School of Social Work
BSW Program
Self-Study
December 2010
Volume I:
Accreditation Standards
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Portland State University
School of Social Work
BSW Program
Self-Study
Volume I:
Accreditation Standards
Table of Contents
Accreditation Standard 1: Program Mission, Goals, and Objectives ...1
Table 1.1 Twelve Program Objectives Linked with the Five Program Goals ... 10
Table 1.2 Linkage between Course Learning Objectives and Program Objectives ... 11
Accreditation Standard 2: Curriculum ...16
Table 2.1 Matrix of Relationship between PSU Learning Outcomes and BSW Program Objectives ... 18
Table 2.2 PSU Learning Outcomes Linked to BSW Courses ... 19
Table 2.3 BSW Program Two-Year Course of Study ... 23
Table 2.4 PSU BSW Program Student Map ... 33
Accreditation Standard 3: Program Governance, Administrative Structure, and Resources ...66
Figure 3.1 School of Social Work Organizational Chart ... 68
Table 3.2 Funding Sources for the BSW Program ... 81
Form 3.3 Program Expense Budget ... 82
Accreditation Standard 4: Faculty ...91
Accreditation Standard 5: Student Professional Development ...103
Figure 5.1 Decision Making in the Application Process ... 105
Accreditation Standard 6: Nondiscrimination and Human Diversity ...124
Table 6.1 Race/Ethnic Composition of Oregon Population 2008 ... 126
Table 6.2 Gender and Ethnic Distribution of BSW Program Instructional Faculty ... 136
Table 6.3 Gender and Ethnic Distribution of Students Admitted to PSU BSW Program (Cohort 2) . 139 Table 6.4 Gender and Ethnic Distribution of Students Admitted to PSU BSW Program (Cohort 3) . 139 Accreditation Standard 7: Program Renewal ...148
Figure 7.1 School of Social Work Total Yearly Research Expenditures, 1999-2009 ... 154
Accreditation Standard 8: Program Assessment and Continuous Improvement ...161
Table 8.1 Linkage Between Course Learning Objectives and Program Objectives ... 164
Table 8.2 Method of Assessment: Internal and External Anchors ... 165
Table 8.3 Multiple Method and Multiple Year Approach to Assessing Student Learning Outcomes .. 166
Table 8.4 Assessment Survey Items and BSW Program Objectives ... 167
Table 8.5 BSW Program Objectives, Evaluation Method and Criteria for Success 2010-2011 ... 171
Table 8.6 Dissemination Activities and Projected Timeline ... 173
Table 8.7 Student Assessment Findings for Program Objective 1 on Critical Thinking ... 175
Table 8.8 Student Assessment Findings for Program Objective 2 on Values and Ethics ... 176
Table 8.9 Student Assessment Findings for Program Objective 3 on Anti-Oppressive and Non-Discriminatory Practice ... 177
Table 8.10 Student Assessment Findings for Program Objective 4 on Social and Economic Justice .. 178
Table 8.11 Student Assessment Findings for Program Objective 5 on Social Work History and Contemporary Issues ... 179
Table 8.12 Student Assessment Findings for Program Objective 6 on Generalist Practice ... 180
Table 8.13 Student Assessment Findings for Program Objective 7 on HBSE Application ... 183
Table 8.14 Student Assessment Findings for Program Objective 8 on Policy ... 185
Table 8.15 Student Assessment Findings for Program Objective 9 on Research and Evaluation ... 186
Table 8.16 Student Assessment Findings for Program Objective 10 on Communication Skills ... 187
Table 8.17 Student Assessment Findings for Program Objective 11 on Supervision and Consultation ... 188
Table 8.18 Student Assessment Findings for Program Objective 12 on Organizational Change ... 189
Table 8.19 Mean Scores and Criteria Attainment for Student Assessment Survey and Field Instructor Evaluations ... 191
Figure 8.1 Rating of Competency 14: Applies Knowledge and Skills of Generalist Orientation: Contracting and Planning ... 192
Figure 8.2 Rating of Competency 15: Applies Knowledge and Skills of Generalist Orientation: Intervention ... 192
Figure 8.3 Rating of Competency 16: Applies Knowledge and Skills of Generalist Orientation:
Evaluation and Endings ... 193 Table 8.20 BSW Program Objectives, Evaluation Method, Criteria for Success, and Assessment
Outcomes for the First Cohort Graduating in June, 2010 ... 194 Table 8.21 Assessment Study Findings ... 197
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Accreditation Standard 1:
Program Mission, Goals, and Objectives
1.0
The social work program has a mission appropriate to professional social work education as defined in Educational Policy, Section 1.1. The program’s mission is appropriate to the level or levels for which it is preparing students for practice and is consistent with the
institution’s mission.
Mission Statements
Portland State University Mission Statement
The mission of Portland State University is to enhance the intellectual, social, cultural, and economic qualities of urban life by providing access throughout the life span to a quality liberal education for undergraduates and an appropriate array of professional and graduate programs especially relevant to metropolitan areas. The University conducts research and community service that support a high quality educational environment and reflect issues important to the region. It actively promotes the development of a network of educational institutions to serve the community.
Portland State University’s (PSU) mission is best captured through its motto: Let Knowledge Serve the City. As the urban university in a state-wide system, the University’s focus has been on life-long learning and the use of knowledge generated in the University for the benefit of the city and wider community. The undergraduate curriculum is rich in service-learning opportunities and faculty are committed to engagement in the life of the Portland metropolitan area, the state, and our region. A professional school of social work fits well into this mission.
An elaboration of the terms in this statement, a statement of the values of the University, and a statement on meeting the needs of contemporary society and a diverse community can be found at http://www.pdx.edu/our-mission.
School of Social Work Mission Statement
The School of Social Work is committed to the enhancement of the individual and society. We are dedicated to social change and to the attainment of social justice for all people, the eradication of poverty, the empowerment of those who are oppressed, the rights of all individuals and groups to determine their destiny, and the opportunity to live in cooperation.
Consistent with the goals of Portland State University and the Oregon University System, the three major functions of the School of Social Work (SSW) are teaching, research, and community service. Teaching is directed toward preparing effective and creative social workers who are ethical and
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skilled in working with diverse communities. Social workers learn to serve individuals and families directly, evaluate practice, develop and administer programs, organize neighborhoods and
communities, analyze social policies, conduct research, and initiate necessary reforms of existing practice, programs, and policies. Research and scholarship focus on understanding, preventing, and ameliorating social problems. Community service involves collaborative efforts with individuals and organizations to develop innovations in social welfare services and policies.
