Graduate Academic Council
2008 – 2009
Minutes of the Council meeting of November 24, 2008
Approved by the Council on January 27, 2009.
In attendance:
J. Baronner (staff), J. Bartow (staff), F. Bolton (staff), G. Denbeaux,
M. Earleywine, M. Friedlander (Guest), S. Friedman, J. Jurkowski (Guest),
L. Kranich (Chair), J. McLaughlin, W. Meredith, A. Pomerantz, M. Pryse,
L. Schell (Guest), C. Smith,
Unable to attend: T. Clyman, H. Horton, K. Reinhold, B. Shaw
1. The Chair requested that minutes from 11/11/2008 be updated to include more from the
discussion of the MA/PhD programs for the MA Women’s Studies/PhD Sociology.
2. Dean’s Report – M. Pryse
Dean Pryse has not been given any further information on the 2009-2010 budget and had
no new information to provide regarding the budget situation.
3. Chair’s Report – L. Kranich
The Chair mentioned that the subject of graduate student housing was discussed at the
Executive Committee meeting on November 3rd. Residential Life will investigate and
pursue this issue.
At the Senate meeting on November 17th the Governance Council introduced a Charter
amendment that would preclude ex officio members of a Senate council from chairing a
council or a standing committee or subcommittee of the council. They may, however,
chair ad hoc committees.
4. Health Disparities Certificate
Professors Myrna Friedlander, Janine Jurkowski, and Larry Schell attended the meeting.
Professor Friedlander indicated that she had updated the proposal per the Council’s
request at the 10/27/2008 GAC meeting. Today’s handouts include a memo from
Professors Friedlander and Jurkowski to the Council explaining their response to the
Chair’s request about inclusion of an economics course and/or a name change for the
Certificate. According to Professors Friedlander and Jurkowski, the current graduate level
economics course, “Economics of Health” (ECO 802), taught by Professor Pinka
Chatterji, is not consistent with the current design of the Certificate curriculum, and the
existing undergraduate course could not be included in a graduate certificate program. By
contrast, Professor Jurkowski’s “Health Disparities and Community Health” (HPM 620),
which is required in the Certificate program, covers “education, income and health,
insurance issues and some specific health services disparities.” Professor Jurkowski
mentioned that Economics 802 covers general health and only has one class session on
health disparities. The Chair mentioned that Professor Chatterji taught a course on health
economics without prerequisites to MPH students and physicians at Columbia School of
Public Health, and that she would welcome the opportunity to teach a graduate course on
the economics of health disparities here. Also, he thought such a course could be
GAC Minutes
November 24, 2008
Page 2 of 5
developed and approved quickly. Professor Schell commented that an economics course
would result in expanding the scope of the Certificate. Professor Friedlander mentioned
that if it turns out there is a demand for the Certificate from economics students, then the
design of the Certificate program can be amended to allow a course in economics to be
chosen instead of a multicultural practice course. In the meanwhile, economics students
can petition to substitute an economics course for the practice course, and petitions will be
considered on a student-by-student basis. The Chair noted that his concern regarding the
lack of consideration of the economics of health disparities did not apply only to
economics students but to all students. It was agreed that Professor Jurkowski will
consult with Professor Chatterji about readings in economics related to health disparities
and invite Professor Chatterji to guest lecture in the 620 course. Professor Friedlander
indicated that Professor Chatterji has already agreed to do so.
Concerning the title of the Certificate, the Chair suggested that left unqualified the current
title suggests a broad understanding of the causes and consequences of health disparities.
Given that the curriculum omits large areas and seems more geared toward practice, he
suggested changing the title to better reflect such a focus, for example, “Health Disparities
and Community Health” or “Health Disparities and Minority Health,” etc. He referred to
five other programs that do not require economics (except for Johns Hopkins) each of
which qualifies the title in some way, by including the word “reduction” or “elimination”
or “minority” etc. Professor Jurkowski stated that the proposed Certificate program does
not focus exclusively on practice but also on research. Professor Jurkowski reminded the
Council that the proposal was developed by a committee, and they would prefer not to
have the title be identical to that of her course. She also mentioned that health disparities
does not only refer to minority groups. The Chair read from Professor Schell’s
10/29/2008 e-mail message to Council members. “The purpose of the certificate as I
understand it is to better equip persons working in health care and public health or persons
planning to do so, with better knowledge of how health disparities affect health, health
care, and/or preventive health practices, rather than to deal with the root causes which
these workers will not be addressing in their practice.” It was argued that a more general
title would allow greater flexibility in the future to adapt the program to the interests and
needs of the students. Also, this would appeal to the widest pool of potential applicants.
Professor Schell mentioned that for this reason the title needs to be open and should be
kept as is for the present.
It was mentioned that the program is open to students who are not matriculated in the
three programs (public health, counseling psychology, social welfare). The Chair
requested that economics be added to the list of social sciences satisfying the admissions
credit requirement. In the same list, “communications” should be changed to
“communication.”
With the proviso that HPM 620 be modified as indicated above, the Council voted
unanimously to approve the proposal. Both the Planning Council and GAC have endorsed
the proposal, and it will be submitted as a bill to the Senate.
GAC Minutes
November 24, 2008
Page 3 of 5
5. Committee Reports
Committee on Admissions and Academic Standing
The Council gave further consideration to the matter of a former student’s request for
program reinstatement, petition 0809-01. The Council considered the initial report of its
Committee of Admissions & Academic Standing (CAAS), supplemented by additional
information obtained directly by Council inquiry. The Council voted 9-0-0 to uphold the
dismissal and deny the student’s petition for reinstatement.
Committee on Educational Policy and Procedure
Vice Provost Bromley purposed a scale allowing transfer of credit of undergraduate
credits to graduate programs to fulfill graduate credit requirements. The CEPP voted 5-0
to reject his proposal; only graduate credits can transfer as graduate credits. The GAC
voted to accept the recommendation from the CEPP and the report.
6. Committee Memberships
Jon Bartow noted (thanks to Jean McLaughlin) that Library faculty are considered
teaching faculty. In consideration of specified GAC committee memberships as detailed
in the Senate Charter, Greg Denbeaux volunteered to remain on the Committee on
Curriculum & Instruction but also join the Committee on Admissions and Academic
Standing. Jon will analyze the memberships and propose to the GAC Chair what schools
and/or colleges should be solicited for additional volunteers.
7. Proposed Charter Amendment
Dean Pryse presented the historical background for this proposal. About a year ago, GAC
approved UNI 600, a graduate level course to prepare future teaching faculty proposed by
ITLAL. The course would carry 0-1 graduate credit and would eventually comprise one
part of a three-course internal (unregistered) Certificate Program in College Teaching.
Although the Certificate would not be mentioned on the student’s transcript, the UNI
courses the student took in partial fulfillment of the Certificate requirements would be
included on the transcript. The approved course was to run as a pilot in the Spring of last
year. When ITLAL proposed the second and third courses, the Council Chair stated that
the Council could not grant permission since there was no precedent for establishing UNI
courses at the graduate level nor for service units such as ITLAL to grant graduate credit.
Subsequently, the GAC proposed a charter amendment clarifying the GAC’s
responsibility for graduate education and specifying that this responsibility included the
ability to approve UNI courses. The proposed amendment was sent to the Senate
Executive Committee which referred it to the Governance Council for review and
consultation. The Governance Council recommended that the SEC reject the GAC
amendment and proposed one of its own which would require that all graduate courses be
proposed by the faculty of a school or college and that all such courses must remain the
responsibility of at least one school or college during the course’s lifetime.
GAC Minutes
November 24, 2008
Page 4 of 5
Dean Pryse subsequently met with the Governance Council to discuss their proposed
charter amendment, which would preempt the amendment by GAC. Dean Pryse objected
to the fact that the SEC chose to disregard the support from GAC for the GAC-proposed
amendment (the current Chair of GAC noted that he is not in support of that amendment).
Dean Pryse read from the Charter of the University Senate: “Amendments to the Senate
Charter may be suggested to the Executive Committee by any Senator. Amendments
proposed by a majority of the Executive Committee or proposed by a petition of 10% of
the Senate members must be submitted to the Secretary and brought to a vote by the
Senate.” Dean Pryse questioned the right of the Executive Committee to block
amendments that are proposed by Senate Councils from reaching the Senate for discussion
and vote. She argued that since the GAC currently has at least 6 Senators, and that 10%
of the Senate membership would only be 7, a proposed amendment from the GAC should
satisfy the spirit if not the actual letter of the Charter Amendment process cited above.
She argued that the process cited above ought to be used to protect the Senate from
frivolous amendments proposed outside the Senate body, not from serious amendments
proposed by Senate Councils. Chair Kranich noted that it is routine for the SEC to
remand proposed charter amendments to the Governance Council for review and
consultation. Moreover, the Senate Charter states explicitly that proposed charter
amendments must be supported by a majority of the Executive Committee or 10% of the
Senate members to advance to the full Senate for consideration, not the support of a
Senate Council (whether GAC or GOV). Also, the Chair disagreed with Dean Pryse
concerning the wording of the Senate Amendment process text. The Chair believes that
the reference to “any Senator” or to the petitioners also applies to Senate members serving
on councils. Hence, a proposal by GAC would be equivalent to a petition by the number
of Senators serving on the Council who support the measure.
Part of the discussion included the context for the proposed graduate UNI 0-1 credit
courses that would support the Certificate in College Teaching (a local certificate, not a
registered degree program) offered by ITLAL, that is, that a credit-bearing course might
be housed in a service unit. Last spring Dean Pryse was invited to the SEC meeting at
which this was discussed. At that time, it was suggested that one way to implement the
Certificate Program without establishing such a precedent would be for each department
to offer its own set of 0-1 credit courses that might “count” toward the Certificate. Chair
Kranich commented that he thought the problem was the issuance of graduate credit by a
non-academic unit. He offered to inquire if the SEC would object to graduate UNI
courses if they were solely for 0 credit. He expressed the opinion that the SEC might
approve such a measure.
The Chair suggested the Council take no action for the moment and wait to hear back
concerning the SEC’s willingness to allow the GAC to approve no-credit UNI courses.
Feedback from the SEC concerning no-credit UNI courses will be discussed at a future
meeting.
GAC Minutes
November 24, 2008
Page 5 of 5
8. New Business
Committee on Curriculum and Instruction – S. Friedman
Professor Friedman reported on two items reviewed by the Committee on Curriculum and
Instruction.
The first proposal was for a revision of the Master of Social Work (MSW) – Direct
Practice and a requested change to the name of the concentration to “Clinical
Concentration”. Today’s handout reflects the School of Social Welfare’s clarification of
an item the Committee had requested upon the initial review. It was mentioned that the
MSW program has two pieces. The MACRO Concentration piece is unaffected. The
Direct Practice piece’s update to Clinical Concentration stays more in keeping with
licensing in the SSW field. There are four courses: two advanced practice, one advanced
behavior, and one advanced policy. SSW wants three advanced practice classes and one
advanced policy class and to set aside the behavioral portion. The reason the proposal is
so lengthy is that there are a number of different dual and joint programs involved, and
there is a need to register each with the NYS Department of Education due to licensing
requirements. Approval was received from the School of Criminal Justice and The
Albany Law School involved with the joint programs.
The second proposal was to seek a consolidation of the MS Professional Accountancy and
Accounting Information Systems programs and additionally introduce a new elective track
in Forensic Accounting. There is a decreased amount of electives, but nothing has been
eliminated.
The Council voted to unanimously pass both proposals.
9. Future Meetings
12/8 (Monday)
END OF GAC 11/24/2008 MINUTES
**************************
Attachment #1
Graduate Certificate
Health Disparities Certificate
This graduate certificate proposal is the product of a collaboration within the Education Core of the NIH
Export Center for the Elimination of Minority Health Disparities (CEMHD) at the University at Albany,
State University of New York. During the time when this proposal was developed, the Chair of the Health
Education Core was Blanca Ramos, School of Social Welfare (who is currently at the University of North
Carolina—Charlotte). Members of the Core who contributed to this effort include Bonita Sanchez,
Jacqueline Melecio, and Anna Zendell (School of Social Welfare), Janine Jurkowski and Dwight Williams
(School of Public Health), Myrna Friedlander (School of Education), Gregory Gross (College of St. Rose),
Karen Nash and Maryanne Pepe (Hudson Valley Community College).
Need for Certificate Program:
According to the National Institutes of Health (NIH) and Institute of Medicine, there are striking differences
in the burden of risk factors, such as illness and death as well as the lack of health care access experienced by
various racial/ethnic groups including African Americans, Latino(a)s and Native Americans. Many other
groups including the poor, people with disabilities, women, and the lesbian, gay, bisexual, transgendered
(LGBT) population also experience disparities in lack of access to care and the burden of disease and death.
Health disparities are on the national agenda as a major social issue. The Education Core developed this
Health Disparities Certificate in direct recognition of this key social issue and the need for current and future
leaders in the social services fields (public health, social work, psychology, and medicine) to be
knowledgeable of the issues and strategies needed to address health disparities.
Goal of Certificate Program:
The goal of this program is to train graduate students or professionals in the field to be leaders in addressing
and eliminating health disparities. As stated by the Institute of Medicine and NIH, central to addressing
health disparities is conducting research and practice at the community level and working with community
partners to build community capacity and sustainability. The interdisciplinary certificate aims to provide an
in-depth knowledge of the causes and issues in health disparities, provide strategies for eliminating
disparities while improving students’ multicultural competence and leadership skills.
The Health Disparities Certificate is to be offered to individuals working towards or currently in leadership
positions in health services, policy, promotion, or provision. This program will provide an opportunity for
preparedness and enhancement of the capacity to address and influence health disparities in students’
individual communities and service organizations.
Audience:
The Certificate program will be available to all currently matriculated University at Albany graduate
students (master’s or PhD students). Current students must make a separate application for admission, and
pay the admission fee. Graduate students who are currently enrolled in other accredited colleges or
universities or non-matriculated individuals who are practitioners in health care, counseling, social work,
and public health may also apply to the Certificate program, provided they have a bachelor’s or R.N. degree
and the required pre-requisite coursework (see below).
Certificate Coursework:
All are existing courses within the Schools of Public Health, Social Welfare, and Education. In order to
receive the Health Disparities Certificate, students must take four 3-credit graduate courses, for a total of 12
credits, in at least two different Schools. Enrollment credit (both FTEs and number of students) will be
given to the School in which each course is taken.
The Course Catalogue descriptions are listed below. One course on health disparities is required; the other
three courses can be selected from three separate areas: multicultural practice in psychology or social work,
community partnerships, and public health leadership. An individual student may substitute one or two of
the courses listed below (except the one required course, HPMB 620) by specific authorization from
the student’s assigned Certificate advisor.

Required course:
HPMB 620 Health Disparities and Community Health (School of Public Health):
The goal of this course is to understand what contributes to health disparities in
the United States. The course discusses historical contexts of race, underlying
assumptions of group definitions, biological versus social definitions of race,
why particular groups may experience disparities, and individual versus
ecological approaches to health in our current health system. This course also
covers theoretical frameworks for understanding and addressing health
disparities. The course is geared for students to think critically and discuss
health disparities. The knowledge gained through the class will be useful for
public health practitioners and researchers as well as for those in social sciences
and welfare.

Select one of the following courses on multicultural practice:
(1) SSW 746 Cultural Diversity in Social Work Practice* (School of Social Welfare):
Social work practice with clients of diverse cultural backgrounds. Includes
similarities and differences in practice among clients from selected cultures
and sensitivity to the experiences of discrimination, alienation, oppression,
and exclusion.
(2) ECPY 627 Multicultural Perspectives: Counseling Theory and Practice (School of
Education):
Provides more advanced study of specialized counseling approaches and
techniques, including application of counseling techniques with diverse
populations. Note: This course is only open to students with prior
coursework in counseling theory.
(3) ECPY 750 Multicultural Counseling (School of Education):
This doctoral seminar is designed to explore selected theory and research in
the area of multicultural counseling. Topics emphasized include research on
the influences of race/ethnicity, gender, sexual orientation, and social class on
the counseling relationship. Note: This course is only open to PhD students
in counseling or clinical psychology at the University at Albany.

Select one of the following courses on community partnerships:
(1) SSW 792 Community Building* (School of Social Welfare):
This course introduces community definitions and theories; examines the
characteristics and functions of communities; identifies community-based
services and resources; examines the role of community systems in change
and development; and focuses on community building as an effective social
work intervention model. Action and experiential learning are emphasized.
The social worker is viewed as a professional facilitator and advocate
assisting in developing community leadership, participation, enhancement,
and empowerment.
(2) HPM 669 Community Based Public Health (School of Public Health):
Community based public health is on the national public health agenda.
The Center for Disease Control and Prevention, National Institutes of Health,
American Public Health Association, and Institute of Medicine all emphasize
that community based public health is essential for improving the nation's
health. The goal of this course is to learn a community based perspective of
public health and health promotion, stressing an understanding of social
determinants of health. The course will include readings about the importance
of working with diverse communities, concepts and best approaches for
community based public health interventions, as well as strategies for
assessing community assets and needs and strategies for working with
community members to improve the health of the community. Some topics
that will be covered include; coalitions, a variety of approaches for
community assessment, community health workers, empowerment
evaluation, and participatory health promotion approaches. The course is
geared for students who are interested in working at community based
organizations, government agencies, advocacy organizations, and in
community based research.

