|
|
CPCS Instructional Activities Spring 09
Please note that room changes and faculty changes
will be highlighted in blue.
Cancellations will be red font. If there
is a second room change or faculty change, it will be highlighted
in green.
Level
I Core Skills and Knowledge Day Sections |
CORCTR120
CORCOM120
|
Narrative of Immigration and Exile
Competencies:
Reading Life Histories
Course Description
The course will explore the experiences of voluntary migration and exile of various ethnic groups across generations, between and within countries. Topics will include: class affiliation, gender roles, urbanization, politics, family, identity, religion,and aging.
|
Tuesday |
12:30 pm-3:00pm |
W-1-012 |
Stefanos |
CORCTR 220
CORCOM220
CORCOM372
CORCOM373
|
The Politics of Education
Competencies:
Historical Change in the
Ctitical Readings II
Critical Readings III
Course Description
Through assessment of critical education theory of Paulo Freire, the liberation educational theory of John Dewey, and traditional education, the course will assess how people learn, the social goals of education, the structure of schools and curriculum design, and the impact of class, race and gender on teaching and learning strategies.
|
Thursday |
12:30pm-3:00pm |
W-1-012 |
Stefanos |
CORCTR 130-1
CORCOM130-1
CORCOM140A
|
Media Literacy
Competencies
Media Literacy
Understanding Arguments
Course Description
This course we will read, view, and listen to a range of mass media critically in order to determine how words, sounds and images are used to convey meaning and/or to persuade. We will explore how the media shape our perceptions of those and
influence our understanding of the social issues and events that constitute our daily lives. We will examine issues of media access and concentration as well as instances of media bias and exclusion. There will be extensive use of audio and video recordings to explicate various themes and issues. This is also a computer-enhanced course, requiring the use of
the internet.
|
Thursday |
8:OOam-10:30am |
W-1-043 |
Garofalo |
Back
to the to
Level
II Core
Skills and Knowledge Day Sections |
CORCTR 200
CORCOM200
|
Quantitative Reasoning
Competencies:
Quantitative Reasoning CORCOM 200-1
Course Description
This course will enhance your ability to use quantitative reasoning to inform your understanding and decision making around issues of public and community service. In the process you will attend to numerical skills and mathematical concepts that are necessary to sharpen your ability to understand a presented issue and to make a persuasive presentation of an important idea. Examples of numerical skills that will be attended to are: a) facility with use and manipulation of numbers of all kinds; b) deeper understanding of rates, ratios and percent; c.) Ability to collect and organize data in tables,charts, graphs, and algebraic expressions; d) ability to compute different types of averages and understand their implications. Examples of mathematical concepts that will be emphasized are: a) to look for and observe patterns and trends in data; b) to abstract common elements from different situations; c) to make appropriate generalizations and to discern when an over generalization is made; d) to pose clear and precise questions and to anticipate the data and processes
needed to address them. Understanding common misuses of descriptive statistical measures will be addressed. Recording quantitative reasoning processes in writing will be emphasized.
|
Wednesday |
12:00pm-2:30pm |
Taylor Center |
Frankenstein |
CORCTR 210
CORCOM210
|
Participation in Government
Legislative Process and the Elderly
Competencies:
Participation in Government
Course Description
This course offers an overview of Legislative bodies and administrative agencies which, through power and process, can
have a profound impact on elder issues in policy making arenas. In order to advocate for elders effectively, it s important
to understand the state legislative process and to engage in strategic planning in order to influence the decision
makers in order for a proposed bill to become a law.
This course may be used in partial fulfillment of the Gerontology undergraduate major, the concentration, or the Manning Certificate in Gerontology and may be used to fulfill a Level II core requirement. This course has been approved for CEU credit by the Board of Registration for Nursing Home Administrators.
|
Wednesday |
12:00pm-2:30pm |
W-4-141 |
Spencer |
CORCTR225
CORCOM 225
|
Community Portraits
Competencies:
Community Portraits
Course Description
Through this course you will develop skills in preparing a portrait of a local community, including social, economic, physical and historical dimensions. You will become familiar with a variety of types and sources of information about local communities. You will learn how to assess the quality of the info you find, how to analyze and interpret it, and how to present it effectively with words, numbers and maps. The course will introduce ways of using computers for finding local community information, so a basic level of computer skills is an essential prerequisite. The course will also introduce various sources of quantitative information, such as the Census; while there will be assistance in handling the math involved, basic math competence is another essential prerequisite.
|
Thursday |
12:30pm-3:00pm |
W-1-043 |
Stone |
CORCTR 270
Portfo 200
|
Computer Workshop II
Competencies:
Applied Technology Portfo 200
Course Description
This semester-long workshop will contain modules that help students address the different components of the Level II computer competency. The modules will also provide support for developing the technology skills that you need when
working on other competencies such as: Community Portraits, Quantitative Reasoning and Economic Distribution. Students who take these workshops are expected to have familiarity and solid basic skills in word processing, operating systems,and electronic communication (i.e., e-mail). Students who successfully complete this workshop will demonstrate the
Level II Computer/Technology competency. To register for the workshop, select Portfolio Level II on your learning plan
and register for the section linked to this course.
|
Thursday |
12:30pm-3:00pm |
Taylor Center |
Harik |
| Level II |
Evening Sections |
|
|
|
|
CORCRT210-1
CORCOM210
|
Participation In Government
Competencies:
Participation in Government CORCOM210
Course Description
By focusing on current issues going through a decision-making process, this course will introduce and examine some of the basic formal and informal processes by which governmental bodies make decisions about fundamental issues affecting
the rights of citizens. In this course, students will apply concepts and answer critical questions about democratic decision- making that can be applied to other issues and that will help them to become more effective political participants
and advocates |
Wednesday |
5:30pm-8:00 pm |
W-1-041 |
Madison |
CORCTR220
CORCOM220
|
Historical Change in the US
Competencies:
Historical Change in the US
Course Description
In this course, students learn how to read historical texts and write about important topics in U.S. history. The course teaches the placing of historical events and developments in context, in chronological sequence, and within an interpretive
framework that allows the student to assess their significance. In the final assignment, students trace a particular historical topic over several periods of U.S. history.