BSW Program Mission Statement
The BSW Social Work Program emphasizes commitment to social justice, equity, and the eradication of poverty. The curriculum prepares professional entry-level generalist social workers to provide competent, value/ethics based, and effective services to people from a wide range of backgrounds. As generalist practitioners, students are educated to recognize and utilize strengths in individuals, families, and communities. The program provides educational opportunities for professional social workers to learn and practice collaborating with groups, organizations, and communities to achieve the mission of social and economic justice, empowerment, and self determination of people and groups in the communities they serve.
This mission builds on the tradition and history of Portland State University as an urban public institution. The BSW Program mission statement can be found at http://www.pdx.edu/ssw/ bachelor-arts-social-work .
University and Regional Context
Portland State University
Portland State University began in 1946 as a small extension center offering mainly lower-division classes. In 1955, by action of the Oregon Legislature, the center became an independent, four-year, degree-granting institution. The MSW Program was the first graduate program and by 1968,
graduate education at Portland State University was expanded to include doctoral programs, and one year later the institution was designated a university. PSU is known as a “commuter” university with students and faculty traveling from a variety of suburbs and small towns near Portland; however, many students live on or near the university campus. The public transit system serves as a means of transportation for many of our students coming from outlying areas.
Today the main campus occupies 47 buildings in a 49-acre area in downtown Portland. Built around the Park Blocks, a greenway area reserved for pedestrians and bicyclists, the campus is landscaped to combine utility with natural beauty. The Park Blocks provide a place for students and residents of the community to gather, talk, and study. The campus is ninety minutes driving time from the Oregon beaches and coastline to the west or the snow-capped Mt. Hood recreational area to the east. In December 2009 the School of Social Work relocated to a new building which has received LEED gold certification as one of the most “green” buildings in the region.
Portland State University offers a wide array of academic programs in the humanities, fine arts, sciences, social sciences, and professions. Bachelor of Arts and Bachelor of Science degrees are available in a wide variety of fields from the academic colleges and the professional schools. It has a current enrollment of over 27,000 students and it serves 40,000 individuals in credit or non-credit
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courses each year including nearly one third of the Oregon University System’s enrolled graduate students. More than 6,200 graduate students are enrolled in the University’s more than 70 master’s degree programs that are available in a number of disciplines, and the University offers 40 doctoral degrees. Over 1,500 graduate degrees are awarded annually. PSU is Oregon’s most culturally diverse university with 19.1 % of enrolled U.S. students identifying themselves as persons of color. More than 1,500 international students representing 91 countries make PSU their home away from home. While the University has grown rapidly over the last decade, a decline in funding from the state has had a negative impact on growing programs that has recently been exacerbated due to the national economic downturn. Over the past decade the School of Social Work has expanded its programs and the numbers of students admitted, but funding has not kept pace and, until recently, faculty salaries have been stagnant relative to comparator schools of social work. Between 2007and 2009, Oregon faculty salaries were increased by the legislature by approximately 4%, bringing salaries closer to those in other schools of social work. Search processes in the last two academic years featured enhanced salaries and resulted in the hiring of four faculty members from under-represented groups. The increase in faculty diversity was mirrored by an increase in diversity of students enrolled in the social work programs of the school, as will be discussed in AS 6. Finally, when Oregon was affected by the current economic recession, unions representing PSU faculty and staff agreed to small temporary salary reductions and furloughs. We are hopeful that as the State of Oregon recovers economically, we will continue to progress in salary levels and program funding.
Regional Context
The School of Social Work at Portland State University is in the state of Oregon and also serves areas of southwest Washington State, particularly the city of Vancouver and its surrounding
communities which are adjacent to Oregon and separated from Oregon by the Columbia River. The state of Oregon is a geographically large, primarily rural state, with a rapidly growing population in the Portland metropolitan area and in the cities of the Willamette Valley and central Oregon. Currently the state population is 3.8 million (U.S. Census Bureau, 2009).
As the traditional industries of forestry and fishing have declined in Oregon, the state economy has been enhanced by the emergence of industries related to technology, particularly in the Portland suburbs and Willamette Valley cities. Oregon’s reputation as an attractive outdoor living destination has resulted in an increase in tourism. While the state’s population is 90.1% white, in the last decade there has been a gradual increase in ethnic and racial diversity with 2008 representation of 3.6% Asian, 2% African American, 1.4% American Indian and Native Alaskan, 0.3% Native Hawaiian, and 2.5% Two or More Races (U.S. Census Bureau, 2008). In 2000 there were 43,532 American Indian/Alaskan Native (AI/AN) persons in Oregon. Due to the relocation programs of the 1950’s some urban areas have high populations of AI/AN. The majority of AI/AN reside in the Portland metropolitan area. It is estimated that approximately 380 tribes are represented in the AI/AN urban population in the city of Portland (www.oneskycenter.org/documents/MakingVisible_FINAL.pdf). There are 563 federally recognized tribes in the United States.
Over the last two decades there has been an influx of Latino populations with 11% identifying as Hispanic or Latino in 2008. There are growing populations of immigrants and refugees reflected in 2005 U.S. Census data indicating that 9.7% of the state populations were born in another country with 22.2% entering after 2000. With economic shifts, the unemployment rate in the state is
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Census Bureau, 2008) and the poverty rate is higher in some rural counties of the state. In the Portland area, housing prices are high, resulting in a high rate of homelessness; homelessness is also prevalent in rural areas, although homeless people are less visible.
Human Services Needs and Generalist Social Work in Oregon
Since its early roots as an organized profession, social work has evolved. Social work’s heritage, in which problems of people are seen both as issues that demand social change and as common human needs which require social services, gives contemporary social work its unique character as a
profession. Today in Oregon, as in other states, social workers collaborate with other human service professionals, communities, groups, and individuals to seek constructive responses to persistent and complex social, economic, and personal problems. Social workers see these problems as growing out of poverty, racism and other types of discrimination, social inequality, the changing nature of families, the inaccessibility of large bureaucratic organizations, the stigma of mental illness, lack of access to health care, the isolation of older adults, the alienation of youth, and other concerns. Social work services in Oregon and southwest Washington are provided in a range of statutory and voluntary human service organizations. Examples of these settings include: family counseling agencies, children’s treatment centers, schools, hospitals, juvenile and adult correctional programs, courts, neighborhood centers, civil rights organizations, community-based health and mental health centers, anti-poverty programs, programs for older adults, employment and rehabilitation agencies, and health and social welfare planning programs.