Select one of the following courses on public health leadership:
(1)
SPH 569 Public Health Leadership (School of Public Health):
Provides students an understanding of the attributes and skills/behaviors
associated with effective public health leadership and the abilities required to
lead communities towards improved health status.
(2)
SSW 793 Leadership in Human Service Organizations (School of Social Welfare):
This course is an introduction to the theories and models of leadership that
are used in human service environments. The primary objective of the course
is to explore leadership as a subject central to human services administration.
Special emphasis will be placed on the leadership for the delivery of social
services.
___________
*These courses have pre-requisites, which will be waived for students completing the Health
Disparities Certificate, as endorsed by the respective Deans of the Schools of Public Health and
Social Welfare.
Student Information:
Admissions
Applications for the Health Disparities Certificate, due February 1 (for Fall admission) and October
1 (for Spring admission), will be forwarded to the School of Public Health to be evaluated by a
committee of faculty from the School of Public Health, the School of Social Welfare, and/or the
School of Education. Approximately 10 new students will be admitted each academic year for the
first three years.
Applicants who are currently enrolled in a graduate program at the University at Albany (or at
another regionally-accredited college or university) are eligible for the Certificate program if
they are in good academic standing, i.e., a Grade Point Average of at least 3.0 (“B’). University
at Albany graduate students may formally apply for and receive the Certificate if they have
taken all of the requisite courses as part of another degree program at the University within
the five years prior to being admitted to the Certificate program.
Applicants who are not currently enrolled in an accredited graduate program in a relevant
field (i.e., Social Welfare, Public Health, or Psychology) are eligible for admission to the
Certificate program if they have a B.A., B.S., or R.N. degree from an accredited institution of
higher education in the U.S. or abroad and have the equivalent of at least 6 undergraduate or
graduate credits in the social sciences (psychology, social work, sociology, anthropology, or
political science, women’s studies, communications, Africana studies, or Latin American and
Caribbean studies).
All applicants must provide three references, preferably from both faculty and from employer(s)
in a field relevant to health disparities. Applicants must also provide an essay addressing the
following question: “Discuss two issues related to health disparities in the contemporary U.S.”
Resources and Support
The Certificate is co-sponsored by the School of Public Health, the School of Social Welfare, the
School of Education, and the Center for the Elimination of Minority Health Disparities. The
Certificate will be administratively housed in the School of Public Health, whose personnel will
coordinate admissions, student advisement, and Certificate conferral. A Committee of faculty from
the three schools and the CEMHD will meet after the third year to revisit the issue of enrollment in
light of demand for the Certificate and the available resources.
Student Advisement
The Committee will assign an appropriate advisor in each student’s particular area of interest to
guide him or her through the Certificate program.
Completion Requirements
There is a transfer credit limit of one course (3 credits) from another institution.
Students must file an application for Certificate completion within 5 years from the date of
admission.
Attachment #2
Syllabus for HPM620 Health Disparities and Community Health is a PDF file.
Attachment #3
MEMORANDUM
TO: Graduate Academic Council
FROM: Micki Friedlander and Janine Jurkowski
DATE: November 3, 2008
Thanks very much for your support and careful consideration of the Health Disparities
Certificate proposal. An e-mail last week from Prof. Kranich indicated his concern that there is
currently no health economics course represented in the Certificate curriculum. He requested
that the health economics course that is currently offered in the Economics Department (802) be
included as a required course or an elective in the Certificate program.
We have consulted with other Education Core (of CEMHD) members who worked on this
proposal about all of the requested changes, as well as with Larry Schell, who directs the
CEMHD. Also, as recommended by Prof. Kranich, I (Micki Friedlander) spoke with Prof. Pinka
Chatterji in the Economics department about the nature of her graduate health economics course.
I also spoke with Jon Bartow about the process for changing the curriculum for the Certificate
proposal at this point in the approval process.
Here is the dilemma. None of the 3 elective areas in the Certificate program as currently
designed (i.e., “multicultural practice,” “community partnerships,” and “public health
leadership”) is consistent with health economics, so that including that course as an elective
within one of these required content areas would not be congruent with the design of the
Certificate program.
The one required course in the Certificate, Prof. Janine Jurkowski’s course on Health Disparities
(620 in Public Health), is much broader than simply health economics, so that substituting the
health economics course for this required course is not desirable.
As you can see from the attached syllabus for 602, Prof. Jurkowski’s course is multidisciplinary
and covers education, income and health, insurance issues and some specific health services
disparities. The course is consistent with the contemporary national agenda for addressing health
disparities, in which issues of the multiple types of disparities (economics being only one factor)
and diversity and culture are central.
Our knowledge of the current thrust in health disparities education is a sharp focus on
community partnerships. Indeed, our perusal of the 5 Health Disparities Certificate programs
located on the internet shows that only one such Certificate (at Johns Hopkins) explicitly requires
coursework in economics.
Prof. Chatterji’s expertise is in health disparities from an economics point of view. However, the
health economics course that she currently teaches (Economics 802) only has one class period
(with 3 readings) on health disparities. According to Prof. Chatterji’s Economics 802 syllabus
(attached), the course objective is “to introduce
graduate-level students to concepts that economics use to analyze health outcomes, health
behaviors, and health care markets.”
Prof. Chatterji indicated to us that Economics 802 assumes an undergraduate background in
economics. Therefore, requiring this course for the Certificate would mean that a fair number (if
not most) of the Certificate students would need to take one or more economics courses at the
undergraduate level prior to taking 802. In our opinion, doing so is likely to discourage many
potential Certificate applicants. (Please recall that we are gearing the Certificate to front-line
social workers, counselors, and Dept. of Health workers as well as to doctoral students in
psychology and social welfare, who are unlikely to have had coursework in economics).
Prof. Chatterji is interested in and willing to create a new graduate course in health disparities
economics that would be feasible for students without an economics background. However,
creation of such a course would first need approval by the Economics Department, a syllabus
would need to be written, and the course would also need to be considered by the Education Core
of CEMHD, then go through the University channels, including the GAC. To do this, according
to Jon Bartow, would delay the Certificate approval process considerably.
However, if a graduate-level “health disparities in economics” course were to be created and
approved in the future, we might consider amending the Certificate. This course could substitute
for one of the courses in the “multicultural practice” section, but only if the Certificate student is
not in public health, social work, counseling, or psychology, since public health professionals
and other practitioners absolutely need a multicultural practice course. The content of health
disparities economics does not fit as an elective within either of the other two areas (“community
partnerships” and “public health leadership”). Therefore, if the health disparities in economic
course is developed and there is demand to have it included in the Certificate, it may be
necessary to amend the Certificate by increasing the number of credits for completing the
Certificate. This would allow for an elective, one of which can be the economics course. Other
courses would need to be reviewed and considered for electives as well.
As an alternative, we recognize that Prof. Chatterji’s input and expertise are highly desirable for
the Certificate program. She is willing (and pleased) to come into Prof. Jurkowski’s course each
time that it is taught to give a guest lecture on health disparities from an economics point of
view.
Furthermore, we are in agreement with Jon Bartow’s suggestion (at the recent GAC meeting)
that we allow substitution of courses on a student-by-student basis, with approval of the student’s
Certificate advisor. (Thus, a graduate student in economics might be approved for Prof.
Chatterji’s course in lieu of a multicultural practice course.) Jon Bartow indicated that if there is
a student demand for other courses, , that the Certificate curriculum could be amended at a later
date.
In sum, we believe that although Economics 802 appears to be an excellent course for students
with an interest and background in economics, this general course on health economics is not
suited for inclusion in the Certificate program as either a required or as one of the core electives
course. The Certificate program is designed to provide a multidisciplinary perspective on health
disparities, while simultaneously providing students with the necessary the tools to forge
community partnerships and become leaders addressing health disparities.
Finally, Prof. Kranich indicated, in his e-mail that if a health economics course is not included,
the name of the Certificate should be changed to, for example, Certificate in Multicultural and
Community Based Healthcare. We have considered this suggestion but respectfully disagree.
This title is too broad and does not accurately reflect a specific focus on health disparities. A
certificate with such a title is not likely to attract the kind of applicants who are our target
population. Moreover, in social work and in psychology, all health care is considered
“multicultural.” In other words, a multicultural lens is applied to all practice interventions. For
this reason, naming the Certificate in this way would not distinguish it from general social work,
counseling, and psychology.
Furthermore, we chose the title, Health Disparities Certificate, to appeal not only to practitioners
but also to doctoral students who want a credential that indicates their specialization in theory,
research, and policy related to reducing health disparities. A title focusing on practice would
likely not attract these students to the Certificate, as a practice-oriented Certificate would not be
marketable for those whose professional goal is academia. As we indicated in the addendum
about marketability (which was sent with the original proposal), expertise in social justice
research is prominent in recruitment ads for tenure-track professors. We expect the same is the
case in social welfare and public health. Thus, to appeal to the widest market of potential
Certificate students, we prefer to retain the title.
Thank you for considering these issues. We are looking forward to hearing from you.
Attachment #4
University at Albany
State University of New York
From: Laurence Kranich, Chair, Graduate Academic Council
To: Michael Range, Chair, Governance Council
Date: October 13, 2008
______________________________________________________________________________
Proposal:
That Section X.4 of the Senate Charter be amended to include language charging the Graduate Academic
Council and its Committee on Curriculum & Instruction with the responsibility to review proposed new or
revised University-wide, e.g. UNI, graduate courses and recommend and establish that final action on such
courses be taken by the Graduate Academic Council.
Rationale:
There are currently no provisions within the University Senate Charter for review and adoption of
University-wide graduate courses. The proposal would vest such authority with the Graduate Academic
Council consistent with its responsibility for the conduct of the University’s graduate educational program
as specified in Section X.4.3 of the Charter and, in particular, with the Committee on Curriculum and
Instruction, which is responsible for the graduate academic curriculum as stated in Section X.4.6.
Discussion:
The Senate Charter in Sections X.3.11.7 and X.3.11.8 charges the Undergraduate Academic Council and its
Committee on Interdisciplinary Studies with the responsibility for receiving, approving and monitoring
proposals for "U Uni," “U Unl”, and other “U” prefix course offerings at the undergraduate level. It was the
view of the majority of GAC members that failure to include similar language in Section X.4.6 was an
oversight and that the proposed amendment would rectify this omission.
Attachment #5
Senate Charter Amendment No.: 0809-02
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Governance Council
Date:
December 15, 2008
Clarifying Amendment on "Graduate Courses" (Section X.4.6)
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That the proposed clarifying amendment of the University Senate Charter, as highlighted
in boldface on the following page, be adopted.
2. That this amendment go into effect immediately upon approval.
3. That this amendment be forwarded to the President for approval.
Rationale:
The Governance Council considered a proposal from the Graduate Academic Council for an amendment to the
Senate Charter that would permit "University-wide" graduate courses to be offered by entities other than the
schools and colleges, subject to final approval by GAC. After lengthy and productive discussion, GOV reached
a strong consensus that Article X.4.6.2 in the Senate Charter ("New graduate courses and changes to existing
graduate courses receive final approval from the schools and colleges...") accurately reflects that graduate
courses appropriately are and shall remain the responsibility of a school or college, or a combination of two or
more of those academic units in the case of cross listed and some interdisciplinary courses.
From this perspective, there couldn't be any "University wide" courses that are not under the responsibility and
continuing control of at least one school or college. Interdisciplinary approaches can still be initiated under the
aegis of an existing school or college and, as in the past, in time can evolve into a full-fledged program. If such
offerings evolve into a new school or college and that entity and its academic program(s) have secured the
requisite approval of GAC, UPC, the University Senate, the President and as necessary SUNY and SED, the
new school or college of course would then have “final approval” for creating or revising its courses, subject to
notification and GAC review as per Article X.4.6.2.
Consequently, GOV does not consider an amendment along the lines proposed by GAC to be either necessary
or desirable. On the other hand, GOV decided to propose an amendment to X.4.6.2 that would explicitly spell
out the understanding summarized above.
PROPOSED SENATE CHARTER AMENDMENT 0809-02
X.4. GRADUATE ACADEMIC COUNCIL
X.4.3. The Council shall have the responsibility for the conduct of the University’s graduate educational
program.
X.4.4. The Council as a whole shall review all proposals for new graduate programs. It shall submit
recommended program approvals to the University Senate for consideration.
X.4.5. The Council as a whole shall review proposals that would affect the continuation of graduate
programs
X.4.5.1. It shall consider assessment reports pertaining to graduate programs including those from the
Council on Academic Assessment and shall recommend changes it deems desirable.
X.4.5.2. After due consideration, the Council may bring a recommendation to suspend or discontinue
of a program to the Senate.
X.4.6. The Council, through its Committee on Curriculum and Instruction, shall have responsibility for
the graduate academic curriculum. The committee shall have no more than eight members and shall
include at least five Teaching Faculty, at least two of whom are on the Council.
X.4.6.1. The committee shall consider all revisions to existing graduate degree programs and shall
submit all recommended changes to the Council for final approval.
X.4.6.2. New graduate courses and changes to existing graduate courses receive final approval from
the schools and colleges, subject to appropriate notification, but the Graduate Academic Council shall
have the power to review new courses and changes to existing courses and require reconsideration by
the schools and colleges. Notification should be made to the Graduate Academic Council, to the Office
of the Dean of Graduate Studies, the Office of the Vice President or Dean of the affected college or
school, and to all other interested parties. [Section X. 4.6.2 revised by amendment 5/2/05]
X.4.6.2.1. Courses offered at the graduate level must be proposed by the faculty of a school or
college. An interdisciplinary or cross-listed graduate course may be proposed by more than
one school or college.
X.4.6.2.2 A graduate course must remain the responsibility of at least one school or college
during the course’s lifetime.
Attachment #6
To:
Graduate Academic Council
From:
Sally Friedman, Chair
GAC Committee on Curriculum & Instruction (CC&I)
Date:
November 19, 2008
Subject: Report and Recommendations
CC&I Members Present: J. Champagne, G. Denbeaux, S. Friedman, S. Newman,
A. Pomerantz, J. Rivera-Wilson, B. Thiel and F. Bolton (staff).
Two items of business were considered.
1. School of Business – Request to realign its Accounting programs
The School of Business proposed to fold its existing MS Accounting Information Systems program into a track in its
MS Professional Accountancy program and additionally create a new elective track in Forensic Accounting. The result
of this restructuring is the award of a MS in Professional Accountancy degree that offers students the choice of three
distinct tracks or specializations of study: Professional Accounting, Accounting Information Systems or Forensic
Accounting. Rationale supplied for the proposal included the following five points: (1) Flexibility to adapt to changing
trends; (2) Ease of administration and registration; (3) Reduce the burden of administering assessment of learning; (4)
More efficient marketing and branding of the programs and (5) Minimize the number of courses offered.
No accounting course was eliminated from the current program. Rather the new curriculum reduced the number of
four elective classes presently allowed by two courses. These courses were replaced by a required forensics course
and a required accounting course. Course sequences were streamlined to create more stable enrollment numbers in
each course. The number of credits required for completion of the MS in Professional Accountancy degree remains
the same – 30 credits.
The revision of these two MS accounting programs was well thought through and was clearly presented and stated.
As the proposal addressed all CC&I questions raised in a previous meeting, the Committee voted unanimously (6-0-0)
to endorse the proposal and move it forward to the GAC for further approval.
2. School of Social Welfare – Proposal to revise the Master of Social Work (MSW) – Direct Practice concentration
The School of Social Welfare’s MSW program offers two areas of concentration, Direct Practice and MACRO. This
proposal dealt only with the Direct Practice concentration. To be consistent with new New York State licensing a
renaming of the Direct Practice concentration to Clinical Concentration was requested. The proposal also included
upgrades to the program in response to student evaluations.
Within the present Direct Practice concentration students are to take one course from those designated Advanced
Behavior and two courses from those designated as Advanced Practice. The new curriculum states that students will
now take three designated Advanced Clinical Practice courses. The required Advanced Behavior has been dropped.
Instead Advanced Clinical Practice courses will have added content on human behavior, greater emphasis on skill
attainment, and evidence-based practice.
This new title designation of Clinical Concentration and curriculum revision impact four registered, licensed MSW
programs: Master of Social Work with a Clinical Concentration; MSW/MA Criminal Justice dual degree; MSW/JD
(Albany Law School) joint registered degree; and MSW/PhD dual degree. The School of Criminal Justice and Albany
Law School both submitted letters approving the changes.
The need to pass a comprehensive examination for the MA Criminal Justice degree within the MSW/MA Criminal Justice dual
program was not included in the proposal. Reassurance of its inclusion in the final paperwork to be sent to the New York State
Department of Education was given via email by the Schools of Social Welfare and Criminal Justice. Otherwise the proposal was
well explained and complete. The rationale provided was clear. The proposal was endorsed by the Committee with a 6-0-1 vote.
Attachment #7
THE UNIVERSITY AT ALBANY-STATE UNIVERSITY OF NEW YORK
APPLICATION FOR REVISION OF EXISTING MS PROGRAM IN
ACCOUNTING, UNIVERSITY AT ALBANY, SUNY: REALIGNMENT OF THE
MS-1 ACCOUNTING PROGRAMS
This proposal seeks to consolidate the MS Professional Accountancy and Accounting
Information Systems programs and additionally introduce a new elective track in
Forensic Accounting. This proposal does not include or address the MS Accounting (2
year Program) or the MS Taxation and MS Tax Practice Program, which will remain
unchanged. The School of Business’ MBA program with a specialization in Information
Assurance closely mirrors the current courses in the MS Accounting Information Systems
program. The proposed consolidated program will not alter the course requirements or
offerings for the MBA Information Assurance program.
These changes have already been approved on a departmental (The new proposed
consolidated program was approved unanimously by the Department of Accounting and
Law in its Faculty Meeting on March 14, 2008) and school level (the University at
Albany School of Business Graduate Affairs Committee approved them at the conclusion
of the 2007-08 academic year).
This proposed realignment closely follows the current MS Accounting program structures
that are approved by the New York State Education Department as registered programs
for the purpose of CPA exams. If approved, this new consolidated program must also be
approved by the New York State Education Department. We anticipate that the New
York State Education Department will approve the registration of the proposed program.
The proposed program will continue to meet the eligibility requirements for CPA exams
in NY State.
1. Registered title and program code number of existing program (from the SED
Inventory of Registered Programs):
Professional Accountancy MS
SED Program Code: 02951
Licensure Qualifying CPA-150
Accounting Information Systems MS
SED Program Code: 29492
Licensure Qualifying CPA-150
We propose deactivating the Accounting Information Systems MS (SED Program Code:
29492) and the modification of the Professional Accountancy MS (SED Program Code:
02951). The Professional Accountancy MS will be modified by the addition of two tracks
(one in Accounting Information Systems that essentially folds our existing Accounting
Information Systems curriculum into the Professional Accountancy MS and a new track
in Forensic Accounting) resulting in a single MS 1year Program in Professional
Accountancy that offers students the choice of three distinct tracks (of specialized study):
Professional Accounting, Accounting Information Systems or Forensic Accounting.
2. Description of and Rationale for the Proposed Change:
The Department of Accounting and Law perceives the rationale for this proposal to
include:
1. Flexibility to adapt to the changing trends in the accounting profession:
Demand for CPAs providing forensic accounting services has accelerated,
according to a survey by the American Institute of Certified Public Accountants.
According to Stephen Winters, AICPA director - firm practice management and
specialized communities "The survey findings tell us that not only are forensic
accounting services in demand, but specifically that CPAs with this expertise are
in high demand ".
2. Ease of administration and registration (with the New York State Board of
Accountancy and New York State Education Department).
3. Reduce the burden of administering assessment of learning.
4. More efficient marketing and branding of the programs: Currently, students who
complete any of our programs are awarded Masters of Science in each registered
program of study, i.e., MS Accounting Information Systems; MS Professional
Accountancy, etc. Students who successfully graduate from the new proposed
program will be awarded a Master of Science degree in Professional Accountancy
with specializations in the areas indicated. There are only two schools in New
York State that offer separate programs for each accounting area (Professional
Accountancy and Accounting Information Systems), viz., St. Johns University
and Hofstra University. Since all other Universities in the area offer one MS
program, the proposal will be less confusing to prospective students.
5. Minimize the number of courses offered, creating stable enrollment numbers in
each course: The proposed curriculum includes fewer electives. In the proposed
program, two accounting electives have been replaced by a required forensics
course and a required accounting course, both of which hold strong relevance to
the course of study. In totality, no accounting course has been eliminated from
the current program, however, since the number of electives has been reduced,
enrollments are certain and more predictable. The course sequences have been
better streamlined to increase enrollment and offer relevant courses to each
student in the program. An overview of the proposed, streamlined sequence for
each of the three tracks is provided below.
BACC 522
A
C
C
O
U
N
T
I
N
G
A
Statistical Methods for
Forensic Accounting &
Assurance
F
O
U
N
D
A
T
I
O
N
BACC 615
Financial Statement
Analysis
BACC 680
Research Seminar in
Accounting
Track I
AIS
BACC 681
BACC 682
BACC 683
BACC 661
BACC 553
(Digital Forensics)
BBUS Elective
BBUS Elective
Track II
Professional
Accounting
BACC 630
BFIN 603
BACC 611
BFIN 635
BACC 552
(Financial Statement
Fraud & Corp
Governance)
BACC Elective
BBUS Elective
Track III
Forensic Accounting
BACC 630
BACC 551
(Fraud Examination)
BACC 553
(Digital Forensics)
BACC 661
BACC 552
(Financial Statement
Fraud & Corp
Governance)
BACC Elective
BBUS Elective
3. Prerequisites for entry into the proposed MS-1year program in Professional
Accountancy:
Accounting Subjects
(33 semester hours)
Cost Accounting
Audit (External)
U.S. Taxation
Advanced Financial Accounting
Computer Audit
Accounting Electives
3 credit hours
3 credit hours
3 credit hours
12 credit hours
3 credit hours
9 credit hours
Business Subjects
(36 semester hours)
Statistics
Business Law (UCC)
Finance
Computer Science
Economics
Business Electives
3 credit hours
6 credit hours
3 credit hours
3 credit hours
3 credit hours
18 credit hours
Study of the following subjects either as separate courses or embedded in other courses:
Accounting Research
Ethics/Professional Responsibilities
Business/Accounting Communications
4. Curriculum outline of the current program and of the proposed revised curriculum,
with changes in program:
a. Current Curriculum in the MS-1year Program in Professional Accountancy
Graduate Accounting Courses
Course #
Description
Credits
ACC 615
Financial Statement Analysis
3
ACC 630
Advanced Cost Management
3
ACC 611
Contemporary Development in Accounting Thought
3
ACC 680
Research Seminar in Accounting
3
4 Graduate Accounting Electives
12
Total Graduate Accounting Credits
24
Graduate General Business Courses
FIN 603
FIN 635
Securities Markets and Financial Institutions
Corporate Financial Problems
3
3
Total Graduate General Business Credits
Total Program Credits
6
30
b. Current Curriculum in the MS-1year Program in Accounting Information Systems:
Graduate Accounting Courses
Course #
ACC 522
ACC 661
ACC 680
ACC 681
ACC 683
ACC 682
Course Description
Credits
Statistical Methods for Forensic Accounting and Assurance 3
Auditing of Advanced Accounting Systems
3
Research Seminar in Accounting
3
Accounting Information Systems
3
Advanced Topics in Accounting Information Systems
3
Design of Databases
3
2 Accounting Electives
6
Total Graduate Accounting Credits
24
Graduate General Business Courses
2 General Business Electives
Total Program Credits
6
30
c. Proposed Curriculum in the revised MS-1year Program in Professional
Accountancy
Track I: Accounting Information Systems
BACC 522 Statistical Methods for Forensic Accounting and Assurance
BACC 553 Digital Forensics
BACC 615 Financial Statement Analysis
BACC 661 Auditing of Advanced Accounting Systems
BACC 680 Research Seminar in Accounting
BACC 681 Accounting Information Systems
BACC 682 Design of Databases
BACC 683 Advanced Topics in Accounting Information Systems
BBUS Business Elective
BBUS Business Elective
Each course is 3 credit hours. Program Total: 30 Credit Hours.
Track II: Professional Accounting
BACC 522 Statistical Methods for Forensic Accounting and Assurance
BACC 552 Financial Statement Fraud and Corporate Governance
BFIN 603 Securities, Markets and Financial Institutions
BACC 611 Contemporary Developments in Accounting Thought
BACC 615 Financial Statement Analysis
BACC 630 Advanced Cost Management
BFIN 635 Corporate Financial Problems
BACC 680 Research Seminar in Accounting
BACC Accounting Elective
BBUS Business Elective
Each course is 3 credit hours. Program Total: 30 Credit Hours.
Track III: Forensic Accounting
BACC 522 Statistical Methods for Forensic Accounting and Assurance
BACC 551 Fraud Examination
BACC 552 Financial Statement Fraud and Corporate Governance
BACC 553 Digital Forensics
BACC 615 Financial Statement Analysis
BACC 630 Advanced Cost Management
BACC 661 Auditing of Advanced Accounting Systems
BACC 680 Research Seminar in Accounting
BACC Accounting Elective
BBUS Business Elective
Each course is 3 credit hours. Program Total: 30 Credit Hours.
5. Course outlines for new courses, if any. Indicate prerequisites, the frequency with
which the course is offered, and the name, faculty rank, and status of the instructor(s).
If none, please so state.
Four courses were added to the graduate accounting curriculum during the 2007-2008
academic year. These courses were approved by the Graduate Affairs Committee in the
School of Business. Each course is to be offered once a year by either tenure-track or
tenured accounting faculty. Course descriptions are attached in Appendix A.
6. For new faculty teaching new courses, provide brief résumé(s). If no new faculty are
required, please state.
The Department of Accounting and Law was awarded two faculty lines, under the
compact planning program, dedicated to forensics. Two faculty members, Arindam
Tripathy and Seokjoo Andrew Chang, were hired in the Fall of 2007 to fill these
positions. Their curriculum vitae are presented in Appendix B.
7. Description of any additional costs. If none, please explain
There are no other physical facilities or specialized materials required.
8. Effective date of the change in the program. If the current program needs to remain
registered until students have graduated (or have been otherwise accommodated),
please indicate the anticipated effective date by which matriculants will have cleared
the old version of the program.
The effective date of the change is expected to be September 2009. Students will have
cleared the old versions of the program by May 2009.
APPENDIX A: Course Descriptions Extracted From Syllabi
1. ACC522 Statistical Methods for Forensic Accounting and Assurance
COURSE DESCRIPTION:
Exploratory descriptive data analysis using the language S-Plus. Basic graphics commands in SPlus including trellis graphics. Descriptive data exploration and statistical modeling. Data
processing for Datamining. Classification: Induction of Decision trees, Association Rules in Large
Databases. Multivariate Methods: Clustering and other multivariate statistical methods. Anomaly
detection. Prerequisites: Itm 220 or Mat 108 or equivalent.
2. ACC551 Fraud Examination
COURSE DESCRIPTION:
This course will cover the principles and methodology of fraud detection and deterrence. This
includes such topics as skimming, cash larceny, billing schemes, check tampering, payroll and
expense reimbursement schemes, register disbursement schemes, non-cash asset
misappropriations, corruption, accounting principles and fraud, fraudulent financial statements,
and interviewing witnesses. Prerequisite: Acc 512.
ADDITIONAL INFORMATION:
Our understanding of forensic accounting in general, and fraud prevention, in particular, is
constantly evolving. This primary goal of this course is therefore to provide students with a
broad foundation of the area of fraud prevention, while at the same time provide a
familiarity of current practices in the field. In addition to employing the assistance of experts
as guest lecturers, the instructor will supplement the text readings with additional outside
sources. A partial list of additional foundational sources from which to choose is attached.
The Association of Certified Fraud Examiners (ACFE) is the world's premier provider of
anti-fraud training and education. Through the organizations Anti-Fraud Education
Partnership, a vast array of supplemental text and video material has been provided for use
in this course and will be integrated throughout the curriculum to provide additional expert
coverage of the concepts covered in this course.
COURSE LEARNING OBJECTIVES:
 Have students demonstrate an understanding of how and why occupational fraud is
committed;
 Have students demonstrate an ability to recognize how fraudulent conduct may be deterred;
 Have students demonstrate an understanding of how allegations of fraud should be
investigated and resolved.
COURSE REQUIREMENTS:
Class sessions will consist of lectures, case studies and interactive discussion. Assuming
availability, the course will feature a guest speaker who is an expert in Fraud Examination.
In addition to covering the material in the textbook, the guest lecturer will present at least
one actual fraud case to the class. The session(s) will be interactive, with students working
through the cases, developing investigative strategies, and seeking to prove how the fraud
was committed.
3. ACC552 Financial Statement Fraud and Corporate Governance
COURSE DESCRIPTION:
Study of corporate governance in relation to financial statement fraud. This course will examine
recent major financial statement frauds in the United States and elsewhere in order to gain an
understanding of the failure of corporate governance to prevent them. Prerequisite: Acc 512 or
equivalent.
4. ACC553 Digital Forensics
COURSE DESCRIPTION:
The objectives of the course are to learn what are incidents, why they occur, who/what causes
them, how to detect them, what are the preventive/protective measures that organizations can take,
what to do when they do occur, when do they need to be reported and to whom. We will learn the
various types of incidents, what to do in case of each to protect the evidence, prevent gaps in chain
of their custody. In particular, we will learn how and what kinds of evidence to obtain, how to
prevent evidence from getting lost or destroyed, how to ensure that the evidence is admissible. We
also will learn what is evidence, what are different types of evidence, basic rules on collecting,
handling, and documenting evidence. Prerequisite: Acc 512.
ADDITIONAL INFORMATION:
The emphasis in the course will be on gaining an in- depth understanding of the information
technologies necessary for dealing with all aspects of evidence in digital form. The course
will introduce the basic terminology of computer incidents in the context of digital forensics.
The course will deal with preventive, detective, corrective, and protective measures to
provide assurance that the digital evidence is admissible and the chain of custody of such
evidence is maintained. The course also will consider the legal and reporting aspects of handling
incidents.
APPENDIX B: CURRICULUM VITAE
1.
Arindam Tripathy
Arindam Tripathy
2 Winding Brook Drive, Apt. 2D,
Guilderland, NY 12084
Phone: 518 282 4555
Email: atripathy@uamail.albany.edu
Academic Background
Ph.D. (Concentration: Accounting & Information Management), 2006
School of Management, University of Texas at Dallas, Texas, U.S.A
Master of Science in Accounting & Information Management, 2005
School of Management, University of Texas at Dallas, Texas, U.S.A
Certified Information Systems Auditor, 2000
Information Systems Audit and Control Association, Illinois, U.S.A.
Cost and Works Accountant, 1997
Institute of Cost and Works Accountants of India
Chartered Accountant, 1996
Institute of Chartered Accountants of India
Bachelor of Commerce, 1993
Gujarat University, India
Academic Experience
Assistant Professor, University at Albany, SUNY
Courses taught:
 Theory of Accounting I (Intermediate Financial Accounting), Fall 2007
 Financial Statement Analysis, Fall 2007, Fall 2008
 Introduction to Managerial Accounting, Spring 2008
Visiting Faculty, Temple University
Course taught:
 Principles of Accounting II (Introduction to Managerial Accounting), Fall 2006
 Principles of Accounting II (Introduction to Managerial Accounting), Spring 2007
Instructor, The University of Texas at Dallas
Courses taught:
 Financial Information Management, Fall 2005
 Financial Information Management, Spring 2006
 Cost Management Systems, Summer 2003
Research and Teaching Assistant
The University of Texas at Dallas
 Co-instructed Accounting for Managers (Core MBA course)