|
Thursday |
5:30pm-8:00pm |
|
Cancelled |
CORCT 225-1
CORCOM 225-2
|
Community Portraits
Competencies:
Community Portraits
Course Description
Through this course you will develop skills in preparing a portrait of a local community, including social, economic, physical and historical dimensions. You will become familiar with a variety of types and sources of information about local communities. You will learn how to assess the quality of the info you find, how to analyze and interpret it, and how to present it effectively with words, numbers and maps. The course will introduce ways of using computers for finding local community information, so a basic level of computer skills is an essential prerequisite. The course will also introduce various sources of quantitative information, such as the Census; while there will be assistance in handling the math involved, basic math competence is another essential prerequisite. |
Thursday |
5:30pm-8:00pm |
W-1-56 |
Stone |
CORCTR270-2
PORTFO 200
|
Applied Technology
Competencies:
Applied Technology
Course Description
This semester-long workshop will contain modules that help students address the different components of the Level II computer competency. The modules will also provide support for developing the technology skills that you need when working on other competencies such as: Community Portraits, Quantitative Reasoning and Economic Distribution. Students who take these workshops are expected to have familiarity and solid basic skills in word processing, operating systems, and electronic communication (i.e., e-mail). Students who successfully complete this workshop will demonstrate the
Level II computer/Technology competency. To register for the workshop, select Portfolio Level II on your learning plan
and register for the section linked to this course.
|
Tuesday |
5:30pm-8:00 pm |
Taylor Center |
Harik |
Back
to the top
| Level
III Core
Skills and Knowledge& IV Day Sections |
CORCTR300-1
CORCOM300-1
|
Social Research: Consumption & Design
Competency:
Social Research: Consumption & Design
Course Description
Through this course you will learn how to critically assess research. You will learn how to formulate problems, develop measures and samples, design research, and analyze and interpret data. You will identify the shortcomings of research designs and how different designs have different purposes.You will also examine the ethical challenges of research and the diverse purposes to which it is put.
|
Tuesday |
12:30-3:00PM |
W-1-63 |
Arnold |
CORCTR310-1
CORCOM310-1
|
Economic
Distribution
Competency
Economic Distribution
The Economic Distribution competency requires a student to demonstrate factual knowledge of how economic resources are distributed in society, at either the state, national, or international scale. In addition, the competency requires the student to demonstrate basic understanding of arguments about why economic resources are distributed as they are, as well as the role of values in assessing the distribution. Finally, the competency requires an understanding of political and strategic approaches used to try to change the existing distribution of economic resources. There is fairly general agreement about the “facts” of economic distribution. For example, in the U.S. both family income and family wealth are distributed more unequally today than thirty years ago. The course will examine diverse ideas and debates about the causes and reasons for growing inequality, as well as various opinions about the ethical and philosophical issues raised by the distributions of wealth and income. We will also study various proposed solutions to reduce inequality.
** Prerequisite: Quantitative Reasoning**
|
Tuesday |
12:30-3:00PM |
Taylor Center |
Frankenstein |
CORCTR320-1
CORCOM320-1
|
Social Difference
Competencies:
Social Difference
Course Description
Students will examine policies (laws and regulations) in both public and private community service agencies and institutions. The focus will be on analyzing and understanding how and why policies may differently impact individuals and groups based on the socially constructed categories of race/ethnicity, class, gender, age, disability and sexual orientation. Labor policies and poverty, equal opportunity policies, health care policies, immigration policies, school integration policy, school testing policy, federal drug laws and racial profiling are some of the areas to be studied. Each student will identify and analyze policies at his/her workplace and their differential impact on social groups.
|
Monday |
12:30pm-3:00pm |
W-1-48 |
Leong |
CORCTR330-1
HUMSER365
CORCOM 330
|
Reality Creation and Practice: Social Construction
Competencies:
Social Construction on Relationships HUMSER365
Critical Practice
Course Description
The purpose of this course is to explore the theme of reality creation and practice and how we socially construct relationships individually and collectively. We therefore, socially construct in our realities and practices both conventional Forms of relationships, as well as relationships that are supportive and mutually empowering and those that are not. How we come to believe in and act these socially constructed relationships personally and
professionally and the implications of all of this for creating and having appropriate and responsive human services will
also be explored. As much as possible, the course will incorporate experimental learning, coupled with discussions of theories, principles and strategies about how to socially construct relationships that may work for all parties, personally and professionally. Finally, the course will be grounded in the multidisciplinary field called “social construction.”
|
Thursday |
12:30pm-3:00pm |
W-1-52 |
Marks |
CORCOM420-3
CORCOM350-1
CORCOM371-1
CORCOM372-1
CORCOM373-1
CORCOM 352-1
GERON430 -1
|
Aging and Social Policy II GERCTR 403-1
To Drive or not to drive, Separating safety from stereotype(Capstone)
Competencies:
Reflective Social Action
Influencing Policy Making
Critical Readings I,II or III
Public and Community Action III
Working on a Gerontology Social Issue GERON 430
Course Description
This is the second of a two-semester seminar leading toward a Capstone (Spring 2009), or advanced work in gerontology or in the core curriculum. This semester offers students an opportunity to conduct an applied research project related to a particular social policy within the field of aging. The policy focus for this year's seminar is on transportation and aging with a specific focus on efforts to strengthen medical advisory boards. We will explore
issues currently before many state legislatures, including Massachusetts, that debate the merits of mandatory vs.
voluntary reporting of medical conditions that may impact critical driving skills; age-based testing vs. functional assessment at any age; and restrictive licensing including geographic restrictions. The perspectives of individuals, their families, and their communities will all be considered. We will learn about advocacy efforts locally and nationally to support policies to improve safe mobility for life. The community partner for this year’s project is AARP/
MA. Specifically, we will explore stakeholder attitudes among members of Safe Roads Now, a coalition of Massachusetts organizations and individuals concerned with older driver safety and mobility.
**Advising note: This seminar may be used to fulfill the requirements of: Capstone, Level 3 electives, advanced work in the gerontology major, or the Certificate in Gerontology Social Policy for those students who have completed the Manning Certificate Program.
Also open to students who did not take the fall semester. **
|
Tuesday |
8:30am11:00am |
W-3-125 |
Silverstein |
YTHCTR340-1
YTHCOM 340-1
CORCOM371-1
|
Analyzing Issues of Urban Youth
Competencies:
Analyzing a Youth Issue OR
Critical Readings CORCOM371
By Evaluation with permission of Instructor
Understanding Youth
Working on a Youth Issue OR Public and Community Action
Capstone (see below)
Description
In this class we will read about, and analyze a variety of issues facing urban youth today, while reflecting on real examples of urban youth concerns. Students will have an opportunity to carry out a variety of activities including tutoring,helping develop a youth newsletter, and running groups with youth at Harbor Point Apartment Community. In this service learning class, students may select to take on the service option or other assignments if they chose not to do the service component. Students will learn the analytical skills for writing a grant proposal for a youth initiative responding to an issue facing young people.
