SAN JOSE STATE UNIVERSITY SCHOOL OF SOCIAL WORK. ScWk 204: SOCIAL POLICY ANALYSIS Course Code #28020 Section 05

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1 SAN JOSE STATE UNIVERSITY SCHOOL OF SOCIAL WORK ScWk 204: SOCIAL POLICY ANALYSIS Course Code #28020 Section 05 Semester: Spring, 2010 Instructor: Dr Michael Gorman Class Meeting Time: 6:00-8:45 pm Classroom Location: SH 345 Office Location: WSQ 215 H Office Hours: T 4:30-5:30 W 4:00-5:30 & Thurs by appt Phone Number: (410) emg3@sjsu.edu Catalog Description Frameworks for analyzing social policies using principles of social and economic justice. The role of policy in helping or deterring people in attaining well-being. Focus on diverse populations and populations-at-risk. (3 units. Prerequisite: ScWk 202) Course Description This course, which represents the second requirement in the social policy sequence and builds upon materials covered in ScWk 202 or equivalent, is for the purpose of developing an effective general framework for the analysis of social welfare policy. It also serves as a foundation to various substantive policy areas. It incorporates knowledge, values, and skills necessary for transcultural practice, and assists students to practice as change agents with and within social service systems at the micro, mezzo, and macro levels. Particular emphasis is placed on policy issues relating to women, people of color, lesbians and gays, and issues relating to diversity, populations at risk of poverty, oppression and discrimination, social and economic justice, and social work values and ethics. Social workers need to be competent in social policy analysis at three levels: 1. AS CONSUMERS: Social Workers, like all people, are consumers of social policies. Because social policy reflects such important aspects of social work practice and social well-being, it is particularly necessary that social workers understand how to accurately assess the impacts (both positive and negative) of proposed and actual social policies. 2. AS PARTICIPANTS: Because social policy is so critical to both the processes and the purposes of social work practice, it is essential that social workers possess the knowledge, values, and skills necessary to participate in the processes of formulating and developing social policies and services, implementing and managing those policies and evaluating the equity, effectiveness, and efficiency of social welfare policies and services. 3. AS PRACTITIONERS: Social policy has a direct impact on social work practice in a number of important ways including: a. Establishing the standards and criteria for professional practice in private and publicly funded agencies. b. Defining professional roles and responsibilities in practice, licensing, and certification. c. Providing the resources available to meet social work goals and values.

2 2 Learning Objectives At the conclusion of this course of study, students will be able to: 1. Assess and understand the influence of the relevant political, economic, and cultural contexts of policy making. M3.2 (Policy) 2. Conduct competent policy analysis that incorporates both the social values and ethics of the profession and the practice of critical thinking. M3.2 (Policy) 3. Effectively use communication skills to articulate, analyze and advocate social policies to diverse stakeholders (such as legislators, at-risk communities, service providers, and colleagues). M2.3 (Communication) 4. Formulate social policy interventions at both the organizational and the policy level from a transcultural/social justice perspective. M3.4 (Social Services Organizations/Systems); M1.1 (Transcultural model) 5. Utilize effective strategies to influence social policy, particularly emphasizing the needs of diverse, disenfranchised, oppressed and marginalized populations. M3.2 (Policy) 6. Understand how issues related to power, privilege, oppression, and diversity affect the social policy process today. M3.1 (Power, privilege and oppression) Title IV-E Competencies This course meets the following Title IV-E Child Welfare Training Program Curriculum Competencies: 1.5, 2.5, 4.4, 4.5, 4.6, 6.1, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.8, & 8.9 COURSE REQUIREMENTS Learning Experiences This course is classified as a seminar. This means that students should come to classes prepared to discuss the major concepts in the required readings for each class period. There will also be lectures by the instructor, various invited guests, student-led seminars, and discussions of the topics covered. Several assignments involve active policy practice such as letter-writing and meeting with legislators. Students are expected to read independently as needed to supplement the information covered in the lectures and the discussions. Grading And Evaluation The grading and evaluation distribution of the class is outlined below. Assignments Grading Seminar 20% A C A C Letter to the Editor 20% A C- Elected Official / Policy/ 30% B D+ Staff Interview Policy Presentation/Memo 20% B D Class Participation 15% B D- Total 100% 59 or less F

