UNIVERSITY OF NEBRASKA AT OMAHA GRACE ABBOTT SCHOOL OF SOCIAL WORK MSW PROGRAM SELF-STUDY VOLUME I: NARRATIVE

Transcription

1 UNIVERSITY OF NEBRASKA AT OMAHA GRACE ABBOTT SCHOOL OF SOCIAL WORK MSW PROGRAM SELF-STUDY VOLUME I: NARRATIVE

2 Volume 1: Table of Contents Page # MISSION AND GOALS Accreditation Standard 1.0 Mission and Goals EXPLICIT CURRICULUM Accreditation Standard M2.0 Curriculum...9 M M M M M M Accreditation Standard 2.1 Field Education M IMPLICIT CURRICULUM Accreditation Standard 3.1 Diversity Accreditation Standard 3.2 Student Development: Admissions; Advisement, Retention, and Termination; and Student Participation Admissions M M Advisement, retention, and termination

3 Student participation Accreditation Standard 3.3 Faculty M Accreditation Standard 3.4 Administrative Structure M3.4.4(a) M3.4.4(b) M3.4.4(c) (a) (b) M3.4.5(c) Accreditation Standard 3.5 Resources ASSESSMENT Accreditation Standard 4.0 Assessment

4 UNO Grace Abbott School of Social Work MSW Self-Study 1 Accreditation Standard Mission and Goals The social work program s mission and goals reflect the profession s purpose and values and the program s context. The University of Nebraska at Omaha The Grace Abbott School of Social Work is located in Omaha, Nebraska, at the University of Nebraska at Omaha (UNO), one of four campuses within the University of Nebraska system. UNO offers exemplary programs, and is a thriving educational community. The eight-county Metropolitan Statistical Area (MSA) consists of Cass, Douglas, Sarpy, Saunders and Washington counties in Nebraska, and Harrison, Mills and Pottawattamie counties in Iowa. The Omaha MSA has a population of 865,350. Omaha is located in Douglas County; in 2010, the city had a population of 408,958 (U.S. Census, 2012). More than 1.2 million people live within a 60-minute drive of Omaha. Table 1 shows UNO s mission, vision, and goals. Table 1 UNO s Mission, Vision, and Goals Mission: Vision: Goal 1: UNO will be recognized as a studentcentered metropolitan university. Goal 2: UNO will be recognized for its academic excellence as a metropolitan university. Goal 3: UNO will be recognized for its outstanding engagement with the urban, regional, national, and global communities As Nebraska s metropolitan university, UNO is characterized by its strong academic foundations and creative community relationships that transform and improve the lives of constituents, the region, and the nation. The University of Nebraska at Omaha will be among the nation s premier metropolitan universities a university of high distinction with strong academic and scholarly values distinguished by creative relationships with the communities we serve. As we strive to achieve our vision, students are always UNO s key constituency. UNO commits to build and serve a diverse student body reflecting a dynamic metropolitan environment. UNO strives for academic excellence by focusing on teaching, learning and scholarship consistent with its metropolitan mission. Excellence is demonstrated in programs and areas of distinction, high quality undergraduate programs and strong graduate research/professional programs. In accordance with our mission, UNO is committed to community engagement. UNO defines community engagement as collaboration between the University and its local, regional, national and global communities for the exchange of knowledge and resources. As an engaged campus, UNO is fully committed to creating value through mutually beneficial partnerships where information and expertise is shared and applied for the common good.

5 UNO Grace Abbott School of Social Work MSW Self-Study 2 The University of Nebraska at Omaha community is a diverse group of individuals sharing core values and working together to accomplish a common mission and vision. UNO believes: That knowledge enriches the lives of all people and is committed to preparing students to face the challenges of living and learning in an ever-changing world; In an educational partnership characterized by the commitment of: students to learning; faculty to the highest ideals of teaching, research, service; and staff to the highest standards of education and service; In the welfare, talents, and future of our employees and their expanding professional development; In the educational, cultural, and economic strengths of our communities and is committed to enhancing these through teaching, research, service and outreach; In the importance of educated and healthy citizens and programs that improve their quality of life; and In the principles of inclusion, representation, openness and diversity. In Fall 2011, the UNO student enrollment count was 15,364 students and the number of total student credit hours was 164,437, which is the most credit hours ever generated at UNO. The racial diversity of the student population for was more than 14%, and also marked the highest enrollment for African-American and Latino students. International students made up another 4% of the student body. The average age of the UNO undergraduate is an interesting statistic to note. In 1996, prior to student housing, the average age of a UNO student was 25 years old; in 2009, the average age was 22 years. On-campus student housing continues to expand and now offers 1,600 student-housing beds with another 480 to be added in The majority of those students in on-campus housing are of traditional college age. The College of Public Affairs and Community Service The College of Public Affairs and Community Service (CPACS) was created amidst the social and racial turbulence occurring in Omaha in the early 1970s to ensure the university was responsive to the critical social needs and concerns of our community and state (CPACS, 2011). Central to the new college s mission was the provision of educational and training programs of the highest caliber that would prepare students for careers and leadership in the public service. From those days 30 years ago, the College has grown into a nationally recognized leader in public affairs research. Its faculty ranks among the finest in their disciplines. Faculty, staff, and students have become integral to the community and the state through applied research, service learning and various extensive outreach activities harkening back to our responsibility to address critical needs and concerns (CPACS, 2011, In addition to the social work program, CPACS offers career and professional degree programs in Criminal Justice, Gerontology, Public Administration, Urban Studies, and Aviation. The Center for Public Affairs Research and the Goodrich Scholarship Program, and the Brennan Labor Studies Institute are non-degree granting units that are also part of CPACS. The UNO Grace Abbott School of Social Work (GASSW) Social work education began at the University of Nebraska-Lincoln (UNL) with a sequence of courses that became a full undergraduate social work program accredited by the

6 UNO Grace Abbott School of Social Work MSW Self-Study 3 American Association of Social Work in In 1937, a Graduate School of Social Work was authorized by the Nebraska Legislature, with its own faculty, curriculum, and requirements for admissions and graduation. The School was fully operational by 1940, when it became a member of the American Association of Schools of Social Work. An undergraduate program was started at the Municipal University of Omaha in (The Municipal University of Omaha became part of the University of Nebraska system as the University of Nebraska at Omaha in 1968.) In 1972, the social work program was administratively transferred from UN-L to the University of Nebraska at Omaha (UNO). The School of Social Work became one of the academic units of the College of Public Affairs and Community Service (CPACS) in The first UNO Master of Social Work (MSW) degrees were awarded in May of The Council on Social Work Education (CSWE) has continuously accredited both the MSW (since 1940) and BSSW (since 1975) programs, awarding reaffirmation of accreditation in 1997 through the year The School of Social Work has a long history of leadership in family therapy, mental health, social services, health care, child welfare and social justice. The School s faculty, students and alumni are committed to helping people make their lives and communities better. In June 2010, the University of Nebraska-Board of Regents voted that the UNO School of Social Work be granted permission to be named The Grace Abbott School of Social Work. Abbott was born and raised in Grand Island, Nebraska. She is considered to be among the leading champions of children's rights in American history. As chief of the United States Children's Bureau ( ), Abbott was a vigorous leader in the early 20th century fight against child labor and was a longtime crusader for improved child and maternal health care. The press of her day referred to her as "Mother of America's 43 million children. A trusted associate of Nobel Prize-winner Jane Addams, Abbott was a longtime Hull House resident who also made significant contributions to the field of immigration rights during her tenure as director of the influential Immigrants Protective League ( ). Her many impressive achievements led her to become the first woman in U.S. history to be nominated for a Presidential cabinet post (proposed as Secretary of Labor for Herbert Hoover) and to be the first person sent to represent the U.S. at a committee of the League of Nations. With Abbott s impressive commitments to social welfare issues, the faculty and student body is honored that the School is named after Abbott. The School of Social Work is administratively located at the University of Nebraska at Omaha. The Bachelor of Science in Social Work (BSSW) and Master of Social Work (MSW) programs are offered at the UNO campus. The University of Nebraska at Omaha Grace Abbott School of Social Work offers the only accredited MSW program in Nebraska, and is the only such program within a 250-mile radius. The BSSW program prepares graduates for beginning social work practice under supervision with many social service settings. The education of the BSSW professional provides a solid foundation for pursuit of a higher level of professional competence through graduate social work education. This degree qualifies graduates to receive the Certified Social Worker (CSW) credential in the State of Nebraska. Other states with licensure or certification of BSSW level social workers would also recognize this degree for such licensure or certification. The MSW program prepares graduates for advanced social work practice with diverse populations in both public and private social welfare settings. This degree qualifies graduates for the Provisional License for Mental Health Practice (PLMHP) and, with post-msw experience, makes them eligible to apply for the credentials: Certified Master Social Worker (CMSW),

7 UNO Grace Abbott School of Social Work MSW Self-Study 4 and/or Licensed Mental Health Practitioner (LMHP) in the State of Nebraska. The combination of CMSW and LMHP gives one the title of Licensed Clinical Social Worker (LCSW). The MSW degree is the primary degree recognized for certification, registration or licensure for independent social work practice in all states in the U.S., the District of Columbia, and the U.S. Virgin Islands. Social work students have generated nearly 60,000 hours in practicum. We are the third largest graduate program at UNO. Among 207 accredited graduate social work programs in the U.S. who responded to the 2011 survey by the U.S. News America s Best Graduate Schools, the GASSW ranked 103 rd, in the top half of the schools. UNO s Mission and GASSW s Mission As shown in Table 2, the GASSW mission is consistent with UNO s institutional mission. GASSW works to fulfill the missions of both the school and the university. The UNO Grace Abbott School of Social Work s Mission The mission of The Grace Abbott School of Social Work (GASSW) at the University of Nebraska at Omaha is to educate students to become highly qualified social workers who serve people of all ages and influence the systems that affect them, to advance knowledge through teaching and research, and to engage with diverse communities to promote socially just societies.

8 UNO Grace Abbott School of Social Work, MSW Self-Study 5 Table 2 The Missions of UNO and the Grace Abbott School of Social Work (GASSW) UNO s Mission/Goals GASSW s Mission Evidence of GASSW s Fulfillment of Mission Goal 1: UNO will be recognized as a student-centered metropolitan university. Our mission is to educate students to become highly qualified social workers In 2005, the GASSW was recognized by the Chancellor and university as being student focused and was honored with the first Strategic Planning Award for this area. Also in 2005, the School was selected for a distinguished teaching award, The University-Wide Teaching Award which is given to only one department university wide across the four campuses. In 2009, GASSW received The Anita Rosen Award from the CSWE-Gero for Goal 2: UNO will be recognized for its academic excellence as a metropolitan university. Goal 3: UNO will be recognized for its outstanding engagement with the urban, regional, national, and global communities Our mission is to advance knowledge through teaching and research Our mission is to educate students to serve people of all ages and influence the systems that affect them and to engage with diverse communities to promote socially just societies. the most gerontologically infused curriculum in judged social work programs. Social work faculty in the past six years ( ) have: Presented at national conferences: CSWE-Annual Program Meetings, Society for Social Work Research, National Association of Christians in Social Work. Received funded grants totaling $81,000 related to teaching and cultural awareness (African Americans; older adults). Received awards regionally and locally for service-learning. Social work faculty: Serve on CSWE committees and on national, regional, and local community boards. Serve as Association of Social Work Board president. Serve as member of CSWE Leadership Roundtable. Are professional journal reviewers. Received awards. Ann Coyne received the Lifetime Achievement Award from the National Association of Social Workers in 2012.

9 UNO Grace Abbott School of Social Work, MSW Program 6 Accreditation Standard 1.01 The program submits its mission statement and describes how it is consistent with the profession s purpose and values and the program s context. The UNO Grace Abbott School of Social Work s Mission The mission of The Grace Abbott School of Social Work (GASSW) at the University of Nebraska at Omaha is to educate students to become highly qualified social workers who serve people of all ages and influence the systems that affect them, to advance knowledge through teaching and research, and to engage with diverse communities to promote socially just societies. The program s mission is consistent with the profession s purpose and values (as advanced in EP 1.1) (see Table 3). The goals of the GASSW include the preparation and training of competent and effective professionals. In the assessment section of this self-study, the reader will recognize how well prepared our students are through classroom learning and the field experience, social work s signature pedagogy. We value the opportunity to teach students social work curricula through the traditional classroom and distance education, but we also highly value the contributions of our social work community at large. The field experience has particular relevance regarding development of service delivery systems. Both students and faculty value opportunities for input from our community partners that results in stronger service delivery systems. In addition, practicum agencies are on the front lines lending credibility to what social work faculty teach. The diversity of contextual landscapes includes: The location of the GASSW in Omaha, Nebraska; The changing demographics of the Midwest from predominantly white populations to more people of color and younger students at both undergraduate and graduate levels; and The degree and depth of engagement with systems; macro, mezzo, and micro systems for faculty and social work students. As we analyze the aforementioned contextual landscapes, it appears that social work values and ethics related to service, social justice, dignity and worth of the person, the importance of human relationships, integrity, competence, human rights and scientific inquiry all support contemporary and future social work education and practice. The Profession s Purpose The purpose of the social work profession is to promote human and community wellbeing. Guided by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, social work s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons.

10 UNO Grace Abbott School of Social Work, MSW Program 7 Table 3 Profession s Reflection in the GASSW s Mission Profession s Values Profession s Purpose GASSW s Mission Service, social justice, the dignity and worth of the person, the importance of The purpose of the social work profession is to promote human and community well-being who serve people of all ages and influence the systems that affect them to engage with diverse communities to promote socially just societies. human relationships, Guided by a person and environment construct, to educate students to become highly qualified social workers integrity, competence are among the core a global perspective, to engage with diverse communities to promote socially just societies. values of social work. respect for human diversity, to engage with diverse communities to promote socially just and knowledge based on scientific inquiry, societies. to advance knowledge through teaching and research, social work s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons. who serve people of all ages and influence the systems that affect them to engage with diverse communities to promote socially just societies. Accreditation Standard 1.02 The program identifies its goals and demonstrates how they are derived from the program s mission. The following broad goals derive from and support the GASSW mission statement and are congruent with UNO s mission and goals. Further, in Table 4, we show how the educational goals for both the baccalaureate and masters programs are derived from the GASSW mission statement. The GASSW goals are to: 1. Continue to expand the reputation of the GASSW at the local, regional, national, and international levels. 2. Support faculty and student research and creative activity in the development of new knowledge. 3. Engage with diverse community partners at local, regional, national, international levels to benefit communities, enhance faculty expertise, and promote students capacity for diverse practice.

11 UNO Grace Abbott School of Social Work, MSW Program 8 4. Support the goals of a liberal arts foundation in which social work students gain the building blocks for a solid educational experience. 5. Use innovative methods to educate social work students across the state to achieve the highest standards possible, to reach their potential. 6. Encourage undergraduate and graduate research and creative activity to encourage social work students to develop critical thinking skills related to problem solving complex societal issues. The linkage of the specific MSW Educational Goals to the program s mission is shown in Table 4 that explains how these goals derive from the mission. Table 4 GASSW s Mission and MSW Program Educational Goals GASSW s Mission to educate students to become highly qualified social workers who serve people of all ages and influence the systems that affect them to advance knowledge through teaching and research to engage with diverse communities to promote socially just societies. MSW Program Goals 1. To prepare advanced social work practitioners who engage with diverse systems of all sizes. 2. To prepare advanced social work practitioners with a commitment to social justice and civic engagement. 3. To promote commitment to professional development and lifelong learning. 5. To prepare advanced social work practitioners for leadership positions in clinical practice and social service administration, 6. To prepare advanced social work practitioners in accord with social work values and ethics. 5. To prepare advanced social work practitioners for leadership positions in clinical practice and social service administration, 6. To prepare advanced social work practitioners in accord with social work values and ethics. 3. To promote commitment to professional development and lifelong learning. 1. To prepare advanced social work practitioners who engage with diverse systems of all sizes. 2. To prepare advanced social work practitioners with a commitment to social justice and civic engagement. 4. To uphold the values of inclusion and culturally competent practice.

12 UNO Grace Abbott School of Social Work, MSW Program 9 Accreditation Standard M2.0 Curriculum The 10 core competencies are used to design the foundation and advanced curriculum. The advanced curriculum builds on and applies the core competencies in an area(s) of concentration. 2. Explicit Curriculum Educational Policy 2.0 The Social Work Curriculum and Professional Practice MSW Formal Educational Structure: Rationale and Description Rationale The educational structure of the program s Master of Social Work (MSW) is designed in accord with several guiding principles. These principles include the purpose of the social work profession to promote human and community well-being, the mission of the School of Social Work, and the 2008 Educational Policy and Standards (EPAS) for Core Competencies. Regarding the purpose of the social work profession, the program s educational structure encompasses central constructs such as human welfare, person-in-environment, respect for diversity, empirically supported knowledge, social justice, and professional leadership. Similarly the educational structure flows from the School s mission to educate highly qualified advanced level social workers who provide professional services to people of all ages and have competence to work in various systems to promote social justice for diverse communities. Finally the program s formal educational structure distills the above principles into learning outcomes through encompassing the 2008 EPAS Standards for Core Competencies; this component results in an intentional design that allows students to master the competencies and practice behaviors; these are presented in detail in subsequent standards below. Description The MSW program is housed within the University of Nebraska at Omaha, in the College of Public Affairs and Community Service. The campus-based degree program admits a new class of MSW students to enter each Fall semester. Because the School has a statewide mission for this graduate degree, the MSW is also offered in selected off-campus locations. The structure of the MSW curriculum consists of the Foundation level, which is required by CSWE, and the Advanced level, which offers two options for the student s choice of concentration: the Advanced Generalist and the Clinical. Students enter the MSW program through two admission options. Qualified applicants with a CSWE-accredited baccalaureate social work degree (BSW) are admitted as having achieved generalist-level competencies and begin the MSW program at the advanced level. Qualified applicants admitted without the BSW degree are admitted to begin at the Foundation graduate level to gain the required Generalist competencies. The MSW Foundation level consists of eight required courses of 3 credit hours each (24 credit hours). Upon successful completion, students automatically progress to one of the Advanced Standing concentrations. Students may pursue the MSW on either a full-time or part-time basis. Fulltime enrollment consists of three courses or four courses in a semester; only the Director can give

13 UNO Grace Abbott School of Social Work, MSW Program 10 permission for five courses in a semester. The part-time program requires at least two courses each semester; summer enrollment is not required at any level. Students are required to complete the MSW degree within four years. Students pursuing the additional graduate Gerontology certificate typically complete all requirements without extension; however, students in dual degree programs are allowed six years to complete requirements. These three specialization options are discussed below in M2.0.2 that identifies the program concentrations. MSW Formal Educational Structure Rationale for the Foundation Level (24 credit hours) The rationale for the educational structure of the Foundation level builds on the student s prior liberal arts base and a curriculum structure that covers the EPAS Core Generalist Competencies to promote mastery of generalist practice. A liberal arts and sciences background prepares students to understand the historical, socio-economic, and political forces that influence the development of social welfare policy and the contributions of sociological, psychological, and biological theory that inform social work models of assessment and practice. In addition, a foundation in the liberal arts tradition assists students in developing a broad picture of the social environment and the many forms of human adaptation to and modification of this environment over time. The liberal arts foundation also enhances the ability to synthesize and critically reflect upon information from multiple sources as part of decision making in social work practice. Applicants are screened for the bachelor s level liberal arts base, and specifically for three prerequisite courses: biology, research, and statistics; if there are deficiencies in these three, students must complete them per program requirements. (See Academic Policies and Standards, p. 19.) Foundation Generalist Curriculum (24 credit hours) The Foundation curriculum consists of 24 semester credit hours of required courses as shown below. Complete syllabi, including course objectives, EPAS competencies and practice behaviors, and specific assignments are available for all courses in Volume 2. Table 5 shows the required courses for the Foundation level. Table 5 Foundation Curriculum Credit Course Hours SOWK 8070 Human Behavior and the Social Environment I* 3 SOWK 8080 Human Behavior and the Social Environment II 3 SOWK 8090 Social Welfare Policy* 3 SOWK 8110 Institutional Oppression 3 SOWK 8130 Generalist Practice I 3 SOWK 8150 Generalist Practice II 3 SOWK 8160 Generalist Practicum I 3 SOWK 8170 Generalist Practicum II 3 TOTAL 24 *Waiver examinations are available.

14 UNO Grace Abbott School of Social Work, MSW Program 11 Foundation Core Competencies A major component in the rationale for the structure of the Foundation Curriculum is coverage of the EPAS generalist core competencies and practice behaviors. Details of this coverage are shown in the Foundation Curriculum Map in the Appendix G. The curriculum map shows the linkage for each core competency and each practice behavior with all Foundation courses, course objectives, and assignments. For example, Table 6 shows the required Foundation courses and their course objectives and assignments linked to core competencies and practice behaviors for one competency. Table 6 Example of the Foundation Curriculum Map Core Course Assignment* Competency Practice Behavior Course Objective Comp #1 Gen 1.1 Advocate for client access to the ,2,4,5 Identify as a services of social work ,3 professional Gen 1.2 Practice personal reflection and ,2,4,5 Social Worker self-correction to assure continual and conduct ,3 professional development. oneself Gen 1.3 Attend to professional roles and ,2,4,5 accordingly. boundaries ,3 Gen 1.4 Demonstrate professional ,2,4,5 demeanor in behavior appearance and communication ,3 Gen 1.5 Engage in career-long learning ,2,4, ,3 Gen 1.6 Use supervision and consultation ,2,4, ,3 All competencies and practice behaviors are covered in SOWK 8160 and SOWK 8170 Generalist Social Work Practicum I and II. *1-Test/Quiz; 2-Papers; 3-Service Learning Project; 4-Guest Speakers; 5-Group Project/Activities; 6-Misc In summary, the Foundation level of the program has a sound rationale that is supported by the program s mission and coverage of the EPAS core generalist competencies that promote mastery of generalist social work practice. Rationale for the Advanced Level (39 credit hours) The rationale for the advanced level builds on the program s mission, the Foundation generalist base, and a curriculum structure that covers the EPAS Core Competencies with advanced/augmented knowledge and skills. At the advanced level, students must pursue a concentration, either the Advanced Generalist or the Clinical (described separately below). The choice of concentration is made by the end of the first semester of enrollment. The advanced level, including concentration and elective requirements, consists of 39 credit hours. A major component in the rationale for the structure of the Advanced level is the augmented EPAS Core competencies and practice behaviors that are the basis for course objectives in the required Advanced course syllabi that make up the two concentrations.

15 UNO Grace Abbott School of Social Work, MSW Program 12 The structure of the curriculum for the Advanced Generalist and Clinical concentrations will be discussed separately. Each concentration has unique requirements; however, the following four courses, as shown in the curriculum tables below, are required for both concentrations: SOWK 8190, SOWK 8220, SOWK 8250, and SOWK This course content is seen as essential for all advanced practice. Coverage of the EPAS advanced/augmented core competencies and practice behaviors is shown in the Curriculum Map for each concentration. These tables show the linkage for each core competency and each practice behavior with required concentration courses, course objectives, and assignments. Advanced Generalist Concentration Curriculum (39 credit hours). The curriculum and course requirements for the Advanced Generalist concentration are presented in Table 7. Complete syllabi, including course objectives, EPAS competencies and practice behaviors, and specific assignments are available for all courses in Volume 2. All required courses and electives with course descriptions are in Appendix F. Table 7 Advanced Generalist Curriculum Credit Course Hours SOWK 8190 Research and Computer Applications* 3 SOWK 8220 Clinical Social Work with Individuals* 3 SOWK 8250 Social Work Practice with Families* 3 SOWK 8400 Advanced Social Work Practicum I 3 SOWK 8400 Advanced Social Work Practicum II 3 SOWK 8510 Supervision and Personnel Administration* 3 SOWK 8540 Social Welfare Planning 3 SOWK 8560 Advanced Community Practice 3 Advanced macro practice elective 3 Electives (3) 9 Advanced research choice 3 TOTAL 39 *Common to both concentrations A major component in the rationale for the structure of the Advanced Generalist curriculum is its coverage of the EPAS advanced/augmented core competencies and practice behaviors. Details of this coverage are shown in the Advanced Generalist Curriculum Map in Appendix G. The matrix shows the linkage for each core competency and each practice behavior with concentration courses, course objectives, and assignments. For example, Table 8 shows the required advanced courses and their course objectives and assignments linked to core competencies and practice behaviors for one competency.

16 UNO Grace Abbott School of Social Work, MSW Program 13 Table 8 Example of the Advanced Generalist Curriculum Map Core Competency Practice Behavior Course Course Objective Comp #1 AGen 1.1 Readily identify as social work Identify as a professionals. professional Social Worker and conduct oneself accordingly. AGen 1.2 Understand and identify professional strengths, limitations, and challenges. AGen 1.3 Develop, manage, and maintain relationships with clients, community partners, stakeholders and members of larger systems. Assignment* ,7 1,2, , , , , ,7,12 1,2, , ,2 2, , , , , All competencies and practice behaviors are covered in SOWK 8400 and SOWK 8410 Advanced Social Work Practicum I and II. *1-Test/Quiz; 2-Papers; 3-Service Learning Project; 4-Guest Speakers; 5-Group Project/Activities; 6-Misc Clinical Concentration Curriculum (39 credit hours). The curriculum and course requirements for the Clinical concentration are presented in Table 9. Complete syllabi, including course objectives, EPAS competencies and practice behaviors, and specific assignments are available for all courses in Volume 2. All required and elective courses with course descriptions are shown in Appendix F.

17 UNO Grace Abbott School of Social Work, MSW Program 14 Table 9 Clinical Curriculum Credit Course Hours SOWK 8190 Research and Computer Applications* 3 SOWK 8220 Clinical Social Work with Individuals* 3 SOWK 8230 Clinical Social Work with Groups 3 SOWK 8250 Social Work Practice with Families* 3 SOWK 8290 Social Work Practice in Health and Mental Health 3 SOWK 8400 Advanced Social Work Practicum I 3 SOWK 8400 Advanced Social Work Practicum II 3 SOWK 8510 Supervision and Personnel Administration* 3 SOWK 8650 Health/Mental Health Policy for Social Work 3 Advanced clinical practice elective 3 Electives (2) 6 Advanced research choice 3 TOTAL 39 *Common to both concentrations A major component in the rationale for the structure of the Clinical curriculum at the advanced level is its coverage of the EPAS advanced/augmented core competencies and practice behaviors. Details of this coverage are shown in the Clinical Curriculum Map in Appendix G. The matrix shows the linkage for each core competency and each practice behavior with concentration courses, course objectives, and assignments. For example, Table 10 shows the required advanced courses and their course objectives and assignments linked to core competencies and practice behaviors for one competency. Table 10 Example of the Clinical Curriculum Map Core Competency Practice Behavior Course Course Objective Comp #1 Clin 1.1 Readily identify as social work Identify as a professionals. professional Social Worker and conduct oneself Clin 1.2 Demonstrate professional use of accordingly. self with client(s). Clin 1.3 Understand and identify professional strengths, limitations, and challenges. Clin 1.4 Develop, manage, and maintain therapeutic relationships with clients within the person-in-environment and strengths perspective. Assignment* ,7 1,2, , ,6 1, , ,7,12 1,2, , ,7 1,2, , ,6 1, ,7 1,2,

18 UNO Grace Abbott School of Social Work, MSW Program 15 All competencies and practice behaviors are covered in SOWK 8400 and SOWK 8410 Advanced Social Work Practicum I and II. *1-Test/Quiz; 2-Papers; 3-Service Learning Project; 4-Guest Speakers; 5-Group Project/Activities; 6-Misc MSW Curriculum Electives Elective courses provide students the flexibility to take courses that will fit their unique educational or career goals or special interests. Typically, students consult advisors in making these choices. Each concentration has one restricted elective choice. Advanced Generalist students must select an advanced macro practice course (either SOWK 8550 OR SOWK 8570). Clinical students must select an advanced clinical practice course (SOWK 8240, SOWK 8260, SOWK 8270 or SOWK 8280). Depending on the concentration, students also have two (Clinical) or three (Advanced Generalist) additional open electives. Appendix F shows the list of all MSW courses, course descriptions, and prerequisites. Coverage of EPAS core competencies in elective courses is shown in the Electives Curriculum Map in Appendix G. This matrix shows the linkage for each core competency with course objectives and assignments. An example of the Electives Curriculum Map is shown in Table 11 for one competency. Competency Comp #1 Identify as a professional social worker and conduct oneself accordingly. Table 11 Example of the Electives Curriculum Map Can be taken by*: Course BSSW/ Courses Objectives Found. Adv. Gen. Clinical / , , 1.3, ,6 1.1, 1.2, 1.3, ,2 1.1, 1.2, , ,6 1.1, 1.2, ,7 1.1, , 1.2 *Practice behaviors indicated, if mapped at that level. A means the course can also be taken at that level. In summary, the educational structure of the Advanced level concentrations has a sound rationale that is supported by the program s mission and coverage of EPAS advanced, augmented competencies that promote mastery of advanced social work practice. 2. Explicit Curriculum Educational Policy M2.2 Advanced Practice Through the concentrations, education at the advanced level promotes expanded skills in critical thinking that allow practitioners to evaluate complex problems and work flexibly and effectively with the systems involved for appropriate and needed solutions. In addition, the

19 UNO Grace Abbott School of Social Work, MSW Program 16 advanced content in concentration courses, as reflected in course syllabi, encompasses theories drawn from both social work and other disciplines and emphasizes empirically supported methods and evaluation of practice. The practicum experience further advances the student toward a professional level of decision making, self-awareness, and intervention to foster sound functioning in individuals, families, organizations, and communities. Accreditation Standard M2.0.1 The program identifies its concentration(s) (EP M2.2). As described above in the formal educational structure of the program (EP 2.0), two concentrations are available at the advanced level. Advanced Generalist Concentration The Advanced Generalist concentration prepares students with advanced knowledge and skills in direct and indirect practice to address social service delivery system needs. Students who select the Advanced Generalist concentration desire knowledge and practice skills in clinical, administrative, policy, advocacy, community practice, and research so that they are prepared to take leadership positions in rural, urban, or international settings. The Advanced Generalist concentration emphasizes social justice, civic engagement, and diversity. Building on the liberal arts perspective and social welfare theory, the Advanced Generalist concentration provides an opportunity for students to integrate direct and indirect practice across the lifespan. Examples of direct practice include: clinical intake and assessment, treatment planning, intervention, and discharge planning. Examples of indirect practice include: community organizing, social welfare planning, policy analysis, legislative advocacy, and program evaluation. Curriculum requirements for the Advanced Generalist concentration are shown in Table 7 above on the formal educational structure of the MSW program (EP2.0). Advisement worksheets have been developed for use by advisors and students. These contain extensive details on requirements, prerequisites, etc. and are included in Appendixes C (Foundation) and D (Advanced Standing). Clinical Concentration Clinical social work shares with all social work practice the goal of "enhancement and maintenance of psychosocial functioning of individuals, families, and small groups (NASW Standards for the Practice of Clinical Social Work). Students who select the Clinical concentration will apply advanced professional knowledge and skills to aid in the prevention, treatment, and ongoing rehabilitation of psychosocial problems such as normal challenges and problems in living and psychosocial dysfunction, and disability or impairment, including mental and behavioral health disorders. The Clinical concentration requirements draw on current theory from social work and other clinical disciplines, including theories of human development/behavior/personality within a psychosocial context, and treatment methods with empirical support or established by research as best practices.

20 UNO Grace Abbott School of Social Work, MSW Program 17 Building on the liberal arts base, the Clinical Concentration expands the perspective of person-in-situation and integrates diversity and multiculturalism. Students are prepared for a range of services, e.g., assessment; diagnosis; treatment, including psychotherapy and counseling; support and education; client-centered advocacy; consultation; and evaluation, all of which should support the broad social work value of promoting social and economic justice for vulnerable groups. Clinical concentration students learn to practice in the context of principles and values contained in the NASW Code of Ethics, while helping clients set treatment goals and enact changes that support access to resources and development/maintenance of their adaptive capacities, achievements and strengths. Curriculum requirements for the Clinical concentration are shown above (EP 2.0) in the discussion on the formal educational structure of the MSW program. Advisement worksheets have been developed for use by advisors and students. These contain extensive details on requirements, prerequisites, etc. and are included in Appendixes C (Foundation) and D (Advanced Standing). Additional Specialization Options Although not concentrations and not reviewed by CSWE, GASSW offers additional specialization options. The Certificate in Gerontology and two dual degree programs (Master of Social Work (MSW) and Master of Public Administration (MPA) (Foundation or Advanced), and Master of Social Work (MSW) and Master of Public Health (MPH) (Foundation or Advanced)) are options for interested MSW students. These options have been developed collaboratively with the other departments involved. Students pursuing these options meet all requirements for the MSW degree as shown on the advisement worksheets. The Gerontology Certificate and the dual degree options are well-defined and are approved by the Office of Graduate Studies. The Certificate in Gerontology represents a joint collaboration between Social Work and the UNO Gerontology Department. The dual degree programs also involve collaboration with other University units and specify courses from both degree programs that allow fulfillment of the requirements for and awarding of both degrees at the same time. Further information is provided in Appendixes C and D. Accreditation Standard M2.0.2 The program discusses how its mission and goals are consistent with advanced practice (EP M2.2). Mission and Goals and Advanced Practice Advanced practice as covered in the two concentrations is consistent with the School s mission and goals. Advanced practice consists of expanded skills in critical thinking, assessment of complex problems, the flexibility to negotiate and intervene with use of best practices, mastery of multidisciplinary theories and empirically supported methods, and a professional level of decision-making. These elements and other advanced concepts are covered in the two concentrations and are congruent with the School s mission.

21 UNO Grace Abbott School of Social Work, MSW Program 18 The UNO Grace Abbott School of Social Work s Mission The mission of The Grace Abbott School of Social Work (GASSW) at the University of Nebraska at Omaha is to educate students to become highly qualified social workers who serve people of all ages and influence the systems that affect them, to advance knowledge through teaching and research, and to engage with diverse communities to promote socially just societies. Regarding the first point in the mission, both concentrations consist of a curriculum design and course requirements that promote the education of highly qualified social workers who can provide much needed services to people of all ages. The rigorous required course work, the concentration practicum, and formal assessment measures such as the practicum evaluation tool and the comprehensive examination are designed to assure highly qualified social workers as specified in the mission and the definition of advanced practice. In addition, the advanced practice program is consistent with other points in the mission. In Nebraska and adjoining states, in both urban and rural areas, the advanced program addresses the public s need for clinical social workers and advanced generalist social workers to help individuals, families, and communities; this function would include serving people of all ages. Further, advanced practice calls for knowledge about the diverse systems that affect the welfare of people and the skills to address the changes needed to support optimal functioning of citizens and communities. Regarding another point in the mission, to engage with diverse communities, the concentration requirements, including practicum, encompass critical competencies and practice behaviors in diversity and social justice. With this content integrated throughout the curriculum, students gain the ability to practice at the advanced level with diverse communities. Offering the additional specialization options noted above is also consistent with the School s mission to educate highly qualified professionals to serve the needs of the State and region. Over the past decade, extensive documentation has pointed to the need for specialists in Gerontology, qualified administrators of public service agencies, and professionals with skill in both direct client service and public health practice. Currently, eight students are pursuing the graduate certificate in Gerontology. In the past five years, 26 students have completed the dual MSW/MPA degree program. The MSW/MPH dual degree program began two years ago. The School s mission and goals that center on educating highly qualified social workers are also supported by structuring the advanced curriculum to be consistent with the 2008 EPAS augmented/expanded core competencies and practice behaviors. This linkage aims to promote mastery of advanced practice. Details of this linkage are shown throughout this narrative below that addresses all standards for the Explicit Curriculum, with documentation appearing in the Appendices, e.g., curriculum maps, identification of competencies, operationalization of competencies, and theoretical frameworks. Adherence to the advanced level competencies enables the Program to achieve mission components, e.g., to produce highly qualified social workers who engage with diverse communities. Program Goals, Concentration Competencies, and Practice Behaviors Program goals derive from our mission and are consistent with advanced practice covered in the two MSW concentrations: Advanced Generalist and Clinical. This consistency is reflected in the School s broad goals that derive from its mission, in the MSW Program s educational goals, and in the linkage of advanced level competencies and practice behaviors for each

22 UNO Grace Abbott School of Social Work, MSW Program 19 concentration. These components result in a planned, coherent, integrated curriculum that supports the School s broad goals and MSW educational goals. First, we discuss the School s broad goals derived from the overall mission and, second, the MSW program s educational goals that support its specific educational mission. Broad Program Goals The GASSW s broad goals are to: 1. Continue to expand the reputation of the GASSW at the local, regional, national, and international levels. 2. Support faculty and student research and creative activity in the development of new knowledge. 3. Engage with diverse community partners at local, regional, national, international levels to benefit communities, enhance faculty expertise, and promote students capacity for diverse practice. 4. Support the goals of a liberal arts foundation in which social work students gain the building blocks for a solid educational experience. 5. Use innovative methods to educate social work students across the state to achieve the highest standards possible, to reach their potential. 6. Encourage undergraduate and graduate research and creative activity to encourage social work students to develop critical thinking skills related to problem solving complex societal issues. These broad goals flow from the GASSW mission statement above. The goals encompass the School s primary educational mission but also go beyond the strictly educational program goals (discussed below) and address the School s commitment to the advancement of knowledge and engagement with communities to bring benefits to society. The first two goals above readily connect to the need for and purposes of advanced practice. For example, the presence of the graduate MSW program (advanced practice) and the statewide mission to deliver this program clearly contribute to the School s reputation and are a major avenue for faculty and student research that develop new knowledge. With Goals 3 and 4 above, advanced practice content and its foundational base in the liberal arts are essential for the complex tasks and benefits that come from engagement with the community. Finally, with Goals 5 and 6 above, the mission component of educating highly qualified social workers across the State depends on continually using effective, innovative methods as a way to deliver the program and promote students competencies in research and critical thinking so that they are, in fact, highly qualified to address complex social problems. An example of achievement of several goals (#1, 2, 3 above) is seen in the appointment of our student, Ejay Jack, in Summer 2009 to be a White House intern. Pursuing the dual MSW/MPA dual degree program, Ejay had worked as a graduate assistant in Multicultural Affairs; served as director of the Gender and Sexual Orientation Student Agency ( ) served as a member of Safe Space and Ally training program, and a was a member of UNO s Sexual and Gender Equality (SAGE) Task Force. The School is proud of his accomplishments for him personally and for their contribution to our mission and advanced level social work practice.

23 UNO Grace Abbott School of Social Work, MSW Program 20 Educational Goals Moving to the MSW program educational goals, Table 12 shows the linkage of the MSW educational goals to the School s mission. Since much of the School s mission focuses on educating social workers for a range of advanced practice, the educational program goals reflect those central mission components whereby we prepare students to engage with a range of clients of diverse backgrounds with a commitment to social justice, to continue professional development, to provide community leadership, and to uphold social work values and ethics. The MSW program s educational goals are then manifested in the specific advanced, augmented competencies and practice behaviors that appear throughout the curriculum. The discussion below of the subsequent standards for the Explicit Curriculum document these details in tables showing curriculum maps, advanced competencies, operationalization of competencies, and theoretical frameworks. Table 12 GASSW s Mission and MSW Program Educational Goals GASSW s Mission to educate students to become highly qualified social workers who serve people of all ages and influence the systems that affect them to advance knowledge through teaching and research to engage with diverse communities to promote socially just societies. MSW Program Goals 1. To prepare advanced social work practitioners who engage with diverse systems of all sizes. 2. To prepare advanced social work practitioners with a commitment to social justice and civic engagement. 3. To promote commitment to professional development and lifelong learning. 5. To prepare advanced social work practitioners for leadership positions in clinical practice and social service administration, 6. To prepare advanced social work practitioners in accord with social work values and ethics. 5. To prepare advanced social work practitioners for leadership positions in clinical practice and social service administration, 6. To prepare advanced social work practitioners in accord with social work values and ethics. 3. To promote commitment to professional development and lifelong learning. 1. To prepare advanced social work practitioners who engage with diverse systems of all sizes. 2. To prepare advanced social work practitioners with a commitment to social justice and civic engagement. 4. To uphold the values of inclusion and culturally competent practice. Advanced practice consists of expanded skills in critical thinking, assessment of complex problems, the flexibility to negotiate and intervene with use of best practices, mastery of multidisciplinary theories and empirically supported methods, and a professional level of decision-making. These elements of advanced practice and other advanced concepts covered in the two concentrations are congruent with the School s educational program goals that flow from its mission. Table 13 lists the educational program goals and the comments in the second

24 UNO Grace Abbott School of Social Work, MSW Program 21 column show the linkage to the essentials of advanced practice. These same educational goals are reflected in the overall Advanced Generalist and Clinical curricula which are linked specifically to the EPAS advanced, augmented competencies. Details of the linkage to competencies are shown below in discussions of standards for the Explicit Curriculum. Table 13 Educational Program Goals and Advanced Practice MSW Educational Program Goals 1. To prepare advanced social work practitioners who engage with diverse systems of all sizes. 2. To prepare advanced social work practitioners with a commitment to social justice and civic engagement. 3. To promote commitment to professional development and lifelong learning. 4. To uphold the values of inclusion and culturally competent practice. 5. To prepare advanced social work practitioners for leadership positions in clinical practice and social service administration. 6. To prepare advanced social work practitioners in accord with social work values and ethics. Linkage to Advanced Practice Both the Advanced Generalist and Clinical concentrations cover expanded skills with diverse systems of all sizes. Both the Advanced Generalist and Clinical concentrations encompass specialized practice areas for a commitment to social justice and civic engagement, e.g., with various communities and issues of disparities mental health/health services. Both the Advanced Generalist and Clinical concentrations emphasize critical thinking, theoretical knowledge, and research skills that are essential for lifelong learning. Both the Advanced Generalist and Clinical concentrations cover competencies related to diversity and flexibility in choosing best practices suited to diverse client systems. Both the Advanced Generalist and Clinical concentrations cover professional decision making, critical thinking, and mastery of theories relating to different types of systems, all of which support leadership ability. Both the Advanced Generalist and Clinical concentrations emphasize in all aspects of practice the pervasiveness of social work values and ethics and decision making in accord with these principles and the NASW Code of Ethics. Above we have shown how our mission and goals are consistent with advanced practice (EP M2.2) and that advanced practice in the two concentrations is assured by incorporation of all the EPAS core competencies augmented with advanced practice behaviors. Details of this coverage are discussed below in Standards M2.0.3, M2.0.4, M2.0.5, and M For immediate reference, see the MSW Curriculum Maps for Advanced Generalist and Clinical required courses in Appendix G. These tables document how advanced competencies and practice behaviors are covered in all required concentration courses.

25 UNO Grace Abbott School of Social Work, MSW Program 22 Accreditation Standard M2.0.3 The program identifies its program competencies consistent with EP2.1 through (d) and EP M2.2. The program competencies for both the MSW Foundation Generalist and the Advanced level curricula are consistent with the 2008 EPAS Standards. Foundation Program Competencies The MSW Foundation curriculum is based on the core competencies set forth by CSWE for Generalist Practice in the 2008 Standards--EP 2.1 through (d). The faculty reviewed the 2008 CSWE model of generalist practice competencies, found them to be consistent with the School s mission and educational goals, and adopted these without change. Table 14 shows the program s Foundation competencies adopted in total from the EPAS Generalist Core Competencies (Appendix A). Table 14 Foundation Core Competencies Core Competency Comp #1 Identify as a professional social worker and conduct oneself accordingly. Comp #2 Apply social work ethical principles to guide professional practice. Comp #3 Apply critical thinking to inform and communicate professional judgments. Description of Characteristic Knowledge, Values, Skills Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information.

