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MSW Online Academic Calendar

Fall and Spring blocks are 8 weeks, and summer blocks are 7 weeks. Due to all courses being asynchronous, there are no holidays during the semester. Please plan accordingly.

Fall 2024

• Block 1: August 26, 2024 - October 18, 2024
• Block 2: October 21, 2024 - December 13, 2024

Winter break

Spring 2025

• Block 1: January 13, 2025 - March 7, 2025
• Block 2: March 10, 2025 - May 2, 2025

One-week break

Summer 2025

• Block 1: May 12, 2025 - June 27, 2025
• Block 2: June 30, 2025 - August 15, 2025

One-week break

Fall 2025

• Block 1: August 25, 2025 - October 17, 2025
• Block 2: October 20, 2025 - December 12, 2025

Course Descriptions

S W 500 - Orientation.    1 Cr.
Prereq., admission to M.S.W. program. Seminar introducing M.S.W. students to program philosophy and social works theory and value base. Level: Graduate

This 1-credit course introduces students to the ÀÏ»¢»ú¹¥ÂÔ School of Social Work faculty and mission, provides an overview of various resources and services available, reviews foundational social work competencies, values, and ethics, and offers an opportunity to build a community of practice with each other.

S W 505 - Found Social Work Pract.    2 Cr.
Prereq., admission to M.S.W. program. Introductory practice course that examines generalist social work practice, dominant theoretical influences, and forces shaping social work over time. Level: Graduate

This course introduces students to the integrated model of social work practice that is the foundation of the MSW program. The integrated model emphasizes the bridging of theory, values, policy, and practice, and it foregrounds social justice, one of the social work profession’s core values. The course introduces students to the historical, theoretical, and value bases of social work; presents a framework for conceptualizing social work thought and practice; and locates contemporary social work in historical and political context.

SW 505 introduces the Just Practice framework and its five key concepts (meaning, context, power, history, and possibility). Students use these concepts as analytical tools to assess their own practice; the situations of those they work with; and the theories, perspectives, strategies, techniques, and skills used by social workers. The course also introduces the seven core processes of integrated practice (engagement, teaching/learning, action, accompaniment, evaluation, critical reflection, and celebration) and the skills and techniques associated with these processes. Emphasis is placed on establishing collaborative working relationships; understanding how positionality influences the meaning one ascribes to experience and the choices one makes regarding practice; critically examining power and its varied meanings and influence on practice; and recognizing and celebrating the joy and possibilities in social justice work.

S W 510 - Hum Behavior and the Soc Environment I.    3 Cr.
Prereq., admission to M.S.W. program, SW 500, SW 505. Introduction to and critical consideration of social work perspectives on human behavior as influenced by the social environment. Particular attention is paid to biological, psychological, social, cultural and spiritual influences. Level: Graduate

In this course, we examine contemporary theory and research on the biological, psychological, cultural, and spiritual dimensions of individual and life course development as well as the impact of context as it applies to culture, communities, small groups, and families. Students will engage in the practical application and critique of developmental theories.

This course will also prepare students to carry out biopsychosocial assessments. Students are introduced to research on adverse childhood experiences and the implications for social work practice throughout the life course. Particular attention is given to the diversity of human experience, power relations, and processes of oppression as related to gender, social class, race, ethnicity, sexual orientation, and disability. Special consideration is given to native people, rural lifestyles, and environmental concerns that include social isolation, economic uncertainty, and relatively few social support systems. Critiques of traditional paradigms that explain human behavior will be examined and provide a basis for the alternative paradigm emphasis of Human Behavior and Social Environment II and its analysis of diversity, discrimination, and oppression. context as it applies to culture, communities, small groups, and families. Students will engage in the practical application and critique of developmental theories. This course will also prepare students to carry out biopsychosocial assessments. Students are introduced to research on adverse childhood experiences and the implications for social work practice throughout the life course. Particular attention is given to the diversity of human experience, power relations, and processes of oppression as related to gender, social class, race, ethnicity, sexual orientation, and disability. Special consideration is given to native people, rural lifestyles, and environmental concerns that include social isolation, economic uncertainty, and relatively few social support systems. Critiques of traditional paradigms that explain human behavior will be examined and provide a basis for the alternative paradigm emphasis of Human Behavior and Social Environment II and its analysis of diversity, discrimination, and oppression.