Capstone Opportunity
Students who are interested in engaging in a two semester capstone working with youth should register for this course and for either Ctitical Readings or Analyzing a Youth Issue competency. You will have the opportunity to learn about urban youth by reading and discussing relevant materials, and getting involved working with young people next door at Harbor Point Housing. The spring 2009 semester will be spent reading , analyzing the issues and engaging with the youth. During the following semester you will carry out a social action project that you and the youth have jointly identified. This is fun, hands on learning that will give you experience, knowledge and civic engagement skills. Students must undergo a CORI check |
Tuesday |
12:30-3:00pm |
W-1-52 |
Arches |
CORCOM330-1
CORCOM371-1
CORCOM420-2
CORCOM430-1
|
Leadership in Public and Community Service
Competencies:
Critical Practice 1
Critical Reading I
Reflective Social Action (Capstone)
Critical Analysis (Capstone)
Course Description
This advanced level (III &/or IV) seminar requires students to integrate the coursework, professional or other practical work, and research they have completed to date at CPCS. Students are asked to critically reflect on and make new meaning of their academic and public service/civic engagement experiences. Leadership theory will frame the exploration of self as a public/community leader and leading for social change. Students will be challenged to place their work within the broader context of public scholarship and how student generated public practice and scholarship can address societal issues. Theory used will include collaborative models of leadership development—immigrant female,community based,grassroots as well as more traditional leadership models. Depending on the competency chosen, students will reflect on their individual leadership practice, conduct a community-based project, or delve into a deep analysis of leadership,
civic engagement, and public service.
Public presentation of the capstone is required at the end of the semester.
|
Saturday |
10:00am12:30pm |
Dean's Conference Room W-4 147
|
Ward |
Evening Sections |
CORCOM300-1
CORCOM300-1
|
Social Research: Consumption and Design
Competencies:
Social Research Consumption and Design
Course Description
Through this course you will learn how to critically assess research. You will learn how to formulate problems, develop measures and samples, design research, and analyze and interpret data. You will identify the shortcomings of research designs and how different designs have different purposes. You will also examine the ethical challenges of research and
the diverse purposes to which it is put.
|
Tuesday |
5:30pm-8:00pm |
W-4- 147 |
Arnold |
CORCTR310-2
CORCOM310-2
|
Economic Distribution
Competencies:
Economic Distribution
Course Description
The Economic Distribution competency requires a student to demonstrate factual knowledge of how economic resources
are distributed in society, at either the state, national, or international scale. In addition, the competency requires the student to demonstrate basic understanding of arguments about why economic resources are distributed as they are, as well as the role of values in assessing the distribution. Finally, the competency requires an understanding of political and
strategic approaches used to try to change the existing distribution of economic resources. There is fairly general agreement about the “facts” of economic distribution. For example, in the U.S. both family income
and family wealth are distributed more unequally today than thirty years ago. The course will examine diverse ideas
and debates about the causes and reasons for growing inequality, as well as various opinions about the ethical and philosophical
issues raised by the distributions of wealth and income. We will also study various proposed solutions to reduce
inequality.
** Prerequisites Quantitative Reasoning**
|
Wednesday |
5:30pm-8:00pm |
Taylor Center |
Frankenstein |
CORCOM320-2
CORCOM320-2
|
Social Difference
Competencies:
Social Difference
Course Description
Students will learn about structural inequality, the policies and programs that perpetuate it, and its impact in public education.
They will learn how to identify and describe how policies and general practices in public schools in the United States differentially affect individuals and groups based on socially defined differences in race, gender, ethnicity, sexual orientation, and physical ability. We will focus on the achievement gap in public education and analyze the development and impact of policies and practices currently going on in our public schools. We will look at policies and programs geared to address these inequities. Students will have the opportunity to get involved in programs/policies attempting to make systemic changes.
|
Thursday |
7:00pm-9:30pm |
W-1-45 |
Luis Aponte-Pares |
|
CORCTR351-1
CORCOM250-1
CORCOM371-3
CORCOM372-3
|
Music and Politics
Competencies:
Reflecting on Art
Critical Readings I or
Critical Readings II
Course Description
This course treats popular music as a social indicator and examines the relationship between popular music and various social issues, problems and movements. It is organized thematically, addressing such topics as racism, sexism, censorship,media concentration, digital file sharing, consciousness raising, protest, and social change. The course will draw on historical and contemporary readings at the intermediate and advanced levels. There will be extensive use of audio and video recordings to explicate various themes and issues. This is also a computer-enhanced course, requiring the use of
the internet.
|
Monday |
5:30pm-8:00pm |
W-1-41 |
Garofalo |
CORCTR400-1
CORCOM410-1
|
Applied Social Research
Competencies:
Applied Social Research CORCOM410-1
Course Description
This course will provide a forum for students to develop their Capstone projects. Information, data, resources, ideas will
be shared to assist students in this culminating activity.
|
Wednesday |
7:00pm-9:30pm |
W-2-126 |
Arnold |
LABCTR220-1
LEGLED235-1
LABCOM220-1
CORCOM351-1
LEGLED342-1
|
Division of Labor
Competencies: (choose 1 or 2 of the following)
Concepts of Justice
Assessing Workers Power
Debating Policy
Legal Studies I or II
Course Description
In this course we will study the historical progression from the standard industrial model of work relationships to the nonstandard model in the “new workplace.” We will also analyze a range of case studies that, together, illustrate the
scope and variety of contingent work arrangements. In these case studies, we will examine the various ways in which nonstandard work is changing the legal and social foundations of employment; the likely reasons for the growth of the contingent work force; the problems that contingent status creates for many workers; the implications of these changes for
workplace justice and the power and control that workers have over their conditions of employment; and possible worker responses to current trends.
|
Wednesday |
7:00pm-9:30pm |
W-2-127 |
McLarney |
Back to the top
Community Planning |
COMCTR420-1
COMPLN420-1
|
Program Evaluation
Competencies:
Program Evaluation
Course Description
Evaluation is an integral part of how community groups improve their performance, document the impact and results of their actions or services, maintain accountability and promote sustainability. Conducting good program evaluations requires knowing the basic principles of social science research and experimental design, and the use of data collection methods similar to those of social science research. It also requires an understanding of the relationship between theoretical concepts of human behavior or social change and particular programmatic program evaluation and gain the skills necessary to plan appropriate evaluations for community groups or agencies. In order to demonstrate the criteria and standards for the Program Evaluation competency, students will design an evaluation plan for a specific community program,group or organization. |
Tuesday |
5:30pm8:00pm |
M-1-0212 |
Madison |
Gerontology |
GERCTR201-1
GERON 200-1
GERON 300-1
|
Concepts and Practices with the Elderly
Competencies:
Working with Elders
Concepts of Aging
Course Description
This course looks at the concepts and theories of aging and age-related problems and their implications for the delivery
of services. It includes discussion, instruction, and practice in the skills necessary to perform the role of friendly visitor in a purposeful relationship with a frail elder in a service internship required by the Gerontology Program. Criminal Offense Record Inspection (CORI) check is required by the facility selected by the student.This course has been approved for CEU credit by the Board of Registration for Nursing Home Administrators.
