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HUMS 120: Social Welfare Programs and Policies

FALL 2016
E 329
Tuesday: 6:00 p.m. 8:45 p.m.
Bertha Saldana De Jesus, MSW
Tuesday; 5:00 p.m. or by appointment
717-368-0423 active between the hours of 8-5 p.m. after hours please
leave a message. (24 hour response time Monday thru Friday) preferred method of communication
(24 hour response time Monday thru Friday)

A research and writing course, with emphasis on computer skills. The course surveys historical
developments and current systems of social welfare services, emphasizing changing attitudes of
society. Including in the course are causality theories, funding, and policy developments and
current social problems and the social response to these.
Prerequisites: English 101 and Hums 100: Introduction to Human Services.
A skill based educational program that prepares students for professional employment and
further education in the field of human services
The following six statements describe the major generic knowledge, skills and attitudes that
appear to be required in all human service work. The training and preparation of the individual
worker within this framework will change as the function of the work setting, the specific client
population served, and the level of organization work change.
1. Understanding the nature of human systems: individual, group, organization, community
and society, and their major interactions. All workers will have a preparation which helps
them to understand human development, group dynamics, organizational structure, how
communities are organized, how national policy is set, and how social systems interact in
producing human problems.
2. Understanding the conditions which promote or limit optimal functioning and classes of
deviations from the desired functioning of the major human systems. Workers will have
an understanding of the major models of causation that are concerned with both the
promotion of healthy functioning and with treatment-rehabilitation. This includes
medically oriented, socially oriented, psychologically-behavioral oriented and
educationally oriented models.

3. Skill in identifying and selecting interventions which promote growth and goal
attainment. The worker will be able to conduct a competent problem analysis and to
select those strategies, services or interventions that are appropriate to helping clients
attain the desired outcome. Interventions may include assistance, referral, advocacy, or
direct counseling.
4. Skill in planning, implementing and evaluating interventions. The worker will be able to
design a plan of action for an identified problem and implement the plan in a systematic
way. This requires an understanding of problems analysis, decision analysis, and design
of work plans. This generic skill can be used with all social systems and adapted for use
with individual clients or organizations. Skill in evaluating the interventions is essential.
5. Consistent behavior in selecting interventions which are congruent with the values of
one's self, clients, the employing organization and the Human Service profession. This
cluster requires awareness of one's own value orientation, an understanding of
organizational values as expressed in the mandate or goal statement of the organization,
human service ethics and an appreciation for the client's values, lifestyle, and goals.
6. Process skills which are required to plan and implement services. This cluster is based on
the assumption that the worker uses himself as the main tool for responding to service
needs. The worker must be skillful in verbal and oral communication, interpersonal
relationships and other related personal skills, such as self-discipline and time
management. It requires that the worker is interested in and motivated to conduct the role
that he has agreed to fulfill and to apply himself to all aspects of the work that the role
Upon completions of the course, the student will be able to:
Use both the internet and library resources to conduct research.
Cite sources in a research project using APA formatting style.
Identify how significant historical events, such as the Progressive Era, Great Depression,
and War on Poverty, were significant in shaping the American social welfare system.
Demonstrate knowledge of welfare, welfare reform, Social Security, Workmans
Compensation, Mental Health, and Intellectual Disabilities programs.
Discuss how changing social welfare trends impacts clients and human services practice.
Segal, E. A. (2013). A social welfare policy and social programs: A Values Perspective. (3rd ed.)
Boston Massachusetts: CENGAGE Learning.
American Psychological Association (2010). Publication Manual of the American Psychological
Association, (6th ed.). Washington, D.C.