26 UNO Grace Abbott School of Social Work, MSW Program 23 Table 14 Foundation Core Competencies Core Competency Comp #4 Engage diversity and difference in practice. Comp #5 Advance human rights and social and economic justice. Comp #6 Engage in researchinformed practice and practiceinformed research. Comp #7 Apply knowledge of human behavior and the social environment. Comp #8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Comp #9 Respond to contexts that shape practice. Description of Characteristic Knowledge, Values, Skills Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively.

27 UNO Grace Abbott School of Social Work, MSW Program 24 Table 14 Foundation Core Competencies Core Competency Comp #10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Description of Characteristic Knowledge, Values, Skills Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research 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. Advanced Program Core Competencies The Advanced MSW Program is based on augmented competencies that are consistent with the 2008 EPAS Standards (EP.M2.2: Advanced practice incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a concentration). The core competencies developed for both concentrations advance, augment, and refine the generalist core competencies. Advanced Generalist Concentration Core Competencies The Advanced Generalist Concentration represents a revision of the program s previous Integrated Practice Concentration. The curriculum for this new concentration was developed specifically by the School s Advanced Generalist Task. During , in reviewing the EPAS Competencies, their deliberations led to specifying unique augmented advanced generalist knowledge and practice behaviors for the new concentration, which was approved by the faculty (see Appendix A). Both concentrations have been in place since 2010, and assessment measures and data deal only with the revised concentrations and the competencies that are consistent with the 2008 EPAS Standards. Table 15 that follows shows the Advanced Generalist Concentration competencies and definition of knowledge, values and skills for each. Table 15 Augmented Advanced Generalist Concentration Core Competencies Core Competency Comp #1 Identify as a professional Social Worker and conduct oneself accordingly. Comp #2 Apply social work ethical principles to guide professional practice. Comp #3 Apply critical thinking to Advanced Generalist Knowledge, Values, and Skills Recognize the importance of relationship with all types of systems relevant to client and societal welfare, the professional use of self, theories of change and community relationships, and adherence to ethical guidelines of professional behavior. Know about ethical issues, legal parameters, and shifting societal mores that affect relationships with all types of systems. Understand and differentiate the strengths and limitations of theories of change applicable to all types of systems in

28 UNO Grace Abbott School of Social Work, MSW Program 25 Table 15 Augmented Advanced Generalist Concentration Core Competencies Core Competency inform and communicate professional judgments. Comp #4 Engage diversity and difference in practice. Comp #5 Advance human rights and social and economic justice. Comp #6 Engage in researchinformed practice and practice-informed research. Comp #7 Apply knowledge of human behavior and the social environment. Comp #8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Advanced Generalist Knowledge, Values, and Skills advanced generalist practice. Deconstruct theories and methods to evaluate how they relate to client systems and communities within their environmental contexts. Regularly question and reflect on assumptions and consider how these might affect practice. Know about many forms of diversity and difference and how these influence relationships with various systems and presenting issues. Know about the ways in which various dimensions of diversity affect (a) explanations of problems, (b)advocacy efforts, and (c) needed changes. Advanced generalist practitioners are cultural beings and understand how clinical and macro practice choices can be culture-bound. Understand the potentially challenging effects of economic, social, and cultural factors in lives of clients and client systems as well as communities and other systems. Understand the stigma and shame associated with various cultural groups across diverse populations. Understand strategies for advancing human rights and social and economic justice in domestic and global contexts. Know about best practices for various systems, interventions, and the evidence-based research process. Understand how to synthesize and differentially apply theories of various levels of systems. Understand the steps in formulating a comprehensive assessment of various systems. Understand how socio-cultural contexts influence advanced generalist practice. Have a working knowledge of policies and procedures relating to advanced generalist practice. Recognize the connection between clients, social welfare practice, and both public and organizational policy. Know about factors that influence the development of legislation, policies, program services, and funding at all system levels. Know about advocacy methods that contribute to effective policies that promote social and economic well-being.

29 UNO Grace Abbott School of Social Work, MSW Program 26 Table 15 Augmented Advanced Generalist Concentration Core Competencies Core Competency Comp #9 Respond to contexts that shape practice. Comp #10 (a-d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Advanced Generalist Knowledge, Values, and Skills Know how relational, organizational, community and larger systems may impact clients and communities. Anticipate and react to evolving cultural, technological, geographical, political, legal, economic, and environmental contexts. Encourage clients and communities to effect changes within these contexts. Involve the interactive processes of engagement, assessment, planning, intervention and evaluation at multiple levels. Have a theoretically informed knowledge base so as to effectively practice with various systems. Understand and implement advanced generalist practice theories (models, strategies, techniques and approaches). Evaluate intervention effectiveness. Advanced Clinical Concentration Core Competencies The program s Clinical concentration curriculum was re-designed to follow the CSWE model for advanced clinical competencies that was offered soon after launching of the 2008 EPAS Standards (Brochure, CSWE, 2009). This model included all of the competencies augmented by advanced clinical knowledge, values and skills and clinical practice behaviors (Appendix A). Adoption of the CSWE clinical competencies was approved by the School s Clinical Concentration Task Force and the faculty. Table 16 shows the Clinical concentration core competencies and definition of knowledge, values and skills for each. Table 16 Augmented Clinical Concentration Core Competencies Core Competency Comp #1 Identify as a professional Social worker and conduct oneself accordingly. Comp #2 Apply social work ethical principles to guide professional practice. Comp #3 Apply critical thinking to inform and communicate professional judgments. Advanced Clinical Knowledge, Values, and Skills Recognize the importance of the therapeutic relationship, the person-in-environment and strengths perspectives, the professional use of self with clients, and adherence to ethical guidelines of professional behavior. Know about ethical issues, legal parameters, and shifting societal mores that affect the therapeutic relationship. Understand and differentiate the strengths and limitations of multiple practice theories and methods, clinical processes, and technical tools, including differential diagnosis. Deconstruct theories and methods to evaluate how they relate to clients and client systems within their environmental contexts. Regularly question and reflect on assumptions and consider how these might affect practice.

30 UNO Grace Abbott School of Social Work, MSW Program 27 Table 16 Augmented Clinical Concentration Core Competencies Core Competency Comp #4 Engage diversity and difference in practice. Comp #5 Advance human rights and social and economic justice. Comp #6 Engage in researchinformed practice and practice-informed research. Comp #7 Apply knowledge of human behavior and the social environment. Comp #8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Advanced Clinical Knowledge, Values, and Skills Know about many forms of diversity and difference and how these influence the therapeutic relationship and clients presenting issues. Know about the ways in which various dimensions of diversity affect (a) explanations of illness, (b) help-seeking behaviors, and (c) healing practices. Advanced practitioners are cultural beings and understand how clinical practice choices can be culture-bound. Understand the potentially challenging effects of economic, social, and cultural factors in lives of clients and client systems. Understand the stigma and shame associated with disorders, diagnoses, and help-seeking behaviors across diverse populations. Understand strategies for advancing human rights and social and economic justice in domestic and global contexts. Know about evidence-based interventions, best practices, and the evidence-based research process. Understand how to synthesize and differentially apply theories of human behavior and the social environment (biological, developmental, psychological, social, cultural, and spiritual). Familiar with diagnostic classifications systems used in the formulation of a comprehensive assessment. Understand how socio-cultural contexts influence definitions of psychopathology. Have a working knowledge of psychotropic medications that are typically used in the treatment of mental health disorders, including expected results and side effects. Recognize the connection between clients, practice, and both public and organizational policy. Know about factors that influence the development of legislation, policies, program services, and funding at all system levels. Know of advocacy methods that contribute to effective policies that promote social and economic well-being.

31 UNO Grace Abbott School of Social Work, MSW Program 28 Table 16 Augmented Clinical Concentration Core Competencies Core Competency Comp #9 Respond to contexts that shape practice. Comp #10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Advanced Clinical Knowledge, Values, and Skills Know how relational, organizational, and community systems may impact clients. Anticipate and react to evolving cultural, technological, geographical, political, legal, economic, and environmental contexts. Encourage clients to effect changes within these contexts. Involve the dynamic, interactive, and reciprocal processes of therapeutic engagement, multidimensional assessment, clinical intervention, and practice evaluation at multiple levels.. Have a theoretically informed knowledge base so as to effectively practice with individuals, families, and groups. Understand and implement practice theories (models, metaperspectives, strategies, techniques, and approaches). Evaluate treatment outcomes and practice effectiveness. Accreditation Standard M2.0.4 The program provides an operational definition for each of the competencies used in its curriculum design and its assessment [EP 2.1 through (d); EP M2.2]. The operational definitions of competencies covered here are the practice behaviors from the EPAS core generalist competencies for the Foundation program and the advanced/augmented practice behaviors specifically for the program s two advanced concentrations: Advanced Generalist and Clinical. The discussion explains how the practice behaviors, which include behaviors relevant to the knowledge, values, and skills for each competency, are embedded within the curriculum design and in assessment. Foundation Practice Behaviors, Curriculum Design, and Assessment During , the Foundation faculty task group adopted the 2008 EPAS generalist model of competencies (Appendix A). The EPAS generalist model provided operational definitions for each competency specified as the knowledge, values, and skills, and the practice behaviors associated with these. During this time, the Foundation faculty task group revised the Foundation curriculum course syllabi to assure congruence with these 10 core competencies and operational definitions. Substantive revisions were made in all Foundation courses and approved by faculty. In revising syllabi to assure coverage of the core competencies and practice behaviors, the following principles from generalist practice were used. Generalist practice competencies are broad based and allow social work practice with different levels of client systems (from

32 UNO Grace Abbott School of Social Work, MSW Program 29 individual to governmental) within the context of the profession s values, ethics, and knowledge base. Generalist practice is applicable to diverse systems and groups and includes such concepts as person-in-environment functioning; the social systems framework; human development theories; the problem-solving, strengths, and case management intervention models; and the role of policy, larger systems, and oppression in social problems. To assure that the overall Foundation curriculum design and its assessment are consistent with the operational definitions for the 10 competencies, each syllabus was reviewed for content, course objectives, and assignments. Course objectives were revised or expanded as needed to support the coverage of competencies and practice behaviors as appropriate to the course focus and content. Similarly, course assignments were revised or added as needed to allow for assessment of competencies and practice behaviors. The complete Foundation Curriculum Map included in Appendix G shows how the overall design of the curriculum adheres to the EPAS Generalist Core Competencies and how assignments in all courses assess specific core practice behaviors (which relate to either knowledge, values, or skills). Table 17 from the Foundation Curriculum Map shows how Core Competency #1 and its operationalized practice behaviors are linked to courses across the curriculum and to assessment of these through course assignments. Table 17 (repeat) Example of the Foundation Curriculum Map Core Course Assignment* Competency Practice Behavior Course Objective Comp #1 Gen 1.1 Advocate for client access to the ,2,4,5 Identify as a services of social work ,3 professional Gen 1.2 Practice personal reflection and ,2,4,5 Social Worker self-correction to assure continual and conduct ,3 professional development. oneself Gen 1.3 Attend to professional roles and ,2,4,5 accordingly. boundaries ,3 Gen 1.4 Demonstrate professional ,2,4,5 demeanor in behavior appearance and communication ,3 Gen 1.5 Engage in career-long learning ,2,4, ,3 Gen 1.6 Use supervision and consultation ,2,4, ,3 All competencies and practice behaviors are covered in SOWK 8160 and SOWK 8170 Generalist Social Work Practicum I and II. *1-Test/Quiz; 2-Papers; 3-Service Learning Project; 4-Guest Speakers; 5-Group Project/Activities; 6-Misc In addition to assessment of competencies through assignments in all courses, formal comprehensive assessment measures of competency practice behaviors were also developed in the process of reviewing and adopting the 2008 EPAS operational definitions for generalist competencies. The numbered assignments in the matrices above are detailed in the revised syllabi and were revised or added as needed to assure assessment of practice behaviors. As a result of the revised curriculum design, EPAS competencies and practice behaviors are

33 UNO Grace Abbott School of Social Work, MSW Program 30 continually being evaluated course by course through assignments. However, the major comprehensive assessment measures for the explicit Foundation curriculum are the Generalist Assessment Tool (an objective exit examination developed by faculty), and the Generalist Practicum Evaluation Tool (which is completed by an external evaluator, the practicum instructor, and a self-evaluator, the student). These last two measures are comprehensive in covering all of the competencies and practice behaviors. The Generalist Assessment Tool is available in Appendix I and the Practicum Evaluation tools are presented in Appendix L. Section 4: Assessment presents the results of these measures. Advanced Practice Behaviors, Curriculum Design, and Assessment Regarding the curriculum design for the advanced concentrations, as noted above in M2.0.3, the program s Advanced Generalist faculty task force developed the augmented operational definitions for each competency as they developed the new Advanced Generalist curriculum during The Clinical concentration is based on the CSWE EPAS Clinical Competencies, which contain the operational definition of each competency through specifying the augmented knowledge and augmented practice behavior for each (get brochure citation). For Appendix A presents the complete matrix for the Advanced Generalist concentration that shows competencies and operational definitions. Appendix A also presents the complete matrix for the Clinical concentration that shows competencies and operational definitions. The operational definitions are shown in column 2, labeled Description of characteristic knowledge, values, skills and column 3, labeled Practice behaviors. To assure coverage of the advanced competencies and practice behaviors, with both advanced concentrations, the responsible faculty reviewed the existing curriculum and syllabi for all required and elective courses. The Advanced Generalist concentration was designed to replace the previous Integrated Practice concentration, and the curriculum was modified. All required and elective course syllabi were reviewed for content, course objectives, and assignments. This process brought two results: a change in two course requirements, and course objectives were revised as needed to support the coverage of the new augmented competencies and practice behaviors as appropriate to the course focus and content. The Clinical concentration was modified in dropping the requirement of a macro course, SOWK 8540 Social Welfare Planning. This change then allowed the requirement of an additional clinical practice elective, thus strengthening the clinical content. The Advanced Generalist Curriculum Map (Appendix G) and the Clinical Curriculum Map (Appendix G) show how the overall design of these concentrations adheres to advanced/augmented EPAS competencies and practice behaviors (which relate to either knowledge, values, or skills) and how assignments in all courses relate to assessment of specific practice behaviors. Tables 18 and 19 show two examples from the Advanced Generalist Curriculum Map and the Clinical Curriculum Map demonstrate how Core Competency #1 and practice behaviors are linked to the respective concentration courses across the curriculum.

34 UNO Grace Abbott School of Social Work, MSW Program 31 Table 18 (repeat) Example of the Advanced Generalist Curriculum Map Core Competency Practice Behavior Course Comp #1 AGen 1.1 Readily identify as social work Identify as a professionals. professional Social Worker and conduct oneself accordingly. AGen 1.2 Understand and identify professional strengths, limitations, and challenges. AGen 1.3 Develop, manage, and maintain relationships with clients, community partners, stakeholders and members of larger systems ,7,12 1,2, , ,2 2, , , , , All competencies and practice behaviors are covered in SOWK 8400 and SOWK 8410 Advanced Social Work Practicum I and II. *1-Test/Quiz; 2-Papers; 3-Service Learning Project; 4-Guest Speakers; 5-Group Project/Activities; 6-Misc Table 19 (repeat) Example of the Clinical Curriculum Map Core Competency Practice Behavior Course Course Objective Comp #1 Clin 1.1 Readily identify as social work Identify as a professionals. professional Social Worker and conduct oneself Clin 1.2 Demonstrate professional use of accordingly. self with client(s). Clin 1.3 Understand and identify professional strengths, limitations, and challenges. Clin 1.4 Develop, manage, and maintain therapeutic relationships with clients Course Objective Assignment* ,7 1,2, , , , ,7 2 Assignment* ,7 1,2, , ,6 1, , ,7,12 1,2, , ,7 1,2, , ,6 1, ,7 1,2,5

35 UNO Grace Abbott School of Social Work, MSW Program 32 within the person-in-environment and strengths perspective. All competencies and practice behaviors are covered in SOWK 8400 and SOWK 8410 Advanced Social Work Practicum I and II. *1-Test/Quiz; 2-Papers; 3-Service Learning Project; 4-Guest Speakers; 5-Group Project/Activities; 6-Misc In addition to assessment of competencies through assignments in all courses, formal comprehensive assessment measures of competency practice behaviors were also developed in the process of reviewing and adopting the 2008 EPAS operational definitions for Advanced Generalist and Clinical competencies. The numbered assignments in the matrices above are detailed in the revised syllabi and were revised or added as needed to assure assessment of the concentration practice behaviors. As a result of the revised curriculum design, the advanced/augmented EPAS competencies and practice behaviors are continually being evaluated course by course through assignments. However, the major comprehensive assessment measures for the explicit Advanced curriculum are the Clinical Comprehensive examination and the Advanced Generalist comprehensive examination (these are a five-hour written exit examinations developed by faculty) and the Clinical Practicum Evaluation Tool and Advanced Generalist Practicum Evaluation Tool (completed by both the practicum instructor and the student). These measures are comprehensive in covering all of the advanced competencies and practice behaviors. The Clinical and Advanced Generalist Comprehensive examinations are available in Appendix E. The Practicum Evaluation Tool for advanced practicum is presented in Appendix M. The results of these assessment measures are presented in this document in Section 4 Assessment. Accreditation Standard M2.0.5 The program provides a rationale for its formal curriculum design (foundation and advanced), demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0). The program s formal educational structure and rationale were described briefly above in EP 2.0: The Social Work Curriculum and Professional Practice. That structure clearly supports a coherent and integrated curriculum framework for both classroom and field that promotes students mastery of the core competencies. The discussion here shows, for all program levels, how several overarching principles contribute to the integrity of the MSW curriculum design: (1) Knowledge and skill content areas appropriate for each curriculum level are specified and covered in required courses. (2) Appropriate sequencing and prerequisites for required courses are assured through advisement for the student s plan of study. (3) The EPAS competencies are linked within the design and content for required and elective courses, including practicum.

36 UNO Grace Abbott School of Social Work, MSW Program 33 Finally, further support for the coherence and integration of the MSW curriculum is detailed in M2.0.6, (which follows this standard) and documents how relevant theories and conceptual frameworks and the competency practice behaviors are linked. Foundation Curriculum Design: Rationale The Liberal Arts Base and the Nature of Generalist Social Work This liberal arts base provides a humanistic perspective that is sound preparation for Foundation students to encounter the values and focus of professional social work (this was discussed above in EP 2.0 in the description of the educational structure of the Foundation program). The Foundation curriculum encompasses social work values of diversity and social justice and the history of the social work profession in promoting social welfare. Foundationlevel knowledge emphasizes a broad based eco-systems perspective of the conditions necessary to support effective functioning of individuals, groups, organizations, communities, and governmental resources. Theories studied draw on biology, sociology, psychology, political science, and the arts and humanities. Analysis of social problems emphasizes the interaction between individual and families in the context of social policies and the environment. At the level of both theory and practice skills, the curriculum focuses on critical thinking and understanding the diverse settings for generalist social work practice and the social work ethical principles that apply to all levels of systems. Specific skills emphasize effective communication with systems of all sizes, generalist assessment and intervention models, evaluation of practice, and effective functioning within social service agencies, including ability to benefit from supervision and consultation. Foundation Academic Curriculum Content and Sequencing The Foundation curriculum is carefully structured in content and sequencing to promote mastery of generalist knowledge, values, and skills as defined by the EPAS 2008 Competencies. The curriculum covers three generalist content areas: human behavior and the social environment, social welfare policy, and generalist practice. Admitted students must also have completed an undergraduate biology course prior to enrollment in the Foundation program, and undergraduate research, and statistics courses prior to beginning Foundation practicum, as these content areas are essential to Foundation learning. Table 20 shows the course name, prerequisites, and course descriptions for the 24 credits of required courses. These academic and practicum courses constitute a coherent, integrated curriculum that promotes mastery of the Foundation. Full details of all course syllabi, including the linkage to EPAS competencies, are presented in Volume 2.

37 UNO Grace Abbott School of Social Work, MSW Program 34 SOWK 8070 Human Behavior and the Social Environment I* Table 20 Foundation Curriculum, Course Prerequisites, and Course Descriptions Course* Prerequisites Course Description Prior: Undergraduate or graduate course in biology SOWK 8080 Human Behavior and the Social Environment II SOWK 8090 Social Welfare Policy* SOWK 8110 Institutional Oppression SOWK 8130 Generalist Practice I SOWK 8150 Generalist Practice II Prior: SOWK 8070 This course covers the major contributions of theories from the biological, behavioral and social sciences relevant to understanding human functioning across the lifespan, particularly infancy through adolescence, within the social environment at the microand macro-level (e.g., individuals, families, groups, organizations, institutions, and communities) as they relate to effective generalist social work practice. This course covers the major contributions of theories from the biological, behavioral and social sciences relevant to understanding human functioning across the life span, particularly young adulthood through late adulthood within the social environment at the micro- and macro-level (e.g., individuals, families, groups, organizations, institutions, and communities) as they relate to effective generalist social work practice. -- This course is an introduction to social welfare policy analysis. The course examines social welfare policy taking into account historical, political, economic, social, and cultural perspectives. Basic concepts and choices are examined in relation to values, ethics, context, social functioning and social consequences. -- This course is about institutional racism, sexism and classism as it relates to social policy and social injustice. The focus is on how institutional oppressions are related and are mutually reinforcing. The consequences of institutional racism, sexism and classism are examined at the individual, group, family, and agency levels. Prior to or concurrent: SOWK 8070 Prior: SOWK 8130 Prior to or concurrent: SOWK 8080 This course provides an introduction to the values, ethics, knowledge, and skills of generalist social work practice. Using constructs from the Generalist Intervention Model, systems theory, and the strengths-based perspective, students learn about engagement, assessment, planning and contracting, intervention, evaluation, and termination. Diversity and case management are emphasized as part of bringing planned change to client systems, including individuals and families. This practice course is an introduction to a goal-oriented planned change process with an emphasis on educational, support, and task groups, organizations, and communities. The focus is on building knowledge and developing indirect practice

38 UNO Grace Abbott School of Social Work, MSW Program 35 Table 20 Foundation Curriculum, Course Prerequisites, and Course Descriptions Course* Prerequisites Course Description skills in collaboration, planning, empowerment, and advocacy to effect social change using the Generalist Intervention Model. SOWK 8160 Generalist Practicum I SOWK 8170 Generalist Practicum II Prior: Undergraduate or graduate course in research methods; undergraduate or graduate course in statistics Prior to or concurrent: SOWK 8070, 8090, 8130 Prior to or concurrent: SOWK 8160, 8080, 8110, 8150 *each course is 3 semester credit hours This course is designed to provide supervised, individual and experiential learning offered within the setting of a selected social service agency. The student will be introduced to a variety of social work practice roles, develop professional relationships with client systems and learn to apply different interventions to effect change across the life span. In order to facilitate integration of classroom theory with practice, students will attend a seven-week practicum seminar (2 hours per week). This course is designed to provide supervised, individual, experiential learning offered within the setting of a social service agency, typically the same agency as in SOWK This course builds upon opportunities provided and competence achieved in Generalist Social Work Practicum I.

39 UNO Grace Abbott School of Social Work, MSW Program 36 The sequencing of required courses is important to the coherence and integration of the curriculum as it assures that full-time students will have completed much or all of the academic course content before starting practicum; occasionally a full-time, fast-track student may begin practicum in the first or second semester simultaneously with academic courses. Table 21 shows typical Foundation options for full-time and part-time plans of study. With the last option, the two-course per semester part-time plan, the sequencing is designed to promote coherence so that the student first gains HBSE knowledge and practice skills together, and in the second year is ready to complete the policy and practicum requirements. Table 21 Foundation Plan of Study Options # of credit hours per semester Fall Spring Summer 12 credit hours per semester 9 credit hours per semester 6 credit hours per semester Year 1: Year 2: Year 1: Year 2: The three overarching principles mentioned above promote coherence and integration in the Foundation program. Specifically, essential Foundation generalist knowledge and skill content is covered. Sequencing of required courses assures that students are prepared to master the EPAS competencies by first gaining the appropriate theory base for human behavior and the social environment along with the related generalist practice theory and skills. The field experience, the two semesters of generalist social work practicum, presents a capstone opportunity that supports the overall coherence and integration of the curriculum design. The practicum field experience allows for carefully planned generalist practice learning opportunities; specifically, students engage in all of the practice behaviors required for the EPAS competencies. This integration is assured in that all 10 competency practice behaviors have been linked to the various learning tasks that are detailed in the Practicum Learning Contract (see Appendix K). The Foundation matrix shows how the EPAS competencies and practice behaviors are linked to generalist practicum tasks/assignments (see Appendix L). Table 22 illustrates with an example of Competency # 4 how practicum tasks detailed in the Practicum Learning Contract are linked to EPAS competencies and thus constitute a capstone experience for a coherent and integrated curriculum.

40 UNO Grace Abbott School of Social Work, MSW Program 37 Table 22 Example of Linkages between Core Competencies, Practice Behaviors, and Foundation/Generalist Practicum Tasks Core Competency Practice Behaviors Generalist Practicum Tasks Comp #4 Engage diversity and difference in practice. Gen 4.1 Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. Gen 4.2 Gain sufficient selfawareness to eliminate the influence of personal biases and values in working with diverse groups. Gen 4.3 Recognize and communicate their understanding of the importance of difference in shaping life experiences. Gen 4.4 View themselves as learners and engage those with whom they work as informants. 13. Adapt interviewing methods to assess client s pertinent areas of diversity (cultural, ethnic, racial, class, religion, age, gender, sexual orientation, disability, lifestyle) 19. Work with diverse clients (cultural, ethnic, racial, class, religion, age, gender, sexual orientation, disability, lifestyle) 19. Work with diverse clients (cultural, ethnic, racial, class, religion, age, gender, sexual orientation, disability, lifestyle) 32. Discuss all cases with supervisor/participate in supervisory sessions 10. Use empathy and nonjudgmental interviewing skills to assess social functioning and social support 13. Adapt interviewing methods to assess client s pertinent areas of diversity (cultural, ethnic, racial, class, religion, age, gender, sexual orientation, disability, lifestyle) 17. Provide direct services to individuals, or families, and groups/maintain caseload 32. Discuss all cases with supervisor/participate in supervisory sessions Advanced Curriculum Design: Rationale The program s formal MSW educational structure was briefly described in EP 2.0: The Social Work Curriculum and Professional Practice. The structure and rationale described are the basis for a coherent and integrated curriculum framework for both classroom and field that promotes students mastery of the advanced, augmented competencies. The discussion here shows how several overarching principles contribute to the integrity of the Advanced concentration curricula: (1) Knowledge and skill content areas appropriate for each concentration are specified and covered in required courses. (2) To maximize the coherence and integrity of the curriculum, appropriate sequencing of required and elective courses is assured through advisement and a plan of study. (3) The EPAS advanced competencies are linked within the design and content for required and elective courses, including practicum.

41 UNO Grace Abbott School of Social Work, MSW Program 38 The Nature of Advanced Social Work Practice Advanced social work practice builds upon generalist foundation, values, knowledge, and skills. With this base for understanding the functioning of and intervention with social systems of all sizes, the advanced student moves toward study of more specific explanatory and intervention theory needed for specialized practice areas, e.g., health and mental health, administration of social programs, and effective change efforts with communities and other large systems. Advanced practice also calls for enhanced skills in critical thinking that allow for the analysis of complex problems and application of selected empirically supported interventions that meet unique needs while adhering to social work values and ethics. Advanced social work practitioners are prepared to assume leadership within a variety of service settings. Advanced Curriculum Content In accord with its mission and goals, the program has developed an advanced curriculum that offers two concentrations: Advanced Generalist and Clinical. These two specialized areas reflect the needs of the State and region for highly qualified social work professionals. Graduates from both concentrations are needed in both the urban and rural locations to meet the needs of citizens and communities. The curriculum design for the two concentrations is carefully structured in content to maximize student s mastery of content that will prepare them for effective and ethical practice. In the course of the past three years, the faculty have revised and strengthened the concentrations so that they represent a coherent and integrated curriculum. Advanced Generalist Concentration. The advanced generalist practitioner is expected to work competently with the needs, problems, and issues affecting diverse systems. For example, in rural areas, they may provide a range of services to individuals and families, serve in leadership positions as supervisors, administrators, planners, and researchers, and also carry out social and community action roles. The program s curriculum design for the Advanced Generalist concentration assures that graduates with be competent in these diverse roles. Table 23 shows the course name, prerequisites, and course descriptions for the 39 credits of required and elective courses. Full details of all course syllabi, including the linkage to EPAS competencies, are presented in Volume 2.

42 UNO Grace Abbott School of Social Work, MSW Program 39 SOWK 8190 Research and Computer Applications Table 23 Advanced Generalist Curriculum, Course Prerequisites, and Course Descriptions Course* Prerequisites Course Description Prior: Undergraduate or graduate course in research; undergraduate or graduate course in statistics SOWK 8220 Clinical Social Work with Individuals SOWK 8250 Social Work Practice with Families SOWK 8400 Advanced Social Work Practicum I SOWK 8410 Advanced Social Work Practicum II SOWK 8510 Supervision and Personnel Administration Prior: SOWK 8160 or BSSW Prior to or concurrent: SOWK 8170 or BSSW Prior: SOWK 8220 Prior: SOWK 8190, 8220, 8510 Prior to or concurrent: SOWK 8250 or 8540 or 8560 Prior to or concurrent: SOWK 8400, remaining course: SOWK 8250 or 8540 or 8560 Prior: SOWK 8160 or BSSW Prior to or concurrent: SOWK 8170 or BSSW This course focuses on the use of research and computer programs in social work practice. Social and behavioral science research methods are reviewed. Students learn to analyze existing data using SPSS and to write an empirical research report. The use of Microsoft Word, Excel, and PowerPoint in social work practice is explored. This advanced course provides an in-depth study of several theories of personality and behavior, and of therapeutic approaches derived from the theories. Major focus is on therapy with individuals across the life span, but application to family systems is also considered, as well as the fit of each theory within the broader social systems framework. This course considers the family context as a system for therapeutic intervention. The family unit and its diverse forms are defined; theories for assessment and understanding family's interactions across the lifespan are considered, and the alternative modalities useful for treating family dysfunction are presented. As a practice-oriented course, it emphasizes the development of professional skills in working with the family across the lifespan. This course is designed to provide supervised, individual professional learning experiences offered within the setting of a selected social service agency in the student s chosen concentration. The student will be introduced to a variety of advanced direct and indirect social work practices. This course is designed to provide supervised, individual professional learning experiences offered within the setting of a social service agency in the student s chosen concentration, typically the same agency as in SOWK This course builds upon opportunities provided and competence achieved in Advanced Social Work Practicum I. This course is an introduction to the administration of social welfare programs in the areas of clinical supervision, administrative leadership, and personnel practices. It provides a basic understanding for professionals who work in agency settings and a foundation for supervisory and administrative practice.

43 UNO Grace Abbott School of Social Work, MSW Program 40 Table 23 Advanced Generalist Curriculum, Course Prerequisites, and Course Descriptions Course* Prerequisites Course Description It is expected that those who become administrators will build upon this base with specific legal, technical, and procedural knowledge related to their type of agency and level of responsibility. SOWK 8540 Social Welfare Planning SOWK 8560 Advanced Community Practice Prior: SOWK 8160 or BSSW Prior to or concurrent: SOWK 8170 or BSSW Prior: SOWK 8160 or BSSW Prior to or concurrent: SOWK 8170 or BSSW Advanced macro (varies) -- practice elective Electives (3) (varies) -- Advanced research Prior: SOWK 8190; (varies) -- choice *Each course is 3 semester credit hours This course is a macro practice course in social planning in the context of strategic planning and its application to social policy and program change, administrative planning for social services, and planning at the program, agency, and community level. The course uses a community-based service-learning pedagogy designed to help students develop an analytical and empirical approach to empowering communities. The course builds on the social work "person-in-environment" perspective by focusing on the client system and their environmental contexts as a partner in practice. This course is particularly relevant to direct practice with and advocacy for diverse disempowered groups in society.

44 UNO Grace Abbott School of Social Work, MSW Program 41 The three overarching principles mentioned above promote coherence and integration in the Advanced Generalist concentration. Specifically, the knowledge and skill content essential for Advanced Generalist practice is covered in the required courses. In addition, this concentration allows students three electives enabling them to expand knowledge and skill in areas that promote their educational and career goals. Sequencing of required courses is minimal, given the foundation base. However, SOWK 8220 Clinical Social Work with Individuals is a prerequisite for other clinical courses, and there are several prerequisites for the field experience. The two semesters of Advanced Generalist social work practicum, present a capstone opportunity that supports the overall coherence and integration of the curriculum design. The practicum field experience allows for carefully planned advanced generalist learning opportunities; specifically, students engage in all of the practice behaviors required for the EPAS augmented competencies. This integration is assured in that all 10 advanced competency practice behaviors have been linked to the various learning tasks that are detailed in the Practicum Learning Contract for the Advanced Generalist practicum (see Appendix K). The Advanced matrix shows how the EPAS competencies and practice behaviors are linked to advanced practicum tasks/assignments (see Appendix M). Table 24 illustrates how practicum tasks detailed in the Practicum Learning Contract are linked to EPAS competencies and thus constitute a capstone experience for a coherent and integrated curriculum. Table 24 Example of Linkages between Core Competencies, Practice Behaviors, and Advanced Generalist Practicum Tasks Core Competency Practice Behaviors Advanced Generalist Practicum Tasks Comp #3 Apply critical thinking to inform and communicate professional judgments. AGen 3.1 Engage in reflective practice. AGen 3.2 Identify and articulate strengths and vulnerabilities of clients and/or larger systems. AGen 3.3 Evaluate, select, and implement appropriate assessments, interventions and evaluation practices. AGen 3.4 Evaluate the strengths and weaknesses of 9. Maintain client records/files in accordance with agency standards. 29. Exhibit knowledge of how one's values, attitudes, beliefs, emotions and past experiences affect thinking, behavior, and relationships. 30. Show willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional judgment. 40. Prepare formal written evaluation of practice with at least one (clinical) case, including case assessment, methodology, outcomes, and recommendations. 35. Exhibit sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in the practicum setting. 35. Exhibit sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in the practicum setting.

45 UNO Grace Abbott School of Social Work, MSW Program 42 Table 24 Example of Linkages between Core Competencies, Practice Behaviors, and Advanced Generalist Practicum Tasks Core Competency Practice Behaviors Advanced Generalist Practicum Tasks multiple theoretical perspectives and differentially apply them to various practice situations. AGen 3.5 Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats. 36. Prepare case conceptualization, including theoretical perspective, DSM/ICD diagnosis, and treatment plans. 7. Practice oral communication with co-workers, supervisors, and other professionals. 8. Practice written communication with co-workers, supervisors and other professionals. Clinical Concentration. The advanced clinical practitioner is expected to work competently with the needs, problems, and issues affecting individuals, families, and small groups. Highly trained clinical social workers are needed in both urban and rural areas. In Nebraska, there is a shortage of licensed clinical social workers in rural locations. The need is especially great for behavioral health and severe and persistent mental illness, as well as general problems in living, and direct services for child welfare, health, and criminal justice settings. Besides counseling services, clinical social workers also serve in leadership positions, especially as clinical supervisors and administrators of direct service agencies; they are also called upon to conduct or collaborate with research projects, such as evaluation of practice or programs, needs assessments, etc. The program s curriculum design for the Clinical concentration assures that graduates will be competent to fulfill these roles. Table 25 shows the course name, prerequisites, and course descriptions for the 39 credits of required and elective courses. Full details of all course syllabi, including the linkage to EPAS competencies, are presented in Volume 2.

46 UNO Grace Abbott School of Social Work, MSW Program 43 SOWK 8190 Research and Computer Applications Table 25 Clinical Curriculum, Course Prerequisites, and Course Descriptions Course* Prerequisites Course Description Prior: Undergraduate or graduate course in research; undergraduate or graduate course in statistics SOWK 8220 Clinical Social Work with Individuals SOWK 8230 Clinical Social Work with Groups SOWK 8250 Social Work Practice with Families SOWK 8290 Social Work Practice in Health and Mental Health SOWK 8400 Advanced Social Work Practicum I Prior: SOWK 8160 or BSSW degree Prior to or concurrent: SOWK 8170 or BSSW degree Prior: SOWK 8220 Prior: SOWK 8220 Prior: SOWK 8220 Prior: SOWK 8190, 8220, 8510 Prior to or concurrent: SOWK 8250 or 8540 or 8560 This course focuses on the use of research and computer programs in social work practice. Social and behavioral science research methods are reviewed. Students learn to analyze existing data using SPSS and to write an empirical research report. The use of Microsoft Word, Excel, and PowerPoint in social work practice is explored. This advanced course provides an in-depth study of several theories of personality and behavior, and of therapeutic approaches derived from the theories. Major focus is on therapy with individuals across the life span, but application to family systems is also considered, as well as the fit of each theory within the broader social systems framework. This advanced course provides knowledge of and experience in working with groups as systems. It includes both assessment of dynamics as well as developing skills in intervention modalities appropriate for working with various types of groups. This course considers the family context as a system for therapeutic intervention. The family unit and its diverse forms are defined; theories for assessment and understanding family's interactions across the lifespan are considered, and the alternative modalities useful for treating family dysfunction are presented. As a practice-oriented course, it emphasizes the development of professional skills in working with the family across the lifespan. This course emphasizes the development of advanced level clinical and social work practice skills for working with selected acute and chronic health and mental health conditions affecting individuals across the life cycle. This course is designed to provide supervised, individual professional learning experiences offered within the setting of a selected social service agency in the student s chosen concentration. The student will be introduced to a variety of advanced direct and indirect social work practices.

47 UNO Grace Abbott School of Social Work, MSW Program 44 SOWK 8410 Advanced Social Work Practicum II Table 25 Clinical Curriculum, Course Prerequisites, and Course Descriptions Course* Prerequisites Course Description Prior to or concurrent: SOWK 8400, remaining course: SOWK 8250 or 8540 or 8560 Work Practicum I. SOWK 8510 Supervision and Personnel Administration SOWK 8650 Health/Mental Health Policy for Social Work Advanced clinical practice elective Prior: SOWK 8160 or BSSW degree Prior to or concurrent: SOWK 8170 or BSSW degree Prior: SOWK 8130 or BSSW degree Prior: SOWK Electives (2) (varies) -- Advanced Prior: SOWK 8190; -- research choice (varies) *Each course is 3 semester credit hours This course is designed to provide supervised, individual professional learning experiences offered within the setting of a social service agency in the student s chosen concentration, typically the same agency as in SOWK This course builds upon opportunities provided and competence achieved in Advanced Social This course is an introduction to the administration of social welfare programs in the areas of clinical supervision, administrative leadership, and personnel practices. It provides a basic understanding for professionals who work in agency settings and a foundation for supervisory and administrative practice. It is expected that those who become administrators will build upon this base with specific legal, technical, and procedural knowledge related to their type of agency and level of responsibility. This course emphasizes the development of health and mental health policy analysis skills and knowledge for social work students. Major topics include government response to health care, cultural and historical perspectives, service provision, and epidemiological trends across the life span. It provides a framework for clinical interventions in a variety of health and mental health settings.

48 UNO Grace Abbott School of Social Work, MSW Program 45 The three overarching principles mentioned above promote coherence and integration in the Clinical concentration. Specifically, the knowledge and skill content essential for clinical social work practice is covered in the required courses. In addition, this concentration allows students two electives enabling them to expand knowledge and skill in areas that promote their educational and career goals. Sequencing of required courses is minimal, given the foundation base. However, SOWK 8220 Clinical Social Work with Individuals is a prerequisite for other clinical courses, and there are several prerequisites for the field experience. The two semesters of Clinical social work practicum, present a capstone opportunity that supports the overall coherence and integration of the curriculum design. The practicum field experience allows for carefully planned clinical learning opportunities; specifically, students engage in all of the practice behaviors required for the EPAS augmented clinical competencies. This integration is assured in that all 10 advanced clinical competency practice behaviors have been linked to the various learning tasks that are detailed in the Practicum Learning Contract for the Clinical practicum (see Appendix K). The Advanced matrix shows how the EPAS competencies and practice behaviors are linked to advanced practicum tasks/assignments (see Appendix M). Table 26 illustrates how practicum tasks detailed in the Practicum Learning Contract are linked to EPAS competencies and thus constitute a capstone experience for a coherent and integrated Clinical curriculum. Table 26 Example of Linkages between Core Competencies, Practice Behaviors, and Clinical Practicum Tasks Core Competency Practice Behaviors Advanced Practicum Clinical Tasks Comp #3 Apply critical thinking to inform and communicate professional judgments. Clin 3.1 Engage in reflective practice. Clin 3.2 Identify and articulate clients strengths and vulnerabilities. Clin 3.3 Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and practice evaluation tools. Clin 3.4 Evaluate the strengths and weaknesses of 9. Maintain client records/files in accordance with agency standards. 29. Exhibit knowledge of how one's values, attitudes, beliefs, emotions and past experiences affect thinking, behavior, and relationships. 30. Show willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional judgment. 40. Prepare formal written evaluation of practice with at least one (clinical) case, including case assessment, methodology, outcomes, and recommendations. 35. Exhibit sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in the practicum setting. 35. Exhibit sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in the practicum setting.

49 UNO Grace Abbott School of Social Work, MSW Program 46 Table 26 Example of Linkages between Core Competencies, Practice Behaviors, and Clinical Practicum Tasks Core Competency Practice Behaviors Advanced Practicum Clinical Tasks multiple theoretical perspectives and differentially apply them to client situations. Clin 3.5 Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats. 36. Prepare case conceptualization, including theoretical perspective, DSM/ICD diagnosis, and treatment plans. 7. Practice oral communication with co-workers, supervisors, and other professionals. 8. Practice written communication with co-workers, supervisors and other professionals In summary, this section has documented that the program offers a coherent and integrated MSW curriculum framework for both classroom and field that promotes students mastery of the core competencies and meets the standard M Accreditation Standards M2.0.6 The program describes and explains how its curriculum content (relevant theories and conceptual frameworks, values, and skills) implements the operational definition of each of its competencies. With dissemination of the 2008 CSWE EPAS Standards, the faculty undertook review of all graduate syllabi and made revisions to achieve consistency with the new EPAS competencies and their operational definitions. This task included examination of the conceptual frameworks and relevant theories that are taught in the curriculum in relation to the competency-based knowledge, values, and practice behaviors required for social work practice. Task forces for each program level (Foundation and Advanced) described the theoretical components of the curriculum and linked them to the operational definitions of the EPAS competencies. The sections below describe specifically how the relevant theoretical and conceptual frameworks in the curriculum contribute to implementation of competency practice behaviors. The discussion first focuses on the conceptual framework for the Foundation level and subsequently on the conceptual framework for the two Advanced level concentrations. In addition to the following specific focus and discussion on conceptual frameworks, the complete Curriculum Maps for each level (Foundation, Advanced Generalist, Clinical, Electives) also document how each competency practice behavior is covered throughout the curriculum in all course syllabi. See Appendix G.