3 3 Late Assignments Unless arrangements have been made in advance with the professor, late papers or reports will be penalized by a minimum of a half-grade. Class Participation Students are expected to fully participate in this seminar class by attending each session, contributing to class activities and discussion, asking questions, and staying abreast of current policy issues affecting their areas of interest and the social welfare field generally, both locally and at the federal level. There may be several small one-page writing or research assignments as part of this class participation assignment. If you know that you will not be in class, an explanatory is appreciated. Students are responsible for have readings completed prior to class. Students that miss class are responsible for obtaining covered material from classmates. Course Assignments Assignment #1: s Seminars Weekly seminars on the assigned readings will be conducted. Each student will take responsibility for leading at least one seminar throughout the semester. Seminar leaders will briefly summarize the readings, and facilitate a minute class discussion on the reading. Students will be graded both upon the leadership of the two seminars, as well as upon their participation in seminars led by their classmates. A sign-up sheet will be passed approximately by the second week of class. Due date: Varies Assignment #2: Letter to the Editor Each student is to identify a current social policy issue, concern or problem described in a local newspaper or magazine, and writes a Letter to the Editor offering his or her perspective. The letter should be in standard business letter format, word processed, and on quality stationary. The letter should comply with the instructions of the specific newspaper or magazine for Letters to the Editor. The letter should be meeting the length requirements of the paper to which it is being mailed. Your letter must be mailed to the respective newspaper or magazine editor. The purpose of this assignment is to give you an opportunity to research and develop your own position on a social policy issue, and participate in the related policy dialogue about that issue. Each student is to submit a copy of their letter and a copy of the article to the instructor. Additional information on the assignment will be passed out in class. Due 3 rd week of March Assignment #3: Policy Advocacy Project Legislator Interview / Policy Analysis For this assignment, students are first to interview a California city, county, state, or national legislator. Students may interview the legislator as a group (3-5 members) but are not required to do so. It is not necessary that the legislator s position be consistent with that of the social work profession or your own position on social welfare policy issues. In the interview, students should present their own perspectives on an issue of interest to the legislator, and provide evidence in support for their position. Students are to submit a report of the experience of the interview, incorporating ideas and concepts from the readings and lectures into the report which is to be framed as a policy analysis. In addition, the report should include a policy analysis of relevance to the legislator. (Such as a policy the legislator has promoted or been involved with.) This should take the up the majority of the paper and should include references and be in APA format.

4 4 (a possible second option may entail attending : NASW Lobby Days. More about this will be discussed the first week of the spring, 2010 semester. ) Due last week of class. Assignment #4: Policy Memo and Presentation Each student will give an 8-10 minute oral presentation making a policy recommendation. During the presentation students should provide justification for that recommendation, and make suggestions for a strategy for moving the issue forward. This assignment provides students an opportunity to demonstrate their ability to communicate policy ideas clearly, concisely, and compellingly. Overhead presentations may be appropriate. Students should also provide a brief memo (approximately 1 page ) to classmates (in a format suitable for a legislative audience) that summarizes their proposal and the justification for the proposal, and outlines a political strategy for implementing the proposal, utilizing concepts from the readings. Due Week 14, Week 15, or Week 16. UNIVERSITY POLICIES Reasonable Accommodation of Disabilities If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive requires that students with disabilities register with the DRC to establish a record of their disability. Additional information on the Disability Resource Center can be found at: Academic Integrity Academic integrity is essential to the mission of San José State University. As such, students are expected to perform their own work (except when collaboration is expressly permitted by the course instructor) without the use of any outside resources. Students are not permitted to use old tests, quizzes when preparing for exams, nor may they consult with students who have already taken the exam. When practiced, academic integrity ensures that all students are fairly graded. Violations to the Academic Integrity Policy undermine the educational process and will not be tolerated. It also demonstrates a lack of respect for oneself, fellow students and the course instructor and can ruin the university s reputation and the value of the degrees it offers. We all share the obligation to maintain an environment which practices academic integrity. Violators of the Academic Integrity Policy will be subject to failing this course and being reported to the Office of Student Conduct & Ethical Development for disciplinary action which could result in suspension or expulsion from San José State University. Additional information on academic integrity can be found at: REQUIRED TEXTBOOKS Chambers, D. E., & Wedel, K. R. (2005). Social policy and social programs: A method for the practical public policy analyst (4th ed.). Boston, MA: Allyn and Bacon. Jansson, B.S. (2003). Becoming an effective policy advocate: From policy practice to social justice (4 th ed). Pacific Grove, CA: Thomson/Brooks/Cole Learning.

