Completed Workflow

Approval Path

Fri, 30 May 2025 18:06:42 GMT
Janice Nave-Abele (Curriculum Management, Curriculum Coordinator) (janice.nave-abele): Approved for Curriculum Management Programs
Sat, 31 May 2025 02:58:45 GMT
Belinda Sykes (Office of the Registrar, Catalog & Curriculum Coordinator) (belinda.sykes): Approved for Catalog Coordinator
Tue, 03 Jun 2025 17:25:28 GMT
Devin Miles (Ecampus-Division of Educational Ventures, Director of Alternative Credentials) (Devin.Miles): Approved for Microcredential Skill Review
Tue, 03 Jun 2025 17:38:14 GMT
Laurel Kincl (College of Health, Associate Dean of Academic & Faculty Affairs) (laurel.kincl): Approved for 26 Associate Dean
Tue, 03 Jun 2025 17:38:49 GMT
Laurel Kincl (College of Health, Associate Dean of Academic & Faculty Affairs) (laurel.kincl): Approved for 26 College Committee Approver
Tue, 03 Jun 2025 17:55:06 GMT
Kathryn Howard (Ecampus, Program Intake Coordinator) (kathryn.howard): Approved for Ecampus Programs
Thu, 12 Jun 2025 15:45:27 GMT
Janice Nave-Abele (Curriculum Management, Curriculum Coordinator) (janice.nave-abele): Approved for Microcredential Review Committee
Fri, 13 Jun 2025 06:01:45 GMT
Belinda Sykes (Office of the Registrar, Catalog & Curriculum Coordinator) (belinda.sykes): Approved for Catalog Coordinator

History

Viewing: Trauma-Informed Family Practices Microcredential

Last approved: Fri, 13 Jun 2025 06:01:45 GMT

Last edit: Fri, 13 Jun 2025 06:01:15 GMT

Changes proposed by: Mendy Gayler (College of Health, Administrative Assistant) (gaylerm)

Effective Term

Fall 2025

Request Type

Microcredential

Proposal Title

Trauma-Informed Family Practices Microcredential

Primary Originators

Name
Mendy Gayler (College of Health, Administrative Assistant)
Marilyn Thompson (School of Human Development & Family Sciences, Head)

Liaisons

College

Health (26)

Academic Unit

School of Human Development & Family Sciences

Program Level

Other Request

Justification

Courses Impacted

Supporting Documents

Early Alert

Program Degree Type and Title

By checking this box, I acknowledge that submitting the Early Alert is the first step in the proposal process and I will submit the corresponding proposal in a timely manner.

These questions are designed to produce the equivalent of a 2-page summary of the proposed program that can be used to create an Early Alert document that will be submitted to the Statewide Provosts Council.

1. Provide an executive summary explaining the anticipated program. This summary will be shared with internal and statewide audiences.

a. Describe the proposed program and include information regarding credential requirements such as options or tracks if applicable.

b. What are the program learning outcomes?

c. What are the specific skills that graduates will have acquired upon successful completion of the credential?

d. What type of career paths might graduates be prepared to follow upon completion of the credential?

2. Indicate the program location(s) and modality (i.e., face-to-face, online, and/or hybrid).

3. What is the anticipated start date (effective term)?

4. What is the anticipated enrollment (Fall Term headcount) at the launch of the program and the planned goals for 5 and 10 years out?

1st Year

2nd Year

3rd Year

4th Year

5th Year

10th Year

Provide a brief justification for your anticipated enrollment numbers.

Identify existing programs at other public institutions in Oregon and within OSU with which the proposed program will compete. If there are competing programs, indicate what makes the proposed program distinctive. What gap does this program fill and how does it compliment or enhance existing programs at OSU or other Oregon public institutions?

6. Provide an abbreviated description of how the program will contribute to addressing statewide needs and goals, and alignment with the University’s mission and strategic plan.

a. Provide information that will tie the program’s learning outcomes to statewide economic and/or social needs.

b. How does the program align with OSU’s Mission and Strategic Plan?

Create, Change or Terminate a College or Academic Unit

Request

Justification

New Name

Executive Summary

Executive summary of your proposed change.

Location

Campus Locations

Other Location

Curriculum Mapping

Provide a detailed list of all impacted programs (degrees, majors, options, minors, certificates), including where each program will be located under the new structure.