50 UNO Grace Abbott School of Social Work, MSW Program 47 Conceptual Frameworks for the MSW Foundation Level At the Foundation level, students encounter a range of theoretical and conceptual frameworks that are essential to generalist practice. This knowledge base allows for analysis of social problems in the context of individual and family interaction with social policies and the environment; critical thinking and understanding diverse social work settings; applying principles of assessment for various sizes of social systems; implementing appropriate generalist intervention models and skills; and application of social work values and ethical principles that apply to all levels of systems. The discussion that follows identifies the major conceptual frameworks for required Foundation courses and shows how this curriculum content implements specific relevant EPAS competency-based practice behaviors. Appendix O, Foundation Courses: Theoretical Framework and Relevant EPAS Competencies/Practice Behavior, at the end of this section, shows this linkage of theory to relevant practice behaviors for all required Foundation courses. SOWK 8070 Human Behavior and the Social Environment I; SOWK 8080 Human Behavior and the Social Environment II The purpose of this two-semester sequence is to provide the student with basic knowledge of major contributions of the biological, social, and behavioral sciences to the understanding of human functioning across the lifespan. The first semester course applies the theoretical frameworks particularly to infancy through adolescence. The second semester course applies the same theoretical frameworks to the period from young adulthood through late adulthood. This two-semester course sequence focuses on the reciprocal relationships between human behavior and social environments within the context of micro- and macro-level social systems (e.g., individuals, families, groups, institutions, organizations, and communities). Within a social systems framework, this course sequence emphasizes theories of biological, psychological, sociological, cognitive, moral, and cultural development across the life cycle. These lifespan development theories are applied to dimensions of human life, including culture, class, race, ethnicity, nationality, age, ability, sexual orientation, spirituality, and gender. The intent of this course is to develop students ability to assess and intervene with social work clients, utilizing a strengths-based, person-in-environment perspective so as to foster health and well-being and promote social and economic justice. Throughout the two-semester sequence, the following theoretical and conceptual frameworks are covered: Models of Cultural Competence Strengths Perspective Empowerment Diversity Perspective Social Systems Theories (e.g., Ecological Perspective, General/Dynamic Systems Theory, Conflict Theory, Rational/Social Exchange Theory, Structural Functionalism, Deep Ecology, and Social Constructionist Perspective) Community Change Theories (e.g., Community Building, Locality Development, Social Planning, and Social Action) PsychoSocial, Spiritual/Faith, and Cultural Identity Theories of Development (Erikson, Freud, Piaget, Vgotsky, Gilligan, Bowlby, Marcia, Kohlberg, Fowler, Peck, Levinson, Maslow, Salovey & Mayer, Glasser, Helms, Cross)

51 UNO Grace Abbott School of Social Work, MSW Program 48 Social Learning Theories (Skinner, Bandura, Watson, Pavlov) Group Development Models (Garland, Jones, & Kolodny, Tuckman, Schiller) Models of Grief (Kubler-Ross, Westberg, Okun & Owinski). In the HBSE sequence the theoretical frameworks taught directly promote achievement of the EPAS competencies (knowledge, values, and practice behaviors) for the following competencies: #3 Critical Thinking, #4 Diversity, #5 Human Rights, and #7 Knowledge of Human Behavior. See Table 27 below for one example showing the linkage between a Foundation course, its theoretical framework, and EPAS competencies and practice behaviors. The complete table showing this linkage for all Foundation courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Foundation Courses. SOWK 8090 Social Welfare Policy This course is an introduction to social welfare policy analysis. The course examines social welfare policy taking into account historical, political, economic, social, and cultural perspectives. Basic concepts and choices are examined in relation to values, ethics, context, social functioning and social consequences. Theoretical frameworks considered include: social systems, policy development and implementation, and concepts such as racism, sexism, ageism, faithism, ableism, classism, and heterosexism, and populations at risk. These theoretical frameworks support the focus on social work policy practice, including political advocacy, and the process of policy formulation/development, implementation, and evaluation/analysis at the local, state, and federal levels of government. Special attention is placed on the multiple macro systemic processes that influence policy development and major U. S. social welfare policies and services. The theoretical frameworks taught directly promote achievement of the EPAS competencies (knowledge, values, and practice behaviors) for the following competencies: #4 Diversity and #9 Contexts. The complete table showing this linkage for all Foundation courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Foundation Courses. SOWK 8110 Institutional Oppression This course is about institutional racism, sexism and classism as it relates to social policy and social injustice. The focus is on how institutional oppressions are related and are mutually reinforcing. The consequences of institutional racism, sexism and classism are examined at the individual, group, family, and agency levels. Theoretical frameworks considered include: critical theory, social construction theory, feminist theory, logical positivism, and concepts of institutional oppression related to oppression based on race, age, class, gender, and sexual orientation. Critical theory is a framework that embraces many other theories, such as from any discipline that studies and systematically analyses society and culture. The theoretical frameworks taught directly promote achievement of the EPAS competencies (knowledge, values, and practice behaviors) for the following competencies: #3 Critical Thinking, #4 Diversity, and #5 Human Rights. The complete table showing this linkage for all Foundation courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Foundation Courses.

52 UNO Grace Abbott School of Social Work, MSW Program 49 SOWK 8130 Generalist Practice I This course provides an introduction to the values, ethics, knowledge, and skills of generalist social work practice. Using constructs from the Generalist Intervention Model, systems theory, and the strengths-based perspective, students learn about engagement, assessment, planning and contracting, intervention, evaluation, and termination. Diversity and case management are emphasized as part of bringing planned change to client systems, including individuals and families. This first generalist practice course covers the following theoretical frameworks: Generalist Intervention Model, social systems concepts focus on family system, strengths perspective, and the problem solving and crisis intervention models. The various theoretical constructs enable students to organize knowledge and view a range of systems that could be engaged as the social worker practices with individuals and families across the lifespan. Social work practice is presented as a goal oriented planned change process which is sensitive to diversity. The theoretical frameworks taught directly promote achievement of the EPAS competencies (knowledge, values, and practice behaviors) for the following competencies: #3 Critical Thinking and #10 Practice: Engagement, Intervention, and Evaluation. The complete table showing this linkage for all Foundation courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Foundation Courses. SOWK 8150 Generalist Practice II This practice course is an introduction to a goal-oriented planned change process with an emphasis on educational, support, and task groups and organizations and communities. The focus is on building knowledge and developing indirect practice skills in collaboration, planning, empowerment, and advocacy to effect social change using the Generalist Intervention Model. This second practice course reinforces the Generalist Intervention Model, systems theory, and social learning theory. It introduces new material on community practice models, group dynamics and processes and concepts relevant to social construction theory, power theory, social capital theory, conflict theory, and inter-organization theory. The theoretical frameworks taught directly promote achievement of the EPAS competencies (knowledge, values, and practice behaviors) for the following competencies: #4 Diversity, #7 Knowledge of Human Behavior, #8 Policy, and #10 Practice. The complete table showing this linkage for all Foundation courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Foundation Courses. An example is shown in Table 27. Table 27 Example of Foundation Courses: Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors Example: SOWK 8070/SOWK 8080 Human Behavior and the Social Environment I and II Theoretical Framework/ Theories Covered Models of Cultural Competence Strengths Perspective Empowerment Diversity Perspective Relevant EPAS Competencies/Practice Behaviors Comp #3 Gen 3.1 Distinguish, appraise, and Apply critical integrate multiple sources of thinking to inform knowledge, including researchbased and communicate knowledge, and practice professional wisdom.

53 UNO Grace Abbott School of Social Work, MSW Program 50 Table 27 Example of Foundation Courses: Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors Example: SOWK 8070/SOWK 8080 Human Behavior and the Social Environment I and II Theoretical Framework/ Theories Covered Social Systems Theories (e.g., Ecological Perspective, General/Dynamic Systems Theory, Conflict Theory, Rational/Social Exchange Theory, Structural Functionalism, Deep Ecology, and Social Constructionist Perspective) Community Change Theories (e.g., Community Building, Locality Development, Social Planning, and Social Action) PsychoSocial, Spiritual/Faith, and Cultural Identity Theories of Development (Erikson, Freud, Piaget, Vgotsky, Gilligan, Bowlby, Marcia, Kohlberg, Fowler, Peck, Levinson, Maslow, Salovey & Mayer, Glasser, Helms, Cross) Social Learning Theories (Skinner, Bandura, Watson, Pavlov) Group Development Models (Garland, Jones, & Kolodny, Tuckman, Schiller) Models of Grief (Kubler-Ross, Westberg, Okun & Owinski) Relevant EPAS Competencies/Practice Behaviors judgments Gen 3.2 Analyze models of assessment, prevention, intervention, and evaluation. Comp #4 Gen 4.1 Recognize the extent to Engage diversity and which a culture s structures and difference in practice values may oppress, marginalize, alienate, or create or enhance Comp #5 Advance human rights and social and economic justice. Comp #7 Apply knowledge of human behavior and the social environment. privilege and power. Gen 5.1 Understand the forms and mechanisms of oppression and discrimination. Gen 7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. Gen 7.2 Critique and apply knowledge to understand person and environment Conceptual Frameworks for the MSW Advanced Level At the advanced level, students are expected to recognize the relevance of the foundation theoretical base as they study additional theories necessary for multi-dimensional assessment and effective intervention with individuals, families, groups, organizations, communities, and larger systems. The overarching frameworks from the Foundation level theories re-appear in the advanced level, although the extent of emphasis given to them may vary. For example, the problem-solving, bio-psycho-social-spiritual and eco-systems perspectives may re-appear as components in various integrative theoretical models taught in the required clinical practice courses. The following discussion explains the conceptual framework for the Advanced Generalist and Clinical Concentrations, with the initial focus being on required courses. Note

54 UNO Grace Abbott School of Social Work, MSW Program 51 that both concentration requirements share four courses considered essential to all advanced practice (SOWK 8190, 8220, SOWK 8250, SOWK 8510). Advanced Generalist Concentration: Theories and Conceptual Frameworks The program s theoretical base for the Advanced Generalist Concentration curriculum clearly supports the program s augmented Advanced Generalist competencies, including the knowledge and values content and the practice behaviors that operationalize the 10 competencies. This discussion will highlight how the required courses specific to the Advanced Generalist concentration and elective macro courses are informed by several theoretical and conceptual frameworks that are central to competent practice in the diverse areas encompassed in Advanced Generalist social work, for example, supervision and personnel administration, planning, and community practice. This theoretical content promotes student achievement of the 10 competencies and associated practice behaviors. Each required and elective macro practice course in the curriculum is discussed below in the context of their theoretical base. Appendix O Theoretical Framework and Relevant Competencies/Practice Behaviors: Advanced Generalist Concentration shows for all advanced generalist courses the linkage of theory to relevant practice behaviors. Since two clinical practice courses (SOWK 8220 Clinical Social Work with Individuals and SOWK 8250 Social Work Practice with Families) are required for the Advanced Generalist concentration, the theoretical framework for these courses are covered below in the section on Clinical Concentration Theories and may be see in Appendix O. SOWK 8510 Supervision and Personnel Administration This first required course across both concentrations introduces two broad theoretical themes: leadership studies to cover the advanced generalist concentration and clinical supervisory practice for students pursuing the clinical concentration. Within each theoretical framework a few specific authors and theories are highlighted. The leadership component draws on thinkers from organizational theory going back to Gulick and Urwick (1936) and Mintzberg s model of managerial roles (1973) with recent authors from social work including Kadushin (2002) and Austin and Hopkins (2004). The latter text, Supervision as Collaboration in Human Services (Austin & Hopkins, 2004) exposes students to a range of social work authors, with individual chapters on ethics (Reamer) and protocol-based supervisory practice (Munson). The other course text, Handbook of Clinical Social Work Supervision (Munson, 2002) likewise introduces the legal, ethical, and administrative aspects of supervisory practice in social work clinical practice settings. Munson s conceptual framework includes a thorough orientation to practitioner self-reflection; checklists and exercises aimed at clarifying pre-existing values and beliefs help students hone awareness of their unique professional identities. Additionally, students are exposed to critical race theory from a social welfare perspective (Sue, 2004) and cultural competence models of best practices for supervising across the diverse 21 st century human services workforce. Leading-edge concepts of continuous quality improvement in agency data collection and program evaluation (Deming, 1993, Austin, 2004) are also introduced. In SOWK 8510, these theoretical and conceptual frameworks directly promote achievement of the EPAS advanced generalist and clinical (knowledge, values, and practice behaviors) for the following competencies: #2 Social Work Ethical Principles, #4 Diversity, #6 Research, #7 Knowledge of Human Behavior, #8 Policy Practice, and #9 Contexts. See Table 23 at the end of this section for one example showing the linkage between an Advanced

55 UNO Grace Abbott School of Social Work, MSW Program 52 Generalist course, its theoretical framework, and EPAS competencies and practice behaviors. The complete table showing this linkage for all Advanced Generalist courses appears in Appendix O titled, Theoretical Frameworks and Relevant Competencies/Practice Behaviors: Advanced Generalist. SOWK 8540 Social Welfare Planning This course is a required course for MSW students following the Advanced Generalist concentration and the MSW/MPH dual degree and may serve as an advanced elective for students following the Clinical concentration. This course identifies the basic structure of all plans, while focusing on specific types of planning, such as program planning, strategic planning, and social marketing planning. This course is particularly relevant to administrative practice in agencies. The purpose of this course is for students to learn and apply basic and advanced theories of planning to particular agency situations. Students learn advanced macro practice skills in how to develop: strategic plans (e.g., a new agency or a new program, recruitment plans, and social marketing plans for influencing behaviors and attitudes. In regard to theory, social systems theory is the broad theoretical framework under which specific theories are taught. Social exchange theory, the ecological model, and social learning theories underlie the planning theories taught. Rational planning models such as: comprehensive, sub-optimizing vs optimizing, incremental, muddling through, and mixed scanning models are presented. The ethical implications of various approaches are discussed, especially in relation to diversity and populations at risk. Specific planning techniques are identified for various types of planning such as: administrative, community and regional, strategic, management, program, public health, social marketing, and recruitment planning. Skills to be developed through hands-on practice include: needs assessment; situation analysis; developing outcome and process goals and objectives; creation of a logic model; identifying and selecting alternative approaches; designing implementation strategies; developing systems for managing information, monitoring implementation, and evaluating outcomes; developing a line item and a program budget. In SOWK 8540, the course objectives covering expected learning of theoretical and practice concepts related to planning directly promote achievement of the augmented Advanced Generalist Social Work Competencies set forth by the Educational Policies and Accreditation Standards (EPAS) of the Council on Social Work Education (CSWE). The complete table showing this linkage for all Advanced Generalist courses appears in Appendix O titled, Theoretical Frameworks and Relevant Competencies/Practice Behaviors: Advanced Generalist. SOWK 8550 Social Justice and Social Advocacy This course fulfills the restricted elective choice for the Advanced Generalist concentration and the free elective choice for both the Advanced Generalist and Clinical concentrations. It provides both a domestic and an international perspective on social and economic injustices experienced by people in the world under corporate globalization. There is a critical analysis of the U.S. Constitution, the ideologies it seeks to perpetuate and the nature of resulting democracy. This course covers militarism, imperialism, capitalism, fascism, socialism, communism, and terrorism. Also addressed are practice implications for social workers. Critical theory is the overarching theoretical framework for the course. Various types of critical theory are used for analysis of the following: development and underdevelopment in the

56 UNO Grace Abbott School of Social Work, MSW Program 53 world, the role of global corporations and financial institutions (e.g., the IMF, World Bank, World Trade Organization, United Nations and private mega corporations), war, terrorism, and global warming. For instance, John Perkins in his confessional autobiography (Confessions of an Economic Hit Man), reveals, the economic forecasting trickery and outright bribery and threats were used by multinational corporations with the patronage of the National Security Agency of the United States, to transfer resources from the poor to the elites in the wealthy countries. Class theory is introduced with its historical manifestations of colonialism, neo colonialism, and imperialism, socialism, Leninism, communism, Machiavellianism and fascism. The Corporation, an award-winning documentary using various examples establishes and argues that applying the DSMR III criteria to corporations would diagnose them as psychopathic. The post-modernist concept of social construction reality is utilized to understand war propaganda and use of public relations firms. Students are introduced to basic understanding of ideology and an ideological spectrum anarchist right, mainstream right, religious right, liberal, left, religious left, anarchist left, feminist and post-modernist and theories that emerge from each of these world views to explain global poverty, underdevelopment, wars, terrorism and corporate-driven globalization. In SOWK 8550, the course objectives covering expected learning of theoretical and practice concepts directly promote achievement of the augmented Advanced Generalist Social Work Competencies set forth by the EPAS of the CSWE. Of the 10 EPAS core competencies, 6 are addressed in this course: #s 3, 4, 5, 8, 9, and 10. The exact details of this linkage of course objectives to competencies, practice behaviors, and course assignments are shown in the matrix in the section below. The complete table showing this linkage for all Advanced Generalist courses appears in Appendix O titled, Theoretical Frameworks and Relevant Competencies/Practice Behaviors: Advanced Generalist. SOWK 8560 Advanced Community Practice This course is a required course for MSW students following the Advanced Generalist concentration and may also be taken as an advanced elective for students following the Clinical concentration. The course uses a community-based service-learning pedagogy designed to help students develop an analytical and empirical approach to empowering communities from the inside out. The course builds on the social work "person-in-environment" perspective by focusing on the client system and their environmental contexts as a partner in practice. This course is particularly relevant to direct practice with and advocacy for diverse disempowered groups in society. The purpose of this course is for students to learn and actively apply advanced theories, approaches, and skills in social work practice at the community level. Students learn how to effect change in the macro-level social systems environment (e.g., groups, organizations, institutions, communities, and society at large). Students will gain advanced community practice skills that will enable them to become change agents for complex social issues with disenfranchised groups. In regard to theory, social/systems is a broad theoretical framework that accommodates the teaching of several specific theories to explore effective community practice. Community building models of evidenced-based intervention are discussed, practiced, and critiqued as well as ethical implications in relation to diversity and populations at risk. A strengths-based or assetbased perspective provides a variety of viewpoints and case examples of best practices with diverse communities and client systems. Specific social movement, social action, and locality

57 UNO Grace Abbott School of Social Work, MSW Program 54 development models are covered in conjunction with theories of organizational structure and culture. A service-learning pedagogy engages students with community-based client systems experiencing an array of challenges to be addressed through community organizing, community building, community development, economic development, and revitalization models. Skills to be developed through hands-on practice, include: asset mapping; coalition building through committees, teams, work groups, and boards; networking, social marketing, advocacy, organizing, and/or community social casework. Students have the opportunity to apply selected assessment and intervention techniques from the above mentioned theoretical perspectives. In SOWK 8560, the course objectives covering expected learning of theoretical and practice concepts directly promote achievement of the augmented EPAS Advanced Generalist Social Work competencies. All of the 10 competencies are addressed in this course. See Table 28 for one example showing the linkage between an Advanced Generalist (8560) course, its theoretical framework, and EPAS competencies and practice behaviors. The complete table showing this linkage for all Advanced Generalist courses appears in Appendix O titled, Theoretical Frameworks and Relevant Competencies/Practice Behaviors: Advanced Generalist. SOWK 8570 Administration of Social Agencies This course is a required course for MSW/MPA dual degree students and may serve as an advanced elective in the Advanced Generalist and Clinical concentrations. The course uses a service-learning pedagogy designed to help students develop analytical and administrative skills. The purpose of this course is for students to learn and actively apply advanced theories, approaches, and skills in social work administrative practice at the executive director level. Students learn how to write grants, develop line item and program budgets, structure an agency to be both effective and efficient, and bring about change in the macro-level social environment. Social systems theory is the broad theoretical framework under which specific theories about leadership, decision-making, motivation, and management are taught. The course builds on the classic and modern theories of management, focusing more on recent theories and techniques that are research based. Theories of transformational leadership, intrinsic and extrinsic motivation, change, power, and team development are explored. Theories about decision-making traps common among individuals, groups, and organizations are identified and related to the students service-learning projects. Skills and techniques to learn include: collaboration, especially for diverse, interdisciplinary, and trans-disciplinary professional teams; grant writing, fund development; financial management; ethical leadership; and designing client-centered performance-based programs. In SOWK 8570, the course objectives covering expected learning of theoretical and practice concepts directly promote achievement of the augmented Advanced Generalist Social Work Competencies set forth by the EPAS of the CSWE) Of the 10, EPAS core competencies, 5 are addressed in this course: #s 2, 3, 7, 9, and 10. The complete table showing this linkage for all Advanced Generalist courses appears in Appendix O titled, Theoretical Frameworks and Relevant Competencies/Practice Behaviors: Advanced Generalist. Theoretical Frameworks for Research Courses (SOWK 8190, 8940, 8950, 8960, 8990) In all of the research courses (SOWK 8190 and a second research course are required), students are primarily exposed to the theoretical framework on which the scientific method is based: Positivism. Positivism assumes a materialist view based on an objective, independent, tangible, and measurable view of reality. It proposes that reality can be understood by arriving at

58 UNO Grace Abbott School of Social Work, MSW Program 55 general laws that can be verified and are true irrespective of time and space. Positivism is also tentative because laws can be rejected if they do not meet the test of verifiability. Essentially, it uses quantitative methods claiming that these are value free and objective. An alternate philosophy for research is also introduced. This theory based and all of the methods that go with it are typically the major emphasis. In addition, students learn of the Post- Modernist conceptualization of reality as subjective, multiple and socially constructed and thus not completely independent of one s experience. Post-Modernism argues that defining reality based on common agreement among experts, the inter subjectivity principle, is a definition adopted by the Positivists, and in its essence is a subjective agreement according to this view. Post-Modernism also asserts that Positivists ignore the qualitative (feelings, emotions) and contextual (sociopolitical and socioeconomic and historical) aspects of reality in their drive to objectify and measure everything. Therefore, post-modernist hold that understanding reality quantitatively and relying on general laws is inadequate. They maintain that reality needs to be described and interpreted not only based on the subjective meaning of those who participate in the research but also the values they hold. Inquiry cannot be value free. Such approaches are used in qualitative methods of research that adopt Phenomenology or Grounded theory. All of these courses promote achievement of EPAS advanced, augmented competencies for both the Advanced and Clinical concentrations. The complete table showing this linkage for all Advanced Generalist courses appears in Appendix O titled, Theoretical Frameworks and Relevant Competencies/Practice Behaviors: Advanced Generalist. See an example in Table 28. Table 28 Theoretical Frameworks and Relevant Advanced Generalist Competencies/Practice Behaviors: Advanced Generalist Concentration (Macro Focus) Example: SOWK 8560 Advanced Community Practice Theories/Skills Social Systems Framework Theories: Community Building Strengths Perspective Social Change/Action Locality Development Organizational Structure/Culture Skills: asset mapping; coalition building, networking, Comp #1 Identify as a professional Social Worker and conduct oneself accordingly. Comp #2 Apply social work ethical principles to guide professional practice. Comp #3 Apply critical thinking to inform and communicate Relevant Competencies/Practice Behaviors AGen 1.1 Readily identify as social work professionals. AGen 1.2 Understand and identify professional strengths, limitations, and challenges. AGen 1.3 Develop, manage, and maintain relationships with clients, community partners, stakeholders and members of larger systems. AGen 2.3 Identify and use knowledge of relationship and group dynamics, including power differentials. AGen 2.4 Recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients well-being as well as the working relationship with community members. AGen 3.1 Engage in reflective practice. AGen 3.2 Identify and articulate strengths and vulnerabilities of clients and/or larger systems. AGen 3.3 Evaluate, select, and implement appropriate assessments, interventions and evaluation practices.

59 UNO Grace Abbott School of Social Work, MSW Program 56 Table 28 Theoretical Frameworks and Relevant Advanced Generalist Competencies/Practice Behaviors: Advanced Generalist Concentration (Macro Focus) Example: SOWK 8560 Advanced Community Practice Theories/Skills social marketing, advocacy, organizing, and/or community social casework. professional judgments. Comp #4 Engage diversity and difference in practice. Comp #5 Advance human rights and social and economic justice. Comp #6 Engage in researchinformed practice and practiceinformed research. Comp #7 Apply knowledge of human behavior and the social environment. Comp #8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Relevant Competencies/Practice Behaviors AGen 3.4 Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to various practice situations. AGen 3.5 Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats. AGen 4.2 Work effectively with diverse populations. AGen 4.3 Identify and use practitioner/systems differences from a cultural competence perspective. AGen 5.1 Use knowledge of the effects of oppression, discrimination, and historical trauma on individual, community and other systems to guide planning and intervention. AGen 5.2 Advocate at multiple levels to promote client and societal welfare. AGen 6.1 Use the evidence-based practice process for interventions with various systems. AGen 6.2 Participate in the generation of new advanced generalist knowledge, through research and practice. AGen 7.1 Synthesize and differentially apply practice theories relevant to individuals, families, groups, organizations, communities, and societal institutions. AGen 7.2 Use theories in formulation of comprehensive assessments. AGen 7.3 Consult with community members, stakeholders and other professionals as needed to ensure proper procedural practice. AGen 8.1 Communicate to stake-holders the implications of policies and policy changes on client systems. AGen 8.2 Use evidence-based practice and practicebased evidence in advocacy for policies that advance social and economic well-being. AGen 8.3 Advocate with and inform administrators and legislators to influence policies that affect social welfare systems.

60 UNO Grace Abbott School of Social Work, MSW Program 57 Table 28 Theoretical Frameworks and Relevant Advanced Generalist Competencies/Practice Behaviors: Advanced Generalist Concentration (Macro Focus) Example: SOWK 8560 Advanced Community Practice Theories/Skills Relevant Competencies/Practice Behaviors Comp #9 AGen 9.1 Assess the quality of system interactions Respond to within their social contexts. contexts that AGen 9.2 Develop intervention plans to accomplish shape practice. systemic change. AGen 9.3 Work collaboratively with others to effect systemic change that is sustainable. Comp #10 (a-d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. ENGAGEMENT: AGen 10.1 Develop culturally responsive individual, group and community relationships. AGen 10.2 Attend to the interpersonal and group dynamics and contextual factors that both strengthen and potentially threaten relationships. AGen 10.3 Establish a process that encourages individuals, groups, community members and other stakeholders to be equal participants in change efforts. ASSESSMENT: AGen 10.4 Use various models of assessment. AGen 10.5 Assess individuals, groups and larger systems readiness for change. AGen 10.6 Assess system s characteristics supportive or resistant to change. AGen 10.7 Select and modify appropriate intervention strategies based on continuous assessment. AGen 10.8 Use appropriate assessment tools. INTERVENTION: AGen 10.9 Critically evaluate, select, and apply best practices and evidence-based interventions. AGen Demonstrate the use of appropriate advanced generalist techniques for a range of presenting concerns identified in the assessment. AGen Collaborate with other professionals and stakeholders to develop and coordinate interventions. EVALUATION: AGen Contribute to the theoretical knowledge base of the social work profession through practicebased research. AGen Use evaluation of the process and/or outcomes to develop best practice interventions.

61 UNO Grace Abbott School of Social Work, MSW Program 58 Clinical Concentration: Theories and Conceptual Frameworks The program s theoretical base for the Clinical concentration curriculum clearly supports the 2008 CSWE example of augmented Clinical Competencies, including the knowledge and values content and the practice behaviors that operationalize the 10 competencies (Brochure, CSWE, 2009). This discussion will highlight how the required courses in the Clinical concentration and elective clinical practice courses are informed by a broad based theoretical framework and specific theoretical models central to competent clinical practice. This theoretical content promotes student achievement of the 10 competencies and associated practice behaviors. Since one advanced macro course (SOWK 8510: Supervision and Personnel Administration) is required for the Clinical concentration, the theoretical framework for this course is covered in Broad Theoretical Frameworks and Perspectives Throughout the required and elective advanced clinical practice courses, the broad theory base typically encompasses both an intra-psychic, deep level theoretical perspective and an action-oriented theoretical perspective. Regardless of the course, some aspects of a deep level (e.g., psychodynamic perspective) promotes understanding of intrapersonal and interpersonal human functioning as derived from early childhood developmental and care-taking history, including attachment, object relations, parenting concepts, etc. This deep level understanding informs a comprehensive assessment and enables practitioners to develop a meaningful therapeutic alliance and offer a corrective emotional experience as the vehicle for the client s growth and improved functioning. The action-oriented theoretical perspective promotes more directly changes in the client s behaviors, emotions and cognitions, as a means for much needed solutions/remedies for presenting problems. The reality, however, is that many of the specific theoretical models taught in the clinical courses are, in fact, integrative approaches that may draw on concepts from both psychodynamic and action-oriented theoretical frameworks as well as from theoretical perspectives covered in the Foundation curriculum. This broad theoretical base accommodates numerous specific clinical approaches and promotes the student s ability to gain competency in the EPAS-specified clinical practice behaviors. Thus, all clinical practice courses reinforce the multiple approaches to treating problems, and specific courses apply to given client groups or issues, i.e., children and adolescents, older adults, couples and changing family structures, and sexuality related concerns. Each required and elective clinical practice course in the curriculum is discussed below in the context of their theoretical base. Appendix O Theoretical Framework and Relevant Competencies/Practice Behaviors: Clinical Concentration shows for all clinical courses the linkage of theory to relevant practice behaviors. Required Clinical Practice Courses SOWK 8220 Clinical Social Work with Individuals. This first required course in the Clinical concentration introduces the broad theoretical base and is a prerequisite for all other clinical practice courses. The course covers two theories as a basis for explaining and treating individual problems. The first theoretical approach is an integrated psychodynamic model (Teyber & McClure, Interpersonal Process in Psychotherapy, 2011); it draws on neo-freudian, attachment, object relations, family structure, parenting, and action-oriented concepts. This approach explains problems as emanating from problematic childhood/caretaking experiences

62 UNO Grace Abbott School of Social Work, MSW Program 59 that often result in dysfunctional rigid, repetitive interpersonal patterns and pathogenic beliefs. Intervention focuses on the client s immediate experience of the therapeutic alliance as the vehicle of change. The second theoretical approach, a change-oriented model, is cognitivebehavioral theory and therapy (Beck, Cognitive Behavioral Therapy: Basics and Beyond, 2011). This approach explains problems as primarily the result of learning, especially the role of cognition as linked to problematic emotions and maladaptive behaviors that are maintained by reinforcement. Intervention focuses on solutions/remedies for day-to-day problems through helping clients make changes in cognitions and behaviors and proceeding to modify deeper level core beliefs as needed. In SOWK 8220, the explanatory and intervention theory in both models directly promotes achievement of the EPAS clinical competencies (knowledge, values, and practice behaviors) for the following clinical competencies: #1 Professional Identity, #2. Social Work Ethical Principles, #3 Critical thinking, #4 Diversity, #6 Research, #7 Knowledge of Human Behavior, and #10 a-d. Engagement, Intervention, and Evaluation. See Table 29 for one example showing the linkage between a Clinical concentration course, its theoretical framework, and EPAS competencies and practice behaviors. The complete table showing this linkage for all Clinical courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Clinical Concentration. SOWK 8230 Clinical Social Work with Groups. This required course in the Clinical concentration provides knowledge of and experience in working with groups as systems. It includes both assessment of group dynamics as well as development of skills in intervention modalities appropriate for working with various types of groups. The course continues the exploration of theories applicable to working with groups and expands upon the theoretical models initially introduced in Social Work 8220, Clinical Social Work with Individuals. For example, the major psychodynamic approach (exemplified in Yalom, 2005, p. 516) views personal problems as based on difficulties in one s interpersonal relationships. Group intervention includes such concepts as the acquisition of interpersonal skills and strategies for dealing with social and interpersonal problems. Intervention emphasizes the eleven therapeutic factors that impact the change process, takes a here-and-now focus, and sees the group s function as a social microcosm. The second theoretical approach is Cognitive-Behavioral Therapy adapted for groups, which may include psycho-education, cognitive and behavioral skill training and other CBT techniques for promoting group members change goals. Interventions in the group are focused on raising client awareness of thoughts that lead to psychological distress, disruption of those thought patterns, gaining and implementing new behavior and skills, etc. The theoretical material promotes achievement of the EPAS clinical competencies (knowledge, values, and practice behaviors) for the following clinical competencies: #6 Research, #7 Knowledge of Human Behavior, and #10 a-d Engagement and Intervention. The complete table showing this linkage for all Clinical courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Clinical Concentration. SOWK 8250 Social Work Practice with Families. This required course in the Clinical concentration continues the exploration of theories applicable to working with couples and families, and expands upon the clinical concepts initially introduced in Social Work 8220, Clinical Social Work with Individuals. Using a comprehensive text (Nichols, Family Therapy: Concepts and Methods, 2010) the course focuses on in-depth study of an insight oriented theory

63 UNO Grace Abbott School of Social Work, MSW Program 60 of family systems, Bowen's Intergenerational theory, and a behavioral based family systems theory of Structural Family Therapy, based on the work of Minuchin. Additional family systems theories are introduced, including Cognitive Behavioral Family Therapy, Experiential, Strategic, Brief Solution-Focused and Narrative Family therapies. Contemporary issues and challenges which confront family systems and promote function or disruption of functioning (child/adolescent problems, addictions, violence, sexual minority issues, and family structure transition through divorce and remarriage) are studied in the context of the family life cycle. Intervention and community based resources are discussed including the ethical issues specific to each family problem. Case examples of family therapy and specific attention to assessment and intervention skills are enhanced by the use of the supplemental text (Gehart, Mastering Competencies in Family Therapy: A Practical Approach to Theories and Clinical Case Documentation, 2010). The theoretical material promotes achievement of the EPAS clinical competencies (knowledge, values, and practice behaviors) for the following clinical competencies: #3 Critical Thinking and #10 a d. Engage, Intervene, Evaluate. The complete table showing this linkage for all Clinical courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Clinical Concentration. SOWK 8290 Social Work Practice in Health and Mental Health. SOWK 8290 is an advanced clinical elective. It meets the MSW Program Goals to prepare advanced social work practitioners who engage with diverse systems of all sizes and to prepare advanced social work practitioners for leadership positions in clinical practice.... The course emphasizes the development of advanced level clinical and social work practice skills for working with selected acute and chronic health and mental health conditions affecting individuals across the life cycle. The course exposes students to current theory and research on these conditions and emphasizes empirically-supported concepts for assessment and intervention/prevention that derive from several theories: a holistic perspective of the body-mind interaction; prevention, case management, problem-solving, crisis intervention, interpersonal process, cognitivebehavioral/psycho-education, and family systems. These are concepts that students will have studied in previous Social Work courses. This broad theoretical framework of the course enables students to understand the holistic impact of the most serious health and mental health conditions, focus on the most vulnerable groups, understand the impact on the individual, family, and society, and address all of these influences through empirically supported intervention and prevention efforts. From exposure to and review of several theoretical approaches applied to health and mental health problems, students further solidify their mastery of advanced skills in clinical practice as well as their role in prevention. These resources include compilations of empirically supported interventions such as: Nathan, P. & Gorman, J. (2005). A guide to treatments that work (2 nd ed.). New York: Oxford University Press. Thyer, B. A., & Wodarski, J. S. (Eds.). (2004). Handbook of empirical social work practice, Volume I: Mental disorders. New York: Wiley. These sources describe various theoretical models used in the assessment and treatment of specific mental health disorders and evaluate their level of empirical support. The theoretical components of most models will be familiar to students, but they will learn how concepts are applied and adapted for specific health and mental health conditions. For example, concepts about learning, cognition, social systems, and family systems are part of empirically supported

64 UNO Grace Abbott School of Social Work, MSW Program 61 models for the treatment of conduct, anxiety, mood, chronic health, and serious and persistent mental health disorders. Some treatment models are highly specific as to the therapeutic skills required, the design and timing of treatment, and methods of evaluation of outcomes. Consequently, these resources enable students to continue to expand and refine their practice skills in preparation for clinical social work. Students continue learning about theoretical approaches to individual, couple, family, and societal problems (already studied in required foundation and advanced courses). They learn specifically how assessment and treatment are conducted with selected acute and chronic health and mental health disorders. Additional readings and course materials enable students to generalize their theoretical knowledge and skills to work with a variety of health and mental health conditions that clients experience across the lifespan. The theoretical material promotes achievement of the EPAS clinical competencies (knowledge, values, and practice behaviors) for the following clinical competencies: #3 Critical Thinking, and #10 a-d Engagement, Intervention, and Evaluation. The complete table showing this linkage for all Clinical courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Clinical Concentration. Research Courses Theoretical Frameworks (SOWK 8190, 8940, 8950, 8960, 8990) In all of the research courses (SOWK 8190 and a second research course are required), students are primarily exposed to the theoretical framework on which the scientific method is based: Positivism. Positivism assumes a materialist view based on an objective, independent, tangible, and measurable view of reality. It proposes that reality can be understood by arriving at general laws that can be verified and are true irrespective of time and space. Positivism is also tentative because laws can be rejected if they do not meet the test of verifiability. Essentially, it uses quantitative methods claiming that these are value free and objective. An alternate philosophy for research is also introduced. This theory based and all of the methods that go with it are typically the major emphasis. In addition, students learn of the Post- Modernist conceptualization of reality as subjective, multiple and socially constructed and thus not completely independent of one s experience. Post-Modernism argues that defining reality based on common agreement among experts, the inter subjectivity principle, is a definition adopted by the Positivists, and in its essence is a subjective agreement according to this view. Post-Modernism also asserts that Positivists ignore the qualitative (feelings, emotions) and contextual (sociopolitical and socioeconomic and historical) aspects of reality in their drive to objectify and measure everything. Therefore, post-modernist hold that understanding reality quantitatively and relying on general laws is inadequate. They maintain that reality needs to be described and interpreted not only based on the subjective meaning of those who participate in the research but also the values they hold. Inquiry cannot be value free. Such approaches are used in qualitative methods of research that adopt Phenomenology or Grounded theory. All of these courses promote achievement of EPAS advanced, augmented competencies for both the Advanced and Clinical concentrations. The complete table showing this linkage for all Clinical courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Clinical Concentration. Elective Clinical Practice Courses In addition to the above required clinical courses, students may fulfill elective requirements from several additional clinical practice courses. The same broad theory base,

65 UNO Grace Abbott School of Social Work, MSW Program 62 consisting of both psychodynamic-oriented and action-oriented models, also appears in the following clinical practice course electives. SOWK 8240 Social Work Practice with Children. This advanced clinical practice course is an elective for the Clinical and Advanced concentrations. The course covers major problems of children and youth, especially those at risk, including cognitive, communication, behavioral and emotional problems, attachment disorders, trauma, substance abuse, and developmental disabilities noted in the DSM-IV. Normal child and adolescent development is reviewed in the context of the family life cycle, culture, and society. Applicable generalist social work intervention principles include appraising the uniqueness of children as clients, planning with parents and/or caregivers, and the centrality of the family. Utilizing bio-psycho-social assessments, students learn several primary treatment models and how to develop and implement a treatment plan. Students also learn about evidence-informed models, examine social policy issues and helping systems serving children and adolescents, and discuss the social worker s role on treatment teams and advocacy. Diversity and social work values and ethics are also discussed. The theoretical framework for this course encompasses theories students have previously studied. As applicable to youth issues, theories of child development are reviewed, e.g., Piaget s theory of cognitive development, Kohlberg s theory of moral development (including Gilligan s response), Erikson s theory of psychosocial development, and Bowlby s attachment theory. Several learning theories are also examined (Watson, Skinner, Bandura) for explanation and assessment of children s problems and as the basis for interventions with both children and parents. Explanatory and intervention principles from cognitive behavior therapy are applied especially for anxiety disorders and with older children. Other theoretical concepts draw from Interpersonal process therapy for building the therapeutic alliance and from Structural family therapy for issues involving family transitions, changes in family structure, and need for adaptation and resilience, such as from divorce. The theoretical material promotes achievement of the EPAS clinical competencies (knowledge, values, and practice behaviors) for the following clinical competencies: #3 Critical Thinking, #7 Human Behavior Knowledge, and #10 a, b, c. Engage, Assess, Intervene. The complete table showing this linkage for all Clinical courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Clinical Concentration. SOWK 8260 Social Work Practice with Older Adults. This course is offered as an elective in the advanced curriculum and focuses on micro- and macro-level practice skills essential to competent and effective social work with diverse older adults in a variety of settings. This course emphasizes clinical interventions (traditional and alternative/complementary) that focus on individuals and small groups as well as community practice skills that involve social marketing and community organizing, networking, and collaborating with inter-professional community practitioners that may lead to sustainability of interventions across the continuum of care for older adults. In regard to theory, social systems is a broad theoretical framework under which several specific theories are taught to examine aging and the interaction of biological, psychological, social, emotional, spiritual, economic, cultural, and environmental factors. Developmental theories of aging and models of evidenced-based interventions are discussed, practiced, and critiqued as well as ethical implications in relation to diversity and populations at risk. A strengths-based perspective

66 UNO Grace Abbott School of Social Work, MSW Program 63 provides a variety of viewpoints and case examples of best practices with older adults and their families/caregivers. Specific action-oriented intervention models include psycho-educational support and skill building with older adults, brief task-centered treatment, narrative approach, and cognitive-behavioral methods. In addition, experiential and intra-psychic approaches include life review/reminiscence, interpersonal therapy, creativity programming (music, art, drama, animal companionship). A service-learning pedagogy engages students with older adults individually and in small groups with residents in a variety of settings (e.g., adult day care, assisted living, senior housing, nursing home, senior center). Students have the opportunity to apply selected assessment and intervention techniques from the above-mentioned theoretical perspectives. The course objectives in SOWK 8260 cover expected learning of theoretical and practice concepts directly which promote achievement of the Advanced Clinical Social Work Competencies set forth by the EPAS of the Council on Social Work Education (CSWE). This course also incorporates the Advanced Gerontological Social Work Knowledge and Practice Behaviors as they relate to these EPAS Competencies as outlined by the CSWE Gero-Ed Center. The specific EPAS Core competencies addressed in this course include: #2 Ethics, #3 Critical Thinking, #6 Research, #7 Knowledge of Human Behavior and the Social Environment, #8 Policy, #9 Contexts that Shape Practice, and #10 Engagement, Assessment, Intervention, and Evaluation. The complete table showing this linkage for all Clinical courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Clinical Concentration. SOWK 8270 Social Work Practice with Sexual Concerns. This elective course in advanced clinical practice provides a survey of the current knowledge base, theory and research in human sexuality with a focus on advanced practice intervention and prevention approaches for a variety of sexuality issues faced by individuals, couples, and families throughout the lifespan. The course draws on a broad theoretical framework in that it reviews basic theory and research on human sexuality and covers selected theoretical approaches for explaining and intervening with a variety of sexual concerns that may cause clients behavioral, emotional, and psychological distress. A broad eco-systems framework is useful to explain how individuals develop sexual identities, attitudes, needs, and behaviors through the interaction of individual, family, cultural, religious, environmental, and social policy influences. Within this broad framework, sociological and anthropological theories and concepts help explain more specifically the role of eco-systemic elements involved in human sexuality as a dimension of identity and personality. For example, religious beliefs/attitudes and organizational and governmental policies can impact the development of sexual identity related to sexual orientation. In addition, specific public health theories that deal with community/population medical-health issues, policies, and environmental factors as contributing to sexuality-related public health issues or at-risk groups are also encompassed within the broad eco-systemic framework. Focusing more specifically on individuals, developmental theory across the life span and in the context of family life stage development is a major theoretical construct for explaining the individual s sexual development. Within the broad developmental framework, individual bio-psycho-social-spiritual theoretical models and the strengths perspective explain why and how childhood and adult experience contribute to sexual development, e.g., psychodynamic concepts explain intra-psychic and interpersonal patterns, and social learning/cognitive behavioral concepts explain the interaction of cognition, emotion, and behavior in maintaining problems.

