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Course Criteria
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3.00 Credits
Spanish for Medical Professions is a course designed to provide students with common Spanish medical terminology used when working in medical professions in the United States and globally. In addition, students will be taught how to effectively communicate using medical concepts in Spanish. This course requires active participation in online activities as a mandatory component. Online courses may require use of a webcam. Native, heritage and or speakers of Spanish are encouraged to take the CLEP exam before enrolling in this course. NOTE: May be taken with permission of instructor.Upon completion of this course, students should be able to: Students will use verbal and written communication to have basic, meaningful, and accurate conversations in the course of interactions within medical professions in the United States and globally. Students will utilize vocabulary with a basic ability to understand and communicate medical concepts in the course of interacting with patients and or other medical personnel in the United States and globally. Students will be able to self-assess oneAs own biases and cultural competence to communicate effectively with Spanish speaking populations in the course of navigating a medical profession. Students will identify linguistic characteristics in medical language in Latinx cultures living in the United States. Students will self-assess and adjust their communication style to build relationships with persons of Latinx cultures using medical terminology and language that promotes trust.
Prerequisite:
Prerequisites: SPA 101 and successful Placement Test Scores or (ENG 050 and REA 050) or ENG 099* or REA 075 (*may be taken concurrently).
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3.00 Credits
Active review of Spanish pronunciation and of fundamental grammatical elements. Study and practice with new concepts of grammar and idiomatic language. Class discussion of selected cultural essays, news articles and/or literary excerpts. Laboratory practice is assigned for improving comprehension of Spanish spoken at normal conversation speeds. NOTE: Alternate Pre-requisite 3 years of H.S. Spanish or 1 year of college Spanish.Upon completion of this course, students should be able to: Speak the language in meaningful sentences and appropriate phrases that can be understood by the fluent speaker. Respond appropriately to questions on reading selections previously discussed. Recall vocabulary, grammatical structures and appropriate correspondence to idiomatic structures in Spanish writings. Take dictation from familiar texts. Recall important facts and observations taken from selected readings on Hispanic and Latin American civilizations previously studied.
Prerequisite:
Prerequisites: SPA 102
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3.00 Credits
Continued emphasis on active Spanish review of grammatical concepts and instruction in new principles. More attention is given to speaking and understanding the target language through a variety of texts including essays and selected masterpieces in poetry and prose. Includes directed and free compositions to enhance writing skills. Laboratory practice is offered for better comprehension of spoken Spanish. NOTE: Alternate pre-requisite - 4 years HS SpanishUpon completion of this course, students should be able to: Demonstrate increasing skill in communicating in Spanish. Respond appropriately to questions arising from dialogue, readings and situations previously illustrated. Read silently in Spanish, concentrating on the ideas expressed in writing. Write complete and meaningful paragraphs and short compositions incorporating newly learned grammatical principles. Write in dictation form from familiar texts. Recall a significant number of facts or observations derived from selected essays on the Hispanic heritage.
Prerequisite:
Prerequisite: SPA 201 or SPA 111.
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1.00 Credits
College-Sponsored Experiential Learning (CSEL) is designed to integrate on-the-job learning experiences with classroom studies. These experiences are structured either to explore career options or to prepare for a specific occupation. Students participating in the Cooperative Education and Internship Program gain college credit and are graded for their learning/work experience by the appropriate faculty. Students participating in this 60 hour internship will earn 1 college credit for this experience. Upon successful completion of this hands-on work experience, the student should be able to satisfy instructionally selected competencies from those below according to the number of credits to be awarded. NOTE: To be eligible for an internship, students must: Have completed a minimum of 18 or more credits within the last 5 years. Have begun course work in their STEM major (at least 9 credits). Have an overall grade point average (GPA) of 2.5. Obtain a written recommendation by a DCCC faculty within the discipline of the internship. Submit a current resume to the Office of Student Employment Services.Upon completion of this course, students should be able to: Explain three program-related concepts that have been applied during the work experience. Describe the ways that technology is utilized in the work experience. Analyze the culture of the host organization. Analyze an operational process within the work experience. Demonstrate how assigned tasks depend on successful communication. Describe how time and activity are managed to meet work-imposed deadlines. Describe an instance where problem-solving skills were needed to analyze a situation in the work experience. Demonstrate specifically how job-related competence has improved. Formulate a self-assessment for career growth and personal satisfaction. Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor). Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes.