Provided teaching assistance for Business Valuation (MBA elective course), Intermediate Cost
Accounting, International Accounting, Planning Control and Performance Evaluation (MBA and
MS elective course)
Conducted review sessions for Advanced International Program in Oil and Gas Financial
Management (Executive Education Program)
Co-developed course on Strategic Analysis of Information Technology (Case and theory based
course taught at the India School of Business –Hyderabad)
Managed submission and reviewed manuscripts for Information Systems Department of
Management Science
Professional Experience
Deloitte (previously known as Deloitte Touche Tohmatsu International) 1993-2001
Bermuda, British Virgin Islands, Canada, Cayman Islands and India.
Projects include
 Development and training of AS2 Bermuda Insurance Pack (AS2 is an audit software developed
and used by Deloitte) - Bermuda
 Process evaluation and policy setting – Bermuda, British Virgin Island, Canada
 Reorganization, Liquidation and Forensic services – Cayman Island, India
 Statutory (External) Audit for companies in Financial Institutions and Manufacturing industries –
Bermuda, Canada, India
 Systems evaluation and mapping for ERP implementation - India
 Tax planning and advisory services – India
 Valuation of companies for Mergers & Acquisitions - India
Working Papers

“Strategic Adaptation to Deregulation in the Indian Auto Components Industy” with Arun
Kumaraswamy, Ram Mudambi and Haritha Saranga.
Under review at Strategic Management Journal
Accepted for inclusion in the Sloan Industry Studies Working Paper Series
Accepted for presentation at the Academy of Management Annual Conference, Anaheim,
California, 2008