|
Monday |
7:00pm9:30pm |
W-4-141 |
6 |
Griffin |
| CORCTR210-2
CORCOM210-2
|
Participation in Government
Legislative Process and the Elderly
Competencies:
Participation in Government
Course Description
This course offers an overview of Legislative bodies and administrative agencies which, through power and process, can have a profound impact on elder issues in policy making arenas. In order to advocate for elders effectively, it s important to understand the state legislative process and to engage in strategic planning in order to influence the decision
makers in order for a proposed bill to become a law. This course may be used in partial fulfillment of the Gerontology undergraduate major, the concentration, or the Manning Certificate in Gerontology and may be used to fulfill a Level II core requirement.This course has been approved for CEU credit by the Board of Registration for Nursing Home Administrators.
|
Wednesday |
12:00pm2:30pm |
W-1-40 |
|
Spencer |
GERCTR 330-
GERON500-1
CORCOM 371-4
CORCOM 372-4
CORCOM 373-1
|
Physical Aging& Health
Competencies: (Select One)
Health & Physical Aspects of Aging GERON500-1
Critical Readings I,II or III CORCOM 373-1
Course Description
Those who provide and manage services for the elderly, or who are involved in public policy and research concerning the elderly, require knowledge about the physical process of aging. This course will describe the physiological changes that accompany the aging process and relate those changes to the social, emotional, and economic factors that influence the health status of older persons. Issues of prevention, health promotion and health maintenance will be discussed. Selected disorders that affect health and independent living will be included
|
Monday |
4:00pm-6:30pm |
|
|
Cancelled |
GERCTR 400-1
GERON330-2
CORCOM280-2
|
Elder Action Research *** On Line Course***
Health, Fitness and the Meaning of Competition Among Older Athletes
Competencies:
Applied Research in Aging GERON330-2
Public and Community Action II CORCOM280-2
Course Description
This two competency course is an applied research project in conjunction with a community organization about an issue affecting the elderly. Students learn to clearly articulate significant questions, develop a research methodology, prepare instruments and gather data that inform debate on the issue. Students will demonstrate the required two competencies by participating in the design and implementation of a group field project. This year’s project will partner with community organizations that support competition among older athletes (e.g. senior Olympics, MA senior games, local marathons). We will use mixed methods to explore the attitudes and behavior or these older adults, including: fitness and aging, health benefits, meaning of competition and health behavior. For more information about this online course contact Mary St.Jean at 617-287-7330 or by email mary.stjean@umb.edu. This course may be used in partial fulfillment of the Gerontology undergraduate major, the concentration, or the Manning Certificate in Gerontology and may be used to fulfill a Level II core requirement This course has been approved for CEU credit by the Board of Registration for Nursing Home Administrators. |
|
ONLINE |
|
|
Dugan |
GERCTR400-2
GERON330-1
CORCOM280-2
|
Elder Action Research
Everyday Life and Alzheimer's Disease: Impact on Individuals, Families and Communities
Competencies:
Applied Research in Aging
Public and Community Action II
Course Description
This course is taught as an applied action-research project that focuses on a community issues. Students learn to clearly articulate significant questions, develop a research methodology, prepare instruments and gather data which inform debate on the issue. Students will demonstrate the required competencies by participating in the design and implementation of a group field project. This year’s project focuses on living with Alzheimer’s disease. We will study the challenges to everyday life from the perspectives of individuals, their families, and their communities. We will conduct an elder action research project to support advocacy efforts locally and nationally regarding policies to improve the quality of life for persons with the disease and their care partners. Our community partner will be the Alzheimer’s Association, Massachusetts/New Hampshire Chapter. This course may be used in partial fulfillment of the Gerontology undergraduate major, the concentration, or the Manning Certificate in Gerontology and may be used to fulfill a Level II core requirement This course has been approved for CEU credit by the Board of Registration for Nursing Home Administrators.
|
Wednesday |
8:45am11:15 am |
W-4-141 |
|
Silverstein |
GERCTR401-1
GERON511-1
GERON512-1
|
Intervention with Elders Practicum II
Competencies: ( select one)
Intervention With Elders I ( Institutional)
Intervention With Elders II (Community)
Course Description
Intervention with Elders I: This course is designed as an experimental learning activity. The focus is on service learning as an instructional setting of choice. Students are expected to reflect on issues germane to a federally regulated system of health care and the quality of the spectrum of health services provided for patients with measurable outcomes of care provided. Confidentially is maintained according to HIPPA law. This is a supervised placement. Criminal Offense Record Inspection (CORI) check is required by the facility selected.
Intervention with Elders II: This course is designed as an experiential learning activity. The focus is on service as an
instructional activity in a community setting of choice. Students are expected to reflect on issues germane to elders who seek or require placement in designated facility for social and/or health related service needs, short-term or long term. Confidentially is maintained according to the HIPPA law. This is a supervised placement. Criminal Offense Record Inspection (CORI) check is required by the facility selected.
|
Tuesday |
11:30am2:00pm |
W-1-43 |
|
Cancelled |
GERCTR 402-1
CORCOM 420
CORCOM350
CORCOM371 CORCOM372
CORCOM373
CORCOM352
GERON430
|
Aging and Social Policy II
To Drive or Not to Drive: Separating Safety from Stereotype (Capstone)
Competencies: (Two of the following competencies may be demonstrated through successful completion of Semester)
Reflective Social Action CORCOM 420-1
Influencing Policy MakingCORCOM350-1
Critical Readings CORCOM373
Public and Community Action IICORCOM352
Working on a Geron Social Issue
Course Description
This is the second of a two-semester seminar leading toward a Capstone (Spring 2009), or advanced work in gerontology
or in the core curriculum. This semester offers students an opportunity to conduct an applied research project related to a particular social policy within the field of aging. The policy focus for this year's seminar is on transportation and aging with a specific focus on efforts to strengthen medical advisory boards. We will explore issues currently before many state legislatures, including Massachusetts, that debate the merits of mandatory vs. voluntary reporting of medical conditions that may impact critical driving skills; age-based testing vs. functional assessment at any age; and restrictive licensing including geographic restrictions. The perspectives of individuals, their families, and their communities will all be considered. We will learn about advocacy efforts locally and nationally to support policies to improve safe mobility for life. The community partner for this year’s project is AARP/ MA. Specifically, we will explore stakeholder attitudes among members of Safe Roads Now, a coalition of Massachusetts organizations and individuals concerned with older driver safety and mobility.
