Graduate Program Prioritization Criteria and Questions/Elements
1. History, Development and Expectations of the Program
a. Provide, to the best of your ability, a brief description of the program’s history including the evolution of the program over the years. Describe specific changes that have been made to the program curriculum, changes to student demographics and the impact of these changes on the program, and efforts to recruit students to the program. If this is a new program, describe efforts to build the program and the progress of these efforts to date. (550 words)
The Department of Social Work was created in 1968 with a Bachelor of Social Work (BSW) program. In 1976 a self-study was presented to the Council on Social Work Education (CSWE) for initial accreditation. Upon awarding of accreditation, plans for a Master of Social Work (MSW) program were launched. The first class of graduate students entered in 1982, and initial accreditation was received in 1985. The current combined B.S.W. and M.S.W. program has been fully accredited since 1989 with the most recent
reaccreditation in 2013.
The program has evolved over time to meet state workforce needs, integrate new knowledge created in the profession, reflect current practice trends, and meet the needs of a changing student demographic. For example, in 2008 the first class entered the newly created weekend Co-occurring Mental Health and Substance Abuse Cohort program that had been requested and developed through a formal partnership with the Department of Mental Health and Addiction Services (DMHAS). The cohort program remains in high demand and has expanded its enrollment to include full-time employees of other state agencies.
The current structure of the advanced curriculum, including clinical practice specializations in Co-occurring Mental Health and Substance Abuse,
Children and Families, Elders and Families, and Social Work in Educational Settings has only been organized for a few years. The program previously had concentrations in Management and Direct Practice. The Management track was phased out due to shifting student interest particularly greater student interest in more specialized areas of clinical practice. Partnerships with state agencies have contributed to the development of field placements and course content in these specialized areas.
The Department, through its admissions process, seeks to enroll well qualified students with diverse backgrounds consistent with its mission,
goals and objectives. Between 2007 and 2012, the gender of admitted students was predominantly female (83-88%); typical of the social work profession. The percentage of students from different ethnic backgrounds was consistent, with the majority of students identified as Caucasian (65-70%), African American (13-17%), and Hispanic/Latino (9-12%). Diversity in student age and life experience has been targeted because it adds to the depth of both the explicit and implicit curriculum. Therefore, the admissions application gives strong consideration to work and volunteer experience in human service fields, applicable life experiences, and self-awareness. One result of this outreach however, is that a majority of students work part or full-time, so their schedules are accommodated by offering sections at a variety of times.
In a 2009 Journal of Social Work Education report (Picky, Picky, Pick:
Ranking Graduate Schools of Social Work by Student Selectivity), the SCSU MSW program was ranked as the fourth most selective program in the country (statistics gathered from 1990-2004). Because of this history of and continued selectivity, minimal recruitment is needed. However, efforts are made to recruit the most qualified candidates. Information and application materials are available online, at open houses, and by request from the Admissions office and Program coordinator. Information is also regularly shared with potential applicants at recruiting events hosted by BSW programs. Social work faculty often staff booths at graduate open houses with six or more members to respond to the high level of interest. Special recruiting is also done for the MSW Co-occurring Mental Health and
Substance Abuse Cohort program at invited DMHAS events around the state.
b. Is there anything else you would like us to know? (Issues you might choose to discuss could include visibility of the program, relationships the program has external to the university, changes in the economic support for the program, staffing, etc.) (150 words)
In January 2014, the CT Department of Administrative Services instructed the state agencies under its direction to give preference to MSW and BSW candidates for the job classification series of Social Worker. These agencies include DSS, Veterans Affairs, Rehabilitation Services and DCF. However DCF has gone further in only hiring MSWs and BSWs for the Social Worker Series and DSS has specifically posted an MSW preference.
The CT Clinical Social Workers job classification requires that candidates must have at least an MSW and often the LCSW (clinical license) is required. The Department of Social Work at SCSU is the only social work program in the SCUS system and state that offers both undergraduate and graduate
programs in social work. The proposed addition of a DSW program would make SCSU the most comprehensive social work department in the state.
2. External Demand for the Program
a. Using the data provided, review and explain the relationship between the program and external factors that impact the:
i. number of applicants and percentage of applicants accepted The percentage of applicants accepted into the MSW program is very low, ranging from 22 to 55% across a five year span, with an average of 36%. This allows the program to be selective in the admissions process and invite only the most qualified applicants. The number of students that are accepted is not a function of the number of completed applications, but is instead restricted by University resources and the availability of quality field placement sites. In the 2014/2015 admissions cycle for example, an
additional 18 students were admitted for the Cohort program and another 18 students to the regular full-time program without decreasing the quality of applicants. Demand for the program remains high due to the workforce needs in CT and surrounding states, and its strong reputation.
ii. 5-year enrollment trends (450 words)
The 5-year enrollment average for the MSW program was 171 students per semester across both Fall and Spring semesters. The range of enrollment for any given semester was between 155 and 199 students. Enrollment has remained very consistent, with no clear upward or downward trend.
Consistency signifies that the program is not only necessary and capable of attracting applicants, but that the program tends to retain those students. In an economic environment that makes it difficult for students to pursue
advanced degrees, the value of the program must be clear to students, the learning environment must be supportive, and the curriculum must have strong utility. Programs must also be flexible enough to allow options for students to maintain some level of employment.
The clinical-focused MSW degree is highly valued by public and private employers. The degree prepares students for state licensure at several levels to provide a variety of evidence-based services to individuals, families, groups, and communities. Many MSW graduates report that they are quickly
promoted to administrative roles. According to the US Bureau of Labor Statistics, growth in the rate of social work jobs will be significantly higher (19%) than the average for all occupations (11%) over the next decade. Projected employment stability increases the value of the degree.
