M.S.W. Program Bulletin 2020-2021 - THE DEPARTMENT OF SOCIAL WORK - The University of Vermont
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THE DEPARTMENT OF
SOCIAL WORK
M.S.W. Program Bulletin
2020-2021
SPECIAL NOTICE: THIS BULLETIN IS INTENDED PRIMARILY FOR USE BY STUDENTS IN THE M.S.W. PROGRAM. STATEMENTS CONTAINED IN THIS BULLETIN ARE SUBJECT TO CHANGE WITH NOTICE . REVISED 7/2020
UNIVERSITY ADMINISTRATION
President Suresh Garimella, Ph.D.
Interim Provost and Senior Vice-President Patricia Prelock, Ph.D.
Vice President for Research and
Dean of the Graduate College Cynthia Forehand, Ph.D.
Dean of the College of Education
and Social Service, Interim Scott Thomas
Associate Dean, College of Education
and Social Services Penny Bishop
DEPARTMENT OF SOCIAL WORK
ADMINISTRATION
Chairperson Janis Fook, Ph.D.
M.S.W. Program Coordinator Susan Comerford, Ph.D.
B.S.W. Program Coordinator JB Barna
Field Education Coordinator Jean SienkewiczTABLE OF CONTENTS
The Department of Social Work
Department History/Mission Statement 1
Department History 1
Department Mission Statement 1
Department Philosophy 2
Strengths Perspective 2
Critical Social Construction 2
Human Rights and Social Justice 2
Institutional Affiliations and Communities 3
College of Education and Social Services 3
Graduate College 3
University of Vermont 3
Vermont and the Burlington Area 4
Social Work Practice Communities 4
Department Faculty and Staff Composition and Responsibilities 5
Department Chairperson 5
Program and Field Education Coordinators 5
Advisors 5
Field Liaisons 7
Department Staff Composition and Responsibilities 7
Department Communication Infrastructure 8
Student, Faculty, and Staff Mailboxes 8
Electronic Mail and M.S.W. Student List-Serve 8
Postal Service and Telephone 9
Department and Curriculum Decision Making 9
The M.S.W. Program
Program Goals and Objectives 11
M.S.W. Program Goals 11
M.S.W. Program Objectives 11
Liberal Arts Perspective 11
General Liberal Arts Requirements 11
The Master’s Curriculum Content 12
Professional Foundation Curriculum 12
Courses 13
Foundation Elective 13
Field Practicum I 14
Planning for the Concentration Year 14
Concentration Curriculum 14
Social Work Concentration in Transformative Social Work 14
Concentration Focus Courses 16
Field Practicum II 16
The Comprehensive Exam 16
Timetables and Options for Completing the Program 17
Full-Time, Two Year Option 17Advanced Standing Option 18
Part-Time Option 18
Tables of Options 19
Table 1: Full-Time, Two Year Course of Study (@ 60 credits) 19
Table 2: Full-Time, Advanced Standing, 1.5 Year Course of Study (@ 39 credits) 20
Table 3: Part-Time, Four Year Course of Study (@ 60 credits) 21
Educational Approach 22
Educational Philosophy and Methods.......................................................................22
Transformative Education ........................................................................................22
Relational Teaching and Learning ............................................................................22
Learning and Teaching that are Profound ...............................................................23
Generative Learning and Teaching...........................................................................23
Professional Self-Awareness and Reflective Practice ..............................................23
Integration of Field and Classroom Education .......................................................... 24
Professional Conduct Policy 24
Evaluative Methods and Grading 25
Evaluation of Student Learning 25
Evaluation of Teaching 25
Specialized Learning Opportunities 26
Funded Opportunities 26
Graduate Assistantships (GAs) 27
Partnership Grants, Traineeships, and Research Assistantships 27
Title IV-E Child Welfare Partnership 27
Child Welfare Trainee Project 27
Opportunities for Student Activism and Leadership 28
Required and Optional Meetings 28
Department Committee Student Representatives 28
Membership and Student Representation in the Vermont Chapter of the
National Association of Social Workers 28
Graduate Student Senate 29
Appendices
Appendix A: Anti-Discrimination, Rights, and Responsibilities 30
Anti-Discrimination Policy 31
Students’ Rights and Responsibilities 31
Request for Changes in Admission Status or Exceptions 31
Request for Change of Advisor 33
Appeals 34
Grievances 34
Sexual Harassment 35
Student Participation in Policy Formation 36
Dismissal 36
Appendix B: Social Work Graduate Course Offerings 37
Foundation Curriculum Courses 38
Concentration Curriculum Courses 38
Concentration Focus Courses .......................................................................... 39
Appendix C: Sample List of Field Practicum Agencies 40
Appendix D: Department of Social Work Faculty and Staff 44The first ten years of the Department’s life
entailed maintaining and enhancing the
quality of the B.S.W. Program while
developing the M.S.W. Program. One aspect
of this has been to earn reaccredidation for
the B.S.W. Program and initial accreditation
for the M.S.W. Program in 1993 from the
Council on Social Work Education (CSWE).
