UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number:
BASW 450
2. Units:
3
See upper and lower division undergraduate course definitions.
3. College:
NAU Yuma
4. Academic Unit:
Arts & Sciences
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
A. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or
create or enhance privilege and power.
B. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with
diverse groups.
C. Recognize and communicate their understanding of the importance of difference in shaping life
experiences
D. View themselves as learners and engage those with whom they work as informants.
E. Understand the forms and mechanisms of oppression and discrimination
F. Advocate for human rights and social and economic justice
G. Engage in practices that advance social and economic justice.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
This course is to fulfill the CSWE EPAS 2.1.9 and 2.1.10. The content of this course prepares BASW
majors for a significant area of generalist social work practice along the U.S. Mexico border. This
course directly fulfills a program goal.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2014
8. Long course title: Contemporary Topics: U.S. Mexico Border Issues for Social Workers
(max 100 characters including spaces)
9. Short course title: Contemporary Topics: U.S. Mexico Border Issues for Social Workers
(max. 30 characters including spaces)
Effective Fall 2012
10. Catalog course description (max. 60 words, excluding requisites):
I.
An examination of those social problems and issues affecting borderland populations and social workers
along the U.S. Mexico border.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
No
This course is part of the BASW major and serves as an elective for other degree programs.
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
N/A
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
N/A
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
18. Prerequisites:
None
If prerequisites, include the rationale for the prerequisites.
Effective Fall 2012
Yes
No
Yes
No
19. Co requisites:
None
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
William B. Pederson, M.S.W
Answer 22-23 for UCC/ECCC only:
22. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
23. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
FLAGSTAFF MOUNTAIN CAMPUS
Reviewed by Curriculum Process Associate
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
Effective Fall 2012
No
No
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
MASTER SYLLABUS
BACHELOR OF ARTS IN SOCIAL WORK
NORTHERN ARIZONA UNIVERSITY, YUMA BRANCH CAMPUS
BASW 450 CONTEMPORARY TOPICS IN SOCIAL WORK: U.S. MEXICO BORDER ISSUES FOR SOCIAL WORKERS
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Catalog Description: An examination of those social problems and issues affecting borderland populations
and social workers along the U.S. Mexico border.
Prerequisites: None
Course Credits: 3 Semester Credits
Course Description: This course will examine a number of issues affecting borderland populations and social
workers on the U.S. Mexico border. Students will learn the practice skills to assess the context of these
issues across micro, mezzo, and macro client systems. This course will enable the student to respond to
contexts that shape practice, policy, ethics, diversity, and human rights and social and economic justice.
Student Learning Outcomes: By the end of the semester the student will be able to:
H. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or
create or enhance privilege and power.
I. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with
diverse groups.
J. Recognize and communicate their understanding of the importance of difference in shaping life
experiences
K. View themselves as learners and engage those with whom they work as informants.
L. Understand the forms and mechanisms of oppression and discrimination
M. Advocate for human rights and social and economic justice
N. Engage in practices that advance social and economic justice.
Course Materials: Reading packets, texts, a camera, and/or access to the Internet may also be required.
Evaluation Tools: Student learning outcomes will be evaluated by the following methods:
A. Photo Essay: Students will select a problem or relevant issue affecting social workers and their client
system along the U.S. Mexico border. Examples of issues include: illegal immigration, colonias,
maquiladoras, pollution, bi-national families, healthcare, etc. Students will submit a photo essay of this
problem and a brief paper which addresses: how the problem selected is a symptom of oppression,
marginalization, alienation, or creating or enhancing privilege and power along the U.S. Mexico border,
how the project influenced their personal biases and values in working with the borderland population,
and the importance of difference in shaping their life ex.
B. Final Paper: Students will submit a final paper which addresses how the student will affect planned
change in addressing this problem/issue: (1) how did the student engage themselves and the
community in their photo essay stage/data collection phase of the project, (2) what is their assessment
of the problem/issue based upon their observations and research, (3) what is their intervention plan for
addressing the problem/issue, and (4) how will the change be evaluated?
Course Content
A. International Social Work: What is it? How does it relate to the border?
B. The U.S. Mexico border defined.
C. The Historical Context
Effective Fall 2012
D.
E.
F.
G.
H.
I.
J.
K.
The Institutional Context
The Political Context
The Legal Context
The Economic Context
The Psychological Context
The Cultural Context
The Social Context
Timing and Sequencing of Events for Creating Planned Change
Effective Fall 2012