University Studies Course Approval Request

WINONASTATEUNIVERSITY

PROPOSALFORUNIVERSITY STUDIES COURSES

Department ______Child Advocacy Studies_(CAST)______Date _____02/28/07______

_____302____Global Child Advocacy Issues______3__

Course No.Course NameCredits

This proposal is for a(n)___X___ Undergraduate Course

Applies to:______Major___X___ Minor

_____ Required___X__ Required

_____ Elective_____ Elective

University Studies (A course may be approved to satisfy only one set of outcomes.):

Course Requirements:

Basic Skills:Arts & Science Core:Unity and Diversity:

___ 1. College Reading and Writing___ 1. Humanities___ 1. Critical Analysis

___ 2. Oral Communication___ 2. Natural Science ___ 2. Science and Social Policy

___ 3. Mathematics__ 3. Social Science_X_ 3. a. .Global Perspectives

___ 4. Physical Development & Wellness__ 4. Fine & Performing Arts__ b. Multicultural Perspectives

_ 4. a. Contemporary Citizenship

_ b. Democratic Institutions

Flagged Courses:_____ 1. Writing

_____ 2. Oral Communication

_____ 3. a. Mathematics/Statistics

_____ b. Critical Analysis

Prerequisites ______None______

Provide the following information (attach materials to this proposal):

Please see “Directions for the Department” on previous page for material to be submitted.

Attach a University Studies Approval Form.

Department Contact Person for this Proposal:

______

Name (please print)Phonee-mail address

[Revised 9-05]
WINONASTATEUNIVERSITY

UNIVERSITY STUDIES APPROVAL FORM

Routing form for University Studies Course approval. Course___302 Global Child Advocacy Issues______

Department Recommendation_____ Approved_____ Disapproved
______
Department Chair Datee-mail address
Dean’s Recommendation_____ Approved_____ Disapproved*
______
Dean of College Date
*In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall be provided to the University Studies Subcommittee.
USS Recommendation_____ Approved_____ Disapproved_____ No recommendation
______
University Studies Director Date
A2C2 Recommendation_____ Approved_____ Disapproved
______
Chair of A2C2 Date
Faculty Senate Recommendation_____ Approved_____ Disapproved
______
President of Faculty Senate Date
Academic Vice President Recommendation_____ Approved_____ Disapproved
______
Academic Vice President Date
Decision of President_____ Approved_____ Disapproved
______
President Date
Please forward to Registrar.
Registrar ______Please notify department chair via e-mail that curricular change has been recorded.
Date entered

[Revised 9-05]

University Studies Course Approval Request

Department or Program: Child Advocacy Studies

Course Number: 302

Semester Hours: 3

Frequency of Offering: Annually initially, if enrollment increases every semester.

Course Title: Global Child Advocacy Issues

Catalog Description: This course is a core course for child advocacy studies minor. The purpose of this course is to prepare students to recognize child advocacy issue around the world. The course is designed for students majoring in criminal justice, education, social work, sociology, psychology, nursing, paralegal, or other areas where knowledge of child maltreatment and advocating for children will be necessary. Multidisciplinary approaches to advocacy in different countries throughout the world will be presented and discussed. This course is approved as a University Studies course under the category of Unity and Diversity: Global Perspectives.

This is an existing course previously approved by A2C2: Yes

This is a new course proposal: Yes. Please see course proposal syllabus attached.

Department Contact Person: Dr. Jacqueline Hatlevig, CAST

University Studies Approval is requested in: Unity and Diversity: Global Perspectives

Attachments: The syllabus explains the learning and requirements for students enrolled in the course. It also links the course objectives and the course schedule with those objectives from the global perspectives category of Unity and Diversity courses. Examples of assignments in addition to essays and exams provide examples of designed learning experiences related to the global perspectives objectives and are listed under the evaluation section in the syllabus. Additionally included at the end of the course schedule is a summary to briefly explain how these assignments will be used as parts of the course.

The following explains how this new course will meet the Global Perspectives objectives:

Global Perspectives

The purpose of the Global Perspectives requirement in University Studies is to improve students' understanding of the growing inter-relatedness of nations, people, and the environment, and to enhance students' ability to apply a comparative perspective to cross-cultural social, economic, political, spiritual and environmental experiences. Courses that fulfill the global perspectives requirement must address at least two of the following outcomes:

These courses must include requirements and learning activities that promote students' abilities to:

understand the role of the world citizen and the responsibility world citizens share for their common global future.

For instance, in a paper or a class presentation students will be evaluated with regard to their analysis of the importance being a child advocate in a global society as an important professional role and develop advocacy skills such as initiating change at the local, regional, national and world level.

describe and analyze social, economic, political, spiritual or environmental elements that influence the treatment of children and families within their environment. In addition, the topic of maltreatment will be discussed.

Case studies of children from different cultural communities around the world will be evaluated on their analysis of the socio-cultural elements that had a determinative influence on their life and the life of their family.

Identify and analyze specific global issues, illustrating the social, economic, political, spiritual, or environmental differences that may affect their resolution.