DEPARTMENT HISTORY AND Reaccredidation for the M.S.W. program was
achieved in 1998 and for both programs in
MISSION STATEMENT 2003.
During its nearly two decades of operation,
The Department of Social Work at the
the M.S.W. program has continuously
University of Vermont (UVM) offers two
evolved and refined its curricula offering in
nationally accredited social work degrees, a
light of intellectual and social developments.
Bachelor of Science with a Major in Social
The program prides itself on being “cutting
Work (B.S.W.) and a Master of Social Work
edge” in its substantive and instructional
(M.S.W.). Social work education at UVM is
approaches. Faculty are active in pursuing
intended to prepare students for the multiple
scholarly interests and bringing new ideas to
role demands and organizationally based
the classroom.
settings characteristic of social work in
Vermont and northern New England. While
the program prepares students for social DEPARTMENT MISSION STATEMENT
work practice that is locally informed, it also is
mindful of national and global trends and The Department of Social Work at the
influences. These include issues of human University of Vermont, through its teaching,
rights, social justice, human diversity, and the scholarship, and public service, prepares
globalization of economic, cultural, and students for entry level and advanced
political spheres of life. Therefore, emphases professional social work practice; helps meet
are placed on preparing students to become the human service needs of the State of
reflective, conscientious, lifelong learners and Vermont, in particular, the needs of
professionals whose practice will reflect vulnerable populations; advances social work
humane and empowering knowledge, skills, knowledge; and contributes to a more just
and values. world order.
In carrying out these activities, we affirm our
commitment to human rights and social
DEPARTMENT AND PROGRAM HISTORY
justice. Our entire curriculum promotes this
commitment by emphasizing the historical,
Social work education at UVM began with the
social and political contexts of social work
establishment of the B.S.W. Program in 1974.
knowledge and practices; the individual and
The B.S.W. Program has been located in
collective strengths of people served by
several academic units at UVM, most recently
social workers; the values and ethical
in the former Department of Special
standards of the social work profession; and
Education. In 1989, when the University
our active opposition to all forms of
began the M.S.W. Program, the Department
oppression.
of Social Work was formed as an academic
unit in the College of Education and Social
Together, MSW students and faculty
Services (CESS).
undertake mutual inquiry into the pursuit of
this mission statement according to the
1program philosophy and the congruent Critical social construction provides a
postmodern/constructionist theoretical conceptual framework for understanding and
orientation. In turn, these ideas are given analyzing knowledge claims and for
further focus by the department philosophy generating new perspectives. From a
and the program’s goals. constructionist standpoint, knowledge is
created through historically, culturally, and
politically situated processes of social
interchange rather than being the product of
individual minds or a reflection of the external
world. By viewing people and their
environments, as well as knowledge of
people and their environments, as historically
and socially embedded, critical social
construction supports and extends social
DEPARTMENT PHILOSOPHY work’s traditional person-in-environment
perspective.
Underlying the mission and goals of social
work programs in the department is a set of Within critical social construction’s relational
core, interrelated beliefs that provide an view of knowledge, language is the primary
orientation to the way in which social work is currency, not merely mirroring the world but
understood and practiced. We label these constituting it. This orientation highlights the
beliefs as the strengths perspective, critical linguistic and regulatory influences of the
social construction, social justice, and human cultural, institutional, structural, and
rights. Students will find these beliefs interpersonal contexts within which language
integrated throughout the curriculum. is shaped. By unfettering knowledge from a
foundational view of truth, critical social
A strengths perspective affirms the basic construction invites and legitimates multiple
dignity, resourcefulness, and adaptability of analytic frameworks and forms of knowledge,
people and their capacity for transformational and value-explicit inquiry and practice. Since
growth and change. It orients services no one perspective is considered to have
toward people’s capabilities, triumphs, and privileged access of truth, social construction
resources, and encourages the development supports intellectual diversity and tends to
of social policies and research that identify, oppose the elimination or suppression of
nurture, and support these qualities. Social forms or models of understanding. From a
workers practicing from a strengths critical social constructionist standpoint,
perspective respect the unique life worlds of knowledge as a socio-historical product is
the people they serve and recognize the intimately connected to power. This
creative and supportive potential of connection encourages social workers to
heterogeneous communities. Thus, they engage in “oppositional discourses of
support the multiple ways in which people criticism and resistance”.1 These qualities
choose or feel compelled to live their lives connect critical social construction with the
and work against social processes that Program’s third emphasis on human rights
marginalize. and social justice.
