S ch o o l
V O L U M E
o f
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S o c i a l W o r k
S E L F - S T U D Y
CSWE Reaffirmation 2008
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AURORA UNIVERSITY
COMBINED MSW AND BSW PROGRAM SELF-STUDY
CHAPTER ONE: PROGRAM MISSION, GOALS, AND OBJECTIVES
HISTORY AND MISSION OF AURORA UNIVERSITY
A.S.
1.0
The Social Work Program has a mission appropriate to professional
Social Work Education as defined in EP 1.1. The program’s
mission is appropriate to the level or levels for which it is preparing
students for practice and is consistent with the institution’s mission.
Aurora University had its beginning as Mendota Seminary, founded in Mendota, Illinois
in 1893 as an institution to train ministers and lay workers in the Advent Christian
Church. Soon after its inception, Mendota Seminar became Mendota College and
broadened its mission by offering a full collegiate curriculum with a liberal arts base. In
1911, the College relocated to Aurora, Illinois and changed its name to Aurora College.
In 1985, Aurora College reorganized into Aurora University reflecting its increased size
and the needs of its many programs. In 1992, Aurora University entered into an
affiliation agreement with George Williams College and created within the University,
George Williams College housing the School of Social Work, Recreation Administration
and Physical Education, and Teacher Education programs. In addition, George
Williams College’s 240 acre Lake Geneva, Wisconsin facility is now a part of Aurora
University.
In 2004 the University reorganized its academic structure. The College of Professional
Studies was developed, which includes the Schools of Business, Nursing, and Social
Work. The Lake Geneva campus was renamed the George Williams College, and
houses undergraduate, graduate, and doctoral programs including the MSW satellite
program.
Aurora University’s mission is:
Aurora University - An inclusive community dedicated to the transformative power of
learning
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Aurora University educates students through programs and services that:
·
value students as individuals;
·
meet instructional needs of a diverse population;
·
encourage scholarship while combining theoretical
and practical learning;
·
carry teaching, learning, and mentoring beyond the
classroom;
·
integrate formal instruction with the demands of living;
·
inquire into issues of concern to the human
community with a spirit of civility;
·
explore the ethical dimensions of all fields of study;
·
equip graduates for lifelong learning and service.
Aurora University’s goal is to enable all graduates to demonstrate
appropriate career preparation. Graduates will have demonstrated skills
needed to enter our world of computerized written and quantitative
operations; to fashion cogent oral, visual and written presentations; and to
interpret qualitative and statistical, scientific, and financial data.
Graduates will have demonstrated knowledge of American institutions and
of the global community, of human behavior and social institutions, and of
the process of scientific inquiry and the working of the natural and
technical world, of the great ethical issues confronting humanity, and of
ideas and artistic works that are central to the human tradition. Graduates
will also have demonstrated the understanding necessary for living
humanely in a racially, ethnically, and culturally diverse world, and for
maintaining lifelong physical, mental and spiritual health.
HISTORY OF GEORGE WILLIAMS COLLEGE
The School of Social Work is located within The College of Professional Studies at
Aurora University. It is a combined program, offering a bachelor of social work degree
as well as the master of social work degree; both on the main Aurora campus, and a
satellite MSW program on the George Williams campus in Williams Bay, Wisconsin.
The mission of the School of Social Work is an expression of the enduring philosophy
and values rooted in the history of the program within the original George Williams
College. Named for Sir George Williams, the founder of the YMCA, George Williams
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College was established in 1890 to prepare YMCA leaders and eventually other group
workers for leadership and professional practice in human services. The college offered
professional degrees in Group Work Education and Group Work Administration in 1933;
by 1967, the college was restructured to offer an MSW degree, and a degree in Applied
Behavioral Science that eventually became the BSW degree. The MSW program was
first accredited by the Council on Social Work Education in 1970, and the BSW program
was accredited in 1974. Throughout numerous transitions from the YMCA Training
Institute established in 1890 at Lake Geneva, Wisconsin, to its Hyde Park, Illinois
campus (1933-1967), to the Downers Grove, Illinois campus (1967-1985), and to its
present location within Aurora University (1985 - present), the original George Williams
College philosophy has influenced the Social Work program.
These values and philosophy were operant in a very successful transition and eventual
merger of the social work program from George Williams College to a college located
within a university, originally called George Williams College; now a part of the College
of Professional Studies within Aurora University. The story of this transition that
happened in 1985-86 stands as a an example to all students who enter the social work
program, of the power of the history and mission of the program, actualized in the real
life experience of crisis, resilience, surviving and flourishing through the empowered,
collective action of social work students and faculty. In December of 1985, George
Williams College (GWC), a small human service college with a social work department,
closed abruptly in the middle of the academic year, due to financial difficulty. Though
options were created for students to transfer to other programs in other universities, the
social work students (over 125) and faculty collectively decided on their own not to
disperse, but to band together to assure the continuance of the program. Though
unable to determine in advance the outcome of their collective decision making, they
created several options for themselves to relocate as an intact program in other
universities. The result was they maintained an intact accredited program through the
academic year 1985-86, administratively supported by the School of Social Work of
Loyola University.
Starting with the academic year 1986-87, the program accepted the invitation to
relocate within Aurora University as a free standing School of Social Work, maintaining
the Dean and faculty of the George Williams College program along with the students
who finished the program, and new students who were entering the program. The
GWC accredited program gained candidacy immediately in 1986-87 in its new affiliation
with Aurora University, and initial accreditation by CSWE under Aurora University in one
year. Both BSW and MSW programs were reaccredited by 1992 for the full cycle, and
are now in the fourth accreditation process at Aurora University. In 1992, George
Williams College and Aurora University finalized a legal affiliation agreement wherein
George Williams College regained its name and preserved its identity, inheriting the
alumni, the historic Lake Geneva campus site in Wisconsin, and a 3.5 million dollar
endowment.
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This extensive narrative bears significance in understanding the prominent history of the
School of Social Work, as well utilizing the concepts of strength and empowerment in
not only educating our students, but in providing service to our vast constituents.
SCHOOL OF SOCIAL WORK - MISSION
A.S.
1.0
The Social Work Program has a mission appropriate to professional
Social Work Education as defined in EP 1.1. The program’s
mission is appropriate to the level or levels for which it is preparing
students for practice and is consistent with the institution’s mission.
The mission of the School of Social Work (SSW) was revised and adopted by the
combined social work faculty at a SSW retreat in 2005. This new mission statement
has been the cornerstone for curriculum revision as well as the development of the
Clinical concentration and the Leadership and Community Practice concentration. It
embraces key elements of the University mission statement.
The mission of the School of Social Work is to prepare competent and committed
social work practitioners who will promote the development and enhancement of
resilient communities, social groups, families and individuals.
The School seeks to improve quality of life and community well-being and to
promote social justice with emphasis on oppressed and vulnerable populations
through excellent teaching, scholarship and research, and community service.
The School of Social Work’s mission is consistent with the institution’s mission. The
School of Social Work seeks “to prepare competent and committed social work
practitioners who will promote the development and enhancement of resilient
communities, social groups, families and individuals”. This is consistent with the
institution’s mission to educate students to “inquire into issues of concern to the human
community with a spirit of civility”. Also, the School of Social Work “seeks to improve
quality of life and community well-being and to promote social justice with emphasis on
oppressed and vulnerable populations through excellent teaching, scholarship and
research, and community service”. This is consistent with the institution’s mission to
prepare graduates who have “the understanding necessary for living humanely in a
racially, ethnically, and culturally diverse world”.
SCHOOL OF SOCIAL WORK – PROGRAM GOALS
AS
1.1
The program has goals derived from its mission. These goals
reflect the purposes of E.P. 1.1. Programs goals are not limited to
these purposes.
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The goals of the School of Social Work are derived from the mission statement and
Educational Policy Standards of the Council on Social Work Education (E.P. 1.0 & 1.1).
The ten goals below reflect the School’s overarching commitment to training competent
social work practitioners, focused on understanding comprehensive social work theory
and skills; as well as providing micro, mezzo and macro culturally competent practice in
a wide range of practice settings.
The goals of the School of Social Work are the following:
1.
Provide curricula and teaching practices at the forefront of the new and changing
knowledge base of social work and related disciplines.
2.
Provide curricula that build on a liberal arts perspective to promote breadth of
knowledge, critical thinking, and communication skills.
3.
Promoting continual professional development of students, faculty, and
practitioners.
4.
Preparing social workers to engage in prevention activities that promote wellbeing.
5.
Preparing social workers to practice with individuals, families, groups,
organizations, and communities.
6.
Preparing social workers to evaluate the processes and effectiveness of practice.
7.
Preparing social workers to practice without discrimination, with respect, and with
knowledge and skills related to clients’ age, class, color, culture, disability,
ethnicity, family structure, gender, marital status, national origin, race, religion,
sex, and sexual orientation.
8.
Preparing social workers to alleviate poverty, oppression, and other forms of
social injustice.
9.
Preparing social workers to recognize the global context of social work practice.
10.
Preparing social workers to formulate and influence social policies and social
work services in diverse political contexts.
All of these goals are derived from the School of Social Work’s mission statement.
Goals 1, 2, 3, 4, 5, and 6 are consistent with the school’s mission “to prepare competent
and committed social work practitioners who promote the development and
enhancement of resilient communities, social groups, families, and individuals”. Goals
7, 8, 9, and 10 are consistent with the school’s mission “to improve quality of life and
community well-being and to promote social justice with emphasis on oppressed and
vulnerable populations through excellent teaching, scholarship and research, and
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community service”. All ten of these goals are consistent with the Purposes of Social
Work Education, as stated in Section 1.1 of Educational Policy.
SCHOOL OF SOCIAL WORK – PROGRAM OBJECTIVES
A.S.
1.2
The program has objectives that are derived from the program’s
goals. These objectives are consistent with EP 3. Program
objectives are reflected in program implementation and continuous
assessment.
The objectives of the School of Social Work, and its programs, flow from the School’s
goals, mission, and the EP standards 1.0, 1.1 & 1.2. The BSW and MSW program
objectives below are divided into foundation and advanced concentration objectives.
The foundation objectives of the BSW and MSW programs are the following:
1.
Apply critical thinking skills within the context of professional social work
practice.
2.
Understand the value base of the profession and its ethical standards and
principles, and practice accordingly.
3.
Practice without discrimination and with respect, knowledge, and skills
related to clients’ age, class, color, culture, disability, ethnicity, family
structure, gender, marital status, national origin, race, religion, sex, and
sexual orientation.
4.
Understand the forms and mechanisms of oppression and discrimination
and apply strategies of advocacy and social change that advance social
and economic justice.
5.
Understand and interpret the history of the social work profession and its
contemporary structures and issues.
6B.
BSW - Apply the knowledge and skills of generalist social work practice
with systems of all sizes.
6M.
MSW - Apply the knowledge and skills of a generalist social work
perspective to practice with systems of all sizes.
7.
Use theoretical frameworks supported by empirical evidence to
understand individual development and behavior across the life span and
the interactions among individuals and between individuals and families,
groups, organizations, and communities.
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8.
Analyze, formulate, and influence social policies.
9.
Evaluate research studies, apply research findings to practice, and
evaluate their own practice interventions.
10.
Use communication skills differentially
colleagues, and communities.
11.
Use supervision and consultation appropriate to social work practice.
12.
Function within the structure of organizations and service delivery systems
and seek necessary organizational change.
across
client
populations,
These objectives are the same objectives as presented in Educational Policy section 3.
The objectives are derived from the program’s goals, as indicated by the following chart:
Goals:
1 > Objectives 1, 2, 4, 5, 6, 7, and 9
2 > Objectives 1, 2, 5, 6, 7, and 10
3 > Objectives 1 through 12
4 > Objectives 1, 6, 7, 8, 9, 10, 11, and 12
5 > Objectives 1 through 12
6 > Objectives 1, 6, 7, 8, and 9
7 > Objectives 3 and 4
8 > Objectives 4, 8, 9, and 10
9 > Objectives 1, 4, 5, 8, 9, and 10
10 > Objectives 4, 8, and 12
Advanced Curriculum Content (E.P. 5)
The master’s curriculum prepares graduates for advanced social work practice in an
area of concentration. Using a conceptual framework to identify advanced knowledge
and skills, programs build an advanced curriculum from the foundation content. In the
advanced curriculum, the foundation content areas (Section 4, 4.0–4.7) are addressed
in greater depth, breadth, and specificity and support the program’s conception of
advanced practice.
Advanced Concentration Conceptual Framework Summaries:
Clinical Concentration:
The Clinical Concentration stems from the George Williams College (GWC) tradition,
which has embraced the ideology of the group work and settlement house movements.
The clinical concentration is designed to educate graduate MSW students to practice in
a variety of clinical social work settings. The definition of “clinical” incorporates the wide
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range of theories and skills necessary to understand, assess and practice in social work
settings. Clinical social work can be provided in traditional agency settings such as
mental health settings, family service agencies, schools, child welfare agencies,
hospitals, substance abuse programs, and many other social service arenas. In
addition, clinical social work as a concept is also utilized in so-called “non-traditional”
settings such as youth agencies, YMCAs and YWCAs, community based agencies, and
many other informal environments. Concepts such as prevention, outreach, and youth
development work are considered part and parcel of the overall clinical arena.
The clinical concentration strives to educate MSW students about the wide range of
theories and skills necessary to practice in all of these settings. The theories and skills
emphasized reflect the core values of social work practice. The person-in-environment
niche, a holistic approach as well as a strong focus on oppressed and vulnerable
populations are the hallmarks of the clinical concentration. The clinical curriculum
encompasses primary prevention, early intervention and remediation in the full range of
social work settings.
Students in the clinical concentration focus on three major theoretical paradigms:
cognitive-behavioral, psychodynamic, and family therapy models. In addition, students
learn how to assess, intervene, and evaluate their clinical work from an integrative
perspective in which those three clinical paradigms are utilized. Neuroscience theory
and research are incorporated into that knowledge base in order to further
understanding and to practice from an empirical and evidenced-based standpoint.
The required four course sequence includes two interrelated, sequential theory and
practice courses, an advanced integrative policy course, as well as a single-subject
design research course. In addition, students are able to choose four electives from
either concentration in order to develop a specialization related to their interest. This
four course sequence provides the advanced student with a comprehensive view of
clinical social work practice; which includes theory, skills, policy, and research. Students
in the clinical concentration may specialize in “School Social Work”.
Leadership and Community Practice Concentration:
The Leadership and Community Practice Concentration (L&CP) stems from the GWC
tradition, which has embraced the ideology of the group work and settlement house
movements.
MSW students interested in administration, supervision, political
advocacy, community organization work, as well as non-traditional types of social work
practice choose this concentration. Students in the L&CP concentration learn the basic
and advanced theories and skills necessary to become competent administrators,
political advocates and community organizers in the field of social work.
The L&CP Concentration strives to educate MSW students about the wide range of
theories and skills necessary to practice as a social work administrator, political
advocate or community organizer. The theories and skills emphasized reflect the core
values of social work practice. The person-in-environment niche, a holistic approach as
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well as a strong focus on oppressed and vulnerable populations are the hallmarks of the
L&CP concentration. Students in the L&CP concentration focus on the major theoretical
paradigms inherent in community practice. In addition, they learn the necessity of an
integrative perspective in which those paradigms are utilized.
The required four course sequence includes two interrelated, sequential theory and
practice courses, an advanced integrative policy course, as well as a program
evaluation research course. In addition, students are able to choose four electives from
either concentration in order to develop a specialization related to their interest. This
four course sequence provides the advanced student with a comprehensive view of
community social work practice; which includes theory, skills, policy, and research.
The concentration objectives of the MSW program are the following:
E.P. 3.1
Graduates of a master’s social work program are advanced practitioners who apply
the knowledge and skills of advanced social work practice in an area of
concentration. They analyze, intervene, and evaluate in ways that are highly
differentiated, discriminating, and self-critical. Graduates synthesize and apply a
broad range of knowledge and skills with a high degree of autonomy and proficiency.
They refine and advance the quality of their practice and that of the larger social
work profession.
Clinical Concentration objectives:
1.
Students are able to apply advanced clinical social work knowledge and
skills from the clinical concentration to work with diverse populations;
emphasizing their inherent strengths and coping resilience.
2.
Students are able to demonstrate their ability to advance the quality of
their work and their commitment to the larger social work profession.
3.
Students are able to articulate the program’s conception of advanced
clinical practice; including theories, practice skills, policy and research
principles.
4.
Students are effective in providing clinical social work services to a variety
of client populations.
5.
Students are able to demonstrate an advanced understanding of research
designs and methods through practical application.
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Leadership and Community Practice concentration objectives:
1.
Students are able to apply advanced leadership and community practice
social work knowledge and skills to work with diverse populations;
emphasizing their inherent strengths and coping resilience.
2.
Students are able to demonstrate their ability to advance the quality of
their work and their commitment to the larger social work profession.
3.
Students are able to articulate the program’s conception of advanced
leadership and community practice; including theories, practice skills,
policy and research principles.
4.
Students are effective in providing leadership and community practice
services to groups, agencies organizations and/or communities.
5.
Students are able to demonstrate an advanced understanding of research
designs and methods through practical application.
COMMUNICATION OF PROGRAM GOALS TO CONSTITUENTS
A.S.
1.3
The program makes its constituencies aware of its mission, goals,
objectives and outcomes.
The School of Social Work’s documents reflect the mission, goals, and objectives of the
BSW and MSW programs. These include the School’s website, MSW and BSW Policy
Handbooks, MSW and BSW Field Instruction Manuals (see Self-Study Volume III).
The School of Social Work’s students and constituents are introduced to the program
mission, goals, and objectives in the following ways:
A.
MSW and BSW students:
1.
New Student Orientation: Orientations are held in late summer for
students beginning the BSW and MSW programs. The orientation is
known as “Community Day” and is designed to help students become
familiar with all aspects of the School of Social Work and University in
general. This includes the school’s mission, goals, and objectives, as well
as other crucial informational aspects of the BSW and MSW programs.
2.
BSW and MSW students are continuously engaged in information sharing
and constructive feedback through periodic meetings. At least once per
semester the Director and the Associate Director arrange informal “open
times” to meet with students. Meeting times are scheduled at several
times during the week in order to accommodate full-time and part-time,
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day and evening students, in the BSW and MSW programs. The meetings
are an opportunity for students to share program information, and voice
concerns, as well as brainstorm about constructive changes in the school.
In addition, the Director and Associate Director are available upon student
request for formal meetings to discuss program information, concerns, and
so forth.
3.
Student Representatives: In 2006-07 the School of Social Work initiated
the concept of student representation for the Aurora campus MSW and
BSW students, as well as the George Williams satellite campus MSW
students. In early fall semester, through an online process, BSW and
MSW students nominate candidates to serve as student representatives,
and elect their choice in an anonymous online ballot. One student from
each of the three constituents serves as a representative for their
respective cohort. These representatives interact with students, social
work faculty and staff on a regular basis in order to help evaluate and
provide feedback to the school. This representation also serves an
important role in helping students experience the policy change process
and the democratic model in action.
4.
The SSW maintains “Moodle” web sites that contain information on many
aspects of the programs, including field internship lists, BSW and MSW
handbooks, etc. In addition, the main SSW web pages for both the Aurora
and George Williams campuses contain comprehensive information on the
programs, as well as a link from which students can anonymously provide
feedback to the SSW administration.
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Sample Licensing Exam: Approximately 50 MSW students are given a
sample LSW exam at the end of the foundation year, and upon completion
of the program. Approximately 25 BSW students are given the sample
exam upon completion of the BSW program. Students are given
immediate feedback regarding their results, in order to help them
understand one measure of their competence in the program. This
information is also used as one of the outcome measures in the program.
6.
Transition Day: At the end of each academic year, the School sponsors an
event entitled “Transition Day”. This event is voluntary, and open to
students from both the BSW and MSW programs. Students are provided
with information regarding employment, licensure, and student loans; as
well as given the opportunity to engage in an experiential process
designed to help them “transition or terminate” from the program. A focus
group is also conducted at this time to give students the opportunity to
provide some anonymous feedback to the program.
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B.
School of Social Work (SSW) constituents:
1.
Internet Website: All SSW constituents, including current students, alumni,
field instructors, and advisory board members are continually polled and
kept informed about the school and its programs through the internet. The
SSW website is continually updated with current program information and
has a link for anyone to provide anonymous feedback on the program.
2.
Online Newsletters: Periodic online “Director’s Reports” and “Community
Messengers” provide programmatic updates as well as information
regarding new SSW initiatives. These online reports are emailed to all
constituents and kept archived on the main SSW website and SSW
Alumni website. The SSW main internet page and SSW alumni internet
page are linked, and provide important programmatic information about
the school in general, curriculum, SSW policies, and field information.
3.
Program Evaluation: The Associate Director is responsible for program
evaluation. Through the use of multiple methods, SSW constituents are
surveyed and informed about the program. “Survey Monkey”, an online
survey host provider has been utilized extensively for this purpose. The
information gathered from these surveys has helped to inform SSW faculty
and staff regarding the “pulse” of its constituents, as well as provide strong
rationale for programmatic changes. The annual SSW alumni survey,
MSW exit surveys, and ongoing field evaluations are implemented through
this means.
4.
School of Social Work Advisory Board: The SSW advisory board, which is
comprised of a number of key professionals from the surrounding
community is continually consulted and informed regarding the mission,
goals, objectives, policies, and programs in the SSW. The advisory board
is involved in a continuous feedback loop with the SSW in order to
maintain a strong connection with current trends in the field. The SSW
advisory board meets once each semester with the SSW Director and
other key SSW personnel as needed in order to help foster program
evaluation and development, as well as new community initiatives.
5.
Field Instructors: Field instructors are oriented through annual field
seminars and field liaison visits. There is an annual Field Instructor
Orientation in the fall semester, an annual continuing education event
specifically for field instructors, and also an annual field instructor’s
recognition luncheon in the spring of each academic year. These events
help to keep the field and SSW program components intimately connected
and informed regarding current trends in the field, as well as SSW
information.
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6.
University: The College of Professional Studies (CPS) and the University
Senate have reviewed the school’s mission, goals, objectives and
outcome evaluation plans and results. In addition, there are monthly
meetings with the faculty and staff of the College of Professional Studies
throughout the academic year. The University Senate, comprised of one
senator from each school, the University Provost, and other key
administrators meets monthly to hear issues and topics related to
curriculum.
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CHAPTER TWO: CURRICULUM
BSW PROGRAM CURRICULUM
A.S.
2.0
The curriculum is developed and organized as a coherent and
integrated whole, consistent with program goals and objectives.
Social work education is grounded in the liberal arts and contains a
coherent, integrated professional foundation in social work practice
from which an advanced practice curriculum is built at the graduate
level.
The Bachelors of Social Work Program at Aurora University prepares undergraduate
students for beginning generalist Social Work Practice. The coursework in the BSW
Program is designed to achieve the specific program objectives and EPAS
requirements for both foundational and advanced social work practice. Each required
course in the BSW foundation curriculum develops specific course objectives designed
to educate the BSW student for generalist practice.
The Social Work Dictionary (2004) defines “liberal arts education” as follows:
Undergraduate education designed to give students a foundation of knowledge
that equips them to make free, informed choices about themselves and the world
in which they live. Liberal arts education is distinguished from vocational training
or professional or technical education. Originally, the liberal arts consisted of
language, logic, rhetoric, arithmetic, geometry, astronomy, and harmony but now
are studies of the natural sciences, social sciences, and humanities. One
requirement for admission to accredited graduate schools in social work in the
United States is a degree signifying liberal arts education (p. 248-249).
The University undergraduate catalog, BSW Handbook, as well as the BSW web page
references these requirements. In addition, applicants to the BSW program have
fulfilled (or will fulfill before graduation) all general education liberal arts requirements for
Aurora University. The following statement cited from the Aurora University
undergraduate handbook expounds on the liberal arts perspective and focus of the
institution.
General Education at Aurora University
As members of Aurora University’s (AU) inclusive community, each student will
experience AU’s Core Values through the General Education program. This model
represents the process of students’ intellectual and ethical development within the
General Education curriculum. This personal development is fostered through the
improvement and increasing sophistication of students’ ability to think critically and to
communicate clearly that critical thought.
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The students’ engagement with primary sources — original writings, research, or
productions by scholars, experts, artists, or thinkers within the discipline under
examination — allows for direct engagement with ideas. Interaction with primary
sources, rather than other people’s interpretations of them, marks the entry into the
process of inquiry and critical thinking.
Critical thinking is the process where one is able to consider and value diverse possible
viewpoints and explanations, to weigh the effects of motives and biases when drawing
conclusions and formulating a position, and to propose creative solutions to problems
and make ethical choices based on valid, accurate, relevant evidence. The primary
objectives of General Education are for students to become critical thinkers skilled at
communicating that thought.
Communication skills are the means by which critical and creative thought are made
manifest. Writing is both the process of thinking critically and a product that expresses
the results of it. Speaking further allows the opportunity for the direct exchange of ideas
between learners.
To contribute further to the students’ developmental process, AU’s General Education
program will expose students to ethics through their engagement with problems. Critical
thinking and communication are most valuable when both are informed by ethical
viewpoints.
The General Education program will also commit itself to assessing the effectiveness of
the program. Assessment measures, both formative and summative, will measure the
achievement of the program’s outcomes and provide the rationale for further program
revisions.
This process is developmental but never ending. Students internalize the Core Values
of Citizenship, Integrity, Continuous Learning, and Excellence as they continually
develop the ability to engage in the transformative power of learning.
General Education courses and activities will have as their primary objective the
achievement of General Education foundational goals.
1.
Developing Critical Thinking and Communication Skills—The skills to think
critically and to communicate effectively equip students to excel and set
the foundation for continuous learning. Therefore, all courses in the
General Education program will develop in students the skills of critical
thinking, writing and speaking. Critical thinking can best occur through the
engagement with foundational questions and issues within academic
methods of inquiry. Therefore, all courses in the General Education
program will require students’ engagement with primary source materials.
2.
Understanding Content Knowledge—Because the values of integrity and
citizenship can be developed through interaction with various modes of
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inquiry, courses within the General Education program’s “Ways of
Knowing” will articulate a connection to the themes of integrity and
citizenship.
3.
Developing Ethical Dispositions—Because the values of integrity and
citizenship can be developed through reflection upon diverse ethical
perspectives, courses within the General Education program’s “Ways of
Living” will articulate a connection to the themes of integrity and
citizenship.
The General Education program will organize courses and activities into two primary
categories, “Ways of Knowing” and “Ways of Living.”
1.
The University’s Core Values of Integrity and Citizenship can be
developed within the General Education program through interaction with
various methods of inquiry and reflection upon diverse ethical
perspectives. The label “Ways of Knowing” describes courses designed to
immerse students in the academic traditions of intellectual inquiry.
2.
The University’s Core Values of Integrity and Citizenship can likewise be
developed within the General Education program through exploration of
ethical dispositions. The label “Ways of Living” describes courses and,
experiences that develop in students the ability to make ethical choices.
Ways of Knowing
Knowing through Observation of Ourselves and Others. Student outcomes will include:
1.
The ability to demonstrate critical thinking skills as evidenced by reading,
speaking and writing about human behavior and social interactions.
2a.
The ability to gather and organize empirical information and to propose
realistic solutions to problems related to human interaction.
2b.
The ability to gather and organize historical information and to propose
realistic solutions to problems related to human interaction.
Knowing through Observation of Our Natural World. Student outcomes will include:
1.
The ability to demonstrate critical thinking skills as evidenced by reading,
speaking and writing about the natural world.
2.
The ability to gather and organize empirical information and to propose
realistic solutions to problems related to the natural world.
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Knowing through Interaction with Aesthetic and Philosophical Expression. Student
outcomes will include:
1.
The ability to demonstrate critical or creative thinking skills as evidenced
by reading, speaking, and writing about fundamental questions pertaining
to the human experience.
2a.
A demonstrable awareness of how thinkers represent their engagement
with fundamental questions of the human experience.
2b.
A demonstrable awareness of how artists represent their engagement with
fundamental questions of the human experience.
Knowing Through Mathematical and Technological Application. Student outcomes will
include:
1.
The ability to demonstrate critical thinking skills in the application of
quantitative reasoning.
2.
The ability to demonstrate critical thinking skills in the application of
information literacy.
Knowing Through Reflection Upon Experience. Student outcomes will include:
1.
The ability to demonstrate critical reflection upon personal experiences as
evidenced by writing and speaking that integrate theory and practice
within a major.
NOTE: The designation of outcomes as 2a and 2b in some categories above
indicates that different courses within these “ways of knowing” will identify
themselves as achieving one or the other of these outcomes but not both. To
fulfill the requirements of the General Education program, students will select at
least one course that achieves outcome 2a and at least one course that achieves
outcome 2b.
Ways of Living
Understanding Diversity. Student outcomes will include:
1.
The ability to demonstrate critical thinking skills as evidenced by reading,
speaking, and writing about matters of racial, ethnic, and cultural diversity.
2.
A demonstrable awareness of the importance of differences and
commonalities in racial, ethnic, and cultural values, ideas, and behaviors.
19
3.
A demonstrable awareness of the importance of justice, integrity, and
responsibility to others and the role these matters play in living as an
ethical human being in a diverse world.
Understanding Wellness. Student outcomes will include:
1.
The ability to demonstrate critical thinking skills as evidenced by reading,
speaking and writing about issues of health and well-being as they inform
ethical decision-making and behavior.
2.
A demonstrable awareness of the importance of lifestyle, nutrition,
physical activity, environment and mental health as they influence living
well.
Serving Others. Student outcomes will include:
1.
Participation within a planned, university-endorsed activity designed to
improve the community and to help others.
2.
The ability to demonstrate critical reflection as evidenced by speaking and
writing about one’s experience helping others.
Serving Others. Student Outcomes will include:
1.
Participation within a planned, university-oriented activity designed to
improve the community and to help others.
2.
The ability to demonstrate critical reflection as evidenced by speaking and
writing about one’s experience helping others.
AURORA UNIVERSITY
Approved General Education Ways of Knowing Courses:
Knowing Ourselves and Others A (Select at least one course from Group A)
• ECN2010 Foundations of Microeconomics - 3 hrs
• ECN2020 Foundations of Macroeconomics - 3 hrs
• COM1500 Human Communication/Public Speaking - 3 hrs
• PSY1100 General Psychology - 4 hrs
• PSY3250 Lifespan Development - 4 hrs
• PSY3350 Child and Adolescent Psychology - 4 hrs
• PSY3360 Adult Development and Aging - 4 hrs
• SBS1100 Introduction to the Social Sciences - 4 hrs
• SOC1100 Principles of Sociology - 4 hrs
20
• SOC2150 Cultural Anthropology - 3 hrs
• SOC3350 Race, Ethnicity, and Power - 4 hrs
• SOC3480 Globalization and Social Change - 4 hrs
• SOC4500 Human Rights and Social Justice - 4 hrs
• SWK1100 Careers in Social Work - 4 hrs
• SWK2050 Drugs and Human Behavior - 4 hrs
• SWK2100 Social Work in American Society - 4 hrs
• SWK2150 Violence in America - 4 hrs
Knowing Ourselves and Others B (Select at least one course from Group B)
• CRJ1010 Criminal Justice System - 3 hrs
• CRJ2300 Criminology - 3 hrs
• HIS1200 American History I - 4 hrs
• HIS1210 American History II - 4 hrs
• HIS2500 Western Civilization I - 4 hrs
• HIS2550 Western Civilization II - 4 hrs
• HIS2600 Western Civilization III - 4 hrs
• HIS3100 The African American Experience - 4 hrs
• HIS3350 The Native Americans - 4 hrs
• HMS2050 Contemporary Issues in Human Services - 4 hrs
• PSC1100 Politics, Society, and Culture - 4 hrs
• PSC2110 U. S. Government - 4 hrs
• REC1760 Leisure and Society - 3 hrs
• SPN1120 Elementary Spanish – 4 hrs
Observation of the Natural World (Select at least two courses)
• BI01060 Human Biology - 4 hrs
• BI01210 Biology of Cells - 4 hrs
• BI02200 Humans and the Environment - 4 hrs
• B103080 Nutrition and Health Promotion - 4 hrs
• BI03260 Botany - 4 hrs
• CHM1200 Principles of Chemistry - 4 hrs
• CSC2100 Computational Science - 4 hrs
• NSM1150 Science Foundations - 4 hrs
• NSM1200 Astronomy - 3 hrs
• NSM1300 Earth Science - 4 hrs
Aesthetic and Philosophical Expression A (Select at least one course from Group A)
• BUS1010 Introduction to Business and Ethical Dimensions - 2 hrs
• COM4000 Critical and Theoretical Perspectives in Communication - 3 hrs
• PHL1100 Problems in Philosophy - 4 hrs
• PHL1200 Logic - 3 hrs
• PHL2100 Ethics - 4 hrs
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• PHL/REL3100 Philosophy of Religion - 3 hrs
• PHL3150 Professional Ethics - 4 hrs
• PHL3250 History of Philosophy I, Ancient and Medieval - 3 hrs
• REL1050 Introduction to World Religions - 4 hrs
• REL2060 Exploring Religion - 4 hrs
• REL2070 Exploring Judaism - 4 hrs
• REL2080 Exploring Islam - 4 hrs
• REL2090 Exploring Hinduism - 4 hrs
• REL2100 Exploring Christianity - 4 hrs
Aesthetic and Philosophical Expression B (Select at least one course from Group B)
• ART1000 Art Appreciation - 3 hrs
• ART/COM2670 Photography - 3 hrs
• COM1600 Television and Visual Literacy - 3 hrs
• COM2300 Introduction to American Film - 3 hrs
• COM2800 Mass Communication and American Culture - 3 hrs
• COM3500 Cross Cultural Communication - 3 hrs
• ENG1060 Introduction to Literary Study - 4 hrs
• ENG2200 Novel - 2 or 4 hrs
• ENG2220 Drama - 2 or 4 hrs
• ENG2240 Poetry - 2 or 4 hrs
• ENG3320 American Literature, Puritanism to 1865 - 4 hrs
• ENG3350 American Literature, 1965-Present - 4 hrs
• ENG3400 British Literature, Anglo Saxon to Renaissance - 4 hrs
• ENG3420 British Literature, Renaissance to Romantics - 4 hrs
• ENG3440 British Literature, Romantics to the Present - 4 hrs
• HUM2100 The Arts and Human Experience - 4 hrs
• MUS1500 Music Appreciation - 4 hrs
• MUS2500 American Music - 4 hrs
• MUS2550 Opera Appreciation - 2 hrs
• THE1200 Introduction to Theatre - 3 hrs
General Education
With an academic advisor, students select courses in the Ways of Knowing areas:
Knowing Ourselves and Others, Observation of the Natural World, Aesthetic and
Philosophical Expression, and Mathematical and Technological applications to complete
their General Education requirements.
Supportive Liberal Arts Requirements
In addition to meeting the General Education requirements of the University, specific
liberal arts courses are also required to support the social work required coursework.
These include:
22
PSY1100
SOC1100
PSC2110
General Psychology (or suitable transfer course)
Principles of Sociology (or suitable transfer course)
United States Government (or suitable transfer course)
The Bachelor of Social Work degree is a four-year program accredited by the Council
on Social Work Education. It is built on a strong liberal arts base that prepares the
student for beginning social work practice with communities, groups, organizations,
families, and individuals in a variety of settings with diverse populations and problems.
This program also prepares the student to pursue graduate study in social work.
Graduates with the BSW degree are eligible to sit for the state social work license
(LSW) and to apply for advanced standing in the Aurora University MSW program.
The curriculum offers basic liberal arts education in the first two years with a
professional orientation during the third and fourth years. This provides the option for
students to transfer in or out of the program without loss of credit until the beginning of
their junior year. The educational components of the BSW degree program include the
general liberal arts and sciences, supportive liberal arts requirements, and the social
work curriculum foundation, which includes a field work component.
The focus of the program is on understanding how people function in relation to their
environment and on developing growth-enhancing professional relationships. Students
develop an understanding and appreciation of human diversity and are able to practice
effective social work with vulnerable populations especially those experiencing social
and economic oppression. In developing professional competency, a strong emphasis is
placed on the student’s interpersonal effectiveness and self-awareness.
BSW PROGRAM – GENERALIST SOCIAL WORK PRACTICE
A.S.
B2.0.1 The program defines its conception of generalist Social Work
Practice, describes its coverage of the professional foundation
curriculum described in EP 4, and demonstrates how its
conception of generalist practice is implemented in all
components of the professional curriculum.
The Association of Baccalaureate Program Directors (BPD) defines generalist social
work practice as:
Generalist social work practitioners work with individuals, families, groups,
communities and organizations in a variety of social work and host
settings. Generalist practitioners view clients and client systems from a
strengths perspective in order to recognize, support, and build upon the
innate capabilities of all human beings. They use a professional problem
solving process to engage, assess, broker services, advocate, counsel,
educate, and organize with and on behalf of client and client systems. In
addition, generalist practitioners engage in community and organizational
23
development. Finally, generalist practitioners evaluate service outcomes
in order to continually improve the provision and quality of services most
appropriate to client needs.
Generalist social work practice is guided by the NASW Code of Ethics and
is committed to improving the well being of individuals, families, groups,
communities and organizations and furthering the goals of social justice
(approved by BPD Board of Directors, 2006).
The foundation curriculum in the BSW program at Aurora University embraces this
definition, with a special emphasis on the use of a problem-solving approach designed
to help each unique client or system contingent upon their environmental
circumstances.
The following courses comprise the foundation curriculum in the BSW program
at Aurora University:
SWK 3100:
SWK 2100:
SWK 3140:
SWK 3150:
SWK 3300:
SWK 3400:
SWK 4100:
SWK 4110:
SWK 4120:
SWK 4200:
SWK 4300:
SWK 4210:
SWK 4220:
Introduction to Social Work (or SWK 1100 Careers in Social Work and
Social Work in American Society)
Generalist Practice I - Groups
Social Welfare: Institutions and Policy
Generalist Practice II – Communities and Organizations
Human Behavior and the Social Environment
Social Work Practice with Diverse and Vulnerable Populations
Generalist Social Work Practice III – Individuals and Families
Generalist Social Work Practice IV – Capstone
Social Work Research I
Social Work Research II
Field Instruction I
Field Instruction II
SWK 3100 – Introduction to Social Work
Course Description and Summary:
Undergraduate Catalog Description:
Overview and historical perspective of the social work profession, discussion of social
work values, knowledge, and skills. Introduction to generalist social work practice, human
diversity within the social work profession, and fields of practice. Discussion of the
Curriculum Policy Statement adopted by the Council on Social Work Education, as well as
relevant issues facing BSW social workers today, e.g., licensure.
Summary:
This introductory course is designed to provide undergraduate students with a broad and
comprehensive understanding of the profession of social work, its societal context, and its
relationship to the social welfare system. The approach is to offer an integration of generalist
knowledge from theory and practice that will help students to develop critical and analytical
thinking as well as an understanding of the overall BSW generalist perspective and what is
24
involved in the development of a professional self within the social work profession. General
systems theory and the ecological perspective will be explored and applied to various social work
skills and knowledge base.
Students will have the opportunity to explore the nature and origin of social work; the historical
background of the profession, as well as learn to distinguish the profession of social work from the
other helping professions. They will be provided with an introduction to social work practice, with
an emphasis on social work values, including the NASW Code of Ethics, knowledge, roles and
skills. Students will acquire an overview of generalist social work practice and its application with
individuals, families, groups, and communities. Attention will be paid to the social work response
to marginalized populations that have been traditionally oppressed and under-served in our
society, including women, racial and ethic minorities, lesbians and gay men, older adults and the
physically challenged. Students will also receive an overview of the various professional social
work practice settings and host settings, which employ social workers.
This is the first in a series of core curriculum courses which students in the BSW program are
required to successfully complete in order to meet educational and professional requirements for
the degree and to develop competencies for working with people in a variety of settings. This
course, as well as all other courses in the program, attempts to provide students with the
opportunity to further career goals in social work, while developing a generally broad background
in conceptual knowledge.
This introductory course for BSW students is designed to give the student an initial
orientation to the field of social work. It also emphasizes the ability to think “critically” as
a crucial aspect of being a generalist practitioner. There are no prerequisites for the
course.
SWK 1100 Careers in Social Work
Course Summary and Description:
Undergraduate Catalog Description:
Designed for the undergraduate student considering a major in the profession of social
work or who holds an interest in volunteer community service. Explores the nature of
helping relationships, social justice, and the empowerment of individuals, families, and
communities. Covers the mission, values, philosophy, knowledge base, roles, and skills
as well as the nature of professional education itself. Course includes a service learning
component. This course, when completed along with SWK2100 Social Work in American
Society constitutes the equivalent of SWK3100, Introduction to Social Work for social work
majors. No prerequisites.
Summary:
Careers in Social Work is designed for the undergraduate student who may be considering a
career in the profession of social work or who wants to explore the helping professions. The
course supports the core values of Aurora University by promoting citizenship and integrity
through assignments which help students identify their personal values and match those values
with service to the community through a service learning project. They will learn the process of
exploring new knowledge and critically evaluating it in preparation for continuous, lifelong
learning.
Students will use an exploratory approach to examine their own values and interests and the
many fields in which social workers perform their duties. Critical thinking will be required for all
students to examine the skills and values needed in those fields as compared to their own.
Students will engage primary sources through experiential learning with interviewing and
spending time in the field. Reflection and writing will assist students in examining their learning
25
and making decisions about a future career. This course, when completed along with Social
Work in American Society, constitutes the equivalent of SWK 3100, Introduction to Social Work
for social work majors
This course is an overview of the Social Work profession, and designed to introduce
students to the fields of service, as well as the overall Social Work philosophy and
ideology. It may be taken along with SWK 2100 as a substitution for SWK 3100,
Introduction to Social Work; as the combined content is equivalent.
SWK 2100 Social Work in American Society
Course Summary and Description:
Undergraduate Catalog Description:
Provides students with a comprehensive understanding of the profession of social work
and its relationship to the social welfare system. Explores the history of the profession
and distinguishes social work from other helping professions. Introduction to generalist
social work practice grounded in the profession’s Code of Ethics. Special attention is
placed upon underserved and historically oppressed populations. Familiarizes students
with the Council on Social Work Education’s standards for professional Education and
relevant issues facing social workers today. This course, when completed along with SWK
1100 Careers in Social Work, constitutes the equivalent of SWK3100, Introduction to Social
Work for social work majors. No prerequisites.
Summary:
Social Work in American Society provides students with a broad and comprehensive
understanding of the profession of social work, and its relationship to the social welfare system.
Students explore the historical background of the profession, and learn to distinguish social work
from other helping professions. They are provided with an introduction to generalist social work
practice grounded in the profession’s Code of Ethics. Special attention is placed upon services to
underserved and historically oppressed populations including women, racial and ethnic minorities,
lesbians and gay men, the elderly, and the physically challenged. This course, along with SWK
1100, Careers in Social Work, constitutes the equivalent of SWK 3100, Introduction to Social
Work, for social work majors.
This course is a companion to SWK 1100, Careers in Social Work; emphasizing the
history and purpose of the social work profession. It also focuses on the NASW Code
of Ethics and other salient principles of the social work field. It may be taken along with
SWK 1100 as a substitution for SWK 3100, Introduction to Social Work; as the
combined content is equivalent.
SWK 3140 – Generalist Practice I – Groups
Course Summary and Description:
Undergraduate Catalog Description:
Overview of group work theory including group development, leadership, group formation,
group process, group roles, communication, non-verbal behavior, and ethics.
Development of group leadership skills as well as group dynamics are taught through the
use of experiential group activities. Pre-or Co-requisite: SWK 3100; Majors Only
26
Summary:
Major theories addressed in this course are group dynamics, group development,
communications theory, systems theory, and group work theory. The course emphasizes a
laboratory approach that gives students the opportunity to develop group skills necessary for
professional practice. Through group exercises students experience the group concepts being
studied and are given the opportunity to develop basic skills in observing human behavior,
including their own, in a group context. They examine their own values and behavior, and the
impact of these on others. Such self-awareness prepares students to consciously use
themselves in professional relationships with both clients and colleagues. Students are expected
to work collaboratively with one another.
This course is the first in a five course BSW generalist practice sequence which
includes Generalist Practice (GP) I – Groups, GP II – Communities, GP III – Individuals
and Families, GP IV – Capstone; and SWK 4100 Social Work Practice with Diverse and
Vulnerable Populations. The combined sequence is designed to comprehensively
educate and train the BSW student to become a generalist social work practitioner.
This practice content is equivalent to the foundation year practice sequence in the MSW
program: SWK 6370 – Social Work Practice I: Individuals and Families, SWK 6381/82 –
Social Work Practice II: Groupwork and Community Practice ; and SWK 6390 – Social
Work Practice with Diverse and Vulnerable Populations.
SWK 3150 – Social Welfare: Institutions and Policies
Course Summary and Description:
Undergraduate Catalog Description:
Social welfare and community services as social institutions (societal response to social
problems): values, motivations, and methods by which institutions are developed, issues
and social policies affecting programs and services, including analysis of policy-making
process. Prerequisite: SWK 3100; majors only; prerequisite or co-requisite: PSC 2110: United
States Government.
Summary:
This course provides students with knowledge and skills to understand major policies that form
the foundation of social welfare; analyze organizational, local, state, national, and international
issues in social welfare policy and social service delivery; analyze and apply the results of policy
research relevant to social service delivery; understand and demonstrate policy practice skills in
regard to economic, political, and organizational systems, and use them to influence, formulate,
and advocate for policy consistent with social work values; and identify financial, organizational,
administrative, and planning processes required to deliver social services.
In our current society, the social welfare institution and social welfare services have become such
an important part of American life and culture that some understanding of their history,
fundamental philosophy, structure and function is essential for all students aspiring to careers in
social work.
This introductory course provides students with knowledge of the broad field of social welfare
programs and services. The major content of the course should help students develop an
analytical and critical understanding of social welfare as a social institution as well as its interrelationships with society's other social institutions. In this course students will have an
opportunity to explore the values, motivation, and methods by which the social welfare institution
has developed in our society. The course examines many areas of social welfare policy which
are particularly relevant to social work practice using a survey approach to expose students to
27
concepts, models, and programs that are applicable in the general arenas of social justice, social
welfare and specific policy alternatives dealing with issues such as poverty, the family, racial and
ethnic minority concerns, income maintenance, housing, etc.
A major focus of the course targets societal responses to social problems and human needs such
as racism, the physically challenged, economic oppression, etc. to broaden the students'
awareness and knowledge for social work practice.
This first Policy course in the BSW program is designed to orient students to the major
policies, programs, and agencies within the field of social work. This course is
equivalent in CSWE foundation content to SWK 6140 – Social Welfare Policies and
Institutions.
SWK 3300 – Generalist Practice II – Communities and Organizations
Course Summary and Description:
Undergraduate Catalog Description:
Basic concepts and principles of community organization and organizational theory
including social structures and processes, social change, social control, social
stratification, and socialization through community organizations and institutions.
Emphasizes community and organizational assessment and intervention, ethics, and the
roles of the social worker in working within an organizational context and within a
community. Prerequisites or Co-requisites: SWK 3100 and SWK 3150; Majors only.
Summary:
This course deals with social work practice in communities and organizations including social
welfare agencies. Models of practice are reviewed together with appropriate practice skills.
To serve society and clients comprehensively, social workers are required to intervene in
community situations and to help facilitate needed change in organizations. Historically, social
work has been concerned with individuals, as well as the communities they are part of and the
organizations that provide services. Individual service and reform have been parallel streams in
social work and the tension between them has helped to develop the unique character of the
profession.
This is part of a multi-course sequence which orients students to the Generalist Practice model of
social work with particular emphasis on Social Work roles, values and ethics as well as core
concepts and applications across individual, family, group, and community units of attention.
Generalist practice includes multi-level (policy, community, organizational, family, individual)
assessments. Theories and change strategies for each level and across levels are introduced.
This course deals with community and organizations as units of intervention. This will include
defining community, introducing the community and organization development processes, social
planning approaches, and community work for social change. The course concludes with specific
strategies for in involving clients in advocacy for change across all levels of intervention.
Texts, videotapes, and other class materials, have been carefully planned so as to train students
to approach their social work practice with a pragmatic orientation. Class discussions center
around ideas that work with client systems on all levels -- individuals, couples, families,
communities, and organizations. Culturally relevant methods of practice evaluation are stressed
as a way to assess whether intervention has been effective. Contextual thought is presented in
the major texts, and reinforced through special readings and via some of the written assignments.
Throughout the course students are helped to apply practice concepts differentially to work with
28
different client populations. Social work values and ethics provide students in guiding their own
conduct.
Readings, speakers, and videotapes about community strongly convey the importance of
affiliation and membership. Development and process are addressed through the materials about
phases of relationship and intervention with client systems on all levels. Texts, class discussions,
videotapes, speakers, and other classroom experiences throughout the year are the main
vehicles for teaching that clients, as well as we ourselves, learn by doing. Activism is stressed
throughout the course, and addressed in most depth in the third term through readings,
videotapes, and speaker presentations on empowerment in community work.
Community practice is one of the major methods social workers use in meeting social needs.
Students become familiar with community work concepts and skills and are able to apply them to
a wide range of principles.
Similarly organizational work is also a major area of social work practice; most social workers are
employees of agencies. This course examines areas of organizational work that are central to all
practitioners, including organizational theory and how practitioners can influence organizational
change from within.
This course reflects the overall ecological/systems and generalist practice approach of the
foundation curriculum by examining macro-level issues that can have impact on individuals,
families and groups and assumes that community practice and organizational work are
appropriate and necessary endeavors for all human services workers regardless of focus or
setting.
This course applies a community systems perspective to social work and complements other
courses and approaches in meeting needs and solving problems in a systematic and
comprehensive fashion.
GP II – Communities and Organizations is the second in the five course BSW
Generalist Practice sequence. This course is equivalent in CSWE foundation content to
SWK 6382 – Social Work Practice II – Community Practice, in the MSW program.
SWK 4110 – Generalist Social Work Practice III – Individuals and Families
Course Summary and Description:
Undergraduate Catalog Description:
Part of the Generalist Practice sequence. Develops and builds on skills, knowledge,
values, and ethics of the social work profession. Emphasizes developing practice
competence by studying the generic principles of the helping process and applying
systems theory, the ecological and strengths perspectives, and problem solving methods
of working with individuals, families, groups, and communities. The engagement and
assessment phases of social work are addressed. Practice issues prompted from the field
experiences are an integral part of the course. Prerequisites: SWK 3100, 3150, 3140, 3300,
3400; Co-requisite SWK 4120; majors only.
Summary:
The Generalist Social Work Practice III (SWK4110) is one in a series of practice methods
conducted in conjunction with Field Instruction I (SWK4210). This course integrates and builds
upon the content and objectives of Introduction to Social Work (SWK3100), Social Welfare:
Institution and Policy (SWK3150), Generalist Practice I: Groups (SWK3140), Generalist Practice
II: Communities and Organizations (SWK 3300), and HBSE (SWK3400), the prerequisites for this
course.
29
The co-requisite for this course is Field Instruction I (SWK 4210) as it integrates field learning
through in-class discussions and assignments. The course introduces the student to the
objectives and requirements of field instruction, and works with the students in determining their
learning style, and in developing learning goals and a plan for meeting these goals.
This course orients the student to the generic principles of the helping process and emphasizes
the acquisition of skills related to engagement and the initial phase of the assessment process.
Basic interviewing skills are taught. The ecological and strengths perspectives are applied to the
problem solving method with increased attention to prevention as an important generalist practice
approach. There is also an overview of basic social work practice theories and models.
This BSW foundation course emphasizes the basic generalist practice theory and skills
for working with individuals and families. Combined with SWK 4120, the content is
equivalent to SWK 6370 – Social Work Practice I: Individuals and Families in the MSW
program.
SWK 4120 – Generalist Social Work Practice IV – Capstone
Course Summary and Description:
Undergraduate Catalog Description:
Further facilitates the student’s integration of classroom field learning. Emphasizes
improved handling of oneself and the overall development of practice competence as well
as the middle and the ending phases of intervention with families, individuals, groups, and
communities. A continued focus on ethical considerations; theory and skill development,
the development of the student’s own practice theory are addressed. Includes a day long
meeting where the students evaluate their academic and field learning and terminate with
each other. Prerequisites: SWK 4110; Co-requisite: SWK 4220; majors only.
Summary:
This course is one in a series of five generalist practice courses conducted in conjunction with
Field Instruction II (SWK 4220). Generalist Social Work Practice IV is designed to further
facilitate the students integration of classroom learning with field learning where the primary
emphasis is on the continuing development of the professional self and the assessment and
intervention phases of working with families, individuals, groups and communities. An ecological,
systems approach to practice, the problem-solving and case management models, development
of related practice skills, principles of the practice processes, and the development of practice
competence are expanded upon and pursued in further depth.
Generalist Social Work Practice IV continues to build upon the knowledge and skills mastered in
the social work foundation courses and the other Generalist Social Work Practice courses. In
analyzing case situations and conducting role plays, students are expected to apply their
knowledge and understanding of social work values (SWK3100), social welfare services and
related social policy issues (SWK3150), work with diverse populations (SWK4100), human
behavior (PSY 3350 and PSY 3360) and the social environment (SWK330 and SWK 3400). The
student's observational, analytical, interactional, and application skills developed in the group
dynamics sequence and in the diverse populations courses (SWK3120, SWK3130, SWK4110)
are further refined and developed. The integration of research knowledge (SWK4200) when
analyzing cases and discussing practice issues is more pronounced this term.
The focus of the course is on intervention and the process of change emphasizing the importance
of critical thinking. A range of practice theories and approaches, roles and strategies, consistent
with generalist practice are examined. Their applicability to practice on various and multi-systems
30
levels (micro, mezzo, and macro), field settings, and client populations is explicated. The case
management model and approach is emphasized with content on working with severely
vulnerable populations.
This is the final course in the BSW Generalist Practice sequence. It emphasizes
integration of all previous GP content as well as introducing the BSW student to an
expanded range of practice theories consistent in working with diverse populations
across the entire systemic continuum.
SWK 4100 – Social Work Practice with Diverse and Vulnerable Populations
Course Summary and Description:
Undergraduate Catalog Description:
Foundation and basic conceptual framework for understanding and appreciating unique
characteristics and socio-structural factors that affect population groups identified by the
social work professional as traditionally undeserved and oppressed. Traditional as well as
alternative social work intervention methods are discussed and evaluated for their efficacy
in working with these groups. Prerequisites: SWK 3400: majors only.
Summary:
Social Work with Diverse and Vulnerable Populations is a course designed to provide students
with a theoretical as well as a generalist social work practice oriented understanding of
racial/ethnic/cultural, gender and sexual diversity and inter-group relations. The course considers
fundamental building blocks critical in understanding and appreciation of racial, ethnic and
cultural diversity.
To attain the stated objectives and to accommodate different learning styles, students will be
exposed to a range of teaching and learning methods, e.g., lectures and mini-lectures, small
group discussions, and experiential exercises. Course content will address the major areas of
learning as a series of interrelated propositions designed to provide students with a foundation for
understanding the societal and value context in which the social work profession developed and
functions today.
There will be times during this course when societal "isms" or prejudicial attitudes and
discriminatory practices are examined. Because of our commitment to social and economic
justice, we are open to hearing all views and all perspectives will be carefully examined. Students
are expected to be respectful of the opinions of others while at the same time striving to attain the
ideals of social justice. Please review ethical standard numbers: 1.02, 1.04, 1.05, 2.01, 4.01,
4.05, 5.01, 6.01, & 6.04 in the NASW Code of Ethics.
The major areas of exploration and knowledge building include the individual's self-awareness in
terms of her/his own racial/ethnic cultural identity, major theories and concepts involved in intergroup relations and social work practice, patterns and dynamics of discrimination, economic
deprivation and oppression. The course acts to introduce content on historically oppressed
cultural/ethnic/racial groups which is incorporated throughout the social work curriculum, e.g.,
Social Policy, HBSE. Practice, and Research. The course will explore major social, political and
economic forces and their impact on multiple marginalized groups in our society.
This key BSW Generalist Practice course is one of five in the BSW GP practice
sequence. Although content on diversity is infused throughout the entire BSW
curriculum, this course focuses exclusively on it and emphasizes the crucial integration
31
of this content for generalist practice. This course is equivalent in content to SWK 6390:
Social Work Practice with Diverse and Vulnerable Populations, in the MSW program.
SWK 3400 – Human Behavior and the Social Environment: Integrative Seminar
Course Summary and Description:
Undergraduate Catalog Description:
Study of human behavior from an ecological perspective as organism-environment
transactions. Social systems concepts; biological, psychological, socio-structural, and
cultural variables; concepts of stress, adaptation, coping, social support, social networks,
and biculturalism with implications for generalist social work practice. Prerequisites: SWK
3100; Pre- or Co-requisites PSY 1100 and SOC 1100; majors only.
Summary:
This course approaches the study of human behavior from an ecological perspective, recognizing
that there is a reciprocal relationship between human behavior and the social environment.
Content includes empirically based theories and knowledge that focus on the interactions
between and among individuals, groups, societies, and economic systems. The course covers
social systems concepts; biological, psychological, socio-structural, and cultural variables
affecting human behavior; and concepts of stress, adaptation, coping, social support, social
networks and multiculturalism, with implications for generalist social work practice. The course
focuses on human development (bio-psych-social-cultural) throughout the lifespan.
Understanding human behavior in its social context in order to make informed decisions about
intervention requires the use of an extensive, diversified body of knowledge from varied
disciplines. In a wide ranging practice context, the professional social worker must know how to
select useful concepts, relate them to each other, and apply them to actual life situations within
the domain of professional purpose and values. To facilitate this task, the course will provide
selected perspectives (ecological and strengths), with related concepts and frameworks that can
be used to integrate the empirically based theories and knowledge presented, identify human
strengths, as well as human problems in living, and locate the need for social work intervention in
the transactions between people and their environment.
The course highlights concepts of stress, adaptation, and coping. It explores theories and
knowledge of biological, psychological, socio-structural, cultural, and spiritual factors across the
lifespan. Ecology is the study of the adaptive fit of organisms and their environment and the
means by which they achieve balance, mutuality and interdependence. Adopted for social work
practice, an ecological perspective calls for a simultaneous dual focus on the adaptive potential of
the person(s) and the nutritive qualities of the environment. This is the basis for examining the
quality of the exchanges between the two (goodness of fit) and the ways it impacts people in
achieving and maintaining health and well-being. The course introduces and applies this
ecological perspective to understanding human behavior within the social environment with an
emphasis on the importance of contextualizing human behavior within the range of social
systems in which people live – individual, family, groups, organizations and communities.
This course is essential to the core curriculum offerings in the BSW program, as it
serves the function of integrating students' knowledge of human behavior and the social
environment by providing a social work frame of reference, using both the ecological
and strengths perspectives which are later expanded upon in subsequent HBSE and
methods classes.
32
SWK 3400 is equivalent to the combined ecological and human development content of
SWK 6150 and 6160 in the MSW program. BSW SWK 3400 is designed to focus on
the ecological human development life cycle through a generalist practice lens.
Content on Human Biology content is incorporated into these courses through the use
of Dr. Zastrow’s most recently revised HBSE text, which is a required text for the
course. One of the mandates for HBSE is to provide content on biological development
across the lifespan. In the BSW course SWK3400 Human Behavior and Social
Environment: Integrative Seminar; and the MSW courses SWK 6150 and SWK 6160,
the Zastrow and Kirst-Ashman text, Understanding Human Behavior and the Social
Environment (7th ed.). (Brooks/Cole:2007) is used. The course and the text covers the
lifespan, including biological development.
SWK 4200 – Social Work Research I
Course Summary and Description:
Undergraduate Catalog Description:
Research knowledge and competencies essential to the beginning professional worker for
effective practice and for entry into graduate social work programs; gathering relevant
data; describing, monitoring, and accounting for one’s own practice and participating in
research efforts and agency information systems. Prerequisite: SWK 3400; majors only.
Summary:
This is the first in a sequence of two required research courses. The course is an introduction to
ethical social work research using scientific inquiry. It consists of an overview of various research
methods and design elements. The course highlights creating, performing, and evaluating
outcomes of practice and policies.
This course focuses on the foundation content in research methods and designs that may be
utilized by social work practitioners for evaluating their own practice and programs as well as for
advancing practice knowledge. The major aims of the course are to enable the student to
develop and apply a scientific stance, to acquire a working knowledge of selected research
methods, and to incorporate these elements into a broader social work practice repertoire.
The course content includes parallels of research and social work practice; ethical issues for
research with human subjects; generation of research problems and hypotheses; foundations of
measurement and sampling; single subject and group designs; evaluation research and
accountability; the treatment of women, ethnic, cultural and racial groups in research; qualitative
and quantitative methods of data collection. In this, as in the subsequent research course, the
ultimate aim is to prepare students to effectively meet their responsibility to continually assess
and improve their own practice and to add to the general base of social work practice knowledge.
This course orients the BSW student to the basic concepts and principles of social work
research. It is equivalent in content to SWK 6250 – Research I: Methodology in the
MSW program.
33
SWK 4300 – Social Work Research II
Course Summary and Description:
Undergraduate Catalog Description:
Statistical methods course acquaints the student with data analysis using SPSS. Basic
concepts of descriptive and inferential statistics, descriptions of central tendency,
dispersion, association and difference; inference via statistical estimation, hypothesis
testing, and tests of significance are covered to enable students to conceptualize, apply,
and interpret statistical methods in relation to problems which confront the field of social
work. Prerequisite: SWK 4200; majors only.
Summary:
Social Work Research II is the second of two courses required of all undergraduate social work
majors. The students are expected to have completed Social Work Research I or its equivalent
course. This statistical methods course is designed for the student with limited mathematical
background and acquaints the student with data analysis using SPSS. The purpose of the
course is to introduce the student to the basic concepts of descriptive and inferential statistics.
Emphasized are: scientific method and measurement; descriptions of central tendency,
dispersion, association and difference; inference via statistical estimation, hypothesis testing, and
tests of significance. The objectives of the course are to enable students to conceptualize, apply,
and interpret statistical methods in relation to research problems which confront the field of social
work and the social sciences. Upon completion of the course, the student will be able to apply,
comprehend, interpret, and evaluate statistical methods used by researchers.
This second research course in the BSW program is basically a statistics course aimed
at helping BSW students understand the statistical measures and operations utilized in
social work research. BSW students will not only learn about statistical operations, but
how to understand those concepts as represented in the social work research literature.
SWK 4210 – Field Instruction I
SWK 4220 – Field Instruction II
Course Summary and Description:
Undergraduate Catalog Description:
Taken in conjunction with Generalist Social Work Practice III (SWK4110); minimum of 225
clock hours for each semester (fall). Learning experiences in the field setting are under the
instruction of an MSW with at least two years’ experience. Experiences include direct work
with individuals, groups, families, and communities, as well as participation in staff
activities.
Taken in conjunction with Generalist Social Work Practice IV (SWK4120); minimum of 225
clock hours for each semester (spring). Learning experiences in the field setting are under
the instruction of an MSW with at least two years’ experience. Experiences include direct
work with individuals, groups, families, and communities, as well as participation in staff
activities.
Summary:
Field work is a composite of the entire Social Work curriculum. In contrast to the classroom
method, it is a laboratory experience. It provides the opportunity for the student to translate
knowledge and values into practice competency.
34
Learning experiences in the field setting are under the instruction of an MSW with at least two
years experience. Experiences include direct work with individuals, groups, families, and
communities, as well as participation in staff activities. The beginning level field work is a
minimum total of 450 hours. This is approximately fifteen (15) hours per week Advanced field
work is a minimum total of 600 hours or approximately twenty hours (20) a week in field
assignments.
BSW:
BSW field work consists of a minimum total of 450 hours over the full academic year (Fall and
Spring semesters). This is approximately 15 hours per week. Generalist Practice III and IV are
co-requisite courses for Field Instruction I and II. Students must register for the General Practice
courses and Field Instruction concurrently. Classroom assignments in the generalist practice
course are designed to integrate the classroom and field learning experiences.
The BSW field syllabi and course description above do not reflect an additional course,
but serve as the programmatic document to emphasize the field objectives and
principles that will be integrated into the GP sequence, especially GP III and GP IV.
BSW Electives:
Students in the BSW program are allowed to take one free elective in their program.
Students planning on applying for advanced standing in the Aurora University MSW
program are encouraged to take SWK 4810 (selected topic) – Psychopathology,
because it is required content in the MSW program.
BSW Electives List:
SWK 3710 – Child Welfare Services
SWK 3750 – Substance Abuse
SWK 3770 – Social Work Practice with Older Adults
SWK 4740 – Family Violence: Issues and Interventions
SWK 4810 – Selected Topics (new course electives in the BSW program)
Addictions Specialization:
The School of Social Work is pursuing affiliation with the state of Illinois’s addictions
regulatory agency. Through the development of a specific addictions curriculum
approved by this organization, graduating BSWs will be able to sit for the state’s CADC
(Certified Alcohol and other Drug Counselor) exam.
Dual-Diagnosis as well as substance abuse and addictions issues have always been a
focus for social workers. There has been interest expressed by students, alumni, and
professional constituents for greater emphasis on substance abuse and addictions
content in the SSW. Substance abuse and addictions content is addressed generally in
the BSW program. This new specialization would expand the depth and breadth of that
content, as well as enabling advanced BSW students to acquire the CADC after
graduation.
35
The addictions specialization consists of four required courses which emphasize
substance abuse and addictions content, theory and practice skills. The field placement
is in an addictions site. A social work philosophy is incorporated into this specialization
which includes material on ethics, diversity, populations at risk, and the person-inenvironment perspective.
In fall 2007, the School of Social Work hired a social work addictions specialist for the
purposes of developing this program, first in the BSW program, then the MSW program
and Post-MSW certification.
May Term and International Studies:
The Aurora University academic year ends in the beginning of May. The regular
summer course schedule does not begin until the first week of June. The time period
between the first week of May and the month of June is called “May Term”. May term is
an academic period designed to offer creative learning opportunities for all of the
academic programs within Aurora University.
The School of Social Work has historically used this time to offer creative and innovative
electives for their SSW students. Many of these courses involve studies or trips abroad
to help the SSW students understand and appreciate an “International” perspective.
SSW students in the BSW program have had the opportunity to travel to South Africa
and Italy, as well as to New Orleans to provide services in the aftermath of hurricane
Katrina. The emphasis in these courses is on broadening the experience of the SSW
students, and experiential learning.
FOUNDATION CURRICULUM CONTENT (E.P. 4)
All social work programs provide foundation content in the areas specified below.
Content areas may be combined and delivered with a variety of instructional
technologies. Content is relevant to the mission, goals, and objectives of the program
and to the purposes, values, and ethics of the social work profession.
E. P. 4.0 Values and Ethics
Social work education programs integrate content about values and principles of ethical
decision making as presented in the National Association of Social Workers Code of
Ethics. The educational experience provides students with the opportunity to be aware
of personal values; develop, demonstrate, and promote the values of the profession;
and analyze ethical dilemmas and the ways in which these affect practice, services, and
clients.
Content on Values and Ethics is infused into the BSW curriculum. For example, in SWK
4110: GP III – Individuals and Families, the NASW Code of Ethics is incorporated in
both classroom lecture/discussion, as well as referenced online for students in this
36
course. Please refer to the BSW Curriculum Matrix chart below, as well as the BSW
syllabi for further examples, documentation and information.
E. P. 4.1 Diversity
Social work programs integrate content that promotes understanding, affirmation, and
respect for people from diverse backgrounds. The content emphasizes the interlocking
and complex nature of culture and personal identity. It ensures that social services meet
the needs of groups served and are culturally relevant. Programs educate students to
recognize diversity within and between groups that may influence assessment,
planning, intervention, and research. Students learn how to define, design, and
implement strategies for effective practice with persons from diverse backgrounds.
Diversity content is infused into the BSW curriculum. For example, in SWK 3150 –
Social Welfare Institutions and Policy, BSW students have diversity content in virtually
all assignment areas. Please refer to the BSW Curriculum Matrix chart below, as well
as the BSW syllabi for further examples, documentation and information.
E. P. 4.2 Populations-at-Risk and Social and Economic Justice
Social work education programs integrate content on populations-at-risk, examining the
factors that contribute to and constitute being at risk. Programs educate students to
identify how group membership influences access to resources, and present content on
the dynamics of such risk factors and responsive and productive strategies to redress
them. Programs integrate social and economic justice content grounded in an
understanding of distributive justice, human and civil rights, and the global
interconnections of oppression. Programs provide content related to implementing
strategies to combat discrimination, oppression, and economic deprivation and to
promote social and economic justice. Programs prepare students to advocate
for nondiscriminatory social and economic systems.
Content in this area is also infused into the BSW curriculum. For example, in SWK
3300: GP II – Communities and Organizations, content on Populations at Risk and
Social and Economic Justice is incorporated into a variety of assignments. Please refer
to the BSW Curriculum Matrix chart below, as well as the BSW syllabi for further
examples, documentation and information.
E.P. 4.3 Human Behavior and the Social Environment
Social work education programs provide content on the reciprocal relationships between
human behavior and social environments. Content includes empirically based theories
and knowledge that focus on the interactions between and among individuals, groups,
societies, and economic systems. It includes theories and knowledge of biological,
sociological, cultural, psychological, and spiritual development across the life span; the
range of social systems in which people live (individual, family, group, organizational,
37
and community); and the ways social systems promote or deter people in maintaining or
achieving health and well-being.
Content in this area is also folded into the BSW curriculum. For example, in SWK 4110:
GP III – Individuals and Families, content on Populations at Risk and Social and
Economic Justice is incorporated into discussion of field work and a variety of other
assignments. Please refer to the BSW Curriculum Matrix chart below, as well as the
BSW syllabi for further examples, documentation and information.
E.P. 4.4 Social Welfare Policy and Services
Programs provide content about the history of social work, the history and current
structures of social welfare services, and the role of policy in service delivery, social
work practice, and attainment of individual and social well-being. Course content
provides students with knowledge and skills to understand major policies that form the
foundation of social welfare; analyze organizational, local, state, national, and
international issues in social welfare policy and social service delivery; analyze and
apply the results of policy research relevant to social service delivery; understand and
demonstrate policy practice skills in regard to economic, political, and organizational
systems, and use them to influence, formulate, and advocate for policy consistent with
social work values; and identify financial, organizational, administrative, and planning
processes required to deliver social services.
Content in this area is also integrated into the BSW curriculum. For example, in SWK
4120: GP IV – Capstone, content on Populations at Risk and Social and Economic
Justice is incorporated into discussion of field work and a variety of other assignments.
Please refer to the BSW Curriculum Matrix chart below, as well as the BSW syllabi for
further examples, documentation and information.
E.P. 4.5 Social Work Practice
Social work practice content is anchored in the purposes of the social work profession
and focuses on strengths, capacities, and resources of client systems in relation to their
broader environments. Students learn practice content that encompasses knowledge
and skills to work with individuals, families, groups, organizations, and communities.
This content includes engaging clients in an appropriate working relationship, identifying
issues, problems, needs, resources, and assets; collecting and assessing information;
and planning for service delivery. It includes using communication skills, supervision,
and consultation. Practice content also includes identifying, analyzing, and
implementing empirically based interventions designed to achieve client goals; applying
empirical knowledge and technological advances; evaluating program outcomes and
practice effectiveness; developing, analyzing, advocating, and providing leadership for
policies and services; and promoting social and economic justice.
Content in this area is also incorporated into the BSW curriculum. The five course GP
sequence is filled with social work practice content. Please refer to the BSW Curriculum
38
Matrix chart below, as well as the BSW syllabi (Volume II) for further examples,
documentation and information.
E.P. 4.6 Research
Qualitative and quantitative research content provides understanding of a scientific,
analytic, and ethical approach to building knowledge for practice. The content prepares
students to develop, use, and effectively communicate empirically based knowledge,
including evidence-based interventions. Research knowledge is used by students to
provide high-quality services; to initiate change; to improve practice, policy, and social
service delivery; and to evaluate their own practice.
Content in this area is also folded into the BSW curriculum. For example, the five
course GP sequence discusses generalist practice as informed by contemporary
research. Please refer to the BSW Curriculum Matrix chart below, as well as the BSW
syllabi for further examples, documentation and information.
E.P. 4.7 Field Education
Field education is an integral component of social work education anchored in the
mission, goals, and educational level of the program. It occurs in settings that reinforce
students’ identification with the purposes, values, and ethics of the profession; fosters
the integration of empirical and practice-based knowledge; and promotes the
development of professional competence. Field education is systematically designed,
supervised, coordinated, and evaluated on the basis of criteria by which students
demonstrate the achievement of program objectives.
BSW students are involved in generalist field placements. Experiences in field are
incorporated into classroom discussions and assignments in all practice courses.
Please refer to the BSW Curriculum Matrix chart below, as well as the BSW foundation
and advanced concentration syllabi for further examples, documentation and
information.
BSW Curriculum Matrix
The following chart “Relation of BSW Courses to CSWE Curriculum Standards and
SSW Program Objectives” is designed for several purposes. It shows where
professional foundation content is located in the BSW courses. It summarizes class
assignments related to the professional foundation content. It shows where each of the
12 Program Objectives is connected to specific course objectives.
39
AURORA UNIVERSITY
SCHOOL OF SOCIAL WORK
SELF STUDY
BSW CURRICULUM MATRIX
Relation of BSW FOUNDATION Courses to
CSWE Curriculum Standards and School of Social Work (SSW) Program Objectives
CSWE Foundation
Curriculum Content
SSW
Foundation Objective
BSW
Foundation Courses
Course
Objective/s #
Class
Assignments
Participation, Class
Activities, Quizzes,
Exams, Research
Papers
------------------------
EPS 4.0 – Values and Ethics
Foundation Objective # 2
SWK 1100: Careers in Social
Work
Objective # 3
Social work education programs
integrate content about values and
principles of ethical decision making
as presented in the National
Association of Social Workers Code
of Ethics. The educational
experience provides students with
the opportunity to be aware of
personal values; develop,
demonstrate, and promote the values
of the profession; and analyze ethical
dilemmas and the ways in which
these affect practice, services, and
clients.
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
-----------------------------------
------------------------
SWK 2100: Social Work in
American Society
Objective # 3
-----------------------------------
-------------------------
SWK 3100: Introduction to
Social Work
Objectives # 1-6
------------------------------------SWK 3140: Generalist Practice
I- Groups
-----------------------Objectives # 1-8
40
Participation., Class
Activities, Quizzes,
Exams, Group
Presentation, Research
Papers
-------------------------Participation, Quizzes,
Reaction Paper, SW
Interview on Site
Agency Visit, Field of
Practice Presentation
------------------------Participation, Midterm
Paper, Exams, Wkbk.
Assignments; Final
Paper
EPS 4.0 – Values and Ethics
Foundation Objective # 2
Social work education programs
integrate content about values and
principles of ethical decision making
as presented in the National
Association of Social Workers Code
of Ethics. The educational
experience provides students with
the opportunity to be aware of
personal values; develop,
demonstrate, and promote the values
of the profession; and analyze ethical
dilemmas and the ways in which
these affect practice, services, and
clients.
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
-----------------------------------SWK 3150: SW Institutions &
Policy
-----------------------Objective # 4
-------------------------------------
-----------------------
SWK 3300: Generalist Practice
II-Communities &
Organizations
Objective # 2
------------------------------------
-------------------------
SWK 3400: HBSE
Objective # 2
------------------------------------
-----------------------
SWK 4100: SW Practice with
Diverse & Vulnerable
Populations
Objective # 3
------------------------------------
----------------------
SWK 4110: Generalist Practice
III-Individuals & Families
Objective # 2
-------------------------------------
-------------------------
SWK 4120: Generalist Practice
IV: Capstone
Objective # 2
41
-----------------------Exam, Group
Presentation, & Policy
Paper
-------------------------Participation, Quizzes,
Agency Paper,
Community Study
Presentation
-----------------------Participation, Ecomap,
Genogram,
Ethnographic Interview
& Paper, Final Paper
--------------------------Participation, Reaction
Papers, Final Exam,
Group Presentation,
Cultural Autobiography
---------------------------Participation,
Field Work Learning
Agreement/Paper, Field
Reflective Journals,
Role Playing Skill
Building , Final Paper
Midterm & Final
Exams
-------------------------Participation, ClientWorker Interaction
Paper, Role Play /
Video, Reflective
Journals, Final Paper
EPS 4.1 DIVERSITY
Social work programs integrate
content that promotes understanding,
affirmation, and respect for people
from diverse backgrounds. The
content emphasizes the interlocking
and complex nature of culture and
personal identity. It ensures that
social services meet the needs of
groups served and are culturally
relevant. Programs educate students
to recognize diversity within and
between groups that may influence
assessment, planning, intervention,
and research. Students learn how to
define, design, and implement
strategies for effective practice with
persons from diverse backgrounds.
Foundation Objective # 3
Practice without discrimination
and with respect, knowledge, and
skills related to clients’ age, class,
color, culture, disability, ethnicity,
family structure, gender, marital
status, national origin, race,
religion, sex, and sexual
orientation.
Foundation Objective # 4
Understand the forms and
mechanisms of oppression and
discrimination and apply strategies
of advocacy and social change that
advance social and economic
justice.
Foundation Objective # 6
Apply the knowledge and skills of a
generalist social work perspective
to practice with systems of all sizes.
-----------------------------------
-------------------------
---------------------------
SWK 4200: Research I
Objective # 3
------------------------------------
-------------------------
Participation, Quizzes,
Quantitative &
Qualitative Critiques,
Research Proposal
---------------------------
SWK 4210 & SWK 4220:
Field I & Field II
Objective # 2
Beginning Field
Placement/Internship
SWK 1100: Careers in Social
Work
Objective # 3, 4
-----------------------------------
------------------------
Participation, Class
Activities, Quizzes,
Exams, Research
Papers
------------------------
SWK 2100: Social Work in
American Society
Objectives # 4, 5, 6
-----------------------------------
-------------------------
SWK 3100: Introduction to
Social Work
Objectives # 1-6
-------------------------------------
------------------------
SWK 3140: Generalist Practice
I- Groups
Objectives # 1-8
------------------------------------
-----------------------
42
Participation, Class
Activities, Quizzes,
Exams, Group
Presentation, Research
Papers
-------------------------Participation, Quizzes,
Reaction Paper, SW
Interview on Site
Agency Visit, Field of
Practice Presentation
------------------------Participation, Midterm
Paper, Exams, Wkbk.
Assignments; Final
Paper
-----------------------
Foundation Objective # 7
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span
and the interactions among
individuals and between individuals
and families, groups, organizations,
and communities.
Foundation Objective # 10
Use communication skills
differentially across client
populations, colleagues, and
communities
SWK 3150: Social Welfare
Institutions & Policies
Objective # 1
-------------------------------------
------------------------
SWK 3300: Generalist Practice
II-Communities &
Organizations
Objectives # 3, 4, 5
------------------------------------
-------------------------
SWK 3400: HBSE
Objectives # 3, 4
------------------------------------
-----------------------
SWK 4100: SW Practice with
Diverse & Vulnerable
Populations
Objectives # 2 - 6
------------------------------------
----------------------
SWK 4110: Generalist Practice
III-Individuals & Families
Objectives # 3, 4, 5,
6
------------------------------------SWK 4120: Generalist Practice
IV: Capstone
------------------------Objectives # 3, 4, 6,
7, 10
-----------------------------------
-------------------------
43
Exam, Group
Presentation, & Policy
Paper
-----------------------Participation, Quizzes,
Agency Paper,
Community Study
Presentation
-----------------------Participation, Ecomap,
Genogram,
Ethnographic Interview
& Paper, Final Paper
--------------------------Participation, Reaction
Papers, Final Exam,
Group Presentation,
Cultural Autobiography
---------------------------Participation, Field
Work, Learning
Agreement/Paper, Field
Reflective Journals,
Role Playing Skill
Building , Final Paper
Midterm & Final
Exams
-------------------------Participation, ClientWorker Interaction
Paper, Role Play /
Video, Reflective
Journals, Final Paper
---------------------------
EPS 4.2 Populations-at-Risk
and Social and Economic
Justice
Social work education programs
integrate content on populations-atrisk, examining the factors that
contribute to and constitute being at
risk. Programs educate students to
identify how group membership
influences access to resources, and
present content on the dynamics of
such risk factors and responsive and
productive strategies to redress them.
Programs integrate social and
economic justice content grounded in
an understanding of distributive
justice, human and civil rights, and
the global interconnections of
oppression. Programs provide
content related to implementing
strategies to combat discrimination,
oppression, and economic
deprivation and to promote social
and economic justice. Programs
prepare students to advocate
for nondiscriminatory social and
economic systems.
Foundation Objective # 4
Understand the forms and
mechanisms of oppression and
discrimination and apply strategies
of advocacy and social change that
advance social and economic
justice.
Foundation Objective # 7
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span
and the interactions among
individuals and between individuals
and families, groups,
organizations, and communities
SWK 4200: Research I
Objectives # 3, 5
-----------------------------------
-------------------------
SWK 4210 & SWK 4220:
Field I & Field II
Objectives # 3, 4, 6,
7, 10
SWK 2100: Social Work in
American Society
Objectives # 4, 7
-----------------------------------
-------------------------
SWK 3100: Introduction to
Social Work
Objectives # 1-8
-------------------------------------
------------------------
SWK 3140: Generalist Practice
I- Groups
Objectives # 1-8
------------------------------------
-----------------------
SWK 3150: Social Welfare
Institutions & Policies
Objective # 1
-------------------------------------
------------------------
SWK 3300: Generalist Practice
II-Communities &
Organizations
Objectives # 1-3
44
Participation, Quizzes,
Quantitative &
Qualitative Critiques,
Research Proposal
---------------------------Beginning Field
Placement/Internship
Participation, Class
Activities, Quizzes,
Exams, Group
Presentation, Research
Papers
-------------------------Participation, Quizzes,
Reaction Paper, SW
Interview on Site
Agency Visit, Field of
Practice Presentation
------------------------Participation, Midterm
Paper, Exams, Wkbk.
Assignments; Final
Paper
----------------------Exam, Group
Presentation, & Policy
Paper
-----------------------Participation, Quizzes,
Agency Paper,
Community Study
Presentation
EPS 4.2 Populations-at-Risk
and Social and Economic
Justice
Social work education programs
integrate content on populations-atrisk, examining the factors that
contribute to and constitute being at
risk. Programs educate students to
identify how group membership
influences access to resources, and
present content on the dynamics of
such risk factors and responsive and
productive strategies to redress them.
Programs integrate social and
economic justice content grounded in
an understanding of distributive
justice, human and civil rights, and
the global interconnections of
oppression. Programs provide
content related to implementing
strategies to combat discrimination,
oppression, and economic
deprivation and to promote social
and economic justice. Programs
prepare students to advocate
for nondiscriminatory social and
economic systems.
------------------------------------
-------------------------
------------------------
SWK 3400: HBSE
Objectives # 4, 6
------------------------------------
-----------------------
Participation, Ecomap,
Genogram,
Ethnographic Interview
& Paper,
Developmental
Reflection Paper
---------------------------
SWK 4100: SW Practice with
Diverse & Vulnerable
Populations
------------------------------------
Objective # 6
Foundation Objective # 4
Understand the forms and
mechanisms of oppression and
discrimination and apply strategies
of advocacy and social change that
advance social and economic
justice.
Foundation Objective # 7
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span
and the interactions among
individuals and between individuals
and families, groups,
organizations, and communities
----------------------
SWK 4110: Generalist Practice
III-Individuals & Families
Objective # 4
-------------------------------------
-------------------------
SWK 4120: Generalist Practice
IV: Capstone
-----------------------------------
Objectives # 4, 7
SWK 4210 & SWK 4220:
Field I & Field II
45
------------------------Objectives # 6, 7
Participation, Group
Project, Cultural
Autobiography
---------------------------Participation, Field
Work, Learning
Agreement/Paper, Field
Reflective Journals,
Role Playing Skill
Building , Final Paper
Midterm & Final
Exams
-------------------------Participation, Final
Paper
--------------------------Beginning Field
Placement/Internship
CSWE Foundation
Curriculum Content
EPS 4.3 Human Behavior and
the Social Environment
Social work education programs
provide content on the reciprocal
relationships between human
behavior and social environments.
Content includes empirically based
theories and knowledge that focus on
the interactions between and among
individuals, groups, societies, and
economic systems. It includes
theories and knowledge of
biological, sociological, cultural,
psychological, and spiritual
development across the life span; the
range of social systems in which
people live (individual, family,
group, organizational, and
community); and the ways social
systems promote or deter people in
maintaining or achieving health and
well-being.
EPS 4.4 Social Welfare Policy
and Services
Programs provide content about the
history of social work, the history
and current structures of social
welfare services, and the role of
policy in service delivery, social
work practice, and attainment of
SSW
Foundation Objective
BSW
Foundation Courses
Course
Objective/s #
Class
Assignments
Foundation Objective # 7
SWK 3400: HBSE
Objectives # 1-6
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span
and the interactions among
individuals and between individuals
and families, groups, organizations,
and communities.
------------------------------------
-----------------------
Participation, Ecomap,
Genogram,
Ethnographic Interview
& Paper,
Developmental
Reflection Paper
----------------------------
SWK 4120: Generalist Practice
IV: Capstone
Objective # 7
------------------------------------
-----------------------
SWK 4210 & SWK 4220:
Field I & Field II
Objectives # 4, 7
Beginning Field
Placement/Internship
SWK 1100: Careers in Social
Work
Objective # 3
-----------------------------------
------------------------
Participation, Class
Activities, Quizzes,
Exams, Research
Papers
------------------------
SWK 2100: Social Work in
American Society
Objectives # 3, 4, 5
Foundation Objective # 2
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
46
Participation, ClientWorker Interaction
Paper, Role Play /
Video, Reflective
Journals, Final Paper
----------------------------
Participation, Class
Activities, Quizzes,
Exams, Group
Presentation, Research
Papers
individual and social well-being.
Course content provides students
with knowledge and skills to
understand major policies that form
the foundation of social welfare;
analyze organizational, local, state,
national, and international issues in
social welfare policy and social
service delivery; analyze and apply
the results of policy research relevant
to social service delivery; understand
and demonstrate policy practice
skills in regard to economic,
political, and organizational systems,
and use them to influence, formulate,
and advocate for policy consistent
with social work values; and identify
financial, organizational,
administrative, and planning
processes required to deliver social
services.
Foundation Objective # 4
Understand the forms &
mechanisms of oppression and
discrimination and apply strategies
of advocacy and social change that
advance social and economic
justice.
Foundation Objective # 5
Understand and interpret the history
of the social work profession and
its contemporary structures and
issues.
Foundation Objective # 8
Analyze, formulate, and influence
social policies.
Foundation Objective # 12
Function within the structure of
organizations and service delivery
systems and seek necessary
organizational change.
-----------------------------------
-------------------------
--------------------------
SWK 3150: Social Welfare
Institutions & Policies
Objectives # 1, 3, 4
-------------------------------------
------------------------
Exam, Group
Presentation, & Policy
Paper
------------------------
SWK 3300: Generalist Practice
II-Communities &
Organizations
Objective # 2
------------------------------------
-------------------------
SWK 4100: SW Practice with
Diverse & Vulnerable
Populations
Objectives # 3, 6
------------------------------------
----------------------
SWK 4110: Generalist Practice
III: Individuals & Families
Objectives # 2, 4
-------------------------------------
-----------------------
SWK 4120: Generalist Practice
IV: Capstone
Objectives # 2, 4, 5,
8, 12
------------------------------------
-------------------------
SWK 4200: Research I
Objective # 3
47
Participation, Quizzes,
Agency Paper,
Community Study
Presentation
-----------------------Participation, Reaction
Papers, Final Exam,
Group Presentation,
Cultural Autobiography
---------------------------Participation, Field
Work Learning
Agreement/Paper, Field
Reflective Journals,
Role Playing Skill
Building , Final Paper
Midterm & Final
Exams
---------------------------Participation, ClientWorker Interaction
Paper, Role Play /
Video, Reflective
Journals, Final Paper
---------------------------Participation, Quizzes,
Quantitative &
Qualitative Critiques,
Research Proposal
EPS 4.5 Social Work Practice
Social work practice content is
anchored in the purposes of the
social work profession and focuses
on strengths, capacities, and
resources of client systems in
relation to their broader
environments. Students learn
practice content that encompasses
knowledge and skills to work with
individuals, families, groups,
organizations, and communities. This
content includes engaging clients in
an appropriate working relationship,
identifying issues, problems, needs,
resources, and assets; collecting and
assessing information; and planning
for service delivery. It includes using
communication skills, supervision,
and consultation. Practice content
also includes identifying, analyzing,
and implementing empirically based
interventions designed to achieve
client goals; applying empirical
knowledge and technological
advances; evaluating program
outcomes and practice effectiveness;
developing, analyzing, advocating,
and providing leadership for policies
and services; and promoting social
and economic justice.
Foundation Objective # 1
Apply critical thinking skills
within the context of professional
social work practice.
Foundation Objective # 2
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
-----------------------------------
------------------------
---------------------------
SWK 4210 & SWK 4220:
Field I & Field II
Objectives # 2, 4, 5,
8, 12
Beginning Field
Placement/Internship
SWK 3140: Generalist Practice
I- Groups
Objectives # 1-8
------------------------------------
-----------------------
Participation, Midterm
Paper, Exams, Wkbk.
Assignments; Final
Paper
-----------------------
SWK 3300: Generalist Practice
II-Communities &
Organizations
Objectives # 1-5
------------------------------------
-------------------------
SWK 4100: SW Practice with
Diverse & Vulnerable
Populations
Objectives # 1-6
Foundation Objective # 3
Practice without discrimination
and with respect, knowledge, and
skills related to clients’ age, class,
color, culture, disability, ethnicity,
family structure, gender, marital
status, national origin, race,
religion, sex, and sexual
orientation.
------------------------------------
----------------------
SWK 4110: Generalist Practice
III-Individuals & Families
Objectives # 1-8
Foundation Objective # 6
Apply the knowledge and skills of
a generalist social work
perspective
to practice with systems of all
sizes.
-------------------------------------
-------------------------
SWK 4120: Generalist Practice
IV: Capstone
Objectives # 1, 2, 3,
6, 7, 9, 10, 11, 12
48
Participation, Quizzes,
Agency Paper,
Community Study
Presentation
-----------------------Participation, Reaction
Papers, Final Exam,
Group Presentation,
Cultural Autobiography
---------------------------Participation, Field
Work Learning
Agreement/Paper, Field
Reflective Journals,
Role Playing Skill
Building , Final Paper
Midterm & Final
Exams
-------------------------Participation, ClientWorker Interaction
Paper, Role Play /
Video, Reflective
Journals, Final Paper
Foundation Objective # 7
Use theoretical frameworks
supported by empirical evidence to
understand individual
development and behavior across
the life span and the interactions
among individuals and between
individuals and families, groups,
organizations, and communities.
-----------------------------------
-------------------------
---------------------------
SWK 4200: Research I
Objectives # 1-5
----------------------------------SWK 4210 & SWK 4220:
Field I & Field II
-----------------------Objectives # 1, 2, 3,
6, 7
Participation, Quizzes,
Quantitative &
Qualitative Critiques,
Research Proposal
---------------------------
Foundation Objective # 9
Evaluate research studies, apply
research findings to practice, and
evaluate their own practice
interventions.
Foundation Objective # 10
Use communication skills
differentially across client
populations, colleagues, and
communities.
Foundation Objective # 11
Use supervision and consultation
appropriate to social work
practice.
Foundation Objective # 12
Function within the structure of
organizations and service delivery
systems and seek necessary
organizational change
49
Beginning Field
Placement/Internship
CSWE Foundation
Curriculum Content
EPS 4.6 Research
Qualitative and quantitative research
content provides understanding of a
scientific, analytic, and ethical
approach to building knowledge for
practice. The content prepares
students to develop, use, and
effectively communicate empirically
based knowledge, including
evidence-based interventions.
Research knowledge is used by
students to provide high-quality
services; to initiate change; to
improve practice, policy, and social
service delivery; and to evaluate their
own practice.
SSW
Foundation Objective
Foundation Objective # 9
Evaluate research studies, apply
findings to practice, and evaluate
their own practice interventions.
BSW
Foundation Courses
Course
Objective/s #
Class
Assignments
SWK 3300: Generalist Practice
II-Communities &
Organizations
------------------------------------
Objective # 6
------------------------
Participation,
Community Study
Presentation
------------------------
Objective # 8
Final Paper
-----------------------
---------------------------
SWK 4120: Generalist Practice
IV: Capstone
Objective # 9
Participation, Final
Paper
-----------------------------------
----------------------
----------------------------
SWK 4200: Research I
Objectives # 1-5
------------------------------------
-------------------------
Participation, Quizzes,
Quantitative &
Qualitative Critiques,
Quizzes, Research
Proposal
---------------------------
SWK 4300: Research II
Objectives # 1-3
-------------------------------------
------------------------
SWK 4210 & SWK 4220:
Field I & Field II
Objective # 9
SWK 4110: Generalist Practice
III-Individuals & Families
-------------------------------------
50
Participation, Data
Problem Sets, Final
Exam
--------------------------Beginning Field
Placement/Internship
EPS 4.7 Field Education
Field education is an integral
component of social work education
anchored in the mission, goals, and
educational level of the program. It
occurs in settings that reinforce
students’ identification with the
purposes, values, and ethics of the
profession; fosters the integration of
empirical and practice-based
knowledge; and promotes the
development of professional
competence. Field education is
systematically designed, supervised,
coordinated, and evaluated on the
basis of criteria by which students
demonstrate the achievement of
program objectives.
Foundation Objective # 1
Apply critical thinking skills
within the context of professional
social work practice.
SWK 4210 & SWK 4220:
Field I & Field II
Foundation Objective # 2
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
Foundation Objective # 3
Practice without discrimination and
with respect, knowledge, and skills
related to clients’ age, class, color,
culture, disability, ethnicity, family
structure, gender, marital status,
national origin, race, religion, sex,
and sexual orientation.
Foundation Objective # 4
Understand the forms &
mechanisms of oppression and
discrimination and
apply strategies of advocacy and
social change that advance social
and economic justice.
Foundation Objective # 5
Understand and interpret the history
of the social work profession and
its contemporary structures and
issues.
Foundation Objective # 6 (MSW)
Apply the knowledge and skills of a
generalist social work perspective
to practice with systems of all sizes.
51
Objectives # 1-12
Beginning Field
Placement/Internship
Foundation Objective # 7
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span
and the interactions among
individuals and between individuals
and families, groups, organizations,
and communities.
Foundation Objective # 8
Analyze, formulate, and influence
social policies.
Foundation Objective # 9
Evaluate research studies, apply
research findings to practice, and
evaluate their own practice
interventions.
Foundation Objective # 10
Use communication skills
differentially across client
populations, colleagues, and
communities.
Foundation Objective # 11
Use supervision and consultation
appropriate to social work practice.
Foundation Objective # 12
Function within the structure of
organizations and service delivery
systems and seek necessary
organizational change.
52
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53
MSW PROGRAM CURRICULUM
A.S.
2.0
The curriculum is developed and organized as a coherent and
integrated whole, consistent with program goals and objectives.
Social work education is grounded in the liberal arts and contains a
coherent, integrated professional foundation in social work practice
from which an advanced practice curriculum is built at the graduate
level.
The Masters of Social Work program at Aurora University prepares graduate students
for beginning generalist social work practice, as well as advanced social work practice
in either the Clinical, or Leadership and Community Practice concentrations. The
coursework in the MSW Program is designed to achieve the specific program objectives
and EPAS requirements for both foundational and advanced social work practice.
Each required course in the MSW foundation curriculum develops specific course
objectives designed to educate the MSW student for generalist practice. The advanced
curriculum further enhances and builds upon the knowledge and skills acquired in the
foundation year through that same course objective process in preparing the MSW
student for advanced social work practice and specialization.
The Social Work Dictionary (2004) defines “liberal arts education” as follows:
Undergraduate education designed to give students a foundation of knowledge
that equips them to make free, informed choices about themselves and the world
in which they live. Liberal arts education is distinguished from vocational training
or professional or technical education. Originally, the liberal arts consisted of
language, logic, rhetoric, arithmetic, geometry, astronomy, and harmony but now
are studies of the natural sciences, social sciences, and humanities. One
requirement for admission to accredited graduate schools in social work in the
United States is a degree signifying liberal arts education (p. 248-249).
The MSW program at Aurora University adheres to this definition and requires its
graduate students to have achieved an undergraduate degree that signifies a liberal arts
education. The AU Graduate Catalog, MSW Handbook, as well as the MSW website
reference these requirements. In addition, the MSW admissions committee reviews all
graduate applications to insure the applicant’s undergraduate base in liberal arts.
The Association of Baccalaureate Program Directors (BPD) defines generalist social
work practice as:
Generalist social work practitioners work with individuals, families, groups,
communities and organizations in a variety of social work and host
settings. Generalist practitioners view clients and client systems from a
strengths perspective in order to recognize, support, and build upon the
innate capabilities of all human beings. They use a professional problem
solving process to engage, assess, broker services, advocate, counsel,
54
educate, and organize with and on behalf of client and client systems. In
addition, generalist practitioners engage in community and organizational
development. Finally, generalist practitioners evaluate service outcomes
in order to continually improve the provision and quality of services most
appropriate to client needs.
Generalist social work practice is guided by the NASW Code of Ethics and
is committed to improving the well being of individuals, families, groups,
communities and organizations and furthering the goals of social justice
(approved by BPD Board of Directors, 2006).
The foundation curriculum in the MSW program at Aurora University embraces all of
these definitions, with a special emphasis on the use of a problem-solving approach
designed to help each unique client or system contingent upon their environmental
circumstances. The advanced concentration curriculum builds upon the generalist
knowledge and skills gained from the foundation curriculum by expanding the breadth
and depth of the required foundation courses.
MSW PROGRAM – FOUNDATION AND CONCENTRATION CURRICULUM
A.S.
M2.0.1
The program describes its coverage of the foundation and
advanced curriculum content, identified in EP 4 and 5. The
program defines its conception of advanced practice and
explains how the advanced curriculum is built from the
professional foundation.
The master’s program has a
concentration curriculum that includes a) concentration
objectives, b) a conceptual framework built on relevant theories,
c)curriculum design and content, and d) field education that
supports the advanced curriculum. The program demonstrates
how the breadth and specificity of the advanced curriculum are
addressed in relation to the professional foundation.
The following courses comprise the foundation curriculum in the MSW program at
Aurora University:
SWK 6140:
SWK 6150:
SWK 6160:
SWK 6370:
SWK 6390:
SWK 6250:
SWK 6500:
SWK 6381:
SWK 6382:
Social Welfare Policy and Institutions
Theories of Human Development I: Infancy through Adolescence
Theories of Human Development II: Adult Lifespan
Social Work Practice I: Individuals and Families
Social Work Practice with Diverse and Vulnerable Populations
Research I: Methodology
Social Work Perspectives and Practice on Psychopathology
Social Work Practice II: Groupwork
Social Work Practice II: Community Practice
55
SWK 6730: Field Instruction I: Beginning Foundation Internship
SWK 6740: Field Instruction II: Beginning Foundation Internship
SWK 6140 – Social Welfare Policy and Institutions
Course Description and Summary:
Graduate Catalog Description:
Major social welfare programs are reviewed within an overall policy analysis framework.
Forces that impact on social policy such as American individualism and issues such as
poverty, racism, and gender inequity are addressed. Historical forces which have
contributed to the development of current social services are reviewed. No prerequisites.
Summary:
This course provides students with knowledge and skills to understand major policies that form
the foundation of social welfare; analyze organizational, local, state, national, and international
issues in social welfare policy and social service delivery; analyze and apply the results of policy
research relevant to social service delivery; understand and demonstrate policy practice skills in
regard to economic, political, and organizational systems, and use them to influence, formulate,
and advocate for policy consistent with social work values; and identify financial, organizational,
administrative, and planning processes required to deliver social services.
In our current society, the social welfare institution and social welfare services have become such
an important part of American life and culture that some understanding of their history,
fundamental philosophy, structure and function is essential for all students aspiring to careers in
social work.
This introductory course provides students with knowledge of the broad field of social welfare
programs and services. The major content of the course should help students develop an
analytical and critical understanding of social welfare as a social institution as well as its interrelationships with society's other social institutions. In this course students will have an
opportunity to explore the values, motivation, and methods by which the social welfare institution
has developed in our society. The course examines many areas of social welfare policy which
are particularly relevant to social work practice using a survey approach to expose students to
concepts, models, and programs that are applicable in the general arenas of social justice, social
welfare and specific policy alternatives dealing with issues such as poverty, the family, racial and
ethnic minority concerns, income maintenance, housing, etc.
A major focus of the course targets societal responses to social problems and human needs such
as racism, the physically challenged, economic oppression, etc. to broaden the students'
awareness and knowledge for social work practice.
This is the first course that part-time or full-time MSW students take in the MSW
program at Aurora University. This fundamental course helps orient the beginning
MSW student to the history of the social work profession, its purposes, as well as its
place in helping to advocate for, change, and implement policies across the globe.
These principles are unique to the social work profession, and part of what sets the
social work profession apart from the other helping professions.
56
SWK 6150 and SWK 6160 – Human Behavior and the Social Environment
throughout the Life Cycle
Summary of Course Descriptions:
Graduate Catalog Descriptions:
SWK 6150: HBSE I: Theories of Human Development-Infancy to Adolescence
This course, based in an ecological systems perspective, follows human development
from infancy to adolescence in the context of family and larger environments. The course
includes research-based knowledge about physical, socio-emotional and cognitive
development. This course emphasizes both knowledge and application of human
development theories to social work assessment and practice. No prerequisites.
SWK 6160: HBSE II: Theories of Human Development-Adult Lifespan
This course, based in an ecological systems perspective, follows human development
throughout the entire adult lifespan in the context of family and larger environments. The
course includes research-based knowledge about physical, socio-emotional, and
cognitive development. This course emphasizes both knowledge and application of
human development theories to social work assessment and practice. No prerequisites.
Summary:
These courses, based on the developmental life course of the person, follows human
development from infancy through later adulthood in the context of family and larger
environments. The course focuses on theories of human development and research- based
knowledge, related to physical, socioemotional, and cognitive growth. The integration of
developmental theories and knowledge in this course is a major foundation for applying this
content to social work assessment and practice.
This course provides theoretical frameworks that are useful in conceptualizing the development of
the person from an internal and external perspective, using theory and knowledge to formulate
the person’s situation within a comprehensive perspective. This capability, which requires specific
age and phase related information as well as theory, contributes to the social worker’s skills in
assessing clients and families, and creating specific intervention plans which will effectively
address the specific problems which the client faces.
This information is an essential course in the core curriculum offerings in the MSW program, as it
serves the function of integrating students’ knowledge of human behavior and the social
environment by providing a developmental social work frame of reference, complementing the
ecological and strengths perspectives.
These courses help the beginning MSW student understand and integrate the
knowledge and concepts regarding human development and its implications for policy
development, advocacy and change at all systemic levels.
For a number of years, social work programs have struggled to develop a HBSE
curriculum that covers the extensive content desired in the Council’s HBSE
accreditation guideline. Faculty at Aurora University have been using approaches that
depict the interaction of individuals, the systems in which they participate, and the
interaction between these systems. In the two course HBSE sequence, the approaches
that are used include:
57






A life span approach which allows for a description of human growth and
development from conception through later adulthood.
Presentation of material on individuals as they have membership in
families, groups, organizations, and communities.
Presentation of material for each age group on the biological,
psychological, cultural, and sociological systems that influence
development. Relationships among these systems are also described.
Description of normal development tasks and milestones for each age
group.
Presentation of theories of abnormal development.
Focus on describing human diversity factors (involving racial groups,
ethnic groups, gender, and sexual orientation).
This social work program emphasizes a systems approach to understanding human
behavior and social environment. In the past three decades social work has
increasingly focused on using a systems approach to conceptualizing human behavior.
Systems approaches integrate both the treatment and reform emphases in social work
by conceptualizing and emphasizing both the functional and dysfunctional transactions
between people and their physical and social environments. With systems approaches,
humans are viewed as developing and adapting through transactions with all elements
of their environments. Systems models devote attention to both internal and external
factors that affect human behavior.
A subset of system theories are ecological models. Ecological models attend to
improving the coping patterns of people and to improving their environments so that a
better match can be attained between an individuals’ needs and the characteristics of
his/her environment. One of the emphases of ecological models is the person-inenvironment.
With this conceptualization, social work can focus on three separate areas. First, it can
focus on the person, and seek to develop his/her problem-solving, coping, and
developmental capacities. Second, it can focus on the relationship between a person
and the systems she or he interacts with, and link the person with needed resources,
services, and opportunities. Third, it can focus on the systems themselves and seek to
modify them to more effectively meet the needs of the individual.
The systems and the individuals within these systems need to be viewed as constantly
changing. Individuals, families, and small groups are seen as having transitional
problems and needs as they move from one life stage to another. Individuals face
many transitional changes as they grow older. Examples of some transitions include:
learning to walk, entering first grade, adjusting to puberty, graduating from school,
getting a job, getting married, having children, children leaving home, loss of spouse,
retirement, and residential relocation.
Families likewise have a life cycle. The following are but a few of the events that
require adjustment: getting engaged, marriage, birth of children, parenting, children
58
going to school, children leaving home, and one of the parents leaving (perhaps through
death or divorce).
Small groups also have transitional phases of development. Members of small groups
spend time getting acquainted, learning to trust each other, beginning to self-disclose,
learning to work together on tasks, developing approaches to handle interpersonal
conflict, and facing adjustments to the group’s termination or members leaving.
Organizations also experience considerable changes; in fact they are constantly in a
state of minor, moderate, or major flux. Organizations are first gradually established,
and then considerable effort is needed to maintain them. Some organizations have an
ending, while others continue to thrive. Students need to understand the changes
organizations undergo, and how to thrive while working in an organization.
Communities also undergo many changes. Communities are gradually established, and
many continue to grow. Some thrive, and some deteriorate. Some even disappear.
Students need to understand the essential components that facilitate communities
thriving, and social workers need to understand they have a professional obligation to
facilitate the development of communities with which they become associated.
Ecological models are helpful in assessing both the individual and the environment.
Too often, with a medical model approach, it is easy to “blame the victim” or to credit a
person’s misfortune to personal inadequacies. For example, with an ecological
approach, a student’s poor performance in school can be seen as not only a result of
the amount of individual effort, but also as a function on the degree to which the school
accommodates the cultural background of the parents and the degree to which the
parents are involved in reinforcing the goals of the school. The interweaving of multiple
factors is more readily accomplished in an ecological perspective.
SWK 6370 – Social Work Practice I: Individuals and Families
Course Description and Summary:
Graduate Catalog Description:
This course is the first in a sequence of practice courses covering the foundation and
concentration years in the MSW program. In Social Work Practice I, students are
introduced to specific theoretical and skills based core concepts of generalist, individual,
family, and couples social work direct practice. No prerequisites.
Summary:
First in a sequence of practice courses covering the foundation and clinical concentration years in
the MSW program: Social Work Practice I, Social Work Practice II, Cross-Cultural Social Work
Practice, Social Work Practice III, and Social Work Practice IV. In Social Work Practice I,
students are introduced to fundamental social work concepts, values, ethics and skills derived
from a generalist framework. This course emphasizes the integration of generalist practice
principles, general systems theory, individual, family, and couples theories/models/concepts with
diversity, and ethical issues related to social work practice. The course continues to build a
foundation for the advanced year clinical concentration.
59
Social Work Practice I begins to orient the first year MSW student to the fundamental concepts
and skills inherent in a generalist practice approach. In addition, students will learn to apply
these concepts in direct practice with diverse populations using an ethical approach grounded in
social work values and the NASW Code of Ethics. The students’ field experiences will be drawn
upon as an integral part of this classroom learning.
Social Work Practice I: Individuals and Families is another of the fundamental building
blocks in the foundation curriculum of the MSW program. It is also intended to be
integrated with the knowledge and practice base gleaned from the SWPS and HBSE
courses, as well as the generalist field placement required in the foundation year of
MSW study. Students begin to realize that Generalist Social Work Practice is a multifaceted endeavor based upon a wealth of knowledge regarding the human condition.
Generalist social workers must be able to understand the wealth and complexity of this
knowledge base in order to practice ethically and competently.
SWK 6390 –Social Work Practice with Diverse and Vulnerable Populations
Course description and Summary:
Graduate Catalog Description:
This course is an exploration of historical and current economic, social, cultural and
political forces that affect a wide range of minorities. Focus is on development of ethnicsensitive, culturally competent practice skills. Self-awareness and attitudes towards self,
others and differences are explored. No prerequisites.
Summary:
This course is an exploration of historical and current economic, social, cultural and political
forces that affect a wide range of minorities. Focus is on development of ethnic-sensitive,
culturally competent practice skills. Self-awareness and attitudes towards self, others and
differences are explored.
Social Work Practice with Diverse and Vulnerable Populations is a course designed to provide
students with a theoretical as well as a social work practice oriented understanding of
racial/ethnic/cultural, gender and sexual diversity, and inter-group relations. The course considers
fundamental building blocks critical in understanding and appreciation of racial, ethnic and
cultural diversity.
The major areas of exploration and knowledge building include the individual's self-awareness in
terms of her/his own racial/ethnic cultural identity, major theories and concepts involved in intergroup relations and social work practice, patterns and dynamics of discrimination, economic
deprivation and oppression.
Focus of the course is on historically oppressed ethnic/racial cultural groups with primary focus
on African Americans, Asian Americans, Native Americans, and Hispanic Americans. It will also
focus on gay and lesbian persons and those with disabilities. The course will explore major
social, political and economic forces (historic and current) and their impact on these groups.
This is a required foundation practice course for graduate social work students. The course
provides content on historically oppressed cultural/ethnic/racial groups. It supports and elaborates
on content, which is incorporated throughout the social work curriculum, e.g., Social Policy,
HBSE, Practice, and Research. Emphasis is placed on the utilization on course content to
illuminate and inform culturally competent social work practice. This course is an integral part of
the foundation curriculum.
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The importance of the Social Work with Diverse and Vulnerable Populations course is
critical in not only helping the beginning MSW develop a greater awareness of diverse
populations, but more importantly, recognize their own biases which interfere in their
ability to become a culturally competent social worker. This course is informational,
skills-based and highly experiential in nature.
SWK 6250 - Research I: Methodology
Course Description and Summary:
Graduate Catalog Description:
This course is the first in a sequence of two required research courses. Students are
introduced to ethical social work research using scientific inquiry. Class material provides
an overview of various research methods and design elements. The course highlights
creating, performing, and evaluating outcomes of practice and policies. No prerequisites.
Summary:
This is the first in a sequence of two required research courses. The course is an introduction to
ethical social work research using scientific inquiry. It consists of an overview of various research
methods and design elements. The course highlights creating, performing, and evaluating outcomes
of practice and policies. There are no prerequisites.
This course focuses on the foundation content in research methods and designs that may be utilized
by social work practitioners for evaluating their own practice and programs as well as for advancing
practice knowledge. The major aims of the course are to enable the student to develop and apply a
scientific stance, to acquire a working knowledge of selected research methods, and to incorporate
these elements into a broader social work practice repertoire.
The course content includes: parallels of research and social work practice; ethical issues for
research with human subjects; generation of research problems and hypotheses; foundations of
measurement and sampling; single subject and group designs; evaluation research and
accountability; the treatment of women, ethnic, cultural and racial groups in research; qualitative and
quantitative methods of data collection.
The course serves as a basis for development and execution of a research project in the
concentration year. In this, as in the subsequent research course, the ultimate aim is to prepare
students to effectively meet their responsibility to continually assess and improve their own practice
and to add to the general base of social work practice knowledge.
One of the fundamental aspects of the foundation research course is to enable the
beginning MSW student to develop and effectively communicate empirically-based
knowledge, including evidenced-based interventions. This ability is essential in
providing high-quality social work services aimed at affecting change on the micro,
mezzo, and macro levels, as well as evaluating one’s own practice.
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SWK 6500 – Social Work Perspectives and Practice on Psychopathology
Course Description and Summary:
Graduate Catalog Description:
This course presents psychopathology through a distinctly social work perspective. The
course includes bio-psycho-social assessment and treatment models, including the use of
DSM-IV-R. The course emphasizes assessment, advocacy, direct service, interdisciplinary
collaboration, and use of community resources and supports. The person is not defined by
diagnosis or condition. Mental illness is seen through a strengths perspective and within a
social context. Persons are viewed holistically, as participating members of their families and
communities. No prerequisites.
Summary:
Social Work Perspectives and Practice on Psychopathology examines bio-psycho-social-cultural
diagnostic and treatment models, including the DSM-IV-TR, in service to vulnerable persons and
families. The course also emphasizes the ecological approach in working with individuals and
families. The course underscores the importance of advocacy, direct service, interdisciplinary
collaboration and use of community supports.
Social workers attempt to view human behavior in a biological, social, psychological and cultural
context. Studying psychopathology in this rich context enables the social worker to view the person
as a whole, encompassing strengths, capabilities, and resources, as well as the person’s limitations
and difficulties. This course presents psychopathology through the lens of social work practice and
values, both in relation to assessment and intervention planning. The DSM-IV-TR is used as one
basis for assessment. Additional texts/films and case studies are additional methods of assessment.
Current interventions are discussed, including typical psychoactive medications, clinical theories,
case management, and other supportive social work interventions.
This foundation year course enhances students’ knowledge base for practice in their foundation field
placement and prepares them for their advanced practice placements. Social workers in social
service agencies, shelters, hospitals, mental health centers, and schools require knowledge of
psychopathology. Familiarity with the DSM-IV-TR system of recording and of reading a clinical
diagnostic assessment, prepares students to comprehend and make use of this system for
describing a person’s clinical condition. HBSE: Theories of Human Development I and II, also taken
in the foundation year. This course complements and builds upon foundation year individual, family,
and group methods courses, further expanding the student’s knowledge of services and resources
appropriate to differentiated service planning for persons and families affected by specific conditions
and disabilities.
Understanding diagnostic materials such as the DSM IV-TR from a social work perspective
is a critical part of the educational process for Aurora University MSW students. Working
in a variety of interdisciplinary settings is part of the social work role. The DSM IV-TR is
utilized extensively in a myriad of settings in which social workers operate. This course
enables Aurora University students to not only understand and be proficient in the use of
the DSM IV-TR, but more importantly recognize how to incorporate that knowledge into a
“social work” perspective which recognizes the uniqueness of all individuals, and the
importance of contextualizing every diagnostic situation based upon those factors. Finally,
MSW students in Illinois and Wisconsin (Our MSW satellite program at GWC) are required
to know DSM-IV-TR content; as it is part of the professional social work licensure exam in
both states.
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SWK 6381 – Social Work Practice II: Groupwork
Course Description and Summary:
Graduate Catalog Description:
The course examines social work practice from a macro perspective introducing group
work practice skills. No prerequisites.
Summary:
This foundation course introduces theories basic to the understanding of group development and
group processes, and essential to effective social group work practice with a wide range of
populations. The emphasis in the course will be on the development of skills needed to plan,
prepare, facilitate, terminate, and evaluate a variety of types of groups for clients across the life
span.
Major theories addressed in this course are group dynamics, group development,
communications theory, systems theory, and group work theory. The course emphasizes a
laboratory approach that gives students the opportunity to develop group skills necessary for
professional practice. Through group exercises students experience the group concepts being
studied and are given the opportunity to develop basic skills in observing human behavior,
including their own, in a group context. They examine their own values and behavior, and the
impact of these on others. Such self-awareness prepares students to consciously use
themselves in professional relationships with both clients and colleagues. Students are expected
to work collaboratively with one another.
The history of the School of Social Work at Aurora University includes important
influences from George Williams College and the group work and settlement house
movements. Group work is seen as an essential part of social work practice with all
populations throughout the life cycle. Because of this important fact, the SSW at Aurora
University has developed a separate group practice course. Group theory and practice
content is not lost or embedded in a general social work practice course, such as Social
Work Practice with Individuals and Families, or even a generic social work practice
course. Instead, SWK 6381 stands alone as a unique group work course, designed to
be integrated into the overall social work practice knowledge acquired in the foundation
year.
Students learn the unique knowledge, values, and skills that are part and parcel of
group work. The person-in-environment perspective is essential to group work
education, and students emphasize this important practice framework through didactic
and experiential educational methods.
Group work is used as one of the primary service mechanisms in the Illinois and
Wisconsin areas. This course helps Aurora University be better prepared to serve their
constituents, through a more specific focus on group work theory, ideology and
technique.
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SWK 6382 – Social Work Practice II: Community Practice
Course Description and Summary:
Graduate Catalog Description:
The course examines social work practice from a macro perspective introducing community
direct practice skills. No prerequisites.
Summary:
Basic concepts and principles of community organization and organizational theory including social
structures and processes, social change, social control, social stratification, and socialization through
community organizations and institutions. Emphasizes community and organizational assessment
and intervention, ethics, and the roles of the social worker in working within an organizational context
and within a community.
To serve society and clients comprehensively, social workers are required to intervene in community
situations and to help facilitate needed change in organizations. Historically, social work has been
concerned with individuals, as well as the communities they are part of and the organizations that
provide services. Individual service and reform have been parallel streams in social work and the tension
between them has helped to develop the unique character of the profession.
This is part of a multi-course sequence which orients students to the Generalist Practice model of social
work with particular emphasis on Social Work roles, values and ethics as well as core concepts and
applications across individual, family, group, and community units of attention. Generalist practice
includes multi-level (policy, community, organizational, family, individual) assessments. Theories and
change strategies for each level and across levels are introduced.
This course deals with community and organizations as units of intervention. This will include defining
community, introducing the community and organization development processes, social planning
approaches, and community work for social change. The course concludes with specific strategies for in
involving clients in advocacy for change across all levels of intervention.
Working with communities and organizations is an essential part of all social work practice.
This macro level course enables the MSW generalist practitioner to understand the
theories and skills essential in working with communities and organizations. The student is
also educated to understand the absolutely essential interface and integration of
community and organizational work with group work; and individual and family practice. A
true generalist practitioner must not only understand the discrete theories, ideology, and
skills necessary to work with individuals, families, groups, communities, and organizations;
they must also be able to apply these concepts differentially based upon the
person/system – in – environment matrix; as well as taking complex factors such as
diversity, oppression, and socioeconomic factors into consideration. This course helps the
beginning MSW student understand these complex and interrelated aspects of social work
practice.
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SWK 6730 and 6740 – Field Instruction I & II
Course Description and Summary:
Graduate Catalog Description:
Sequence of two consecutive semesters beginning in the fall. Experience in practice in
professional agency under instruction of qualified practitioner; a minimum of 450 hours over
two semesters.
Summary:
Field work is a composite of the entire social work curriculum. In contrast to the classroom method, it
is a laboratory experience. It provides the opportunity for the student to translate knowledge and
values into practice competency.
Learning experiences in the field setting are under the instruction of an MSW with at least two years
experience. Experiences include direct work with individuals, groups, families, and communities, as
well as participation in staff activities.
The beginning level field work is a minimum total of 450 hours. This is approximately fifteen (15)
hours per week Advanced field work is a minimum total of 600 hours or approximately twenty hours
(20) a week in field assignments.
MSW (First Year):
Field work consists of a minimum total of 450 hours over the full academic year Fall and Spring
semesters). This is approximately 15 hours per week. Summer Block Placements will average 38
hours weekly from May until the end of the Summer term.
Social Work Practice I and II (SWK 6370, 6381, & 6382) are prerequisite or co-requisite courses for
Field Instruction I and II. Classroom assignments in the social work practice courses are designed to
integrate the classroom and field learning experiences.
MSW beginning level internships aim to provide the student with opportunities to master generalist
practice skills with a time-limited and problem solving nature. This internship will also allow the
student to develop a beginning professional identity. Learning opportunities should include
assignments with individuals, families and at least one group as well as some community issue or
project in which the student will be involved in as an observer-participant. In addition, students are
required to work with a diverse population as it is defined in the Field Manual.
The MSW foundation year internship is designed to enable the student to achieve the
program objectives through applied work in the field as well as coordinated classroom
assignments tied to those experiences. The theoretical, ideological, and practical
knowledge gained in all of the MSW foundation year courses is integrated into the field
experience.
Although there is not a specific classroom course tied to the foundation year field
experience, the required assignments, readings and discussions in students’ foundation
courses are designed to integrate those experiences with the foundation knowledge and
practice skills taught in that year. In addition, the faculty field liaison serves the role of
helping to bridge the gap between the classroom experience and the student’s
fieldwork, through periodic visits to the agency and the classroom.
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Rationale for the Advanced Concentrations in the MSW Program
Since its onset, the School of Social Work at both George Williams College and Aurora
University has been committed to providing professional social work education that is
focused on both micro and macro practice. In the 1990s, the School of Social Work
(SSW) at Aurora University developed three advanced concentrations: Mental Health,
Children and Family Services, and School Social Work. As time passed, the faculty and
professional constituents recognized that there was a great deal of overlap between
these three concentrations; and decided to revisit the concentrations and develop a
stronger and more integrated and comprehensive approach.
In the late 90s, the SSW conceived of a form of an advanced generalist concentration
that was more of a “perspective” than a concentration. It was called “The GroupCentered Perspective”, and was based upon the philosophy and ideology of the group
work and settlement house movements of the late 19th and early 20th centuries. This
advanced perspective held appeal because of its emphasis on many of the principles of
these movements, and the ways in which they resonated with the early ideological roots
of George Williams College.
The “Group-Centered Perspective” included both a micro and macro emphasis in the
advanced concentration year. Unfortunately, it was not clear in its articulation or
perhaps better phrased “application” of the “Group-Centered” principles into practice
application. In addition, the SSW at Aurora University had difficulty communicating the
thrust and ideology of this advanced concentration to its constituents. Agencies, field
instructors, alumni, and even many students found it difficult to fully understand how the
“Group-Centered Perspective” translated into a practice framework.
Over the next few years, the SSW, in consultation with its broad base of constituents,
decided to revisit the mission and curriculum design. The constituents of the SSW at
Aurora University strongly emphasized the need for social workers who were “clinically”
trained, and who could also practice as administrators, supervisors, community
organizers and political advocates. Although the SSW at Aurora University had
developed a micro and macro “track” within the “Group-Centered Perspective”, it was
too general in its focus, and did not adequately address the needs of its constituents.
There was a strong need for a more comprehensive “clinical”, and “administrative”
professional program that trained professional social workers in the theories and skills
essential to provide a broad base of micro, mezzo, and macro work.
In 2005, the faculty and administrative staff of the SSW held a retreat to examine the
future direction of the program. A new mission statement was one of the results of that
retreat (stated with A.S. 1.0). The other was the revised curriculum and specific
“Clinical”, and “Leadership and Community Practice” concentrations designed to meet
the needs of its constituents.
This new curriculum has been designed to better meet the needs of the professionals
and communities that the SSW at Aurora University serves; as well as providing a
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professional social work education that is relevant in preparing social work professionals
who will work with those agencies and communities.
Conceptual Frameworks for the Advanced Concentrations
The two concentrations a) Clinical Concentration, and b) Leadership and Community
Practice Concentration, are built from the professional foundation in the following
manner. Advanced standing students have taken the professional foundation content
from the BSW program from which they graduated. The traditional MSW students take
the professional foundation courses (described in Standard 2) prior to taking the
required courses for their selected concentration.
Clinical Concentration:
The word “clinical” has been used to describe the micro level advanced concentration.
Once again, The Social Work Dictionary (2004) defines “Clinical Social Work” as
follows:
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. The term is considered a synonym for social
casework or psychiatric social work. Most professional social work practice
includes emphasis on the person-in-environment perspective (p. 76).
Clinical social work is a term used throughout the country to describe social work
practice that incorporates theories and skills that are aimed at helping clients and their
families alleviate social and emotional problems. It also includes prevention work and
other forms of so called “non-traditional” practice methods such as youth work. Clinical
social work is done at child welfare agencies, mental health centers, youth and family
service agencies, addictions programs, hospitals, schools, and many other human
service settings.
Clinical social work usually consists of a unique combination of advanced theories and
skills that enable the social work practitioner to understand and work with diverse
clientele from a variety of clinical perspectives. Clinical social work builds upon the
generalist practice problem-solving, person-in-environment perspective that is taught in
the foundation year of most MSW programs. The emphasis here is to build upon the
knowledge and skills learned in the MSW foundation year. The advanced MSW student
has knowledge and skills beyond the generalist education gleaned from the foundation
year curriculum.
The advanced “Clinical” concentration in the SSW at Aurora University has embraced
three major theories with which to build upon the generalist knowledge and skills of the
foundation year. All three of these paradigms are essential for clinical social work
practice with diverse populations, and have been a part of the clinical social work
paradigm since the mid 20th century. All three are taught in most “clinical” social work
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programs throughout the country, and are recognized by the Aurora University
professional constituents as highly relevant and salient theories and methods for
professional practice in general.
These three paradigms are not grouped in any particular order; but all three are
interrelated and essential for “differential” clinical social work practice with a wide range
of diverse and vulnerable populations. All three are also “empirically-based” models that
have been and continue to be researched through quantitative, qualitative, and
evidenced-based methods.
The first model in the clinical concentration is cognitive behavioral therapy (CBT). CBT
examines the cognitive processing of the client, as well as the behaviors that result from
that thinking. The problem-solving method learned in the foundation year is a generalist
form of this model. In the advanced clinical concentration however, students are
acquainted with the comprehensive explanatory theories and techniques of CBT, in
order to work more effectively with clients and families that need a cognitive or
behavioral approach. Advanced students learn that “thinking” and the resulting
behaviors that flow from those thoughts, values, and assumptions is but one of several
key aspects of human functioning that they must learn in order to be helpful to their
clients. CBT in the advanced clinical concentration is taught from a social work
perspective
that
emphasizes
differential
diagnosis,
the
person-inenvironment/ecological framework, ethical practice, as well as diversity, populations at
risk, community, and socioeconomic factors.
Family therapy is the second model utilized in the clinical concentration. Family therapy
theories and methods emphasize the interpersonal aspect of human functioning. All of
the major family therapy models emphasize systems theory, with special focus on
particular elements based upon the differential presentation of the family. Systems
theory and the ecological framework are taught in the foundation year of the MSW
program. Family therapy models and approaches are a further elaboration of those
basic generalist concepts. The advanced clinical student learns to understand and
apply differentially, Family therapy methods and techniques based upon the specifics of
the situation at hand. Any family therapy approach is understood and ethically delivered
within the context of the person/family-in-environment/ecological framework, issues of
diversity, populations at risk, community, and socioeconomic factors.
The third and final paradigm of the clinical concentration at Aurora University is the
psychodynamic model. Psychodynamic approaches emphasize an understanding of
the inner emotional lives of the individual in the context of their relationships with others
in the world. Ego psychology, object relations theory, and self psychology are
emphasized in this area, along with attachment theory. Foundation year students
become somewhat familiar with the basic psychodynamic theories from a
developmental/primary practice perspective in their HBSE sequence and Social Work
Practice I – Individuals and Families. The clinical concentration builds upon this
knowledge by acquainting the advanced student with the more complex and
sophisticated psychodynamic clinical approaches. Taken together, the psychodynamic
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theories and approaches help the advanced student understand how the self and
identity are formed; and more importantly how to work with clients and families that are
struggling with complex emotional problems and issues that come from inner
emotional/developmental and outer interpersonal/environmental sources. Once again,
these psychodynamic approaches are taught from an ethical social work perspective
that emphasizes the person-in-environment/ecological framework, issues of diversity,
populations at risk, community, and socioeconomic factors.
The required course sequence in the advanced clinical concentration consists of two
theory and practice courses, an advanced policy course, and an advanced clinical
research course. The first advanced theory and practice course is designed to help the
advanced MSW student become proficient in the three clinical models discussed above.
The final advanced theory and practice course emphasizes the integration of those
three models based upon the differential needs of the client system in question.
Students are taught to draw from any number or combination of these advanced clinical
models, should the situation call for it. “Integrative” practice or “informed eclecticism” is
taught as a more viable, contextual and effective form of practice given the unique
needs of the client-in-their-situation. The advanced curriculum is aimed at helping the
advanced social work student understand when and how to ethically utilize a variety of
effective approaches and methods in clinical social work practice.
The advanced student is also acquainted with the latest information and empirical
studies on neuroscience as one of the advanced sources of knowledge and research
that has helped to validate all three of the clinical social work models taught in the
advanced clinical concentration. In addition, neuroscience has also stressed the
importance of understanding attachment theory as it relates to both development and
clinical practice.
The advanced research course teaches the advanced clinical MSW student to be able
to design and carryout “single-subject” design research, in order to better understand
and examine their clinical work. In particular, this course is aimed at helping the
advanced clinical MSW student to learn to continually examine practice in order to
become more effective and relevant to the populations they are working with in the field.
Students build upon the basic research theory and methods knowledge gained in their
foundation year, and learn to perform actual research in the advanced year. Students
do actual research on the cases that they are seeing in their advanced clinical field
placements.
Advanced clinical MSW students are required to take an advanced social work policy
course. This course is designed to teach the advanced MSW student the current
policies, laws and trends in practice, but more importantly how to utilize this information
in their clinical work with clients. This is a “policy/practice” model of instruction, and the
advanced student learns the essential difference between a clinical social work
practitioner, and any other advanced human service professional. The basic generalist
practitioner roles learned in the foundation curriculum are enhanced and expanded to
be applied to the advanced clinical social work setting in this course.
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Finally, the advanced clinical concentration integrates the field component into all four
required courses. Advanced MSW students are placed at advanced clinical sites. Their
field work is integrated into the advanced curriculum through a variety of assignments,
presentations, and classroom discussions.
The following courses comprise the Advanced Clinical Curriculum in the MSW
program at Aurora University:
SWK 6511:
SWK 6521:
SWK 6533:
SWK 6283:
Social Work Practice III: Clinical Theory and Methods
Social Work Practice IV: Advanced Clinical Knowledge and Application
Advanced Social Policy
Practice & Program Evaluation
SWK 6511–Social Work Practice III: Clinical Theory and Methods
Course description and summary:
Graduate Catalog Description:
This course builds upon the generalist practice knowledge and skills acquired in the
foundation year. Required of students in the clinical concentration, the course will focus
on the major clinical theories and methods essential to working in all clinical arenas of the
social work practice field. Prerequisite: Foundation curriculum.
Summary:
Social Work Practice III: Clinical Theory and Methods is the first in a series of required courses in
the clinical concentration of the MSW program. This course will introduce advanced MSW
students to the theories and methods applicable for working with a variety of clients in clinical
settings such as schools, mental health, child welfare, community based agencies, the criminal
justice system, and private practice. The theories and techniques addressed in this course will
focus on three interlocking paradigms: cognition (CBT), emotion (psychodynamic/attachment)
and interpersonal (family systems). Students will be expected to demonstrate their knowledge
and application of these three theories through a variety of course assignments utilizing the social
work knowledge, values and skill base acquired in their foundation year.
The clinical concentration expands upon the basic generalist practice knowledge, ethics, values
and skills that all MSW students acquire in their foundation year of the program. In their
foundation year, MSW students learn to apply the generalist practice framework to all client
systems: micro, mezzo, and macro. In addition, students are oriented to a basic social work
philosophy which emphasizes the core social work values and how they are implemented through
the NASW ethical standards of practice. Students learn to work with individuals, families, groups
and communities. They also learn how to understand and work with clients from vulnerable and
oppressed populations. This comprehensive social work education prepares the student for their
selection of either a clinical or leadership/community practice concentration in the advanced year
of their program.
Social Work Practice III: Clinical Theory and Methods introduces the clinical concentration
student to the comprehensive theories and methods necessary to work with all clients seen in
clinical settings. The social work philosophy emphasized in the foundation curriculum serves as a
guideline in which to understand and apply these principles to a wide range of diverse clientele.
This course is followed by SWK 6521: Social Work Practice IV – Advanced Clinical Knowledge
and Application and a series of specialized clinical electives. Social Work Practice IV emphasizes
the integration and elaboration of clinical social work theory based upon comprehensive
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differential diagnosis and culturally competent approaches to practice. There is a particular
emphasis on empirically based practice as informed through break through neuroscience
research and clinical studies. The series of clinical electives are designed to help the clinical
concentration student develop greater clarity and specialization in an area of their choosing. The
overarching goal of the clinical concentration is to develop competent clinical social workers
capable of working in a variety of clinical settings utilizing a comprehensive and differential social
work approach to practice.
This first required course in the clinical concentration emphasizes the importance of
understanding the three essential models for advanced practice: CBT
(cognition/behavior), family therapy (interpersonal), and psychodynamic (emotional).
Students learn these advanced models in a discrete manner, while at the same time
integrating the concepts into their advanced field placement. Assignments are aimed at
helping the advanced student to understand and apply these practice models
differentially, and ethically, according to the person-in-environment configuration; which
incorporates issues of diversity, populations at risk, socioeconomic factors, as well as
community and environmental issues.
SWK 6521-Social Work Practice IV: Advanced Clinical Knowledge and Application
Course description and summary:
Graduate Catalog Description:
A continuation of SWK6511, this course will further enhance and expand the clinical
concentration student’s knowledge and skill in clinical social work practice with diverse
clientele in all types of clinical settings and focuses on an integrative approach to clinical
social work practice.
Summary:
The intent of this course is to develop competent clinical social workers who are capable of
working with diverse clientele from a theoretically integrative approach.
This course pays
particular attention to differential use of theory and differential use of self in providing appropriate
clinical services.
Social Work Practice IV: Advanced Clinical Knowledge and Application further enhances the
clinical concentration student’s comprehensive base of theories and methods necessary to work
with diverse clients seen in all types of clinical settings. The social work philosophy emphasized
in the foundation curriculum serves as a guideline in which to understand and ethically apply
these advanced principles to a wide range of diverse clientele. Social Work Practice IV
emphasizes the integration and elaboration of clinical social work theory based upon
comprehensive differential diagnosis and culturally competent approaches to practice. There is a
particular emphasis on empirically based practice as informed by break through neuroscience
research and clinical studies.
Social Work Practice IV: Advanced Clinical Knowledge and Application is the second in a series
of four required courses in the Clinical Concentration of the MSW program. In Social Work
Practice III: Clinical Theory and Methods, clinical concentration students were oriented to
psychodynamic, cognitive/behavioral and family therapy as three fundamental paradigms in
which to understand clinical social work practice. This course will further enhance and expand the
clinical concentration student’s knowledge and skill in clinical social work practice with diverse
clientele in all types of clinical settings. In Social Work Practice IV, the student will be introduced
to contemporary neuroscience theory as a key empirical lens with which to better understand
clinical social work practice. This important paradigm offers “cutting edge” insights into all theory
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and practice with all clients regardless of their age, developmental stage, cognitive ability, family
background or composition, ethnic, racial or cultural background, and gender. The use of the
Psychodynamic Diagnostic Manual (2006), further helps validate and educate the clinical
concentration student on the use of neuroscience informed data to help diagnose clients from a
strengths as well as a problem focused approach. Finally, an integrative approach to clinical
social work practice will be presented which emphasizes the differential use of a combination of
key practice theories and skills based upon the specific needs of clients in their environment. The
intent of this course is to develop competent clinical social workers who are capable of working
with diverse clientele from a theoretically integrative approach.
This second and final required advanced practice course in the clinical concentration
further expands and elaborates upon the three clinical models taught in Social Work
Practice III. In Social Work Practice IV however, the emphasis is on integration and
informed eclecticism. Advanced clinical social workers usually do not practice in
concrete discrete ways, but differentially determine how to combine any number of
theories and methods based upon the clients’ needs, diverse makeup/culture, and the
environment in which they live. This is the heart of the person-in-environment approach
to practice.
Social Work Practice IV helps the advanced MSW student to begin to recognize and
utilize an ethically integrative approach, primarily through the use of the three models
emphasized in the advanced year, combined with the generalist model from the
foundation year. In this way, the clinical concentration expands the breadth and depth
of the foundation year curriculum.
SWK 6533 – Advanced Social Policy
Course description and summary:
Graduate catalog Description
Examination of policies relevant to social work practice. Health and mental health policy.
Agency-level policy within the context of state- and federal-level policy. Students will
utilize a policy practice model to complete policy research projects relevant to social work
practice. Prerequisites: SWK 6140, SWK 6370, 6381, 6382.
Summary:
This course builds on the foundation policy course and is designed for students in both the
Clinical Practice Concentration and the Leadership and Community Practice Concentration of the
MSW program. Examination of policies relevant to social work practice as well as examination of
agency-level policy within the context of state- and federal-level policy is an integral part of this
course. Students will utilize a policy practice model to complete policy research projects relevant
to the practice of clinical and community social work.
This course is the second in a two course sequence. It is an advanced course, building on the
foundation policy course. The focus of this course is policy practice. Students first will gain
understanding of the ethical, analytic, and political imperatives for engaging in policy advocacy
and will then learn the practice skills involved in advocacy. Students will gain knowledge of
agenda-building, problem-analyzing, proposal-writing, policy-enacting, policy-implementing, and
policy-assessing tasks (Jansson, 2003).
In the second half of the course, students will learn about major policies specific to various fields
of practice. In group projects, students will have the opportunity to investigate a policy area
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related to their interest and will engage in the skills described above as they propose policy in a
chosen field of practice.
The course assumes that public policy will be increasingly formulated at the local and state levels
as well as at the federal level. This trend presents new opportunities for social workers to be part
of the policy making process. Accepting that part of the mission of social work is to deliver
services through organized frameworks, the course deals with planned political change. Change
strategies that emphasize a team effort in promoting and implementing political change efforts are
highlighted.
The purpose of this course in the advanced clinical concentration is to help the
advanced MSW student understand and utilize the “policy/practice” model in their
clinical work with clients/systems. Social work policy is part and parcel of the entire
social work curricular effort, starting in the foundation year. This course builds upon the
Social welfare policy foundation knowledge through orienting the advanced MSW
student to specific laws, policies, and issues relevant to clinical social work practice. It
also emphasizes the methods by which they can best advocate for their clients. Policy
issues in the advanced field placement are integrated into this essential course through
are variety of assignments and discussions.
SWK 6283 – Practice and Program Evaluation
Course description and summary:
Graduate Catalog Description:
In this course, students will plan, design, and conduct one evaluative study of an
intervention or program. Students will choose between a single-subject design study or
program evaluation. The study will relate to the student’s field practicum or another
subject area approved by the research professor. The evaluative study will be conducted
during the concentration year in the MSW curriculum.
Summary:
Practice and Program Evaluation is designed to enable the student to plan and execute one wellfocused applied research project. The basic aim of the course is to contribute to research-based
practice. The course has dual foci: one is problems in scientific inquiry, knowledge building and
knowledge utilization in social work; the second is substantive practice-issues requiring empirical
study. Within this context, the goal of the course is the achievement of basic skills in project
planning and design, project execution, analysis of data, and reporting for a single-subject design
research project.
This course is essential to the core curriculum offerings in the MSW program, as it serves to
consolidate learning from other components of the curriculum. The various theory and methods
courses, field experience, and the student’s specialized interests as pursued through selective
focusing in various courses, will aid them in the formulation of researchable projects.
This advanced research course in the clinical concentration builds upon the knowledge,
of research theory and methods learned in the foundation year of the MSW program.
One important way in which this happens is through the development of a single-subject
research project utilizing the advanced MSW student’s clinical field placement. This
important concentration class enables the advanced clinical MSW student to
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understand and incorporate research methods and knowledge into their advanced
practice orientation.
Leadership and Community Practice Concentration:
The history and mission of George Williams College has been tied to the YMCA and the
training of administrative leaders for many years. Macro social work practice
emphasizes work with communities, organizations, and other macro levels of
development dealing with policy and administration. The Leadership and Community
Practice (L & CP) concentration is designed to train the advanced MSW student at
Aurora University to work as a social work administrator, supervisor, community
organizer, and/or political advocate.
Nearly half of the membership of the National Association of Social Workers is
composed of supervisors and administrators; not solely direct practitioners. A
significant proportion of graduates of schools of social work will eventually become
supervisors or administrators perhaps for the majority of their careers.
The faculty of the School of Social Work believes that leadership is one of the key
factors in the further development of social work. It is essential that social workers are
the primary leaders in developing, directing and carrying out social services. Social
workers have firsthand knowledge of social issues and their impact on individual clients
and communities. Increasingly social work will be asked to provide leadership in an
increasingly global environment.
The L & CP concentration has been developed to meet the need for administrative
social workers among the social service constituents of the School of Social Work at
Aurora University. Like the clinical concentration, the L & CP concentration evolved
from a careful dialogue with alumni, field agencies, advisory board, and students. The
L & CP concentration is the perfect compliment to the clinical concentration in the MSW
program at Aurora University. Taken together, these two sophisticated concentrations
meet the need for both micro and mezzo/macro social work practitioners in the Aurora
University catchment area.
The L & CP concentration will provide an integrated, seamless curriculum emphasizing
both the interactional and analytical skills needed for leadership in social services. The
L & CP concentration will deal with three major inter-related areas using theoretical and
philosophical perspectives from the social development model (Midgley 2004; Grey,
2002; Morrison, Rogers and Morrison 2005).
Required skills. Leadership in social work requires the integration of a number of
interrelated skills in the following areas:
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Community practice
The following models of community practice have been identified by Jack
Rothman. They serve in the community leadership concentration a basis for
curriculum in the L & CP concentration:
Community development
Social planning
Social action
Program development
Coordination/liaison, and community partnerships
Policy
Analysis of present policy
Development of policy proposals
Legislative advocacy/lobbying
Legislator casework
Administration
The following competencies have been identified by the National Network of
Social Work Managers and form the basis for their certification program:
Advocacy
Communication and interpersonal relationships
Ethics
Evaluation
Financial development
Financial management
Governance
Human resource management and development
Information technology
Leadership
Planning
Program development and organizational management
Community relations and marketing
Public policy
The L & CP concentration is based on a broad development perspective that includes
attention to individual, family, group, community, policy, and organizational and
international development.
The following courses comprise the Advanced Leadership and Community
Practice Curriculum in the MSW program at Aurora University:
SWK 6512: Social Work Practice III: Leadership and Community Practice Theory and
Methods
75
SWK 6522: Social Work Practice IV: Leadership and Community Practice Advanced
Knowledge and Application
SWK 6533 – Advanced Social Policy
SWK 6283 – Practice and Program Evaluation
SWK 6512 – Social Work Practice III: Leadership and Community Practice Theory
and Methods
Course description and summary:
Graduate Catalog Description:
This course builds upon the generalist practice knowledge and skills acquired in the
Foundation Year. Required of students in the Leadership and Community Practice
Concentration, the course will focus on management and administration in the human
services. Includes decision-making and leadership styles. Basic tasks, roles, skills of
managers; management processes such as financial and human resource management.
Use of the competing values framework (a meta-theoretical model) to integrate
management skills of boundary-spanning, human relations, coordinating, and directing.
Prerequisites: Completion of foundation curriculum.
Summary:
Social Work Practice III: Leadership and Community Practice Theory and Methods is the first in a
series of required courses in the Leadership and Community Practice concentration. This course
will introduce advanced MSW students to the theories and methods applicable for working with
communities of various sizes and descriptions.
The Leadership and Community Practice concentration expands upon the generalist practice
knowledge, ethics, values and skills that MSW students acquire in their foundation year of the
program. In that foundation year, MSW students learn to apply the generalist practice framework
to all client systems: micro, mezzo, and macro. In addition, students are oriented to a basic
social work philosophy which emphasizes the core social work values and how they are
implemented through the NASW ethical standards of practice. Students learn to work with
individuals, families, groups, organizations and communities. They also learn to work with clients
from vulnerable and oppressed populations. This comprehensive social work education prepares
the student for their selection for either the Clinical or Leadership and Community Practice
concentration in their advanced year of the program. Social Work Practice III: Leadership and
Community Practice Theory and Methods introduce the advanced Leadership and Community
Practice concentration student to the comprehensive theories and methods necessary to work
with communities of various sizes and descriptions. The social work philosophy emphasized in
the foundation curriculum serves as a guideline in which to understand and apply these principles
to a wide range of diverse communities.
SWK Practice III: Leadership and Community Practice Theory and Methods is the first
advanced course in the L & CP concentration. The emphasis in this course is on a
more thorough and comprehensive understanding of working with communities. This
course builds upon the basic knowledge and skills learned in the foundation community
organization course. Students are introduced to a variety of theories and methods that
expands their understanding and ability to work with communities.
76
SWK 6522 – Social Work Practice IV: Leadership and Community Practice
Advanced Knowledge and Application
Course description and summary:
Graduate Catalog Description:
A continuation of SWK6512, this course will prepare the student to do planning,
administration, and organizing in social service agencies. This is a practice course that
focuses on a broad range of material related to macro practice. Students will be exposed
to many of the practice tasks that administrators must deal with to perform their roles
effectively.
Summary:
This course will prepare the student to do planning, administration, and organizing in social
service agencies. This is a practice course that deals with a broad range of material related to
macro practice (planning, administration and organizing). It follows a sequential series of topics
as they would be encountered in a project development or program change cycle. Students will
be exposed to many of the practice tasks that administrators must deal with to perform their roles
effectively.
Effectiveness, efficiency, and client satisfaction are dependent on the quality of agency and
program administration. Because most graduates typically will find themselves in administrative
and supervisory roles as they advance in the field, a working knowledge of macro practice is
critical.
Three themes pervade this course:
a. planning with an identification of needs as defined by community members;
b. development of agency programs/projects that respond to these needs; and
c. the use of teams/collaboration/partnerships in community and agency settings.
In Social Work Practice IV, the major emphasis is on educating the advanced L & CP
MSW student regarding advanced practice theories and methods of working with
organizations. This course builds upon the knowledge and skills from the foundation
year community organization course. Supervision, administration, and organizational
development are highly emphasized in this course.
SWK 6533 – Advanced Social Policy
Course description and summary:
Graduate Catalog Description:
Examination of policies relevant to social work practice. Health and mental health policy.
Agency-level policy within the context of state- and federal-level policy. Students will
utilize a policy practice model to complete policy research projects relevant to social work
practice. SWK 6140, SWK 6370, 6381, 6382.
Summary:
This course builds on the foundation policy course and is designed for students in both the
Clinical Practice Concentration and the Leadership and Community Practice Concentration of the
MSW program. Examination of policies relevant to social work practice as well as examination of
agency-level policy within the context of state- and federal-level policy is an integral part of this
77
course. Students will utilize a policy practice model to complete policy research projects relevant
to the practice of clinical and community social work.
This course is the second in a two course sequence. It is an advanced course, building on the
foundation policy course. The focus of this course is policy practice. Students first will gain
understanding of the ethical, analytic, and political imperatives for engaging in policy advocacy
and will then learn the practice skills involved in advocacy. Students will gain knowledge of
agenda-building, problem-analyzing, proposal-writing, policy-enacting, policy-implementing, and
policy-assessing tasks (Jansson, 2003).
In the second half of the course, students will learn about major policies specific to various fields
of practice. In group projects, students will have the opportunity to investigate a policy area
related to their interest and will engage in the skills described above as they propose policy in a
chosen field of practice.
The course assumes that public policy will be increasingly formulated at the local and state levels
as well as at the federal level. This trend presents new opportunities for social workers to be part
of the policy making process. Accepting that part of the mission of social work is to deliver
services through organized frameworks, the course deals with planned political change. Change
strategies that emphasize a team effort in promoting and implementing political change efforts are
highlighted.
The purpose of this course in the advanced L & CP concentration is to help the
advanced MSW student understand and utilize the “policy/practice” model in their
community/administrative work with clients/systems. Social work policy is part and
parcel of the entire social work curricular effort, starting in the foundation year. This
course builds upon the social welfare policy foundation knowledge through orienting the
advanced MSW student to specific laws, policies, and issues relevant to
community/administrative social work practice. It also emphasizes the methods by
which they can best advocate for their clients/organizations/communities. Policy issues
in the advanced L & CP field placement are integrated into this essential course through
a variety of assignments and discussions.
SWK 6283 – Practice and Program Evaluation
Course description and summary:
Graduate Catalog Description:
In this course, students will plan, design, and conduct one evaluative study of an intervention or
program. Students will choose between a single-subject design study or program evaluation. The
study will relate to the student’s field practicum or another subject area approved by the research
professor. The evaluative study will be conducted during the concentration year in the MSW
curriculum.
Summary:
Practice and Program Evaluation is designed to enable the student to plan and execute one wellfocused applied research project. The basic aim of the course is to contribute to research-based
practice. The course has dual foci: one is problems in scientific inquiry, knowledge building and
knowledge utilization in social work; the second is substantive practice-issues requiring empirical
study. Within this context, the goal of the course is the achievement of basic skills in project
planning and design, project execution, analysis of data, and reporting for a single-subject design
research project.
78
This course is essential to the core curriculum offerings in the MSW program, as it serves to
consolidate learning from other components of the curriculum. The various theory and methods
courses, field experience, and the student’s specialized interests as pursued through selective
focusing in various courses, will aid them in the formulation of researchable projects.
This advanced research course builds upon the knowledge, of research theory and
methods learned in the foundation year of the MSW program. One important way in
which this happens is through the development of a program evaluation research
project utilizing the advanced MSW student’s L & CP field placement. This important
concentration class enables the advanced L & CP MSW student to understand and
incorporate research methods and knowledge into their advanced practice orientation.
Advanced Concentration Electives:
Advanced MSW students in both the Clinical and L & CP concentrations are able to
take up to four 3.0 semester elective courses. They may take courses in either the
Clinical or L & CP areas, as well as several of the “specializations” within the School of
Social Work. Students who choose the School Social Work specialization track within
the clinical concentration are limited to up to two electives because of the required
courses within that track. Clinical electives tend to be in areas of specialization related
to direct clinical practice, with micro and mezzo systems, e.g., Advanced Social Work
with Adolescents; whereas L & CP electives focus more on the mezzo and macro areas
of practice, e.g., Fundraising, or Social Work Supervision. All School of Social Work
syllabi are contained in Volume II of the self-study.
SSW Elective Course List:
SWK 5100:
SWK 5740:
SWK 5750:
SWK 5790:
SWK 5810:
SWK 6030:
SWK 6040:
SWK 6060:
SWK 6440:
SWK 6450:
SWK 6460:
SWK 6470:
SWK 6480:
SWK 6550:
SWK 6810:
Social Work Gerontology: Social Work and Older Adults
Family Violence: Issues and Intervention
Substance Abuse
Social Work Practice with Sexual Diversity
Selected Topics (used to launch new foundation elective courses)
Bereavement Counseling
Social Work and Spirituality
Fundraising for Social Work
Advanced Social Work with Individuals
Advanced Social Work with Families
Advanced Social Work with Couples
Advanced Social Work with Children
Advanced Social Work with Adolescents
Social Work Supervision
Selected Topics (used to launch new advanced electives including
specialization areas such as Addictions and Gerontology)
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Areas of Specialization in the Advanced Concentrations:
The MSW program at Aurora University has developed several key areas of
specialization that are intimately tied to the professional needs of their constituents.
These specializations have been developed through ongoing consultation and
collaboration both within and outside the University. Advanced MSW students in either
concentration may take these courses, or series of courses as part of their elective
requirements, or in addition to their regular MSW curriculum. Each of these
specializations reflect strong social work knowledge, values, and ethics, as well as
emphasizing service to diverse populations and populations at risk.
Administrative Leadership Specialization:
For several years, the constituents of the School of Social Work have expressed a need
for professional curriculum that addresses the need for well trained social work
administrators and supervisors, as well as community organizers and political
advocates. The L & CP advanced concentration is part of the result of that discussion.
Another is the new collaboration with the School of Business at Aurora University. The
School of Business offers Not-for-Profit Leadership curriculum as part of their MBA
program. This series of courses can be taken alone or in specific combinations for a
certification in Not-for-Profit Leadership. These courses emphasize the knowledge;
skills, values, and ideology that social work administrators need to become competent
and effective organizational practitioners.
Advanced L & CP MSW students may take any of these business leadership courses as
stand alone electives, or take three or four specific courses for a “specialization” or
“certification” in leadership. This specialized advanced curriculum compliments the
regular L & CP curriculum, helping to graduate MSWs who can quickly step into
administrative roles in not-for-profit human service organizations.
Addictions Specialization:
The School of Social Work is pursuing affiliation with the state of Illinois’s addictions
regulatory agency. Through the development of a specific addictions curriculum
approved by this organization, graduating MSWs will be able to sit for the state’s CADC
(Certified Alcohol and other Drug Counselor) exam.
Dual-Diagnosis as well as substance abuse and addictions issues have always been a
focus for social workers. There has been interest from students, alumni, and
professional constituents for greater emphasis on substance abuse and addictions
content in the SSW. Substance abuse and addictions content is addressed generally in
the foundation and advanced concentration in the MSW program.
This new
specialization will expand the depth and breadth of that content, as well as enabling
advanced MSW students in either concentration to acquire the CADC after graduation.
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The addictions specialization consists of four required courses which emphasize
substance abuse and addictions content, theory and practice skills. The four required
courses fulfill the elective course requirements in the MSW program. The advanced
clinical field placement is in an addictions site. A social work philosophy is incorporated
into this specialization which includes material on ethics, diversity, populations at risk,
and the person-in-environment perspective.
In fall 2007, the Social of Social Work hired a social work addictions specialist for the
purposes of developing this program, first in the BSW program, then the MSW and
Post-MSW certification.
Gerontology Specialization:
The Council on Social Work Education has been promoting the infusion of gerontology
content in social work curriculums for some time. The CSWE Gero-Ed focus has been
embraced by the SSW at Aurora University. In the spirit of that effort, the SSW hired a
new faculty member (fall, 2007) with expertise in gerontology to develop a four course
interdisciplinary specialization in social work gerontology. This faculty member will also
be instrumental in helping to further infuse gerontology content in both the foundation
and concentration curriculums, as well as working with other key SSW constituents,
including the SSW advisory board.
School Social Work Specialization Track:
MSW students in the clinical concentration may declare an emphasis in School Social
Work at either the Aurora, Illinois, or Williams Bay, Wisconsin campuses. School Social
Work students are required to pass their respective state “basic skills” test as part of the
requirement to be admitted into the School Social Work track. In addition, they are
required to take three School Social Work courses: SWK 5610: Survey of the
Exceptional Child; and SWK 6410 and SWK 6420 which are two School Social Work
Policy and Practice courses. These three course requirements fulfill three of the four
elective course requirements in the advanced clinical concentration.
Historically, approximately 30-40% of the MSW students declare an emphasis in School
Social Work within the clinical concentration. The advanced clinical concentration
curriculum more than adequately prepares the School Social Work students to practice
effectively in their respective settings. School Social Work students are assigned to field
placements in a school setting, which runs the entire academic year, and almost always
is in excess of the 600 required hours for advanced field placements.
Once the advanced MSW School Social Work student has completed their required
course work, they may sit for their state required school social work examination, which
allows them to legally practice as a School Social Worker. The SSW also offers a PostMSW Type 73 School Social Work certification program.
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May Term and International Studies:
The Aurora University academic year ends in the beginning of May. The regular
summer course schedule does not begin until the first week of June. The time period
between the first week of May and the month of June is called “May Term”. May term is
an academic period designed to offer creative learning opportunities for all of the
academic programs within Aurora University.
The School of Social Work has used this time to offer creative and innovative electives
for their SSW students. Many of these courses involve studies or trips abroad to help
the SSW students understand and appreciate an “International” perspective.
SSW trips to South Africa and Italy are but a few of the types of study trips that have
been carried out in May term. There have also been study courses within the United
States, such as trips to the New Orleans aftermath, and Washington, D.C. The
emphasis in these courses is on broadening the experience of the SSW students, and
“experientially” educating them to the international community.
FOUNDATION CURRICULUM CONTENT (E.P. 4)
All social work programs provide foundation content in the areas specified below.
Content areas may be combined and delivered with a variety of instructional
technologies. Content is relevant to the mission, goals, and objectives of the program
and to the purposes, values, and ethics of the social work profession.
E. P. 4.0 Values and Ethics
Social work education programs integrate content about values and principles of ethical
decision making as presented in the National Association of Social Workers Code of
Ethics. The educational experience provides students with the opportunity to be aware
of personal values; develop, demonstrate, and promote the values of the profession;
and analyze ethical dilemmas and the ways in which these affect practice, services, and
clients.
Content on Values and Ethics is infused into the MSW curriculum. For example, in
SWK 6370 – Social Work Practice I: Individuals and Families, week four, the NASW
Code of Ethics is incorporated in both classroom lecture/discussion, as well as
referenced online for students in this course. Please refer to the MSW Curriculum
Matrix chart below, as well as the MSW foundation and advanced concentration syllabi
for further examples, documentation and information.
E. P. 4.1 Diversity
Social work programs integrate content that promotes understanding, affirmation, and
respect for people from diverse backgrounds. The content emphasizes the interlocking
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and complex nature of culture and personal identity. It ensures that social services meet
the needs of groups served and are culturally relevant. Programs educate students to
recognize diversity within and between groups that may influence assessment,
planning, intervention, and research. Students learn how to define, design, and
implement strategies for effective practice with persons from diverse backgrounds.
Diversity content is infused into the MSW curriculum. For example, in SWK 6140 –
Social Welfare Policy and Institutions, MSW students have diversity content in virtually
all assignment areas; and in SWK 6150 – HBSE I: Infancy through Adolescence,
diversity content is incorporated in quizzes and written papers. Please refer to the
MSW Curriculum Matrix chart below, as well as the MSW foundation and advanced
concentration syllabi for further examples, documentation and information.
E. P. 4.2 Populations-at-Risk and Social and Economic Justice
Social work education programs integrate content on populations-at-risk, examining the
factors that contribute to and constitute being at risk. Programs educate students to
identify how group membership influences access to resources, and present content on
the dynamics of such risk factors and responsive and productive strategies to redress
them. Programs integrate social and economic justice content grounded in an
understanding of distributive justice, human and civil rights, and the global
interconnections of oppression. Programs provide content related to implementing
strategies to combat discrimination, oppression, and economic deprivation and to
promote social and economic justice. Programs prepare students to advocate for
nondiscriminatory social and economic systems.
Content in this area is also infused into the MSW curriculum. For example, in SWK
6381 – Social Work Practice II: Group work, content on Populations at Risk and Social
and Economic Justice is incorporated in a written group journal, and various other
assignments within the course. Please refer to the MSW Curriculum Matrix chart below,
as well as the MSW foundation and advanced concentration syllabi for further
examples, documentation and information.
E.P. 4.3 Human Behavior and the Social Environment
Social work education programs provide content on the reciprocal relationships between
human behavior and social environments. Content includes empirically based theories
and knowledge that focus on the interactions between and among individuals, groups,
societies, and economic systems. It includes theories and knowledge of biological,
sociological, cultural, psychological, and spiritual development across the life span; the
range of social systems in which people live (individual, family, group, organizational,
and community); and the ways social systems promote or deter people in maintaining or
achieving health and well-being.
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In addition to the two required HBSE courses, SWK 6150 and 6160, HBSE content is
incorporated in a variety of key MSW courses. For example, in SWK 6511, students are
required to utilize HBSE content in their written assignments. Please refer to the MSW
Curriculum Matrix chart below, as well as the MSW foundation and advanced
concentration syllabi for further examples, documentation and information.
E.P. 4.4 Social Welfare Policy and Services
Programs provide content about the history of social work, the history and current
structures of social welfare services, and the role of policy in service delivery, social
work practice, and attainment of individual and social well-being. Course content
provides students with knowledge and skills to understand major policies that form the
foundation of social welfare; analyze organizational, local, state, national, and
international issues in social welfare policy and social service delivery; analyze and
apply the results of policy research relevant to social service delivery; understand and
demonstrate policy practice skills in regard to economic, political, and organizational
systems, and use them to influence, formulate, and advocate for policy consistent with
social work values; and identify financial, organizational, administrative, and planning
processes required to deliver social services.
In addition to the required foundation policy course, SWK 6140, and advanced
concentration course, SWK 6533, policy content is incorporated into virtually the entire
MSW curriculum. For example, in the HBSE sequence SWK 6150 and 6160, policy
content is part of the quizzes and written assignments. Please refer to the MSW
Curriculum Matrix chart below, as well as the MSW foundation and advanced
concentration syllabi for further examples, documentation and information.
E.P. 4.5 Social Work Practice
Social work practice content is anchored in the purposes of the social work profession
and focuses on strengths, capacities, and resources of client systems in relation to their
broader environments. Students learn practice content that encompasses knowledge
and skills to work with individuals, families, groups, organizations, and communities.
This content includes engaging clients in an appropriate working relationship, identifying
issues, problems, needs, resources, and assets; collecting and assessing information;
and planning for service delivery. It includes using communication skills, supervision,
and consultation. Practice content also includes identifying, analyzing, and
implementing empirically based interventions designed to achieve client goals; applying
empirical knowledge and technological advances; evaluating program outcomes and
practice effectiveness; developing, analyzing, advocating, and providing leadership for
policies and services; and promoting social and economic justice.
In addition to the required practice courses in both the foundation year, advanced year,
and the psychopathology course, social work practice content is incorporated in a
number of courses. For example, in the HBSE sequence, SWK 6150 and 6160,
practice content is involved in quizzes and written work. Please refer to the MSW
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Curriculum Matrix chart below, as well as the MSW foundation and advanced
concentration syllabi for further examples, documentation and information.
E.P. 4.6 Research
Qualitative and quantitative research content provides understanding of a scientific,
analytic, and ethical approach to building knowledge for practice. The content prepares
students to develop, use, and effectively communicate empirically based knowledge,
including evidence-based interventions. Research knowledge is used by students to
provide high-quality services; to initiate change; to improve practice, policy, and social
service delivery; and to evaluate their own practice.
In addition to the two required social work research courses, research content is
incorporated into the MSW students field experience through single-subject design
studies, as well as program evaluations with agencies affiliated with the School of Social
Work. Please refer to the MSW Curriculum Matrix chart below, as well as the MSW
foundation and advanced concentration syllabi for further examples, documentation and
information.
E.P. 4.7 Field Education
Field education is an integral component of social work education anchored in the
mission, goals, and educational level of the program. It occurs in settings that reinforce
students’ identification with the purposes, values, and ethics of the profession; fosters
the integration of empirical and practice-based knowledge; and promotes the
development of professional competence. Field education is systematically designed,
supervised, coordinated, and evaluated on the basis of criteria by which students
demonstrate the achievement of program objectives.
MSW students are involved in foundation and advanced year field placements.
Experiences in field are incorporated into classroom discussions and assignments in all
practice courses. Please refer to the MSW Curriculum Matrix chart below, as well as
the MSW foundation and advanced concentration syllabi for further examples,
documentation and information.
MSW Curriculum Matrix
The following chart “Relation of MSW Foundation and Concentration Courses to CSWE
Standards and SSW Program Objectives” is designed for several purposes. It
articulates where professional foundation content is located in the MSW foundation
courses. It summarizes class assignments related to the professional foundation
content. It shows where each of the 12 Program Objectives is connected to specific
course objectives. It also shows where professional content is connected to the
Concentration Objectives.
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AURORA UNIVERSITY
SCHOOL OF SOCIAL WORK
SELF STUDY
MSW CURRICULUM MATRIX
Relation of MSW FOUNDATION Courses to
CSWE Curriculum Standards and School of Social Work (SSW) Program Objectives
CSWE Foundation
Curriculum Content
SSW
Foundation Objective
EPS 4.0 – Values and Ethics
Foundation Objective # 2
Social work education programs
integrate content about values and
principles of ethical decision making
as presented in the National
Association of Social Workers Code
of Ethics. The educational experience
provides students with the opportunity
to be aware of personal values;
develop, demonstrate, and promote the
values of the profession; and analyze
ethical dilemmas and the ways in
which these affect practice, services,
and clients.
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
MSW
Foundation Courses
Course
Objective/s #
Class
Assignments
SWK 6140: SW Policy &
Institutions
Objective # 7
------------------------------------
-----------------------
Participation, Exams,
Policy Paper, Political
Advocacy Assignment
-----------------------
SWK 6150: HBSE I-Theories of
Human Development: Infancy to
Adolescence
-------------------------------------
Objective # 7
Participation, Exams,
Lifeline, Social History
------------------------
------------------------
Objective # 7
Participation, Exams,
Integrative Paper,
Integrative Presentation
------------------------
SWK 6160: HBSE II-Theories
of Human Development: Adult
Lifespan
------------------------------------
--------------------------
SWK 6250: Research IMethodology
Objective # 3
------------------------------------
-----------------------
SWK 6370: SW Practice I:
Individuals & Families
-------------------------------------
Objective # 2
SWK 6381: SW Practice II:
Groupwork
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-----------------------Objective # 2
Participation, Quizzes,
Written Research
Critiques, Research
Proposal
------------------------Participation, Quizzes
Role Plays, Final Paper
-------------------------Participation, Group
Journal, Midterm,
Group Process Analysis
CSWE Foundation
Curriculum Content
SSW
Foundation Objective
EPS 4.0 – Values and Ethics
Foundation Objective # 2
Social work education programs
integrate content about values and
principles of ethical decision making
as presented in the National
Association of Social Workers Code
of Ethics. The educational experience
provides students with the opportunity
to be aware of personal values;
develop, demonstrate, and promote the
values of the profession; and analyze
ethical dilemmas and the ways in
which these affect practice, services,
and clients.
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
EPS 4.1 DIVERSITY
Social work programs integrate
content that promotes understanding,
affirmation, and respect for people
from diverse backgrounds. The
content emphasizes the interlocking
and complex nature of culture and
personal identity. It ensures that social
services meet the needs of groups
served and are culturally relevant.
Programs educate students to
recognize diversity within and
between groups that may influence
assessment, planning, intervention,
and research. Students learn how to
define, design, and implement
Foundation Objective # 3
Practice without discrimination and
with respect, knowledge, and skills
related to clients’ age, class, color,
culture, disability, ethnicity, family
structure, gender, marital status,
national origin, race, religion, sex,
and sexual orientation.
Foundation Objective # 4
Understand the forms and
mechanisms of oppression and
discrimination and apply strategies
of advocacy and social change that
advance social and economic
justice.
MSW
Foundation Courses
Course
Objective/s #
Class
Assignments
SWK 6382: SW Practice II:
Community Practice
Objective # 2
----------------------------------
--------------------------
Participation,
Community & Agency
Assignments
---------------------------
SWK 6390: SW Practice with
Diverse & Vulnerable Pops
Objective # 3
------------------------------------
-------------------------
SWK 6500: Social Work
Perspectives & Practice on
Psychopathology
Objective # 4
-------------------------------------
--------------------------
SWK 6730 & SWK 6740:
Field I & Field II
Objective # 2
Beginning Field
Placement/Internship
SWK 6140: SW Policy &
Institutions
Objective # 1
------------------------------------
------------------------
Participation, Exams,
Policy Paper, Political
Advocacy Assignment
-------------------------
SWK 6150: Theories of Human
Development: Infancy to
Adolescence
------------------------------------
Objectives # 1, 3, 4,
6, 7
Participation, Exams,
Lifeline, Social History
------------------------
-------------------------
SWK: 6160: Theories of Human
Development II: Adult Lifespan
Objectives # 1, 2, 4, 7
Participation, Exams,
Integrative Paper,
Integrative Presentation
-------------------------------------
------------------------
--------------------------
87
Participation, Reaction
Papers, Final Exam,
Group Presentation,
Cultural Autobiography
------------------------Participation, Exams,
Support Group
Assignment, Mental
Status Exam, DSM-IVTR Assessment
---------------------------
strategies for effective practice with
persons from diverse backgrounds.
EPS 4.1 DIVERSITY
Social work programs integrate
content that promotes understanding,
affirmation, and respect for people
from diverse backgrounds. The
content emphasizes the interlocking
and complex nature of culture and
personal identity. It ensures that social
services meet the needs of groups
served and are culturally relevant.
Programs educate students to
recognize diversity within and
between groups that may influence
assessment, planning, intervention,
and research. Students learn how to
define, design, and implement
strategies for effective practice with
persons from diverse backgrounds.
SWK 6250: Research I:
Methodology
Objectives # 3, 5
----------------------------------
------------------------
SWK 6370: SW Practice I:
Individuals & Families
----------------------------------
Objectives # 3, 4, 5, 6
--------------------------
SWK 6381: SW Practice II:
Groupwork
Objectives # 3, 4, 6,
7, 8, 9
----------------------------------
--------------------------
SWK 6382: SW Practice II:
Community Practice
Objectives # 3, 4, 5
-----------------------------------
--------------------------
SWK 6390: SW Practice with
Diverse & Vulnerable
Populations
Objectives # 2, 3, 4,
5, 6
------------------------------------
-------------------------
SWK 6500: SW Perspectives &
Practice on Psychopathology
Objectives # 3, 4, 5, 6
-------------------------------------
------------------------
Participation, Exams,
Support Group
Assignment, Mental
Status Exam, DSM-IVTR Assessment
----------------------------
SWK 6730 & SWK 6740:
Field I & Field II
Objectives # 3, 4, 6,
7, 10
Beginning Field
Placement/Internship
Foundation Objective # 6
Apply the knowledge and skills of a
generalist social work perspective to
practice with systems of all sizes.
Foundation Objective # 7
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span and
the interactions among individuals
and between individuals and
families, groups, organizations, and
communities.
Foundation Objective # 10
Use communication skills
differentially across client
populations, colleagues, and
communities
88
Participation, Quizzes,
Written Research
Critiques, Research
Proposal
--------------------------Participation, Quizzes,
Role Plays, Final Paper
--------------------------Participation, Group
Journal, Midterm,
Reaction Paper, Group
Process Analysis
---------------------------Participation,
Community & Agency
Assignments
----------------------------Participation, Reaction
Papers, Final Exam,
Group Presentation,
Cultural Autobiography
-------------------------
CSWE Foundation
Curriculum Content
SSW
Program Objective
MSW
Foundation Courses
Course
Objective/s #
Class
Assignments
EPS 4.2 Populations-at-Risk and
Social and Economic Justice
Foundation Objective # 4
Understand the forms and
mechanisms of oppression and
discrimination and apply strategies of
advocacy and social change that
advance social and economic justice.
SWK 6140: SW Policy &
Institutions
Objective # 1
------------------------------------
-------------------------
Participation, Exams,
Policy Paper, Political
Advocacy Assignment
---------------------------
SWK 6150: Theories of Human
Development: Infancy to
Adolescence
------------------------------------
Objectives # 1, 2, 3,
4, 6, 7
Participation, Exams,
Lifeline, Social History
--------------------------
--------------------------
SWK: 6160: Theories of Human
Development: Adult Lifespan
Objectives # 1, 2, 3,
4, 6, 7
-------------------------------------
-------------------------
Participation, Exams,
Integrative Paper,
Integrative Presentation
---------------------------
SWK 6370: SW Practice I:
Individuals & Families
----------------------------------
Objective # 4
Social work education programs
integrate content on populations-atrisk, examining the factors that
contribute to and constitute being at
risk. Programs educate students to
identify how group membership
influences access to resources, and
present content on the dynamics of
such risk factors and responsive and
productive strategies to redress them.
Programs integrate social and
economic justice content grounded in
an understanding of distributive
justice, human and civil rights, and the
global interconnections of oppression.
Programs provide content related to
implementing strategies to combat
discrimination, oppression, and
economic deprivation and to promote
social and economic justice. Programs
prepare students to advocate
for nondiscriminatory social and
economic systems.
Foundation Objective # 7
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span and
the interactions among individuals
and between individuals and
families, groups, organizations, and
communities
-------------------------
SWK 6381: SW Practice II:
Groupwork
Objectives # 3, 4
----------------------------------
------------------------
SWK 6390: SW Practice with
Diverse & Vulnerable
Populations
------------------------------------
Objective # 6
------------------------
SWK 6500: SW Perspectives &
Practice on Psychopathology
Objectives # 4, 5
------------------------------------
-------------------------
SWK 6730 & SWK 6740:
Field I & Field II
Objectives # 4, 7
89
Participation, Quizzes,
Final Paper
----------------------------Participation, Group
Journal, Reaction
Paper, Group Process
Analysis
----------------------------Participation, Group
Presentations, Cultural
Autobiography
----------------------------Participation, Exams,
Support Group
Assignment, Mental
Status Exam, DSM-IVTR Assessment
----------------------------Beginning Field
Placement/Internship
CSWE Foundation
Curriculum Content
EPS 4.3 Human Behavior and
the Social Environment
Social work education programs
provide content on the reciprocal
relationships between human behavior
and social environments. Content
includes empirically based theories
and knowledge that focus on the
interactions between and among
individuals, groups, societies, and
economic systems. It includes theories
and knowledge of biological,
sociological, cultural, psychological,
and spiritual development across the
life span; the range of social systems
in which people live (individual,
family, group, organizational, and
community); and the ways social
systems promote or deter people in
maintaining or achieving health and
well-being.
EPS 4.4 Social Welfare Policy
and Services
Programs provide content about the
history of social work, the history and
current structures of social welfare
services, and the role of policy in
service delivery, social work practice,
and attainment of individual and social
well-being. Course content provides
students with knowledge and skills to
understand major policies that form
the foundation of social welfare;
analyze organizational, local, state,
SSW
Program Objective
MSW
Foundation Courses
Course
Objective/s #
Class
Assignments
Foundation Objective # 7
SWK 6150: HBSE I: Theories of
Human Development: Infancy to
Adolescence
--------------------------------------
Objectives # 1, 3, 4,
6, 7
Participation, Exams,
Lifeline, Social History
-------------------------
---------------------------
Objectives # 1, 3, 4,
6, 7
Participation, Exams,
Integrative Paper,
Integrative Presentation
---------------------------
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span and
the interactions among individuals
and between individuals and
families, groups, organizations, and
communities.
Foundation Objective # 2
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
Foundation Objective # 4
Understand the forms & mechanisms
of oppression and discrimination and
apply strategies of advocacy and
social change that advance social and
economic justice.
SWK 6160: HBSE II: Theories
of Human Development: Adult
Lifespan
--------------------------------------
--------------------------
SWK 6500: SW Perspectives &
Practice on Psychopathology
Objective # 5
Participation, Exams,
Support Group
Assignment, Mental
Status Exam, DSM-IVTR Assessment
-------------------------------------
-------------------------
----------------------------
SWK 6730 & SWK 6740
Field I & Field II
Objective # 7
Beginning Field
Placement/Internship
SWK 6140: SW Policy &
Institutions
Objectives # 1-4
------------------------------------
-------------------------
Participation, Exams,
Policy Paper, Political
Advocacy Assignment
-----------------------------
SWK 6150: HBSE I-Theories
of Human Development: Infancy
to Adolescence
-------------------------------------
Objectives # 2, 7
Participation, Exams,
Lifeline, Social History
--------------------------
-----------------------------
SWK 6160: HBSE II-Theories
of Human Development: Adult
Lifespan
Objectives # 2, 7
Participation, Exams,
Integrative Paper,
Integrative Presentation
------------------------------------
--------------------------
----------------------------
90
national, and international issues in
social welfare policy and social
service delivery; analyze and apply the
results of policy research relevant to
social service delivery; understand
and demonstrate policy practice skills
in regard to economic, political, and
organizational systems, and use them
to influence, formulate, and advocate
for policy consistent with social work
values; and identify financial,
organizational, administrative, and
planning processes required to deliver
social services.
SWK 6250: Research I:
Methodology
Objective # 3
Participation, Quizzes,
Written Research
Critiques, Research
Proposal
-----------------------------------
------------------------
----------------------------
SWK 6370: SW Practice I:
Individuals & Families
Objectives # 2, 4
Participation, Quizzes
Role Plays, Final Paper
------------------------------------
------------------------
---------------------------
SWK 6381: SW Practice II:
Groupwork
Objectives # 2, 3, 4, 5
------------------------------------
-------------------------
Participation, Group
Journal, Midterm,
Reaction Paper, Group
Process Analysis
---------------------------
SWK 6382: SW Practice II:
Community Practice
Objective # 2
Participation,
Community & Agency
Assignments
-------------------------------------
--------------------------
-----------------------------
SWK 6390: SW Practice with
Diverse & Vulnerable
Populations
Objectives # 3, 6
Participation, Reaction
Papers, Final Exam,
Group Presentation,
Cultural Autobiography
-------------------------------------
------------------------
----------------------------
SWK 6500: SW Perspectives &
Practice on Psychopathology
Objectives # 2, 4
Participation, Exams,
Support Group
Assignment, Mental
Status Exam, DSM-IVTR Assessment
--------------------------------------
-------------------------
----------------------------
SWK 6730 & SWK 6740:
Field I & Field II
Objectives # 2, 4, 5,
8, 12
Beginning Field
Placement/Internship
Foundation Objective # 5
Understand and interpret the history
of the social work profession and its
contemporary structures and issues.
Foundation Objective # 8
Analyze, formulate, and influence
social policies.
Foundation Objective # 12
Function within the structure of
organizations and service delivery
systems and seek necessary
organizational change.
91
CSWE Foundation
Curriculum Content
EPS 4.5 Social Work Practice
Social work practice content is
anchored in the purposes of the social
work profession and focuses on
strengths, capacities, and resources of
client systems in relation to their
broader environments. Students learn
practice content that encompasses
knowledge and skills to work with
individuals, families, groups,
organizations, and communities. This
content includes engaging clients in an
appropriate working relationship,
identifying issues, problems, needs,
resources, and assets; collecting and
assessing information; and planning
for service delivery. It includes using
communication skills, supervision, and
consultation. Practice content also
includes identifying, analyzing, and
implementing empirically based
interventions designed to achieve
client goals; applying empirical
knowledge and technological
advances; evaluating program
outcomes and practice effectiveness;
developing, analyzing, advocating,
and providing leadership for policies
and services; and promoting social and
economic justice.
SSW
Program Objective
MSW
Foundation Courses
Course
Objective/s #
Class
Assignments
Foundation Objective # 1
Apply critical thinking skills within
the context of professional social
work practice.
SWK 6140: SW Policy &
Institutions
Objective # 4
------------------------------------
--------------------------
Participation, Exams,
Policy Paper, Political
Advocacy Assignment
----------------------------
SWK 6150: HBSE I-Theories of
Human Development: Infancy to
Adolescence
------------------------------------
Objectives # 1-7
Participation, Exams,
Lifeline, Social History
-------------------------
----------------------------
Objectives # 1-7
Participation, Exams,
Integrative Paper,
Integrative Presentation
----------------------------
Foundation Objective # 2
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
Foundation Objective # 3
Practice without discrimination and
with respect, knowledge, and skills
related to clients’ age, class, color,
culture, disability, ethnicity, family
structure, gender, marital status,
national origin, race, religion, sex,
and sexual orientation.
Foundation Objective # 6
Apply the knowledge and skills of a
generalist social work perspective
to practice with systems of all sizes.
Foundation Objective # 7
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span
and the interactions among
individuals and between individuals
and families, groups, organizations,
and communities.
SWK 6160: HBSE II-Theories
of Human Development: Adult
Lifespan
------------------------------------
-------------------------
SWK 6250: Research I:
Methodology
Objectives # 1-5
------------------------------------
------------------------
SWK 6370: SW Practice I:
Individuals & Families
-------------------------------------
Objectives # 1-8
------------------------
SWK 6381: SW Practice II:
Groupwork
Objectives # 1, 2, 3,
6, 7, 8, 9, 10
--------------------------------------
--------------------------
SWK 6382: SW Practice II:
Community Practice
Objectives # 1 - 7
------------------------------------
--------------------------
92
Participation, Quizzes,
Written Research
Critiques, Research
Proposal
--------------------------Participation, Quizzes,
Role Plays, Final Paper
----------------------------Participation, Group
Journal, Midterm,
Reaction Paper, Group
Process Analysis
----------------------------Participation,
Community & Agency
Assignments
-----------------------------
Foundation Objective # 9
Evaluate research studies, apply
research findings to practice, and
evaluate their own practice
interventions.
Foundation Objective # 10
Use communication skills
differentially across client
populations, colleagues, and
communities.
Foundation Objective # 11
Use supervision and consultation
appropriate to social work practice.
SWK 6390: SW Practice with
Diverse & Vulnerable Pops
Objectives # 1-6
Participation, Reaction
Papers, Final Exam,
Group Presentation,
Cultural Autobiography
-----------------------------
------------------------------------
-------------------------
SWK 6500: Social Work
Perspectives & Practice on
Psychopathology
Objectives # 1, 2, 3,
5, 6
-------------------------------------
--------------------------
Participation, Exams,
Written Internet
Resource, Support
Group Assignment
----------------------------
SWK 6730 & SWK 6740:
Field I & Field II
Objectives # 1, 2, 3,
6, 7, 9, 10, 11, 12
Beginning Field
Placement/Internship
SWK 6250: Research I:
Methodology
Objectives # 1-5
------------------------------------
-------------------------
Participation, Quizzes,
Written Research
Critiques, Research
Proposal
----------------------------
SWK 6370: SW Practice I:
Individuals & Families
------------------------------------
Objective # 8
Final Paper
--------------------------
-----------------------------
SWK 6382: SW Practice II:
Community Practice
Objective # 7
-------------------------------------
-------------------------
Participation,
Community
Assignment
----------------------------
SWK 6500: Social Work
Perspectives & Practice on
Psychopathology
Objective # 5
-------------------------------------
--------------------------
Foundation Objective # 12
Function within the structure of
organizations and service delivery
systems and seek necessary
organizational change.
EPS 4.6 Research
Qualitative and quantitative research
content provides understanding of a
scientific, analytic, and ethical
approach to building knowledge for
practice. The content prepares students
to develop, use, and effectively
communicate empirically based
knowledge, including evidence-based
interventions. Research knowledge is
used by students to provide highquality services; to initiate change; to
improve practice, policy, and social
service delivery; and to evaluate their
own practice.
Foundation Objective # 9
Evaluate research studies, apply
findings to practice, and evaluate
their own practice interventions.
93
Participation, Exams,
Written Internet
Resource, Support
Group Assignment
----------------------------
EPS 4.7 Field Education
Field education is an integral
component of social work education
anchored in the mission, goals, and
educational level of the program. It
occurs in settings that reinforce
students’ identification with the
purposes, values, and ethics of the
profession; fosters the integration of
empirical and practice-based
knowledge; and promotes the
development of professional
competence. Field education is
systematically designed, supervised,
coordinated, and evaluated on the
basis of criteria by which students
demonstrate the achievement of
program objectives.
Foundation Objective # 1
Apply critical thinking skills within
the context of professional social
work practice.
SWK 6730 & SWK 6740:
Field I & Field II
Objective # 9
Beginning Field
Placement/Internship
SWK 6730 & SWK 6740:
Field I & Field II
Objectives # 1-12
Beginning Field
Placement/Internship
Foundation Objective # 2
Understand the value base of the
profession and its ethical standards
and principles, and practice
accordingly.
Foundation Objective # 3
Practice without discrimination and
with respect, knowledge, and skills
related to clients’ age, class, color,
culture, disability, ethnicity, family
structure, gender, marital status,
national origin, race, religion, sex,
and sexual orientation.
Foundation Objective # 4
Understand the forms & mechanisms
of oppression and discrimination and
apply strategies of advocacy and
social change that advance social and
economic justice.
Foundation Objective # 5
Understand and interpret the history
of the social work profession and its
contemporary structures and issues.
Foundation Objective # 6 (MSW)
Apply the knowledge and skills of a
generalist social work perspective to
practice with systems of all sizes.
94
Foundation Objective # 7
Use theoretical frameworks
supported by empirical evidence to
understand individual development
and behavior across the life span and
the interactions among individuals
and between individuals and
families, groups, organizations, and
communities.
Foundation Objective # 8
Analyze, formulate, and influence
social policies.
Foundation Objective # 9
Evaluate research studies, apply
research findings to practice, and
evaluate their own practice
interventions.
Foundation Objective # 10
Use communication skills
differentially across client
populations, colleagues, and
communities.
Foundation Objective # 11
Use supervision and consultation
appropriate to social work practice.
Foundation Objective # 12
Function within the structure of
organizations and service delivery
systems and seek necessary
organizational change.
95
SELF STUDY
MSW CURRICULUM MATRIX
Relation of MSW CONCENTRATION Courses to
CSWE Curriculum Standards and School of Social Work (SSW) Program Objectives
CSWE
Curriculum Content
EPS 4.0 – Values and Ethics
Social work education programs
integrate content about values and
principles of ethical decision making
as presented in the National
Association of Social Workers Code
of Ethics. The educational experience
provides students with the opportunity
to be aware of personal values;
develop, demonstrate, and promote the
values of the profession; and analyze
ethical dilemmas and the ways in
which these affect practice, services,
and clients.
SSW
Concentration Objective
MSW
Concentration Courses
Course
Objective/s #
Class
Assignments
Concentration Objective # 2-CL
Concentration Objective # 2-LCP
Students are able to demonstrate
their ability to advance the quality
of their work and their commitment
to the larger social work profession.
SWK 6511: SW Practice III:
Clinical Theory & Methods
Objective # 2
--------------------------------SWK 6521: SW Practice IV:
Advanced Clinical Knowledge
& Application
----------------------Objective # 2
----------------------------------
-----------------------
Participation, Case
Studies, Exams, DSM
IV-TR Assignment
------------------------Participation, Clinical
Case Presentation,
Clinical Paper, Chapter
Presentation, Midterm
& Final Exam,
Workbook
--------------------------
SWK 6283: Practice & Program
Evaluation
Objective # 1
-----------------------------------
----------------------
SWK 6533: Advanced Social
Policy
Objectives # 1-6
------------------------------------
------------------------
SWK 6512: SW Practice III:
Leadership & Community
Practice
-----------------------------------
Objective # 2
SWK 6522: SW Practice IV:
Leadership & Community
Practice
96
-----------------------Objective # 2
Participation, Midterm
& Final Exams,
Evaluative Study
---------------------------Participation, Agency
Policy Analysis, Policy
Analysis Paper, Final
Exam
-----------------------Participation, Exams,
Community Study
Paper & Presentation
------------------------Participation, Reaction
Papers, Midterm &
Grant Proposal Paper
EPS 4.1 DIVERSITY
Social work programs integrate
content that promotes understanding,
affirmation, and respect for people
from diverse backgrounds. The
content emphasizes the interlocking
and complex nature of culture and
personal identity. It ensures that social
services meet the needs of groups
served and are culturally relevant.
Programs educate students to
recognize diversity within and
between groups that may influence
assessment, planning, intervention,
and research. Students learn how to
define, design, and implement
strategies for effective practice with
persons from diverse backgrounds.
Concentration Objective # 1-CL
Students are able to apply advanced
clinical social work knowledge and
skills to work with diverse
populations; emphasizing their
inherent strengths and coping
resilience.
Concentration Objective # 1-LCP
Students are able to apply advanced
leadership and community practice
social work knowledge and skills to
work with diverse populations;
emphasizing their inherent strengths
and coping resilience.
---------------------------------SWK 6750 & SWK 6760:
Field III & Field IV
----------------------Objective # 2
-----------------------Advanced Level Field
Placement
SWK 6511: SW Practice III:
Clinical Theory & Methods
Objective # 1
-------------------------------------
-------------------------
Participation, Case
Studies, Exams, DSM
IV-TR Assignment
---------------------------
SWK 6521: SW Practice IV:
Advanced Clinical Knowledge
& Application
Objective # 1
--------------------------------------
--------------------------
SWK 6283: Practice & Program
Evaluation
Objective # 2
Participation, Midterm
& Final Exams,
Evaluative Study
--------------------------------------
-----------------------
--------------------------
SWK 6512: SW Practice III:
Leadership & Community
Practice
Objective # 1
Participation, Exams,
Community Study
Paper & Presentation
--------------------------------------
------------------------
---------------------------
SWK 6522: SW Practice IV:
Leadership & Community
Practice
Objective # 1
Participation, Reaction
Papers, Midterm &
Final Papers
------------------------------------SWK 6750 & SWK 6760:
Field III & Field IV
-------------------------
----------------------------
Objective # 1
Advanced Level Field
Placement
97
Participation, Clinical
Case Presentation,
Clinical Paper, Chapter
Presentation, Midterm,
Workbook, Final Exam.
---------------------------
CSWE
Curriculum Content
SSW
Concentration Objective
MSW
Concentration Courses
Course
Objective/s #
Class
Assignments
EPS 4.2 Populations-at-Risk and
Social and Economic Justice
Concentration Objective # 1-CL
Students are able to apply advanced
clinical social work knowledge and
skills to work with diverse
populations; emphasizing their
inherent strengths and coping
resilience.
SWK 6511: SW Practice III:
Clinical Theory & Methods
Objectives # 1-5
-------------------------------------
--------------------------
Participation, Case
Studies, Exams, DSM
IV-TR Assignment
---------------------------
SWK 6521: SW Practice IV:
Advanced Clinical Knowledge
& Application
Objectives # 1-5
--------------------------------------
--------------------------
SWK 6283: Practice & Program
Evaluation
Objective # 1-3
-------------------------------------
--------------------------
SWK 6533: Advanced Social
Policy
Objectives # 1-6
--------------------------------------
--------------------------
SWK 6512: SW Practice III:
Leadership & Community
Practice
--------------------------------------
Objectives # 1-5
Social work education programs
integrate content on populations-atrisk, examining the factors that
contribute to and constitute being at
risk. Programs educate students to
identify how group membership
influences access to resources, and
present content on the dynamics of
such risk factors and responsive and
productive strategies to redress them.
Programs integrate social and
economic justice content grounded in
an understanding of distributive
justice, human and civil rights, and the
global interconnections of oppression.
Programs provide content related to
implementing strategies to combat
discrimination, oppression, and
economic deprivation and to promote
social and economic justice. Programs
prepare students to advocate
for nondiscriminatory social and
economic systems.
Concentration Objective # 1-LCP
Students are able to apply advanced
leadership and community practice
social work knowledge and skills to
work with diverse populations;
emphasizing their inherent strengths
and coping resilience.
Concentration Objective # 2-CL
Concentration Objective # 2-LCP
Students are able to demonstrate
their ability to advance the quality
of their work and their commitment
to the larger social work profession.
Concentration Objective # 3-CL
Students are able to articulate the
program’s conception of advanced
practice; including theories, practice
skills, policy and research
principles.
Concentration Objective # 3-LCP
Students are able to articulate the
program’s conception of advanced
leadership and community practice;
including theories, practice skills,
policy and research principles.
-------------------------
Participation, Midterm
& Final Exams,
Evaluative Study
----------------------------Participation, Agency
Policy Analysis, Group
Presentation, Policy
Paper, Final Exam
----------------------------Participation, Exams,
Community Study
Paper & Presentation
-----------------------------
SWK 6522: SW Practice IV:
Leadership & Community
Practice
-------------------------------------
--------------------------
Participation, Reaction
Papers, Midterm &
Grant Proposal Paper
-----------------------------
SWK 6750 & SWK 6760:
Field III & Field IV
Objective #
1, 2, 3, 4, 5
Advanced Level Field
Placement
98
Objectives # 1-5
Participation, Clinical
Case Presentation,
Clinical Paper, Chapter
Presentation, Midterm,
Workbook, Final Exam
-----------------------------
Concentration Objective # 4-CL
Students are effective in providing
clinical social work services to a
variety of client populations.
Concentration Objective # 4-LCP
Students are effective in providing
community leadership services to
agencies and/or communities.
Concentration Objective # 5-CL
Concentration Objective # 5-LCP
Students are able to demonstrate an
advanced understanding of research
designs and methods through
practical application.
EPS 4.3 Human Behavior and
the Social Environment
Social work education programs
provide content on the reciprocal
relationships between human behavior
and social environments. Content
includes empirically based theories
and knowledge that focus on the
interactions between and among
individuals, groups, societies, and
economic systems. It includes theories
and knowledge of biological,
sociological, cultural, psychological,
and spiritual development across the
life span; the range of social systems
in which people live (individual,
family, group, organizational, and
community); and the ways social
systems promote or deter people in
maintaining or achieving health and
well-being.
Concentration Objective # 1-CL
Students are able to apply advanced
clinical social work knowledge and
skills to work with diverse
populations; emphasizing their
inherent strengths and coping
resilience.
Concentration Objective # 1-LCP
Students are able to apply advanced
leadership and community practice
social work knowledge and skills to
work with diverse populations;
emphasizing their inherent strengths
and coping resilience.
Concentration Objective # 3-CL
Students are able to articulate the
program’s conception of advanced
practice; including theories, practice
skills, policy and research
principles.
SWK 6511: SW Practice III:
Clinical Theory & Methods
Objectives #1, 3
-------------------------------------
-------------------------
SWK 6521: SW Practice IV:
Advanced Clinical Knowledge
& Application
Objectives #1, 3
-------------------------------------
-------------------------
SWK 6533: Advanced Social
Policy
Objectives # 1 - 6
-----------------------------------
-------------------------
SWK 6512: SW Practice III:
Leadership & Community
Practice
-------------------------------------
Objectives # 1-3
SWK 6522: SW Practice IV:
Leadership & Community
Practice
-------------------------------------
99
-----------------------Objectives # 1-3
--------------------------
Participation, Case
Studies, Exams, DSM
IV-TR Assignment
---------------------------Participation, Clinical
Case Presentation,
Clinical Paper, Chapter
Presentation, Midterm,
Workbook, Final Exam
---------------------------Participation, Agency
Policy Analysis, Group
Presentation, Policy
Paper, Final Exam
---------------------------Participation, Exams,
Community Study
Paper & Presentation
--------------------------Participation, Reaction
Papers, Midterm &
Grant Proposal Paper
----------------------------
EPS 4.4 Social Welfare Policy
and Services
Programs provide content about the
history of social work, the history and
current structures of social welfare
services, and the role of policy in
service delivery, social work practice,
and attainment of individual and social
well-being. Course content provides
students with knowledge and skills to
understand major policies that form
the foundation of social welfare;
analyze organizational, local, state,
national, and international issues in
social welfare policy and social
service delivery; analyze and apply the
results of policy research relevant to
social service delivery; understand
and demonstrate policy practice skills
in regard to economic, political, and
organizational systems, and use them
to influence, formulate, and advocate
for policy consistent with social work
values; and identify financial,
organizational, administrative, and
planning processes required to deliver
social services.
Concentration Objective # 3-LCP
Students are able to articulate the
program’s conception of advanced
leadership and community practice;
including theories, practice skills,
policy and research principles.
SWK 6750 & SWK 6760:
Field III & Field IV
Objectives # 1, 3
Advanced Level Field
Placement
Concentration Objective # 1-CL
Students are able to apply advanced
clinical social work knowledge and
skills to work with diverse
populations; emphasizing their
inherent strengths and coping
resilience.
SWK 6511: SW Practice III:
Clinical Theory & Methods
Objectives # 1-3
-------------------------------------
--------------------------
Participation, Case
Studies, Exams, DSM
IV-TR Assignment
----------------------------
SWK 6521: SW Practice IV:
Advanced Clinical Knowledge
& Application
Objectives # 1-3
-------------------------------------
-------------------------
SWK 6533: Advanced Social
Policy
Objectives # 1-6
Concentration Objective # 2-CL
Concentration Objective # 2-LCP
Students are able to demonstrate
their ability to advance the quality
of their work and their commitment
to the larger social work profession.
--------------------------------------
--------------------------
SWK 6512: SW Practice III:
Leadership & Community
Practice
--------------------------------------
Objectives # 1-3
Concentration Objective # 3-CL
Students are able to articulate the
program’s conception of advanced
practice; including theories, practice
skills, policy & research principles.
SWK 6522: SW Practice IV:
Leadership & Community
Practice
-------------------------------------
-------------------------
Participation, Reaction
Papers, Midterm &
Grant Proposal Paper
-----------------------------
SWK 6750 & SWK 6760:
Field III & Field IV
Objectives #
1, 2, 3
Advanced Level Field
Placement
Concentration Objective # 1-LCP
Students are able to apply advanced
leadership and community practice
social work knowledge and skills to
work with diverse populations;
emphasizing their inherent strengths
and coping resilience.
Concentration Objective # 3-LCP
Students are able to articulate the
program’s conception of advanced
leadership and community practice;
including theories, practice skills,
policy and research principles.
100
-------------------------Objectives # 1-3
Participation, Clinical
Case Presentation,
Clinical Paper, Chapter
Presentation, Midterm,
Workbook, Final Exam
---------------------------Participation, Agency
Policy Analysis, Group
Presentation, Policy
Paper, Final Exam
----------------------------Participation, Exams,
Community Study
Paper & Presentation
-----------------------------
CSWE
Curriculum Content
EPS 4.5 Social Work Practice
Social work practice content is
anchored in the purposes of the social
work profession and focuses on
strengths, capacities, and resources of
client systems in relation to their
broader environments. Students learn
practice content that encompasses
knowledge and skills to work with
individuals, families, groups,
organizations, and communities. This
content includes engaging clients in an
appropriate working relationship,
identifying issues, problems, needs,
resources, and assets; collecting and
assessing information; and planning
for service delivery. It includes using
communication skills, supervision, and
consultation. Practice content also
includes identifying, analyzing, and
implementing empirically based
interventions designed to achieve
client goals; applying empirical
knowledge and technological
advances; evaluating program
outcomes and practice effectiveness;
developing, analyzing, advocating,
and providing leadership for policies
and services; and promoting social and
economic justice.
SSW
Concentration Objective
MSW
Concentration Courses
Course
Objective/s #
Class
Assignments
Concentration Objective # 1-CL
Students are able to apply advanced
clinical social work knowledge and
skills to work with diverse
populations; emphasizing their
inherent strengths and coping
resilience.
SWK 6511: SW Practice III:
Clinical Theory & Methods
Objectives # 1-5
-------------------------------------
------------------------
Participation, Case
Studies, Exams, DSM
IV-TR Assignment
----------------------------
SWK 6521: SW Practice IV:
Advanced Clinical Knowledge
& Application
Objectives # 1-5
--------------------------------------
-------------------------
SWK 6283: Practice & Program
Evaluation
Objectives # 1-3
-------------------------------------
--------------------------
SWK 6533: Advanced Social
Policy
Objectives # 1-6
--------------------------------------
--------------------------
SWK 6512: SW Practice III:
Leadership & Community
Practice
--------------------------------------
Objectives # 1-5
Concentration Objective # 1-LCP
Students are able to apply advanced
leadership and community practice
social work knowledge and skills to
work with diverse populations;
emphasizing their inherent strengths
and coping resilience.
Concentration Objective # 2-CL
Concentration Objective # 2-LCP
Students are able to demonstrate
their ability to advance the quality
of their work and their commitment
to the larger social work profession.
Concentration Objective # 3-CL
Students are able to articulate the
program’s conception of advanced
practice; including theories, practice
skills, policy and research
principles.
Concentration Objective # 3-LCP
Students are able to articulate the
program’s conception of advanced
leadership and community practice;
including theories, practice skills,
policy and research principles.
SWK 6522: SW Practice IV:
Leadership & Community
Practice
-------------------------------------
101
-------------------------Objectives # 1-5
-------------------------
Participation, Clinical
Case Presentation,
Clinical Paper, Chapter
Presentation, Midterm,
Workbook, Final Exam
---------------------------Participation, Midterm
& Final Exams,
Evaluative Study
---------------------------Participation, Agency
Policy Analysis, Group
Presentation, Policy
Paper, Final Exam
----------------------------Participation, Exams,
Community Study
Paper & Presentation
----------------------------Participation, Reaction
Papers, Midterm &
Grant Proposal Paper
-----------------------------
Concentration Objective # 4-CL
Students are effective in providing
clinical social work services to a
variety of client populations.
SWK 6750 & SWK 6760:
Field III & Field IV
Objectives #
1, 2, 3, 4, 5
Advanced Level Field
Placement
SWK 6283: Practice & Program
Evaluation
Objectives # 2, 3
Participation, Midterm
& Final Exams,
Evaluative Study
-------------------------------------SWK 6511: SW Practice III:
Clinical Theory & Methods
-----------------------Objective # 5
---------------------------Participation,
Case Studies
-------------------------------------
-------------------------
----------------------------
SWK 6521: SW Practice IV:
Advanced Clinical Knowledge
& Application
--------------------------------------
Objective # 5
Participation, Clinical
Paper
--------------------------
-----------------------------
Objective # 5
Participation,
Community Study
Paper & Presentation
-----------------------------
Concentration Objective # 4-LCP
Students are effective in providing
community leadership services to
agencies and/or communities.
Concentration Objective # 5-CL
Concentration Objective #5-LCP
Students are able to demonstrate an
advanced understanding of research
designs and methods through
practical application.
EPS 4.6 Research
Qualitative and quantitative research
content provides understanding of a
scientific, analytic, and ethical
approach to building knowledge for
practice. The content prepares students
to develop, use, and effectively
communicate empirically based
knowledge, including evidence-based
interventions. Research knowledge is
used by students to provide highquality services; to initiate change; to
improve practice, policy, and social
service delivery; and to evaluate their
own practice.
Concentration Objective # 5-CL
Concentration Objective # 5-LCP
Students are able to demonstrate an
advanced understanding of research
designs and methods through
practical application.
SWK 6512: SW Practice III:
Leadership & Community
Practice
--------------------------------------
--------------------------
SWK 6522: SW Practice IV:
Leadership & Community
Practice
Objective # 5
Participation, Reaction
Papers, Midterm &
Grant Proposal Paper
-------------------------------------
-------------------------
----------------------------
102
EPS 4.7 Field Education
Field education is an integral
component of social work education
anchored in the mission, goals, and
educational level of the program. It
occurs in settings that reinforce
students’ identification with the
purposes, values, and ethics of the
profession; fosters the integration of
empirical and practice-based
knowledge; and promotes the
development of professional
competence. Field education is
systematically designed, supervised,
coordinated, and evaluated on the
basis of criteria by which students
demonstrate the achievement of
program objectives.
Concentration Objective # 1-CL
Students are able to apply advanced
clinical social work knowledge and
skills to work with diverse
populations; emphasizing their
inherent strengths and coping
resilience.
SWK 6750 & SWK 6760:
Field III & Field IV
Objectives #
5
SWK 6750 & SWK 6760:
Field III & Field IV
Objectives # 1, 2, 3,
4, 5
Concentration Objective # 1-LCP
Students are able to apply advanced
leadership and community practice
social work knowledge and skills to
work with diverse populations;
emphasizing their inherent strengths
and coping resilience.
Concentration Objective # 2-CL
Concentration Objective # 2-LCP
Students are able to demonstrate
their ability to advance the quality
of their work and their commitment
to the larger social work profession.
Concentration Objective # 3-CL
Students are able to articulate the
program’s conception of advanced
practice; including theories, practice
skills, policy and research
principles.
Concentration Objective # 3-LCP
Students are able to articulate the
program’s conception of advanced
leadership and community practice;
including theories, practice skills,
policy and research principles.
103
Advanced Level Field
Placement
Advanced Clinical /
Leadership &
Community Practice
Field
Placement/Internship
Concentration Objective # 4-CL
Students are effective in providing
clinical social work services to a
variety of client populations.
Concentration Objective # 4-LCP
Students are effective in providing
community leadership services to
agencies and/or communities.
Concentration Objective # 5-CL
Concentration Objective #5-LCP
Students are able to demonstrate an
advanced understanding of research
designs and methods through
practical application.
104
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105
MSW SATELLITE PROGRAM AT GEORGE WILLIAMS COLLEGE
IN WILLIAMS BAY, WISCONSIN
The MSW program at George Williams College is a satellite program of Aurora
University. Aurora University is located in a suburb of Chicago. George Williams
College is located near the Wisconsin-Illinois border, about 40 miles north of Aurora
University. The MSW program at George Williams College was primarily designed to
provide a quality MSW education to full-time working social workers (with a
baccalaureate degree in social work) and to working professionals with a baccalaureate
non-social work degree.
The MSW program at Aurora University has the traditional approach of having fall and
spring semesters that each run 16 weeks in length. (There are some courses also
offered between semesters, and during the summer.) The compressed format at
George Williams College involves offering the same courses at this satellite campus as
offered at Aurora University, but in a compressed format. The compressed format has
the following structure.
Essentially, there are three terms: fall, spring, and summer.
Within each of these three terms students take two courses each. However, the
courses are taken consecutively, rather than concurrently—so students are taking one
course at a time. The first course in a term is offered over a seven-week period.
Students typically attend for three consecutive weekends, have a one-week break, and
then attend for another three weeks. The second course starts one week after the first
one ends. Students attend for the first three weeks, then have a one week break, and
then attend for three more weeks. There are a couple of weeks of “vacation” for the
students between each of the fall, spring, and summer terms. Classes are typically held
Friday evening from 6:30 p.m. to 9:50 p.m. and on Saturday morning from 8:30 a.m. to
11:50 a.m.
As of Fall, 2007, there were approximately 65 students enrolled in the MSW satellite
program at GWC. The Fall class of 2007 is the fourth year of the program’s existence.
The satellite program has one full-time social work faculty member, Charles Zastrow
Ph.D., LCSW; who teaches 60% and has a 40% administrative workload to serve as the
Assistant Director for the MSW Satellite Program at the George Williams Campus. Dr.
Zastrow coordinates his efforts and activities with; as well as reports to the Director of
the School of Social Work. Ms. Mary Weeden, LCSW works part-time as the MSW
Field Coordinator. She coordinates her activities with; as well as reports to the Director
of Field Instruction, Ms. Alison Arendt.
Classes at George Williams College are taught by Dr. Zastrow; by regular Aurora
University SSW faculty who travel to the campus from Aurora University, and by adjunct
MSW instructors from the surrounding community. Dr. Zastrow and Ms. Weeden attend
faculty meetings at Aurora University (with some faculty meetings being held at George
Williams College (GWC). In addition, there are curriculum committees that meet
frequently to develop the syllabus for each course, and to insure that identical content is
taught in the courses that are offered at each campus (see course syllabus example in
Self-Study Volume II).
106
There are two concentrations offered at both campuses: (a) clinical social work
concentration, and (b) leadership and community practice concentration. The advanced
standing program at George Williams College (GWC) takes 18 months to complete. To
receive advanced standing, students must have attained a baccalaureate degree from a
CSWE-accredited program within the past five years. The structure and format of the
internship in the MSW satellite program follows the same guidelines and policies as
those on the main Aurora campus.
Dr. Zastrow and Ms. Weeden conducted an evaluative survey in 2006 which was
administered to the three cohort groups at GWC. The results of that survey indicated
that MSW students felt generally positive about the GWC MSW program. Dr. Zastrow
and Ms. Weeden co-authored an article for the International Journal of Continuing
Social Work Journal entitled “Compressed Social Work Education”. This article
describes the MSW satellite program at George Williams College (see Chapter Two,
Appendix A: Journal Article).
FIELD INSTRUCTION IN BSW & MSW PROGRAMS
AS
2.1
Program administers field education consistent with program goals
and objectives
Field Instruction goals and objectives are aligned with the program goals and objectives
of the School of Social Work. The Field Manual 2007-2008 demonstrates this on pages
6-11 (included in Self-Study Volume III).
AS
2.1.1 Minimum of 400 hours of field education for baccalaureate students
and 900 hours for master’s program
Baccalaureate students, as well as the foundation year Masters students in the AU
School of Social Work field instruction program are required to complete a total of 450
field placement hours during the academic year. Students are required to complete half
of the total hours (225 hours) by the end of the fall semester. Students complete 15
hours of field work each week, on average. Master’s students in their advanced
concentration year, have a field requirement of 600 total hours (300 per semester).
Students in the advanced year are present at their field placements for 18-20 hours per
week.
Students are encouraged to review the field placement schedule during the selection
interview. This ensures the student and field instructor are in agreement regarding the
student’s time commitment to their field placement. In the event a student is unable to
complete 225/300 hours in time for the end of fall semester, students enter into an
extended grade contract with the Director of Field Instruction, and their field instructor.
This contract outlines the student’s plan to complete the required hours and when they
107
will begin the spring semester’s required hours. The student’s transcript reflects an “X”
grade rather than Credit or No-Credit until the student completes the internship hours.
Once a student completes their hours, and a field evaluation that demonstrates their
performance at the field placement is completed, then the student receives a Credit or
No-Credit grade. Students may not carry two consecutive “X” grades for Field
Instruction courses.
AS
2.1.2
Admits only those students who have met specified field criteria.
Social Work students enrolled in field instruction courses have fulfilled prerequisites and
program requirements for admission into the social work program. Students in their
advanced year of study, have completed all prerequisite practice, policy and HBSE
courses, and are concurrently enrolled in advanced practice and policy courses, as well
as recommended courses in their concentration area.
AS
2.1.3 Specifies policies, criteria, and procedures for selecting agencies,
field instructors, placing and monitoring students, maintaining field
liaison contacts, evaluating student learning and agency
effectiveness in providing field instruction.
Field Instruction policies, criteria and procedures are written in the School of Social
Work Field Manual 2007-2008 (pgs. 35-37). The School of Social Work Director of
Field Instruction maintains a database of approved and affiliated field placements and
field instructors. Each placement has demonstrated ability to provide structured, social
work learning activities, while adhering to the Social Work Code of Ethics, to social work
students for an academic year. The field placements have also provided Masters level
social workers, with a minimum of 2 years post-MSW experience and a degree from a
CSWE accredited social work program, to supervise social work students during their
field experience.
Affiliation Process for Field Agencies
In the event an agency requests affiliation with the School of Social Work, or a student
seeks a placement that has yet to be affiliated, the following steps are taken to approve
the field agency:
1.
Agencies being considered as field sites are sent a set of agency affiliation
forms that are to be completed and returned to The Director of Field
Instruction. These forms gather information on the agency itself, the
potential field instructor, and the range of learning experiences that are
available to the student in the agency. The Director of Field Instruction
reviews this information.
2.
Agencies which are affiliated with the School of Social Work's field
instruction program need to be committed to a professional social work
108
education which meets the standards of the Council on Social Work
Education. It is essential that the agency recognizes field instruction as an
essential complement to the academic instruction which occurs in the
classroom, and that the agency views field instruction as an equally
strengthening relationship for the School, the agency, and the social work
profession. In addition, field agencies must meet the criteria listed in the
Field Manual in order to be approved.
3.
When the Director of Field Instruction approves the agency, a letter is sent
confirming the agency as an affiliated field instruction placement site.
4.
Once the agency becomes an active affiliate to the School's field
instruction program, information on the agency is placed on file for both
student and faculty to review. Students access this information during the
field site selection process to determine which agencies may be of interest
to them as possible field placement sites.
Affiliation Process for Field Instructors
In order to qualify as a field instructor, agency personnel must meet the criteria
established by the School of Social Work. Agencies that do not have a field instructor
available with appropriate qualifications may contract with a qualified MSW outside of
the agency to provide the necessary field instruction.
1.
Agency Field Instructors
Agency personnel qualify to serve as field instructors if they meet the
criteria listed below.
a.
Possess a master’s degree in social work from CSWE accredited
social work program (CSWE 2.1.4) and two years of post graduate
professional experience in a field of practice related to the mission
of the agency.
b.
Demonstrates a willingness and ability to fulfill the following field
instructor responsibilities:
(1)
(2)
(3)
c.
meet weekly with the field student for a minimum of one hour
for instruction;
review student recordings of their client contacts;
attend field instructor meetings at Aurora University
complete the necessary paperwork associated with the field
instruction program.
In the case of school social work, field instructors must hold a
current Illinois Type 73 Certificate.
109
2.
Contract Field Instructors
Field agencies that do not have a staff member that meets the School’s
above eligibility requirements for a field instructor may elect to hire by
contract an MSW to serve as a field instructor. Contract field instructors
must meet the same qualifications as listed above with the exception that
contract supervisors may meet for conferences one hour every other week
with the field student. Field agencies that hire a contract field instructor
are also required to provide an agency staff member to serve as an
adjunct field instructor for the field student. This adjunct field instructor
must be available to meet weekly with the student for one hour.
Contract field instructors must, in addition, demonstrate their willingness to
coordinate the efforts of the agency personnel and in particular the field
instruction efforts of the adjunct field instructor. As with agency field
instructors, the approval of the contract field instructor for the School's
field instruction program lies with The Director of Field Instruction.
Placing and Monitoring Students
The Field Manual 2007-2008 describes the process followed for placement of social
work students in field placements (pgs. 11-14). Students are encouraged, during the
spring semester, to begin the placement selection process, in order to have a secured
placement for fall semester. Guidelines for selection of field placement are as follows:
1. Student shall have a scheduled selection meeting with the Director of Field
Instruction either during the spring semester, or immediately following
registration for Field Instruction course. The student’s social work learning
goals and career interests are discussed during this session. Available
placements are discussed; student is given the contact information for a
minimum of three potential field placements.
2. Students follow up with contact information and arrange for interviews with
multiple field placements.
3. Student accepts an offer from an agency, after interviewing with at least three
placements.
4. Student completes and submits a field application to the Director of Field
Instruction, for approval.
Students are encouraged to seek their placements independently. Students may
consider geographic location of placement, specific learning experiences offered at the
placement and/or preference for supervisor. If a student has been unable to secure a
placement on their own, the Director of Field Instruction may place the student at an
available placement. The available placement may not be the best fit for the student, as
there may be limited availability at the time the student is placed. It is in the best interest
of the student to seek their own placement and in a timely fashion. Student’s learning
110
experiences are monitored by the field instructor. Students may also discuss their field
learning in social work practice courses and with their field liaison.
Maintaining field liaison contacts with the agencies:
The Field Manual 2007-2008 (pg. 34) details the policy for field liaison contacts. Each
field liaison is an adjunct faculty member of the School of Social Work. Liaisons
maintain contact with field students via telephone and personal visits to the field site.
Liaisons review the student’s learning experience to determine the student’s needs are
being met by field experience and by field supervision. Liaisons play a pivotal role in
managing conflict between a student and supervisor, if such a situation arises.
Evaluating student learning and agency effectiveness in providing field
instruction:
Students are required to receive a minimum of one hour individual supervision from
their field instructors. During the supervision session, field instructors monitor the
progress of the student. Recommendations, suggestions and directions may be given
by the field instructor, and followed up on during subsequent meetings. Students and
field instructors enter into an agreement regarding learning tasks to be completed
during the course of the internship. This learning agreement is to be reviewed and
followed throughout the academic year.
Field Liaisons meet with the student and field instructor to review student’s progress,
learning agreement and field evaluation, if one has been completed. Liaisons are
required to assist the student and field instructor in creating a remediation plan, if a
student is struggling with their learning process or professional development.
Evaluations of student performance are recorded by the field instructor, as noted in the
Field Manual 2007-2008 (pg. 16). Evaluations measure multiple areas of student
learning, and are completed each semester of the academic year. Students meet with
their field instructor to review the evaluation before it is turned into the Director of Field
Instruction. The Director of Field Instruction reviews the evaluation and assigns a Credit
or No Credit grade, based on the recommendation of the field instructor.
Students are encouraged, but not required, to complete an evaluation of their field
placement experience. Students rate the agency and field instructor on a variety of
objectives and are encouraged to provide a narrative review of their experience. The
Director of Field Instruction reviews the evaluations and considers the students’
responses when making recommendations to the following academic year’s field
students.
AS
2.1.4
Specifies that field instructors for baccalaureate students hold a
CSWE accredited baccalaureate or master’s social work degree.
The program is responsible for reinforcing a social work
perspective if the field instructor does not hold required degree.
111
The Field Manual 2007-2008 (pg. 11) outlines the criteria field instructors must meet in
order to qualify for field instructor position. Field Instructors for social work students
must have a MSW from an accredited social work program, and to have been in
practice for a minimum of 2 years.
Some agencies offer quality social work learning experiences to students, but do not
employ qualified field instructors. The Director of Field Instruction will review the
placement, identifying the quality social work learning experiences and how the student
would benefit from completing their internship at the agency. If the opportunity cannot
be matched in another agency, and is vital to the student’s chosen field concentration,
the placement can be approved. A field instructor meeting the criteria must be secured
from outside the agency. School of Social Work faculty member or adjunct field liaison
may serve in this role, providing the necessary social work supervision to a student
interning in an agency without an MSW to act as field instructor.
AS
2.1.5 Provides orientation, field instruction training and continuing dialog
with agencies and field instructors
Orientation and training are provided to field instructors during fall semester. An event
designed to provide orientation to field instructors takes place in September. This event
provides information about the field manual, the documents used to measure student
learning, the role of the field liaison and the current advances in the school of social
work curriculum.
Training in supervision skills is provided during an event in October. This event provides
CEU credits to field instructors attending. Topics related to supervision, successful field
training and relating field work to course curriculum are covered. This event is free to
field instructors.
AS
2.1.6 Develops policies for employment related placements, student
assignments, and field supervision different from students’
employment.
Students seeking field placements at their place of employment are directed to the Field
Manual 2007-2008 (pgs. 20-21). The Director of Field Instruction must approve any field
placement within the student’s place of employment. The student is required to submit
an application outlining the following:
1. the field placement must be in a separate department from the area/program
in which the student is employed;
2. the field placement must serve a population different than the population
served by the department/program in which the student is employed;
112
3. the field student must be learning new social work skills during the field
placement, this must be a new learning experience for the student;
4. the field instructor must be a different worker than the student’s employment
supervisor. Both supervisor and field instructor must agree to the student’s
plan and provide signatures to the application form;
5. the student’s field hours must be completed separately from their employment
hours. For example, the student may work in employed role from 8a.m. to
4p.m. and may complete internship hours in other department from 4p.m. to
9p.m. Students may not be paid for internship hours.
113
CHAPTER TWO: APPENDIX A
----------------------------------------JOURNAL ARTICLE: COMPRESSED SOCIAL WORK EDUCATION
AN INNOVATIVE APPROACH TO CONTINUING EDUCATION
114
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115
Compressed Social Work Education: An Innovative Approach to Continuing Education
Charles Zastrow and Mary Weeden
George Williams College of Aurora University
ABSTRACT
Compressed MSW education involves offering courses in a more intensive format, with
the length of a course being substantially shorter than the traditional semester-long format. The
compressed education format for an MSW program in the Midwest is described, and the results
of an evaluative study of this format are summarized. The current students enrolled in this
program overwhelmingly favor this format over the traditional semester-long format.
students also see a number of advantages in being a member of a cohort group.
116
The
Compressed Social Work Education: An Innovative Approach
to Continuing Education
How can working professionals (many of whom have an undergraduate degree in social
work) most effectively attain a quality MSW education—and thereby increase their competence
in being social work practitioners? Many of such professionals have high undergraduate student
loans, and also have family obligations. For them to quit their jobs to attend a traditional fulltime or part-time social work program is often not feasible.
MSW programs have been exploring innovative approaches for the past few decades to
facilitate working professionals (with an undergraduate education) to attain a quality MSW
education. Generally, such approaches involve a part-time approach. There is considerable
research that indicates students graduating from a part-time program learn as much as students
graduating from a full-time program (Callicut, et al.; Porter, 1985; National Committee on PartTime Social Work Education, 1985; Hawthorne, 1985; Starr and Walker, 1982; Council on
Social Work Education Annual Program Meeting, 1987; Gullerud, E. et al., 1983; Nooe & Fauri,
1979; Seltzer, M. M., et al., 1986; Smith, J. D. and Kolevzon, 1987; Valentine, D. P., et al.,
1986; Tully and Boley, 1987).
An innovative approach to part-time MSW education is the compressed education format
that has been developed at George Williams College of Aurora University. This approach will
be the focus of this paper; the approach will be described and then results of an evaluative study
of the students enrolled in the program will be summarized.
The MSW program at George Williams College is a satellite program of Aurora
University. Aurora University has a CSWE-accredited baccalaureate program and a CSWEaccredited MSW program. (Aurora University is located in a suburb of Chicago.) George
Williams College is located near the Wisconsin-Illinois border, about 75 miles north of Aurora
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University. The MSW program at George Williams College was primarily designed to provide a
quality MSW education to full-time working social workers (with a baccalaureate degree in
social work) and to working professionals with a baccalaureate degree in a field other than social
work.
The MSW program at Aurora University has the traditional approach of having fall and
spring semesters that each run 16 weeks in length. (There are some courses also offered between
semesters, and during the summer.)
The compressed format at George Williams College involves offering the same courses at
this satellite campus as offered at Aurora University, but in a compressed format.
The
compressed format has the following structure. (Other MSW programs who want to consider
offering a similar structure may choose to vary the format.) Essentially, there are three terms:
fall, spring, and summer. Within each of these three terms students take two courses each.
However, the courses are taken consecutively, rather than concurrently—so students are taking
only one course at a time. The first course in a term is offered over a seven-week period.
Students attend for three weekends in a row, have a one-week break, and then attend for another
three weeks. The second course starts one week after the first one ends. Students attend for the
first three weeks, then have a one week break, and then attend for three more weeks. There are a
couple of weeks of “vacation” for the students between each of the fall, spring, and summer
terms. Classes are held Friday evening from 6:30 p.m. to 9:50 p.m. and on Saturday morning
from 8:30 a.m. to 11:50 a.m.
The satellite program has two full-time social work faculty members. Classes at George
Williams College are taught by the two full-time faculty members, by faculty who travel to the
campus from Aurora University, and by adjunct MSW instructors from the surrounding
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community. The two full-time faculty members attend faculty meetings at Aurora University
(with some faculty meetings being held at George Williams College (GWC). In addition, there
are topic curriculum committees that meet frequently to develop the syllabus for each course,
and to monitor that similar content is taught in the courses that are offered at each campus.
There are two concentrations offered at both campuses: (a) clinical social work
concentration, and (b) community leadership concentration.
The advanced standing program at George Williams College takes about 18 months to
complete. To receive advanced standing, students must have attained a baccalaureate degree
from a CSWEE-accredited program within the past five years. Table 1 identifies the required
courses in this advanced standing program.
Table 1
Advanced Standing Program
33 Total Credits
Year 1 (Total credits: 15)
Fall Semester (3 credits)
SWK 6500
Social Work Perspectives on Psychopathology (3 credits)
Spring Semester (6 credits)
SWK xxxx
Social Work Elective (3 credits)
SWK xxxx
Social Work Elective (3 credits)
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Summer Session (6 credits)
SW 6511/12 SWK Practice III-Concentration (3 credits)
SWK xxxx
Social Work Elective (3 credits)
Year 2 (Total credits: 18)
Fall Semester (9 credits)
SWK 6522
SWK Practice IV-Concentration (3 credits)
SWK 6281/82 Research II (3 credits)
SWK 6750
Field III: Advanced Internship (3 credits)
Spring Semester (6 credits)
SWK 6532/33 Advanced Social Policy-Concentration (3 credits)
SWK xxxx
Social Work Elective (3 credits)
SWK 3760
Field IV: Advanced Internship (3 credits)
Students who are not admitted into the advanced standing program are required to enroll
in the three-year, 60-credit hour program.
Table 2 identifies the required courses in this
program.
Table 2
Three-Year MSW Program
60 Total Credits
Year 1 (18 Total Credits)
Fall Semester (6 credits)
SWK 6150
HBSE I: Ecological Perspective (3 credits)
SWK 6140
Social Welfare History, Policy, & Institutions (3 credits)
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Spring Semester (6 credits)
SWK 6160
HBSE II: Theories of Human Development (3 credits)
SWK 6390
Cross-Cultural SWK Practice (3 credits)
Summer Session (6 credits)
SWK 6370
SWK Practice I: Individuals and Families (3 credits)
SWK 6250
Research I: Methodology (3 credits)
Year 2 (24 Total Credits
Fall Semester (9 credits)
SWK 6381
SWK Practice II: Groupwork* (1.5 credits)
SWK 6382
SWK Practice II: Community* (1.5 credits)
SWK 6500
SWK Perspectives: Psychopathology (3 credits)
SWK 6730
Field I: Beginning Internship (3 credits)
Spring Semester (9 credits)
SWK xxxx
Social Work Elective (3 credits)
SWK xxxx
Social Work Elective (3 credits)
SWK 6740
Field II: Beginning Internship (3 credits)
Summer Session (6 credits)
SWK 6511/12 SWK Practice III-Concentration (3 credits)
SWK xxxx
Social Work Elective (3 credits)
Year 3 (18 Total Credits)
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Fall Semester (9 credits)
SWK 6521/22 SWK Practice IV-Concentration (3 credits)
SWK 6281/82 Research II: Project (3 credits)
SWK 6750
Field III: Advanced Internship (3 credits)
Spring Semester (9 credits)
SWK 6531/32 Advanced Social Policy-Concentration (3 credits)
SWK xxxx
Social Work Elective (3 credits)
SWK 6760
Field IV: Advanced Internship (3 credits)
The structure and format of the internships are as follows:
The internship process at GWC involves either one or two placements, depending if the
student is in either a traditional or advanced standing track. Students work with the field
coordinator on obtaining a placement. Agencies are required to have an affiliation with the
college in order to conform to established standards. These affiliations must provide MSW
supervision in accordance with CSWE guidelines.
The first or beginning internship consists of a 450-hour placement and extends over two
semesters. This placement is more of a macro internship where students learn about the multiple
processes involved in social work, but generally have some direct client contact. The level of
expertise will vary among students, but all will have had the foundation curriculum prior to
starting the internship. Integration of HBSE I and II, cross-cultural, and policy concepts is
incorporated into this placement. Students have a fair amount of autonomy in choosing their
internship, but work with the coordinator to determine goodness of fit.
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The second or advanced internship consists of a 600-hour placement extending over two
semesters. This placement is in an area of interest of the student, whether clinical or community
based. In this placement students are able to hone skills and integrate theoretical concepts that
are expected at the advanced level. This placement offers a variety of opportunities that will
give students a knowledge base in the area of expertise in which they would like to practice in
post-graduation.
Students are expected to be at their internship 5 to 6 hours per day, 2 to 3 days a week,
depending on the agency and the type of placement. A learning agreement is prepared by the
student and his or her field instructor by the fifth week of their placement, and evaluations of the
student’s performance is completed each semester, reflecting the level of competency in specific
areas. Field visits by either a liaison or the coordinator are scheduled at least once a semester,
but may require additional visits if needed. All students complete a form evaluating the field
experience at the completion of their internship.
Financial aid is available to students who qualify at both GWC and Aurora University.
In December 2006 an evaluative survey was administered to the three cohort groups at
GWC. The survey used was developed by the two authors of this article and administered to
each cohort in December 2006. Each cohort takes one class at a time. The authors went to each
of the three classes and distributed a copy of the survey. After receiving permission from the
professors of these classes, students were requested to complete the survey during their class
period. They were specifically instructed not to sign their names in order to maintain anonymity.
It was also felt that by doing this, students’ responses would reflect a greater degree of comfort
and therefore honesty with their responses. The classes were divided according to the specific
cohort group. The cohort group of 2004 and 2005 included several advanced standing students.
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The findings of the survey are summarized as follows:
Students were asked to rate, on a scale of (1—poor) to (10—superb), their view of the
overall quality of the MSW education they are receiving at GWC. The median score was 9,
which indicates most students stated they believe the quality of their MSW education is high.
Students were asked what number, on a scale of (1—easy) to (10—extremely difficult),
best represents their view of the degree of difficulty of working at a job, doing field placement,
and attending this MSW program. The median score was 9, which indicates students view this
challenge as being quite difficult.
Practically all of these students also have family
responsibilities, which presents an additional challenge with having to incorporate this into their
schedules.
Students were asked which of the following educational formats they prefer to attend: (a)
semester term, or (b) compressed format. Forty-three stated they prefer the compressed format,
and only one stated he or she prefers the semester term. This result indicates that virtually all
these students prefer the compressed format over the traditional semester term.
The students indicated they see a number of advantages to the compressed format. The
following are illustrations:
“I work better in a fast paced environment. I tend to be a procrastinator and this program
does not allow me time to procrastinate.”
“By far, the compressed format is most preferred. It allows for short breaks, which are
needed—allows for a consistent schedule for the full 3 years. Much like a summer
school course, it allows for increased retention and applicability. Adult learners
need this format.”
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“I like to take one class at a time—to concentrate fully in that class.
The Friday
night/Saturday morning format suits my family’s lifestyle. I don’t want to be away
from kids on weeknights.”
“It works for an adult returning to school while working full-time. It keeps me interested
the whole time in subject matter.”
“You can totally concentrate on one subject for the 6 weeks and then move on to the
next.”
“It allows me to work full-time and complete the program in a timely fashion. The
schedule allows for more in-depth conversations and activities in class.”
In summary, the advantages to the compressed format include the following: It is a fastpaced environment, which reduces the time to procrastinate; students take one class at a time,
which facilitates their attending to the course content; and it allows students to work full time,
while attaining an MSW in a timely fashion.
Students were asked their thoughts on the advantages of being a member of a cohort
group in which they take all their classes with the same group of students. Every student listed
two or more advantages. The following are illustrative of the responses that were received.
“You begin to grow close to other students. Everyone is going through the same or
similar situations. It is like having a support group.”
“You get to know students on a more personal level. It creates availability for a closeknit support group among students, which helps to relieve stress and contributes to
study groups.”
“You have a chance to really get to know your classmates.”
125
“Classmates seem to feel comfortable with one another and know what to expect from
peers.”
“Closeness of classmates; easier to express opinions; building a network for future
professional usage.”
“Feel comfortable among peers to share stories/experiences.
Start out with class
members who you know you will be with them in the next class; makes it easier to
start off the bat.”
“We get to know each other well and get to work together. We get very involved and
share detailed information on each other’s jobs and experiences that we can
constantly related to the material in class.”
“I have a deep appreciation of the cohort approach. The advantages are getting to really
know your group, learning to work as a team, and developing a sense of belonging
and concern for others.”
These statements indicate that for most students their cohort group has become a “support
group” that: can help one another problem solve their personal challenges; assists them in
learning to work together as a team; and facilitates the formation of study groups.
The students listed the following as being a disadvantage of being in a cohort group:
“Somewhat difficult coming in as advanced standing as far as feeling part of the cohort.
I anticipate this to improve.”
“Occasionally cliquey; occasional personality differences.”
“Certain students love drama and create tension within the cohort. It seems that those
individuals do not stay in the cohort, maybe due to personal reasons.”
“May limit variety as far as student perspectives.”
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“You can’t get away from the annoying ones.”
“You are stuck with the same people. There might be someone you might have trouble
getting along with.”
“The main disadvantage would be the lack of incorporating new people and ideas into the
classroom.”
It should be noted that the number of disadvantages that were listed were less than half of
the number of advantages that were listed.
This suggests students generally perceive
considerable merit in having a cohort group in a MSW program. The disadvantages that were
listed suggest concerns over: the formation of cliques; having to continue to take classes with
someone that is “annoying”; the danger of limiting variety in regards to student perspectives; and
the challenges that advanced standing students face when joining a cohort group that has
previously been established with traditional students.
Most of the students are working full-time, or part-time, in social work, or social workrelated jobs. Practically all of the students indicated taking MSW classes has assisted them in
performing better at their job. The following responses are illustrative of how the MSW courses
are assisting them in their jobs:
“The courses have been beneficial in me performing better at my job because I am
gaining new information on how to assist my clients and better understand them and
also how I can go about making policy challenges that I feel need to be reviewed.”
“It gives both macro and micro perspectives related to my job.
It helps to teach
coworkers and subordinates the topics we discuss in class and in readings.”
“It has helped me with general knowledge related to my families; increased ability to
work with staff and families.”
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“I look at each situation I encounter with a different perspective.”
“Better understanding of diagnosis of clients; better crisis management skills; better
overall leadership skills.”
“Psychopathology has helped give a perspective on working with mentally ill clients.
Enhanced my awareness of macro social work practices, which directly affects
clients.
Theory-especially the strengths perspective, helped me gain a better
understanding of how to help clients reach their goals.”
“I can better work with people and understand their disorder from a clinical standpoint. I
can share my hardships with others and get good advice from a social work
standpoint.”
“Better understanding of clients; increased empathy to awareness of disorders.”
“It is easier to work with the mentally ill population by being able to identify symptoms
and know terms. As a professional, I know what to expect.”
These statements indicate the students are applying the material that they are learning in
their courses to the work that they are currently doing in their social work (or social workrelated) jobs.
As a result, their clients are probably directly benefiting, along with their
employers, by performing their responsibilities more effectively and efficiently.
It is the
impression of both these authors who instruct in this program that teaching MSW students who
hold a job in social work or in a related field also enriches the classroom. These students
frequently share and problem-solve in classes, using their experiences with clients and other staff
from their place of employment. This process facilitates the application of the theoretical
concepts they are learning in the classroom.
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The students overwhelmingly stated that there is enough time in a seven-week course to
do all the course assignments, and to “comprehend” the material presented in lectures and in
assigned readings.
Conclusion
Compressed MSW education involves offering courses in a more intensive format, with
the length of a course being substantially shorter than the traditional semester-long format.
Compressed, part-time MSW education appears to be highly attractive to working professionals
(many of whom have an undergraduate degree in social work). The compressed format allows
them to pursue a quality MSW education, while at the same time working full-time, and
attending to family responsibilities. The compressed MSW format at George Williams College
of Aurora University is described. In addition, a survey of the students in this program found
that they overwhelmingly prefer this format, in comparison to the traditional semester-long
format. The students did indicate that working at a job, doing field placement, and taking “in
class” courses is a difficult challenge. The students’ views on the advantages and disadvantages
of this compressed format (and being a member of a cohort group) are summarized.
Charles Zastrow, Ph.D., is a professor at George Williams College of Aurora University, as well
as Assistant Director of the MSW program at the GWC campus - czastrow@aurora.edu
Mary Weeden, MSW, is the MSW Field Instruction Coordinator at the GWC campus mweeden@aurora.edu
129
References
Callicut, J. W., et al. 1985. Thought and preliminary dialogue. Paper presented at the Annual
Program Meeting of the Council on Social Work Education, Washington, DC.
Council on Social Work Education Annual Program Meeting. 1987. National Committee on
Part-Time Social Work Education Sixth Annual National Symposium, St. Louis, MO,
March, 1987.
Gullerud, E., H. Patchner, P. Leuenberger, J. Hartman, S. Cook, and R. Kalus. 1983. Quality of
alternatives of part-time social work educational programs: Myths and realities. Journal of
Continuing Social Work Education Vol. 2.
Hawthorne, L. S. 1985. Night and day: Comparison of part-time student field performance. Paper
presented at the Annual Program Meeting of the Council on Social Work Education,
Washington, DC.
National Committee on Part-Time Social Work Education. 1985. Task force report on quality
and accreditation. Paper presented at the Annual Program Meeting of the Council on Social
Work Education, Washington, DC.
Nooe, R. M., and D. P. Fauri. 1979. Part-time study for the NSW degree: A Program checklist.
Occasional Paper No. 1 Council on Social Work Education.
Porter, R. 1985. Study of 1983-84 alumni cohort School of Social Work, West Virginia
University. Unpublished manuscript.
Seltzer, M. M., J. Wayne, L. C. Litchfield, L. Strom, and C. Dickson. 1986. Comparison of parttime and full-time MSW students: Why part-time education can work. Journal of Continuing
Social Work Education Vol. 3.
Smith, J. D., and M. S. Kolevzon. 1987. Part-time and off-campus educational structures:
Different routes but comparable outcomes. Journal of Continuing Social Work Education
Vol. 4.
Starr, R. and J. Walker. 1982. A Comparison of Part-Time and Full Time Degree Students: The
One Year Residence Advisor’s Study. Journal of Education for Social Work, 18, no. 1, pp.
59-67.
Tully, C. and B. Boley. 1987. Creating a Balance Between Continuity and Change: Part-Time
Social Work Education at West Virginia University, Journal of Continuing Social Work
Education, Vol. 4.
Valentine, D. P., J. T. Gandy, and R. W. Weinbach. 1986. Assessing the socialization of students
in part-time and full-time graduate social work education. Journal of Continuing Social
Work Education. Vol. 3.
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CHAPTER THREE: PROGRAM GOVERNANCE,
ADMINISTRATIVE STRUCTURE AND RESOURCES
GOVERNANCE AND ADMINISTRATIVE STRUCTURE
A.S.
3.0:
The social work program has the necessary autonomy
and administrative structure to achieve its goals and objectives.
The School of Social Work is administratively housed in Aurora University’s College of
Professional Studies (CPS). The College of Professional Studies consists of the School
of Business, School of Nursing, and the School of Social Work (see Chapter Three,
Appendix A: University Organizational Charts).
Fred R. McKenzie, Ph.D.,LCSW is the Director of the School of Social Work and
Donette Shore Considine, Ph.D., is the Associate Director. Fred R. McKenzie is also
the Dean of the College of Professional Studies and reports to the University Provost
Andrew Manion, Ph.D.; who in turn reports to the University President, Rebecca
Sherrick, Ph.D.
The Director of the School of Social Work has primary responsibility under University
policies for the strategic direction and day to day leadership of the School of Social
Work, including both the BSW and MSW programs. The Director has decision making
responsibilities for key tasks such as resources, workload formula, personnel
assignment and program vision. The Director also serves as the MSW Program
Director. The Associate Director reports to the Director of the School of Social Work,
and also serves as the BSW Program Director.
SCHOOL OF SOCIAL WORK CURRICULUM
A.
S. 3.0.1:
The social work faculty defines program curriculum
consistent with the EP and AS and the institution’s policies.
The curriculum of the combined BSW/MSW School of Social Work (SSW) is established
by the social work faculty under the guidelines determined by the Council on Social
Work Education (CSWE). The Educational Policy and Accreditation Standards (EPAS)
as well as Accreditation Standards (A.S.) are implemented in the curriculum as
described in the curriculum section 2.0 in this document. The faculty of the SSW
defines and maintains oversight of the combined BSW/MSW curriculum according to
the university policies.
132
Any changes and modifications to curriculum are the responsibility of the social work
faculty. Minor changes such as textbooks, assignments, and so forth are made by
faculty teaching the course with approval by the respective curriculum committee.
Changes that involve course objectives and content are made by the social work faculty
within respective curriculum committees, and approved by the faculty as a whole. More
major changes such as the addition of a new permanent course, new curriculum
initiative, and so forth are first approved by the social work faculty, then the College of
Professional Studies faculty, the University Faculty Senate and finally by the University
Provost, President and Board of Directors. The University higher administration has
been highly supportive of the SSW; especially the new Addictions, Gerontology, and
Business Leadership initiatives. The SSW is encouraged to develop new and creative
programs to further the development of the University’s undergraduate and graduate
programs.
The Curriculum Committee structure and process within the SSW, CPS, and University
administration is as follows:
SSW Curriculum Committee and Process:
Dr. Charles Zastrow serves as the curriculum oversight chair for the BSW and MSW
curriculum. It is his responsibility to oversee the integrity of the curriculum and provide
consultation to all SSW curriculum committees regarding CSWE’s A.S. and EPAS in the
development and revisions of all courses. Dr. Zastrow serves as an advisory member
on all SSW curriculum committees.
The following curriculum committees meet monthly. It is the committees’ responsibility
to create, assess, evaluate, and revise all BSW and MSW curriculum in both the
foundation and advanced curriculum utilizing a myriad of evaluation data acquired
annually in the SSW.
1.
Micro Practice Committee: It is this committee’s responsibility to create,
assess, evaluate, and revise all BSW and MSW social work micro practice
courses in both the foundation and advanced curriculum; such as SWK
6370: Social Work Practice I: Individuals and Families and SWK 6511
Social Work Practice III: Clinical Theory and Methods in the MSW
program; and SWK 4110: Generalist Practice III: Individuals and Families
in the BSW program.
2.
Mezzo/Macro Policy and Practice Committee: It is this committee’s
responsibility to create, assess, evaluate, and revise all BSW and MSW
social work mezzo, macro, and policy courses in both the foundation and
advanced curriculum; such as SWK 6140: Social Welfare Policy and
Institutions and SWK 6512: Social Work Practice III: Leadership and
Community Practice Theory and Methods in the MSW program; and SWK
3150 Social Welfare Institutions and Policies in the BSW program.
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3.
Diversity Committee - It is this committee’s responsibility to create,
assess, evaluate, and revise all BSW and MSW social work diversity
courses in both the foundation and advanced curriculum; such as SWK
6390: Social Work Practice with Diverse and Vulnerable Populations in the
MSW program, and in the BSW program, SWK 4100: Social Work
Practice with Diverse and Vulnerable Populations.
It is also this
committee’s responsibility to insure that content on Diversity as well as
Populations at Risk and Social and Economic Justice are infused into the
combined social work curriculum.
4.
Field Committee: Chaired by the Director of Field Instruction, it is this
committee’s responsibility to insure that field content is incorporated into
the appropriate SSW combined curriculum such as SWK 6370: Social
Work Practice I: Individuals and Families and SWK 6511: Social Work
Practice III: Clinical Theory and Methods in the MSW program; SWK
4110: Generalist Practice III-Individuals and Families in the BSW program.
It is also the responsibility of this committee to insure that key social work
curriculum areas are incorporated into field work.
5.
Human Behavior and the Social Environment (HBSE) Committee: It is this
committee’s responsibility to create, assess, evaluate, and revise all BSW
and MSW HBSE courses in both the foundation and advanced curriculum;
such as SWK 6150: HBSE I: Theories of Human Development-Infancy to
Adolescence in the MSW program, and in the BSW program, SWK 3400:
Human Behavior and the Social Environment. It is also the responsibility
of this committee to insure that key HBSE content is incorporated into
relevant areas of the social work curriculum.
4.
Research Committee: It is this committee’s responsibility to create,
assess, evaluate, and revise all BSW and MSW research courses in both
the foundation and advanced curriculum; such SWK 6250: Research I:
Research Methods in the MSW program; and SWK 4200: Research I in
the BSW program. It is also the responsibility of this committee to insure
that key research content is also incorporated into relevant areas of the
social work curriculum.
5.
Electives Committee: It is this committee’s responsibility to create, assess,
evaluate, and revise all BSW and MSW electives courses in both the
foundation and advanced curriculum; such as SWK 6480: Advanced
Social Work Practice with Adolescents in the MSW program; and SWK
3770: Social Work with Older Adults.
Specialization Committees:
1.
School Social Work Committee: It is this committee’s responsibility to
create, assess, evaluate, and revise all MSW School Social Work courses
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in both the MSW and Post-MSW curriculum; such as SWK 6410: School
Social Work Policy and Practice I.
2.
Addictions Committee: It is this committee’s responsibility to create,
assess, evaluate, and revise all BSW and MSW elective addiction courses
such as SWK 5810: Survey of Substance Abuse Evaluation and
Treatment in the MSW program, and in the BSW program, SWK 2050:
Drugs and Human Behavior: Survey of Substance Abuse Evaluation and
Treatment. It is also the responsibility of this committee to insure that key
addictions content is also incorporated into relevant areas of the social
work curriculum.
3.
Gerontology Committee: It is this committee’s responsibility to create,
assess, evaluate, and revise all BSW and MSW elective gerontology
courses such as SWK 5770: Social Work with Older Adults in the MSW
program and SWK 3770 – Social Work with Older Adults in the BSW
program. It is also the responsibility of this committee to insure that key
gerontology content is also incorporated into relevant areas of the social
work curriculum.
Curriculum committees meet monthly. Course decisions and recommendations are
voted out of specific curriculum committees and brought to the full SSW monthly faculty
meetings for a final vote. In this way, the social work faculty defines and maintains
oversight of the social work curriculum.
Any major curriculum changes that require University approval are first voted out of the
SSW, then approved by the College of Professional Studies curriculum committee;
which consists of one social work faculty member, one nursing faculty member, and one
business faculty member. Once a major change proposal has been approved by the
CPS curriculum committee, the major change or initiative is brought before the entire
CPS faculty for a vote. Once approved by the CPS faculty, the major change proposal
or new initiative goes before the University Faculty Senate for approval. The University
Senate has one representative from each school in the University. Final approvals must
go before the University Provost, President and the Board of Directors.
An example of a major change or initiative was the approval of the new Gerontology
Initiative in the SSW. It first was approved in the SSW, then CPS, the University
Senate, and finally upper University administration. This procedure insures that the
entire University is involved in the process.
SCHOOL OF SOCIAL WORK FACULTY AND PERSONNEL
A.S.
3.0.2:
The administration and faculty of the social work program
participate in formulating and implementing policies related to
recruitment, hiring, retention, promotion, and tenure of
program personnel.
135
The Director of the SSW works with the University-wide personnel policies that are
defined in the Faculty Handbook. The Director has the authority to recruit, assign, and
evaluate all social work faculty and to hire adjunct faculty. SSW faculty is also involved
in this process.
For example:
Permanent, full-time faculty is selected by a recommendation from a search committee.
Search committees typically consist of two to three faculty members from the SSW and
one faculty member from the university; all appointed by the Director of the SSW. The
search committee screens and interviews prospective candidates. The committee
selects two or three finalists, who are interviewed by the Director of the SSW, teach a
social work class; and are also interviewed by the Dean of CPS and the University
Provost.
The School of Social Work faculty and administration participate in the formulation of
policies related to recruitment, hiring, retention, promotion, and tenure of program
personnel.
DIRECTOR, SCHOOL OF SOCIAL WORK
A S. 3.0.2:
The chief administrator has demonstrated leadership ability
through teaching, scholarship, curriculum development,
administrative experience, and other academic and
professional activities in the field of social work.
The chief administrator of Aurora University’s School of Social Work is Director Fred R.
McKenzie, Ph.D., LCSW. Dr. McKenzie has held the position of Director of the SSW
since July of 2006.
Dr. McKenzie received his Ph.D. in Clinical Social Work from Loyola University of
Chicago in 1995. He has been a licensed clinical social worker in the state of Illinois,
LCSW since 1989, and has over 30 years of practice experience, including 16 years of
college teaching experience at Aurora University. While at Aurora University, Dr.
McKenzie has consistently received exemplary evaluations in the areas of teaching,
scholarship and service. He has been promoted to the rank of Associate Professor
while at Aurora University. Dr. McKenzie has been strongly involved in curriculum
committees in the SSW, most recently as the chair of the social work practice
committee; and curriculum oversight chair prior to assuming the role of SSW Director.
Dr. McKenzie has published a book with Lyceum Books Inc. titled Practice with
Adolescents: An Applied Approach (2008); and is under contract with Lyceum to write
another text tentatively titled Understanding and Managing the Therapeutic
Relationship.
Dr. McKenzie has presented countless professional workshops in the areas of the
clinical social work relationship, adolescents, couples, and community work. Prior to
136
coming to Aurora University, Dr. McKenzie was the Clinical Director at Spectrum Youth
and Family Service in Hoffman Estates, Illinois, and Executive Director of Barrington
Youth Services, in Barrington Illinois. Until assuming the role of the Director of the
SSW, Dr. McKenzie maintained a private practice in clinical social work serving a wide
range of clientele.
Since his appointment as the Director of the SSW at Aurora University, Dr. McKenzie
has helped to develop the Clinical concentration and Leadership and Community
Practice concentration, as well as several key professional initiatives in Addictions,
Gerontology, and MBA Leadership curriculum in Not-for-Profit organizations.
BSW PROGRAM DIRECTOR
A S.B. 3.0.2:
At the baccalaureate level, the social work program director
who is the chief administrator, or his or her designee, has a
master’s of social work degree from a CSWE – accredited
program with a doctoral degree preferred or a baccalaureate
degree in social work from an CSWE – accredited program
and a doctoral degree.
Donette Shore Considine, Ph.D., MSW, is the Associate Director and BSW Program
Director in the SSW at Aurora University. Dr. Considine received her MSW from Aurora
University in 1997, and her Ph.D. in Human Services with a specialization in Social and
Community Services from Capella University in Minneapolis, Minnesota in 2006. As
chair of the SSW Research Committee, Dr. Considine has spearheaded important
community-based research projects aimed at improving service delivery and assessing
the needs of the SSW’s constituents and surrounding communities. BSW and MSW
students in the research sequences are involved in these key projects.
MSW PROGRAM DIRECTOR
A S.M. 3.0.3:
At the master’s level, the social work program director who is
the chief administrator, or his or her designee, has a master’s
of social work degree from a CSWE – accredited program. In
addition, it is preferred that the MSW program director have a
doctoral degree.
Fred R. McKenzie Ph.D., LCSW, the chief administrator of the SSW also serves as the
MSW Program Director. He received his Ph.D. in Clinical Social Work from Loyola
University of Chicago Illinois in 1995, and his MSW from George Williams College in
Downers Grove Illinois in 1982.
A S.
3.0.4:
The chief administrator of the social work program has a fulltime appointment to the program and sufficient assigned time
(at least 25% for baccalaureate programs and 50% for
master’s programs) to provide educational and administrative
137
leadership. Combined programs designate a social work
faculty member and assign this person sufficient time to
administer the baccalaureate program.
Fred R. McKenzie Ph.D.,LCSW is an Associate Professor at Aurora University, has an
underlying tenure contract, and sufficient assigned time to administer the School of
Social Work, including 50% for the MSW program.
Donette Shore Considine, Ph.D., MSW is an Assistant Professor at Aurora University,
has an underlying tenure contract, and 50% release time to administer the BSW
program.
DIRECTOR OF FIELD INSTRUCTION
A S.
3.0.5:
The field education director has a master’s degree in social
work from a CSWE – accredited program and at least 2 years
post-baccalaureate or post-master’s social work degree practice
experience.
Ms. Alison Arendt LCSW is the Director of Field Instruction for the BSW and MSW
programs in the SSW at Aurora University. She received her MSW from Aurora
University in 2000, and has over seven years post-MSW practice experience.
A S.
3.0.6:
The field education director has a full-time appointment to the
program and sufficient assigned time (at least 25% for
baccalaureate programs and 50% for master’s programs) to
provide educational and administrative leadership for field
education.
The Director of Field Instruction, Ms. Alison Arendt LCSW has a full-time appointment to
the SSW. This is a full-time position allowing 100% time to provide educational and
administrative leadership for field education in the combined BSW/MSW social work
programs.
SCHOOL OF SOCIAL WORK RESOURCES
A S.
3.1 :
The social work program has sufficient resources to achieve
program goals and objectives.
The combined SSW program at Aurora University has sufficient resources to achieve its
goals and objectives. There are 11 regular full- time faculty members assigned to the
SSW. In addition to the teaching faculty, there are two full-time administrators; the
Director of the SSW and the Director of Field Instruction. The School Social Work
Coordinator is an administrative position; with 50% teaching time and 50%
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administrative time to coordinate the School Social Work track in the clinical
concentration.
Two regular full-time faculty have administrative workload release. Dr. Donette Shore
Considine teaches 50%, with 50% workload release time for her Associate Director
position; which includes the BSW Program Director role. Dr. Zastrow teaches 60% in
the MSW program at the George Williams College (GWC) satellite program in Williams
Bay, Wisconsin; with 40% workload release time to serve as the Assistant Director for
the MSW program at GWC. In addition, Ms. Mary Weeden LCSW works part-time in a
“Field-Coordinator”/advisor/recruiter role for the GWC MSW satellite program, under the
guidance and supervision of Assistant Director of the MSW program at GWC, Dr.
Zastrow, Director of Field Instruction, Alison Arendt LCSW, Associate Director, Dr.
Shore Considine, and the Director of the School of Social Work, Dr. McKenzie.
In addition to the regular faculty in the SSW program, the University administration
supports over 30 adjunct faculty per year; some of whom teach in the SSW combined
program, and some who serve as adjunct field liaisons.
The SSW budget is, and has been, sufficient to meet the needs of the SSW combined
program. There have been continued budget increases to support the growth and
development of the SSW.
The SSW delivers a major continuing education event each year. In 2007, the SSW
brought Dr. Eda Goldstein to the Aurora campus for a day-long workshop on the
“Clinical Social Work Relationship”.
The SSW is working with community-based agencies and the local mental health board
to develop and implement needs assessments and program evaluations. Revenue from
these research activities are also incorporated into the SSW budget.
SUPPORT STAFF
A S.
3.1.1:
The program has sufficient support staff, other personnel, and
technological resources to support program functioning.
The School of Social Work is housed in four buildings on Gladstone Avenue,
immediately South of the Aurora University campus. The George Williams College
(GWC) MSW satellite program is housed on the main Williams Bay campus.
There are two full-time support personnel for the combined SSW program on the Aurora
campus; an administrative assistant, and secretary. SSW faculty at the GWC MSW
satellite program utilizes the main secretarial pool on the GWC campus for clerical
support. In addition to these support personnel, the combined SSW program also
receives help annually from two work study students.
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The support services that the SSW receives are equal to or greater than those provided
to any other academic or professional program in the University.
All SSW faculty have a private office, telephone with voice mail; and are given the
choice between a laptop or desktop computer from which to work. Software programs
on all computers include: Microsoft Word, Excel, PowerPoint, Access, Outlook, Internet
Explorer, Mozilla and Mozilla Firefox. In addition, all faculty have access to the
University’s Web Advisor, Moodle, and Datatel systems. These programs allow faculty
to access data and key information as well as enable them to provide academic
information such as syllabi, PowerPoint, and Web information to their students. All
SSW faculty have their own secure email addresses and accounts with which to
communicate to appropriate contacts from campus or their homes. Faculty can access
university information from anywhere off campus, as well as access their campus voice
mail.
Aurora University has computer labs on both the Aurora and GWC campuses. Students
and faculty have access to these facilities during open hours. Students also have
access to computers at the university library. The Information Technology Services
(ITS) department is continually upgrading the technology infrastructure, which includes
the computer labs, library, and faculty computers. All university classrooms have
computers, projectors, combined DVD/VCR units, and sound systems. This enables
faculty to use videos, films, music, and web sites to enhance the academic environment
in all classrooms.
BUDGET AND FINANCIAL SUPPORTS
A S.
3.1.2:
The program has sufficient and stable financial supports that
permit program planning and achievement of program goals and
objectives. These include a budgetary allocation and procedures
for budget development and administration.
The SSW combined program has sufficient and stable financial supports that permit
program planning and achievement of program goals and objectives. Each year, the
Director of the SSW formulates budgetary projections and expenses, and submits a
budget proposal to the Dean of the College of Professional for approval. This projected
budget typically does not include salaries or health benefits; which are administered at
the upper university management level. The annual projected SSW budget includes
such items as dues and memberships, printing, travel expenses, postage, telephone,
gifts and entertainment, and so forth. Planning and access to these budgetary items
allows the SSW to have sufficient resources to plan and carryout program objectives on
an annual basis. The Dean of CPS has been extremely supportive in helping to
increase SSW budget allocations each year, in line with program growth and new
curricular and professional initiatives.
140
In addition, the Director and Associate Director of the SSW meet with university
enrollment and financial administration to discuss and plan for annual revenue streams
based upon projected enrollment figures (see Chapter Three, Appendix B: Program
Expense Budget).
LIBRARY RESOURCES
A S. 3.1.3:
The program has comprehensive library holdings and electronic
access, as well as other informational and educational
resources necessary for achieving the program’s goals and
objectives.
The Charles B. Phillips Library provides library materials and services to support the
academic programs and instructional needs of the School of Social Work. The library
houses a collection of over 99,000 books and over 7,000 multimedia materials, as well
as 210 current periodical subscriptions. Electronic resources include an online catalog
network with 71 academic libraries in the state and more than 80 indexes and online
databases. Through our electronic indexes and databases, books are also available
from libraries nation- and world-wide to currently enrolled students, and current faculty
and staff.
Library materials (e.g., books, monographs, videos, journals) relating to social work fall
into many subject areas and disciplines, including social work, psychology, sociology,
counseling, human development, psychiatry, public health, social policy, gerontology,
education, health care, criminal justice, ethics, administration, communities and
organizations, cultural diversity, and substance abuse (see Chapter Three, Appendix C:
Librarian’s Report).
PHYSICAL SPACE
A S. 3.1.4:
The program has sufficient office and classroom space,
computer-mediated access, or both, to achieve the program’s
goals and objectives.
As mentioned in A.S. 3.1.1, the university provides all regular full-time faculty in the
SSW with a private office, computer, telephone with long distance capabilities and voice
mail; as well as printer access. All faculty offices are equipped with desks, chairs, and
bookcases. Adjunct faculty has access to several shared offices with the same
capabilities.
Classrooms are assigned by the university registrar based on the academic schedule,
anticipated enrollment, and technology or other resource need. SSW classes are held
in a variety of buildings on both the Aurora and GWC campuses. As mentioned above
in A.S. 3.1.1, all classrooms on both campuses have computer and multi-media
capability in order to provide an exemplary educational experience.
141
TECHNOLOGY RESOURCES
A S. 3.1.5:
The program has access to assistive technology, including
materials in alternative formats (such as Braille, large print,
print, books on tape, assistive learning devices)
The following passage is taken from the Aurora University web site:
“Disabilities services at Aurora University are coordinated through the
Center for Teaching & Learning, located in Charles B. Phillips Library. The
Center for Teaching & Learning is responsible for authorizing and
facilitating accommodations for students with disabilities, consistent with
Section 504 of the Federal Rehabilitation Act of 1973 and the Americans
with Disabilities Act of 1990. Depending on the disability, this may include
providing classroom accommodations, testing accommodations, assistive
technology, access to readings on tape, or other appropriate services.
Tutoring for specific courses and more general development of academic
skills is available to all Aurora University students. Accordingly, a student
does not need a special accommodation to access tutoring and one-onone support through our office - that is a free service available to all of our
students.”
In addition to these comprehensive services, the SSW faculty frequently refers BSW
and MSW students to the Center for Teaching and Learning to assist in their specific
learning needs or challenges such as organizational skills and writing ability.
142
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143
CHAPTER THREE: APPENDIX A
-------------------------------------------UNIVERSITY ORGANIZATIONAL CHARTS
144
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145
Board of Trustees
Chair
Calvin Myers
President
Rebecca Sherrick
Executive
Assistant
Maggie Sharrer
Provost
Andrew Manion
Vice President
for
Enrollment
Carol Dunn
Vice President
for
Advancement
Ted Parge
Vice President
for
Finance
Beth Reissenweber
(31 March 2008)
Vice President
for
Administration
Thomas Hammond
146
Vice President and
Chief Academic
Officer – GWC
William Duncan
Vice President and
Chief Operating
Officer – GWC
Michael Moser
Vice President for
Student Life
Lora de Lacey
Provost
Andrew Manion
Assistant Provost
Ellen Goldberg
Special Projects
Jorie Aloisio
Administrative
Assistant
Rita Gilbert
Dean of A & S;
Interim Dean of
College of Prof
Studies
Lora de Lacey
Director of the Library
John Law
Dean of the College of
Education
Don Wold
VP for Student Affairs
& Ac Support
(vacant)
Exec Director,
Institute for Collab
Sherry Eagle
University-Wide
Academic Programs
Institutional Research
and Data Management
Asst. Dean for Soc Sci
and Humanities
Gerry Butters
Chair Division of Fine
Arts
Richard Westphal
Chair of EdD
Joan Fee
Chair of BATC
Sandy Prolman
Asst to the Provost
Advising, STAR
Jodi Koslow Martin
City-Wide After
School Programs
Kris Johnson
Director of the Honors
Program
Dan Hipp
Director of Inst.
Research
Ken Leask
Chair of Math and
Sciences
Mark Zelman
Director of School of
Business
Shawn Green
Director of SHAPE
Alicia Cosky
Director of
MAT/MAEL
Ron O’Neill
Director of Center for
Teaching & Learning
Eric Schwarze
SES
(Externally Managed)
Dean of General
Education
Gerry Butters
Faculty Assessment
Coordinator
Jay Thomas
Director of School of
Social Work
Fred McKenzie
Director of School of
Nursing
Carmella Moran
Director of MARI
Roberta Linder
Director of CAPS
Bob Paolichi
Director of Athletics
Mark Walsh
Grants Administration
and ACI Liaison
Director of
Schingoethe
Museum
Meg Bero
Executive Director
Wackerlin Center
Martin Forward
Chair of MATC
Maribeth Juraska
Chair of Special Ed.
Kathleen Bradley
Dean of Students
Amy Andrzewski
Undergraduate
Registrar
Lynn Hayes
Graduate Registrar
Mary Lohrmann
Note: Organizational Chart will be updated to reflect that
Dr. McKenzie is the Dean of the College of Professional
Studies (CPS). CPS includes the School of Business,
School of Nursing, and School of Social Work
147
NCATE Coordinator
Ron Ramer
CHAPTER THREE: APPENDIX B
-----------------------------------------------PROGRAM EXPENSE BUDGET
148
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149
Council on Social Work Education
Commission on Accreditation
Budget
Form A_2002
This form is used to evaluate a program’s compliance with Accreditation Standard (AS) 3.1.2.
AS 3.1.2
The program has sufficient and stable financial supports that permit program planning and
achievement of program goals and objectives. These include a budgetary allocation and
procedures for budget development and administration.
Combined programs must submit as many copies of this form as necessary to present their
budget arrangement. Provide all information requested below.
Type of Program:
Master’s:
Baccalaureate:
Combined:
X
PROGRAM EXPENSE BUDGET
Previous Year 0607
Faculty,
Administrators
Support Staff
Temporary or Adjunct
Faculty & Field Staff
Fringe
Supplies/
Services
Travel
Student Financial
Equipment
Other
TOTAL
Current Year 07-08
Next Year 2008-09
$
%
Hard
Money
$
% Hard
Money
100%
800,413
100%
879,425
100%
100%
61,765
100%
63,618
100%
149,617
100%
150,000
100%
160,000
100%
0
0
0
0
0
0
28,070
100
33,052
100%
34,044
100%
9025
100%
10,500
100%
11,025
100%
0
0
0
0
0
0
275
100%
0
100%
300
100%
0
0
0
0
0
0
1,134,678
100%
1,055,730
100%
1,148,412
100%
$
% Hard
Money
886,824
60,867
150
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151
CHAPTER THREE: APPENDIX C
-----------------------------------------LIBRARIAN’S REPORT
152
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153
Librarian’s Report
Council on Social Work Education
Commission on Accreditation
This report is used to evaluate the program’s compliance with Accreditation Standard (AS) 3.1.3.
AS 3.1.3
The program has comprehensive library holdings and electronic access, as well as other
informational and educational resources necessary for achieving the program’s goals and
objectives.
Library Holdings:
The Charles B. Phillips Library provides library materials and services to support the
academic programs and instructional needs of Aurora University. It houses a collection
of over 99,000 books and over 7,000 multimedia materials, as well as 210 current
periodical subscriptions. Electronic resources include an online catalog network with 71
academic libraries in the state and more than 80 indexes and online databases.
Through our electronic indexes and databases, books are also available from libraries
nation- and world-wide to currently enrolled students, and current faculty and staff.
Charles B. Phillips Library provides quality library holdings and electronic access as well
as other informational and educational resources necessary to support the social work
curriculum.
Library materials (e.g., books, monographs, videos, journals) relating to social work fall
into many subject areas and disciplines, including social work, psychology, sociology,
counseling, human development, psychiatry, public health, social policy, gerontology,
education, health care, criminal justice, ethics, administration, communities and
organizations, cultural diversity, and substance abuse. The most frequently used
subject areas fall into the following Dewey decimal classification areas and can be
found in the circulating, media, and reference areas of the library:
360 – 362.97732
155 – 155.935;
158.2 – 158.39
616.8915 – 618.97698
371.46 – 361.956
364 – 365.979
615.1 – 615.92
172 – 179.9
344.03 – 344.0798
301 – 306.9
Social work, social problems, social welfare, social policy
Psychology
Psychiatry
School Social Work
Criminal Justice and Corrections
Pharmacology
Ethics
Law
Sociology
154
A detailed description of the library holdings available to social work faculty and
students is available in the Social Work Administrative Office, 427 Gladstone, Aurora,
Illinois.
Library Staffing:
The library staff consists of five librarians, three support staff, and the library director.
The librarians assist faculty by presenting current, interactive library use instruction
sessions directly to students. The librarians prepare interactive online tutorials and also
work one-on-one to assist students with their research, either in person, by phone, or by
email. The librarians and support staff members assist faculty and students with interlibrary loans, and selecting and ordering new materials.
Budget:
The School of Social Work was allocated $7,000.00 for the 2007-08 fiscal year for the
purchase of social work library resources. This was a $2,000.00 increase over the
2006-07 allocation of $5,000.00. The projected allocation for social work library
resources for the 2008-09 fiscal year remains at $7,000.00.
Circulation Data:
Due to the Phillips Library privacy policy, records are not retained of resource usage.
Once resources are discharged after use, all information regarding that use is erased.
Equipment & Technology:
The library currently has 29 stationary computers and 29 laptop computers available for
general walk-in use of e-mail, web research, printing, scanning, and a wide variety of
software applications. There are two additional computer labs located on the Aurora
campus that provide students with 48 computers. These labs are available for general
walk-in use when not being used by a scheduled class. Aurora University supports
wireless connections to the Aurora campus network at numerous locations throughout
campus, including the library and all buildings that house classrooms. A useable
wireless signal is also available at some external locations on campus.
A computer lab is located on the George William campus that provides students with 24
computers. This lab is available for general walk-in use when not being used by a
scheduled class.
Printers are available in each of the computer labs. There are two additional printers
available in the library for student use. There is no printing charge assessed to students
for copies produced on printers. Four photocopiers are available for students: one
photocopier is located in the library, and photocopiers are located in three of the
buildings that house classrooms. The cost to students for photocopies is $.10/copy.
155
Circulation Policies and Procedures
All circulating materials (books and media) are available to all Aurora University
students. Non-circulating materials (reference books reserve and print scholarly
journals) must be used in the library. Faculty may place circulating material from the
collection or their own books on reserve for in-house use or limited check-out in specific
courses for a semester. Items checked-out can be recalled and held at the circulation
desk for School of Social Work students.
Library services
The library’s home page, http://www.aurora.edu/library, is the gateway to print and
online library resources.
I-Share Books, http://I-share.carli.illinois.edu/aru, catalogs books in the Phillips Library
and in the libraries of our 71 academic library consortium, CARLI. Students can request
that books from CARLI libraries be sent to their homes or the George Williams campus
for their use. A list of the library’s print materials in the Dewey call numbers noted
above and statistical summary of holdings are included in this document.
Databases by Name, http://www.aurora.edu/library/databases.htm, provides a complete
alphabetical listing of all electronic databases provided by the Phillips Library. Over
18,000 journal titles are provided full-text online.
Databases by Subject, http://www.aurora.edu/library/dbsubject.htm, provides a
complete listing of all electronic databases arranged by subject area.
Full-Text Electronic Journals, http://www.aurora.edu/library/serials/index.htm, allows
patrons to determine if specific journal titles are offered in the library’s online databases.
Aurora University’s Print Periodicals,
http://www.aurora.edu/library/periodicals/index/htm, lists all print and microform
holdings, with dates of coverage. Students may request that print journal articles be
sent to them at their homes or for pick-up at the Lake-Geneva Campus.
General Sources and Search Tools, http://www.aurora.edu/library/webgeneral.htm, a
Subject-Specific Web Site, http://www.aurora.edu/library/websubject.htm, provides
students with a number of “quality control” freely-available websites that have been
recommended by librarians or by faculty members.
Research Help, http://www.aurora.edu/library/researchhelp/htm, offers online tutorials
and research guides; information on periodicals, plagiarism, copyright; and information
on citing and evaluating sources.
156
Library Services, http://www.aurora.edu/library/services/htm, provides an online interlibrary loan (document request) form, an e-mail Ask-A-Librarian button, and links to
other services.
Library Info, http://www.aurora.edu/library/libinfo.htm, lists library hours and phone
numbers, as well as the e-mail Ask-A-Librarian link and e-mail addresses for all
librarians and staff members.
Reference Coverage and Related Services
Librarians are available at the Aurora campus to provide reference help on social work
topics to faculty, students, and alumni during the following times:
Monday – Thursday 8:00 a.m. – 10:00 p.m.
Friday
8:00 a.m. – 5:00 p.m.
Saturday
9:00 a.m. – 5:00 p.m.
Sunday
1:00 p.m. – 9:00 p.m.
Staff is available at the Student Resource Center (George Williams campus) to provide
reference help on social work topics to faculty, students, and alumni during the following
hours:
7:00 a.m. to 11:00 p.m., seven days a week
Other times are available by appointment with Dianna Woss.
Library Staff Liaison
Lauren Jackson-Beck, Information Services Librarian, serves as the library staff liaison
to the social work program. She is designated to support the needs of students and
faculty of the social work program. She works with the social work faculty to assist in
the selection of appropriate resources for social work students. In addition to working
with the social work faculty to keep the library up-to-date with social work resources, the
liaison also assists fellow librarians in teaching social work students how to use
materials and databases appropriately.
This is done through classroom-based
instruction and one-on-one instruction in the library.
At the request of the faculty, the library social work liaison provides students with
resources relevant to specific course content, and these resources are made available
to students through customized classroom teaching by the library liaison and on
Moodle, Aurora University’s online course management system.
Dr. Nancy Mactaque, Research and Electronic Resources Librarian, provides
classroom-based instruction to the students at the Lake Geneva Campus. There are no
off-campus cohorts within the School of Social Work that would require distance
education instruction.
157
School of Social Work alumni retain full use of the Phillips Library, including in-house
access to all online library resources, borrowing privileges, and reference assistance by
the library staff.
Development of the program’s strategic planning, technology development, and
curriculum revision
As the School of Social Work develops new areas of specialization with in the
curriculum (e.g, gerontology, substance abuse), the faculty are working with the library
staff liaison to procure additional relevant library resources (i.e., journals, books, videos,
monographs).
The library staff provides periodic workshops for all Aurora University faculty to help
them stay up-to-date with library resources and services.
Resource Procurement
Requests for library resources are submitted to Dr. Janet Yanos, School of Social Work
faculty library representative. Dr. Yanos coordinates the requests and forwards them to
Lauren Jackson-Beck, School of Social Work Library Liaison for acquisition.
Recommendations for resources are discussed and determined during regularlyscheduled faculty curriculum meetings and School of Social Work faculty meetings.
New Acquisition Reports
A practice has been in place for a number of years whereby new acquisitions in social
work have been listed and reported to program faculty on a monthly basis. However,
this practice was discontinued with recent library staffing changes. The Library Director,
John Law, has worked with the School of Social Work Library Liaison, Lauren JacksonBeck, to develop a reporting system of new acquisitions to faculty and staff, and these
reports are generated monthly to all members of the School of Social Work, effective
November 2007.
Library Resource Use
Due to the Phillips Library privacy policy, records are not retained of resource usage.
Once resources are discharged after use, all information regarding that use is erased.
Instructional Sessions
Librarians speak to classes and provide orientation to the library’s extensive electronic
and print resources. These sessions are conducted either in the classroom, computer
lab, or in the library. Last academic year (2006-07), there were 16 instructional
sessions presented with 407 students in attendance. Numbers for fall 2007 semester
were 3 sessions and 55 students. This decline in instructional sessions has been noted
158
by the School of Social Work administration and communicated to the faculty. Faculty
members have been asked to increase the number of orientation sessions provided in
the fall semester 2008.
Not all classes will request a library session. Some faculty will utilize class time to show
appropriate full-text electronic databases and/or students will work directly with
librarians on research.
Location of Resources
The Phillips Library, which contains the social work collection, is located on the main
campus of Aurora University. All classrooms utilized for social work classes and other
social work student services for Aurora-campus students are located less than one
block from the library.
The Student Resource Center is located in the Meyer Lodge at the George Williams
campus and serves as the link for Lake Geneva students, including social work
students, to the Aurora University Phillips Library and other services. The Student
Resource Center is in close proximity (within walking distance) to all social work classes
held at the George Williams campus. While there are very limited resources located in
the Student Resource Center, staff members provide on-going services to assist
students in locating resources and requesting resources from the Phillips Library.
Library Hours
The Library is open 102 hours per week, seven days a week.
Fall/Spring Semester Hours
Monday - Thursday
8:00 a.m. - 2:00 a.m.
Friday
8:00 a.m. - 5:00 p.m.
Saturday
9:00 a.m. - 5:00 p.m.
Sunday
1:00 p.m. - 12:00 a.m.
Reference Help is not available after 9:00 pm Sunday and after 10:00 pm Monday thru
Thursday; Second Floor not available after 12:00 midnight. Other times are available by
appointment.
The library has reduced hours or closes during semester breaks, holidays, and during
the summer (reduced hours during May Term classes and Summer semester).
Student Resource Center hours for the social work students attending classes at the
George Williams campus are 7:00 a.m. to 11:00 p.m., seven days a week. Other times
are available by appointment with Dianna Woss.
159
Library Services Assessment/Evaluation
A gap in assessment/evaluation of library services at Aurora University existed. With
changes in School of Social Work administration during the last academic year, it was
determined that it had been several years since the library staff had evaluated its
collection and services. To assess whether the library was adequately meeting School
of Social Work students’ needs, a survey was conducted in January, 2008. The Social
Work administration plans to continue administering these evaluations annually.
An online Library Services Survey posted on SurveyMonkey.com was conducted to
provide a framework for collecting student feedback. The Survey was distributed by email to all students currently enrolled in the School of Social Work on the Aurora
campus, and they were able to respond anonymously. The Survey addressed specific
aspects of library services, including how often the physical facilities/resources and
online resources are utilized by students; the types of resources used; the types of
resources still needed; the usefulness of library services; and students’ knowledge of
available resources/services. It was designed to measure student satisfaction with
library resources/services and to garner feedback on how library resources/ services
can be further enhanced. Responses were received from 161 students.
The data generated from this survey was evaluated by the School of Social Work
administration and library liaison. Study and analysis of the survey results suggest that
the Charles B. Phillips Library is highly effective in meeting students’ needs. Responses
indicate that students find the facilities and resources are more than adequate; and that
students are knowledgeable and take advantage of the resources and services provided
by the library. While the majority of social work students effectively utilize the library
services/resources, additional training would be beneficial to ensure that all students
can optimize their use of services/resources. The survey results suggest that there may
be additional social work journals that could enhance the current social work collection.
This survey did not provide a forum to gather input on specific journals that students
would find beneficial. Future surveys will provide an opportunity gather specific
information.
Social Work Assessment/Projections
The Charles B. Phillips Library provides tremendous support and resources to the
School of Social Work faculty and students. The library’s holdings contain current key
social work publications (print, online, video, microfiche, interlibrary service) to support
the School’s curriculum. Online resources are available for faculty and students off-site,
enabling members of the School of Social Work to conduct research from any Internet
connection at any time. The Social Work School has its own librarian dedicated to
serving the faculty and students. The library staff has been very receptive to gathering
materials and resources to support the curriculum. The library staff is extremely helpful
in assisting students in research and acquiring relevant resources, including interlibrary
loans. The library also provides study/work space for students and faculty, as well as
group study rooms for group projects and/or discussions.
160
As the School of Social Work implements new initiatives in the areas of substance
abuse, gerontology, and child welfare, the library staff is committed to locating and
procuring key resources to support and expand current library holdings (print and
online) in these areas of concentration.
The Student Satisfaction Survey conducted in December 2007 to January 2008,
followed by a focus group with George Williams Campus social work students revealed
that these students are not familiar with the on-campus resource center or what
services are provided by its staff. The School of Social Work administration will be
working with the staff at the Student Resource Center to educate the students of their
services and resources available.
An area of focus for the School of Social Work is to provide more timely access to
library resources for the students at the George Williams Campus in Williams Bay,
Wisconsin. These students have access to all on-line resources, inter-library loans, and
an on-campus resource center with limited resources. Print materials are requested
from the Charles B. Phillips Library on the Aurora campus, and delivered to students
within one week of their request. The School of Social Work administration and faculty
will continue to look for ways to expedite resource requests for George Williams campus
students.
161
162
163
CHAPTER FOUR: FACULTY
FULL-TIME FACULTY
A S.
4.0:
The program has full-time faculty which may be augmented by parttime faculty, with the qualifications, competence, and range of
expertise in social work education and practice to achieve program
goals and objectives.
The program has sufficient full-time
equivalent faculty-to-student ratio (usually 1:25 for baccalaureate
programs and 1:12 for master’s programs) to carry out ongoing
functions of the program.
The faculty of the School of Social Work at Aurora University includes 11 regular fulltime faculty appointments, three administrative appointments, and approximately 25
ongoing adjunct faculty.
The following is a list of the regular full-time faculty and administrative staff in the School
of Social Work at Aurora University:
Alison Arendt, MSW
Julie Bach, Ph.D., LCSW
Brenda Barnwell, LCSW
Rob Castillo, LCSW
Donette Considine, Ph.D.
Bob Daugherty, Ph.D.
Randy Fisher, LCSW
Henry Kronner, Ph.D., LCSW
Fred McKenzie, Ph.D., LCSW
John Morrison, DSW
Don Phelps, Ph.D., LCSW
Sue Ross, Ed.D., LCSW
Mary Weeden. LCSW
Janet Yanos Ph.D., LCSW
Charles Zastrow Ph.D., LCSW
Director of Field Instruction (full-time administration)
Assistant Professor
Visiting Instructor
Instructor
Assistant Professor (50% administrative release)
Assistant Professor
School Social Work Coordinator (full-time
administration; 50% teaching School Social Work,
50% administering the School Social Work track and
Post-MSW Type 73 program)
Assistant Professor
Director of the School of Social Work (full-time
administration with an underlying faculty contract at
the Associate Professor rank)
Professor
Associate Professor
Professor
Field Coordinator for the GWC MSW Program (50%
administrative position)
Professor
Professor and Assistant Director for the GWC MSW
Program
164
All faculty members have extensive qualification, competence and experience to
achieve the program goals and objectives (see Chapter Four, Appendix B: Faculty
Data).
The current faculty-to-student ratio in the BSW program is 1 to 14. The current facultyto-student ratio in the MSW program is 1 to 16.
PART-TIME FACULTY
A S.
4.1:
The program demonstrates how the use of part-time faculty assists
in the achievement of the program’s goals and objectives.
The combined SSW program utilizes approximately 30 part-time adjunct faculty in two
key roles to assist in the achievement of the program’s goals and objectives. There are
approximately 12-15 adjunct faculty that teach in both the BSW and MSW programs.
Faculty are recruited, hired, and evaluated through a formalized system within the
College of Professional Studies. The Director of the School of Social Work interviews
and hires part-time adjunct teaching faculty with the assistance of the faculty of the
SSW.
Part-Time Adjunct Teaching Faculty:
Once hired, adjunct teaching faculty are assigned a regular full-time faculty member as
a faculty mentor. Prior to teaching at the university, part-time adjunct faculty are
oriented to the university, the College of Professional Studies, and the School of Social
Work. It is the faculty mentor’s responsibility to continue that training and orientation
within the SSW, be readily available to them for guidance, support and various
assistance, as well as evaluate their teaching under the guidance of the Director of the
School of Social Work. Part-time adjunct teaching faculty are hired on an at will basis,
but it is the philosophy of the SSW to nurture and develop adjunct faculty so that they
are continually aware of the policies, goals, and objectives of the program in order to
assist in the achievement of the programs goals and objectives.
Part-Time Adjunct Field Liaison Faculty:
The other key role provided by part-time adjunct faculty is to provide the field liaison role
in the field instruction program. The Director of Field Instruction, Ms. Alison Arendt,
recruits, hires, orients, trains, evaluates, and supervises the part-time field liaison
adjunct faculty under the guidance of the Director of the SSW. Much like the part-time
teaching adjunct faculty, the field liaison adjuncts are highly trained and closely
monitored in order to insure that they are able to assist in the achievement of the goals
and objectives of the field education component in the SSW.
FACULTY SIZE
A S.
4.2:
Faculty size is commensurate with the number and type of
curricular offerings in class and field; class size; number of
165
students; and the faculty’s teaching, scholarly, and service
responsibilities.
Eleven full-time faculty and approximately 30 part-time adjunct faculty and field liaisons
are more than commensurate with the number and type of curricular offerings in class
and field; class size; number of students; and the faculty’s teaching, scholarly, and
service responsibilities. The highly qualified and skilled faculty is more than able to
adequately achieve the goals and objectives of the combined SSW program.
BSW FACULTY
A S.B. 4.2.1: The baccalaureate social work program has a minimum of two
full-time faculty with master’s social work degrees from a CSWEaccredited program, with full-time appointment in social work, and
whose principal assignment is to the baccalaureate program. It
is preferred that faculty have a doctoral degree.
The combined BSW/MSW SSW program has at least two full-time faculty with master’s
social work degrees and doctoral degree preferred from a CSWE accredited program,
with full-time appointment in social work whose principal assignment is to the
baccalaureate program (see Chapter Four, Appendix A: Faculty Summary).
MSW FACULTY
A S.M. 4.2.1:
The master’s social work program has a minimum of six full-time
faculty with master’s social work degrees from a CSWEaccredited program, with full-time appointment in social work,
and whose principal assignment is to the master’s program.
The majority of the full-time master’s social work program
faculty have a master’s degree in social work and a doctoral
degree.
The combined BSW/MSW SSW program has at least six full-time faculty with master’s
social work degrees from a CSWE-accredited program, with full-time appointment in
social work whose principal assignment is to the master’s program. The majority of
these six faculty have a master’s degree in social work and a doctoral degree (see
Chapter Four, Appendix A: Faculty Summary).
FACULTY CREDENTIALS
A S.M. 4.3:
Faculty who teach required practice courses have a master’s
social work degree from a CSWE-accredited program and at least
two years post- baccalaureate or post-master’s social work
degree practice experience.
166
All regular and adjunct faculty teaching social work practice courses have a master’s
social work degree and at least two years post-MSW practice experience (see Chapter
4, Appendix B: Faculty Data).
FACULTY ASSIGNMENTS
A S.M. 4.4: The program has a faculty workload policy that supports the
achievement of institutional priorities and the program’s goals and
objectives.
All regular full-time faculty at Aurora University are required to carry a 24 semester
academic year workload. Depending on whether a faculty member is teaching a three
or four semester hour course, this combined workload could consist of anywhere
between six and eight course per academic year. Faculty cited above whom are
performing administrative duties have specific workload release to perform those duties.
Faculty are required to teach their courses, offer at least five office hours per week, and
participate in SSW, CPS, and university committees where appropriate.
This
combination of teaching and service within the university allows faculty time to pursue
various types of scholarly endeavors, including publication, research, and professional
presentations. This formula is more than adequate for SSW faculty to achieve the
institution’s policies, as well as the goals and objectives of the combined SSW program.
167
CHAPTER FOUR: APPENDIX A
---------------------------------------FACULTY SUMMARY
168
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169
Faculty Summary
Council on Social Work Education
Commission on Accreditation
Section 1
This section of the form is used to evaluate the program’s compliance with Accreditation Standard (AS) 4.0.
AS 4.0
The program has full-time faculty, which may be augmented by part-time faculty, with the qualifications, competence, and range of expertise in
social work education and practice to achieve its goals and objectives. The program has a sufficient full-time equivalent faculty-to-student ratio
(usually 1:25 for baccalaureate programs and 1:12 for master’s programs) to carry out ongoing functions of the program.
Provide the information requested below for all current faculty. Include those employed in full-time, part-time, visiting, adjunct, and field liaison
positions. ** “BLANK CELL = “0” OR “N/A”
TenureTrack
(Check
One)
(Check One)
Initials and Surname
of Faculty Member
Current Rank or Title
FullTime
J. Bach
Assistant Professor
X
B. Barnwell
Visiting Instructor
X
R. Castillo
Visiting Instructor
X
D. Considine
Assistant Professor
X
B. Daugherty
Assistant Professor
X
R. Fisher
Administration
X
PartTime
Yes
No
Tenure
Yes
No
BSW
MSW
Years Employed in Full-time
Education Positions
Previous
Position(s)
BSW
X
MSW
Current
Position
BSW
MSW
X
25
1
X
X
13
1
X
X
8
X
X
X
170
Years
Practice
Experience
1
11
X
7
X
35
8
6
1
H. Kronner
Assistant Professor
X
F. McKenzie
Associate Professor
X
J. Morrison
Full Professor
D. Phelps
X
X
17
3
X
25
17
X
X
13
Associate Professor
X
X
18
S. Ross
Full Professor
X
X
24
J. Yanos
Full Professor
X
X
37
C. Zastrow
Full Professor
X
X
19
A. Arendt
Admin. & Adjunct
X
R. Ahlberg
Part-time Faculty
X
X
X
8
Adjunct
X
X
X
5
J. Anderson
Adjunct
X
X
X
9
D. A. Beck
Adjunct
X
X
X
15
K. Beyer
Adjunct
X
X
X
28
G. Blakemore
Adjunct
X
X
X
11
D. Borquist
Adjunct
X
X
X
8
K. Brendell
Adjunct
X
X
X
10
A. Brooks
Adjunct
X
X
X
21
N. Cain
Adjunct
X
X
X
6
D. Carr
Adjunct
X
X
X
31
K. Dahl
Adjunct
X
X
X
3
J. Flynn
Adjunct & Field Liaison
X
X
X
J. Gibson
Adjunct
X
X
X
12
A. Goudy
Adjunct
X
X
X
24
171
6
26
8
21
7
7
13
28
35
2
C. Grant
Adjunct
X
X
X
11
B. Hoeferle
Adjunct
X
X
X
33
M. Kenney
Adjunct
X
X
X
6
D. Meeker
Adjunct
X
X
X
3
P. Maier
Adjunct
X
X
X
11
K. Shockley
Adjunct
X
X
X
----
S. Terronez
Adjunct
X
X
X
34
M. Wallace
Adjunct
X
X
X
24
L. Watts
Adjunct
X
X
X
6
S. Weber
Adjunct
X
X
X
----
M. Weeden
Adjunct
X
X
X
16
L. Windsor
Adjunct & Field Liaison
X
X
X
13
S. Burns
Field Liaison
X
X
X
9
C. Connors
Field Liaison
X
X
X
8
S. DeValk
Field Liaison
X
X
X
27
J. Hanson
Field Liaison
X
X
X
6
M. McKenzie
Field Liaison
X
X
X
9
D. Perry
Field Liaison
X
X
X
6
L. Spencer
Field Liaison
X
X
X
16
Field Liaisons
172
Section 2
This section of the form is used to evaluate the program’s compliance with Accreditation Standard (AS) B4.2.1 and M4.2.1.
AS B4.2.1
The baccalaureate social work program has a minimum of two full-time faculty, with master’s social work degrees from a CSWE-accredited
program with full-time appointment in social work, and whose principal assignment is to the baccalaureate program. It is preferred that faculty
have a doctoral degree.
AS M4.2.1
The master’s social work program has a minimum of six full-time faculty with master’s social work degrees from a CSWE-accredited program
and whose principal assignment is to the master’s program. The majority of the full-time master’s social work program faculty have a master's
degree in social work and a doctoral degree.
Provide the information requested below for all current faculty. Include those employed in full-time, part-time, visiting, adjunct, and field liaison
positions.
Initials and Surname of Faculty
Member
Area of Teaching
Date of Appointment
Percentage of
Time
Assigned to
Program
Degree
BSW
MSW
Ph.D.
BSW
MSW
X
X
X
12%
88%
FULL-TIME FACULTY
J. Bach
Gerontology, HBSE, Practice
8/07
B. Barnwell
HBSE, Practice
8/07
X
0%
100%
R. Castillo
Addictions, Practice
8/07
X
88%
12%
D. Considine
Research
8/00
X
X
0%
50%
B. Daugherty
SW Policy, Research
8/07
X
X
75%
25%
H. Kronner
Practice
8/04
X
X
25%
75%
J. Morrison
SW Policy
8/87
X
X
33%
67%
173
D. Phelps
HBSE, Practice, SW Policy
8/01
X
X
67%
33%
S. Ross
Gerontology, HBSE
8/95
X
X
67%
33%
J. Yanos
Practice
8/81
X
X
0%
75%
C. Zastrow
HBSE, Practice
8/06
X
X
0%
60%
R. Fisher
School Social Work
10/06
X
0%
50%
Practice
NA – Adjunct since 07
X
100%
R. Ahlberg
Addictions
NA – Adjunct since 07
X
100%
J. Anderson
Practice
NA – Adjunct since 06
X
100%
D.A. Beck
Elective
NA – Adjunct since 08
X
100%
K. Beyer
SW Policy
NA – Adjunct since 07
X
100%
G. Blakemore
Practice
NA – Adjunct since 05
X
D. Borquist
Electives, Research
NA – Adjunct since 06
X
100%
K. Brendell
Practice
NA – Adjunct since 07
X
100%
A. Brooks
Practice
NA – Adjunct since 08
X
100%
N. Cain
SW Policy, Elective
NA – Adjunct since 06
X
100%
D. Carr
Elective
NA – Adjunct since 07
X
100%
K. Dahl
HBSE, Practice
NA – Adjunct since 08
X
J. Flynn
SW Policy
NA – Adjunct since 07
X
100%
J. Gibson
Practice
NA – Adjunct since 07
X
100%
A. Goudy
Practice
NA – Adjunct since 06
X
C. Grant
Practice
NA – Adjunct since 07
X
PART-TIME FACULTY
A. Arendt – Director of Field & Adjunct
Professor
174
100%
50%
50%
50%
50%
100%
B. Hoeferle
Elective
NA – Adjunct since 05
X
100%
M. Kenney
Practice
NA – Adjunct since 08
X
100%
D. Meeker
Elective
NA – Adjunct since 07
X
100%
P. Maier
Practice
NA – Adjunct since 08
X
100%
K. Shockley–Master’s in Counseling
Elective
NA – Adjunct since 07
MS
100%
S. Terronez
Elective
NA – Adjunct since 05
X
M. Wallace
Practice
NA – Adjunct since 07
X
100%
L. Watts
HBSE
NA – Adjunct since 07
X
100%
M. Weeden
Elective, HBSE
NA – Adjunct since 05
X
100%
S. Weber - Master’s in Counseling
Psychology plus 2 yrs exp
Elective
NA – Adjunct since 07
MS
100%
L. Windsor
Practice
NA – Adjunct since 05
X
S. Burns
NA – Liaison since 04
X
100%
C. Connors
NA – Liaison since 06
X
100%
S. DeValk
NA – Liaison since 06
X
100%
J. Flynn
NA – Liaison since 06
X
100%
J. Hanson
NA – Liaison since 07
X
M. McKenzie
NA – Liaison since 06
X
D. Perry
NA – Liaison since 06
X
100%
L. Spencer
NA – Liaison since 07
X
100%
L. Windsor
NA – Liaison since 05
X
100%
Psychology and 2 yrs exp
Ed.D.
100%
100%
FIELD LIAISONS
175
100%
100%
CHAPTER FOUR: APPENDIX B
----------------------------------------FACULTY DATA
176
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177
Council on Social Work Education
Commission on Accreditation
Faculty Data
Form C1_2002
This form is used to evaluate the program’s compliance with Accreditation Standard (AS) 4.3.
AS 4.3
Faculty who teach required practice courses have a master’s social work degree from a
CSWE-accredited program and at least 2 years post–baccalaureate or post–master’s social
work degree practice experience.
Submit one curriculum vitae form for each faculty using the format below. (Include full-time, parttime, visiting-adjunct, and field liaison positions.)
REQUIRED CURRICULUM VITAE FORMAT:
1.
Name of faculty member
2.
Degree information
Alison S. Arendt
Masters of Social Work
Aurora University
Social Work
May 2000
Bachelors of Arts
Northern Illinois University
Psychology
August 1996
3.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Director of Field Instruction & Adjunct Faculty
Aurora, IL
April 2007
Present
178
Alison S. Arendt
4.
5.
Professional post–baccalaureate and post–master’s social work experience

Employer




Position
City and state
Start date (month/year)
End date (month/year)
Illinois Department of Health & Human Services/Elgin
Mental Health Center
Social Worker II
Elgin, IL
August 2000
August 2002





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Communities in Schools
Program Manager
Aurora, IL
August 2002
April 2007
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years:
Field Instructor Seminar for continuing education, October 2007
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
179
1.
Name of faculty member
2.
Degree information
Julie Bach
Ph.D.
University of Illinois at Chicago
Social Work
May 2008
MSW
University of Illinois at Chicago
Social Work
August 1984
Masters of Science
University of Southern California
Gerontology
June 1979
BSW
University of Illinois
Social Work
June 1976
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Assistant Professor
Aurora, IL
August 2007
Present
Professional post–baccalaureate and post–master’s social work experience

Employer




Position
City and state
Start date (month/year)
End date (month/year)
Rush Alzheimer’s Disease Center
Rush University Medical Center
Clinical Trials Study Coordinator
Chicago, IL
January 2003
August 2007
180
Julie Bach

Employer




Position
City and state
Start date (month/year)
End date (month/year)

Employer




Position
City and state
Start date (month/year)
End date (month/year)

Employer




Position
City and state
Start date (month/year)
End date (month/year)

Employer




Position
City and state
Start date (month/year)
End date (month/year)
Concord Plaza Health Clinic
Elmhurst Hospital
Social Worker
Northlake, IL
January 1990
January 1991





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Alzheimer’s Association
Patient and Family Specialist
Chicago, IL
July 1987
January 1990




Employer
Position
City and state
Start date (month/year)
Alzheimer’s Association Research Center
Clinical Core Coordinator
Los Angeles, CA
February 1985
Rush Alzheimer’s Disease Center
Rush University Medical Center
Coordinator, Rush Religious Orders Study
Chicago, IL
February 1993
January 2003
Rush Alzheimer’s Disease Center
Rush University Medical Center
Coordinator, Epidemiology Study
Chicago, IL
March 1992
January 1993
Rush Alzheimer’s Disease Center
Rush University Medical Center
Social Worker, Movement Disorders Clinic
Chicago, IL
February 1991
March 1992
181
Julie Bach






5.
End date (month/year)
Employer
Position
City and state
Start date (month/year)
End date (month/year)
June1987
Visiting Nurse Association
Social Worker
Chicago, IL
June 1983
January 1985
List your current professional, academic, community-related, and scientific
memberships.
Gerontological Society of America
American Society on Aging
National Association of Social Workers
Council on Social Work Education
6.
List your community service responsibilities and activities for the last 3 years.
Support Group Leader for Caregivers and Family Members in collaboration with the Greater
Chicago Office of the Alzheimer’s Association, 1991 - Present
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.



Bach, J. (2006). What is Normal Aging? Breaking Myths and Stereotypes. Presented at “A
Social Work Response to Preparing for the Aging of America Conference. Sponsored by
AgeOptions and Trinity Christian College Department of Social Work, Palos Heights, Illinois
Bach, J (2006). Care of the Elder with Alzheimer/Dementia. Presented at the Elder Religious
and Diocesan Priests Workshop, Madison, Wisconsin
Bach, J. (2006). Older Adults and research: Challenges of Recruitment and Retention.
Presented at the Council on Social Work Education 4th Annual Gero-Ed Forum, Chicago,
Illinois.
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
182
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183
1.
Name of faculty member:
2.
Degree information
Brenda J. Barnwell
Master of Social Work
Aurora University
Social Work
May 1995
Bachelor of Arts
North Central College
English
June 1984
3.
Academic appointments





4.
5.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Visiting Instructor
Aurora, IL
June 2007
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Joi Counseling Center
Executive Director
Yorkville, IL
January 1998
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Kendall County Special Education Cooperative
School Social Worker
Yorkville, IL
August 1995
June 2005
List your current professional, academic, community-related, and scientific
memberships.
Board Certified Diplomat, 2002 to present
Illinois Association of School Social Workers, 1994 to present
National Association of Social Workers, 1994 to present
184
Brenda Barnwell
6.
List your community service responsibilities and activities for the last 3 years.
Gateway Foundation, Board Member, 2007 to present
Family Counseling Services Board of Directors, 2007 to present
Kendall County Juvenile Justice Coalition, 2002 to present
School of Social Work Advisory Board, Aurora University, 2007
Chair of Kane Kendall Resource Council for Big Brothers Big Sisters, 2001 to 2007
Kendall County Juvenile Officer Organization, 1999 to 2005
Kendall County Youth Service Board, Inc., Exec. Dir/Board Member, 1989 to present
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years.
Kendall County Volunteer of the Year, In appreciation for dedicated service and
steadfast commitment to the mission of the YSB. presented by the Honorable Judge
James Wilson and the Kendall County Youth Service Board, April 2005.
8.
List your professional presentations presented during the last 5 years.
Kendall County Opening Day, 2007, Classroom Management for the Special Education
population
9.
List your professional publications for the last 5 years None
10.
Include any other relevant information below or as a separate attachment. N/A
185
1.
Name of faculty member
2.
Degree information
Rob Castillo
Masters of Social Work
Aurora University
Social Work
June 2000
Bachelor of Arts
National-Louis University
Psychology, Human Services
June 1996
3.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Instructor, Addictions Training Director
Aurora, IL
August 2007
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
January 2007
May 2007





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Field Liaison
Aurora, IL
August 2004
May 2006





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Chicago School of Professional Psychology
Adjunct Faculty
Chicago, IL
August 2005
August 2007
186
Rob Castillo





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Waubonsee Community College
Adjunct Faculty
Sugar Grove, IL
August 2005
August 2007
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Creative Counseling Connections
Practitioner
Batavia, IL
March 2001
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Employee Assistance Services
Program Coordinator
Elgin, IL
October 2005
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Kendall County Health & Human Services
Program Coordinator of Addictions Services
Yorkville, IL
September 2003
August 2005





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Provena Health Employee Assistance
Counselor
Aurora/Elgin, IL
November 2000
September 2003





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Elgin Mental Health Center
Social Worker
Elgin, IL
August 2000
November 2000
187
Rob Castillo
5.
List your current professional, academic, community-related, and scientific
memberships.
The Association for the Advancement of Social Work With Groups (AASWG)
The Employee Assistance Professionals Association (EAPA)
Illinois Alcohol and Other Drug Abuse Professional Certification Association, Inc.
(IAOPAPCA)
National Association of Social Workers (NASW)
6.
List your community service responsibilities and activities for the last 3 years.
Hope for Tomorrow, Board of Directors
June 2002 - Present
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.

Using Narrative Therapy With the Addicted Population”
April 9, 2003 at the IAODAPCA Spring Conference

“Supervisor Training for Alcohol & Drug Detection in the Workplace: Department of
Transportation Mandatory Training” January 30, 2007. Invited by Tyler Medical
Services
This training has been also provided this past year at the following:




9.
Dukane Corporation
Elgin Community College
Hampton and Lenzini
The Village of Lake in the Hills

“Compassion Fatigue” also “Teambuilding” Several sites and dates throughout the
last year - Two Rivers Headstart Program.

“Dealing with Difficult People” April 28, 2006 Gail Bordon Library
List your professional publications for the last 5 years. None
188
Rob Castillo
10.
Include any other relevant information below or as a separate attachment.

Spring, 2002, interviewed/quoted in newspaper article related to how to help people
address the issue of grieving the loss of a pet.

Summer, 2002, interview/broadcast by local Chicago News Station re people and
their sick pets.
189
1.
Name of faculty member
2.
Degree information
Donette Shore Considine
Ph.D.
Capella University
Human Services, emphasis in Community & Social Services
October 2006
MSW
Aurora University
Social Work
May 1997
Bachelors of Arts
Western Illinois University
Sociology and Philosophy
December 2003
3.
Academic appointments





4.
Employing academic institution Aurora University
Title
Associate Director / BSW Program Director/
Assistant Professor
City and state
Aurora, IL
Start date (month/year)
August 2000
End date (month/year)
Current
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aurora University
School of Social Work; Program Coordinator
Aurora, IL
June 1997
August 2000
190
Donette Shore Considine
5.

Employer




Position
City and state
Start date (month/year)
End date (month/year)
Aurora Community Agencies
1) Mental Health/Mental Retardation, Inc; 2) Rita’s
Ministry; 3) Aurora Police Department
Research Director
Aurora, IL
September 2006
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Glenbard School District
Consultant
Glen Ellyn, IL
June 2000
August 2003
List your current professional, academic, community-related, and scientific
memberships.
Council on Social Work Education
Society for Social Work and Research
Association of Baccalaureate Social Work Program Directors
6.
List your community service responsibilities and activities for the last 3 years.





Program Evaluation/Data Analysis-Suicide Prevention Services, 8/07 – Present
Needs Assessment-Mental Health/Mental Retardation, Inc., 8/07 - Present
Program Evaluation–Aurora Police Dept (Program-“Operation Spotlight”), 9/06–8/07
Program Evaluation-R.I.T.A.S. Ministry (Job-Training Program), 5/07–12/07
Tri County Opportunities Council – Grant writing, 12/05-3/06
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.
 CSWE-Annual Program Meeting, October 2007: Theoretical Orientation and Clinical
Practice: Eclecticism among Social Workers
 Field Instructor Seminar (AU), February 2003
191
9.
List your professional publications for the last 5 years.
Dissertation. Theoretical Orientation and Clinical Practice: A Survey of Eclecticism
Among Social Workers. Published July, 2006.
10.
Include any other relevant information below or as a separate attachment. N/A
192
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193
1.
Name of faculty member
2.
Degree information
Robert H. Daugherty
Ph.D.
University of Louisville
Social Work
December 2003
MSSW
University of Louisville
Social Work
June 1990
Bachelor of Arts
Southeast State Missouri University
Sociology
June 1965
3.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Assistant Professor
Aurora, IL
August 2007
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Ohio University
Assistant Professor
Athens, OH
September 2002
May 2007





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
University of Louisville
Adjunct Instructor/Teaching Assistant
Louisville, KY
September 1996
June 2002
194
Robert H. Daugherty





4.
5.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
University of Missouri
Clinical Professor
Columbia, MO
November 1990
June1993
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Counseling Associates of Southern Indiana
Social Worker
New Albany, IN
August 1996
August 1999





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Nightingale’s Nursing Services
President/CEO; Director of Social Services
Grand Forks, ND
August 1993
June 1996





Employer
Position
City and state
Start date (month/year)
End date (month/year)
ElderCare Solutions
Director of Development/Care Planner
Louisville, KY
January 1990
November 1990
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
Council on Social Work Education
ACOSA
Social Work Action Alliance
Social Work History Group (Vice President)
195
Robert H. Daugherty
6.
List your community service responsibilities and activities for the last 3 years.

Consulted with the Athens County Red Cross to develop strategic plan for 2005-2010.
(2005-2007).

Academic years 2003-04; 2004-05 – served as augmented supervisor for master’s level
students placed in local community non-profit agency, Multicultural Genealogical Center,
Inc. Also provided organizational consultation to the agency in development of nonprofit state and federal 501 (c) (3) status and reformulating agency by-laws.

2004-2005 – provide process consultation to the Athens County Citizen Corps Council..
Facilitated the development of mission, goals, work plans, and 2004 grant application for
the organization.
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.

Daugherty, R., Doris, J., & Hawranick, S. (2006). Social work and Alice Paul:
Remembering our history, reclaiming our future. Paper presented at the CSWE-APM
Social Welfare History Symposium, Chicago, IL. February 17, 2006.

Hawranick, S., Doris, J., & Daugherty, R. (2005). Social work and Alice Paul:
Reclaiming our history, redefining our future. Presentation at 2005 Annual Conference
of Social Welfare Action Alliance. University of Toledo, Toledo, OH.

Daugherty, R. (2005). Using Multicultural History for Macro Program and Student
Development. Presentation for 30th National Institute on Social Work and Human
Services in Rural Areas, Shepardstown, WVA, July 6, 2005.

Daugherty, R. (2004). Ohio NASW Continuing Education Program: Advocacy:
Influencing Social Policy on All Levels. Athens Social Work Forum, Athens, OH: May
2004.

Daugherty, R. (2004). In-service Colloquium: Social Welfare Policy Issues in Nickel
and Dimed, Residence Life Common reading Program Seminar, Ohio University
(Athens, OH: September 2004.

Daugherty, R. (2004). “Citizen Corps Councils: Turning the Politics of Fear into Positive
Community Initiatives. Paper presented at South Carolina University Policy Conference
(Charleston, SC: August 2004).
196
Robert H. Daugherty
9.
10.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.

Hawranick, S., Doris, J. & Daugherty, R. (2008). Alice Paul: Activist, advocate, and one
of ours. Affilia (In press).

Daugherty, R. (2005). Book Review: T. L. Scales & C. L. Streeter (Eds.), Rural Social
Work: Building and Sustaining Community Assets (Belmont, CA: Brooks/Cole/Thomson
Learning, 2004), Journal of Community Practice, 13(2),132-135.
Include any other relevant information below or as a separate attachment. N/A
197
1.
Name of faculty member
2.
Degree information
Randy A. Fisher
MSW
University of Illinois
Social Work
June 1973
Bachelor of Science
George Williams College
Group Work
June 1968
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
School Social Work Program Coordinator
Aurora, IL
October 2006
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Professor
Aurora, IL
September 2004
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Mannheim School District #83
School Social Worker
Franklin Park, IL
June 1973
June 2004
198
Randy A. Fisher
5.
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
School Social Work Association of America
Illinois Association of School Social Workers
6.
List your community service responsibilities and activities for the last 3 years.
PADS Homeless Shelter, Volunteer (2004 – 20067)
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.
U. S. Senate – “Related Services Breakfast”, Washington, D.C., Spring 2006
“The Future of School Social Work,” University of Alabama, Spring 2007
“The Future of School Social Work,” Mississippi Association of School Social Workers,
Fall, 2005
Keynote speaker – Third International School Social Work Conference, Bushan, Korea,
Fall 2006
Workshop presenter – Second International School Social Work Conference, Stockholm,
Sweden, Spring, 2003
“The Status of School Social Work,” Colorado School Social Work Conference,
Fall, 2004
Workshop presenter – Singapore
“The Status of School Social Work,” Midwest Council School Social Work Conference,
Louisville, KY, Fall, 2005; Indianapolis, IN, Fall, 2004.
Workshops on school social work – across the United States (5 per year)
9.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
Editor – Trends and Issues Section – NASW’s Children and Schools, 2006 - present
10.
Include any other relevant information below or as a separate attachment. N/A
199
1.
Name of faculty member
2.
Degree information
Henry W. Kronner
Ph.D.
Loyola University
Social Work
May 2005
MSW
University of Michigan
Social Work
May 1990
Bachelor of Arts
University of Michigan
Psychology
May 1988
3.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Assistant Professor
Aurora, IL
August 2004
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Field Instructor
Aurora, IL
September 2004
May 2006





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Loyola University
Adjunct Faculty
Chicago, IL
January 2005
May 2005
200
Henry W. Kronner





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
University of Illinois at Chicago
Instructor
Chicago, IL
August 2000
May 2004
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Private Practice
Therapist
Chicago, IL
September 1998
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Muscular Dystrophy Association
Social Worker
Chicago, IL
September 2002
August 2005





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Northwestern Memorial Hospital
Crisis Coordinator
Chicago, IL
October 1996
November 1998





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Eastwood Clinics, Inc.
Therapist
Royal Oak, MI
January 1995
August 1996





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Friends PWA Alliance
Therapist and Supervisor
Detroit, MI
August 1994
December 1995
201
Henry W. Kronner
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Lutheran Social Services
Therapist
Southfield, MI
January 1993
August 1994





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Northwestern Community Services
In-Home Mobile Crisis Therapist
Canton, MI
April 1991
January 1993
List your current professional, academic, community-related, and scientific
memberships.
Council on Social Work Education
Illinois Society for Clinical Social Work
National Association of Social Workers
American Association for Psychoanalysis in Clinical Social Work
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.
Kronner, H. W. (April, 2007). Licensure requirements. Presented to students at Aurora
University on Transition day.
Kronner, H. W. (December, 2006). Therapist self-disclosure. Presented to staff at Larkin
Center in Elgin, Illinois.
Kronner, H. W. (October, 2006). Supervision. Presented at Aurora University for field
instructors on social work interns.
202
Henry W. Kronner
Kronner, H. W. (April, 2006). Gay male therapist self-disclosure and the effects it has on
developing connections for gay male patients. Presented to the staff at Cathedral
Counseling in Chicago, Illinois.
Kronner, H. W. (November, 2004). Therapist self-disclosure, the gay male patient’s
perspective. Presented for the Chicago Training Collaborative, Chicago, Illinois,.
Kronner, H. W. (September, 2004). Therapist self-disclosure and the effects on the gay
and lesbian patient. Presented at the National Association of Social Workers, Illinois
Chapter, East Peoria, Illinois.,
May, 2004). Gay therapists self-disclosure and its affect on gay male patients.
Presented at the Chicago Training Collaborative, Chicago, Illinois.
9.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
Dissertation. The Importance of Therapist Self-disclosure for Gay Male Patients in
Treatment with Gay Male Therapists: A Qualitative Analysis. Published May, 2005.
10.
Include any other relevant information below or as a separate attachment. N/A
203
1.
Name of faculty member
Fred R. McKenzie
2. Degree information
Ph.D.
Loyola University
Social Work
May 1995
MSW
George William College
Social Work
June 1982
Bachelor of Arts
George Williams College
Sociology
December 1973
3. Academic appointments
 Employing academic institution
 Title
 City and state
 Start date (month/year)
 End date (month/year)
Aurora University
Associate Professor
Aurora, IL
August 1991
Present
4. Professional post–baccalaureate and post–master’s social work experience



Employer
Position
City and state


Start date (month/year)
End date (month/year)
Private Practice
Therapist
Dundee, IL, Long Grove, IL, Glen Ellyn, IL, St.
Charles, IL.
August 1982
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Barrington Youth Service
Executive Director
Barrington, IL
August 1989
August 1991
204
Fred R. McKenzie





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Spectrum Youth & Family Services
Outreach Worker, Counselor, Clinical Director
Hoffman Estates, IL
May 1974
August 1989
5. List your current professional, academic, community-related, and scientific memberships.
Council on Social Work Education
Association for the Advancement of Social Work with Groups
National Association of Social Workers
Academy of Certified Social Workers
National Association of Deans and Directors of Social Work
Illinois Association of Deans and Directors
6. List your community service responsibilities and activities for the last 3 years. None
7. List special awards, fellowships, grants, or any other recognition you have received during
the last 3 years. None
8. List your professional presentations presented during the last 5 years.
“Couples Therapy with Survivors of Sexual violence,” CEU workshop, Presented at the
Glen Ellyn YWCA, October 10th, 2003.
“Developmental Play Therapy in the School Setting,” Conference presented at the Annual
Illinois Association of School Social Workers, 2004 Conference – Fall, 2004
“Developmental Play therapy in Clinical Social Work: Theory and Application,” NASW Three
Rivers Spring Training Event, NASW 50th Anniversary and Awards Luncheon, Spring, 2005
“Developmental Theory and Implications for Child and Adolescent Treatment,” Moosehart
Residential Facility, Batavia, IL, Summer 2005
“Adolescent Developmental Theory: Implications for Working with Adolescents,” Geneva
High School Presentation, October 7th, 2005
“Psychosocial Assessment and Treatment of Juvenile Offenders,” Workshop for Spectrum
Youth and Family Services, April 23rd, 2006
“Attachment Issues in the Supervisor Relationship,” – 2 events - Aurora University Field
Instructor’s Seminar; Aurora campus and George Williams Campus; Fall, 2006
205
Fred R. McKenzie
“Revisiting Traditional Clinical Social Work Practice in Light of Contemporary Neuroscience
Theory and Research,” abstract accepted for presentation at the Wurzweiler School of
Social Work 50th Anniversary Conference, May, 2007
9. List your professional publications for the last 5 years. Include the title of the publication or
journal, the month and year it was published and the city and state of the publisher.
McKenzie, F. (2008). Theory and practice with adolescents: An applied approach. Chicago,
IL: Lyceum Books.
10. Include any other relevant information below or as a separate attachment. Vitae attached
206
FRED R. MCKENZIE
CURRICULUM VITAE
Fred R. McKenzie, Ph.D., L.C.S.W., A.C.S.W.
237 Grand Ridge
St. Charles, Illinois 60175
Phone: Home (630) 587-6939
Work (630) 844-5420 - Aurora University
(630) 513-6937 - Private Practice
EDUCATION:
Loyola University of Chicago, School of Social Work
Ph.D., May 1995
George Williams College
Downers Grove, Illinois
Master of Social Work Degree, June 1982
Bachelor of Arts Degree, Sociology - December 1973
HIGHER EDUCATION ADMINISTRATIVE EXPERIENCE:
Aurora University, Aurora Illinois:
2008 to present
Dean, College of Professional Studies

Direct and oversee the overall operations of the College of Professional Studies, which
includes the schools of Business, Nursing and Social Work.

The Dean is responsible for oversight and collegial strategic planning for the college as
well as needs and outcomes assessment; program development and evaluation; faculty
development, grant development, and related activities. The Dean works collaboratively
with the administrative heads of the Schools of Business, Nursing and Social Work in
personnel evaluation, faculty development and related activities. The Dean also will work
collaboratively with the Office of University Advancement to identify and secure support
for the college.

The Dean reports to the Provost and is a member of the Academic Deans Council.
207
Fred R. McKenzie
2006 to present

Director, School of Social Work
Direct and oversee the overall operations of the BSW (80 students), main Aurora campus
MSW (250 students); and the GWC (George Williams College) Wisconsin satellite
campus MSW (70 students) programs – 400 total student population; 6 full-time staff, 11
full-time faculty, and over 30 adjunct instructors
Principal duties and responsibilities:












Represents Aurora University in the most positive manner with prospective, former
and current students, clients, suppliers and the community we serve. Interacts
effectively with a diverse group of faculty, staff, students and other customers of our
service, learns and uses operating practices of the department and Aurora University.
Upholds the Mission Statement: Aurora University an inclusive community dedicated
to the transformative power of learning.
Handles confidential information with tact and discretion.
Provides visionary academic leadership, direction and follow through, leads in
collaboration, coordinates all faculty/student activities that lead toward fulfillment of
mission, attainment of successful outcomes of goals and objectives.
Strategically plans the direction of the School of Social Work in collaboration with
the University administration and the leaders of the other academic units of the
University. Manages the overall operations of the School of Social Work (including
budgeting, resource allocation, strategic planning, scheduling, and program
committee assignments).
Leads the outcomes assessment activities of the School of Social Work and applies
assessment results to planning, resources allocation, curriculum development, and
other aspects of management of the School.
Monitors and maintains compliance with standards of the Commission on
Accreditation, Council on Social Work Education.
Works with library and information services staff to develop and maintain services
that support the academic mission of the School of Social Work.
Develops linkages with professional and community constituencies; provides
leadership in academic contributions to the development of the profession and
professional constituencies.
Collaborates with University Advancement to develop resources to support the
program through grants, fundraising, activities, and donor cultivation. Plans,
manages, and maintains linkages with alumni in collaboration with the Office of
Alumni Affairs.
Plans and manages student enrollment: recruitment and retention in collaboration
with the Office of University Admissions.
Serves as the MSW Program Director
208
Fred R. McKenzie
Major Accomplishments as Director, School of Social Work
2006-07:



Established “Clinical” (micro) and “Leadership and Community Practice” (macro)
advanced concentrations in the School of Social Work
Established part-time evening BSW cohort program
Developed three new SSW professional curriculum initiatives and field opportunities:
o Collaborative curriculum with the School of Business to enable MSW students to
enroll in MBA Leadership curriculum courses in Not-for-Profit Management as
advanced electives
o Hired a new SSW full-time faculty expert to create a Gerontology certification in
the SSW
o Hired a new SSW full-time faculty expert to create an Addictions certification
program in the SSW
o Developed a 20 member Social Work Advisory Board
o Expanded the School SW track from the Aurora campus to the MSW satellite
program at George Williams College in Williams Bay Wisconsin
o Collaborated with Aurora area United Way and Mental Health Boards to develop
and provide Needs Assessments and Program Evaluations through the SSW
research curriculum; involving SSW faculty and students.
o Developed major Continuing Education Workshop in cooperation with local area
agency co-sponsors to bring National Social Work Clinical expert Dr. Eda
Goldstein to the campus.
o Developed proposals for a SSW Child Welfare Initiative on the Aurora campus;
and a Clinical Ph.D. program in Wisconsin at GWC
o Through aggressive recruitment efforts; met and/or exceeded projected enrollment
numbers for all entry dates in 2006-07; i.e. Fall 06, Spring 07, May Term 07,
Summer 07, and Fall 07
TEACHING EXPERIENCE
Aurora University - School of Social Work:
2000 - Associate Professor
1995-1999 - Assistant Professor
1991-1995 - Instructor
Aurora University, MSW Program , School of Social Work: Full time faculty position
teaching primarily Social Work Practice courses, (94-95) Chair of Methods Committee,
advising and field liaison responsibilities, member of the Academic Requirements
Committee, MSW liaison to the GWC alumni association as well as university
committee assignments. Courses have included: SW Practice with Individuals,
209
Fred R. McKenzie
Substance Abuse, SW Practice with Adolescents, Psychotherapy with Children and
Youth, Advanced SW Practice with Individuals, Advanced SW Practice with Families,
Psychopathology, Advanced SW Practice Micro, Generalist practice I-III, Social work
with Couples, Field IV,V & VI, SW Families/Communities, Practicum Planning and
Orientation and the Ecological approach to SW Practice. 2003-05 Chair of the Curriculum
Oversight Committee, Chair of the Practicum Planning Committee, Chair of the Social
Work Practice Sequence Committee, Chair of the Advanced Social Work Practice Micro
Subcommittee.
Loyola University of Chicago, School of Social Work
Chicago, Illinois
Doctoral Program
Visiting Professor
Fall 2000, Taught "Approaches to Understanding Meaning " course; Visiting Professor –
Spring 2006, Taught “Clinical Doctoral Seminar” course
Aurora University – School of Social Work
1998 - 1991
Adjunct Instructor
Courses included Advanced Social Work Practice with Adults, Psychopathology,
Treatment of Adolescents, Psychotherapy with Children and Youth and the Ecological
Approach.
University of Illinois, College of Social Work (Jane Addams)
1987 - 1988
Courses include Social Work Practice and Social Work with Individuals.
PRACTICE EXPERIENCE
Private Practice
1995 – present



237 Grand Ridge Road, St. Charles, IL 60175 - Specializing in individual, family,
adolescent, children and couples therapy - 2002 – present
201 Penny Road, Dundee, IL 60118 - Specializing in individual, family, adolescent,
children and couples therapy - 1982 – 2002
Private Practices in Long Grove, IL; and Glen Ellyn IL. – Between 1995 and 2002 –
similar specializations
210
Fred R. McKenzie
Aunt Martha's Youth Services
Aurora Lake House Diagnostic Program (Aurora, IL)
Community Based Youth Services Program (Elgin, IL)
1993 - present
LCSW consultant to the diagnostic and crisis intervention programs; performing LPHA and
QMHP duties. This part-time consulting position consists of providing ongoing weekly
consultation services to social work staff as well as overseeing functional assessments and
case planning.
Barrington Youth Services,
412 W. Main St., Barrington IL. 60010
8/89 – 9/91
Executive Director of private not-for-profit agency - Responsibilities included overall
administration, clinical supervision, program management and development, community
organization, fund raising, organizational development, and some direct service.
Spectrum Youth and Family Services, ( includes several positions below )
25 Illinois Blvd., Hoffman Estates, IL 60194
Employed from 5/74-8-89 ;
3/89-8/89: Associate Director - This position is a further expansion and increase in overall
agency administration and supervision combined with Associate Director for Clinical
Services position.
1982-89: Associate Director for Clinical Services - In addition to being the clinical
director this position also includes the responsibilities of assistant director. Duties
include overall administration and supervision of the clinical program, direct supervision
of all program coordinators and general management of agency services, coordination
and supervision of graduate and undergraduate intern program, small clinical caseload,
community organization, community education, volunteer training, and program
development.
211
Fred R. McKenzie
Spectrum-Counselor and Coordinator of the Counseling Program. 1980-82 :
Responsibilities included overall management and supervision of the clinical program,
clinical supervision of all professional staff, caseload of individual, family and group
cases, community education, community organization, volunteer training, drop-in center
work, and miscellaneous duties.
Internship at Spectrum Youth Service in Hoffman Estates. 1981-82: Responsibilities included
(in addition to counselor job description) working with abused and neglected children and
families under the IDCFS contract of the agency, and extensive community education work.
Internship at Elgin Mental Health Center. 1980-81: Responsibilities included comprehensive
treatment, casework, and discharge planning for a caseload of psychotic women on the ATC
6&8 inpatient unit of the state facility.
Spectrum - Counselor. 1974-80: Responsibilities included a caseload of individual, family and
group cases, community education, outreach work(street counseling) and coordination of the
outreach program, coordination of group program, youth development work, volunteer
training and miscellaneous duties.
PUBLICATIONS
"Clinical Social Workers' Recognition and Use of Countertransference in Working with Adult
Borderline Clients." Doctoral Dissertation. UMI Dissertation Services, Ann Arbor, Michigan,
1995.
"THE CLINICAL VALIDATION METHOD - Use of Self in the Therapeutic Relationship" presented at the 38th annual ICAPP convention June 6-10, 1999 in Charleston, South Carolina.
Paper published in proceedings.
“Theory and Practice with Adolescents: An Applied Approach”. (2008). Chicago: Lyceum
Books.
“Understanding and Managing the Therapeutic Relationship”. Lyceum Books Inc., Chicago, IL.
2007. In Press.
Book Reviews for LYCEUM Press
“Resiliency Based Family Therapy”, Summer, 2006
“Evidenced-Based Practices for Social Workers”, Spring, 2006
“Secondary Traumatic Stress and the Child Welfare Professional”, Fall, 2006
212
Fred R. McKenzie
PROFESSIONAL PRESENTATIONS
"MALE GENDER ISSUES", Loyola University School of Social Work Field Instructors'
Meeting - December 1991.
"OBJECT RELATIONS IN CLINICAL SOCIAL WORK", Aurora University New College
Continuing Education Programs - 1992-93 ( Aurora and Waukegan Campuses )
"SOCIAL WORK PRACTICE WITH VICTIMS OF SEXUAL ABUSE", Aurora University
School of Social Work, Faculty-Student Forum, 1992.
"THE PLACE OF SPIRITUALITY IN SOCIAL WORK PRACTICE", Aurora University
School of Social Work, Faculty-Student Forum, 1992.
"THE PROCESS OF LEARNING IN CLINICAL SOCIAL WORK", Aurora University School
of Social Work, field instructors' meeting, 1992
"DESIGNING COMMUNITY BASED SERVICES: A DEVELOPMENTAL AND
ECOLOGICAL APPROACH" FREE PRESENTATION for Aurora University New College,
1993.
"DEVELOPING A SOCIAL WORK PRIVATE PRACTICE", Aurora University School of
Social Work, Faculty-Student Forum, 1993.
"MALE MID-LIFE TRANSITIONS", Inverness Womens' Club - 1993
"WORKING WITH TROUBLED TEENS", Aunt Martha's Youth Services Inservice,
Aurora, Il. - 1993
"THEORETICAL AND CLINICAL ISSUES IN WORKING WITH BORDERLINE
CLIENTS", Community Counseling Center of Aurora Inservice, Aurora, Il. - 1993
"ADOLESCENT SUICIDE - DEMOGRAPHICS AND CLINICAL IMPLICATIONS", Aunt
Martha's Youth Services Inservice, Aurora, Il. - 1994
"THE WORKER'S ACHILLES HEAL" , Presentation for the Aurora Community Resource
Team, Aurora, Il. - 1994
"WORKING WITH SEVERELY DISTURBED ADOLESCENTS", a year long intensive CEU
study group/workshop - Aurora University Continuing Education Programs - 1994-95
"NON-TRADITIONAL YOUTH SERVICES",
and panel discussion - 1995.
FREE Aurora University New College seminar
213
Fred R. McKenzie
"ADVANCED CLINICAL SOCIAL WORK ISSUES ", a year long intensive CEU study
group/workshop - Aurora University Continuing Education Programs - 1995-96.
Kane County Guardian Ad Litem Training with Dr. Sara Bonkowski - 1998.
Developmental and Psychopathology issues
"THE CLINICAL VALIDATION METHOD - Use of Self in the Therapeutic Relationship" presented at the 38th annual ICAPP convention June 6-10, 1999 in Charleston, South Carolina.
Paper published in proceedings.
"ETHICAL DECISION MAKING IN HUMAN SERVICES", Presentation at the Annual Retreat
of the Kane/Kendall Service Coordinators. September 19th, 2001.
"COUNTERTRANSFERENCE IN SOCIAL WORK PRACTICE" , Aurora University Field
Instructor Seminar for the George Williams Graduate School of Social Work. November 8th,
2002.
“COUPLES THERAPY WITH SURVIVORS OF SEXUAL VIOLENCE”, CEU workshop,
Presented at the Glen Ellyn YWCA, October 10th, 2003.
“DEVELOPMENTAL PLAY THERAPY IN THE SCHOOL SETTING”, Conference presented
at the Annual Illinois Association of School Social Workers, 2004 Conference – Fall, 2004
“DEVELOPMENTAL PLAY THERAPY IN CLINICAL SOCIAL WORK: THEORY AND
APPLICATION”, NASW Three Rivers Spring Training Event, NASW 50th Anniversary and
Awards Luncheon, Spring, 2005
“DEVELOPMENTAL THEORY AND IMPLICATIONS FOR CHILD AND ADOLESCENT
TREATMENT”, Moosehart Residential Facility, Batavia, IL, Summer 2005
“ADOLESCENT DEVELOPMENTAL THEORY: IMPLICATIONS FOR WORKING WITH
ADOLESCENTS, Geneva High School Presentation, October 7th, 2005
“PSYCHOSOCIAL ASSESSMENT AND TREATMENT OF JUVENILE OFFENDERS”,
Workshop for Spectrum Youth and Family Services, April 23rd, 2006
“ATTACHMENT ISSUES IN THE SUPERVISOR RELATIONSHIP”, Aurora University Field
Instructor’s Seminar, Fall, 2006
“REVISITING TRADITIONAL CLINICAL SOCIAL WORK PRACTICE IN LIGHT OF
CONTEMPORARY NEUROSCIENCE THEORY AND RESEARCH”, abstract accepted for
presentation at the Wurzweiler School of Social Work 50th Anniversary Conference, May, 2007.
“Theory and Practice with Adolescents: An Applied Approach; Teaching Techniques in the
University Setting”. Presentation at the 2008 Aurora University Faculty Symposium.
214
Fred R. McKenzie
GRANTS AND SCHOLARSHIPS:
2002-2003 Beasley Grant: " PROJECT HEART " a collaborative project with Nursing and
Recreation Administration, working with the homeless at Hesed House in Aurora, IL. The Grant
is administered through the George Williams Beasley Fund.
MEMBERSHIPS AND ASSOCIATIONS:
Member of the National Association of Social Workers - 1980
Member of the Academy of Certified Social Workers - 1984
Included in the NASW Clinical Register - 1987
Diplomate in Clinical Social Work (NASW) - 1987
VP of Central Baptist Family Services Advisory Board - 1984-84
Board Certified Diplomate in Clinical Social Work(ABECSW) - 1988
Licensed Clinical Social Worker with the State of Illinois – 1989
215
1.
Name of faculty member
2.
Degree information
John Morrison
DSW
University of New York
Hunter College School of Social Work
Social Welfare
May 1978
MSW
Adelphia University
Social Work
June 1966
Bachelor of Arts
Roberts Wesleyan College
Psychology
June 1960
3.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Professor
Aurora, IL
August 1987
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
University of Pennsylvania
Assistant Professor
Philadelphia, PA
July 1979
July 1987
216
John Morrison
4.
5.
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
New York City Department of Social Services
Special Assistant to the Commissioner
New York, NY
May 1973
July 1979


Employer
Position



City and state
Start date (month/year)
End date (month/year)
New York City Community Development
Deputy Assistant Commissioner; Acting Assistant
Commissioner
New York, NY
July 1968
March 1973





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Brownsville Community Council
Associate Director
Brooklyn, NY
June 1966
July 1968





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Brownsville Community Centers
Director
Brooklyn, NY
June 1963
August 1965





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Baden Street Settlement
Division Director
Rochester, NY
June 1963
August 1965
List your current professional, academic, community-related, and scientific
memberships.
Academy of Certified Social Workers
National Association of Social Workers
217
John Morrison
Association on Community Organization and Social Administration
Council on Social Work Education
Inter-University Consortium on International Development
National Association of Social Work Managers
6.
List your community service responsibilities and activities for the last 3 years.

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
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
7.
Three Rivers District, National Association of Social Workers, Chair
International Activities Network , National Association of Social Workers, Illinois
Chapter, Steering Committee, 1996-present; Chair, 2007-2008
Christian Community Alternative Academy, Secretary of Board of Directors
Habilitative Systems, Inc., Board of Directors and Co-Chair Methods & Procedures
Committee
CCA Academy, Board of Directors & Board Secretary
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years.
Lifetime Achievement Award, National Association of Social Workers, Three Rivers
District, 2005
8.
List your professional presentations presented during the last 5 years.


9.
“Research Findings in Child Welfare,” European Conference on Social Work,
Hamburg, Germany, 2006.
“Preparing Social Development Professionals,” Inter University Consortium on
International Development, Recife, Brazil, 2005
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
Macro Social Work Practice: A Strengths Perspective. Long, D., Tice, C., & Morrison, J.
(co-authors). (2006) Belmont, CA: Thomson Brooks/Cole
A Service Coordination: Practical Concerns for Community Practitioners in Handbook of
Community Practice, Marie Weil, editor (2005). Thousand Oaks, CA: Sage Publications.
10.
Include any other relevant information below or as a separate attachment. N/A
218
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219
1.
Name of faculty member
2.
Degree information
Don Phelps
Ph.D.
University of Illinois
Social Work
May 1997
MSW
Aurora University
Social Work
May 1990
Bachelor of Science
Northern Illinois University
Sociology
May 1985
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Associate Professor
Aurora, IL
August 2001
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
YMCA of Metropolitan Chicago
Clinical Director
Chicago, IL
June 2000
July 2001
220
Don Phelps

Employer




Position
City and state
Start date (month/year)
End date (month/year)


Employer
Position



City and state
Start date (month/year)
End date (month/year)
Interventions Behavioral Healthcare
Executive Director, Breaking Free Prevention &
Counseling
Chicago, IL
May1996
July 1999





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Interventions Behavioral Healthcare
Director of Therapeutic Services
Chicago, IL
May 1996
July 1999


Employer
Position



City and state
Start date (month/year)
End date (month/year)
Warren Township Youth Services
Youth & Family Counselor; Outdoor Adventure
Director
Gurnee, IL
May 1986
April 1988





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Mansion Alternative High School
Youth Counselor
Naperville, IL
May 1985
May 1986
Beacon Therapeutic Treatment Center &
Therapeutic Schools
Chief Operating Officer
Chicago, IL
August 1999
June 2000
221
Don Phelps
5.
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers, Illinois Chapter
Board Member (2004 – present); First Vice President (2007 – present); member
of Executive Committee (2005-present); Treasurer (2005-2007). NASW Illinois
Representative on the National Association of Social Workers’ Delegate
Assembly in Washington, DC (2005-2008). Member of the International Activities
Committee (2001 – present)
Council on Social work Education
Association of Baccalaureate Social Work Program Directors
Member of International Committee (2003 – present)
North American Association of Christians in Social Work
Member of International Committee (2001 – present)
Society for Spirituality and Social Work
Illinois Alcoholism and Drug Dependence Association
National Network for Social Work Managers
Board Member (2005-2006)
Inter-University Consortium for International Social Development
The Association for Community Organization and Social Administration
Faculty Liaison to Aurora University Faculty Senate
6.
List your community service responsibilities and activities for the last 3 years.






Worked with three MSW students to develop child development & enrichment program
at Hesed House Homeless Shelter in Aurora, IL during summer 2007 term.
Serve on the Latino Mental Health Resource Counsel in Aurora, IL, May 2003 – present
Serve on city-wide after-school program assessment committee (March 2006 – present)
Served as faculty advisor to Student Social Work Association (SWA) (July 2003 – May
2007). Participated in all SWA events, including Take Back the Night Domestic Violence
Event, Aurora’s March Against Violence, Socks for Soldiers Drive; Tsunami Relief
Fundraising Event, Hike for Hesed House Homeless Shelter, Volunteer Day at Maryville
Academy.
Led group of nine social work students to New Orleans during Spring Break (March 312, 2006) to help with Hurricane Katrina disaster relief and provide mental health
counseling.
Served with the Red Cross Mental Health Disaster Team in San Antonio, Texas shelter
for Hurricane Katrina victims (September 2005).
222
Don Phelps
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years.


8.
Social Worker of the Year Award, 2007 – National Association of Social Workers,
Three Rivers District
Phi Alpha Honor Society
List your professional presentations presented during the last 5 years.











Spirituality and adolescence. Paper presentation at the North American Conference
on Spirituality and Social Work in Waterloo, Canada on May 26, 2006.
Spiritual Development in Adolescence. Paper presentation at the North American
Association of Christians in Social Work Annual Conference 2006, Grand Rapids, MI
on October 29, 2005.
Understanding the Spiritual Lives of Adolescents. Paper presentation at the National
Association of Social Workers Illinois Chapter Annual Conference, Chicago, IL on
September 19, 2005.
Creating and Enhancing Global Learning Opportunities Through Professional
Partnerships. Paper presentation at the Association of Baccalaureate Social Work
Education Program Directors Annual Conference, Detroit, MI on November 5, 2004.
Faith in Social Work: Understanding Spiritual Diversity Practice. Paper presentation
at the National Association of Social Workers 2004 Illinois Chapter Annual
Conference. Peoria, IL on September 12, 2004.
Integrating Faith and Social Development in South Africa. Paper presentation at the
North American Association of Christians in Social Work Annual Conference,
Louisville, KY on October 25, 2003.
Spiritual and Social Development on South Africa. Paper presentation at the
National Association of Social Workers 2003 Illinois Chapter Annual Conference,
Arlington Heights, IL on September 11, 2003.
Spiritual Diversity and Adolescent Treatment. Workshop presented at Larkin Center
in July 2007.
Social Work as a Career. Waubonsee Community College, Aurora, IL. Workshop
for Latino high school students from East Aurora High School in April, 2006 and April
2007.
Understanding the spiritual lives of teens. Workshop at St. Francis Catholic School
in Wilmette, IL for their junior high school teachers on February 5, 2006.
Suicide Prevention and Intervention. Stephen Ministry Workshop. Naperville
Presbyterian Church, Naperville, IL on January 11, 2004.
223
Don Phelps
9.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.




10.
“Understanding the Spiritual Lives of Adolescents” was published in Forum, the peerreviewed journal of the North American Society of Spirituality and Social Work in Fall,
2006, Vol. 13.
“Adolescent Spirituality” was published in North American Conference on Spirituality
and Social Work Proceedings, in August, 2006.
“Shelter from the Storm,” an article on the hurricane relief efforts, published in the
November 2005 edition of the National Association of Social Work Illinois monthly
publication, Networker.
“Hammers and Hope,” an article on the hurricane relief efforts published in May 2006
edition of the National Association of Social work monthly publication, Networker.
Include any other relevant information below or as a separate attachment. N/A
224
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225
1.
Name of faculty member
2.
Degree information
Sue Ross
Ed.D.
Northern Illinois University
Adult Continuing Education
May 1985
MSW
George Williams College
Social Work
June 1974
Bachelor of Science
Iowa State University
Foods & Nutrition
June 1968
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Professor
Aurora, IL
August 1995
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
George Williams College
Assistant Professor
Downers Grove, IL
April 1976
June 1983
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Private Practice
Therapist
Lombard, IL
June 1976
Present
226
Sue Ross
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
P. M. Haeger & Associates
Training Manager
Chicago, IL
April 1988
August 1990





Employer
Position
City and state
Start date (month/year)
End date (month/year)
William Rainey Harper College
Counselor
Palatine, IL
August 1983
June 1985





Employer
Position
City and state
Start date (month/year)
End date (month/year)
College of DuPage
Counselor
Glen Ellyn, IL
June 1983
April 1988





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Regional Youth Services Bureau
Coordinator of Health Counseling & Information
Elk Grove, IL
June 1975
June 1976





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Addison Township Community on Youth
Coordinator
Addison, IL
June 1974
June 1975
September 1990
August 1996
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
Association for the Advancement of Social Work with Groups
American Dietetic Association
227
Sue Ross
6.
List your community service responsibilities and activities for the last 3 years.

Assisted in the organization of a retreat on the Lake Geneva Campus with a leader from
California.

Collaborated with a group of professionals to offer workshops for women dealing with
body image issues.

Consulted with the Coordinator of the Older Adult Institute at the local community college
on programming for the baby boom generation.
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years.
Hartford Foundation Geriatric Social Work Initiative, 2005-2007
8.
List your professional presentations presented during the last 5 years.



9.
International Symposium, Association for the Advancement of Social Work with Groups,
June 2007
Aurora University School of Social Work, Field Instructors Seminar, Oct. 2005
Illinois Department on Aging, Senior Service Corps Conference, March 2005
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
“Preparation for the Psychosocial Aspects of Retirement” Co-authored with Laura Cox,
Educational Gerontology, 2005, accepted for publication in 2006.
10.
Include any other relevant information below or as a separate attachment.
Granted a sabbatical for Spring Semester 2008
228
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229
1.
Name of faculty member
2.
Degree information
Janet Yanos
Ph.D.
University of Illinois at Chicago
Social Work
June 1980
MSW
University of Illinois at Chicago
Social Work
June 1971
Bachelors of Arts
University of Illinois at Chicago
Sociology & Psychology
June 1969
3.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Professor
Aurora, IL
September 1986
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
George Williams College
Assistant, Associate Professor
Downers Grove, IL
September 1980
August 1986





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
College of DuPage
Instructor
Glen Ellyn, IL
September 1974
June 1976
229
Janet Yanos
4.
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Head Start
Mental Health Consultant
Oak Park, IL
June 1998
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Traffic School of Behavior Change
Group Leader
DuPage County, IL
July 1974
September 1980





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Consortium for the Developmentally Disabled
Behavioral Consultant
Chicago, IL
June 1974
June 1975





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Private Practice
Private Practice
Oak Park, IL
June 1975
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Proviso Township Mental Health Center
Psychotherapist/Sustaining Care Coordinator
Forest Park, IL
July 1971
June 1974





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Lutheran General Hospital
Psychiatric Social Worker
Park Ridge, IL
June 1971
June 1973
230
Janet Yanos
5.
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
Illinois Association for Infant Mental Health.
International Society for the Psychological Treatments of Schizophrenias and
Psychoses
Two Rivers Head Start Program, Health Advisory Board
Oak Park Council on International Affairs.
Heartland International: Host foreign visitors and professionals for three week stays in
our home, while they are studying in Chicago.
NMCOP – Clinical Social Work Psychoanalytic Organization
6.
List your community service responsibilities and activities for the last 3 years.

Mental Health Consultant to Two Rivers Head Start Program, 2002 - present. Monthly
consultation and education to Early Head Start (0-3) staff; two hour monthly clinical
consultation to Head Start (3-5) Coordinator of Mental Health, in Elgin, Aurora, and
Carpentersville.

Attachment Theory and the Classroom, six hour workshop for the Geneva Public
Schools, held February 17, 2006.

Anger and Violence Against Children, workshop panelist, Provena Mercy Center,
January 24, 2006.

Harvard University Law School, Course on Evidence, guest respondent regarding sexual
abuse of children in a class on family law and evidence. April 8, 2005.
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.

Presentation for field faculty, October, 2007: Effective supervisory practices in field work.
(2 CEU’s for Field Instructors.

Attachment Theory and the Classroom, six hour workshop for the Geneva Public
Schools, held February 17, 2006.

Anger and Violence Against Children, workshop panelist, Provena Mercy Center,
January 24, 2006.

Harvard University Law School, Course on Evidence, guest respondent regarding sexual
abuse of children in a class on family law and evidence. April 8, 2005.
231

Aurora University, School of Social Work. Continuing education for field instruction (five
hours). “Mindfulness and Meditation in Social Work Practice.” October 29, 2004.

Aurora University, School of Social Work. Continuing Education for Field Instructors
(five hours). “Use of Theory in the Field Experience”. November 14, 2003.
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
232
1.
Name of faculty member
2.
Degree information
Charles Zastrow
Ph.D.
University of Wisconsin
Social Welfare
May 1971
MSW
University of Wisconsin
Social Work
May 1966
Bachelor of Science
University of Wisconsin
Psychology
May 1964
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Professor, Assistant Director
Williams Bay, WI
August 2006
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
University of Wisconsin-Whitewater
Professor
Whitewater, WI
August 1971
August 2006
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Whitewater Community & Campus Counseling Center
Assistant Director/Psychotherapist
Whitewater, WI
August 1985
February 1986
233
Charles Zastrow
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Dane County Social Planning Agency
Research Director
Madison, WI
June 1969
August 1971





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Madison Community Welfare Council
Research Analyst
Madison, WI
July 1968
June 1969

Employer




Position
City and state
Start date (month/year)
End date (month/year)
Bureau of Research, State Department of Health & Social
Services
Project Associate
Madison, WI
May 1967
August 1967





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Central State Hospital
Social Worker
Waupun, WI
May 1966
August 1966
List your current professional, academic, community-related, and scientific
memberships.
Council on Social Work Education
National Association of Social Workers
Academy of Certified Social Workers
NASW Register of Clinical Social Workers
Wisconsin Council on Social Work Education
The Association for the Advancement of Social Work with Groups
Licensed Clinical Social Worker in Wisconsin
Member of Phi Eta Sigma
Member of Phi Kappa Phi
234
Charles Zastrow
6.
List your community service responsibilities and activities for the last 3 years.




7.



8.


9.




Member, Council on Publications for Council on Social Work Education
Board Member, Baccalaureate Program Directors
Commission on Curriculum and Education Innovation for CSWE, former board member
Chaired accreditation site visits to University of Maine at Presque Isle, Park University in
Kansas City, Bridgewater State College in Massachusetts, and Cornerstone University in
Michigan
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years.
Received Certificate of Commendation from Governor James Doyle (Wisconsin) for 35
years of dedicated service at University of Wisconsin-Whitewater.
Received Certificate of Meritorious Service for 35 years of dedicated service to the
University of Wisconsin-Whitewater from Dr. Kevin Reilly, President of the University of
Wisconsin System.
Received status of Professor Emeritus of Social Work at the University of WisconsinWhitewater.
List your professional presentations presented during the last 5 years.
Three presentations to students/faculty/agency supervisors on cross-cultural social work
practice, choice theory, and field placement supervision at University of South Dakota,
December 2006.
Presented on HBSE Theories in Later Adulthood at Johnson C. Smith University on March
13, 2007.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
Understanding Human Behavior and the Social Environment, 7th ed.,with Karen KirstAshman (2007). Pacific Grove, CA: Brooks/Cole.
Introduction to Social Work and Social Welfare, 9th ed., (2008). Pacific Grove, CA:
Brooks/Cole.
The Practice of Social Work, 7th ed., (2007). Pacific Grove, CA: Brooks/Cole.
Social Work with Groups, 6th ed., (2006). Pacific Grove, CA: Brooks/Cole.
235
Charles Zastrow



“Sequencing Tasks in Developing an Accredited Social Work Program and Assessing
Program Outcomes,” with Tim Reutebuch. (2004). Advances in Social Work, Vol. 5, No. 1,
Spring, pp. 1-17.
“Social Work Education Responds to the Shortage of Persons with Both a Doctorate and a
Professional Social Work Degree” (2004). Journal of Social Work Education, Vol. 40, No. 2,
Spring/Summer, pp. 351-358.
“United States,” with Tim Reutebuch, edited by Idit Weiss,John Gal, and John Dixon, book
chapter in Professional Ideologies and Preferences in Social Work: A Global Study.
Westport, CT: Praeger, pp. 179-200
Include any other relevant information below or as a separate attachment.
10.

Have been an accreditation site visitor to 26 programs, and have chaired 17 of these site
visits.

Have had 37 articles published in professional journals

Have been the recipient of 8 grants

Have been a two-term member of the Commission on Accreditation (for 6 years)

Have conducted 6 candidacy visits for CSWE
236
ADJUNCT FACULTY
1.
Name of faculty member
2.
Degree information
Ronald O. Ahlberg
MSW
Aurora University
Social Work
June 2001
BSW
Aurora University
Social Work
August 1996
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instsructor
Aurora, IL
January 2008
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Private Practice
Therapist
Yorkville, IL
February 2007
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Rush Behavioral Health
Senior Counselor
Downers Grove, IL
September 2003
February 2007
237
Ronald O. Ahlberg
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Association for Individual Development
Case Manager
Aurora, IL
October 1998
July 2003





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Adapt of Illinois
Team Leader
Chicago, IL
September 1997
October 1998





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Linden Oaks Hospital
Senior Counselor
Naperville, IL
September 1993
September 1997
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
NAADAC Association for Addiction Professionals
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
238
1.
Name of faculty member
2.
Degree information
Jacqueline R. Anderson
Ph.D.
Loyola University
Social Work
May 2007
MSW
Loyola University
Social Work
May 1998
Bachelor of Arts
University of Illinois
Psychology
August 1990
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
August 2004
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Loyola University
Adjunct Professor
Chicago, IL
August 2004
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Deborah’s Place
Director of Programs
Chicago, IL
October 1999
Present
239
Jacqueline Anderson
5.
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
Midwest Harm Reduction Institute
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.










9.
The Recovery Model, presented at Illinois Association of Addictions Counselors
Harm Reduction and Motivational Interviewing, presented for MHRI
Clinical Supervision, presented at Loyola University School of Social Work Field
Instructor Training
Racial and Cultural Diversity, presented at Trilogy Mental Health Center in Chicago
The Nature of Hope and the Trauma of Homelessness, presented at Thresholds
Psychosocial Rehabilitation Center
Psychotropic Medications, presented at Deborah’s Place
Advanced Harm Reduction, presented for MHRI at Deborah’s Place
Schizophrenia, presented for lay persons at Apostolic Baptist Church, Chicago
“A Foot in Each World: Development of Multiple Identifies for Ethnic Minorities in a
Eurocentric Society,” presented at Loyola University for Women’s History Month
Domestic Violence and Women, presented at Loyola University for Women’s History
Month
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
“A foot in Each World: The Development of Identity complexity in Impinging
Environments,” Praxis: Fall, 2003, Volume 3.
10.
Include any other relevant information below or as a separate attachment. N/A
240
1.
Name of faculty member
2.
Degree information
D. Andrew Beck
MSW
Aurora University
Social Work
June 1993
Bachelor of Arts
Aurora University
Psychology
June 1989
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
January 2008
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Elgin Community College
Adjunct Professor
Elgin, IL
August 2006
Present
Professional post–baccalaureate and post–master’s social work experience
 Employer
Elgin Mental Health Center
 Position
Forensic Social Worker/Inpatient Psychiatric Social Worker
 City and state
Elgin, IL
 Start date (month/year) March 2004
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Family Services & Community Mental Health Center
LCSW/Substance Abuse Therapist
McHenry, IL
July 2002
July 2004
241
D. Andrew Beck





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Illinois Department of Corrections
Correctional Casework Supervisor
St. Charles, IL
September 1998
July 2002





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Private Practice
Therapist
Lombard, IL
August 1997
July 2002





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Elgin Mental Health Center
Forensic Social Worker
Elgin, IL
February 1994
August 1998





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Illinois Department of Corrections
Sex Offender Therapist
St. Charles, IL
April 1995
August 1998





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Nexus Day Treatment Program
Lead Counselor – Delinquent Juveniles
DuPage County, IL
November 1992
January 1994





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Kane County Court Services
Probation Officer
St. Charles, IL
May 1989
October 1992
242
D. Andrew Beck
5.
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
Internal Family Systems
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
243
This page intentionally left blank
244
1.
Name of faculty member
2.
Degree information
Karen Beyer
MBA
Keller Graduate School of Management
Business
February 2004
Masters Degree
Roosevelt University
Public Administration
May 1992
MSW
Loyola University
Social work
June 1969
Bachelor of Arts
Ohio State University
Psychology and Sociology
January 1965
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
May 2007
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Ecker Center
Executive Director
Elgin, IL
October 2000
Present
245
Karen Beyer





Employer
Position
City and state
Start date (month/year)
End date (month/year)
The Larkin Center
Executive Director
Elgin, IL
June 1993
September 200





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Village of Hoffman Estates
Director of Health & Human Services
Hoffman Estates, IL
January 1983
May1993





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Private Practice
Therapist
Elgin, IL
January 1977
April 1993





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Family Services Association of Greater Elgin Area
Clinical Director
Elgin, IL
August 1973
January 1983





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Lutheran Social Services of Illinois
Case Manager
Elgin, IL
March 1967
July 1973





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Dallas County Child Welfare Unit
Child Welfare Caseworker
Dallas, TX
January 1966
March 1967
246
Karen Beyer
5.
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
National Network of Social Work Managers
National Alliance for the Mentally Ill
6.
List your community service responsibilities and activities for the last 3 years.
Greater Elgin Family Care Center, Board Secretary
Elgin Mental Health Center, Governing Board
Judson College AIM Program, Advisory Committee
Aurora University School of Social Work, Advisory Board
National network of Social Work managers, Board of Directors
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years.
Who’s Who in America
National Association of Social Workers Globe Award
Illinois Chapter of the American Association for Marriage & Family Therapy:
Significant Contribution to the Field Award
Women in management Women of Achievement Award
The American Psychoanalytic Association Presidential Commendation
Business Ledger Influential Women in Business Award
Association of Police Social Workers Recognition Award
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
247
This page intentionally left blank
248
1.
Name of faculty member
2.
Degree information
Glenda M. Blakemore
Master of Arts
Northern Illinois University
Community Mental Health
June 1973
MSW
Aurora University
Social Work
May 1997
Bachelor of Arts
Northern Illinois University
Sociology
June 1971
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora , IL
September 2001
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Association for Counseling and Psychotherapy
Therapist
Cresthill, IL
June 2007
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Illinois Department of Corrections
Warden of the Dwight Correctional Center
Dwight IL
May 1999
April 2000
249
Glenda M. Blakemore
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aurora University
Training for Child Welfare State Organization
Aurora, IL
July 2001
September 2004





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aurora University
Director of Field Education
Aurora, IL
September 2004
July 2006





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Family Counseling Service
Therapist
Aurora, IL
June 1997
May 1999
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
Aurora University School of Social Work Community Board
Emerging Light Ministries
National Organization of Forensic Social Work
6.
List your community service responsibilities and activities for the last 3 years.

Responsible for developing and implementing a group for African American female
teens including workshops on teen sexuality, self-esteem, cooperation with adults,
anger management.

Responsible for the development and implementation of community outreach by
collecting items for the Wayside Mission of Aurora, IL.

Assisted in organizing workshops and activities surrounding health and mental health
issues that impact the African American community.
250
Glenda M. Blakemore

Developed and implemented a Scholarship Program for African American college
bound students in the local area.

Participated in activities with the local homeless shelter and food pantry.
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
African-American and Other Street Gangs: A Quest for Identity; Human Behavior in the
Social Environment from an African American Perspective. Haworth Press, September
2007.
10.
Include any other relevant information below or as a separate attachment. N/A
251
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252
1.
Name of faculty member
2.
Degree information
Debra Borquist
MSW
University of Wisconsin
Social Work
May 2000
Bachelor of Arts
University of Wisconsin
Psychology
December 1990
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
August 2008
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
University of Wisconsin
Adjunct Professor
Whitewater, WI
January 2005 and August 2002
Present and June 2003





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
University of Wisconsin
Adjunct Professor
Madison, WI
September 2003
Present
Professional post–baccalaureate and post–master’s social work experience
 Employer
Catholic Charities
 Position
Child and Family Services Director
 City and state
Madison, WI
 Start date (month/year) May 2003
 End date (month/year)
August 2005
253
Debra Borquist





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Madison Area Technical College
Human Services Instructor
Madison, WI
August 2000
May 2002





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Dane County Family Court Counseling Services
Family Court Counselor
Madison, WI
August 2000
August 2002





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Community Adolescent Programs/Community Partnership
Case Coordinator – Children Come First Program
Madison, WI
October 1996
August 2000





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Ramsey County Human Services
Child Protection Social Worker
St. Paul, MN
June 1995
July 1996





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Dane County Department of Human Services
Child Protection/Delinquency Social Worker
Madison, WI
August 1993
July 1995





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Big Brothers/Big Sisters of Dane County
Counselor
Madison, WI
March 1992
August 1993
254
Debra Borquist
5.
List your current professional, academic, community-related, and scientific
memberships.
Advanced Practice Social Worker
Certified Mediator for State of Wisconsin
Wisconsin Council on social Work Education
Association of Multi-Ethnic Americans
6.
List your community service responsibilities and activities for the last 3 years.
Meals on Wheels, volunteer
Briarpatch, volunteer
Camp Hope, volunteer
Madison Metropolitan School District, volunteer
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.
“Spirituality and Social Work” Panel Presentation – Wisconsin Council on Social Work
Education, Spring Conference – April 21, 2006
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
255
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256
1.
Name of faculty member
2.
Degree information
Kristen Brendel
MSW
Aurora University
Social Work
June 1998
Bachelor of Arts
Benedictine University
Psychology
June 1995
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
September 2003
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
University of St. Francis
Adjunct Faculty
Joliet, IL
September 2002
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Joliet Junior College
Adjunct Faculty
Joliet, IL
January 2001
December 2001
Professional post–baccalaureate and post–master’s social work experience



Employer
Position
City and state
Private Practice
Therapist
Oswego, IL
257
Kristen Brendel
5.


Start date (month/year)
End date (month/year)
March 2003
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Plainfield Consolidated School District 202
School Social Worker
Plainfield, IL
June 1998
July 2005





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Plainfield Consolidated School District 202
District Prevention Coordinator
Plainfield, IL
August 1997
June 1998





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Provena Mercy Center
Staff Resource Counselor
Aurora, IL
August 1996
May 2001





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aurora University
Graduate Assistant
Aurora, IL
May 1996
July 1997





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Ray Graham Assoc. for People with Disabilities
Foster Care Case Workers/Behavioral Specialist
Elmhurst, IL
August 1995
May1996
List your current professional, academic, community-related, and scientific
memberships.
Illinois Association for School Social Workers
National Association of Social Workers
School Social Work Association of America
258
Kristen Brendel
6.
List your community service responsibilities and activities for the last 3 years.






Coordinated two walk-a-thons, clothing and food drives, and fundraisers for needy
populations.
Served as adult literacy volunteer.
Assisted with pet therapy programs at Fox Valley Animal Shelter.
Volunteer, The DuPage Children’s Museum
Coordinated church-sponsored clothing/food drives.
Unicef, Volunteer for political action and fundraising.
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.
Illinois Middle School Conference Presenter on Dealing with Difficult Parents, 2004
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
259
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260
1.
Name of faculty member
2.
Degree information
Adrienne Brooks
MSW
Our Lady of the Lake University
Social Work
June 1977
BSW
New Mexico Highlands University
Social Work
June 1975
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
August 2005
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
National Louis University
Adjunct Faculty
Evanston and Chicago, IL
August 1983
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
City Colleges of Chicago
Adjunct Faculty
Chicago, IL
August 1990
June 2005
Professional post–baccalaureate and post–master’s social work experience
 Employer
United Way Metropolitan Chicago
 Position
Director – Resource Development
 City and state
Chicago, IL
 Start date (month/year) July 2006
 End date (month/year)
Present
261
Adrienne Brooks





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Hales Franciscan High School
Grant Writer
Chicago, IL
July 2003
June 2006





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Hyde Park Neighborhood Club
Director of Development
Chicago, IL
January 2002
June 2003





Employer
Position
City and state
Start date (month/year)
End date (month/year)
ChildServ
Vice President, Resource Development
Chicago, IL
May 1992
January 2002





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Howard Area Community Center
Director of Resource Development
Chicago, IL
May 1989
August 1992





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Little Brothers-Friends of the Elderly
National Grant Writer
Chicago, IL
March 1988
May 1989





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Management Planning Institute
Program Coordinator
Chicago, IL
March 1985
May 1989
262
Adrienne Brooks
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
NIA Center for Developmental Disabilities
Clinical Director/Director of Fundraising
Chicago, IL
August 1983
April 1985





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Community Mental Health Council, Inc.
Child and Adolescent Psychotherapist
Chicago, IL
July 1980
August 1982





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Garfield Park Community Health Center, Inc.
Social Worker
Chicago, IL
May 1978
July 1980
List your current professional, academic, community-related, and scientific
memberships.
Association of Nonprofit Professionals
Chicago Planned Giving Round Table
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
263
This page intentionally left blank
264
1.
Name of faculty member
2.
Degree information
Nicole Cain
MSW
University of Wisconsin
Social Work
December 2001
Bachelor of Arts
University of Wisconsin
Social Work
December 1999
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
August 2006
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
University of Wisconsin - Whitewater
Adjunct Lecturer
Whitewater, WI
August 2005
December 2005
Professional post–baccalaureate and post–master’s social work experience
 Employer
Milwaukee Public Schools
 Position
School Social Worker
 City and state
Milwaukee, WI
 Start date (month/year) August 2006
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Northside YMCA of Metropolitan Milwaukee
Senior Program Director
Milwaukee, WI
February 2002
August 2006
265
Nicole Cain
5.
List your current professional, academic, community-related, and scientific
memberships.
Advisory Board Member, University of Wisconsin – Whitewater, August 2006 – present
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.
Guest Lecturer for University of Wisconsin-Whitewater social Work Department,
September 2002 – present
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
266
1.
Name of faculty member
2.
Degree information
Deborah Carr
MSW
University of Illinois
Social Work
July 1977
Bachelor of Arts
Eureka College
Psychology
May 1974
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
January 2007
Present
Professional post–baccalaureate and post–master’s social work experience
 Employer
Thornton Fractional Township High School, District 215
 Position
School Social Worker
 City and state
Lansing, IL
 Start date (month/year) July 1988
 End date (month/year) Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Flossmoor Elementary District 66
School Social Work
Flossmoor, IL
August 1987
July 1988





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Summit Hill School District
School Social Work
Frankfort, IL
January 1986
August 1986
267
Deborah Carr
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Peoria County Public Schools, District 150
School Social Worker
Peoria, IL
August 1978
December 1985





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Canton Public Schools, #66
School Social Worker
Canton, IL
July1977
August 1978





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Peoria County Juvenile Probation
Juvenile Probation Officer
Peoria, IL
July 1974
July 1977
List your current professional, academic, community-related, and scientific
memberships.
Illinois Association of School Social Workers
High School Social Workers of South Suburbia
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.



9.
Conflict Resolution Training (in and out of state)
Response to Interventions In-services for faculty
Crisis Management and Procedures in School for faculty
List your professional publications for the last 5 years. None
268
10.
Include any other relevant information below or as a separate attachment.

Organized, conducted a PEACE Conference (for peer mediators) with attendance of
250-800 students.

Chairman of North Central Accreditation for District 215, South Campus (involving
professional development and student achievement).
269
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270
1.
Name of faculty member
2.
Degree information
Kelly Dahl
MSW
Aurora University
Social Work
June 2003
Bachelor of Arts
North Central College
Psychology
June 1996
3.
4.
Academic appointments
 Employing academic institution
 Title
 City and state
 Start date (month/year)
 End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
January 2008
Present
Professional post–baccalaureate and post–master’s social work experience
 Employer
Private Practice
 Position
Therapist
 City and state
Batavia, IL and St. Charles, IL
 Start date (month/year) September 2005
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Employee Assistance Services, Inc.
Therapist
Elgin, IL
May 2007
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Community Counseling Center
Mental Health Professional
Aurora, IL
September 1999
August 2000
271
Kelly Dahl





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Mutual Ground, Inc.
Residential Coordinator/Advocate/Counselor
Aurora, IL
September 1996
September 1999
5.
List your current professional, academic, community-related, and scientific
memberships. None
6.
List your community service responsibilities and activities for the last 3 years.







QYC Questioning Youth Center, Volunteer, Fundraising
Community Network Committee Member
Board of Election Commissioners, election judge
16th Judicial Circuit Family Violence Coordinated Council, Member of Children’s
Committee
Professional Safety Associates, Inc., R.A.D. Rape Aggression Defense Instructor
World Gym, Co-founder and head Martial Arts/Self defense Instructor
Fox Valley Park District, Self-Defense and Karate Class Administrator/Instructor
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. NA
272
1.
Name of faculty member
2.
Degree information
Jeanne Flynn
MSW
University of Illinois at Chicago
Social Work
January 1982
Bachelor of Social Work
University of Illinois
Social Work
May 1975
3.
Academic appointments





4.
Aurora University
Adjunct Instructor
Aurora, IL
August 2007
Present
Professional post–baccalaureate and post–master’s social work experience





5.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Employer
Position
City and state
Start date (month/year)
End date (month/year)
Department of Children & Family Services
Casework, Supervisor
Chicago, IL
April 1976
May 2007
List your current professional, academic, community-related, and scientific
memberships.
Council on Accreditation peer Reviewer (New York)
Child Welfare Local Area Network
6.
List your community service responsibilities and activities for the last 3 years.

Established Kane county Brown Bag Forum, an education and networking forum for
personnel involved in Child Welfare in Kane County
273
Jeanne Flynn




7.
Preparing county-wide Permanency Symposium, will moderate community focus
groups for this effort.
Liaison to community for DCFS-related topics/issues/concerns
Coauthored Federal Program Improvement Plan (in response to the Child and
Family Services Review) – incorporated DCFS & all of its associated agencies
Ongoing consultation to DCFS and its partners through participation in ongoing
quality improvement efforts.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years.
Recognized by peers and community partners for 31 years of services to the Child
Welfare community, May 2007
8.
List your professional presentations presented during the last 5 years.
Multiple presentations to community groups, including private child welfare agencies,
not-for-profit groups and court personnel regarding DCFS, mandated reporting, and
related child welfare initiates.
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. NA
274
1.
Name of faculty member
2.
Degree information
Julie Gibson
MSW
University of Chicago
Social Work
June 1996
Bachelor of Arts
University of Maine
English
June 1984
3.
Academic appointments
4.
 Employing academic institution Aurora University
 Title
Adjunct Professor
 City and state
Aurora, IL
 Start date (month/year)
July 2007
 End date (month/year)
Present

Professional post–baccalaureate and post–master’s social work experience





5.
Employer
Position
City and state
Start date (month/year)
End date (month/year)
Thresholds
Program Director
Chicago/Woodstock, IL
September 1996
Present
List your current professional, academic, community-related, and scientific
memberships.
McHenry County Mental Health Board Adult Providers, co-chair
McHenry County Continuum of Care
United States Psychiatric Rehabilitation Association
Domestic Violence and Mental health Policy Initiative
Thresholds, Grant Partner
275
Julie Gibson
6.
List your community service responsibilities and activities for the last 3 years.



7.
McHenry County National Alliance for the Mentally Ill (NAMI) Walk-a-Thon, 2005,
2006
Thresholds “Bridge Bash” fundraiser – entertainer for persons who are homeless and
have mental illness, 2005, 2006
City of Chicago “Clean Up the River” participant, 2005
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years.
Department of Mental Health Homeless Action award for coproduction of state-wide
training video, “Engagement Skills for Mental Health and Homeless Providers,” 2005
8.
List your professional presentations presented during the last 5 years.





9.
Presenter, “Trauma-Informed PSR Services” United States Psychiatric Rehabilitation
Association Annual Conference, 2006 Phoenix; 2007 Florida
Presenter, “Trauma-Informed PSR Services National Audiocast, 2007
Presenter, “Engagement Skills for Mental Health and Homeless Providers,”
SAMSHA National Training Conference Addressing Homelessness for People with
Mental Illnesses and/or Substance Use Disorders, 2005, Washington, D.C.
Presenter – “Mental Health and Domestic Violence Cross-Training” – 5 state
operated mental health centers in Illinois, 2006
Presenter – “Trauma-Informed Recovery Skills,” Thresholds Research and Training
Institute, Chicago, 2007
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
“Engagement Skills for Mental Health and Homeless Providers,” Video and Training
Manual, State of Illinois Department of Mental Health, Chicago, Illinois, 2005.
10.
Include any other relevant information below or as a separate attachment.
Monthly trauma/mental health consultation for Thresholds Jail Diversion Project funded
by the Illinois Department of Mental Health and SAMSHA, 2007 - current
276
1.
Name of faculty member
2.
Degree information
Andrea Goudy
MSW
University of Illinois at Chicago
Social Work
June 1984
Bachelor of Arts
Northeastern Illinois University
Psychology
June 1976
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
August 1994
Present
Professional post–baccalaureate and post–master’s social work experience
 Employer
Private Practice
 Position
Therapist
 City and state
Batavia, IL
 Start date (month/year) September 1994
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Linden Oaks Hospital
Director of Social Services
Naperville, IL
July 1990
May 1995





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Association for Individual Development
Social Worker
Aurora, IL
January 1983
June 1990
277
Andrea Goudy
5.
List your current professional, academic, community-related, and scientific
memberships. None
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. NA
278
1.
Name of faculty member
2.
Degree information
Cynthia Grant
MSW
Loyola University
Social Work
June 1997
Bachelor of Arts
Psychology
University of North Carolina
June 1995
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
August, 2007
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Loyola University
Adjunct Professor
Chicago, IL
January 2002
Present
Professional post–baccalaureate and post–master’s social work experience
 Employer
Private Practice
 Position
Therapist
 City and state
Chicago, IL
 Start date (month/year) February 2003
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Advocate Illinois Masonic Medical Center
Emergency Department Crisis Team Social Worker
Chicago, IL
July 1997
October 2004
279
Cynthia Grant
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Advocate Lutheran General Hospital
Emergency Department Clinical Social Worker
Park Ridge, IL
April 1999
August 2000





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Illinois Masonic Medical Center
Trauma Social Worker
Chicago, IL
May 1997
July 1997
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Work
National Alliance on Mental Illness
Council on Social Work Education (Program Chair, 2006 Annual Program Meeting,
Chicago, IL
6.
List your community service responsibilities and activities for the last 3 years.
Sharing Connections, Volunteer, May 2007 – present. LCSW supervision as agency
liaison to first-year MSW candidates from Aurora University
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.
Chicago Access Network Television “Grieftalk” (Aug 2006) Clinical guest for live call-in
program hosted by Major-Rose, B. with the Family Trauma Advocacy Program.
Chicago, IL
9.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
Gumz, E. & Grant, C. (2007). Restorative justice: A systematic review of the social
work literature. In press. Families in Society.
280
Cynthia Grant
Grant, C. (2007). A theoretical analysis of postpartum depression.
prepared for submission to Clinical Social Work Journal.
Paper being
Praxis Editorial Board Member (2006-present)
Contributing editor (2005-2006)
Grant, C. [Review of Zastrow, C. & Kirst-Ashman, K. (2005). Understanding human
behavior and the social environment, 7th Ed. Belmont, CA: Thomson Brooks-Cole.]
10.
Include any other relevant information below or as a separate attachment. N/A
281
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282
1.
Name of faculty member
2.
Degree information
Barbara Hoferle
MSW
University of Illinois at Chicago
Social Work
May 1975
Bachelor of Arts
St. Norbert College
English
May 1967
3.
Academic appointments





4.
Aurora University
Adjunct Instructor
Aurora, IL
August 2001
Present
Professional post–baccalaureate and post–master’s social work experience





5.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Employer
Position
City and state
Start date (month/year)
End date (month/year)
Rolling Meadows High School, District 214
School Social Worker
Rolling Meadows, IL
August 1975
June 2001
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Work
Illinois Association of Social Work
6.
List your community service responsibilities and activities for the last 3 years. None
283
Barbara Hoferle
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
284
1.
Name of faculty member
2.
Degree information
Michael Kenney
MSW
Loyola University
Social Work
May 2002
Bachelor of Arts
University of Chicago
Psychology
August 1993
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Professor
Aurora, IL
January 2008
Present
Professional post–baccalaureate and post–master’s social work experience
 Employer
Catholic Charities of Chicago
 Position
Psychotherapist/Behavioral Health Specialist
 City and state
Chicago, IL
 Start date (month/year) September 2002
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Center for Personal Development
Office Manager
Chicago, IL
April 1999
August 2000





Employer
Position
City and state
Start date (month/year)
End date (month/year)
AidsCare
Volunteer Recruiter/Volunteer Team Development Member
Chicago, IL
March 1995
July 2000
285
Michael Kenney





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Wilson Care, Inc.
Psychosocial Rehabilitation Services Coordinator
Chicago, IL
February 1994
July 1995





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Great Lakes Psychological Services
Intake Coordinator
Chicago, IL
November 1996
August 1998
5.
List your current professional, academic, community-related, and scientific
memberships. None
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
286
1.
Name of faculty member
2.
Degree information
Deborah Meeker
MSW
Aurora University
Social Work
May 2005
Bachelors of General Studies
University of Kentucky
Family Studies
August 1977
3.
Academic appointments





4.
Aurora University
Adjunct Professor
Aurora, IL
August 2007
Present
Professional post–baccalaureate and post–master’s social work experience





5.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Employer
Position
City and state
Start date (month/year)
End date (month/year)
Guardian Angel Community Services
Coordinator of Counseling, Advocacy & Prevention Ed
Joliet, IL
November 2003
Present
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
Illinois Certified Domestic Violence Professional
6.
List your community service responsibilities and activities for the last 3 years.
Steering Committee of Will County Take Back the Night
287
Deborah Meeker
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.
ICADV 40 hour training for law enforcement, attorneys, and social service providers
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
288
1.
Name of faculty member
2.
Degree information
Perry Maier
MSW
Aurora University
Social Work
June 1997
BSW
Aurora University
Social Work
June 1996
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
January 2008
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Waubonsee Community College
Adjunct Professor
Sugar Grove, IL
August 2006
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Open Door Clinic
Director of Behavioral Health & Clinic Ops
Elgin, IL
September 2001
Present




Employer
Position
City and state
Start date (month/year)
Association for Individual Development
Coordinator of Crisis Intervention Services
Aurora, IL
January 1988
289
Perry Maier
5.

End date (month/year)
September 2001





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Park View East Nursing Home
Social Service Director
Aurora, IL
January 1984
January 1988
List your current professional, academic, community-related, and scientific
memberships.
Service Providers Council
Mental Health Committee, Executive Committee & Co-Chair
Quality Assurance & Safety Committee, Open Door Clinic, Co-Chair
Advocacy Committee, Open Door, Chair
West Towns community Resource Team, President
6.
List your community service responsibilities and activities for the last 3 years.
Chicago Area AIDS Caregivers’ Retreat, Chair of Planning committee
AIDS Foundation of Chicago, planning of four MISA Forums
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
290
1.
Name of faculty member
2.
Degree information
Karen Shockley
Master of Science
Benedictine University
Clinical Psychology
August 2004
Bachelor of Arts
Wheaton College
Psychology
May 1989
3.
Academic appointments





4.
Aurora University
Adjunct Professor
Aurora, IL
August 2007
Present
Professional post–baccalaureate and post–master’s social work experience





5.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aunt Martha’s Youth Services Center
Therapist
Aurora, IL
May 2005
Present
List your current professional, academic, community-related, and scientific
memberships.
Illinois Counseling Association
Illinois Mental Health Counselors Association
6.
List your community service responsibilities and activities for the last 3 years. None
291
Karen Shockley
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
292
1.
Name of faculty member
2.
Degree information
Susan M. Terronez
Ed.D.
Loyola University
Educational Administration
June 1996
MSW
Loyola University
Social Work
June 1973
Bachelor of Science
University of Illinois
Social Welfare
June 1971
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Professor
Aurora, IL
August 2000
Present
Professional post–baccalaureate and post–master’s social work experience
 Employer
St. Charles East High School, District 303
 Position
School Social Worker
 City and state
St. Charles, IL
 Start date (month/year) July 2000
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
St. Charles East High School, District 303
School Social Worker
St. Charles, IL
July 2000
Present
293
Susan M. Terronez





Employer
Position
City and state
Start date (month/year)
End date (month/year)
St. Charles East High School
School Social Worker
St. Charles, IL
September 1985
June 2000





Employer
Position
City and state
Start date (month/year)
End date (month/year)
St. Joseph’s Hospital
Adolescent Psychiatric coordinator
Elgin, IL
May 1984
September 1985





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Hephzibah Children’s Association
Director, Child Welfare Services
Oak Park, IL
April 1981
March 1984





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Children’s Home & Aid Society of Illinois
Clinical Supervisor and Social Worker
Chicago, IL
May 1978
March 1981





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Evanston Hospital
Psychiatric Social Worker
Evanston, IL
September 1976
April 1978





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Elk Grove Police Department
Social Worker
Elk Grove, IL
September 1974
September 1976
294
Susan M. Terronez





5.
Employer
Position
City and state
Start date (month/year)
End date (month/year)
Cook County Sheriff, Youth Services Department
Social Worker
Maywood, IL
September 1973
September 1974
List your current professional, academic, community-related, and scientific
memberships.
IAOPDAPCA –Certified Drug and Alcoholism Counselor
Illinois Association of School Social Workers
Wildlife Federation
Illinois Audubon Society
Aurora University Advisory Board
6.
List your community service responsibilities and activities for the last 3 years.
Serve as Historian for a small house museum in West Chicago, Illinois since 1985.
Write newsletters, develop history and genealogy.
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
Written Crisis Packet for St. Charles North High School
10.
Include any other relevant information below or as a separate attachment. N/A
295
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296
1.
Name of faculty member
2.
Degree information
Michael Wallace
MSW
University of Wisconsin
Social Work
August 1980
Bachelor of Science
University of Wisconsin
Education
May 1976
3.
4.
Academic appointments
 Employing academic institution
 Title
 City and state
 Start date (month/year)
 End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
January 2008
Present





University of Wisconsin
Adjunct Professor
Whitewater, WI
August 1997
Present
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Professional post–baccalaureate and post–master’s social work experience
 Employer
University of Wisconsin-Whitewater
 Position
Field Coordinator
 City and state
Whitewater, WI
 Start date (month/year) June 2006
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Cornerstone Counseling Services
Psychotherapist
Milwaukee, WI
August 2000
Present
297
Michael Wallace





Employer:
Position
City and state
Start date (month/year)
End date (month/year)
Lutheran Social Services
Psychotherapist
Milwaukee, WI
August 1986
August 2000





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Mt. Sinai Medical Center
Inpatient Psychiatric Social Worker
Milwaukee, WI
May 1984
June 1976





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Crossroads Academy Group Home
Group Home Supervisor
Milwaukee, WI
January 1974
December 1975





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Lutheran Hospital
Psychiatric Technician
Milwaukee, WI
November 1973
December 1974





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Clybourn Arms Halfway House
Recreation and Alcohol counselor
Milwaukee, WI
January 1973
November 1973





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Next Door Foundation
Youth Counselor
Milwaukee, WI
February 1971
January 1973
298
Michael Wallace





5.
Employer
Position
City and state
Start date (month/year)
End date (month/year)
VISTA Volunteer
Community Organizer
Milwaukee, WI
May 1971
September 1971
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
Baccalaureate Program Directors
Wisconsin Council on Social Work Education
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.
Baccalaureate Program Directors Social Work Education Conferences, papers
presented:
2005, Austin, TX: “Urban Experience,” A Rural to Urban Service Learning Project
2003, Reno, Nevada: “Infusing Content Regarding Medications into the Baccalaureate
Curriculum
9.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.



10.
Contributing author: Introduction to Social Work and Social Welfare,by Charles
Zastrow, 2003 & 2008
Contributing author: Social Work and Social Welfare by Kirst-Ashman, 2007
Contribution author: Social Work with Groups by Charles Zastrow, 2006
Include any other relevant information below or as a separate attachment. N/A
299
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300
1.
Name of faculty member
2.
Degree information
Lori Watts
MSW
Aurora University
Social Work
May 2002
Bachelor of Arts
Illinois Benedictine College
Psychology
December 1984
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
January 2007
Present
Professional post–baccalaureate and post–master’s social work experience
 Employer
Camelot Schools
 Position
School Social Worker
 City and state
DeKalb, IL
 Start date (month/year) January 2005
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aunt Martha’s Youth Services
Program Coordinator of Clinical Services
Aurora, IL
January 2002
December 2005





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aunt Martha’s Lake House
Therapist/Case Manager
Aurora, IL
June 2002
January 2002
301
Lori Watts
5.
List your current professional, academic, community-related, and scientific
memberships. None
6.
List your community service responsibilities and activities for the last 3 years.






Currently participate in a support group for persons with HIV/AIDS at Open Door
Clinic
Led small groups through Practicum experience at George Williams College of
Social Work
Volunteer, Hesed House, Aurora, IL
Girl Scout Leader
Migrant Head Start Board of Directors, Oswego, IL
Provided Crisis Counseling at Northern Illinois University for students and staff,
February, 2008
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
302
1.
Name of faculty member
2.
Degree information
Stephanie Weber
Master of Science
Indiana State University
Counseling
June 1983
Bachelor of Science
Northern Illinois University
Education
June 1969
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
August 2007
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Waubonsee Community College
Adjunct Professor
Sugar Grove, IL
August 2002
December 2003





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Benedictine College
Adjunct Professor
Lisle, IL
August 1985
June 1986
Professional post–baccalaureate and post–master’s social work experience
 Employer
Suicide Prevention Services
 Position
Executive Director
 City and state
Aurora, IL
 Start date (month/year) January 1998
 End date (month/year)
Present
303
Stephanie Weber





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Crisis Line of the Fox Valley
Director
Aurora, IL
March 1984
June 2002





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Private Practice
Therapist
Aurora, IL
January 1983
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Survivors of Suicide, Inc.
Founder & Facilitator
Aurora, IL
August 1982
Present
5.
List your current professional, academic, community-related, and scientific
memberships. None
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years.



8.
Grassroots Award, Suicide Prevention Action Network, Washington, D. C., 2006
Women to Women, Treasurer Office of Illinois, 2006
Welcome Back, Honorable Mention, Eli Lilly Pharmaceuticals, 2006
List your professional presentations presented during the last 5 years.




Suicide is Preventable; Prevent Child Abuse, Springfield, IL, 2005
Suicide Awareness; Linden Oaks & Edwards Hospital staff, Naperville, IL, 2005
Suicide Education & Awareness: 3 Night Series; St. Mark’s Lutheran Church,
Aurora, IL, 2004
Suicide: Before Their Time; OSF St. Anthony Medical Center, 2004
304
Stephanie Weber





9.
Suicide prevention: Education Across the Lifespan; Tri-State Conference, Quincy,
IL, 2004
Protecting Our Kids For the Future: Depression Education and Signs of Suicide;
Prevent Child Abuse, IL, 2004
How to Set Up a Hotline: 3 Day Training; Child Focus, Inc., Cincinnati, OH, 2003
Ending the Silence: 6 Hour Training; Sponsored by Contact of Rockford and
Swedish American Medical Foundation, 2003
Keeping Our Kids Safe: Depression and Suicide Education; Prevent Child Abuse, IL,
2003
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
Writes and continues to edit:
Mayday, a monthly newsletter for Survivors of Suicide, Inc.
Training Manual, for volunteers about suicide prevention & crisis intervention
Life Savers, a monthly newsletter to promote the quality of volunteer participation
10.
Include any other relevant information below or as a separate attachment. N/A
305
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306
1.
Name of faculty member
2.
Degree information
Mary R. Weeden
MSW
Aurora University
Social Work
May 1992
BSW
Aurora University
Social Work
May 1989
3.
4.
Academic appointments





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
MSW Field Coordinator
Williams Bay, WI
January 2006
Present





Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Williams Bay, WI
September 2004
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Slainte Counseling & Consultation
Therapist
Crystal Lake, IL
September 1992
Present



Employer
Position
City and state
Centegra Health System
Licensed Clinical Social Worker
McHenry, IL
307
Mary R. Weeden
5.


Start date (month/year)
End date (month/year)
June 1996
November 2005





Employer
Position
City and state
Start date (month/year)
End date (month/year)
OFS St. Anthony Medical Center
Licensed Clinical Social Worker
Rockford, IL
May 1995
June 1996
List your current professional, academic, community-related, and scientific
memberships.
Anorexia Nervosa and Associated Disorders
Eating Disorders Network Consortium
National Association of Social Workers
NASW Continuing Education Committee
Wisconsin Council on Social Work Education
6.
List your community service responsibilities and activities for the last 3 years.
Anorexia Nervosa and Associated Disorders, Board of Directors
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.



Presentation on identification, symptoms, and interventions with eating disorders,
Warren Townships Center, Gurnee, IL, October 2007.
Guest Lecturer on “Family Therapy Approaches with Eating Disorders,” Eating Disorders
Network Consortium, May 2007.
Guest Lecturer for the Associated Colleges of the Chicago Area, “Eating Disorders on
the Firing Line” related to the biopsychosocial aspects of eating disorders, Benedictine
University, February 2007.
308
Mary R. Weeden
9.
List your professional publications for the last 5 years. Include the title of the publication
or journal, the month and year it was published and the city and state of the publisher.
“Compressed Education in Social Work,” (with Charles Zastrow), Journal of International
Continuing Education in Social Work, Vol. 10, no. 1 (Spring, 2007, pp. 37-44).
10.
Include any other relevant information below or as a separate attachment. N/A
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310
1.
Name of faculty member
2.
Degree information
Lora Windsor
MSW
Indiana University
Social Work
May 1994
Bachelor of Arts
Purdue University
German
June 1969
3.
Academic appointments





4.
Employing academic institution
Title
City and state
Start date (month/year)
End date (month/year)
Aurora University
Adjunct Instructor
Aurora, IL
August 2005
Present
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Private Practice
Therapist
Geneva, IL
June 2005
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Breaking Free
Program Director, Adolescent Services
Aurora, IL
March 1995
June 2005
311
Lora Windsor
5.
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
Association for Death Education and Counseling
Association for the Advancement of Social Work with Groups
6.
List your community service responsibilities and activities for the last 3 years.
Suicide Prevention Services, Walkathon Fundraiser, co-chair
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years.



Helping Teens who Don’t Want Help: A Stages-of-Change Model: NASW National
Conference, 2005
Teen Depression: Geneva Coalition for Youth, Geneva High School, 2006
Death From Addiction: Healing the Hidden Wounds of Parents Whose Child Died
From Drug-Related Causes: International Symposium on Social Work with Groups,
2006
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
312
FIELD LIAISONS:
1.
Name of field liaison:
2.
Degree information
Sherneron Hilliard
MSW
Loyola University
Social Work
May 1999
Bachelor of Arts
Jackson State University
Sociology
June 1997
3.
Academic appointments





4.
Employing academic institution N/A – Field Liaison
Title
City and state
Start date (month/year)
End date (month/year)
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Family Focus
Program Director
Chicago, IL
June 2000
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
ProCare Centers
Youth and Family Therapist
Westchester, IL
June 1998
June 2000
313
Sherneron Burns
5.
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
6.
List your community service responsibilities and activities for the last 3 years.
Born Free – Assists pregnant women who are addicted to drugs with job placement
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
314
1.
Name of field liaison:
2.
Degree information
Cheryl Connors
MSW
George Williams College of Aurora University
Social Work
June 2000
Bachelor of Science
Illinois State University
Speech Communications
December 1993
3.
Academic appointments





4.
Employing academic institution N/A – Field Liaison
Title
City and state
Start date (month/year)
End date (month/year)
Professional post–baccalaureate and post–master’s social work experience
 Employer
State of Illinois, Department of Child and Family Services
 Position
Quality Specialist
 City and state
Glen Ellyn, IL
 Start date (month/year) January 2004
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Naperville Community Outreach
Therapist
Woodridge, IL
May 2006
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
State of Illinois, Department of Child and Family Services
Child Protection Investigator
Glen Ellyn, IL
September 1999
September 2004
315
Cheryl Connors
5.
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
316
1.
Name of field liaison:
2.
Degree information
Scott DeValk
Psy.D.
Adler School of Professional Psychology
Clinical Psychology
April 2005
MSW
George Williams College
Social Work
June 1981
Bachelor of Science
Illinois State University
Speech Communications
December 1993
3.
Academic appointments





4.
Employing academic institution N/A – Field Liaison
Title
City and state
Start date (month/year)
End date (month/year)
Professional post–baccalaureate and post–master’s social work experience
 Employer
Kendall County Health Department
 Position
Therapist
 City and state
Yorkville, IL
 Start date (month/year) May 2002
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Hinsdale Hospital
Addictions Counselor
Hinsdale, IL
August 1987
May 2002
317
Scott DeValk





5.
Employer
Position
City and state
Start date (month/year)
End date (month/year)
Holy Cross Hospital
Clinical Social Worker
Chicago, IL
September 1981
August 1987
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
318
1.
Name of field liaison:
2.
Degree information
Judith Hanson
MSW
Aurora University
Social Work
June 2002
Bachelor of Arts
Northern Illinois University
Education
June 1968
3.
Academic appointments





4.
Employing academic institution N/A – Field Liaison
Title
City and state
Start date (month/year)
End date (month/year)
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Community in Schools
Social Worker
Aurora, IL
September 2002
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Fox Valley Volunteer Hospice
Child & Young Adult Bereavement Coordinator
Geneva, IL
January 2004
December 2006
319
Judith Hanson





5.
Employer
Position
City and state
Start date (month/year)
End date (month/year)
Fox Valley Volunteer Hospice
Family Services Coordinator
Geneva, IL
July 2002
January 2004
List your current professional, academic, community-related, and scientific
memberships.
Illinois Association of Social Workers
National Association of Social Workers
Society for Spirituality and Social Work
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
320
1.
Name of field liaison:
2.
Degree information
Margaret McKenzie
MSW
George Williams College
Social Work
June 1990
Bachelor of Science
George Williams College
Social Work
June 1974
3.
Academic appointments





4.
Employing academic institution N/A – Field Liaison
Title
City and state
Start date (month/year)
End date (month/year)
Professional post–baccalaureate and post–master’s social work experience
 Employer
DuPage County Health Department
 Position
Case Manager & Therapist
 City and state
Lombard, IL
 Start date (month/year) 1993 & June 2006
 End date (month/year)
1997 & Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Central DuPage Hospital
Case Therapist
Winfield, IL
July 2003
June 2006





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aurora Extended Day Program
Family Therapist
Lombard, IL
August 1990 & September 1996
June 1993 & June 1999
321
Margaret McKenzie





5.
Employer
Position
City and state
Start date (month/year)
End date (month/year)
Project VISA – Regional Office of Education
Truancy Specialist
Wheaton, IL
August 1992
June 1997
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
322
1.
Name of field liaison:
2.
Degree information
Deborah Perry
MSW
University of St. Thomas/College of St. Catherine
Social Work
June 2002
Bachelor of Science
Augsburg College
Social Work
June 2001
3.
Academic appointments





4.
Employing academic institution N/A – Field Liaison
Title
City and state
Start date (month/year)
End date (month/year)
Professional post–baccalaureate and post–master’s social work experience





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aunt Martha’s Youth Service Center
Clinical Therapist/Manager
Aurora, IL
February 2006
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aunt Martha’s Youth Service Center
Program Coordinator
Elgin, IL
December 2003
February 2006
323
Deborah Perry
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Aunt Martha’s Youth Service Center
Parenting Specialist
Bellwood, IL
August 2003
December 2003





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Lutheran Social Services
Senior Program Manager
St. Paul, MN
August 2002
July 2003
List your current professional, academic, community-related, and scientific
memberships.
National Association of Social Workers
6.
List your community service responsibilities and activities for the last 3 years. None
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
324
1.
Name of field liaison:
2.
Degree information
Lynette Spencer
MSW
Aurora University
Social Work
May 1992
Bachelor of Social Work
Southern Illinois University
Social Work
June 1990
3.
Academic appointments





4.
Employing academic institution N/A – Field Liaison
Title
City and state
Start date (month/year)
End date (month/year)
Professional post–baccalaureate and post–master’s social work experience
 Employer
Harnessing Hope
 Position
Equine Assisted Psychotherapist
 City and state
St. Charles, IL
 Start date (month/year) February 2005
 End date (month/year)
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
DeKalb Clinic Chartered
Psychotherapist
DeKalb, IL
December 2000
Present





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Palos Hospital Home Health
Home Health Social Worker
Lemont, IL
1999
December 2000
325
Lynette Spencer
5.





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Opportunity House, Inc.
Educator & Consultant
Sycamore, IL
1998
December 2000





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Kishwaukee Community Hospital
Social Work Coordinator
DeKalb, IL
1997
2000





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Horizon Mental Health Management
Psychiatric Social Worker
DeKalb, IL
1995
1997





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Family Service Agency
Outpatient Psychotherapist
DeKalb, IL
1993
1995





Employer
Position
City and state
Start date (month/year)
End date (month/year)
Linden Oaks Hospital
Inpatient Social Worker
Naperville, IL
1991
1992
List your current professional, academic, community-related, and scientific
memberships.
Equine Assisted Growth and Learning Association
6.
List your community service responsibilities and activities for the last 3 years. None
326
7.
List special awards, fellowships, grants, or any other recognition you have received
during the last 3 years. None
8.
List your professional presentations presented during the last 5 years. None
9.
List your professional publications for the last 5 years. None
10.
Include any other relevant information below or as a separate attachment. N/A
327
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328
CHAPTER FIVE: STUDENT PROFESSIONAL DEVELOPMENT
STUDENT ADMISSION
A.S.
5.0:
The program has admissions criteria procedures that reflect the
program’s goals and objectives.
The School of Social Work has admissions criteria and procedures for both the BSW
and MSW programs that reflect the programs goals and objectives. The admissions
procedures for the MSW and BSW programs can be found on the School of Social
Work’s website as well as in the BSW and MSW Handbooks (see Self-Study
Volume III). Both the BSW and MSW Handbooks reflect these programmatic goals
and objectives in the admissions criteria and procedures.
BSW PROGRAM
Aurora University’s Office of Admissions and Financial Aid support the BSW
program in recruitment and admissions. The undergraduate admissions office, along
with the Director of the School of Social Work, BSW Program Director, and social
work faculty, engage in recruitment and admissions efforts. These efforts include
planning and hosting open houses for prospective students, conducting site visits for
recruitment (community colleges, agencies), transfer recruitment events, and
hosting campus tours for prospective students.
Three professional staff people (Director of Transfer Admissions, Assistant Director
of Transfer Admissions, Academic Advisor) in the Undergraduate Admissions Office,
assist the Associate Director/BSW Program Director in application management and
enrollment data management.
The Office of Admissions is responsible for fielding general admissions inquiries,
sending and receiving completed application packets, and coordinating admission
communication with potential applicants. The BSW Program Director also field inquiries
regarding the BSW program, sends and processes BSW application materials, and
reviews student transcripts.
Admissions Policies and Procedures
Admissions policies and procedures for the BSW program are established within the
School of Social Work.
329
Admissions Process
Students must first be admitted to the University, and then apply for admission to the
BSW program. The University admissions criteria and process are described fully in the
University Undergraduate Catalog (see Self-Study Volume III).
Formal admission to the BSW program occurs during the sophomore year or after the
student has earned approximately sixty semester hours in college credit either at Aurora
University or at another academic institution. The academic advisor (designated for
social work) in the Crouse Center for Student Success ensures that the required
transcripts from previously attended academic institutions have been received and that
transfer credit (general education requirements) has been posted by the Registrar’s
Office.
Applicants must meet the following criteria to be accepted into the BSW program:
1)
A cumulative grade point average of 2.5 on a 4.0 point scale;
2)
Earned 60 semester hours (or near 60). This requirement enables
students to meet the university’s 120 semester hour graduation
requirement within two years;
3)
Completion of PSY 1100: General Psychology, SOC1100: Principles
of Sociology, and PSC 2110: U.S. Government or their equivalent;
4)
A willingness to adhere to the Social Work Code of Ethics;
5)
A career goal that is consistent with the BSW program’s philosophy and
curriculum;
6)
The ability to meet the requirements for state licensure. Applicants with
more serious criminal records may not be able to qualify for state
licensure;
7)
Completed and submitted the BSW admissions application materials.
Application Procedures and Materials
An application packet about the BSW program is sent to potential applicants by either
the Office of Admissions or the BSW Program Director. In addition to the BSW
admissions criteria, the application packet includes:
a) BSW program application that requests demographic information, the number
of semester hours earned at colleges or universities, GPA; and completion of
the BSW program supporting liberal arts course requirements;
330
b) Background Profile Statement that asks applicants to disclose any history of
arrest and being charged with violating state or federal laws. This information
is used to make the applicant aware that the existence of any past criminal
record may make the student ineligible for state licensing;
c) Autobiographical statement which asks applicants to write a short
autobiography of themselves (3 pages) that addresses: 1) important events
and relationships which have positively or negatively influenced their
development ; 2) their interest in a social work career and the life experiences
that have shaped this interest; 3) their personal values and beliefs and how
these have developed over time; and 4) prior experiences they have had as
an employee or as a volunteer in social services.
The BSW Program Director receives and reviews completed BSW program
applications. The BSW Program Director conducts an admissions interview with the
applicant if there are questions or concerns regarding the applicant’s personal qualities
and readiness to begin a professional undergraduate program.
When an applicant meets all of the admissions (#1-7 above) criteria, they are accepted
into the BSW program for full admission. If an applicant is still in the process of
completing courses at either Aurora University or another educational institution, they
are admitted provisionally until their transcript is reviewed for the number of completed
semester hours and grade point average. An applicant may be admitted on a
conditional basis if their grade point average is below the requirement of 2.50. Students
admitted as conditional must meet the BSW program academic standards (social work
courses GPA of 2.80; non-social work courses GPA 2.50) at the end of their first
semester in attendance. If the conditions of acceptance are not met, the student may be
suspended or dismissed from the BSW program. The BSW Program Director is
responsible for monitoring the student’s fulfillment of conditions when admission has
been conditional.
MSW PROGRAM
The MSW program is supported by Aurora University’s Office of Graduate Admission
and Financial Aid. The Graduate Admissions Office, along with the Director of the
School of Social Work, Associate Director, and social work faculty and staff, engage in
recruitment and admissions efforts including planning and hosting open houses for
prospective MSW students, conducting site visits for recruitment (e.g., four-year
colleges, and agencies), and hosting campus tours for prospective MSW students.
Two professional staff people (Director of Graduate Enrollment and Graduate
Enrollment Coordinator) in the Graduate Admissions Office assist the Associate
Director in application management and enrollment data management. The
Graduate Office of Admissions is responsible for fielding general admissions
331
inquiries, sending and receiving completed application packets, and coordinating
admission communication with potential applicants.
Admissions Policies and Procedures
Admissions policies and procedures for the School of Social Work are established
within the School.
Admissions Process
Following are the requirements for admission to the MSW program:
1)
Bachelor=s degree from a regionally accredited college or university;
2)
Liberal arts background: Prospective students must demonstrate, by
completed coursework, a liberal arts foundation. Students who lack a
liberal arts background are advised of course options for meeting those
deficiencies prior to enrollment;
3)
Grade point average: The usual expectation for graduate admission is a
cumulative grade point average of 3.0 or above (on a 4.0 scale);
4)
Three letters of recommendation: Completed by individuals who know the
applicant well and who are able to assess their potential for success in the
MSW program and the social work profession;
5)
High standards of personal and professional conduct: Applicant is rated in
areas of professional and academic aptitude by individuals who completed
letters of recommendation;
6)
AStatement of Purpose@: Personal statement by the applicant which is
used to indicate their beginning knowledge of social work and
preparedness for graduate school.
Requirements of the application packet serve several purposes. First, regarding the
letters of recommendation, the MSW Admissions Committee has found that it is
important to know how potential students function in the work setting, volunteer
organizations, as well as in the academic setting.
The information in the
recommendation letters tell how long the respondent has known the applicant; under
what circumstances; and, credentials of the respondent. The respondent then lists the
applicant=s strengths and weaknesses related to their work and personal relationships.
There is a sixteen item scale where respondents rank the applicant on characteristics
needed for both academic success and professional practice.
Second, for Ahigh standards of personal and professional conduct@ applicants are rated
by the three people that they have chosen as respondents to the letters of
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recommendation. The sixteen items on the scale include leadership, judgment,
maturity, energy level, written and oral communication skills, flexibility, analysis skills,
ability to work with others, ability to work independently, knowledge level, and
motivation. These characteristics are ranked as follows: Outstanding; excellent; good;
fair; poor; and not observed. The credentials and relationship of the respondent to the
applicant are taken into consideration when reviewing the scale ranking. Professional
relationships are given more credibility than are personal relationships.
The AStatement of Purpose@ is a three to five page personal statement of purpose that
applicants are asked to submit. The items to be addressed by the applicant in the
statement are:
a.
Why are you seeking a career in social work?
b.
Explain what it means to demonstrate exemplary social work values and
ethics. How are your personal values and social work values alike and
different? How will you deal with these similarities and differences while in
the social work program and after graduation?
c.
When have you been in a situation/s when you had to deal with differences
in age, race, disability, ethnicity, race, gender, sexual orientation? Based on
your experience, how do you plan to work with diverse and vulnerable
people?
d.
What does it mean to have an urgency to promote social justice? How are
social workers called to promote social justice?
e.
Describe the ways that your personal values, beliefs, and interests are
congruent with the mission and philosophy of the School of Social Work.
f.
If your GPA is below 3.0, were there extenuating circumstances that
affected your past academic performance? If so, have you resolved those
issues/factors?
Application Procedures
An application packet is sent to those making inquiry about the program (application
material is also available online). This packet includes 1) an application form; 2) forms
for the three required letters of recommendation ; 3) an outline for the required
statement of purpose; 4) instructions about how to complete the application; and, 5)
informational material about the program such as the MSW Graduate Bulletin which
contains information relevant to applicants regarding the program and degree
requirements.
Completed applications are returned to the University’s Graduate Office of Admissions.
A review is done by the graduate admission staff to verify that the application is
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complete with all requirements (stated above in application packet material), including
official transcripts from previously attended academic institutions.
Program Criteria and Procedures
Once the application materials have been received, the undergraduate GPA is
calculated by the graduate admission staff and they begin an MSW Application
Evaluation worksheet. This worksheet is part of the applicant=s folder and used to
record any decisions made with regard to the application. The School=s Associate
Director is notified when folders are ready for review. The application is reviewed by
members of the Admissions Committee, which consists of three faculty members in the
School of Social Work. The Admissions Committee is chaired by the Associate Director.
The review of the application file includes a determination of whether the applicant has
appropriate liberal arts background, satisfactory past academic performance, and
whether the applicant reflects the personal qualities and readiness to undertake
graduate education as reflected in the personal statement and letters of
recommendation.
When an applicant meets all of the admissions criteria, they are accepted into the
program for full admission. If an applicant is still in the process of completing their
baccalaureate degree (must complete it prior to beginning the MSW program) they are
admitted provisionally. An applicant may be admitted on a conditional basis if their
grade point average is below the requirement of 3.0. Students admitted as conditional
must meet the MSW program academic standards during their first 15 semester hours
in attendance (grades of “B” or better in the first 15 semester hours of the program). If
the conditions of acceptance are not met, the student may be suspended or dismissed
from the MSW program. The Associate Director is responsible for monitoring the
student’s fulfillment of conditions when admission has been conditional.
UNDERGRADUATE EDUCATION
A.S.M. 5.1: Only candidates who have earned a bachelor’s degree are
admitted to the master’s social work degree program.
As a matter of policy, only applicants with a bachelor=s degree are accepted into the
MSW program. This is verified as a part of the admissions process. Applicants who
have not completed the bachelor=s degree but are expected to do so before
matriculation are admitted provisionally (ie: those who apply during their senior year of
undergraduate education). A final transcript indicating graduation is required before
matriculation. This policy is referenced in the MSW Handbook (p. 10).
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LIFE EXPERIENCE CREDIT
A.S
5.2:
The program has a written policy indicating that it does not grant
social work course credit for life experience or previous work
experience.
No credit for life or work experience is granted to BSW or MSW applicants (or students)
of the School of Social Work in whole or part in lieu of any portion of the field practicum
or courses. There are no exceptions to this policy. This policy is referenced in the BSW
Handbook (p. 11) and the MSW Handbook (p. 12).
COURSE CONTENT
A.S
5.3:
In those foundation curriculum areas where students demonstrate
required knowledge and skills, the program describes how it
ensures that students do not repeat that content.
So as not to repeat foundation curriculum areas, students may petition to have courses
earned from CSWE accredited programs transferred after they enter the program. Such
courses must have been taken within the last five years and an earned grade of “B” or
better. In such cases, students make requests through the Associate Director using the
ARequest for Waiver or Substitution Form@ which is accompanied by course syllabi
from the courses in question if needed. Such petitions are reviewed by the Associate
Director and a recommendation for approval or denial is made to the Director of the
School of Social Work who makes the final decision. This policy is stated in the BSW
Handbook (p. 11) and MSW Handbook (p. 11).
TRANSFER CREDIT POLICIES
A.S
5.3.1: The program has written policies and procedures concerning the
transfer of credits.
BSW PROGRAM
Transfer Credits
Social work credit is not granted to course work taken in nonaccredited social work
programs. Courses taken at accredited BSW programs are considered for social work
transfer credit either as foundation or elective social work classes. Considerations for
the transfer of credit are made on a student-by-student, course-by-course basis in order
to prevent redundancy of content and so that incoming students do not repeat
professional foundation curriculum content. An applicant must be admitted into the
university before an evaluation of any previous undergraduate level social work course
work will be considered for transfer credit. The BSW program uses several evaluative
criteria for considering petitions for transfer of credit. Only grades of 3.0 or above of
course work completed at a CSWE accredited school of social work will be considered
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for acceptance toward the BSW degree requirements. All requests for transfer of credit
are evaluated for course content and objectives to assure that the course(s) in question
are equitable to the academic content of social work courses in the BSW program.
Proficiency examinations are not used in transfer of credit decisions. The BSW program
does not accept in transfer Field Instruction I, II or Generalist Practice III, IV.
The BSW program follows the university-wide policies and procedures for granting
transfer credit for social work supporting liberal arts courses such as General
Psychology, Principles of Sociology and U.S. Government. An articulation chart has
been developed in conjunction with the Registrar and Admissions Office personnel
which identifies social work prerequisite course equivalents at local community colleges.
The registrar consults this chart when considering granting transfer credit from a local
community college. When transfer courses are considered from other schools the
Registrar’s Office consults with the BSW Program Director prior to granting any credit
required for the social work major. When the program director considers transfer credit
the student’s transcript, the catalog description of the course, course syllabi, and in
some cases the textbooks used are reviewed. Courses which are not accepted for a
social work prerequisite are in most cases accepted as general electives.
MSW PROGRAM
Transfer Credit
Considerations for the transfer of credit are made on a student-by-student, course-bycourse basis in order to prevent redundancy of content and so that incoming students
do not repeat professional foundation curriculum content.
An applicant must be
admitted into the MSW program before an evaluation of any previous graduate level
course work will be considered for transfer credit. The School of Social Work uses
several evaluative criteria for considering petitions for transfer of credit. Courses
completed within the past five years at a CSWE accredited school of social work will be
considered for acceptance toward the MSW degree requirements. All requests for
transfer of credit are evaluated for course content and objectives to assure that the
course(s) in question are equitable to the academic content of social work courses in
the BSW and MSW programs. Proficiency examinations are not used in transfer of
credit decisions.
Advanced Standing Status
A.S. M. 5.3.2: Advanced standing status is only awarded to graduates of
baccalaureate social work programs accredited by CSWE.
As a matter of policy, advanced standing is only awarded to applicants with a
bachelor=s degree from a CSWE accredited baccalaureate program. The accreditation
of the BSW program is verified as a part of the admissions process. This policy is
referenced in the MSW Handbook (p. 11).
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Transfer of Credit for Advanced Standing Students
Transfer of credit for advanced standing students is handled in accordance with CSWE
guidelines. Students with a BSW degree from a CSWE accredited institution may be
granted up to one half, or thirty semester hours, of the credit required for the MSW
degree at Aurora University. Thirty semester hours grants credit for the professional
foundation content only. The following guidelines apply for credit transfer for advanced
standing students:
$
$
$
The degree must have been completed within the past five years to
receive full credit;
Courses taken must appear on the transcript;
Curriculum content must be equitable to the foundation content of the
MSW program at Aurora University.
The methods used to determine the appropriateness of credit transfer is by comparing
the curriculum content from the undergraduate education to the professional foundation
content in the MSW program at Aurora University. The majority of students requesting
advanced standing are graduates of a relatively few institutions in the region, so the
Associate Director is usually familiar with the curricula of these programs and can make
informed and consistent decisions about the similarity of curricula with those of our
program. In cases where the Associate Director is not familiar with curricula of other
programs, applicants must submit a syllabus which is then reviewed by the Associate
Director for equitable content.
In cases where there appear to be deficiencies in curriculum content students are given
less than the 30 semester hour maximum credit. They are then required to take an
appropriate course at AU or another CSWE accredited program. These policies are
referenced in the MSW Handbook (p. 11).
ADVISEMENT
A.S. 5.4: The program has academic and professional advising policies and
procedures that are consistent with the program’s goals and
objectives. Professional advising is provided by social work program
faculty, staff, or both.
MSW Program
The School of Social Work has academic and professional advising policies and
procedures that are consistent with the program’s goals and objectives. In the MSW
program, academic advising is provided by the Associate Director of the School of
Social Work; and professional mentorship is provided by full-time social work faculty
and staff (adjunct faculty do not serve in the role of professional mentors). This policy is
stated in the MSW Handbook (p. 17). All faculty are expected to have an equally shared
mentoring load, and mentoring is considered as part of the teaching load requirement
for faculty evaluations.
337
Professional mentoring begins at the School of Social Work Orientation held prior to the
beginning of fall semester. At the orientation, students are informed of their
professional mentor so that they can have the opportunity to interact with their mentor
prior to the beginning of the academic year.
The Associate Director, in the role of academic advisor, is available on a continuing
basis for student advising. The Associate Director is fully knowledgeable and informed
about the MSW program and university. The advisement process begins during the
admission to the MSW program. During the admissions process the Associate Director
discusses with the applicant information about the School of Social Work (history,
mission, philosophy, concentrations, etc.), program requirements (prerequisites, liberal
arts background, etc.), and the demands of graduate school.
Academic advisement occurs throughout the program for all MSW students. Specific
roles and duties served by the Associate Director in the role of academic advisor
include:
$
$
$
$
$
Monitor student=s course work to assure that the student is progressing in
the MSW curriculum plan and meeting graduation requirements;
Assist student in registration for each term;
Make recommendations (waiver, substitution, transfer) to Director;
Provide periodic evaluation of the student=s academic performance; In the
event of academic difficulties, intervene to assess the student=s
educational goals and assist them in developing a plan to overcome the
difficulty; problem-solving/consultation with student in the event of
classroom difficulty (professional behavior, etc.);
Complete graduation check on students prior to last term to verify that all
graduation requirements are met.
BSW Program
In the BSW program, academic advising is provided by professional academic advisors
in the University’s Crouse Center for Student Success. BSW students are assigned to
an advisor designated to the social work program. Professional mentorship is provided
by social work faculty and staff (BSW Handbook, p 17). The Associate Director of the
School of Social Work meets twice each month with the academic advisor in the Crouse
Center for Student Success to review advising needs and any advising issues related to
social work students.
Professional mentoring begins at the School of Social Work Orientation held prior to the
beginning of fall semester. At the orientation, students are informed of their professional
mentor so that they can have the opportunity to interact with their mentor prior to the
beginning of the academic year.
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STUDENTS’ RIGHTS AND RESPONSIBILITIES
A.S.
5.5:
The program has policies and procedures specifying students’
rights and responsibilities to participate in formulating and
modifying policies affecting academic and student affairs. It
provides opportunities and encourages students to organize in their
interests.
The School of Social Work has policies and procedures for both the BSW and MSW
programs specifying students’ rights and responsibilities to participate in formulating and
modifying policies affecting academic and student affairs. It provides opportunities and
encourages students to organize in their interests. This information is referenced in the
MSW Handbook (pg. 15), and in the BSW Handbook (p. 14). Each academic year
students in the BSW and MSW programs elect a student representative from their
respective cohorts to voice their concerns and advocate for policy change within the
SSW. In addition, open meetings are held with the Director and Associate Director
every semester to give BSW and MSW students the opportunity to participate in
influencing policies regarding academic and student affairs.
STUDENT PERFORMANCE
A.S.
5.6:
The program informs students of its criteria for evaluating their
academic and professional performance.
The School of Social Work informs students of its criteria for evaluating their academic
and professional performance. This policy is referenced in the BSW Handbook (pgs. 1523) and MSW Handbook (pgs. 16-23).
BSW Program
Social work students are required to adhere to the academic standards of the university
for all non social work course work as stated in the undergraduate catalog. Students
must maintain a minimum cumulative grade point average of 2.0. The BSW program
sets a more rigorous standard for the social work major who must maintain a GPA of
2.8 in all social work course work. Specific criteria for evaluating student performance in
the classroom and the field are specified in the BSW Handbook and the Field Instruction
Manual (see Self-Study, Volume III).
Students, who do not meet the university’s academic standard, are placed on academic
warning for one semester by the University. Following a second semester a student
may be dismissed from the university. Students’ GPAs are calculated at the end of each
academic term by the Registrar who identifies and notifies students who have failed to
meet the University’s academic standard.
339
The Assistant Registrar also calculates BSW students’ social work GPA at the end of
each semester. Information on social work GPAs is forwarded to the BSW Program
Director. Students falling below the social work standard are notified by mail that they
have been placed on academic probation within the BSW program for the following
semester. The BSW Program Director and academic advisor in the Crouse Center for
Student Success closely monitor the student’s progress during the probationary term.
Students who are unable to meet the academic standard at the end of the probationary
term, are required to retake foundation course work in which they have earned a “C” or
below to remain in the BSW program. Such students cannot take additional required or
elective course work until they have met the academic standard through repeat course
work. Students are permitted to repeat course work only once after which they are
suspended or dismissed from the BSW program. Juniors who have not met the
academic standard are not permitted to begin a field placement. Seniors who have not
met the academic standard are not permitted to graduate. Students who are placed on
academic probation a second term are required to meet with the BSW Program Director
to discuss an alternative major or the repeating of social work course work in which they
have earned a grade of “C” or below.
Each semester, performance in the field is reviewed. Field Instructors are required to
complete an evaluation each term. These are submitted to the School and reviewed by
the Director of Field. The Director of Field notifies the field liaison of any student having
difficulty in the field, and the field liaison is responsible for intervening with the student to
assess the student=s needs and assist in problem-solving.
Students are expected to exhibit values and behavior that are consistent with the NASW
Code of Ethics. The BSW program evaluates students on their professional behavior
both in and out of the classroom in relation to each other, the faculty, and the staff of the
University. Faculty members monitor unprofessional behavior in their classroom, and
report concerns to the BSW Program Director. The BSW Program Director discusses
with the student issues related to unprofessional behavior and clarifies for the student
what behavior as expected The BSW Program Director determines whether or not a
Student Review is necessary to address the concern regarding unprofessional behavior.
MSW Program
Student performance in the MSW program is monitored in several ways. Each
semester, grades are reviewed for all students by the Associate Director. The University
Registrar prepares a list of any MSW students who received a grade of AC@ or below,
and a list of students’ cumulative GPAs. This list is sent to the Associate Director, and
students who have failed to maintain a AB@ average or appear to be in danger of doing
so are identified. The Associate Director is responsible for intervening with the student
to assess the student=s needs and assist in creating a plan to overcome the academic
difficulty.
340
Each semester, performance in the field is reviewed. Field Instructors are required to
complete an evaluation each term. These are submitted to the School and reviewed by
the Director of Field. The Director of Field notifies the field liaison of any student having
difficulty in the field, and the field liaison is responsible for intervening with the student to
assess the student=s needs and assist in problem-solving.
The advisor role (Associate Director) includes communicating to a student any concerns
that may impact the student=s successful completion of the program. If warranted, the
Associate Director may recommend to the Director to initiate a Student Review to
Aeither design a helping plan for continuance in the social work program or to make a
determination regarding continuance in the program.@ Student review policies are
included in the MSW Handbook (p. 21).
Student evaluation policies and procedures for academic and nonacademic
performance are clearly articulated in the MSW Handbook and Field Instruction Manual.
Students are also oriented to these policies and procedures during orientation.
STUDENT ENROLLMENT
A.S.
5.7:
The program has policies and procedures for terminating a
student’s enrollment in the social work program for reasons of
academic and professional performance.
The combined SSW has policies and procedures for terminating a student’s enrollment
in the social work program for reasons of academic and professional performance.
These policies are cited in the BSW Handbook (p. 20-22) and MSW Handbook (pgs. 2123). Students may not be terminated from the BSW or MSW program without a student
review and terminations may be appealed to the Dean of the School of Social Work and
higher officials in the University.
The Associate Director/BSW Program Director role includes communicating to a student
any concerns that might affect the student’s successful completion of the program. If
warranted, a Student Review may be initiated to either design a helping plan for
continuance in the BSW or MSW program or to make a determination regarding
suspension or dismissal from the program. The Director of the School of Social Work,
Associate Director, professional mentor, and faculty (relevant to the particular situation)
conduct student reviews. Student reviews are initiated in situations where a concern is
identified that warrants immediate attention.
Students may be suspended or terminated from either the BSW or MSW programs
depending on the nature and seriousness of the student’s issues (e.g., unprofessional
behavior at a field placement that warrants a concern for the well-being of clients;
cumulative GPA below program academic standards; etc.).
341
Information about grievance and appeal procedures are made available to all faculty as
well as to students in the BSW Handbook (p.22) and MSW Handbook (p. 22)
Terminations may be appealed to the Director of the School of Social Work and beyond
that to the Dean of the College of Professional Studies.
ln summary student evaluation policies and procedures for academic and nonacademic
performance are clearly articulated in the BSW Handbook, MSW Handbook, and the
Field Instruction Manual. The School of Social Work reserves the right to dismiss any
student who does not meet its academic standards or whose behavior is inconsistent
with the values of the social work profession.
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CHAPTER SIX: NON-DISCRIMINATION AND HUMAN DIVERSITY
LEARNING CONTEXT FOR DIVERSITY
A.S.
6.0:
The program makes specific and continuous efforts to provide a
learning context in which respect for all persons and understanding
of diversity (including age, class, color, disability, ethnicity, family
structure, gender, marital status, national origin, race, religion, sex,
and sexual orientation) are practiced. Social work education builds
upon professional purposes and values; therefore, the program
provides a learning context that is nondiscriminatory and reflects
the profession’s fundamental tenets. The program describes how
its learning context and educational program (including faculty,
staff, and student composition; selection of agencies and their
clientele as field education settings; composition of program
advisory or field committees; resource allocation; program
leadership; speakers series, seminars, and special programs;
research and other initiatives) and its curriculum model
understanding of and respect for diversity.
Aurora University and the School of Social Work is devoted to promoting nondiscrimination and diversity as well as making continuous efforts to provide a learning
context in which respect for all persons and understanding of diversity are practiced.
Citing from the Aurora University website:
Mission Statement
Aurora University - an inclusive community dedicated to the transformative power
of learning.
Statement of Core Values
Aurora University draws upon the rich legacies of Aurora College and George
Williams College to welcome learners to our campuses in Illinois and Wisconsin.
Here all become members of an inclusive educational community dedicated to the
development of mind, body and spirit. Today, as in the past, we prize the twin
virtues of character and scholarship and affirm our commitment to the values of
integrity, citizenship, continuous learning and excellence.
We will adhere to the highest standards of integrity in every aspect of institutional
practice and operation. Through this proven dedication to honesty, fairness, and
ethical conduct, we will lead by example and inspire our students to do the same.
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We will exercise the rights and responsibilities of citizenship in an educational
community, founded upon the principles of mutual respect and open discourse. We
will live within our means and manage our resources wisely, while creating an
environment that fosters teamwork and promotes service to others.
We will work and live as an organization devoted to continuous learning. We
recognize that the university exists in a rapidly changing world and know that we
will succeed in helping students achieve their full potential only if we realize our
own.
We will pursue excellence by embracing quality as a way of community life.
Accordingly, we will set high expectations for our selves, our students and our
university and will work together to attain them.
The university's core values endure, even as our mission evolves and our vision for
the future emerges. As members of the Aurora University community, we enter into
a voluntary compact with one another to live and work in ways consistent with
these ideals.
Aurora University’s Equal Employment Opportunity Policy is:
Aurora University affords equal employment opportunities regardless of race,
religion, color, sex, marital status, national origin, disability, sexual orientation,
gender identity or status in any group protected by Federal, State or Local law.
This policy applies to all aspects of the employment relationship.
The University expressly prohibits any form of unlawful employee discrimination or
harassment based on race, color, religion, marital status, sex, national origin, age,
sexual orientation, gender identity, disability or status in any group protected by
Federal, State or Local law. Please refer to Human Resources Policy 101 AntiHarassment for further details, and for how to register a complaint regarding
harassment.
PURPOSE:
Aurora University seeks to provide an employment environment free from
discrimination. Aurora University is committed to becoming a model university of
the twenty-first century. Toward this effort we are determined to have a faculty,
staff, and student body reflecting the cultural demographics of the Greater
Chicagoland Area. Hence, we especially encourage persons of color to apply for
open positions.
344
In addition, the university emphasizes a respectful learning context on diversity in its
curriculum descriptions. The general education requirements of Aurora University
provide a learning context in which respect of all persons and understanding of diversity
are emphasized. (The reader is referred to Standard 2 in this Self Study Volume, where
the general education requirements are presented.)
The School of Social Work embraces the university’s approach to diversity in the
delivery of diversity content that is infused throughout the BSW and MSW professional
curriculum. Aurora University has established a number of student organizations aimed
at helping to promote and encourage respect for diversity. These include the following
cultural campus organizations: Black Student Association, Gospel Choir, Latin American
Student Organization, Native American Club and Third City Epic.
In addition the SSW has developed a chapter of the Social Work Association (SWA)
which promotes, develops and encourages an understanding and appreciation for
diversity in the SSW and the Aurora community.
As discussed in Chapter Two: Curriculum, the School of Social Work infuses content on
diversity in all BSW and MSW courses. In addition, BSW and MSW students are
introduced to the program’s commitment to diversity at the fall “Community Day”
program orientation.
The SSW seeks to create an environment of respect for all persons. The program
admits students without discrimination on the basis of race, color, gender, age, creed,
national origin, handicap, or political or sexual orientation. This is cited in the BSW
Handbook (p. 5), and in the MSW Handbook (p. 4).
SSW Director, Dr. McKenzie, and Director of Field Instruction, Ms. Arendt, are involved
in cooperative work with Aurora University’s Institute for Collaboration. This important
university institution is dedicated to creating, collaborating with and developing human
service programs in the Aurora community; aimed primarily at disadvantaged and
minority students and their families. Dr. McKenzie is on the main planning board which
consists of key university administrators as well as community leaders. Ms. Arendt
serves on the “My Time” After School Program, the Supplemental Educational Services
program; and the College Ready program sub-committees. These collaborative
interdisciplinary programs are particularly targeted toward the disadvantaged and
minority student populations in the Aurora area.
The percentages of minority students in the combined SSW have hovered around 25%
over the last decade. The Hispanic population in the Aurora University catchment area
ranges between 11% in DuPage County, to 33% in the City of Aurora. The African
American population ranges between 4% in DuPage County, to 11% in the City of
Aurora. The level of Bachelor degree education ranges from 42% in DuPage County, to
26% in the City of Aurora.
345
In the School of Social Work for the academic year 2007-08, the overall student minority
population was 23%. Ninety percent of the overall student population was women. In
the BSW program, the total minority population was 31%, 15% African American, 15%
Hispanic, and 1% undeclared or other. The MSW minority student population was 21%:
with 10% African American, 7% Hispanic, and 4% Asian and/or other.
There are sexual minority students in the SSW program, but declaration of that
information is not collected the university. SSW gay, lesbian and bisexual faculty
members help to promote a safe environment for students who are sexual minorities
through their personal openness and support both in and outside the classroom.
The overall minority population of the faculty in the School of Social Work is
approximately 24%. This includes 9% African American, 2% Hispanic, and 13% Gay,
Lesbian or Bisexual.
These figures indicate that the minority population in the School of Social Work are
similar to those figures from the surrounding communities that feed into Aurora
University. In addition, the 21% overall minority population in the MSW program, is very
close to the national average of 29% indicated in the most recent 2006 CSWE statistics.
The 31% overall minority population in the BSW program is nearly identical to the
national average of 35% indicated in the most recent 2006 CSWE statistics.
The SSW endeavors to recruit minority students to the program each year. Part of the
role of the Diversity Committee chaired by Dr. Henry Kronner is to help promote this
effort. In addition, his new role on the Diversity Committee of the Illinois Society for
Clinical Social Work is part of that overall effort.
Over the years in the SSW, there have been many minority faculty members hired.
Since 1991, the SSW has hired at least seven to ten minority faculty and staff. The
Aurora University SSW has in this way been a gateway for beginning minority faculty to
grow and develop.
At the present time three of the 11 regular faculty members in the combined SSW are
minority faculty, which represents 27% of the total faculty. This is in line with the
minority student population, comparable to the minority population in the constituent
community; and exceeds the national average of 24% indicated in the 2006 CSWE
statistics.
The SSW has recently hired Hispanic faculty member Rob Castillo to develop the
addictions specialization in the clinical concentration. The Latino population is the
largest minority group in the constituent community. The SSW is hoping that the
addition of Professor Castillo on the faculty will help in the recruitment of greater
numbers of minority students.
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There are presently five female and six male faculty members in the SSW. Of the parttime adjunct teaching faculty, eight of thirty-two are minority faculty; which represents
31% of the total group. There are three male part-time teaching adjuncts. Of the 19
member School of Social Work advisory board, four are minority, representing
approximately 21% of the total group. Eleven of the advisory board members are
women.
Overall the combined SSW strives to emphasize diversity content in its courses,
organizations, hiring, student recruitment, advisory board membership; as well as field
agencies and community contacts.
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CHAPTER SEVEN: PROGRAM RENEWAL
PROGRAM RELATIONSHIPS
A.S.
7.0:
The program has ongoing exchanges with external constituencies
that may include social work practitioners, social service recipients,
advocacy groups, social service agencies, professional
associations, regulatory agencies, the academic community, and
the community at large.
Within the School of Social Work, the most visible and prominent ongoing exchange
with an external constituency, is the Social Work Advisory Board. This 19 member
group is comprised of local area social service agency staff and administrators; many of
whom are alumni for the Aurora University or George Williams College School of Social
Work. This active and important body serves as an advisor to the Director, staff and
faculty of the SSW, and has been instrumental in helping to plan and advocate for some
of the newer professional initiatives such as the two professional specializations,
Addictions and Gerontology as well as the MBA Leadership course electives. The
advisory board is active and invested in the SSW as a driving force to provide
professional training and education to the new professionals who will be working in their
communities.
The SSW is working closely with the local Aurora area 708 Mental Health Board to
develop a mental health and substance abuse needs assessment for Aurora’s Latino
population. The SSW is also working with the board to develop new social service
programming to the Aurora area.
In a similar vein, the SSW is working closely with the Aurora area United Way by
offering its services in designing and conducting needs assessments studies and
creative programming opportunities through the field office in the SSW.
The field department in the SSW is creatively working with various local area social
service agencies to provide cooperative service assistance through the use of Clinical
concentration and Leadership and Community concentration internships.
The SSW communicates closely with the Illinois and Wisconsin chapters of the NASW.
School of Social Work Associate Professor Dr. Don Phelps has been the treasurer of
the Illinois chapter and most recently assumed the position of vice-president, working
with Illinois chapter president Mr. Joel Rubin. The SSW is involved in “Advocacy” Day
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events sponsored by NASW chapters in both Illinois and Wisconsin.
Dr. Charles Zastrow is a member of the Council on Social Work Education and the
Association of Baccalaureate Program Directors (BPD). Dr. Zastrow and Dr. Phelps are
CSWE approved site visitors. Both Dr. Don Phelps and Dr. John Morrison are involved
in the NASW International Social Work effort. Henry Kronner has recently joined the
board of the Illinois Society for Clinical Social Work.
SSW Director, Dr. Fred McKenzie is a member of, and in contact with the National
Association of Deans and Directors of Social Work (NADDSW) through their annual
meeting and listserv, as well as a member of the Illinois Association of Deans and
Directors (IADDSW) their periodic meetings and listserv. In addition Dr. McKenzie Iis a
member of the Council on Social Work Education (CSWE). SSW Associate Director and
BSW Program Director, Dr. Donette Shore Considine is a member of both the
Association of Baccalaureate Program Directors and CSWE. Dr. Shore Considine
attends the BPD conference as well as CSWE Annual Program Meeting annually.
SSW Director Dr. McKenzie and Director of Field Instruction, Ms. Arendt, are involved in
collaborative work with Aurora University’s Institute for Collaboration. This important
university institution is dedicated to creating, collaborating with and developing human
service programs in the Aurora community; aimed primarily at disadvantaged and
minority students and their families. Dr. McKenzie is on the main planning board, while
Ms. Arendt works with a number of sub-committees (After School Program, College
Ready Program, and Supplemental Services Program) to provide social work interns to
key programs In addition, new SSW faculty member, Dr. Julie Bach, serves on the
Institute’s “Robert Crown Center” subcommittee which provides comprehensive health
education to the Aurora University area.
The SSW is in contact with the social work licensing bodies in Illinois and Wisconsin in
order to insure representative professional education and strong scores on the
respective LSW and LCSW exams.
A.S.
7.1:
The program’s faculty engages in the development and
dissemination of research, scholarship, or other creative activities
relevant to the profession.
The most prolific scholarly member of the Aurora University School of Social Work is Dr.
Charles Zastrow. Dr. Zastrow is the author of at least six social work texts, and over 30
peer reviewed journal articles. He has also been involved with the Council on Social
Work Education for many years.
Dr. John Morrison has published a number of peer reviewed journal articles and coauthored texts on community organization work.
Dr. Don Phelps has published several peer reviewed journal articles in the Spirituality in
Social Work Journal.
350
Dr. Robert Daugherty has published several peer reviewed articles in the Journal of
Community Practice, Social Service Review; as well as chapters in the Handbook of
Health and Behavior Research, and Cases in Long Term Care Management.
Dr. Julie Bach has also published several peer reviewed articles in the journals:
Neurology, Psychology and Aging, Archives of Neurology, Sisters Today, American
Journal of Alzheimer’s Care and Related Care and Related Disorders and Research,
and the Gerontologist.
Dr. Fred McKenzie has published a book titled Theory and Practice with Adolescents:
An Applied Approach with Lyceum Books; and is under contract to write another text
with Lyceum tentatively titled Understanding and Managing the Therapeutic
Relationship. Dr. McKenzie has and continues to serve on several dissertation
committees for Ph.D. students at Loyola School of Social Work in Chicago, Illinois.
Dr. Donette Shore Considine is involved in several Aurora area community research
projects including a Latino mental health and substance abuse needs assessment for
the local area Aurora Mental Health Board; and a number of key social service agency
program evaluations.
PROGRAM COMMUNITY LEADERSHIP
A.S.
7.2:
The program seeks opportunities for innovation and provides
leadership within the profession and the academic community.
The combined SSW program at Aurora University seeks opportunities for innovation
and provides leadership within the profession and the academic community. In May of
2006, nationally known social work ethics expert Kimberly Strom-Gottfried was brought
to campus for a day long Continuing Education Unit (CEU) workshop on professional
ethics. In May of 2007, the SSW in conjunction with its clinical concentration offered
another continuing education workshop featuring nationally renowned social work
author Dr. Eda Goldstein. Dr. Goldstein presented a day long workshop on the “Clinical
Social Work Relationship”. These were the first professional workshops delivered by
the SSW; demonstrating its leadership role in bringing innovative and superior
programming to the Aurora University program.
New SSW faculty member, Dr. Julie Bach, is spearheading the major continuing
education workshop for the spring of 2008. Nationally known expert on gerontology, Dr.
Nancy Hooyman, will provide a day long interdisciplinary workshop in May 2008. This
workshop will help to showcase the SSW’s new Gerontology specialization; an effort
that CSWE has been encouraging and promoting for several years. Dr. Bach was also a
panelist in fall 2007 for a university presentation that featured nationally known journalist
Barbara Ehrenreich, author of Nickle and Dimed.
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The SSW also offers continuous free CEU events on campus through the Field Seminar
format. In the fall of 2006, Dr. McKenzie and Dr. Kronner presented a workshop on the
theoretical aspects of the supervisory relationship. Dr. McKenzie and Dr. Zastrow also
presented this same workshop at the MSW satellite program on the Lake Geneva
campus. In 2007, Dr. Yanos, Dr. Daugherty, and Director of Field Instruction, Ms.
Arendt LCSW, presented two free CEU workshop on field instruction – “Serving the
Client through Enhanced Supervision”, and “Supervision Techniques for all Stages of
Practicum”. The SSW is committed to the continual education and training of their field
instructors.
Aurora University School of Social Work alumni are able to receive CEU credit by
auditing advanced elective courses offered throughout the academic year as well as
May or summer terms.
The School of Social Work sponsors workshops given by key community agencies. By
sponsoring these events, the agencies are not charged a fee, and are able to deliver
important educational programs to the students, alumni, faculty; and community
constituents. Some of the 2007-08 events have included such topics as Domestic
Violence, Drug and Alcohol Abuse/Dependency, and Crisis Intervention services for
Victims of Trauma.
The School of Social Work will Co-Host the 2009 annual conference for The Association
for the Advancement of Social Work with Groups (AASWG); at the George Williams
College MSW satellite campus in Williams Bay, Wisconsin. This will be an important
event, and especially significant because of the rich group work history and tradition of
George Williams College, the YMCA and YWCA; and the place of the Williams Bay
campus in that history.
In addition to its two advanced concentrations, Clinical and Leadership and Community
Practice (L & CP), the SSW has developed a series of new and innovative professional
curricular initiatives designed to provide leadership in the professional community. The
addictions and gerontology specializations, along with the MBA leadership courses in
not-for-profit are examples of these innovations which have been in response to the
needs of the professional and community constituents of the SSW. These new
specializations are not only innovations in response to the constituents of the SSW; they
also provide academic leadership for other schools of social work in the Chicago area
and throughout the country.
New SSW faculty member Rob Castillo is involved with the Illinois Alcohol and Other
Drug Abuse Professional Certification Association, Inc. (IAODAPCA). The SSW is in the
process of securing an affiliation with this organization as Professor Castillo continues
to develop the new addictions specialization.
Dr. Henry Kronner serves on the board of the Illinois Society for Clinical Social Work to
help broaden their focus on diversity. Dr. Kronner is an expert in issues of diversity, and
brings new direction and leadership to that organization. Dr. Don Phelps has served as
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treasurer for the Illinois Chapter of the National Association of Social Workers (NASW)
for several years, and has most recently assumed the role of Vice-President for that
organization. Dr. Phelps is also a CSWE approved site visitor.
Dr. John Morrison has been involved in the NASW International Social Work
Organization, helping to bring knowledge and awareness of the International scene to
the SSW and its constituents. Dr. Charles Zastrow has been involved with the Council
on Social Work Education for many years. Perhaps his most important contribution has
been his leadership role in helping to develop CSWE standards, as well as training
administrators throughout the country on developing their self studies. In addition to
being a prolific writer, Dr. Zastrow is also a board member for the Baccalaureate
Program Directors group, and is a CSWE approved site visitor.
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354
CHAPTER EIGHT:
PROGRAM ASSESSMENT AND CONTINUOUS IMPROVEMENT
EVALUATION OF PROGRAM OBJECTIVES
A.S. 8.0
The program has an assessment plan and procedures for
evaluating the outcome of each program objective. The plan
specifies the measurement procedures and methods used to
evaluate the outcome of each program objective.
A.S. 8.1
The program implements its plan to evaluate the outcome of
each program objective and shows evidence that the analysis is
used continuously to affirm and improve the educational
program.
The assessment plan for the School of Social Work includes both quantitative and
qualitative measures of program objectives for the BSW and MSW programs.
Quantitative measures include:
1.
Students’ evaluation of their achievement of course objectives for BSW
courses (gathered each semester);
2.
Students’ evaluation of their achievement of course objectives for MSW
courses (gathered each semester);
3.
Alumni survey designed to measure graduates’ achievement of
program objectives (conducted annually);
4.
BSW graduate exit surveys designed to measure graduates’
achievement of program objectives (conducted annually);
5.
MSW graduate exit survey designed to measure graduates’
achievement of program objectives (conducted annually);
6.
Field instructor evaluations of students’ performance in field practicum
(gathered each semester);
7.
Student evaluations of the field instruction experience (BSW & MSW)
(conducted annually);
355
8.
Student satisfaction surveys of the BSW and MSW programs, faculty,
and administrative staff (conducted annually);
9.
Results of ASWB study LSW exam given to students in both the BSW
and MSW programs (gathered annually);
10.
State licensing examination results (reported annually);
11.
Employment data of graduates after degree completion (collected
annually);
12.
MSW alumni job placement data after graduation (collected annually).
Qualitative measures in the School’s assessment plan include:
1.
Student feedback through open meetings;
2.
Student feedback through “Transition Day” workshop held at the
student’s completion of the BSW or MSW program;
3.
Student feedback through student satisfaction focus groups;
4.
Alumni survey essay questions designed to offer feedback for program
strengths and weaknesses;
The School of Social Work has standing curriculum committees that meet monthly to
review the results of the various outcome measures described above. The
remainder of this chapter will provide: a) a detailed description of the measurement
procedures and methods for each of the assessment tools; b) results of each
outcome measure; and, c) a detailed description of the ways in which the analysis is
used continuously to affirm and improve the educational program.
Chart 1 depicts the School of Social Work’s program objectives and mechanisms of
evaluation. Changes made based on the evaluation data are discussed throughout
the chapter.
356
Chart 1: Program Objectives and Evaluative Mechanisms
Program Objective
Quantitative Evaluative Measures
Results
FOUNDATION OBJECTIVES (BSW & MSW)
1. Apply critical thinking skills within the context of
professional social work practice.
2. Understand the value base of the profession, and its
ethical standards and principles, and practice
accordingly.
3. Practice without discrimination and with respect,
knowledge, and skills related to clients’ age, class, color,
culture, disability, family structure, gender, marital
status, national origin, race, religion, sex, and sexual
orientation.
a. Course evaluations
b. BSW Exit Survey
c.
d.
e.
a.
b.
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
Course evaluations
BSW Exit Survey
c.
d.
e.
a.
b.
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
Course evaluations
BSW Exit Survey
c. MSW Exit Survey
d. School Alumni Survey
e. Field Instruction Evaluation
4. Understand the forms and mechanisms of oppression
and discrimination and am able to apply strategies of
advocacy and social change that advance social
and economic justice.
a. Course evaluations
b. BSW Exit Survey
5. Understand and am able to interpret the history of the
social work profession and its contemporary structures
and issues.
a. Course evaluations
b. BSW Exit Survey
c. MSW Exit Survey
d. School Alumni Survey
e. Field Instruction Evaluation
c. MSW Exit Survey
d. School Alumni Survey
e. Field Instruction Evaluation
357
a. See course results below
b. m = 3.27, 3.47, 2.80;
m = 3.62, 3.86, 3.19
c. m = 4.31
d. m = 4.60
e. See results below
a. See course results below
b. m = 3.60, 3.77
m = 4.00, 4.10
c. m = 4.58
d. m = 4.87
e. See results below
a. See course results below
b. m = 3.70, 3.83
m = 3.86, 3.90
c. m = 4.61
d. m = 4.88
e. See results below
a. See course results below
b. m = 3.47, 3.43
m = 3.19, 3.45
c. m = 4.38
d. m = 4.67
e. See results below
a. See course results below
b. m = 3.70
m = 3.81
c. m = 4.17
d. m = 4.28
e. See results below
Program Objective
B6. Apply the knowledge and skills of generalist social
work practice with systems of all sizes.
Quantitative Evaluative Measures
a. Course evaluations
b. BSW Exit Survey
M6. Apply the knowledge and skills of a generalist social
work perspective to practice with systems of all sizes.
c.
d.
a.
b.
c.
d.
7. Use theoretical frameworks supported by empirical
evidence to understand individual development and
behavior across the life span and the interactions
among individuals and between individuals and
families, groups, organizations, and communities.
8. Analyze, formulate, and influence social policies.
9. Evaluate research studies, apply research findings to
practice, and evaluate the effectiveness of my own
practice interventions.
10. Use communication skills differentially across client
populations, colleagues, and communities.
School Alumni Survey
Field Instruction Evaluation
Course evaluations
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
a. Course evaluations
b. BSW Exit Survey
c.
d.
e.
a.
b.
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
Course evaluations
BSW Exit Survey
c.
d.
e.
a.
b.
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
Course evaluations
BSW Exit Survey
c.
d.
e.
a.
b.
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
Course evaluations
BSW Exit Survey
c. MSW Exit Survey
d. School Alumni Survey
e. Field Instruction Evaluation
358
Results
a. See course results below
b. m = 3.83, 3.67, 3.30
m = 4.24, 3.95, 3.29
c. m = 4.54
d. See results below
a. See course results below
b. m = 4.42
c. m = 4.54
d. See results below
a. See course results below
b. m = 3.40, 3.27
m = 3.71, 3.38
c. m = 3.94
d. m = 4.08
e. See results below
a. See course results below
b. m = 2.60, 3.20, 2.70
m = 2.71, 3.24, 2.90
c. m = 3.81
d. m = 4.10
e. See results below
a. See course results below
b. m = 3.07, 3.33, 3.33
m = 3.00, 3.29, 2.90
c. m = 3.85
d. m = 3.88
e. See results below
a. See course results below
b. m = 3.70
m = 3.81
c. m = 4.63
d. m = 4.76
e. See results below
Program Objective
11. Use supervision and consultation appropriate to social
work practice.
Quantitative Evaluative Measures
a. Course evaluations
b. BSW Exit Survey
c. MSW Exit Survey
d. School Alumni Survey
e. Field Instruction Evaluation
12. Function within the structure of organizations and
service delivery systems and seek necessary
organizational change.
a. Course evaluations
b. BSW Exit Survey
Results
a. See course results below
b. m = 3.73
m = 3.76
c. m = 4.62
d. m = 4.86
e. See results below
c. MSW Exit Survey
d. School Alumni Survey
e. Field Instruction Evaluation
a. See course results below
b. m = 2.80
m = 2.90
c. m = 4.65
d. m = 4.86
e. See results below
a.
b.
c.
d.
a.
b.
c.
d.
a.
b.
c.
d.
a.
b.
c.
d.
a.
b.
c.
d.
a. See course results below
b. m = 4.35
c. m = 4.59
d. See results below
a. See course results below
b. m = 4.24
c. m = 4.51
d. See results below
a. See course results below
b. m = 3.87
c. m = 3.95
d. See results below
a. See course results below
b. m = 4.09
c. m = 4.58
d. See results below
a. See course results below
b. m = 3.61
c. m = 3.72
d. See results below
MSW CONCENTRATION OBJECTIVES
1. Apply advanced clinical social work knowledge and
skills to work with diverse populations, emphasizing
inherent strengths and coping resilience.
2. Demonstrate my ability to advance the quality of my
work and my commitment to the larger social work
profession.
3. Articulate the program’s conception of advanced
practice; including theories, practice skills, policy and
research principles.
4.
Provide clinical (direct) social work services to a
variety of client populations.
5.
Demonstrate an advanced understanding of research
designs and methods through practical application.
Course evaluations
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
Course evaluations
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
Course evaluations
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
Course evaluations
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
Course evaluations
MSW Exit Survey
School Alumni Survey
Field Instruction Evaluation
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QUANTITATIVE MEASURES
1. STUDENTS’ EVALUATION OF ACHIEVEMENT OF BSW COURSE OBJECTIVES
Course objectives are linked to program objectives. The course objectives are
specified in each syllabus and tied to course evaluation and grading. Courses in the
BSW and MSW programs use various mechanisms for evaluation of the course
objectives (e.g., examinations, case studies, written assignments, and so forth).
Course objectives, content, and evaluation are developed by curriculum committees
(e.g., practice, research, diversity, etc.) and approved by the full faculty. The
achievement of course objectives is rated by students each semester for each
course in the BSW and MSW programs.
The University requires that students have the option to complete a course
evaluation at the end of each semester. The evaluation consists of quantitative
questions using a rating scale (e.g., How prepared was your instructor?) and
qualitative questions (e.g., “What did your instructor do that was most helpful in this
class?). The School of Social Work adds questions to the quantitative instrument
that are course objective specific. Students are asked to indicate the degree to
which they have attained the course objectives.
Once completed, the University provides the data to the School of Social Work. At
that time, all quantitative data from each individual course section is combined and
analyzed together for an overall summary for that particular course. For example,
the course objective data from three sections of SWK 6250: Research I is combined
for an analysis of the course as a whole.
Course objective evaluation questions flow directly from the objectives stated on
each syllabus. Each semester the faculty meets in curriculum committees to review
the course objective evaluation data. At that time, the committees determine if
changes in the course are warranted and if so, changes are made. If the curriculum
committees believe that a significant change is needed in a course, the issue is
brought to the full faculty for discussion and approval. Results of the analysis for the
BSW and MSW course objectives from spring 2007 and fall 2007 are presented
below.
BSW: SPRING 2007 COURSE OBJECTIVE EVALUATIONS
For spring 2007, curriculum committees reviewed the data in the fall (2007), and
made any necessary modifications to the courses for spring 2008. Changes to
courses made based on the evaluations from spring 2007 are discussed after the
presentation of data for each specific course.
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HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT
SWK 3400: HBSE
The evaluation of course objectives for SWK 3400: HBSE was completed by
students in both course sections offered in spring 2007. Thirty-six students (of a
potential 42) completed the evaluation. The course objective evaluation consisted of
six questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for each of the six course
objective questions were above “agree” with means of 4.41, 4.06, 4.29, 4.31, 4.36,
and, 4.55. Mean scores for each course objective question are:
Course Objective Question
Mean
Score
Please indicate the degree to which you are able to:
1. Apply critical thinking skills while using the bio-psycho-social-cultural model to
understand factors affecting human behavior
4.41
2. Understand the value base of the profession, and its ethical standards and
principles, particularly as it relates to assessing clients from both the person-inenvironment and strengths perspective
4.06
3. Understand clients’ interactions with their various environments without
discrimination and with respect, knowledge and skills related to clients’ age, class,
color, culture, disability, ethnicity, family structure, gender, marital status,
national origin, race, religion, sex and sexual orientation, taking into account the
impact of the environment on each of these areas as well as the interactions
among them
4.29
4. Understand the forms and mechanisms of oppression and discrimination in the
range of social systems in which people live and the impact of these experiences
on their behavior
4.31
5. Understand and interpret the history of the social work profession and its
contemporary structure and issues, particularly the development and integration of
person-in-environment and strengths perspectives into social work practice
4.36
6. Use theoretical frameworks supported by empirical evidence to understand the
ways the range of social systems promote or deter people in maintaining or
achieving health and well-being
4.55
Upon reviewing the course objective data, given the high rating in the course
objective evaluation, the HBSE curriculum committee did not see the need for
changing the course at this time.
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SOCIAL WORK PRACTICE
SWK 4120: Generalist Practice IV
The evaluation of course objectives for SWK 4120: Generalist Practice II was
completed by one of the two course sections offered in spring 2007. Twelve students
(of a potential 25) completed the evaluation. The course objective evaluation
consisted of eight questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable. The
mean score for each of the eight questions was 3.92, or just below “Agree.” Although
the mean scores are just below 4.0, it is not certain that these ratings are reflective
of the total number of students (25) who could have completed the evaluation. Fifty
percent of the students completed the evaluation (12). The students who did not
complete the evaluation (13) were in a different course section. It is believed that
with data from the other students the mean scores would increase. Mean scores for
each course objective question are:
Course Objective Question
Mean
Score
Please indicate the degree to which you are able to:
1. Demonstrate my understanding of the value base of the profession and its ethical
standards and principles, and utilize this understanding in work with clients
3.92
2. Practice without discrimination and with respect, knowledge and skills related to
clients’ age, class, color, culture, disability, ethnicity, family structure, gender,
marital status, national origin, race, religion, sex, and sexual orientation
3.92
3. Practice without discrimination and with respect, knowledge and skills related to
clients’ age, class, color, culture, disability, ethnicity, family structure, gender,
marital status, national origin, race, religion, sex, and sexual orientation
3.92
4. Apply the knowledge and skills of generalist social work practice with systems of
all sizes
3.92
5. Demonstrate my ability to use theoretical frameworks supported by empirical
evidence to understand individual development and behavior across the life span
and the interactions among individuals and between individuals and families,
groups, organizations, and communities
3.92
6. Apply research findings to practice by using relevant research literature in
selecting interventions for the client population by identifying areas of oppression
and needed policy changes for that population
3.92
7. Demonstrate my use of communication skills differentially across client
populations, colleagues, and communities
3.92
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8. Use supervision and consultation appropriate to social work practice and function
within the structure of organizations and service delivery systems
3.92
For spring 2008 the generalist practice sequence was modified in that the content in
SWK 4120: Generalist Practice IV included a more pronounced focus on a range of
practice theories and approaches consistent with generalist practice (ego
psychology, Winnicottian approach, cognitive, behavioral, and solution-focused
theory) and less material on case management. The course was also modified to
include an emphasis on the integration of models; fitting the models to clients’
needs; and, integrating community practice and theory.
The course will be further modified for spring 2009 to a capstone course, and a
revision in the course title to Generalist Practice IV: Capstone. Content in the course
on social work with families will be moved to SWK 4110: Generalist Practice III:
Individuals and Families (beginning in fall 2008). In spring 2009, Generalist Practice
IV: Capstone will expand on the changes introduced in spring 2008, including the
integration of theories and approaches consistent with generalist practice. The
integration process will draw from all foundation level courses in the BSW
curriculum.
The changes were made by the curriculum committee, and approved by the faculty,
after reviewing the results from the BSW Graduating Student Exit Survey given at
the end of spring 2006 and spring 2007 (results of the surveys are discussed later in
this chapter). The changes were also made after examining the generalist practice
courses and determining the need for a capstone course. As a result of the changes,
the course objectives will be revised to meet the BSW program foundation level
objectives as well as reflect the modified course content.
SOCIAL WELFARE POLICY AND SERVICES
SWK 3150: Social Welfare Institutions and Policies
The evaluation of course objectives for SWK 3150: Social Welfare Institutions and
Policies was completed by one of the two sections of the course offered in spring
2007. Nineteen students (of a potential 41) completed the evaluation. The course
objective evaluation consisted of seven questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for each of the seven course
objective questions were above “agree” with means of 4.58, 4.53, 4.63, 4.53, 4.61,
4.58, and, 4.72. Mean scores for each course objective question are:
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Course Objective Question
Mean
Score
Please indicate the degree to which you are able to:
1. Understand the history of social welfare and the social work profession
4.58
2. Identify the major current social welfare policies and programs including their
benefits and eligibility requirements
4.53
3. Recognize the values underlying social policies and can evaluate the compatibility
of these values with those of the social work profession
4.63
4. Develop beginning policy formulation skills
4.53
5. Acquire beginning political advocacy skills
4.61
6. Critically analyze social policies in terms of their impact on clients
4.58
7. Be committed to social and economic justice as these relate to social welfare
policies
4.72
Upon reviewing the course objective data, given the high rating in the course
objective evaluation, the mezzo/macro curriculum committee did not see the need
for changing the course at this time.
SWK 2100: Social Work in American Society
The evaluation of course objectives for SWK 2100: Social Work in American Society
was completed by 18 students (of a potential 24). Eighteen students completed the
evaluation. The course objective evaluation consisted of five questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for each of the five course
objective questions were above “agree” with means of 4.56, 4.11, 4.17, 4.28, and
4.22. Mean scores for each course objective question are:
Course Objective Question
Mean
Score
Please indicate the degree to which you are able to understand:
1. The origins of the social work profession
4.56
2. Social work’s essential commitment to social and economic justice
4.11
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3. Social work’s commitment to embracing and acknowledging diversity in
American society
4. How social workers approach their work with individuals, families, groups and
communities
4.17
5. The issues facing those in the American society who deal with being culturally
and economically marginalized
4.22
4.28
Upon reviewing the course objective data, given the high rating in the course
objective evaluation, the mezzo/macro practice curriculum committee did not see the
need for changing the course at this time.
2. STUDENTS’ EVALUATION OF ACHIEVEMENT OF MSW COURSE OBJECTIVES
MSW: SPRING 2007 COURSE EVALUATION OUTCOMES
FOUNDATION LEVEL COURSES
SOCIAL WORK PRACTICE
SWK 6381: Social Work Practice II: Groupwork
The evaluation of course objectives for SWK 6381: Social Work Practice II:
Groupwork was completed by two of the three sections of the course. Thirty-four
students completed the evaluation (of a potential 48). The course objective
evaluation consisted of ten questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for the ten course objective
questions were above “agree” with means of 4.47, 4.50, 4.56, 4.24, 4.06, 4.32, 4.24,
4.47, 4.44, and, 4.32. Mean scores for each course objective question are:
Course Objective Question
Please indicate the degree to which you are able to:
Mean Score
1. Apply critical thinking skills within the context of social group work practice
4.47
2. Demonstrate my understanding of the value base of the profession and its
ethical standards and principles, and incorporate these into social group work
practice
4.50
3. Practice social group work without discrimination and with respect,
knowledge, and skills related to clients’ age, class, color, culture, disability,
4.56
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ethnicity, family structure, gender, marital status, national origin, race,
religion, sex, and sexual orientation
4. Recognize the utility of group structures and processes to address the issues of
social and economic justice
4.24
5. Understand and interpret the history of social group work within the social
work profession and its contemporary structures and issues
4.06
6. Apply the knowledge and skills of a generalist social work perspective to
practice with groups
4.32
7. Understand and apply theoretical concepts regarding group process and
dynamics
4.24
8. Demonstrate my understanding of various types of groups and their purposes
4.47
9. Use communication skills differentially in group work practice
4.44
10. Use supervision and consultation appropriate to social work practice with
groups
4.32
Based upon the course objective data, the social work practice curriculum committee
did not make changes to the course for spring 2008. The data for spring 2007
indicated that students rate their achievement of each objective above “agree.” The
course will not be changed before the course is offered in spring 2008 (course is
taught in spring only). The curriculum committee will review the course objective
evaluation at the end of spring semester (2008) to determine if the results are
consistent with those from 2007 before discussing changes to the course.
SWK 6382: Social Work Practice II: Community Practice
The evaluation of course objectives for SWK 6382: Social Work Practice II:
Community Practice was completed by one of the three sections of the course.
Fourteen students (of a potential 48) completed the evaluation. The course objective
evaluation consisted of five questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for the six course objective
questions were at or above “agree” with means of 4.29, 4.36, 4.00, 4.07, and, 4.07.
Mean scores for each course objective question are:
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Course Objective Question
Please indicate the degree to which you are able to:
Mean Score
1. Understand key strategies in community practice including social planning,
community development, and social action
4.29
2. Identify community strengths, resources and ways of mobilizing them for
actions
4.36
3. Analyze organizational structures and their impact on service provisions
4.00
4. Identify problems, issues, needs, resources, and assets in communities and
organizations particularly those with vulnerable populations
4.07
5. Demonstrate skills in developing, analyzing, advocating, and providing
leadership for policies and services and promoting social and economic
justice
4.07
Upon reviewing the course objective data, the ratings are at, or slightly above,
“agree.” Due to the small number of students who completed the course objective
evaluation, the course will not be changed before the course is offered in spring
2008 (course is taught in spring only). The mezzo/macro curriculum committee will
review the course objective evaluation data at the end of spring semester (2008) to
determine if the results are consistent with those from 2007 before discussing
changes to the course.
SWK 6390: Social Work Practice with Diverse & Vulnerable Populations
The evaluation of course objectives for SWK 6390: Social Work Practice with
Diverse and Vulnerable Populations was completed by two of the four sections of
the course. One day section at the Aurora campus and one section at the GWC
campus completed the evaluation. Thirty-three (of a potential 38) students
completed the evaluation. The course objective evaluation consisted of six
questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for the six course objective
questions were near or above “agree” with means of 4.00, 4.10, 3.60, 4.30, 3.97,
and, 4.09. Mean scores for each course objective question are:
Course Objective Question
Please indicate the degree to which you are able to:
1. Apply critical thinking skills to the understanding of diverse cultures and client
populations
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Mean Score
4.00
2. Demonstrate knowledge of and the ability to apply current major theories
particularly those supported by empirical evidence regarding race, ethnic
identity, and cultural diversity
4.10
3. Demonstrate social work values, ethics and culturally sensitive and competent
practice skills consistent with foundation level social work practice
3.60
4. Critically examine and identify one’s own role in relation to the patterns and
dynamics of racism, oppression, ethno-centricism (and their sub-correlates
prejudice, bigotry, discrimination, segregation, etc.)
4.30
5. Demonstrate an increased awareness of the “use of self” particularly how one’s
own multiple identities can be used as a tool in effectively working with diverse
and vulnerable populations
3.97
6. Locate the need for change in the transactions between oppressed populations
and hostile environments with attention to the “isms”
4.09
Upon reviewing the course objective evaluation data, the diversity curriculum
committee added the text Ethnicity and Family Therapy by McGoldrick, Giordano, &
Garcia-Preto). The committee determined that by adding the text it would assist
students with increasing their use of self (objective # 5). Second, the content of the
course was modified to include more application of values and ethics (objective # 3).
This will be accomplished by applying information to characters in films and
students’ clients at their internships. Content on aging and advocacy will be added to
the course.
SWK 6500: Social Work Perspectives on Psychopathology
The evaluation of course objectives for SWK 6500: Social Work Perspectives on
Psychopathology was completed by two of the three sections of the course. One day
section and one evening section completed the evaluation. Thirty-three (of a
potential 37) students completed the evaluation. The course objective evaluation
consisted of six questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for four of the course objective
questions were near or above “agree” with means of 4.00, 4.10, 3.61, 4.30, 3.97,
and 4.09. Mean scores for each course objective question are:
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Course Objective Question
Mean Score
Please indicate the degree to which you are able to:
1. Identify signs and symptoms of the major mental disorders, with particular
emphasis on biological, social, psychological and cultural characteristics
4.00
2. Understand and use clinical and diagnostic terminology related to clinical
assessment and psychopathology
4.10
3. Describe treatment and intervention options and approaches relevant of the
major mental disorders
3.60
4. Describe how the values, emphases, approaches and mental health roles of
social workers differ from those of other professionals in providing mental
health-related services
4.30
5. Use the DSM-IV-TR to comprehend clinical reports, and to formulate a basic
clinical assessment
3.97
6. Understand and are able to prepare a simple mental status examination
4.09
Upon reviewing the course objective data from the course, the curriculum committee
determined that the professor will practice the application of the DSM-IV-TR to a
variety of clinical diagnoses throughout the course. While the different diagnoses are
discussed, treatment and intervention options and approaches relevant to the major
disorders will be addressed.
RESEARCH
SWK 6250: Research I: Social Work Research Methods
The evaluation of course objectives for SWK 6250: Research I was completed by
two of the three sections of the course. One day section and one evening section
completed the evaluation. Forty-three students (of a potential 58) completed the
evaluation. The course objective evaluation consisted of six questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for the six questions were above
“agree” with means of 4.25, 4.30, 4.44, 4.28, 4.72, and 4.83. Mean scores for each
course objective question are:
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Course Objective Question
Mean
Score
Please indicate the degree to which you are able to:
1. Understand the contribution of qualitative and quantitative research as they
provide ethical approaches to building knowledge for social work practice
4.25
2. Critically evaluate quantitative and qualitative social work research studies
4.30
3. Apply research findings to practice and understand how to evaluate your own
practice interventions
4.44
4. Develop, use and effectively communicate empirically based knowledge
4.28
5. Recognize the contribution of research as it pertains to initiating change and
improving practice, social service delivery, and policy
4.72
6. Understand the ethical issues inherent in all phases of the research process and
have developed a capacity to maintain high ethical standards
4.83
Based upon the course objective data, the research curriculum committee did not
make changes to the course for spring, 2008. Changes were made to the course for
spring 2007 that were believed to positively affect the objective outcomes (i.e.;
modified assignments to include writing a research proposal and used pre-selected
scholarly studies for quantitative and qualitative critiques assignment). The data for
spring 2007 indicates that students rate their achievement of each objective above
“agree.” Since changes were made to the course for spring 2007, the committee will
wait for the results from spring 2008 (course is taught in spring only) to determine if
the results are consistent before discussing whether changes are needed to the
course.
MSW CONCENTRATION LEVEL CURRICULUM
SOCIAL WORK PRACTICE
SWK 6521: Social Work Practice IV: Clinical Practice
The evaluation of course objectives for SWK 6521: Social Work Practice IV: Clinical
was completed by two of the four course sections. One day section and one evening
section completed the evaluation. Forty-six students (of a potential 75) completed
the evaluation. The course objective evaluation consisted of four questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for the four questions were close
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to or above “agree” with means of 4.16, 4.23, 3.85, and 3.82. Mean scores for each
course objective question are:
Course Objective Question
Please indicate the degree to which you are able to:
Mean Score
1. Apply advanced clinical social work knowledge and skills to work with diverse
populations; emphasizing their inherent strengths and coping resilience
4.16
2. Demonstrate the ability to advance the quality of work and your commitment to
the larger social work profession
4.23
3. Articulate the program’s conception of advanced practice; including theories
and practice skills
3.85
4. Effectively provide clinical social work services to a variety of client
populations
3.82
The committee believes that students understand the concept of advanced practice
(objective # 3), however, professors in the course will address the content and
conception of practice by increasing the content on application of theory and practice
skills through students’ clients from their internships which consists of individuals,
families, and groups. The increased content in this area will also address the need to
increase students’ perception of their ability to effectively provide services to a
variety of client populations (objective # 4).
ADVANCED POLICY
SWK 6531: Advanced Social Policy
The evaluation of course objectives for SWK 6531: Advanced Social Policy was
completed by all five course sections. Eighty-eight students (of a potential 99)
completed the evaluation. The course objective evaluation consisted of four
questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for the four questions were near
or slightly below “agree” with means of 3.84, 4.03, 3.82, and, 3.78. Mean scores for
each course objective question are:
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Course Objective Question
Mean Score
Please indicate the degree to which you are able to:
1. Apply advanced social work knowledge and skills from either the clinical or
leadership concentration to policy practice in a variety of different fields
3.84
2. Demonstrate my ability to advance the quality of my work and commitment to
the larger social work profession
4.03
3. Articulate the program’s conception of both foundation and advanced practice as
it relates to policy practice
3.82
4. Effectively develop, propose, and then assess policy
3.78
Upon reviewing the course objective evaluation data, the mezzo/macro curriculum
committee is revising the course content to better reflect current laws and policies in
both the clinical and leadership and community practice areas.
Summary of BSW and MSW students’ evaluation of achievement of spring
2007 course objectives:
A methodological issue with the student evaluations in spring 2007 was that not
every course section completed the course objective evaluation. Per university
policy, not all faculty members are required to distribute evaluations to each of their
courses. Tenured faculty members select one course (from their semester teaching
assignment) to complete the course evaluation; whereas faculty with a one-year or
three-year contract distribute evaluations to each course they teach. In an attempt to
give all students the opportunity to complete the course objective evaluations,
beginning in fall 2007 the course objective evaluations were placed on
SurveyMonkey (online survey host). The Associate Director is responsible for
posting the course objective evaluation and working with faculty to encourage
students to complete the online evaluation. Posting the evaluation online was done
in part so that each course section could be included. Additional reasons included;
a) having access to data immediately upon semester completion, b) data being
collected for multiple sections in one online evaluation (rather than combining data
after the university disseminates the data) and, c) ease with which students can
complete the online evaluation.
BSW: FALL 2007 COURSE OBJECTIVE EVALUATIONS
Curriculum committees are currently in the process of reviewing the fall 2007 course
objective evaluation data. The committee work for the fall courses will be done in
spring and summer (2008). In this chapter of the self-study, the fall 2007 evaluation
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data is presented with a brief discussion of the committee’s charges based on the
evaluation data.
INTRODUCTION COURSE
SWK 3100: Introduction to Social Work
The evaluation of course objectives for SWK 3100: Introduction to Social Work was
completed by three course sections offered in fall 2007. Twenty-six students (of a
potential 34) completed the evaluation. The course objective evaluation consisted of
six questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Mean scores for each course objective question are:
Course Objective Question
Mean
Score
Please indicate the degree to which you are able to:
1. Apply critical thinking skills within the context of social work education
3.19
2. Understand the value base of the social work profession and its ethical standards
and principles
3.62
3. Understand the social work value of respecting client dignity and worth with
regard to age, class, color, culture, disability, ethnicity, family structure, gender,
marital status, national origin, race, religion, sex, and sexual orientation
3.88
4. Understand and interpret the history of the social work profession and its
contemporary structures and issues
3.35
5. Use communication skills to explore client populations and professional social
work roles in varied client systems
3.50
6. Explore the structure of organizations and service delivery systems
3.27
In reviewing the course objective data from the Introduction to Social Work course,
mean scores for each of the six questions fall between “not sure” and “agree”. The
course topical areas, assignments, texts, and teaching format will be reviewed by
the micro practice curriculum committee to determine changes that are needed in
the course to better fulfill the course objectives.
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SOCIAL WORK PRACTICE
SWK 3140: Generalist Practice I: Groups
The evaluation of course objectives for SWK 3140: Generalist Practice I: Groups
was completed by students in both course sections. Twenty-five students (of a
potential 35) completed the evaluation. The course objective evaluation consisted of
ten questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for the four questions were
above “agree” with means of 4.39, 4.42, 4.63, 4.46, 4.38, 4.48, 4.46, 4.54, 4.46,
4.42. Mean scores for each course objective question are:
Course Objective Question
Please indicate the degree to which you are able to:
1. Apply critical thinking skills within the context of social group work practice
Mean Score
2. Demonstrate my understanding of the value base of the profession and its
ethical standards and principles, and incorporate these into social group work
practice
4.42
3. Practice social group work without discrimination and with respect,
knowledge, and skills related to clients’ age, class, color, culture, disability,
ethnicity, family structure, gender, marital status, national origin, race,
religion, sex, and sexual orientation
4.63
4. Recognize the utility of group structures and processes to address the issues of
social and economic justice
4.46
5. Understand and interpret the history of social group work within the social
work profession and its contemporary structures and issues
4.38
6. Apply the knowledge and skills of a generalist social work perspective to
practice with groups
4.48
7. Understand and apply theoretical concepts regarding group process and
dynamics
4.46
8. Demonstrate my understanding of various types of groups and their purposes
4.54
9. Use communication skills differentially in group work practice
4.46
10. Use supervision and consultation appropriate to social work practice with
groups
4.42
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4.39
Based on the high rating in the course objective evaluation, the mezzo/macro
practice curriculum committee does not see a need for changing the course at this
time.
SWK 4100: Social Work with Diverse and Vulnerable Populations
The evaluation of course objectives for SWK 4100: Social Work Practice with
Diverse and Vulnerable Populations was completed by students in both course
sections. Twenty-four students (of a potential 38) completed the evaluation. The
course objective evaluation consisted of seven questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for the seven questions were
between “not sure” and “agree.” Mean scores for each course objective question
are:
Course Objective Question
Please indicate the degree to which you are able to:
Mean Score
1. Examine and recognize differences and similarities in relation to diverse
populations
3.83
2. Explain the major theories regarding race, ethnic identity, and cultural
diversity from a generalist social work perspective
3.46
3. Identify one’s role and function in relation to the patterns and dynamics of
racism and oppression in everyday living
4. Recognize and sensitively address the behavioral and psychological responses
of vulnerable populations to the impact of cultural and institutionalized
oppression which impedes the individual’s ability to manage life tasks
4.13
5. Demonstrate an increased awareness of one’s own multiple identities and how
this can be used as a tool in effectively working with diverse and vulnerable
populations
3.88
6. Recognize and commit to taking action professionally and personally to
address social and economic oppression
3.88
3.54
Based on the course objective evaluation data, the diversity curriculum committee
will examine course topical content, assignments, texts and teaching methods aimed
at increasing students’ abilities to more fully achieve the course objectives.
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SWK 4110: Generalist Practice III: Individuals and Families
The evaluation of course objectives for SWK 4110: Generalist Practice III:
Individuals and Families was completed by students in both course sections.
Twenty-one students (of a potential 40) completed the evaluation. The course
objective evaluation consisted of 17 questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Mean scores for each course objective question are:
Course Objective Question
Please indicate the degree to which you are able to:
1. Apply a generalist practice approach across units of attention (individuals &
families) and with various problem situations
Mean Score
4.35
2. Develop beginning interviewing skills
4.38
3. Engage client systems in the helping process and negotiate beginning
contracts for services
4.24
4. Respond empathetically when engaging clients
4.62
5. Apply the problem solving model while focusing upon strengths when
assessing interactions between people and their environments
4.37
6. Use an ecological perspective in assessing client systems in a range of client
situations
4.10
7. Use practice skills in the context of the profession’s values as mandated by
the NASW Code of Ethics with special attention to confidentiality and
privileged communication
4.65
8. Identify the environmental context of a social service agency including its
policies that impact its ability to carry out its mission
4.05
9. Articulate the policies and procedures under which a social service agency
operates
4.20
10. Identify the manifestations of oppression in the lives of client systems and
the impact of this oppression
4.20
11. Recognize and articulate factors that place vulnerable clients at risk when
engaging in the helping process
12. Assume social work professional roles essential to generalist practice
including that of case manager, broker, advocate, enabler, mediator, and
teacher
4.30
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4.30
13. Focus on human needs and problems generated by transactions between
people and their environments and apply a dual focus when developing
social work interventions
4.20
14. Articulate professional responsibilities and behavior
4.25
15. Evaluate your own beginning practice skills and assume the responsibility
for your professional growth and development
4.60
16. Appreciate the need to evaluate practice interventions
4.35
17. Demonstrate an appreciation of and sensitivity toward diversity based upon
age, culture, ethnicity, gender, race, sexual orientation, and physical
challenge
4.47
Changes to the course (for fall 2008) will be necessitated by the revisions to SWK
4210: Generalist Practice IV: Capstone (discussed in spring 2007 section above).
SWK 4110: Generalist Practice III will increase its emphasis on practice with families
since that particular content is shifting from Generalist Practice IV to this course,
Generalist Practice III: Individuals and Families.
As stated in the results from spring 2007 for Generalist Practice IV, the changes to
both Generalist Practice III and IV were made by the micro practice curriculum
committee, and approved by the faculty, after reviewing the results from the BSW
Graduating Student Exit Survey given at the end of spring 2006 and spring 2007
(results of the surveys are discussed later in this chapter). The changes were also
made after examining the generalist practice courses and determining the need for a
capstone course. As a result of the changes, the course objectives for SWK 4110:
Generalist Practice III will be revised to meet the BSW program foundation level
objectives as well as reflect the modified course content.
SWK 4200: Research I
The evaluation of course objectives for SWK 4200: Research I was completed by
students in three course sections. Twenty students (of a potential 32) completed the
evaluation. The course objective evaluation consisted of six questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores for the four questions were either
above or slightly below “agree.” Mean scores for each course objective question are:
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Course Objective Question
Mean
Score
Please indicate the degree to which you are able to:
1. Understand the contribution of qualitative and quantitative research as they
provide ethical approaches to building knowledge for social work practice
3.89
2. Critically evaluate quantitative and qualitative social work research studies
4.00
3. Apply research findings to practice and understand how to evaluate your own
practice interventions
4.06
4. Develop, use and effectively communicate empirically based knowledge
3.72
5. Recognize the contribution of research as it pertains to initiating change and
improving practice, social service delivery, and policy
4.39
6. Understand the ethical issues inherent in all phases of the research process and
have developed a capacity to maintain high ethical standards
4.44
The research curriculum committee will examine ways in which to increase students’
abilities to understand the contribution of research to building knowledge for social
work practice. In addition, the committee will increase the use of experiential
teaching methods aimed at increasing students’ ability to develop, use and
effectively communicate empirically based knowledge
2. STUDENTS’ EVALUATION OF ACHIEVEMENT OF MSW COURSE OBJECTIVES
FALL 2007 COURSE EVALUATION OUTCOMES
MSW FOUNDATION LEVEL COURSES
SOCIAL WELFARE POLICY AND SERVICES
SWK 6140: Social Welfare Policy and Institutions
The evaluation of course objectives for SWK 6140: Social Welfare Policy and
Institutions was completed by students from three course sections. Thirty-one
students (of a potential 64) completed the course objective evaluation. The course
objective evaluation consisted of 13 questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
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Analysis of the data revealed that the mean scores of the 13 questions were either
above or slightly below “Agree.” Mean scores for each course objective question are:
Course Objective Question
Mean Score
Please indicate the degree to which you are able to:
1.
Demonstrate an understanding of the history of social welfare and the social
work profession, and how this history relates to current social welfare
provisions
4.19
2.
Understand major trends and themes that contribute to the foundation of the
group-centered perspective such as the settlement house movement and
group work movements and the relation of these movements to the concepts
of affiliation and community
4.35
3.
Demonstrate knowledge of current social welfare policies
4.26
4.
Critically analyze social policies in light of historical, technical, economic,
and political dimensions
3.90
5.
Critically evaluate the impact of social policies upon clients especially those
that represent vulnerable populations and in light of social and economic
justice
4.26
6.
Identify the social, economic and political context of social welfare policies
4.29
7.
Develop social welfare policy proposals
3.90
8.
Recognize the underlying values upon which a particular social policy is
built, and evaluate the compatibility of these values with those of the social
work profession
4.29
9.
Recognize one's own attitudes, values, and feelings regarding problems,
social welfare policies, and social change
4.68
10. Acquire a beginning knowledge of the social welfare literature and develop
skills in accessing, evaluating, and utilizing research sources
4.23
11. Engage in political advocacy to promote change and social and economic
justice
4.03
12. Apply task group skills necessary for policy practice
4.00
13. Demonstrate policy presentation skills in promoting and defending policy
proposals
4.29
The evaluation data indicates that students rate their achievement of 11 of the 13
course objectives at or above “Agree.” Two objectives (# 4, # 7) are slightly below a
379
mean rating of 4.0. The macro/mezzo policy curriculum committee will examine the
course in relation to the two objectives and make a determination if there is a need
for course revisions at this time.
SWK 6150: HBSE I: Theories of Human Development: Infancy to Adolescence
The evaluation of course objectives for SWK 6150: HBSE I-Theories of Human
Development: Infancy to Adolescence was completed by students in two course
sections. Thirty-one students (of a potential 66) completed the evaluation. The
course objective evaluation consisted of 13 questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores of the 13 questions were either
above or slightly below “Agree.” Mean scores for each course objective question are:
Course Objective Question
Mean Score
Please indicate the degree to which you are able to:
1. Assess biological, psychological, socio-structural and cultural sources of
human behavior illustrating the wholism of human behavior within an
ecological framework
4.35
2. Demonstrate a knowledge of social systems principles/concepts and apply
these to client systems of all sizes
4.29
3. Locate the need for change in the transactions between oppressed
populations and hostile environments particularly in relation to racism
4.16
4. Understand human development from conception through adolescence
within a biopsychosocial, interactional, and cultural framework
4.48
5. Have knowledge of current major developmental theories, including an
understanding of the person in relation to others
4.26
6. Have knowledge of appropriate developmentally-based interventions based
on life cycle theory
4.13
7. Apply relevant biopsychosocial knowledge and theories to the understanding
of the person’s situation within a developmental context
4.26
8. Apply critical thinking skills within the context of professional social work
practice
4.39
9. Identify the normal processes of biological, psychological, and social
development throughout prenatal development, infancy, childhood, and
adolescence
4.48
380
10. Apply knowledge of biopsychosocial variables that affect individual
development and behavior, and use theoretical frameworks to understand
the interactions among individuals and between individuals and social
systems (i.e., families, groups, individuals, organizations, and communities)
4.35
11. Evaluate biopsychosocial theories and apply these theories to client
situations; identify social work values within the context of the social work
profession, explore the distinction between personal and professional
values, and apply this knowledge to practice situations with an
understanding and respect for the positive value of diversity
4.23
12. Examine a wide range of value and ethical issues related to biopsychosocial
theories
4.26
13. Analyze the impacts of social policies on client systems, workers, and
agencies within the context of pursuing social and economic justice
4.03
Based upon the high course objective evaluation ratings, the HBSE curriculum
committee does not see a need for changing the course at this time.
SOCIAL WORK PRACTICE
SWK 6370: Social Work Practice I: Individuals and Families
The evaluation of course objectives for SWK 6370: Social Work Practice I:
Individuals and Families was completed by students in three sections of the course.
Fifty-two students (of a potential 66) completed the evaluation. The course objective
evaluation consisted of seven questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores of the seven questions were
above “agree” with scores of 4.25, 4.52, 4.56, 4.08, 4.06, 4.31, 4.33. Mean scores
for each course objective question are:
Course Objective Question
Mean Score
Please indicate the degree to which you are able to:
1. Apply critical thinking skills within the context of professional social
work practice
4.25
2.
4.52
Understand the value base of the profession and its ethical standards
and principles, and practice accordingly
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3.
Practice without discrimination and with respect, knowledge, and
skills related to clients’ age, class, color, culture, disability, ethnicity,
family structure, gender, marital status, national origin, race, religion,
sex, and sexual orientation
4.56
4. Understand the forms and mechanisms of oppression and
discrimination and apply strategies of advocacy and social change
that advance social and economic justice
5. Apply the knowledge and skills of a generalist social work
perspective to practice with systems of all sizes
4.08
6. Use communication skills differentially across client populations,
colleagues, and communities
4.31
7. Use supervision and consultation appropriate to social work practice
4.33
4.06
Although the mean scores for each objective is above “agree,” the micro practice
committee plans to review the course and implement changes to strengthen
students’ attainment of objectives # 4 and # 5, with particular attention paid to
objective # 5.
SWK 6500: Social Work Perspectives and Practice with Psychopathology
The evaluation of course objectives for SWK 6500: Social Work Perspectives and
Practice with Psychopathology was completed by students in two sections of the
course. Twenty-eight students (of a potential 47) completed the evaluation. The
course objective evaluation consisted of six questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores of the six questions were above
“agree” with scores of 4.50, 4.46, 4.25, 4.43, 4.61, and 4.57. Mean scores for each
course objective question are:
Course Objective Question
Mean Score
Please indicate the degree to which you are able to:
1.
Identify signs and symptoms of the major mental disorders, with particular
emphasis on biological, social, psychological and cultural characteristics
4.50
2.
Understand and use clinical and diagnostic terminology related to clinical
assessment and psychopathology
4.46
382
3.
Describe treatment and intervention options and approaches relevant of the
major mental disorders
4.25
4.
Describe how the values, emphases, approaches and mental health roles of
social workers differ from those of other professionals in providing mental
health-related services
4.43
5.
Use the DSM-IV-TR to comprehend clinical reports, and to formulate a basic
clinical assessment
4.61
6.
Understand and are able to prepare a simple mental status examination
4.57
It is likely that upon reviewing the course objective data, given the high rating in the
course objective evaluation, the micro practice curriculum committee will not see a
need for changing the course at this time. Social Work Perspectives and Practice
with Psychopathology was also offered in spring 2007. A comparison of the data
from both evaluations indicates that the evaluation of course objectives increased in
five of the six objectives from spring 07 to fall 07. Changes made to the course after
spring 2007 focused on practice and treatment applications of the DSM-IV-TR with a
variety of different diagnoses. The increased ratings may indicate that the course
changes have further enhanced students’ mastery of the skills and knowledge
reflected in the course objectives.
SWK 6511: Social Work Practice III: Clinical Theory and Methods
The evaluation of course objectives for SWK 6511: Social Work Practice III: Clinical
Theory and Methods was completed by students in three course sections. Forty-six
students (of a potential 75) completed the evaluation. The course objective
evaluation consisted of three questions.
In response to the statement, “As a result of completing this course, I am able to….”
students were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores of the three questions were
above or slightly below “agree” with scores of 4.39, 3.85, and 4.15. Mean scores for
each course objective question are:
Course Objective Question
Please indicate the degree to which you are able to:
Mean Score
1.
Understand the value base of the profession and its ethical standards and
principles, and incorporate these into social group work practice
4.39
2.
Articulate the program’s conception of advanced practice through the
development and refinement of assessment and intervention skills specific to
individual, couple and family levels of clinical social work practice utilizing
CBT, psychodynamic and family systems practice approaches
3.85
383
3.
Apply advanced clinical social work knowledge and skills from the clinical
concentration to work with diverse populations; emphasizing their inherent
strengths and coping resilience working with individuals and families
4.15
Upon reviewing the course evaluation data, the micro practice committee will focus
on ways to improve students’ achievement of course objective # 2. The committee
believes that students understand the program’s conception of advanced practice. In
order to help students articulate this conception, the course will place additional
emphasis on application of theory to assessment and intervention skills.
SWK 6512: Social Work Practice III: Leadership & Community Practice
Theory and Methods
The evaluation of course objectives for SWK 6512: Social Work Practice III:
Leadership and Community Practice Theory and Methods was completed by five
students (of a potential nine) in the course section. The course objective evaluation
consisted of four questions. Students were asked, “As a result of completing this
course, I am able to….” Participants were asked to use the following rating scale: 1 =
strongly disagree; 2 = disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA
= not applicable. Mean scores for each course objective question are:
Course Objective Question
Please indicate the degree to which you are able to:
Mean Score
1.
Critically assess and differentially utilize community development, social
planning, and social action skills and techniques
3.80
2.
Develop a sense of personal/professional values and ethics in community
social work practice
4.20
3.
Conduct a community assessment and plan an appropriate intervention
2.80
4.
Understand the role, function, and processes of geographic and special
interest communities in contemporary society
3.60
Based upon the course objective evaluation data, three mean scores are between
“not sure” and “agree” and one course objective is slightly below “not sure.” The
mezzo/macro practice committee will examine course topical content, assignments,
texts and teaching methods to determine course changes and revisions needed for
fall 2008.
384
RESEARCH
SWK 6281/82: Research II: Single Subject Design/Program Evaluation
The evaluation of course objectives for SWK 6281/82: Research II was completed
by students in three sections of the course. Thirty-six students (of a potential 58)
completed the evaluation. The course objective evaluation consisted of six
questions.
Participants were asked to use the following rating scale: 1 = strongly disagree; 2 =
disagree; 3 = not sure; 4 = agree; 5 = strongly agree; and, NA = not applicable.
Analysis of the data revealed that the mean scores of the six questions were above
“agree” with scores of 4.31, 4.42, 4.25, 4.33, 4.23, 4.22. Mean scores for each
course objective question are:
Course Objective Question
Please indicate the degree to which you are able to:
Mean Score
1.
Demonstrate an advanced understanding of research designs and methods
through practical application
4.31
2.
Identify the potential bias and other ethical concerns in the conduct of
research arising from issues of group membership by age, race, ethnicity,
ability, religion, national origin, sexual orientation, socio-economic status,
and gender
4.42
3.
Develop skill in research practice by conducting and reporting on a singlesubject design research study or a program evaluation study related to the
student’s field internship or community partnership
4.25
4.
Develop skill in the collection, analysis, and interpretation of data as
evidenced by the completion of a single-subject design study or program
evaluation
4.33
5.
Identify the ways that single-subject design studies and program evaluations
can be used in making practice decisions regarding assessment of social work
interventions and program development or modification
4.23
6.
Demonstrate an advanced understanding of research designs and methods
through practical application
4.22
Based on the high ratings from the course objective evaluation data, the research
curriculum committee does not see a need to change the course. The course was
modified for fall 2007 (from fall 2006) in that the organization of course content was
changed to better integrate the two types of studies focused upon in the course,
single-subject design and program evaluation. The committee will wait until
385
reviewing course outcome data for fall 2008 to determine if the results (ratings) are
typical and then act accordingly in regard to course modifications or revisions.
Summary of BSW and MSW students’ evaluation of achievement of fall 2007
course objectives
As stated in the summary of course evaluation data for spring 2007, not every
course section in spring 2007 was given the evaluation for course objectives. This
was a result of university policy which does not require faculty with a five year
contract to distribute evaluations to all of their courses, instead they must distribute
evaluations to only one course that they teach (from potentially four assigned
courses). In an attempt to give all students the opportunity to evaluate the course
objectives, the evaluations were placed on SurveyMonkey (online survey host).
Results of using SurveyMonkey to collect data for the course objective evaluation
was mixed. Between the undergraduate and graduate courses, BSW students were
more responsive to completing the online survey than MSW students. The returnrate of responses did not increase significantly with the use of the online survey for
fall 2007 courses. However, the benefit of using SurveyMonkey is significant enough
to warrant continued use while trying to improve students’ participation in the
evaluation.
One benefit of using SurveyMonkey is the immediate availability of data. When the
course objective evaluation questions are included with the university standard
course evaluations, the university uses an external firm to analyze the data and
typically, the analysis is not available to faculty until the middle of the following
semester. Curriculum committees “lose” time waiting for the course objective
evaluation data. Second, a concern with course evaluations (at AU and other
universities) is the subjectivity with which students provide ratings. Evaluations may
be made based on students’ reactions to grades, instructors, or class dynamics. A
benefit of the online survey format is that the evaluation can be designed in a way so
that results are easily separated by course section. This feature is beneficial in
examining whether data is consistent across sections or perhaps skewed as a result
of students’ subjectivity to grades, instructor, or dynamics. The School of Social
Work will continue to use SurveyMonkey and make a concerted effort to increase
students’ completion of the online course objective evaluation. The Associate
Director will monitor this process closely and determine after spring 2008 if another
form of data collection should be considered rather than an online format.
Pertaining to the course objective evaluation, the Associate Director has proposed
modifying the evaluation questions to include examples for each objective. This may
help students operationalize the objective, or more readily identify their abilities as a
result of taking the course. The MSW Exit Survey instrument has been revised to
include operational definitions of the objectives, and the course objective evaluations
will follow the same format. For example, for SWK 6370: Social Work Practice I, the
386
first course objective is, ”I am able to apply critical thinking skills within the context of
professional social work practice.” The evaluation instrument will state this objective
and add, “This means that I have good assessment skills, good problem-solving
skills, good data gathering skills, and I analyze complex material well.” The addition
of the operationalization will be particularly helpful in objectives that may seem
“abstract” to students. The addition of the operational statements (written by
curriculum committees) will be included with the course objective evaluations
beginning in fall 2008.
3. ALUMNI SURVEY: GRADUATES’ ACHIEVEMENT OF PROGRAM OBJECTIVES
2004 – 2006 Alumni Survey
An alumni survey was created in which alumni from the School of Social Work from
2004 to 2006 indicated the degree to which they believed they had attained the
(BSW, MSW) program objectives.
The alumni survey is a self-administered questionnaire that was available in an
online format to alumni. Alumni from 2004-2006 were contacted in July 2007 via an
“alumni e-mail listserv” and invited to participate in the survey. Alumni were provided
with a URL link to the online survey provider (SurveyMonkey) where the survey was
hosted.
The survey was completed by 104 alumni. Of the 104, 94 graduated with an MSW
and 10 graduated with a BSW (and did not continue at AU for their MSW degree). Of
the 104 participants, alumni were nearly evenly distributed between the three years
of graduates: 40 (38%) were from 2004; 33 (32%) from 2005; and 31 (30%) from
2006.
Alumni were asked to indicate the extent to which they believed that they attained
the program objectives. Participants were asked to use the following rating scale: 1 =
have not attained this objective; 2 = have attained a small part of this objective; 3 =
have attained about “half” of this objective; 4 = have attained most of this objective; 5
= have attained this objective; and, NA = not applicable. Results of the survey are
presented in Table 1: MSW Alumni Survey, 2004-2006.
Data revealed that the mean scores for the foundation-level objectives were above
“have attained most of this objective.” One objective (research) was rated between
“have attained about “half” of this objective” and “have attained most of this
objective.” Mean scores for the foundation-level objectives were 4.60, 4.87, 4.88,
4.67, 4.28, 4.54, 4.08, 4.10, 3.88, 4.76, 4.86, and 4.86.
Three mean scores for the concentration objectives were above “have attained most
of this objective.” Two objectives were rated between “have attained about “half” of
387
this objective” and “have attained most of this objective.” Mean scores for the
concentration objectives were 4.59, 4.51, 3.95, 4.58, and 3.72. Results of the 20042006 Alumni Survey indicate that graduates of the BSW and MSW programs are
well prepared for practice.
The School was very effective at preparing graduates to practice the values and
ethics of the profession as well as practicing without discrimination and respect for
diversity. Falling slightly below “have attained most of this objective” was alumni’s
perception of their ability to evaluate and apply research findings to their own
practice.
Among the concentration objectives, the School was highly effective at preparing
alumni to practice with advanced clinical knowledge and skills while respecting
diversity. Less effective was educating alumni to feel that they were able to develop
and understand research designs. Discussions among faculty led to significant
changes in the concentration research course to address graduates’ concerns as
well as better align with the two MSW concentrations (clinical practice / leadership
and community practice). Rather than create and conduct a traditional research
project, students must design and conduct either a single-subject design evaluation
or a program evaluation. It is the belief of the faculty that this change in content will
better prepare students to design and conduct practice and program evaluation
studies. The faculty will continue to monitor students’ and graduates’ attainment of
this objective. Also falling slightly below “have attained most of this objective” is
graduates’ ability to articulate the program’s conception of advanced practice,
theories, practice skills, policy and research principles. This is being addressed by
the micro practice curriculum committee and full faculty by being more explicit in all
courses, especially the concentration practice courses, on the program’s definition of
advanced practice and advanced practice theories.
388
Table 1: MSW Alumni Survey, 2004-2006
FOUNDATION OBJECTIVES:
Foundation Objectives
I am able to apply critical thinking skills
within the context of professional social work
practice
Have not
attained this
objective
Have
attained a
small part
of objective
Have
attained
about “half”
of objective
Have
attained
most of
objective
Have
attained this
objective
1
2
3
4
5
---
NA
Mean
Score
1
7
24
59
3
(1.1%)
(7.4%)
(25.5%)
(63%)
(3.2%)
4.60
This means that I have good assessment skills,
good problem-solving skills, good data gathering
skills, and I analyze complex material well
I understand the value base of the profession,
and its ethical standards and principles, and
practice accordingly
This means that I have a commitment to promoting
the well-being of clients, respect the right of
clients to self-determination, follow agency
guidelines on confidentiality, and I have a value
system that is consistent with the values of the
social work profession
I practice without discrimination and with
respect, knowledge, and skills related to
clients’ age, class, color, culture, disability,
family structure, gender, marital status,
national origin, race, religion, sex, and sexual
orientation
---
---
---
---
1
12
79
2
(1.1%)
(12.8%)
(84%)
(2.1%)
---
This means that I practice without discrimination
with clients who are members of the above
mentioned groups, and that I have the knowledge
and skills to work well with clients who are
members of the above mentioned groups
389
13
78
2
(14%)
(83.9%)
(2.2%)
4.87
4.88
Table 1: MSW Alumni Survey, 2004-2006, continued
Foundation Objectives
I understand the forms and mechanisms of
oppression and discrimination and am able to
apply strategies of advocacy and social
change that advance social and economic
justice.
Have not
attained this
objective
Have
attained a
small part
of objective
Have
attained
about “half”
of objective
Have
attained
most of
objective
Have
attained this
objective
1
2
3
4
5
---
---
This means that I treat clients with dignity and
respect; I have awareness of the forms and
mechanisms of oppression and discrimination; that
I am able to advocate effectively for meeting the
needs and rights of clients; and that I have a
commitment to advancing social and economic
justice for individuals and groups who are
subjected to discrimination.
NA
Mean
Score
3
26
61
2
(3.3%)
(28.3%)
(66.3%)
(2.2%)
4.67
I understand and am able to interpret the
history of the social work profession and its
contemporary structures and issues.
This means that I am knowledgeable about current
social problems, and about community resources;
that I have a good understanding of existing social
welfare programs; and that I understand the history
of the social work profession.
I am able to apply the knowledge and skills of
generalist social work practice (or of a
generalist social work perspective) with
systems of all sizes.
1
2
9
41
38
2
(1.1%)
(2.2%)
(9.7%)
(44.1%)
(40.9%)
(2.2%)
---
2
6
27
56
2
(2.2%)
(6.5%)
(29%)
(60.2%)
(2.2%)
This means that I believe I am effective in
providing services to individuals, groups, and
families; that I have the skills and tact to
390
4.28
4.54
effectively work toward changes in agencies; and
that I have the capacity to work towards
developing new services and to improve existing
services in a community.
I am able to use theoretical frameworks
supported by empirical evidence to
understand individual development and
behavior across the life span and the
interactions among individuals and between
individuals and families, groups,
organizations, and communities.
2
---
(2.2%)
15
48
26
1
(16.3%)
(52.2%)
(28.3%)
(1.1%)
4.08
This means that I can effectively use biological,
psychological, social, and cultural variables in
assessing clients; that I am knowledgeable about
social system theory; and that I have a good
knowledge of intervention theories and techniques.
I am able to analyze, formulate, and influence
social policies.
This means that I have the ability to see gaps in the
service delivery system and have the ability to
suggest appropriate plans for change; and that I
have an understanding of how social policy issues
impact clients and service delivery systems.
I am able to evaluate research studies, apply
research findings to practice, and evaluate the
effectiveness of my own practice
interventions.
1
7
12
36
32
3
(1.1%)
(7.7%)
(13.2%)
(39.6%)
(35.2%)
(3.3%)
2
6
23
32
26
2
(2.2%)
(6.6%)
(25.3%)
(35.2%)
(28.6%)
(2.2%)
This means that I am able to critically evaluate the
research design of research studies that I read; that
I am able to evaluate the effectiveness of my
practice interventions; and that I am able to
evaluate the effectiveness of service delivery
systems.
391
4.10
3.88
Table 1: MSW Alumni Survey, 2004-2006, continued
Foundation Objectives
Have not
attained this
objective
Have
attained a
small part
of objective
Have
attained
about “half”
of objective
Have
attained
most of
objective
Have
attained this
objective
1
2
3
4
5
---
---
---
NA
Mean
Score
I use communication skills differentially
across client populations, colleagues, and
communities.
This means that I write well, am able to assertively
express myself, have good public speaking skills,
and that I appropriately adjust my choice of words
in communicating with different populations-such
as children, adolescents, and clients who have
various levels of education.
24
64
2
(26.7%)
(71.1%)
(2.2%)
4.76
I use supervision and consultation appropriate
to social work practice.
This means I have a positive attitude toward
supervision, and am receptive to supervision; that I
seek supervision when needed; that I appropriately
inform supervisors of problematic situations; and
that I handle differences of opinion with
supervisors with tact and diplomacy.
I function within the structure of
organizations and service delivery systems
and am able to seek necessary organizational
change.
---
---
1
2
12
70
6
(1.1%)
(2.2%)
(13.2%)
(76.9%)
(6.6%)
---
This means that I am able to survive and thrive at
an agency; that I have good attendance, and
punctuality; that I am a team player; that I am
dependable; that I have good time management
skills; that I abide by the agency’s policies and
standards; and that I have skill in recognizing
when an agency should make changes & that I am
professional in making suggestions for changes.
392
1
13
75
2
(1.1%)
(14.3%)
(82.4%)
(2.2%)
4.86
4.86
CONCENTRATION OBJECTIVES:
Concentration Objectives
I am able to apply advanced clinical social
work knowledge and skills to work with
diverse populations, emphasizing inherent
strengths and coping resilience.
Have not
attained this
objective
Have
attained a
small part
of objective
Have
attained
about “half”
of objective
Have
attained
most of
objective
Have
attained this
objective
1
2
3
4
5
---
---
3
24
46
(4.1%)
(32.9%)
(63%)
NA
Mean
Score
---
4.59
4.51
This means that I am skilled and comfortable in
working with clients characterized by diversity—
such as age, class, color, culture, disability, family
structure, marital status, race, ethnicity, gender,
sexual orientation, and religion. It also means that
I understand and am skilled in helping clients
further develop their resiliency capabilities.
I am able to demonstrate my ability to
advance the quality of my work and my
commitment to the larger social work
profession.
---
---
5
27
40
1
(6.8%)
(37%)
(54.8%)
(1.4%)
This means that I have the capacity to evaluate
practice interventions that I use with clients, and
that I am committed to advancing the social work
profession. For example, my commitment is being
demonstrated by the social work services I am
providing to individuals, families, groups,
organizations, or communities.
I am able to articulate the program’s
conception of advanced practice; including
theories, practice skills, policy and research
principles.
1
1
16
39
15
1
(1.4%)
(1.4%)
(21.9%)
(53.4%)
(20.5%)
(1.4%)
This means that I understand the social work
393
3.95
program’s conception of advanced practice and
that I feel I am skilled at policy development,
research, and with advanced practice with clients.
I am effective in providing clinical (direct)
social work services to a variety of client
populations.
---
---
4
24
44
1
(5.5%)
(32.9%)
(60.3%)
(1.4%)
4.58
This means that I am skilled in working with
individuals, families, and groups.
I am able to demonstrate an advanced
understanding of research designs and
methods through practical application.
This means that I am able to design and conduct a
study such as a single-subject design or a program
evaluation to evaluate the effectiveness of an
intervention or program.
4
6
15
29
17
1
(5.6%)
(8.3%)
(20.8%)
(40.3%)
(23.6%)
(1.4%)
394
3.72
4.
BSW STUDENT EXIT SURVEYS: GRADUATES’ ACHIEVEMENT OF
PROGRAM OBJECTIVES
2005 - 2006 Survey
BSW students who graduated in spring 2006 completed a “BSW Program
Assessment” questionnaire during the final week of classes. The questionnaire
asked graduating students to indicate the degree to which they felt prepared for
beginning social work practice. The questionnaire was completed by 30 students.
They were asked to use the following rating scale: 1 = not at all prepared; 2 =
somewhat prepared; 3 = prepared; 4 = very prepared; 5 = superbly prepared.
Results of the questionnaire are presented in Table 3: BSW Graduating Students
Survey, 2005-2006.
Graduating students were also asked if they plan to work in the social work field
after graduation. Eighteen students responded; 13 indicated that they had
already obtained a job position in the field (43%) and five were seeking a position
(17%).
Graduating students felt the most prepared to form professional relationships
with clients (m = 3.83), followed by being prepared to use professional values in
social work practice (m = 3.77). Graduating students felt the least prepared to
analyze and develop social policies (m = 2.60). The results are discussed further
with 2006-2007 survey results below.
2006 - 2007 Survey
BSW students who graduated in spring 2007 completed a “BSW Program
Assessment” questionnaire during the final week of classes. The questionnaire
asked graduating students to indicate the degree to which they felt prepared for
beginning social work practice. The questionnaire was completed by 21 students.
They were asked to use the following rating scale: 1 = not at all prepared; 2 =
somewhat prepared; 3 = prepared; 4 = very prepared; 5 = superbly prepared.
Results of the questionnaire are presented in Table 4: BSW Graduating Students
Survey, 2007.
Graduating students were also asked if they plan to work in the social work field
after graduation. Eleven students responded; three indicated that they had
already obtained a job position in the field (14%) and eight were seeking a
position (38%).
Consistent with results from the 2005-2006 exit survey, graduating students felt
the most prepared to form professional relationships with clients (m = 4.24),
followed by being prepared to use professional values in social work practice
(m = 4.10), and apply the NASW Code of Ethics (m = 4.00).
395
Also consistent with results from the 2005-2006 exit survey, students felt least
prepared to analyze and develop social policies (m = 2.71). The mezzo/macro
curriculum committee is implementing a greater focus on application of policy in
practice in the policy and mezzo/macro practice courses (SW Institutions and
Policies; Generalist Practice II: Communities and Organizations).
The data from the assessments is presented in the tables below. Following the
tables is a comparison of the data from 2005-2006 and 2006-2007.
396
Table 2: BSW Graduating Students Survey, 2005-2006
Foundation Objective
QUESTIONS:
How well prepared do you feel
to:
1. Apply critical thinking skills
within the context of
professional social work
practice.
B6. Apply the knowledge and
skills of generalist social
work practice with systems
of all sizes.
2. Understand the value base of
the profession, and its ethical
standards and principles, and
practice accordingly.
Assess client problems,
select client interventions,
and plan terminations
Define and assess client
strengths and problems
Evaluate theories used in
assessment and practice
Apply the NASW Code of
Ethics
Use professional values in
social work practice
3. Practice without
discrimination and with
respect, knowledge, and
skills related to clients’ age,
class, color, culture,
disability, family structure,
gender, marital status,
national origin, race,
Engage in generalist
practice with clients from
differing racial, religious,
sexual orientation, class,
gender, age, and cultural
backgrounds
Not at all
prepared
Somewhat
Prepared
Prepared
Very
Prepared
Superbly
Prepared
1
2
3
4
5
---
---
---
---
---
---
397
5
13
11
1
(16.7%)
(43.3%)
(36.7%)
(3.3%)
3
15
7
5
(10%)
(50%)
(23.3%)
(16.7%)
12
13
4
1
(40%)
(43.3%)
(13.3%)
(3.3%)
1
13
13
3
(3.3%)
(43.3%)
(43.3%)
(10%)
1
10
14
5
(3.3%)
(33.3%)
(46.7%)
(16.7%)
3
10
10
7
(10%)
(33.3%)
(33.3%)
(23.3%)
Mean
Score
3.27
3.47
2.80
3.60
3.77
3.70
religion, sex, and sexual
orientation.
Understand your own
ethnicity, gender, and other
defining characteristics
---
4. Understand the forms and
mechanisms of oppression
and discrimination and am
able to apply strategies of
advocacy and social change
that advance social and
economic justice.
Understand the impact of
oppression when addressing
client concerns
---
5. Understand and am able to
interpret the history of the
social work profession and
its contemporary structures
and issues.
Understand the history of
the social work profession
and ascribe to its mission
B6. Apply the knowledge and
skills of generalist social
work practice with systems
of all sizes.
Form professional
relationships with clients
that are characterized by
respect, mutually, and
collaboration
Understand the impact of
institutional and individual
discrimination on the
opportunities available to
individuals and groups in
society
---
---
---
2
10
9
9
(6.7%)
(33.3%)
(30%)
(30%)
5
9
13
3
(16.7%)
(30%)
(43.3%)
(10%)
5
10
12
3
(16.7%)
(33.3%)
(40%)
(10%)
4
7
13
6
(13.3%)
(23.3%)
(43.3%)
(20%)
1
8
16
5
(3.3%)
(26.7%)
(53.3%)
(16.7%)
3.83
3.47
3.43
3.70
3.83
Advocate for clients
Practice with client systems
of all sizes
1
3
9
9
8
(3.3%)
(10%)
(30%)
(30%)
(26.7%)
---
398
5
14
8
3
(16.7%)
(46.7%)
(26.7%)
(10%)
3.67
3.30
Foundation Objective
QUESTIONS:
How well prepared do you feel
to:
Not at all
prepared
Somewhat
Prepared
Prepared
Very
Prepared
Superbly
Prepared
1
2
3
4
5
Mean
Score
7. Use theoretical frameworks
supported by empirical
evidence to understand
individual development and
behavior across the life span
and the interactions among
individuals and between
individuals and families,
groups, organizations, and
communities.
Assess clients holistically
from an ecological and
strengths perspective
---
Apply biological,
psychological, socialstructural and cultural
theories in assessing client
systems
1
4
12
12
1
(3.3%)
(13.3%)
(40%)
(40%)
(3.3%)
8. Analyze, formulate, and
influence social policies.
Analyze and develop social
policies
---
2.60
3.20
Appreciate the impact of
social welfare policies upon
clients
Engage in shaping policy
within the political system
9. Evaluate research studies,
apply research findings to
practice, and evaluate the
effectiveness of my own
practice interventions.
Utilize research findings for
practice
3
14
11
2
(10%)
(46.7%)
(36.7%)
(6.7%)
2
11
14
3
(6.7%)
(36.7%)
(46.7%)
(10%)
---
6
14
8
2
(20%)
(46.7%)
(26.7%)
(6.7%)
1
12
13
3
1
(3.3%)
(40%)
(43.3%)
(10%)
(3.3%)
2
7
11
7
3
(6.7%)
(23.3%)
(36.7%)
(23.3%)
(10%)
399
3.40
3.27
2.70
3.07
QUESTIONS:
How well prepared do you feel
to:
9. Evaluate research studies,
apply research findings to
practice, and evaluate the
effectiveness of my own
practice interventions.
Appreciate ethical issues in
the conduct of research
Evaluate practice
interventions and agency
service programs
10. Use communication skills
differentially across client
populations, colleagues,
and communities.
Work collaboratively with
other professionals on
behalf of clients
11. Use supervision and
consultation appropriate to
social work practice.
Use supervision to select
appropriate interventions
12. Function within the
structure of organizations
and service delivery
systems and seek
necessary organizational
change.
Engage in shaping policy
within organizations
Not at all
prepared
Somewhat
Prepared
Prepared
Very
Prepared
Superbly
Prepared
1
2
3
4
5
1
4
12
10
3
(3.3%)
(13.3%)
(40%)
(33.3%)
(10%)
1
4
13
8
4
(3.3%)
(13.3%)
(43.3%)
(26.7%)
(13.3%)
---
3
9
12
6
(10%)
(30%)
(40%)
(20%)
1
2
10
8
9
(3.3%)
(6.7%)
(33.3%)
(26.7%)
(30%)
2
9
14
3
2
(6.7%)
(30%)
(46.7%)
(10%)
(6.7%)
400
Mean
Score
3.33
3.33
3.70
3.73
2.80
Table 3: BSW Graduating Students Survey, 2006 - 2007
Foundation Objective
QUESTIONS:
How well prepared do you feel
to:
1. Apply critical thinking skills
within the context of
professional social work
practice.
B6. Apply the knowledge and
skills of generalist social
work practice with systems
of all sizes.
2. Understand the value base of
the profession, and its ethical
standards and principles, and
practice accordingly.
Assess client problems,
select client interventions,
and plan terminations
Define and assess client
strengths and problems
Evaluate theories used in
assessment and practice
Apply the NASW Code of
Ethics
Use professional values in
social work practice
3. Practice without
discrimination and with
respect, knowledge, and
skills related to clients’ age,
class, color, culture,
disability, family structure,
gender, marital status,
Engage in generalist
practice with clients from
differing racial, religious,
sexual orientation, class,
gender, age, and cultural
backgrounds
Not at all
prepared
Somewhat
Prepared
Prepared
Very
Prepared
Superbly
Prepared
1
2
3
4
5
---
---
1
8
10
2
(4.8%)
(38.1%)
(47.6%)
(9.5%)
1
5
11
4
(4.8%)
(23.8%)
(52.4%)
(19%)
1
3
10
5
2
(4.8%)
(14.3%)
(47.6%)
(23.8%)
(9.5%)
---
---
---
---
---
401
6
9
6
(28.6%)
(42.9%)
(28.6%)
4
11
6
(19%)
(52.4%)
(28.6%)
1
8
5
7
(4.8%)
(38.1%)
(23.8%)
(33.3%)
Mean
Score
3.62
3.86
3.19
4.00
4.10
3.86
national origin, race,
religion, sex, and sexual
orientation.
Understand your own
ethnicity, gender, and other
defining characteristics
---
4. Understand the forms and
mechanisms of oppression
and discrimination and am
able to apply strategies of
advocacy and social change
that advance social and
economic justice.
Understand the impact of
oppression when addressing
client concerns
---
5. Understand and am able to
interpret the history of the
social work profession and
its contemporary structures
and issues.
Understand the history of
the social work profession
and ascribe to its mission
B6. Apply the knowledge and
skills of generalist social
work practice with systems
of all sizes.
Form professional
relationships with clients
that are characterized by
respect, mutually, and
collaboration
Understand the impact of
institutional and individual
discrimination on the
opportunities available to
individuals and groups in
society
---
---
---
1
7
6
7
(4.8%)
(33.3%)
(28.6%)
(33.3%)
1
8
6
6
(4.8%)
(38.1%)
(28.6%)
(28.6%)
2
10
5
3
(9.5%)
(47.6%)
(23.8%)
(14.3%)
1
7
8
5
(4.8%)
(33.3%)
(38.1%)
(23.8%)
---
2
12
7
(9.5%)
(57.1%)
(33.3%)
3.90
3.19
3.45
3.81
4.24
Advocate for clients
--Practice with client systems
of all sizes
1
4
11
5
(4.8%)
(19%)
(52.4%)
(23.8%)
1
1
11
7
1
(4.8%)
(4.8%)
(52.4%)
(33.3%)
(4.8%)
402
3.95
3.29
Foundation Objective
QUESTIONS:
How well prepared do you feel
to:
7. Use theoretical frameworks
supported by empirical
evidence to understand
individual development and
behavior across the life span
and the interactions among
individuals and between
individuals and families,
groups, organizations, and
communities.
Assess clients holistically
from an ecological and
strengths perspective
8. Analyze, formulate, and
influence social policies.
Analyze and develop social
policies
Apply biological,
psychological, socialstructural and cultural
theories in assessing client
systems
Appreciate the impact of
social welfare policies upon
clients
Engage in shaping policy
within the political system
9. Evaluate research studies,
apply research findings to
practice, and evaluate the
effectiveness of my own
practice interventions.
Utilize research findings for
practice
Appreciate ethical issues in
the conduct of research
Not at all
prepared
Somewhat
Prepared
Prepared
Very
Prepared
Superbly
Prepared
1
2
3
4
5
---
---
1
8
8
4
(4.8%)
(38.1%)
(38.1%)
(19%)
4
8
6
3
(19%)
(38.1%)
(28.6%)
(14.3%)
2
5
12
1
1
(9.5%)
(23.8%)
(57.1%)
(4.8%)
(4.8%)
---
2
14
3
2
(9.5%)
(66.7%)
(14.3%)
(9.5%)
Mean
Score
3.71
3.38
2.71
3.24
1
6
10
2
2
(4.8%)
(28.6%)
(47.6%)
(9.5%)
(9.5%)
---
3.00
3.29
1
4
10
6
(4.8%)
(19%)
(47.6%)
(28.6%)
---
403
4
9
6
2
(19%)
(42.9%)
(28.6%)
(9.5%)
2.90
Evaluate practice
interventions and agency
service programs
10. Use communication skills
differentially across client
populations, colleagues,
and communities.
Work collaboratively with
other professionals on
behalf of clients
11. Use supervision and
consultation appropriate to
social work practice.
Use supervision to select
appropriate interventions
12. Function within the
structure of organizations
and service delivery
systems and seek
necessary organizational
change.
Engage in shaping policy
within organizations
1
5
10
5
(4.8%)
(23.8%)
(47.6%)
(23.8%)
---
---
---
2.90
3.81
2
3
13
3
(9.5%)
(14.3%)
(61.9%)
(14.3%)
2
6
8
5
(9.5%)
(28.6%)
(38.1%)
(23.8%)
1
6
9
3
2
(4.8%)
(28.6%)
(42.9%)
(14.3%)
(9.5%)
404
3.76
2.90
Comparison of BSW Program Assessment
Graduating BSW students’ preparation increased in 19 items (80%) from the 2005-2006
assessment to the 2006-2007 assessment as displayed in Table 4: Comparison of BSW
Program Assessment. The responses from this instrument indicate that BSW students
believe that they are prepared for practice in the field. However, the curriculum committees
would prefer to see students feel better prepared than indicated on the program assessment.
Therefore, the data will help the curriculum committees focus on the areas of the curriculum
that need strengthened and improve the curriculum.
Table 4: Comparison of BSW Program Assessment
Mean Score
Foundation Objective
QUESTIONS:
How well prepared do you feel to:
1. Apply critical thinking skills within
the context of professional social work
practice.
B6. Apply the knowledge and skills of
generalist social work practice with
systems of all sizes.
2. Understand the value base of the
profession, and its ethical standards
and principles, and practice
accordingly.
3. Practice without discrimination and
with respect, knowledge, and skills
related to clients’ age, class, color,
culture, disability, family structure,
gender, marital status, national origin,
race, religion, sex, and sexual
orientation.
4. Understand the forms and mechanisms
of oppression and discrimination and
am able to apply strategies of advocacy
and social change that advance social
and economic justice.
2005-2006 2006-2007
Assess client problems, select client
interventions, and plan terminations
3.27
3.62
Define and assess client strengths and
problems
3.47
3.86
Evaluate theories used in assessment
and practice
2.80
3.19
3.60
4.00
3.77
4.10
Engage in generalist practice with
clients from differing racial, religious,
sexual orientation, class, gender, age,
and cultural backgrounds
3.70
3.86
Understand your own ethnicity,
gender, and other defining
characteristics
3.83
3.90
3.47
3.19
3.43
3.45
Apply the NASW Code of Ethics
Use professional values in social
work practice
Understand the impact of oppression
when addressing client concerns
Understand the impact of institutional
and individual discrimination on the
opportunities available to individuals
and groups in society
405
5. Understand and am able to interpret the
history of the social work profession
and its contemporary structures and
issues.
Understand the history of the social
work profession and ascribe to its
mission
3.70
3.81
B6. Apply the knowledge and skills of
generalist social work practice with
systems of all sizes.
Form professional relationships with
clients that are characterized by
respect, mutually, and collaboration
3.83
4.24
3.67
3.95
3.30
3.29
3.40
3.71
3.27
3.38
2.60
2.71
3.20
3.24
2.70
2.90
3.07
3.00
Appreciate ethical issues in the
conduct of research
3.33
3.29
Evaluate practice interventions and
agency service programs
3.33
2.90
3.70
3.81
3.73
3.76
2.80
2.90
Advocate for clients
7. Use theoretical frameworks supported
by empirical evidence to understand
individual development and behavior
across the life span and the interactions
among individuals and between
individuals and families, groups,
organizations, and communities.
8. Analyze, formulate, and influence
social policies.
Practice with client systems of all
sizes
Assess clients holistically from an
ecological and strengths perspective
Apply biological, psychological,
social-structural and cultural theories
in assessing client systems
Analyze and develop social policies
Appreciate the impact of social
welfare policies upon clients
9. Evaluate research studies, apply
research findings to practice, and
evaluate the effectiveness of my own
practice interventions.
9. Evaluate research studies, apply
research findings to practice, and
evaluate the effectiveness of my own
practice interventions.
Engage in shaping policy within the
political system
Utilize research findings for practice
10. Use communication skills
Work collaboratively with other
differentially across client populations, professionals on behalf of clients
colleagues, and communities.
11. Use supervision and consultation
appropriate to social work practice.
12. Function within the structure of
organizations and service delivery
systems and seek necessary
organizational change.
Use supervision to select appropriate
interventions
Engage in shaping policy within
organizations
406
5.
MSW STUDENT EXIT SURVEYS: GRADUATES’ ACHIEVEMENT OF PROGRAM
OBJECTIVES
2007 Survey
MSW students who graduated in 2007 completed the exit survey in September 2007
and indicated the degree to which they believed they had attained the MSW program
objectives. The data is presented in Table 5: MSW Exit Survey.
The exit survey is a self-administered questionnaire that was available in an online
format to alumni. MSW graduates were contacted via an “alumni e-mail listserv” and
invited to participate in the survey. Alumni were provided with a URL link to the online
survey provider (SurveyMonkey) where the survey was hosted.
The survey was completed partially by 81 graduating MSW students. This is a return
rate of 86%. However, the majority of program objective questions were answered by
52 alumni which is 55% of the total class that graduated in 2007. MSW graduates
were asked to indicate the extent to which they believed that they attained the program
objectives. Participants were asked to rate the program objectives using the following
rating scale: 1 = have not attained this objective; 2 = have attained a small part of this
objective; 3 = have attained about “half” of this objective; 4 = have attained most of this
objective; 5 = have attained this objective; and, NA = not applicable. Table 2: MSW
Exit Survey, 2007.
Data revealed that nine of the mean scores for the foundation-level objectives were
rated above “have attained most of this objective.” Three objectives were rated
between “have attained about “half” of this objective” and “have attained most of this
objective.” Mean scores for the foundation-level objectives were 4.31, 4.58, 4.61, 4.38,
4.17, 4.42, 3.94, 3.81, 3.85, 4.63, 4.62, and 4.65.
Three mean scores for the concentration objectives were above “have attained most of
this objective.” Two objectives were rated between “have attained about “half” of this
objective” and “have attained most of this objective.” Mean scores for the
concentration objectives were 4.35, 4.24, 3.87, 4.09, and 3.61.
The 2007 figures indicate that the School has done very well at preparing graduates
for professional practice within agencies or schools. The three foundation objectives
rated the highest were the use of communication skills, consultation and supervision,
and functioning within the structure of the agency. The School was very effective at
preparing graduates to practice the values and ethics of the profession as well as
practicing without discrimination and respect for diversity.
Falling slightly below “have attained most of this objective” was graduates’ perception
of their ability to analyze, formulate and influence social policy and evaluate and apply
research findings to their own practice. Whereas these results may indicate a lack of
407
interest in the subjects, it is an area that faculty continue to discuss at curriculum
committee meetings. In each course in the foundation curriculum faculty have
identified where policy and research content is taught and will emphasize it in all
courses.
Among the concentration objectives, the School was highly effective at preparing
graduates to practice with advanced clinical knowledge and skills while respecting
diversity. Less effective was educating graduates to feel that they were able to develop
and understand research designs as well as graduates’ ability to articulate the
program’s conception of advanced practice, theories, practice skills, policy and
research principles. The research curriculum committee and practice curriculum
committee continue to monitor these outcomes to determine if additional changes will
need to be made to the course sequences.
408
Table 5: MSW Exit Survey, 2007
FOUNDATION OBJECTIVES:
Foundation Objectives
I am able to apply critical thinking skills
within the context of professional social work
practice
Have not
attained this
objective
1
Have
attained a
small part
of objective
2
2
---
(3.8%)
Have
attained
about “half”
of objective
3
Have
attained
most of
objective
4
Have
attained this
objective
NA
Mean
Score
5
4
20
26
(7.7%)
(38.5%)
(50%)
---
4.31
---
4.58
---
4.61
This means that I have good assessment skills,
good problem-solving skills, good data gathering
skills, and I analyze complex material well
I understand the value base of the profession,
and its ethical standards and principles, and
practice accordingly
This means that I have a commitment to promoting
the well-being of clients, respect the right of
clients to self-determination, follow agency
guidelines on confidentiality, and I have a value
system that is consistent with the values of the
social work profession
I practice without discrimination and with
respect, knowledge, and skills related to
clients’ age, class, color, culture, disability,
family structure, gender, marital status,
national origin, race, religion, sex, and sexual
orientation
2
---
(3.8%)
2
---
(3.9%)
This means that I practice without discrimination
with clients who are members of the above
mentioned groups, and that I have the knowledge
and skills to work well with clients who are
members of the above mentioned groups
409
2
10
38
(3.8%)
(19.2%)
(73.1%)
1
10
38
(2%)
(19.6%)
(74.5%)
Foundation Objectives
I understand the forms and mechanisms of
oppression and discrimination and am able to
apply strategies of advocacy and social
change that advance social and economic
justice.
This means that I treat clients with dignity and
respect; I have awareness of the forms and
mechanisms of oppression and discrimination; that
I am able to advocate effectively for meeting the
needs and rights of clients; and that I have a
commitment to advancing social and economic
justice for individuals and groups who are
subjected to discrimination.
Have not
attained this
objective
1
Have
attained a
small part
of objective
2
3
---
(5.8%)
Have
attained
about “half”
of objective
3
Have
attained
most of
objective
4
Have
attained this
objective
NA
Mean
Score
5
3
15
30
1
(5.8%)
(28.8%)
(57.7%)
(1.9%)
4.38
I understand and am able to interpret the
history of the social work profession and its
contemporary structures and issues.
This means that I am knowledgeable about current
social problems, and about community resources;
that I have a good understanding of existing social
welfare programs; and that I understand the history
of the social work profession.
I am able to apply the knowledge and skills of
generalist social work practice (or of a
generalist social work perspective) with
systems of all sizes.
1
1
9
19
21
1
(1.9%)
(1.9%)
(17.3%)
(36.5%)
(40.4%)
(1.9%)
---
1
1
3
17
30
(1.9%)
(1.9%)
(5.8%)
(32.7%)
(57.7%)
This means that I believe I effectively provide
services to individuals, groups, & families; that I
have the skills and tact to effectively work toward
changes in agencies; & that I have the capacity to
work towards developing new services and to
improve existing services in a community.
410
4.17
4.42
Foundation Objectives
Have not
attained this
objective
1
I am able to use theoretical frameworks
supported by empirical evidence to
understand individual development and
behavior across the life span and the
interactions among individuals and between
individuals and families, groups,
organizations, and communities.
Have
attained a
small part
of objective
2
Have
attained
about “half”
of objective
3
Have
attained
most of
objective
4
Have
attained this
objective
NA
Mean
Score
5
1
5
6
21
14
1
(2.1%)
(10.4%)
(12.5%)
(43.8%)
(29.2%)
(2.1%)
---
3.81
3.85
3.94
This means that I can effectively use biological,
psychological, social, and cultural variables in
assessing clients; that I am knowledgeable about
social system theory; and that I have a good
knowledge of intervention theories and techniques.
I am able to analyze, formulate, and influence
social policies.
This means that I have the ability to see gaps in the
service delivery system and have the ability to
suggest appropriate plans for change; and that I
have an understanding of how social policy issues
impact clients and service delivery systems.
I am able to evaluate research studies, apply
research findings to practice, and evaluate the
effectiveness of my own practice
interventions.
1
6
10
15
16
(2.1%)
(12.5%)
(20.8%)
(31.3%)
(33.3%)
1
2
19
9
15
2
(2.1%)
(4.2%)
(39.6%)
(18.8%)
(31.3%)
(4.2%)
This means that I am able to critically evaluate the
research design of research studies that I read; that
I am able to evaluate the effectiveness of my
practice interventions; & that I am able to evaluate
the effectiveness of service delivery systems.
411
Foundation Objectives
Have not
attained this
objective
1
Have
attained a
small part
of objective
2
Have
attained
about “half”
of objective
3
Have
attained
most of
objective
4
Have
attained this
objective
NA
Mean
Score
5
I use communication skills differentially
across client populations, colleagues, and
communities.
This means that I write well, am able to assertively
express myself, have good public speaking skills,
and that I appropriately adjust my choice of words
in communicating with different populations-such
as children, adolescents, and clients who have
various levels of education.
---
1
2
10
33
(2.2%)
(4.3%)
(21.7%)
(71.7%)
1
1
---
(2.1%)
(2.1%)
---
4.63
---
4.62
---
4.65
I use supervision and consultation appropriate
to social work practice.
This means I have a positive attitude toward
supervision, and am receptive to supervision; that I
seek supervision when needed; that I appropriately
inform supervisors of problematic situations; and
that I handle differences of opinion with
supervisors with tact and diplomacy.
I function within the structure of
organizations and service delivery systems
and am able to seek necessary organizational
change.
---
11
34
(23.4%)
(72.3%)
1
2
10
35
(2.1%)
(4.2%)
(20.8%)
(72.9%)
This means that I am able to survive and thrive at
an agency; that I have good attendance, and
punctuality; that I am a team player; that I am
dependable; that I have good time management
skills; that I abide by the agency’s policies and
standards; and that I have skill in recognizing
when an agency should make changes and that I
am professional in making suggestions for
changes.
412
MSW Exit Survey, 2007
CONCENTRATION OBJECTIVES:
Concentration Objectives
I am able to apply advanced clinical social
work knowledge and skills to work with
diverse populations, emphasizing inherent
strengths and coping resilience.
Have not
attained this
objective
Have
attained a
small part
of objective
Have
attained
about “half”
of objective
Have
attained
most of
objective
Have
attained this
objective
1
2
3
4
5
1
1
4
15
25
(2.2%)
(2.2%)
(8.7%)
(32.6%)
(54.3%)
NA
Mean
Score
---
4.35
4.24
This means that I am skilled and comfortable in
working with clients characterized by diversity—
such as age, class, color, culture, disability, family
structure, marital status, race, ethnicity, gender,
sexual orientation, and religion. It also means that
I understand and am skilled in helping clients
further develop their resiliency capabilities.
I am able to demonstrate my ability to
advance the quality of my work and my
commitment to the larger social work
profession.
1
1
7
15
21
1
(2.2%)
(2.2%)
(15.2%)
(32.6%)
(45.7%)
(2.2%)
This means that I have the capacity to evaluate
practice interventions that I use with clients, and
that I am committed to advancing the social work
profession. For example, my commitment is being
demonstrated by the social work services I am
providing to individuals, families, groups,
organizations, or communities.
413
Concentration Objectives
I am able to articulate the program’s
conception of advanced practice; including
theories, practice skills, policy and research
principles.
Have not
attained this
objective
Have
attained a
small part
of objective
Have
attained
about “half”
of objective
Have
attained
most of
objective
Have
attained this
objective
NA
1
2
3
4
5
1
3
13
14
14
1
(2.2%)
(6.5%)
(28.3%)
(30.4%)
(30.4%)
(2.2%)
---
4.09
3.61
Mean
Score
3.87
This means that I understand the social work
program’s conception of advanced practice and
that I feel I am skilled at policy development,
research, and with advanced practice with clients.
I am effective in providing clinical (direct)
social work services to a variety of client
populations.
1
4
5
16
20
(2.2%)
(8.7%)
(5.5%)
(34.8%)
(43.5%)
This means that I am skilled in working with
individuals, families, and groups.
I am able to demonstrate an advanced
understanding of research designs and
methods through practical application.
This means that I am able to design and conduct a
study such as a single-subject design or a program
evaluation to evaluate the effectiveness of an
intervention or program.
1
6
16
11
11
1
(2.2%)
(13%)
(34.8%)
(23.9%)
(23.9%)
(2.2%)
414
SUMMARY OF COMBINED PROGRAM
There appears to be some discrepancy between the mean scores in the
foundation objectives between the BSW and MSW programs. When comparing
the two programs on foundation objectives, the BSW program assessment is
consistently lower. This is puzzling given the fact that School of Social Work
professors teach across disciplines and in both program. The difference may be
a result of the differences in students in the two programs. It is possible that
graduate students have more life and social work related experiences and are
more confident in their ability to master social work practice knowledge and skills
than undergraduate students. However, a task that the School of Social Work
faculty must address in examining the data is ongoing monitoring of the
consistency in foundation-level courses between the BSW and MSW programs.
The curriculum committees will continue to examine the implications of the
scores in any curriculum revisions.
MSW students perceive themselves as having attained a higher level of
competence than BSW students. A challenge to the School of Social Work
faculty is to increase the scores in both programs. The scores are adequate but
could be higher.
6.
FIELD INSTRUCTOR EVALUATIONS OF STUDENTS’ PERFORMANCE IN
FIELD PRACTICUM
BSW Field Placement
The BSW internship completed in the student’s senior year consists of 450
hours. At the completion of the first 225 hours (fall) the field instructor completes
an “Evaluation of Field Work Learning.” The same evaluation is again completed
at the end of the remaining 225 hours (spring). For the 2006-2007 academic
year, the beginning internship evaluation was completed for 28 students. Results
of mean scores comparing the fall term evaluations to the spring term
evaluations are:
Table 6: 2006-2007 Evaluation of Field Learning – BSW Placement
Rating Item
Mean Score
Mean Score
Fall 2006
Spring 2007
3.70
4.26
ETHICS AND VALUES
Demonstrates knowledge and use of social
work values and ethics.
415
Ability to develop and maintain professional
relationships with clients from a variety of
cultural, ethnic, racial, religious backgrounds,
and sexual orientations.
3.84
4.44
Demonstrates a basic understanding of the
social work knowledge base including an
ecological and strengths perspective.
3.63
4.30
Demonstrates knowledge of agency structure,
policies, and procedures and uses them
appropriately.
3.67
4.41
3.54
4.44
Communities
3.37
3.87
Groups
3.65
4.32
Family
3.68
4.05
Individuals
3.72
4.54
Assesses problem situations with an
awareness of factors related to environmental,
individual, and interpersonal levels utilizing a
strengths perspective.
3.50
4.37
Uses theory to formulate data into a coherent
problem statement and evaluation and
intervention plans.
3.12
3.78
Effectiveness in implementing planned
intervention.
3.46
4.26
Prepare clients for termination or transfer.
3.43
4.26
Ability to evaluate self in practice as well as
effectiveness of intervention.
3.32
4.30
KNOWLEDGE
Demonstrates knowledge of diverse
populations in formulating and implementing
all aspects of social work practice.
SKILL DEVELOPMENT
Establishes and maintains effective helping
relationships with clients of various system
sizes. Please evaluate each system separately:
416
Written communication skills.
3.75
4.15
Effectiveness in arranging and planning field
work responsibilities.
3.73
4.38
Use of supervision.
3.70
4.59
Ability to work within the agency.
3.85
4.48
Development of a professional self.
3.56
4.44
PROFESSIONAL SELF AND RELATIONSHIPS
In the BSW student field evaluations, the spring mean scores were higher than
fall mean scores in every category. The data indicates that students make
progress in meeting the program objectives over the course of the year in their
field placement.
MSW Foundation Placement
The beginning, or foundation-level, MSW internship consists of 450 hours. At the
completion of the first 225 hours (fall) the field instructor completes an
“Evaluation of Field Work Learning.” The same evaluation is again completed at
the end of the remaining 225 hours (spring). For the 2006-2007 academic year,
the beginning internship evaluation was completed for 60 first year (placement)
MSW students. The evaluation was completed for 25 full-time and 35 part-time
students. Results of mean scores comparing the fall term evaluations to the
spring term evaluations are presented in Table 7.
Field instructors were asked to evaluate student performance using a five point
scale: 1 = no discernible evidence of this competency at this time; 2 = minimal
level: demonstrates this skill in simple situations or with special efforts; 3 =
moderate level: can consistently demonstrate this skill in simple situation or in
more complex situations with special effort; 4 = exceeds expectations: student
performance in this area exceeds the minimal standard for competency; 5 =
exceptional: student consistently performs in an exceptional manner and has
developed a mastery of the skill commensurate with the individual’s experience
and educational level.
417
Table 7: 2006-2007 Evaluation of Field Learning – Foundation MSW Placement
Rating Item
Mean Score
Mean Score
Fall 2006
Spring 2007
3.98
4.59
4.08
4.59
Demonstrates a basic understanding of the
social work knowledge base including an
ecological and strengths perspective.
3.90
4.53
Demonstrates knowledge of agency
structure, policies, and procedures and uses
them appropriately.
3.78
4.40
3.88
4.40
Establishes and maintains effective helping
relationships with clients of various system
sizes. Please evaluate each system
separately:
Communities
3.70
4.30
Groups
3.70
4.56
Family
3.51
4.20
Individuals
3.93
4.63
Assesses problem situations with an
awareness of factors related to
environmental, individual, and
3.86
4.55
ETHICS AND VALUES
Demonstrates knowledge and use of social
work values and ethics.
Ability to develop and maintain
professional relationships with clients from
a variety of cultural, ethnic, racial, religious
backgrounds, and sexual orientations.
KNOWLEDGE
Demonstrates knowledge of diverse
populations in formulating and
implementing all aspects of social work
practice.
SKILL DEVELOPMENT
418
interpersonal levels utilizing a strengths
perspective.
Uses theory to formulate data into a
coherent problem statement and evaluation
and intervention plans.
3.56
4.29
Effectiveness in implementing planned
intervention.
3.77
4.51
Prepare clients for termination or transfer.
3.93
4.36
Ability to evaluate self in practice as well
as effectiveness of intervention.
3.96
4.53
Written communication skills.
3.98
4.56
Effectiveness in arranging and planning
field work responsibilities.
4.07
4.59
Use of supervision.
4.19
4.71
Ability to work within the agency.
4.25
4.74
Development of a professional self.
3.98
4.63
PROFESSIONAL SELF AND RELATIONSHIPS
MSW Advanced/Concentration Placement
The advanced, or concentration-level, MSW internship consists of 600 hours. At
the completion of the first 300 hours (fall) the field instructor completes an
“Evaluation of Field Work Learning.” The same evaluation is again completed at
the end of the remaining 300 hours (spring). For the 2006-2007 academic year,
the advanced internship evaluation was completed for 90 second year
(internship) MSW students. The evaluation was completed for 67 full-time and 23
part-time students. Results of mean scores comparing the fall term evaluations to
the spring term evaluations are presented in Table 8.
Field instructors were asked to evaluate student performance using a five point
scale: 1 = no discernible evidence of this competency at this time; 2 = minimal
level: demonstrates this skill in simple situations or with special efforts; 3 =
moderate level: can consistently demonstrate this skill in simple situation or in
more complex situations with special effort. This should typically be achieved by
the end of the beginning placement; 4 = substantial level: can consistently use in
moderately difficult situations, but issues remain in respect to quality of
performance of this behavior or in overall integration in professional role; 5 =
419
professional entry level of accomplishment: consistent, appropriate, effective use
of this behavior or knowledge in moderately difficult situations usually
encountered in practice. This should typically be achieved by the end of the
advanced placement.
Table 8: 2006-2007 Evaluation of Field Learning – Advanced MSW Placement
Rating Item
Mean Score
Mean Score
Fall 2006
Spring 2007
4.34
4.84
4.36
4.85
Demonstrates a basic understanding of the
social work knowledge base including an
ecological and strengths perspective.
4.27
4.81
Demonstrates knowledge of agency
structure, policies, and procedures and uses
them appropriately.
4.03
4.68
4.16
4.73
Communities
4.00
4.57
Groups
4.11
4.68
ETHICS AND VALUES
Demonstrates knowledge and use of social
work values and ethics.
Ability to develop and maintain
professional relationships with clients from
a variety of cultural, ethnic, racial, religious
backgrounds, and sexual orientations.
KNOWLEDGE
Demonstrates knowledge of diverse
populations in formulating and
implementing all aspects of social work
practice.
SKILL DEVELOPMENT
Establishes and maintains effective helping
relationships with clients of various system
sizes. Please evaluate each system
separately:
420
Family
4.04
4.67
Individuals
4.29
4.86
4.19
4.76
3.92
4.62
Effectiveness in implementing planned
intervention.
4.13
4.74
Prepare clients for termination or transfer.
4.20
4.83
Ability to evaluate self in practice as well
as effectiveness of intervention.
4.12
4.69
Written communication skills.
4.23
4.76
Effectiveness in arranging and planning
field work responsibilities.
4.35
4.77
Use of supervision.
4.42
4.78
Ability to work within the agency.
4.47
4.85
Development of a professional self.
4.23
4.77
Assesses problem situations with an
awareness of factors related to
environmental, individual, and
interpersonal levels utilizing a strengths
perspective.
Uses theory to formulate data into a
coherent problem statement and evaluation
and intervention plans.
PROFESSIONAL SELF AND RELATIONSHIPS
In the evaluations of both the foundation and concentration MSW field
placements, the spring mean scores were higher than fall mean scores in every
category. The data indicates that students make progress in meeting the
program objectives over the course of the year in their field placement.
Additionally, the fall and spring mean scores are higher in all categories for the
MSW advanced placement compared to the foundation placement. This
indicates that the skills and knowledge developed in the foundation placement
are carried into, and further developed, in the advanced placement. It appears
that the field experience is highly successful in preparing students for practice.
421
7.
STUDENT EVALUATIONS OF FIELD INSTRUCTION EXPERIENCE
Students in field placements are asked to evaluate the agency learning
environment as well as questions regarding the field instructor’s presentation of
material, professional relationship with the intern, and responsibility to the intern.
Students may share this information with the field instructor before submitting the
evaluation to the School of Social Work’s Director of Field Instruction. The 20062007 data was analyzed for an overall summary of the field experience (Table 9:
Student Evaluation of Field Instruction Experience). Students are asked to use
the following rating scale for the field instruction experience: 1 = poor; 2 = fair; 3
= good; 4 = very good; and, 5 = excellent.
All mean scores of the student evaluation of field instruction experience were 4.0
or above, indicating that students’ experiences were “very good” to “excellent.”
Data indicates students are very satisfied with the field experience.
Table 9: Student Evaluation of Field Instruction Experience
Evaluation Item
Mean Score
SECTION I: AGENCY LEARNING ENVIRONMENT
Within the limitations of the setting, varied learning experiences were
available that met the educational needs of the students.
4.43
Range of program and services provided within the field of practice
represented by the agency permitted depth in the learning according to needs
of the students.
4.35
Professional staff were accepting and supportive of students.
4.64
Opportunity was provided for student-staff interaction.
4.61
Learning experiences were available beyond case carrying and supervision
by field instructor (seminars, consultations, etc.).
4.19
Agency program and services were focused on serving the needs of the
client system.
4.51
Agency program and staff were related to broader social work concerns.
4.18
Professional knowledge and the social work practice expertise of staff were
visible in the daily operations of the agency.
4.23
Overall agency climate/atmosphere was conducive to student learning.
4.34
Agency staff demonstrated belief in the worth of all human beings and the
right of clients to social services that adequately meet their needs.
4.50
422
SECTION II: PRESENTATION OF SUBJECT MATTER
The field instructor’s expectations of the student were made clear at the
beginning of the field experience.
4.34
Material to be learned was presented in a well organized fashion.
4.20
Material presented was integrated with classroom learning.
4.00
Field instructor demonstrated sufficient knowledge about the various field
experiences with which the student was involved.
The field instructor was able to admit not having “the answer” but was
willing to help the student find the source that did.
4.67
Examples or illustrations were used by the field instructor to clarify
conceptual and theoretical material.
4.40
4.55
SECTION III: PROFESSIONAL BEHAVIOR OF THE FIELD INSTRUCTOR
Field instructor manifested respect for, concern with, and interest
in the dignity and self-actualizing potential of those persons:
In the client system.
4.74
In the agency system (administration, staff, students, etc.).
4.63
In the community system.
4.64
Field instructor provided a desirable professional social work role model for
students.
4.70
SECTION IV: FIELD INSTRUCTOR RESPONSIBILITY TO STUDENT
Actively helpful whenever the student had difficulty.
4.65
Stimulated student to do more on his/her own.
4.63
Sensitive to feelings and concerns of student.
4.63
Encouraged student to ask questions; disagree, express own ideas; to take
calculated learning risks.
4.63
Student was appropriately permitted to participate in the selection and/or
development of learning experiences.
4.53
Instructor informed student of meetings, institutes, workshops, etc. related to
broad professional social work concerns.
4.29
Minimum of one hour field instruction conference (individual and/or group
time) was given to student by instructor per week.
4.47
423
Field instructor was prepared for student conferences.
4.54
Field instructor did not give impression of haste or allowed interruptions
during conference.
4.44
Student was held accountable for specific assignments and tasks.
4.58
SECTION V: FIELD INSTRUCTOR RELATIONSHIP WITH STUDENT
8.
Instructor was fair and impartial in dealing with students.
4.65
Informed student when work was progressing particularly well.
Informed student without delay when work was unacceptable.
4.54
4.40
Offered constructive criticism.
4.48
Students helped to feel comfortable about risk taking and making mistakes.
4.56
Field instructor showed interest in discussing future career plans.
Student was involved in the evaluative process.
4.55
4.61
The formal written evaluation forwarded to the school was an accurate
reflection of the student’s progress during the current term.
4.64
Evaluation was objective and well documented.
4.63
STUDENT SATISFACTION SURVEY
As a part of the ongoing effort to monitor and improve students’ experiences in
the School of Social work, students in both programs were given the opportunity
to complete a “School of Social Work Satisfaction” survey. Results of the survey
are presented in Table 10: School of Social Work Satisfaction. The survey
included questions pertaining to the professors, resources, curriculum, learning
environment, and administrative staff. In fall, 2007, 178 BSW and MSW students
from both campuses began the survey, of which 147 students were from the
Aurora campus and 31 from the GWC campus. BSW students comprised 37 of
the responses, 108 MSW students (33 students did not indicate their program).
The survey included two sections, one for rating the program and the other for
rating administrative staff. Responses were separated by campus in order to
provide specific information regarding the main campus and the satellite campus.
Overall students at both campuses are satisfied with the School of Social Work.
424
Table 10: School of Social Work Satisfaction
Please indicate the extent to which you agree or disagree
with the following statements regarding the School of
Social Work:
Mean Scores
Aurora
Campus
GWC
Campus
The professors in the School of Social Work (SSW) are
approachable
4.33
4.63
The professors in the SSW care about their students’ learning
experiences
4.27
4.59
The professors in the SSW are open to students’ questions in the
classroom
4.39
4.59
The professors in the SSW are available for extra help outside of
the classroom
4.10
4.40
The professors in the SSW respond to my requests for assistance
(e.g., replying to emails, phone calls, etc.)
4.19
4.56
On an overall basis, the course readings and assignments have
provided me with an adequate foundation for practice
3.93
4.22
There are adequate resources available for my learning needs
(e.g., library, computer lab, etc.)
4.07
3.41
The curriculum of the SSW will prepare me for my career
4.10
4.33
The learning experience gained from my internship will help me
in my career
Overall, I am satisfied with the social work program
4.33
4.19
4.20
4.33
I will recommend the SSW to people interested in getting a
BSW and/or MSW degree
4.22
4.44
Students at the GWC campus rate their satisfaction higher than students on the
Aurora campus in nearly all questions with the exception of the availability of
resources and satisfaction with the field experience. In response to the rating of
resources for learning needs at the GWC campus, the survey was completed
before the student resource center at Meyer Lodge was available in mid-fall (see
Chapter 3, Appendix C: Librarian’s Report). The student satisfaction survey will
be given to students each fall semester and responses to this particular item will
be monitored closely to determine if the student resource center improves
students’ satisfaction with resource availability. The School of Social Work and
the GWC campus will continue their efforts to improve this area for GWC
students.
425
In response to the lower satisfaction rating with the field experience at the GWC
campus, discussion in the student focus groups (discussed fully later in this
chapter) offered insight into this area. The rating is likely influenced by students’
desire to have more field agency options and field guidance. The School of Social
Work is responding to student feedback by ongoing efforts to increase the number
of affiliated agencies for field instructor and exploring the possibility of a “field fair” at
the GWC campus.
Pertaining to the satisfaction ratings of the School of Social Work’s administrative
staffs at both campuses, responses students are very satisfied. Students were
asked to rate the administrative staff (as a whole) on their approachability, care
toward students’ learning experiences, openness to questions, problem-solving
availability, response to requests, and general assistance. For both campuses, all
items were rated above 4.0 (“agree”), with the mean score of the majority at 4.30 or
above.
Although the ratings for satisfaction with the School of Social Work and the
School’s administration are generally high for both campuses, the School
continuously seeks ways to improve students’ learning experiences and satisfaction
with the program overall. This is ongoing through feedback from student open
meetings, focus groups, and information provided in course evaluations.
9.
ASWB STUDY/PREPARATION LSW EXAM
In spring 2007 the School of Social Work began using an additional evaluative
measure in the form of the ASWB (Association of Social Work Boards) master’s
examination practice test. Results of the examination is used to determine if
students’ knowledge of social work practice increases from the end of the
foundation year to completion of the concentration year.
The first practice test was administered in April 2007 to a convenience sample of
52 students. MSW students at the end of the foundation year (n=26) and
concentration year (n=15) as well as graduating BSW students (n=11)
participated in the evaluation. The mean scores for MSW foundation students
was 33 (66%); MSW concentration students’ mean score was 35 (70%); and
BSW graduating students’ mean score was 35 (70%). There was an increase in
scores between the MSW students from the foundation year to the concentration
year. BSW graduating students scored as high as graduating MSW students.
426
10.
PERFORMANCE ON PROFESSIONAL LICENSING EXAMINATIONS
On the Illinois licensure exams (LSW) administered by the American
Association of Social Work Boards, the graduates of the School of Social
Work have exceeded the national average pass rate for 12 of the past 16
years (1990-2005). LSW examination data is not yet available for 2007.
Results of the licensing examination from the previous two years indicate that
our graduates surpass the national average.
The Illinois State Board of Education administers examinations for Type 73
Certification for school social workers in Illinois. Graduates of the School of
Social Work have exceeded the national average pass rate for the past 16
years (1991-2006).
11.
GRADUATES’ EMPLOYMENT DATA
2004 - 2006 Alumni Survey Results
Of the 99 alumni who completed the demographic information in the 2004-2006
alumni survey, 87 (88%) were female, and 12 (12%) male. The average age of
alumni completing the survey was 34 years old. The average income of alumni
employed full-time was $41,500. Detailed employment data about the 2004-2006
alumni follows:
Primary Field of Practice
The majority of alumni work in one of three fields: school social work (39%),
mental health (15%), and child welfare (12%). Eight participants selected other
and indicated that their field of practice was: education/school teacher; autism;
counseling in community college; nephrology social work; homeless prevention
and housing; hospice; domestic violence victim services; and brain injury.
Field of Practice
Frequency
Percent
Aging/Gerontology
1
1%
Alcohol, Drug, Substance Abuse
2
2%
Child Welfare or Children’s Services
(including residential)
12
12%
Family Services (including denominational
family services)
3
3%
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Group Services (YMCA, YWCA, JCCA)
2
2%
Health
2
2%
Mental Health or Community Mental
Health
15
15%
Hospital Social Work
6
6%
Community Planning
---
---
Corrections/Criminal Justice
1
1%
Public Assistance/Public Welfare
2
2%
School Social Work
39
39%
Not working in the social work field
6
6%
Not currently employed
1
1%
Other
8
8%
Primary Job Function
The largest percentages of alumni identified their primary job function as case
management (39%), followed by case management/clinical practice (21%). Nine
participants selected other and indicated that their primary job function was:
teaching (2); activity planning for children at a therapeutic boarding school;
school social work (4); attendance intervention specialist; and, counseling/
academic advising.
Primary Job Function
Frequency
Percent
50% Case Management / 50% Clinical
Practice
21
21%
Clinical Practice:
Individuals/Groups/Families
Case Management: Crisis Intervention,
Counseling, Advocacy
13
13%
38
39%
Community Development
---
---
428
Fundraising
2
2%
Program Development
---
---
Research
---
---
Policy
2
2%
Management / Administration
4
4%
Not working in the social work field
6
6%
Not currently employed
3
3%
Other
9
10%
Primary Work Setting
The majority of alumni identified their primary work setting as the public sector
(43%) followed by the not-for-profit sector (29%). Five participants selected other
and indicated that their primary work setting was: free standing hospital; public
schools (3); private therapeutic day school.
Primary Work Setting
Frequency
Percent
Not-for-Profit sector
28
28.6%
Public Sector (local, state, federal
government)
42
43%
For-Profit Sector
15
15%
Not working in the social work field
6
6%
Not currently employed
2
2%
Other
5
5%
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2007 MSW Exit Survey Results
The MSW Exit Survey was administered one month after graduation. Of the 57
graduates who completed the demographic information in the 2007 MSW exit
survey, 47 (83%) were female, and 10 (17%) male. The average age of alumni
completing the survey was 32 years old. The average income of alumni
employed full-time was $38,350. Detailed employment data about the 2007 MSW
graduates follows:
Primary Field of Practice
The majority of alumni work in one of three fields: school social work (26%),
mental health (12%), and child welfare (12%). This data is consistent with the
2004-2006 alumni. The same three fields of practice were selected by the
majority of participants. Six participants selected other and indicated that their
field of practice was: hospice; homeless population; grief counseling/
bereavement in hospice-for-profit; domestic violence shelter; oncology social
work; and, school social work in residential treatment setting.
Field of Practice
Frequency
Percent
Aging/Gerontology
---
---
Alcohol, Drug, Substance Abuse
---
---
Child Welfare or Children’s Services
(including residential)
7
12.3%
Family Services (including denominational
family services)
Group Services (YMCA, YWCA, JCCA)
4
---
7%
---
Health
1
1.8%
Mental Health or Community Mental
Health
7
12.3%
Hospital Social Work
5
8.8%
Community Planning
---
---
Corrections/Criminal Justice
---
---
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Public Assistance/Public Welfare
---
---
Occupational Social Work
1
1.8%
School Social Work
15
26.3%
Not working in the social work field
7
12.3%
Not currently employed
4
7%
Other
6
10.5%
Primary Job Function
The largest percentages of alumni identified their primary job function as case
management: crisis intervention, counseling, advocacy (39%), followed by
clinical practice: individuals/groups/families (18%). Five participants selected
other and three indicated that their primary job function was: school social work
(2); and, case management/clinical/program development/administration (1).
Primary Job Function
Frequency
Percent
50% Case Management / 50% Clinical
Practice
4
7.1%
Clinical Practice:
Individuals/Groups/Families
10
17.9%
Case Management: Crisis Intervention,
Counseling, Advocacy
22
39.3%
Community Development
---
---
Fundraising
---
---
Program Development
2
3.6%
Research
---
---
Policy
---
---
Management / Administration
2
3.6%
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Not working in the social work field
7
12.5%
Not currently employed
4
7.1%
Other
5
8.9%
Primary Work Setting
The majority of graduates identified their primary work setting as the not-for-profit
sector (40%) followed by the public sector (30%). Two participants selected
other and one indicated that their primary work setting is school social work.
Primary Work Setting
Frequency
Percent
Not-for-Profit Sector
23
40.4%
Public Sector (local, state, federal
government)
17
29.8%
For-Profit Sector
5
8.8%
Not working in the social work field
6
10.5%
Not currently employed
4
7.0%
Other
2
3.5%
Results from both surveys (2005-2006 and 2006-2007) indicate that the majority
of graduates work in the school or mental health settings. There was a difference
between the two in graduates’ primary job function. Among 2005-2006 graduates
the primary job function is case management followed by clinical practice.
However, the majority of 2006-2007 graduates report their primary job function
as case management: crisis intervention, counseling, advocacy, followed by
clinical practice with individuals, groups, and families.
12.
2007 MSW GRADUATES’ JOB PLACEMENT AFTER GRADUATION
MSW graduates who completed the exit survey were asked questions pertaining
to their job placement upon completion of the MSW program. Fifty-four graduates
provided responses to the job placement questions. Graduates were asked to
indicate the number of months that elapsed between the time that they started
looking for a job and when they accepted a job offer. The mean number of
months was two; with a range of 0-6 months.
432
The mean number of agencies or organizations that graduates applied to was 15,
with a standard deviation of 15. The range was quite extensive at 0-50
applications. To determine if extreme outliers were affecting the mean, a trimmed
mean was calculated which was 13. The median number of applications was 10.
The mean number of agencies or organizations that graduates interviewed with
was three with a standard deviation of 3.10; and a range of 0-20 interviews. The
mean number of job offers that graduates from 2007 received was two, with a
range of 0-4 job offers.
2007 MSW Alumni and LSW Exam
2007 MSW graduates who completed the exit survey were asked about the LSW
exam. Fifty-six graduates responded to the question. Fourteen graduates had
taken the LSW exam and passed it (25%); four did not pass the exam (7%) and
38 had not taken the exam (68%).
QUALITATIVE MEASURES
1.
STUDENT FEEDBACK: PROGRAM IMPROVEMENT
Each semester the School meets with students in both programs, at both
campuses. Feedback from the students for program improvement for the
Aurora campus included needing additional support for field. Students
specifically asked that they have access to a list of field agencies with contact
names and phone numbers. Most did not know when their field liaisons would
contact them, and were not comfortable contacting them when field issues
arose because they had no relationship with the field liaison. BSW students
(who would be going on to the MSW program) asked for a workshop for “what
to do and what to look for” in MSW field placements. MSW students asked
that a statistics course be offered in the School that would fulfill the statistics
prerequisite. Students in both programs would like to have input into the
electives that are offered during the year as well as in the summer.
Feedback from the George Williams campus included wanting to change the
course sequencing to move Research II from the second module in fall, to the
first module in fall. Students also requested that they continue to have input
for the electives that are offered during the year.
433
In response to student requests, the School has:
1. Provided additional support and guidance for field. Specifically,
field liaisons are required to meet with their students early in fall
semester;
2. A field list is available online to students and is updated
regularly by the Field Director;
3. The Field Director is exploring the possibility of offering a
workshop, meeting time, or discussion board on Moodle for BSW
students to talk with MSW students about internships in the
MSW program;
4. The School began offering a statistics course in Summer 2007
for incoming MSW students that fulfills the statistics prerequisite;
5. A survey is sent to MSW students on both campuses polling their
interest in electives for the year; BSW electives are more
complicated because of enrollment numbers but this is being
reviewed by the BSW Program Director;
6. The Research II course offered at the GWC campus was moved
in Fall 2007 to the first module (from the second module).
2.
“TRANSITION DAY” STUDENT WORKSHOP FEEDBACK
The first “Transition Day” workshop for BSW and MSW students was held in
April, 2007. The workshop was developed in response to students’ requests.
The workshop consisted of sessions on professional development, continuing
education, and licensing requirements, as well as a session on career
services. Another session was led by Marcia Hanlon, Director of the
University Counseling Center, which provided students with an opportunity to
dialogue about the upcoming change from being a student to “life” postgraduation.
At the completion of the Transition Day workshop students were asked for
their feedback on the strengths and weaknesses of the BSW and MSW
programs. Feedback on the strengths of the program included the faculty and
their availability, as well as their student-centered approach. Students
commented on the depth and breadth of the programs, with one student
stating, “the thorough program covered everything that I needed to learn”, and
another stated, “I am a changed person having gone through this (MSW)
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program.” Participants at Transition Day also identified the field experience
as key in their learning experience.
Weaknesses, or areas for improvement, identified by students included
wanting more support in the area of career services (e.g., writing resumes, job
interviews, etc.); needing more guidance for field (i.e., finding a field
placement) and contact with field liaisons; students felt that there was poor or
weak communication between the School and students. Finally, MSW
students recognized that the concentrations were newly developed but felt
somewhat like a “test” group.
After discussing the student feedback, faculty and staff developed
mechanisms to address the issue of career services and field. The Transition
Day workshop will become a regular part of the programs (rather than
optional). The workshop will be further developed and offered toward the end
of spring term and required for all BSW and MSW students. The workshop will
be expanded to include more content on career services (resume writing,
interviewing skills, etc.) and additional time for processing the transition from
school.
The Director of Field Instruction has developed online tools (e.g., online list of
approved agencies) to further assist students with looking for, and securing,
field placements. The Field Director has also implemented a policy that
requires field liaisons to contact interns early in fall semester.
3.
BSW AND MSW STUDENT SATISFACTION: FOCUS GROUPS
An online Student Satisfaction Survey posted on SurveyMonkey.com was
conducted in mid-fall semester to provide a framework for collecting student
feedback. The Survey was distributed by e-mail to all students currently enrolled
in the School of Social Work, and they were able to respond anonymously. The
Survey addressed specific aspects of the educational experience, including
faculty, curriculum, resources, field, and administration. It was designed to
measure student satisfaction with their educational experience and to garner
feedback from students on how the programs can be further enhanced (detailed
findings described earlier in this chapter).
The data generated from this survey was evaluated by the School of Social Work
administration and BSW- /MSW-elected student representatives. Study and
analysis of the survey results suggest that the School of Social Work is highly
effective in meeting its educational mission. Responses indicate that students
find the faculty and administration approachable, open to their input, responsive,
and show a genuine interest in their success. Students responded favorably that
the curriculum and field experience effectively prepare them for social work
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practice. Overall, there is a markedly high level of satisfaction with the social
work program among students.
While all survey results reflected high effectiveness in achieving program goals
and objectives, key areas were identified to be explored for further development
and/or improvement, and areas where further insight from the students was
needed. The topics for discussion varied slightly between the two campuses
(Aurora and George Williams). Topics for discussion for the Aurora campus
students (BSW and MSW) focused on the effectiveness of course
readings/assignments in preparing students for social work practice, differences
in approach between full-time faculty and adjunct faculty, and alternative class
scheduling. The George Williams campus students (MSW) also discussed these
topics, as well as the value/benefit of their field experience.
All BSW/MSW students were solicited to participate in focus groups in midFebruary. The meetings were held in between or after classes on regularlyscheduled class days. Forty-seven BSW and MSW students participated in
focus groups. Key discussion was recorded verbatim and provided to members
of the School of Social Work administrative team for review.
Some of the key themes/suggestions for the BSW program include:





Students would like to have more theory integrated into all of their
core classes.
With regard to readings/assignments, students would like to see more
critical thinking assignments to help them apply what they are
learning in class to actual social work practice.
Explore ways to make adjunct professors feel more buy-in to the
social work program, and have them take ownership of the
syllabi/class assignments.
Students would like to see more classes offered in the evening and
on Saturdays, They would also like to see to see core classes
offered more than once a year.
Offer more guidelines on assignments, e.g. how many sources are
required, more specific expectations, grading criteria.
Some of the key themes/suggestions for the MSW (Aurora) program include:


Students would like to be provided more practical application of the
theories they are taught—to be provided with examples of how these
theories can be applied to practice settings.
Students feel that they are asked to purchase too many books, many
of which only a small portion is assigned. They feel that too many of
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





the assigned readings are too broad in focus, repetitive, or not on
point with the focus of the class.
The students would like consideration given to the sequencing of
curriculum courses to facilitate more effective learning.
Students would like a stronger emphasis in class lectures/activities of
the important points in an effort to effectively tie theory to real-world
application.
Students identified key attributes they would find desirable in a new
faculty member, namely, practical experience in the social work field,
ability to effectively tie theory to real world applications, and caring
attitude about the students’ learning experience.
With regard to the school social work program, students would like to
have more training in goal writing and how to complete required
paperwork early in the semester.
Adjunct/non-social work professors should be provided with
information about the program and what the students have already
studied before beginning the semester.
Provide smoother transition for Advanced Standing students into the
MSW program.
Some of the key themes/suggestions for the MSW (GWC) program include:






Noise from adjoining classrooms is distracting and makes it difficult to
focus on lectures/class activities.
Students need Wi-Fi service in the classrooms, hallways, common
areas, and living areas. A plan should be developed to keep the
computer lab stocked with supplies that often run out (paper, toner).
Students would like more options of agencies where they can do their
field work, and would like to have more input as to where to do their
internships and more guidance from faculty/administration. Students
would also like to have a School of Social Work-sponsored Field Fair
to be held at the George Williams campus.
Students would like a forum offered to discuss their field experiences,
at least once each semester.
Students would like a week night class option or a May-term class
offered at the George Williams campus.
Faculty from the Aurora campus offer Illinois-relevant information in
class, but sometimes fail to offer information related to Wisconsin.
Students would like to be provided with information that will be
relevant to their practice in Wisconsin.
437
The quantitative results of the Student Satisfaction Survey and the qualitative
results of the focus groups are being carefully evaluated by the administration and
faculty of the School of Social Work.
These results/suggestions will be
incorporated into upcoming curriculum committee meetings, administrative
meetings, and faculty meetings. The School of Social Work staff will use these
results to identify and implement actions that can be taken to enhance the program;
the results will also be an integral part of all planning efforts to further enhance the
School of Social Work.
4.
ALUMNI SURVEY: STRENGTHS & WEAKNESSES OF PROGRAM
The 2004-2006 Alumni Survey included an essay question asking graduates for
their feedback on the strengths and weaknesses of the BSW and MSW
programs. The survey was completed by 94 MSW students and 10 BSW
students. Of those, 25 (24 MSW and 1 BSW) gave feedback to the School.
Recurring comments on the strengths of the programs were that the relationships
that graduates had with faculty while they were students in the School were
important to their development and confidence as social workers. The professors
were regarded as experts in the field and inspirational. The field experience was
beneficial in applying skills they learned in the classroom. Several graduates
stated that the programs (both MSW and BSW) were a life changing experience.
Recurring comments on the weaknesses in the School were identified as a lack
of connection with alumni, no continuing education opportunities, little assistance
in preparing for the LSW examination, wanted information on how to obtain
LCSW supervision and licensing resources. An additional area of concern among
alumni was that they believed there should be more of a focus on clinical content
in the MSW program. Graduates did not feel that they received enough focus on
clinical work and theories.
In response to the identified weaknesses, the School has:
1. Developed a “Transition Day Workshop” for graduating students;
the workshop includes information on licensing and resources;
2. The School initiated a continuing education program in the spring of
2007. Recruitment for the event was targeted toward alumni.
3. Curriculum concentrations (MSW) were changed in Fall 2006 to a)
Clinical Practice, and, b) Leadership and Community Practice. The
clinical concentration has a very strong emphasis on clinical
theories and methods. (The alumni who provided feedback
graduated prior to new concentrations implementation).
438
CYCLE OF EVALUATION
The extensive evaluative measures are collected annually, with the exception of the
course objective evaluations which are collected each semester. In addition to the
monthly curriculum committee meetings and faculty meetings, the faculty in the School
of Social Work meets in the fall semester (usually October) for an annual evaluation
retreat. During the retreat faculty discuss the findings from the annual outcome
measures (e.g., graduating students’ exit surveys, alumni surveys, course objective
evaluations, feedback from advisory board, field evaluations, etc.) and use the findings
to inform changes in the curriculum or programs. The cycle of evaluation for the School
of Social Work is:
Outcome Measure
Program/s
Date to Administer
Cycle of Evaluation
1.
Course Objective
Evaluation
BSW / MSW
End of semester
Each semester
(fall, spring, summer)
2.
Alumni Survey
BSW / MSW
September
Bi-Annually
3.
Graduate Exit Surveys
BSW / MSW
End of spring semester
Annually
4.
Field Instruction
Evaluations
BSW / MSW
End of semester
Each semester
(fall, spring)
5.
Student Evaluation of
Field Experience
BSW / MSW
End of spring semester
Annually
6.
Student Satisfaction
Survey
BSW / MSW
End of fall semester
Annually
7.
ASWB Study Exam
BSW / MSW
End of spring semester
Annually
8.
State Licensing Exam
Results
BSW / MSW
Spring semester
(results from ASWB)
Annually
9.
Graduate Employment BSW / MSW
Data
October
Annually
10.
Graduate Job
Placement
BSW / MSW
October
Annually
11.
Student Focus Groups
BSW / MSW
February
Annually
439