ADDITIONAL READINGS: The additional reading listed are not in the College bookstore.
Students are able acquire the books through the library. If students want to purchase the books, a
good place to purchase them is through Amazon, Barnes and Nobles or any other bookstore.
Dash, L. (2015). Rosa Lee: (2015). A generational tale of poverty and survival in urban
America. New York: Basic Books.
Motomura, H. (2007). Americans in Waiting: The Lost Story of Immigration and Citizenship in
the United States. New York: Oxford University Press.
Hancock, L. (2002). Hands to work: The Stories of Three Families Racing the Welfare Clock.
New York: Morrow & Company.
Epperly, T. (2012). Fractured: Americas Broken Health Care System and What We Must do to
heal it. Sterling and Ross Publishers.
NEWSPAPER: Please note that free copies of the LPN and New York Times newspaper are
available in the lobby of the East Building at HACC and HACC Library located in the Old Main
Building. Students may go to the public library and read the newspaper or purchase the
newspaper at any Turkey Hill, grocery store or pharmacy. Lastly, students may subscribe to any
newspaper below on-line.
Newspaper list: New York Times (New York), New York Post, (New York) LPN (Lancaster,
PA), The York Daily Record (York, PA), The Morning Call (Allentown, PA), The Philadelphia
Inquirer (Philadelphia, PA), The Patriot-News (Harrisburg, PA).
SUPPLEMENTAL RESOURCES AND MATERIALS: Student will enhance their learning
experience through the following:
1. In-class handouts (i.e. journal articles, cartoon strips, quotes, case vignettes).
2. D2L: via Newsfeed posts of news articles and journal articles
3. These guides are helpful web page filled with quality
information and resources that can be used to fulfill the research needs of students.
a. Students will find:
i. Hums 120: Social Welfare Programs and Policies Library Guides on the
HACC Library Portal under Library@hacc/ lib guides /Hums 120 Social
Welfare Programs and Policies Saldana De Jesus Getting Started:
1. Here is a list of what you will find:
a. Librarian's contact information
b. Reference desk contact information
c. Library hours of operation
d. Research Policy Paper Guidelines
e. An explanation of scholarly journal vs popular articles
through a video presentation
f. A list of useful Article databases

g. A list of books related to Social Welfare Policy topics

h. APA format resources: Purdue Owl guides and video
i. Background Resources
Printed resource references
o Sower, K.M., (2008(. Comprehensive handbook
of social work and social: The profession of
Social Work. Hoboken, N.J. : John Wiley &

o Baker, R. L. Social work dictionary.

Week 1
Learning Objectives:
Students will be able
to describe the Social
welfare to others.
Students will be able
to explain the
difference between
value and beliefs.
Students will able to
explain the difference
between provider and
recipient in the US
social welfare system.

Week 2
Learning Objectives:
Students will be able
to identify significant
historical events and
periods that shaped
social services
Students will be able
to articulate social

Overview of course schedule
Review of technology utilized
in the course:
Clicker for policy
Google hangout for
group meetings
D2L: for course
updates, supplemental
material, etc.
PowerPoint programs:
i.e. Prezi, Microsoft
PowerPoint. etc.
Computer programs:
i.e. Microsoft word for
writing policy papers,
letters etc.
Chapter 1: Introduction
What is Social Welfare?
Why Study Social Policy?
Class Exercise
Historical Foundations of
Social Welfare and the Social
Work Profession
Class Exercise

Chapter 1
Read the Newspaper for current
events -write reflection paper:
Dropbox D2L
Choose readings for Book Critique
Choose policy topic: Social Welfare
Policy paper

Chapter 2
Read Newspaper write reflective
paper: Dropbox D2L
Notify instructor of your social
welfare policy topic and selected
readings for a book review.

welfare efforts made to

support families,
children, mentally ill,
Week 3
Learning Objectives:
Students will be able
to articulate the
evolution of theories.
Students will be able
to identify paradigms
of the social welfare
Students will be able
to take both Internet
and library resources
to conduct research.
Students will be able
to cite sources in
research projects using
APA formatting style.

