Graduate Course Proposal Form Submission Detail - PHC6593
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: Required for MSPH in Genetic Counc Conc. To GC. Approved 5/16/16 To USF Sys 5/18/16; to SCNS after 5/25/16. Mmbr 6438 apprpoved as 6593 eff 8/1/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5304 2015-10-16 Department College Budget Account Number Global Health PH 640800 Contact Person Phone Deborah Cragun 8139744232 firstname.lastname@example.org
- Course Information
Prefix Number Full Title PHC 6593 Professional Development in Genetic Counseling Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 1 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Prof Devel in Genetic Counsel Course Online? Percentage Online C - Face-to-face (0% online) 0
This course will prepare students to begin their career as an independent genetic counselor by fostering skills needed for lifelong learning and ongoing professional development.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
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 will be a required course for the proposed MSPH in Genetic Counseling which will ideally begin admitting new cohorts of students each fall beginning with Fall 2016. Additionally, this course will be required in the proposed sequence to meet the accreditation requirements of the Accreditation Council for Genetic Counseling (ACGC).
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.)
To teach in this course individuals should be Board Certified in Genetic Counseling and/or have a terminal degree in Public Health, Health Communication, Education, Psychology, or a related field.
- Other Course Information
1) Develop and/or update your curriculum vitae and cover letter
2) Employ effective interviewing skills and negotiation techniques
3) Describe the structure and purpose of genetics-related professional societies.
4) Identify opportunities for participation and leadership in professional organizations societies
5) List attributes of effective volunteer leaders
6) Describe how to advocate for genetic counseling clients and the profession, specifically through the development of position statements and through legislative efforts.
7) Recognize the importance of self-care and self-monitoring in your practice.
8) Accept responsibility for oneís own physical and emotional health as it impacts on professional performance
9) Determine which strategies you will use to help prevent burnout.
10) Understand current professional credentialing compliance and code of ethics.
11) Recognize and acknowledge situations that result in a real or perceived conflict of interest
12) Understand the methods, roles and responsibilities of the process of clinical supervision of trainees
13) Demonstrate the ability to provide effective feedback and instill autonomy, self-motivation and confidence in students
14) Identify resources to acquire skills to appropriately supervise trainees
15) Demonstrate an understanding of concepts important for the ABGC board certification examination
16) Plan a course of action for preparing for the board certification examination
B. Learning Outcomes
Demonstrate and utilize a depth and breadth of understanding and knowledge of genetics and genomics core concepts and principles
Follow guidance of the NSGC Code of Ethics
Ascertain and comply with current professional credentialing requirements, at the institutional, state, regional, and national level.
Recognize and acknowledge situations that result in a real or perceived conflict of interest.
Advocate for individuals, families, communities, and the profession
Identify genetic professional organizations and describe opportunities for participation and leadership
Display initiative for lifelong learning
Accept responsibility for oneís own physical and emotional health as it impacts on professional performance
Understand the methods, roles, and responsibilities of the process of clinical supervision of trainees
Engage in active reflection of oneís own clinical and supervision experiences
Identify resources to acquire skills to appropriately supervise trainees
Demonstrate understanding of the dynamics and responsibilities of the supervisor/supervisee relationship
C. Major Topics
Topics that will be covered will include CV development, interviewing and negotiating techniques, stress management and self-care, student supervision skills, practice-based issues, structure and purpose of genetics-related professional societies, professional leadership, and preparation for the ABGC certification examination.
None. Students provided readings through student information system.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
1. Pre-class assignments 14% (7 at 2 points each)
2. Final CV and cover letter 3%
3. Mock interview 3%
4. Participation 50% of grade and includes (50 points total)
-Active participation in skill-based activities
-Respect for peers and provision of appropriate feedback
-Attendance: Chronic tardiness (more than 2 times) and/or unexcused absence will result in a reduction in final class participation points
5. Practice questions given throughout the semester 10%
6. ABGC practice exam 20%
100 points total
A = 100-89.5%†††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††
B = 89.49-79.5%††††††††††††††††††††††††††††††††††††††††††††††††††††††
C = 79.49-69.5%†††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††
D = 69.49-59.5%†††††††††††††††††††††††††††††††††††††††††††††††††††††
G. Assignments, Exams and Tests
1. Pre-class assignments and readings
Students will be given readings and related pre-class activities/assignments that will be due on Canvas one hour before each class. In addition, a copy of these should be brought to class. These are meant to get students thinking about the topic for that day and prepare them for the in-class activities and discussion. Students should anticipate spending 2-3 hours outside of class completing readings/assignments and preparing for active participation in each upcoming class. Pre-class assignments are described briefly in the course calendar, and detailed instructions will be available in Canvas.
2. Content lectures and class discussions
During each class the director, instructors, guest lecturers and/or teaching assistants will provide information and lead discussions based on pre-class activities and readings.
3. National Society of Genetic Counselors meeting attendance
Attending a national and/or regional conference is a great way to become involved and network with other counselors and future colleagues. Thus we highly encourage all second year genetic counseling students to attend NSGC. Those who do not attend will be given an alternative assignment in lieu of the meeting.
4. Preparing for board certification
Becoming board certified is critical for all genetic counselors. To help students prepare for the certification exam, students will receive 1 or 2 practice questions routinely 2-3 times per week outside of class. They will have 48 hours to successfully complete these practice questions (which should only take a few minutes). In addition, students will review a list of topics included on the board examination and compile a list of those topics for which they feel least prepared. The final classes will be spent taking a practice exam and reviewing information from their list of topical areas they feel least prepared to tackle as well as information that is commonly missed on the practice exam.
H. Attendance Policy
Course Attendance at First Class Meeting Ė 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 Ė Registration - 4.0101,
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. Itís 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
All late assignments will be assessed a penalty of 1 point per day. Failure to complete any assignment will not be considered an excuse for being assigned an "I" grade in the course. Exceptions to this policy will be made only in the case of severe illness, documented family emergency, or similar problem.
Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated. Review USF policies on Disruption of the Academic Process and the Academic Integrity of Students at:
Plagiarism will not be tolerated and is grounds for failure. Review USF Academic Dishonesty and Disruption of Academic Process Policy at:
The University of South Florida has an account with an automated plagiarism detection service (Turnitin), which allows instructors and students to submit student assignments to be checked for plagiarism. I (the instructor) reserve the right to 1) request that assignments be submitted as electronic files and 2) submit studentsí assignments to Turnitin, or 3) request students to submit their assignments to Turnitin through the course site. Assignments are compared automatically with a database of journal articles, web articles, the internet and previously submitted papers. The instructor receives a report showing exactly how a studentís paper was plagiarized.
NOTE: An institution may not release a paper to a plagiarism detection software without the studentís prior consent unless all personally identifiable information has been removed, such as a studentís name, social security number, student number, etc.. Note that a paper/essay is considered an educational record and an institution may not ask a student to waive their rights under FERPA for the purpose of submitting papers to a plagiarism detection software.
For more information about Plagiarism and Turnitin, visit:
Plagiarism tutorial: http://davon.etg.usf.edu/share/plagiarism/story.html
J. Program This Course Supports
Master of Science in Public Health (MSPH) Genetic Couseling
- Course Concurrence Information
Master of Science in Public Health (MSPH)