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Graduate Course Proposal Form Submission Detail - SOW6114

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Current Status: Approved by SCNS - 2012-05-15
Campus: Tampa
Submission Type: Terminate
Course Change Information (for course changes only): This course is being terminated because it no longer serves a need for accreditation and new courses which are needed for accreditation purposes will need to take it's place.
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


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2752 2012-02-08
     
    Department College Budget Account Number
    Social Work BC 0-1261-000
     
    Contact Person Phone Email
    Lisa Rapp-Paglicci 8139741809 lrapp@usf.edu

  2. Course Information

    Prefix Number Full Title
    SOW 6114 Individual growth & Development theory

    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

    Prerequisites

    Corequisites

    Course Description

    This course offers an in-depth examination of individual psychological development within a social structural framework which emphases the cultural diversity inherent in normative psychological development.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    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?

    This course is no longer needed as it does not meet the content requirements for our accrediting body.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    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.


  4. Other Course Information

    A. Objectives

    Course Objectives

    After completing this course students should be able to:

    Knowledge Objectives:

    1. Demonstrate an understanding of the integration of social structural perspectives with

    psychological explanations of human behavior;

    measurement: paper; presentation, in-class exercises and discussion

    2. Demonstrate an understanding of the cultural context of personality development as

    exemplified in the social constructs of race/ethnicity, social class, gender and sexual

    orientation and their effects on "normative" psychological development;

    measurement: paper; presentation, in-class exercises and discussion

    3. Demonstrate an understanding of how social and cultural forces help to shape coping and

    adaptation tasks from a race/class/gender/sexual orientation perspective;

    measurement: paper; presentation, in-class exercises and discussion

    4. Demonstrate an understanding of personality strengths and vulnerabilities as they relate to

    one's multiple social locations in the race/class/gender/sexual orientation paradigm;

    measurement: paper; presentation, in-class exercises and discussion

    5. Demonstrate an understanding of the diversity of healthy defense mechanisms from a

    race/class/gender/sexual orientation perspective;

    measurement: paper; presentation, in-class exercises and discussion

    Skill Objectives:

    1. Analyze and critique, from a race/class/gender/sexual orientation paradigm,

    traditional psychodynamic theories of personality development, including theory on

    separation and individuation;

    measurement: paper; presentation, in-class exercises and discussion

    2. Analyze and critique the usefulness of other theories of personality development, specifically

    social learning and cognitive theories, from a race/class/gender/sexual

    orientation perspective;

    measurement: paper; presentation, in-class exercises and discussion

    3. Apply culturally informed (from a race/class/gender/sexual orientation perspective)

    concepts and processes of ego adaptation to real life situations;

    measurement: paper; presentation, in-class exercises and discussion

    4. Apply the theme of loss to psychological development, including the development of

    personality strengths and increased coping capacity as a consequence of loss;

    measurement: paper; presentation, in-class exercises and discussion

    Value Objectives:

    1. Apply the concept of empowerment to healthy personality development and the building of

    ego strengths from a race/class/gender/sexual orientation perspective;

    measurement: paper; presentation, in-class exercises and discussion

    2. Examine one’s own personal values and expectations in relation to the diverse

    coping mechanisms of individuals who may differ significantly from ourselves.

    measurement: paper; presentation, in-class exercises and discussion

    B. Learning Outcomes

    Students will:

    Understand human growth and development theories

    be able to critique and evaluate theories

    Understand how cultural and social forces affect development

    Apply theories

    C. Major Topics

    Human growth and development

    Major Human Behavior theories

    Influence of culture, social issues on development

    D. Textbooks

    Robbins, S., Chatterjee, P., Canda, E. (2006). Contemporary Human Behavior Theory: A

    Critical Perspective for Social Work (2nd edition). Boston: MA: Allyn and Bacon.

    E. Course Readings, Online Resources, and Other Purchases

    No other purchases required for course.

    F. Student Expectations/Requirements and Grading Policy

    Student grades will be based on the following areas of performance:

    Group Presentations 50

    Theoretical Paper 100

    In-Class Case study #1 25

    In-Class Case study #2 25

    Total 200

    G. Assignments, Exams and Tests

    COURSE REQUIREMENTS:

    1. Group Presentations (50 pts.)

    Students will organize themselves into groups and will be randomly assigned a theory. The group will be responsible for teaching the theory including its pertinent terms and concepts to the class and then will be expected to thoroughly critique the theory and discuss its relevance to current social work assessment and practice. Outside references beyond the text will need to be used. Power point presentations are required, as are handouts of the slides for the students and Professor. Students may be creative in communicating some of the content, however, guest speakers and videos longer than 10 minutes will not be allowed. Students need to work equally and share responsibility for the presentation as grades will be assigned based on individual and group performance (see grading rubric at back of syllabus). The audience will be prepared to ask questions of the group. The group should present for 75 minutes, with questions to follow. The group will turn in Pp slides, any additional handouts, and a bibliography to the Professor at least 3 days before the presentation.

    2. Theoretical Paper (100 pts.)

    Students will choose a different Human Behavior theory from the one they presented on and briefly summarize the theory. Using current research literature, including some empirical studies (articles, books, book chapters, etc.) describe how the theory or forms of the theory is used in modern day social work practice (micro, mezzo, and macro). Provide examples. In addition, discuss the limitations of the theory and how or where it is unable to be used in modern social work practice. Approximately 8 -10 pages including references. Late papers will receive 10 points off. Use APA style. Include a reference page containing at least 6 references besides the textbook (See grading rubric at back of syllabus).

    3 In-Class Case Assignments (50 pts. 25 points each)

    Students will participate in two planned in-class exercises. Case A and Case B. These exercises will consist of evaluating cases from an assigned theoretical perspective. Students may use books, notes, and handouts to complete the case. Students who miss class may make-up the exercise only with instructor approval and appropriate documentation regarding the absence.

    H. Attendance Policy

    Students are expected to be on time and prepared to participate when class begins as well as be present throughout the entire class meeting. Classroom exercises, discussions, role plays, guest speakers and other in-class and online experiential exercises are essential for a student’s professional learning and continued development of self awareness. This form of learning can not be “made up” once missed. Accordingly, attendance is required at all class meetings, including online classes. There are no excused absences (except for military leave, jury duty, or religious holidays that are planned in advance). A student is considered absent if he/she arrives more than 30 minutes late to class, leaves 30 or more minutes early or does not come to class or does not participate in online course work. Students are allowed to miss 1 class (if classes meet once per week) or 2 classes (if classes meet twice a week) without penalty. After that, 5% off of the total grade will be deducted for each missed class. Students are responsible for any missed material due to absences or lateness.

    If a student misses more that 20% of classes or 3 classes, he/she will automatically receive an “F” for the course.

    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.

    1. Come to each class session, come on time, stay for the entire class period, and return on time from breaks. Failure

    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,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    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

    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.

    • Procedures for Alleged Academic Dishonesty or Disruption: http://www.ugs.usf.edu/catalogs/0608/adadap.htm

    • Student Academic Grievance Procedures -- http://www.ugs.usf.edu/catalogs/0608/arcsagp.htm

    J. Program This Course Supports

    MSW


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.