The largest employer of social workers in Oregon is the state’s Department of Human Services with the largest number of social workers employed in Children and Family Services and the second largest number employed in the Mental Health Division, including the state hospital. Other large employers of social workers are county governments, specifically Multnomah County Department of Human Services, Washington County Department of Health and Human Services, Clackamas County Department of Human Services, Lane County Department of Health and Human Services, and Marion County Health Department. Health care systems also employ many social workers, particularly the Providence Health System, Legacy Health System, Kaiser Permanente, Portland Veterans’ Administration Medical Center, and Oregon Health and Sciences University. The largest behavioral health organizations with social workers on staff are Cascadia Behavioral Health and Trillium Family Services.
The public has come to understand that the knowledge and skills required for the tasks assigned to generalist social workers demand professional education. Social workers’ professional tasks
encompass: (1) providing direct services to individuals and families; (2) assessing, planning and intervening at the individual, family, group, neighborhood, community, and service delivery system levels; (3) policy practice; and (4) designing and administering new programs to meet changing human needs. The qualifications of personnel entrusted with leadership of social service programs and provision of these services are a matter of public concern.
Social work provides a challenging career for individuals with a personal commitment to social justice and to creative solutions to social problems. The NASW estimates that over 600,000 people currently hold professional social work degrees in the United States. The U.S. Bureau of Labor Statistics (BLS) rates the social work profession as a career with one of the highest rates of growth of all job classifications. According to the U.S. Department of Health and Human Services,
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Oregon’s total number of social workers per capita is 135 per 100,000 population, ranking Oregon 34th among states. There are currently 2,836 LCSWs in the state, representing on average 76 per 100,000 people. In many rural counties the representation of professional entry-level generalist social workers is much lower. As in other parts of the United States, there is concern in Oregon about the need for professional entry-level generalist social workers to serve individuals, families, and
communities in the state and to meet the needs of the state’s growing population and increasing diversity. These statistics empirically support the growing need for frontline workers in professional generalist entry-level positions to work in city, state, and tribal entities throughout the region. The case is further supported by the increasing need for generalist social workers to provide services to the “aging boom” as the “baby boomers” become much older. The state recently passed title protection legislation for social workers, and is developing a process for registering or licensing all who claim “social worker” as their professional role. This will be implemented beginning January 1, 2011.
Framework to Understand the Formation of the BSW Program According to CSWE Accreditation Standards and Processes
The MSW Program has been a well established program at PSU for almost 50 years, having started in 1962 and being first accredited by CSWE shortly afterwards. The MSW Program is the only graduate social work program in Oregon. Based on community feedback about the growing
workforce needs for frontline, entry-level professional generalist social workers, the SSW decided to develop an undergraduate BSW Program to meet these needs. This is the second time the School of Social Work has had a BSW Program. The undergraduate social work program began with a
Certificate in Social Work in 1967 and developed into a major in 1975, and the program was
originally accredited in 1981. There were approximately 150 students in the major in the late 1970’s. The program graduated approximately 200 students over the course of nine years. It was terminated in 1984, for a variety of reasons, until the Oregon Department of Human Services, Child Welfare Division initiated the request to redevelop the undergraduate social work program about six years ago.
Grounding and Context
In preparation for the development of the new BSW Program, the School of Social Work started a planning process about six years ago (approximately 2004). Benchmark I was the result of this first planning process. “Candidacy” status was granted on October 12, 2008, by the Council on Social Work Education after program revisions were made and Benchmark I was approved. Due to the timing of the initiation of the BSW Program, our candidacy is proceeding using the 2001 CSWE Education Policy Statement.
The completion of Benchmark II was the result of hiring a new BSW Program Director and starting the BSW Program (fall 2008) with major overlap between Benchmark I and Benchmark II with regard to the CSWE standards and EPAS. The CSWE approved our candidacy on October 17, 2009. The BSW Program is in its third year of program delivery; therefore, we are submitting the final Self Study. This report is based on course syllabi and assessment and program review by faculty selected to work with the BSW Program, current and former students, and community partners who are members of our advisory board. The program has developed its own program policies and procedures, conducted curriculum revisions, provided field education, and graduated its first cohort.
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This Self-Study includes updated content from Benchmarks III, as well as detailed information to address questions presented in the last Benchmark review process following the site visit in April 2010. On October 30, 2010, President Wiewel received a letter from COA stating it had reviewed our Benchmark III and voted to authorize a site visit for the initial accreditation, planned for January or February 2011.
This document represents the Self-Study to investigate and review the totality of the BSW Program; its adherence to the stated mission, goals, objectives, and course objectives; full implementation of an assessment plan; and the other CSWE standards.
These actions support the program’s autonomy and identity and enable the achievement of program standards for quality in professional social work education for professional entry-level generalist social workers. BSW graduates will be prepared to provide services with the goals of social justice and empowerment.
1.1
The program has goals derived from its mission. These goals reflect the purposes of the Educational Policy, Section 1.1. Program goals are not limited to these purposes.
The purposes of social work education are to prepare competent and effective professionals, to develop social work knowledge, and to provide leadership in the development of service delivery systems. Social work education is grounded in the profession’s history, purposes, and philosophy and is based on a body of
knowledge, values, and skills. Social work education enables students to integrate the knowledge, values, and skills of the social work profession for competent practice. (Educational Policy Statement 1.1)
Program Goals
The goals of the Portland State University Baccalaureate Social Work (BSW) Program are derived directly from its mission statement. The five goals are:
1. To provide a statewide program with the goal of preparing generalist social workers who are informed and effective leaders in challenging injustice and promoting social and economic justice.
2. To prepare social workers to practice with at-risk individuals and families through strengthening the capacities of family and community systems.
3. To prepare social workers to assume the role of change agent regarding issues, policies, and community needs that affect individuals and their families and to contribute to the knowledge base of the profession.
4. To prepare generalist social workers able to work with a diversity of populations, integrating empirically-informed practice and consumer voice within an established ethical framework.
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5. To provide a foundation for advanced graduate study in social work and prepare social workers to be lifelong learners.
Program Goals and Educational Policy
These goals directly reflect the statement of purposes of the Social Work Profession, Educational Policy Statement 1.0; and as such outline the educational work necessary to prepare generalist social workers to contribute to the profession of social work as outlined in Educational Policy section 1.1. 1. The first goal: To provide a statewide program with the goal of preparing generalist social workers who are
informed and effective leaders in challenging injustice and promoting social and economic justice, reflects the belief that in order to be a “competent and effective professional,” the individual must be prepared to take leadership in challenging injustice and promoting social and economic justice. Only through this leadership can social workers “alleviate poverty, oppression, and other forms of social injustice” as stated in Educational Policy Statement 1.2. The goal situates the student in the “profession’s history, purposes, and philosophy.”