The MSW program enhances student retention by providing a supportive learning environment that seeks to demonstrate respect for all persons. Respect for diversity is a key social work value, and is critical to supporting student development. Faculty and staff in the MSW program demonstrate respect for diversity through the recognition of diverse learning styles and student interests, respecting the uniqueness of each student in advising and learning relationships, and engaging in relationships with students so that students feel known and understood. Individual student progress is also tracked through advisement, relationship with field liaisons and supervisors, and individual instructors.
b. Which employers, institutions and/or communities benefit from this program? Describe how the program meets the needs of the state (e.g., economic, cultural, civic, etc.)? (150 words)
The program has developed formal relationships with State agencies to provide specific programs to meet the workforce needs in Connecticut. These programs educate and train social workers for jobs that are in demand in the state. The current Cohort program in Co-occurring Mental Health and
Substance Abuse was developed with the Connecticut Department of Mental Health and Addiction Services (DMHAS) and an additional Cohort program in Child Welfare is currently being developed with Department of Children and Families (DCF). The three year Hartford Partnership Practicum
Program provided stipends to MSW students who interned in programs serving elders and their families. Through this grant, the MSW program developed ongoing connections with these agencies. All MSW students spend a total of 1100 hours providing direct social services in field placements across the state. It is conservatively estimated that the economic benefit to these institutions and communities reaches half a million dollars annually. c. Is there anything else you would like us to know? (Issues you might choose to discuss could include competition from local, regional, and other
institutions.) (100 words)
While SCSU and UCONN are the only public universities offering graduate social work programs in CT, both Quinnipiac University and the University of Saint Joseph have started MSW programs this year. Although we
anticipate that these private programs will have a minimal impact on applications and admissions because of their lack of accreditation and high cost, their students will likely compete for local field placements.
a. Using the data provided, please describe how courses in your program serve students in other programs. What percentage of students in your courses come from other programs? Please provide enrollment data for graduate courses offered by your department that are required for other
graduate programs. (Some of your discussion in this section may be repetitive, but is important in understanding the internal demand for the program.) (100 words)
Students in the Master of Marriage and Family Therapy program take two of their required courses from the MSW program; Diversity and Oppression in Social Functioning, and Psychopathology. They are increasing enrollment in 2014/2015, requiring the MSW program to provide two additional sections of each of these courses to accommodate them. A Dual-Degree program with Women’s Studies is currently being proposed, which will increase the overall number of students requiring MSW courses for graduation.
b. How is enrollment for your graduate program influenced by enrollment in your undergraduate program? Is there potential for a formal pathway
between the two programs? (100 words)
Enrollment in the MSW is only somewhat impacted by enrollment in the undergraduate program because of the high number of overall applicants; however SCSU BSW graduates do play an important role in MSW admissions because of their advanced preparation. The MSW program offers an
Advanced Standing option for applicants with a BSW degree. These students waive up to 21 of the 60 credits required, including a year of field placement. This creates a formal pathway, as well as a significant incentive, for SCSU BSW graduates to enter the MSW. BSW graduates are also actively
recruited through BSW student organization events.
c. How reliant are you on non-program students taking your courses? (100 words)
The MSW program is not reliant on non-program students, but a set of three non-matriculated courses are offered to students in other programs.
Students may take these courses, which are part of the required MSW
curriculum, to enhance their application files, to explore the profession, or to supplement other degree programs.
d. Does the program produce services needed by other parts of the campus (e.g. clinics, testing services)? (100 words)
MSW students compete for and are often placed in internships in the SCSU Drug and Alcohol Resource Center and the Student Counseling center on
campus. MSW students have also been placed in the MFT clinic. These students support and provide clinical services to local and campus communities.
e. Is there anything else you would like us to know? (100 words) 4. Quality of Program Inputs and Processes
a. Please provide a narrative of how the qualifications and assignments of your full- and part-time faculty align with and support the program. Please include a discussion of the challenges and successes the department faces in providing qualified faculty to meet the needs of the program. In those
programs where it is appropriate, please discuss the integration of adjuncts into the program’s curriculum. (450 words)
We are fortunate to have been able to hire and retain a very talented full time graduate faculty, all of whom have earned doctorate degrees (except one who is completing her dissertation) from accredited institutions of higher education. These faculty have extensive post-MSW practice experience in the areas in which they are teaching (average of 23 years), which is crucial for professional programs, as well as valuable teaching and administrative expertise that can enhance teaching; creative activities such as presenting at conferences and conducting research and the ability to use evidence based research; service to the university, school and department; and, service in the community. Many graduate faculty also hold current state licenses to
practice clinical social work.
We also have a consistent and seasoned group of adjunct faculty who are dedicated to the profession and to our students. The adjuncts are active members of our professional community and often act as mentors to our students when they are in community settings. When part-time faculty are initially hired a full time faculty mentors them for at least the first year. Part-time faculty ratings from the student evaluations are almost identical to the full time faculty ratings. Over the last ten semesters, the mean rating for part time faculty was only slightly lower than full time faculty (4.558 to 4.632) and exceeded full time faculty in two of the ten semesters. All part time faculty hold an MSW from a CSWE accredited institution.
The number of adjunct faculty teaching in the program varies from semester to semester but ranges from 21 to 29. Five of these faculty members are professor’s emeriti. About half of the part time faculty have taught for the department for more than five years. The 29 current part time faculty members have more than 566 years of combined practice experience.
Applicant pools for Permanent and Temporary full time faculty positions have consistently been robust and the department has had no failed faculty searches. The interest in part-time positions is also consistently high, and the department maintains a strong pool of qualified applicants.
b. Briefly describe the merits and logic of your curriculum. (250 words)
The MSW curriculum consists of a Foundation year designed to provide basic knowledge for generalist social work, and an Advanced year with a
specialization in one of four fields of clinical practice. Classroom and field components are integrated in both years so that theory, knowledge, skills and values can be applied to populations that students are experiencing in their practicums.
The generalist practice framework, built from an ecological systems
perspective, informs the conceptual practice model; Transtheoretical Common Factors. This model identifies practice conditions and processes that
research has suggested produce effective practice outcomes. In each
foundation course students use the common factors model to frame problems within the different ecological subsystems, including individuals and families, groups and programs, and agencies, organizations and communities.
The first and second year-long field placements take place in different settings. Foundation year assignments (500 hours) are directed toward helping students develop a framework for assessment and intervention for a range of human needs drawing upon foundation knowledge from classes in HBSE, social welfare policy and a generalist framework.
In the Advanced year, students choose between four practice specializations and take related courses in advanced practice and policy. The choice of specialization guides the second year field placement (600 hours). The seminar focuses on the clinical needs of the target population, and is the center of the students’ development of their graduate research thesis. Concurrent with the second placement, students attend classes in policy, advanced practice, and electives that support a chosen specialization. c. How dynamic is your program? Please identify and describe what
procedures are in place to provide continued, regular evaluation and review (include formal and informal activities). Describe the impact of the review on the program and curriculum (e.g., FAAR data may be used as evidence, as well as other documentation of changes to the curriculum). (300 words) The MSW program engages in ongoing self-evaluation and is also evaluated in regular cycles by its accrediting body; CSWE. Evaluations are used to
identify needed changes and to stay current with National standards. In response to new 2008 CSWE standards for example, a set of core
Competencies and related demonstrable Practice Behaviors were adopted to create a more focused and integrated curriculum. These Competencies also lay the groundwork for ongoing evaluation, as will be discussed in the Program Outcomes section of this report.
