This is a list of current courses in anthropology, applied sociology, religious studies, social work, and criminal justice as they appear in the college catalog. Check the semester schedule books for information on offerings and times.
(IHE, GS, WV)
A cross-cultural examination of contemporary cultures, especially traditional and developing examples, in a descriptive and comparative framework. Topics covered include the methods and ethics of fieldwork, marriage and kinship systems, production and reproduction, gender roles and relations, forms of conflict resolution and the varieties of religious beliefs and rituals. Generally, two case studies are used in addition to a text. These cases not only demonstrate the varieties of human arrangements, but also some of the reasons that underlie the diversity across groups.
(ART, AS, GS)
A review of a broad sample of music from around the world and an investigation of how organized sound reflects and reinforces its cultural source. Some of the many topics include the varying contexts for functions of music, types of instruments and their symbolism, the training of music makers, the meaning of song texts and some of the reasons for musical change. Many regional styles are examined, for example, Native North America, the Caribbean, Africa, the Middle East, South and East Asia. Special attention is given to musical syncretism – the mutual influence of contemporary musical cultures on one another that has produced many new popular forms of music variously called World Beat or Global Pop. Background in music theory is not required.
A course in physical anthropology and archeology that covers the evolution of nonhuman and human primates over the past five million years. The chronological organization of the course includes the development of evolutionary theory in the 19th century, the fascinating story of how small, primitive hominids became upright and brainy tool users, and how eventually cultural evolution began to outstrip biological evolution in human development. Special attention is also given to the topic of gender, both in the context of prehistory, as well as in connection with the new findings about male and female roles and behavior that are emerging from primatology.
A survey of the English, Spanish and French speaking regions of the Caribbean and review of the ethnohistory of the area from pre-colonial times to the present. The first part of the course examines the social and economic impact of colonial rule and the independence movements that arose in response to the plantation system and foreign exploitation of the colonies. The second part focuses on the contemporary cultures of the Caribbean with an examination of domestic arrangements, patterns of work and migration, political conflicts, and vibrant expressive forms such as music and carnival that have made the region such a popular destination for visitors from North America and Europe. Special consideration is given to the impact of tourism on the cultures and ecologies of the islands.
This course allows several different kinds of field experiences: an internship with an agency Turks and Caicos, as with the Dept of Environment & Coastal Resources, The Dept. of Culture & Heritage; Tourism Board; National Trust; or other quasi- or government agencies. The anthropology professor would set it up. Another possibility is a Study Abroad experience, as a university abroad (such as the new Asian University for Women in Bangladesh). (Ant 100 is required and Ant 230 – Caribbean or And 310 – women in the Developing World is highly recommended)
The course combines classroom and a fieldwork setting to teach students how to do ethnographic research as it is done in cultural anthropology. The course field setting is the city of Bethlehem, an urban center once based on heavy industry and now in the grips of an economic transition. As preparation for the fieldwork segment, students read about several community case studies and learn a series of qualitative research techniques such as observation work and interviewing, life history techniques, ethno-photography, and semi-structured survey design. Attention is also given to ethical issues in human subject research, the preparation of IRB proposals, and writing field notes. Students are transported to the field locales in a van where they will be taken on tours and hear presentations from community informants. The main assignment is group work on an Ethnographic Directory, which provides a broad informational profile of the community under study.
special topic that supplements the normal offerings in this program.
A survey of different aspects of women’s lives in the developing world with particular attention given to those from the urban underclass and rural peasantry. The assumption is that economic development in the form of foreign aid, technology transfer and industrialization has not benefited women to the same extent as men. The course examines how global restructuring has affected women and their families with respect to employment, education, and health. Special focus is given to two issues: how women reconcile their productive and reproductive roles and women’s own attempts to improve the conditions in which they live through mutual cooperation and activism. Cases are drawn from Latin America, Africa, the Middle East, India and other parts of Asia. Anthropology 100 is recommended.
Individual research projects (such as a thesis for the self-designers) and directed readings carried out under faculty supervision. Generally, it is done in the spring of the senior year, but preparation often begins in the previous fall.
