This is the syllabus for a Health Care Coordination course.
The goal of health care coordination is to improve patient outcomes with better health care services. Care coordinators play a critical role in improving patient care. Students will learn how to effectively advocate for patients and interact with members of the healthcare team in finding solutions to provide high quality, value-based, and efficient care. Effective communication styles, assessing patient’s needs and goals, and helping with patients’ transitions of care are among many topics covered in this course. Upon course completion, students will have acquired basic knowledge and skills to educate, engage, and support patients and their health care teams to improve health outcomes and quality of life.

Welcome to HUS 3605 Child Welfare and Family Services Course on City Tech OpenLab. You will find all course materials (syllabus and course outline, topics and reading assignments, guidelines for assignments, policies) and on this site

How do individuals and families interface with larger systems, and how do therapists intervene collaboratively? How do larger systems structure the lives of individuals and families? Relationally-trained practitioners are attempting to answer these questions through collaborative and interdisciplinary, team-focused projects in mental health, education, the law, and business, among other fields. Similarly, scholars and researchers are developing specific culturally responsive models: outreach family therapy, collaborative health care, multi-systemic school interventions, social-justice-oriented and spiritual approaches, organizational coaching, and consulting, among others. This course explores these developments and aims at developing a clinical and consulting knowledge that contributes to families, organizations, and communities within a collaborative and social-justice-oriented vision.

Asset-based Community Assessment Project
This group assignment is based on a template that is provided within this assignment. This project provides students with opportunities to learn the values, and skills necessary for applying an asset-based approach when assessing a community.

Decolonize Curriculum through Antiracist Pedagogy to Support Our BIPOC in Building Resiliency - Presentation

The "Flipping the Script: Challenging Our Perceptions about Race”  Lesson Plan provides a step by step plan on how to conduct this workshop. Also, the Lesson Plan provides a link to an After Event Toolbox that was designed to allow participants to continue the conversation after the workshop is completed. 

This site contains Fieldwork I and Fieldwork II course materials. In the Fieldwork and Integrative Seminar, students will discuss the theoretical and practice implications of experiences in the field. Students learn about agency structure and function, the activities of health and human service professionals, and the application of health and human service skills.

This syllabus will help you to create your OER Introduction to Sociology course. The course is designed in order to create connections with the news, with classic and contemporary cinema and with hot topics in our everchanging society, making it a useful tool to engage students beyond the conventional approach to the content.

This course introduces students to the role of human service professionals working in an urban environment. Students will learn about the historical context that led to the development of the various human service professions, with an emphasis on New York City. Other topics to be discussed include the value, knowledge, and skill base of the helping process, culturally competent work, and issues of social justice. Emphasis will be place on the relationships between social welfare policy, human need, and the provision of human services.

This book was written by MSW students as their final project for their Capstone class. Students were each assigned a chapter of the book to write to show that they had achieved competency as a Master’s level social worker. Chapters were assigned based on student interest and experience in certain areas of the field.

A unique perspective on the confluence of the three basic conceptual frameworks in human experience. Contains several studies, with data, of remarkable world views of disparate cultures based on their specific cultures language. The premise is that how people experience the world, then think about it, then create a language around it, alters their perception of the world in very fundamental ways. The radical notion is that thought and language, creates the circumstances of, and contribute to significantly different realities for different peoples.

The internalization and realization of this concept is significant and can possibly radically alter and change how different cultures assess their ability to, at the most basic levels, understand other cultures realities.

The slide presentation guides the students in presenting their final assignment to their classmates. The purpose of this lecture and assignment is to prepare them for advocacy work on behalf of marginalized and oppressed populations.

Social Work 410 is the second of the three-course field practice sequence (SCWK 293, 410 & 492). Supervised field experience. On-site visits by Social Work faculty. Integration of field, classroom learning in a weekly on-campus seminar and professional preparation. Placements are from 9:00 a.m. to 5:00 p.m. on two weekdays for a minimum of 200 hours for the semester. Permission required for repeating the course.

This course syllabus is for a Master level social work course on research methods. This course is the first in a two-part series where the end product is a research proposal in this course that is then carried out in the subsequent course. This course could also serve as a stand-alone course ending with the research proposal. The course uses an OER textbook resulting in a zero-textbook-cost (ZTC) for the students.

This course syllabus is for a Master level social work course on research methods. This course is the first in a two-part series where the end product is a research proposal in this course that is then carried out in the subsequent course. This course could also serve as a stand-alone course ending with the research proposal. The course uses an OER textbook resulting in a zero-textbook-cost (ZTC) for the students.

This assignment is inspired by the learnings that arose from the workshop, “Fostering Play in the Classroom - Pedagogies to Build Creativity, Connection and Light to Oppressive Spaces”. Based on group dialogue, feedback, and the desire to build on pedagogies of play in the workshop, this science fiction short story assignment has been created as an additional layer of liberatory, contemplative learning for students that can be used/tweaked to work in a variety of courses. Powerful conversations arose in the workshop surrounding power/oppression, positionality and how this impacts our ability to engage in play, and the importance of holding both/and (i.e. - joy/sadness, pain/pleasure, restriction/liberation). This assignment attempts to deepen these reflections through creativity, storytelling, and removal of limits for dreaming in a world with obstacles. 

As an introductory textbook for social work students studying research methods, this book guides students through the process of creating a research project. Students will learn how to discover a researchable topic that is interesting to them, examine scholarly literature, formulate a proper research question, design a quantitative or qualitative study to answer their question, carry out the design, interpret quantitative or qualitative results, and disseminate their findings to a variety of audiences. Examples are drawn from the author's practice and research experience, as well as topical articles from the literature. The textbook is aligned with the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards. Students and faculty can download copies of this textbook using the links provided in the front matter.

Principles of social research methods in the context of social work practice. Problem formulation, research design and role of research in social work, ethical issues, sampling, measurement, and data collection.

Research 1 is the first part of a two-semester course. During the first semester, the course provides you with an introduction to basic research methods within the context of social work practice.

Major concepts and the steps of empirical research are examined, including problem identification and formulation, literature review, research design, sampling, definitions, measurement of variables, and instrument construction. Emphasis is placed on using empirical research to inform practice and developing knowledge from practice. The major goal is to enhance the student’s capacity to identify problems and interventions and reach valid and reliable conclusions about their practice through research. Quantitative and qualitative research approaches are emphasized equally as strategies for evaluating one’s practice.

Readings and discussion of issues concerning ethnicity, race, gender, and concerns of special populations are essential features of this course. The political context for researching historically oppressed or hidden groups is explored. The concern with special populations is integrated throughout all stages of the research process, including problem identification; research design; sampling; measurement; data analysis, and interpretation of findings. Ethical issues regarding human subjects and federally mandated procedures for protecting human subjects, including the institutional review board, are also discussed.

This course focuses on families with members who are substance abusers, and the ways in which these families function. The course explores the methods and resources available for helping such families.

This playlist and handout include works by (and various quotations and media related to) Toni Cade Bambara.