Conceptual Foundations of
Social Welfare Policy

Week 4
Learning Objectives:
Students will be aware
of the Social Welfare
Week 5
Learning Objectives:
Students will be aware
of Social Justice and
Civil Rights Barriers
throughout history.
Week 6
Learning Objectives:
Students will become
aware of Models of
social welfare policy

Delivery of Social Welfare

Class Exercises

Week 7

Class Exercises
Group work

Group work
Social Justice and Civil Rights
Barriers to social justice and
civil rights.
Class Exercise
Group work
Dropbox D2L
Analyzing Social Welfare
Dynamics of social welfare
policy development
Analyzing key policy
Analyzing policy
Social Insurance

Chapters 3
Read Newspaper and write a
reflective paper: Dropbox D2L
Library Field Trip:
Location: Library Computer Lab in
the Old Main Building
Review of library resources:
Research databases,
Review of difference
between Scholarly Journal
Articles and newspaper and
magazine articles;
Review of APA format
Course Lib guides
Review of writing
supportive services
Chapter 4
Read the Newspaper and write
reflective paper: Dropbox D2L
Chapter 5
Read the Newspaper and write
reflective paper: Dropbox D2L

Chapter 6
Read the Newspaper and write
reflection paper: Dropbox D2L

Study for the exam


Learning Objectives:
Students will become
aware of Social
Insurance and impact
on individuals, and
Week 8

Week 9
Learning Objectives:
Students will be able
to define poverty and
impact that policy has
on values and beliefs.
Week 10
Learning Objectives:
Students will be aware
of the impact the
Economy has on social
welfare programs on a
micro, mezzo, macro
levels of social work
Week 11
Learning Objectives:
Students will have an
increased awareness of
social welfare policies
and impact on children
and families.
Week 12
Learning Objectives:
Students will have an
awareness of
Healthcare policies
and program
Week 13
Learning Objectives:
Students will have an
awareness of the Aging
population and impact
social welfare policies

The Social Security Act

Class Exercises
Group Presentation on Book
Presentation outline due
Group Presentation on Book
Presentation outline due
Poverty and Economic
Class Exercise
Dropbox D2L
Guest Speaker
Group work
The Impact of Economy

Read the Newspaper and write

reflective paper: Dropbox D2L

Class Exercise
Group work

Read the Newspaper and write

reflective paper: Dropbox D2L

Social Welfare Policies and

programs affecting children
and families
Guest speaker
Class Exercises

Chapter 10

Group work
Health Care Policy and
Class Exercises

Chapter 8
Read the Newspaper and write
reflective paper: Dropbox D2L

Chapter 9

Read the Newspaper and write

reflective paper: Dropbox D2L

Chapter 11
Read the Newspaper and write
reflective paper: Dropbox D2L

Group work
Exam 2
Social Welfare Policy Papers
DUE: Dropbox D2L
Aging and Social Welfare
Policies and Programs
Class Exercises

Chapter 12
Read the Newspaper and write
reflective paper: Dropbox D2L

and program have on

Week 14
Learning Objectives:
Students will have an
awareness of
International social
welfare policy.
Week 15

International Social Welfare

The impact of Social Welfare
Presentation outlines due
Presentation outlines due

Chapter 13 and 14
Read the Newspaper and write
reflective paper: Dropbox D2L

Read the Newspaper and write

reflective paper: Dropbox D2L

Disclaimer: The course syllabus is a guide and a plan for the semester. When changes become
necessary they will be announced both orally and written. The syllabus with then is considered
ASSIGNMENTS: All requirements must be completed to pass the course. Late submission of
required assignments: You will lose 10% of the total possible points. Each day the assignment
is late another 10% will be deducted. Any student experiencing circumstances out of their
control, which may result in a delay of submissions, should speak directly to the instructor
before the due date of the assignment. All assignments are due at 11:59 p.m. on designated
dates and should be submitted to the Dropbox in D2L.
Note: Assignments submitted in class will be rejected. Students will be redirected to
submit their assignment in the Dropbox in D2L. Review the course schedule carefully.
MISSED EXAMS: Students will be able to take their missed exam at the Brossman Learning
Center located in the Library in the Main Building. The Test Center provides academic make-up
testing as a walk-in service for students who, with their instructor's permission, need to make up
a test missed in class. For more information, please contact the Test Center staff at or (717) 358-2878. Photo ID required when taking an exam.
Test Center Fall Hours of Operation:
Saturday, and Sunday: Closed

COMPUTER LITERACY: This is a research and writing course, with emphasis on computer
skills. Students will enhance their computer of knowledge through the:
Usage of different library databases to conduct research of their policy topic.