For instance in an essay or presentation, students will be evaluated based upon their ability to describe and analyze how specific socio-cultural differences and/or perceived differences were influential or determinative in responses to specific global issues.

WINONASTATEUNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Course or Program______302 Global Child Advocacy Issues______

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1.Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This program will be taught by faculty from Nursing. This is one of the required courses for the interdisciplinary minor for professionals in child protection. The NationalChildProtectionTrainingCenter on campus will contribute $15,000 per semester to replace faculty salary for the departments. See MNSCU application for financial information. Each GCAI course offering will have 30 students.

2.What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

Currently three CAST (Child Advocacy Studies) courses are offered: CAST 301, the introductory course, and CAST 401 and 402. These three core course comprise the courses necessary to obtain a certificate in CAST. Enrollment in CAST 301 has consistently been 35 per section. Enrollment in CAST 401 and 402 is set at 15 persons. Both of these courses have a 1 credit lab. As this program grows, we anticipate that enrollment will increase so that each course will average at least 30. There are no courses currently being offered that duplicate current offerings.

3.What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

Currently, money from the National Child Protection Training Center (NCPTC) have been used for course development, copying and instructional resources. Two offices in the new MaxwellCenter will be for CAST faculty and the secretary for the NCPTC will provide 15-25% services to the CAST department. The new equipment, e.g. copy machine, office equipments, etc. will be supplied through the $11.4 million appropriations for the NCPTC building. If the minor is approved, nursing will request Dr. Jacqueline Hatlevig to have a joint appointment in liberal arts and nursing. Dr. Hatlevig will cover the core course work for next year as Dr. Carole Madland will be on sabbatical in 2007-2008.

In addition, the GCAI course is proposed as a university studies course. Enrollment will be 30 each offering.

[Revised 9-05]
WINONASTATEUNIVERSITY

APPROVAL FORM

Routing form for new and revised courses and programs.Course or Program_____Child Advocacy Studies______

Department Recommendation
______
Department Chair Datee-mail address
Dean’s Recommendation_____ Approved_____ Disapproved
______
Dean of College Date
A2C2 Recommendation_____ Approved_____ Disapproved
______
Chair of A2C2 Date
Graduate Council Recommendation_____ Approved_____ Disapproved
(if applicable)
______
Chair of Graduate CouncilDate
______
Director of Graduate StudiesDate
Faculty Senate Recommendation_____ Approved_____ Disapproved
______
President of Faculty Senate Date
Academic Vice President Recommendation_____ Approved_____ Disapproved
______
Academic Vice President Date
Decision of President_____ Approved_____ Disapproved
______
President Date
Please forward to Registrar.
Registrar ______Please notify department chair via e-mail that curricular change has been recorded.
Date entered

Form Revised 4-13-05

WINONA STATEUNIVERSITY

COLLEGE OF LIBERAL ARTS

Course Title: CAST 302 Global Child Advocacy Issues

Course Credit: 3 credits

Faculty: Jacqueline Hatlevig Ph.D., RNC

Catalog description

This course is a core course for child advocacy studies minor. The purpose of this course is to prepare students to recognize child advocacy issue around the world. The course is designed for students majoring in criminal justice, education, social work, sociology, psychology, nursing, paralegal, or other areas where knowledge of child maltreatment and advocating for children will be necessary. Multidisciplinary approaches to advocacy in different countries throughout the world will be presented and discussed

UNIVERSITY STUDIES: This course is approved as a University Studies course under the category of Unity and Diversity: Global Perspectives.

These courses must include requirements and learning activities that promote students' abilities to:

Understand the role of the world citizen and the responsibility world citizens share for their common global future.

Many of our other Global Studies University Studies approved courses focus on world citizenship and our responsibilities toward global or regional issues. This course will focus on our global citizenship responsibilities related to child advocacy issues. How to advocate globally for children from diverse cultural backgrounds and address multilevel system change is a major focus of this course. For instance, in the final paper students will be evaluated with regard to their analysis of the importance being a child advocate in a global society as an important professional role and develop advocacy skills such as initiating change at the local, regional, national and world level.

Describe and analyze social, economic, political, spiritual or environmental elements that influence the treatment of children and families within their environment. In addition, the topic of maltreatment will be discussed.

This course will focus on how cultural, social, economic, political and environmental factors would affect the daily life of children and professionals of different countries as well as require knowledge and sensitivity in intercultural communication. Case studies of children from different cultural communities around the world will be evaluated on their analysis of the socio-cultural elements that had a determinative influence on their life and the life of their family.

Identify and analyze specific global issues, illustrating the social, economic, political, spiritual, or environmental differences that may affect their resolution.

Here we will examine how global and cultural factors and relationships including in our classroom and within international organizations affect certain global issues. We plan to look at a several cases studies and role play in the class room in order to analyze this in terms of cultural encounters. For instance, in their weekly presentations, students will be evaluated based upon their ability to describe and analyze how specific socio-cultural differences and/or perceived differences were influential or determinative in responses to specific global issues.

Major focus and objectives of the course.

