Graduate Curriculum Committee Course Proposal Form
for Courses Numbered 6000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
Submission guidelines are posted to the GCC Web site: http://www.ecu.edu/cs-acad/gcc/index.cfm
1. Course prefix and number:
SOCW 6111
2. Date:
01/15/2013
3. Requested action:
New Course
X
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
to
#
X
Required
#
Elective
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
X
X
Expected
Future Delivery
Method(s):
On-campus (face to face)
Distance Course (face to face off campus)
X
X
Online (delivery of 50% or more of the instruction is offered online)
5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new course
or course revision or course renumbering:
SOCW 6111 has been revised to include the core competencies outlined by the Council
on Social Work Education (CSWE). Review by the CSWE is part of department
accreditation and the competencies are important in several program outcomes of the
department assessment plan; therefore, it is important that the core competencies be
included in this course. The graduate faculty approved this course proposal.
6. Course description exactly as it should appear in the next catalog:
6111. Social Work Practice: Community Foundations (3) P Graduate standing in
SOCW. Concepts, theories and methods of clinical-community social work practice.
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7. If this is a course revision, briefly describe the requested change:
The requested change is inclusion of the competencies within the syllabus that will
provide clarity and greater alignment with CSWE’s requirements.
8. Course credit:
Lecture Hours
3
3
Weekly
OR
Per Term
Credit Hours
Lab
Weekly
OR
Per Term
Credit Hours
s.h.
Studio
Weekly
OR
Per Term
Credit Hours
s.h.
Practicum
Weekly
OR
Per Term
Credit Hours
s.h.
Internship
Weekly
OR
Per Term
Credit Hours
s.h.
Other (e.g., independent study) Please explain.
s.h.
s.h.
3
Total Credit Hours
s.h.
25
9. Anticipated annual student enrollment:
10. Changes in degree hours of your programs:
Degree(s)/Program(s)
Changes in Degree Hours
MSW
NONE
11. Affected degrees or academic programs, other than your programs:
Degree(s)/Program(s)
Changes in Degree Hours
NONE
12. Overlapping or duplication with affected units or programs:
X Not applicable
Documentation of notification to the affected academic degree programs is
attached.
13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
X Not applicable
Applicable and CTE has given their approval.
14. University Service-Learning Committee (USLC) approval:
X Not applicable
Applicable and USLC has given their approval.
15. Statements of support:
a. Staff
Current staff is adequate
X
Additional staff is needed (describe needs in the box below):
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b. Facilities
X Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
c. Library
X
Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an
estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
X
Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition):
e. ITCS resources
X
ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
a. Possible Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country. Include ISBN (when applicable).
Gladwell, M. (2011). Outliers: The story of success. New York: Little, Brown and
Company. ISBN 978-0316017930
Kretzman, J. & McKnight, J. (1993). Building communities from the inside out: A path
toward finding and mobilizing a community’s assets. Skokie, IL: ACTA
Publications. ISBN 978-0879461089
Shorris, E. (2000). Riches for the poor: The Clemente Course in the humanities. New
York: W. W. Norton & Company. ISBN 978-0393320664
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b. Course objectives for the course (student – centered, behavioral focus)
Upon completion of this course, students will be able to:
1. Use a framework for community foundations of Clinical-Community social work
practice that demonstrates understanding of the significance of relationships
between individuals, professionals, social networks, communities, other larger
social systems.
2. Analyze various forms and mechanisms of oppression and discrimination that
have oppressed, marginalized, alienated, and/or marginalized various community
members and groups.
3. Discuss the constitutive elements of the ABCD Model used in ClinicalCommunity social work practice, the difference between the Model and the needsbased models, and how the ABCD Model can promote human rights and social
justice that are articulated in the UN Universal Declaration of Human Rights and
the Code of Ethics of the National Association of Social Workers
4. Articulate the principles of Participatory Action Research (PAR) and how PAR
can facilitate successful Clinical-Community practice.
5. Collect, organize, and interpret various data to establish partnerships within a
community through Participatory Action Research (PAR).
6. Assess a community’s strengths and limitations through Participatory Action
Research (PAR).
7. Demonstrate effective oral and written communication in working with
individuals, social networks, communities, other larger social groupings, and their
colleagues.
8. Critically evaluate the importance of continuous attention to changing locales,
populations, scientific and technological developments, emerging societal trends
to provide relevant services and to work effectively with various systems.
9. Articulate the importance of a social worker’s roles in identifying, connecting,
and creating assets for community change.
10. Assess the ABCD Model can be used to promote clients’ human rights
articulated in the UN Universal Declaration of Human Rights; and social and
economic justice as articulated in the Code of Ethics of the National Association of
Social Workers.
11. Articulate how the constitutive elements of the ABCD Model may be used to
facilitate community-wide collaborations that support social and economic justice
among community members.
12. Collaborate with colleagues and clients for effective policy action.
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13. Evaluate the importance of continuous attention to changing communities,
scientific and technological developments, and emerging societal trends to
facilitate timely and appropriate community action to obtain relevant services and
to work effectively with various community systems.
c. Course topic outline
I. Community foundations of clinical-community Social work from a relational
perspective.
II. The ABCD Model and community change
III. Participatory Action Research
IV. ABCD Model and collaboration
d. Possible List of course assignments, weighting of each assignment, and
grading/evaluation system for determining a grade
Self Essay = 20%
Assets Lists = 20%
Presentation = 20%
Final Exam = 30%
Class Participation = 10%
Possible Grading Scale
93% – 100% = A
92.99% – 85% = B
84.99% – 77%= C
Below 77% = F
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