67 UNO Grace Abbott School of Social Work, MSW Program 64 Intervention for sexuality-related concerns and problems may draw on any of the above explanatory theories. For example, public health intervention and prevention strategies may target different systems levels to prevent or reduce risk, such as, for sexually transmitted infections or for sexual assault. Larger system targets may include populations, communities, organizations, whereas smaller system targets may include high risk groups, families, or individuals or those identified with a sexuality-related problem. Depending on the target, specific interventions may include psycho-educational programs in community, organizational, group, or individual formats and may encompass concepts drawing on psychodynamic, social learning, cognitive-behavioral, or bio-medical models. For identified individuals, couples, or families with sexuality related concerns or serious distress, most intervention models are integrative and incorporate social learning/cognitive behavioral as well as psychodynamic/experiential approaches to counseling and therapy. In SOWK 8270, the explanatory and intervention theories directly promote achievement of the EPAS clinical competencies (knowledge, values, and practice behaviors) for the following clinical competencies: #2 Social Work Ethical Principles, #4 Diversity, #6 Research, #7 Knowledge of Human Behavior, #9 Contexts, and #10a-d Engage, Intervene, Evaluate. The complete table showing this linkage for all Clinical courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Clinical Concentration. SOWK 8280 Social Work Practice with Couples and Changing Family Structures. This elective course in advanced clinical practice course is designed to prepare students to provide therapy for couples and families at all life stages who are experiencing problems in intimacy, marital, divorce, or remarriage adjustment. The course emphasizes four integrated models of couple therapy and integrated theoretical approaches to divorce/dissolution adjustment therapy and stepfamily/re-bonding therapy. The four couple models have strong empirical support for effectiveness. Each model integrates several theoretical concepts for both explaining and intervening with couple relationship distress, but all contain to varying degrees both action-oriented and psychodynamic/experiential components. Gottman s Model of Couple Therapy includes actionoriented development of communication skills and partner collaboration around deep level needs related to life dreams and personality. Cognitive Behavioral Couple Therapy (CBCT) emphasizes cognitive change, behavioral/communication relationship skills, and attention to emotional, environmental, and individual characteristics. Integrated Behavioral Couples Therapy (IBCT) gives attention to the concept of mutual acceptance of partners deep personality/individual needs that are not likely to change, but also includes focused behavioral and communication change. Emotionally Focused Couples Therapy (EFCT) draws on systems, experiential, and attachment concepts and gives the most emphasis to enabling partners to experience each other s deep needs and vulnerabilities as the vehicle to change damaging interactional patterns. The explanatory and intervention models for divorce adjustment/relationship dissolution and remarriage/rebonding/stepfamilies draw extensively on action-oriented concepts such as psycho-education, cognitive-behavioral re-learning, family systems and structure, and deep level concepts from crisis and intra-psychic/psychodynamic theories. In SOWK 8280, the explanatory and intervention theories directly promote achievement of the EPAS clinical competencies (knowledge, values, and practice behaviors) for the following clinical competencies: #2 Social Work Ethical Principles, #3 Critical thinking, #4 Diversity,

68 UNO Grace Abbott School of Social Work, MSW Program 65 #6 Research, #7 Knowledge of Human Behavior, and #10a-d Engage, Intervene, Evaluate. The complete table showing this linkage for all Clinical courses appears in Appendix O titled Theoretical Frameworks and Relevant EPAS Competencies/Practice Behaviors: Clinical Concentration. See example in Table 29. Table 29 Theoretical Frameworks and Relevant Competencies/Practice Behaviors: Clinical Concentration Example: SOWK 8220 Clinical Social with Individuals Theories Cognitive Behavioral Therapy Integrated Psychodynami c/ Experiential Therapy Relevant EPAS Advanced Clinical Competencies/Practice Behaviors Comp #1 Clin 1.1 Readily identify as social work professionals Identify as a Clin 1.2 Demonstrate professional use of self with client(s) professional Clin 1.3 Understand and identify professional strengths, Social limitations, and challenges Worker and Clin 1.4 Develop, manage, and maintain therapeutic conduct relationships with clients within the person-in-environment oneself and strengths perspectives accordingly. Comp #2 Apply social work ethical principles to guide professional practice. Comp #3 Apply critical thinking to inform and communicate professional judgments. Comp #4 Engage diversity & difference in practice. Comp #6 Engage in researchinformed practice and practiceinformed research. Comp #7 Apply Clin 2.1 Apply ethical decisions making skills to issues specific to clinical social work. Clin 3.3 Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and practice evaluation tools Clin 3.4 Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations Clin 4.3 Identify and use practitioner/client differences from a strengths perspective Clin 6.1 Use the evidence-based practice process in clinical assessment and intervention with clients Clin 7.1 Synthesize and differentially apply theories of human behavior and the social environment to guide

69 UNO Grace Abbott School of Social Work, MSW Program 66 Table 29 Theoretical Frameworks and Relevant Competencies/Practice Behaviors: Clinical Concentration Example: SOWK 8220 Clinical Social with Individuals Theories Relevant EPAS Advanced Clinical Competencies/Practice Behaviors knowledge of clinical practice human Clin 7.2 Use bio-psycho-social-spiritual theories and behavior and multiaxial diagnostic classifications systems in formulation the social of comprehensive assessments environment. Comp #10 (a-d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Clin 10.1 Develop a culturally responsive therapeutic relationship Clin 10.2 Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance Clin 10.3 Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes Clin 10.4 Use multidimensional bio-psycho-social-spiritual assessment tools Clin 10.5 Assess clients readiness for change Clin 10.6 Assess client s coping strategies to reinforce and improve adaptation to life situations, circumstances, and events Clin 10.7 Select and modify appropriate intervention strategies based on continuous clinical assessment Clin 10.8 Select and modify appropriate intervention strategies based on continuous clinical assessment. Clin Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis Clin Use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual conditions Accreditation Standard Field Education

70 UNO Grace Abbott School of Social Work, MSW Program 67 Accreditation Standard The program discusses how its field education program connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence-informed practice. The theoretical and conceptual contribution of classroom is clearly connected with the practice setting in various ways. Students, academic professors, and field/practicum instructors work collaboratively to foster the implementation of evidence-informed practice. The various ways in which this is accomplished will be discussed following a brief overview of the field/practicum course requirement. Background on Field/Practicum Education Program In its preparation of social work practitioners, the School ensures that students have integrated knowledge, skills, and values of the profession so they are able to practice competently and ethically with diverse client populations and needs. This goal is demonstrated through the rationale and educational framework, expectations, and suggested assignments located in Section V, pages of the Practicum Manual (see Appendix K). During the field/practicum experience, students utilize empirical and evidence-based practice knowledge while developing their professional competence and identity. The goals and objectives of the field/practicum program are addressed in the Field/Practicum Syllabi, Practicum Manual, and on the Field/Practicum Learning Contract. This information can also be found on line at: Generalist-Level Field/Practicum Rationale and Educational Framework The generalist-level field/practicum courses are a required part of the MSW Foundation program. The field/practicum courses for Foundation students are SOWK 8160 and SOWK The goal of the generalist level field/practicum program is to produce social work practitioners who can perform at the beginning level of professional generalist practice and to provide a basis upon which students can later build more specialized knowledge and skills. Foundation MSW students complete their generalist field/practicum prior to moving into the Advanced Standing program. The core social work courses at the Foundation level programs can be reviewed in Appendix C Foundation Advising Worksheets and in Appendix F Course Descriptions. The primary objective of field/practicum instruction is to provide individualized learning experiences in a variety of social work practice roles through which students can achieve competency in professional practice. The field/practicum experience is intended to enhance student learning within all areas of the School s curriculum and to help students integrate the concepts and theories learned in the classroom. At the end of their generalist field/practicum, students should be able to achieve the generalist field/practicum course objectives shown in Table 30.

71 UNO Grace Abbott School of Social Work, MSW Program 68 Table 30 Generalist Practicum Course Objectives 1. Define, compare, and contrast social work theories and concepts in social work practice and its changes in application over time. 2. Apply and practice the generalist social work perspective and skills when working with clients and families across the lifespan, within the agency structure and the community. 3. Recognize and examine cultural issues in social work practice, demonstrating skill in working with diverse populations across the lifespan. 4. Examine, interpret, and demonstrate skill in applying social work values and ethics as they relate to social work practice, adhering to the NASW Code of Ethics. 5. Practice and use effective oral and written communication within the agency system, including knowledge and use of computer technologies. 6. Utilize supervision to advance knowledge of social work theories and skills and as an opportunity for self-understanding in relationship to the client, agency and community. 7. Identify and critically analyze social policies, social justice, and social change issues as they relate to social work practice with individuals, families, and communities. 8. Analyze, evaluate, discuss, and apply research as it pertains to agency activities and/or projects. MSW Advanced Graduate Level Field/Practicum: Rationale and Educational Framework The Advanced level field/practicum courses are a required part of the graduate MSW program. The field/practicum courses for graduates are SOWK 8400, 8410, and The goal of the advanced field/practicum is to provide individualized professional experience in advanced direct and indirect social work practice in a chosen concentration. SOWK 8410 builds upon opportunities provided and competence achieved in SOWK SOWK 8420 is optional and provides a third advanced practice opportunity for those students who would like to refine or obtain additional direct or indirect practice skills. The Advanced MSW required courses are defined by the concentration chosen by the student. Students may elect to enroll in the Clinical Social Work Practice Concentration where the focus is on acquiring advanced level clinical skills and knowledge, or elect to enroll in the Advanced Generalist Social Work Practice Concentration where students acquire advanced level skills and knowledge in both micro and macro generalist practice areas. Students electing to pursue the MSW/MPA Dual Degree Program must follow the Advanced Generalist Social Work Practice Concentration. Students electing to pursue the MSW/MPH Dual Degree Program will take courses from both Clinical and Advanced Generalist concentrations. The required courses for each Concentration and Dual Degree Programs can be reviewed in Appendix D Advanced Standing Advising Worksheets, and in Appendix F MSW Course Descriptions. Students in the Advanced Standing program are encouraged to complete their field/practicum in a concurrent manner over the last two semesters of their educational program. This format ensures a well-prepared student with educational knowledge, concepts, and theories. The primary objective of field/practicum instruction is to provide individualized learning experiences in a variety of social work practice roles through which students can achieve competency in professional practice. The field/practicum experience is intended to enhance student learning within all areas of the School s curriculum and to help students integrate the concepts and theories learned in the classroom. At the end of their Advanced field/practicum, MSW students should be able to achieve the advanced field/practicum course objectives shown in Table 31.

72 UNO Grace Abbott School of Social Work, MSW Program 69 Table 31 Advanced Practicum Course Objectives 1. Identify and apply the generalist social work knowledge, values and skills to social work practice within the concentration field/practicum setting. 2. Identify and explain how current advanced level social work knowledge and theories of human behavior and social systems apply to practice within the concentration field/practicum setting. 3. Select, evaluate, and use appropriate intervention methods for bringing about change in individuals, families, groups, organizations, communities, and social policy. 4. Describe and use knowledge of human diversity and culturally sensitive interventions in services for diverse individuals and populations across the life cycle as relevant to the concentration field/practicum setting. 5. Identify and select multi-dimensional assessment methods appropriate for clients, services, and programs within the concentration field/practicum setting, with appropriate application of formal diagnostic classification when warranted. 6. Identify and apply methods for counteracting oppression, advocating for clients, and promoting social justice. 7. Demonstrate ability to work effectively in multi-disciplinary team settings using administrative, planning, and policy processes which are relevant to client issues, one s own practice, services, and programs within the concentration field/practicum setting. 8. Analyze, discuss and apply social work values, ethics and legal mandates as it applies to complex situations seen in the concentration field/practicum setting and to the worker s own professional development. 9. Describe advanced level social work practice, roles, and functions in relation to multidisciplinary contexts and how they have evolved over time. 10. Utilize supervision to self-evaluate, and to discuss the scientific basis for theory and intervention models as it applies to client issues and programs within the concentration field/practicum setting. 11. Apply research methods to compile and analyze information regarding the effectiveness of one s own practice and/or of programs, services and policies within the concentration field/practicum setting. Link between Theories/Conceptual Frameworks and Evidence-Informed Practice The Learning Contract emphasizes the connection between theoretical and conceptual frameworks with evidence-based practice models implemented in the field/practicum. For example, Goal 7 specifically expects students to identify relevant literature, theories of human behavior and theories of best practice interventions from their academic studies, and apply them to the agency, the population served, and the community setting. Students are expected to discuss with their field/practicum instructor during supervision the implementation of theory for assessment and treatment planning. The student is also expected to utilize supervision as a way of navigating through experiences which differ from traditional textbook examples. In addition to the Learning Contract, other strategies are used to ensure that theoretical and conceptual frameworks with evidence-based practice models are integrated between the classroom and field/practicum environment. Examples include: Students are encouraged to give a copy of relevant syllabi for courses applicable to the field/practicum instructor so the instructor is aware of theoretical and conceptual material in academic courses.

73 UNO Grace Abbott School of Social Work, MSW Program 70 Professors in academic courses emphasize theory and evidence-informed practices so students will have opportunities to implement these in field/practicum. During regular visits, faculty liaisons monitor students progression of their Learning Contract and verify that theories and models are being incorporated into the field/practicum experience. Theories taught in the generalist courses are essential to culturally competent practice needed in the field/practicum setting (e.g., social systems theories, lifespan development theories). Theories taught at the advanced level include a number of specific multi-disciplinary theoretical frameworks from advanced concentrations applied in the advanced field/practicum (e.g., clinical practice models, macro-practice models). Full discussion of the program s theoretical and conceptual frameworks is presented in the section on the Explicit Curriculum (EP 2.0, M2.0.5 and M2.0.6). Evaluation of students performance in the field/practicum includes areas that involve theory and its implementation in the practice setting. During field/practicum seminar, students discuss theories and concepts related to field/practicum clients or field/practicum projects; additionally, students apply social systems theory to their field/practicum agency. Accreditation Standard M2.1.2 The program discusses how its field education program provides advanced practice opportunities for students to demonstrate the program s competencies. Through the structure, requirements, and procedures of field/practicum, students have extensive opportunities to demonstrate the EPAS core competencies. Advanced field/practica builds on experiences gained during the student s generalist field/practicum at the MSW Foundation level. Each MSW Foundation and Advanced Standing Learning Contract objective can be mapped back to each of the EPAS core competencies. The focus of the Advanced Field/Practicum experience is to give students the opportunity to implement advanced level ideas, theories, and concepts into their field/practicum practice and to evaluate its success and/or failures. The structure of advanced field/practicum assures that there is sufficient time and opportunity to demonstrate the augmented core competencies. Thus, students are required to complete activities at the field/practicum agency that meet Learning Contract objectives and therefore EPAS core competencies. MSW Foundation Field/Practicum Program The focus of the MSW Foundation Field/Practicum experience is to give students the opportunity to implement ideas, theories, and concepts into the field/practicum and to evaluate its success and/or failures. Students are required to complete 512 hours in the field/practicum at one agency. Students enroll in SOWK 8160 Practicum I for 3 credit hours (completing 256 clock hours), and then SOWK 8170 Practicum II for another 3 credit hours (completing another 256 clock hours). Students in SOWK 8160 Practicum I are required to attend a

74 UNO Grace Abbott School of Social Work, MSW Program 71 Practicum Seminar simultaneously; students enrolled in their first semester of field/practicum must attend a series of seven, two-hour seminars (See p. 18 of the Practicum Manual in Appendix K). The seminars count as 14 indirect hours toward the first 256 hours of the student s field/practicum course. The seminars are led by a member of the faculty or faculty liaison and give students a chance to share and analyze field/practicum experience as well as to discuss issues and ethical dilemmas confronted in practice. One Learning Contract is completed for both field/practicum course numbers and lists objectives that students must meet through identified activities covering a wide range of topics taught in the classroom (i.e., Generalist Assignments). It is expected that the generalist level field/practicum courses provide opportunities for direct and indirect practice experiences that involve different types and sizes of human systems. The Field/Practicum Office differentiates direct and indirect hours in the students field/practicum setting. Examples of direct hours include face-to-face and other contacts that support the provision of direct services/interventions for clients or client systems, such as case management, crisis services, assessment, brokering, and personal advocacy. Examples of indirect hours include assignments that provide knowledge of agency policy and procedures, planning, research, and organizing for social and political action. Additional assignments may be included; however, assignments must include experiences in both direct practice and indirect practice. A complete listing of direct and indirect hours is included on the School s website ( The MSW Foundation Learning Contract requires students to complete assignments in each of the following seven goals: (1) Agency/Systems Framework for Generalist Practice, (2) Communication Skills, (3) Assessment Skills, (4) Intervention Skills, (5) Evaluation Skills, (6) Professional Conduct, Values, & Ethics, and (7) Performance as Learner. Table 32 shows an example of the linkage for Competency #1 between field/practicum course objectives, core competencies, practice behaviors, learning contract goals, and generalist field/practicum assignments. See Appendix R for the complete table showing all competencies.

75 UNO Grace Abbott School of Social Work, MSW Program 72 Table 32 Example of EPAS Competencies and Practice Behaviors Linked with Generalist Field/Practicum Course Objectives and Learning Contract Assignments Competency Comp #1 Identify as a professional Social Worker and conduct oneself accordingly. Generalist Practice Behavior Gen 1.1 Advocate for client access to the services of social work. Gen 1.2 Practice personal reflection and self-correction to assure continual professional development. Gen 1.3 Attend to professional roles and boundaries. Gen 1.4 Demonstrate professional demeanor in behavior appearance and communication. Course Objectives #6: Utilize supervision to advance knowledge of social work theories and skills and as an opportunity for self-understanding in relationship to the client, agency and community. Learning Contract Goal Goal 4: Intervention Skills Goal 6: Professional Conduct, Values and Ethics Goal 1: Agency Systems/ Framework for Generalist Practice Goal 6: Professional Conduct, Values and Ethics Goal 1: Agency Systems/Framew ork for Generalist Practice Assignment 20. Advocate on behalf of clients with agencies and other professionals to help clients obtain quality services. 27. Handle stress effectively by using supportive appropriate self-care and developing supportive relationships with colleagues, peers, and others 28. Discuss with supervisor personal issues/obstacles that impact the student s agency performance 29. Exhibit knowledge of how one s values, attitudes, beliefs, emotions and past experiences affect thinking, behavior, and relationships 1. Understand and follow agency orientation materials and relevant sections of the agency s policy and procedure manual 29. Exhibit knowledge of how one s values, attitudes, beliefs, emotions and past experiences affect thinking, behavior, and relationships 30. Show willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional judgment 2. Attend and participate in agency staff meetings 5. Network with/contact other agencies and professionals 20. Advocate on behalf of clients with agencies and other professionals to help clients obtain quality

76 UNO Grace Abbott School of Social Work, MSW Program 73 Table 32 Example of EPAS Competencies and Practice Behaviors Linked with Generalist Field/Practicum Course Objectives and Learning Contract Assignments Competency Generalist Practice Behavior Gen 1.5 Engage in career-long learning. Gen 1.6 Use supervision and consultation. Course Objectives Learning Contract Goal Goal 4: Intervention Skills Goal 6: Professional Conduct, Values and Ethics Goal 7: Performance as Learner Goal 6: Professional Conduct, Values and Ethics Goal 7: Performance as Learner services Assignment 30. Show willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional judgment 33. Discuss theories of human behavior and integration of classroom course content to field/practicum experiences with supervisor 34. Discuss theories of intervention with supervisor 28. Discuss with supervisor personal issues/obstacles that impact the student s agency performance 32. Discuss all cases with supervisor/participate in supervisory sessions 34. Discuss theories of intervention with supervisor

77 UNO Grace Abbott School of Social Work, MSW Program 74 MSW Advanced Field/Practicum Program The MSW Advanced Field/Practicum program provides advanced practice opportunities for students to demonstrate the program s competencies by linking practice course objectives with the EPAS competencies. Table 33 shows the linkage between the Advanced Field/Practicum course objectives and the EPAS Competencies. Table 33 Course Objectives and EPAS Competencies Course Objectives 1. Identify and apply generalist social work knowledge, values, and skills to social work practice within the field/practicum setting. 2. Identify and explain how current advanced level social work knowledge and theories of human behavior and social systems apply to practice within the field/practicum setting. 3. Select, evaluate, and use appropriate intervention methods for bringing about change in individuals, families, groups, organizations, communities, and social policy. 4. Describe and apply knowledge of human diversity and culturally sensitive interventions in services for diverse individuals and populations across the life cycle. 5. Identify and select multi-dimensional assessment methods appropriate for clients, services, and programs within the field/practicum setting, with appropriate application of formal diagnostic classification when warranted. 6. Identify and apply methods for counteracting oppression, advocating for clients, and promoting social justice. 7. Demonstrate ability to work effectively in multidisciplinary team settings using administrative, planning, and policy processes which are relevant to client issues, one s own practice, services, and programs within the field/practicum setting. 8. Analyze, discuss and apply social work values, ethics and legal mandates as it applies to complex situations seen in the concentration field/practicum setting and to the worker s own professional development. 9. Describe advanced level social work practice, roles, and functions in relation to multi-disciplinary contexts and how they have evolved over time. 10. Utilize supervision to self-evaluate, and to discuss the scientific basis for theory and intervention models as it applies to client issues and programs within the field/practicum setting. EPAS Competencies Comp #1 Identify as a professional social worker and conduct oneself accordingly. Comp #7 Apply knowledge of human behavior and the social environment. Comp #10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Comp #4 Engage diversity and difference in practice. Comp #10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Comp #5 Advance human rights and social and economic justice. Comp #8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Comp #2 Apply social work ethical principles to guide professional practice. Comp #9 Respond to contexts that shape practice. Comp #3 Apply critical thinking to inform and communicate professional judgments.

78 UNO Grace Abbott School of Social Work, MSW Program 75 Table 33 Course Objectives and EPAS Competencies Course Objectives 11. Apply research methods to compile and analyze information regarding the effectiveness of one s own practice and/or of programs, services and policies within the field/practicum setting. EPAS Competencies Comp #6 Engage in researchinformed practice and practiceinformed research. The focus of the MSW Advanced Field/Practicum is to give students the opportunity to master advanced clinical or advanced generalist practice skills. MSW candidates may pursue one of the following two concentrations: Clinical Social Work Practice or Advanced Generalist Social Work Practice. The Advanced Clinical Social Work Practice Concentration involves the application of advanced professional knowledge and skills to aid in the prevention, treatment, and ongoing rehabilitation of the psychosocial problems experienced by individuals, families, and groups across the life span. Clinical social work practice draws on current theory from social work and other clinical disciplines, including theories of human development/behavior within a psychosocial context, and treatment methods established by research as best practices. The Advanced Generalist Social Work Practice concentration prepares students with advanced knowledge and skills in direct and indirect practice to address social service delivery system needs. Students who select the Advanced Generalist concentration desire advanced knowledge and practice skills in clinical, administrative, policy, advocacy, community practice, and research so that they are prepared to take leadership positions in rural, urban, or international settings. The Advanced Generalist concentration emphasizes social justice, civic engagement, and diversity. Each concentration requires practica in the field of practice pertaining to the concentration. Students are required to complete 512 hours in the field/practicum at one agency. This is accomplished by students enrolling in SOWK 8400 Practicum I for 256 hours and then SOWK 8410 Practicum II for another 256 hours. SOWK 8420 is optional and provides a third advanced practice opportunity for those students who would like to refine or obtain additional direct or indirect advanced practice skills. The MSW/MPA Dual Degree Program is part of the Advanced Generalist Concentration. The MSW/MPA consists of 57 credit hours. Field/Practicum consists of 512 hours that may or may not be in the same agency. Of these hours, 256 hours are required in an advanced level Social Work (direct service) setting, and 256 hours are required in an administrative (indirect service) setting. MSW/MPH Dual Degree Program stands apart from the Advanced Generalist Concentration or Clinical Concentration Programs. The MSW/MPH is a unique program consisting of 57 credit hours. Students enrolled in the MSW/MPH Field/Practicum will complete 512 hours of Field/Practicum which may or may not be at the same agency. Of these hours, 256 are required in an advanced level social work setting, and 256 hours are required in a public health setting. One Learning Contract is completed for both advanced field/practicum course numbers and lists objectives that students must meet through identified activities covering a wide range of topics taught in the classroom. If the student is in one of our dual degree programs (i.e., MSW/MPA, MSW/MPH) and completing his/her field/practicum at two separate agencies, then two separate learning contracts will be completed addressing the appropriate learning contract

79 UNO Grace Abbott School of Social Work, MSW Program 76 goals respective to the setting. It is expected that the advanced level field/practicum courses provide opportunities for direct and indirect practice experiences that involve different types and sizes of human systems. The Field/Practicum Office differentiates direct and indirect hours in the students field/practicum. Examples of direct hours include face to face and other contacts that support the provision of direct services/interventions for clients or client systems, such as, case management, crisis services, assessment, brokering, personal advocacy, and education, counseling, or therapy in various formats (individual, couple, family, group, etc.), aftercare, and follow-up. Examples of indirect hours include assignments that provide knowledge of agency policy and procedures, personnel administration and supervision, research, strategic planning, and organizing for social and political action. Additional assignments may be included; however, assignments must include experiences in both direct practice and indirect practice. A complete listing of direct and indirect hours is included on the School s website ( Students are expected to complete assignments in each of the following social work categories that identify the nine field/practicum goals for the MSW advanced field/practicum courses: (1) Agency/Systems Framework for Advanced Practice, (2) Communication Skills, (3) Assessment Skills, (4) Intervention Skills, (5) Evaluation Skills, (6) Professional Conduct, Values, & Ethics, (7) Performance as Learner, (8) Clinical Practice, and (9) Administrative/Policy/Advocacy Practice. Table 34 shows an example for how Competency #1 is linked with advanced field/practicum course objectives, the field/practicum learning contract advanced assignments and advanced practice behaviors for both Advanced Generalist and Clinical concentrations. The complete table for all advanced competencies and this linkage is in Appendix R.

80 UNO Grace Abbott School of Social Work, MSW Program 77 Table 34 Example of Competencies and Practice Behaviors Linked to Advanced Field/Practicum Tasks Competency and Learning Contract Goal Comp #1 Identify as a professional Social Worker and conduct oneself accordingly. Learning Contract Goal 6. CLINICAL ADVANCED GENERALIST Practice Behavior Advanced Field/Practicum Task Practice Behavior Advanced Field/Practicum Task Clin 1.1 Readily AGen 1.1 Readily identify as social identify as social work professionals. work professionals. Clin 1.2 Demonstrate professional use of self with client(s). 28. Discuss with supervisor personal issues/obstacles that impact the student s agency performance. 31. Read and discuss with the supervisor relevant articles, journals, or books that apply to the field/practicum setting. 32. Discuss all cases with supervisor/participate in supervisory sessions. 29. Exhibit knowledge of how one's values, attitudes, beliefs, emotions and past experiences affect thinking, behavior, and relationships. 28. Discuss with supervisor personal issues/obstacles that impact the student s agency performance. 29. Exhibit knowledge of how one's values, attitudes, beliefs, emotions and past experiences affect thinking, behavior, and relationships. 31. Read and discuss with the supervisor relevant articles, journals, or books that apply to the field/practicum setting. 32. Discuss all cases with supervisor/participate in supervisory sessions. Clin 1.3 Understand and identify professional strengths, limitations, and challenges. Clin 1.4 Develop, manage, and maintain therapeutic relationships with 27. Handle stress effectively by using supportive appropriate self-care and developing supportive relationships with colleagues, peers, and others. 28. Discuss with supervisor personal issues/obstacles that impact the student s agency performance. 30. Show willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional judgment. 29. Exhibit knowledge of how one's values, attitudes, beliefs, emotions and past experiences affect thinking, behavior, and relationships. AGen 1.2 Understand and identify professional strengths, limitations, and challenges. AGen 1.3 Develop, manage, and maintain relationships with clients, community 27. Handle stress effectively by using supportive appropriate self-care and developing supportive relationships with colleagues, peers, and others. 28. Discuss with supervisor personal issues/obstacles that impact the student s agency performance. 30. Show willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional judgment. 29. Exhibit knowledge of how one's values, attitudes, beliefs, emotions and past experiences affect thinking, behavior, and relationships.

81 UNO Grace Abbott School of Social Work, MSW Program 78 Table 34 Example of Competencies and Practice Behaviors Linked to Advanced Field/Practicum Tasks Competency and Learning Contract Goal CLINICAL ADVANCED GENERALIST Practice Behavior Advanced Field/Practicum Task Practice Behavior Advanced Field/Practicum Task clients within the person-inenvironment and strengths perspectives. 37. Provide face-to-face brief counseling with direct services as part of crisis intervention to individuals, families, and/or groups. partners, stakeholders and members of larger systems. 37. Provide face-to-face brief counseling with direct services as part of crisis intervention to individuals, families, and/or groups.

82 UNO Grace Abbott School of Social Work, MSW Program 79 Accreditation Standard The program discusses how its field education program provides a minimum of 400 hours of field education for baccalaureate programs and 900 hours for master's programs. Students in the GASSW MSW Foundation program are required to complete two 512- hour field/practicum experiences (MSW Foundation Field/Practicum + Advanced MSW Field/Practicum) totaling 1,024 field/practicum hours. The School has an integrated approach to classroom and field/practicum learning and uses two formats to allow students to complete their field/practicum. Students may choose the block format (32-40 hours per week) or the concurrent format (16-20 hours per week). Students choosing the block will have completed a total of 512 hours during one semester. Students choosing the concurrent method complete 512 hours over two semesters. Accreditation Standard The program discusses how its field education program admits only those students who have met the program's specified criteria for field education. The UNO GASSW admits students into field/practicum who have met the program's specified criteria for field/practicum education. Tables 35 and 36 outline the credit and clock hours, and prerequisites for field/practicum. Table 35 Field/Practicum Courses, Credit Hours, and Prerequisites: MSW Foundation Program Course Credit Hours Clock Hours Prerequisites SOWK 8160 Practicum I SOWK 8070 HBSE I (prior to or concurrent) SOWK 8090 Social Welfare Policy (prior to or concurrent) SOWK 8130 Generalist Practice I (prior to or concurrent) no deficiencies in undergraduate Research and/or Statistics Permission of the School SOWK 8170 Practicum II SOWK 8080 HBSE II (prior to or concurrent) SOWK 8150 Generalist Practice II (prior to or concurrent) SOWK 8110 Institutional Oppression (prior to or concurrent)

83 UNO Grace Abbott School of Social Work, MSW Program 80 Concentration/ Dual Degree Advanced Generalist Clinical MSW/ MPA* Social Work/ Public Administration Table 36 Field/Practicum Courses, Credit Hours, and Prerequisites: MSW Advanced Program Concentrations and Dual Degrees Course* SOWK 8400 Advanced Practicum I SOWK 8410 Advanced Practicum II SOWK 8400 Advanced Practicum I SOWK 8410 Advanced Practicum II SOWK 8400, Practicum I SOWK 8410, Practicum II Credit Hours Clock Hours Prerequisites SOWK 8190 Research & Computer Applications (prior to) SOWK 8220 Clinical Social Work with Individuals (prior to) SOWK 8510 Personnel Administration & Supervision (prior to) One of the following courses: SOWK 8250, 8540, 8560 (prior or concurrent) Permission of the School SOWK 8400 Advanced Practicum I (prior to or concurrent) Another of the remaining following courses: SOWK 8250, 8540, 8560 (prior to or concurrent) SOWK 8190 Research & Computer Applications (prior to) SOWK 8220 Clinical Social Work with Individuals (prior to) Two Advanced Clinical Practice Courses, choose from (prior to) Permission of the School SOWK 8400 Advanced Practicum I (prior to or concurrent) Any course from Plan of Study (prior to or concurrent) Prerequisites for the Social Work portion of Field/Practicum: SOWK 8190 Research & Computer Applications (prior to) SOWK 8220 Clinical Social Work with Individuals (prior to) SOWK 8510 Personnel Administration & Supervision (prior to) One of the Following Courses: 8250, 8540, 8560 (prior or concurrent) Permission of the School

84 UNO Grace Abbott School of Social Work, MSW Program 81 Concentration/ Dual Degree MSW/ MPH** Social Work/ Public Health All MSW Advanced Concentrat ions*** Table 36 Field/Practicum Courses, Credit Hours, and Prerequisites: MSW Advanced Program Concentrations and Dual Degrees Course* SOWK 8400 Practicum I SOWK 8410 Practicum II SOWK 8420* Practicum III Credit Hours Clock Hours Prerequisites Prerequisites for Public Administration Portion of Field/Practicum: SOWK 8400 Advanced Practicum I (prior or concurrent) PA 8010 Public Economy (prior to) PA 8050 Intro to Public Administration (prior to) PA 8090 Organizational Theory & Behavior (prior to) SOWK 8190 Research & Computer Applications (prior to) SOWK 8290 SW Practice in Health/Mental Health (prior to) SOWK 8940 Evaluation of Social Programs (prior to or concurrent) CPH 500, CPH 501, CPH 502, CPH 503, CPH 504, CPH 506 (prior to) Two of the four Public Health Administration courses: SOWK 8510, SOWK 8540, CPH 566 and either CPH 561 or CPH 565 (prior to) Permission of the School Field/Practicum hours completed toward SOWK 8410 will not be counted until the student s Supervisory Committee approves the capstone project proposal SOWK 8400 Advanced Practicum I (prior or concurrent) SOWK 8510, SOWK 8540, CPH 566 and either CPH 561 or CPH 565 (prior to) SOWK 8410 Advanced Practicum II (prior to or concurrent) Permission of the School *The MSW/MPA Dual Degree Program is part of the Advanced Generalist Concentration. Field/Practicum consists of 512 hours that may or may not be in the same agency. Of thee hours, 256 hours are required in an advanced level social work (direct service) setting, and 256 hours are required in a public administrative (indirect service) setting. Either the social Work or public administration portion of field/practicum may be completed first, but field/practicum must be taken concurrently or in block. Before the public administration portion (indirect service) of

85 UNO Grace Abbott School of Social Work, MSW Program 82 field/practicum is taken, the core public administrative courses (PA 8010, 8050, 8090) must be completed. **MSW/MPH Dual Degree Program stands apart from the Advanced Generalist Concentration or Clinical Concentration programs; however, students enrolled in this program will take the Advanced Generalist Comprehensive Exam. The MSW/MPH is a unique program consisting of 57 credit hours. Students enrolled in the MSW/MPH Field/Practicum will complete 512 hours of field/practicum which may or may not be at the same agency. Of these hours, 256 hours are required in an advanced level social work setting, and 256 hours are required in a public health setting. Either the social work or public health portion of field/practicum may be completed first, but field/practicum must be taken concurrently or in block. Before the public health portion of field/practicum is taken, the two remaining public health administration concentration courses must be completed, and students must have supervisory committee approval. ***Graduate students in the advanced level have one option to increase time and credits spent in Field/Practicum. The one option is to take SOWK 8420 Advanced Practicum III for one to three credit hours (one credit hour equals 85 clock hours), which may be used as an elective in the student's Plan of Study. This course can be taken at the same field/practicum site in which the Advanced Practicum I and II courses are located or in a different agency or setting. Students wishing to consider this option need to consult with their academic advisors in order to incorporate the extra field/practicum credit into their MSW academic plan. The maximum number of credits that can be taken in advanced level field/practicum is nine credits. Students must complete a Field/Practicum Readiness Form signed by their Academic Advisor indicating the student has met the academic course prerequisite requirements for Field/Practicum at each level. In addition, students must attend: (1) Field/Practicum Orientation where details of Field/Practicum are covered, including a review of field/practicum syllabi, (2) the Field/Practicum Fair where students may talk informally to agency representatives, and (3) Field/Practicum Advisement where students meet with a member of the Field/Practicum Office to discuss placement options. Accreditation Standard The program discusses how its field education program specifies policies, criteria, and procedures for selecting field settings; placing and monitoring students; maintaining field liaison contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program s competencies. The GASSW has developed specific and clear criteria regarding procedures for selecting field/practicum settings, student placement, maintaining field/practicum liaison contacts, evaluation of student learning and field/practicum setting effectiveness congruency with our program s competencies. The Field/Practicum Office employs a wide array of methods and check-lists to ensure that all aspects of the complexity of field/practicum development, instructor

86 UNO Grace Abbott School of Social Work, MSW Program 83 and liaison education and support, student evaluation, and adherence to the EPAS competencies are followed. Policies, Criteria, and Procedures for Selecting Field/Practicum Settings The selection of agencies and field/practicum instructors is a critical component in educational planning. The School carries the responsibility for determining an agency s and field/practicum instructor s suitability for student training and works closely with interested agencies and potential field/practicum instructors in this process. An extensive set of policies, criteria, and procedures for selecting field/practicum agencies is detailed in the School s Practicum Manual. In establishing and maintaining affiliation with field/practicum agencies, the School is guided by educational standards and criteria designed to ensure quality field/practicum education. The following criteria are used in the selection of agencies: 1. Attitude of an agency toward professional social work education: The following factors should be apparent in the agency's policies and standards: a. Importance of education: Acceptance of social work practice competence acquired through formal professional education, which meets the current standards of the Council of Social Work Education located in the School s secretary s office. b. Relation of an agency to education: Recognition that in professional social work, field/practicum instruction is an essential complement to academic instruction. Therefore, the agency should genuinely want to teach students and regard the field/practicum as an important part of its function. Further, there should be recognition that the educational relationship is mutually strengthening to the school, agency and profession. c. Responsibility of the School: Recognition that the public and the profession have created the School of Social Work and made it responsible for the educational function. The agency should recognize the School has a primary responsibility for professional education and also has commensurate authority. d. Responsibility of the profession: Recognition that the National Association of Social Workers is the standard setting body for the profession and that the Council on Social Work Education is the standard setting body for social work education. The School and the agency share the responsibility for providing social work experiences commensurate with these standards. 2. Philosophy of the agency: The agency's commitment to service should be compatible with the values and ethics of the social work profession as stated in the NASW Code of Ethics ( 3. Structure and services of the agency: a. The organizational structure of the agency should fit the function(s) of the agency and be available in written form. b. The agency should have on record a clear and appropriate statement of its function, including objectives, areas of service and activity, and provision for revision of function in response to changing community needs. c. Agency practice should meet standards generally accepted in its particular field.

87 UNO Grace Abbott School of Social Work, MSW Program 84 d. Agency practice should incorporate the ethical standards of the social work profession. e. The agency should perceive itself as part of and cooperate with the community service network. f. The agency must have a service program large and varied enough to insure a continuous supply of learning experiences appropriate to the educational needs of students accepted for field/practicum. If necessary, with the approval of the Field/Practicum Coordinator, the Field/Practicum Instructor must be free to arrange additional learning experiences outside the field/practicum agency. g. The agency must provide an appropriate plan for selection of service tasks to be suggested to Field/Practicum Instructors for assignment to students, and also for reassignment of those tasks to permanent staff after students terminate field/practicum. 4. Agency categories: a. The School of Social Work categorizes agencies as either non-profit (public, governmental, church-related, 501(c)(3)), or for-profit (private practice, nongovernmental, not 501(c)(3)), although some for-profit agencies may provide contracted services for non-profit agencies. b. The School encourages placement in non-profit agencies; however, it recognizes that in some situations (rural settings, hospitals) practica in non-profit agencies may not be as available. Placement in a for-profit or private practice agency will be considered when no suitable or appropriate setting [according to School standards] is available in a non-profit agency. (If a non-profit and a for-profit agency have similar field/practicum placements, a stipend will not be the only deciding factor to determine placement. Also, in similar circumstances, known or previously used agencies will have preference over new agencies.) c. For-profit or private practice agencies must meet all the criteria listed above and also these additional criteria: 1. The agency must be legally organized in some form such as a partnership or corporation. 2. The agency must have a corporate board that meets and determines policy and has collective accountability for the practice of its staff. The board must include diverse community representatives as voting members and policy makers for the agency. 3. The agency must have a policy and procedure manual and an organizational chart which is available for review by the Field/Practicum Office. 4. The agency must have a physical structure, which includes offices, meeting rooms, secretarial services, etc., and the student must have space within the confines of this agency. 5. For-profit agencies may be considered as special requests for field/practicumin-place-of-employment. This is done on a case-by-case basis. However, these agencies may not be a part of our regular mailing.

