CGE PROPOSAL FOR NEW GRADUATE COURSES
SWK744
Checklist for individuals preparing proposals:
__Prepare the syllabus and proposal according to CGE guidelines (seek advice from CGE
Curriculum Committee if needed). NB: Proposals for a new required course must be
accompanied by a CGE proposal for Graduate Program Change, explaining how the new course
will be integrated into the overall program structure.
Prepare the Course Record Form carefully to ensure that all information is recorded correctly
(e.g. exact title of course, grading basis, number of credits, course fee, if any) and matches the
contents of the proposal and syllabus. The Registrar’s Office feeds information directly from this
form into the University database.
Submit the proposal packet (proposal, syllabus, Course Record Form and Signature (Routing)
Form) to your department chair for signature.
If the proposed course is part of the PEP Unit, submit the proposal packet to PEP-C for review
and signature on the Signature (Routing) Form.
Once your department chair and (if necessary) PEP-C have signed off, submit the proposal
packet to the Assistant Dean for Curriculum, Policy, and Operations, who will track its progress
through the remaining steps of the proposal review. Please note that at each step of the review
process, the proposal may be returned to you for revisions.
Once the proposal reaches CGE, the Assistant Dean will contact you for an electronic version
of the most recent syllabus and proposal, to be posted on the CGE website. Please be sure to
always include the current date in the filenames of your proposal and syllabus (eg.
LIN510_proposal_2-12-08.doc).
Deadlines for proposal submissions to CGE:
The deadline for courses to be offered in the next Academic Year and appear in the course
catalog is February 15 of the current year, or the next business day. If you have any questions
about the CGE review process, please contact the CGE chair.
Courses with additional requirements:
Proposals for courses requiring PEP-C review must complete item 15.0 at the end of this
proposal form. Proposals for 500-level courses must explicitly address differences in
requirements for graduate and undergraduate students wherever relevant (usually items 6.0 - 9.0.
11.0 and 14.0).
1
CGE Course Proposal Components:
All numbered items below must be addressed for new graduate course proposals. If certain items
do not apply to this specific course proposal, so state and briefly explain why. Numbers 1.0
through 6.0 identify components that are binding; that is, once the course is approved,
these components can be changed only by submission of a Proposal for Graduate Course
Change to the CGE Curriculum Committee.
1.0 Department: Department of Social Work
2.0 Course Number
Specify the course number. Briefly justify the course level (700-level, 800-level, etc.). SWK
744.01. This course is a foundation year practice course in the MSW program.
3.0 Course Title: Social Work Practice with Families and Small Groups.
4.0 Course Credits
4.1 How many credits will this course carry? Note: The standard computation of credit is one
(1) semester-hour per 50 minutes of instruction per week for an equivalent of fifteen (15)
course meetings. The course is two credits.
4.2 If the course includes non-classroom instruction or lab sessions, or if the credit hours vary in
some way from the standard, provide an explanation. N/A
4.3 If variable credit is proposed (e.g., 1-3 hours), explain how this will be utilized and
determined. N/A
5.0 Formal (Catalog) Description
Provide a formal course description of the course, adhering to length and style characteristics
of college catalog listings, including pre-requisites, fees, and any information regarding
cross-listings if applicable. The description is to be written in the third person and must
appear exactly the same on the proposal form, Course Record form and syllabus.
This is a foundation year practice course which focuses on the development of mezzo social
work knowledge, values and skills. The emphasis on this course is social work practice with
families and small groups. Students learn how to formulate assessments, develop goals
and implement intervention strategies. Students are introduced to a variety of theoretical
frameworks that can be applied to diverse families and groups including those who are
vulnerable and at risk.
6.0 Prerequisites
List the prerequisites and/or co-requisites for this course. Students are expected to take SWK
741: Social Work Practice I, SWK 771 Field Foundation Practicum I, and SWK 705:
Human Behavior and the Social Environment I either concurrently or prior to this course.
2
6.2 Provide a brief rationale for prerequisites and/or co-requisites,
The development of basic practice skills attained in SWK 741: Social Work Practice I is
fundamental to understanding basic principles of social work practice and integral to
application of clinical skills in work with families and small groups. SWK 771 is the field
practicum where students integrate the skills learned in class to case/client situations.