5 5 Sw 204 Course reader. COURSE OUTLINE (Subject to change with fair notice) Week 1 1/27//10 Introduction to the Course and to Social Policy Analysis Introductions; Review of syllabus; Discussion of readings and course assignments; Introduction to social welfare policy practice; Review of the historical context for policy practice in social work Jansson, B.S. (2003). Joining a tradition of social reform. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp.2-33). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 1). Chambers, D. E., & Wedel, K. R. (2005). Introduction: The problem of policy for practitioners. In Social policy and social programs: A method for the practical public policy analyst (4th ed.) (pp.1-5). Boston, MA: Allyn and Bacon. (Introduction). Week 2 2/3/10 Understanding the Landscape of Policy Practice What is policy practice? The variety of social work roles in policy practice; The arenas for policy practice: Governmental, community, and agency settings; The ethical, analytic and political rationales for policy practice in social work; the role of judicial decisions in shaping social welfare policy. Jansson, B.S. (2003). Articulating four rationales for participating in policy advocacy. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 2). Jansson, B.S. (2003). The judiciary as shaper of social policy, program and practice. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 3). Jansson, B.S. (2003). Understanding the ecology of policy in governmental, electoral, community, and agency settings. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 4). Week 3 2/10/10 Social Policy Analysis: General Introduction and Problem Analysis The role of policy analysis in policy practice; Rigor in policy analysis; Aspects of policy analysis: problem analysis, policy choices, policy analysis; The importance of understanding the social problem; The construction of social problems; Ideology and values underlying definitions of social problems; Techniques for social problem analysis. Required Chambers, D. E., & Wedel, K. R. (2005 Analyzing the social problem background of social policies and social programs. In Social policy and social programs: A method for the practical public policy analyst (4th ed.) (pp. 7-30). Boston, MA: Allyn and Bacon. (Chapter 1). Gilbert, N. & Terrell, P. (2005). The field of social welfare policy. In Dimensions of social welfare policy (6 th ed.) (pp. 1-28). Needham Heights, MA: Allyn & Bacon. (Chapter 1). (In