Prerequisite:
To be eligible for an internship, students must: Have completed a minimum of 18 credits within the last 5 years. Have begun course work in their major (at least 9 credits). Have an overall grade point average (GPA) of 2.5. Obtain a recommendation by a
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2.00 Credits
College-Sponsored Experiential Learning (CSEL) is designed to integrate on-the-job learning experiences with classroom studies. These experiences are structured either to explore career options or to prepare for a specific occupation. Students participating in the Cooperative Education and Internship Program gain college credit and are graded for their learning/work experience by the appropriate faculty. Students participating in this 120 hour internship will earn 2 college credits for this experience. Upon successful completion of this hands-on work experience, the student should be able to satisfy instructionally selected competencies from those below according to the number of credits to be awarded. NOTE: Prerequisites: To be eligible for an internship, students must: Have completed a minimum of 18 or more credits within the last 5 years. Have begun course work in their STEM major (at least 9 credits). Have an overall grade point average (GPA) of 2.5. Obtain a written recommendation by a DCCC faculty within the discipline of the internship. Submit a current resume to the Office of Student Employment Services.Upon completion of this course, students should be able to: Explain three program-related concepts that have been applied during the work experience. Describe the ways that technology is utilized in the work experience. Analyze the culture of the host organization. Analyze an operational process within the work experience. Demonstrate how assigned tasks depend on successful communication. Describe how time and activity are managed to meet work-imposed deadlines. Describe an instance where problem-solving skills were needed to analyze a situation in the work experience. Demonstrate specifically how job-related competence has improved. Formulate a self-assessment for career growth and personal satisfaction. Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor). Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes.
Prerequisite:
To be eligible for an internship, students must: Have completed a minimum of 18 credits within the last 5 years. Have begun course work in their major (at least 9 credits). Have an overall grade point average (GPA) of 2.5. Obtain a recommendation by a
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3.00 Credits
College-Sponsored Experiential Learning (CSEL) is designed to integrate on-the-job learning experiences with classroom studies. These experiences are structured either to explore career options or to prepare for a specific occupation. Students participating in the Cooperative Education and Internship Program gain college credit and are graded for their learning/work experience by the appropriate faculty. Students participating in this 180 hour internship will earn 3 college credits for this experience. Upon successful completion of this hands-on work experience, the student should be able to satisfy instructionally selected competencies from those below according to the number of credits to be awarded. NOTE: Prerequisites: To be eligible for an internship, students must: Have completed a minimum of 18 or more credits within the last 5 years. Have begun course work in their STEM major (at least 9 credits). Have an overall grade point average (GPA) of 2.5. Obtain a written recommendation by a DCCC faculty within the discipline of the internship. Submit a current resume to the Office of Student Employment Services.Upon completion of this course, students should be able to: Explain three program-related concepts that have been applied during the work experience. Describe the ways that technology is utilized in the work experience. Analyze the culture of the host organization. Analyze an operational process within the work experience. Demonstrate how assigned tasks depend on successful communication. Describe how time and activity are managed to meet work-imposed deadlines. Describe an instance where problem-solving skills were needed to analyze a situation in the work experience. Demonstrate specifically how job-related competence has improved. Formulate a self-assessment for career growth and personal satisfaction. Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor). Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes.
Prerequisite:
To be eligible for an internship, students must: Have completed a minimum of 18 credits within the last 5 years. Have begun course work in their major (at least 9 credits). Have an overall grade point average (GPA) of 2.5. Obtain a recommendation by a
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3.00 Credits
This is a one semester introduction to social work and human services and the major policies and practices that are used to understand human strengths and challenges. The course explores the skills, values and knowledge base needed to effectively work as a culturally competent, social work or human service professional in a multidisciplinary setting.Upon completion of this course, students should be able to: Explain the historical foundation and current role of a Social Worker and a Human Service Worker. Describe the structure and content of a professional helping relationship. Identify interventions based on the major case management and counseling models in the field of social work. Demonstrate the skills necessary for interviewing individuals in a social service or agency setting. Understand the limitations of implementing services in social service systems. Explain the impact of the shift of responsibility for social welfare programs from the federal, to the state, to the local government, in the United States. Demonstrate how knowledge of oppression, privilege, culture, racism, institutional racism, stereotypes, discrimination, and ethnic identity relate to the skills necessary to perform the tasks of a culturally competent human service staff member. Plan and design an intervention program targeted to a specific population's need for group services. Evaluate the ethical dilemmas surrounding the concepts of self-determination, mandated treatment, HIV/Aids, child abuse, the right to die and class differences between the worker and the client. Identify the emotional and physical symptoms and causes of professional burnout along with the methods designed to prevent it.
Prerequisite:
Prerequisite: Successful Placement Test Scores or (ENG 050 and REA 050) or ENG 099* or REA 075 (*may be taken concurrently).