The curriculum is also updated through standing committees that respond to the growth of knowledge in the profession, as reflected through student
feedback on Exit Surveys, through the Advisory Board, from field faculty, and through faculty involvement with the profession in conferences and
publications. For example, the foundation practice courses were recently updated by the Practice Sequence Committee from a Life Model perspective that had been used for over a decade, to a cutting edge Common Factors model outlined in a new text authored by two current social work faculty members. The Human Behavior in the Social Environment (HBSE) Sequence Committee significantly restructured the Psychopathology course to reflect new diagnostic categories and statistical information in the recently released DSM 5 manual from the American Psychiatric Association.
Ongoing review of faculty teaching, creative activity and service areas is important to providing a high quality program. The DEC conducts annual reviews of untenured faculty, 6-year reviews of tenured faculty, and
evaluates part-time faculty. Teaching is assessed through Course Information Surveys, and by DEC members using a standardized form. Instructors are rated on the organization and coherence of their presentation, their knowledge of the subject, use of creative and flexible teaching methods, integration with overall curriculum, student participation, rapport with students, and mutual respect and regard.
d. Is there anything else you would like us to know? (Issues you might discuss could include the quality of your incoming students, (GPA) or a comparison of your curriculum, courses, assessments, experiences to similar programs. How does your program better serve students than similar programs offered
elsewhere?) (200 words)
Students who are admitted to the program are highly capable academically, with an average undergraduate GPA in the past 6 years of 3.26. Students entering the program also have typically worked in the field for 1-3 years and more than half were working in social services agencies when they entered the program. Most other regional and national MSW programs, including UCONN, cannot be as selective in admissions because of their higher percentage of accepted applications.
Quinnipiac University started an MSW program in the past year and used SCSU’s curriculum structure as a template, including specific specializations available to students. Therefore, their non-accredited program will be
offering a very similar structure at a significantly higher cost.
The hybrid Cohort program designed for students who work for DMHAS or other state agencies is unique in the region. Other programs designed to accommodate the needs of full-time employees are largely offered online, without the opportunity to interface directly with professors and other professionals face to face. This direct contact is seen as a significant benefit in social work because of the value placed on interpersonal relationships in the growth and change process.
5. Quality of Program Outcomes
a. How does your program use assessment data to ensure quality of student outcomes? Describe the quality of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course evaluations, alumni surveys, professional assessment/evaluation, other assessments, participation in groups or
organizations that focus on pedagogy or andragogy. Insert a table listing your program outcomes. Note that the table does not count in the word limit). (900 words)
MSW program outcomes focus on both the explicit and the implicit curriculum.
Explicit Curriculum
The 3 methods used to assess the explicit curriculum are based on student Competencies and associated Practice Behaviors as outlined in the Tables below. These assessment methods include 1) Course Assignment Rubrics assessed by instructors, 2) Field Evaluation items assessed by field
supervisors, and 3) a Now/Then Self-efficacy measure assessed by students. Data from the course assignment rubrics and the field evaluations are
gathered through Tk20, which allows reports to be produced every semester that are used for ongoing assessment of the program.
Benchmarks for the explicit curriculum practice behaviors were set at 80% for all three measures during the self-study in 2012. This means that for the course rubrics and field evaluation forms, the expectation were that 80% of students would “meet or exceed expectations.” The Self-efficacy measure includes two sets of ratings: a rating of their confidence “now” as they
complete the MSW program, and a retrospective rating of their confidence to do a competency when they started the MSW program, “knowing what I
know now.” The benchmark of 80% for the Self-efficacy measure, therefore, was that there would be a statistically significant positive difference between “now” and “then” for 80% of the items.
Results from the detailed 2012 assessment show that the 80% benchmark was reached for 9/10 Foundation competency areas according to Classroom Rubric data. The 80% benchmark was also reached for all Clinical
competencies as measured by Classroom Rubrics used in the Advanced year Seminar/Thesis course. Paired samples t-tests were run to compare Field instructors’ Evaluations of students in the fall (SWK572) and in the spring semesters (SWK573) of field placement. The results suggest that students made statistically significantly improvements in terms of their demonstrated mastery of the EPAS Competencies from the fall 2011 (SWK572) semester to the spring 2012 (SWK573) semester in all competencies. The Now/Then Self-efficacy measurement also showed statistically significant positive difference in all competency areas, except where the cell sizes were too small.
Despite the demonstration of successful student competency, several areas for improvement were still identified in the 2012 evaluation. Since the evaluation, the program has implemented several curricular changes. For example, the areas in which our students scored the lowest in the field and in classroom assignments are in the macro areas of policy analysis and
understanding the contexts that shape practice. A key assignment was modified in the foundation level field course (SWK 570/71) to include an analysis of the student’s agency. In this assignment instructors are now requiring a more thorough analysis of the agency structure and a more thorough analysis of the problems of the population served. The foundation level practice courses (SWK 532/Individuals and SWK 533/groups) have also added assignments that require students to identify the obstacles and the supports that their agencies have in place to facilitate positive change; services offered; waiting lists; intake procedures, etc. Students are asked to focus on the non-clinical aspects of their field placement agency to identify the contexts that shapes their practice.
Foundation Competencies
Competency #1: Identify as a professional social worker and conduct oneself accordingly.