The value-explicit position of the strengths Human rights and social justice provide the
perspective and its emphases on social moral
processes and language, place it within the grounding for social work practice and
broader conceptual framework of critical research. These concepts reflect our belief
construction.
1 Lather,
P. (1991) Getting Smart: Feminist Research and
Pedagogy Within the Postmodern. London. Routledge. P. xvii
2that all people should fully participate in the All BSW and MSW students have access to a
“culture’s construction of the good and the small student lounge in the department where
real.”2 They direct social work resources and they may study or congregate. Formal
activities toward people who are oppressed opportunities to represent student
and marginalized. Since respect for basic perspectives include serving on department
human rights (freedom and well-being) and program committees, the Graduate
provide the necessary conditions for a just College Student Senate and the Board of the
society, they are both the starting points and Vermont Chapter of the National Association
ultimate criteria by which we judge the value of Social Workers (NASW-VT)
of social work practice and research. Social
workers contribute to a just society by helping
to create the structural arrangements and
social processes in which these fundamental
rights are honored, and resources are
obtained and distributed in an equitable
manner.
The above mission and philosophy
statements define the conceptual parameters
and commitments of the Program. They
articulate the purposes and assumptions that
underlie the curriculum and outline our vision INSTITUTIONAL AFFILIATIONS
of professional social work. Combined, they
provide students and faculty alike, an
AND COMMUNITIES
educated, principled stance from which to
question, decide and act as social workers. College of Education and Social
Services
Students as Members The College of Education and Social Services
(CESS) includes the Department of Social
Reflective of both the mission and the Work, the Department of Education, and the
philosophy, students are considered by the Department of Integrated Professional
Department of Social Work to be members of Studies (comprised of Human Development
the department and the profession. As such, and Family Studies, Early Childhood
they have privileges, rights and Education, Center for Disability and
responsibilities. Among the privileges and Community Inclusion, Counseling, and Higher
rights are contributing to Department Education and Student Affairs
business, informally through collegiality and Administration). Relationships among the
suggestions, and formally as representatives various college and university units and
of committees. Among the responsibilities is among faculty, staff, and students are
to be familiar with the institutional and governed by the operating procedures and
program policies and to conduct oneself statutes of the University.
according to these policies and the social
work philosophy, values and ethics According to the mission statement of the
articulated in the program. (See Appendix A College:
for a full accounting of Students’ Rights and The College of Education and Social Services
Responsibilities) educates and prepares outstanding
professionals in education, social work, and
human services; engages in scholarship of
2Gergen, K.J. (1994). Realities and Relationships. high quality; and provides exemplary
Cambridge: Harvard University Press.
3professional service to Vermont, nationally, later, it initiated the first African-American into
and globally. We do this to create a more the society.
humane and just society; free from
oppression that maximizes human potential Since UVM has a combined heritage of a
and the quality of life for all individuals, private university and a land-grant institution,
families and communities. it embraces a broad range of instructional
(CESS Bylaws, Amended 11/10/10) and research programs. It also focuses a
http://www.uvm.edu/~cess/resources/ByLaws201 significant portion of its resources on meeting
0.pdf the practical needs of the citizens of the state.
GRADUATE COLLEGE The University is a dynamic and significant
part of life in the immediate community and in
The Graduate College of the University of the state, itself. UVM is larger than most
Vermont is responsible for all advanced schools in New England, but the number of
degree programs except the Doctor of students it serves is relatively small – about
Medicine degree. Thus, it serves all who 10,700 undergraduates and 1627 graduate
pursue advanced, comprehensive and 478 medical students. The University
scholarship and research in those fields of includes seven undergraduate colleges and
study that are beyond the bachelor’s degree. schools, the College of Medicine, a graduate
An executive committee works with the college, and a Division of Continuing
Graduate College to ensure that its programs Education that operates statewide. Of the
of study are comprehensive and outstanding. faculty, 90% have earned a Ph.D. or the
Many of the academic requirements, policies, highest degree in their fields. The faculty
and procedures governing the M.S.W. attracts research grants worth five times as
Program are based in the Graduate College. much as those awarded to most other
universities of comparable size.
The Graduate College offers 4 pre-
professional programs, 54 different masters’ UVM Vision
programs of study, 35 accelerated master’s
programs, 26 doctoral programs and an M.D. To be among the nation’s premier small
program. The college currently enrolls more research universities, preeminent in our
than 1,627 graduate students and more than comprehensive commitment to liberal
651 of these pursuing the doctorate. education, environment, health and public
service.
Since the establishment of the M.S.W.