2. The second goal: To prepare social workers to practice with at-risk individuals and families through strengthening the capacities of family and community systems, is related to learning the “body of knowledge, values, and skills” that social work has developed. It is these skills that enable the practitioner to practice effectively at all levels. This goal further reflects the social work
profession’s purpose as stated in Educational Policy Statement 1.0 to serve communities’ most vulnerable populations “by involving them in accomplishing their goals, developing resources, and preventing and alleviating distress.”
3. The third goal: To prepare social workers to assume the role of change agent regarding issues, policies, and community needs that affect individuals and their families and to contribute to the knowledge base of the profession, reflects the responsibility of social workers to “provide leadership in the development of service delivery systems,” and “to develop social work knowledge.” The expectation is that the bachelor’s entry-level professional generalist social worker will engage in direct work with individuals and families, and that the aggregation of knowledge from this work will prepare the generalist social worker to advocate for change in larger systems and to provide leadership and advocacy toward change. This goal is accomplished through learning about systems and the ecological perspective for an appreciation of the interconnections between individuals and families and the larger environment in which they reside.
4. The fourth goal: To prepare generalist social workers able to work with a diversity of populations, integrating empirically informed practice and consumer voice within an established ethical framework, is not directly articulated in the Educational Policy Statement 1.1. Our School of Social Work is situated in a state with rapidly growing racial and ethnic diversity, which makes it imperative that emphasis be placed on anti-oppressive social work practice and cultural awareness. This is the final statement in Educational Policy Statement 1.0, and is reflected throughout 1.1 and the other goals of this program. This goal furthers the preparation of social workers to “practice without discrimination” and through integrating empirically informed knowledge, to “evaluate the processes and effectiveness of practice” as noted in Educational Policy Statement 1.2.
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5. The fifth goal: To provide a foundation for advanced graduate study in social work and prepare social workers to be lifelong learners. It is our belief that, at a baccalaureate level, social work education can only lay the basis for life-long learning, and those who focus on contributing to the knowledge base of the profession may pursue further graduate study. Certainly the integration of “the
knowledge, values, and skills of the social work profession” is the basis of continued learning, as well as of competent practice.
These five goals encompass the purposes of social work education as articulated in the Educational Policy Statement 1.1, and directly reflect the purposes of the social work profession as articulated in the Educational Policy Statement 1.0.
1.2
The program has objectives that are derived from the program goals. These objectives are consistent with Educational Policy, Section 3. Program objectives are reflected in program implementation and continuous assessment (see Accreditation Standard 8).
Our BSW Program utilizes the entire professional educational curriculum to integrate our program objectives and have students demonstrate their competence and practice effectiveness. The themes of our program goals are firmly established within the cornerstone course on social justice and social work, and our concurrent model of generalist practice and field education provides a three-term bridge for integrating knowledge, values, and skills necessary for entry level generalist social work practice. The undergraduate field experience serves as an integrative mechanism for internalizing a generalist social work identity, applying theory, using social work values, practicing skills, and solidifying learning that occurs throughout the curriculum. Field education also functions as a major component in the program evaluation of outcomes.
Program Objectives
The following twelve (12) objectives of the BSW Program are derived directly from the program’s goals and are consistent with CSWE’s Educational Policy. The specific twelve (12) objectives are to educate students who:
1. Have mastered a body of foundation knowledge of and can apply critical thinking skills within the context of professional social work practice;
2. Practice within an established framework of social work values and ethics;
3. Are able to engage in anti-oppressive and non-discriminatory practice that reflects an awareness of interlocking dynamics of multiple identities [e.g. race, ethnicity, social class,
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gender, sexual orientation, and (dis) abilities] and are committed to utilizing dialogue as a tool to cross cultural boundaries.
4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice. 5. Understand and interpret the history of the social work profession and its contemporary
structures and issues.
6. Apply a generalist perspective to recognize and understand the interaction among
individuals, families, groups, and their organizations and communities, and have entry level professional social work skills to practice effectively with systems of all sizes.
7. Apply theoretical frameworks supported by empirical evidence to understand individual behavior across the life span and the interactions among and between individuals and families, groups, organizations, and communities.
8. Analyze, formulate, and influence policies.
9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.
10. Use communication skills differently across client populations, colleagues, and communities. 11. Use supervision and consultation for effective growth and professional development
appropriate to generalist practice and useful in the pursuit of lifelong learning. 12. Function within the structure of organizations and service delivery systems and seek
necessary organizational change.
Table 1.1 below demonstrates the linkage between the five BSW Program goals and the 12 BSW Program objectives.
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Table 1.1 Twelve Program Objectives Linked with the Five Program Goals (PG)
Twelve Program Objectives PG
1 PG 2 PG 3 PG 4 PG 5
1. Have mastered a body of foundation knowledge of and can apply critical thinking
skills within the context of professional social work practice. X X
2. Practice within an established framework of social work values and ethics. X
3. Are able to engage in anti-oppressive and non-discriminatory practice that reflects an awareness of interlocking dynamics of multiple identities [e.g. race, ethnicity, social class, gender, sexual orientation, and (dis) abilities] and are committed to utilizing dialogue as a tool to cross cultural boundaries.
X X
4. Understand the forms and mechanisms of oppression and discrimination and apply
strategies of advocacy and social change that advance social and economic justice. X X 5. Understand and interpret the history of the social work profession and its
contemporary structures and issues. X
6. Apply a generalist perspective to recognize and understand the interaction among individuals, families, groups, and their organizations and communities, and have entry level professional social work skills to practice effectively with systems of all sizes.
X X X
7. Apply theoretical frameworks supported by empirical evidence to understand individual behavior across the life span and the interactions among and between individuals and families, groups, organizations, and communities.
X
8. Analyze, formulate, and influence policies. X
9. Evaluate research studies, apply research findings to practice, and evaluate their
own practice interventions. X
10. Use communication skills differently across client populations, colleagues, and
communities. X X
11. Use supervision and consultation for effective growth and professional
development appropriate to generalist practice and useful in the pursuit of lifelong learning.
X
12. Function within the structure of organizations and service delivery systems and
seek necessary organizational change. X X
Course Learning Objectives Linked to Program Objectives
Each social work course includes a list of Course Learning Objectives. These objectives are coordinated with the Program Objectives. The following table, 1.2, demonstrates how the twelve Program Objectives (listed in the top row) are accomplished within the core social work courses (listed in the left column). Within each cell of the table is the corresponding Course Learning Objective (for example, SW 301 Introduction to Social Work, Course Learning Objective 4 corresponds to Program Objective 3).