6.3 If prerequisites and/or co-requisites involve other departments of instruction, provide
evidence of acknowledgement and cooperation from these departments (e.g. letters of support).
7.0 Rationale for proposed course
7.1 Why is this course being proposed? Provide a rationale. Student evaluations and
feedback, results of the qualifying examination, exit interviews and faculty feedback
indicate that the students are weak in the knowledge, values and skills necessary for social
work practice with families and small groups. Additionally, student evaluations indicate
that there was an overlap with the content in the lab component of SWK741 and SWK 771:
Foundation Field Practicum seminar. The content for both courses focuses on social work
practice with individuals. The content in the lab component of SWK 741 will be integrated
into the co-requisites. The credits and resources for the new course SWK 744: Social Work
Practice with Families and Small Groups will replace resources/credit hours for the lab
component of SWK 741.
7.2 Describe any actual or apparent overlap with current course offerings. If other departments
are impacted by this course, provide evidence of consultation with and support from those
departments (e.g. letters of support). Not applicable. This course focuses on social work
practice with families and small groups. It is a required course that includes the core
competencies required by the Council of Social Work Education.
8.0 Grading System
State whether letter-grade or pass/fail system will be utilized; if the latter, provide a brief
rationale. Letter grades will be used.
9.0 Course Characteristics
9.1 If the course is to be cross-listed (within a single department, or across more than one
department), provide a rationale and full documentation of steps taken to assure such listings.
The course is not cross listed
9.2 If the course is open to both undergraduate and graduate students, provide a rationale for
doing so and explain any differences in requirements for undergraduate and graduate students.
N/A
9.3 Explain how this course fits with the other department offerings. Is this course a required
course (in which case it must be accompanied by a proposal for Change to Existing Program) or
an elective course? This is a required course that enhances and broadens the knowledge
base, values and skills in the area of social work practice. It expands upon the knowledge,
skills and values learned in SWK741: Social Work Practice I and SWK705: Human
3
Behavior and the Social Environment I. In addition, the course prepares students for
SWK771 and SWK772 Field Practicum I and II which require students to work with
groups and families.
9.4 Describe the intended student-audience for this course. If substantial numbers of students
from outside the department are expected to enroll in this course, provide evidence of support
and cooperation from these departments in terms of enrollment and compatible scheduling.
This is a foundation year practice course that is required for all MSW students in the first
year of the program.
9.5 What is the anticipated starting date for this course? How frequently and in which
semester(s) will the course be offered in the future? How many sections of this course will
typically be offered simultaneously? The anticipated starting date is the fall of 2013. This is
a required course that will be offered during the fall semester of the academic year. The
number of sections will depend on enrollment, however at least one section of this course
will be offered each academic year.
10.0 Instructor
Describe necessary instructor competencies and qualifications to teach the course. The
instructor will be a faculty member who has an MSW and several years of clinical
experience.
11.0 Course Format and Procedures
Describe how the course will be conducted, in terms of class meetings and teaching
procedures. For example, will the course be taught online only, or as a hybrid of online and
classroom meetings? Will the course incorporate lectures, discussions, lab sessions, smallgroup or individualized instruction, practicum or field experiences, student reports or
projects, competency-based modules, or other types of instructional procedures? The
course will be conducted in terms of class meetings. The course will include lectures,
discussions, and experiential exercises such as role plays. Students will be encouraged to
develop and use cases from their internship to develop practice skills.
12.0 Evaluation of Course and Course Instructor
Describe how course instruction and the course itself will be evaluated, including any longterm strategies for evaluating the course as part of the department offerings. The course
instruction and course will be evaluated by end of semester student evaluations, results
of the qualifying examination and final evaluations of student performance at their
internship. Long term strategies for evaluating this course include the passing of the
licensing examination, exit interviews, alumni interviews and job attainment ratios.
13.0 Resources
Describe the immediate and future impact the offering of this course is likely to have on the
department's personnel, physical, and financial resources. This course is replacing the
content in the lab component of SWK741which is the same amount of credits and
4
requires the same resources as the new course. Therefore the resources will remain the
same.