Program, students in social work have often UVM Mission
comprised the largest number of master’s To create, evaluate, share and apply
level students in any one discipline at UVM. knowledge and to prepare students to be
accountable leaders who will bring to their
work dedication to the global community, a
UNIVERSITY OF VERMONT grasp of complexity, effective problem-solving
and communication skills and an enduring
The University of Vermont (UVM) was commitment to learning and ethical conduct.
founded in 1791 by Ira Allen, and was the
fifth New England college to be chartered.
UVM was also the second college SOCIAL WORK PRACTICE COMMUNITIES
established by a state to grant the bachelor’s
degree, and the first college or university in The Department has multiple enriching ties to
the country to declare a commitment to the local, national, and international social
religious freedom in its charter. UVM was work practice communities. Local ties include
also one of the first universities in the country relationships with field education instructors,
to admit women to full membership in the
scholarly society Phi Beta Kappa. Four years
4Community Advisory Council members,
alumni, and colleagues with whom faculty In accordance with the requirements of the
members collaborate as practitioners and Council for Higher Education Accreditation,
scholars in Burlington and across the state. the CSWE Office of Social Work
National ties include relationships with social Accreditation (OSWA) administers a multistep
work colleagues in professional associations, accreditation process that involves program
in research projects, on editorial review self-students, site visits and Council of
boards, on inter-professional commissions, Accreditation (COA) reviews. The CSWE
and in other professional practice and uses the Educational Policy and Accreditation
scholarship enterprises. International ties Standards (EPAS) to accredit baccalaureate
include scholarly and practice relationships and master’s level social work programs. (For
with social workers in international a complete description of CSWE go to:
associations, regional and national http://www.cswe.org and more specifically for
organizations, global and regional social the most recent EPAS governing MSW
movements, and academic institutions curriculum go to:
located in other countries. http://www.CSWE.org/File.aspx?id=13780)
Faculty members provide field instructor
seminars and in-service training; co-sponsor
conferences; serve on boards and councils;
participate in NASW (the National Association
of Social Workers) and CSWE; and design,
evaluate, and provide services and technical
assistance in collaboration with various
communities. Relationships with national and DEPARTMENT FACULTY AND
international social work and inter-
professional practice communities, STAFF COMPOSITION AND
indigenous and refugee communities, and
grass roots activist communities influence the RESPONSIBILITIES
department’s commitments to protecting and
promoting multi-cultural, socially just policies The Department of Social Work has eight
and professional practices. Likewise, these full-time, and several adjunct (“part-time”)
commitments and ties to various communities faculty members. Faculty represents a wide
shape the content and methods of the range of experience and expertise in social
Department’s teaching, research, writing, and work practice and research. (See Appendix
service. D for list of individual faculty members.)
Council on Social Work Education Full-time faculty responsibilities include three
The Department of Social Work is a member major areas: graduate & undergraduate
of the Council on Social Work Education, a teaching, research & scholarship, and
nonprofit national association representing service. In addition to the roles of teacher,
more than 2,500 individual members, as well scholar, and contributor to the university,
as graduate and undergraduate programs of profession, and community, faculty members
professional social work education. This carry out a variety of auxiliary roles that have
partnership of educational and professional special implications for students in the
institutions, social welfare agencies, and M.S.W. Program. These roles include the
private citizens is recognized by the Council Department Chairperson/Chair, M.S.W.
for Higher Education Accreditation as the sole Program Coordinator, B.S.W. Program
accrediting agency for social work education Coordinator, Field Education Coordinator,
in the United States. Advisor, Field Liaison, and Special Project
Chair (e.g., Title IV-E Chair).
5DEPARTMENT CHAIRPERSON Field Education Coordinator is responsible for
the administration of the field education
The Department of Social Work is headed by component of each program’s curriculum.
a Chairperson. In social work education,
chairpersons of departments are known as The coordinators work closely with the Chair,
“Chairs.” The Chair provides leadership in the faculty, staff, and students to ensure
formulating with the faculty the Programs’ timely and integrated planning,
philosophical orientation, curriculum, and communicating, and completion of projects.
policies. The Chair supervises and works They have no supervisory functions with the
collegially with the social work faculty and full-time faculty, and they share supervisory
staff to conduct the affairs of the Department responsibilities for part-time faculty with the
and to contribute to their professional Department Chair. Each coordinator works
development and success. The Chair also with a standing faculty committee.
carries the fiscal responsibility for the
Department of Social Work that includes the ADVISORS
development and management of department
resources. As part of their teaching responsibilities, all
full-time faculty members serve as advisors to
In ensuring the viability of the Department, a number of undergraduate and graduate
the Chair works collaboratively with other students. In social work education, advisors
members of the College, University, state, have two areas of responsibility, professional
and social work profession, locally, nationally, advisement, and academic advisement.
and internationally. For example, our Chair Specifically, the Council on Social Work
meets regularly with the Dean of the College Education (Handbook of Accreditation
of Education and Social Services and the Standards and Procedures, 1994) defines the
other department chairpersons in the College. obligations of social work advisement as:
The Chair attends meetings of the National
Association of Deans and Chairs of social 1. Orienting students and assisting them
work education programs in the United in assessing their aptitude and
States. The Chair has frequent motivation for a career in social work,
communication with key administrators in
2. Allowing for early and periodic
human service agencies in Vermont, and evaluation of each student’s
participates in professional associations,
performance,
including the National Association of Social
Workers and the Council on Social Work 3. Guiding students in selecting areas of
Education. course work, and
4. Assessing with students the field
PROGRAM AND FIELD EDUCATION settings that best meet their
COORDINATORS educational needs and career goals.