S W 511 - Hum Behav Soc Invt II.    3 Cr.
Prereq., admission to M.S.W. program and S W 510 or consent of instr. Advanced course on human behavior and social environment that addresses difference and diversity, histories and mechanisms of discrimination and oppression, and frameworks for thought and practice that recognize diversity and promote social justice. Level: Graduate

Social work’s commitment to social justice calls on us to examine questions of difference, inequality, and oppression. For a practice that has social justice as a primary goal, it is not enough to talk about or celebrate human diversity. We need to go further to address the historical, political, social, and cultural processes through which differences and our ideas about difference are produced. In social justice work, both difference and dominance dimensions must be recognized and addressed. Individual and collective critical consciousness are useful tools for understanding differences, recognizing injustice, and beginning to create a more just society.

This course aims to prepare students for effective social work engagement in a world of diversity through critical inquiry into the meaning and making of difference, development of critical consciousness, examination of forms, mechanisms, practices of discrimination and oppression, and attention to liberatory practice. Students will examine how the cultural, political, and historical forces shape human behavior in the social environment and interrogate one’s own theoretical frames for understanding human behavior. The course challenges students to address questions of diversity, difference, oppression, and the relationship to human behavior in individual, familial, organizational, and community contexts and throughout the life course. Social work's response to discrimination and oppression within the profession, in organizations and communities, and in society at large will also be addressed. This course prompts students to consider the relationship between difference and values, and probes the challenges for ethical social work practice therein.

S W 515 – Practice with Individuals & Families.    3 Cr.
Prereq., admission to M.S.W. program or consent of instr. Co-req: Practicum. Practice-oriented course building on students developing knowledge of engagement, assessment, intervention and evaluation and the application to practice with individuals and families in context of community. Level: Graduate

Practice-oriented course building on students’ developing knowledge of engagement, assessment, intervention and evaluation and the application of theory and models to practice with individuals and families in context of community.

S W 520 - SW Research Methods.    3 Cr.
Prereq., admission to M.S.W. program or consent of instr. Introduction to principles, methodologies, technologies, and statistical approaches of human service research. Emphasis on beginning capabilities in evaluation of social work practice and skill development regarding use of published research. Level: Graduate

In this course, we will explore the basic concepts of research in social work and use this information to become critical consumers and practitioners. As the social work profession continues to move toward evidence-based and research-informed practice, it is essential for us to evaluate, understand, and apply research findings in our work. We will use readings, lectures, class discussions, small group workshops, and student presentations to achieve this objective. Hopefully, you will come to embrace research as the cornerstone of effective social work practice.

S W 521 - Advanced Research.    3 Cr.
Prereq., S W 515, 520. The use of research within the integrated practice model of social work through evaluation of practice and program evaluation. Advanced statistical concepts are applied to direct practice and five types of program evaluation. Level: Graduate

This is the second course in research and evaluation methods. The primary focus is on the application of research methods within a program evaluation paradigm to rural human service programs. In this course, the student will be introduced to the range of program evaluation types and specific theories that are foundational to developing sound, utilized, evaluations. Issues related to program evaluation implementation in rural human service practice settings will be examined with an emphasis on dynamics related to small communities and the scarcity of established resources. Students will be introduced to the practical problems and implications of implementing effective program evaluations in such environments with a focus on internal and external political considerations. Participants will also learn to identify methods most applicable to rural based social service program evaluations and will learn to apply the methods and statistics studied in preceding courses. Participants will be introduced to advanced data analysis methods which build upon Foundation level research and practice methodologies. Ethical implications of program evaluation theory and methods with respect to diversity and populations at risk will be explored. The ethics of including marginalized stakeholders and the implications of this inclusion on the evaluation process, findings, and recommendations will be part of course inquiry. Effective roles for working with external and internal (to the agency/program) evaluators will be explored.