14.0 Alignment of proposed course goals with those of academic program
14.1 Program mission statement:
The mission of the Masters of Social Work Program at Gallaudet University, consistent
with the mission of the University, is to prepare competent and effective social work
practitioners and to provide leadership in the development of social service delivery
systems to deaf and hard of hearing individuals, families, groups, and communities. MSW
faculty and staff are committed to providing educational curricula and activities that
support the development of knowledge, values, and skills that promote leadership,
advocacy, and services for deaf and hard of hearing individuals, families, groups, and
communities. In addition to an emphasis on the Deaf experience, the MSW program
teaches professional social work values of service, social, and economic justice, dignity and
worth of the person, importance of human relationships and integrity and competence in
social work practice.
14.2 Program Student Learning Outcomes
List the Student Learning Outcomes for your academic program.
Foundation Year Program Objectives Co-relating to this course
F1. Apply critical thinking skills within the context of professional social work practice
F2. Describe the value base of the profession and its ethical standards and principles, and
practice accordingly.
F3. Demonstrate an ability to practice without discrimination and with respect, knowledge, and
skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender,
marital status, national origin, race, religion, sex, and sexual orientation.
F4. Identify the forms and mechanisms of oppression and discrimination and apply strategies of
advocacy and social change that advance social and economic justice and foster empowerment.
F5. Apply the knowledge and skills of a generalist social work perspective to practice with
systems of all sizes (families and small groups) including special consideration for members of
diverse groups and populations at risk.
F6. Distinguish theoretical frameworks to understand individual development and behavior
across the life span and the interactions among individuals and between individuals and families,
groups, organizations and communities.
5
F7. Apply analytic models for formulation and implementation of social policies, taking into
account the history of the social work profession and the impact of social structures and issues.
F8. Demonstrate the ability to evaluate one’s own practice and design research studies that relate
to social work practice with systems of all sizes.
F9. Demonstrate an ability to use communication skills and technology differentially across
client populations, colleagues and communities.
F10. Describe basic biological, psychological, and social issues that impact deaf, hard of hearing
and hearing individuals, families, and communities.
School Social Work Objectives
SSI: Demonstrate knowledge of laws and ability to assess and evaluate policies related to school
social work practice with Deaf and Hard of Hearing children.
SS2: Demonstrate competence in school social work practice, including development of social
histories, participation in the Individual Education Plan (IEP) process, and interviewing and
intervening techniques used with Deaf and Hard of Hearing children.
MSW Program Goals
3. Integrate knowledge of issues facing populations-at-risk and diverse groups,
such as oppression, poverty, social injustice, culture, race, age, class, disability,
gender, religion, sexual orientation into their work with deaf and hard of hearing
client systems.
4. Recognize diversity within the Deaf community and develop practice skills to
promote social justice, wellbeing and cultural sensitivity.
5. Affirm the Deaf experience by challenging psychological and social constructs
of deaf and hard of hearing as inferior, focusing on strengths and resiliency in the
Deaf community, and promoting an awareness of and sensitivity of diversity
among Deaf individuals.
6. Demonstrate an ability to impact multiple levels of practice within the Deaf
community using various strategies, including the use of policy formulation, and
analysis, practice assessment, practice intervention and program evaluation.
7. Provide social services and ensure accessibility to services at all levels of
practice with deaf and hard of hearing children, adults, groups and communities.
6
Educational Objectives as approved by CSWE
By the end of the semester, students will demonstrate:
Knowledge:
.
K1.
Understanding of the critical factors in making assessments of family functioning,
integrating theoretical knowledge in SWK 705 and the generalist model of social work
practice.
K2.
Knowledge of social work practice interventions in work with family systems
K3.
Knowledge of culturally sensitive approaches in work with families and groups
K4.
Knowledge of the therapeutic factors involved in group interventions
Values:
V1.
V2.
Respect for the diverse life styles of individuals and families.
Ability to identify value conflicts and dilemmas within the family and small group
settings
Reflect and identify personal biases and stereotypes and their implications for social work
practice.
V3.
Skills:
S1.
S2.
S3.
S4.
Actively reflect and address the ethical dilemmas encountered in family and small group
practice.