**Advising note: This seminar may be used to fulfill the requirements of: Capstone, Level 3 electives, advanced work in the gerontology major, or the Certificate in Gerontology Social Policy for those students who have completed the Manning Certificate Program. **
|
Tuesday |
8:30-11:00AM
|
W-1-43 |
|
Silverstein |
Back
to the top
Human
Services (see Internships for additional Human
Services Competencies) |
HUMCTR 200-1
HUMSER 200B-1
|
Human Development
Competencies:
Human Development
Course Description
Students will learn the bio-psycho-social-structural model of development across the life span to better understand normal growth and behavior. We will look at normal life crises and environmental factors that enhance and/or inhibit healthy living. The roles of both nature and nurture will be addressed, as well as, how social factors, particularly membership in socially constructed groups, influence life chances and issues.
|
Thursday |
5:30-8:00 |
W-1-10 |
Holmes |
HUMCTR 345-2
HUMSER 345-2
CORCOM330-1
CORCOM 371-6
CORCOM 372-5
|
Professional Responsibility and Ethics
Competencies:
Responsibility & Ethics in Human Services
Critical Practice
Critical Readings I or I CORCOM 372-5
Course Description
This is the first semester of a two-semester course that can lead to a capstone competency. This course addresses current practice issues in aging and human services. It is expected that we will critically examine the practice of client referral, intake, high-risk screening, risk assessment, care planning, monitoring, discharge planning,
and case management among others. The class will involve lecture, discussion of anonymous case material, field interviewing and final paper.This course is open to Gerontology students toward partial fulfillment of the requirements of advanced work in the major for students who are not pursuing a separate concentration.
|
Monday |
12:00pm 2:30pm |
W-1-12 |
Clemens |
HUMCTR 356-1
HUMSER 355-1
HUMSER356-1
CORCOM280-3
CORCOM 420-1
|
Human Service Intervention:
Improving Mandated Reporting of Abuse and Neglect by Human Service Workers
Competencies:
Human Service Intervention I
Human Service Intervention II
Public and Community Action
Social Reflective Action (Capstone)
Course Description
The goal of this Human Service Intervention Project is to improve reporting practices by human service workers in a range of agencies serving consumers at risk of abuse and neglect. Human service workers are charged with assessing and balancing consumer risk, safety and autonomy and are pledged to uphold ethical codes of conduct. It has been found that mandated reporting of suspected consumer abuse and neglect varies widely with few practice guidelines. Reporting practices often reflect the biases and values of the individual worker and culture of the service organization as well as client characteristics. We will design, carry out and reflect on an educational program for human service workers changed with mandated reporting in metro-Boston. Students working on the Reflective Social Action Capstone competency will take a
lead role in the project.
|
Wednesday |
5:30pm8:00pm |
M-1-421 |
Clemens |
HUMCTR 360-1
HUMSER 310-1
|
Development of Human Services
Competencies:
Development of Human Services
Course Description
This course Provides a framework to explore the way human services have evolved historically in the united states. The political, economic and social factors and societal values that have influenced the development of services and the definition of need will be analyzed. Current issues and controversies in service delivery will be discussed.
|
Thursday |
5:30pm8:00pm |
|
Cancelled |
HUMCTR 365-1
HUMSER 365-1
CORCOM330-2
|
Reality Creation and Practice:
Competencies:
Social Construction of Relationship
Critical Practice
Course Description
The purpose of this course is to explore the theme of reality creation and practice and how we socially construct relationships individually and collectively. We therefore, socially construct in our realities and practices both conventional forms of relationships, as well as relationships that are supportive and mutually empowering and those that are not. How we come to believe in and act these socially constructed relationships personally and professionally and the implications of all of this for creating and having appropriate and responsive human services will also be explored. As much as possible, the course will incorporate experimental learning, coupled with discussions of theories, principles and strategies about how to socially construct relationships that may work for all parties, personally and professionally. Finally, the course will be grounded in the multidisciplinary field called “social construction.”
|
Thursday |
12:30-3:00
|
W-1-52 |
Marks |
HUMCTR425
HUMSER425
HUMSER225
CORCOM330
CORCOM371-5
|
Case Management in Public and Community Service
Competencies:
Models and Strategies of Case Management
Delivery of Services
OR
Critical Practice OR
Critical Reading
Course Description
This instructional offering addresses current practice and policy for workers assuming multiple and conflicting roles posed by case management with consumers of human services. Case management functions include client screening, risk assessment, care planning, implementation, monitoring and reassessment of the service plan. Case managers seek to support client self-determination but are also charged with controlling costs and rationing services causing ethical dilemmas for workers. We will examine best practice guidelines for case management and apply theory to practice. We will examine case management from the perspective of the consumer, practitioner, other providers and the service system. This highly interactive class will involve lecture class discussion of case vignettes, interviewing the field, a final presentation and paper. This is a two competency class. Possible competencies are: case management / delivery of services or critical practice / critical readings. |
Tuesday |
12:30-3:00 |
W-1-19 |
Clemens |
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Labor
Studies |
CORCTR 210
LABCOM 200
CORCOM 210
|
Legislative Strategies for Worker's Organizations
Competencies:
Problems of Workers and Their Organizations LABCOM200-1
Participation in Government (With Permission of Labor Resource Director Susan Moir)
Course Description
Students will identify a piece of legislation important to their union or organization and filed in this legislative session. The course instructor, Richard Marlin, is a leading labor legislative activist. In addition to classroom sessions, students will spend time with Mr. Marlin in the State House learning the intricacies of moving legislation forward to law. The class is open to students in other majors who wish to learn and practice the skills needed to move policy initiatives through the legislative process.
|
Monday |
7:00pm
9:30pm |
W-1-052 |
|
Marlin |
CORCTR 210-3
LEGLED235-1
LABCOM220
CORCOM351
LEGLED342-1
LEGLED342-2
|
Division of Labor
Competencies:
(choose 1 or 2 of the following)
Concepts of Justice LEGLED235-1
Assessing Workers Power
Debating Policy
Legal Studies I or II
LEGLED342-2
Course Description
In this course we will study the historical progression from the standard industrial model of work relationships to the
nonstandard model in the “new workplace.” We will also analyze a range of case studies that, together, illustrate the scope and variety of contingent work arrangements. In these case studies, we will examine the various ways in which nonstandard
work is changing the legal and social foundations of employment; the likely reasons for the growth of the contingent work force; the problems that contingent status creates for many workers; the implications of these changes for workplace justice and the power and control that workers have over their conditions of employment; and possible worker responses to current trends.