The Legal System introduces the student to the concept of crime; explaining and defining the legal system from the point when a crime is committed through to the disposition, or sentencing. It examines how the individual components of the system; law enforcement; the courts; and corrections, influence society's overall response to crime. An understanding of the legal process is one of the building blocks of developing an understanding of the social causes, consequences, and responses to dysfunctional behavior.
This course is designed to introduce the student to the systematic study of crime and the criminal justice system, including the police, courts and prisons. This course will examine ideas such as social control, the social causes and social definitions of crime as well as society's reaction to crime and criminal behavior. It also focuses on the impact issues such as race, gender, ethnicity and social class have on crime. Policy decisions regarding the polie and law enforcement, the courts, juvenile offenders, crime victims, and the various functions of punishment including retribution, social protection, rehabilitation and deterrence are also examined. The course is designed to be taught in three distinct units. The first unit will examine what is crime; how is it defined; why is it measured; and how is it measured. The second unit will deal with the study of crime theory. We will discuss the origins of crime theory, and evaluate the major biological, psychological, sociological and environmental theories. The third and final stage will examine crime typologies and the profiling of criminal offenders.
The primary objective of this course is to focus on the linkages between substance addiction, the psychopathology of addictive behaviors and its impact on crime. Specific content areas will highlight current trends in substance abuse; the influence substance use/abuse has had on behavior, on the criminal justice system and on trends in law enforcement.
This course explores the social relationship between class, race, gender and crime. It attempts to account for differences in crime social boundaries, social make-up and social status. It further examines the behavior of law itself and how the making of laws is influenced by class, race, and gender.
There is perhaps nomore appropriate place for the study of ethics than in the criminal justice profession. In order for a society to have a system of enforcement of social rules and norms, itmust first establish a standardmeasure of ethical behavior. This course will examine how a society establishes moral and ethical behavior; the challenges faced by the establishment of a system of enforcement; and the dilemmas faced by those charged with enforcement. It will examine the ethical issues raised by things such as Megan's Law; hate crimes; gun control; legalization of drugs; DNA testing; and racial profiling. It will also examine the individual ethical dilemmas faced by the people who are considered criminal justice professionals.
Mass media coverage of some of America's most violent episodes, perpetrated by the youth of our society, has renewed the debate over the adequacy of the juvenile justice system. This course will examine the juvenile justice system at great length, focusing on; the major differences between the adult and juvenile systems; the rehabilitative nature of juvenile justice; the balance of treatment versus punishment; the legal framework for the juvenile justice system; evaluating juvenile misbehavior; and the effectiveness of court intervention and punishment. Students will be exposed to concepts and issues most often debated by criminal justice advocates and opponents and analyze the appropriateness of both ends of the debate.
The American corrections system is in crisis facing an unprecedented incarceration rate and high numbers of repeat offenders. This course, taught by a prisonwarden, is designed to examine the effectiveness of the often conflicting four justifications for punishment: retribution; deterrence; rehabilitation; and social protection. Progressive approaches to incarceration will be explored as well as current trends in alternatives to incarceration. The inmate subculture will be examined together with a critical look at the overcrowding epidemic facing today's prison administrators.
This course focuses on the social ecology of crime in that it examines the relationship between crime, victimization and the environment. Ecological theory examines spatial and temporal patterns of criminal conduct and victimization. This course also examines community and environmental strategies which have been developed to reduce the likelihood of criminal behavior.
This course explains how crime; the public perception of crime; and the political reaction to crime influence public policy in the United States. Each component of the criminal justice system will be examined, including; the courts; police; the prosecutor; and corrections; evaluating how public policy effects each component.
The field experience is designed to provide the student an opportunity to integrate and reconcile theoretical concepts and principles learned in other social science and criminal justice courses and apply them in work environments within the criminal justice profession. The field experience initiates the beginning of the lifelong professional learning process through which the student must learn to navigate.
