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Graduate Course Proposal Form Submission Detail - SOW8907
Tracking Number - 2751

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Current Status: Approved by SCNS - 2012-06-14
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12. Appd eff 6/1/12. Sub as 8977; apd as 8907

Detail Information

  1. Date & Time Submitted: 2012-02-08
  2. Department: Social Work
  3. College: BC
  4. Budget Account Number: 0-1261-000
  5. Contact Person: Lisa Rapp-Paglicci
  6. Phone: 8139741809
  7. Email:
  8. Prefix: SOW
  9. Number: 8907
  10. Full Title: Capstone Project
  11. Credit Hours: 1
  12. Section Type: D - Discussion (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  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):
  19. Course Online?: O - Online (100% online)
  20. Percentage Online: 20
  21. Grading Option: R - Regular
  22. Prerequisites: SOW 6124, SOW 6342, SOW 6362, SOW 6438, SOW 6236
  23. Corequisites:
  24. Course Description: Students will complete an independent project which requires the synthesis of content from their theoretical, research, practice, field, and policy courses and the application of this content to a current field practicum case.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
  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? All MSW students are required to take and pass this course. It is the capstone or cumulative course for the MSW degree.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) No other qualifications are required.
  29. Objectives: The course objectives are: to view a case study through the lens of health, illness, and disability and to assist students’ in summarizing and integrating their learning in preparation to utilize it in current practice and in their professional careers
  30. Learning Outcomes: After the completion of this course the student will:

    1. Research and apply knowledge of diverse populations to enhance client well-being

    Measurement: Annotated Bibliography

    2. Identify and use practitioner/client differences from a strengths perspective

    Measurement: Capstone Project

    3. Contribute to the theoretical knowledge base of the social work profession through practice- based research.

    Measurement: Capstone Project

  31. Major Topics: Integration of academic curriculum and field

    Social Work Theory

    Social work practice

    Case study

  32. Textbooks:
  33. Course Readings, Online Resources, and Other Purchases: There are no other purchases required.
  34. Student Expectations/Requirements and Grading Policy: GRADING SCALE

    Annotated Bibliography 50 points

    Capstone Project 150 points

  35. Assignments, Exams and Tests: COURSE REQUIREMENTS

    Annotated Bibliography-

    The purpose of this assignment is to gather research knowledge on the specific physical condition/disease/illness which will be the focus of the client system for the Capstone project. Students should develop an annotated bibliography (1-2 paragraph summary) for each of their 8-10 professional references. Students should be sure to include references representing diverse populations, not just the population represented by the client/client system. Worth 50 points. See Rubric in the Appendix.

    Capstone Project-

    The purpose of this assignment is to expand theoretical understanding of the multi-systemic issues related to direct practice with individual and family systems in which individual members have specific physical conditions, medical diseases or illnesses. The paper focuses on theoretical constructs, micro and macro systems issues and interventions, and practice research methods. Worth 150 points.

    Students should base the focus of the paper on identifying a client system in which a member(s) has a chronic or life threatening physical disease or disability.

    Note: Students should consult instructor for approval regarding disease/disability


    All papers should reflect strong, written graduate academic work {substance, organization, clarity, citations, and originality}. APA style is required with the exception that an abstract is not required. APA style reference page(s) is mandatory. This paper will be submitted through safe assign.

    Maximum paper length: 20 pages including Reference page(s) and excluding Title page

    Students must obtain a minimal score in all eight areas outlined in order to receive a B (85%) or better. If the score is below minimal in any section, a second instructor will evaluate the paper. If a paper is not given a B grade or better, a remediation process will ensue.

    The remediation process is:

    • The student will be allowed to rewrite the sections that received a below minimal grade

    • If a student’s overall score remains below a B (85%) on the rewritten Comprehensive Examination, the student will fail this requirement and will not be allowed to graduate.

    See Appendix grading rubric.

    Successful completion is required for clearance for graduation.

    1. Briefly describe the individual client system that will be the focus of the paper. Identify members of the client system and include relevant identifying information. Complete a description of the specific physical condition, medical disease/illness and its process. Minimally, the description should include symptoms, etiology, onset, and typical course including progression/outcome, and treatment. (1.5- 2 pages).

    2. Describe the normative psychosocial responses that might be expected of the identified individual and family system (given onset, course, outcome, level of incapacitation, other significant factors) based on individual and family theoretical perspectives. Important: be sure to thoroughly describe 1-2 specific theoretical perspectives for both individual and family systems. Discuss how these provide a framework for understanding individual/family context. (3-4 pages)

    3. In considering other individual and families systems that experience the same physical condition or medical illness, identify and describe some variations in psychosocial responses that may be anticipated based on multicultural perspectives including consideration of culture, age, sexual orientation, SES, and gender influences. Provide examples to demonstrate how these factors contribute to the range of normative responses. In addition, identify differences between the client system and yourself (the practitioner) and discuss possible strengths as well as challenges (2-3 pages)

    4. Drawing from evidence based practice theories, explicate the issues influencing direct practice with the individual and family client systems having this specific condition/disease/illness. Specify applicable practice theories and address how multicultural perspectives may influence practice issues and interventions. (2-3 pages)

    5. Identify and discuss possible systemic and environmental factors that influence conditions contributing to the health issues/problem, illness or disease in question and intervention/ treatment, and prevention (if relevant). (1-2 pages)

    6. Identify relevant macro policy issues and discuss what strategies can be utilized by you as a practitioner to influence change on a macro policy level. Give specific examples to demonstrate strategies. (2-3 pages)

    7. Based on the research you reviewed for the Annotated Bibliography regarding the condition/disease/illness, identify two possible research questions that may be explored to help us better understand how to work with clients with this condition/ disease/illness. Describe a specific research study that a social worker as a direct practitioner would undertake to answer research questions. Be sure to describe your methodology (i.e., sampling, measurement, design etc.) thoroughly. (2-3 pages)

    Assignment Due Dates:

    Students are expected to read assigned materials before the scheduled date on which they will be addressed. All assignments should be turned in on the date on which they are due to receive full credit for the work. The Capstone paper must be completed and a grade of 85% or above for each section and for the total paper must be earned for students to pass this mandatory course. Late papers will accrue 5 points off the total paper for each late calendar day.

  36. Attendance Policy: 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: (

    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.

  37. Policy on Make-up Work: ACADEMIC DISHONESTY POLICY

    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

    Procedures for Alleged Academic Dishonesty or Disruption:

    Student Academic Grievance Procedures –

  38. Program This Course Supports: MSW
  39. Course Concurrence Information:

- if you have questions about any of these fields, please contact or