(p. 126)
The coordinators in the Department of Social
Work are the B.S.W. Program Coordinator,
the M.S.W. Program Coordinator, and the All students are assigned an advisor when
Field Education Coordinator. Coordinators they enter the M.S.W. Program. During the
are full-time faculty members who, in addition first semester, advisors and students
to their regular faculty responsibilities, have (advisees) plan together for students’
significant administrative duties. The B.S.W. individual course of study in the Program
Program and M.S.W. Program Coordinators according to the students’ interests and the
are responsible for most administrative Program and University requirements.
aspects of their respective programs. The Advisors meet at least once a semester with
6their advisees to check with them on their
progress and to plan for the next semester. FIELD INSTRUCTORS
They are available at other times during the Field Instructors are employees of the
semester as needed. They also must be organizations in which students complete
involved as soon as possible when serious their field practica who hold MSW degrees
concerns about one of their advisees are from CSWE accredited programs. These
raised. individuals proved the on-sight teaching and
supervision for students. They often are
FIELD LIAISONS referred to as “supervisors”. The Field
Education Coordinator must approve of all
Field liaisons are full-time, part-time, or new field organizations and field instructors
adjunct faculty members with M.S.W. and the organization must complete an
degrees and strong practice backgrounds Affiliation Agreement with UVM and the
who serve as administrative and educational Department of Social Work. Before they
links between the Department of Social Work begin to provide field instruction to students,
and the field practicum agencies, the student they must participate in a New Field Instructor
and the field instructor. Their primary Orientation that is conducted in August. All
function is to assist both parties to integrate field instructors are strongly encouraged to
the field and classroom education into their participate in the two field instructor seminars
activities, and to follow the Department’s conducted by the Field Education Coordinator
policies and procedures for field education. in the Fall and Spring semesters.
Broadly stated, field liaisons:
DEPARTMENT STAFF COMPOSITION AND
1. Make at least two on-site visits to field RESPONSIBILITIES
agencies each year to coordinate and
monitor field learning assignments The Department has two support staff
and to review with students and field members who provide assistance in carrying
instructors’ student progress on out the work of the Department. (See
learning agreement tasks and Appendix D for a current list of staff
assignments; members.) The professional support staff is
2. Meet regularly with their field students comprised of the following positions: an
in an integrative seminar for Office Manager for the Department, and an
educational and administrative academic support person for the Field, BSW
purposes; and MSW programs and MSW admissions.
All support staff members can answer
3. Consult with field instructors to students’ general questions. However, they
recommend a grade to the Field do not provide academic or professional
Education Coordinator (who, as the advisement.
instructor of record at UVM, assigns
In addition to the department support staff,
the grade);
there are a number of externally funded
4. Meet regularly with the Coordinator of project staff who students may meet while in
Field Education and other field the MSW program.
liaisons for planning and
development; and
5. Consult with the Coordinator of Field
Education and as appropriate, with
students and their advisors in cases of
serious concern regarding a student’s
field performance.
7computers with a modem and the required
communication software. To activate the new
UVM e-mail account, students need to follow
the steps outlined on the UVM homepage at
www.uvm.edu/account/
In addition to receiving an e-mail account,
each student in the Program will be
subscribed to the electronic M.S.W.
DEPARTMENT Student List. Information posted to the list
address will be received simultaneously by all
COMMUNICATION subscribers (in this case, M.S.W. students,
Department faculty members, and
INFRASTRUCTURE Department staff members). The list is used
by faculty members, staff members, and
STUDENT, FACULTY, AND STAFF MAILBOXES students to convey information to all M.S.W.
students at UVM about upcoming meetings,
The mailboxes located in the Department are deadlines, issues, and job opportunities.
one of the primary channels of written Please see Appendix XX for the
communication among members of the Department list-serve policy.
Department. When students graduate their e-mail,
addresses are moved to the social work
ELECTRONIC MAIL AND M.S.W. STUDENT alumni list, unless they ask to be removed
from this list altogether. UVM student e-mail
LIST-SERVE
accounts may be used for one year after a
student graduates from the Program.
E-mail is the faculty’s and staff’s primary
mode of written communication with students.