S W 525 - Pract Groups & Communities.    4 Cr.
Prereq., admission to M.S.W. program or consent of instr. Co-Req: Practicum. This practice-oriented course addresses theories, frameworks, principles, and skills of group and community work. Dynamics of group work and examination of modalities such as mutual aid and social action groups. Level: Graduate

This course is an introduction to the theories, frameworks, principles and skills of group and community practice. It builds on the integrative model of social work knowledge and the skills students have been developing in previous practice courses, and expands on these for effective group and community work. The course begins by examining social work’s historic commitment to group and community work beginning at the turn of the 20th century. Students learn about the principles and dynamics of group work and examine and participate in an experiential training model for direct practice group work and a community change planning group. Group practice will be assessed and evaluated according to the principles of integrated practice and the five key concepts of meaning, power, history, context and possibility discussed in the foundation course. This course focuses on the skills necessary to become effective group and community-based practitioners. Students will develop and hone interpersonal, group, and community practice skills as they identify specific problems, facilitate decision-making processes and formulate plans for intervention. Throughout the course students will use diverse approaches to self-assessment of personal and professional development, evaluate strategies and tactics of group and community practice, and critically reflect on the interrelationship of values, ethics, power, knowledge, and communication. Particular attention will be paid to the influence of systemic inequalities (i.e., racism, sexism, classism, ageism, heterosexism) in interpersonal interactions and skill building for empowerment-oriented practice.

S W 530 - History of Social Policy.    3 Cr.
Prereq., admission to M.S.W. program or consent of instr. Foundation in social welfare policy and services; examination of relationship between history social welfare policy and emergence of social work profession. Introduction to frameworks for policy analysis. Level: Graduate

This foundation course in social policy history examines the dynamic relationship among the forces and movements shaping U.S. social history, the development of social welfare policies, and the emergence of the social work profession. We address the cultural and historical contexts and political and economic forces forging social conditions, professional responses to those conditions, and public debates regarding the nature of social welfare, approaches to policy analysis and advocacy, and the dynamics of policy change. We critically examine the values, assumptions, and knowledge bases that have informed social policies, programs, and services with attention to questions of difference, diversity, equity, and inclusion.

S W 531 - Social Policy Analysis.    3 Cr.
Prereq., S W 530. Focus on the analysis of existing or proposed policies specific to oppressed populations, rural areas and isolated communities. Level: Graduate

This course will introduce students to contemporary social policy analysis and strategies to promote social justice through advocacy. Students will learn how social policy shapes the development, design, and delivery of social welfare programs. Students will also learn how policy contributes to social justice (and injustice). Finally, students will learn different strategies to pursue social justice, with a particular emphasis on policy advocacy. Ultimately, this class aims to enable students to see the role that the social work profession plays in the policy arena and to encourage students to fulfill this role in their professional careers.

S W 532 - Indian Child Welfare Act.    1 Cr.
Prereq., Prerequisites include admission into the MSW program.

This course will provide students with an understanding of the Indian Child Welfare Act including the historical events leading to its passage and contemporary issues surrounding implementation of the law. Students will apply knowledge of the law to practice and build skills on working across cultural differences in order to promote the best interest of American Indian children and families.

S W 535 - Advanced Practice.    4 Cr.
Prereq., 505, 515. Co-req: Practicum, consent of instr. Builds on the skills, knowledge, and values of the foundation generalist and practice courses. Level: Graduate

This course builds on the skills, knowledge, values, and cognitive/affective processes (e.g., critical reflection, critical thinking, empathy) of the previous practice courses, practicum experience, and foundation year theory base. Through this hands-on course, students will deepen their knowledge of integrated practice and broaden their understanding of integrated practice through engagement with readings, discussions, direct practice simulations, and experiential activities. Students will engage in ongoing critical reflection on their professional development, skill base, ethical decision making, and questions of meaning, power, and difference through writing and in-class exercises. We will use a series of videotaped practice simulation sessions to help class members develop assessment and practice intervention strategies. Students will link theory and practice relevant to their areas of emphasis through case presentations and discussion of best practices. Students will have opportunities to learn and practice skills of peer supervision and mentoring through structured activities with class members. In addition, class members will demonstrate competence in the teacher-learner role through planning and presentation of a teaching-learning workshop that demonstrates the application of integrated practice knowledge and skills to a topic relevant to their area of emphasis. The course is designed to help students link individual skill development, group support, and community-based practice. Class members will continue to strengthen foundational skills through practice simulations.