Usage of different computer programs for research and book critique papers and
presentations such as Microsoft Word, Microsoft PowerPoint, google docs, etc.
Usage of google applications/programs i.e. Google hangout.
Usage of MyHACC website lib guides, course newsfeed, use of Dropbox in D2L,
Calendar in D2L, and email in D2L, etc.
Usage of the internet for different Newspapers see list on pg. 3.

HACC D2L: The use of D2L is an online website that will be utilized to enhance your
educational experience. Please note that students are responsible for having adequate computer
capabilities to be able to access information and complete submit assignments. Students are
responsible for viewing D2L Newsfeed announcements as often as possible for course related
changes i.e. revised course schedules due to class cancelation, general course announcements,
assignment reminders, emails, supplemental resources, and materials, etc. Technical assistance
is provided through the HACC IT support center. Should you experience challenges with
technology Please contact the D2L Help Desk and inform your instructor of the problem.
Note: There are computers available for your use in the Main Building on the 3rd floor
and the Library.
Fall/Spring Hours:
Monday - Thursday 8 a.m. - 8 p.m.
Friday 8 a.m. - 5 p.m.
Saturday 10 a.m. - 2 p.m.
Summer Hours:
Monday - Thursday 8 a.m. - 5 p.m.
Friday 8 a.m. - 4:30 p.m.
Please note that the above hours are offered only when classes are in session. When classes are
not in session, the IT Support Center will be open Monday Friday from 8 a.m. 5 p.m.
Need help? Get help by phone or email:
IT Support Center: 717-780-2570
On Campus: x214357 (21HELP)
Get help in person at your campus IT Office:
Gettysburg Campus: Gettysburg 201
Harrisburg Campus: Building - Stabler 107
Lebanon Campus: Lebanon 307
Lancaster Campus: Building - Main 314
York Campus: Building - CSS 114

HACC provides wireless internet connectivity free of charge to our students and our campus
community. You can access this network by connecting to the Wireless ID: haccopenwireless.
There is no password or special keys needed to access this network, except for students at the
Lebanon Campus. Students at the Lebanon Campus will be provided additional information
when they attend New Student Orientation at the Lebanon Campus or they can stop by the
campus IT department in room D303.
If for any reason you are unable to access HACCs wireless network, please feel free to stop by
any local campus IT department located at:
Gettysburg: G201
Harrisburg: Stabler Hall 107
Lancaster: Main Building 314
Lebanon: 303
York: YS114

Change Password log in

Password Management

Microsoft Office 365

Microsoft DreamSpark


e2Campus Alerts

MyHACC/HAWKMail - Student Email: Students will be contacted by the instructor through

their My HACC/HAWKMail. Please check frequently.
As a HACC student, it is important that you check your MyHACC/HAWKMail often for
important announcements and official college correspondence. If you previously provided a
personal email account to HACC, we will no longer use that email account to communicate with
you as a currently enrolled student. All future correspondence from HACC will come through
your MyHACC/HAWKMail account.
Be aware that e-mail communications are in general considered non-secure. HACC is not
responsible for any information you include in your emails. HACC personnel will make every
attempt not to include any of your personal identifiable information in emails to you.

All students will be required to adhere to the Gmail Program Policies as explained on your
Create an Account screen. If a student is found to be in violation of Google or college policies at
any time, Google may suspend or terminate your account, and the College may pursue
disciplinary action. Furthermore. Students must adhere to college policies regarding email use
located in HACC Handbook and
Link for frequently asked questions:
Link for Technical Support: See also section on IT support in the
METHODS OF INSTRUCTION: This course uses a combination of lecture/discussion, small
group activities, and technology: PowerPoint as a lecture guide, integrate YouTube videos to
provide audio and visual of relevant social welfare policy periods i.e. great depression and the
war on poverty, and clickers to conduct a survey on specific social welfare policies policy.
Attendance and class participation are an essential expectation of students in this course. Due to
the interactive nature of this course, attendance and participation are considered to be absolutely
critical to the successful learning of this course. Both will be observed and recorded by the
instructor. Should a students grade be marginal, attendance and class participation records may
influence the final outcome.