The BSW Program has in place a comprehensive plan for assessing student learning outcomes related to the achievement of program objectives. The assessment of the BSW Program student learning outcomes is discussed at length in AS8 with data and results for the first cohort who have completed the first cycle of the entire BSW curriculum, field, and other components of the program.
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Table 1.2 Linkage between Course Learning Objectives and Program Objectives
SW SW SW SW SW SW SW SW SW SW SW SW Twelve Program Objectives 301 400 410 430 431 432 439 440 450 451 491 492
1. Have mastered a body of foundation knowledge of and can apply critical thinking skills within the context of professional social work
practice. 1 1 1 1
2. Practice within an established framework of social work values and
ethics. 1 2 2 3 3 13, 14 10 2, 3 2, 3 1
3. Are able to engage in anti-oppressive and non-discriminatory
practice that reflects an awareness of interlocking dynamics of multiple identities [e.g. race, ethnicity, social class, gender, sexual orientation and (dis) abilities] and are committed to utilizing dialogue as a tool to cross cultural boundaries.
2, 4 3 7 4 4 1, 2, 3, 4, 5, 7, 8, 9, 10, 16
4. Understand the forms and mechanisms of oppression and
discrimination and apply strategies of advocacy and social change
that advance social and economic justice. 3 3 1, 5 7 4 4 3 2
5. Understand and interpret the history of the social work
profession and its contemporary structures and issues. 1
6. Apply a generalist perspective to recognize and understand the
interaction among individuals, families, groups, and their organizations and communities, and have entry level professional social work skills to practice effectively with systems of all sizes.
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SW SW SW SW SW SW SW SW SW SW SW SW
Twelve Program Objectives 301 400 410 430 431 432 439 440 450 451 491 492
7. Apply theoretical frameworks supported by empirical evidence to
understand individual behavior across the life span and the interactions among and between individuals and families, groups, organizations, and communities.
4 6, 7 1 1, 2, 4, 5 6, 7, 8 1, 2, 3, 4, 5
8. Analyze, formulate, and influence policies. 3, 6 8 9 3, 1, 4, 5
9. Evaluate research studies, apply research findings to practice, and
evaluate their own practice interventions. 4, 7 2 2 6
1, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 1, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 10. Use communication skills differently across client populations,
colleagues, and communities. 1 7 8 3 3
11. Use supervision and consultation for effective growth and
professional development appropriate to generalist practice and
useful in the pursuit of lifelong learning. 8 7 1
12. Function within the structure of organizations and service
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1.3
The program makes its constituencies aware of its mission, goals, and objectives and outcomes.
Constituencies are being made aware of the BSW Program’s mission, goals, objectives, and outcomes through various mechanisms: the BSW Program website (http://www.pdx.edu/ssw/ bachelor-arts-social-work), BSW information and orientation meetings, the BSW Program
Handbook (see Appendix 1), university bulletins, and other program brochures and handouts. The BSW Program Handbook is similar to the MSW and Ph.D. program handbooks which are available online. Students are made aware of the mission, goals, objectives, and outcomes of the program at advising and informational meetings provided for undergraduate students at Portland State
University and students at regional community colleges. Information about the mission, goals, and objectives is also presented at orientation meetings as students enter the program and in SW 301 Introduction to Social Work. Each course syllabus states the particular objectives that are the focus of that specific course (see Appendix 9).
Human service agencies in the community are being made aware of the BSW Program’s mission, goals, and objectives through the Field Education Office’s search for placements through statewide field instructor workshops, special events, and through the frequent interaction of the faculty field liaisons with the agencies. Considering the BSW Program is new, these outreach efforts are in their early stages and will continue to grow and develop as the program grows, although the MSW Program has well-established relationships with many agencies and this has “opened the door” for the BSW Program. The Field Education Program of the school has developed informative and interactive Web pages (http://www.pdx.edu/ssw/node/83) for agency representatives to receive announcements, online training, practicum and supervision related resources as well as electronic mailing lists, bulletin boards, and a “blog” for information sharing and discussion of social work education. The BSW Program can take advantage of these many and varied resources for networking and community building connections.
When a BSW Program representative contacts an agency for the placement of BSW students and an agreement is made between the student and the agency, the BSW Program Handbook is made available via the BSW Program website. A Field Education Advisory Committee includes social workers and community members who provide their perspectives on the SSW’s curriculum and the program’s impact on regional human services organizations. The BSW Program is building on these existing resources. As awareness grows about the implementation of our BSW Program, community agencies and organizations are showing interest by referring potential new students and offering practicum opportunities.
The school’s Alumni Association, whose members represent a broad spectrum of social work practice and geographic locations, actively supports the school’s BSW Program and provides links to the community through trainings, social events, and their website. Another stakeholder group will be the BSW Program Advisory Board. This Board has been formed from many of the same individuals who were active in the planning process for the program and early preparation of the Benchmark I, II, and III reports, including. The first planning meeting was held in spring 2010 to get ideas for the BSW Program Advisory Board. A second BSW Program Advisory Board meeting was held on
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November 17, 2010, sharing with members the status of the Self-Study and plans for the site visit. Their input is vital to this program.
The Cultural Competence and Diversity Council (CCDC) of the school also provides consultation, feedback, and networking between the school and many community partners who are interested in the BSW Program’s commitment to diversity, social justice, and anti-oppressive social work practice. Dr. Charlotte Goodluck, Program Director, met with the group in February and October 2009 and will continue an on-going relationship with this vital committee in future years.
The community is also apprised of the BSW Program activities through a newsletter (disseminated every two months by email as well as posted on the SSW’s website), which communicates events, faculty activities, student awards, and all the activities which comprise the life of programs within the school. The mission and objectives of the school are made explicit through the reporting of the school’s life within this publication and its dissemination to our alumni. A lead article on the BSW Program Director was featured on page two of the fall 2008 newsletter in order to inform SSW constituencies, funders, and alumni of her background and experience in social work education at the BSW level and the implementation of the BSW Program and admission of the first cohort in the fall 2008. The first graduates of the BSW Program were mentioned in the spring 2010 newsletter. The fact that we graduated our first cohort was addressed on the “SSW” page of the social networking site, Facebook , in June 2010 by the Program Director.
There are three other baccalaureate social work programs in the Portland area: Concordia University, George Fox University, and the University of Portland, all private and faith-based institutions. The University of Portland and several local community colleges were actively involved in the planning of our BSW Program. These community members are continuing their active support of our program by working with us on the accreditation process. Program Director Dr. Goodluck attended the community lunch for the CSWE site visitors at Concordia University’s BSW Social Work Program in December 2009 to show support for their accreditation visit regarding the final Self Study. Associate Dean of Academic Affairs, Dr. Pauline Jivanjee, is a member of the University of Portland BSW advisory group.