Objectives, Functions, and Activities

Explain how the academic unit/s current objectives, functions, and/or activities will be changed. Where applicable, address issues such as course offerings, program requirements, admission requirements, student learning outcomes and experiences, and how the advising structure and availability will be changed as a result of this proposal.

Describe how the reorganized academic unit/s will be stronger than the existing unit.

Explain how the outcomes in the reorganized academic unit/s will be assessed.

Describe the extent to which affected faculty and staff support this change.

Resources

Identify the staffing and resource needs for the proposed academic unit/s. What will be the FTE changes? Note any impact on the budgets of affected academic unit/s. Provide an analysis of how the resulting academic unit/s will be adequately staffed and funded.

What is the budget impact of the proposal (new funding needs or resources saved)?

If new resources will be required (e.g., for new faculty positions, graduate research/teaching assistants, facilities, equipment, etc.), explain where these resources will be coming from. Specify internal reallocation, Ecampus, college, OSU, federal, state, private, other funding sources or combination of funding sources.

Mission

How will the proposed change to the academic unit/s support OSU’s mission, vision, and goals?

Describe the potential positive and negative impacts of the proposed changes on the academic unit/s involved. Identify other OSU academic unit/s which might be affected, and describe the potential positive and negative impact on their mission and activities.

Strategic Plan

Describe how the proposal will affect the long-range strategic goals and plans for the academic unit/s. Compare with OSU’s current strategic plan and its three signature areas of distinction.

External Impacts

What is the current relationship of the proposed academic unit/s with other higher education institutions in the Oregon? Describe how this relationship might be altered based on the proposed change.

Describe how the proposed change will affect other constituencies outside of OSU (e.g., federal state, local, private).

Accreditation

Describe how the proposed change may affect accreditation of any programs within the academic unit.

Appendices

Space Evaluation

Budget Information

Letters of Support

Organizational Chart

New Subject Code

Subject Code

Description

Associated CIP Code

Associated Program

Purpose

The proposed course designator should have an identified purpose within the curricular structure of Oregon State University.

What academic programs, including majors, certificates, options and minors will be served by courses within the proposed new course designator?

In what ways will the content within the scope of the course designator constitute a coherent body of knowledge?

Is the proposed usage of the course designator consistent with practices at OSU and other institutions? Give examples.

Accountability

Responsibility for the integrity and oversight of the proposed course designator should be clearly identified.

Who will be responsible for administering the courses with the new designator, e.g. scheduling and catalog updates? Who will be the faculty contacts?

Who will be responsible for consistency and outcome assessment for courses with the new course designator?

Which units will receive credit for the Student Credit Hours generated by courses with the new subject code?

Who will be responsible for communicating information about the new course designator to students, advisors, Admissions, and other stakeholders?

Impacts

Who will benefit from the new course designator, and what changes will result from its implementation.

How will the new course designator benefit students?

Will courses with the new course designator duplicate or compete with existing course designators?

Will there be expected cross-listings or curricular equivalencies?

How is the new course designator expected to affect transfer credits?

Will any existing course designators expire when the new course designator is implemented, and who is impacted by that change?

Mass Subject Code Change

Curriculum Council Approval Date

Old Subject Code

New Subject Code

Courses Impacted

I understand that the courses will be changed to the new subject code and the former courses will be dropped. Course numbers can change but credits, title, description, prerequisites, learning outcomes and other components must stay the same.

I understand that I will have to submit separate proposals for every course not listed in this proposal if I subsequently wish for them to change subject code.

I understand that the former course will be added as an equivalency on the new course if they are at the same academic level and Academic Regulation 20 (grade repeat) will apply. For courses moving to a different academic level (eg, upper to lower-division), mutual exclusion rather than equivalency will apply.

Change College Requirements (Obsolete)

Which students are primarily impacted by this college change?

Justification

Catalog College Requirements

Supporting Documentation

Banner Code Request

Banner Code

Banner Description

Justification

Microcredential Request

Summarize the changes being made to this microcredential and explain why they are needed.