Current events: Student will come to class prepared to discuss current events read in the
o Students will write a one page single spaced reflective paper.
Group work process:
o Students will engage in classroom group work exercises during case study review
and analysis.
o Students will engage in group work for assignments. Students will be assigned a
group the first day of class for the following assignments:
Social Welfare Policy Analysis paper and class presentations: See Policy
Paper section of the syllabus pg. 11.
Book critique and class presentations: See Book Critique section of the
syllabus pg. 11.
See Additional Reading for book selection pg. 3.

EXAMS: 200 points

Exams will be comprehensive in nature containing a combination of multiple choice, True and
False, and essay.
Two Exams:
Mid-Term = 100 points Week 8

Final exams = 100 points- Week 13

Current events: 12 submissions = 150 points.
The student will read the newspaper of their choosing on a daily basis. Students will write a one
page single spaced reflective paper on current events. APA style of writing will be utilized and a
reference page will be attached. Reflective papers should be submitted in the Dropbox in D2L
weekly on the day of class by 11:59 p.m. Students will come prepare to participate in classroom
discussion regarding current events.
Keep copies of all your work.
Social Welfare Policy letter: 100 points Due Week 9
The student will use a selected policy of interest (i.e. Social Welfare Policy Research paper) and
write a letter to an elected official about the issue. The letter should be a full 1 page in length, 1
margins, double-spaced, and in 12 pt. Times New Roman font.
Link to Purdue owl basic business letter writing:
The letter should contain the following:
Return address
Subject line
Body of letter
Social welfare policy issue
o Research evidence to support your request.
What you are asking the elected official to create or change a policy.
Complimentary close
o Signature and typed name.
Note: This assignment does not require the student to send the letter. Letters should be
submitted in the Dropbox in D2L (see course outline for due date).
Keep copies of your work.
Book Critique: 100 points Due Week 6
Students will analyze the social welfare issue present in a current book which presents the impact
of social welfare policies and programs on peoples day-to-day lives. You will find possible
book choices in the additional readings section of the syllabus.

Link on Book Review/Critique:

Students will write a book critique addressing the following:
1. What social problems are identified in the book?
2. What are the major social welfare policy issues related to the content of the book?
3. What social values are critical?
4. What are the implications for future social welfare policy and social work practice?
The critique will be 4-5 pages in length in APA format (title page, abstract, content, and reference
Group presentations: Students will be placed in groups to critique selected readings. Students
will identify the following: a social problems, social welfare policy issue and implications for
future welfare policy and social work practice. Students will conduct their group meetings
through Google Hangout using outlook. Please see for detailed
Students will prepare a presentation on their analysis of their selected book. Students can use
their creativity to present the material learning i.e. PowerPoint, games, group discussion and/or
YouTube clips. Students will submit an outline of their presentation to the instructor. Please see
the course schedule for presentation dates.
Keep copies of your work.
Social Welfare Policy paper: 100 points Due Week 13
Students will be oriented to the library system and research methods. Students will visit the
library as a class on Week 3. Students will conduct an analysis of a social welfare policy topic.
The paper should be 10-12 pages in length in APA format style. The paper must include (title
page, abstract, and reference page. Note: Students will include in their social welfare policy
paper current and up-to-date sources.
The topic chosen should be relevant to social welfare policy. Students will describe the impact,
values and beliefs, and extent of the effect on society. Furthermore, how does this issue relate to
social work and your ideas?
Social welfare policy of interest:
Behavioral Health
Child Welfare
Domestic Violence

Juvenile Justice
LGBT and Gender Issues
Voting Right/Civil Rights
Intellectual and Developmental Disabilities


Here is an outline that can help structure your paper:

Identify the problem and the way it is defined.

