Course Syllabus

MHS 3426 DIVERSITY ISSUES IN HUMAN SERVICES

Instructor: Zonovia Proctor, MS.

E-Mail: Webcourses Messenger

Mode: Online

Required Texts:

Anderson, S. K. (2018). Explorations in Diversity (3^rd ed.). New York, NY: Oxford University Press.

Additional Readings:

Additional Readings and Videos as indicated on the Course Outline are posted on Webcourses under “Learning Materials.”

Course Description:

Diversity Issues in Human Services Serves is an introduction to multicultural helping. This course will explore the influence of socio-identities (e.g., race, ethnicity, religion, gender, socioeconomic status, sexual orientation, ability) on individual functioning, personal and cultural concerns, and the helping process.

Course Purpose:

Diversity Issues in Human Services aims to challenge students to begin the process of becoming culturally competent helpers. There are three dimensions of multicultural competence infused in the course: (1) awareness of one’s own cultures, beliefs, and values, (2) knowledge of others’ cultures, beliefs, customs and values and (3) skills in utilizing culturally appropriate interventions with diverse clients, including techniques, education, empowerment and advocacy.

Course Objectives:

To increase self-awareness about one's personal cultural identity, values, beliefs and customs and how these factors may impact the helping relationship
To acquire insight into racism, prejudice, oppression, and privilege, and the effects of these factors on themselves and their clients
To expand knowledge about the seven major social identities which every person possesses (race, ethnicity, class, gender, sexual orientation, physical abilities, and religion/spirituality) and the impact of these identities on the helping process and relationship.
To demonstrate skills and techniques to meet the needs of diverse clients with sensitivity and flexibility.
Make a commitment to ongoing professional development in multicultural competence

Course Requirements

Reading Reflections: 64 points (24% of total grade)
- For each Module, students will submit a written reflection for the reading materials reviewed in that Module. Reading materials are textbook chapters and/or supplemental text indicated in the Course Outline and “Learning Materials” section on Webcourses.
- Discussion Questions are provided for each Module. Students will demonstrate their understanding of course content with thorough and meaningful responses for each question.
- Student responses on the reading reflection must total a minimum of 500 words.
  - Please Note: The word count minimum of 500 words applies to the total document submitted, not per question.
- Each reflection must follow the Reading Reflection Template provided. Responses should be written underneath the corresponding headings.
- A total of 4 Reading Reflections (16 points each) are required for this course.

Video Reflections: 48 points (17% of total grade)
- For each Module, students will choose two videos and submit a written reflection for the video review. Links for all Video options indicated in the Course Outline are in the “Learning Materials” section on Webcourses. Students may watch all three video options to enhance their learning, however the Video Reflection must only include one video review.
- Student responses on the reading reflection must total a minimum of 500 words.
  - Please Note: The word count minimum of 500 words applies to the total document submitted, not per question.
- Each reflection must follow the Video Reflection Template provided. Responses should be written underneath the corresponding headings.
- Each reflection must include 4 components:

Titles of video reviewed.
Indicate the Main Points or personal takeaways from the reading/material
1. Please Note: Focus on concepts, ideas and themes, not on individual facts.
What was the most surprising, interesting or challenging parts of the topic? And why?
Give an example to illustrate the main points or topics covered.
- A total of 4 Video Reflections (12 points each) are required for this course.

Module Assignments: 40 points (15% of total grade)
- For each Module, students will complete an assignment designed to enhance their understanding of the material presented. Assignments will vary by Module and may include short surveys, worksheets, questionnaires, etc.
- A total of 4 assignments (10 points each) are required for this course.

Online Discussion: 40 points (15% of total grade)
- For each Module, students will participate in an online discussion via Webcourses. Student will be assigned to small discussion groups and remain in these groups for the duration of the semester. Discussions are designed to share reactions, analyze material, and generate new ideas. At times, students may be asked to view a short video prior to participating in the Discussion. The Instructor will provide a prompt, and the student will provide their respective responses. To receive full credit, each student will contribute at least one original response (5 points), and at least one peer response (5 points).
- It is suggested that students post their original response at least 2 days prior to the deadline to ensure all participants have an opportunity to post a peer response with adequate time.
- A total of 4 discussions (10 points each) are required for this course.