Requesting that the recently approved “Trauma-informed Family Practices” microcredential be returned to the name in the original submission, “Trauma-Informed Practices.” Here are the reasons for preferring the original name:

1. The more general name “Trauma-Informed Practices” suggests broader applicability, and I share the concerns of several others I consulted that including the term “family” in the name may have the effect of narrowing the potential audience who might, for example, find this microcredential from an internet search. Those interested in families will still immediately be able to see that the courses listed do include strong treatment of family contexts.
2. Although two of the three courses in this microcredential have “family” in the title, the content of these courses involves practices aimed at both individuals and families, as well as being relevant for a variety of settings such as workplaces, schools, etc.
3. HDFS faculty had reviewed, discussed, and approved the microcredential with the name “Trauma-Informed Practices” after considering various options. I would like to honor this collective effort.

General Information

Title

Trauma-Informed Family Practices Microcredential

Level

Undergraduate

Minimum Credits

Instructional Method

Online via Ecampus

Lead Contact (name, title, email)

Lori McGraw. SR instructor II, lori.mcgraw@oregonstate.edu

Description and Requirements

Provide a brief description of the microcredential and its career and /or professional objectives. Who is the target audience? How does this series of courses constitute a body of work that serves as a microcredential?

Uses a multidisciplinary, lifespan approach to investigate family violence and neglect. Examines evidence-based programs and practices that address trauma and support individual and family resilience. Applies trauma-informed approaches within an empowerment framework to help individuals and families resolve trauma.

Students interested in the following careers: Child, Family, and School Social Workers (entry-level); Community Health Workers; Mental Health & Substance Abuse Social Workers or Counselors’ Teachers, Guidance Counselors, Probation Officers, Protective Service Workers, and other social service providers and educators.

A minimum of three courses and eight credits are required for a microcredential. List required courses, titles and credits below.

Course List
Code	Title	Credits
HDFS 444	FAMILY VIOLENCE AND NEGLECT	4
HDFS 462	PROFESSIONAL HELPING SKILLS	4
HDFS 463	TRAUMA-INFORMED FAMILY PRACTICES	4
Total Credits	12

Will the courses be offered each term and/or in a manner that allows for timely completion of the microcredential? Explain the timing of course offerings.

Yes. Each course will be offered online, at least twice a year.

Will there be prerequisites for any of the courses in the microcredential that are not already part of the microcredential requirements?

Yes

The purpose of microcredentials is to allow students to complete with minimal additional requirements. Explain how these requirements assure that students are prepared to complete the program.

After careful analysis from the Ecampus Intake Team and HDFS, it was concluded that requiring EITHER: the Introduction to Human Services (introductory) microcredential OR the Human Lifespan Development (introductory) microcredential will ensure that prerequisites are covered for the advanced microcredential.

Skills

Skill #1

Trauma-Informed Care

Course/s

HDFS 444, 462 & 463

Skill #2

Active Listening and Motivational interviewing

Course/s

HDFS 462 & 463

Skill #3

Cultural Competence and Humility

Course/s

HDFS 444, 462 & 462

Other Skills and Courses (if applicable)

Strategic Plan

Which of OSU’s goals from Strategic Plan 4.0 will the microcredential support?

Transformative Education that is Accessible to All Learners
A Culture of Belonging, Collaboration, and Innovation

How does the microcredential support the goal/s indicated above?

By offering training to students in trauma-informed practices, this microcredential provides critical skills-based training that will benefit their personal and work-related interactions with individuals, families, and communities. The understanding and skills acquired in this microcredential will foster a culture of belonging and collaboration at OSU and beyond as students move into their career paths. The courses are designed using best practices for making course accessible to all learners.

Which of the goals and/or targets in OSU's current Strategic Plan does this microcredential support and how?

According to Mental Health America, Oregon ranks among the lowest U.S. states for mental health, with one of the highest mental illness prevalence rates and lower access to care. Valuable feedback from HDFS internship supervisors indicate that one of the most important areas in which we need to train students is trauma-informed care and mental health. After extensive market analysis of comparable university programs, other OSU course offerings, professional skills gap reports, and an analysis of extracted skills and potential occupational categories that align with course in these two microcredentials, HDFS proposes this microcredential to address workforce needs in mental health and trauma-informed practices.

Administrative Resources

I understand that microcredentials must be offered via Ecampus with all requirements available in the online modality. Courses may also be offered on-campus, but that cannot be the only location/modality.

Yes

I have notified the Director of Alternative Credentials of this microcredential.