The Oregon Chapter of the NASW (www.nasworegon.org), with over 1,700 members statewide, is another supportive constituent of the BSW Program. Associate Dean Jivanjee serves as the SSW liaison to the NASW Oregon Chapter. The BSW Program Director has been actively engaged in NASW networking meetings to disseminate information regarding the newly created BSW Program. She attended an award given to our dean for her NASW activities in the spring 2010. Further statewide outreach, information, and communication are achieved through coordination between the existing social work programs at the SSW. For example, the MSW Program Distance Option links us to community partners and stakeholders throughout central and western Oregon including rural communities and reservation-based social service providers. There is a strong need for
generalist social work graduates in these areas and our program focuses on producing professional entry-level generalist social workers to meet the needs of our community including both rural and urban populations.
The BSW Program Director has also attended meetings with Dr. Katharine Cahn, Director of The Center for Improvement of Child and Family Services/Child Welfare Partnership and Associate Dean Jivanjee regarding building relationships with tribal organizations and urban agencies, including the Northwest Portland Area Indian Health Board, Native American Rehabilitation
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Associates, and “Nak Nu Wit” System of Care grant which was developed to engage in partnership regarding workforce development for tribal and urban Indian children, youth, and families. She has participated on the hiring committee for a training director for the SAMHSA-funded Nak Nu Wit System of Care grant.
The BSW Program Director is on the Governing Board of the Child Welfare Partnership and attends quarterly meetings throughout the year. In this capacity she attended a meeting on April 28, 2010, to discuss the BSW Program and the BSW students who are receiving tuition stipends to support field placements in child welfare. For the 2010-2011 academic year five of our BSW students received this sponsorship.
The BSW Program Director also participates with the “Pathways” project, an interdepartmental program at PSU designed to build pathways for undergraduate students of color into careers in behavioral health settings. She works with the Child Welfare Partnership to reach out to Oregon’s nine federally-recognized tribes and two urban Native American child serving programs.
This section provided a comprehensive overview of our BSW Program’s mission, goals, and objectives and how they connect to CSWE’s Educational Policy and Standards. An overview of the connection between the program goals and objectives, social work course objectives and core courses was discussed and illustrated.
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Accreditation Standard 2:
Curriculum
AS 2.0
The curriculum is developed and organized as a coherent and integrated whole consistent with program goals and objectives. Social work education is grounded in the liberal arts, and contains a coherent, integrated professional foundation in social work practice from which an advanced practice curriculum is built at the graduate level.
Introduction
Our Benchmark III was completed in February 2010, and this Self-Study document reflects the recommendations made by our site visitor.
Some changes were made regarding the BSW Program. These changes are reflected in the updated PSU Bulletin 2011 and were published this summer, July 2010, for the academic year 2010-2011. Some of the changes were based on getting all the documents coordinated and consistent from beginning a program (2008), responding to Benchmarks II and III, and now preparing for the Self-Study document.
The BSW Program social work curriculum is the academic demonstration of the program’s mission, goals, and objectives. These elements were elaborated upon in Accreditation Standard 1. The components indicate an integrated, cohesive, and organized system in which the social work curriculum is actualized. The following text will demonstrate that the curriculum is congruent with the program mission, goals, and objectives. Since our program began the process of seeking accreditation in 2006, the curriculum conforms to the CSWE Educational Policy Statement approved in 2001 and revised in 2004. The discussion begins with the program’s link to the liberal arts and general education program at Portland State University.
Grounding in the Liberal Arts
The purpose of the general education program at Portland State University is to prepare students to acquire and develop the knowledge, abilities, and attitudes which form a foundation for lifelong learning. This foundation includes the capacity and propensity to engage in inquiry and critical thinking, to use various forms of communication for learning and expression, to gain an awareness of the broader human experience and its environment, and to appreciate the responsibilities of persons to themselves, to each other, and to the community. To accomplish these goals all freshmen entering with fewer than 30 prior university credits are required to complete the general
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Transfer Students
If students transfer from another university, college, or community college their situation will be evaluated in a different way due to the fact they have taken a number of credits already. Transfer Evaluation Reports are mailed to all transfer students upon admission to Portland State University. The transfer evaluation report identifies how classes taken at other colleges or universities are accepted by the University and how they apply to University requirements, according to the current graduation requirements.
Transfer students take what is referred to as “transfer transition,” a course that covers basic skills and addresses the University Studies goals for students who have had some college course work. Faculty and peer mentors assist students in learning the process of inquiry and problem-solving from the perspectives of several different disciplines. PSU recognizes and supports students who transfer from other universities and/or community colleges. (See PSU Bulletin 2010-2011, p. 38 for information on transfer students.)
The majority of our students transfer from community colleges and they will be finishing some of their general education requirements in discussion with their academic advisor and/or transfer office. All transfer students will have an evaluation of their transcripts to make sure they met PSU general studies requirements and finish what they still need in consultation with the advisor. This is done on a case by case basis depending on the needs of the student. Transfer students are required to attend PSU orientation meetings and to work with a university advisor who specializes in transfer students’ special needs.
Once they are formally admitted and enroll in classes at Portland State University, students are placed in the University Studies program according to the number of transfer credits completed Additional credits completed at another institution do not change this placement. Student placement in the University Studies program is reflected on the student’s Transfer Evaluation and/or their Degree Audit Record System (DARS) report; if they transferred with 90 or more credits, the lower-division portion of the University Studies courses will be waived. The student is still responsible for completing the Upper-Division Cluster of their choice and Senior Capstone, a total of 18 credits. The Upper Division Cluster requirement is a PSU requirement. There are no equivalent courses offered at other institutions. The three cluster courses must be chosen from the list of approved courses and may not come from the major department.
General Baccalaureate Degree Requirements
Portland State University has a unique undergraduate general education degree structure and process. Students are introduced to different themes throughout the first two years and then they narrow their interest into what is referred to as the junior cluster and further in the senior year complete a capstone in which they take their learning and apply it within the community. Therefore, when transfer students enter PSU, depending on how many credits they transfer in, they are at different points in this pre-designed thematic orientation and course of study.
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The BSW Program curriculum directly builds on the professional foundation of the Liberal Arts curriculum. “A liberal education is an education for life. It prepares students to make informed decisions about their lives and to think critically and analytically” (PSU Bulletin 2010-2011, p. 191).
These goals are directly related to providing a BSW Program student a generalist social work education.