Ability to make assessment, develop goals and apply appropriate intervention strategies
for families and small groups.
Ability to develop specific approaches to address vulnerabilities and work with
populations at risk.
Ability to critically evaluate the integration of approaches to practice in work with
families and small groups.
14.3 Course Student Learning Outcomes
List the Student Learning Outcomes for your proposed course. Then in table format, using the
template provided below, list the learning outcomes and show how the course and program
SLOs align by placing checks in the appropriate cells.
7
Student Learning Outcomes
Student
Learning
Outcomes
Apply
knowledge and
skill to develop
culturally
sensitive
assessments,
goals and
interventions
with diverse
families and
those at risk.
Identify own
values as well
as identify
value conflicts
within social
work practice
Learning
Opportunities
Genogram
Family/Group
Role Play
Presentation
Participation
Genogram
Family/Group
Role Play
Presentation
Participation
Apply
knowledge and
skill in the
development of
culturally
sensitive
interventions
with diverse
Genogram
Family/Group
Role Play
Presentation
Participation
Assessment
Tools
A Grade of B or
Better
Program
Learning
Objectives
Genogram
rubric require a
passing grade
of B
F1,F3,F4,F5,F9,
SS2
CSWE
Approved
Educational
Course
Objectives
K 1,2,3
V1,3
S2,3,4
GU
Conceptual
Framework
1,2,3,4
Family/Group
Presentation
rubric
Require a
passing grade
of B
Participation
rubric requires
a passing grade
of B
Genogram
rubric
F1,F2
V 1,2,3
S1
1,2,3,4
F1,F3,F4,F5,F9
SS2
K3,4
V3
S2,3,4
1,2,3,4
Family/Group
Role Play
Presentation
rubric
Require a
passing grade
of B
Participation
rubric requires
a passing grade
of B
Genogram
rubric
Family/Group
Role Play
Presentation
rubric
Require a
8
Student
Learning
Outcomes
Learning
Opportunities
groups and
those of high
risk.
Apply
theoretical
concepts in the
development
of family and
group
interventions
Assessment
Tools
A Grade of B or
Better
Program
Learning
Objectives
CSWE
Approved
Educational
Course
Objectives
GU
Conceptual
Framework
passing grade
of B
Family /Group
Role Play
Presentation
Final Theory
Paper
Participation
rubric requires
a passing grade
of B
Family/Group
Role Play
Presentation
rubric requires
a passing grade
of B
F1,3,4,5,6,9
K1,3,4,5,6
1,2,3,4
S 1,2,3,4
SS2
V 1,2
Final Theory
Paper rubric
requires a B
14.4 Learning Opportunities
Briefly describe the Learning Opportunities (eg. assignments, projects, activities, reports,
field experiences, etc.) designed to achieve the course Student Learning Outcomes. List them
in table format, using the template provided below, and briefly state how they will be
assessed (eg. what assessment methods will be used?). Please see the chart above
14.5 Assessment Methods
Attach assessment tools used in this course (include grading scales, rubrics, checklists, etc.)
to the syllabi accompanying this proposal. Do not attach them to the proposal itself. Please
review the chart above
9
Educational Objectives as approved by CSWE
By the end of the semester, students will demonstrate:
Knowledge:
.
K1.
Understanding of the critical factors in making assessments of family functioning,
integrating theoretical knowledge in SWK 705 and the generalist model of social work
practice.
K2.
Knowledge of social work practice interventions in work with family systems
K3.
Knowledge of culturally sensitive approaches in work with families and groups
K4.
Knowledge of the therapeutic factors involved in group interventions
Values:
V1.
V2.
Respect for the diverse life styles of individuals and families.
Ability to identify value conflicts and dilemmas within the family and small group
settings
Reflect and identify personal biases and stereotypes and their implications for social work
practice.
V3.
Skills:
S1.
S2.
S3.
S4.
Actively reflect and address the ethical dilemmas encountered in family and small group
practice.
Ability to make assessment, develop goals and apply appropriate intervention strategies
for families and small groups.
Ability to develop specific approaches to address vulnerabilities and work with
populations at risk.
Ability to critically evaluate the integration of approaches to practice in work with
families and small groups.
10