Yes

I have discussed this microcredential with my college Head Advisor and they are satisfied that student advising needs can be met.

Yes

I have secured School/Department Head and Dean approval for this microcredential.

Yes

I have secured Ecampus approval to offer this microcredential and have a signed MOU.

Yes

Optional Supporting Documentation

Banner Code (admin use only)

MCTI

Request to Retain a Course

Courses To Be Retained

Optional Supporting Documentation

Course Details

Memorandum of Understanding

MOU for Offering an Existing Academic Program at a Different Physical Campus

Program Name

Program Level

Current Location

New Location

Program Coordination Requirements

OSU-Cascades leadership and the College Dean agree that there is sufficient coordination of the program between all campuses offering the program.

The campuses agree that academic program meetings related to assessment, curriculum, student learning outcomes, and potential program changes will include representation from all campuses offering the program.

The College Dean and OSU-Cascades leadership agree that sufficient faculty exist to offer the program.

The expansion campus confirms that sufficient funding is available for program build-out and maintenance.

Both (all) campuses agree that the following individuals are appointed as the primary lead for program development coordination, unless otherwise notified of an alternate:

Originating Campus Lead (name, position, email, phone)

Expansion Campus Lead (name, position, email, phone )

Course Delivery

Each campus is responsible for ensuring that they offer sufficient courses for the program each term and that students are able to follow degree plans for program completion.

Each campus works with their campus-based, central scheduling team (Office of the Registrar’s Schedule Desk in Corvallis and Enrollment Schedule team in Cascades) for term-to-term scheduling.

Program Maintenance

A major factor in continued excellence is the maintenance and refreshment of courses and the program. As part of maintenance, the College and any campus offering the program commit to the following:

Program assessment and course redevelopment/review occurs regularly to ensure course material is current, relevant, and maintains curricular alignment across campuses.

Program leadership at both locations agree to communicate regularly and collaborate in a timely manner on any changes to the curriculum and program assessment. The College will inform the expansion campus of any proposed changes to the curriculum of the program in sufficient time as to allow input of faculty who teach at the expansion campus.

Program leadership at both locations agree to continually ensure marketing and recruitment, advising, student services, course offerings, and program assessment are current and effective.

Funding

The expansion campus confirms that sufficient funding is available for program build-out and maintenance at the expansion site. Both the College Dean and OSU-Cascades review the funding overview with details of a budget that supports the following program components: coordination, course development, and program delivery including advising.

Partnership Agreement

By submitting this MOU, you accept all the terms and conditions listed above. On approval of this MOU, you agree to submit a program change proposal in CIM and to notify all impacted personnel (program coordinators, advisors, etc) of their responsibility in meeting the expectations outlined within this MOU.

CIP Code Change

Current CIP Code

Is this a STEM CIP?

Current Description

New CIP Code

Is this a STEM CIP?

New Description

Program Name

Will the CIP for a subject code or any other programs be changed on approval of this request? If yes, list them below.

Describe how the program has changed in a way that warrants a change to the CIP code.

Explain why the new CIP code is a better fit for this program than the current CIP code.

Describe the percentage of the program that is STEM-related. List specific courses connected to that STEM field.

What comparable programs at other universities use the new CIP code? How similar is the OSU program to those programs?

Alternative Summative Assessment

Alternative Summative Assessments (ASA) are a substitution for the committee-driven oral exam present in most MA/MS degrees. The ASA should provide similar insights as the oral exam into the program and graduate learning outcomes.

Program Name

Degree Type

Degree Name

Are you proposing a new plan or changing an existing alternative summative assessment plan?

Rationale for the Assessment Plan

Assessment Plan Description

Is the student assigned a traditional three-graduate-faculty member committee?

What takes the place of the three-person committee and why?

How will the achievement of the three Masters Graduate Learning Outcomes be assessed?

Who will assess the achievement of the Graduate Learning Outcomes?

Who will communicate the results of the alternative summative assessment to the Graduate School?

Who approves/validates the program of study to the Graduate School?

How is the program of study determined? Who are the signatories?

Statement of Intent

Acknowledgement

By checking this box, I acknowledge that submitting a Statement of Intent is the first step in the CoreEd course process and does not constitute course approval. My academic unit will submit (a) course proposal(s) in CIM and all content will be reviewed by the appropriate committees.