Cultural Immersion Video: 40 points (15% of total grade)
- For the Midterm Assignment, students will create a 5-minute Cultural Immersion Video Journal. Students will participate in a culturally immersive experience and reflect on apprehensions, expectations and take-aways from the experience.
- Assignment details will be posted on Webcourses

Advocacy Video Project: 40 points (15% of total grade)
- For the Final Assignment, students will create a 5-minute Advocacy Video to reflect a group they are passionate about. The video will include 6 parts:

Identify a marginalized cultural group or “intersecting identity”.
Identify the needs or challenges experienced by this group.
Explain how these challenges negatively impact this group and why it’s important to improve their conditions.
Explain why you are passionate about this group.
Name at least two local community organizations that serve this community.
Name at least three ways someone can change or improve the lived experience of this group.
- Please note: Student must physically appear in the video and make audible contributions. This means that only presenting an animated slide show or Power Point is not acceptable.
- Although not required, students may integrate slides with written content, contribute voice over, and include music in their video.

Course Module Format:

Each module will follow a sequential format:
Module Learning Materials
Module Reading Reflection
Module Video Reflection
Module Assignment
Module Discussion

Written Submissions:

All materials submitted for evaluation will be assessed on their adherence to assignment guidelines, grammar, style, clarity, and depth of reflectiveness.

Please note: Pay attention to minimum word counts listed in each reflection, assignment, and discussion. The minimum word count refers to the original words in the student’s responses. Titles, headings, or instructor’s discussion questions do not count towards the total word count. If a student’s submission does not meet the minimum word count, the instructor will not grade submitted work and the student will receive a score of 0.

Grading:

Grades will be based on mastery of the course objectives as demonstrated by the completion of all course requirements/assignments.
Students earn full credit when submissions meet all requirements outlined and demonstrate depth and engaged understanding of material.
Points are deducted for inadequate adherence to assignment guidelines and expectations, poor grammar, and late submissions.

Class Policies

Penalty for Late Work:

All assignments must be uploaded to Webcourses by 11:59pm on the due date stated. Assignments turned in after this are considered late and will be marked down a FULL LETTER GRADE (10% of the total grade) for each day they are late. Assignments turned in 7 days late will not be accepted, and students will receive a grade of 0. Please speak with the instructor if there are extenuating circumstances. Accommodations for extenuating circumstances must be discussed with the instructor PRIOR to the assignment deadline. Please note: No late submissions accepted for the Final Assignment.

Accommodating Students with Special Learning Needs:

The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor.

Online Netiquette and Rules:

It is possible that your classmates will discuss personal experiences. It is very important that you respect your fellow students and maintain confidentiality regarding what occurs in this class.
Students have to remember that online discussion is also a part of class activities so that they need to use proper language including correct grammar and spelling and to avoid using texting abbreviations or slang terms.
Students should be cautious not to share their personal information online.
It is expected for students to be courteous and considerate with the respect to others in online communication.

Sexual Harassment Policy

The University of Central Florida values diversity in the campus community. Accordingly, discrimination on the basis of race, sex, national origin, religion, age, disability, marital status, parental status, veteran's status, sexual orientation, or genetic information is prohibited.

Sexual harassment, a form of sex discrimination, is defined as unwelcome sexual advances, requests for sexual favors, or verbal or physical conduct of a sexual nature when:

Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or enrollment;
Submission to or rejection of such conduct by an individual is used as the basis for employment or enrollment decisions affecting such individual; or
Such conduct has the purpose or effect of substantially interfering with an individual's work performance or enrollment, or creating an intimidating, hostile, or offensive working or academic environment.

Sexual harassment is strictly prohibited. Occurrences will be dealt with in accordance with the guidelines above and university rules. Employees, students, or applicants for employment or admission may obtain further information on this policy, including grievance procedures, from the Equity Coordinator. The Director of the Office of Equal Opportunity and Affirmative Action Programs is the campus Equity Coordinator responsible for concerns in all areas of discrimination. The office is located on the main campus, in Millican Hall 330, Orlando, FL 32816-0030. The phone number is 407-UCF-1EEO. Policies and guidelines are available online at http://www.eeo.ucf.edu.

Enrollment Verification

As of Fall 2017, all faculty are required to document students’ academic activity at the beginning of each course. In order to document that you began this course, you must complete the "enrollment verification activity" in the first week of classes or as soon as possible after adding the course. Failure to do so may result in a delay in the disbursement of your financial aid. Faculty are required to verify student attendance and enrollment with the university. This means we are required to let the university know if you are attending class in the first weeks of the term. Verification of current term enrollment is official approximately seven (7) business days following the drop/swap/add period for each term. Please refer to the Academic Calendar for details. You may wish to have your enrollment verified for loans, insurance etc. Current students or alumni enrolled within the past two years may obtain an Enrollment Verification (proof of attendance) and/or the Good Student Discount Certificate through myUCF for no charge.