S W 545 - Organizational Leadership.    3 Cr.
Prereq., consent of instructor. Co-req: Practicum. Advanced training in professional leadership and how to effectively conceive, plan, design, implement, manage, assess, and change contemporary organizations. Co-req: Practicum Level: Graduate

Social Service agencies and non-profits are complex, dynamic places to work with great potential and clear intention to have a significant positive impact on their community. Leaders within these organizations, at any level or position, confront internally and externally-generated shifts, including resources, contexts, needs for their work, funding and client base, staffing, and more while continuing to strive to deliver excellent programs, services and impact. Work teams, organizations, communities of all sizes are complex systems and require leaders who are both adaptive to change and committed to core values, who recognize opportunities and challenges and how to handle them, who know their own strengths and limitations, solve problems that impact people and their communities, bring out the best in people and know how to get the resources they need to stay relevant and to sustainably achieve their mission/purpose. This course is designed to introduce to concepts, practices and skills that will help you understand yourself as a leader and improve your effectiveness at affecting the change you want to see, including self-awareness, self-reflection, understanding systems, power and authority, management skills for yourself, colleagues, organizations and communities, planning, budgeting and finances, evaluations and feedback, running meetings, conflict resolution, communication, problem-solving, team-building, fundraising, and working with Boards of Directors. This course requires advanced integration and application of theory and skills to organizational settings from foundation and concentration HBSE, Just and Advanced practice, Individuals and communities, Groups, Policy, Research and practicum knowledge and skills.

S W 576 - Generalist Year Seminar I.    1 Cr.
Prereq., admission to MSW program. Seminar accompanying first semester foundation practicum in which students discuss experience with goal of integrating theory and practice. Level: Graduate

This is the first Foundation Integrative Seminar in which a student is concurrently placed in a practicum setting. This course provides students with the information necessary to begin to understand and successfully manage the personal, educational, and professional processes that are part of graduate education and professional practice. The first semester of Foundation Integrative Seminar provides an orientation to the profession and the overall practicum experience. The course prepares students for their practicum, helps them understand how the practicum is related to other components of the foundation curriculum, and guides them through an initial process of integration of theory and practice. Students will be introduced to social work core competencies and practice behaviors.

S W 577 – Generalist Year Integrative Sem II.    1 Cr.
Prereq., admission to MSW program, S W 505, S W 587. Seminar accompanying second semester foundation practicum in which students discuss experience with goal of integrating theory and practice. Level: Graduate

This is the second Foundation Integrative Seminar in which a student is concurrently placed in a practicum setting. This course provides students with a continuing information and support to effectively engage in graduate education that will lead to competence in practice from a generalist perspective. The course guides students in the integration of concurrent classroom content with practicum experiences.

Students in this course receive consultation and guidance from the instructor and from student peers, and are expected to focus on their own professional development through the completion and articulation of learning objectives and the incorporation of supervisory feedback into improved skills and increased knowledge for practice.

S W 578 – Specialization Year Seminar I.    1 Cr.
Prereq., SW 587. Critical analysis of how predominant social work theories and professional values and skills are being incorporated into the practicum. Level: Graduate

Advanced Integrative Seminar I provides a format for students to integrate theory and practice, continue to develop a professional identify, and gain mastery in advanced practice from an integrated practice framework. This seminar is designed to allow students to take the lead in generating discussions regarding issues and aspects of their practicum. Students will also be encouraged to think creatively and critically to apply the tenets of integrated practice to their field experience.

S W 579 – Specialization Year Seminar II.    1 Cr.
Prereq., S W 578. Critical analysis of how predominant social work theories and professional values and skills are being incorporated into the practicum. Advanced portfolio development. Level: Graduate

Advanced Integrative Seminar II provides a format for students to integrate theory and practice, continue to develop a professional identify, and gain mastery in advanced practice from an integrated practice framework. This seminar is designed to allow students to take the lead in generating discussions regarding issues and aspects of their practicum. Students will also be encouraged to think creatively and critically to apply the tenets of integrated practice to their field experience.