“Internal Audit Co-Sourcing Arrangement and its Effects on the External Auditors Perceptions of
the Internal Audit Function and External Audit Effort and Costs,” with Naman Desai and Gregory
Gerard
Funded in part by the Institute of Internal Auditors Research Foundation
Revise and Resubmit at Auditing: A Journal of Practice and Theory
Accepted for presentation at the American Accounting Association Annual Conference,
Chicago, Illinois, 2007

“Blogging: Relevance of Cheap Talk” with Nan Hu, and Ling Liu.
Revise and Resubmit at Journal of Emerging Technologies in Accounting
Accepted for presentation at the American Accounting Association – Information System
Section Mid-Year Conference, Redondo Beach, California, January 2008

“Generic Strategies and Sustainability of Financial Performance,” with Rajiv D. Banker and Raj
Mashruwala.
Under review at Strategic Management Journal
Accepted for presentation at:
Management Accounting Conference, Forth Worth, Texas, 2007
American Accounting Association Annual Conference, Chicago, Illinois, 2007

“Information, Supply Chain Flexibility, and Sticky Costs,” with Regina M. Anctil and Ozer
Asdemir. Working paper targeted for submission to a top tier accounting journal
Accepted for presentation at the American Accounting Association Annual Conference,
Anaheim, California, 2008

“Continuous Auditing, External Auditors’ Reliance, and Manager Choice,” with Naman Desai and
Gregory Gerard
Working paper targeted for submission to Auditing: A Journal of Practice and Theory
Accepted for presentation at the American Accounting Association Annual Conference - A/I
Emerging Technologies Research Workshop, Anaheim, California, 2008

“Fraud Risk Assessments: Do Pressures count more than Opportunities,” with Naman Desai and
Gregory Gerard
Under review at Auditing: A Journal of Practice and Theory

“Congruence of Executive Compensation to Firm Strategy: Cost Leadership Strategy and Shift in
Weight on Accounting Measures in Executive Compensation.” With Steven Balsam and Guy
Fernando.
Under review at Journal of Business Research
.
AWARDS AND HONORS





American Accounting Association New Faculty Consortium, January 2008.
American Accounting Association (Management Accounting Section) Doctoral Colloquium,
January 2006.
Dean’s Excellence Scholarship, School of Management, University of Texas at Dallas, 2004-2005.
Graduate Student Scholarship, University of Texas at Dallas, 2001-2003, 2005- 2006.
Best Employee Award, School of Management, University of Texas at Dallas, 2002.
2. Seokjoo Andrew Chang
SEOKJOO ANDREW CHANG
School of Business
1400 Washington Avenue
Albany, NY 12222
(518) 442 - 4974
schang@uamail.albany.edu
EDUCATION
UNIVERSITY OF CONNECTICUT, Storrs, CT 2006
Ph.D. Operations and Information Management
STANFORD UNIVERSITY, Stanford, CA 1998
M.S. Engineering Economic Systems and Operations Research
POLYTECHNIC UNIVERSITY, Brooklyn, NY 1997
M.S. Electrical Engineering
TEACHINGEXPERIENCE
ASSISTANT PROFESSOR
State University of New York at Albany Present
Accounting Information Systems
Accounting Database Systems
Research Seminar on Electronic Commerce
Internal Controls and Information Systems
VISITING ASSISTANT PROFESSOR
State University of New York at Albany 2006 - 2007
Operations Management
Management Information Systems
INSTRUCTOR
University of Connecticut 2001 - 2006
Business Information Systems
Operations Management
RESEARCH INTERESTS
Forensic Analysis of Information Systems
Operations Research & Stochastic Decisions on
Electronic Commerce
Telecommunication Networks
CONFERENCE PROCEEDINGS
Generalized Overlapping Online Auctions: An Empirical Examination of Revenue
Equivalence, Bidder Behavior and Market Forces. The Workshop on Information
Systems and Economics (WISE), 2005, with R. Bapna, P. Goes and A. Gupta.
Optimal Bundling Strategy: Product Lifetime Value Consideration for Pricing &
Production Planning. The Fifteenth Annual Workshop on Information
Technologies and Systems (WITS), 2005, Solo-Authored.
Setting Optimal Bandwidth Controls for Peer-to-Peer Traffic on Campus
Networks. Northeast Decision Sciences Institute (NEDSI), 2003, with S.K. Nair
and D. Novak.
MANUSCRIPTS UNDER REVIEW
Overlapping Liquidation Auctions: Empirical Characterization of Bidder
Strategies and Auction Prices. Under review at MIS Quarterly, with R. Bapna, P.
Goes and A. Gupta.
An Analytical Approach to Bundling in the Presence of Customer Transition
Effects. Under review at Decision Support Systems, with G. Tayi.
PROFESSIONAL SERVICES
Reviewer for Information Systems Research (2006, 2007, 2008).
Reviewer for International Journal of Information Technology and Management
(IJITM) (2006).
PROFESSIONALAFFILIATIONS
INFORMS, AIS
Attachment #8
Economics 802 – Economics of Health
Department of Economics
University at Albany
Fall 2008
M 11:30-12:50; W 1:15-2:35
Room: HU 108
Professor: Pinka Chatterji
Office: BA111A 1400 Washington Ave.
Phone: 442-4746
E-mail: pchatterji@albany.edu
Office Hours: M, 1:00-3:30 PM;
W, 2:45-4:00; and by appointment
______________________________________________________________________________
Course Objective:
This course is intended to introduce graduate-level students to concepts
that economists use to analyze health outcomes, health behaviors, and
health care markets. We will use these concepts to explore production of
and demand for health, demand for medical care, uncertainty and
insurance, models of physician and hospital behavior, disparities in
health care utilization and in health outcomes, and other topics.
Class homepage:
I will be using the Blackboard Learning System (BLS) to post readings,
notes, and announcements (http://bls.its.albany.edu). Any changes
related to the BLS will be explained in class.
Readings:
There is no textbook for the course. If you need an undergraduate level
text for background reading, I recommend Folland, Goodman & Stano,
The Economics of Health and Health Care, Fifth Edition, Prentice Hall,
2007. This text is on reserve at the library under the course ECO 381.
I also recommend the two volume set of Handbook of Health Economics,
published by Elsevier Science B.V..
The required readings for this course will be posted on our BLS website.
Other readings may be obtained from EconLit, which is available at:
http://library.albany.edu/databases/search.asp?Letter=E.
Course Requirements:

Original research paper (50%): Students are required to prepare and present an original
research paper on a health economics topic. The proposal for this paper is due on
Monday, October 27, and the research paper itself is due on Monday, December 8.
Students will present their research papers on December 1, December 3, and December
8.
o Proposal, due October 27: The proposal should be at least 5 pages (doublespaced). In the proposal, the student is required to state the research question,
highlight the motivation for this question, summarize and critique prior literature
on this topic, and outline a plan for addressing this question (e.g., data sources,
empirical methods, main empirical challenge, and how it will be addressed).
Please meet with me during office hours or by appointment early in the
semester so that we can discuss your proposal. You can choose any health
economics topic you like, and the paper need not be empirical, but it is critical
that we discuss and agree on a topic early in the semester. You may select a
topic that you are using or have used in other classes, subject to the other
professor’s approval, as long as the topic is health.
o
Paper, due December 8: I will not accept late papers. The only exceptions that
will be made are in cases of serious illness (note from medical provider required)
or serious family emergency. From third year or more advanced students, I am
expecting a paper that would be suitable as a draft of a manuscript to be
submitted for publication (20-25 pages). From second year students, I would be
satisfied with an extended proposal of 12-15 pages, or a through and critical
literature review of a health economics topic (in the literature review, the student
must evaluate papers as well as describe them). As you progress on your
paper, please plan on meeting with me on an individual basis during the
semester – do not attempt to write the paper during the last few weeks of the
semester.
o
Presentation of paper, December 1, 3 and 8: During the final class sessions,
students are required to present their research papers in a 15-30 minute
conference presentation format. Handouts and/or PowerPoint slides are
expected.

Two brief presentations of published health economics papers on our reading list (30%):
This class will use a seminar format. During the beginning of the semester, I will lead all
classes by presenting the articles planned for that session. As we progress, each student
will be required to present and lead discussion related to two articles (in two separate
sessions). The presentation should include a 15 minute summary of the paper, preferably
with a handout, and moderation of the discussion that follows.

Class participation (20%): All students are expected to come to class having thoroughly
read the assigned readings. Students are expected to participate with questions and
comments that contribute to the discussion.
(Reading materials in bold are required; other readings will be covered in class if time permits)
1. Introduction and Overview
Arrow, K. 1963. “Uncertainty and the Welfare Economics of Medical Care.” American
Economic Review, 53(5), 941-73.
Fuchs, V. 1996. “Economics, values, and health care reform.” American Economic
Review 86(1):1-24.
Baker, M., Stabile, M., Deri, C. 2004. “What do Self-Reported, Objective, Measures of
Health Measure?” Journal of Human Resources, 39: 1067-1093.
Duan, N., Alegria, M., Canino, G., McGuire, T.G., Takeuchi, D.. “Survey Conditioning in
Self-Reported Mental Health Service Use: Randomized Comparison of Alternative
Instrument Formats.” Health Services Research, Apr2007.
Catlin, A., C. Cowan, S. Heffler, B. Washington et al. 2007. “National Health Care Spending in
2005: The Slowdown Continues” Health Affairs 26(1), 142-153.
White, C. 2007. “Health Care Spending Growth: How Different is the United States from the Rest
of the OECD?” Health Affairs 26(1), 154-161.
Meara, E., White, C., and Cutler, D.M.. 2004. “Trends In Medical Spending By Age, 1963–
2000.” Health Affairs. July/August.
Crossley, T.F., Kennedy, S.. 2002. "The Reliability of Self-Assessed Health Status." Journal of
Health Economics 21: 643-658.
2. The Demand for Health and Demand for Medical Care:
2.1.
Production of Health
Grossman, M. 1972. “On the Concept of Health Capital and the Demand for Health”
Journal of Political Economy 80(2), 233-55.
Grossman M (1972). The Demand for Health: A Theoretical and Empirical Investigation.
New York: Columbia University Press, for the National Bureau of Economic Research.
Rosenzweig, M., Schultz, T.P.. 1983. “Estimating a Household Production Function:
Heterogeneity, the Demand for Health Inputs, and Their Effects on Birth Weight” Journal of
Political Economics 91(5), 723-46.
Leibowitz, A. 2004. “The Demand for Health and Health Concerns After 30 Years” Journal of
Health Economics, 23(4), 663-671.
Wagstaff, A.. “The Demand for Health: Theory and Applications”. Journal of Epidemiology and
Community Health, March 1986, 40(1) pp 1-11.
2.2.
Education, Income, and Health
Fuchs, V.R. . “Time Preference and Health: An Exploratory Study.” In Economic Aspects of
Health, edited by Victor R. Fuchs. Chicago: University of Chicago Press, 1982.
Kenkel, D. 1991 “Health Behavior, Health Knowledge and Schooling” Journal of Political
Economy, 99(2), 287-305.
Smith, J.P. 1999. "Healthy Bodies and Thick Wallets: The Dual Relation between Health
and Economic Status." Journal of Economic Perspectives 13: 145-166.
Lleras-Muney, A. 2005. “The Relationship Between Education and Adult
Mortality in the United States.” Review of Economic Studies, 72(1): 189-221.
Currie, J. , Moretti, E. 2003, “Mother's Education and the Intergenerational Transmission
of Human Capital: Evidence from College Openings,” Quarterly Journal of Economics,
118(4).
Ettner, S.L. 1996. "New Evidence on the Relationship between Income and Health."
Journal of Health Economics 15: 67–86.
Farrell, P., Fuchs, V.R.. “Schooling and Health: the Cigarette Connection.”
Journal of Health Economics, 1, No. 3 (December 1982).
Sander, W. “Schooling and Quitting Smoking.” Review of Economics and
Statistics, 77, No. 1 (February 1995).
Chou, S., Liu, J., Grossman, M., Joyce, T.J.. “Parental
Education and Child Health: Evidence from a Natural Experiment in Taiwan.” National
Bureau of Economic Research Working Paper No. 13466, October 2007.
de Walque, D. “Does Education Affect Smoking Behavior? Evidence Using the
Vietnam Draft as an Instrument for College Education.” Journal of Health Economics,
26, No. 5 (September 2007).
Grimard, F., Parent, D. Education and Smoking: Were Vietnam Draft Avoiders also More Likely
to Avoid Smoking?” Journal of Health Economics, 26, No. 5 (September 2007).
2.3.
Infant and Child Health
Almond, D., K. Chay and D. Lee. 2005. “The Costs of Low Birthweight” Quarterly Journal
of Economics, 120(3), 1031-83.
Oreopoulos, P, Stabile, M, Walld, R, Roos, L. “Short, Medium, and Long-term
consequences of poor infant health: An analysis using siblings and twins.” NBER Working
Paper 11998, January 2006. Forthcoming in Journal of Human Resources.
Case, A., Lubotsky, D., Paxson, C.. 2002. “Economic Status and Health in Childhood: The
Origins of the Gradient,” American Economic Review 92(5), 1308-1334.
Currie, J. and M. Stabile. 2003. “Socioeconomic Status and Child Health: Why is the
Relationship Stronger for Older Children?” American Economic Review, 93(5), 1813-23.
Schooling causes Health.
2.4.
Demand for Medical Care
Manning, W., J. Newhouse, N. Duan, E. Keeler, A. Leibowitz and M. Marquis. 1987.
“Health Insurance and the Demand for Medical Care: Evidence from a Randomized
Experiment.” American Economic Review, 77(3), 251-77.
Acton, Jan P. 1975. “Nonmonetary Factors in the Demand for Medical Services: Some
Empirical Evidence” Journal of Political Economy 83(3), 595-614.
Coffey, R. 1983. “The Effect of Time Price on the Demand for Medical Care Services”
Journal of Human Resources 18(3), 407-24
Manning, W. 1998. “The Logged Dependent Variable, Heteroscedasticity, and the
Retransformation Problem” Journal of Health Economics, 17(3), 283-295.
Manning, W. and J. Mullahy. 2001. “Estimating Log Models: To Transform or Not To
Transform?” Journal of Health Economics, 20(4), 461-94.
3. Health Insurance
3.1.
Demand for insurance
Cutler, D. and R. Zeckhauser. 2000. “The Anatomy of Health Insurance”, Handbook of
Health Economics, 563-643.
Buchmueller, T. and J. DiNardo. 2002. “Did Community Rating Induce an Adverse
Selection Death Spiral” American Economic Review 92(1), 280-94.
Royalty, A.B. and J. Hagens. 2004. “The Effect of Premiums on the Decision to Participate
in Health Insurance and Other Fringe Benefits Offered by the Employer: Evidence from a
Real World Experiment” Journal of Health Economics, 24(1), 95-112.
Marquis, M.S. and S. Long: “Worker Demand for Health Insurance in the Non-Group
Market,” JHE, Vol 14, No 1 (May 1995), pp 47-63
Levy H, DeLeire T (2003). What do people buy when they don’t buy health
insurance and what does that say about why they are uninsured? National Bureau
of Economic Research Working Paper 9826.
Altman, D.; DM Cutler, RJ Zeckhauser. 1998. “Adverse Selection and Adverse
Retention.” American Economic Review Papers and Proceedings. 88(2), 122-126.
Buchmueller, TC. 2006. "Consumer Demand for Health Insurance." NBER Reporter Research
Summary, Summer 2006: Cambridge, MA: NBER.
Gruber J. 2004. Tax policy for health insurance. National Bureau of Economic
Research Working Paper Number 10977.
3.2.
Health insurance and the labor market
Gruber, J. 2000. “Health Insurance and the Labor Market”, Handbook of Health
Economics, 646-706.
Farber, H. and H. Levy. 2000. “Recent Trends in Employer-Sponsored Health Insurance:
Are Bad Jobs Getting Worse?” Journal of Health Economics 19(1), 93-119.
Gruber, J. and R. McKnight. 2003. “Why Did Employee Health Insurance Contributions
Rise?” Journal of Health Economics, 22(6), 1085-1104.
B. Madrian. 1994. “Employment-Based Health Insurance and Job Mobility: Is There
Evidence of Job Lock?” Quarterly Journal of Economics 109(1), 27-54.
Gruber J, Madrian BC (2002). Health insurance, labor supply, and job mobility: a
critical review of the literature. National Bureau of Economic Research Working
Paper Number 8817.
3.3.
Managed care
Glied, S., “Managed Care” Handbook of Health Economics.
Robinson JC (2004). Reinvention of health insurance in the consumer era. Journal
of the American Medical Association 291(15):1880-1886.
Ma C.-T. and T. McGuire, “Network Incentives in Managed Health Care,” Journal of
Economics & Management Strategy, Spring 2002 (11:1): 1-35.
Aizer, A, Currie, J and Moretti, E. “Does Managed Care Hurt Health? Evidence from
Medicaid Mothers,” Review of Economics and Statistics, August 2007.
Richard G. Frank, Jacob Glazer, Thomas G. McGuire, “Adverse Selection in Managed
Health Care,” Journal of Health Economics, 19:6, November, 2000:829-854.
Cutler, DM et al. 2000. "How Does Managed Care Do It?" Rand Journal of Economics 31:
526-548.
Ma, Ching-to Albert, 2004 “Managed Care and Shadow Price,” Health Economics, 13, 199-202.
Glazer, J., McGuire, T.. 2002. “Multiple payers, commonality and free riding in health care:
Medicare and private payers,” Journal of Health Economics, 21, 1049-1069.
Malcomson, James, 2004 “Health Service Gatekeepers,” Rand Journal of Economics, 35, 401.
3.4.
Public health insurance programs
Cutler, D. and J. Gruber. 1996. “Does Public Insurance Crowd Out Private Insurance?”
Quarterly Journal of Economics, 111(2), 391-430.
Lo Sasso, A. and T. Buchmeuller. 2004. “The Effect of the State Child Health Insurance
Program on Health Insurance Coverage” Journal of Health Economics, 23(5), 1059-82.
Finkelstein, A. 2007. “The Aggregate Effects of Health Insurance: Evidence from the
Introduction of Medicare” Quarterly Journal of Economics, 122(1), 1-37.
Currie, J. and J. Gruber. 1997. “Saving Babies: The Efficacy and Cost of Recent Changes
in Medicaid Eligibility of Pregnant Women” Journal of Political Economy 104(6), 1263-96.
Brook, R.H., et al, "Does Free Care Improve Adults' Health? Results from a Controlled Trial of
Cost Sharing in Health Insurance," N Engl J Med, December 8, 1983, 309, pp. 1426-1434.
3.5.
Health service disparities
McGuire, TG., Alegria, M., Cook, B.L., Wells, K.B., Zaslavsky, A.M. 2006. “Implementing
the Institute of Medicine Definition of Disparities: An Application to Mental Health Care.”
Health Services Research, October.
Balsa, A.I., McGuire, TG. 2003. “Prejudice, Clinical Uncertainty and Stereotyping as Sources of
Health Disparities” Journal of Health Economics 22(1), pp. 89-116.
Balsa, A.I., McGuire, T.G.. 2001. “Statistical Discrimination in Health Care.” Journal of Health
Economics, November 2001, v. 20, iss. 6, pp. 881-907
4. Physicians
McGuire, T. and M. Pauly, 1991, “Physician Response to Fee Schedules with Multiple
Payers,” Journal of Health Economics, 385-410.
Yip, W.C. 1998. "Physician Response to Medicare Fee Reductions: Changes in the Volume
of Coronary Artery Bypass Graft (CABG) Surgeries in the Medicare and Private Sectors."
Journal of Health Economics 17: 675-699.
Gruber, J and Owings, M., 1996, “Physician Financial Incentives and Cesarean Section
Delivery, RAND Journal of Economics, 27, 99-123.
Kessler, D. and M. McClellan. 1996. "Do Doctors Practice Defensive Medicine?" Quarterly
Journal of Economics 111(2): 353-90.
Fuchs VR (1978). The supply of surgeons and the demand for operations. Journal of
Human Resources 13(Supplement):35-56.