Provides criminal justice professionals with the understanding of a scientific, analytical approach to knowledge building. Examines the concepts of theory development, conceptualization and hypothesis formulation across criminal justice fields of practice. The content includes research design, sampling, instrumentation, methods of data collection and analysis as well as descriptive inferential statistics and critical analysis of empirical research. The student will develop an original research project.
The Field Experience Seminar is designed to assist the student in processing the experiences one has at the field experience assignment. The seminar is taken concurrently with the field experience and provides an opportunity to integrate and reconcile theoretical concepts and principles learned in other social science and criminal justice courses and apply them in working within the criminal justice profession. As students enter the field as interns their concerns will be more on practical issues. As a result, the course is designed as an open discussion forum allowing the professor and students to examine practical issues and discuss their integration with classroom concepts. The integration of these concepts is the central purpose of the course. Students will be asked to link professional events to theoretical concepts and will be asked to examine these events within the context of professional and personal ethics.
The Cedar Crest curriculum has been carefully designed to produce female graduates who are well prepared to assume leadership roles in the criminal justice profession. This capstone course for the criminal justice major is the culmination of that experience and is intended to allow each student to develop a greater understanding of the challenges faced by the women who choose to pursue these positions. During the course of the curriculum, careful attention is given to developing the student's critical thinking and problem solving skills in an attempt to better prepare them for a role in criminal justice management. A student's preparation would be incomplete, however, without an understanding of the challenges and barriers faced by women in this profession. To accomplish this goal, students will be required to produce a research paper examining the unique challenges faced by women who attempt to pursue management positions in any given sector of the profession. Each student will be asked to choose a specific occupation of interest and conduct a literature review examining the role women assume in that profession and the obstacles they must overcome to excel. Additionally, each student must perform field research designed to validate the literature review by discussing with professionals the challenges they have faced in their pursuit of managerial responsibility. By requiring such a project, Cedar Crest strives to produce professionals that understand the challenges posed by such a demanding profession, and by doing so, will better prepare them to assume higher levels of responsibility.
Business relationships are largely based upon contractual agreements. This course provides an introduction to the legal system as it effects business, the nature and meaning of law, sources of law, legal process and institutions. Students examine the legal environment of business, along with the individual’s rights and responsibilities in a free society. Particular emphasis is placed on contracts, at common law and under the Uniform Commercial Code, and the exploration of how these principles apply to modern life both in and out of the business setting.
Managing within the law requires students to understand the interrelationships between the various federal and state laws and regulations affecting employment relationships and management’s human resource policies and practices. This course provides students with the foundations necessary to foster a healthy, productive and lawful work environment. Experiential exercises reinforce an understanding of the application of law to employment situations and advocacy issues in employment discrimination cases.
An exploration of specialized topics in law not among the traditional course offerings. Past topics include bankruptcy, and criminal law and procedure. This course may be repeated for credit as topics change.
Living Learning Communities
Social Justice Seminar is a three-credit service-learning course taken by students in the Social Justice Living Learning Community. The course is the second part of a two-course sequence that addresses social justice from a global perspective. The course is composed of two distinct yet independent elements. Students will spend the equivalent of two hours per week (28 hours over the course of the semester) in a service-learning experience. One hour a week will be devoted to class discussions on readings, service-learning experiences and how human rights are protected in the community. Students will study the major theories of ethics and social justice from a Western perspective and at the same time explore their own values and beliefs related to being an engaged citizen. Prerequisite: LLC 200
The Environmental Stewardship Living Learning Community (LLC) will provide students with the opportunity to explore the concept of environmental stewardship: what is our relationship with and responsibilities towards nature? Environmental-justice will be considered as part of a broad concept of environmental stewardship. The LLC will also provide the opportunity for students to increase their awareness of local and global ecological environmental issues. Students will be empowered by leadership opportunities to develop the skills and techniques to address environmental and environment-justice issues in their local community and the global community. Course work on ethical theory and environmental justice will be required of all students in the LLC. This course is the first course in a two-course sequence and will focus on environmental ethics. Each year a specific environmental issue will be studied in depth. Field trips during the semester are required.