The eight PSU Campus-wide Learning Outcomes consist of disciplinary and/or professional expertise, creative and critical thinking, communication, diversity, ethics and social responsibility, internationalization, engagement, and sustainability. The Liberal Arts curriculum builds the foundation and links directly to our professional foundation. Our program builds on the Liberal Arts curriculum by reflecting the themes in content, knowledge acquisition, skill building, and values exploration. Thus the BSW Program is consistently linked with the Learning Outcomes of the University as an institution. Table 2.1 illustrates the relationship between the PSU Learning
Outcomes and the BSW Program Objectives. All of the PSU Learning Outcomes are linked to BSW Program Objectives with the average of 3.8 items linked:
Table 2.1: Matrix of Relationship between PSU Learning Outcomes and the BSW Program Objectives
BSW Program
Objectives Disciplinary and/or Professional Expertise
Critical
thinking Communication Diversity Ethics/ Social Responsibility
Internationalization Engagement Sustainability ** (see comment) Number of Items
1 Foundation
Knowledge x x x 3
2 Values & Ethics x 1
3 Anti-Oppressive
Practice x x x x 4
4 Advocacy & Change x x x 3
5 Social Work History x 1
6 Generalist Practice x x x x x x x x 8 7 HBSE x x x x 4 8 Policy x x x x 4 9 Research, x x x 3 10 Communication x x x x x 5 11 Supervision & Consultation x x x x 4 12 Function Within Organizations x x x x x x 6
** The MSW Program developed an elective course SW410/510 Sustainability and Social Work; fall 2009; BSW students
can take this course as an Upper Division Program elective.
Our courses build on the Liberal Arts curriculum with each of the BSW social work courses directly linked to the goals of the University and the Liberal Arts curriculum. The following chart links the eight (8) Campus-wide Learning Outcomes of the University to our BSW Program social work courses.
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Table 2.2: PSU Learning Outcomes Linked to BSW Courses
Guide to the numbers in the above chart: Indicate level at which outcome is addressed in each course:
0 = this outcome is not addressed in this course
1 = students are introduced to concepts related to this outcome
2 = students are given opportunities to practice using knowledge, skills, attitudes related to this outcome
3 = students learn to integrate and synthesize in the area of this outcome; it represents a major theme of the course
The following section describes the undergraduate program throughout the four years. Portland State University’s undergraduate program consists of the following components: students are required to complete at least 180 credits with a minimum of 72 upper-division credits (300 and 400-level): students must also complete the requirement for the three components of a baccalaureate degree: (1) General Education Options: University Studies or University Honors; (2) Major
Requirements; and (3) Degree Options: Bachelor of Science, Bachelor of Arts, or Bachelor of Music. Students must choose between a BA or BS. Social work majors must complete their Bachelor of Arts (BA) with a minimum of 28 credit hours in the three components.
Disciplinary and/or Professional Expertise. Creative and Critical Thinking
Communication Diversity Ethics and Social Responsibility
Internationalization Engagement Sustainability SW 301 Introduction to Social Work 1 1 2 1 2 1 1 0 SW 439 Social Justice and Social Work 1 3 2 3 2 1 2 0 SW 440 HBSE: Macro 1 2 2 2 2 1 0 2 SW 491 HBSE: Micro 1 3 2 2 2 0 0 1 SW 410 Social Welfare Policy Practice 1 2 1 2 2 0 2 0 SW 492 Social Welfare Policy 1 1 2 2 1 2 1 0 SW 430 Gen. Practice I 2 1 1 2 3 0 1 0 SW 431 Gen. Practice II 2 1 2 2 3 1 1 0 SW 432 Gen. Practice III 2 2 2 2 3 1 1 1 SW 400 Field 3 3 3 3 3 1 3 0 SW 450 Research Methods I 1 2 1 1 2 0 1 0 SW 451 Research Methods II 1 2 2 1 2 0 1 0
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The academic rationale for selecting the Bachelor of Arts (BA) instead of the Bachelor of Science (BS) degree involved a decision by the social work planning committee that having a second
language (required for the BA and not the BS) fit with the goals of working in a cultural, multi-linguistic urban environment and/or international setting, thus meeting the needs for culturally and linguistically competent social workers.
The general education program credit requirements are divided into the following units: 12 credits in arts/letters
o 4 credits must be in fine and performing arts 12 credits in sciences/social sciences
o 4 credits must be in science/math
4 credits in foreign language numbered 203 or higher
American Sign Language (ASL) is considered one of the languages Students may test out of the language requirement.
Academic Distribution Areas Arts and Letters
American Sign Language, applied linguistics, architecture, art, Black Studies, communication, English/writing, conflict resolution, dance, foreign languages, literature, humanities, music, philosophy, speech, fine and performing arts, hearing sciences, and theater arts.
Science
Biology, chemistry, environmental science/studies, geology, physics, and science education.
Social Science
Criminology and criminal justice, anthropology, Black Studies, Chicano/Latino Studies, child and family studies, economics, geography, history, international studies, Native American Studies, political science, psychology, social science, sociology, urban studies, planning, and Women’s Studies.
University Studies (UNST)
The UNST Program emphasizes an understanding of communication, critical thinking, social and ethical responsibility, and diversity of the human experience at all levels. UNST is divided into four elements:
1. Freshman Inquiry: a year-long, theme-based sequence which introduces students to the general educational goals. Students are mentored in college level writing, research, and technology skills. Students may take courses such as “The Constructed Self” which “examines the ways in which we as individuals, as human beings and as social/cultural groups, create and communicate a sense of identity.”
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2. Sophomore Inquiry: three one-term gateway courses which introduce themes to be further explored in the Upper Division cluster and provide advanced mentoring in academic skills. For example, social work students might benefit from the course “Healthy People, Healthy Places” which “…will examine the nature and state of healthy individuals, populations, social units and natural environments.”
3. Upper Division Cluster: a group of approved upper division courses which explore
interdisciplinary themes. Each student must choose three courses linked to one of the sophomore inquiry themes. Students who completed the “Healthy People, Healthy Places” Sophomore Inquiry might continue as juniors with courses such as “Community Health: Principles and Practices,” “Illness and Culture,” and “Introduction to International Development.”
4. Senior Capstone: a 6-credit community-based learning course in which students work as a team to implement projects which address community challenges. Students may choose any capstone that meets their interests. For example, a grant writing capstone might involve students in writing a grant for a community organization. Another capstone might engage students in tutoring and mentoring immigrant youth. (See www.pdx.edu/unst for more information and/or see the PSU Bulletin 2010-2011, p. 53 for more information and details.)
Even though PSU’s general education degree is complex it has also won national awards for its uniqueness in connecting all four years to major themes and culminating in a service-oriented “senior capstone” project which students do together; thereby taking the University motto of “Let Knowledge Serve the City” to the next logical step.
