grading Criteria:
For all of the written assignments in this course, the following criteria pertain:
1. All the elements of the assignment will be covered.
2. evidence will be presented to back up your analyses (specific examples will be
given to illustrate vague ideas or concepts or to make a point more clearly);

1/19/21
 15

3. assignments will be well-written in terms of clarity of expression (use first person

if appropriate; use active rather than passive voice);
4. APA 7th edition style will be used;
5. the assignment will be turned in on time (see Policy on Late or Incomplete
Assignments below);
7. the assignment will be typed in 12-point font, with pages numbered; no untyped
papers will be accepted.

Grading Scale Used in All BSW Classes:

Percentage Grade Earned

95% - 100% A
90% - 94% 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-
59% and below F

Professional Involvement
Students in the BSW Program are expected to conduct themselves professionally. This
assumes that students will:
● arrive to class on time
● arrive prepared with reading and assignments completed
● attend all classes
● remain attentive during class
● demonstrate a commitment to learning
● participate in class discussions and activities
● take responsibility for one’s learning
● turn in assignments on time, typed, using APA format, with proper grammar, and free of
typographical or spelling errors
● Respect others and demonstrate an appreciation for human diversity

Civility Statement
The Department of Social Work at UNC-Greensboro is committed to the values and
ethics of the social work profession as indicated by the National Association of Social Workers.
The NASW core values include: service, social justice, the dignity and worth of the person, the
importance of human relationship, integrity, competence, human rights, and scientific inquiry.

1/19/21
 16

The Department of Social Work is an inclusive environment that does not discriminate against
applicants, students, or employees on the basis of age, class, color, creed, disability, ethnicity,
family structure, gender, gender identity, marital status, national origin, political orientation,
race, religion, sex, or sexual orientation. We expect all social work staff, faculty and students to
endeavor to provide a supportive and affirming environment that is anti-oppressive and supports
individuals’ diversity and lived experiences, including the use of preferred pronouns.

Please see the link to the Office of Intercultural Engagement’s website on, “Why Pronouns
Matter”:
https://intercultural.uncg.edu/student-advocacy-outreach/lgbt-community/lgbtq-resources/trans-
resources/why-pronouns-matter

Attendance Policy for this Class

Students are expected to attend class. If an absence is anticipated, students are to notify
the instructor by email. Each instructor will provide a more detailed attendance policy for their
individual classes. See University Religious Observance and Class Attendance policy at
https://drive.google.com/file/d/0B3_J3Uix1B4UeTV4Nk1vVFJoVFE/view

Policy on Late or Incomplete Assignments

Assignments are to be turned by the due date listed on the syllabus. A grade of
“Incomplete” is only given in unusual circumstances when a student is unable, for reasons
beyond the student’s control, to complete course requirements by the end of the term. The
instructor determines whether an “I” is warranted. Students should not assume they will be able
to receive an “I.” Individual instructors may provide additional information about late or
incomplete assignments.

Accommodations for Students with Disabilities

Under the Americans with Disabilities Act (ADA), pursuant to Section 504 of the
Rehabilitation Act, “reasonable accommodation” to students with disabilities is provided in this
course. If you require an accommodation, you must register with the Office of Accessibility
Resources and Services (OARS). Please notify OARS of any accommodation requests prior to
the start of classes or within the first two weeks of classes. Students should inform the instructor
at the beginning of the semester about specific accommodations needed and provide authorized
documentation through designated administrative channels. Consult UNCG undergraduate
bulletin for further information. Please note that accommodations and modifications may not be
performed retroactively.

Health and Wellness

Your health impacts your learning. Throughout your time in college, you may experience
a range of health issues that can cause barriers to your learning. These might include physical
ailments, illnesses, strained relationships, anxiety, high levels of stress, alcohol/drug problems,
feeling down, or loss of motivation. The UNCG Student Health Center and counseling center can
help with these or other issues you may be experiencing. You can learn about the free,
confidential mental health services available on campus by calling 336-334-5874, visiting the

1/19/21
 17

website at https://shs.uncg.edu/ or visiting the Anna M. Gove Student Health Center at 107 Gray
Drive.