|
Wednesday |
7:00pm9:30pm |
W-2-127 |
|
McLarney |
ORGCTR 342-1
ORGCOM220-1
ORGCOM300-1
|
Advanced Organizing
Competencies:
Organizer's Role ORGCOM220-1
Analyze/Evaluate Organizing Strategies
Course Description
The main focus of this will be labor organizing and building labor /community partnerships. It is open to students in all majors. The course will build upon the work done in the fall introduction to Organizing course, by asking students to delve deeper into the role of the organizer and the strategies used to organize. Students will explore how organizers from both labor and community groups have successfully achieved their goals. They will examine how these strategies are used through an analysis of a case study.
|
Thursday |
7:00pm9:30pm |
W-2-127 |
|
Dotterman |
MGT 697C
LABCOM300
|
Special Topics in Management: Diversity
Competencies:(this course is cross listed with the School of Management Enrollment permission with Susan Moir)
Leading and Strengthening Workers Organizations
Leading and Strengthening Workers Organizations
Course Description
This course will delve into a number of issues related to diversity in the global workforce. The topics will range from the interpersonal to the societal levels: how to understand and appreciate the dimensions of diversity in the global workforce;how to learn across differences in order to work more effectively together; how to contribute to and manage teams with diverse composition; how to define and implement workplace policies that expand opportunities for and tap the talents of historically under-represented groups at work; how to be a leader and change agent on issues regarding diversity and inclusion; how to work with groups of employees who collectively represent their interests and potential contributions (“employee network groups”); how corporations can be on the leading edge of policies to enhance economic opportunity for a diverse workforce; how diversity is understood and approached in different countries and in organizations that operate transnationally.
|
Wednesday |
6:00pm8:45pm |
|
|
Scully |
FLDCTR 415-1
|
Field Placements in Workers Organizations
Competencies:
To be Determined by Student and Advisor
Course Description
Though the Labor Studies program, you will complete a one semester field placement in a worker organization, while also completing at least one competency. You must be able to commit to a minimum of 40 hours of work over the semester and adhere to a set work schedule. Depending on your skills and interests, you could work with one of the following worker organizations: Jobs with Justice, Women’s Institute for Leadership Development, Massachusetts Coalition of Occupational Safety and Health, Service Employees Local 615. Your work can be applied to a number of different competencies, including, but not limited to: Learning & Strengthening Workers Organizations, Designing & Delivering a Training Curriculum, Public and Community Action II or III, Methods and Goals Organizing, Assessing Workers’ Power. In the past CPCS students have also earned Community Media & Technology competencies.
|
|
|
|
|
Moir |
Legal
Education |
LAWCTR 220-1
LEGLED235-1
LABCOM220-1
CORCOM351-1
LEGLED341-1
LEGLED342-1
|
Division of Labor
Competencies: (choose 1 or 2 of the following)
Concepts of Justice
Assessing Workers Power
Debating Policy
Legal Studies I or II
Course Description
In this course we will study the historical progression from the standard industrial model of work relationships to the nonstandard model in the “new workplace.” We will also analyze a range of case studies that, together, illustrate the scope and variety of contingent work arrangements. In these case studies, we will examine the various ways in which nonstandard work is changing the legal and social foundations of employment; the likely reasons for the growth of the contingent work force; the problems that contingent status creates for many workers; the implications of these changes for workplace justice and the power and control that workers have over their conditions of employment; and possible worker responses to current trends. |
Wednesday |
7:00-9:30PM |
W-2-127 |
McLarney |
LAWCTR 265-
LEGLED 265-1
|
Basic Legal Advocacy
Competencies:
Legal Advocacy
Course Description
Using Hypothetical cases and role plays, students will learn legal advocacy skills necessary to present a client’s case to an
agency decision maker. Our focus will be on effective interviewing techniques, how to introduce testimony via direct and
cross examination, making proper objections, the presentation of documentary evidence, and making persuasive oral and
written arguments
|
Monday |
7:00-9:30PM |
W-2-127 |
McLarney |
LAWCTR 300-1
LEGLED 330-1
|
Legal Reasoning
Competencies:
Legal Reasoning & Argument 1
Course Description
This course will combine the basic conventions and skills of legal argument with learning the effective use of a law library.
Students will learn how to research and argue statutes, cases, and administrative regulations.
|
Wednesday |
12:00-2:30PM |
W-1-12 |
Leong |
LAWCTR 340-1
LEGLED 341-1
LEGLED 342-2
LEGLED 415
|
Family Law Practice
Competencies:
Legal Studies I OR
Legal Studies II
Advanced Legal Advocacy
Course Description
This course gives students the opportunity to learn about family law in a hands-on manner. Over the course of the semester, each student will be responsible for representing either the husband or the wife in a mock divorce case, which presents a very difficult child custody issue. As attorney, students will be required to draft the necessary legal documents, argue a custody motion and negotiate a divorce settlement. Students will also learn the kind of legal protections that are available to victims of domestic violence in Massachusetts.
|
Wednesday |
4:00-6:30 PM |
W-1-62 |
Ehrlich |
LAWCTR 400-1
LEGLED 415-1
|
Formal Advocacy
Competencies:
Advanced Legal Advocacy
Course Description
Students will build on the skills of legal reasoning paying special attention to analyzing groups of cases, analogizing and distinguishing precedent, and constructing formal written and oral legal arguments. Students will also learn to utilize a broad range of legal research material in their arguments, including secondary sources, and to do computerized legal research. To accomplish these goals, students will research and write several legal memoranda and briefs, including at least one on a cutting edge legal question and will make formal legal arguments on that question.