An examination of the key issues and concerns associated with the practice of democracy in the United States. Topics include the electoral process, the representativeness of political institutions, civil liberties and the national security state, political disengagement and alienation among citizens, the federal constitution and states rights, judicial activism, and civil rights. Thematically, the course emphasizes the principles and norms underlying the design of the American political system, the dynamics associated with legislative and policy making processes, and the role that citizens and interest groups play in regard to influencing public policy outcomes.
An introduction to the most pressing public policy issues confronting contemporary American society. Topics include health care, social welfare policies, energy and environment, civil rights, immigration, macroeconomic policy, education, national security policies, civil liberties and criminal justice. The course also introduces students to the fundamentals of applied policy analysis and the research techniques most commonly used in the assessment of public policy decisions.
An introduction to contemporary U.S. economic policy as it relates to the management of both the domestic economy and international economic relations. Primary attention is devoted to the role that political, economic, social, ethical, and security considerations play in regard to the formulation, implementation, and harmonization of macroeconomic policies and international trade policies. Topics include the politics of monetary policy, budgeting, and taxation, the regulation of American businesses at home and abroad, U.S. participation in the World Trade Organization and other international economic institutions, regionally-based trade initiatives such as NAFTA, the administration of international development assistance, and the politics of debt management.
An analysis of the role the U.S. has played in regard to international attempts to manage transnational issues that threaten the health and safety of the global community. Particular attention is devoted to United Nations’ efforts to promote international arrangements that would address environmental, ecological, and health-related problems. Topics include the management of global warming and ozone depletion, marine pollution, biodiversity and wetlands, nuclear and biological materials, and sustainable development.
An analysis of the role that political, economic, social, and organizational factors play in the administration of justice in the United States. Attention is devoted to civil and criminal procedures within the context of both state and federal court systems. Particular emphasis is given to the role that courts play as political and social institutions. Students also are introduced to the fundamentals of legal reasoning and the basic analytical techniques used in the construction of judicial opinions through an examination of landmark U.S. Supreme Court decisions dealing with civil rights and liberties.
A historically-based analysis of American national security strategies since the turn of the 20th century. Particular attention is devoted to the role that ideas, beliefs and decision maker perceptions play in regard to the formulation and implementation of national security policies. Substantively, the course focuses primarily upon the conduct of American statecraft in regard to Europe, North and Southeast Asia and the Middle East.
A survey of the major political ideologies found in contemporary American society. Primary attention is given to the traditions of Liberalism and Conservatism, Powever Fascism, Communism, Socialism, Feminism, Environmentalism, Anarchism, and Religious Fundamentalism are reviewed as well. The analysis features an examination of each ideology’s key philosophical assumptions, underlying principles of social justice, and the political agenda that advocates are pursuing in the United States.
Students participate in a model United Nations simulation to gain practical experience relating to global issues and the dynamics of multilateral diplomacy. Students are provided with opportunities to develop the background knowledge and communication skills needed to serve as effective delegates to a United Nations conference. The course also features a significant self-directed research component, offcampus travel, and modest out-of-pocket expenses.
Prerequisite: PSC 231.
In consultation with faculty, a student undertakes an evaluation study of a public policy issue having local, national, and/or global significance. The project is intended to permit majors to demonstrate mastery of knowledge in the area of public policy analysis as well as proficiency in regard to the skills and aptitudes associated with information literacy and expository writing. Students register for the practicum as an independent study. Prerequisite: Senior standing or permission of the instructor.
Student-initiated, faculty-directed studies designed to address content areas not covered in regularly scheduled courses in Political Science or other programs of study. Consent of the instructor required.
An introduction to sociology, the scientific study of the relationship between social organization and human behavioral processes. The focus is on concepts central to the discipline and the illustration and application of theoretical perspectives to aspects of social reality such as gender, age, race and ethnicity, inequality and social change, as well as social institutions including the family, polity, education, medicine, economy and religion. The course equips students to be informed participants in social processes and institutions, both from an appreciative and change agent stance.
