Graduate Course Proposal Form Submission Detail - SOW6375
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Approved by SCNS
Submission Type: Change
Course Change Information (for course changes only): The only change is the title of the course to: "Advanced Social Work Macro Policy."
Comments: to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12. SCNS appd eff 6/1/12
- Department and Contact Information
Tracking Number Date & Time Submitted 2749 2012-02-07 Department College Budget Account Number Social Work BC 0-1261-000 Contact Person Phone Lisa Rapp-Paglicci 8139741809 email@example.com
- Course Information
Prefix Number Full Title SOW 6375 Macro Practice Seminar Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Course Online? Percentage Online C - Face-to-face (0% online) 0
Prepares clinical students to take on administrative and leadership roles within social service agencies and other community settings.Students will be exposed to advanced methods for social administration and community practice.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for accreditation
B. 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?
All MSW students are required to take this course.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
No other qualifications are required.
- Other Course Information
The course will assist students in understanding theories of program management and leadership, including managing personnel, resources (fiscal management), and information. The course will also cover advanced community practice and different conceptual frameworks/models for engaging in community change efforts. Students will learn community practice skills for work in grassroots settings, formal community organizations, and national and international venues.
B. Learning Outcomes
After the completion of this course the student will:
1, Assess the quality of clients’ interactions within their social contexts
Measurement: agency culture assessment and change paper, community intervention paper
2. Develop intervention plans to accomplish systemic change.
Measurement: agency culture assessment and change paper, community intervention paper
3. Work collaboratively with others to effect systemic change that is sustainable.
Measurement: Leadership paper, agency culture assessment and change paper, community intervention paper
C. Major Topics
Systematic community development and change
Gamble, G.N. & Weil (2010). Community Practice Skills: Local to Global Perspectives. New York: Columbia University Press.
Poertner, J. & Rapp, C.A. (2007). Textbook of Social Administration: The Consumer-Centered Approach. New York: Routledge.
E. Course Readings, Online Resources, and Other Purchases
No other purchases are required.
F. Student Expectations/Requirements and Grading Policy
1. Agency culture assessment and change pap.30 points
2. Leadership paper 30 points
3. Community intervention paper 40 points
total 100 points
G. Assignments, Exams and Tests
Timeliness is an essential quality in social work service provisions. The instructor will provide adequate time for completing all assignments and students will submit work at the time it is due or before. All assignment will be submitted on Blackboard using SafeAssignment
1. Agency Culture Assessment and Change Paper. Your effectiveness as a manager of people depends in large part upon your ability to understand and impact organizational culture. Your first task is to diagnose the culture of your field placement agency and then make specific suggestions to make it more client-centered. There are four components to this assignment.
1. The Agency: In one or two paragraphs briefly describe the agency or at least the aspect of the agency that will enjoy your attention for this assignment. When I finish reading your description I should understand who the agency serves and the client outcome goals of the agency. Client outcome goals mean the benefit individuals accrue by participating in agency activities. For example: Increasing the number of persons obtaining full-time employment is a client outcome. Completing an employment training program, or attending an activity is not a client outcome.
2. Assessment Methodology: In a paragraph, describe your methodology for assessing the agency. This is not a research project yet common sense dictates that you not draw conclusions from one data source. Your methodology might include interviews with clients and staff; observation of activities, language and the physical setting; reading of reports; assessment instruments; or other creative means.
3. Conclusions: Based on your assessment activities what do you conclude about the culture of this organization? Your conclusion should identify and make some judgment about the values of the organization. Comment and support your conclusions on the client and staff centered nature of the organization. Describe strengths and weaknesses of the culture. Make sure to explain how you drew your conclusions. While using outside resources is not required, students are encouraged to use peer-reviewed journal articles and other sources. Link your findings to your assessment rather than pulling them out of thin air. Avoid jargon terms that have no real meaning (like dysfunctional).