S W 586 – Generalist Year Practicum I.    2 Cr.
Prereq., admission to MSW program. First semester foundation field practicum experience in a supervised setting designed to provide opportunities to integrate classroom learning and field experiences. Course graded only on CR/NCR basis. Level: Graduate

The generalist practicum (450 hours concurrent with classroom courses; approximately 15 hours per week) provides students with opportunities for developing self-awareness and applying generalist social work knowledge, values, ethics, and practice skills. The practicum also provides a setting where students can enhance their oral and written professional communication skills and receive educational supervision from an Agency Field Instructor. A student in the generalist practicum will learn to critically assess, implement and evaluate agency policies to enhance the social condition of the agency clientele. Generalist practicum placements are integrated and foundational in nature and may be done at a wide range of agencies. Students are offered an opportunity to experience a wide range of social work roles and functions, as well as the opportunity to work with many at-risk populations.

S W 587 – Generalist Practicum II.    2 Cr.
Prereq., admission to MSW program, S W 505, S W 587. Second semester foundation field practicum experience in a supervised setting designed to provide opportunities to integrate classroom learning and field experiences. Level: Graduate

The generalist practicum (450 hours concurrent with classroom courses; approximately 15 hours per week) provides students with opportunities for developing self-awareness and applying generalist social work knowledge, values, ethics, and practice skills. The practicum also provides a setting where students can enhance their oral and written professional communication skills and receive educational supervision from an Agency Field Instructor. A student in the generalist practicum will learn to critically assess, implement and evaluate agency policies to enhance the social condition of the agency clientele. Generalist practicum placements are integrated and foundational in nature and may be done at a wide range of agencies. Students are offered an opportunity to experience a wide range of social work roles and functions, as well as the opportunity to work with many at-risk populations.

S W 588 – Specialization Year Practicum I.    3 Cr.
Prereq., S W 587, Coreq.,S W 578. Advanced supervised field work in public and private agencies and institutions. Course graded only on CR/NCR basis. Level: Graduate

The specialization year practicum (450 hours minimum to 500 hours maximum, concurrent with classroom courses; approximately 15 hours a week) is designed to achieve curricular objectives for the specialization year and to help the student gain advanced knowledge and skills related to integrated practice. Specialization practicum placements are more advanced in nature and are often done within a more clinical/ advanced practice context.

S W 589 – Specialization Year Practicum II.    3 Cr.
Prereq., S W 588. Advanced supervised field work in public and private agencies and institutions. Level: Graduate

The specialization year practicum (450 hours minimum to 500 hours maximum, concurrent with classroom courses; approximately 15 hours a week) is designed to achieve curricular objectives for the specialization year and to help the student gain advanced knowledge and skills related to integrated practice. Specialization practicum placements are more advanced in nature and are often done within a more clinical/ advanced practice context.

S W 599 - Professional Portfolio.    1 Cr.
Prereq., all foundation courses. Summative and in-depth written analysis of coursework and practicum experience. Level: Graduate

S W 594 - Graduate Seminar.    3 Cr.
(R-9) Offered autumn or spring. Prereq., admission to MSW program or consent of instr. In-depth analysis of a current social work issue. Level: Graduate

Electives Offered Intermittently:

Couples and Family Therapy.    3 Cr.
Offered spring. Prereq., admission to the MSW program, S W 505, or consent of instructor. This course explores family-centered methods of clinical social work interventions with couples and families that can be applied in a variety of settings. Level: Graduate

Couples and Family Therapy will explore couple and family-centered methods of clinical social work interventions that can be applied in a variety of settings. Emphasis will be placed on each of you developing a range of knowledge and skills in formulating assessments, goals, and interventions to meet the needs of specific couples and/or families. Each of you will have opportunities to apply couple/family intervention concepts and skills to your interest areas. A variety of theoretical perspectives will be studied and utilized in order for you to develop a personal philosophy of therapeutic intervention and a repertoire of skills to reach treatment goals. Ethical awareness and clinical decision-making will be practiced and applied to a variety of relationship problems and diverse family structures.

Substance Use and Social Work.    3 Cr.
Offered spring semester. Prereq., admission to MSW program or by permission of instructor. The course examines historical and contemporary models of direct practice, and current ideological, political, policy and systemic challenges to the practice of social work in the addictions. Level: Graduate

The course examines historical and contemporary models of direct practice and the systemic challenges to the practice of social work in the field of addictions. Students will also gain a basic understanding of pharmacology of substances of abuse and the assessment and intervention considerations for special populations.