To obtain Enrollment Verification through myUCF, go to your Student Self Service and under Academics - Undergraduate and Graduate Careers heading, click on "My Academics" and then "Request Enrollment Verification". By going to National Student Clearinghouse through myUCF, you are automatically connected to their Student Self-Site, which will give you options to print the appropriate form(s) with your enrollment status.

Plagiarism:

Many incidents of plagiarism result from students’ lack of understanding about what constitutes plagiarism. However, you are expected to familiarize yourself with UCF’s policy on plagiarism. All work you submit must be your own scholarly and creative efforts. UCF’s Golden Rule defines plagiarism as follows: “whereby another’s work is used or appropriated without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.”

For questions regarding student conduct please consult the UCF Golden Rule handbook at: www.goldenrule.sdes.ucf.edu

COURSE TENTATIVE OUTLINE

MHS3426 Course Outline and Schedule (FALL 2020)
Topic	Assignment	Due Date
MODULE 1
Ethnic Complexities & Privilege	Reading Reflection 1 • Ch. 1: An Awakening to Privilege, Oppression, Discrimination (Anderson, p. 3-7) • Ch. 26: Skin Color (Anderson, p. 269-274) • Ch. 4: No Parece, pero Soy Latino (Anderson, p. 37-43) • Ch. 9: …An International Perspective (Anderson, p. 85-96) • Discussion Questions	9/7
	Video Reflection 1 (choose two videos to review) • What Dark-Skin People Will Never Tell You • The Power of Privilege • On White Privilege • A Conversation with Latinos about Race • How Racism Makes Us Sick • Hyphen-Nation: What It Means to Be American	9/7
	Assignment 1 • Mirror, Mirror on The Wall	9/9
	Discussion 1 • Color-Blind or Color-Brave	9/9
MODULE 2
Gender & Sexuality	Reading Reflection 2 • Ch. 19: How I Got My Wings: Growing Up Female in the 50s (Anderson, p. 206-214) • Ch. 21: “Men Can’t Get Raped”: Sexism in Counseling (Anderson, p. 223-227) • Ch. 20: Heterosexism and Homophobia (Anderson, p. 217-221) • What is Sexual Fluidity, Really? (Herbenick, 2017) • Discussion Questions	9/21
	Video Reflection 2 (choose two videos to review) • I’m Done Trying to be “Man Enough” • Is Anatomy Destiny? • Violence Against Women • LGBTQ Life Around the World • Anderson Cooper vs. Anti-Gay School Teacher • Hook-up Culture	9/21
	Assignment 2 • Sexual Harassment Worksheet	9/23
	Discussion 2 • Transgender Teen: I Am Jazz	9/23
	MIDTERM ASSIGNMENT: Cultural Immersion Video Journal	10/12
MODULE 3
Religion, Class & Economic Considerations	Reading Reflection 3 • Young Muslim Americans Feel the Strain of Suspicion (New York Times, 2015) • Separation of Church and Cubicle: Religion in the Workplace (Wharton, 2015) • Inequalities in School Funding (Jao, 2018) • Upper-Class Kids and Mental Illness (Bennet, 2017) • Discussion Questions	11/2
	Video Reflection 3 (choose two videos to review) • Native American Beliefs • Young, Jewish and LGBTQ • How Young Black Muslims Experience Racism • Conditions in the Workplace • Family Homelessness in Orlando • Social Service Workers Speak Out: Lakota Child Rescue	11/2
	Assignment 3 • Online Poverty Simulation	11/4
	Discussion 3 • All But Name	11/4
MODULE 4
Ability, Appearance & Body Image	Reading Reflection 7 • Ch. 22: Diving Greatly: Reflections on Ableism (Anderson, p. 231-238) • Ch. 23: Dirty Secrets…Disability-based Oppression (Anderson, p. 240-247) • Social Media and Body Image (Simmons, 2016) • Discussion Questions	11/16
	Video Reflection 7 (choose two videos to review) • Muscle Dysmorphia: The Male Eating Disorder • I’m Not Your Inspiration, Thank You Very Much • The Voices in My Head	11/16
	Assignment 4 • What Do You Really Know About Autism?	11/18
	Discussion 4 • Invisible Disabilities	11/18
	FINAL ASSIGNMENT: Advocacy Video	12/3

Due Dates

Reading and Video Reflections due Tuesdays of each week indicated by 11:59pm
Assignments and Discussions due Thursdays of each week indicated by 11:59pm.

Due dates are the last day assignments can be turned in. If the Module is available, feel free to work ahead and turn in assignments prior to the due date.

Syllabus content and topical outline subject to change (for hurricanes and such)