WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department ______Child Advocacy Studies______Date __February 28, 2007______
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.
______302______Global Child Advocacy Issues ______3______
Course No. Course Name Credits
This proposal is for a(n) ___X___ Undergraduate Course ______Graduate Course
Applies to: ______Major ___X___ Minor ___X__ University Studies*
______Required _X__ Required ______Not for USP
_____ Elective _____ Elective
Prerequisites ___None______
Grading method __X___ Grade only ______P/NC only _____ Grade and P/NC Option
Frequency of offering ______once a year_or more if demand increases______
*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.
Provide the following information:
A. Course Description
1. Catalog description.
2. Course outline of the major topics and subtopics (minimum of two-level outline).
3. Instructional methods utilized. Please indicate the contributions of lectures, laboratories, web-based materials, internships, and other instructional methods to this course.
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
5. Course materials (textbook(s), articles, etc.).
6. List of references.
B. Rationale
1. Statement of the major focus and objectives of the course.
2. Specify how this new course contributes to the departmental curriculum.
3. Indicate any course(s) which may be dropped if this course is approved.
C. Impact of this Course on other Departments, Programs, Majors, or Minors
1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)?
2. List the department(s), if any, which have been consulted about this proposal.
Attach a Financial and Staffing Data Sheet.
Attach an Approval Form with appropriate signatures.
Department Contact Person for this Proposal:
______
Name (please print) Phone e-mail address
Form Revised 4-13-05
WINONA STATE UNIVERSITY
COLLEGE OF LIBERAL ARTS
Proposal for New Courses
A. Course Title: CAST 302 Global Child Advocacy Issues
Faculty: Jacqueline Hatlevig Ph.D., RNC
1. 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. (If course passes all US requirements)
2. Course 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
1. Assignments
A. 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
http://www.factmonster.com/countries.html
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.
B. 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%
C. Exams (midterm plus final; 20+20) 40%
4. Course Requirements & Evaluation Methods
1. Final Paper 20%
2. Presentation of advocacy issues in class weekly 40%
3. Exams 40%
Grading Scale: 92 – 100 = A 65 - 73 = D
83 – 91 = B < 65 = F
74 – 82 = C
5. Required
Kumari, V. & Brooks, S. (2004). Creative Child Advocacy Global Perspectives. Sage Publications: Thousand Oaks, CA.
6. Resources
Library has access to data bases that include peer reviewed journals from around the globe. Numerous internet sources, such as the Child Abuse Clearinghouse, the Sexual Violent Resource Center and other governmental resources will be used to access journal articles.
Hope, K. (2005). Child Survival, Poverty and Labor in Africa. Journal of Children and
Poverty, 11 (1), 19-25.
MacMillan, H. L. & Canadian Task Force on Preventive Health Care. (2000). Preventive health care, 2000 update: Prevention of child maltreatment. CMAJ, 163(11), 1451-1458.
Myers, Berliner, Brierc, Hendrix, Jenny, & Read; The APSAC Handbook on Child Maltreatment, 2nd edition, Thousand Oaks, CA Sage, 2002.
Nicholson, A. (2006). The United Nations convention on the rights of the child and the need for its incorporation into a bill of rights. Family Court Review. Special Issue: The evolution of marriage, 44(1), pp. 5-30.
Pooja, C. , Chakraborty, T., Srivastava, N, & Sibnath, D. (2006). Short and long term
problems faced by the trafficked children: A qualitative study. Social Science
International, 22(1), pp. 167-182.
Rath, P.K. (2006). Child rights and disabilities: A case for the differently able. Social
Science International, 22(1), pp. 183-189
Robinson, M. (2006). Harnessing energies to make children’s rights a reality. Family
Court Review. Special Issue: Fourth Annual World Congress on Family Law and
Children's Rights, 44(3), pp. 343-349
Rubenson, B., Hanh, L., Hojer, B. & Johansson, E. (2005). Young sex-workers in Ho Chi Minh City telling their life stories. Childhood, 12 (3), pp. 391.
Training, Resource, Advocacy, and Information Network. (1994) The North American Resource Center for Child Welfare. Columbus, Ohio. http://www.ihs.trainet.com/trainet.htm
7. Students will be expected to find peer reviewed and/or other scholarly journals related to their country to supplement their readings.
B. Provide a rationale for the new course. The rationale should include the following item.
1. Statement of the major focus and objectives of the course.
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:
A. Assess the cultural, political, religion, economic and social issues influencing the welfare of the child and his or her family.
B. Familiarize hiself/herself with the laws related to child maltreatment for a selected country.
C. Describe the role of professionals from different disciplines that provide services for children and their families for a selected country.
D. Describe international court-based and dispute resolution strategies in global child advocacy.
E. Become familiar with legislative strategies and social movements in selected countries.
F. Identify community education and interventions related to child abuse prevention in selected countries.
G. Describe integrated strategies for child advocacy used in selected countries.
H. Discuss the role of interdisciplinary approaches in advocating for the rights of children.
I. Explain how issues of race, class, sexual orientation, religion, gender and social justice can influence advocacy with children who have been maltreated.
J. Explain the role of the child advocate in addressing social justice and in promoting a non-violent society.
2. Statement specifying how this course will contribute to the departmental curriculum.
This course provides an international perspective on child abuse and neglect. The legal rights of children vary significantly throughout the world. By exploring how children live in various countries, the student will be able to understand child advocacy throughout the world. Relates to CAST program objectives:
3. Explain the role of the child advocate in addressing social justice issues associated with intervention and prevention of child maltreatment, and in promoting social change that will result in fewer incidents of child maltreatment.
6. Explain how social issues of race, class, sexual orientation, religion, gender and social justice influence investigation of child maltreatment.
9. Participate proactively in change related to child advocacy in a complex global community.
3. Courses which may be dropped, if any, if this course is implemented.
This is a new course for a new minor. No courses will be dropped
C. Provide a statement of the impact of this course on other departments, programs, majors, and minors.
1. Clearly state the impact of this course on courses taught in other departments. Does this course duplicate the content of any other course? Is there an effect on prerequisites?
Global Child Advocacy focuses on child abuse and neglect throughout the world. This material is not covered in any other course on campus. The content of this course is not covered in prerequisites for the minor.
2. Would approval of this course change the total number of credits required by any major or minor of any department? If so, the department must indicate which departments are affected and explain carefully the effects of the course.
This course will not change the total number of credits required by any other major or minor. This course is a required course for the CAST minor.
3. If this course has an impact on the major or minor of any other department or any program, it is the responsibility of the department submitting the course proposal to send written notification to the department(s) or program(s) affected. State clearly which other programs are affected by this proposal and whether the other departments have been notified and/or consulted.
This course has no effect on the major or minor of any other department.
WINONA STATE UNIVERSITY
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 National Child Protection Training Center 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.