Loss, Grief, and Bereavement.    3 Cr.
The purpose of this course is to increase students’ knowledge and understanding of the experience of loss and grief, and to facilitate the development of skills to support bereaved individuals, families, and communities. Course participants will explore theories of grief, the chaotic nature of grief, and cultural myths that influence the experience of grief. Participants will look at specific losses to better understand how the impact of grief is influenced by characteristics of the loss and of the bereaved person. The course will identify factors that increase the burden of grief, and also provide participants with specific skills for facilitating coping and inviting hope in the bereaved. The importance of evaluating practice is an ongoing theme in this course, and students will explore how they can evaluate their own work with the bereaved. Finally, this course seeks to help participants understand that grief follows any loss, and therefore is not confined to death.

Healing with Expressive Arts Therapy.    3 Cr.
This course introduces students to Expressive Arts Therapy and concepts related to reflective practice of trauma, secondary trauma, vicarious traumatization, vicarious resilience and posttraumatic growth through expressive arts theory and practice will be explored. Various forms of creative expression will be introduced and practices will be explored as an avenue to reflect, communicate and/or transform feelings, thoughts, and ideas. Culturally based arts experiences will be demonstrated and practiced throughout the course.

Trauma-Informed Systems of Care.    3 Cr.
A trauma-informed approach to programming and service delivery asks social work practitioners and their respective agencies to be rooted in four key assumptions: Trauma is prevalent and the impacts widespread; Symptoms of trauma impact clients, families, communities, professionals, and systems; Responding to prevalence and impact requires integrating trauma knowledge into policies, procedures, and practice; And, seek to resist retraumatization.

This course provides students with a concrete framework for implementing trauma-informed systems of care that align with and advance these key assumptions. Throughout the course, students will gain advanced understanding of what trauma is, how the body responds to trauma, and common symptoms that result from trauma. The role of resilience building in trauma prevention and intervention will be examined with a focus on local context and place-based programming. Trauma-responsive and evidence-based treatment models will be explored for relevance and utility across various settings and case scenarios. Finally, using the Substance Abuse and Mental Health Services Administration’s Guidance for a Trauma-Informed Approach, students will critically assess the ten implementation domains of a trauma-informed approach within their practicum setting, culminating in a final report on evaluation findings and recommendations.

Reproductive Justice.    3 Cr.
This class is an advanced course on reproductive justice, defined as: the right to have children, the right to not have children, and the right to raise children in safe and healthy environments. We will explore a wide range of reproductive justice topics, with a special focus for how they relate to social work and public health practice and research. We will explore and critique some of the key theories that have been utilized to conceptualize reproductive health and wellbeing, particularly focusing on how these theories have been utilized to explain health disparities and perpetuate reproductive oppression. Guest speakers, in addition to examples from student field placements and the social work profession will be utilized to highlight and contextualize current reproductive justice topics. Students will be expected to think analytically about the social work profession and its legacy of reproductive oppression, and to critically assess social work theory, research, and practice. A focus of this class will be to analyze how health inequality relates to, and intersects with gender, sexual, racial, ethnic, and economic identities and status. In addition to becoming familiar with the major concepts and debates in the reproductive justice field, students will also explore a particular reproductive justice issue in depth and present on that topic.

Differential Diagnosis in Clinical Social Work Practice.    3 Cr.
This course focuses on current problems of children, adolescents, and adults of all ages that can be classified as a mental health illness under the Diagnostic and Statistical Manual – Fifth Edition, Text Revised (DSM V-TR). Students will learn to assess disorders included in the DSM-V. In addition, students will learn about and incorporate alternative means to assess and explain mental illness. Course content includes theories within the bio-psycho-social paradigm of causality of disorders/conditions on methods of assessment, including DSM-5-TR, and an understanding of how social injustice, oppression, and poverty impact healthy growth and development across the life span. Appropriate treatment modalities for disorders in the DSM-V-TR are presented and explored.

Core Components & Skills for Trauma-Informed Practice.    3 Cr.
This course facilitates students’ acquisition of the knowledge, skills, and attitudes necessary to effectively use 12 common trauma-informed practice elements in interventions for and the treatment of traumatized children and their families. The course highlights consideration of the impact of trauma, intervention objectives, and the practice elements needed to accomplish the intervention objectives. This course is taught using an inquiry-based learning (IBL) pedagogy to enhance students’ engagement and learning using full-length case studies that exemplify the diverse clients a clinician might encounter in practice.