Identify the causes to which the problem is attributed.
What are the values and beliefs that make the events of concerns defined as a social
Why is or is not this concern being raised as a problem at this time in history?
Is this a new problem?
What ideologies, theories, or paradigms of the social welfare system are relevant? Why?
Who is now defining this issues as a social problem and how is that different from the
past? What conditions are different? How is society different?
Who has power in regard to this issue?
What social welfare policies and program are relevant to the problem? Is there a role for
social work? If so, what is the role of social work?
Is the problem adequately addressed by present social welfare policies and programs? Is
there more or less which should be done?
What are your suggestions changes or approaches to the problem?

Group presentations: Students will be placed in groups to develop the group social welfare
policy paper. Students will use the above outline as a basis for discussion. Students will conduct
their group meetings through Google Hangout using outlook. Please see
for detailed instructions.
Students will prepare a presentation on their selected policy choice. Students can use their
creativity to present the material learning i.e. PowerPoint, games, group discussion and/or
YouTube clips. Students will submit an outline of their presentation to the instructor. Please see
the course schedule for presentation dates.
Keep copies of your work.
800 -700:
699 - 600:
599 - 500:
499 - 400:
399 - 0:
It is the policy of the Instructor that students are expected to attend all scheduled classes
Situations and emergencies do and will happen; therefore, students are expected to use
professional judgments when the need arises to be absent from class. Students are permitted

excused absences for situations that they cannot control (e.g. illness/family illness, death in the
students immediate family, work obligations that arise as an emergency). Unexcused absences
will be counted against your final grade. Examples of this are: vacation, no call/no show in class.
The student is expected to contact the Instructor ASAP when they will be absent. Students will
be warned via email when they reach 10% absence from class and a plan will be submitted to
correct the issue and ensure the students continued success in the course.
Students will drop a letter grade after they exceed 7 hours or 15% of missed class time. The
formula is as follows:
*Missed 7-8 hours=Grade of B
*Missed 8-9 hours=Grade of C
*Missed 9-10 hours=Grade of D/F
*Total hours missed is calculated with absences and lateness/leaving early.
Students may be dropped from the class when absences exceed 15% or 7 hours of class time.
When the student is dropped from the course for missing 7 hours or 15% of the class, the student
will NOT be permitted to continue in the course and will need to retake the course in the future.
See HACCs general policy on attendance (AP 661).
A. Cheating giving or receiving answers on assigned material; using materials or aids
forbidden the instructor, unauthorized possession of examination
B. Plagiarism offering someone elses work, words, or ideas as ones own or using
material from another source without acknowledgment.
C. Interference interfering without permission with the work of another student either
by obtaining, changing, or destroying the work of another student
D. Buying or selling of term papers, homework, examinations, laboratory assignments,
computer programs, etc.
E. Falsifying of ones own or anothers records
F. Knowingly assisting someone who engages in A E above.
Any evidence of the above behavior will result in an automatic F for the course and a referral to
the Academic Dishonesty Committee. Incomplete Grade Policy
A grade of Incomplete may be assigned when a student is not able to complete the course
requirements due to extenuating circumstances. The Incomplete grade will be assigned only after
a conference with the instructor and after a serious need is determined. The I becomes an F
if the work is not completed before 8 weeks into the following semester. You will be required to
sign a contract with the instructor that outlines the exact work to be completed and the due dates
for all assignments. Missed dates will result in an automatic F for the course.
If the instructor has canceled class, you will be notified via the email address was given at the
beginning of the semester as well as a post on D2L and email via D2L. Notification will be done
as soon as possible. A notice will also be posted on the door of the classroom.


ALL Cell/Mobile phones will be turned off or to vibrate. Use of cell/mobile devices is prohibited
except when the instructor has given prior approval.