Pre-requisites: CPCS students must have competed Legal Reasoning and Argument: This course is also cross listed with Phil/Law
|
Thursday |
7:00-9:30pm |
W-2-126 |
Leong |
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Management
|
MGTCTR
365-1
MGTCOM340
MGTCOM360
MGTCOM320
MGTCOM220
|
MGTCTR 365-1 Management Topics Non-Profit Strategy
Competencies:
Management Principals and Practice
Human Resource Management
Financial Management
Strategic Planning and Fundraising
Course Description
This course enables students to register for and work on one or two of the four management concentration competencies. In addition, students may register for one or two additional competencies needed to finish this concentration after obtaining faculty approval and assessing the additional work that will be necessary to complete the competencies. The course will combine classroom instruction with significant independent student work and learning. Students registering for the same competency will meet at least once every four weeks. At the beginning of the semester, each of the faculty will designate the competencies on which he will focus. The course is open to any CPCS student desiring to demonstrate the Management concentration. At present, it is expected that the course will be available only in the Spring 2009 semester.
|
Thursday |
12:30pm3:00pm |
W-1-19 |
Holmes/Hung |
Organizing |
ORGCTR 342-1
ORGCOM300-1
ORGCOM 220-1
|
Advanced Organizing
Competencies:
Analyze/Evaluate Organizing Strategies
The Organizer’s Role
Course Description
The main focus of this will be labor organizing and building labor /community partnerships. It is open to students in all majors. The course will build upon the work done in the introduction to organizing, by asking students to delve deeper into the role of the organizer and the strategies used to organize. Students will explore how organizers from both labor
and community groups have successfully achieved their goals. They will examine how these strategies are used through an
analysis of a case study.
|
Thur |
7:00pm9:30pm |
W-2-127 |
Dotterman |
Youth
Work |
YTHCTR 220-1
YTHCOM220-1
|
Understanding Youth
Competencies:
Understanding Youth
Course Description
To “Understand” youth, it is important to understand something about the different ways young people relate to each other and to the world, the choices they make and the choices they have, the behaviors and attitudes they adopt and how those relate to establishing their own identity. It is also important to know how the idea of youth and youth identity have evolved over history and how those perspectives are influenced by social factors.In this course students will examine the identity of youth from a variety of perspectives, including historical, scientific, sociological and personal. They will explore the marginalization of youth from different perspectives and look at youth cultures and subcultures as a way of analyzing how youth and youth identity are defined.
|
Monday |
7:00pm9:30pm |
W-4-122 |
Barbosa |
YTHCTR340
YTHCOM340
YTHCOM220
YTHCOM410
CORCOM352
|
Analyzing a Youth Issue: Issues of Urban Youth
Competencies:(select one of the two)
Analyzing a Youth Issue OR
Understanding Youth (optional)
Working on a Youth Issue OR
Public and Community Action III
Course Description
In this class we will read about, and analyze a variety of issues facing urban youth today, while reflecting on real examples of urban youth concerns. Students will have an opportunity to carry out a variety of activities including tutoring, helping develop a youth newsletter, and running groups with youth at Harbor Point Apartment Community. In this service learning class, students may select to take on the service option or other assignments if they chose not to do the service component. Students will learn the analytical skills for a writing a grant proposal for a youth initiative responding to an issue facing young people.
|
Tuesday |
12:30pm3:00pm |
W-1-52 |
Arches |
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Portfolio
Preparation Workshops
CORCTR 380-1
PORTFO200
|
Writing Workshop
Competencies:
Portfolio
Workshop Description
Portfolio Preparation Workshops will run in 4-week cycles, with the understanding that students will attend one of the cycles. The Portfolio Preparation Workshop is for students who are ready or near ready to submit their Communications Portfolio. The workshop instructor will review the Portfolio submission process and portfolio check list, and will offer
guidance in writing the reflective cover letter that accompanies the portfolio. Additionally, the writing instructor can help students select their best product for inclusion in the communication portfolio. If students need help with writing
or revising essays, they should attend one of the writing workshops rather than the portfolio workshop.
Cycle 1 Begins: Week of January 26th
Cycle 2 Begins: Week of March 2nd
Cycle 3 Begins: Week of April 6th
If students plan to submit their portfolio this semester ( Spring 2009), they should select Portfolio Level III on their learning plan and register for Section 1, and submit their Portfolio by one of the following due dates
Portfolio Due Dates: February 26th
April 12th
May7th
|
Monday |
10:30am-11:45am
|
W-1-34 |
Ybarra |
CORCTR 380
PORTFO300
|
Writing Workshop
Competency
Portfolio
Workshop Description
Portfolio Preparation Workshops will run in 4-week cycles, with the understanding that students will attend one of the
cycles. The Portfolio Preparation Workshop is for students who are ready or near ready to submit their Communication
Portfolio. The workshop instructor will review the Portfolio submission process and portfolio check list, and will offer guidance in writing the reflective cover letter that accompanies the portfolio. Additionally, the writing instructor can
help students select their best product for inclusion in the communication portfolio. If students need help with writing or revising essays, they should attend one of the writing workshops rather than the portfolio workshop.
Cycle 1 Begins: Week of January 26th
Cycle 2 Begins: Week of March 2nd
Cycle 3 Begins: Week of April6th
If students plan to submit their portfolio this semester ( Spring 2009), they should select Portfolio Level III on their
learning plan and register for Section 1, and submit their Portfolio by one of the following due dates
Portfolio Due Dates: February 26th
April 12th, May 7th
|
Thursday |
5:30-6:45pm |
W-2-198 |
Onorato |
|
ADvianceAdvriting Workshop Level II&III
Competencies:
Reading Life Histories
Critical Readings III
Exploring Culture
Workshop Description
These Workshops are open to all CPCS students working on levels II and III of the curriculum and who would like to develop their writing and research skills. These workshops are designed ultimately to help students prepare products suitable for the Communications Portfolio. Class activities will focus supporting students though the composing and revising process, and will include instruction on citing and documenting research sources. Students are encouraged to bring papers that they are working on from Levels II and II competencies to this workshop
|
Tuesday |
5:30pm-6:45pm |
|
Cancelled |
CORCTR 380
CORCOM120
CORCOM373
CORCOM155
|
Writing Workshop Level II & III
Competencies:
Reading Life Histories CORCOM120-1
Critical Readings III
Exploring Culture
Workshop Description
These Workshops are open to all CPCS students working on levels II and III of the curriculum and who would like to develop their writing and research skills. These workshops are designed ultimately to help students prepare products suitable for the Communications Portfolio. Class activities will focus supporting students though the composing and revising process, and will include instruction on citing and documenting research sources. Students ar encouraged to bring papers that they are working on from Levels II and I competencies to this workshop. |
Thursday |
10:30am-11:45am |
W-1-52 |
Ybarra |
| |
INTERNSHIP OPPORTUNITIES |
|
|
|
|
FLDCTR 249
CORCOM145
CORCOM280
HUMSER225
|
Community Based Intervention Internship
Competencies:
Public and Community Action I OR
Public and Community Action II
Delivery of Services HUMSER225
Internship Description
Catholic charities refugee resettlement program offers students an internship experience in case management. Primary responsibility is to assist case management in providing case management services to new arrivals including: establishing relationship with client; assisting client with accessing necessary services, including SS car, food stamps, TAFDC, Mass ID, and a bank account; following up to ensure client receives these services as needed; communicating with the case manager on a regular basis. Students must pass a CORI check. Catholic charities refugee resettlement program resettles approximately 300 refugees, asylums and Cuban Haitian entrants per year. They serve people from over 15 countries, including Haiti, Sudan, Afghanistan, Bosnia, Vietnam and Somalia.Their office is located at 75 Kneeland Street, Boston. For more information contact Suzanne Allmendinger @ 617-287-7124. Students must commit to at least 7.5 hours per week for 10 weeks plus training.