Some professors create electronic class lists
All students, faculty members, and staff
so that members of a class can communicate
members are provided with an e-mail account
with each other about matters that pertain
and address when they join the Department.
only to their particular course. Likewise,
This account permits the individual to
some groups of students with shared
correspond with others on and off-campus via
interests start electronic lists in order to
e-mail; to subscribe to, and receive and post
communicate with each other and social
communication on electronic list-serves; and
workers in other parts of the country or world.
to connect to a vast network of information
worldwide.
Social work education is a communal project
that relies on being able to reach each other
Upon admittance to the program, students
outside of classes. It is highly
are assigned an e-mail address that is
recommended that students check their
typically firstname.lastname followed by
e-mail accounts daily. Those who do not
“@uvm.edu.” Students may gain access to
have a means of doing so from home, or who
their e-mail and send e-mail to others at any
would rather not, should develop an alternate
of the computer terminals available on
means of checking emails at least once a day
campus (e.g., in the libraries and in the
to be sure not to miss important information
computer center) and from off-campus
from faculty and staff, classmates and field
liaisons.
8POSTAL SERVICE AND TELEPHONE
Blackboard
Written communication rarely will be sent
through the U.S. postal service. However, Blackboard is an online course management
some circumstances make it the most system that supports the sharing of learning
appropriate avenue of written communication. resources, student collaboration, learning
Therefore, all students are responsible to assessment, and multiple means of
keep the Department up to date on their communication between course members.
most current home mailing addresses for Every course in the Banner system has n
those occasions. Ideally, after students associated Blackboard course space that is
graduate, they will continue to keep their automatically populated with registered
mailing addresses and phone numbers up to student. UVM is currently using Blackboard
date with the Department so that the Learn (Release 9.1.13)
Department can maintain communication with
alumni. Many courses in the Program us various
Blackboard features. To learn how to use
Telephone communication between Blackboard, got to the following link:
Department faculty or staff and students is http://blog.uvm.edu/ctl/category/blackboard-
often necessary. For this reason, all tips/
students (and alumni) are asked to keep
the Department up to date on their most
current telephone numbers. Printed
student lists containing students’ names,
telephone numbers, e-mail addresses, and
mailing addresses are created each year and
distributed to the staff and faculty. If a
student needs this information to be kept
off such a list, s/he should discuss this
with the M.S.W. Program Coordinator, or
his/her advisor and an arrangement may
be made for more limited use of this
information. Students may also opt to grant
permission for their address, phone, and
email information to be distributed to other
M.S.W. students in the Program. DEPARTMENT AND
In addition to the Department phone number
CURRICULUM DECISION
(802-656-8800), all full-time and part-time
faculty and full-time staff members each have
MAKING
individual office extensions. Faculty phone
The governance of the Department is carried
numbers are printed at the top of their syllabi.
out according to policies and procedures of
Faculty and staff home phone numbers may
the University, the colleges, the profession of
only be given out by the individual faculty or
social work, and the Department itself.
staff member him/herself unless s/he has
Academic and social work traditions and
made a prior arrangement for someone else
practices, and state and federal laws shape
to do so. The Department business hours are
these policies and procedures. The Chair of
between 8:00am and 4:30pm. After hours,
the Department holds the institutionally and
messages can be left by calling the individual
professionally sanctioned decision-making
extensions or the main Department phone
number. authority for matters regarding department
personnel, finances, external relations, and
9department operating policies. The Chair the instructor in integrating the Department’s
may delegate some decisions to coordinators philosophy of social work and the faculty’s
and to other members of the faculty, such as expectations for the course. If a course has
student requests for exceptions, the hiring, or only one section, or only part-time faculty
deployment of part-time instructors, and instructors, the relevant coordinator provides
scheduling courses. this support and oversight. If it has more than
one section, and only one part-time instructor,
The program committees (MSW & BSW) the full-time instructor teaching the course
develop the objectives, policies and provides these functions.
procedures for the content, delivery and
evaluation of the curriculum. They develop Since February 2003, full-time faculty are
and propose broad policy changes to the full represented by a union, United Academics
department faculty. Department and program (UA). UA and the University of Vermont have
level decisions are passed on to individual entered into collective bargaining
faculty members who implement them agreements that cover working conditions,
through their course designs, teaching and including terms of appointment, for faculty
advising. members.
The instructors of more than one section of a
course are usually work collaboratively in
shaping the requirements and methods of
that course to achieve general congruence
across sections and with the overall
curriculum. In the case of courses taught by
part-time faculty, a full-time faculty member
supports
10social workers and their potential
expressions in practice.
Diversity/Oppression
To prepare students for advanced social
work practice with people who are devalued,
marginalized, or underserved.