Academic Integrity Policy

Academic integrity is important to success in school as well as later in your professional
life as social workers. Academic integrity is based on five values: honesty, trust, fairness,
respect, and responsibility. If you are to fully benefit from this class and be properly evaluated
for your contributions, we must work together in an environment that affirms these values. Work
that violates these values is incompatible with the goals of this class and the NASW Code of
Ethics and will not be tolerated. Violations of the academic integrity policy will be considered
serious academic and ethical offenses and will be dealt with as such. Every member of the class
is expected to foster the spirit of academic honesty at all times and to encourage that spirit
among others. Please consult the UNCG Academic Integrity Policy at
https://drive.google.com/file/d/0B0rFGGhJvbDHUExSZmFFaWFmb00/view

Resources for Students

Students are encouraged to use the services of the Writing Center and the Speaking Center in
preparation of your assignments: Please note that this center does not necessarily adhere to APA style,
so you need to consult the APA 6th edition to be sure your assignments follow those guidelines.
● Writing Center Webpage: http://www.uncg.edu/eng/writingcenter/
● Online Writing Center Webpage: http://www.uncg.edu/eng/writingcenter/online.html
● UNC School of Social Work APA Quick Reference Guide:
http://www.ssw.unc.edu/files/web/pdf/APA_Quick_Reference_Guide.pdf

The following web sites provide information on documentation using APA style:
 http://owl.english.purdue.edu/handouts/research/r apa.html. (information on APA style)
 http://www.apastyle.org/elecref.html (information on APA style for material in electronic
formats)

Additional Suggested Resources:

Abed, M. (2006). Clarifying the concept of genocide. Metaphilosophy, 37(3/4), 308-330. *

Conover, T. (2013). Coyotes: A journey through the secret world of America’s Mexican
migrants. New York: Knopf Doubleday.
Coyhis, D. & White, W. (2006) Alcohol problems in Native America: A new and provocative
history. Counselor, 7(4), 54-56. *
Davis, A., Barat, F., & West, C. (2016). Freedom is a constant struggle: Ferguson, Palestine,
and the foundations of a movement. Chicago: Haymarket Books.
Dessel, A., & Bolen, R. (Eds.). (2014). Conservative Christian beliefs and sexual orientation in
social work: Privilege, oppression, and the pursuit of human rights. Alexandria, VA:
Council on Social Work Education.
Dibie, R. (2009). Globalization and women’s empowerment in Africa. In L. Lindio-McGovern &
I. Wallimann (Eds.). Globalization and third world women: Exploitation, coping and
resistance (pp. 161-184). Burlington, VT: Ashgate Publishing Limited.
Ettner, R. (1999). Gender loving care: A guide to counseling gender-variant clients. New York,
NY: W. W. Norton & Company. *

1/19/21
 18

Evans, A.C., Achara, I., Lamb, R. and White, W. (2012). Ethnic- specific support systems as a
method for sustaining long-term addiction recovery. Journal of Groups in Addiction and
Recovery, 7(2-3), 171-188.
Gilbert, D. J., Harvey, A. R., & Belgrave, F. Z. (2009). Advancing the Afrocentric paradigm
shift discourse: Building toward evidence-based Afrocentric interventions in social work
practice with African Americans. Social Work, 54(3), 243-252.
http://web.a.ebscohost.com.ezproxy1.lib.asu.edu/ehost/pdfviewer/pdfviewer?vid=5&sid=
fdc578 35-ce12-4a7f-9395-407e5cc11960%40sessionmgr4010&hid=4207
Gray, M., Coates, J., Yellow Bird, M. & Hetherington, T. (Eds.). (2016). Decolonizing social
work. New York: Routledge.
Green, E. R., & Maurer, L. M. (2015). The teaching transgender toolkit: A facilitator's guide to
increasing knowledge, decreasing prejudice & building skills. Ithaca, NY: Planned
Parenthood of the Southern Finger Lakes.
Guo, W., & Tsui, M. (2010). From resilience to resistance: A reconstruction of the strengths
perspective in social work practice. International Social Work, 53(2), 233-245.
Hildalgo, H. (Ed.). (2005). Lesbians of color: Social and human services. New York: Haworth.
Keddell, E. (2009) Narrative as identity: Postmodernism, multiple ethnicities, and narrative
practice approaches in social work. Journal of Ethnic and Cultural Diversity in Social
Work, 18(3), 221-241.
Kreitzer, L. M., & Jou, M. K. (2010). Social work with victims of genocide: The Alternatives to
Violence Project (AVP) in Rwanda. International Social Work, 53(1), 73-86.
Kulis, S. S., Wagaman, M. A., Tso, C., & Brown, E. F. (2013). Exploring indigenous identities
of urban American Indian youth of the southwest. Journal of Adolescent Research, 28(3),
271– 298. [PubMed: PMC3677791]
Kulis, S. S., Hodge, D. R., Ayers, S. L., Brown, E. F., & Marsiglia, F. F. (2012). Spirituality and
religion: Intertwined protective factors for substance use among urban American Indian
youth. American Journal of Drug and Alcohol Abuse, 38(5), 444-449. [PubMed:
PMC3431460].
Lederach, J.P. (1997). Building peace: Sustainable reconciliation in divided societies.
Washington, DC: United States Institute of Peace. *
Lloyd, C., King, R., & Chenoweth, L. (2010). Social work, stress, and burnout: A review.
Journal of Mental Health, 11(3), 255-265.
Lyons, K. (2006). Globalization and social work: International and local implications. British
Journal of Social Work, 36(3), 365–380.
Marsiglia, F. F. & Kulis, S. (2015). Diversity, oppression & action: Culturally grounded social
work (2nd ed.). Chicago, IL: Lyceum.
McCarthy, J. (2005). Individualism and collectivism: What do they have to do with counseling?
Multicultural Counseling and Development, 33(2), 108-117. *
Mallon, G. (Ed.). (2008). Social work practice with lesbian, gay, bisexual, and transgender
people. New York: Haworth Press. *
Moore, S. E., Robinson, M. A., & Adedoyin, A. C. (2016). Introduction to the special issue on
police shooting of unarmed African American males: Implications for the individual, the
family, and the community. Journal of Human Behavior in the Social Environment,
2(3/4), 247-250.
National Association of Social Workers. (2015). Standards and indicators for cultural
competence in social work practice. Washington, DC: NASW Press.