2.1.1.5 - Take an active role in the learning process
2.1.1.2 - Practice self-awareness, personal reflection and modification to assure continual professional development
2.1.1.6 - Prepare for and effectively use supervision
2.1.1.2 - Prepare and submit process recordings for supervisory discussion 2.1.1.4 - Assume responsibility for all assignments
2.1.1.4 - Meet deadlines and expectations for attendance, tasks, and written and verbal communication with colleagues
2.1.1.6 - Seek, evaluate, and respond to feedback regarding one’s practice
2.1.1.3 - Engage in collaborative professional relationships with clients and colleagues 2.1.1.5 - Plan for continuing professional growth
2.1.1.1 - Advocate for client access to agency services and community resources
Competency #2: Apply social work ethical principles to guide professional practice. 2.1.1.2 - Know the profession’s values and ethical standards
2.1.1.2 - Know state and federal laws relevant to social work practice
2.1.1.1 - Recognize personal values and use professional values to inform practice decisions
2.1.1.3 - Tolerate ambiguity when resolving ethical conflicts
2.1.1.4 - Apply strategies of ethical reasoning and the NASW Code of Ethics to arrive at principled decisions
Competency #3: Apply critical thinking to inform and communicate professional judgments
2.1.3.1 - Skillfully use cognitive processes of reasoning and creativity 2.1.3.1 - Comprehends the various meanings of client issues
2.1.3.1. - Skillfully appraise and integrate multiple sources of knowledge; including research-based knowledge and practice wisdom for assessment, action, and evaluation 2.1.3.2 - Skillfully analyze models of assessment, prevention, intervention, and
evaluation
2.1.1.3 - Demonstrate effective oral communication in working with individuals, families, groups, organizations, communities and colleagues
2.1.1.3 - Demonstrate effective written communication in working with individuals, families, groups, organizations, communities, and colleagues
Competency #4: Engage diversity and difference in practice
2.1.4.4 - Demonstrate openness and respect for diverse clients and colleagues 2.1.4.3 - Understand the significance of specific diversity factors in assessment and communication
2.1.4.1 - Understand the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power
2.1.4.2 - Use self-awareness to prevent/resolve the intrusion of personal biases and values in working with diverse clients and colleagues
2.1.4.3 - Recognize and discuss the meanings of diversity factors with diverse clients and colleagues
2.1.4.3 - Reflect on the nuances of communication when working with diverse clients and colleagues
Competency #5: Advance human rights and social and economic justice.
2.1.5.1 - Understand the global interconnections of oppression, theories of justice, and strategies to promote human and civil rights
2.1.5.1 - Understand the forms and mechanisms of oppression and discrimination with individuals, groups, and communities
2.1.5.2 - Advocate for the human rights of each person (regardless of position in society), including freedom, safety, privacy, an adequate standard of living, health care
and education
2.1.5.2 - Advocate for social and economic justice
2.1.5.3 - Skillfully incorporate social justice practices into organizations and communities.
Competency #6: Engage in research-informed practice and practice informed research
2.1.6.1 - Know how research methods can be used to monitor and evaluate one’s practice
2.1.6.1 - Skillfully monitor and evaluate one’s practice
2.1.6.2 - Use research findings to improve practice, policy, and social service delivery 2.1.6.2 - Identify and assess applicability of evidence-based practice models for one’s practice
Competency #7: Apply knowledge of human behavior and the social environment 2.1.7.2 - Understand theoretical and empirical knowledge about human behavior across the life course
2.1.7.2 - Understand the ways social systems promote or deter people in maintaining or achieving health and well-being
2.1.7.2 - Skillfully apply theories and research about biological, social, cultural, psychological, and spiritual development and well-being
2.1.7.1 - Skillfully use conceptual frameworks to guide the processes of assessment, intervention, and evaluation
Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
2.1.8.1 - Know the history and current structures of social policies and services 2.1.8.2 - Actively engage in policy practice
2.1.8.1 - Understand how policies affect programs and practice 2.1.8.1 - Understand how practice informs policy development
2.1.8.1 - Skillfully analyze, formulate, and advocate for policies that advance social well-being
2.1.8.2 - Skillfully collaborate with colleagues and clients for effective policy action Competency #9: Respond to contexts that shape practice.
2.1.9.1 - Understand relationships between social policies, specific communities, and social work practice
2.1.9.1 - Skillfully discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends in order to provide relevant services
2.1.9.1 - Identify factors that facilitate and hinder service delivery
2.1.9.1 - Identify and facilitate strategies that address service delivery barriers to improve the quality of social services
2.1.9.2 - Skillfully provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services
Competency #10: Engage, assess, intervene and evaluate with individual, families, groups, organizations, and communities.
2.1.10(a)(2) - Engage in working relationships with clients and other participants 2.1.10(a)(1) - Substantively and affectively prepare for action with clients and other
participants
2.1.10(a)(2) - Demonstrate acceptance, genuineness, and empathy with clients and other participants
2.1.10(a)(2) - Skillfully communicate with clients and other participants
2.1.10(a)(3) - Develop a mutually agreed-upon focus of work and desired outcomes with clients and other participants
2.1.10(b)(2) - Skillfully explore problems and resources with clients and other participants
2.1.10(b)(1) - Skillfully organize and formulate assessment information
2.1.10(b)(3) - Develop a mutual agreement of problems, goals and change work activities with clients and other participants
2.1.10(b)(4) - Skillfully select action strategies
2.1.10(c)(3) - Facilitate actions to achieve mutual goals with individuals 2.1.10(c)(3) - Facilitate actions to achieve mutual goals with families
2.1.10(c)(4) - Facilitate actions to achieve mutual goals with group members 2.1.10(c)(1) - Facilitate actions to achieve organizational goals
2.1.10(c)(2) - Facilitate actions to achieve community goals 2.1.10(c)(5)- Facilitate transitions and endings
2.1.10(d) - Skillfully monitor and evaluate practice activities and goals
Clinical Competencies
Competency #2.1.1: Identify as a professional social worker and conduct oneself accordingly.
2.1.1.1 - Readily identify as social work professionals 2.1.1.2 - Demonstrate intentional uses of self with client(s)
2.1.1.3 - Understand and identify their own professional strengths, limitations and challenges
2.1.1.4 - Develop, manage and maintain therapeutic relationships with clients within the person-in-environment perspective
2.1.1.5 - Use supervision and consultation to guide practice 2.1.1.6 - Demonstrate ongoing professional development 2.1.1.7 - Adhere to the Social Work Code of Ethics
Competency 2.1.2: Apply social work ethical principles to guide professional practice.