Rossiter LF, Wilensky GR (1984). Identification of physician induced demand.
Journal of Human Resources 19(2):232-244.
5. Hospitals (time permitting)
Norton, Edward C. and Douglas O. Staiger. 1994. How Hospital Ownership Affects Access
to Care for the Uninsured. RAND Journal of Economics 23(1):171185.
Sloan, Frank A., Gabriel A. Picone, Donald H. Taylor, and Shin-Yi Chou. 2001. Hospital
Ownership and Cost and Quality of Care: Is there a Dime's Worth of Difference? Journal
of Health Economics, 20(1):121.
Kessler, Daniel P. and Mark B. McClellan. 2000. Is Competition Socially Wasteful? Quarterly
Journal of Economics 115(2):577615.
Meltzer, David, Jeanette Chung, and Anirban Basu. 2002. Does Competition under Medicare
Prospective Payment Selectively Reduce Expenditures on High-cost Patients? RAND Journal of
Economics 33(3):447468.
Robinson, James and Harold Luft (1985). “The Impact of Hospital Market Structure on Patient
Volume, Average Length of Stay, and the Cost of Care,” Journal of Health Economics, 4, pp.
333-356.
Ellis, R.P. and T.G. McGuire. 1996. "Hospital Response to Prospective Payment: Moral Hazard,
Selection, and Practice-Style Effects," Journal of Health Economics 15: 257-77.
6. Health behaviors (time permitting)
Becker, Gary S.; Grossman, Michael; and Murphy, Kevin M. “An Empirical Analysis
of Cigarette Addiction.” American Economic Review, 84, No. 3 (June 1994).
Cutler, David, Edward Glaeser and Jesse Shapiro, “Why Have Americans Become More Obese?”
Journal of Economic Perspective, 2003.
WG Manning, EB Keeler, JP Newhouse, EM Sloss, J Wasserman. The taxes of sin. Do
smokers and drinkers pay their way? JAMA 1989 Mar 17;261(11):1604-1609
Chaloupka, Frank J., and Warner, Kenneth E. “The Economics of Smoking.” Chapter 29
in Handbook of Health Economics.
Cook, Philip J., and Moore, Michael J. “Alcohol.” Chapter 30 in Handbook of Health
Economics
Academic Honesty: The University at Albany expects students to be honest in all of their
academic work. It is plagiarism to hand in any work as your own to that you did not write, or to
hand in work that you have gotten credit for in another class without getting
permission from your instructor. The University policy on academic honesty is available at:
http://www.albany.edu/senate/0506-25_UACGAC_StandAcaIntegrity(2).doc.
Attachment #9
Jonathan T. Bartow
Assistant Dean
Graduate Studies
University Administration 125
1400 Washington Avenue
Albany NY 12222
4 November 2008
Dear Jon:
I am sending you for submission to the Graduate Academic Council a proposal
for revision of the Master of Social Work (M.S.W.) – Direct Practice. The
proposal also changes the name of the concentration to “Clinical Concentration.”
The proposal has been approved by the Curriculum and Educational Policy
Committee and by the Faculty of the School of Social Welfare. This packet
includes:

the proposal for the revision of the MSW-Direct Practice/Clinical
Concentration, including dual degrees that are affected by the revision

Letters of approval from dual degree programs affected by the change
(School of Criminal Justice and Albany Law School