88 UNO Grace Abbott School of Social Work, MSW Program 85 Procedures for Placing and Monitoring Students The GASSW has detailed policies and procedures for placing and monitoring students in field/practicum. Field/Practicum placements are made by means of a series of consultations involving the student, academic advisor, Field/Practicum Office and agency staff. The purpose of these consultations is to ensure that the students' educational needs are met. Academic advisors help students decide when in their course of study to take field/practicum, making sure prerequisites for field/practicum courses are fulfilled. Special needs, career interests, past experiences, and social work concentrations are considered when deciding field/practicum placements. Final approval of the field/practicum placement is an educational decision and must be retained by the Field/Practicum Office. In order to ensure an in-depth experience and development of competencies as well as a better chance for supervisors to assess students' learning needs, 512 hours need to be completed. Factors affecting choice of field/practicum may include: 1. The educational level of the students: Senior undergraduates and foundation level graduate students require a placement that will provide experiences appropriate to generalist practice (see Section V, B. Generalist Level Practica). Advanced Level students require a setting demanding a higher level of skill, knowledge, competencies, and educational experience in the student s identified concentration (see Section V, C. Advanced Graduate Level Practica). 2. Clinical and Advanced Generalist Concentrations: Whether the student is concentrating on a clinical or a generalist area of practice, the concentrations apply only to Advanced Level students. Some agencies specialize in clinical services appropriate to direct practice students while others provide advanced generalist experiences such as planning and coordination, administration, research, and social and political action/advocacy. Many agencies provide experiences in both. 3. The quality of supervision an agency can offer: The School will only place students with agencies able to provide a weekly, one-hour supervisory session with a MSW supervisor (for undergraduate students) and CMSW/ LMHP supervisor (for graduate students). In some circumstances, supervision may be provided by a professional social worker that is a consultant and not a regular staff member of the agency. 4. Practica time frames: Students deciding to do a block placement may find some agencies cannot accommodate them because of the type of services provided. For instance, agencies providing ongoing counseling services usually do not take block placements. Other agencies, such as hospitals, will prefer block placements to the concurrent model of placement. 5. Geographic location preferred by the students: Students living outside the Greater Omaha Metropolitan Area may secure placements in agencies in their own communities if agencies meeting the School's criteria are available. 6. See specific requirements on the School s website ( Clinical Social Work Practice and Advanced Generalist Social Work Practice or the MSW/MPA and MSW/MPH Dual Degree programs. 7. Specific requirements regarding the Learning Contract Field/Practicum Tasks and Competencies are reviewed during Field/Practicum Orientation and are included in the student s Field/Practicum Survival Packet (requirements can be viewed on the School s website under Field/Practicum forms:

89 UNO Grace Abbott School of Social Work, MSW Program 86 The GASSW offers the following activities to aid students in selecting a field/practicum placement: 1. Field/Practicum Fair. Students planning to take field/practicum are required to attend the Field/Practicum Fair. The Field/Practicum Fair is sponsored by the GASSW each Fall and Spring semester. This event is held at the Milo Bail Student Center. The Fair provides an opportunity where both students and agency representatives have a chance to meet, talk, and learn what each can offer the other. Date, time, and location information is available at the School. 2. Field/Practicum Website. Students are expected to review the list of field/practicum agencies on the School s website prior to attending the Field/Practicum Fair. Specific information regarding approved field/practicum agencies is available through the School s website. 3. Field/Practicum Student Orientation. All students taking field/practicum are required to attend an orientation offered during the semester before starting field/practicum. The orientation will include an introduction to the Practicum Manual, review of the Practicum Survival Packet, instructions on how to develop a Learning Contract and other information necessary for a successful field/practicum. 4. Field/Practicum Student Advisement. All students must attend Field/Practicum Student Advisement with either the Field/Practicum Coordinator or the Associate Field/Practicum Coordinator prior to being placed for field/practicum. During Field/Practicum Student Advisement students will discuss with the Field/Practicum Office the agencies they are interested in and the type of field/practicum experiences the student is hoping to receive in addition to the above factors affecting the student s choice of field/practicum. A cover letter and the student s resume are sent out to the student s top two agency choices before the student calls the agency for an interview. Once placed in field/practicum, ongoing monitoring of students is provided in the following ways: 1. Field/Practicum Seminar. Students enrolled in their first semester of field/practicum (SOWK 8160) are required to attend a series of seven, two-hour seminars. The seminars are counted as 14 hours toward the required 256 hours of the field/practicum course. The seminars are led by a member of the faculty and give students a chance to share and analyze field/practicum experiences; to discuss issues and ethical dilemmas confronted in practice. Students are notified in writing, typically via , of the date, time, and location where the seminars are held at the beginning of each semester, including the summer sessions. 2. Field/Practicum Liaison Visits. Students are visited by a faculty liaison a minimum of two times while in field/practicum. Details of this arrangement are discussed below. Procedures for Maintaining Field/Practicum Liaison Contacts with Field/Practicum Education Settings In collaboration with the Director of the GASSW and the Field/Practicum Office, faculty members are assigned to provide field/practicum liaison duties. The Faculty Liaison has the responsibility to:

90 UNO Grace Abbott School of Social Work, MSW Program Maintain channels of communication with the agency and Field/Practicum Instructors for the purpose of: a. Coordinating field/practicum education with the School's total educational program. b. Addressing learning problems of individual students. c. Designing innovative approaches to enrich students' field/practicum learning with the Field/Practicum Instructor. d. Assessing and documenting students' professional development and increasing competence. e. Providing consultation in the development of contracts, evaluations and other processes related to field/practicum education. 2. Maintain channels of communication with students for the purpose of: a. Coordinating field/practicum learning with students' total educational program. b. Advising students in regard to problems experienced in field/practicum learning, which they cannot resolve through direct communication with Field/Practicum Instructors. c. Monitoring the student s progress of the Learning Contract. 3. Perform the following administrative tasks: a. Visit each agency by approximately midpoint of each 256 hours of field/practicum. Agencies being used for the first time, or where there is a possibility of problems, should be given first visit priority. b. Keep Field/Practicum Office informed of liaison activities by documenting and returning Agency Visit forms and completed learning contracts at the end of the assigned students 256 or 512 hours. Immediately notify Field/Practicum Office of any problems or concerns existing in the placements to which they provide liaison services. c. Attend and participate in any Field/Practicum Instructors' meetings. Evaluating Student Learning and Field/Practicum Setting Effectiveness Congruent with the Program s Competencies The GASSW provides an evaluation tool based on the EPAS competencies to be used by the Field/Practicum Instructor to assess student learning. Field/Practicum Instructors are trained in the use of this tool prior to supervising students. Field/Practicum Instructors are responsible for giving a suggested grade to the Field/Practicum Office; the GASSW Field/Practicum Coordinator assigns the final grade. Grades are due within the first two weeks following the completion of each 256 hours in field/practicum. If this is not possible, students must contact the Field/Practicum Coordinator as soon as possible. Specific processes for submitting grades are available in the student s Practicum Survival Packet or on the School s website and should be reviewed with the Field/Practicum Instructor prior to submitting the grade. The Field/Practicum Instructor should indicate on the Evaluation Tool the suggested grade level of performance at 256 hours and at 512 hours. Grades are A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D- and F. The level of performance and grading scale can be found on the Practicum Evaluation Tool (see Appendixes L and M). The grade recommendation is generally followed when there have been no problems during the field/practicum. In field/practicum courses, a student must receive a grade of a B or higher. If a student receives a grade in

91 UNO Grace Abbott School of Social Work, MSW Program 88 field/practicum that is lower than a B, the Field/Practicum Coordinator will notify the Program Chair. The levels of the rating scale describe expectations for a student in training, with the understanding that a student may be at various stages of development of professional behaviors and skills in each area. The scale shown in Table 37 is used to evaluate students in their field/practicum setting. Table 37 Practicum Student Grades Level of Performance Description of Performance Letter Grade Outstanding Level Student s efforts and skills in this A+ competency are excellent Exceeds Expectations Student s efforts and skills in this competency are above expectations A- = A = Meets Expectations Student s efforts and skills in this competency are satisfactory B = B+ = Below Expectations Student makes some effort and/or B- has some skills in this competency, but improvement is needed Unacceptable Student makes little effort and has little skill in this competency F, D-, D, D+, C-, C, C+ The evaluation of students' field/practicum performance is a necessary, continuous process engaged in by both students and the agency Field/Practicum Instructor(s). All evaluations will be based on: (1) the EPAS competency-based Field/Practicum Learning Contract which has been completed and signed by the student and the Field/Practicum Instructor(s) and reviewed by the Field/Practicum Office and (2) recommendation of letter grade by the Field/Practicum Instructor based on the guideline found on the Field/Practicum Instructor Evaluation Tool. Reviewing this form early in field/practicum and at intervals throughout the field/practicum familiarizes students with the criteria and the process which will be the basis for their semester grade. The informal verbal evaluation takes place in the one hour weekly supervisory conferences as well as in day-to-day contacts between students and supervisors. Three formal evaluations, outlined below, will occur during field/practicum placement: 1) 130-hour progress evaluation, 2) 256-hour grade evaluation or the end of Practicum I, and 3) 512-hour grade evaluation or the end of Practicum II. The Field/Practicum Instructor will prepare signed, written or electronic evaluations Hour In-Progress Review. The 130-Hour In-Progress Review is a non-graded evaluation and a brief review of the student early in placement. The purpose of this progress review is: (1) to assess progress on attaining goals and objectives stated in the Learning Contract, (2) to identify strengths and growth areas of students' knowledge, values, competencies and skills, (3) to determine whether students' performance meets expectations for their educational level and (4) to determine if the student is progressing in their skill development in their field/practicum placement. If field/practicum skill performance is not acceptable or there are serious concerns in areas of student performance, the Field/Practicum Instructor(s) must specify, in

92 UNO Grace Abbott School of Social Work, MSW Program 89 writing, what the student needs to do to bring their performance up to an acceptable standard. The Faculty Liaison must be immediately informed of any problem areas. The Liaison and student must be provided a copy of the 130-Hour In-Progress Review and/or 512-hour Grade Evaluations. The grade evaluations at the completion of 256 hours and 512 hours are based on the Learning Contract. It is the School's policy that these written or typed evaluation reports are discussed with and also read by students as part of the supervisory process. The method and timing of the oral discussion of the evaluation may differ from Field/Practicum Instructor to Field/Practicum Instructor or according to students' needs, but the essential point is that students read the evaluation and have an opportunity to discuss it with the Field/Practicum Instructor(s). The student s signature on the Field/Practicum Grade Evaluation Tool is required as evidence they have read it. Should students disagree with the Field/Practicum Instructor s evaluation after discussion, the student may present their comments in a written addendum to the Practicum Evaluation Tool. Both written evaluation of the student by the Field/Practicum Instructor(s) and the written addendum by the student will be signed by both parties to indicate these statements have been discussed before and read after their final written formulation. Students should be given copies of evaluation reports, if requested. Completed field/practicum evaluations are to be sent to the Field/Practicum Office within two weeks after the completion of each 256 hours in field/practicum. Accreditation Standard The program discusses how its field education program specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for students to demonstrate program competencies. Field instructors for baccalaureate students hold a baccalaureate or master's degree in social work from a CSWE-accredited program. Field instructors for master's students hold a master's degree in social work from a CSWE-accredited program. For cases in which a field instructor does not hold a CSWE-accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished. Field/Practicum Instructors have the specified credentials and practice necessary to design field/practicum learning opportunities for students to demonstrate program competencies. The GASSW makes a distinction between Educational and Task Field/Practicum Instructors. Educational field/practicum instructors meet with the field/practicum student a minimum of one hour per week to assist the student in incorporating academic studies to the field/practicum experience. Task field/practicum instructors assist field/practicum students with day to day tasks in the field/practicum and may be responsible for teaching the specific skills in which they have experience.

93 UNO Grace Abbott School of Social Work, MSW Program 90 The School requires field/practicum instructors who provide one hour per week supervision for our Foundation field/practicum students to have a MSW in social work from a CSWE accredited program. In addition field/practicum instructors who supervise MSW field/practicum students must be licensed at the master s level. The following information outlines the criteria used in order to ensure our Field/Practicum Instructors possess the credentials and skills necessary to supervise students, and assist students in demonstrating core competencies: 1. Field/Practicum Instructors must have the ability to: a. Provide students with individualized learning experiences in a variety of social work practice roles through which they can achieve professional practice behavior by integration of social work knowledge, values, competencies and skills consistent with the EPAS core competencies. b. Place educational emphasis in the MSW Foundation field/practicum on students' acquisition of generalist practice skills. c. Place educational emphasis in the advanced level field/practicum on students' declared concentration (Clinical Social Work Practice, Advanced Generalist Social Work Practice and Dual Degree practica). d. Enable students to use their skills and knowledge in a professional manner regarding their relationships with people from a social work perspective. 2. Qualification for selection of Field/Practicum Instructors: a. All Educational Supervisors must hold a CSWE-accredited MSW degree. CMSW/LMHP certification is needed to supervise graduate students and a MSW degree is needed to supervise undergraduate students. Persons with other advanced degrees who are experienced in human services may qualify as Task Supervisors when the CMSW/LMHP or MSW is not available for full time supervision of the student. The student must receive a minimum of one (1) hour formal supervision per week provided by the CMSW/LMHP (graduate) or MSW (undergraduate). b. Field/Practicum Instructors must have had sufficient, successful experience to be comfortable, knowledgeable and skillful in social work practice. c. There must be evidence of the professional functioning of the Field/Practicum Instructors, they: (1) Demonstrate quality professional skill in practice in keeping with the objectives of field/practicum as outlined in Section I of the Practicum Manual. (2) Are identified with the agency of practice, plan to remain there throughout the next school year, have a degree of comfort as to their status in the agency and in the community, and are in substantial agreement with the agency's philosophy, function, policies and procedures. (3) Have a strong conviction about the importance of professional education for social work according to the CSWE EPAS competencies and practice behaviors. (4) Have the ability to give and take comfortably in supervision and consultation, and to differentiate between supervision, consultation and providing treatment.

94 UNO Grace Abbott School of Social Work, MSW Program 91 (5) Can organize work in keeping with the agency program and its administrative requirements. (6) Act in accordance with the School's policies so field/practicum and classroom instruction can be coordinated. d. Field/Practicum Instructors must: (1) Attend or complete the on-line Field/Practicum Instructor Training prior to beginning first time supervision or if there has been a time gap of three years between the supervision of field/practicum students. (2) Offer a minimum of one hour per week of uninterrupted time for supervision and be accessible for brief supervision as needed, (e.g. Educational Supervisor). (3) Enjoy teaching and have a capacity for teaching students to translate theoretical knowledge into professional practice. (4) Respect students. (5) Be able to create and sustain an educational milieu for supporting students' growth. (6) Be able to inspire students to identify with ideals of professional service to people. (7) Accept responsibility for the evaluative function of teaching. (8) Be able to think analytically and conceptually. (9) Be able to articulate knowledge. (10) Be able to work cooperatively with the School. 3. Appointment of Task Supervisors. Task Supervisors are those agency professionals who may not be social workers, but can supervise the student on the day to day activities at the field/practicum agency. Task Supervisors are strongly encouraged to attend the Field/Practicum Instructor Training prior to supervising a student for the first time. If the Educational Supervisor is not housed at the field/practicum site, then the Task Supervisor may have an increased responsibility in supervising the student, and therefore must attend the Field/Practicum Instructor Training. Task Supervisors are not responsible for the one hour supervisory sessions with the student, but may have input as far as the student s grade. Accreditation Standard The program discusses how its field education program provides orientation, field instruction training, and continuing dialog with field education settings and field instructors. The UNO GASSW provides orientation and field/practicum instruction training to field/practicum instructors who are providing field/practicum instruction for the first time, or who have not provided field/practicum instruction for three years. Field/Practicum Instructors (Educational and Task) are expected to attend one four-hour seminar which is offered a

95 UNO Grace Abbott School of Social Work, MSW Program 92 minimum of three times per year prior to supervising a field/practicum student, or if it has been longer than three years since the instructor last supervised a student. Notification of dates and times is the responsibility of the School. The training for new field/practicum instructors may also be completed on-line through the UNO GASSW website if the Field/Practicum Instructor is in another city, state, or country. The Field/Practicum Instructor Training has the following objectives: 1. Understanding of the School s education program. 2. Understanding of procedures and methods related to field/practicum instruction, including completion of the Learning Contract and evaluation of student performance. 3. Understanding of appropriate field/practicum experiences, supervision, and social work ethics as they relate to the educational level of a student. Field/Practicum Instructors are identified as adjunct faculty by the University and are invited to any additional field/practicum workshops or trainings offered free to Field/Practicum Instructors by the Field/Practicum Office. Social work CEUs are available for workshops and trainings. Continuing dialog with field/practicum education settings and field/practicum instructors is maintained throughout the student s field/practicum placement. Field/Practicum Instructors are informed by the Field/Practicum Office of who their Faculty Liaison will be at the beginning of each semester. Faculty Liaisons visit each student a minimum of two times during the student s 512 hours in field/practicum to review the Learning Contract, address questions and issues, and review grading procedures. In addition, Faculty Liaisons have the responsibility to maintain channels of communication with the agency and Field/Practicum Instructors for the purpose of: 1. Coordinating field/practicum education with the School's total educational program. 2. Addressing learning problems of individual students. 3. Designing innovative approaches to enrich students field/practicum learning with the Field/Practicum Instructor. 4. Assessing and documenting students professional development and increasing competence. 5. Providing consultation in the development of contracts, evaluations and other processes related to field/practicum education. Additionally, Field/Practicum Instructors may serve on our Field/Practicum Committee which has been established for the purpose of addressing field/practicum related issues. The committee reviews any special student field/practicum requests and presents policy issues to the Executive Body of the GASSW for their endorsement. The committee meets regularly during the Fall and Spring semesters. Accreditation Standard The program discusses how its field education program develops policies regarding field placements in an organization in which the student is also employed. To ensure the role of student as learner, student assignments and field education supervision are not the same as those of the student s employment.

96 UNO Grace Abbott School of Social Work, MSW Program 93 Policies have been developed regarding field/practicum placements in an organization in which a student is also employed. Through the process of a Special Request, criteria are established to assist students who request a field/practicum in their place of employment and clearly states the conditions under which this may occur. A packet of required information must be submitted to the Field/Practicum Office during the semester prior to the field/practicum start date. All special requests are made to the Field/Practicum Office and are acted on by the Field/Practicum Committee. The Field/Practicum Committee reviews and approves these field/practicum requests in order to ensure the role of student as learner. The Committee checks that student assignments and field/practicum education supervision are appropriate for the student s learning. The request must be approved before a student may begin the field/practicum. Students will be informed by phone or in writing of the decision regarding the request as soon as possible after the Field/Practicum Committee has met and reviewed the request. Student requests for field/practicum in place of employment may be considered provided that the student has not received academic credit for another field/practicum in the same setting. The request will be considered only if the agency can be approved according to the School s criteria for field/practicum agencies or is already an approved agency. The following is a list of required information for a special request of field/practicum in place of employment: 1. An explanation in support of the student s special request, including thorough documentation of the reasons why another setting will not work. 2. A description of former social work and/or employment, volunteer experiences, and practica/internships (e.g., resume). 3. A statement of long-range educational and professional goals. 4. A clear and succinct description of how the proposed field/practicum will meet the School s requirements for the specific level of field/practicum (BSSW, MSW Foundation, MSW Advanced). 5. An official job description with specifics of actual assignments and role. 6. A completed Field/Practicum Learning Contract. 7. A completed Field/Practicum Agreement Form.

97 UNO Grace Abbott School of Social Work, MSW Program 94 Accreditation Standard 3.1 Diversity The program s commitment to diversity is reflected in its learning environment. Diversity areas include age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. The learning environment in which diversity is considered is the institutional setting; selection of field education settings and clientele served; composition of program advisory or field committees; educational and social resources; resource allocation; program leadership; speaker series, seminars, and special programs; support groups; research and other initiatives; and the demographic make-up of the program s faculty, staff and student body. Accreditation Standard The program describes the specific and continuous efforts it makes to provide a learning environment in which respect for all persons and understanding of diversity and difference are practiced. Diversity in the Grace Abbott School of Social Work Curriculum We have dual degrees and a certificate program with the School of Public Administration and the Department of Gerontology. We also began a dual degree, MSW/Master in Public Health with the University of Nebraska Medical Center s College of Public Health in January Each year, social work students have been invited to educational symposiums at UNMC that feature information on working with older adults. Courses. The GASSW provides social work students with rich and diverse educational opportunities which value diversity through the curriculum and externally planned events. Some examples of courses that emphasize diversity are SOWK 8550 Social Justice, SOWK 4010/8016 Social Work with American Indians, SOWK 4020/8026 Social Work with African Americans, SOWK 4030/8036 Social Work with Latinos, SOWK 4040/8046 Working with the Minority Elderly, SOWK 8260 Social Work Practice with Older Adults, SOWK 4650 Social Work with Mental Health and Intellectual Disabilities, SOWK 4850/8856 Hospice, SOWK 4860/8866 Women s Issues, SOWK 4810/8816 Spirituality and Social Work, SOWK 8900 Special Studies- China Trip, and Special Studies- Nicaragua. The Special Studies courses (SW 8900) for trips to China and Nicaragua offer unique educational experiences that include classroom learning throughout the Spring semester and then, if students wish, they can travel with faculty the subsequent summer and spend several weeks in each country. The Special Studies: Nicaragua has a focus on child welfare. Dr. Ann Coyne is the faculty member for this course, and has taken more than 40 students over 25 years to Leon, Nicaragua to learn about child welfare issues in this country. Dr. Szto is the faculty

98 UNO Grace Abbott School of Social Work, MSW Program 95 member who teaches Special Studies: China. He began taking social work students to China in The focus of this travel course is on race relations from an east-west perspective. Content is infused throughout each course and includes assignments that are directive toward diversity. Service-learning pedagogy is intensely supported by the GASSW and affirms the pedagogy with respect and affirmation toward diversity and difference. Courses such as SOWK 8560 Advanced Community Practice, SOWK 8260 Social Work Practice with Older Adults, and SOWK 8940 Evaluation of Social Programs are courses where students are engaged with community partners. In these courses, students learn through the tenets of service-learning pedagogy while assisting community agencies with finding solutions to areas of concern. GASSW graduate students have opportunities in advanced research courses, such as SOWK 8960 Research other than Thesis, and SOWK 8990 Thesis, to learn comprehensively about a topic/issue of their choice. Students have studied and written about Asperger s Syndrome, The Lost Boys of Sudan, and The Impact of Multiple Sclerosis on Perceived Family Functioning, to name a few projects. Practicum. A wide range of field settings offer unique and diverse settings in Omaha and surrounding areas, including Iowa, Minnesota, and South Dakota. Some students have even been placed internationally: India, Nicaragua and Austria. For example, students are placed at Heartland Family Service, Lutheran Refugee Center, the Omaha Public Schools, local hospitals, and AseraCare (older adults). These agencies serve populations at risk, older adults in poverty, youth adolescents and families, and immigrant and refugee populations. In the GASSW Strategic Planning session in Spring 2008, the faculty agreed more diversity in practicum opportunities was important for the students. Each year, new practicum agencies are added to the list of choices for social work students. Several faculty have strong ties with community groups and have encouraged diverse agencies and organizations to become practicum sites; those sites include the Latino Center of the Midlands (predominately Latino populations), The Center for Holistic Development (predominately African American populations), One World Community Health Center (Latino populations), Charles Drew Community Health Center (African American populations) and Community Alliance (severe persistent mental illness) to name a few agencies in Omaha. Students also complete practicum with the Veteran s Administration in Omaha and Grand Island, Nebraska. In the past three years, the GASSW has entered one of the largest systems in the state of Nebraska and offered practicums to both graduate and undergraduate students: Omaha Public Schools (OPS). OPS started hiring MSWs in August 2008, and the GASSW organized the leadership of this union. The OPS system is the most culturally diverse, racial, ethnic, socioeconomic school system in Nebraska. The success of this relationship is in the outcome: OPS hired a licensed clinical social worker for each of the seven high schools, and plans to hire more for the middle schools. More social work students from diverse backgrounds, who are former students from the Omaha Public Schools, are very interested in school social work and returning to the communities where they grew up. The GASSW offers community members an opportunity to serve on the Practicum Advisory Committee, the Program Committee, and the School Advisory Committee. There is diverse representation from agencies and organizations. For example, the School s Advisory Committee is composed of professionals from the fields of child welfare, mental health, policy leaders, whose interests represent children, older adults and issues that are impacted by poverty. These leaders also represent diverse ethnic backgrounds, including Latinos and African

99 UNO Grace Abbott School of Social Work, MSW Program 96 Americans. The Practicum Advisory Committee is also composed of practicing social work professionals in the field who represent female diversity and women of color. The Program Committee is composed of faculty, community members, and student representation. Speaker Series, Seminars, and Special Programs The GASSW has been presented with the opportunity to participate as a member of the CSWE Katherine Kendall Institute for International Social Work starting this academic year and continuing for the next five years. The Kendall Institute is calling on social work programs with an interest in developing a partnership with a social work program in China. Since Dr. Szto has been leading these efforts for the GASSW, we believe that we are in a good position to receive support from the Kendall Institute for International Social Work. We have support in the CPACS Dean s Office and the Chancellor s Cabinet for this opportunity. We also have a faculty member whose research and scholarship interest is with transgendered individuals. In addition to being a full-time tenured Associate Professor, she continues her private practice with permission of The University of Nebraska Board of Regents. We had one student who started the program as female and through the transition process, graduated from our program as a male. This faculty member was very supportive toward this student throughout his educational career. Additionally, a UNO faculty member also received tremendous support from this social work faculty member as he went through the transition process of becoming female. Dr. Amanda Randall is a founding member of the Professional Transgender Resource Network, a collaborative of UNO professors from Political Science, Sociology and Social Work, and UNMC faculty and community attorneys and mental health professionals. The first conference on Fundamental Concepts of Working with Transgender People and their Families was held March 3, 2012, and included GASSW students assisting and participating. Dr. Randall has just completed her presidency with the Association of Social Work Boards, and Dr. Szto has convened a group of UNO social work students regarding an association of Christian social workers. Faculty and staff members have also served the Nebraska National Association of Social Workers as board members and officers. With such commitment to service at local, regional, and national levels by social work faculty and staff, our students benefit from faculty s insights and work in these areas on a continual basis. Another issue which emerged from the 2008 Strategic Planning session included increasing awareness of the role of social work practice in the area of gerontology. We hired a faculty member in 2005, whose expertise is in this area. As a result, social work students began presenting national papers in this area, participating in the GASSW Annual Research and Service Fairs, and one alum of GASSW is pursuing a doctorate through the Department of Gerontology and Family Studies at the University of Nebraska at Lincoln. One senior faculty member has been taking social work students to Central America during the summer for the past 25 years. Many students have completed their practicum in Central America. This year, the faculty member is the faculty liaison for the Student Social Work Organization (SSWO) which is composed of undergraduate and graduate students. They have been working on providing clothing and books to students in Nicaragua at our sister university in Leon. Many students have been very active in fundraising for children of Nicaragua, and consequently, area food businesses are now donating part of their proceeds to support Nicaraguan children. This has been a great success this past academic year for everyone. Not only have the SSWO members increased their awareness and cultural sensitivity toward

100 UNO Grace Abbott School of Social Work, MSW Program 97 issues in Central America, but local businesses in Omaha have as well. Additionally, three faculty have taught at a sister university in Innsbruck, Austria, called the Management Center Innsbruck (MCI) since Spring We have exchanged social work students through this program and look forward to more engagement with MCI. Another faculty member s research and scholarship interest is in China, and since his arrival in 2004, he has taken several social work students to China each summer. We now have an opportunity in the GASSW to apply for the Katherine Kendall Institute for International Education-China at the present time, with support from our college. This exciting opportunity may provide student exchanges from both countries schools of social work. The GASSW is very fortunate to have wonderful donors in the past and present who support the School s programmatic efforts and vision. For example, several years ago, our previous School Director began a fund to support the annual Gandhi Symposium. That fund has grown each year. The School has the funds to provide the community, students, and faculty with outstanding national speakers each year. Each Spring, the GASSW presents the Gandhi Symposium. This event is planned by faculty and a subcommittee of the School Advisory Committee which is composed of 12 community members. After each Gandhi Symposium, participants evaluate the program and what should be the next issue for the GASSW to address. In April 2010, Dr. Dennis Culhane from the University of Pennsylvania was invited to speak at the symposium regarding his research with homeless populations. Dr. Culhane is nationally recognized in this area and drew 200 people including scholars, social workers, community practitioners, and homeless guests to his lecture. An artist who was homeless featured his artwork at this event which drew many positive comments. While Dr. Culhane was at UNO, the School facilitated a meeting between the Veterans Administration and him which resulted in partial funding for the VA and the homeless veterans initiative (Dr. Culhane is also the Director for Homeless Veterans Services appointed by President Obama). The 10 th anniversary of the Gandhi Symposium featured Arun Gandhi, the grandson of Mahatma Gandhi. For this event, we included all area high schools who sent two students each to listen to Mr. Gandhi. We felt that Mr. Gandhi could model for the youth, non-violence approaches toward issues. Mr. Gandhi drew a great deal of attention from the university community, social work professionals and donors to the School. The next Gandhi Symposium scheduled for Spring 2012 will feature The Empowerment Network, an organization committed to the reduction and elimination of violence in our communities. This organization is led by Willie Barney, who is African American, whose goal is to facilitate community leadership from diverse communities to address this issue which plagues Omaha, Nebraska. Each day we awake to find more shootings and deaths in our community due to violence. The GASSW supports the biannual program, Aging with Passion. Dr. Kelley-Gillespie serves as a committee member on this committee, and is joined by several social work students to help develop the program which is sponsored by the Department of Gerontology. Social work students have presented each year in this program. National speakers from diverse areas of practice with older adults are drawn to this conference. The GASSW is committed to social justice and equity, thus our engagement in the Nebraskan s for Peace (NFP) is very appropriate. Two faculty members currently serve on NFP Board of Directors, and one of those members has been a board member for 15 years. At one point, this faculty member was UNO s faculty liaison to the NFP.

101 UNO Grace Abbott School of Social Work, MSW Program 98 Each Fall, the GASSW awards BSSW and MSW students with scholarships that total nearly $30,000. Students can apply for scholarships in specific areas, such as research, generalist social work practice, music and social work practice, community advocacy and behavioral health. In November, the GASSW sponsors a scholarship luncheon to celebrate student recipients and their families. Dr. Jeanette Harder initiated the Research and Service Fair in 2010, and it has become an annual event for students to showcase their research skills. Along with faculty, community members give generously of their time to rate each presentation. We utilize a research fund that was created by a former faculty member who was very interested in promoting research activity for social work students. We are pleased that this activity for students and community continues to grow each year with financial awards that continue to increase. The Chancellor s Office is also very supportive of diversity efforts, and has supported the Director in her attendance at Bryn Mawrs Summer Institute for Women in Higher Education in 2002, and just recently, The Millennium Leadership Institute (2012). Both of these programs are aimed at support toward females from underrepresented groups in higher education and administration to support long-term plans in the academe. Student Composition The commitment to a diverse student body is very important to the GASSW as well as to the entire UNO campus. The Student Profile- Student Characteristics-Ethnicity (UNO Office of Institutional Research) reports that of UNO students, 76% are Caucasian, 6% African American, 6% Hispanic, 2% Asian American, 4% international, and 6% students of other races. Here is a comparison of the GASSW student composition comparing numbers from the 2004 self-study to current (2011). From 2004 to 2011, we have more than doubled the number of African American students. From 2004 to 2011, we have nearly doubled the number of Latino students in the undergraduate program and have an increase of over 700% for graduate students who are Latino/Hispanic. We also show an increase in the Native American and unidentified or mixed ethnicity students. A specific goal from the 2008 Strategic Plan of the GASSW included strengthening diversity. Table 38 shows that we are moving in the right direction, but still have more work to do in this area. Table 38 Comparison of GASSW Students by Racial/Ethnic Diversity: 2004 and 2011 Undergraduate Graduate Racial/Ethnic Caucasian African American Latino/Hispanic Native American Asian International 0 1 Unidentified or mixed ethnicity Totals

102 UNO Grace Abbott School of Social Work, MSW Program 99 Table 39 compares the gender of students in our undergraduates and graduate programs between 2004 and Table 39 Comparison of GASSW Students by Gender: 2004 and 2011 Undergraduate Graduate Racial/Ethnic Female Male Totals (The decline in our MSW program is due, in part, to the reduced number of part-time adjunct faculty over the years. For example, in 2004, the GASSW had 16 regular FTE faculty and 5-7 part-time adjunct faculty. In 2011, we have 14 regular FTE faculty, including the Practicum Director and the GASSW Director who do not have full time teaching loads each semester (6 courses per academic year). In 2011, we had 3-4 part-time faculty each semester. Therefore, in order to comply with CSWE s recommended ratios of faculty to students, we are very cautious about increasing the number of students to both programs. Remarkably, we are second only to the College of Business in the number of graduate student applicants for Fall We are currently in the process of hiring three new faculty members to join the GASSW in Fall One current faculty member will not be returning to the GASSW in Fall 2012, and a new faculty member will be permanently placed at our sister campus, The University of Nebraska at Kearney, to help fulfill GASSW s statewide mission to provide graduate social work education across Nebraska. So, in reality, we have two new hires and a replacement faculty. Our total faculty number will be 16.) Faculty Composition Table 40 features faculty by tenure, race, and gender at the GASSW in The current faculty is composed of 14 members. Four faculty members (30%) identify as people of color. The tenure density at 100% for faculty who are people of color is very good. One female faculty member who is the Practicum Director identifies as African American; one female faculty member who is the Director identifies as Latina, and two faculty are males of color who identify as Asian-Indian and Asian-American-Chinese. Several adjunct faculty are Latino, American Indian and African American. The age of the faculty include ranges from middle 30s to middle 70s. The staff, including graduate assistants and a student worker is composed of five females with one female who is African American. In our current faculty searches, the search committee is committed to seeking candidates with diverse backgrounds.

103 UNO Grace Abbott School of Social Work, MSW Program 100 Table 40 Faculty by Tenure, Race, and Gender Race and Gender Tenured Tenure Track Non- Tenure Totals Female Male People of Color Caucasian/Anglo Role of Diversity in CPACS By the very nature of our college, The College of Public Affairs and Community Service, social work students, faculty, and staff have incredible access and opportunity for diverse educational, social resources, and experiences within the GASSW. Within CPACS resides the School of Criminology and Criminal Justice, the Department of Gerontology, the School of Public Administration, the Goodrich Scholarship Program, the Brennan Labor Institute, the Center for Public Affairs Research, the College of Continuing Studies, and the Aviation Institute. Nearly every month, several departments have some brown bag, workshop, or symposium that social work students can attend. For example, the GASSW is co-sponsoring a speaker series with the Goodrich Scholarship Program in March on how social workers handle stress. They have invited a professor from the University of Missouri who is a folklorist and a social worker. GASSW s Role in Diversity at the University Two faculty members have joint appointments in the Office of Latino and Latin American Studies Program (OLLAS). This program provides a wealth of knowledge regarding Latino and Latin American populations, and sponsor CUMBRE every two years. CUMBRE invites national and international scholars to Omaha to discuss diverse issues which impact these populations, such as immigration policies, health and mental health, and education. GASSW Offers Diversity to the Profession We also have extensive national connections with diverse groups within the social work profession. Several of our faculty serve on CSWE s Councils including International Social Work, Disabilities and Persons with Disabilities, Sexual Orientation and Gender Expression, and the Association of Latino Educators. Accreditation Standard The program describes how its learning environment models affirmation and respect for diversity and difference. The GASSW is located in the College of Public Affairs and Community Service (CPACS). CPACS faculty and staff include many diverse racial and ethnic representatives, and the GASSW is the most diverse unit. In the CPACS Chairs and Directors administration, there

104 UNO Grace Abbott School of Social Work, MSW Program 101 are three women of color, four Caucasian women, one male of color, and three Caucasian males. The CPACS Acting Dean is a Caucasian male. The GASSW is very committed to the learning environment which models affirmation and respect for diversity and difference. A program that we are all very proud of in CPACS is the Goodrich Scholarship Program. This program began in 1972, and is supported financially by the Nebraska Legislature and former Senator Glen Goodrich, for whom the program is named. The Goodrich Scholarship Program recruits students of color and/or low socio-economic backgrounds and provides tuition and other financial support. Many social work students have been Goodrich Scholars. We have a good working relationship with this program and even one of the social work faculty has taught for the Goodrich Program at one time. Another department that we share a close alliance with is the Gerontology Program. Social work students have the opportunity to participate in a biannual program called Aging with Passion that is supported by the GASSW. Social work students also can take elective courses in Gerontology, specifically in Hospice and Working with the Minority Elderly. Graduate and undergraduate social work students can also apply to receive a gerontology certificate, and the coursework is integrated into their social work curriculum (see Appendix J for MSW, and Gerontology website for BSSW: Previously mentioned are the syllabi that promote diversity and difference. In this particular year where we are hiring several new faculty, they have commented about the minority content courses: Social Work with American Indians, Social Work with Latinos, Working with the Minority Elderly, and Social Work with African Americans. They note that several programs have one course dedicated to diversity, but to have so many courses available to students is rare. These courses have been offered continuously since the middle 1970s. As mentioned previously, the GASSW is in its third year for the Research and Service Fair. This opportunity for social work students to work with faculty and exhibit their research interests has proven to support diversity and difference. Following are several examples of students research displayed at the fairs from : An MSW Thesis Project: The Impact of Multiple Sclerosis on Perceived Family Functioning An Intergenerational Pilot Program for Immigrant Families Using Senior Volunteers Heartland Family Senior Volunteer Network Redefining Disability in the Church Community: A Social Work Perspective Acculturation of the Lost Boys of Sudan Alzheimer s Association Outreach to Hispanics Human Trafficking: Nevada Comparative to Model States The Influence of Race and Ethnicity in Participant Performance: An Evaluation of the Parent Aide Program The Exacerbated Legal and Social Suffering of African-Americans Due to Current Crack-Cocaine Laws Unemployment in Omaha EITC (Earned Income Tax Coalition) Coalition Customers Supporting faculty and student research and creative activity toward scholarship are very important to the growth of the GASSW. Several faculty have been advisors and program evaluators for organizations, both locally and regionally which have supported diversity, such as after-school programs in schools where there are diverse student populations and socio-economic challenges.

105 UNO Grace Abbott School of Social Work, MSW Program 102 Accreditation Standard The program discusses specific plans to improve the learning environment to affirm and support persons with diverse identities. Since the GASSW is located in Omaha, Nebraska, the states most populous city, there are many opportunities for interchanges between diverse cultures thereby creating advantages for specific plans to improve the learning environment for GASSW students. Each faculty member is responsible to increase diversity within the GASSW and to improve the learning environment that affirms and supports persons with diverse identities and promote social justice and equity. Several action steps have been taken toward implementing a plan designed to improve the learning environment which affirms and support persons with diverse identities. Examples of steps faculty take on a regular basis include: Speaking to various groups in the community regarding diversity and rich experiences and the curriculum we teach. Supporting service-learning in the curriculum for both graduates and undergraduates. Serving on diverse boards and committees within the university system and on local, regional and national community boards, e.g., the number of GASSW faculty currently serving on CSWE s Councils (International Issues, Disabilities, Gender and Diverse Identities, Latino Social Work Educators). Incorporating, whenever possible, students desires to work with faculty on research projects, special studies, co-attendance at community meetings with faculty and other opportunities. Supporting the Student Social Work Organization (SSWO) and the group s ideas for working with populations at risk, child welfare, homeless issues, and a variety of other issues. Working closely with the GASSW advisory groups regarding how to improve the learning environment to affirm and support persons with diverse identities. The most important elements of specific plans to address these issues are integrity of mission, and ethical behavior in practice and commitment to social work values. Our actions do speak louder than words in this area. Accreditation Standard 3.2 Student Development: Admissions; Advisement, Retention, and Termination; and Student Participation

106 UNO Grace Abbott School of Social Work, MSW Program 103 Accreditation Standard M3.2.1 The program identifies the criteria it uses for admission. The criteria for admission to the master s program must include an earned bachelor s degree from a college or university accredited by a recognized regional accrediting association. The Grace Abbott School of Social Work (GASSW) consists of a 63-hour Foundation program, and a 39-hour Advanced Standing program for students with a BSW earned within the last 10 years. Students interested in the GASSW Bachelor of Social Work degree must apply for admittance to the MSW Program. Applicants must demonstrate an earned bachelor s degree from an accredited college or university as demonstrated through the submission of required transcripts at the time of application. Also included in the application are three letters of recommendation, a personal statement, and a resume. The deadline for application each year is January 15 for admission in the Fall semester. Accreditation Standard The program describes the process and procedures for evaluating applications and notifying applicants of the decision and any contingent conditions associated with admission. Admission criteria are based on the following: A. Academic Record (40%, 5% for an advanced degree): Undergraduate cumulative GPA of 3.00 or higher. If the applicant s cumulative GPA is 2.70 to 2.99, the applicant must submit graduate exam test scores. Applicants with a cumulative GPA of less than 2.7 are not considered. Previously awarded graduate degrees are considered in the admissions decision-making. B. Three Letters of Recommendation (10%): Appropriateness of letter writers (e.g., supervisory person, employer or professor) and quality of the writer's evaluation (degree to which the letter indicates appropriate qualities and attributes of the applicant and supports these with details and examples). C. Personal Statement (35%): Applicant s demonstration of personal maturity, written communication skills, interest in and understanding of social work as a profession. D. Resume (up to 10% for human service experience): Applicant s prior work or volunteer experience in the human service field.

107 UNO Grace Abbott School of Social Work, MSW Program 104 E. Diversity Experience: Significant experience in working with diverse populations. The evaluation process for determining admissibility to the MSW program is all applications are read by the Admissions Chair and a second reader from the Committee, as assigned by the Chair. Each reader will assign scores for each applicant on an MSW Reviewers Worksheet. Any one reader may not reject an applicant unilaterally, unless an applicant does not meet the GPA criterion. The Admissions Committee meets face-to-face. Scores assigned by readers are given to the Committee, and the second reader presents the applicant to the committee for review. Each application is reviewed by the committee and a recommendation is made. Applicant interviews may be recommended by the Committee. Students will be notified of their final admission status in writing. An applicant may receive full or provisional admission status. 1. Full admission. No conditions must be met. 2. Provisional admission may be offered to: 1) Foundation applicants with a deficiency in Biology, Statistics, and/or Research Methods; and/or 2) Applicants with a cumulative GPA between 2.70 and 2.99, with graduate exam test scores. Students will be notified in the provisional admission letter of deficiencies and completion requirements. The Admissions Chair will inform the student, advisor, and Office of Graduate Studies of any deficiencies, as indicated on the applicant s transcript(s). Students may challenge the identified deficiencies by providing full documentation about courses taken to meet the deficiencies. Deficiencies must be completed prior to enrolling in the course with the prerequisite and will be monitored by the Admissions Secretary and the Program Chair. Students provisionally admitted because of a GPA between 2.70 and 2.99 must earn a B or better in their first 12 hours of graduate work. If these conditions are not met, the applicant s provisional admission will be rescinded. Applicants who receive full or provisional admission must return a signed contract to the Admissions Chair within 10 working days of the date of the letter of admission signifying they intend to honor their acceptance. Applicants failing to return the contract within the required time will be given a 10 day grace period before their names will be removed from the list of admitted candidates. If all spots are filled, admissible applicants will be placed on a waiting list by priority, and notified in writing as space becomes available. Upon receipt of a student s signed contract, the student s basic information will be entered into the School s Plan of Study database.

108 UNO Grace Abbott School of Social Work, MSW Program 105 Accreditation Standard M3.2.3 BSW graduates entering MSW programs are not to repeat what has been mastered in their BSW programs. MSW programs describe the policies and procedures used for awarding advanced standing. These policies and procedures should be explicit and unambiguous. Advanced standing is awarded only to graduates holding degrees from baccalaureate social work programs accredited by CSWE, those recognized through its International Social Work Degree Recognition and Evaluation Service, or covered under a memorandum of understanding with international social work accreditors. In the description of the graduate programs on the Grace Abbott School of Social Work website, the following statement is made: If your undergraduate degree is not in social work, you will first complete the MSW Foundation program. It also states, The MSW Advanced Standing program is for students who have completed a BSW degree within 10 years or have completed the MSW Foundation program. The Advanced Standing program consists of 39 credit hours and provides students with more in-depth professional knowledge and competence in social work practice. Descriptions of the concentrations of Advanced Generalist and Clinical Practice follow. When submitting materials for admission, students are clearly informed of which program, Advanced Standing for BSW graduates from a CSWE-accredited program, or Foundation for students having a BS or BA degree not in Social Work, they are applying for. This information is stated in all descriptions of the MSW program and is found on the UNO and School of Social Work website. Accreditation Standard The program describes its policies and procedures concerning the transfer of credits. MSW students may apply for transfer of up to nine semester hours of graduate credit earned outside of the Grace Abbott School of Social Work, with a grade of B or better required for transfer. Guidelines for the transfer of credit hours are listed in the Academic Policies and Standards, page 19, under the heading Transfer of Credit (see Appendix S). Transfer credit hours must be completed within four years of the student s expected graduation date (six years for dual degree students), and all requests are submitted to the Program Committee for approval.

109 UNO Grace Abbott School of Social Work, MSW Program 106 Accreditation Standard The program submits its written policy indicating that it does not grant social work course credit for life experience or previous work experience. The program documents how it informs applicants and other constituents of this policy. The policy stating that the Grace Abbott School of Social Work will not give full or partial academic credit for life and/or previous work experience is contained in the Academic Policies and Standards, page 19, under the heading MSW Academic Policies, subheading Waiver of Foundation-Level and Deficiency Courses (see Appendix S). It reads: Academic credit for life and/or previous work experience will not be given, in whole or in part, in lieu of the field practicum or of courses in the professional foundation areas. The Academic Policies and Standards document is available to all students and constituents on the School s website (see Appendix S). Advisement, Retention, and Termination Accreditation Standard The program describes its academic and professional advising policies and procedures. Professional advising is provided by social work program faculty, staff, or both. Each student in the Grace Abbott School of Social Work is assigned an academic advisor who is a member of the graduate faculty at the time of admission; students are introduced to the faculty advisor at orientation, and are expected to meet face-to-face with their advisor each semester prior to enrollment in the following semester s courses. MSW students complete a Plan of Study in consultation with the academic advisor, and it is submitted to the Office of Graduate Studies for approval. Advisors are available to students during office hours and by appointment, and matters pertaining to academic, personal, and professional issues may be discussed with the advisor. The policy on academic advisement is on page 20 of the Academic Policies and Standards (see Appendix S). Accreditation Standard The program spells out how it informs students of its criteria for evaluating their academic and professional performance, including policies and procedures for grievance.