2.1.2.1 - Conduct clinical practice within the ethical and legal parameters of professional practice standards
2.1.2.2 - Apply ethical decision-making skills to issues specific to clinical social work, recognizing the ambiguity inherent in many practice situations
2.1.2.3 - Employ strategies of ethical reasoning to address the use of technology in clinical practice and its impact on client rights
2.1.2.4 - Identify and use knowledge of relationship dynamics
2.1.2.5 - Identify and use knowledge of power differentials to ensure ethical practice in clinical social work
2.1.2.6 - Manage personal biases as they affect the therapeutic relationship in the service of the clients’ well being
Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments
2.1.3.1 - Consider and evaluate multiple sources of data on the client and the client’s environment
2.1.3.2 - Identify and articulate clients’ strengths and vulnerabilities
2.1.3.3 - Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and practice evaluation tools
2.1.3.4 - Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations
2.1.3.5 - Complete written reports that are well organized, clear, and comprehensive, yet concise
2.1.3.6 - Demonstrates effective written communication in working with individuals, families, groups, organizations, communities, and colleagues
Competency 2.1.4: Engage diversity and difference in practice 2.1.4.1 - Work effectively with diverse populations
2.1.4.2 - Identify and use practitioner client differences from a strengths perspective 2.1.4.3 - Recognize that sometimes differences can be interpreted as barriers to
treatment and seek to transform these barriers into opportunities for growth and change 2.1.4.4 - Seek knowledge of the diverse clients they are working with and apply this knowledge to enhance client wellbeing
Competency 2.1.5: Advance human rights and social and economic justice
2.1.5.1 - Advocate for basic human rights and access to humane delivery of services for all clients, regardless of their legal or economic status
2.1.5.2 - Identify the effects of oppression, discrimination, and historical trauma on client and client systems to guide treatment planning and intervention
2.1.5.3 - Advocate at multiple levels for mental health parity and reduction of health disparities for diverse populations
2.1.5.4 - Demonstrate commitment to social and economic justice through involvement in political, legislative and community advocacy efforts
Competency 2.1.6: Engage in research – informed practice and practice – informed research
2.1.6.1 - Critically evaluate, select, and differentially apply current literature and
empirically supported practice interventions, including formal research methodology, in order to assess client systems and to implement clinical social work services with clients 2.1.6.2 - Participate in the identification and generation of new clinical knowledge, both empirical and practice – based
2.1.6.3 - Use research methodology to evaluate clinical practice effectiveness and/or outcomes
Competency 2.1.7: Apply knowledge of human behavior and the social environment
2.1.7.1 - Synthesize and apply theories of human behavior and the social environment to guide the process of clinical formulation, assessment, intervention, and evaluation 2.1.7.2 - Formulate comprehensive bio-psycho-social-spiritual assessments including using differential and multi-axial diagnoses under supervision
2.1.7.3 - Be familiar with the appropriate use of psychotropic medications, expectable results, and side-effects and know when a medical consultation is indicated to confirm diagnosis and/or to include medication in the treatment process
Competency 2.1.8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
2.1.8.1 - Effectively analyze and communicate the implication of policies and policy change in the lives of clients
2.1.8.2 - Collaborate with other professionals and organizations to improve service delivery to clients
2.1.8.3 - Apply practice-based evidence in advocacy for policies that advance social and economic well being
2.1.8.4 - Advocate with and lobby administrators and legislators at various levels to influence policies that impact clients and service
Competency 2.1.9: Respond to contexts that shape practice.
2.1.9.1 - Assess the quality of clients’ interactions within their social contexts 2.1.9.2 - Develop intervention plans to accomplish systemic change
2.1.9.3 - Work collaboratively with others to effect systemic change that is sustainable Competency 2.1.10(a)-(d): Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
2.1.10(a)
Educational Policy - Engagement
Advanced practitioners in clinical social work:
2.1.10.(a)1 - Substantively and affectively engage in a culturally responsive therapeutic relationship
2.1.10.(a)2 - Use empathy and attend to the dynamics that both strengthen and potentially threaten the therapeutic alliance
2.1.10.(a)3 - Establish a relationally-based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes
2.1.10(b)
Educational Policy - Assessment
Advanced practitioners in clinical social work:
2.1.10.(b)1 - Collect, organize, and interpret client data using multidimensional biopsychosocial assessment
2.1.10.(b)2 - Assess client’s readiness for change at times of crisis and otherwise 2.1.10.(b)3 - Assess client’s strengths and coping strategies so as to reinforce and improve the client’s best adaptation to his/her current life situation, circumstances and events
2.1.10.(b)4 - Select and modify appropriate strategies based on continuous clinical assessment
2.1.10.(b)5 - Utilize differential and multi-axial diagnoses 2.1.10.(c)
Educational Policy - Intervention
Advanced practitioners in clinical social work:
2.1.10.(c)1 - Critically evaluate best practices and evidence-based guidelines in the selection of practice interventions
2.1.10.(c)2 - Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the biopsychosocial assessment, including crisis intervention strategies as needed
2.1.10.(c)3 - Collaborate with other professionals so as to coordinate treatment interventions on behalf of the client
2.1.10.(d)
Educational Policy – Evaluation
Advanced practitioners in clinical social work:
2.1.10.(d)1 - Critically analyze, monitor, and continuously evaluate clinical interventions 2.1.10.(d)2 - Use practice-based research to contribute to the theoretical knowledge base of the social work profession
2.1.10.(d)3 - Use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of biopsychosocial conditions
Co-Occurring Disorders Practice Behaviors
2.1.1.8 - Demonstrate involvement in prevention of mental illness/substance abuse 2.1.1.9 - Identify opportunities for social work involvement in prevention of substance use disorders.
2.1.2.7 - Apply ethical principles in prevention of mental illness/substance abuse 2.1.2.8 - Apply ethical decision-making skills to issues specific to the prevention of substance use disorders.
2.1.3.7 - Evaluate, select, and implement appropriate assessment, intervention, and evaluation tools for use with target populations.
2.1.3.8 - Communicate effectively with diverse populations and with multi- or interdisciplinary colleagues.
2.1.4.5 - Engage diverse groups e.g. gender race and ethnicity, sexual orientation and
gender their expression age and prevention practice
2.1.4.6 - Identify appropriate substance use disorders prevention target groups.
2.1.4.7 - Assesses predictive factors competently within and across groups (e.g., gender, ethnicity/race, age, socioeconomic status (SES), sexual orientation) and across system levels.
2.1.4.8 - Analyze and compare different social constructions of substance use, misuse, abuse, and dependence and their implications.
2.1.5.5 - Advocate at multiple levels for health promotion and for reduction of health disparities and stigma for diverse populations affected by substances and substance use disorders
2.1.6.4 - Relate substance use disorders theories, models, and research to appropriate client systems and circumstances.
2.1.6.5 - Identify, evaluate, and select effective substance use disorders prevention strategies.
2.1.6.6 - Apply foundation research skills to the evaluation of prevention of substance use disorders.
2.1.6.7 - Work collaboratively with evaluators/researchers to assess intervention efficacy and effectiveness.