requests to State Education Department (SED) for registration of the
revised programs:
o Master of Social Work with a Clinical Concentration
o Dual Degree, MSW-MA in Criminal Justice (Albany)
o Dual Jointly Registered Degree, MSW (Albany) – JD (Albany Law
School)
o Dual Degree, MSW-PhD in Social Welfare (Albany)
Please let me know when I should be available to discuss these revisions with the
committees of the Graduate Academic Council.
Thank you,
Anne E. Fortune, Ph.D., LMSW
Professor and Associate Dean for Academic Programs
Attachment #10
School of Social Welfare
University at Albany-State University of New York
Proposal to Change Requirements for the Master of Social Work (MSW)
Direct Practice Concentration
(to be Clinical Concentration)
The School of Social Welfare offers a 60 credit Master of Social Work (MSW) with two
concentrations, Direct Practice and MACRO. This proposal involves changing the name
and the distribution of courses for the Direct Practice concentration. No changes are
proposed in the MACRO concentration.
Changes: 1) The Direct Practice concentration will be renamed the Clinical
Concentration, consistent with the terminology (“clinical social work”) used in the new
New York State licensing. The rationale and objectives for the Clinical Concentration
are included in Table I.
2) The number of credits for the MSW with a Clinical Concentration remains at 60.
Students currently take one course from among those designated as Advanced Behavior
(3 credits) and two courses from those designated as Advanced Practice (6 credits). In
the proposed Clinical Concentration, one requirement – an Advanced Behavior course –
is dropped and replaced with an additional (third) course designated as Advanced Clinical
Practice (9 credits total). All other courses remain the same.
The proposed MSW with a Clinical Concentration is detailed in Tables II (regular MSW
program) and III (Advanced Standing program for students who hold a baccalaureate
degree from a program accredited by the Council on Social Work Education). The
current curriculum is in Table IV.
3) The name of the category of courses, “Advanced Practice,” is changed to “Advanced
Clinical Practice.”
4) The criteria for a course to be designated Advanced Clinical Practice are changed to
add content on human behavior, greater emphasis on skill attainment, and evidence-based
practice. The new criteria and examples of Advanced Clinical Practice courses are
included in Tables # V and VI, respectively.
Rationale: Data from students, alumni, community social workers and other schools of
social work suggest a need to update the concentration that prepares social workers to
deliver direct service to individuals, families, and groups. The separation of content on
human behavior in one course from content on how to intervene with client problems in
another was artificial. Students rarely took parallel courses, for example, they might take
a human behavior course on psychopathologies common among adolescents and a
practice (intervention) course on treatment of substance abuse. Instructors in the practice
courses complained that students did not have the necessary knowledge of human
behavior on which to base interventions. Consequently, practice courses tended to be
more superficial and repetitive of elementary content than was intended. Combining
relevant human behavior with practice content as proposed will permit adequate
integration of knowledge and in-depth focus on a particular area.
In addition, students and community social workers believed the Advanced Practice
courses were too theoretical – that is, lacked both practical application of skills and
interventions that had some evidence for effectiveness. These skills and emphasis on
evidence-based practice were added to the criteria for Advanced Clinical Practice
courses. The faculty Curriculum and Educational Policy Committee will assess whether
each current and new course meets the new criteria.
Impact on MSW program and the university: The curricular changes have no impact
on resources because the number of credits and personnel to mount the courses remain
the same. The changes should not affect accreditation by the Council on Social Work
Education because they are consistent with accreditation standards. We believe the
changes are also consistent with the content requirements to register a licensurequalifying program at the New York State Education Department, Office of the
Professions,. However, new applications must be submitted when any change is
proposed.
Dual Degree Programs with a Direct Practice/Clinical Concentration: Revised
curricula for three dual degree programs with a clinical concentration are in Table VII:
MSW-MA in Criminal Justice (Albany); MSW (Albany) – JD (Albany Law School); and
MSW-PhD in Social Welfare (Albany).
The proposed changes have been approved by the appropriate governance bodies in the
School of Social Welfare: The Curriculum and Educational Policy Committee and the
Faculty.
Table I
Master of Social Work with a Clinical Concentration
Description and Objectives
School of Social Welfare
University at Albany – State University of New York
Rationale for a Clinical Concentration
Direct work with clients has always been a primary function of social work. As
stated in the NASW Practice Standards for Clinical Social Work1, “Historically, the
social work profession has focused on both people and their social environment. Clinical
social work, whose focus is on individuals, families, and groups, has its roots in social
casework, which always has been a primary method for the delivery of social work
services.” The School of Social Welfare’s Clinical Concentration is rooted in this
historical function of the profession.
Over the years social casework has evolved into many different terms. “Direct
practice,” “clinical practice,” and “clinical social work” are just a few. This
concentration is named a “Clinical Practice” to be consistent with NASW’s (the primary
organization of practicing social workers) use and definition of the term: “Clinical Social
Work.” This is also consistent with the language of other professions, including
medicine, nursing, and other allied health services that identify “clinical specialists”
within their professions. Clinical social work practice is defined by NASW as, “the
professional application of social work theory and methods to the treatment and
prevention of psychosocial dysfunction, disability, or impairment, including emotional
and mental disorders. It is based on knowledge of one or more theories of human
development within a psychosocial context.”2 Clinical practice includes work with larger
social systems that will benefit an individual, family or group or help them achieve their
goals. Graduates of the Clinical Concentration will be advanced clinical practice
specialists who work collaboratively with individuals, families and groups in a culturally
competent manner in order to prevent dysfunction, to enhance psychosocial functioning
and to promote positive environments for clients. Clinical social work practice includes
services to prevent, assess, diagnose (where appropriate), treat, advocate and consult on
behalf of client well being.
Conceptual Framework
The Clinical Concentration builds on the generalist practice foundation, including
a task-centered practice model delivered in the first year of the curriculum. The
concentration is rooted in a systems/ecological framework: a problem-solving, strengths
and evidence-based framework promote coherence and direction in the learning process.
“ NASW Standards for the Practice of Clinical Social Work,” Approved and Revised by the NASW
Board of Directors, April, 1989.
2
Ibid, page. 2.
1
The Clinical Concentration has three key foci. The first is an emphasis on the evidence
base in developing, implementing and evaluating interventions. The curriculum specifically
prioritizes knowledge that is based on scientific inquiry. The second focal emphasis is on
advanced skill acquisition in the context of a sound theoretical base. The third emphasis is on the
appropriate transfer of theoretical and strategic knowledge across populations and problems.
These key foci will enable graduates to move across many fields of practice in their careers. The
group of courses in the Clinical Concentration have the following objectives:
Objectives of the Clinical Concentration
The objectives of the clinical concentration are to prepare practitioners who:
1. Provide competent, independent clinical social work practice to individuals, families and
groups. This includes:
a. Demonstrating knowledge and proficiency in human behavior and clinical
practice skills to work with a range of clients.
b. Differentially applying practice knowledge and skills in varied settings.
c. Using evidence-based practice and evaluating the effectiveness of the practice.
d. The ability to work with clients from diverse backgrounds and cultures in a
nondiscriminatory manner that maximizes client strengths and counters the effects
of oppression.
e. Critical assessment and application of relevant practice theories and models for
their differential application to varied clients and problems.
f. Continued breadth and depth in basic interviewing, relationship building and
intervention skills as applied to complex and advanced clinical practice situations.
g. Integrating policy, organizational and community context in clinical practice that
benefits the client
2. Demonstrate a strong sense of professional self.
3. Integrate professional attitudes, values and ethics in practice.
4. Demonstrate leadership skills. This includes taking responsibility and proactive action
appropriate to the situation and engaging others in solving problems.
5. Constructively use supervision and consultation appropriate to the area of practice.
6. Work collaboratively with other disciplines in order to benefit clients.
7. Are committed to and able to identify knowledge and skills for continuing personal and
professional development.
Proposed required course distribution for the Clinical Concentration:
 Completion of generalist curriculum (first 31 credits)
 3 Advanced Clinical Practice courses meeting criteria 1-6 below (9 credits)
o recommend one that covers theories or models of social work practice
 SSW 661, Evaluation of Clinical Practice, incorporating critical thinking principles (3
credits)
 1 Advanced Policy course (3 credits)
 2 electives (6 credits)
 SSW 753 and 754, Field Education III and IV (8 credits)
Table II
Master of Social Work with a Clinical Concentration
Proposed Model Curriculum
School of Social Welfare
University at Albany-State University of New York
First-Year For All Students
First Semester (Fall)
SSW 600 Social Welfare Policy and Services (3 credits)
SSW 610 Human Behavior and Social Environment I (3 credits)
SSW 620 Micro Practice in Social Work I (3 credits)
SSW 630 Macro Practice in Social Work I (3 credits)
SSW 650 Field Instruction I (3 credits)
Second Semester (Spring)
SSW 611 Human Behavior and Social Environment II (3 credits)
SSW 621 Micro Practice in Social Work II (3 credits)
SSW 631 Macro Practice in Social Work II (3 credits)
SSW 660 Introductory Research Methodology (3 credits)
SSW 651 Field Instruction II (4 credits)
Second-Year Clinical Concentration Model Program
Third Semester (Fall)
SSW xxx Advanced Clinical Practice (3 credits)*
SSW xxx Advanced Clinical Practice (3 credits)*
SSW 661 Evaluation of Clinical Practice (3 credits)
SSW xxx elective (3 credits)
SSW 752 Field Instruction III (4 credits)
Fourth Semester (Spring)
SSW 7xx Advanced Policy (3 credits)
SSW 7xx Advanced Clinical Practice (3 credits)*
SSW xxx elective (3 credits)
SSW 753 Field Instruction IV (4 credits)
*Students must take three courses that meet the criteria and are designated as Advanced Clinical
Practice courses by the SSW Curriculum Committee. The third Advanced Clinical Practice
course replaces one course designated as Advanced Behavior in the current curriculum.
Table III
Master of Social Work with a Clinical Concentration – Advanced Standing
Proposed Model Curriculum
University at Albany – State University of New York
Students with a baccalaureate degree from a program accredited by the Council on Social Work
Education may receive advanced standing credit for up to 21 credits (must have B or better in
comparable undergraduate courses). Courses are:
SSW 600, Social Welfare Policy
SSW 610, Human Behavior in the Social Environment I
SSW 620, Micro Practice I
SSW 630, Macro Practice I
SSW 650, Field Instruction I
SSW 660, Introductory Research Methods
SSW xxx, elective (3 credits)
Classes begin in the Summer, usually the first week of June. Classes are two days a week, field
instruction three days a week.
Summer (10 credits)
SSW 611 Human Behavior in the Social Environment II
SSW 621 Micro Practice II
SSW 651 Field Instruction II (4 credits)
In the Fall and Spring, classes are two or three days a week, field instruction two days a week.
Fall (16 credits)
SSW 631 Macro Practice II
SSW 661 Evaluation of Clinical Practice
SSW 7xx Advanced Clinical Practice*
SSW 7xx Advanced Clinical Practice*
SSW 752 Field Instruction III
Spring (13 credits)
SSW xxx elective (3 credits)
SSW 7xx Advanced Policy
SSW 7xx Advanced Clinical Practice*
SSW 753 Field Instruction IV
*Students must take three courses that meet the criteria and are designated as Advanced Clinical
Practice courses by the SSW Curriculum Committee. The third Advanced Clinical Practice
course replaces one course designated as Advanced Behavior in the current curriculum.
Table IV
Master of Social Work with a Direct Practice Concentration
Current Model Curriculum
School of Social Welfare
University at Albany-State University of New York
First-Year For All Students
First Semester (Fall)
SSW 600 Social Welfare Policy and Services (3 credits)
SSW 610 Human Behavior and Social Environment I (3 credits)
SSW 620 Micro Practice in Social Work I (3 credits)
SSW 630 Macro Practice in Social Work I (3 credits)
SSW 650 Field Instruction I (3 credits)
Second Semester (Spring)
SSW 611 Human Behavior and Social Environment II (3 credits)
SSW 621 Micro Practice in Social Work II (3 credits)
SSW 631 Macro Practice in Social Work II (3 credits)
SSW 660 Introductory Research Methodology (3 credits)
SSW 651 Field Instruction II (4 credits)
Second-Year Direct Practice Model Program
Third Semester (Fall)
SSW xxx Advanced Behavior (3 credits)*
SSW xxx Advanced Practice (3 credits)*
SSW 661 Evaluation of Clinical Practice (3 credits)
SSW xxx elective (3 credits)
SSW 752 Field Instruction III (4 credits)
Fourth Semester (Spring)
SSW 7xx Advanced Policy (3 credits)
SSW 7xx Advanced Practice (3 credits)*
SSW xxx elective (3 credits)
SSW 753 Field Instruction IV (4 credits)
*Students must take one course that meets the criteria and is designated as Advanced Behavior
by the SSW Curriculum Committee. They must take two courses designated as Advanced
Practice.
Table V
Criteria for Advanced Clinical Practice Courses
School of Social Welfare
University at Albany – State University of New York
Courses are reviewed by the School of Social Welfare Curriculum and Educational Policy
Committee. Courses that meet the following criteria may be designated as Advanced Clinical
Practice courses in the Clinical Practice concentration.
Criteria for Advanced Clinical Practice Courses
1. Specification of empirically-based models of intervention, use of critical thinking to
assess such models and underlying theories, use of critical thinking principles for areas in
which an empirical evidence base is lacking.
2. Uses a conceptual framework that is consistent with the person-in-environment
perspective in social work and builds on task-centered (goal-directed) first year base.
3. Specification of advanced skills that will be developed at different stages of the
intervention process.
4. Incorporation of relevant social science (human behavior) knowledge base.
5. Attention to social work values and ethics
6. Skills for working with diverse clients, skills for culturally competent practice, and skills
to combat social injustice
Table VI
Examples of Advanced Clinical Practice Courses
School of Social Welfare
University at Albany – State University of New York
Advanced Clinical Practice:
Courses approved as Advanced Clinical Practice by the School of Social Welfare Curriculum
and Educational Policy Committee include:
SSW 724 Social Work Practice with Groups
SSW 731 Art Therapy in Social Work Practice
SSW 731 Crisis Intervention
SSW 731 Evidence-based Mental Health Practice for Social Workers
SSW 731 Evidence-based Practice for Depression: Theory, Assessment, and Treatment
SSW 741 Practice with Mature and Aging Adults
SSW 731 Prevention of Youth Risk Behaviors in Community Contexts
SSW 742 Cognitive-Behavioral Therapy in Social Work Practice
SSW 745 Social Work Interventions in Drug and Alchohol Abuse
SSW 770 Assessment and Treatment of Problems of Adolescence
SSW 771 Evidence-based Intervention for Family Violence
9/08
Table VII
Dual Degree Programs to be Changed to reflect the Clinical Concentration
School of Social Welfare
University at Albany – State University of New York
A. Dual Degree, MSW-MA in Criminal Justice (Albany)
B. Dual Jointly Registered Degree, MSW (Albany) – JD (Albany Law School)
C. Dual Degree, MSW-PhD in Social Welfare (Albany)
Table VII - A
Dual Degree in Criminal Justice and Social Work – Clinical Concentration
School of Criminal Justice and School of Social Welfare
University at Albany- State University of New York
Proposed Model Curriculum
Total of 72 credits; comprised of 48 Social Welfare credits & 24 Criminal Justice credits.
First Semester (Fall)
SSW 600 Social Welfare Policy and Services (3 credits)
SSW 610 Human Behavior and Social Environment I (3 credits)
SSW 620 Micro Practice in Social Work I (3 credits)
SSW 630 Macro Practice in Social Work I (3 credits)
SSW 650 Field Instruction I (3 credits)
Second Semester (Spring)
SSW 611 Human Behavior and Social Environment II (3 credits)
SSW 621 Micro Practice in Social Work II (3 credits)
SSW 631 Macro Practice in Social Work II (3 credits)
SSW 651 Field Instruction II (4 credits)
CRJ 607 Criminological Theory (3 credits)
Third Semester (Fall)
SSW xxx Advanced Clinical Practice (3 credits)*
SSW 752 Field Instruction III (4 credits)
CRJ 504 Applied Statistics 1 (3 credits)
CRJ 640 Theories of Criminal Justice (3 credits)
CRJ xxx Elective (3 credits)
Fourth Semester (Spring)
SSW xxx Advanced Policy (3 credits)
SSW xxx Advanced Clinical Practice (3 credits)*
SSW 753 Field Instruction IV (4 credits)
CRJ 505 MA Research Design (3 credits)
CRJ xxx Elective (3 credits)
Fifth Semester
SSW xxx Advanced Clinical Practice (3 credits)*
CRJ xxx Elective (3 credits)
CRJ xxx Elective (3 credits)
*Students must take three courses that meet the criteria and are designated as Advanced Clinical
Practice courses by the SSW Curriculum Committee. The third Advanced Clinical Practice
course replaces one course designated as Advanced Behavior in the current curriculum.
Table VII - B
Dual Jointly Registered Degree in Law and Social Work
JD (Albany Law School) and MSW (University at Albany- State University of New York) –
Clinical Concentration
Proposed Model Curriculum
Social work (University at Albany) courses:
SSW 600 Social Welfare Policy and Services (3 credits)
SSW 610 Human Behavior and Social Environment I (3 credits)
SSW 611 Human Behavior and Social Environment II (3 credits)
SSW 620 Micro Practice in Social Work I (3 credits)
SSW 621 Micro Practice in Social Work II (3 credits)
SSW 630 Macro Practice in Social Work I (3 credits)
SSW 631 Macro Practice in Social Work II (3 credits)
SSW 650 Field Instruction I (3 credits)
SSW 651 Field Instruction II (4 credits)
SSW 660 Introductory Research Methodology (3 credits)
SSW 661 Evaluation of Clinical Practice (3 credits)
SSW 752 Field Instruction III (4 credits)
SSW 753 Field Instruction IV (4 credits)
SSW 7xx Advanced Clinical Practice (9 credits)*
Law (Albany Law School) courses:
Legal Methods (1 credit)
Contracts (3 credits)
Property I (3 credits)
Introduction to Lawyering (2 credits)
Introduction to Civil Procedure (3 credits)
Torts (4 credits)
Contracts (3 credits)
Property II (3 credits)
Criminal Law (3 credits)
Introduction to Lawyering (2 credits)
Constitutional Law (4 credits)
Legal Profession(3 credits)
Electives (40 credits)
*Students must take three courses that meet the criteria and are designated as Advanced Clinical
Practice courses by the SSW Curriculum Committee. The third Advanced Clinical Practice
course replaces one course designated as Advanced Behavior in the current curriculum.
Table VII C
Dual Degree Master of Social Work (MSW) and Ph.D. in Social Welfare – Clinical
Concentration
University at Albany- State University of New York
Proposed Model Curriculum
Program of Study
84 graduate credits, minimum, including the following:
Required courses for M.S.W./Ph.D. in the Clinical Concentration:
SSW 600 Social Welfare Policy and Services (3);
SSW 610 Human Behavior and Social Environment I (3);
SSW 611 Human Behavior and Social Environment II (3);
SSW 620 Micro Practice I (3);
SSW 621 Micro Practice II (3);
SSW 630 Macro Practice I (3);
SSW 631 Macro Practice II (3);
SSW 650 Field Instruction I (3);
SSW 651 Field Instruction II (4);
SSW 752 Field Instruction III (4);
SSW 753 Field Instruction IV (4);
SSW 823 Social Welfare Practice Theory (Proseminar) (3);
SSW 826 Social Welfare Policy (Proseminar) (3);
SSW 862 Social Welfare Research (Proseminar) (3);
SSW 863 Applications of Adv Methods in Social Welfare Research (Proseminar) (3);
Two semesters of sequenced courses in statistics.
Three Advanced Clinical Practice courses (9)*
One advanced research course (a third research course) approved by the student’s advisor. This
third research course must be on a specific research topic or methodology that is not
covered or not covered in depth in SSW 862and SSW 863.
One additional course in data analysis beyond the two-semester statistics requirement. This third
data analysis course must be in advanced data analysis covering topics not covered in the
required statistics course sequence or covering those topics in greater depth.
Additional credits as advised to total 84 credits.
Additional Requirements
Additionally, all students must:
1. Have a satisfactory record in all course and seminar study;
2. Complete satisfactorily the research tool