4. Recommendations: Include in your paper a brief plan (a couple of paragraphs) to make the culture more client and staff centered. Your plan might also include strategies for insuring the maintenance of positive aspects of the culture. Be clear about who must do what behavior for your plan to succeed. The plan should reflect an understanding of the current culture and how change might occur in that context. Keep it simple. You do not have to revamp the entire agency, just make a positive contribution in some important area(s). Describe how you’ll know if your efforts succeed
Requirements for the Paper: The paper should be typed with one inch margins using a 12 point font. It must be 6 to 9 double-spaced pages in length. All pages should be numbered, and the paper should include a Cover Page containing the course title, student’s name, title of the paper, date of submission, and instructor’s name. Any references should be listed in accordance with the current American Psychological Associate style. The grading rubric for this paper can be found in appendix A
2. Leadership Paper: This assignment provides you an opportunity to reflect upon your leadership style. There are many ways to lead and many definitions of leadership. However, doing so in a self-aware and intentional manner is essential to success and authentic leadership. For this assignment, write a paper that describes your understanding of leadership and your leadership style.
There are three elements to your description:
1. Define leadership. Using at least 5 peer-reviewed journal articles, in addition to assigned articles, on leadership in human services, develop your definition leadership.
2. Leadership occurs in a context. Your leadership style is expressed in how you plan, make decisions, run meetings, delegate, manage others, hold yourself and others accountable, and how you complement yourself with other team members. Describe how your approach to leadership interacts with the elements described here and others that may occur to you.
3. Based on your definition of leadership, discuss your current strengths as a leader and areas of growth. A good assessment transcends just the provision of a list. Develop a plane to address opportunities to grow.
Requirements for the Paper: The paper should be typed with one inch margins using a 12 point font. The paper should be approximately 5 pages in length. All pages should be numbered, and the paper should include a Cover Page containing the course title, student’s name, title of the paper, date of submission, and instructor’s name. Any references should be listed in accordance with the current American Psychological Associate style. A grading rubric for this assignment is located in appendix B.
3. Community Intervention Paper: Social workers have long tradition of organizing and carrying out community change efforts to remedy social injustices. For this paper, you will identify a community problem affecting Tampa and/or the surrounding communities. You will assess the problem its impact on the client system. Finally, you will develop an intervention strategy to address the macro problem. There are three components to this paper.
1) Describe the nature of the macro problem. Who is affected by the problem (who are members of the client system)? What are the causes and effects of the problem on the client system? Incorporate at least 5 peer-reviewed journal articles into the assessment of the problem.
2) Using the professional literature (10 peer-reviewed articles), describe 2 macro interventions that have been used to address the issue. What are the pros and cons of each intervention? Which macro intervention would you employ to remedy the macro problem and why?
3) Gamble and Weil describe 8 models of community practice. Which of the 8 models would you use to implement your macro intervention and why? Provide a detailed description for how you would implement the macro intervention using the model you selected.
Requirements for the Paper: The paper should be typed with one inch margins using a 12 point font. It must be 10-12 double-spaced pages in length. All pages should be numbered, and the paper should include a Cover Page containing the course title, student’s name, title of the paper, date of submission, and instructor’s name. Any references should be listed in accordance with the current American Psychological Associate style. The grading rubric for this paper can be found in appendix C
H. Attendance Policy
Students are expected to be on time and prepared to participate when class begin as well as be present throughout the entire class meeting. Classroom exercises, discussions, role-plays, guest speakers and other in-class experiential exercises are essential for a student’s professional learning and continued development of self-awareness. This form of learning cannot be “made up” once missed. Accordingly, Attendance is required at all class meetings. Excused absences are limited to the following instances: documented illness, deaths in the immediate family, and other documented crises, military duty, jury duty, religious holidays (consistent with University policy, 10-045), court-imposed legal obligations other than jury duty, and special requirements of other courses (must be documented by the faculty member of record). A student is considered absent if he/she arrives more than 30 minutes late to class, leaves 30 minutes or more early, or does not come to class. Students are allowed to miss two classes (for classes that meet twice weekly; or one class for classes that meet only once per week) without penalty. After that 5% off of the total grade may be deducted for each missed class, at the faculty member’s discretion.
Students who experience an unforeseen circumstance such as a serious medical problem which interferes with their attendance or course assignments should notify the instructor immediately. Students and instructors should familiarize themselves with the USF Incomplete policy.
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. The University of South Florida has very specific policies and procedures regarding academic dishonesty or disruption of academic process. In the School of Social Work http://socialwork.usf.edu/
Procedures for Alleged Academic Dishonesty or Disruption: http://www.ugs.usf.edu/catalogs/0809/adadap.htm
Student Academic Grievance Procedures -http://www.ugs.usf.edu/catalogs/0608/arcsagp.htm or
J. Program This Course Supports
- Course Concurrence Information