The BSW Program curriculum is built on this strong liberal arts foundation of a deep appreciation for the breadth of knowledge and skills based on general education. Transfer students bring their special experiences from other universities, colleges, and/or community colleges and we work with them individually as they matriculate through the program.
Social Work Professional Foundational Curriculum
Major Requirements at PSU: Definitions
The major is considered to be a primary field of study, an in-depth academic focus where students develop a significant level of knowledge in a specific academic area. Students are expected to complete the requirements for one of the majors offered by PSU in order to graduate. The number of credits required for each major varies. The specific requirements for all majors are located in the PSU Bulletin and on the SSW website. Not only is the BSW Program preparing students with the academic educational foundation of the social work major, but also as “professionals”. See
Appendix 4 Becoming a Professional Social Worker in the BSW Program for a description of what the BSW Program expects regarding the role of a professional social worker.
BSW Pre-Major
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BSW Minor
The BSW Program does not have a minor in social work.
BSW Major
Students entering the University can declare they are interested in completing a major in social work, and the program is informed they are interested (by means of the orientation list), but they are not officially majors in the BSW Program until they are actually accepted into the program. Stating they are a major early on in their freshman year does not guarantee they will be accepted into the
program. This is due to the fact that the BSW Program is not just an academic major, but a professional program within the School of Social Work.
Admission to the Major
Students must apply and be admitted to the BSW Program. BSW refers to the BSW Program and B.A.S.W. refers to the degree granted by PSU, a Bachelor of Arts in Social Work. Admission policies are discussed in Accreditation Standard 5. The key requirement is that students must be considered “junior status” (after the completion of 90 credits). As noted above, most of our students are transfer students from community colleges.
Prerequisite Courses
Students are required to have two prerequisite courses: one level sociology course and one 200-level psychology course: SOC 200, Introduction to Sociology (4); PSY 204, Psychology as a Social Science (4). These courses can be taken at community colleges, another university, or Portland State University. These two courses are required so that students have some beginning understanding of the social sciences prior to being accepted into the BSW Program, and they fulfill the social sciences requirements in the liberal arts area. These courses also provide a bridge for understanding the SW 301 Introduction to Social Work class offered each term at PSU in addition to being taught in the fall term of the first year of the program. The reason this course is offered is that many of the community colleges in the area do not offer an introduction to social work course.
Requirements for the Social Work Major
The following section will discuss the BSW major in detail. The BSW major consists of the completion of a two year program with six terms of upper division courses. Other than SW 301 Introduction to Social Work, courses with the social work prefix (SW) are taken only by the students enrolled in the major. Students in the major also take other courses in other disciplines, junior cluster courses, diversity electives, and upper division program electives. The social work curriculum is based on the goals and objectives of the program. The social work courses are divided into the following domain areas: human behavior in the social environment (HBSE) (3 courses); generalist practice (3 courses); social policy (2 courses); research (2 courses); field (three terms) and field seminar (three terms). The curriculum also includes diversity courses divided into three major themes, and upper division program electives. The senior capstone is part of the general education requirements.
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The following table shows the courses students take and in what order and in what year.
Table 2.3 BSW Program Two-Year Course of Study Year 1: Junior
Fall Term Winter Term Spring Term
SW 301 Introduction to Social Work
SW 439 Social Justice and Social Work
SW 491 Human Behavior in the Social Environment: Micro SW410 Social Welfare Policy Practice
SW 440 Human Behavior in the Social Environment: Macro
SW 492 Social Welfare Policy
Diversity Elective Diversity Elective Diversity Elective
Junior Cluster Junior Cluster Junior Cluster1
Year 2: Senior
Fall Term Winter Term Spring Term
SW 430 Generalist Practice I SW 400 Field & Seminar SW 450 Research Methods I
SW 431 Generalist Practice II SW 400 Field & Seminar SW 451 Research Methods II
SW 432 Generalist Practice III SW 400 Field & Seminar
Upper Division Program Elective Upper Division Program Elective Upper Division Program Elective
Senor Capstone
Different social work courses have different numbers of credits because some of the courses were based on already approved graduate courses (3-credit courses) and some were already approved undergraduate courses (4-credit course). Ideally in the future we hope to have all of the
undergraduate social work courses offered for the same number of credits for consistency.
1 Junior Cluster themes may be selected from the following [not entire list]: African Studies; Family Studies; Community
Studies; Environmental Sustainability; Freedom, Privacy and Technology; Healthy People and Places; Latin American Studies; or Leadership for Change. Students decide on these topics in consultation with a social work advisor. Junior Clusters are part of the PSU University Studies requirements.
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BSW Program Courses
Prefix Course Name Credits Curriculum Area
SW 301 Introduction to Social Work (4) Introduction SW 439 Social Justice and Social Work (3) HBSE SW 491 Human Behavior in the Social Environment: Micro (4) HBSE SW440 Human Behavior in the Social Environment: Macro (4) HBSE SW410 Social Welfare Policy Practice (3) Policy SW 492 Social Welfare Policy (4) Policy SW 430 Generalist Social Work Practice I (3) Practice SW 431 Generalist Social Work Practice II (3) Practice SW 432 Generalist Social Work Practice III (3) Practice SW 400 Practicum and Seminar I, II, III (4, 4, 4) Field SW 450 Research Methods for Social Work Practice I (3) Research SW 451 Research Methods for Social Work Practice II (3) Research
Sub-total 49 credits
Diversity Electives (3 courses x 4 credits) 12 credits Upper Division Program Electives (3 courses x 4 credits) 12 credits
TOTAL 73 credits
Planning for Optional Courses of Study: Future Trends
In order to respond to the changing demographics of the community and employment needs of students with extensive family and work responsibilities, it is important that the program discuss and plan an alternative course of study. The BSW Program Committee is in the early stages of designing a part time course of study option to meet the needs of non-traditional students. This option may include a three or four year extended course schedule. At this time we do not have an official part time option. However, some students do opt on their own to take fewer classes each term given the economic and social needs of their individual situations.
As of this time, the BSW Program does not have any of its core courses on-line because the program is still in its beginning stages. Since we are the only public undergraduate social work program in Oregon this is something we may need to develop for future program delivery.
Required Core Social Work Course Overview
The following section provides the PSU Bulletin description of the BSW Program courses (see PSU Bulletin 2010-2011, p. 318-319), including the credits and if a prerequisite is required. The courses are listed by number, not in the order in which they are taken in the curriculum. See Appendix 9 for complete BSW Program Course Syllabi.