1/19/21
 19

Nelson-Becker, H., & Canda, E. R. (2008). Spirituality, religion, and aging research in social
work: State of the art and future possibilities. Religion, Spirituality, and Aging, 20(3),
177-193.
Noah, T. (2016). Born a crime: Stories from a South African childhood. New York: Spiegel &
Grau.
Organista, K. C. (2009). New practice model for Latinos in need of social work services. Social
Work, 54(4), 291-305.
Peterson, V. S., & Runyan, A. S. (2009). Global gender issues in the new millennium (3rd ed.)
Westview.
Pharr, S. (1997). Homophobia: A weapon of sexism. Berkeley, CA: Chardon.
Pitt, R., & Marsiglia, F. F. (2000). Like oil floating in water: The narrative of an undocumented
worker. Reflections, 6(Winter), 18-23.
Polack, R. (2004). Social justice and the global economy: New challenges for social work in the
21st century. Social Work, 49(2), 281-290.
Poole, J. (2012). Good ol’ boy: A tale of transformation in the rural south. In Shira Tarrant (Ed.)
Men speak out: Views on gender, sex, and power (2nd ed.). New York: Routledge.
Poole, J., & Gause, C. (2011). Under construction: Sexual and gender identities in rural areas. In
Lehtonen, J. (Ed.). Sexualities in education: A reader. New York: Peter Lang, 242-53.
Sakamoto, I. (2007). A critical examination of immigrant acculturation: Toward an
antioppressive social work model with immigrant adults in a pluralistic society. British
Journal of Social Work, 37(3), 515–535. *
Sanders, T., Sanders, M., & White, W. (2006). “When I Get Low, I Get High”: The portrayal of
addiction and recovery in African American music, Counselor, 7(6), 30-35. *
Schmitz, C. L., Vazquez-Jacobus, M., Stakeman, C., Valenzuela, G., Sprankel, J. (2003).
Immigrant and refugee communities: Resiliency, trauma, and social work practice. Social
Thought, 22(2/3), 135-158. *

Stryker, S. & Whittle, S. (2006). The transgender studies reader. New York: Routledge. *
Sue, D. W., Capodilupo, C. M. Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., &
Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical
practice. American Psychology, 62(4), 271-86. *
Tarrant, S. (2013). Men speak out: Views on gender, sex and power. New York: Routledge.
United Nations. (1948). The universal declaration of human rights (General Assembly resolution
217A). Retrieved from http://www.un.org/en/universal-declaration-human-rights/
Wagaman, M. A., Geiger, J. M., Shockley, C. & Segal, E. A. (2015). The role of empathy in
burnout, compassion satisfaction, and secondary traumatic stress among social workers.
Social Work, 60(3), 201-209.
Walby, S. (2009). Globalization & inequalities: Complexity and contested modernities (Chapter
9: Comparative paths through modernity: Neoliberalism and social democracy). Los
Angeles: Sage.
White, W. & Sanders, M. (2004). Recovery management and people of color: Redesigning
addiction treatment for historically disempowered communities. Alcoholism Quarterly,
26(3), 365-395. *
Whitbeck, L. B. (2006). Some guiding assumptions and a theoretical model for developing
culturally specific preventions with Native American people. Journal of Community
Psychology, 34(2), 183-192. *

1/19/21
 20

Woods, T. A. & Kurtz-Costes, B. (2007). Race identity and race socialization in African
American families: Implications for social workers. Journal of Human Behavior in the
Social Environment, 15(2/3), 99-116. *
Yan, M. C. (2008). Exploring cultural tensions in cross-cultural social work practice. Social
Work, 53(4), 317-328. *

* Seminal works that cannot be replaced by more recent publications.

1/19/21