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 6702
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
#
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 6702 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.
6. Course description exactly as it should appear in the next catalog:
6702. Social Work’s Response to Human Differences (3) P: Graduate standing in
SOCW. Incorporates knowledge of human difference and variation into strategies for
social work practice. Integrates knowledge of cultures, race, gender, class, rural living,
ethnicity, disabilities, human variation, and sexual orientation.
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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
Weekly
OR
Per Term
Credit Hours
s.h.
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.
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
NONE
11. Affected degrees or academic programs, other than your programs:
Degree(s)/Program(s)
Changes in Degree Hours
MSW
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.
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15. Statements of support:
a. Staff
Current staff is adequate
X
Additional staff is needed (describe needs in the box below):
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).
Anderson, S. H., & Middleton, V. A. (2011). Explorations in diversity: Examining
privilege and oppression in a multicultural society. Belmont, CA: Brooks-Coles
Cengage Learning. ISBN 978-0495090878
Sue, D. W., & Sue, D. (2008). Counseling the cultural diverse: Theory and practice
(5th ed.). Hoboken, NJ: John Wiley & Sons. ISBN 978-0470086322
Gladwell, M. (2011). Outliers: The story of success. New York: Little, Brown and
Company ISBN 978-0316017930
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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 Identify theoretical and practice issues related to race, ethnicity, gender, class, age,
sexual orientation, and ability/disability status.
2. Identify historical, political, and socioeconomic forces that created, maintain,
and/or promote various forms of oppression based on human differences, including, but
not limited to, classism, racism, sexism, heterosexism, ethnocentrism, ableism, and
ageism.
3. Identify how sociopolitical, interpersonal, and sociocultural processes promote or
block optimal health and well-being for persons of oppressed groups.
4. Gain sufficient self-awareness to eliminate the influence of personal biases and
values in working with diverse groups.
5. Demonstrate awareness of sociocultural variations among groups as they relate to
social work practice and develop practice modalities that are congruent with special
client groups.
6. Develop specific intervention strategies for oppressed populations due to their
differences that promote human rights, economic and social justice, and the
populations’ access to various human services.
c. Course topic outline
I. Introduction and class expectations
II. Exploration of personal heritage
III. Discussion of the impact of culture on behavior
IV. Understanding and respecting differences
V. Discussions regarding strategies for handling conflicts in a professional manner
VI. Gender and racial specific theoretical conceptualizations
VII. Effective “Best practice” intervention strategies when working with
marginalized populations
d. Possible List of course assignments, weighting of each assignment, and
grading/evaluation system for determining a grade
Family origins paper = 10%
Cultural Immersion paper = 10%
Group Presentation = 30%
Class presentation = 10%
Final Exam = 40%
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Possible Grading Scale:
Possible Grading Scale
93 – 100 = A
92.99 – 85 = B
84.99 – 77= C
Below 77 = F
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