The course is designed to increase student understanding of the lives of a children growing up in various countries around the globe. The purpose of this course is to prepare students to recognize health, maltreatment, cultural, religion, politic, and social advocacy issues in the child’s country that effect the welfare and well-being of the child.

The overall goal of this course is to increase understanding of the role of the advocate and be able to demonstrate advocacy skills for a chosen population. This course is a required course for the Child Advocacy Studies Minor. Courses in the CAST minor emphasize multidisciplinary, experiential, ethical, evidence based practice, culturally sensitive content, evaluation research, child advocacy, and political and social change in the study of child abuse and neglect.

This goal will be addressed through the following objectives:

Students completing this course will be able to:

Assess the cultural, political, religion, economic and social issues influencing the welfare of the child and his or her family.
Familiarize hisself/herself with the laws related to child maltreatment for a selected country.
Describe the role of professionals from different disciplines that provide services for children and their families for a selected country.
Describe international court-based and dispute resolution strategies in global child advocacyBecome familiar with legislative strategies and social movements in selected countries.
Identify community education and interventions related to child abuse prevention in selected countries.
Describe integrated strategies for child advocacy used in selected countries.
Discuss the role of interdisciplinary approaches in advocating for the rights of children.
Explain how issues of race, class, sexual orientation, religion, gender and social justice can influence advocacy with children who have been maltreated
Explain the role of the child advocate in addressing social justice and in promoting a non-violent society.

Topical Outline

I. Introduction to assessment of global social, political and economic factors in child

Advocacy

A. Global political factors, e.g. U.N. declaration of children’s rights

B. Global social factors, e.g. poverty and education

II. Introduction to assessment of global cultural and religious factors in child advocacy.

A. Global cultural factors, e.g. racism

B. Global religious factors, e.g. dominance of religion within a culture

III. Assessing factors related to the acceptance of interpersonal violence

A. Power within the family

B. History of violence in the culture

IV. Assessing the rights of women, disabled, and other marginalized populations with a

country.

A. Sex trafficking

B. Perceptions of deviant behaviors, abnormal, unhealthy, elderly and unproductive members of society.

C. The “ideal” family

V. Assessing ethical and moral values within a culture

A. Family configuration

B. Providers of ethical and moral values

C. Enforcers of ethical and moral values

VI. Legislative strategies and social movements

A. Promotion of children’s health e.g. immunization

B. Mandated reporting

C. Mandatory education

D. Care of impoverished children

E. Responsibilities of parents

F. Adoption and foster care

G. Abduction by non-custodial international parents

VII. Court based dispute resolution strategies

A. Civil resolutions

B. Criminal resolutions

C. Mediation

VIII. Community Education and interventions related to child maltreatment and

prevention

A. Violence prevention programs and anti-violence organizations

B. Advocacy organizations

IX. Integrative strategies

A. Advocating for survivors of violence

1. Adolescent survivors

2. Adult survivors

3. Lesbian and gay survivors

B. Advocating for specific populations

XII. Advocacy in the future-Multilevel system change

1. Implementing advocacy plans

2. Changing the acceptance of violence

3. Increasing societal commitment to children and families

4. Funding

5. Local community support

3. Basic instructional plan and methods

Assignments
Weekly presentations-Students will choose a country and explore the cultural assessment factors presented during class for the people in their country. Every other week the students will present information about the people in their country based on the topic from the previous week. In example, if the topic is social and legislative initiatives related to child advocacy, the student would research this area for their assigned country and describe these initiatives for their classmates. Students will also be expected to analyze the status of child advocacy and discuss advocacy interventions that may increase the rights of these children. Countries that will be included are: Afghanistan, Australia, Argentina, Banglidesh, Bosnia, Brazil, Cambodia, Chile, China, Congo, Columbia, Cuba, Denmark, Egypt, Ecuador, Ethiopia, Finland, Germany, Guatamala, Japan, Kenya, North Korea, Haiti, Honduras, Israel, Ireland, Lebanen, Libya, Madagascar, Mexico, Mongolia, New Zealand, Pakistan, Poland, Russian, Somalian, South Africa, Sri Lanka, Thailand, Tunesia, Turkey, U.S., U.K., Zambia. Other countries may be selected as needed at

Presentations will include: Review of the information regarding the topic including peer reviewed journal articles, evaluated websites, information from the country such as government agencies, adoption agencies etc. (This assignment meets the criteria for University Studies under the category of Unity and Diversity: Global Perspective).

Evidence based practice paper and oral presentation on a global child advocacy issue. This scholarly paper will be 20 pages in length. Students will choose a country and describe the following: identified child advocacy problems in the country, sex-trade trafficking, position on the U.N. declaration of children’s rights, usual family configuration and treatment of the child and other relevant health and welfare issues. Students will: develop an annotated bibliography, an outline, a rough draft for peer review and present a 10 minute synopsis of completed paper to classmates. Specific grading criteria will be given out at the beginning of class 20%(This asssignment meets the criteria for University Studies under the category of Unity and Diversity: Global Perspective).