**Students participating in an internship are expected to follow the same guidelines and behaviors established by the agency for it’s employees.Failure to do so may result in termination of the internship. Contact Suzanne Allmendinger, Community Connection W-4-150A with any questions.
|
|
|
|
TBA |
FLDCTR 251-1
HUMSER225
|
Intervention Hotline
By Arrangement
Competencies:
Delivery of Services
This practicum offers training and practice in hotline intervention (crisis, problem solving, supportive listening and resource sin the community) with women and children who have suffered from family violence. Requires 24 hours of initial training and 40 hours minimum on hotline shifts. After initial training, hours are arranged with instructor. Training will
take place during the day and evening, and includes several full Saturday sessions (10-5). Hotline hours may be day or evening. Students interested in this internship are required to attend the training session offered by Casa Myrna in January. You
cannot participate in this internship if you have not completed this training session. Observation and Hotline shift time will take place only after completion of required training. Students must also pass a CORI check. The opportunity exists for students to demonstrate additional competencies through an expansion of this initial internship. For more information
contact Suzanne Allmendinger.
**Students participating in an internship are expected to follow the same guidelines and behaviors established by the agency for it’s employees.
Failure to do so may result in termination of the internship. Contact Suzanne Allmendinger, Community Connection W-4-150A
with any questions. |
|
|
|
TBA |
FLDCTR 370-1
HUMSER225
CORCOM280
|
Internship: Immigrant and Refugee Issues
By Arrangement
Competencies:
Delivery of Services
Public and Community Action II
This is a semester long internship at the Somali Development Center (SDC) in Jamaica Plain. The SDC provides education and outreach services to the more than 2,000 Somali immigrants throughout Greater Boston. SDC has many programs for adults and youth in the areas of job training and placement, educational support, ESL/Literacy, health education, legal services, immigrant/refugee assistance. As an intern, your will have the opportunity to learn about issues immigrants and refugees face as well as work directly serving this population. Students must pass a CORI check. For more information about this internship, contact the community connection @ 617-287-7124 or come by the office
W-4-150A.
**Students participating in an internship are expected to follow the same guidelines and behaviors established by the agency for it’s employees.
Failure to do so may result in termination of the internship. Contact Suzanne Allmendinger, Community Connection W-4-150A with any questions. |
|
|
|
TBA |
FLDCTR 400-1
HUMSER225
CORCOM280
|
Boston Community Center
By Arrangement
Competencies:
Delivery of Services OR
Public and Community Action II
Students participating in this course will be expected to do an internship at City Roots, an alternative high school setting, working with youth ages 16 through 21. Interns will be active participants in the day to day placement site at least five hours per week at a designated time convenient for both site staff and the student. The internship may include: informal
counseling, advocacy, social and emotional support, facilitating a support group, tutoring, and meeting with site staff as part of case management. Students must pass a CORI check.
For more information about this internship, contact the community connection @ 617-287-7124 or come by the officeW-4-150A.
**Students participating in an internship are expected to follow the same guidelines and behaviors established by the agency for it’s employees.
Failure to do so may result in termination of the internship. Contact Suzanne Allmendinger, Community Connection W-4-150A
with any questions.
|
|
|
|
TBA |
FLDCTR 410-1
CORCOM145
CORCOM280
|
Organizing Strategies Internship
By Arrangement
Competenciess:
Public and Community Action I
Public and Community Action II
Catholic Charities Refugee Resettlement Program offers students an internship experience in community orientation. Primary responsibility is to provide community orientation to new arrivals, including: meeting with client’s case manager to discuss the needs of the new arrival; meeting with the new arrival to establish a relationship and build trust; teaching the client basic living skills such as how to use public transportation, shopping, use of Laundromat; talking about living in the US and various cultural norms and practices; reinforcing Catholic Charities’ guidelines including early employment, assisting in planning workshops for new arrivals about various orientation topics, and reporting activities to the case manager. Students must commit to at least 7.5 hours weekly for 10 weeks of the semester plus training. Students must pass a CORI check. For more information contact Suzanne Allmendinger at 617-287-7124.
**Students participating in an internship are expected to follow the same guidelines and behaviors established by the agency for it’s employees.
Failure to do so may result in termination of the internship. Contact Suzanne Allmendinger, Community Connection W-4-150A with any questions. |
|
|
|
TBA |
| FLDCTR 415-1
|
Field Placements in Workers Organizations
Competencies:
To be Determined by Student and Advisor
Though the Labor Studies program, you will complete a one semester field placement in a worker organization, while also completing at least one competency. You must be able to commit to a minimum of 40 hours of work over the semester and adhere to a set work schedule. Depending on your skills and interests, you could work with one of the following worker organizations: Jobs with Justice, Women’s Institute for Leadership Development, Teamsters Local 26, Massachusetts Coalition of Occupational Safety and Health, Service Employees Local 615. Your work can be applied to a number of different competencies, including, but not limited to: Learning & Strengthening Workers Organizations, Designing & Delivering a Training Curriculum, Public and Community Action II or III, Methods and Goals Organizing, Assessing Workers’ Power. In the past CPCS students have also earned Community Media & Technology competencies. |
|
|
|
By Arrangement Moir |
GERCTR 401-1
GERON 511-1
GERON 512-1
|
Intervention with Elders Practicum II
Competencies: (select one)
Intervention with Elders I (Institutional) GERON 511-1
Intervention with Elders II (Community) GERON 512-1
Intervention with Elders I: This course is designed This course is designed as an experimental learning activity. The focus is on service learning
an instructional setting of choice. Students are expected to reflect on issues germane to a federally regulated system of health care and the quality of the spectrum of health services provided for patients with measurable outcomes of
care provided. Confidentially is maintained according to HIPPA law. This is a supervised placement. Criminal Offense
Record Inspection (CORI) check is required by the facility selected.
Intervention with Elders II: This course is designed as an experiential learning activity. The focus is on service as an instructional activity in a community setting of choice. Students are expected to reflect on issues germane to elders who seek or require placement in designated facility for social and/or health related service needs, short-term or long term.
Confidentially is maintained according to the HIPPA law. This is a supervised placement. Criminal Offense Record
Inspection (CORI) check is required by the facility selected.
|
Tuesday |
11:30-2:00 pm |
|
Cancelled |
|