3. Complete satisfactorily the predissertation research requirements;
4. Complete satisfactorily the qualifying examinations
5. Complete satisfactorily the doctoral essay;
6. Complete satisfactorily the University residence requirements;
7. Submit an acceptable dissertation based on independent research; and
8. Complete at least two acceptable substantive courses outside of the School of Social
Welfare.
*Students must take three courses that meet the criteria and are designated as Advanced Clinical
Practice courses by the SSW Curriculum and Educational Policy Committee. The third
Advanced Clinical Practice course replaces one course designated as Advanced Behavior in the
current curriculum.
Attachment #11
NEW YORK STATE EDUCATION DEPARTMENT
OFFICE OF THE PROFESSIONS
Request to Register a Licensure-Qualifying Program in Social Work
Purpose: To register curriculum changes, or new master's programs, in social work that
comply with Section 52.30 and Part 52 of the Regulations of the Commissioner of Education.
Instructions: Please complete this form and an attached curricular chart for each existing
or proposed program. Public institutions should use the appropriate SUNY/CUNY proposal
submission forms and submit the proposal to the Central Administration of SUNY/CUNY.
Note: Requests for new programs should be accompanied by information detailing
faculty credentials, admission standards and enrollment projections, and resources
available to support the program. Requests for new programs should also be accompanied
by a report from a recognized external authority in the discipline that evaluates the quality
of the proposed program and its staff, facilities, and other resources.
A. Name of institution: University at Albany
Specify campus where program will be offered, if other than the main campus:
B. CEO or designee
Name and title: George M. Philip, Interim President
Signature and date:
The signature of the institutional representative indicates the institution's commitment to support
the proposed program.
C. Contact person, if different
Name and title: Jonathan T. Bartow, Assistant Dean/Director of Graduate Academic Services
and Policies
Telephone: 518/437-5062
Fax: 518 442 3922
E-mail: Jbartow@Uamail.Albany.Edu
D. Current/Proposed program title: Master of Social Work – Clinical Concentration
E. Current/Proposed degree title: Master of Social Work – Clinical Concentration
F. Current/Proposed HEGIS code: Public Affairs and Service, 2104
G. Current Program Code: 03048
H. If the program would be offered jointly with another institution, identify the institution/branch
below and attach a letter of agreement signed by that institution's CEO:
I. If the program has or will seek specialized accreditation, indicate
Accrediting Group: Council on Social Work Education
Date Accredited or Expected Date of Accreditation: 1968 (2003)
J. Anticipated enrollment for new programs:
Initial:
Maximum within first five years:
K. If this program will be offered in a distance education format, please specify:
L. If this program will be offered in an atypical schedule that may affect program financial aid
eligibility, please describe:
______________________________________________________________________________
Please return this form, with the attached curricular chart(s) and supporting materials, to:
Professional Education Program Review
Office of the Professions
State Education Department
Education Building, 2nd Floor West
Albany, NY 12234
Licensed Clinical Social Worker
Graduate Social Work Programs
Curriculum Content Areas
Program Title: Master of Social Work – Clinical Concentration
Institution: University at Albany
Please list, by title, number, and credit equivalent all required courses that satisfy each
required content area.
Required Content Areas
Course Number(s)/Title(s)/
i. social work values and ethics;
ii. diversity, social justice, and atrisk populations;
iii. human behavior in the social
environment;
In all courses (Appendix I)
In all courses (Appendix I)
Semester
Credits
60
60
SSW 610 Human Behavior in the Social
Environment 1
SSW 611 Human Behavior in the Social
Environment 2
SSW 600 Social Welfare Policy and Services
SSW 7xx Advanced Policy course
6
v. foundation social work practice
SSW 620 Micro Practice 1 (sw practice with
individuals, families and groups)
SSW 621 Micro Practice 2
SSW 630 Macro Practice 1 (sw practice with
task groups, communities, and organizations)
SSW 631 Macro Practice 2
12
and advanced social work practice
SSW 661 Evaluation of Clinical Practice
SSW 7xx Advanced Clinical Practice courses
(minimum of 3)
12
vi. social work practice evaluation
and research; and
SSW 660 Introductory Research Methods
SSW 661 Evaluation of Clinical Practice
Outcome and evaluation is also included in all
Advanced Clinical Practice courses
SSW 611 Human Behavior and Social
Environment 2 (one 3-hour session)
SSW 650 Field Instruction I
SSW 651 Field Instruction II
SSW 752 Field Instruction III
SSW 753 Field Instruction IV
6+
iv. social welfare policy and
service delivery systems;
vii. recognition and reporting of
child abuse and maltreatment
Field Practicum of at least 900
clock hours in social work
integrated with the curricular
content.
Minimum of 12 semester hours of
coursework that prepares the
6
15
(1000
hours)
individual to practice as a licensed
clinical social worker, by
providing clinical content which
emphasizes the person-inenvironment perspective and
knowledge and skills related to:
I. diagnosis and assessment in
clinical social work practice;
SSW 610 Human Behavior and Social
6+
Environment 1
SSW 611 Human Behavior in the Social
Environment 2 (psychopathology and DSMIV)
Also included in all Advanced Clinical Practice
courses; students must take at least 3)
ii. clinical social work treatment
SSW 620 Micro Practice 1
SSW 621 Micro Practice 2
SSW 620 Micro Practice 1
SSW 621 Micro Practice 2
SSW 661 Evaluation of Clinical Practice
SSW 7xx Advanced Practice (min. of 3
courses)
iii. clinical social work practice
with general and special
populations
6
18+
University at Albany
School of Social Welfare
Master of Social Work – Clinical Concentration (60 credits)
Appendix I List of all courses
Courses for all students:
SSW 600 Social Welfare Policy and Services (3 credits)
SSW 610 Human Behavior and Social Environment I (3 credits)
SSW 611 Human Behavior and Social Environment II (3 credits)
SSW 620 Micro Practice in Social Work I (3 credits)
SSW 621 Micro Practice in Social Work II (3 credits)
SSW 630 Macro Practice in Social Work I (3 credits)
SSW 631 Macro Practice in Social Work II (3 credits)
SSW 650 Field Instruction I (3 credits)
SSW 651 Field Instruction II (4 credits)
SSW 660 Introductory Research Methodology (3 credits)
SSW 661 Evaluation of Clinical Practice (3 credits)
SSW 7xx Advanced Policy (3 credits)*
SSW 752 Field Instruction III (4 credits)
SSW 753 Field Instruction IV (4 credits)
SSW 7xx Advanced Clinical Practice (9 credits)**
SSW xxx elective (6 credits)
*Advanced Policy Courses
Students select one Advanced Policy course (3 credits) from several courses designated as
meeting Advanced Policy requirements. Courses designated as Advanced Policy must meet the
following criteria. (Prerequisite is SSW 600 Social Welfare Policy and Services):
1. Must have a specialized focus, allowing for in-depth examination of a particular social
policy area (e.g., health) or of social policies relevant to particular populations (e.g.,
women).
2. Must build on and substantially extend basic knowledge of policy formulation,
development, and implementation.
3. Must consider implications for social work practice and must integrate knowledge of
human behavior and the social environment relevant to areas under consideration.
4. Must include attention to issues of social and economic justice relevant to the policy
area(s) under consideration.
Courses approved as Advanced Policy as of 09/08 were:
SSW 705 Substance Abuse Policy and Services
SSW 740 Social Gerontology: Policies, Programs and Services
SSW 780 Child Welfare
SSW 781 Poverty, Health and Health Policy
SSW 782 International Social Welfare Policy
SSW 783 Social Work in Rural Settings
SSW 784 Women and Social Policy
SSW 785 Mental Health Policy
**Advanced Clinical Practice Courses
Students in the Clinical concentration must select a minimum of three Advanced Clinical
Practice courses (9 credits) from a list of courses that meet criteria for Advanced Clinical
Practice. The prerequisites are completion of 621 Micro Practice 2, 631 Macro Practice 2,
and 651 Field Instruction 2. Courses designated as Advanced Clinical Practice must meet the
following criteria:
Criteria for Advanced Clinical Practice Courses
6. Specification of empirically-based models of intervention, use of critical thinking to
assess such models and underlying theories, use of critical thinking principles for areas in
which an empirical evidence base is lacking.
7. Uses a conceptual framework that is consistent with the person-in-environment
perspective in social work and builds on task-centered (goal-directed) first year base.
8. Specification of advanced skills that will be developed at different stages of the
intervention process.
9. Incorporation of relevant social science (human behavior) knowledge base.
10. Attention to social work values and ethics.
11. Skills for working with diverse clients, skills for culturally competent practice, and skills
to combat social injustice.
Courses approved as Advanced Clinical Practice as of 09/08 were:
SSW 724 Social Work Practice with Groups
SSW 731 Art Therapy in Social Work Practice
SSW 731 Crisis Intervention
SSW 731 Disasters: Social Work Interventions
SSW 731 Evidence-based Mental Health Practice for Social Workers
SSW 731 Evidence-based Practice for Depression: Theory, Assessment, and Treatment
SSW 742 Cognitive-Behavioral Therapy in Social Work Practice
SSW 745 Social Work Intervention in Drug and Alcohol Abuse
SSW 770 Assessment and Treatment of Problems of Adolescence
SSW 771 Evidence-based Intervention for Family Violence
Elective Courses:
Electives may be chosen from courses classified as Advanced MACRO, Advanced Clinical
Practice, Advanced Policy, Elective, or any graduate level course in another department
or University, or they may be Independent Study, Independent Research, or SSW 754,
Field Instruction 5.
School of Social Welfare
University at Albany
Master of Social Work – Clinical Concentration
Advanced Standing Program (39 credits)
Appendix II List of courses for Advanced Standing Students
for students who graduated not more than six years ago from a baccalaureate degree program
accredited by the Council on Social Work Education
Students receive advanced standing credit for up to 21 credits (must have B or better in
comparable undergraduate courses). Courses are:
All students may receive credit for:
SSW 600, Social Welfare Policy and Services
SSW 610, Human Behavior and the Social Environment 1
SSW 620, Micro Practice 1
,
SSW 630, Macro Practice 1
SSW 650, Field Instruction 1
SSW 660, Introductory Research Methods
SSW xxx, elective
Required courses for all students:
SSW 611 Human Behavior and the Social Environment 2
SSW 621 Micro Practice 2
SSW 631 Macro Practice 2
SSW 651 Field Instruction 2
SSW 661 Evaluation of Clinical Practice
SSW 752 Field Instruction 3
SSW 753 Field Instruction 4
SSW 7xx Advanced Policy course
SSW 7xx Advanced Clinical Practice course (min of 3 courses)
SSW xxx elective
School of Social Welfare
University at Albany
Master of Social Work – Clinical Concentration
Advanced Standing Program (39 credits)
Appendix II List of courses for Advanced Standing Students
for students who graduated not more than six years ago from a baccalaureate degree program
accredited by the Council on Social Work Education
Students receive advanced standing credit for up to 21 credits (must have B or better in
comparable undergraduate courses). Courses are:
All students may receive credit for:
SSW 600, Social Welfare Policy and Services
SSW 610, Human Behavior and the Social Environment 1
SSW 620, Micro Practice 1
,
SSW 630, Macro Practice 1
SSW 650, Field Instruction 1
SSW 660, Introductory Research Methods
SSW xxx, elective
Required courses for all students:
SSW 611 Human Behavior and the Social Environment 2
SSW 621 Micro Practice 2
SSW 631 Macro Practice 2
SSW 651 Field Instruction 2
SSW 661 Evaluation of Clinical Practice
SSW 752 Field Instruction 3
SSW 753 Field Instruction 4
SSW 7xx Advanced Policy course
SSW 7xx Advanced Clinical Practice course (min of 3 courses)
SSW xxx elective
Attachment #12
NEW YORK STATE EDUCATION DEPARTMENT
OFFICE OF THE PROFESSIONS
Request to Register a Licensure-Qualifying Program in Social Work
Purpose: To register curriculum changes, or new master's programs, in social work that
comply with Section 52.30 and Part 52 of the Regulations of the Commissioner of Education.
Instructions: Please complete this form and an attached curricular chart for each existing
or proposed program. Public institutions should use the appropriate SUNY/CUNY proposal
submission forms and submit the proposal to the Central Administration of SUNY/CUNY.
Note: Requests for new programs should be accompanied by information detailing
faculty credentials, admission standards and enrollment projections, and resources
available to support the program. Requests for new programs should also be accompanied
by a report from a recognized external authority in the discipline that evaluates the quality
of the proposed program and its staff, facilities, and other resources.
A. Name of institution: University at Albany
Specify campus where program will be offered, if other than the main campus:
B. CEO or designee
Name and title: George M. Philip, Interim President
Signature and date:
The signature of the institutional representative indicates the institution's commitment to support
the proposed program.
C. Contact person, if different
Name and title: Jonathan T. Bartow, Assistant Dean/Director of Graduate Academic Services
and Policies
Telephone: 518/437-5062
Fax: 518 442 3922
E-mail: Jbartow@Uamail.Albany.Edu
D. Current/Proposed program title: Dual Master of Social Work and Ph.D. in Social Welfare –
Clinical Concentration
E. Current/Proposed degree title: Dual Master of Social Work and Ph.D. in Social Welfare –
Clinical Concentration
F. Current/Proposed HEGIS code: Public Affairs and Service, 2104
G. Current Program Code: 03048
H. If the program would be offered jointly with another institution, identify the institution/branch
below and attach a letter of agreement signed by that institution's CEO:
I. If the program has or will seek specialized accreditation, indicate
Accrediting Group: Council on Social Work Education
Date Accredited or Expected Date of Accreditation: 1968 (2003)
J. Anticipated enrollment for new programs:
Initial:
Maximum within first five years:
K. If this program will be offered in a distance education format, please specify:
L. If this program will be offered in an atypical schedule that may affect program financial aid
eligibility, please describe:
______________________________________________________________________________
Please return this form, with the attached curricular chart(s) and supporting materials, to:
Professional Education Program Review
Office of the Professions
State Education Department
Education Building, 2nd Floor West
Albany, NY 12234
Licensed Clinical Social Worker
Graduate Social Work Programs
Curriculum Content Areas
Program Title: Dual Master of Social Work and Ph.D. in Social Welfare – Clinical
Concentration
Institution: University at Albany
Please list, by title, number, and credit equivalent all required courses that satisfy each
required content area.
Required Content Areas
Course Number(s)/Title(s)/
i. social work values and ethics;
ii. diversity, social justice, and atrisk populations;
iii. human behavior in the social
environment;
In all MSW-level courses (Appendix I)
In all MSW-level courses (Appendix I)
Semester
Credits
48
48
SSW 610 Human Behavior in the Social
Environment 1
SSW 611 Human Behavior in the Social
Environment 2
SSW 600 Social Welfare Policy and Services
SSW 826 Social Welfare Policy
6
v. foundation social work practice
SSW 620 Micro Practice 1 (sw practice with
individuals, families and groups)
SSW 621 Micro Practice 2
SSW 630 Macro Practice 1 (sw practice with
task groups, communities, and organizations)
SSW 631 Macro Practice 2
12
and advanced social work practice
SSW 7xx Advanced Clinical Practice courses
(minimum of 3)
SSW 823 Social Welfare Practice Theory
SSW 862 Social Work Research
SSW 863 Application of Advanced Methods in
Social Welfare Research
One advanced course in research methodology
One advanced course in statistics
Outcome and evaluation is also included in all
Advanced Clinical Practice courses
SSW 611 Human Behavior and Social
Environment 2 (one 3-hour session)
SSW 650 Field Instruction I
SSW 651 Field Instruction II
SSW 752 Field Instruction III
SSW 753 Field Instruction IV
12
iv. social welfare policy and
service delivery systems;
vi. social work practice evaluation
and research; and
vii. recognition and reporting of
child abuse and maltreatment
Field Practicum of at least 900
clock hours in social work
integrated with the curricular
6
12+
15
(1000
hours)
content.
Minimum of 12 semester hours of
coursework that prepares the
individual to practice as a licensed
clinical social worker, by
providing clinical content which
emphasizes the person-inenvironment perspective and
knowledge and skills related to:
I. diagnosis and assessment in
clinical social work practice;
SSW 610 Human Behavior and Social
6+
Environment 1
SSW 611 Human Behavior in the Social
Environment 2 (psychopathology and DSMIV)
Also included in all Advanced Clinical Practice
courses
ii. clinical social work treatment
SSW 620 Micro Practice 1
SSW 621 Micro Practice 2
SSW 620 Micro Practice 1
SSW 621 Micro Practice 2
SSW 7xx Advanced Clinical Practice (min of 3
courses)
SSW 823 Social Welfare Practice
iii. clinical social work practice
with general and special
populations
6
18
University at Albany
School of Social Welfare
Dual Master of Social Work/Ph.D. in Social Welfare – Clinical Concentration (84 credits)
Appendix I List of all courses
MSW-level courses:
SSW 600 Social Welfare Policy and Services (3 credits)
SSW 610 Human Behavior and Social Environment I (3 credits)
SSW 611 Human Behavior and Social Environment II (3 credits)
SSW 620 Micro Practice in Social Work I (3 credits)
SSW 621 Micro Practice in Social Work II (3 credits)
SSW 630 Macro Practice in Social Work I (3 credits)
SSW 631 Macro Practice in Social Work II (3 credits)
SSW 650 Field Instruction I (3 credits)
SSW 651 Field Instruction II (4 credits)
SSW 752 Field Instruction III (4 credits)
SSW 753 Field Instruction IV (4 credits)
SSW 7xx Advanced Clinical Practice (9 credits)**
Ph.D-level courses:
SSW 823 Social Welfare Practice Theory (3 credits)
SSW 826 Social Welfare Policy (3 credits)
SSW 862 Social Welfare Research (3 credits)
SSW 863 Application of Advanced Methods in Social Welfare Research (3 credits)
Two courses in basic statistics
One advanced course in data analysis
One advanced course in research methodology
Additional graduate level courses:
Additional credits as advised to total 84 credits
**Advanced Clinical Practice Courses
Students in the Clinical concentration must select a minimum of three Advanced Clinical
Practice courses (9 credits) from a list of courses that meet criteria for Advanced Clinical
Practice. The prerequisites are completion of 621 Micro Practice 2, 631 Macro Practice 2,
and 651 Field Instruction 2. Courses are reviewed by the School of Social Welfare
Curriculum and Educational Policy Committee. Courses designated as Advanced Clinical
Practice must meet the following criteria:
Criteria for Advanced Clinical Practice Courses
12. Specification of empirically-based models of intervention, use of critical thinking to
assess such models and underlying theories, use of critical thinking principles for areas in
which an empirical evidence base is lacking.
13. Uses a conceptual framework that is consistent with the person-in-environment
perspective in social work and builds on task-centered (goal-directed) first year base.
14. Specification of advanced skills that will be developed at different stages of the
intervention process.
15. Incorporation of relevant social science (human behavior) knowledge base.
16. Attention to social work values and ethics
6. Skills for working with diverse clients, skills for culturally competent practice, and skills
to combat social injustice
Courses approved as Advanced Clinical Practice as of 09/08 were:
SSW 724 Social Work Practice with Groups
SSW 731 Art Therapy in Social Work Practice
SSW 731 Crisis Intervention
SSW 731 Disasters: Social Work Interventions
SSW 731 Evidence-based Mental Health Practice for Social Workers
SSW 731 Evidence-based Practice for Depression: Theory, Assessment, and Treatment
SSW 742 Cognitive-Behavioral Therapy in Social Work Practice
SSW 745 Social Work Intervention in Drug and Alcohol Abuse
SSW 770 Assessment and Treatment of Problems of Adolescence
SSW 771 Evidence-based Intervention for Family Violence
Attachment #13
NEW YORK STATE EDUCATION DEPARTMENT
OFFICE OF THE PROFESSIONS
Request to Register a Licensure-Qualifying Program in Social Work
Purpose: To register curriculum changes, or new master's programs, in social work that
comply with Section 52.30 and Part 52 of the Regulations of the Commissioner of Education.
Instructions: Please complete this form and an attached curricular chart for each existing
or proposed program. Public institutions should use the appropriate SUNY/CUNY proposal
submission forms and submit the proposal to the Central Administration of SUNY/CUNY.
Note: Requests for new programs should be accompanied by information detailing
faculty credentials, admission standards and enrollment projections, and resources
available to support the program. Requests for new programs should also be accompanied
by a report from a recognized external authority in the discipline that evaluates the quality
of the proposed program and its staff, facilities, and other resources.
A. Name of institution: University at Albany
Specify campus where program will be offered, if other than the main campus:
B. CEO or designee
Name and title: George M. Philip, Interim President
Signature and date:
The signature of the institutional representative indicates the institution's commitment to support