110 UNO Grace Abbott School of Social Work, MSW Program 107 The Grace Abbott School of Social Work defines academic performance as inclusive of the students basic abilities to acquire professional skills, mental and emotional abilities, and professional performance skills. Consistent with the nature of professional social work practice, students in the MSW program are evaluated in all three areas, and the standards and criteria for evaluating performance are specified in the initial section of the Academic Policies and Standards, beginning on page 4 under the heading, Standards for Social Work Education (see Appendix S). Clear expectations of professional behavior and the ethical obligations of a professional social worker are detailed on pages 4-7, with the criteria for not meeting academic performance standards described on page 7. Academic standards for MSW students are detailed on page 18 of the Academic Policies and Standards under the heading, MSW Academic Standards (see Appendix S). Students must maintain a cumulative grade point average of 3.0 or higher in all graduate level courses and certificate programs. Students on academic probation may be dismissed if they received a grade below a B in any course; any student who receives a grade of C- or below in any course leading to the MSW degree or a certificate program will be automatically dismissed from the MSW program by the Office of Graduate Studies. Academic standards for the Graduate College are detailed on the University of Nebraska at Omaha s website. A review of student progress is conducted at mid-term each Fall and Spring semester by all faculty in the School, facilitated by the Program Chair. At these confidential review meetings, faculty members identify current and potential problematic areas or issues regarding student academic or professional behavior, and a recommendation is made for an advisor meeting with the student and/or a Level 1, 2, or 3 Student Review. Procedures and policies for the Student Reviews are specified on pages 8-12 in the Academic Policies and Standards (see Appendix S); students are notified by electronic and postal mail of any review process, and a link to the policy is included in the notification, including a request for confirmation of the student s attendance at the meeting. A written plan to address the student issues is developed at the Student Review meeting, including all timelines and responsibilities for implementation and is signed by the Panel chair, the student, and the academic advisor and forwarded to the Program Chair and then to the Office of Graduate Studies for MSW students. Academic grievances and/or grade appeals policies and procedures are outlined on page 22 of the Academic Policies and Standards (see Appendix S). Students are expected to first discuss the academic grievance or grade appeal with the faculty member involved; if the dispute is not resolved, the student may submit the grievance or grade appeal in writing to the Director for a period of up to six weeks following receipt of the grade or written notification of the decision that is the subject of the grievance. The Director or the Program Chair will appoint an ad hoc grievance panel of three graduate faculty members and at least one student to consider the grievance. After review of documentation and meetings considered necessary by the panel, the finding of the panel is reported to the Director and the Program Chair, and a recommendation is made to the Dean of Graduate Studies by the Program Chair. The final decision is made by the Dean of Graduate Studies, with appeal procedures detailed in the Office of Graduate Studies policy manual. The Program Chair of the School will keep all appropriate documentation of the action, and will notify the student in writing of all decisions within 10 working days of consideration of the grievance.

111 UNO Grace Abbott School of Social Work, MSW Program 108 Accreditation Standard The program submits its policies and procedures for terminating a student's enrollment in the social work program for reasons of academic and professional performance. Termination in the MSW program may result from a Level 3 Student Review; the policy and procedure is specified on page 10 of the Academic Policies and Standards (see Appendix S). Dismissal from the MSW program may be for failure to abide by academic or professional behavioral standards as specified in the Standards for Social Work Education, pages 7-13 of the Policy Manual, and a Level 3 Student Review must be conducted prior to termination from the MSW program. Failure to maintain the required cumulative grade point average of 3.00 or higher, or receipt of a grade of C- or lower in a course leading to the MSW degree or a certificate program will result in dismissal by the Office of Graduate Studies. Policies and procedures for reinstatement and reapplication to the Grace Abbott School of Social Work following termination are detailed on pages of the Academic Policies and Standards (see Appendix S). Student Participation Accreditation Standard The program describes its policies and procedures specifying students rights and responsibilities to participate in formulating and modifying policies affecting academic and student affairs. Student representatives from the MSW and BSSW programs are appointed to the Program, Practicum, and Curriculum committees of the Grace Abbott School of Social Work. MSW students may also be appointed to the Advanced Generalist and Clinical Task Forces, but are excused from all discussions involving the comprehensive examinations. Decisions to devise, modify, and implement policies for the School are made at the committee level, forwarded to the Program Committee, and affirmed or denied in the Executive Body meetings, held the first Wednesday of each month in the academic year. Student representation and active participation in the Program, Practicum, and Curriculum committees are essential. Minutes of each committee meeting reflect student participation. Current student representatives for each committee along with faculty and community members for the academic year are listed on the website in the section on governance (see Appendix U Governance).

112 UNO Grace Abbott School of Social Work, MSW Program 109 Accreditation Standard The program demonstrates how it provides opportunities and encourages students to organize in their interests. The Student Social Work Organization (SSWO) is sponsored by the Grace Abbott School of Social Work, with a faculty advisor assigned each year. All students in the School are encouraged to participate, and information regarding SSWO s activities is found on the website and announcements of activities are sent to student s UNO accounts. SSWO representatives attend the faculty Executive Body meeting each month. A reception for each semester s graduates is hosted by SSWO, with graduates families, friends, and the faculty attending. Both graduate and undergraduate students in the Grace Abbott School of Social Work are eligible for membership in the Theta Epsilon Chapter of the Phi Alpha Honor Society. The social work honor society currently has 29 members in the student body, with an additional 12 students being inducted into the chapter in March Accreditation Standard Faculty Accreditation Standard The Program identifies each full and part-time social work faculty member and discusses her/his qualifications, competence, expertise in social work education and practice, and years of service to the program. Faculty who teach social work practice courses have a master s degree in social work from a CSWE-accredited program and at least two years of social work practice experience. (See next page.)

113 UNO Grace Abbott School of Social Work, MSW Program 110 Council on Social Work Education Commission on Accreditation (COA) Faculty Summary-Part I Form F2_2008-Duplicate and expand as needed. Provide table(s) to support self-study narrative addressing Accreditation Standards below. This form is used to assist the COA in the evaluation of the program s compliance with Accreditation Standards stated below. Provide the information requested below for all faculty employed in full-time and part-time positions within the last 3 years. Years of Employment as Full-Time Educator Percentage of Date of Years of Practice Current Time Assigned Initials and Surname Appoint Experience* Previous Positions** Position** to Program of Faculty Member -ment Ethnicity BSW MSW BSW MSW BSW MSW BSW MSW Barron-McKeagney, T Latina % 50% Beldin, K White % Carlson, P White % 25% Coyne, A White % 50% D Souza, H Asian- Indian 0 2 (India) 27 (4.5 years in India) % 75% Harder, J White % 75% Kelley-Gillespie, N White % 50% Lee, C African- American % 50% Randall, A White % Reiser, J White % Roiblatt, R White % Rolf, K White % 50% Szto, P Asian- American % 75% Woody, J White % Shaff, B Adjunct 2005 White % Potter, J. Adjunct 2010 White % Potter, R. Adjunct 2010 White % Peterson, K. Adjunct 2010 White %

114 UNO Grace Abbott School of Social Work, MSW Program 111 McQuillen, J. Adjunct 2010 White % 2010 African Byndon, A Adjunct American 50% 50% Gabel, J Adjunct 2010 White % Pearson, T Adjunct 2011 African- American % 50% Mora-Handlos, M. Adjunct 2011 Latina % Ricketts, W Adjunct 2011 White % Seina, T 2011 White % * Indicate the total number of years practice experience after receiving the baccalaureate degree and/or master s of social work degree. Combine full-time and part-time work into a full-year equivalence years of full-time teaching. ** Should sum to total of years of full-time teaching. Faculty members who do not have the MSW degree but have the expertise and experience for the course content they teach. The Director inquired of the CSWE in 2004, if this action were allowable in some courses. The response from the CSWE at that time was that it was appropriate, especially in the case of non-practice courses. Mr. Byndon has taught Social Work with African Americans and a Special Topics course in Poverty. He was the Policy Director for Catholic Charities for twenty years in Omaha, Nebraska. Mr. Shaff has taught Social Work and the Law. He was an Assistant Attorney General in Health and Licensing for the state of Nebraska from He was a legal advisor to 19 different health-related professional boards in the Nebraska Attorney General s Office. Mr. Ricketts is currently the Department Chair of the Human Service Program at Iowa Western Community College in Council Bluffs, Iowa. He has extensive education and training in substance abuse and addictions. He taught Psychosocial Aspects of Alcohol/Drug Abuse and Addictions, and is currently preparing to teach Assessment and Case Management in Substance Abuse.

115 UNO Grace Abbott School of Social Work, MSW Program 112 The GASSW has 12 full-time tenured faculty members and two tenure-track faculty members. This short narrative describes, competence, expertise in social work education and practice, and years of experience to the program, faculty who teach practice courses, where they received the MSW degree, years of practice experience and post MSW practice have been identified. Faculty Data can be found in Appendix Q. Full-Time Faculty (beginning with most senior faculty) Ann Coyne has been a professor at the GASSW since 1975, and received her MSW from the University of Nebraska-Lincoln in Her doctorate is also from UN-L (1980) in Management; her area of expertise is in macro social work education, specifically administration. She served briefly as the Deputy Director of the Nebraska Department of Public Welfare from and was the Director of the Nebraska Child Welfare Training Institute from Coyne has been at the GASSW for 37 years. (Macro Practice) Jane Woody has been a professor at the GASSW since 1975, and received her MSW from Western Michigan University in Her doctorate is in English from Michigan State University in 1970; her area of expertise is in clinical social work practice. She is a certified by the American Association of Sex Educators, Counselors and Therapists as a Certified Sex Therapist and Sex Educator (1976-present). Woody is also certified by the American Association of Marriage and Family Therapy as a clinical member and approved supervisor since She maintained a private practice part-time for 17 years. Woody has been at the GASSW for 37 years. (Clinical Practice) Amanda Randall has been a part-time instructor at the GASSW starting in 1983, and became a full time tenure track faculty member in Her MSW degree is from the GASSW in 1983 and her PhD in Educational Psychology, Cognitive Psychology is from UNL in Her area of expertise is in Family Practice; she is a member of the Academy of Certified Social Workers. She was a clinical psychotherapist at the University of Nebraska Medical Center s Eating Disorders Program, UNMC College of Medicine/Department of Family Practice-Instructor for Behavioral Science, clinical social worker at Copley Family Clinic and currently maintains a private practice-randall and Associates (1989-present). Randall has been at the GASSW for 29 years. (Clinical Practice) Patricia Carlson has been an instructor-lecturer, non-tenured track faculty at the GASSW since 1993, and received her MSW from the GASSW in Her area of expertise is in macro social work practice, specifically community development and organization. Carlson worked in Ireland as a community organizer. She was a psychiatric social worker at St. Joseph s Center for Mental Health from , and in private practice from She was a Review Specialist for the Foster Care Review Board in Carlson has been at the GASSW for 19 years. (Macro Practice) Theresa Barron-McKeagney has been a professor at the GASSW since 1989, and received her MSW from the GASSW in Her doctorate is from UN-L in the Teacher s College- Community and Human Resources (1993). Her area of expertise is with Latino populations, diversity and social justice. She was a social worker at the Chicano Awareness Center in Omaha, Nebraska Barron-McKeagney has been at the GASSW for 23 years. (Macro/Clinical Practice)

116 UNO Grace Abbott School of Social Work, MSW Program 113 Henry D Souza has been a professor at the GASSW since 1989, and received his MSW from the University of Mysore, India in He received his doctorate at the University of Michigan in Social Work and Sociology in 1989; his area of expertise is in macro social work education, specifically in social justice areas. D Souza was a community organizer in India from D Souza has been at the GASSW for 23 years. (Macro Practice) Claudette Lee has been the Practicum Director at the GASSW since 1992, and received her MSW degree from the University of Pittsburgh in Her area of expertise is in Field Practice, diversity and child welfare. She was a family therapist with Family Service of Omaha from Lee has been at the GASSW for 20 years. (Macro/Clinical Practice) Jacque Reiser was the Practicum Associate Director from , and received her MSW from the GASSW in She began teaching in 2005 as an instructor, non-tenured faculty. She was a clinical practitioner for the Omaha Home for Boys. Her area of expertise is in clinical practice and generalist practice. (Clinical Practice) Peter Szto has been a professor at the GASSW since 2004, and received his MSW from the University of Pennsylvania in His doctorate is in social welfare from the University of Pennsylvania (2002). His area of expertise is in social policy, specifically health and mental health areas, Asian and Asian-American populations, social justice and diversity. He worked at University Counseling Services at the University of Pennsylvania from , and the Regional Director of Race Relations in the Christian Reformed Church in North America in Grand Rapids, Michigan from Szto has been at the GASSW for eight years. (Macro/Clinical Practice) Jeanette Harder has been a professor at the GASSW since 2004, and received her MSW degree from the University of Texas at Arlington in Her doctorate is in social work from the University of Texas at Arlington (2004). Her area of expertise is in child welfare. She was a senior case manager at the Child Abuse Prevention Center in Dallas, Texas from , and is currently the board president of a nonprofit organization she founded called the Dove s Nest. Harder has been at the GASSW for eight years. (Macro Practice) Nancy Kelley-Gillespie has been a professor at the GASSW since 2005 and received her MSW (AM) in 1998, from The University of Chicago-School of Social Service Administration. Her doctorate is in social work from the University of Utah (2003). Her area of expertise is in older adults and people with disabilities. From , she was the Director of the Neighbors Helping Neighbors Program at the University of Utah-College of Social Work W.D. Goodwill Social Work Initiatives on Aging. Kelley-Gillespie has been at the GASSW for seven years. (Macro/Clinical Practice) Karen Rolf has been a professor at the GASSW since 2005 and received her MSW at the University of Illinois Urbana-Champaign in Her doctorate is from The University of Chicago School of Social Service Administration (2003). Her area of expertise is disabilities, school social work, and child welfare. She was a school social worker in Illinois from She served as the Evaluation Coordinator for the Illinois State Board of Education ( ), and

117 UNO Grace Abbott School of Social Work, MSW Program 114 statewide evaluation consultant ( ). Rolf has been at the GASSW for seven years. (Macro/Clinical Practice) Kerry Beldin has been a professor at the GASSW since 2008, and received her MSW at the GASSW in Her doctorate is from Case Western University in social welfare (2008). Her area of expertise is in community and family violence, and clinical social work practice. She was a community treatment aid specialist at Visinet in Lincoln, Nebraska from and a mental health therapist/social worker at Bryan LGH Medical Center from Beldin has been at the GASSW for four years. (Clinical/Macro Practice) Rachel Roiblatt has been a professor at the GASSW since 2008, her Master s in Arts in Social History from Yale University in 1976 and doctorate in social work from the University of Minnesota in Her area of expertise is in substance abuse and addictions. She is the founder and former Executive Director for Diversity Resources, Inc. in Minneapolis, Minnesota ( ). (Macro Practice) Part-Time Faculty A Jamal Byndon has been a part-time, non-tenured track faculty member since He has a Master s in Science in Urban Education from the University of Nebraska at Omaha (1981) and Ed.S. from the College of Education at the University of Nebraska at Omaha (1985). He was the coordinator of the Multi-Service Center for Family Services from and Director of Social Policy for Catholic Charities His area of expertise is in social policy issues, diversity and race relations. He has taught SOWK 4020/8026 Social Work with African Americans and SOWK 4880/8886 Poverty. Jodi Gabel has been a part-time, non-tenured track faculty member since 2010, and received her MSW from the GASSW in She is a TRIO Counselor/Advisor at Southeast Community College in Milford/Lincoln, Nebraska. She was also an adjunct instructor for Nebraska Wesleyan University in Lincoln, Nebraska and developed research methods and senior thesis materials for the BSW program. She taught SOWK 8910 Research and Computer Applications. Monica Mora-Handlos has been a part-time, non-tenured track faculty member since 2011, and received her MSW/MPA from the GASSW in She was a domestic violence/assessment counselor for the YWCA from , and was the Family Justice Center Coordinator from March-October She is currently practicing in Harmonious Happenings as a licensed clinical social worker (2011-present). Monica taught SOWK 8090 Social Welfare Policy (Foundation course) in Fall Jodi McQuillen has been a part-time, non-tenured track faculty member since 2010, and received her MSW from the GASSW in She was a crisis counselor/medical social worker for the University of Nebraska Medical Center from She was a mental health/clinical social worker at the Immanuel Heritage Center - Geriatric Psychiatric Hospital from and is currently in private practice at Randall and Associates from 2010 to the present. Jodi is currently teaching SOWK 1000 Introduction to Social Work and Social Welfare, a pre-social work course for majors and all non-social work students.

118 UNO Grace Abbott School of Social Work, MSW Program 115 Tracey Pearson has been a part-time, non-tenured track faculty member since 2011, and received her MSW from the GASSW in She is currently the Executive Director for Youth Care & Beyond, Inc., a community-based residential treatment program for developmentally disabled youth. She has taught SOWK 4020/8026 Social Work and African American Families. Kathy Jo Peterson has been a part-time, non-tenured track faculty member since 2010, and received her MSW from the GASSW in She was the Youth Services Coordinator at Region 6 Behavioral Healthcare in Omaha from and then joined the faculty at Dana College in Blair, Nebraska from Her area of expertise is in social welfare policy and social justice. She has taught SOWK 8150 Generalist Practice II, and SOWK 2120 Race, Class, and Gender. Jan Potter has been a part-time, non-tenured track faculty member since 2010, and received her MSW from the University of Nebraska-Lincoln in She was the social work program director at Dana College in Blair, Nebraska from and She was a psychotherapist at the Nebraska Psychiatric Institute from and was a group therapist at Family Networks from She has taught SOWK 3320 Social Work Practice I, SOWK 3350 Social Work Practice II, and SOWK 4030/8036 Social Work with Latinos. Richard Potter has been a part-time, non-tenured track faculty member since 2010, and received his MSW from Tulane University in He was a professor of social work and sociology at Dana College from 1984 to He was in private practice from in Wisconsin and the chief psychiatric social worker for Washington County Mental Health Center in Wisconsin in He has taught SOWK 8510 Supervision and Personnel Administration. William Ricketts has been a part-time, non-tenured track faculty member since He has an MS in Counselor Education (1982) and Advance Graduate Studies in Marriage & Family Therapy (1983) from Southern Connecticut State University-New Haven, CT. He is the Department Chair in Human Services at Iowa Western Community College in Council Bluffs, Iowa. His area of teaching and scholarship is in Substance Abuse and Addictions. He is a nationally certified SASSI (Substance Abuse Subtle Screening Inventory) Trainer from the SASSI Institute from 1990-present. He has taught SOWK 8686 Medical and Psychosocial Aspects of Alcohol/Drug Use and Addiction. Tanya Seina has been a part-time, non-tenured track faculty member since 2011, and received her MSW from the GASSW in She has been an intake worker from at Heartland Family Service, therapist at Camelot Care Center from , and a therapist and program coordinator at Jewish Family Service from Tanya is currently teaching SOWK 1500 Social Work and Civic Engagement, a pre-social work course for majors and all non-social work students. Bradley Shaff has been a part-time, non-tenured track faculty member since He has a J.D from the University of Arizona- College of Law (1996). His most current position from was with the Nebraska Attorney General s Office as an Assistant Attorney General in Health and Licensing where he was legal advisor to 19 different health-related professional boards. He taught SOWK 8806 Social Work and the Law.

119 UNO Grace Abbott School of Social Work, MSW Program 116 Accreditation Standard The program discusses how faculty size is 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. Faculty Size/Number-Type Curricular Offerings in Class and Field The GASSW has 14 full-time faculty members. Of these faculty members, 12 have full teaching loads, which means that a normal academic year includes teaching six courses (three courses in Fall and three courses in Spring) with the exception of administrative assignments and release time which is at the discretion of the Director. The Practicum Director is responsible for field coordination, practicum seminars for students, liaison visits and preparation of practicum instructors. The practicum teaching load is equivalent to a full teaching load of 12 credit hours per academic year and responsibility for practicum during the summer session. The Practicum Director has an Associate Practicum Director who also instructs practicum seminars, has liaison visits, trains practicum instructors and prepares community partners to become practicum sites for the GASSW. This person is a staff member and non-tenured track. The Director teaches one course per academic year, and also has responsibility for Thesis, Research other than Thesis and Special Studies. In Fall 2011, GASSW had 264 students: 210 MSW and 54 BSSW. The GASSW offers nearly 50 courses each academic year to BSSW, MSW-Advanced Standing and MSW-Foundation Program students. The normal class size varies, but in the MSW-Advanced Standing program, we prefer to keep the courses at students, and in the Foundation program, we attempt to keep the number at students. In the practicum/field courses, the practicum seminars serve BSSW and MSW Foundation students; we have two sections of seminar in the Fall and Spring semesters, and one to three sections in summer. The number of students in the practicum seminar depends upon the number of students in practicum, in review from Spring 2009 through Fall 2011, the student numbers in practicum seminar total 168. We normally have two to three part-time faculty assist with the summer session for practicum which includes teaching the practicum seminar and liaison visits. The full-time equivalent of faculty to student ratio for the master s program is 1:12. There are (FTE) faculty who provide support to the master s program for 210 MSW students. Faculty Teaching, Scholarship, and Service Activities Table 41 highlights Spring and Fall 2011 activity and addresses faculty s teaching, scholarship, and service.

120 UNO Grace Abbott School of Social Work, MSW Program 117 Table 41 Faculty Teaching, Scholarly, and Service Activities in Spring and Fall 2011 Teaching Responsibility in Spring 2011 Six faculty members taught three courses Four faculty have reduced loads for administrative assignments in: Program Committee, BSSW Coordination, MSW Coordination and Off Campus/Admissions One faculty member was released from one course for AAUP and one faculty member had one course release for self- study work. Practicum Director-12 credit hour teaching load-full time Director-1 course/.25 teaching load Teaching Responsibility in Fall 2011 Seven faculty members taught three courses Four faculty have reduced loads for administrative assignments in Program Committee, BSSW Coordination, MSW Coordination and Off Campus/ Admissions One faculty member was released from one course for AAUP, and one faculty member had one course release for self-study work Practicum Director-12 credit hour teaching load- Full time Director has fulltime administrative duties National Service Four faculty serve on the Council for Social Work Education Councils One faculty member is the outgoing president of the Association for Social Work Boards; and serves on American Foundation for Research and Consumer Education in Social Work Faculty serve as editors for peer-reviewed journals: Journal of Alcohol and Drug Education; Child Abuse and Neglect; Social Work & Christianity; Journal of Immigrant and Refugee Studies Regional, Local and Community Service Faculty provide service to these organizations: Nebraska Mental Health Practice Board of Directors The United Way of the Midlands The Iowa West Foundation The Alegent Health Community Foundation Catholic Charities The Neighborhood Center The National Alliance for the Mentally Ill-Nebraska School Social Workers Association of Nebraska Association of Oncology Social Workers Nebraska Children s Home Nebraska Network Against Trafficking Humans Nebraskans for Peace Transgender Professional Resource Network Scholarship/Creative Activity Publications: Journal of Social Work Practice and Addictions - Hypersexual Disorder and the DSM: Update and practice guidance for social workers Victims and Violence -The mental health focus in rape crisis services: Tensions and recommendations Journal of Social Science Research-Child protection practices in Mennonite Church USA congregations Working with Older Adults- Experiences of Volunteers in serving Older Adults Applied Research in Quality of Life -A secondary analysis of perceptions of quality of life for older adults based on a synthesis of the literature. Faculty provide program evaluations for community agencies, school districts, and service learning engagements with several community partners.

121 UNO Grace Abbott School of Social Work, MSW Program 118 Accreditation Standard M3.3.3 The master's social work program identifies no fewer than six full-time faculty with master's degrees in social work 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 has a master's degree in social work and a doctoral degree preferably in social work. All full-time faculty members dedicated to the master s degree program have the MSW degree from a CSWE-accredited program. Faculty who have doctoral degrees in social work are highlighted. Of the 21 faculty who provide support to the MSW program, 13 are full time and 8 are part-time faculty members (see Table 42). Faculty Table 42 MSW Faculty Administrative Role (% of time) Courses % of time in Teaching Full-time Appointment Theresa Barron- Director (50% of McKeagney, time to MSW PhD program) Amanda Randall, PhD Kerry Beldin, PhD Ann Coyne, PhD Henry D Souza, PhD MSW Coordinator (25% of time) SOWK 8010 Social Work with American Indians SOWK 8030 Social Work with Latinos SOWK 8896 Special Studies SOWK 8250 Social Work Practice with Families SOWK 8280 Social Work Practice with Couples and Changing Family Structures SOWK 8950 Research Methods in Clinical Practice -- SOWK 8290 Social Work Practice in Health/Mental Health; SOWK 8610 Community and Family Violence -- SOWK 8600 Permanence for Children SOWK 8896 Special Studies Nicaragua SOWK 8940 Evaluation of Social Programs -- SOWK 8110 Institutional Oppression SOWK 8190 Research and Computer Applications SOWK 8550 Social Justice 25% 75% 100% 50% 50%

122 UNO Grace Abbott School of Social Work, MSW Program 119 Faculty Jeanette Harder, PhD Nancy Kelley- Gillespie, PhD Claudette Lee MSW Karen Rolf, PhD -- Table 42 MSW Faculty Administrative Role (% of time) Courses Program and Assessment Chair (both BSSW and MSW programs) (25% of time) SOWK 8190 Research and Computer Applications SOWK 8940 Evaluation of Social Programs -- SOWK 8080 Human Behavior and the Social Environment II SOWK 8260 Social Work Practice with Older Adults SOWK 8560 Advanced Community Practice Practicum Director (50% of time to MSW program) SOWK 8160 Generalist Practicum I SOWK 8170 Generalist Practicum II SOWK 8400 Advanced Practicum I SOWK 8410 Advanced Practicum II SOWK 8070 Human Behavior and the Social Environment I SOWK 8886 Topical Seminar (School Social Work) SOWK 8240 Social Work Practice with Children SOWK 8950 Clinical Research Methods Peter Szto, PhD -- SOWK 8896 Special Studies-China SOWK 8816 Spirituality SOWK 8650 Health/Mental Health Policy for Social Work Jane Woody, PhD Jacque Reiser, MSW -- SOWK 8220 Clinical Social Work with Individuals SOWK 8270 Social Work Practice with Sexual Concerns SOWK 8280 Social Work Practice with Couples and Changing Family Structures Off Campus MSW Coordinator and Admissions Chair (both programs) (25% of time) SOWK 8130 Generalist Practice I SOWK 8230 Clinical Social Work with Groups % of time in Teaching 75% 75% 50% 50% 75% 100% 100%

123 UNO Grace Abbott School of Social Work, MSW Program 120 Faculty Rachel Roiblatt, PhD Table 42 MSW Faculty Administrative Role (% of time) Courses -- SOWK 8510 Personnel Supervision and Administration SOWK 8886 Psychosocial Aspects of Alcohol/Drug Use and Addiction SOWK 8090 Social Welfare Policy % of time in Teaching 100% Part-time Appointment A Jamal -- SOWK 8886 Topical Seminar-Poverty 50% Byndon Jodi Gabel -- SOWK 8190 Research and Computer 100% Applications Monica Mora- -- SOWK 8090 Social Policy 100% Handlos Tracey Pearson -- SOWK 8020 Social Work with African 50% Americans Jo Peterson -- SOWK 8150 Generalist Practice II 100% Richard Potter -- SOWK 8510 Personnel, Administration 100% and Supervision William -- SOWK 8686 Medical and Psychosocial 100% Ricketts Aspects of Alcohol/Drug Use and Addiction Bradley Shaff -- SOWK 8806 Social Work and the Law 100% Number of Faculty Committed to Master s Program FTEs

124 UNO Grace Abbott School of Social Work, MSW Program 121 Council on Social Work Education Commission on Accreditation (COA) Faculty Summary Part 2 Form F2_2008-Duplicate and expand as needed. Provide table(s) to support self-study narrative addressing Accreditation Standards below. Provide the information requested below for all faculty. Provide the information requested below for all faculty employed in full-time and part-time positions within the last 3 years. List from highest to lowest in rank. Initials and Surname of Faculty Member Current Rank or Title See Appendix Q Faculty Data. ( One) Part- Time Barron- Director, Professor McKeagney, T Coyne, A Professor Woody, J Professor D Souza, H Professor Randall, A Associate Professor Szto, P Associate Professor Harder, J Associate Professor Kelley- Associate Professor Gillespie, N Rolf, K Associate Professor Lee, C Assistant Professor Roiblatt, R Assistant Professor Beldin, K Assistant Professor Reiser, J Lecturer Carlson, P Lecturer Potter, J. Adjunct Potter, R. Adjunct Peterson, K. Adjunct McQuillen, J. Adjunct Seina, T. Adjunct Mora-Handlos, Adjunct M. Byndon, A. Adjunct Pearson, T Adjunct Gabel, J Adjunct Ricketts, W Adjunct Shaff, B Adjunct Tenure- Track ( One) Full- Time Yes No Yes No Tenure ( One) Gender ( One) N/ A M F

125 UNO Grace Abbott School of Social Work, MSW Program 122 Accreditation Standard The program describes its faculty workload policy and discusses how the policy supports the achievement of institutional priorities and the program s mission and goals. It is important to understand the interlocking dimensions between institutional priorities at UNO and the GASSW mission and goals. We described this relationship in more detail in Academic Standard (AS) 1: Program Mission and Goals. The University of Nebraska at Omaha is Nebraska s metropolitan university-a university with the academic and scholarly values common to all universities and with an interactive relationship with urban and regional environments. UNO is led by three broad goals: 1) UNO will be recognized as a student-centered metropolitan university. As we strive to achieve our vision, students are always UNO s key constituency. UNO commits to build and serve a diverse student body reflecting a dynamic metropolitan environment. 2) UNO will be recognized for its academic excellence as a metropolitan university. UNO strives for academic excellence by focusing on teaching, learning, and scholarship consistent with its metropolitan mission. Excellence is demonstrated in programs and areas of distinction, high quality undergraduate programs and strong graduate research/professional programs. 3) UNO will be recognized for its outstanding engagement with the urban, regional, national, and global communities. The mission of the Grace Abbott School of Social Work is to educate students to become highly qualified social workers who serve people of all ages and influence the systems that affect them, to advance knowledge through teaching and research, and to engage with diverse communities to promote socially just societies. The educational goals of the GASSW are to: 1. Continue to expand the reputation of the GASSW at the regional, national and international levels. 2. Support faculty and student research and creative activity in the development of new knowledge. 3. Engage with diverse community partners at local, regional, national, international levels to benefit communities, enhance faculty expertise, and promote students capacity for diverse practice. 4. Support the goals of a liberal arts foundation in which social work students gain the building blocks for a solid educational experience. 5. Use innovative methods to educate social work students across the state to achieve the highest standards possible, to reach their potential. 6. Encourage undergraduate and graduate research and creative activity to promote critical thinking skills related to problem solving complex societal issues. Pursuant to Section , the contract between the American Association of University Professors-the University of Nebraska Omaha Chapter and the University of Nebraska Board of Regents, the following information details work load policies for unit members. The equivalencies presented are to be utilized in determining the scheduled workload assignments of individual unit members (Workload Assignment Policy, Office of Academic and Student Affairs, 2012).

126 UNO Grace Abbott School of Social Work, MSW Program 123 The normal scheduled assignment for a full-time faculty member is 12 workload hours for each semester of the academic year. A normal course is three credit hours. With regard to research equivalencies, contingent upon the instructional needs of the department, a portion of a faculty member s workload may be scheduled for specified research activities. All members or Fellows of the Graduate Faculty will be provided the opportunity to request up to three workload credits for assigned research activity each semester. Approval of such requests is contingent upon continued evidence of research productivity. Pursuant to Section of the contract between the Board of Regents and the UNO/AAUP, faculty members may be assigned research activities associated with the fulfillment of the conditions of a contract or grant involving an agency external to UNO. Faculty submit Annual Faculty Reviews each February that detail faculty s teaching, research and service from the previous year and summer session; this document also requires faculty to submit future goals and objectives for the next academic year. The Director receives all faculty annual reviews, provides feedback to the faculty member, and submits to the College Dean faculty members future goals and objectives. With regard to service assignment equivalencies, a reasonable amount of university and community service is a normal expectation in instructional units. To qualify for consideration as part of the scheduled workload, such activities must be specifically assigned and scheduled by the department chairperson and the Dean, must be directly related to the mission of the department and college, and must be sufficiently extensive that they can be evaluated as equivalent to an instructional assignment. As a general workload equivalency, a service assignment requiring 50 hours of work during a semester is equivalent to one (1) workload hour. The College of Public Affairs and Community Service (CPACS) Dean s Office is very supportive of the mission and goals of the GASSW. The philosophy supported by Michigan State University and the Scholarship of Engagement has been part of a two year dialogue in the College. There was a scholar from MSU that visited campus to describe what merit the scholarship of engagement offers to academic institutions. We found that in social work, we ve always had scholarship of engagement. It seems that the rest of the university is catching up with us on this idea. Engagement with the community is a focus in our college, and faculty are rewarded for their diverse connections by reappointment, tenure and promotion; receiving university and college awards and recognition by communities at national, regional and local levels. This supportive environment within the college has lent itself well to the GASSW fulfilling its mission to engage with diverse communities. Social work faculty s specific teaching disciplines also support their service, scholarship and creative activity. For example, Dr. Beldin s scholarship area is in community and family violence. She teaches in this area on a regular basis, publishes in this area and has extensive service to regional and local communities in this area. Each dimension of teaching, scholarship/creative activity and service is intertwined with the faculty member s particular passion. Dr. Kelley-Gillespie provides excellent examples of directed teaching, research and service in the area of social work practice with older adults. Several grant opportunities are available for faculty in teaching and research. Many social work faculty are sought after due to their expertise in program evaluation, and have been consultants to diverse groups, such as the University of Nebraska Medical Center- Geriatric Education Center, Region VI-Nebraska-Behavioral Health The Omaha Public Schools- After School Programs, and CASA-Child Welfare and Advocacy. The GASSW strongly supports faculty s relationships with community in these areas as our students benefit and faculty s expertise is utilized to provide support to diverse communities.

127 UNO Grace Abbott School of Social Work, MSW Program 124 The university benefits greatly because faculty are living models of the university s commitment to being student-centered, academic excellence, and engagement with communities. Most importantly, the university rewards the GASSW for its excellence in being studentcentered, academic excellence and community engagement by providing financial support to the program. As recently as October 2011, we received notice from the University of Nebraska President s Office that we received a tenure track faculty line to provide support to Central and Western Nebraska for graduate education in social work. We trained two cohorts, master level social work students from in this area who are now practicing social workers. We are completing a third cohort training of MSWs in South Sioux City, Nebraska who will graduate in August The need for trained MSWs in Central and Western Nebraska is great, and we were very pleased that the President s Office offered this support to the GASSW. This action by administration shows commitment and respect for the GASSW. Accreditation Standard Faculty demonstrate ongoing professional development as teachers, scholars, and practitioners through dissemination of research and scholarship, exchanges with external constituencies such as practitioners and agencies, and through other professionally relevant creative activities that support the achievement of institutional priorities and the program s mission and goals. The majority of the faculty participate in several ongoing professional development opportunities such as Teaching Circles, Research Triangles and Community Engagement Links each year. These organized activities offered by the Office of Academic Affairs and Students Services facilitate a multitude of options for faculty to support achievement of institutional priorities and GASSW mission and goals. Shown are exchanges with external constituencies such as practitioners and agencies which are beneficiaries of faculty s commitment to professional development. For example, two social work faculty, Dr. Kerry Beldin and Patricia Carlson are part of a community links group who meet regularly with concerned members of the community, both American Indian and non-american Indian, to raise awareness about social injustice and illegal activities at Whiteclay, Nebraska. These two faculty have presented regionally (Nebraska National Association of Social Workers Annual Conference and Nebraskans for Peace Annual Conference) and nationally (American Democracy Project) regarding complex issues impacting Whiteclay, Nebraska, such as genocide of the American Indian culture through illegal provision of alcohol. Dr. Coyne has committed her summers for the past 25 years to raising awareness about child welfare issues in Nicaragua. Two years ago, a school for deaf children was named after her. She also is the intermediary between UNO and UNAN-Leon, our sister university. She has assisted the UNAN-Leon start a Diplomado in Special Education and Social Work. She has invited several social work and non-social work faculty such as public health, English, and Spanish professors to go to Nicaragua over the years to share their knowledge and skills with UNAN-Leon. One of UNO s outreach goals and the University of Nebraska system goals is to

128 UNO Grace Abbott School of Social Work, MSW Program 125 strengthen participation in Global Engagement. Dr. Coyne has accomplished a great deal in this area to accommodate the university s goals. The Practicum Director, Claudette Lee presented at the Association of South African Social Work Educators Field Education Conference in South Africa in Fall Her presentation was on how the GASSW Field/Practicum program trains practicum instructors. This conference was attended by diverse international participants from all over the world. Her strong interest in establishing international field placements for GASSW students led to approval by the NU President for a Professional Development Leave in Summer Dr. Harder has created a non-profit organization called the Dove s Nest. This organization s mission is to empower and equip faith communities to keep children and youth safe in their homes, churches and communities. She has been invited to speak nationally regarding this issue. Dr. Harder s focus has been child welfare and program evaluation. Through her teaching, research and scholarship, she s been successful at weaving all three areas well, and has created a synergy for social work students to become involved with her passion in this area. Recently, Dr. Harder and her graduate assistant, Kristina Haynie, MSW/MPA candidate, had an article published, Child protection practices in Mennonite Church USA congregations in the Journal of Social Service Research. Students have published with Dr. Harder since her arrival at UNO in Dr. Jane Woody and Dr. Henry D Souza and a former faculty member, Dr. Debra Anderson had an article recently published by the Journal of Evidence-Based Social Work on the Dissemination of Trauma-Focused Cognitive-Behavioral Therapy with community practitioners: Focus on Self-Efficacy. This is a very good example of faculty s focus on how the community benefits from engaged scholarship with outcomes mindful of how practitioners can use research to improve practice. Dr. Barron-McKeagney is engaged with a diverse, multidisciplinary approach to engaging community practitioners with researchers in the academe. The goal is to partner with community colleagues regarding issues important to their practice as well faculty researchers. The group name is the Plaza Partnership and was organized by the University of Nebraska Medical Center, a medical organization called One World and a group of community partners called the South Omaha Community Care Council. The focus of this three year grant funded by the National Institute of Health is to focus on partnerships with the Latino community. Dr. Kelley-Gillespie s focus has been in the area of social work and older adults. In 2011, her Teaching Circle group received the 2011 Outstanding Teaching Circle Award by the university. The focus of the teaching circle was on Aging and the Lifespan. Similar to other faculty who mentor social work students, Dr. Kelley-Gillespie has presented with students at national social work conferences. Through her work with faculty on infusing gerontology content into all social work syllabi, the GASSW was awarded the Anita Rosen Award for Best Practices in Gerontological Curriculum Infusion by the Council on Social Work Education Gero- Ed Center in The GASSW was selected for this competitive award. Dr. Rolf has a great interest in school social work and is a member of the School Social Work Organization in Nebraska. She helped to develop the plan to engage the Omaha Public Schools to accept social workers into the public school system. She has done numerous trainings with SSWAN regarding her expertise in this area; at school social work leadership conferences on using evaluation in schools in Kearney, Nebraska and collaborating with Millard Public Schools in Millard, Nebraska on helping children reach their full potential in schools using IEPS and 504 Plans.

129 UNO Grace Abbott School of Social Work, MSW Program 126 Accreditation Standard The program describes how its faculty models the behavior and values of the profession in the program s educational environment. The values of the social work profession include the following: service, social justice, dignity and worth of the person, the importance of human relationships, integrity, and competence. The GASSW faculty model these professional values and behaviors every day whether they are in the classroom, working with other university colleagues in some capacity (Faculty Senate, Graduate Program Council, Service Learning Academy Faculty) or community engagement. The first three values service, social justice and dignity and worth of the person are readily seen in faculty s committee designations within the GASSW. We have numerous committees that demand high standards of equity and efficiency, such as Admissions, Program and Personnel. Each of these committees deal with real life issues impacting students and faculty as related to entry into the GASSW, policies and procedures, and accountability. We operate collegially and respectfully with the educational environment. One testament to faculty matters regarding personnel is that we have few faculty members who leave the school once they are in the system. Excluding retirement, only three faculty members have left the GASSW in the past 25 years. Discussed earlier were faculty s tremendous commitments to diverse populations, communities at risk, older adults and children which constitute to our communities the values of the social work profession. Another outstanding testament to the university s commitment to service is its classification from the Carnegie Institute as Community Engaged in Curricular Engagement and Outreach and Partnerships. How community engagement is describe in this context includes the collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. The GASSW contributed greatly to this classification as we monitor hours that social work students dedicate to practicum/field (512 hours). For this report to Carnegie, we calculated that each year social work students contribute over 100,000 hours or more, to community agencies. Faculty serve as strong models in the classroom for the value of scientific inquiry through teaching activities and assignments. Lectures typically include discussion of the empirical support for the content and theoretical models being taught. Textbooks and readings are assigned with focus on their research support. Assignments such as analytical and research papers include criteria that emphasize the use of peer-reviewed, scholarly sources. Clinical practice courses consider the importance of exposing students to evidence-informed interventions and analyzing these in relation to social work clients and settings. For example, in SOWK 8220, students write an analytical paper on ethical, theoretical, and intervention aspects of suicide risk with an emphasis on several sources identifying the evidence for current approaches to suicide risk.

130 UNO Grace Abbott School of Social Work, MSW Program 127 Accreditation Standard Administrative Structure Accreditation Standard The program describes its administrative structure and shows how it provides the necessary autonomy to achieve the program s mission and goals. The GASSW s structure and governance provide the autonomy necessary to establish the program mission and goals and create the curricula and policies needed to achieve program initiatives. The GASSW is supported and resides within the College of Public Affairs and Community Service (CPACS). Within CPACS reside several academic units: the Division of Continuing Studies, the School of Criminology and Criminal Justice, the Department of Gerontology, the Goodrich Scholarship Program, and the School of Public Administration. Three institutes also reside in CPACS: Aviation, Brennan Institute for Labor Studies, and the Center for Public Affairs Research. The GASSW functions in accordance with the Bylaws of the Board of Regents at the University of Nebraska. The UNO campus is also governed by the American Association of University Professors (AAUP) Collecting Bargaining Agreement. The GASSW follows these policies and provides for full faculty and administrative shared governance. Decision-making supports autonomy in all GASSW functions consistent with the program s mission and goals. Although there are accountability procedures for decision-making at multiple levels, the basic responsibility for resource delegation, faculty and staff workload, personnel assignments, part-time faculty, and hiring of full-time faculty members reside with the GASSW Director. The administrative structure of the GASSW includes the Director, the Practicum Coordinator and Practicum Associate, and the Baccalaureate and Master s Program Coordinators. All administrators in GASSW hold MSW degrees. Both the BSSW and MSW Coordinator have fulfilled their terms as coordinators at the end of this academic year ( ). Typically, terms of service for coordinators are three years. Two faculty have been selected to coordinate the programs, Dr. Nancy Kelley-Gillespie will coordinate the MSW program, and Dr. Karen Rolf will coordinate the BSSW program. Dr. Kelley-Gillespie received her doctorate in social work from the University of Utah, and Dr. Rolf received her doctorate in Social Service Administration from the University of Chicago. Both faculty are tenured and associate professors. GASSW has 11 standing and ad hoc committees that make up the School s governance. These committees are comprised of faculty members, staff, MSW and BSSW students, and community representatives. These committees are assigned responsibility for initiating, monitoring, and evaluating school policies and procedures. The committee structure within the School facilitates democratic faculty participation in program planning and governance, goal setting and decision-making, and the fulfillment of the mission and goals of the GASSW.