6 6 reader). Jansson, B.S. (2003). Committing to a solution: Analyzing problems. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 6). Week 4 2/17/10 Social Policy Analysis: Understanding Policy Elements and Choices I (Mission/ Goals, and Benefits) Models of policy analysis; Understanding the elements of policies: Mission and goals, Form of benefits; eligibility, service delivery and organization, and financing; Exploring policy choices for mission and goals, and benefits and services. Chambers, D. E., & Wedel, K. R. (2005). An overview of a style of policy analysis: A valuecritical approach. In Social policy and social programs: A method for the practical public policy analyst (4th ed.) (pp ). Boston, MA: Allyn and Bacon. (Chapter 3). Chambers, D. E., & Wedel, K. R. (2005). The analysis of policy goals and objectives in social programs and policies. In Social policy and social programs: A method for the practical public policy analyst (4th ed.) (pp ). Boston, MA: Allyn and Bacon. (Chapter 4; sections on policy elements and types) Chambers, D. E., & Wedel, K. R. (2005). Who gets what: The analysis of types of benefits and services. In Social policy and social programs: A method for the practical public policy analyst (4th ed.) (pp ). Boston, MA: Allyn and Bacon. (Chapter 5; sections on policy elements and types). Week 5 2/24/10 Social Policy Analysis: Understanding Policy Elements and Choices II (Eligibility, Service Delivery and Financing) Exploring policy choices for eligibility, service delivery, and financing; Entitlement vs. eligibility rules; Types of administration and delivery mechanisms; The relationship between the economy and social welfare; The insurance principle; Reimbursement mechanisms; Mixing government, markets, and non-profits. Chambers, D. E., & Wedel, K. R. (2005). Who gets what, how much, and under what conditions: Analysis of eligibility rules. In Social policy and social programs: A method for the practical public policy analyst (4th ed.) (pp ). Boston, MA: Allyn and Bacon. (Chapter 6). Chambers, D. E., & Wedel, K. R. (2005). Analysis of service-delivery systems and social policy and program design. In Social policy and social programs: A method for the practical public policy analyst (4th ed.) (pp ). Boston, MA: Allyn and Bacon. (Chapter 7). Chambers, D. E., & Wedel, K. R. (2005). How do we pay for social welfare policies and programs? Analysis of financing. In Social policy and social programs: A method for the practical public policy analyst (4th ed.) (pp ). Boston, MA: Allyn and Bacon. (Chapter 8). Week 6 3/3/10 Social Policy Analysis: Applying Criteria I (Equity, Adequacy, Efficiency) Applying specific criteria to policies; Values implicit in the selection of criteria; Commonly applied criteria in policy analysis; Understanding and applying concepts of equity, adequacy and efficiency to social welfare policies and programs.

7 7 Flynn, J.P (1992). Frameworks and models for policy analysis. In Social agency policy: Analysis and presentation for community practice (2 nd ed.) (pp ). Chicago, IL: Nelson-Hall Publishers. (In reader). Gilbert, N. & Terrell, P. (2005). A framework for social welfare policy analysis. In Dimensions of social welfare policy (6 th ed.) (pp ). Needham Heights, MA: Allyn & Bacon. (In reader). Week 7 3/10/10 Social Policy Analysis: Applying Criteria II (Alternative Policy Analysis Criteria) The importance of attempting objectivity and clarity in reporting; Presenting different perspectives; The anatomy of a policy proposal; Developing and weighing policy options; Making recommendations. Required Jansson, B.S. (2003). Developing policy proposals. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 7). Jansson, B.S. (2003). Presenting and defending policy proposals. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 8). Week 8 3/17/10 Social Policy Analysis: Reporting Findings and Making Recommendations Social work values and ethics in the political arena; Primary principles of social justice and empowerment; Consumer sovereignty; Cultural competence and relevance; The relevance of the Professional Code of Ethics for Social Workers for policy analysis. Review of Letter to the Editor Assignment : Policy Advocacy as a Component of Social Policy Discussion/Overview of Lobby Days Schneider, R.L. & Lester, L. (2001). Advocacy: A new definition. In Social work advocacy (pp ). Belmont, CA: Wadsworth/Brooks-Cole. (In reader). Hoefer, R. (2006). Social justice and advocacy practice. In Advocacy practice for social justice (pp.20-35). Chicago, IL: Lyceum Books. (In reader).

8 8 Week 09 3/24/10 Social Policy Advocacy: Overview and the Role of the Social Worker Models for political processes and advocacy: Institutional, process, group s theory, elite theory, rational, and incremental; The practitioner s influence on policy; The ethical responsibility for policy advocacy; Policy advocacy skills and activities. s Jackson-Elmoore, C. (2005). Informing state policymakers: Opportunities for social workers. Social Work, 50(3), Jansson, B.S. (2003). Obtaining skills and competencies for policy advocacy. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 3). Letters to the Editor due Spring Break Week 11 4/7/100 Social Policy Advocacy: Influencing through Writing and Testimony Agenda setting; Considering stakeholder perspectives; Policy persuasion and strategy; Understanding political power; Giving legislative testimony; Writing letters and editorials. : Jansson, B.S. (2003). Committing to an issue: Building agendas. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 5). Jansson, B.S. (2003). Putting political strategy into action. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 11). Week 12 4/14/10 Social Policy Advocacy: Using the Legislative Process for Change Review of federal state and local government structures and processes; Understanding and using the legislative process; The role of political action committees; Lobbying; Understanding political realities in order to advocate effectively and ethically; Power in the political arena; Negotiation, compromise and collaboration as political strategies. Jansson, B.S. (2003). Developing and using power. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 9). Jansson, B.S. (2003). Developing political strategy. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 10). Jansson, B.S. (2003). Engaging in ballot-based advocacy. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 12). Week 13 Social Policy Advocacy: Strategy, Implementation and Evaluation