An introduction to the sociological study of the institution of science. It is designed to develop the student’s ability to understand, criticize, and use theories in the natural and social sciences. Students read and analyze articles about the work of several classical and contemporary scientists within a framework that treats science and its products as shaped by world views tied to a society’s institutional arrangements. Students explore the implications of scientific authority for our values, beliefs, politics and personal identities. Students develop skills in critically interpreting scientific case studies while analyzing social, economic and political issues that surround these investigations. Prerequisite: Permission from the instructor for non-Honors students.
An examination of a broad spectrum of America’s social problems in the twenty-first century and placing them in a systematic framework using the sociological perspective as our lens. The focus is to stress the knowledge available about their causes and examine efforts at intervention and amelioration of these societal problems. The course covers issues related to race, class, gender, terrorism and deviance as they relate to the future of America’s landscape.
A study of the core content of classical sociological theories with a specific emphasis on Karl Marx, Emile Durkheim, Max Weber, George Herbert Mead and Georg Simmel. The focus is on the application of these theorists’ arguments to several issues involving social distance and separation in the Unites States. The theme of social distance and separation is examined because so many discussions of current social problems – such as alienation, segregation, and political apathy concern questions of social distance, separation and disunity. Making these classical sociological theories come to life and demonstrating their usefulness in contemporary society is the foundation of this course. This course is offered in alternate years. Prerequisite: SOC 100 or permission of the instructor.
An examination of what it is that sociological practitioners do in their profession. The goal is to take the theoretical models and the methodological techniques learned in other applied sociology courses and use them in social situations to resolve problems or improve the quality of life, be it the challenge of macro-level societal problems or micro-level, everyday personal issues. Designed as a hands-on course, each student applies sociological concepts, skills and tools to actively analyze and engage problems facing a variety of clients and organizations including business, government, religion and other community agencies and groups. It employs sociological perspectives and tools to identify, investigate and actively seek solutions to issues of structure, process and social change. The intent is to provide the student with a useful and informative real world approach to exactly how sociologists address many of the problems and issues that confront Americans on a daily basis. Prerequisite: SOC 227 or permission of the instructor.
An introduction to the field of aging and elderly. Three primary areas of inquiry are studied: the biological, psychological and sociological aspects of aging; exploration of specific problem areas for the aging and elderly; and death and dying.
An overview of the history, philosophy and ideas encompassing the evolving field of peace studies, topics include the causes of war, the nature of power, approaches to building peace, non-violent conflict resolution, community mediation techniques and consensus decision-making.
This subfield in sociology and psychology examines how the thought, feelings and actions of individuals are linked to the behavior of others and to larger processes of human social organization. The focus is on concepts and frameworks central to the field and the illustration and application of these frameworks to aspects of everyday life. Topics include: aggression, conformity, interpersonal attraction, attitude formation and change, group dynamics, status-roles, personality and self and mental illness. The course equips students to be informed participants in social process and the impact societal institutions have on such processes.
An examination of the environment health of the world focusing on specific global problems in urgent need of resolution. Primary emphasis is on the social, economic and political issues that surround each environmental problem.
An analysis of the context, historical background and value frameworks relevant to inequality, related to class, race and gender in American society. Class, race and gender as bases for stratification in organizational structures will be examined. Focus also is upon social movements in history such as the labor movement, the civil rights movement, and the women’s movement that have attempted to change these structures and systems; common cultural assumptions about American society, such as the “Horatio Alger myth” and points of view and frames of reference about leadership and inequality. In addition, concepts of bureaucracy, organizational functioning, and the relationship of the worker/member of the organization are studied.
An introduction to dominant theoretical perspectives and research that constitute the intellectual history and current practice of medical sociology. It is designed to show how the social organization of a society influences the type and distribution of disease, illness and death found in that society. It also influences to a significant degree how the system of health and medical care responds. The course examines how the problems and inequities of medical care are historically specific to a society and inseparable from that society’s cultural values. It also explores and critically examines facets of basic and applied research both within and outside of the medical profession.
A comparative study of racial and ethnic contacts with emphasis on such social processes as acculturation, conflict, competition, anticipatory socialization and marginality, nationalistic movements and prejudice.