PROGRAM GOALS AND
Diversity/Globality
OBJECTIVES To foster awareness of social work from a
global perspective and its’ implications for
In making programmatic decisions and practice with people from diverse
developing the curriculum, the faculty is guided backgrounds.
by broad program goals that are informed by the
mission and philosophy of the Department. Social Construction
Periodically, the faculty reviews the entire To help students understand the human
M.S.W. curriculum, and based on this analysis, experience and social work practice from
sets specific program objectives that lead to the historical, cultural, and social perspectives.
fulfillment of the goals. These program
objectives provide students with a set of Strengths
expectations regarding their graduate, To help students appreciate and understand
professional education. people’s capacity for resilience and
transformation and to develop and employ
The program objectives are further divided practices based on these qualities.
according to the level of social work education
into objectives for the professional foundation
curriculum (i.e., knowledge, comprehension, and Human Rights/Social Justice
basic application) and concentration curriculum To familiarize students with theories of
(i.e., more autonomous application of acquired human rights and social justice and their
skills and knowledge, critical analysis, synthesis, expression in social work.
and evaluation). Course and field practicum
objectives derive from the foundation and Leadership
concentration objectives. They are presented in To prepare students for leadership roles in
syllabi as knowledge, values, and skills the development, implementation and
objectives that students are expected to meet by evaluation of services and the work of social
the end of the academic year. change.
M.S.W. PROGRAM GOALS
Professional Development
Learning Context To inspire students to on-going professional
To create a learning community of students development, critical self-reflection and
and faculty where ideas and actions can be renewal.
freely explored, discussed and analyzed
Values and Ethics
To enable students to understand the values
and ethical commitments of professional
11M.S.W. PROGRAM OBJECTIVES on human/social issues. There is no
requirement for applicants to present a specified
Graduates of the M.S.W. Program should be number of course credits in each subject area.
able to: However, the educational background and
coursework should show adequate preparation
1. Demonstrate knowledge of social work to pursue graduate study in social work.
values and ethics and the skills for their
expression in advanced social work practice. Previous Work and Life Experience
2. Demonstrate an approach to social work The faculty views life experience and previous
practice informed by human rights and social
justice.
work experience as valuable and helpful to
prospective students. Nevertheless, the MSW
3. Demonstrate an approach to social work Program does not waive its academic
practice informed by critical social requirements, including field requirements, for
construction. these experiences.
4. Demonstrate an approach to social work
practice informed by the strengths
perspective.
5. Demonstrate an understanding of the
relationship of social exclusion,
marginalization and oppression on social and
individual problems.
6. Demonstrate knowledge of human diversity,
its social construction, and the ability to
practice in a manner sensitive to social
differences.
7. Demonstrate awareness of a global
THE MASTER’S CURRICULUM
perspectives, their relationship to local
issues, and their implications for social work
CONTENT
practices.
The M.S.W. curriculum has a professional
8. Demonstrate an understanding of the foundation, and one concentration. The
importance of on-going professional theories, perspectives, research, and methods
development and supervision. that are offered in the curriculum are selected
according to their congruence with a strengths-
oriented, critical constructionist perspective, and
LIBERAL ARTS PERSPECTIVE their capacity to promote diversity, social justice,
and human rights.
General Liberal Arts Requirements
Social work draws on multidisciplinary theory PROFESSIONAL FOUNDATION CURRICULUM
and research and requires critical and creative
thinking and communicating. Therefore, all The professional foundation curriculum is
M.S.W. candidates should have acquired a designed to assist students to explore and
broad liberal arts education as a function of develop generalist knowledge, values, and skills
successfully completing their baccalaureate for professional social work with individuals,
programs. A minimum of 18 credits are required families, small groups, organizations, and
communities. Students take 30 credits of
in the following areas: social sciences,
professional foundation coursework, including
humanities, and psychology with an emphasis
12one elective. This period of study is often Following a field orientation period in their first
referred to as the “first year” (even though part- semester, students spend a minimum of 225
time students will complete it in more than one hours each semester in an agency setting.
year) or the “foundation year.” Generally, a student’s employment site is not
an appropriate field practicum site.
Courses
Additional Required Content
The professional foundation curriculum is
comprised of courses in the following five areas: In addition to the courses provided in the
1) human behavior in the social environment, 2) above content areas, seven other required
social welfare policy & practice, 3) social work content areas are infused across the
practice, 4) field practica, and 5) research. It courses. These include: identification as a
also includes content that is taught across the professional social worker, values and
curriculum, including: values and ethics, ethics, critical thinking, diversity and
diversity, promotion of social, economic & difference, human rights, social and
environmental justice, populations-at- risk, and economic justice and contextual thinking.
introductory aspects of the Department Moreover, each MSW program articulates its
philosophy. This content is integrated own theoretical orientation. At UVM students are
throughout all five areas of coursework. introduced to a postmodern-constructionist
Additionally, the professional foundation theoretical orientation in the foundation
curriculum engages students in considering curriculum.
social work as a profession, themselves as
reflective practitioners, and the meaning that The theories, research and methods that are
their learning experiences have for them, as taught in both years of the program are selected
practioners, and their social work practice. according to their congruence with the
Please note that the foundation curriculum theoretical orientation, and their capacity to
must be completed before taking any promote diversity, social, economic and
concentration courses, including summer environmental justice, and human rights with an
focus courses. emphasis on people’s strengths.