9 9 4/21/10 The role of implementation and evaluation in policy; Challenges in implementation and evaluation; Using data and evidence for evaluation. Jansson, B.S. (2003). Troubleshooting policies. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 13). Jansson, B.S. (2003). Assessing policies. In Becoming an effective policy advocate: From policy practice to social justice (4 th ed.) (pp ). Pacific Grove, CA: Thomson/Brooks/Cole Learning. (Chapter 14). Weeks /28//10- Current Policy Issues I (Presentations) Analysis of current or proposed policies, recommendations for new or amended policies, and effective strategies for change. Assignment Policy Memos / Presentations Week 15 5/05/10 Current Policy Issues II (Presentations) Analysis of current or proposed policies, recommendations for new or amended policies, and effective strategies for change. Assignment Policy Memos / Presentations Week 16 5/12/10 Current Policy Issues III (Presentations) and Course Wrap-Up Analysis of current or proposed policies, recommendations for new or amended policies, and effective strategies for change; Course summary; Course evaluations Assignments Policy Memos / Presentations Policy Advocacy Project HAVE A GREAT SUMMER!

10 10 BIBLIOGRAPHY Blau, J. (2004). The dynamics of social welfare policy. New York, NY: Oxford University Press. Boschken, H.L. (2002). Social class, politics and urban markets: The makings of bias in policy outcomes. Palo Alto, CA: Stanford University Press. Dobelstein, A.W. (2003). Social welfare: Politics and public policy (5 th ed.). Pacific Grove, CA: Brooks/Cole. Duncan, G.J. & Lindsay-Chase, P. (Eds.) (2002). For better and for worse: Welfare reform and the wellbeing of children and families. New York, NY: Russell Sage Foundation. Flynn, J.P. (1992). Social agency policy: Analysis and presentation for community practice (2 nd ed.). Chicago, IL: Nelson-Hall Publishers. Gil, D.G. (1992). Unraveling social policy (5 th ed.). Rochester, VT: Schenkman Books. Gilbert, N. & Terrell, P. (2005). Dimensions of social welfare policy (6 th ed.). Needham Heights, MA: Allyn & Bacon. Hick, S.L. & McNutt, J.G. (2006). Advocacy, activism and the internet. Chicago, IL: Lyceum Books. Lejano, R.P. (2006). Frameworks for policy analysis. New York, NY: Routledge Press. Loseke, D.R. & Best, J. (Eds.) (2003). Social problems: Constructionist readings. New York, NY: Aldine de Gruyter. Pontell, H.N. (1999). Social deviance: s in theory and research (3 rd ed.). Upper Saddle River, NJ: Prentice Hall. Rae, A. & Nicholas-Wolosuk, W. (2003). Changing agency policy: An incremental approach. Boston, MA: Pearson Education. Rochefort, D.A. (1997). From poorhouses to homelessness: Policy analysis and mental health care (2 nd ed.). Westport, CT: Auburn House. Stone, D. (2002). The policy paradox: The art of political decision making. New York, NY: Norton and Company. Walker, W.O. III (Ed.) (1992). Drug control policy: Essays in historical and comparative perspectives. University Park, PA: The Pennsylvania University Press.