For courses taught at multiple locations, I acknowledge that I will communicate with the corresponding unit at the other locations so they are aware of this CoreEd course/s. Course and Core Education learning outcomes will be identical for all sections of the course, regardless of location, modality, or instructor, as stipulated by the learning outcomes policy.

Proposed Course Details

Are you proposing more than one CoreEd course in this form?

CoreEd Category

Subject Code

Course Number

Title

Credits

Campus Locations Where This Course Will be Taught

Is this a new OSU course?

List the subject code, number and title of the existing course.

Is this course part of a College of Science series?

Is this a Common Course Numbered (CCN) course?

Additional Courses

Prerequisites and Restrictions

I am aware that prerequisites or class‐level restrictions for CoreEd courses must not create unreasonable barriers for students seeking to fulfill these categories.

Modality

In what modality will the proposed course/s be taught? (select all that apply)

Faculty (Re)Designing The Course/s

Provide details on the faculty who will develop the course/s and complete the required trainings.

In-person and Hybrid Courses

All faculty developers for in-person or hybrid courses taught at any physical location will complete the Course Adaptation Design Institute (CADI). Once this form is submitted, a representative from the Pedagogical Support and Development Committee will contact the designated faculty to schedule participation in the CADI.

Ecampus Courses

All faculty developers for Ecampus courses must complete (or have already completed) the Developing an Online Course (DOC) workshop, or in the event that they are re-designing an existing Ecampus course, the Redeveloping an Online Course (ROC) workshop. These trainings are part of the Ecampus course development process and faculty who formally propose a development with Ecampus will be automatically enrolled in the appropriate training.

Ecampus and Other Locations

All faculty developers for courses taught via Ecampus and at another location must complete both the required Ecampus and in-person trainings.

Ecampus and Other Locations

All faculty developers for courses taught via Ecampus and at another location must complete both the required Ecampus and in-person trainings.

Ecampus and Other Locations

All faculty developers for courses taught via Ecampus and at another location must complete both the required Ecampus and in-person trainings.

Ecampus and Other Locations

All faculty developers for courses taught via Ecampus and at another location must complete both the required Ecampus and in-person trainings.

WIC Courses

All faculty developers for WIC courses must complete (or have completed) the WIC seminar. Faculty developers must contact WIC about enrolling in training.

DPO Courses

All faculty developers for DPO courses must complete (or have completed) the DPO/DPD Academy. Faculty developers must contact DPO about enrolling in training.

Supporting Documentation

Admin Use Only

Submission Date

Approval Notification

The request to change the name of this microcredential has not been approved. The name of the microcredential will remain as "Trauma-Informed Family Practices."

Reviewer Comments

Janice Nave-Abele (Curriculum Management, Curriculum Coordinator) (janice.nave-abele) (Wed, 11 Jun 2025 22:43:36 GMT): Sent to the originators and Laurel Kincl today: The Trauma-Informed Family Practices microcredential was reviewed today and the name, “Trauma-Informed Practices”, is considered by the committee as too broad for a microcredential. The committee would like to encourage you to consider another descriptor in the title if you do not wish to move forward with the approved name. This microcredential is comprised of 12 credits/3 courses of which 8 credits/2 courses have “Family” in the title. The committee believes that such a focused curriculum should reflect that focus in the title. The field of Trauma-Informed Practices is broad, and microcredentials are quite small, and the committee would like to see a title that reflects the content of the microcredential more closely. As the number of microcredentials continue to grow at our institution, naming conventions have become extremely important. We need to leave space for other types of microcredentials in this discipline. Would you like to submit an alternative title for this microcredential or perhaps implement the microcredential with the currently approved title, “Trauma Informed Family Practices”?

Janice Nave-Abele (Curriculum Management, Curriculum Coordinator) (janice.nave-abele) (Thu, 12 Jun 2025 15:43:52 GMT): Marilyn Thompson has agreed to returning to the name, Trauma-Informed Family Practices.

Janice Nave-Abele (Curriculum Management, Curriculum Coordinator) (janice.nave-abele) (Thu, 12 Jun 2025 15:45:02 GMT): Microcredential committee has approved keeping the original name. Did not approve the request for the name, Trauma-Informed Practices.

Key: 864