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3.00 Credits
This course is a one semester overview of the complexities underlying domestic violence in America, with a particular focus on Pennsylvania. Experts define domestic violence as behavioral patterns that are purposeful, often violent and used to maintain power and control over an intimate partner. Students will examine the historic and cultural context and expanded definition of domestic violence along with the current best practices to prevent and eliminate this problem. This course is designed to enhance the knowledge of students interested in the field of social work as they critically evaluate the complex overlapping of family dynamics, work place concerns and other social problems with the impact of physical, sexual, emotional, economic and psychological abuse. Special attention will be paid to the current best practices designed to assist children, individuals, families and communities with the goals of safety and self-determination.Upon completion of this course, students should be able to: Define domestic violence, the cycle of violence and related concepts. Identify and explain the roles of the perpetrator, victim and bystander. Describe the support/benefits and limitations of the current legal and police responses to domestic violence incidents. Identify governmental and social service agencies available to assist victims, perpetrators and bystanders. Describe the structure, content and limitations of a professional helping relationship. Identify local agencies and models of strength-based interventions and treatment practices. Demonstrate how knowledge of oppression, privilege, culture, racism, institutional racism, stereotypes, discrimination, and ethnic identity relate to the skills necessary to perform the tasks of a culturally competent social worker. Evaluate the ethical dilemmas surrounding the concept of self-determination and mandated-treatment as these relate to people who experience domestic violence. Identify the emotional and physical symptoms and causes of professional burnout along with the methods designed to prevent it.
Prerequisite:
Prerequisite: ENG 100 and PSY 140.
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3.00 Credits
This experiential course is a one-semester introduction to the basic skills used in the helping process. The course is designed for individuals pursuing a career in social work, or other related human service fields of study. The focus is on development, synthesis, analysis and demonstration of critical reasoning in the use of the core skills that facilitate effective and culturally responsive helping relationships. This course includes both didactic instruction and the development of basic techniques through frequent, applied counseling skills lab activities and written self reflection assignments.Upon completion of this course, students should be able to: Apply the knowledge, values and skills of the Social Work or Psychology or Counseling profession at the introductory level and analyze the decisions made for use of certain counseling skills in practice lab activities. Demonstrate the effective use of basic counseling skills for introductory practice. Assess self-awareness by personal reflection and self-correction in periodic written personal evaluations showing the development of a professional identity and cultural competency. Analyze and synthesize multiple sources of knowledge, including: prevention, intervention, theory, cultural competency and evaluation in the applied lab activities. Demonstrate, in alignment with the NASW or APA or ACA Standards for Cultural Competency, the introductory level knowledge, values and counseling skills necessary to work from a strengths perspective with diverse populations.
Prerequisite:
Prerequisite: ENG 100 and (PSY 140 or SWO 101).
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3.00 Credits
This course focuses on the internal and external variables that influences human development across the lifespan. Students will study the range of social systems in which people live, describe empirically-based knowledge of human behavior in the social environment, identify concepts, assumptions and critiques of developmental theories and assess the level of impact that diversity and socio-economic levels have on human development. In addition to exploring bio-psycho-social theories students will utilize social work conceptual frameworks to guide evaluation of existing case studies, programs, and interventions. Various constructs from the Social Work profession will be utilized throughout the course. These include but are not limited to: bio-psycho-social, Person in Environment (PIE), strengths-perspective, Problem Solving Process/Generalist Intervention Model, NASW Code of Ethics and systems theory. This course is a required course for the DCCC, Associate in Arts Degree in Social Work. NOTE: Students who are planning to transfer to a 4-year institution and complete a Bachelor of Social Work degree (BSW) are advised to plan early for transfer and meet with an advisor and transfer specialist.Upon completion of this course, students should be able to: Describe, compare and contrast empirically-based theories of human behavior in the social environment throughout the lifespan, including: the Person in Environment Perspective, strengths-perspective, Problem Solving Process/Generalist Intervention Model, NASW Code of Ethics, systems theory and bio-psycho-social contexts. Demonstrate beginning knowledge of the various aspects of diversity and socio-economic levels that impact human development and behavior, including their own, by identifying concepts, assumptions and critiques of developmental theories related to all stages of life. Assess client functioning within the social environment from various perspective, including the eco-system perspectives and explain how social institutions impact a clientAs functioning in the dynamic environment over the lifespan. Evaluate results from a client case study, published within an academic Social Work textbook or journal (or related discipline), by applying the theories presented in this course to the case study and describe the individual's functioning from an eco-systems perspective and how the interventions were used to support the client. Identify concepts, assumptions and critiques of developmental theories related to the stages of life across the lifespan. Utilize technology to access information.
Prerequisite:
Prerequisite: ENG 100 and (SWO 101 or HUS 101).
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