Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - RCS6030
Tracking Number - 5306
Edit function not enabled for this course.
Current Status:
Removed from DB by orginator - 2016-05-18
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only): n/a
Comments: Elective - Rehab and Ment Hlth Coun. To GC. Needs Rev. Withdrawn by College
Detail Information
- Date & Time Submitted: 2015-10-17
- Department: Child and Family Studies
- College: BC
- Budget Account Number:
- Contact Person: Chih-Chin Chou
- Phone: 8139746233
- Email: chouc@usf.edu
- Prefix: RCS
- Number: 6030
- Full Title: CRITICAL THINKING SKILLS AND COLLABORATIVE RELATIONSHIPS
- Credit Hours: 3
- Section Type: O -
Other
- Is the course title variable?: N
- Is a permit required for registration?: Y
- Are the credit hours variable?: N
- Is this course repeatable?: N
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Critical Thinking & Collaborat
- Course Online?: O -
Online (100% online)
- Percentage Online: 100
- Grading Option:
R - Regular
- Prerequisites: RCS 5035
- Corequisites:
- Course Description: The course includes a series of assignments and exercises to build critical thinking skills with emphasis on the counseling relationship and collaborative interactions.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
- 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 being offered as part of a Rehabilitation Services Administration Long Term Training Grant. Grant scholars will be required to take the course. Students outside the program and non-degree seeking students will be eligible to take the course. Permits will be required to allow seating preference for grant scholars.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) A doctorate in rehabilitation counseling or related field is required to teach this course. Exceptions may be made for professionals who hold a masters degree with experience in teaching critical thinking skills and/or collaboration courses at the graduate level.
- Objectives: 1. Develop critical thinking skills necessary for effective problem solving.
2. Develop skills necessary for identification and effective use of inference in clinical settings.
3. Provide information and skills necessary for decision making and evaluation in clinical settings.
- Learning Outcomes: 1. Students will be able to utilize logic and reasoning to identify the strengths and weaknesses of alternative solutions.
2. Students will be able to identify and utilize logical conclusions or approaches to locate/utilize problems and to make informed decisions using evidence-based solutions to make informed decisions.
3. Students will demonstrate improvement in logical thinking through discussions, case studies, and a critical thinking topical research paper.
4. Students will develop collaboration skills through group work to complete a community relationships development project.
- Major Topics: Critical thinking
Problem solving
Inference
Decision making
Collaboration
Principles of networking
- Textbooks: Gambrill, Eileen. (2012). Critical Thinking in Clinical Practice: Improving the Quality of Judgments and Decisions. Wiley. Retrieved 11 October 2015, from http://www.myilibrary.com?ID=450176
- Course Readings, Online Resources, and Other Purchases: Additional readings will be available through Canvas.
- Student Expectations/Requirements and Grading Policy: Course Requirement Percent of Grade
Case Studies 30%
Critical Thinking Paper 25%
Collaboration Project 25%
Discussion Posts 20%
- Assignments, Exams and Tests: Case Studies: Case studies will be utilized to develop and assess students’ critical thinking skills and processes. Students will learn to objectively analyze a situation by gathering information from all possible sources, and then evaluate both the tangible and intangible aspects and the implications of any course of action. For each case study students will:
1. identify the problem, relevant information, and uncertainties
2. explore interpretations and connections
3. prioritize alternatives and communicate conclusions
4. integrate, monitor, and refine strategies for re-addressing the problem
Critical Thinking Paper:
• Identify your topic (get instructor approval)
• What do you already know about the topic?
• What prejudices and/or opinions do you hold about the topic?
• What resources are available to you to learn more about the topic?
• How did what you learned shape your thoughts on the topic? What new insights or perspectives have you gained?
• How will these new insights/perspectives influence the way you utilize the information in the future?
Collaboration Project: Students will be assigned to a small group with a common goal that will require collaboration and the development of community relationships.
Sample project: Students will work with a job seeker with a disability to 1) identify potential career options; 2) define services and supports necessary to reach the employment goal; 3) create a blueprint/plan for achieving the employment goal; 4) identify and develop appropriate community partnerships to assist the job seeker to achieve the employment goal.
Create a team action plan:
• Shared purpose: Make sure the group has shared goals and the same understanding of what needs to be achieved.
• Shared power: Identify the strengths that each member brings to the table.
• Mutual respect and trust: These two features need to be held not only in the beginning of collaboration but throughout the process. Part of this is making sure each member does what they say they will do.
• Shared indicators of progress: Checking up on progress and finding out what works and doesn’t work will help better realize the overall goal.
Discussion Posts:
Students will be required to post responses to real world issues and to comment on the posts of their peers.
NOTE: There is no midterm or final exam in this class.
- Attendance Policy: Attendance and Participation:
Students are expected to actively participate in all class activities and contribute to the academic discourse.
Course Attendance at First Class Meeting:
USF requires attendance at the first class so that the university can effectively utilize classroom space and ensure that all students have maximum opportunity to enroll in classes where demand exceeds availability of seats. Names of students who register prior to the first day of the term are printed on the first class roster for each course section. The first class roster is used by professors to drop students who do not attend the first day of class. Students having extenuating circumstances beyond their control and who are unable to attend the first class meeting must notify the instructor to the department prior to the first class meeting to request waver of the first class attendance requirement. Students who add course or late-register during the first week of classes will not be on the first class roll and, therefore, will not be dropped for nonattendance by the instructor. To avoid fee liability and academic penalty, the student is responsible for ensuring that he/she had dropped or been dropped from all undesired courses by the end of the 5th day of classes. Instructors will submit all first day attendance drops via Canvas.
(See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Religious Observance:
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. For further information, please refer to:
http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf
Emergencies:
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: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Canvas site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
NOTE: Class cancellation for weather, power outages, and other unforeseen circumstances is at the discretion of the University Provost.
- Policy on Make-up Work: “I” (Incomplete) Grade Policy:
An “I” grade indicates incomplete coursework and may be awarded to graduate and undergraduate students. If may be awarded to an undergraduate student only when a small portion of the student’s work is incomplete and only when the student is otherwise earning a passing grade. Until removed the “I” is not computed in the GPA for the student. The time limit for removing the “I” is to be set by the instructor of the course. For undergraduate students, this time limit may not exceed two academic semesters, whether or not the student is in residence, and/or graduation, whichever comes first. “I” grades not removed by the end of the time limit will be changed to “IF” or “IU,” whichever is appropriate. If an instructor is willing, he or she may accept work from a student after an “I” grade has changed to an “IF” or “IU” grade, and assign the student a final grade in the course, unless the student has graduated. Whether or not the student is in residence, any change to “IF” grades will be calculated in the cumulative GPA and, if applicable, the student will be placed on appropriate probation or academically dismissed. Students are not required to register for course in which they are only completing precious course requirements to chance an “I” grade. However, if a student wants to audit a course for review in order to complete course requirements, full fees must be paid.
Academic Integrity Regulation: http://regulationspolicies.usf.edu/regulations/pdfs/regulation-usf3.027.pdf
Academic Grievance Policy:
http://regulationspolicies.usf.edu/policies-and-procedures/pdfs/policy-10-002.pdf
- Program This Course Supports: Rehabilitation and Mental Health Counseling
- Course Concurrence Information: This course may be beneficial to any human services field (i.e.: Social Work)
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.