2.1.7.4 - Relate substance use disorders theories, models, and research appropriate to client systems and circumstances.
2.1.8.5 - Apply policy practice skills for substance use disorders prevention.
2.1.9.4 - Acts as change agents to promote prevention of substance use, misuse, abuse, and dependence.
2.1.9.5 - Advocate at multiple levels for health promotion, for promotion of known resiliency factors, for reduction of risk and vulnerability factors, for promotion of prevention and for diverse populations affected by substances and substance use disorders.
At the concentration level, advanced practitioners in prevention of substance use disorders recognize and understand the diverse groups (e.g., gender, race/ethnicity, sexual orientation and gender expression, age) affected by prevention of substance use disorders. Advanced practitioners in PSUD...
2.1.10.(a)4 - Engage diverse groups (e.g. gender race and ethnicity, sexual
orientation and gender expression, age) in MH/SA prevention practice.
2.1.10.(a) 5 - Engage diverse groups (e.g., gender, race/ethnicity, sexual orientation and gender expression, age) in prevention practice.
2.1.10.(b)6 - Adapt, modify, and use assessment tools and approaches, including in situations in which specific abilities and functions may be affected by substance use, misuse, abuse, and dependence – such as short and long-term cognitive, affective, and physiological effect.
2.1.10.(b)7 - Evaluate, select, and implement appropriate assessment instruments for use with target populations.
2.1.10.(b)8 - Conduct needs assessment for prevention of substance use disorders, including identifying and using existing epidemiological data.
2.1.10.(b)9 - Relate substance use disorders theories, models, and research appropriate to client systems and circumstances.
the individual, family, school, agency community, or larger context.
2.1.10.(c)5 - Develop and implement collaborative, multidisciplinary prevention strategies.
2.1.10.(c)6 - Implement effective substance use disorders prevention strategies with fidelity.
2.1.10.(c)7 - Identify, evaluate, and select effective substance use disorders prevention strategies.
2.1.10(d) 4 - Apply research skills to evaluating the prevention of substance use disorders.
2.1.10(d) 5 - Identify and use evaluation tools for substance use disorders and prevention.
2.1.10(d) 6 - Communicate and disseminate evaluation results appropriate to the intended audience.
2.1.10(d) 7 - Work collaboratively with evaluators/researchers to assess intervention efficacy and effectiveness.
Elders and Family Practice Behaviors
2.1.1.8 - Asses and address values and biases regarding aging2.1.1.9 - Understand the perspective and values of social work in relation to working effectively with other disciplines in geriatric interdisciplinary practice
2.1.2.7 - Apply ethical principles to decisions on behalf of all older clients with special attention to those who have limited decisional capacity
2.1.2.8 - Asses “self in relation” to motivate themselves and others toward mutual, meaningful achievement of a focused goal or committed standard of practice 2.1.3.7 - Relate concepts and theories of aging to social work practice (e.g., cohorts, normal aging, and life course perspective)
2.1.3.8 - Communicate to public audiences and policy makers through multiple media, including writing synthesis reports and legislative statements and orally presenting the mission and outcomes of the services of an organization or for diverse client groups 2.1.4.5 - Respect diversity among older adult clients, families, and professionals (e.g., class, race, ethnicity, gender, and sexual orientation)
2.1.4.6 - Address the cultural, spiritual, and ethnic values and beliefs of older adults and families
2.1.5.5. - Respect and promote older adult clients’ right to dignity and self determination 2.1.5.6 - Asses and address any negative impacts of social and health care policies on practice with historically disadvantaged populations
outcomes for older adults
2.1.6.5 - Promote the use of research (including evidence-based practice) to evaluate and enhance the effectiveness of social work practice and aging related services
2.1.7.4 - Relate social work perspectives and related theories to practice with older adults
2.1.7.5 - Identify issues related to losses, changes, and transitions over their life cycle in designing interventions
2.1.8.5 - Adapt organizational policies, procedures, and resources to facilitate the provision of services to diverse older adults and their family caregivers
2.1.8.6 - Manage individual (personal) and multistakeholder (interpersonal) processes at the community, interagency, and intra-agency levels to inspire and leverage power and resources to optimize services for older adults
2.1.9.4 - Create a shared organizational mission, vision, values and policies responding to ever-changing service systems to promote coordinated optimal services for older persons
2.1.9.5 - Advocate and organize with service providers, community organizations, policy makers, and the public to meet the needs of a growing aging population 2.1.10(a)4 - Use empathy and sensitive interviewing skills to engage older clients in identifying their strengths and problems
2.1.10(a)5 - Establish rapport and maintain effective working relationships with older adults and family members
2.1.10(b)6 - Conduct a comprehensive geriatric assessment (biopsychosocial evaluation) 2.1.10(b)7 - Administer and interpret standardized assessment and diagnostic tools that are appropriate for use with older adults (e.g., depression scale, Mini-Mental Status Exam)
2.1.10(c)4- Use group interventions with older adults and their families (e.g., bereavement groups, reminiscence groups)
2.1.10(c)5 - Provide social work case management to link elders and their families to resources and services
2.1.10(d)4 - Develop clear, timely, and appropriate service plans with measurable objectives for older adults
2.1.10(d)5 - Reevaluate and adjust service plans for older adults on a continuing basis
School Social Work Practice Behaviors
2.1.4.5 - Demonstrate knowledge of and competence in working with children of various cultural backgrounds and their families.
2.1.5.5 - Know educational laws affecting students and advocate for implementation when appropriate.
2.1.7.4 - Be familiar with symptoms and treatment of educational mental health problems most frequently observed in schools: autism, depression, substance abuse, anxiety.
Implicit Curriculum
The implicit curriculum is assessed through the MSW Exit Survey,
Enrollment Management data, and other less formal means. Results from the 2012 Exit survey have been used to make several changes to the program procedures to enhance student learning.
Almost 66% of respondents indicated that they worked during the program, with almost 37% of them working full time. This knowledge has led to significant efforts to offer courses at varied times, and broaden the focus of advisement to include time and stress
management. Faculty have also applied for new grants that could provide stipends for field placements, including a proposal to tap Medicaid funding for students in the Elders specialization.
Full-time faculty advisement, responsiveness and guidance were all rated higher in 2011 than 2012, leading to recent changes in
advisement procedures. An advisement Week has been instituted prior to the opening of registration each semester to remind students and faculty make needed revisions in program plans, discuss student progress, and engage in a mentoring relationship. Faculty and students have reported that the institutionalized reminder for advisement each semester has been beneficial.