Should a medical emergency occur as a result of an accident or illness, contact the Safety and
Security Department immediately and call 911 if it is a severe emergency. The Safety and
Security Department will respond immediately. Officers are trained in first aid, CPR and AED.
The Safety and Security Department will coordinate the arrival of outside medical assistance
A student may drop a course at any time during the regularly scheduled classes up to the schools
official last day to drop a class by completing a Drop/Add/Withdrawal form. After the refund
period ends, the instructors signature is required and the student may receive a W or F grade
depending upon the instructors assessment of the students performance. No credit is granted
with a W grade. The last class date prior to exam week is the deadline for dropping a class.
**A Grade of F is entered if the student does not contact the instructor to formally withdraw
from the class and the instructor is the one who submits the paperwork (usually based upon lack
of attendance). A Grade of W is entered if the student has contacted the instructor and requires a
signature to withdraw from the class**
Link for Drop/Add/Withdrawals:
Students with disabilities who are in need of accommodations should contact the campus
disability coordinator listed below. Coordinators for each campus are listed here:
It is the policy of Harrisburg Area Community College, in full accordance with the law, not to
discriminate in employment, student admissions, and student services on the basis of race, color,
religion, age, political affiliation or belief, gender, national origin, ancestry, disability, place of
birth, General Education Development Certification (GED), marital status, sexual orientation,

gender identity or expression, veteran status, genetic history/information, or any legally protected
classification. HACC recognizes its responsibility to promote the principles of equal opportunity
for employment, student admissions, and student services taking active steps to recruit minorities
and women.
The Pennsylvania Human Relations Act (PHRAct) prohibits discrimination against prospective
and current students because of race, color, sex, religious creed, ancestry, national origin,
handicap or disability, record of a handicap or disability, perceived handicap or disability,
relationship or association with an individual with a handicap or disability, use of a guide or
support animal, and/or handling or training of support or guide animals.
The Pennsylvania Fair Educational Opportunities Act (PFEOAct) prohibits discrimination
against prospective and current students because of race, religion, color, ancestry, national origin,
sex, handicap or disability, record of a handicap or disability, perceived handicap or disability,
and a relationship or association with an individual with a handicap or disability.
Information about these laws may be obtained by visiting the Pennsylvania Human Relations
Commission website at
HACCGettysburg Campus
Peggy Violette, Coordinator Disability Services
101 J
Phone: 717-339-3518
Fax: 717-337-3015
HACCHarrisburg Campus
Carole Kerper, Director, Disability Services
Cooper 230
Phone: 717-780-2614
Fax: 717-780-2335
HACCLancaster Campus
Vicki Van Hise, Coordinator, Disability Services
Main 221D
Phone: 717-358-2972 X 312972
Fax: 717-358-2260
HACCYork Campus
Lori Shoemaker, Coordinator, Disability Services
Leader 102J
Phone: 717-801-3276
Fax: 717- 718-7252
HACCLebanon Campus/Virtual Learning
Deborah Bybee, Coordinator, Disability Services

Phone: 717-270-6333


The Lancaster Campuss Learning Center provides tutoring and academic skills development at
no cost to full and part time HACC students. Located in Main, Library, the Learning Center is
staffed with trained peer and professional tutors who know how to help you succeed. Tutoring
for a variety of courses is offered Monday through Saturday mornings, afternoons, and evenings
.on a walk-in basis. An updated tutoring schedule can be found on the bulletin board outside the
Learning Center and on the Lancaster Campus web page. Weekend hours may be available.
The Testing Center provides academic testing for students who need Testing accommodations.
Please let the Instructor know if you need testing accommodations.
1. Resources available on the Internet are used to support the Colleges educational
mission. In interacting online, a users behavior is subject to the College Code of Conduct and
Board Policies 071, Statement of Individual Rights, and 074, Statement of Practices Constituting
Unacceptable Conduct. Use of the Internet, including email, to create, display, or transmit
language and/or materials which violate local, state or federal laws or regulations is strictly
prohibited. Such use includes, but is not limited to, the violation of applicable laws regarding
copyright and trademark infringement, fraud, forgery, harassment, discrimination, obscenity,
libel or slander.
2. Access to the Internet is a privilege and not a right, and is to be available to the entire
College community of users. The College reserves the right to terminate any network session at
any time. Users, NOT the College or its staff, are responsible for the Internet information
selected and/or accessed.
3. The College does not generally monitor Internet use and is not responsible for its
content, and consequently has no control over information accessed, either on workstations on
campus, or remotely. The College assumes no responsibility and shall have no liability for any
direct, indirect or consequential damages arising from the use of information found on the
Internet, or any communications sent through College Internet connections.