131 UNO Grace Abbott School of Social Work, MSW Program 128 Ad hoc committees of the school are appointed by the Director, as needed. Planning and decision-making with regard to policies are initiated from within the various committees and moved through appropriate channels before final presentation to the Executive Body. These practices assure the faculty, social work students, and community representatives opportunity for engaged participation in program governance. The Executive Body includes all full- and part-time faculty, staff, graduate assistants, and representatives from the Student Social Work Organization (SSWO). The Executive Body has the responsibility and authority for final decisions of School policies. The Executive Body meets once a month during the academic year for comprehensive communication and decision-making on all program-related issues. Committee recommendations are brought to the Executive Body, and decisions are made in a democratic way. The Program Committee is comprised of elected faculty, the Director (ex-officio), the BSSW and MSW Coordinators (ex officio), two student representatives (one from the BSSW program and one from the MSW program), and community members. This committee has major responsibility for all undergraduate and graduate program-related policies. The Program Committee makes decisions on students requests for exceptions, as well as appeals on grades, and is responsible for the operation of the GASSW Academic Policies and Procedures. While the Program committees at the graduate level are given authority for graduate program decisions within each unit by the College of Graduate Studies, the GASSW Program Committee also presents all policy issues to the Executive Body for its endorsement. The Program Committee meets once a month and on an as-needed basis. The chair of the committee and the Director review and endorse all graduate plans of study. The Practicum Committee consists of the Practicum Coordinator, the Associate Practicum Coordinator, student representatives, faculty, and community members who generally have experience as field/practicum instructors. The Practicum Committee has responsibility for both undergraduate and graduate practicum program-related policies. Policy issues are presented to the Program Committee and the Executive Body for endorsement. The Practicum Committee reviews field/practicum procedures and makes decisions on student requests for practica in place of employment, practica outside the region, and other special requests. The committee meets monthly. The GASSW has a Reappointment, Promotion, and Tenure Committee (RPT) and a Personnel Committee. The RPT Committee which consists of all tenured faculty has the singular task to annually review and make recommendations on all faculty applications for reappointment, promotion, and tenure. The Personnel Committee considers general personnel issues and policies, makes recommendations to the Executive Body, and serves in an advisory role to the Director on personnel issues. Additionally, two elected faculty members serve on the Personnel Committee: one from the non-tenured level and one from the instructor level. This committee makes recommendations on the procedures for merit salary increases to the Director. Committee members serve as the selection and screening committee for new faculty members and makes recommendations to the Director for new hires. Recommendations pertaining to personnel regarding policy and procedure are directed to the Executive Body. The Admissions Committee has responsibility for the selection of social work students according to the College of Graduate Studies and the GASSW Program Committee. The Committee recommends admissions policies, procedures, and standards to the Executive Body. The GASSW Curriculum Committee works closely with the Program Committee and is responsible for all curriculum-related activities, including the development and approval of

132 UNO Grace Abbott School of Social Work, MSW Program 129 syllabi, monitoring curriculum policy, compliance with the Council on Social Work Education (CSWE), and periodic review and revision of curriculum. The Committee brings curriculum recommendations to the Executive Body. The Assessment Committee is primarily responsible for linking the GASSW mission and goals to the curricula structure so that elements can be assessed. The Committee devises strategies for assessment at the classroom, community, and statewide levels for both programs. The Assessment Committee is responsible for developing the assessment plan for the CSWE reaffirmation process and bringing this to the Executive Body for approval. Three task forces -- Advanced Generalist, Clinical, and Distance Education -- exist to address issues involving the two concentrations at the graduate level and issues pertaining to distance education. The roles of the task forces include curriculum review to ensure that student and community needs are being considered, practicum placement reviews, the issues regarding distance education needs, planning within the GASSW to ensure quality distance education development, and other general considerations related to each task force s charge. The Scholarship Committee meets once in the Fall semester to review student applications for GASSW awards and determine recipients. The committee is comprised of the Director, BSSW and MSW Coordinators, faculty, and staff. The GASSW Advisory Committee is comprised of alumni, community members, representatives from agencies, and other leaders in the community. The Committee s role is to support and advise the GASSW on long-range goals, general program planning, and specific initiatives to support the GASSW mission. Overall, the support for autonomy and governance of the GASSW has resided within the School s administrative structures, with strong support from the CPACS Dean, the Senior Vice Chancellor for Academic and Student Affairs, and the Chancellor. (See Appendix U School Governance.) Accreditation Standard The program describes how the social work faculty has responsibility for defining program curriculum consistent with the Educational Policy and Accreditation Standards and the institution s policies. Under the authority of the University of Nebraska - Board of Regents, the President of the University of Nebraska system, and the Chancellor of the University of Nebraska at Omaha, the GASSW faculty has autonomy and is responsible for all curricular issues. Institutional policies listed in the Bylaws of the Board of Regents of the University of Nebraska (March 2012, Chapter IV, p. 39) clearly outline the Rights and Responsibilities of Professional Staff, including Academic Responsibility and Academic Freedom. Found within those obligations are the following examples: to enroll, teach, and evaluate the work of students, to present the subject matter for courses as announced to the students and approved by authorities responsible for the curriculum., to study current developments and maintain competence in the areas of assigned courses; to examine continually and critically, the subject matter of such courses, as well as teaching techniques and proposals for improving higher education.

133 UNO Grace Abbott School of Social Work, MSW Program 130 The GASSW Curriculum Committee in conjunction with the GASSW Program Committee and Executive Body has authority in all curriculum-related issues, such as review, revision, and recommended changes to the GASSW curricula. Routine and ongoing monitoring are primary responsibilities of the Curriculum Committee and is especially pertinent in preparation for self-study reviews. The Educational Policy and Accreditation Standards promoted by the CSWE that describes how the explicit curriculum achieves the program s competencies through an intentional design (CSWE, EPAS 2008) have been thoroughly analyzed by the Curriculum Committee and GASSW faculty. Once approved by the Executive Body, new or revised syllabi go to the UNO Office of Graduate Studies for final University approval. Accreditation Standard The program describes how the administration and faculty of the social work program participate in formulating and implementing policies related to the recruitment, hiring, retention, promotion, and tenure of program personnel. The GASSW s formal Reappointment, Promotion, and Tenure Committee (RPT), Personnel Committee, and Director formulate and implement policies related to the recruitment, hiring, retention, promotion, and tenure of program personnel. The RPT Committee which consists of all tenured faculty meets frequently during Fall semesters to review and make recommendations on all faculty applications for reappointment, promotion, and tenure. The RPT Chair makes assignments for members to write letters regarding reappointment, promotion, and tenure for each member seeking RPT. The RPT Committee votes on its recommendations and provides a letter of recommendation that becomes part of the candidate s file. The letters are included in the candidate s file and provided to the Director who then addresses a letter regarding the candidate. The process continues in the CPACS Personnel Committee, where reviews take place by members who are elected by each department s faculty. A letter is written by the CPACS Personnel Committee, and all materials are forwarded to the CPACS Dean for review and letter, and then on to the Senior Vice Chancellor, and Board of Regents. The Personnel Committee enlists a sub-committee, the Search Committee, whose responsibility is to prepare materials for potential faculty candidates according to the needs of the School in the present and future. For example, an unprecedented three faculty searches occurred during this academic year ( ) in the GASSW. We were rewarded by the University of Nebraska Central Administration, Office of the President and Chief Administrator Officer with a tenured track line to seek a faculty candidate who would be based in Central and Western Nebraska, and specifically located at our sister institution, the University of Nebraska at Kearney (UNK). The GASSW received Program of Excellence funds by Central Administration in 2004 to begin this process with an off campus MSW program. We proceeded to admit graduate students for two cohorts in Central and Western Nebraska taught at the UNK campus from , and the most recent cohort in South Sioux City, Nebraska from With Central Administration s financial support, we will now have a dedicated GASSW faculty member who is located on UNK s campus and housed in the UNK Department of Social Work. The University of Nebraska is legislatively mandated by the Nebraska Legislature to provide

134 UNO Grace Abbott School of Social Work, MSW Program 131 graduate education to Nebraska citizens. Since the GASSW is the sole provider of graduate social work education, it was very important for University of Nebraska administration to support this effort. The GASSW Search Committee wrote the job description for the Central and Western Nebraska position as well as two additional job descriptions for new faculty who will join the GASSW in Fall Search Committee members review applicants files, conduct phone interviews, and ask the Director for permission to invite selected candidates for an on-campus visit. Arrangements are made for candidates to visit with faculty, the Director, campus administrators, and to provide a symposium lecture to faculty, students, and community members. Evaluations from all groups regarding the faculty candidate are tabulated by the Search Chair and a meeting is convened with the Search Committee. Discussion regarding the candidate ensues and a vote is taken among the Search Committee members on whether to invite the potential candidate to join the GASSW; the recommendation is given to the Director. The Director discusses the recommendation with the CPACS Dean who makes the official offer, if affirmative, to the selected candidate. Accreditation Standard The program identifies the social work program director. Institutions with accredited BSW and MSW programs appoint a separate director for each. The GASSW Director is Theresa Barron-McKeagney. She earned her BSW degree from the University of Iowa in 1981, and MSW degree from the University of Nebraska at Omaha in She joined the University of Nebraska at Omaha School of Social Work in 1989, as an Instructor. She was recruited and selected by the UNO College of Public Affairs and Community Service and social work faculty to participate in the Minority Faculty Development Program in This unique program provided opportunity and access to underrepresented groups who had attained their Master s degrees. Barron-McKeagney taught in the School of Social Work from 1989 to 1993, while working on her doctorate at the University of Nebraska-Lincoln in the Teacher s College-Community and Human Resources. She was selected by a national committee of Latino scholars to join 20 Latino doctoral scholars across the United States for three weeks at the University of California-Los Angeles in Summer 1990, to study Qualitative Research. When Barron-McKeagney completed her doctoral studies in December 1993, she was promoted to Assistant Professor and offered a tenure-track line in Spring 1994, by the School of Social Work. Barron-McKeagney achieved tenure and promotion to Associate Professor in Spring In 2001, her dissertation on Latina women in Nebraska was published by Routledge Press. From 1996 through 2004, Dr. Barron-McKeagney was either a Co-Principal Investigator or the Lead Investigator for three federally funded grants through the Department of Education, Housing and Urban Development, and the Office of Juvenile Justice and Delinquency-U.S. Department of Justice with regard to The Family Mentoring Program, and The Aguante Project. These funded grants totaled $310,000. Barron-McKeagney was also solicited by the Boys Town National Hospital in funded research, to ascertain why Latinos did not participate in biomedical research (July 2003-

135 UNO Grace Abbott School of Social Work, MSW Program ). The presentation of her qualitative research to the Boys Town National Hospital led to recommendations that Boys Town implemented in In Spring 2001, Barron-McKeagney was selected to receive UNO s Excellence in Teaching Award, which is a campus-wide recognition and only the second social work faculty member to ever receive this award. In 2001, she was selected to be the first Administrative Fellow by Dr. L. Dennis Smith, President of the University of Nebraska. She spent one year learning about NU Central Administration and all NU campuses, in addition to learning about legislative activities impacting the university and budget issues for the system. In Summer 2002, she was recommended by Dr. Smith to participate in the Bryn Mawr Summer Institute for Women in Higher Education. She was selected to participate in this program by Bryn Mawr and attended the summer institute in In Spring 2003, Dr. Barron-McKeagney was a candidate in a national search for the Director s position in the UNO School of Social Work. She was selected and approved by administration, social work faculty, students, and community groups. She began this appointment in Spring 2004 and has been Director since then. The School of Social Work received one of NU s most prestigious awards in Spring 2005, the University Wide Teaching Award, under her tenure. Only one department is selected from each of the four campuses and comes with a $25,000 award to the department. That same Spring, the School of Social Work received UNO s inaugural Strategic Planning Award for Student Focused Learning. Under Dr. Barron-McKeagney s tenure as Director, there have been eight new faculty and one lecturer hired since There are six faculty who were on board before Barron-McKeagney became the Director. In 2007, the faculty voted to retain Barron-McKeagney in the Director position, and in 2010, the faculty voted to retain Barron- McKeagney through 2013 as Director. These votes indicate support for Barron-McKeagney s leadership and tenure in the Director role by both senior faculty who have been at this institution for nearly 40 years, and those faculty who have been present less than four years at UNO. In 2008, Barron-McKeagney was promoted to Professor in the School of Social Work by senior faculty and the College s Personnel Committee and Vice Chancellor, and joins only three other faculty in this status in the GASSW. She was selected in June 2008, as an inaugural member to participate in the Leadership Academy in Aging, funded by The Social Work Leadership Institute and New York Academy of Medicine as one of 12 social work Deans and Directors from across the United States to study social work practice and policy issues impacting older adults, and social work s response to these emerging issues. In January 2012, she was elected as the first minority to serve as an officer in the Iowa West Foundation/Iowa West Racing Association as Secretary/Treasurer. This is a board that is a private non-profit community organization which awards $3.1 million dollars each quarter to southwest Iowa, Council Bluffs, Iowa and eastern Nebraska, including Omaha. Recently, Barron-McKeagney was recommended by UNO s Chancellor Christensen to participate in the Millenium Leadership Institute, a national program that seeks highly qualified people of color for training toward next administrative steps toward university presidencies. Barron-McKeagney has met the conditions that are held in high esteem at UNO; to be student focused, promote academic excellence, and engage with the community. She has also met all of the academic qualifications for promotion from instructor to full professor. She is demonstrating her respect for service at UNO by her leadership capacity and vision for the Grace Abbott School of Social Work. Barron-McKeagney is a well-respected campus leader.

136 UNO Grace Abbott School of Social Work, MSW Program 133 Accreditation Standard M3.4.4(a) The program describes the MSW program director s leadership ability through teaching, scholarship, curriculum development, administrative experience, and other academic and professional activities in social work. The program documents that the director has a master s degree in social work from a CSWE-accredited program. In addition, it is preferred that the MSW program director have a doctoral degree, preferably in social work. The MSW Director is Amanda Randall. Randall holds a Bachelor s degree from James Madison College, Michigan State University in Political Philosophy. Randall holds an MSW degree from the University of Nebraska at Omaha (1983), a CSWE-accredited institution. Randall received her doctorate from the University of Nebraska at Lincoln (2002) in Educational Psychology, Cognitive Psychology. Randall has been the MSW Director since Randall has been an adjunct faculty member since 1984, so understands the GASSW program and policies very well. In terms of her leadership ability through teaching, scholarship, curriculum development, administrative experience and other academic and professional activities, Randall has numerous skills. For example, she has only taught in the MSW program since 1984, but previous to that, has taught nearly all the curriculum in social work. Her knowledge of graduate social work education is broad. Her election to the office of President of the American Association of Social Work Boards from , and Vice Chair from , has provided the faculty and students a unique perspective on social work education policies and standards regarding licensure. To name a few committees that Randall has served on: UNO Faculty Senate, Judicial Affairs Committee, College of Public Affairs and Community Service (CPACS) Personnel and Curriculum. Professionally, she served on the Nebraska Board of Mental Health Practice (Chair), Council on Social Work Education Leadership Roundtable and Accreditation Site Visitor and the American Board of Examiners in Clinical Social Work. In the area of teaching, Randall s focus is in the clinical area. She currently maintains a private, part-time practice which supports her teaching very well. Students consistently comment on course evaluations how much they appreciate her practice insights in the discussion of theory and social work interventions. Mentioned previously regarding service learning pedagogy in the BSSW program, Randall has also taught advanced clinical courses using service learning. An example includes Randall s Clinical Research Methods course, an advanced class, where the students worked with an alternative high school in Omaha with a large population of diverse students. The aim was to help teachers and administrators understand behaviors of students at risk, and for the students to understand their own behaviors. Graduate social work students developed behavioral scales with input and discussion from both groups. Randall was elected to the Board of Directors of the Association for Social Work Boards (ASWB) in 2007, and elected president in She is currently chairing the ASWB/National Association of Social Workers Task Force on Standards for Supervision in Social Work.

137 UNO Grace Abbott School of Social Work, MSW Program 134 Accreditation Standard M3.4.4(b) The program provides documentation that the director has a full-time appointment to the social work program. The director, defined as the MSW Director, Amanda Randall has a full-time social work appointment as defined in Faculty Summary, Part I. Each semester, the Senior Vice Chancellor of Academic and Student Affairs, requests each faculty member s workload for that semester. For Fall 2011, Randall is identified as 100% AAUP Full-Time, which indicates that she is 1.0 FTE and under the contractual agreement between the University of Nebraska -Board of Regents and the American Association of University Professors. Her workload categories for Fall 2011 are 50% for the MSW Program Coordination and 50% for instruction. Accreditation Standard M3.4.4(c) The program describes the procedures for determining the program director s assigned time to provide educational and administrative leadership to the program. To carry out the administrative functions of the program, a minimum of 50% assigned time is required at the master s level. The program demonstrates this time is sufficient. The program director, as defined by the MSW Director, Amanda Randall has a 50% approved workload to provide educational and administrative leadership to the MSW program. The Director assigns workload to each faculty member each semester. The faculty member reports what type of research and service they will be doing to the Director and for documentation to the Senior Vice Chancellor s office. The number of MSW students at any one time in the Fall semester could number 200; the entire faculty advises graduate students. The Program Chair also supports the MSW Program Director with many issues related to the graduate program. Additionally, two task forces, Advanced Generalist and Clinical Concentration, are comprised of all graduate faculty. The goals of the task forces are to examine issues pertinent to each concentration, prepare comprehensive examinations and grade students written comprehensive examinations. The program demonstrates that 50% time allowed for administration of the MSW program is sufficient.

138 UNO Grace Abbott School of Social Work, MSW Program 135 Accreditation Standard The program identifies the field education director. Claudette Lee is the Field Education Director. Accreditation Standard 3.4.5(a) The program describes the field director s ability to provide leadership in the field education program through practice experience, field instruction experience, and administrative and other relevant academic and professional activities in social work. Lee has shown her ability to provide leadership in the field education program through practice experience, field instruction experience, administrative experience, and other relevant academic and professional activities in social work. Her social work practice experience as a clinical social worker began with the Akron Child Welfare Association in Akron, Ohio as a psychiatric social group worker from 1964 to 1966; Akron Child Guidance Center as a psychiatric social group worker in 1966; Eastern Nebraska Human Service Agency as a family therapist from 1977 to 1979, and with Family Service of Omaha as a family therapist from 1984 to From 1967 to 1970, Lee was an instructor in the Child Development Department in the College of Home Economics at Iowa State University in Ames, Iowa. Lee s former administrative experience was as Interim Director for Minority Students Services at UNO from 1990 to Lee directs the Field Education program in the GASSW; she has taught the field (practicum) seminar each semester since She has been a Field Commissioner for the CSWE s Commission on Field Education from 1993 to 2001, and 2002 to the present. Lee is also a Site Visitor for the CSWE and is selected by programs because of her expertise in the field program. Lee s dedication to diversity in the social work profession is witnessed by the number of research and teaching triangles (university-sponsored groups) she has been engaged with over the years. Two faculty development activities included: Swimming Against the Tide: Struggles of African American Educators in the Midwest and Researching Diversity Issues in Higher Education. Currently, Lee is working with a community links program, Exiting Omaha Street Gangs: Finding Support and Services.

139 UNO Grace Abbott School of Social Work, MSW Program 136 Accreditation Standard 3.4.5(b) The program documents that the field education director has a master s degree in social work from a CSWE-accredited program and at least 2 years of postbaccalaureate or postmaster's social work degree practice experience. Lee received her MSW degree from the University of Pittsburgh (1964), a CSWEaccredited institution. Her social work practice experience, postmaster s degree began as a clinical social worker with the Akron Child Welfare Association in Akron, Ohio, as a psychiatric social group worker from 1964 to 1966; Akron Child Guidance Center as a psychiatric social group worker in 1966; Eastern Nebraska Human Service Agency as a family therapist from 1977 to 1979, and with Family Service of Omaha as a family therapist from 1984 to Accreditation Standard M3.4.5(c) The program describes the procedures for determining the field director s assigned time to provide educational and administrative leadership for field education. To carry out the administrative functions of the field at least 50% assigned time is required for master s programs. The program demonstrates this time is sufficient. The GASSW has one Field Education Director who is assigned for both BSSW and MSW programs. Her assignment is 100% full-time. Dr. Barron-McKeagney, the GASSW Director, has institutional authority and responsibility for oversight regarding workload of all faculty, including the Field Director. Lee is also a member of the American Association of University Professors and is under the contractual agreement between the University of Nebraska Board of Regents and AAUP. In the Academic Year (AY) , Lee s workload is described in terms of percentages in field education (SOWK 4410 and SOWK 4420 BSSW Field; SOWK 8160 and SOWK 8170 MSW Foundation Field; and SOWK 8400 and SOWK 8410 MSW Advanced Field) which totals 100% allocation. In terms of the percentage breakout by student numbers, the entire program is roughly 25% BSSW and 75% MSW student populations. Thus, Lee s time spent on the baccalaureate program is proportionate (25%). Lee also supervises a staff member, the Associate Practicum Coordinator, Konnie Kirchner. Kirchner joined the Field Education office in She has the clinical social work license, and her job duties include teaching field (practicum) seminars, practicum instructor training, the organization of the annual practicum fair, community outreach to current practicum colleagues, and building new relationships with potential partners. With the support of the Associate Practicum Coordinator, the program has demonstrated that allocated time of 25% is sufficient.

140 UNO Grace Abbott School of Social Work, MSW Program 137 Accreditation Standard 3.5 Resources Accreditation Standard The program describes the procedures for budget development and administration it uses to achieve its mission and goals. The program submits the budget form to demonstrate sufficient and stable financial supports that permit program planning and faculty development. The College of Public Affairs and Community Service has routinely worked from a decentralized budget model that includes the schools and programs having the utmost discretion over the way that their individual budgets are used. The CPACS Dean is very supportive of each department s choices for expenditures. Each chair and director meets with the CPACS Dean each August and January to go over the budget items. At this meeting, several issues may be discussed, such as the need for part-time faculty, conference travel support for faculty, any large expenditure items, and new faculty searches. The GASSW has operated well within its budget allotment each year and has met the mission and goals within these parameters. The faculty address requests to the Director regarding support for travel to conferences, supporting lecturer series that enhance the School s mission, and other pertinent issues. To highlight one section of the mission: to advance knowledge through teaching and research, the faculty traveled extensively using the School s funds since the last self-study in Our research, scholarship, and creative activity and productivity have increased tremendously due to the financial support granted to faculty. This increase in productivity has led to the GASSW s national ranking in Well planned budgeting and understanding how faculty s scholarship enhances the mission of the School has benefited faculty, students, and the community. Therefore, the GASSW s budget is sufficient and stable to support the GASSW s needs for faculty, staff, and students. Also, each Fall we award nearly $30,000 in student scholarships to social work students. This is a phenomenal amount for the size of the GASSW. Through the generosity of our donors, students who apply and receive these scholarships benefit greatly. Previous and current faculty are also donors, and give generously each year to the following areas: student research (Barbara Veach Weitz), child welfare (Ann Coyne, current faculty member), and faculty development (Barron-McKeagney, Director).

141 UNO Grace Abbott School of Social Work, MSW Program 138 Provide all of the information requested below. If accredited baccalaureate and master s programs are being reviewed at the same time, use one form for each program. Type of Program: Baccalaureate X Master s Previous Year 2011 Current Year 2012 Next Year 2013 Program Expenses Dollar Amount % Hard Money Dollar Amount % Hard Money Dollar Amount % Hard Money Faculty & Administrators 634, , , Support Staff 69, , , Temporary or Adjunct Faculty & Field Staff 12, , , Fringe 176, , , Supplies & Services 17, , , Travel 7, , , Student Financial Aid 15, , , Technological Resources Other (Specify) TOTAL 935, ,115, ,149, Accreditation Standard The program describes how it uses resources to continuously improve the program and address challenges in the program s context. The GASSW has a legislated statewide mission to provide graduate education across the state of Nebraska. The School is aware of the continuous need for improvement and how to address these challenges in terms of being a rural state whose sole MSW program resides in Omaha, Nebraska. The GASSW has received Program of Excellence funds continuously, since 2004 to offer the MSW program to Central, Western, and Northeast Nebraska residents. We have trained close to 30 graduate social work students using these funds. The social work graduates remain in these areas to provide professional social work services to their communities. In Fall 2011, the GASSW received an unexpected surprise from the President s Office: a tenure track faculty position for $70,000, for the program to serve Central and Western Nebraska students. We hired a full-time tenured faculty member in Spring 2012, from the University of Nebraska at Kearney system who will lead graduate education in this area and develop the field practica for both foundation and advanced standing students. This was also indirectly related to a proposed plan from both UNO and UNK social work directors to combine BSW students at UNK with UNO MSW-Foundation students from Central and Western Nebraska. The UNO MSW

142 UNO Grace Abbott School of Social Work, MSW Program 139 Foundation students will be taught by UNK faculty and will begin graduate education in Fall We have also selected the Advanced Standing student group to begin in Fall This is testimony to the significant strength of the GASSW program, mission, and goals, especially with a restricted budget in a difficult economy. It also speaks highly of collaborative efforts between the two schools of social work (UNO and UNK), and the willingness to provide social work graduate education in areas that are high in need, especially the rural areas in Nebraska. The GASSW faculty developed five courses to offer in a hybrid distance education method to the cohort class in Northeast Nebraska ( ). Two more advanced standing courses are being developed at this time. Due to the increased fees associated with distance education, the GASSW has received a proportion of those fees which go into the School s budget to help support distance education, and other budgetary items that are appropriate for expenditure. This method of delivery will be important for social work graduate education at UNK. We still plan to offer some courses face to face, and social work faculty will travel to UNK to teach four weekends when planned. The GASSW has utilized its resources for off-campus graduate education very well, and that is the primary reason why the School received the faculty line from the President s Office. In addition to the faculty line from the President s Office, GASSW was also given permission to search for two faculty. One tenure-track faculty member is not returning to the GASSW in Fall 2012, so permission was granted to fill that position. One additional faculty line was open, and we were given permission to search on that line as well. Both searches ended successfully, so we have added two faculty members for on campus-at UNO which results in 16 full-time faculty members. The Director and CPACS Dean discuss each year, the resources that the GASSW requires to fulfill the mission and goals for the program. Faculty are engaged with the community, meeting one of the mission statements for both the GASSW and the university. Faculty are sought after vigorously by community members and leadership, to assist with program evaluation, after-school evaluations, and many other partnerships. These commitments are valued in the GASSW, but we also need support to teach the curriculum. The School maintains a very active part-time faculty who are committed to social work education. The use of part-time budget resources continues to be an essential part of the planning process for the GASSW to achieve its mission and goals. In the past year, the GASSW has been supported by two former program directors at Dana College, Jan and Richard Potter and also a former Dana faculty member, Jo Peterson, has taught in the social welfare policy and institutional oppression areas. Accreditation Standard The program demonstrates sufficient support staff, other personnel, and technological resources to support itself. The GASSW has a variety of professional and support staff, and other personnel to support the operation of its programs and pursuit of the mission and goals. Due to budgetary issues in 2010, GASSW administrative staff was reduced from 2.0 FTEs to 1.5 FTEs. Both administrative staff, who occupied these positions, had been support staff to the School for over 15 years. New staff began in January and February 2011.

143 UNO Grace Abbott School of Social Work, MSW Program 140 The need for administrative support is greatest during the academic year (August through May). In the past two years, the university administration has made decisions to go paperless as well as directing back to the units many things that were previously handled by other administrative staff, i.e., registrar s office, personnel, etc. For example, now all travel expenditures are processed electronically which go through many levels of approval, which is seen as time saving, but GASSW administrative staff have another step added to their process. The GASSW administrative staff relies on one student worker who is employed for 10 hours per week to assist in administrative activity. There are also two funded Graduate Assistants, who work 20 hours per week, who receive tuition support and a monthly stipend. One student works specifically for the Director, and the other student works with the Program and Assessment Chair. Both students assist faculty when requested. We are well supported by the CPACS Tech Center. The Tech Center has one coordinator and two staff to assist all CPACs faculty with technology resources. The GASSW ensures that each faculty has updated computers through unit analysis by the CPACS Tech Center. Each year, the Tech Coordinator assesses the age of faculty computers, and whether updates are recommended. Access to , voice mail, and inter-mediated technology, for example, Blackboard, are available from office, home, or any other off-campus location. We have several laptop computers available to both graduate assistants and faculty. Although we have had administrative changes within the GASSW, we have sufficient support staff and technological resources to support the GASSW. Accreditation Standard The program submits the library form to demonstrate comprehensive library holdings and/or electronic access and other informational and educational resources necessary for achieving its mission and goals. Description of the Collection to Support Study, Teaching, and Research in Social Work The University of Nebraska at Omaha s Criss Library has an extensive collection to support Social Work study, teaching, and research for undergraduates, graduates, and faculty. The Library is a newly remodeled, spacious facility located near the building housing the Social Work faculty and classrooms. In the primary discipline of Social Work, the Library owns 6,991 titles. The journal collection in the HV1-HV 5840 call number range includes 152 titles. Social Work research, however, draws upon multiple disciplines and the library offers many more resources in these closely related fields. For example, the Library s holdings in Psychology include 13,753 books and journals, Sociology 24,399 and Psychology 13,753. Social Work makes extensive use of our statistics and government documents collection, both online and in various formats (print, cd-rom, microform, and DVDs). UNO is a partial depository with a collection emphasis on Congress (including the Congressional Budget Office and the Government Accountability Office). Commerce (especially the Census Bureau), Defense (important for the number of veterans served in the Metro area), Energy, Environmental Protection Agency,Federal Trade Commission, Health and Human Services, Interior, Justice, Labor, Social Security Administration, State, Supreme Court, Transportation,and Treasury.

144 UNO Grace Abbott School of Social Work, MSW Program 141 UNO receives approximately documents per year. The Library catalogs Internetaccessible documents at the federal and Nebraska state level. The Documents Library proactively catalogs Internet-based resources. Access to documents is further enhanced by the electronic databases for legal information--lexis-nexis Congressional and Westlaw Campus Research. These two databases provide comprehensive online, full-text access to Congressional publications, federal and state statutes, federal and state court decisions, and approximately 700 law reviews and journals. Faculty may recommend purchases to the librarian in a variety of ways , internal mail, Contact Us links on the library s home page ( and through personal contact. Special forms are not required to submit a purchase request, and faculty requests receive the highest priority. In the near future, the Library will launch a Demand Driven Acquisitions (DDA) service. A collection of bibliographic records for e-books will be uploaded into the library catalog. Library users will have the option of buying the books through DDA by using a simple point-and-click operation. There are RSS feeds available to alert faculty and students to new books, videos, e-books, and other materials added to the online catalog. These lists are updated monthly. Staffing One librarian, Linda Parker, is designated as the specialist for Social Work. Linda has had graduate level coursework in Social Work and American Studies at the University of Kansas, as well as graduate courses in Public Administration at UNO. All UNO librarians have multiple subject assignments. The Social Work librarian is also responsible for collection development and information services for the related fields of Sociology, Latino Studies, Black Studies, Native American Studies, Women s and Gender Studies, Children/Youth/Family, Gerontology, Criminal Justice, and Public Administration. There is a great amount of overlap among these areas, and work in one area reinforces the collections and services of the related areas. Additional Reference staff (4 librarians and 2 paraprofessionals) are trained in general inquires related to Social Work, and work cooperatively to assure a high level of service. Hours The Library operates a semester schedule of 98 hours per week. During Fall and Spring semesters, the hours are: Monday - Thursday 7:00 am 12:00 am Friday 7:00 am 5:00 pm Saturday 9:00 am 5:00 pm Sunday 12:00 pm 12:00 am Summer hours are slightly reduced due to lower demand and are: Monday - Thursday 7:00 am 9:00 pm Friday 7:00 am 5:00 pm Saturday 12:00 pm 5:00 pm Sunday 12:00 pm 9:00 pm Additional hours are added during Study Week and Finals. Use of the library outside normal hours can be arranged by faculty members. Online access is available 24 hours per day, yearround.

145 UNO Grace Abbott School of Social Work, MSW Program 142 Budget The Library has made intensive efforts to convert as many print periodicals to an online format. Care was taken to insure that there was continuous coverage and no loss of content. The conversion to online access supports distance students but also assists nontraditional students enrolled in Social Work. State-aided budgets for collections have been static for several years. However, the Library has benefitted from the use of student library fees and university technology fees to increase the collections and facilities for students. The budget forecast for the library s immediate future is positive (see Table 43). Table 43 Library Budget Forecast Fiscal Year Books Serials Totals $3,780 $12,500 $16, $2,987 $11,325 $14, $2,850 $13,985 $16,835 Circulation Information Since the library s Integrated Library System was adopted in 1995, there have been 66,168 items checked out from the HV1-HV5840 call number range. Database statistics are not tabulated by the department of the user, but this figure indicates a healthy degree of use by the campus community. The most recent usage information by all library users for databases relevant to Social Work is from FY is shown in Table 44. Table 44 Library Usage Database # of Searches Social Services Abstracts 1,804 Sociological Abstracts 1,903 PsycInfo 86,869 JSTOR 161,507 Project Muse 5,405 Sage Premier 6,286 Wiley Blackwell 63,030 The library loans books and government documents for 4 weeks for undergraduates, 8 weeks for graduate students, and 16 weeks for faculty. In addition to the traditional reserve service, the Library offers electronic reserves within the guidelines of copyright law. Professors also have the options of providing DOIs or URLs in the class Blackboard accounts for students to link directly to full-text articles in the library s array of databases. Interlibrary loan is available to all students and faculty. Reciprocal borrowing agreements mean that most ILL requests are free to UNO patrons. The Library subsidizes the copyright fees for articles. Journal articles from other libraries are delivered electronically to students and faculty. The reciprocal agreements among Omaha libraries (UNO, University of Nebraska Medical Center, Creighton University, College of St. Mary, and Metropolitan

146 UNO Grace Abbott School of Social Work, MSW Program 143 Community College) allow UNO students to borrow materials directly by using their UNO ID cards. Equipment and Technology The library invests heavily in equipment, software, and technology to serve UNO students. Criss library has 4 classrooms, 3 of which are computer labs for library instruction. In addition to the classrooms, the library has 100 open access computers for students and faculty, the largest computer lab on campus. There are group study rooms with computers and large screen monitors as well as individual study rooms. Both types of rooms can be reserved online by students or through touch screens outside the room. The group study rooms have Microsoft Office products, multi-media software, and statistical software such as SPSS. Social Work students can check out cameras, laptops, tablets, and e-book readers such as Kindles and Kindle Fire devices. During the fiscal year, the library expanded its e-book collections, streaming educational videos and streaming music collections. Reference and Information Services Students may seek general reference assistance at the Library s Reference Desk. The Social Work librarian provides instruction on using specialized resources at both the undergraduate and graduate level. She also provides specialized research consultations, available by appointment. To meet the needs of distance, nontraditional, and working students, webinar software or Skype is used for synchronous consultations. For asynchronous contacts, the librarian responds to voice mail and requests for assistance. Responses often include a Jing video created by the librarian explaining how to access resources. Subject specific research guides ( also point the student to recommended sources for study and research. The library is a member of the Inter-University Consortium for Political and Social Research (ICPSR). Students and faculty may create REFWORKS accounts to manage bibliographic citations for research. The Library is implementing an Institutional Repository which would allow students and faculty to develop electronic portfolios. Students can use the portfolios to demonstrate their competencies within their degree programs or to share information with future employers about their university experience. Library Instruction The Social Work Librarian is available for presentations on the use of library and information sources in a variety of settings the classroom, face-to-face research consultations, and through interactive media (chat, webinars, and Skype). A variety of general bibliographic instruction and tutorial on use of software is also available. Data for instruction specific to Social Work is included in Tables 45 and 46:

147 UNO Grace Abbott School of Social Work, MSW Program 144 Table 45 Library Instruction in Courses # of # of Students AY Course # Classes BSSW MSW SOWK SOWK SOWK SOWK SOWK SOWK SOWK SOWK SOWK Totals Table 46 Research Consultations AY BSSW MSW Faculty Spring TOTALS Accreditation Standard The program describes and demonstrates sufficient office and classroom space and/or computer-mediated access to achieve its mission and goals. Since the last reaffirmation in 2005, the GASSW has moved into a newly renovated college building. The CPACS building is located in the center of the main UNO campus. Previously, the School was located in an older home in the southwest corner of the main campus. While the new building was being renovated, the School was located in the Milo Bail Student Center. In 2008, all CPACS faculty moved together into the newly renovated college building. For the first time in the colleges history, all programs are housed under one roof, which creates more readily available partnerships amongst social work, aviation, criminal justice, gerontology, public administration, labor studies, and continuing education studies. Each faculty member has sufficient office space located on the second floor of the building. Graduate assistants are located in cubicles on the east end of the suite, and administrative staff are located in one large office designed with the intent that information regarding program issues, etc., would be more easily managed. Since moving into the CPACS building, at least 75% of all social work courses, both BSSW and MSW are taught in classrooms within the building. Classroom space is provided according to

148 UNO Grace Abbott School of Social Work, MSW Program 145 the size of the class and is assigned by the university s registrar. If unable to place social work courses into CPACS classrooms, two other nearby buildings are utilized (Allwine Hall and Durham Science Center). All classrooms are state of the art regarding technology, being equipped with computers, internet access, and high-definition large screens for videos and films. Classroom space and computer-meditated access are sufficient and have greatly improved the quality of teaching mechanics since Accreditation Standard The program describes its access to assistive technology, including materials in alternative formats (e.g., Braille, large print, books on tape, assistive learning systems). The Dr. C. C. and Mabel L. Criss Library offers multiple formats to assist students with access to assistive technology. Those formats include technological accessibility, teletypes for the hearing impaired, talking software and enlarged viewer screens for visually impaired students, escort service to access books from the library for students in wheelchairs, and provision of services for students with alternative testing requests. The university s Office of Disability Services provides cost-free assistance to students with documented disabilities to ensure equal access to all aspects of university life. The university provides reasonable accommodations to ensure that students with documented disabilities have equal programmatic and curricular access. The most frequently requested accommodations include extended time for taking examinations, note-taking, books on tape, and accessible parking and classrooms.

149 UNO Grace Abbott School of Social Work, MSW Program 146 Accreditation Standard 4.0 Assessment Accreditation Standard The program presents its plan to assess the attainment of its competencies. The plan specifies procedures, multiple measures, and benchmarks to assess the attainment of each of the program s competencies (AS B2.0.3; AS M2.0.4). The School adopted the 10 core competencies recommended by CSWE. For the Foundation program, the generalist faculty accepted the 41 practice behaviors as offered by CSWE; these practice behaviors were adopted by the School. The advanced standing faculty developed 42 and 44 practice behaviors for the Advanced Generalist and Clinical concentrations, respectively; these practice behaviors were adopted by the School. (See Appendix A EPAS Competencies and Practice Behaviors.) Multiple Assessment Measures The School developed three assessment tools at each of the Foundation and Advanced levels for its overall assessment plan. The assessment tools utilize various perspectives and approaches, as shown in Table 47. Assessment Tool Practicum Evaluation Tool, Instructor Practicum Student Self-Evaluation Generalist Assessment Tool (Foundation only) Comprehensive Exam Table 47 Overall Assessment Plan Qualitative Who Type of or Measures Measure Quantitative Practicum Application Qualitative/ Instructor Quantitative (external) Student (selfassessment) Faculty Faculty Application Knowledge (some Application) Application, Knowledge Qualitative/ Quantitative Quantitative Qualitative/ Quantitative When Administered Upon students completion of Foundation and Advanced practicum Very near students completion of Foundation and Advanced practicum When Foundation students begin Advanced courses Near students completion of Advanced coursework Practicum Evaluation Tool: Instructor and Student Self-Assessment The Practicum Evaluation Tool is a measure of students ability to apply the core competencies and practice behaviors. The Practicum Evaluation Tool is completed by the Practicum Instructor, and is thus an external measure. (See Appendix L for the Practicum

150 UNO Grace Abbott School of Social Work, MSW Program 147 Evaluation Tool-Foundation level, Appendix M for the Practicum Evaluation Tool-Advanced level.) The tool has 35 practicum tasks at the Foundation level, and 45 practicum tasks at the Advanced level, and is the basis for students Practicum Learning Contract. (The Generalist and Advanced Practicum Learning Contracts are in Appendix K.) Practicum Instructors rate students on each practicum task on a scale of 1 to 10, with 1 being low and 10 being high. Each practicum task is mapped to one or more competencies and practice behaviors at both the Foundation and Advanced levels. (The mapping of practicum tasks to competencies and practice behaviors is shown in Appendix L for Generalist, and in Appendix M for Advanced.) Scores are totaled, averaged, and moved to a 1 to 5 scale for assessment purposes. Using the same Practicum Evaluation Tool outlined above, Foundation and Advanced students complete self-assessments at the conclusion of practicum (a self-assessment). Generalist Assessment Tool The Generalist Assessment Tool is a faculty measure of students knowledge and application. The Generalist Assessment Tool assesses students completing the Foundation program. It contains 70 multiple choice items that were developed by generalist faculty at the Grace Abbott School of Social Work in Fall Each item is mapped to one or more competencies and practice behaviors. After initial testing and piloting, the tool was first administered in Spring 2011, and then again in Fall Based on results and student feedback, items have and continue to undergo some revision. Generalist Assessment Tool items will continue to be evaluated for clarity and usefulness. Also, implementation of the Generalist Assessment Tool will continue to be evaluated, including online and offsite administration of the tool, and possible incentives. (The Generalist Assessment Tool is shown in Appendix I, along with the mapping of items to competencies and practice behaviors.) Comprehensive Exam The Comprehensive Exam is also a faculty measure of students knowledge and application. The Comprehensive Exam is administered to all MSW students near the completion of their Advanced courses. The Comprehensive Exam was developed as a faculty measure to gauge students achievement and ability to apply competencies and practice behaviors. The Comprehensive Exam and its accompanying policies and procedures were developed by faculty, and first administered in Spring 2011, and then administered again in Fall (A Comprehensive Exam had been used previously to Spring 2011, but it was replaced by this new exam to better assess student outcomes on EPAS core competencies and practice behaviors. Based on student feedback and exam results, some items on the Comprehensive Exam were revised between the Spring 2011 and Fall 2011 administrations. Also, weighting of open-ended questions and multiple items was adjusted between administrations as was the time available to take the exam.) Open-ended questions comprise 90% of the exam and typically remain the same from semester-to-semester. These questions are based on cases that are developed by each of the Task Forces, Advanced Generalist and Clinical, and are provided to students at the time they take the Comprehensive Exam. Cases are unique to each concentration and are kept confidential. Exam questions are unique to each of the two concentrations, Advanced Generalist and Clinical, were developed by the respective Task Forces, and were approved by the Executive Body. These questions are made available to students at any time as they are posted on the School s website and are provided at the Comprehensive Exam Orientation.

151 UNO Grace Abbott School of Social Work, MSW Program 148 Multiple-choice items comprise 10% of the exam and are provided to students at the time they take the Comprehensive Exam. These items change from semester-to-semester and are kept confidential. Multiple-choice items for students in the Advanced Generalist concentration are in the clinical practice area. Multiple-choice items for students in the Clinical concentration are in the macro practice and policy areas. Comprehensive Exam items, both open-ended and multiple choice, are mapped to EPAS core competencies and practice behaviors. Scores are totaled, averaged, and weighted based on the number of points for particular items. (See Appendix E for the Comprehensive Exam: Advanced Generalist and Clinical, the Comprehensive Exam policy, and to see how items are mapped to Advanced Generalist and Clinical competencies and practice behaviors.) Assessment Benchmarks All assessment results are ranked on Likert scale of 1 to 5, where 1 is low and 5 is high. The School set a benchmark of 4 (80%) for all areas of assessment. At this time, each assessment is assigned equal weight; as measures mature, weighting will be considered. Specific Procedures for Assessment Measures Practicum Instructor Evaluation The Practicum Instructor Evaluation is conducted as follows. Each student completes a Learning Contract at the beginning of both the Foundation and Advanced practicum. At the end of practicum, each Practicum Instructor rates each student on a Likert scale of 1 to 10 for each practicum task. The Practicum Instructor signs and submits this Practicum Evaluation Tool to the Practicum Office. The Practicum Office assigns the course grade based on the results of the Practicum Evaluation Tool. The Tool is then given to the Assessment Committee chairperson who enters the practicum task scores into a spreadsheet and calculates competency and practice behavior ratings based on the previously mentioned map. Since the Tool is used for calculating the students course grades, the response rate is 100%. (The Generalist and Advanced Practicum Learning Contracts are in Appendix K. The Practicum Evaluation Tool-Foundation level is in Appendix L, and the Practicum Evaluation Tool-Advanced level is in Appendix M. The mapping of practicum tasks to competencies and practice behaviors is shown in Appendix L for Generalist, and in Appendix M for Advanced.) Practicum Student Self-Evaluation The Practicum Student Self-Evaluation is conducted in similar fashion to the Practicum Instructor Evaluation, except it is completed by the individual practicum student and the rating is only used for School assessment. The Assessment Committee s the Practicum Evaluation Tool to each student who is nearing completion of practicum. The student is invited to complete the Tool and is given 2-3 weeks in which to submit his/her ratings. One or more reminders may be sent. The Assessment Committee enters the practicum task scores into a spreadsheet and calculates competency and practice behavior ratings based on the previously mentioned map.