Sixty-four percent of respondents expressed the need for greater
student socializing. We have instituted several informal and electronic avenues for communication that seem to draw student interest. A monthly coffee hour held just before seminar courses in the Lang Social Work House and a Lunch Bunch at a local Café organized through the Graduate Social Work Organization draws students together. The department Facebook page is also very popular;
allowing students to connect with other students and faculty through their smart phones and in their own time.
Eighty-four percent of students indicated that they would be interested in attending preparation courses for state licensure, and 62% indicated an interest in attending a continuing education program at SCSU. A faculty member has been offering licensing preparation courses for a number of years, but has formalized it this year as a continuing
education course through the University. Social work faculty have also contributed this year to the development of continuing education
courses offered through the School of Health and Human Services. b. Is there anything else you would like us to know? (Issues you may choose to discuss could include preparing your students for employment or further scholarly pursuits. Where possible provide data driven examples, e.g., number of students who pass the licensing exam). (300 words)
A license has been required in order to practice clinical social work at an independent level in Connecticut for many years. Social workers that are in non-clinical positions such as case management, community practice, and schools were not required to license, nor were new graduates under
supervision. This year’s graduating class (2014) however will fall under new state statutes that require licensure for all MSW graduates in social work positions. Applications for the new LMSW will require students to pass a standardized exam. The MSW program has anticipated this change for the past several years, and has adjusted aspects of its program to ensure that students will have the knowledge and experience to license at both the
LMSW and LCSW levels. The MSW program has recently voted to purchase an institutional set of practice exams for both exams for use by instructors in the various content areas. The program is also for the first time providing an opportunity for students to take and get feedback on a formally proctored “experience” exam. Data from this exam will provide critical data to students and to the program regarding student attainment of the Knowledge and Skills included in the licensing exams.
In 2011, 84% of our graduates passed the national LCSW licensing exam on their first attempt, compared to the national average of 78%. This is
significant, as many social work positions require clinical licensure. MSW graduates who cannot get licensed as Clinical Social Workers are
underemployed.
The Social Work department has submitted a concept paper to the Board of Regents to develop a DSW program. DSW programs are increasing
nationally, and provide opportunities for MSW graduates to continue their education while retaining their full-time employment. The DSW will focus on the management of clinical practice and leadership/administration.
6) Size, scope and productivity of the program
a. How many credit hours does the program generate? (table generated by OMIR) Credits Generated AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Total Academic Credits 2,728 2,876 3,750 3,485 3,593 Major Credits 2,542 2,656 3,567 3,212 3,341 Total Students
1,005 1,010 1,217 1,105 1,171
b. What degrees or certificates are awarded? (This is a simple list of degrees and will list only one degree or certificate unless you are one of the programs approved to report your data in combination)(in table form with item c) MSW
c. How many degrees or certificates have been awarded (five year data)? MSW degrees awarded over the past 5 academic years have been 57, 56, 49, 54, and 71, consecutively.
d. Using the data provided, present and discuss the record of the graduate faculty in research/creative activity. (200 words)
Faculty have authored 35 publications between 2009 and 2013. This includes 4 new and 1 revised text book, 2 invited book chapters, 2 book reviews, 1 instruction manual, 17 peer reviewed academic journal articles and 1 professional journal article, 3 newsletters, 2 other publications, and two regular newspaper columns.
Full time faculty made 56 scholarly presentations since 2009. This includes 10 invited lectures, 16 oral presentations, 25 paper presentations, and 5 other presentations. Four of these presentations were at international conferences. Faculty actively participated in Professional and Academic conferences,
providing a leadership role at 20 conferences, and attending an additional 58. Faculty have obtained 23 grants since 2009, including 12 that are externally funded.
The range of faculty research and creative activity demonstrates a
commitment to the growth of knowledge for the social work profession, as well as significant contributions to cross-disciplinary fields. Faculty contributions also represent a focus on social issues affecting regional, national, and international arenas. There is strong evidence of faculty
collaboration within the department and across departments, and the activity is equally high between junior and senior faculty.
e. What types of student or student/faculty research or creative activity have been developed and or produced (e.g., include theses, dissertations, special projects)? (100 words)
All students must write a thesis which typically involves research related directly to the student’s practice in their field internships. Empirical theses may involve qualitative or quantitative studies such as pre-test post-test designs with small groups, single-system design studies of individual clients, or analyzing small data sets of client information. Students may also choose Analytical/Critical literature reviews to examine the best evidence-based practices for a client population with which they are working in their field agencies.
Students also engage with faculty in a variety of creative activities including conference presentations, contributions to books or chapters, or grant
activities.
f. In your narrative discuss how all these data impact or have impacted the size, scope or productivity of your program. (200 words)
The majority of full and part time faculty maintain clinical practices and therefore are current in the field and use the latest evidence based practice in their classes. Furthermore the final year two semester practicum/thesis course allows faculty to work with students in a small seminar (3-6 students) and serve as their liaison for their internship, meeting regularly with the student and field instructor at the agency. As a result students graduate as beginning practitioners. Furthermore over the last several years students have presented with faculty at annual meeting of the Connecticut Chapter of the National Association of Social Workers and the national Council on Social Work Education annual meeting.
g. Is there anything else you would like us to know (this might include a discussion of equipment purchased solely for the purposes of the graduate program). (100 words)
A commercial Poverty Simulation kit was recently purchased to enhance the implicit curriculum of the MSW. In this one-hour experiential activity students take on the roles of individuals and families living in poverty, and experience the sorts of daily challenges poor people face. Students complete a short pre-test of their attitudes towards poor people, and following the
activity a debriefing is held, after which a post-test instrument assessing attitude change is administered. This simulation has added to the
curriculum, but has also been an avenue for student/faculty research that has been presented at national conferences.
7) Revenue and other resources generated by the program
a. What are the sources and how much revenue does the program generate through student enrollments?
Fiscal Year
Tuition and
Fees Other Total
2010 1,268,251 1,047,357 2,315,608
2011 1,625,926 1,297,122 2,923,048
2012 1,469,866 1,259,746 2,729,612
b. What are the sources and how much additional revenue does the program generate through fees such as laboratory or special user fees? (50 words) No revenue is generated from special fees.
c. What are the sources and how much revenue does the program generate by services (e.g., external or to other programs)? (50 words)
The department receives an annual (12+ years) training grant of $151,700 from DCF to provide training opportunities and financial support to DCF personnel to enable them to more easily pursue enhancement of their education; and $38,500 for stipends for students. The department has also obtained annually since 2006 a post masters stipend program from DCF in conjunction with the UConn School of Social Work. This year we are receiving $12,259.