11 11 San José State University Social Work Programs Evaluation and Grading Criteria Instructors in the Social Work program promote and evaluate critical thinking 1 and communication 2 skills to help students achieve academic and professional excellence. These skills encompass one s ability to organize ideas, reason concretely and abstractly, and apply objective and subjective reasoning to ideas, situations, and theories. One method to evaluate students critical thinking and communication skills is via written assignments. The Publication Manual of the American Psychological Association (APA; 5 th ed.) is a format guide widely used in many social work assignments. However, alternate formats may be expected for writing assignments such as, but not limited to, process recordings, case or progress notes, court reports, and biopsychosocial and family assessments. Please refer to your course syllabus for guidance on APA assignment requirements. If you need writing or editing assistance, please consult with your instructor. Grades are calculated based upon the scale below: A B C D+ 59 or less F A B C D A B C D- Plagiarism 3 is unacceptable. It may be monitored by your instructor with commercial plagiarism detection services. 4 Cheating is also unacceptable. 5 Any student who plagiarizes or cheats will be dealt with according to San José State University policies and procedures, which may include expulsion from the university. 1 Critical thinking is the use of intellectual skills that address relevance, accuracy, clarity, depth, and breadth of ideas, situations, and theories. It enables one to self-assess mindfully her or his understanding and thought processes; it includes analyzing an issue or situation, its context, and its elements from multiple perspectives; and, it generates self-improvement as one becomes sophisticated in theorizing, conceptualizing, and communicating. 2 Communication is fundamental to social work and occurs in written, oral, and nonverbal forms. All communications, including case notes, reports, and proposals, should be clear and cohesive. Effective communication is essential to effective and efficient social work practice on micro, mezzo, and macro levels. 3 According to SJSU Academic Senate policy F88-10,... plagiarism is the act of representing the work of another as one s own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at SJSU includes, but is not limited to, The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another s work, without giving appropriate credit, and representing the product as one s own work ( 4 See Academic Senate policy on plagiarism detection ( 5 At SJSU, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at SJSU includes but is not limited to: Copying in part or in whole, from another s test or other evaluation instrument; submitting work previously graded in another course unless this has been approved by the course instructor or by

12 12 departmental policy; submitting work simultaneously presented in two courses, unless this has been approved by both course instructors or by departmental policy; altering or interfering with grading or grading instructions; sitting for an examination by a surrogate, or as a surrogate; any other act committed by a student in the course of his or her academic work which defrauds or misrepresents, including aiding or abetting in any of the actions defined above. SJSU Campus Emergency Procedures FIRES EARTHQUAKES AND OTHER DISASTERS Call 911 or use a blue light telephone to summon University Police assistance for all campus police, fire or medical emergencies. Give your name, the nature of the emergency and your specific location. Stay on the line until the University Police Dispatcher tells you to hang up. Use extinguishers for minor fires. If a fire appears uncontrollable, close all room doors to confine the fire and evacuate the area or building. Remain calm during an earthquake. Duck and cover under a desk or table or stand in a doorway or against an interior wall. Move away from exterior wall windows, overhead lights, etc. Wait at least two minutes after shaking stops before leaving a building. Move to a dear area well away from structures or overhead hazards such as trees or power lines. Help disabled persons evacuate the building. Follow instructions of Building Emergency Team members and University Police. Tune to radio station KSJS 90.7 FM for campus information. MEDICAL EMERGENCIES Call 911. Give your name, the nature of the emergency and your specific location. Tell the University Police Dispatcher what assistance you need (ambulance, paramedics, etc.) Assist the victim until help arrives. If you or someone in the area is trained in CPR perform CPR or Rescue Breathing if necessary. Stop the bleeding with direct pressure to the wound. Do not move a victim unless his or her life is in immediate danger. Do not leave victims unattended. For first aid, report in person to the Student Health Center weekdays from 8:00 am - 5:00 pm or call University Police at EVACUATION PROCEDURES Leave by the nearest safe exit when you hear the building emergency alarm (fire alarm) or if you are told to do so by University Police or a Building Emergency Team member. Take keys, books, wallets or billfolds, prescription medicines and important personal belongings with you in case this building cannot be reentered immediately. Move at least 150 feet away from all structures. Use the stairs. Do not use elevators in case of fire or earthquake many elevators stop in place and you may be trapped. Reenter a building only when University Police or Building Emergency Team members tell you that it is safe to do so. POLICE - FIRE - MEDICAL EMERGENCY DIAL For further information visit the University Police Web site at: