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1 UNIVERSITY SYSTEM OF MARYLAND INSTITUTION PROPOSAL FOR New Instructional Program X Substantial Expansion/Major Modification Cooperative Degree Program Within Existing Resources, or Requiring New Resources Salisbury University Institution Submitting Proposal Master's in Social Work (online) Title of Proposed Program MSW Award to be Offered Fall2015 Projected Implementation Date Proposed HEGIS Code ~ Proposed CIP Code Department of Social Work Department in which program will be located Deborah Mathews Department Contact Contact Phone Number Contact Address ----5:=~-"- 0 ~. CLttt- signature of President or Designee Date

2 Mission: A central tenet of Salisbury University's mission is to "empower our students with the knowledge, skills, and core values that contribute to active citizenship, gainful employment, and life-long learning in a democratic society and interdependent world." Although much of our focus is on providing exceptional undergraduate programs, Salisbury University also offers high quality graduate programs that further our overall mission. The Department of Social Work offers the Master's in Social Work degree that is accredited by the Council on Social Work Education in a traditional face-to-face format; while the program has been successful and we intend to continue offering a face-to-face option, graduate students are increasingly requesting more flexible delivery options for their degree programs. In addition, Salisbury University has recently begun working with the University of Maryland University College (UMUC) to offer both the BASW and the MSW on military bases overseas. M ost of those courses will continue to be offered as face-to-face or in a hybrid format, but the university needs the flexibility of an online program to serve these students. In this proposal we are requesting a substantial modification to an existing program to offer our MSW in an online format. The online curriculum will be the same as the face-to-face version and will meet the same rigorous academic standards required by our accreditors. Alignment with University's Strategic goals: Offering the MSW in an online format clearly aligns with multiple strategic goals for the University, including the goal to offer "academic programs that are aligned with an increasingly competitive, global, and knowledge-based economy." The MSW is already recognized as a highly desirable degree with high demand; offering the program in a more flexible format will allow the university to meet the needs of a greater number of students. While Salisbury University will remain primarily a face-to-face university, we also have a strategic goal to "create additional distance learning programs in appropriate areas of study that will serve a new market of students." We believe adding the online option will be attractive for local professionals who cannot currently attend face-to-face sessions as well as students on military bases overseas. Adequacy of curriculum design and delivery to related learning outcomes: The courses will be duplicates of the existing MSW curriculum: SOWK602 SOWK605 SOWK 610 SOWK616 SOWK 617 SOWK620 SOWK622 SOWK623 SOWK 630 SOWK640 ETHICAL FOUNDATION OF SOCIAL WORK SOCIAL WELFARE POLICY: FOUNDATIONS AND srructure THEORETICAL ANALYSIS OF BEHAVIOR I SOCIAL WORK RESEARCH I SOCIAL WORK RESEARCH II SOCIAL WORK PRACTICE I SOCIAL WORK PRACTICE II SOCIAL WORK PRACTICE Ill THEORETICAL ANALYSIS OF BEHAVIOR II FIELD INSTRUCTION I

3 SOWK645 FIELD INSTRUCTION II SOWK650 ADVANCED PRACTICE WITH INDIVIDUALS SOWK653 SUBSTANCE ABUSE ASSESSMENT AND INTERVENTION SOWK654 PSYCHOPATHOLOGY SOWK655 EVALUATION OF SOCIAL WORK PRACTICE SOWK660 ADVANCED PRACTICE WITH FAMILIES SOWK 663 SUPERVISION AND ADMINISTRATION SOWK665 FIELD INSTRUCTION Ill SOWK677 CHILD WELFARE SOWK680 ADVANCED PRACTICE WITH GROUPS SOWK685 FIELD INSTRUCTION IV SOWK690 INDIVIDUAL DIRECTED STUDY Educational objectives and intended student learning outcomes: The MSW program foundation courses are designed to provide students with opportunities to develop generalist practice skills by meeting the following objectives. Upon completion ofthe foundation curriculum, graduates will be able to: 1. Apply the social work generalist perspective to practice with individuals, families, groups, communities and organizations 2. Demonstrate beginning level of cultural understanding appropriate to the practice setting 3. Practice without discrimination with respect to client's age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation 4. Communicate effectively across client systems 5. Understand and demonstrate the importance of confidentiality with respect to clients 6. Practice consistent with the value base and ethical guidelines of the profession 7. Use supervision and consultation appropriate to effective and ethical practice 8. Work constructively within an organization 9. Seek organizational change when necessary 10. Apply critical thinking skills to generalist practice 11. Can demonstrate understanding of mechanisms that influence policies 12. Understand how the history ofthe social welfare system has influenced the development ofthe current social welfare system 13. Analyze the impact of social welfare policies on client systems of all sizes 14. Understand the forms and mechanisms of oppression and discrimination 15. Use theoretical frameworks supported by empirical evidence to understand interactions between or among individuals, families, groups, organizations and communities 16. Design and carry out an evaluation of one's own practice

4 17. Demonstrate the ability to conduct client assessment with appreciation for the importance of strength perspective in the planned change process. 18. Demonstrate the ability to practice interventions with appreciation for the importance of strength perspective in the plam1ed change process. 19. Apply research findings to practice 20. Use understanding ofhuman bio-psycho-social-spiritual development across the life-span in assessment. Students in the MSW program will develop advanced practice skills tlu ough the following objectives. Upon completion of the concentration level curriculum, students will be able to: 1. Critically evaluate ethical dilemmas by applying an ethical decision making model 2. Use understanding of human bio-psycho-social-spiritual development across the life-span in intervention 3. Demonstrate differential multilevel assessment 4. Demonstrate an array of advanced intervention theories appropriate for community based direct practice 5. Demonstrate an array of advanced intervention techniques appropriate for community based direct practice 6. Design and carry out program level evaluations 7. Design and carry out advanced level single system design evaluations 8. Demonstrate written skills that reflect appropriate advanced practice strategies 9. Demonstrate verbal skills that reflect appropriate advanced practice strategies 10. Understand principles of supervision 11. Understand management theories appropriate to social work practice. General education requirements: N/ A Specialized accreditation or graduate certification requirements: None. Contracting with another institution or non-collegiate organization: There are no contracts with other institutions or organizations. Adequacy of provisions for evaluation of program (as outlined in COMAR ). The Social Work program is accredited by the Council on Social Work Education, and is therefore required to meet specific outcomes by its accreditor. See Attachment Hl for the outcomes and assessment plan. Consistency with the State's minority student achievement goals (as outlined in COMAR and in the State Plan for Postsecondary Education). Goal #3 of the State Plan is to "Ensure equal opportunity for Maryland's diverse citizenry." The proposed program is consistent with and promotes this plan in several ways. The state plan notes that a "key to this endeavor as well is the cultivation, education, recruitment, and retention of more minority faculty and professional staff throughout State-supported higher education." The courses will be taught by a diverse group of faculty members, providing an

5 example of the power of diversity in action. The plan also states that to "best serve the needs of these individuals who often require flexible class schedules and locations and non-traditional ways of interacting with their peers and faculty, Maryland's postsecondary institutions will need to offer their academic programs and support services using innovative instructional approaches and a variety of delivery formats." The online delivery of the MSW clearly furthers this goal. Relationship to low productivity programs identified by the Commission: The proposed program is not directly related to an identified low productivity program. Critical and compelling regional or statewide need as identified in the State Plan: Goal #1 of the State Plan is to "Maintain and strengthen a system of postsecondary education institutions recognized nationally for academic excellence and effectiveness in fulfilling the educational needs of students and the economic and societal development needs ofthe state and the nation." The online MSW will help do this by providing a high-quality program that allows individuals to "expand their knowledge base and their ability to grapple with difficult issues and provides opportunities for people... to be prepared for rewarding employment, and to develop into effective, engaged citizens." Quantifiable & reliable evidence and documentation of market supply & demand in the region and State: The demand for people with the MSW degree locally and regionally is clear: there are a number of indicators that the demand for social work services will increase in the near future, primarily because of the changing demographics within our society. The Bureau of Labor Statistics' Occupational Outlook Handbook projects that the demand for new social workers will increase between 18 percent and 26 percent by the year 2014 (Bureau of Labor Statistics, 2006). Much of this increase is attributed to the aging of the population, which carries with it increased demand for social work services. A recent report by the Center for Health Workforce Studies, University at Albany (2005) pointed out that the projected 54 percent growth in the number of older adults in the United States between 2000 and 2020 is likely to be a primary driver of increased demand for social work services in coming decades. Also relevant is that in 2006 the National Association of Social Workers Center for Workforce Studies noted that there is no certainty that the current educational pipeline is sufficient to fully meet future demands for new licensed social workers. According to data and projections from the Bureau of Labor Statistics, social work is one of the occupations most affected by Baby Boomer retirements, with the retirement replacement needs reaching 95,000 in the timeframe (Dohm, 2000). This is because occupations dominated by women, like social work, are especially vulnerable with an aging workforce since women's level of workforce participation is lower than men's as they approach retirement age (Toossi, 2005). Also the trend of people entering the field of social work later in life is a concern for the profession. The mean age of entry into the licensed social work profession has increased over the years, from 26.3 years old for those who entered prior to 1960, to 34.2 years old for those who entered in between 2000 and This means the average career duration for licensed social workers is now about 25 or 30 years, which is shorter than for most major health professions. The study, therefore, has a major conclusion that the profession must increase its recruitment to keep pace.with the changing demographic composition of the United States.

6 Finally, Salisbury University entered into an agreement with UMUC to offer the degree overseas at US military bases; the MSW was specifically identified as a required program offering in the Department of Defense's Request for Proposals. While we intend to continue offering face-toface courses overseas, the option of having greater online capabilities will allow us to serve this unique group of students as well as some students stateside. One of our significant concerns with the UMUC Europe agreement is being able to continue serving students who leave the European military bases for deployment elsewhere. With an online MSW from SU, these students could continue their degree progress without interruption. Reasonableness of program duplication: There are currently two other MSW programs in the state: Morgan State University and University of Maryland, Baltimore. Neither of these programs offers an online version. We will not advertise our program in the Baltimore area. Relevance to Historically Black Institutions (HBis): SU currently has a successful dual degree program in Social Work with the University of Maryland Eastern Shore. Students at UMES can double major in Sociology and Social Work at the undergraduate level; many of these graduates go on to pursue the MSW degree later in their careers. Having an online option for these alumni will increase the number of highly qualified social workers in Maryland. If proposing a distance education program, please provide evidence of the Principles of Good Practice (as outlined in COMAR 13B C). The proposed online MSW is in compliance with the Principles of Good Practice for distance learning. The curriculum is the same as the existing face-to-face program, and all courses will be taught by highly qualified faculty, as is required by the program's accreditor. The program will ' have an ID&D instructional technologist assigned to work with faculty on curriculum and transforming the courses into an online environment.. All courses will meet the Quality Matters requirements for best practices in distance learning and will be peer reviewed to assure they are of the highest standard. Principles of Good Practice for Distance Education: A. Curriculum and Instruction: faculty. (i) A distance education program shall be established and overseen by qualified All of the courses for the online MSW have been {and will continue to be) taught face-to-face and have well established standards for curriculum and instruction. Full-time faculty in the Department of Social Work will be directly involved in the design of the courses and will be teaching in the online program. In addition to SU's general requirements for all courses, the courses in Social Work are subject to additional scrutiny under the CSWE accreditation. (ii) A program's curriculum shall be coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats.

7 The courses and curriculum are the same as those offered face-to-face, and will be subject to the same oversight as all SU academic programs. Faculty teaching online will go through the Quality Matters program of continuous peer review to assure that the courses are meeting the same rigorous standards as the face-to-face versions. (iii) A program shall result in learning outcomes appropriate to the rigor and breadth of the program. The learning outcomes for the online MSW are the same as those in the previously approved face-to-face MSW program, and are consistent with the high standards demanded in CSWE accreditation. (iv) A program shall provide for appropriate real-time or delayed interaction between faculty and students. The courses will be offered in an asynchronous LMS (SU currently uses MyCiasses) and individual classes will be capped at 20 to allow for frequent interactions between faculty and students. (v) Faculty members in appropriate disciplines in collaboration with other institutional personnel shall participate in the design of courses offered through a distance education program. Faculty in the Department of Social Work designed the original face-to-face versions of the MSW courses, and will work directly with an ID&D professional assigned to the program to revise their courses for online delivery. All online courses are subject to the same curriculum approval process as face-to-face courses and must be reviewed by faculty members on the Seidel School of Education and Professional Studies Curriculum Committee and the Graduate Council. B. Role and Mission. (i) A distance education program shall be consistent with the institution's mission. Salisbury University's mission is to "empower our students with the knowledge, skills, and core values that contribute to active citizenship, gainful employment, and life-long learning in a democratic society and interdependent world." The institution's mission includes offering select graduate programs such as the MSW, which we already offer. The MSW is a high demand degree, and the online format is particularly desirable for working professionals who need flexibility in order to continue their academic careers. (ii) Review and approval processes shall ensure the appropriateness of the technology being used to meet a program's objectives. Faculty working with ID&&D professionals will work to assure that the technology is appropriate for the program. All courses in the program will be designed with the assistance of an Instructional Designer, will be supported by an instructional technologist, and will meet the Quality Matters standards for online courses. Quality Matters is a faculty peer-based continuous review system that allows for frequent feedback and assessment of online courses. Courses will be subject to student evaluations which will include an assessment of the course design and delivery, including the technology behind the courses. In addition, the online version of the MSW will be subject to the same comprehensive reviews as the face-to-face

8 version and will be required to demonstrate that its students are meeting the overall program objectives. (C) Faculty Support. (i) An institution shall provide for training for faculty who teach with the use of technology in a distance education format, including training in the learning management system and the pedagogy of distance education. Salisbury University has developed a faculty development program for professors who intend to offer online or hybrid courses. Soaring with Online Learning (Soaring) is a four week program led by the Office of Instructional Design and Delivery to prepare Salisbury University faculty to design, develop and deliver courses in a fully online or hybrid environment through the campus course management system, MyCiasses. The Soaring program includes modules on pedagogy of distance learning, technology, Quality Matters standards, and the technology of MyCiasses. (ii) Principles of best practice for teaching in a distance education format shall be developed and maintained by the faculty. SU is a participant in Quality Matters, a faculty-based peer review system for identifying and disseminating best practices in online teaching. Additionally, faculty are involved in every level of curriculum assessment and approval in face-to-face as well as online courses. (iii) An institution shall provide faculty support services specifically related to teaching through a distance education format. Support for the online MSW will come through the Office of Instructional Design and Delivery as well as the individual instructional technologist hired to work specifically on this program. SU has a number of design and instructional technology specialists who will work closely with the department both to design the program and to support it once it is launched. (D) (i) An institution shall ensure that appropriate learning resources are available to students including appropriate and adequate library services and resources. Blackwell Library has the resources required to support the program, and has developed a webpage specifically for students in distance learning courses ( Included on this page is a 30 minute tutorial on library resources and functions, links to electronic resources, contact information for research assistance, and a wide array of library services for students who may be studying at a distance. (E) Students and Student Services. (i) A distance education program shall provide students with clear, complete, and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, assumptions about technology competence and skills, technical equipment requirements, learning management system, availability of academic support services and financial aid resources, and costs and payment policies.

9 Salisbury University's website ( includes detailed information about curriculum, course, and degree requirements as well as our expectations regarding student/faculty interaction. In addition, SU has a webpage dedicated to online learning ( that includes an assessment tool for students to determine whether online learning is right for them based on their learning style. (ii) Enrolled students shall have_ reasonable and adequate access to the range of student services to support their distance education activities. In addition to the library's support of student research needs, the Writing Center and the Center for Student Achievement and Success offer services specifically designed for students in distance learning environments. Staff specialists conduct special sessions for students enrqlled in classes at a distance. (iii) Accepted students shall have the background, knowledge, and technical skills needed to undertake a distance education program. Students admitted to the online MSW program will be held to the same admissions criteria as the face-to-face version of the program. Prospective students will be able to take the online distance learning assessment (mentioned above) to determine whether their skills and learning style are appropriate for online courses. (iv) Advertising, recruiting, and admissions materials shall clearly and accurately represent the program and the services available. As is the case for the face-to-face MSW, all advertising, recruiting, and admissions materials for the online MSW will clearly and accurately represent the program. (F) Commitment to Support. (i) Policies for faculty evaluation shall include appropriate consideration of teaching and scholarly activities related to distance education programs. The faculty teaching in this program will be highly qualified faculty, who are regularly reviewed by the chair and dean. Their annual evaluations include reviews of professional development and scholarship, which could include activities related to distance education programs. (ii) An institution shall demonstrate a commitment to ongoing support, both financial and technical, and to continuation of a program for a period sufficient to enable students to complete a degree or certificate. The university is committed to supporting the program with sufficient fiscal, technical, and human resources to enable students to complete a degree. We expect the online MSW will be fiscally solvent and self-supporting within the first year of operations. (G) Evaluation and Assessment. All SU programs are regularly assessed and evaluated to comply with MSCHE accreditation. The Social Work programs have an added layer of scrutiny under CSWE accreditation.

10 (i) An institution shall evaluate a distance education program's educational effectiveness, including assessments of student learning outcomes, student retention, student and faculty satisfaction, and cost-effectiveness. The program will be evaluated annually by the department chair and the dean to assure its effectiveness in each of these areas. In addition, the Council on Social Work Education requires an annual program assessment be posted publically which, in the case of SU, is on the social work department's web page. (ii) An institution shall demonstrate an evidence-based approach to best online teaching practices. The SOARING training for faculty engaged in distance education at SU provides best practices training outlined by Quality Matters. (iii) An institution shall provide for assessment and documentation of student achievement of learning outcomes in a distance education program. The online MSW will co-exist with the face-to-face MSW, providing an excellent opportunity for assessment of student learning outcomes in a comparative context. The well-established learning outcomes for the existing MSW will be compared with the online version. Resources and Finance: Adequacy of faculty resources (as outlined in COMAR ). The faculty who will teach in the online MSW are all highly qualified faculty members in the Department of Social Work: Name Faculty Status Arban, Kathleen Lecturer Buchanan, Rachel Assistant Professor Forte, James Professor Gilheany, Eileen Lecturer Habeger, Amy Lecturer Hill, Amanda Lecturer Hyman, Batya Professor Jorden, Brenda Lecturer Kushner, Margo Assistant Professor Mathews, Deborah Professor McCabe, Karen Lecturer Moore, Heidi Lecturer Moszer, Letha Lecturer Park, Susan Lecturer Root, Vicki Associate Professor Tossey, Marvin Professor van Vulpen, Kimberly Assistant Professor Venable, Victoria Assistant Professor Woodward, Cathy Lecturer

11 Wright, Jennifer Clinical Assistant Professor Adequacy of library resources (as outlined in COMAR ). No new library resources are required for this program. Adequacy of physical facilities, infrastructure and instructional equipment (as outlined in COMAR ) No new facilities are required for the program. Adequacy of financial resources with documentation (as outlined in COMAR ) No new resources are required for the program as we anticipate the revenue generated will exceed expenditures in the second year. We will hire an Instructional Technologist to assist faculty in developing and maintaining the online courses, and will hire a half-time administrative assistant. Resources and Expenditures We expect to hire two new faculty in Social Work, an Instructional Technologist, and an Administrative Assistant to support this program. No new facilities or equipment are required.

12 TABLE 1: RESOURCES Resources Categories (Year 1) (Year 2) (Year 3) (Year 4) (Year 5) Reallocated Funds 1 $0 $0 $0 $0 $0 2. Tuition/Fee Revenue 2 $150,000 $342,000 $570,000 $570,000 $570,000 (c+g below) a. #F.T Students b. Annual Tuition/Fee $500/credlt $500/credit $500/credit $500/credit $500/credit Rate c. Annual Full Time $150,000 $342,000 $570,000 $570,000 $570,000 Revenue (ax b) d. # Part Time Students e. Credit Hour Rate $500 $500 $500 $500 $500 f. Annual Credit Hours g. Total Part Time $0 $0 $0 $0 $0 Revenue (d x ex f) 3. Grants, Contracts, & $0 $0 $0 $0 $0 Other External Sources 3 4. Other Sources $0 $0 $0 $0 $0 TOTAL (Add 1-4) $150,000 $342,200 $570,000 $570,000 $570,000

13 TABLE 2: EXPENDITURES Expenditure Categories (Year 1) (Year 2) (Year 3) (Year 4) (Year 5) Total Faculty Expenses $86,450 $174,629 $178,122 $181,685 $185,318 (b+ c below) a.# FTE b. Total Salary (2% COLA) $65,000 $131,300 $133,926 $136,605 $139,337 c. Total Benefits $21,450 $43,329 $44,196 $45,080 $45, Total Administrative $22,610 $23,062 $47,046 $47,986 $48,945 Staff Expenses (b + c below) a.# FTE b. Total Salary (2% COLA) $17,000 $17,340 $35,373 $36,080 $36,801 c. Total Benefits $5,610 $5,722 $11,673 $11,906 $12, Total Support Staff $59,850 $61,047 $62,268 $63,513 $64,783 Expenses (b + c below) a.# FTE b. Total Salary (2% COLA) $45,000 $45,900 $46,818 $47,754 $48,709 c. Total Benefits $14,850 $15,147 $15,450 $15,759 $16, Equipment $0 $0 $0 $0 $0 5. Library $0 $0 $0 $0 $0 6. New or Renovated Space $0 $0 $0 $0 $0 7. other Expenses TOTAL (Add 1-7) $169,810 $258,738 $287,436 $293,184 $299,046 2 This figure should be a realistic percentage of tuition and fees which will be used to support the new program. Factors such as indirect costs linked to new students and the impact of enrolling continuing students in the new program should be considered when determining the percentage. 3 Whenever external funds are included among the resources, the following information must be provided in a footnote: source of the funding and alternative methods of funding the program after the cessation of external funding.

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