152 UNO Grace Abbott School of Social Work, MSW Program 149 Generalist Assessment Tool The Generalist Assessment Tool is administered online to Foundation students when they begin Advanced courses. Students are ed a link to the Tool and are invited to take the Tool within one week; they are provided one reminder. Students are advised that the Tool will take minutes to complete the 70 multiple-choice items; they are asked not to reference notes, books, or other materials while taking the Tool. At multiple times, students are informed that results will not impede nor promote their progress in the MSW program, and that results will be used solely for program assessment. Students are asked to provide their name and address so individual results can be provided to them, both overall and by competency. Providing students with their own scores is the only incentive we offer to students for their completion of the Tool. Scores are kept confidential; they are not recorded in students files or provided to advisors or any other faculty. (The Generalist Assessment Tool is shown in Appendix I, along with the mapping of items to competencies and practice behaviors.) Comprehensive Exam The current, specific procedures for administering the Comprehensive Exam are shown in the Comprehensive Exam Policy and Procedures (see Appendix E). A number of items on the Comprehensive Exam were revised after the first implementation in Spring In Spring of 2011, 80% of the exam was open-ended and casebased. As faculty considered the weighting of items, this was changed to 90% in Fall Additionally, instructions and items for both the Advanced Generalist and Clinical exams were clarified. More specifically, the Clinical exam was revised to encourage student to provide more fully developed answers and to do better at differentiating between describing a theory and providing a rationale for the choice of theory. Also, the Clinical exam added an item to assess students understanding of groups (leadership, roles, etc.). Accreditation Standard The program provides evidence of ongoing data collection and analysis and discusses how it uses assessment data to affirm and/or make changes in the explicit and implicit curriculum to enhance student performance. The School has been using assessment results to inform its explicit and implicit curriculum long before it was required to do so by EPAS However, EPAS 2008 has certainly increased our efforts in this area, and helped us to see the benefit to our School and our students. All assessment activities discussed in this section are ongoing and are continuously reviewed for their ability to capture the effectiveness of our programs and to inform us of needed changes, especially in light of ever-changing contexts.

153 UNO Grace Abbott School of Social Work, MSW Program 150 Explicit Curriculum Evidence of Ongoing Data Collection and Analysis The Practicum Evaluation Tool. The Practicum Evaluation Tool has been administered at the Foundation and Advanced levels since Spring 2009 (see Table 48). Total sample sizes at each level ranged from 57 to 78. The response rate for the Practicum Instructor s use of this tool was 100% (the tool is used for assigning students practicum grades). Table 48 Practicum Evaluation Tool - Administration Advanced Standing Foundation Advanced Generalist Clinical Semester # invites # rec d % rec d # invites # rec d % rec d # invites # rec d % rec d Spring % % % Summer % % % Fall % % % Spring % % % Summer % % % Fall % % % Spring % % % Summer % % % Totals % % % Practicum Instructor scores on each competency were well above the 4.0 benchmark at the Foundation level and at the Advanced level, for students in both the Advanced Generalist and Clinical concentrations (see Figures 1-3). (Specific scores for each level and concentration (Foundation, Advanced Generalist, Clinical) are shown by core competency and practice behavior in Appendixes L and M.) Mean Score Figure 1 Practicum Evaluation Tool, Instructor MSW Program, Foundation Identity Ethics Critical Diversity Thinking Social Justice Competency Research HBSE Policy Context Practice n=78

154 UNO Grace Abbott School of Social Work, MSW Program 151 Figure 2 Practicum Evaluation Tool, Instructor MSW Program, Advanced Generalist Concentration Mean Score Identity Ethics Critical Diversity Thinking Social Justice Competency Research HBSE Policy Context Practice n=76 Figure 3 Practicum Evaluation Tool, Instructor MSW Program, Clinical Concentration Mean Score Identity Ethics Critical Diversity Thinking Social Justice Competency Research HBSE Policy Context Practice n=57 Practicum Student Self-Evaluation. The Practicum Student Self-Evaluation has been administered since Summer Overall sample sizes ranged from 27 to 43, and an overall response rate ranged from 79% to 88% (see Table 49).

155 UNO Grace Abbott School of Social Work, MSW Program 152 Table 49 Practicum Student Self-Evaluation - Administration Advanced Standing Foundation Advanced Generalist Clinical Semester # invites # rec d % rec d # invites # rec d % rec d # invites # rec d % rec d Summer % % % Fall % % % Spring % % % Summer % % % Totals % % % As shown in Figures 4, Practicum Student Self-Evaluation scores on each competency were at or above the 4.0 benchmark at the Foundation level, and at the Advanced level for students in both the Advanced Generalist and Clinical concentrations. (Specific scores for each level and concentration (Foundation, Advanced Generalist, Clinical) are shown by core competency and practice behavior in Appendixes L and M. Mean Score Figure 4 Practicum Student Self-Evaluation MSW Program, Foundation Identity Ethics Critical Diversity Social Thinking Justice Competency Research HBSE Policy Context Practice n=43

156 UNO Grace Abbott School of Social Work, MSW Program 153 Figure 5 Practicum Student Self-Evaluation MSW Program, Advanced Generalist Concentration Mean Score Identity Ethics Critical Diversity Social Thinking Justice Competency Research HBSE Policy Context Practice n=30 Figure 6 Practicum Student Self-Evaluation MSW Program, Clinical Concentration Mean Score Identity Ethics Critical Diversity Thinking Social Justice Competency Research HBSE Policy Context Practice n=27 Generalist Assessment Tool. The Generalist Assessment Tool was administered twice (Spring 2011 and Fall 2011), with a sample size of 28, and an average response of 90% (see Table 50). (The Generalist Assessment Tool was also administered to entering Advanced Standing students as a non-equivalent comparison group.)

157 UNO Grace Abbott School of Social Work, MSW Program 154 Table 50 Generalist Assessment Tool - Administration Semester # Invited # Completed % Received Spring % Fall % TOTALS % Comparison group: Fall 2011 (Advanced Standing) % The average score on the Generalist Assessment (GA) Tool was 4.1 on the Likert scale of 1 to 5 (or 81%). As shown in Figure 7, Generalist Assessment Tool scores ranged from 3.4 to 4.6, with lower scores on the following competencies: Critical Thinking, Social Justice, Research, Policy, and Context. A review of items and the curriculum has commenced since receiving these results. (Specific scores are shown by core competency and practice behavior in Appendix I.) (For Advanced Standing students, the average score on the Generalist Assessment Tool was nearly identical: 4.2. These scores are also shown in Figure 7. Low scores were similar to those at the Foundation level.) Figure 7 Generalist Assessment Tool - MSW Program, Foundation (with comparison group) Mean Score Identity Ethics Critical Diversity Thinking Social Justice Competency Research HBSE Policy Context Practice GA Tool Advanced Standing GA Tool Benchmark Comprehensive Exam Advanced Generalist Concentration. The Comprehensive Exam was administered in Spring and Fall 2011 to 35 Advanced Generalist students (see Table 51). Of these 35 students, 74% passed the written exam (26 out of 35 students). Of those who did not pass the written exam, 89% passed the subsequent oral exam (8 out of 9 students). The mean score for Advanced Generalist students taking the comprehensive exam was 81 out of 100 points. As shown in Table 52 and Figure 8, comprehensive exam scores for Advanced Generalist students were all above the benchmark of 4.0, except for in Competency #6 Research.

158 UNO Grace Abbott School of Social Work, MSW Program 155 (See specific scores by core competency and practice behavior for Advanced Generalist students in Appendix E.) Table 51 Comprehensive Exam MSW Program, Advanced Generalist Concentration Pass Rates Spring 2011 Fall 2011 Overall # % # % # % Students took written exam Students passed written exam 17 74% 9 75% 26 74% Students who took oral exam Students who passed oral exam 5 83% 3 100% 8 89% Mean score on exam (out of 100) Table 52 Comprehensive Exam MSW Program, Advanced Generalist Concentration Competency Spring 2011 Fall 2011 Average #1 Identity #2 Ethics #3 Critical thinking #4 Diversity #5 Social justice #6 Research #7 HBSE #8 Policy #9 Context #10 Practice sample size n=35

159 UNO Grace Abbott School of Social Work, MSW Program 156 Mean Score Figure 8 Comprehensive Exam MSW Program, Advanced Generalist Concentration Identity Ethics Critical Diversity Thinking Social Justice 3.7 Competency Research HBSE Policy Context Practice n=35. Comprehensive Exam Clinical Concentration. The Comprehensive Exam was administered in Spring and Fall 2011 to 40 Clinical students (see Table 53). Of these 40 students, 80% passed the written exam (32 out of 40 students). Of those who did not pass the written exam, 75% passed the subsequent oral exam (6 out of 8 students). The mean score for Clinical students taking the comprehensive exam was 85 out of 100 points. As shown in Table 54 and Figure 9, comprehensive exam scores for Clinical students were all above the benchmark of 4.0, except for in Competency #8 Policy. (See specific scores by core competency and practice behavior for Clinical students in Appendix E.) Table 53 Comprehensive Exam MSW Program, Clinical Concentration Pass Rates Spring 2011 Fall 2011 Overall # % # % # % Students took written exam Students passed written exam 18 82% 14 78% 32 80% Students who took oral exam Students who passed oral exam 3 75% 3 75% 6 75% Mean score on exam (out of 100)

160 UNO Grace Abbott School of Social Work, MSW Program 157 Table 54 Comprehensive Exam MSW Program, Clinical Concentration Competency Spring 2011 Fall 2011 Average #1 Identity #2 Ethics #3 Critical thinking #4 Diversity #5 Social justice #6 Research #7 HBSE #8 Policy #9 Context #10 Practice sample size: n=40 Mean Score Figure 9 Comprehensive Exam MSW Program, Clinical Concentration Identity Ethics Critical Diversity Thinking Social Justice Competency Implicit Curriculum The GASSW utilizes Advising and Exit Surveys to inform the School s implicit curriculum. Informally, the School s explicit curriculum is also informed through these assessment tools. Also discussed in this section are student GPAs, Clinical Exam pass rates, results from university course evaluations. Finally, our retention and graduation rates are discussed. Advising Survey. The Advising Survey is administered each Spring to all admitted social work students. The survey includes items on a Likert scale of 1-5, and several open-ended questions. The Advising Survey was developed by faculty in Fall 2009, to inform the School s advising practices. (See the advising survey in Appendix B.) Research HBSE Policy Context Practice n=40

161 UNO Grace Abbott School of Social Work, MSW Program 158 The Advising Survey was first administered online in Spring 2010, with a response rate of 53%. The survey was again administered in Spring 2011, with a response rate of 42% (see Table 55). Table 55 Advising Survey - Administration Semester # of Invitations # of Responses Response Rate Spring % Spring % TOTALS % Overall, MSW students reported being pleased with the academic advising they received. The highest and lowest means are reported in Table 56. The items with high means are items that are important to the School. Items with low means are either not a high priority for the School in advising, or are a new expectation to be included in our advising. (Specific Advising Survey results are shown in Appendix B.) Table 56 Advising Survey Results Survey Item Mean Items with high means: I have a current copy of my Plan of Study My advisor offers information to me when needed My advisor gives me sufficient time in advisement meetings 4.39 My advisor has clearly communicated the academic requirements for my Plan of Study 4.39 including required courses and prerequisites. I come prepared for advising meetings by reviewing the schedule, course offerings, and 4.33 my Plan of Study My advisor is prompt in communication with me Items with low means: My advisor discusses career planning with me My advisor has talked with me about the School s Academic Policies and Standards 3.57 My advisor is knowledgeable about other University services 3.68 Exit Survey. The School s Exit Survey was completely revised by faculty in Spring 2010, to inform the School s overall programs. The survey is administered online at the end of each semester to all graduating social work students. The survey includes items on a Likert scale of 1-5, and one open-ended question. (See the Exit Survey in Appendix H.) The response rates on the Exit Survey between Spring 2010 and Summer 2011, ranged from 61 to 75%, as shown in Table 57.

162 UNO Grace Abbott School of Social Work, MSW Program 159 Table 57 Exit Survey - Administration Semester # Invitations # of Responses Response Rate Spring % Summer % Fall % Spring % Summer % TOTALS % Overall, Exit Survey results show that MSW students were pleased with the program. (Scores are discussed here for graduating students who responded in Spring 2010 (n=15) and Spring 2011 (n=20), as those are the biggest sample sizes.) Three-fourths of graduating students would either recommend or highly recommend the MSW program to other students (74% in Spring 2010, and 77% in Spring 2011). On a scale of 1 to 5, with 1 being very dissatisfied and 5 being very satisfied, students rated their overall experience at the School as 4.26 in Spring 2010, and 4.55 in Spring On the same scale, students rated their entire educational experience at UNO as 4.35 in Spring 2010, and 4.46 in Spring 2011 (see Figure 10). 5 Figure 10 Exit Survey Results Graduating MSW Students' Overall Experiences Mean Scores School UNO 1 Spring 2010 Spring 2011 The Exit Survey asks students on a scale of 1 to 5, with 1 being low and 5 being high, what the School emphasizes. Highest ratings were given in the School emphasizing Developing professional values, demeanor, and behavior (4.41 in Spring 2010, and 4.43 in Spring 2011), Gaining competence in social work practice and behaviors (4.26 in Spring 2010, and 4.33 in Spring 2011), and application of theoretical concepts to social work practice (4.11 in Spring

163 UNO Grace Abbott School of Social Work, MSW Program , and 4.31 in Spring 2011). A lower but not alarming rating was given in the School emphasizing Support for students academic challenges as related to family, work, health issues, etc. (3.93 in Spring 2010, and 4.02 in Spring 2011). (Specific Exit Survey results are shown in Appendix H.) Student Comments on Open-Ended Items in the Exit and Advising Surveys. Students commentaries were very positive about the School of Social Work in both advisement and exit surveys. Some student commentaries include: Faculty are consistently recognized as being top notch, warm, compassionate, understanding, intelligent, well-educated, and have a diverse array of interests and expertise. Most professors are very genuine and intentional with the students and show they care not just about teaching the subject material, but in the overall quality of students lives and careers. One student addressed that achievement of a national ranking, such as the U.S. News and World Report, would provide the GASSW with increased awareness among perspective students and let the rest of the world know what a great school it is. The UNO School of Social Work does well at keeping communication with faculty and students open. The School is very strong on being student-centered. They make extremely generous efforts to care for the whole student, their family life, and their needs. The School s faculty are incredibly generous with their time and knowledgeable of their practice. I would love to see the School continue to diversify its faculty and its student body. Student Grade Point Average (GPA). While not an outcome indicator, student grades are an indicator of students experiences in social work courses. In Fall 2011, the average GPA for the 157 enrolled in graduate social work courses was Licensing Exam. The pass rate for first-time test-takers of the Clinical Exam (the only exam used in Nebraska) is 78%; for graduates of GASSW, the rate is 82%. Our MSW students, both those graduating with Clinical and Advanced Generalist concentrations, appear to be prepared to pass the licensing exam. University Course Evaluations. A university course evaluation form is administered to students in each course (excluding practicum) near the end of the semester. Students rate their experience with the course and instructor on a one to five scale, with one being strongly disagree and five being strongly agree. Data is presented here from one domain on this course evaluation form: Individual Rapport. Tables 58 and 59 provide support for the School s implicit curriculum by showing the positive atmosphere within the School toward students overall. Spring 2010 and Fall 2011 course evaluations were combined for the required Foundation courses. These courses included: SOWK 8070 HBSE I (n=27) SOWK 8080 HBSE II (n=33) SOWK 8090 Social Welfare Policy (n= 34) SOWK 8110 Institutional Oppression (n=33)

164 UNO Grace Abbott School of Social Work, MSW Program 161 SOWK 8130 Generalist Practice I (n=30) SOWK 8150 Generalist Practice II (n=31) A total of 167 out of 188 responses were available for analysis. The average responses are shown in Table 58; all averages are 4.23 or higher on this one to five scale. Table 58 University Course Evaluations: Foundation Courses Item Average Instructor was friendly towards individual students Instructor made students feel welcome in seeking help/advice outside of class Instructor was adequately accessible to students during office hours or after class Instructor had a genuine interest in individual students Individual Rapport Domain (overall) 4.41 Spring 2010 and Fall 2011 course evaluations were combined for the required Advanced courses for both Advanced Generalist and Clinical concentrations. These courses included: SOWK 8190 Research and Computer Applications (n=51) SOWK 8220 Clinical Social Work with Individuals (n=58) SOWK 8250 Social Work Practice with Families (n=59) SOWK 8510 Supervision and Personnel Administration (n= 54) A total of 214 out of 222 responses were available for analysis. The average responses are shown in Table 59; all averages are 4.30 or higher on this one to five scale. Table 59 University Course Evaluations: Advanced Courses Item Average Instructor was friendly towards individual students Instructor made students feel welcome in seeking help/advice outside of class Instructor was adequately accessible to students during office hours or after class Instructor had a genuine interest in individual students Individual Rapport Domain (overall) 4.44 Retention and Graduate Rates. Utilizing our School s Plan of Study database, we are able to closely track our students progress through the MSW program. Through the Plan of Study database, we are also able to carefully track students academic behaviors, including course enrollments and grades; we also record their contact information, advisor, concentration, and deficiencies (if any). Each student s Plan of Study is audited on a regular basis by the Program Chairperson and the Program Graduate Assistant. Students are regularly provided a copy of their current Plan of Study showing courses completed and grades earned, courses planned for upcoming semesters, deficiencies (if any), advisor, admission date, and planned dates for comprehensive exam and graduation. The Plan of Study database allows the School to not only monitor student progress, but also provides a historical record of course enrollments and projects student enrollments in upcoming courses. The database also allows program statistics to be reliably gathered. Table 60 shows student census each semester since Fall 2008; total census is shown as well as census broken down to on- and off-campus, by Foundation or Advanced Standing (at

165 UNO Grace Abbott School of Social Work, MSW Program 162 admissions), and concentration and program. Also shown are numbers of students admitted and graduated each year, taking and passing comprehensive exams, receiving Student Reviews, withdrawing, and being dismissed.

166 UNO Grace Abbott School of Social Work, MSW Program 163 Table 60 MSW Program Statistics Fall 2008 Spring 2009 Summer 2009 Fall 2009 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Summer 2011 Student census (prior to grad) Off campus Active (not on leave of absence) On leave of absence On probation On campus Active (not on leave of absence) On leave of absence On probation Level/Concentration Foundation-Clinical (2009) Foundation-Clinical Foundation-Integrated Foundation-Adv Gen Foundation-MSW/MPA (2009) Foundation-MSW/MPA Foundation-total Advanced-Clinical (2009)* Advanced-Clinical^ Advanced-Integrated Advanced-Adv Gen Advanced-MSW/MPA (2009) Advanced-MSW/MPA Advanced-MSW/MPH Advanced-total*^ (Gerontology certificate) Fall 2011

167 UNO Grace Abbott School of Social Work, MSW Program 164 Table 60 MSW Program Statistics Fall 2008 Spring 2009 Summer 2009 Fall 2009 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Summer 2011 Admitted (and enrolled) Foundation Advanced^ Comprehensive exams Took written * Passed written * Failed written * Took oral * Passed oral * Failed oral * Graduated * Other events Grade appeals Level 2 Reviews Level 3 Reviews Reinstatement panels Dismissed Withdrawn *includes Kearney cohort (Fall 2008-Fall 2009) ^includes Sioux City cohort (Summer 2010-) Fall 2011

168 UNO Grace Abbott School of Social Work, MSW Self-Study 165 As shown in Figure 11, the number of MSW students has been relatively stable in the last three years. The increased number of students each Fall is due to our annual admission cycle admitting for the Fall semester, and then decreasing numbers in Spring and Summer semesters as students graduate. Interestingly, of the 157 Fall 2011 students for which the university had records, 21 (13%) were first-generation students. Figure 11 Student Census # of students (prior to graduation) Beginning in Spring 2010, we have more students in the program who were admitted to the Foundation program than were admitted to the Advanced Standing program (see Figure 12). This trend is primarily due to limited university and School resources as well as a response to the economic climate of the State of Nebraska.

169 UNO Grace Abbott School of Social Work, MSW Self-Study Figure 12 Student Census: (Admitted as) Foundation and Advanced Standing Students # of students Foundation Advanced As shown in Figure 13, we have had more Clinical students in the program than other types of students since Fall The number of Integrated/Advanced Generalist students who decreased somewhat, and the number of MSW/MPA students has stayed about level. The MSW/MPA students follow the Advanced Generalist curriculum, so the numbers of students in the Advanced Generalist concentration are not as drastically different from the number of students in the Clinical concentration. One reason for increased numbers of Clinical students is that our off-campus program only offers the Clinical concentration. Further reasons for the increase in student interest in the Clinical concentrations are unknown at this time. 120 Figure 13 Student Census: By Concentration/Program # of students Clinical Integrated/Adv Gen MSW/MPA

170 UNO Grace Abbott School of Social Work, MSW Self-Study 167 It is important to note that the retention of students admitted to the MSW program is excellent as is the graduation rate. Less than 1% of MSW students seek grade appeals or is given Level 2 or 3 Student Reviews. Less than 2% of students are terminated or withdraw from the program. More than 98% of students who are admitted to the Grace Abbott School of Social Work MSW program, graduate from the program. How Assessment Data are Used to Affirm and/or Make Changes to Curriculum and to Enhance Student Performance Analyses of assessment results are presented and discussed with many groups within the School over the last two years: Executive Body; Director; Program Coordinators; Advanced Generalist and Clinical Task Forces; and the Program, Practicum, and Curriculum Committees. Assessment activities have prompted many changes in the MSW explicit and implicit curriculum at both the Foundation and Advanced levels. The GASSW Assessment Committee meets monthly to discuss 1) specific assessment tools, administration plans, and results; 2) changes to explicit and implicit curriculum needed and completed; and 3) dissemination of results to faculty, students, and our community; and 4) writing of this self-study section. The Grace Abbott School of Social Work utilizes its interoffice electronic network extensively for communicating and centralizing electronic files related to assessment. Not only are School policies and committee minutes posted, but also assessment tools and results. All master syllabi are also posted on this network. Faculty are able to access files posted on this network from anywhere at any time. The School has a Survey Monkey account which facilitates administration of online assessment tools. The School s Assessment Chair, Jeanette Harder, meets with School committees on a regular basis to discuss proposed assessment tools, administration methodologies, assessment results, and needed changes to explicit and implicit curriculum. More specifically, Harder meets with the Practicum Committee twice a year for these purposes. She met several times with the generalist faculty to discuss the development and revisions to the Generalist Assessment Tool. She also meets regular with the Advanced Generalist and Clinical Task Forces to discuss their respective Curriculum Maps and Comprehensive Exams, in addition to soliciting feedback on changes made to the explicit and implicit curriculum based on assessment results. Harder presented assessment results of the explicit and implicit curriculum to the Executive Body on January 11, As reflected in the minutes, the faculty discussed: Role of university course evaluations in assessment. The slightly lower scores of practicum student self-evaluations as compared to scores of Practicum Instructors. The validity of the Generalist Assessment Tool and possible changes needed to our curriculum. Comprehensive Exam results for students in both the Advanced Generalist and Clinical concentrations. Advising Survey and Exit Survey results. The Assessment-Informed Program table in Appendix T shows the many times and places assessment issues and results have been communicated and discussed over the last two years.

171 UNO Grace Abbott School of Social Work, MSW Self-Study 168 Accreditation Standard The program identifies any changes in the explicit and implicit curriculum based on the analysis of the assessment data. The School has utilized assessment data to make many changes to our explicit and implicit curriculum. In addition, the process of creating and reviewing assessment tools has also prompted many discussions about our explicit and implicit curriculum. Not all changes made can be captured empirically. We also acknowledge that scores assigned by Practicum Instructors may be inflated. The Practicum Office will continue to encourage practicum supervisors to assign scores that are reflective of students knowledge and skills. This is done at initial orientations, at faculty liaison meetings, and through individual consultations. Assessment-Informed Changes to Explicit Curriculum Overall, assessment results indicate the GASSW is meeting expectations in all areas of its explicit and implicit curriculum. Upon completion of their programs, Generalist and Advanced students are demonstrating adequate knowledge, values, and skills in all EPAS competencies and practice behaviors. Nevertheless, both the process of creating and reviewing assessment tools and the discussion of results have prompted many positive changes within the school. Since assessment scores are overwhelmingly positive, changes are being considered at the competency level rather than the practice behavior level. Some of these changes are outlined below. Competency #6 Research Assessment results indicated room for improvement in the area of Competency #6 Engage in research-informed practice and practice-informed research. A large body of literature points to the reluctance of social work students to engage in research, especially when it is not apparent that the research activities inform social work practice. Many social work students are also reluctant to work with numbers, let alone statistics. Some, although certainly not all, are also intimidated by technology, including computer statistical software. All of this combined presents heightened challenges for schools of social work to teach students about how research informs practice, and how practice informs research. These items were discussed with the Practicum Task Force, which consists of practicum staff, faculty, community members/practicum Instructors, and students. Members agreed that many Practicum Instructors do not readily engage in practice-informed research or researchinformed practice themselves, so they have difficulty in presenting these kinds of learning opportunities to students (or at least do not place a priority on doing so). As a result of this discussion, research instructors compiled an extensive list of possible research projects that could be completed in a wide variety of practicum placements and shared this with the GASSW Practicum Office. This list could be used in the initial and ongoing training and communication with Practicum Instructors. Competency #7 Human Behavior and the Social Environment Assessment results indicated room for improvement in the area of Competency #7 Apply knowledge of human behavior and the social environment. One step that was taken

172 UNO Grace Abbott School of Social Work, MSW Self-Study 169 based on the results was the instructors of our Human Behavior and Social Environment courses agreed to incorporate more case examples and provide more opportunities for students to apply theory. Instructors are also spending more class time on discussing the bio-psycho-social framework. Competency #8 Policy Practice Assessment results indicated room for improvement in the area of Competency #8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Lower scores in the area of Competency #8 Policy Practice may be, in part, due to the use of objective, multiple choice items in the comprehensive exam to assess this area. Also, Clinical faculty realized after the Spring 2011 administration of the Comprehensive Exam that undue weight was placed on the policy items as compared to other items. In addition, we realized there may be some inconsistency in how policy content is taught due to the use of adjuncts. Nevertheless, the lower scores in Competency #8 Policy in both the Generalist Assessment Tool and the comprehensive exam results have demonstrated to us that social welfare history needs to be taught more clearly in our curriculum. Policy instructors agreed to offer more specifics on social welfare history, especially related to the Social Security Act. The strengthening of our master syllabi and increased supervision and mentoring of adjuncts is expected to have a positive impact. Also, policy instructors are currently meeting to discuss how better to teach policy content. Items on the Generalist Assessment Tool and the comprehensive exam related to policy are also being considered for revision. One idea under discussion is to create brief case vignettes and develop objective questions on these to tap policy issues. Competency #10 Practice The comprehensive exam has prompted many changes to the explicit curriculum in both the Advanced Generalist and Clinical concentrations. Specific to Competency #10 Practice Assessment, we are working to be more consistent in elements and terminology in genograms and ecomaps. We are also now providing students with more opportunities to practice developing and discussing genograms and ecomaps and understanding their role in social work practice. Through the creation of the comprehensive exam, Advanced Generalist instructors agreed on logic model components and are now teaching them in their courses. Through the grading of exam, instructors both tweaked the exam items as well as considered how they are teaching logic models in their courses. These changes are improving student outcomes in the areas of Competency #3 Critical Thinking and Competency #10 Practice Intervention. Given Advanced Generalist students diminished ability to speak to engagement at the macro level, Advanced Generalist instructors are now teaching more specifically about engagement in their courses (SOWK 8540 Social Welfare Planning and SOWK 8560 Advanced Community Practice). This change is related to Competency #10 Practice - Engagement. Also related to Comptency #10 Practice, Comprehensive Exam results have prompted instructors of our clinical courses to focus more on implementing practice models through role playing with more authentic problems and providing more demonstrations of specific techniques. Instructors are considering the use of bringing in drama students to help with role play, having student teams make a DVD demonstrating specific therapy techniques studied in clinical courses.

173 UNO Grace Abbott School of Social Work, MSW Self-Study 170 Instructors for SOWK 8220 Clinical Social with Individuals are now using an interview room with a one-way mirror to help students improve their clinical skills. Grading of the Clinical comprehensive exam has prompted clinical instructors to include more classroom assignments that mimic the comprehensive exam, especially in learning about differential diagnoses and writing treatment plans. Clinical instructors are now teaching more specifically about linkages between interventions, goals, and objectives. In SOWK 8950 Research Methods in Clinical Practice, instructors are teaching more about measurement and giving assignments more similar to the question in the comprehensive exam. NASW Code of Ethics and the process of ethical decision making is included in all clinical case discussions and written assignments in SOWK 8250 and in Clinical Research SOWK Instructors in SOWK 8280 Social Work Practice with Couples and Changing Family Structures are now teaching more about multi-axial assessment through lecture and reading assignments as well as helping students to improve their critical thinking skills through assigning brief analytical papers on selected topics. Assessment-Informed Changes to Implicit Curriculum Exit and Advising Survey results also prompted modest changes to our implicit curriculum. Academic advisors seek to be available to students, and to be informed so they can better respond to students questions. Talking with students about the School s Academic Policies and Standards is a new expectation of academic advisors as is discussing career decisions and university services. Also, MSW advisors have been encouraged to speak with their advisees about preparing for the comprehensive exam. In April 2011, the Distance Education committee reviewed comments from students relevant to adding flexibility to program formats and schedules, especially with regard to increased use of online courses. Changes Made Based on Advising and Exit Survey Results We are very pleased that students see the faculty and staff as centered toward student success. Belief in the UNO and GASSW mission statements purposively intersect to create these outcomes in student centeredness, high academic standards, and community engagement. The GASSW seeks opportunities to support the faculty in teaching, research, scholarship and creative activity, and service on a continual basis. Additionally, the School supports social work students in these same areas at the student level. For example, social work students present with faculty at national conferences. They also publish with faculty in refereed journals. Social work students provide service in designated social work courses which are service learning. We have one of the most diverse faculty on UNO s campus and continue to recruit diverse faculty. We can always do more to increase diversity in the study body. One strategy is to continually expose the School s successes through a variety of venues, especially by partnerships with the local and regional community organizations, thereby increasing visibility to potential students from diverse communities. Students were very honest about faculty teaching and how some faculty are outstanding teachers, while others need to do a better job of preparation. Students would like to see professors teaching in different curriculum areas. Students frustration is understandable when they do not always see their particular issues addressed the way they would like to see them addressed in an immediate fashion. Students are not afforded all the confidential information regarding faculty and personnel issues. This is an ever-present issue that administration will

174 UNO Grace Abbott School of Social Work, MSW Self-Study 171 always face. Students would like to see more flexibility in class scheduling and evening courses. One interesting comment stated by a student: Attending graduate school comes with sacrifice and therefore if students are not able to fulfill academic and personal obligations, they need to make a choice. Some students would like to see a more balanced program and felt that the graduate program is too heavily focused on the clinical concentration. It is true that there are more Clinical than Advanced Generalist courses. We can address this imbalance at the next faculty/staff retreat in Fall 2012 or Spring 2013 (see Appendix V Faculty/Staff Retreat). Currently, at least 75% of the all social work courses are taught after 4pm. Scheduling is an issue related to number of issues: faculty teaching preferences, faculty family issues, and the number of part-time faculty support the GASSW has each academic year. We have had discussions about offering an evening only part-time program at both levels and considering a weekend format again. Each faculty course evaluation and narrative the Director receives at the end of the semester leads to a discussion with faculty. The discussion regarding teaching is either brief, in that all is going well, or more directive regarding methods to improve teaching. Ultimately, faculty are responsible to improve their teaching, and many faculty take students narrative comments to heart and make modifications. Recently, the Director sent a memo to faculty reviewing course content they have taught, what they currently teach, and asking what they would like to teach in the future. Consideration of new preparations will ignite some passion to teach in areas where faculty have not taught before, thus responding to students requests in this area. Students rated social work faculty highly regarding advisement. One student commented that professors should be commended for their kindness, understanding and ability to confer information in an appropriate and respectful manner. With the evolution of the database for all graduate students, advisement and tracking plans of study have become very accessible for both students and faculty advisors. Students commented a great deal about practicum and the need to develop more practicum relationships with agencies. Students identified many areas related to the practicum experience that were both positive and challenging. Some comments included a lack of adequate practicum opportunities and rigidity of the Practicum Office. This is disturbing because students communicate with one another about their experiences in field. On the other hand, students felt that their practicum experiences were very good and the Practicum Office is responsive to students needs. These more negative comments give the GASSW Practicum Office an opportunity to identify where improvements can be made. We have an invested Practicum Advisory Committee who can be a part of the discussion to offer their professional insights toward improvement. Students have commented that they would like a bigger voice in the direction of the School and have suggested a students concerns team or something similar to that idea. Students have opportunities to serve on several committees within the GASSW structure. The Student Social Work Organization (SSWO) advocates for social work students, and has a direct line of communication with the Director. Social work students, outside of the SSWO, have requested meeting with the Director, which is always accommodated. We can continue to publicize as often as possible, the numerous opportunities for student involvement which creates more pathways for discourse between the GASSW and social work students.

175 UNO Grace Abbott School of Social Work, MSW Self-Study 172 Accreditation Standard The program describes how it makes its constituencies aware of its assessment outcomes. In preparation for reaffirmation, we have used several approaches to make our constituencies aware of the process of reaffirmation, our various activities toward meeting CSWE standards, and our assessment methods and outcomes. We have also actively sought feedback from the various constituencies. A first step took place in April, 2010 when reaffirmation was added as a new major area on our School s website. This page was designed to provide anyone interested with an overview of the accreditation process, a summary of our preparation for reaffirmation, and our reaffirmation timeline. In addition, visitors reviewing this information were invited to complete an online form to provide vital feedback to the School. Table 61 summarizes the comments from 15 respondents, which include a balance of strengths and areas needing growth and change. Table 61 Summary of Comments to School s Webpage Information on the Reaffirmation Process (N = 2 students; 12 alumni, 1 community partner) Category Comments Strengths of GASSW Program Curriculum, Courses, Class Procedures Faculty GASSW Community, Physical, Emotional Environment Respected program with quality, diverse focus, research and practicum opportunities and structure; professional career preparation; several program options; strong connections with community; location accessible to several states; public health dual degree gives needed medical/macro focus; practicum students well prepared; prepared for comprehensive exam; strong research courses; support for practicum agencies; real world applicability of course work; service learning opportunities; strong program for commuters Excellent, caring, diverse, expert, experienced, enthusiastic faculty who know students and support their learning; faculty involvement in practicum; good advisement Personally connected to students; state networking opportunities Areas for Growth and Change Program, Curriculum, Better accommodation of students reality (families, jobs, commuting, Courses etc.); more and earlier supportive recruitment of minority and vulnerable students; encourage practice in rural locations; stronger connection to NE NASW; offer CEU programs; more involvement in practicum to promote integration of theories; more agency site visits;

176 UNO Grace Abbott School of Social Work, MSW Self-Study 173 Table 61 Summary of Comments to School s Webpage Information on the Reaffirmation Process (N = 2 students; 12 alumni, 1 community partner) Category Faculty Advisement Student Needs/Issues Comments better practicum advisement, support in finding placements, and problem solving; increased admissions numbers; more practical assignments Some faculty not prepared for graduate teaching; attend better to student concerns; deal appropriately not negatively with students who do not share professors passion for course content; more understanding of student emergency situations Knowledge of bordering states licensing; overall improvement of advisers knowledge More flexible scheduling; more focus on professional skills; guidance on job search, salaries to ask for to get paid what professional deserves; more practicum opportunities/evening hours for employed students A second important mechanism for informing our constituencies was the development of a reaffirmation brochure. The first version of this document was completed in September, 2011 and an updated version was completed in January, The brochure contains information on the reaffirmation process, CSWE educational standards, the School s assessment tools, and initial results of the assessment outcomes. Print copies were made available in a number of locations accessible to students and others. The reaffirmation brochures were distributed to the School Advisory Committee as well as at the Practicum Fair in both Fall 2011 and Spring Brochures are also available in the waiting area in the School s lobby and were ed to all students. Both reaffirmation brochures are available in Appendix N. A third approach was an informal focus group of community practitioners. Invitations were sent to social work members of the Nebraska Chapter of the NASW, to the School s practicum instructors, and the UNO general faculty community to attend a focus group to learn of our assessment results and to offer input on assessment outcomes and other general suggestions for the School. A special presentation was made to inform the School s Practicum Committee, which consists of several members representing practicum instructors, students, and the School s teaching faculty. Table 62 summarizes and categorizes comments from the focus group and practicum instructors on our assessment results. Overall, they agreed that students were performing adequately and were well-prepared in various areas. They noted many strengths of the School, however, they suggested giving more attention to policy and social justice. They saw many strengths in the School, and offered valuable suggestions for improvement.

177 UNO Grace Abbott School of Social Work, MSW Self-Study 174 Table 62 Community and Practicum Instructors Focus Groups: Comments on School s Assessment Results Category Brief Examples of Comments Explicit Curriculum Preparation/ Critical thinking and diversity adequate but work experience enables competence of students to continue to grow; good to see high scores in ethics; need better students connection between social policy and social justice; good to instill this passion in students. Students are professional, ready for practice tasks of practicum, ready for program evaluation, strong generalist and systems Strengths of the School Suggestions for improvement perspective, good critical thinkers. Pipeline for development of community leaders; stable, experienced collegial faculty with positive attitudes; strong reputation re admissions, new School name, new offices, relationships with community, and serving rural students through more online courses; well organized practicum experience. Expand opportunities for practicum in behavioral health/substance abuse settings; expand opportunities for minority students at all levels of education; require more student activity in policy, macro, and social justice issues; campaign to recruit students to social work programs; expand student understanding of link between critical thinking, diversity, and comprehensive bio-psycho-social assessment. Implicit Curriculum Positives Overall a strong positive student response to advisement and exit surveys. School can be proud of its graduates accomplishments; students may further value the educational experience later on. School is effectively and sincerely engaged with the community, especially service learning and LEGENDS program, and involving community on Practicum Committee. School is committed to diversity, students can get some of this in agencies, and it is required in practicum learning contract Suggestions for Explore small percent who would not recommend the program; examine improvement retention of minority students; provide support to non-traditional, diverse students; engage graduates in recruiting new students; obtain minority input into focus groups. Another format was used to inform students of the assessment results and obtain their feedback. A summary of the assessment results on the competencies in the Explicit curriculum was presented to students in several courses: all junior and senior BSSW students and a sample from the Foundation level and from the Advanced level. Following the summary of assessment result, students were invited to offer comments about the strengths of the School and areas needed for growth and development. A summary of students comments by undergraduate, foundation, and advanced levels is shown in Appendix P. Overall, the total group of students (N=86) indicated many strengths. For example, the numbers of separate comments noted as strengths were: faculty (67), the GASSW

178 UNO Grace Abbott School of Social Work, MSW Self-Study 175 community (50) and the program/curriculum/courses (48). Regarding areas needing change, the numbers of separate comments noted were: program/curriculum/courses (64), student needs/issues (39), faculty (16), and advisement (11). These results indicate that students thought very highly of the program/curriculum/courses, but also targeted this same area as needing change, for example, more options in distance education/online courses, scheduling, electives, summer courses, textbooks, integration across courses, etc. As the summary in Table 62 shows, students also offered good suggestions for meeting student needs and improving faculty and advisement. A number of additional informal and/or ongoing activities have taken place to make constituents aware of the reaffirmation process and our assessment results. 1. Most School committees include representation of students, alumni, and/or community organizations. Each School committee discussed reaffirmation activities at most meetings, as reflected in their agendas and minutes. In particular, the School s Assessment Chair has met with the Practicum Advisory Committee to inform them of the critical role of practicum in program assessment. 2. Assessment results are regularly discussed with the Director, Program Coordinators, the concentration task forces, the Executive Body, and the Assessment Committee and actions/changes are made (see agendas and minutes). 3. The School s Director has informed the School s Advisory Committee on several occasions about the progress toward reaffirmation. She has also informed the South Omaha Care Council, the Behavioral Health Network in Iowa, and many other community partners. 4. Current students are made aware of the standards for CSWE accreditation. The EPAS grid is included on each course syllabus distributed to students. This show how course objectives are mapped to competencies and practice behaviors, and reflected in course assignments. 5. A summary of the reaffirmation process is presented at all new student orientations. Accreditation Standard The program appends the summary data for each measure used to assess the attainment of each competency for at least one academic year prior to the submission of the self-study. As shown in Table 63, each of the assessment tools has been implemented for a minimum of one year. Response rates will improve as assessment becomes more a part of the culture of our School and as we continue to share results with our students. We will also continue to consider offering incentives and exploring ways to improve accessibility.

179 UNO Grace Abbott School of Social Work, MSW Self-Study 176 Table 63 Assessment Administrations Measurement Tool When First Administered How Many Times Administered Sample Size Response Rate Practicum Instructor Evaluation Spring (2.6 years) % Practicum Student Self-Evaluation Summer (1.3 years) % Generalist Assessment Tool Spring (1.0 year) 28 90% Comprehensive Exam Spring (1.0 year) % Advising survey Spring (2.0 years) % Exit survey Spring (2.0 years) 30 64% Overall Assessment Overall, the Grace Abbott School of Social Work s Master s of Social Work programs are meeting the established benchmark of 4.0 for each of the 10 competencies. Figures show the scores for each of the competencies on the three assessment tools. All scores were at or above the 4.0 benchmark, except for scores on the Generalist Assessment Tool in five competencies. Mean Score Figure 14 Overall Assessment Scores - MSW Program, Foundation Identity Ethics Critical Diversity Social Thinking Justice Competency Research HBSE Policy Context Practice Practicum Instructor Practicum Student Self-Evaluation GA Tool

180 UNO Grace Abbott School of Social Work, MSW Self-Study Figure 15 Overall Assessment Scores MSW Program, Advanced Generalist Concentration Mean Score Identity Ethics Critical Diversity Thinking Social Justice Competency Research HBSE Policy Context Practice Practicum Instructor Practicum Student Self-Evaluation Comprehensive Exam Figure 16 Overall Assessment Scores MSW Program, Clinical Concentration Mean Score Identity Ethics Critical Diversity Thinking Social Justice Competency Research HBSE Policy Context Practice Practicum Instructor Practicum Student Self-Evaluation Comprehensive Exam