the proposed program.
C. Contact person, if different
Name and title: Jonathan T. Bartow, Assistant Dean/Director of Graduate Academic Services
and Policies
Telephone: 518/437-5062
Fax: 518 442 3922
E-mail: Jbartow@Uamail.Albany.Edu
D. Current/Proposed program title: Dual MA in Criminal Justice and Master of Social Work –
Clinical Concentration
E. Current/Proposed degree title: Dual MA in Criminal Justice and Master of Social Work –
Clinical Concentration
F. Current/Proposed HEGIS code: Public Affairs and Service, 2104
G. Current Program Code: 03048
H. If the program would be offered jointly with another institution, identify the institution/branch
below and attach a letter of agreement signed by that institution's CEO:
I. If the program has or will seek specialized accreditation, indicate
Accrediting Group: Council on Social Work Education
Date Accredited or Expected Date of Accreditation: 1968 (2003)
J. Anticipated enrollment for new programs:
Initial:
Maximum within first five years:
K. If this program will be offered in a distance education format, please specify:
L. If this program will be offered in an atypical schedule that may affect program financial aid
eligibility, please describe:
______________________________________________________________________________
Please return this form, with the attached curricular chart(s) and supporting materials, to:
Professional Education Program Review
Office of the Professions
State Education Department
Education Building, 2nd Floor West
Albany, NY 12234
Licensed Clinical Social Worker
Graduate Social Work Programs
Curriculum Content Areas
Program Title Dual MA in Criminal Justice and Master of Social Work – Clinical
Concentration
Institution: University at Albany
Please list, by title, number, and credit equivalent all required courses that satisfy each
required content area.
Required Content Areas
Course Number(s)/Title(s)/
i. social work values and ethics;
ii. diversity, social justice, and atrisk populations;
iii. human behavior in the social
environment;
In all social work courses (Appendix I)
In all social work courses (Appendix I)
Semester
Credits
48
48
SSW 610 Human Behavior in the Social
Environment 1
SSW 611 Human Behavior in the Social
Environment 2
SSW 600 Social Welfare Policy and Services
SSW 7xx Advanced Policy course
6
v. foundation social work practice
SSW 620 Micro Practice 1 (sw practice with
individuals, families and groups)
SSW 621 Micro Practice 2
SSW 630 Macro Practice 1 (sw practice with
task groups, communities, and organizations)
SSW 631 Macro Practice 2
12
and advanced social work practice
SSW 7xx Advanced Clinical Practice courses
(minimum of 3)
9
vi. social work practice evaluation
and research; and
CRJ 504 Applied Statistics 1
6+
CRJ 505 MA Research Design
Outcome and evaluation is also included in all
social work Advanced Clinical Practice courses
SSW 611 Human Behavior and Social
Environment 2 (one 3-hour session)
SSW 650 Field Instruction I
15 (1000
SSW 651 Field Instruction II
hours)
SSW 752 Field Instruction III
SSW 753 Field Instruction IV
iv. social welfare policy and
service delivery systems;
vii. recognition and reporting of
child abuse and maltreatment
Field Practicum of at least 900
clock hours in social work
integrated with the curricular
content.
Minimum of 12 semester hours of
coursework that prepares the
6
individual to practice as a licensed
clinical social worker, by
providing clinical content which
emphasizes the person-inenvironment perspective and
knowledge and skills related to:
I. diagnosis and assessment in
clinical social work practice;
SSW 610 Human Behavior and Social
6+
Environment 1
SSW 611 Human Behavior in the Social
Environment 2 (psychopathology and DSMIV)
Also included in all Advanced Clinical Practice
courses
ii. clinical social work treatment
SSW 620 Micro Practice 1
SSW 621 Micro Practice 2
SSW 620 Micro Practice 1
SSW 621 Micro Practice 2
SSW 7xx Advanced Clinical Practice (min of 3
courses)
iii. clinical social work practice
with general and special
populations
6
15
University at Albany
School of Social Welfare
Dual MA in Criminal Justice and Master of Social Work – Clinical Concentration (72
credits)
Appendix I List of all courses
Social Work courses:
SSW 600 Social Welfare Policy and Services (3 credits)
SSW 610 Human Behavior and Social Environment I (3 credits)
SSW 611 Human Behavior and Social Environment II (3 credits)
SSW 620 Micro Practice in Social Work I (3 credits)
SSW 621 Micro Practice in Social Work II (3 credits)
SSW 630 Macro Practice in Social Work I (3 credits)
SSW 631 Macro Practice in Social Work II (3 credits)
SSW 650 Field Instruction I (3 credits)
SSW 651 Field Instruction II (4 credits)
SSW 7xx Advanced Policy (3 credits)*
SSW 752 Field Instruction III (4 credits)
SSW 753 Field Instruction IV (4 credits)
SSW 7xx Advanced Clinical Practice (9 credits)**
Criminal Justice courses:
CRJ 504 Applied Statistics 1 (3)
CRJ 505 MA Research Design (3 credits)
CRJ 607 Criminological Theory (3 credits)
CRJ 640 Theories of Clinical Justice (3)
CRJ xxx Elective (12 credits)
*Advanced Policy Courses
Students select one Advanced Policy course (3 credits) from several courses designated as
meeting Advanced Policy requirements. Courses designated as Advanced Policy must meet the
following criteria. (Prerequisite is SSW 600 Social Welfare Policy and Services):
1. Must have a specialized focus, allowing for in-depth examination of a particular social
policy area (e.g., health) or of social policies relevant to particular populations (e.g.,
women).
2. Must build on and substantially extend basic knowledge of policy formulation,
development, and implementation.
3. Must consider implications for social work practice and must integrate knowledge of
human behavior and the social environment relevant to areas under consideration.
4. Must include attention to issues of social and economic justice relevant to the policy
area(s) under consideration.
Courses approved as Advanced Policy as of 09/08 were:
SSW 705 Substance Abuse Policy and Services
SSW 740 Social Gerontology: Policies, Programs and Services
SSW 780 Child Welfare
SSW 781 Poverty, Health and Health Policy
SSW 782 International Social Welfare Policy
SSW 783 Social Work in Rural Settings
SSW 784 Women and Social Policy
SSW 785 Mental Health Policy
**Advanced Clinical Practice Courses
Courses are reviewed by the School of Social Welfare Curriculum and Educational Policy
Committee. Courses that meet the following criteria may be designated as Advanced Clinical
Practice courses in the Clinical Practice concentration.
Criteria for Advanced Clinical Practice Courses
17. Specification of empirically-based models of intervention, use of critical thinking to
assess such models and underlying theories, use of critical thinking principles for areas in
which an empirical evidence base is lacking.
18. Uses a conceptual framework that is consistent with the person-in-environment
perspective in social work and builds on task-centered (goal-directed) first year base.
19. Specification of advanced skills that will be developed at different stages of the
intervention process.
20. Incorporation of relevant social science (human behavior) knowledge base.
21. Attention to social work values and ethics
6. Skills for working with diverse clients, skills for culturally competent practice, and skills
to combat social injustice
Courses approved as Advanced Clinical Practice as of 09/08 were:
SSW 724 Social Work Practice with Groups
SSW 731 Art Therapy in Social Work Practice
SSW 731 Crisis Intervention
SSW 731 Disasters: Social Work Interventions
SSW 731 Evidence-based Mental Health Practice for Social Workers
SSW 731 Evidence-based Practice for Depression: Theory, Assessment, and Treatment
SSW 742 Cognitive-Behavioral Therapy in Social Work Practice
SSW 745 Social Work Interventions in Drug and Alcohol Abuse
SSW 770 Assessment and Treatment of Problems of Adolescence
SSW 771 Evidence-based Intervention for Family Violence
Attachment #14
NEW YORK STATE EDUCATION DEPARTMENT
OFFICE OF THE PROFESSIONS
Request to Register a Licensure-Qualifying Program in Social Work
Purpose: To register curriculum changes, or new master's programs, in social work that
comply with Section 52.30 and Part 52 of the Regulations of the Commissioner of Education.
Instructions: Please complete this form and an attached curricular chart for each existing
or proposed program. Public institutions should use the appropriate SUNY/CUNY proposal
submission forms and submit the proposal to the Central Administration of SUNY/CUNY.
Note: Requests for new programs should be accompanied by information detailing
faculty credentials, admission standards and enrollment projections, and resources
available to support the program. Requests for new programs should also be accompanied
by a report from a recognized external authority in the discipline that evaluates the quality
of the proposed program and its staff, facilities, and other resources.
A. Name of institution: University at Albany and Albany Law School
Specify campus where program will be offered, if other than the main campus:
B. CEO or designee
Name and title: George M. Philip, Interim President
Signature and date:
The signature of the institutional representative indicates the institution's commitment to support
the proposed program.
C. Contact person, if different
Name and title: Jonathan T. Bartow, Assistant Dean/Director of Graduate Academic Services
and Policies
Telephone: 518/437-5062
Fax: 518 442 3922
E-mail: Jbartow@Uamail.Albany.Edu
D. Current/Proposed program title: Dual Jointly Registered Degree Program in Social Work
(M.S.W.) and Law (J.D.), University at Albany and Albany Law School – Clinical Concentration
E. Current/Proposed degree title: Dual Jointly Registered Degree Program in Social Work
(M.S.W.) and Law (J.D.), University at Albany and Albany Law School – Clinical Concentration
F. Current/Proposed HEGIS code: Public Affairs and Service, 2104
G. Current Program Code: 03048
H. If the program would be offered jointly with another institution, identify the institution/branch
below and attach a letter of agreement signed by that institution's CEO:
Albany Law School
I. If the program has or will seek specialized accreditation, indicate
Accrediting Group: Council on Social Work Education
Date Accredited or Expected Date of Accreditation: 1968 (2003)
J. Anticipated enrollment for new programs:
Initial:
Maximum within first five years:
K. If this program will be offered in a distance education format, please specify:
L. If this program will be offered in an atypical schedule that may affect program financial aid
eligibility, please describe:
______________________________________________________________________________
Please return this form, with the attached curricular chart(s) and supporting materials, to:
Professional Education Program Review
Office of the Professions
State Education Department
Education Building, 2nd Floor West
Albany, NY 12234
Licensed Clinical Social Worker
Graduate Social Work Programs
Curriculum Content Areas
Program Title: Dual Jointly Registered Degree Program in Social Work (M.S.W.) and Law (J.D.), University at Albany and Albany Law School
- Clinical Concentration
Institution: University at Albany and Albany Law School
Please list, by title, number, and credit equivalent all required courses that satisfy each
required content area.
Required Content Areas
Course Number(s)/Title(s)/
i. social work values and ethics;
ii. diversity, social justice, and atrisk populations;
iii. human behavior in the social
environment;
In all social work courses (Appendix I)
In all social work courses (Appendix I)
Semester
Credits
51
51
SSW 610 Human Behavior in the Social
Environment 1
SSW 611 Human Behavior in the Social
Environment 2
SSW 600 Social Welfare Policy and Services
6
v. foundation social work practice
SSW 620 Micro Practice 1 (sw practice with
individuals, families and groups)
SSW 621 Micro Practice 2
SSW 630 Macro Practice 1 (sw practice with
task groups, communities, and organizations)
SSW 631 Macro Practice 2
12
and advanced social work practice
SSW 661 Evaluation of Clinical Practice
SSW 7xx Advanced Clinical Practice courses
(minimum of 3)
12
vi. social work practice evaluation
and research; and
SSW 660 Introductory Research Methods
SSW 661 Evaluation of Clinical Practice
Outcome and evaluation is also included in all
Advanced Clinical Practice courses
SSW 611 Human Behavior and Social
Environment 2 (one 3-hour session)
SSW 650 Field Instruction I
SSW 651 Field Instruction II
SSW 752 Field Instruction III
SSW 753 Field Instruction IV
6+
iv. social welfare policy and
service delivery systems;
vii. recognition and reporting of
child abuse and maltreatment
Field Practicum of at least 900
clock hours in social work
integrated with the curricular
content.
3
15
(1000
hours)
Minimum of 12 semester hours of
coursework that prepares the
individual to practice as a licensed
clinical social worker, by
providing clinical content which
emphasizes the person-inenvironment perspective and
knowledge and skills related to:
I. diagnosis and assessment in
clinical social work practice;
SSW 610 Human Behavior and Social
Environment 1
SSW 611 Human Behavior in the Social
Environment 2 (psychopathology and DSMIV)
SSW 7xx Advanced Clinical Practice courses
(min. of 3)
6+
ii. clinical social work treatment
SSW 620 Micro Practice 1
SSW 621 Micro Practice 2
SSW 620 Micro Practice 1
SSW 621 Micro Practice 2
SSW 7xx Advanced Clinical Practice (min. of
3 courses)
6
iii. clinical social work practice
with general and special
populations
15
University at Albany
School of Social Welfare
Dual Jointly Registered Degree Program in Social Work (M.S.W.) and Law (J.D.) –
Clinical Concentration
University at Albany and Albany Law School (125 credits)
Appendix I List of all courses
Social work (University at Albany) courses:
SSW 600 Social Welfare Policy and Services (3 credits)
SSW 610 Human Behavior and Social Environment I (3 credits)
SSW 611 Human Behavior and Social Environment II (3 credits)
SSW 620 Micro Practice in Social Work I (3 credits)
SSW 621 Micro Practice in Social Work II (3 credits)
SSW 630 Macro Practice in Social Work I (3 credits)
SSW 631 Macro Practice in Social Work II (3 credits)
SSW 650 Field Instruction I (3 credits)
SSW 651 Field Instruction II (4 credits)
SSW 660 Introductory Research Methodology (3 credits)
SSW 661 Evaluation of Clinical Practice (3 credits)
SSW 752 Field Instruction III (4 credits)
SSW 753 Field Instruction IV (4 credits)
SSW 7xx Advanced Clinical Practice (9 credits)**
Law (Albany Law School) courses:
Legal Methods (1 credit)
Contracts (3 credits)
Property I (3 credits)
Introduction to Lawyering (2 credits)
Introduction to Civil Procedure (3 credits)
Torts (4 credits)
Contracts (3 credits)
Property II (3 credits)
Criminal Law (3 credits)
Introduction to Lawyering (2 credits)
Constitutional Law (4 credits)
Legal Profession (3 credits)
Electives (40 credits)
**Advanced Clinical Practice Courses
Students in the Clinical concentration must select a minimum of three Advanced Clinical
Practice courses (9 credits) from a list of courses that meet criteria for Advanced Clinical
Practice. The prerequisites are completion of 621 Micro Practice 2, 631 Macro Practice 2,
and 651 Field Instruction 2. Courses designated as Advanced Clinical Practice must meet the
following criteria:
Criteria for Advanced Clinical Practice Courses
22. Specification of empirically-based models of intervention, use of critical thinking to
assess such models and underlying theories, use of critical thinking principles for areas in
which an empirical evidence base is lacking.
23. Uses a conceptual framework that is consistent with the person-in-environment
perspective in social work and builds on task-centered (goal-directed) first year base.
24. Specification of advanced skills that will be developed at different stages of the
intervention process.
25. Incorporation of relevant social science (human behavior) knowledge base.
26. Attention to social work values and ethics
6. Skills for working with diverse clients, skills for culturally competent practice, and skills
to combat social injustice
Courses approved as Advanced Clinical Practice as of 09/08 were:
SSW 724 Social Work Practice with Groups
SSW 731 Art Therapy in Social Work Practice
SSW 731 Crisis Intervention
SSW 731 Disasters: Social Work Interventions
SSW 731 Evidence-based Mental Health Practice for Social Workers
SSW 731 Evidence-based Practice for Depression: Theory, Assessment, and Treatment
SSW 742 Cognitive-Behavioral Therapy in Social Work Practice
SSW 745 Social Work Intervention in Drug and Alcohol Abuse
SSW 770 Assessment and Treatment of Problems of Adolescence
SSW 771 Evidence-based Intervention for Family Violence
Attachment #15
Attachment is a PDF file and contains two letters of support: (1) From Connie Mayer of Albany
Law School to Crystal Rogers and (2) From Julie Horney, Dean to Crystal Rogers.
Attachment #16
To:
Graduate Academic Council (GAC)
From: Christy Smith, Chair
GAC Committee on Educational Policy and Procedures (CEPP)
Date: November 11, 2008
Re:
Report and Recommendation
The GAC CEPP met on 10/3008. In attendance were C. Smith (Chair), M. Earleywine, J.
McLaughlin, K. Reinhold-Larsson and B. Shaw. Attached is the report and
recommendations from the Committee.
Report to the Graduate Academic Council from the GAC Committee on
Educational Policy and Procedures, November 11, 2008
MA Women’s Studies/PhD Sociology
The Committee was charged with suggesting whether or not it would be appropriate to
formulate and adopt uniform guidelines and/or criteria for the establishment of MA/PhD
programs and, if so, to propose a timetable.
After careful consideration of the proposal and current University graduate policy, the
Committee agreed (4-0) to recommend that no new policies or procedures need to be
created for this program and it should be regulated by the current PhD policies for all
other programs. Currently, students who complete any Master’s degree at the University
can apply to a PhD program and it is left up to the PhD department to decide how many
(if any) of the credits are applicable to the PhD program. The faculty are responsible for
the examination of course to course relevancy and decide if the courses taken meet the
course content of any of the required PhD courses and then apply them to the degree
program.
There are no regulations in the Graduate Bulletin that limit the amount of credits a
UAlbany Master’s degree can be used towards a UAlbany PhD. It is a common
occurrence to have UAlbany MS/MA holders in one discipline apply to a PhD in another
area. Examples that already occur are (but are not limited to): MA Latin American,
Caribbean and U.S. Latino Studies/PhD Spanish (which is advertised as such
http://www.albany.edu/lacs/02-05gradprograms.html), MA Women’s Studies/PhD
Sociology, MPA Public Admin/PhD Educational Administration and Policy Studies, MS
in ANY of the School of Education teacher programs/PhD Educational Administration
and Policy Studies, MS General Education Studies/PhD Curriculum, MS Educational
Psychology and Methodology/Psy.D School Psychology.
Even students who complete an MS/MA at another institution can still apply a large
amount of credits (if not all) from their MA/MS to a UAlbany PhD program. The policy
states that:
Residence Study and Advanced Standing
Of the credits of graduate study required beyond the baccalaureate and antecedent to final
dissertation research and writing established for all doctoral programs at least 50%, or 30
credits minimum for programs of less than 60 credits total, must be completed through
graduate study at this University.
Applicants for admission to the doctoral programs who have completed graduate courses
or programs elsewhere may apply for admission with advanced standing
http://www.albany.edu/graduatebulletin/requirements_doctoral_degree.htm#doctoral_resi
dence
Again, it is the doctoral faculty that must decided the course to course relevancy and if
there are courses that do fit into the PhD curriculum, then the faculty allows the student
apply them to the PhD program. Since the Sociology PhD program is 60 credits, a student
who did not complete a Master’s at UAlbany, but at another institution, is allowed to
apply up to 30 credits from their non-UAlbany MA/MS to the PhD program if the
courses are equivalent. This could be in ANY area including Women’s Studies if the
course work is deemed relevant. This policy coincides with the residency requirement
that students must complete at least 50% of their credits at UAlbany. Students in the
Psy.D Program must complete 91 credits in order to receive the degree. Based on the
above mentioned policy, they can use 45 credits from a prior non-UAlbany degree
towards their doctorate (as long as the content is equivalent) even if the MA/MS was not
in School Psychology. However, students enrolled in the MA Women s Studies/PhD
Sociology would not be regulated by this 50% policy as they completed the MA in
residency at the University.
The Committee felt that there is no need for separate policy for the MA/PhD as this
already occurs for many programs on campus not registered as combined programs and
the Committee recommends to defer to the doctoral faculty to decide if the courses taken
meet the curricular requirements of the PhD. This is currently the procedure for any
UAlbany student with a UAlbany Master’s whether it is in the same programmatic
area/discipline or not.
Equivalency of Graduate and Undergraduate Credits
The Committee thoroughly reviewed the proposal submitted by Vice Provost Ray
Bromley for policy to address matters of undergraduate credit to graduate credits
equivalency. The Committee agreed 5-0 that the current policy that undergraduate credits
cannot be applied as transfer credit for a graduate program and only graduate credit is
eligible as transfer credit should remain. The Committee recommends that the policy not
be changed and undergraduate credits are not acceptable for transfer into a graduate
program and they are not equivalent in any way.
Policies a for Graduate Certificates
The Committee is currently considering policies for the various certificates offered at the
University. Information not presented at the meeting on 10/30 has since become available
and will be discussed at the next meeting.