A consideration of family and marriage as basic institutions in human societies with emphasis upon the variety of forms they assume in different cultures and subcultures, including ethnic, regional and class variations in American society. Special attention is paid to modifications in family and marriage patterns, structure and customs in response to social and cultural change, particularly the rapid changes occurring in the late 20th century.
This course is designed to provide social and behavioral science majors with a fundamental understanding of what statistics are and how and why they are used in social scientific research. The focus is on gaining a working knowledge of “the big picture” associated with being a consumer of empirical research in an information age. In this context, this course emphasizes both theoretical and applied statistical analysis. Students explore the theoryresearch paradigm connected with all sciences, current issues in social science measurement, the basics of the normal curve, the role of populations, samples and sampling distributions in hypothesis testing, and key descriptive and inferential statistical techniques often used in both popular and social scientific literature.
Presents the structure and design of social science research as it relates to quantitative and qualitative methodologies, the importance of theory and concepts in defining a research problem, hypothesis construction, development measurement procedures, data-gathering techniques, and sampling procedures. Application is made to institutional realities, social problems and issues confronted in sociological practice and educational research. Lecture three hours, laboratory two hours. Prerequisites: SOC 100 and SOC 324. SOC 227 and SOC 228 recommended.
This is the second of two methods courses (SOC 325 and 326) in applied research that is required of all majors. Students apply the methodologies studied in SOC 325 to problem-oriented settings to gain handson experience in doing original sociological research. Each research project is conducted under the guidance of faculty and through the use of a research proposal previously developed by the student in SOC 325. Students have the option of conducting research independently or in teams. All project outcomes develop into scholarly papers. An equally important component of SOC 326 is familiarizing students with data analysis techniques commonly used in the social sciences using microcomputers and secondary data sets.
A focus on social, economic and health care policies associated with the aged in the United States. Students examine how these policies have impacted the relationship between and within the generations and how they will likely effect these generations in America’s future. Students also study the increasingly powerful impact the elderly are having as a demographic, economic and political subgroup. Emphasis is placed on consideration of future policies and practices that are necessary to address this growing population’s needs.
A seminar designed to be taken concurrently with the field practicum in social gerontology (SOC 332). This course applies the student’s theoretical knowledge of gerontology gained in previous courses to the actual provision of services to the elderly. The student’s experiences in the field are explored and integrated with theory. The course is sufficiently broad-based to address a variety of field placements. NOTE: This course does not count toward the sociology major. Prerequisite: BIO 107 or NUR 215, SOC 243, 329 and NTR 115. Corequisite: SOC 332.
A 90-clock-hour experience in a professional setting in which services to the elderly are provided. Students select their own placements with faculty consultation and supervision of the practicum experience. This course is designed to be taken concurrently with Applied Gerontology (SOC 331) as the concluding course in the certificate program in gerontology. NOTE: This course does not count toward the sociology major. Prerequisite: BIO 107 or NUR 215, and SOC 243, 329 and NTR 115. Co-requisite: SOC 331.
The topic for intensive study in this course is selected by participating faculty members and students. SOC 390 Independent Study 1-3 credits This course consists of individual research, supervised readings, or projects carried out under supervision.
An introduction to the nature of religious belief and its relationship to culture. Students explore myth, ritual and, using a variety of disciplines including anthropology, sociology of religion and the history of religions. Attitudes toward religion in American popular culture and expressions of the sacred in art, music and the media are examined.
A focus on ancient religions in Egypt, Mesopotamia and Israel, exploring complex patterns of belief, culture and identity that characterized the ancient near east. Students examine the influence of culture on the development of scripture and explore the relationship of the Hebrew experience of monotheism to the biblical understanding of history. Ancient near eastern cultures are approached through archaeology as well as textual studies.
An exploration of a variety of global world religious traditions including Hinduism, Buddhism, Sikhism, Jainism, Taoism and Islam. Students study ritual, art, the relationship between religion and culture, as well as the philosophical foundations of each faith. Visits to regional religious institutions are included.
