Social Work as a Leader in Interdisciplinary Education: An LGBTQ - - PowerPoint PPT Presentation

Social Work as a Leader in Interdisciplinary Education: An LGBTQ Studies Minor

Elaine M. Maccio, Ph.D., LCSW Amy L. Wright, LMSW Louisiana State University Baton Rouge, LA, USA

Social Work

Overview

• Social justice expertise and diversity

education leaders

• Mutual benefit of interdisciplinary
• pportunities

Learning Goal & Objectives

Goal: To promote social work leadership in interdisciplinary education

• Obj. 1: Articulate the value in having social work take a

leadership role

• Obj. 2: Identify social work opportunities
• Obj. 3: Apply strategies for implementation

Background

“[L]esbian and gay studies (or as it is also known, ‘queer studies’) is a minor growth industry, one of the very few fields to emerge in a shrinking academic job market.”1

1 Garber, L. (1994). Introduction. In L. Garber (Ed.), Tilting the tower: Lesbians, teaching, queer subjects. New York,

NY: Routledge.

Background

• Social sciences  humanities2
• Social work: social justice expertise,

leader in diversity education

• Think outside the social work box
• Case example

2 Pottie, L. M. (1997). Cross-border shopping and niche marketing: Academic economies and lesbian and gay

• studies. College Literature, 24(1), 183-193.

Methods

• Proposed to the director an LGBTQ

studies minor.

• Develop an introductory course to

determine student interest in such a topic.

• Offered “Introduction to LGBTQ Studies”

(19 students)

Methods

• Proposed the minor:
• writing a justification
• developing a program description and a list of

courses

• obtaining permission from department chairs
• Minor approved and added to the

general catalog

Methods

• 19 courses identified
• 10+ departments represented

January 2012: LGBTQ Studies Minor proposed to SW director October 2012: Application to add “Introduction to LGBTQ Studies” as a special topics course November 2012: Course approved January 2013: “Introduction to LGBTQ Studies

• ffered as a

special topics course (N = 19) October 2013: Application submitted to make “Intro” a permanent course and “LGBTQ Studies” a new minor November 2013: Course and minor approved August 2014: Application to make “Intro” a Gen Ed course; LGBTQ Studies Minor launched January 2015: Four courses added as minor- eligible February 2015: “Intro” approved as Gen Ed course; 3 students enrolled in minor Fall 2014: “Intro” course

• ffered a

second time (N = 19) Fall 2015: “Intro” course

• ffered a third

time (N = 39) September 2015: 6 students enrolled in minor

Results

• LGBTQ Studies Minor introduced in fall 2014

Results

• Core course
• Spring 2013 (19)
• Fall 2014 (19)
• Fall 2015 (39)
• Fall 2016 (50)
• Core course made General Education

eligible

• Additional permanent and special topics

courses

Results

• Clause added

to catalog

• Student

evaluations

• Favorable

publicity locally, regionally, and nationally

Conclusion

• Impetus for LGBTQ studies minor:

1) Gap in the curriculum covering LGBTQ issues 2) Absence put the university behind the curve and at a competitive disadvantage

• Benefits:

1) Exposure to a culture not previously covered, acknowledgement on their transcripts 2) University attractiveness and competitiveness 3) School gets credit and introduces students to social work

Contact

Elaine M. Maccio, Ph.D., LCSW

emaccio@lsu.edu

Amy L. Wright, LMSW

awrig13@lsu.edu