HACC is committed to diversity and equal employment/education opportunity. We comply with

Title IX. This is a federal civil rights law. It prohibits discrimination on the basis of sex in
federally financed education programs.
HACC protects and supports the 1972 Educational Amendments of Title IX. We work to:
Promote equity in academic and athletic programs.

Prevent hostile environments on the basis of sex.

Prohibit sexual harassment and sexual violence.
Protect from retaliation and remedy the effects of other gender-based forms
of discrimination.
Investigate and notify the college community of serious or ongoing threats. We work to
prevent a recurrence.

How do I file a sex discrimination complaint?

To file a sex discrimination complaint, you can contact:
Campus Security Office
Anthony Beard / Director, Student Conduct / 717-780-3279
Behavioral Intervention Team
How can I learn more about Title IX?
View: 9 things to know about Title IX in 89 seconds.
Watch: Know Your IX on YouTube
Who can I contact for more information on Title IX issues?
Gettysburg Campus Scott Simonds-717.339.3507,
Harrisburg Campus-Peter Law-717.780.2410,
Lancaster Campus-Jackie Bareuther, 717.358.2974,
Lebanon Campus-Suzanne OHop, 717.270.6357,
York Campus-David Satterless-717.801.3244,
Online Learning-Jazmin Simpson-717.801.3327,
Note: Each student is strongly encouraged to sign up for E2Campus alerts [ ] for
information on weather-related or other incidents.
The delay schedule link:

Delayed Opening Schedule

Normal Class Start Time

Delayed Schedule Class Time

Classes starting before 7:50



7:50-8:55 a.m.

10-10:35 a.m.

9-9:55 a.m.

10:45-11:20 a.m.

10-10:55 a.m.

11:30 a.m.-12:05 p.m.


11-11:55 a.m.

12:15-12:50 p.m.

Noon-12:55 p.m.

1-1:35 p.m.

1-1:55 p.m.

1:45-2:20 p.m.

2-2:55 p.m.

2:30-3:05 p.m.

3-3:55 p.m.

3:15-3:50 p.m.

4 p.m. and subsequent classes

Resume normal schedule

Note: Classes such as labs or studios that completely span multiple time blocks will also span
multiple time blocks in the compressed schedule. For example:

A lab that usually runs from 8-10:05 a.m. will meet from 10 a.m.-12:05 p.m. under the
delayed opening schedule.

A lab that usually runs from 8 a.m.-11:15 a.m. will also meet from 10 a.m.-12:05 p.m.
since the normal ending time does not span the entire 11-11:55 a.m. time block.


If the class is canceled because of weather, it will be announced on radio and TV. Please do
NOT call the school. Listen to your local TV and radio station or visit HACC home page at If the instructor cancels the class we will utilize the phone chain.


Blau, J. (2014) Dynamics of social welfare policy. 4th ed. Oxford University Press.
Carney, T. (2006). Social security law and policy. Annandale: The Federation Press.
Crosson Tower, Cynthia. (1999). Understanding Child abuse and neglect. 4th ed. Allyn &
Boston: Bacon.
DiNitto, D. M. & Johnson, David H. (2012). Essentials of Social Welfare: Politics and public
Policy. Pearson Education Inc.
Karger, H.J. & Stoesz, D. (2013). American social welfare policy: A pluralist approach (Brief
ed.) Boston: Allyn & Bacon.
Jansson, B. S. (2012). The Reluctant Welfare State: A history of American Social Welfare
Policies, 7th ed. Belmont, CA: Wadsworth Press.
Jansson, B.S. (2016). Social Welfare Policy and Advocacy. 16 ed. Sage Publications, Inc.