An exploration of the relationship between religion and psychology, drawing on both classical and modern theorists. Students explore religious experience, mysticism and ritual and their influence on the role of the individual in society.
A critical examination of major theological, philosophical, ethical and psychological themes surrounding death. The course emphasizes crosscultural awareness, providing students with analytical skills to understand the interpretation of death globally and in American culture.
In this writing intensive course, students explore the growth of Buddhism in the United States through immigrant communities and converts. Gaining an understanding of participant observation as a methodology, students begin the course with a visit to a Zen Buddhist monastery and learn a variety of meditation techniques. Field trips to regional Buddhist temples and cultural centers are part of this course. In addition, participants study ritual, art and other facets of traditional Buddhist cultures exploring patterns of retention of tradition and adaptation.
As the dominant religion of India, Hinduism has had a continuing influence on patterns of belief and culture in South Asia. In this course students explore the ways in which these cultural patterns have been brought to the United States by large numbers of devotees since reforms to U.S. immigration policy in 1965. Through visits to Hindu temples within our region participants come to understand the globalization of a tradition once through to be entirely confined to the Indian subcontinent.
A study of the recent rapid growth of Islam among immigrants and converts in the United States. Participants explore Islam both as a belief system and as a civilization, examining patterns of Islamic art, mysticism and law. They study the global resurgence of Islam as a complexes cross-cultural framework within which the growth of U.S. Muslim communities has taken place. Field visits to mosques an Islamic centers within the region are part of the course.
An exploration of the relationships between religious belief, practice and health. Students analyze an expanding genre of literature that bridges the disciplines of psychology and religious studies, gaining critical awareness of the writings of Carl Jung, Abraham Maslow, Paul Tillich, Rollo May, Carl Rogers and others. Exploring a variety of common themes in this literature including the search for meaning, identity and transcendence they analyze cross-cultural connections between spirituality and health, students explore the relationship of the themes with practices of meditation, prayer and ritual.
This course uses the classroom and nearby communities to examine changes of a religious, economic, and social nature taking places in American communities. Each year, the course rotates across two field sites: the rural community of Schuylkill county proximate to a Hindu temple which serves as a major pilgrimage center; or, the city of Bethlehem, an urban center once based on heavy industry, and now in grips of a major economic transition. There is coverage of classic community studies, issues in community change, and background on the communities in question. Throughout the course, there are several field trips that allow students the opportunity to see and study community dynamics first hand. The research upon which the course is based is associated with the Pluralism Project of Harvard University. REL 390 Independent Study 3 credits Individual research projects, and directed readings carried out under faculty supervision.
The field of social work, its values, methods and settings are studied as well as the organization and role of the social work profession. The course includes an introduction to the generic aspects of social work methods in assisting individuals and groups and the use of community resources. Includes on-site observations with social work professionals.
The social welfare organization as the institutional response to the social problems resulting from changes in society and culture; historical development; philosophical, humanitarian and religious foundations; trends in social welfare, including concern for poverty and the poor; the delivery of social welfare services and their extension to areas of need other than economic.
Examines violence in the family from a sociological and psychological perspective. The student will develop a knowledge and understanding of the recent research and theory of various forms of familial violence. The student will gain a familiarity with the forms violence takes in the family as well as an understanding of the past and current societal response to familial violence. The course makes use of lectures, discussion and films.
Special topics are offered to provide more in-depth knowledge about current areas of practice or issues in human services. These courses are intended to meet the needs of students in social work, psychology, nursing, and education.
Includes strategies for organization and development of local communities to meet human needs and to enhance the social environment. Special emphasis is placed on the role of the community organizer in working with established community structures, identifying and encouraging leadership, and facilitating planned community change.
Builds on a strong theory foundation for social work practice with specific content in social, behavioral and biological sciences. A bio-psycho-socio-spiritual framework for students to view human growth and development through the life-span will be examined. The “ person in environment” focus is approached from an ecological perspective of individual in the context of family, groups and the community. The social systems model will help students focus on the dynamic interplay and reciprocal nature of the person and the environment. Prerequisites: Psychology 100; Sociology 100; Anthropology 100; Biology 111 and 112; or permission of the instructor.
