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Graduate Course Proposal Form Submission Detail - SOW7776
Tracking Number - 1509

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Current Status: Approved, Permanent Archive - 2010-04-06
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: GC approved 9/18; sent to USF SCNS Office 10/12/09; SCNS approved 11/16/09, effective 1/2010. NUMBER CHANGED from7220 to 7776, posted in banner 12/9/09

Detail Information

  1. Date & Time Submitted: 2009-09-04
  2. Department: Social Work
  3. College: AS
  4. Budget Account Number: 126100
  5. Contact Person: Dr. William Rowe
  6. Phone: 9742706
  7. Email:
  8. Prefix: SOW
  9. Number: 7776
  10. Full Title: The Social Work Educator in the University
  11. Credit Hours: 3
  12. Section Type: D - Discussion (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): The Social Work Educator
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: None
  23. Corequisites: None
  24. Course Description: Further critical thinking about the role of the social work educator in the university. The doctoral candidate will be equipped to fulfill this role, consider issues related to university governance as well as social work ed. PR: majors only; Ph.D. stdt

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed as part of recent program/concentration/certificate change
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Many of the graduates of this program will become part or full-time university educators. In light of this is important to provide participants with an understanding of a modern research university, best methods of teaching different aspects of social work, and skills and course development and delivery.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 1 time
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) To teach this course, the instructor must have at a minimum a Ph.D.
  29. Objectives: This course will challenge participants to:

    1. Become familiar with governance and decision making procedures in higher education dealing with areas such as curriculum, faculty appointment, promotion, grievances, and retention, student rights, and resource allocation and management.

    2. Develop knowledge about the structure of American higher education in areas such as higher education governing and coordinating boards, legislative rule making and funding issues, and both regional and specialized accreditation processes.

    3. Become aware of expectations for faculty in the areas of teaching, public service, and scholarship as well as understand higher education committee structures (Faculty Senate) and procedures.

    4. Have knowledge of the Council on Social Work Education’s Educational Policy and Accreditation Standards.

    5. Develop and deliver a creative teaching module as well as critically evaluate teaching through peer feedback.

  30. Learning Outcomes: Upon completion of this course, students will be able to: fulfill a role as a social work educator, consider the forces and issues related to university governance and social work education, develop creative approaches to classroom instruction and how teaching can be best evaluated.
  31. Major Topics: 1. teaching effectiveness

    2. teaching excellence

    3. issues related to university governance in social work

  32. Textbooks: There are no required textbooks for this course.
  33. Course Readings, Online Resources, and Other Purchases: Suggested Textbooks

    Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain. NY: Longman

    Bonwell, C.C. & Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development.

    Ericksen, S.C. (1984). The Essence of Good Teaching: Helping Students Learn and Remember What They Learn. San Francisco: Jossey-Bass

    Hopps, J. G., & Morris, R. (2000). Social work at the millennium: Critical reflections on the future of the profession. NY: Free Press.

    Kennedy, D. (1997). Academic Duty. Cambridge, Mass: Harvard University Press.

    Lowman, J. (1984). Mastering the Techniques of Teaching. San Francisco: Jossey-Bass.

    McKeachie, W. J. (1986). Teaching Tips: A Guidebook for the Beginning College Teacher. Lexington, Mass: Heath

    Meinert, R. G., Pardeck, J. T., & Kreuger, L. (2000). Social work: Seeking relevancy in the twenty-first century. NY: Haworth.

    Palmer, P. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teachers life. San Francisco: Jossey-Bass

  34. Student Expectations/Requirements and Grading Policy: Final Grade will be distributed as:

    A+ 4.00

    A 4.00

    A- 3.67

    B+ 3.33

    B 3.00

    B- 2.67

    C+ 2.33

    C 2.00

    C- 1.67

    D+ 1.33

    D 1.00

    D- .67

    F 0.00

  35. Assignments, Exams and Tests: Course Calendar:

    Class 1- Introduction to the course

    Class 2- Discussion

    Class 3- Discussion

    Class 4- Guest Speakers

    Class 5 Guest Speakers

    Class 6- Teaching Modules

    Class 7- Teaching Modules

    Class 8- Teaching Modules

    Class9- Teaching Modules


    Paper on effective teaching/academic freedom/university governance 30%

    Teaching module 25%

    Peer review of each(9x5= 45%

    I. Synthesis Paper. Each candidate will write a 10-15 page paper, with a minimum of one citation per page on either teaching effectiveness/teaching excellence or an issue related to university governance. APA format.

    II. Teaching Module. Each candidate will conduct a sixty minute teaching module on an issue related to social work. Times for teaching modules will be selected by blind draw. Modules will be recorded on DVD for instructional purposes; a copy will be provided to the student.

    III. Peer Review. Each candidate will be required to provide a written evaluation of the teaching module conducted by their peers (constructive criticism). A specific format will be provided outlining evaluation criteria. These written reports will be provided to everyone in the class and will be discussed openly.

  36. Attendance Policy: USF Policy on Religious Observances: “ Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.”
  37. Policy on Make-up Work: Academic Dishonesty:

    See the current USF Graduate Catalog

    Students are reminded that all program participants have signed the school of social work statement on plagiarism and academic dishonesty and have been provided with this statement as well as the NASW code of ethics in their copy of the Student Supplement for Research and Statistics.

  38. Program This Course Supports: Social Work
  39. Course Concurrence Information: This course will be part of the required program courses. All graduate students in the Ph.D. program will take it. It will not be offered to others outside of the School of Social Work.

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