The department offers continuing education in licensing preparation for $500 per trainee.
d. In the narrative on this section discuss how the revenues and other resources impact the size, scope and productivity of your program? (100 words)
The recent (2013) reaccreditation site visit report stated that
Southern Connecticut State College like other state schools, as well as private universities, has endured recession related cutbacks to higher
education. Because of the energy and commitment of the Chair, as well as a dedicated faculty, however, they have been able to maintain a high quality of education despite cutbacks. As one faculty member shared "we have learned to do more with less." The faculty has been and continues to be actively
engaged in creating syllabi and educational models to enhance student learning.
e. Is there anything else you need us to know? (You may wish to discuss grant activity, gifts to the University, etc.) (100 words)
As already stated the program has obtained a $200,000 grant from the Department of Children and Families for 12 years totaling almost $2.4 million and a Post Masters Certificate grant from DCF totaling $279,930 since 2006. We also obtained a Practicum Partnership Program Grant from 2008-2011 from the New York Academy of Medicine and the John A. Hartford Foundation for $75,000.
8) Costs and other expenses
a. What are the total costs of the program? (table)
Fiscal Year Employee Compensation Operating Expenses Allocated Indirect Total Costs 2010 (1,432,411) (74,740) (893,823) (2,400,974) 2011 (1,737,134) (87,614) (1,089,126) (2,913,874) 2012 (1,600,939) (84,298) (962,782) (2,648,019)
b. What is the ratio of costs to revenues? (table)
Fiscal Year Ratio of Costs to Revenue 2010 1.03 : 1.00 2011 0.994 : 1.00 2012 0.97 : 1.00
c. What investment in new resources does the program require? (200 words) The major resource needs of the program include reacquiring all the office space in the Lang Social Work Building, the addition of faculty lines to get us up to the full complement of 18 from several years ago and converting the one remaining half time University Assistant into a full time administrative position to work in the field and admissions offices.
The current proposal for a DSW program will require startup costs, including the addition of one new full time faculty and salaries for several adjuncts who will replace some courses taught by full time faculty who will teach several courses in the DSW program, if that program gets approved.
d. What demonstrable efficiencies exist in the way the program is operated (e.g., summer courses; cross-listed courses, etc.)? (100 words)
The MSW offers 12 required courses in summer sessions. The program also offers a majority of its courses in the evening and on weekends when
classroom space is otherwise underutilized. In Fall 2014, 53% of course sections are offered after 5:00pm, 22% are on Saturdays and Sundays, and only 20% are scheduled during weekdays. In addition at least 25% of courses are offered in a hybrid format.
9) Impact, justification, and overall essentiality of the program a. How does this program connect to the University’s mission statement and/or the Graduate School’s mission statement? (100 words)
According to an accreditation site visit report, the Provost shared with site visitors that “of the many degree programs at Southern, the school of social work very clearly integrates stated mission with program goals.” The program is committed to social justice and service through 1) faculty modeling advocacy for social change and engaging community partners to enhance student learning in community organizations; and 2) through course instruction and supervision to prepare students to enhance the quality of life of people living in various communities; and 3) through educational events that support participation in promoting social and economic justice.
b. How does this program respond to societal needs that the institution values? (e.g., producing a critical thinking, educated citizenry; improving the state’s workforce; meeting health care needs of the community, etc.)? (100 words)
The MSW program aims to promote human and community well-being. This mission is actualized through classroom education and community field experiences that engage students in active promotion of social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons. The thousands of hours of professional services provided by students in field experiences help to meet the health care, mental health care, and basic needs
of CT communities; serving children to aging adults, and special populations such as veteran’s, chronically mentally ill, LGBT, and homeless.
c. To what extent does this program help the institution differentiate itself from similar programs at peer institutions? (100 words)
The MSW program has a specific clinical concentration that differentiates it from other MSW programs that spread their resources across multiple
concentrations. This singular focus has resulted in a clearly defined identity that is attractive to students and potential employers who seek to hire
graduates with the competencies that prepare them for clinical licensure. d. Is there anything else you would like us to know? (100 words)
The program actively supported the development of the Graduate Social Work Organization (GSWO) which deals with issues related to student-faculty relations, curriculum, and student participation in department decision making. Members:
Hold membership on departmental and University policy making committees
Volunteer to be mentors at the new student orientation. Plan the graduation ceremony.
Plan the annual holiday brunch
Have monthly “lunch bunch” social gatherings
Survey students for suggestions on improving the department’s response to student issues
Have “administrator” status on the department’s Facebook page Help maintain a web site that was created and is now maintained by
the GSWO. Studentsocialworkers.com
10) Opportunity analysis of the program
a. Describe the external opportunities for strengthening your program. (300 words)
The social work department completed a strategic planning retreat during the Winter Session 2013 and outlined initiatives to strengthen its programs through external and internal opportunities. Many of these initiatives have made significant progress toward implementation.
Co-sponsor certificate trainings (MSW & MFT) with a focus on in- home therapies.
Find a placement in which a student from both the MSW and MFT programs could intern together and work on one project.
Designate MSW and MFT courses that could be ‘cross-listed’ in the course catalogues and syllabi.
Collaboration regarding effective MSW use of the MFT Clinic to enhance MSW practice opportunities (particularly open during week days; perhaps as part of the practice classes routine)
Obtain Medicaid funding to provide student stipends (applicable to interns working with families who are Medicaid eligible in CT), expand to include MFT also.
Develop a Joint degree program; MSW & Women’s Studies.
b. Describe the internal opportunities for strengthening your program. (300 words)
Build a DSW program.
Expand socializing opportunities between BSW & MSW student organizations.
Standardize the use of Hybrid models in the MSW, have instructors attend training offered in the Fall for Online programming.
Develop a more formal plan for integrating and mentoring adjunct faculty, in conjunction with the role of the DEC.
Improve the physical environment at Lang House.
Enhance the look and function of our web pages (creating a link to MFT, for example).
Create a Child Welfare specialization, and partner with DCF to develop a Cohort program.
Reassess the current Advanced Standing program (structure, time to complete).
Create a three year weekend program for the MSW program with the cohort model.