Child abuse, maltreatment and neglect is a pervasive social problem that affects families and communities. This course will examine the history of child maltreatment, policy, practice and prevention issues. Specific content on child physical abuse, sexual abuse, child neglect, psychological maltreatment and other related forms of child abuse will be explored. The role of child welfare, the legal system and cultural and international abuse issues will be addressed in this course.
Provides practitioners with the understanding of a scientific, analytical approach to knowledge building. This course will examine the concepts of theory development, conceptualization and hypothesis formulation across social work practice. The content includes research design, sampling, instrumentation, methods of data collection and analysis as well as descriptive inferential statistics and critical analysis of empirical research. The student will develop an original research project to be carried out in Social Work 326. Prerequisites: Social Work 201, 202, Mathematics 102, Sociology 324 or Mathematics 110.
This is the second of two methods courses (Social Work 325 and 326) in applied research. Students will apply the scientific and analytic approaches to building knowledge for practice and evaluation of social work practice. The goal of the course is to provide students with the opportunity to carry out an original research study developed by the students in Social Work 325 that evaluates services delivery in all areas of practice. The student will be able to critically evaluate the research findings and learn to use empirical data appropriately in practice. Prerequisite: Social Work 325
Problem-solving processes relevant to social work practice considered within a social systems frame of reference. Methods common to all fields of social work are stressed, including communication and interpersonal interaction processes, assessment procedures, interventive strategies and the sequential phases of the helping process. Content will examine human diversity, life-span development, and the life model. Applied experience involving videotaping interviewing techniques. Prerequisites: Social Work 201, 202, 300 and 303.
An examination of the systems of resource allocation in the United States, the economic foundations upon which these systems are based, their inefficiencies and inequalities, and the means of redistributing resources to eliminate/reduce conditions of poverty. Specific reference will be made to those social welfare programs and policies known as income maintenance, including their financing and political development, and their critical analysis through the application of key socioeconomic criteria. Prerequisite: Social Work 201 and 202 or permission of instructor.
Examines differential assessment and intervention methods based on transpersonal theory. The person in the environment is viewed as systemically interrelated. Personal fulfillment is extended through spirituality and self-transcendence and environmental issues are linked to global justice and harmony. Beliefs from various cultural contexts: spiritual, philosophical, social and transpersonal experiences are viewed from micro, mezzo and macro levels of social work practice. Prerequisites: Social Work 201, 202, 300 and 303. This course is designated to be taken concurrently with Social Work 327 and prior to field education.
A required field education experience applying theoretical knowledge gained in previous courses. Student chooses placement in a cooperating community service agency under professional supervision. Equal attention is given to cognitive and attitudinal aspects of learning to deal with people who have a range of backgrounds and problems. To be taken concurrently with Social Work 345. Fourhundred and fifty hours in the field required with onehour weekly seminar on campus. No credit will be given for previous field education or job experience. Taken in the fall and spring semesters of the student’s senior year. Prerequisites: Social Work 201, 202, 303, 327 and 328. SWK 342 Field Education in Social Work II 1-9 credits An elective field education experience available to students who have completed Social Work 339. Students may choose to continue with the same agency used for Social Work 339 or choose another agency setting. Prerequisites: Social Work 339 and 345.
Taken concurrently with Social Work 339 and provides the opportunity to integrate and reconcile theoretical concepts learned in foundation and professional social work courses and apply them to the field education experience. The integration of theory and practice is the keynote of this seminar.
An advanced course in social work principles, methods and values, in practice. Emphasis is on the continued development of practice theory. A capstone course in social work practice in which special consideration is given to critical issues in contemporary social work practice. Guest lecturers who are professionals in the field and audiovisual aids will be used to exemplify current social work theory and alternative modes of practice. Prerequisites: Social Work 339 and 345 SWK 360 Special Topics in Social Work 1-3 credits Special topics courses are occasionally offered in subjects of special interest to social work students.
Last Updated: 1/29/10