Foundation Elective By the end of the foundation curriculum,
students are expected to have developed an
The foundation elective must be taken within introductory understanding of these key
the Department of Social Work. Options will be concepts. They should be able to demonstrate
available in the Fall and Summer. Title IV-E their application to generalist social work that
funded students are required to take SWSS 224, combines analytical and relational practices as
Child Abuse & Neglect in the Fall Semester. defined by course and field practica objectives.
Field Practicum I
Transition from Foundation Year
The required foundation field practicum is taken to Concentration Year
concurrently with the rest of the foundation
coursework. Students are assigned to an Proceeding to the concentration curriculum is
approved field practicum in a non-profit not automatic, because the curriculum becomes
organization by the Field Education Coordinator, progressively more complex. The foundation
taking into account their interests and foundation curriculum, including professional conduct, must
practicum site availability. During the field be mastered, and any conditions of admission
practicum, they carry out a social work that were designated in acceptance materials
assignment under the supervision of a qualified must be met.
field instructor according to educational
requirements set by the MSW Program.
13By the mid-point in the spring foundation year be important to a student’s application for the
semester, the MSW faculty broadly reviews concentration year field practicum. As the field
students’ readiness for study in the practicum placement process begins early in the
concentration curriculum. Academic spring semester of the foundation year, it is best
performance and professional conduct are for students to have a working sense of their
considered, as indicated by grades, individualized learning plans by that time. To
assignments, field practicum evaluations and begin the field practicum placement process,
observations. (For more discussion of students submit the concentration field
professional conduct see Appendix A and the practicum application and schedule a meeting
university policies on academic integrity and on with the Field Education Coordinator to discuss
student rights and responsibilities.) their learning objectives and identify with the
coordinator the practicum sites that might best
If a faculty member has serious concerns about assist them in meeting these objectives.
an individual’s performance, they will convey
these to the student, the MSW Coordinator and The sequencing of this process is somewhat
the student’s advisor. The faculty member different for advanced standing students and
discusses these with the student in the context some part-time students.
of their work together. The advisor discusses
these with the student in the broader context
that engages them in assessing their CONCENTRATION CURRICULUM
performance within and between classes and
the field practicum. The purposes of both The identifiable area of concentration in this
discussions are consultative and remedial, to Program is Transformative Social Work. The
assist the student to make improvements that concentration provides the foci around which the
may be necessary to complete the program. last thirty credits of the Program are organized.
This period of study is frequently referred to as
Planning for the Concentration Year “the second year” (even though part-time
students take these courses after their second
In the spring semester before the concentration year in the Program), “the concentration year,”
year, students should meet with their advisors or “the advanced year.”
and discuss their concentration year plan of
study and coursework. In the concentration The concentration curriculum is comprised of the
year, students take several courses in common following requirements: two advanced practice
aimed to extend and deepen their knowledge, courses (Transformative Social Work I & II); one
skills, and values associated with the program advanced social work theory application and
concentration, transformative social work. At the integration course (Integrative Applications of
same time, students are encouraged to Transformative Social Work) one advanced
individualize their learning within the social work research course (Advanced Social
concentration year through the selection of 4 Work Research), four concentration focus
focus courses. Focus courses are offered courses; and a concentration field practicum
during the summer session, between the (Concentration Year Field Practicum)).
foundation and concentration years, as well as
during both semesters of the concentration year. SOCIAL WORK CONCENTRATIONS
Although students will enter the concentration Transformative Social Work
field practicum in the fall of the following
academic year, many students schedule at least The primary aim is to support and facilitate ways
one of their concentration focus courses in the of transforming relationships at all levels.
summer between the two years. Deciding on Transformative change is viewed as relational,
individualized learning or an area of focus is also
14profound, and generative. The approach to autonomy, skill, and self-awareness in variously
change is relational in that it requires the situated professional relationships with clients
coordinated action of many people working in a and others and in the choices they make as
context of mutuality and respect, it is profound in learners, professionals, and practitioners. They
that it goes beyond the surface of incremental are also required to synthesize a broad range of
change to question and dislodge the uncritical knowledge and apply this knowledge to a variety
acceptance of taken for granted discourses and of direct, inter-professional, and inter-
practices, and it is generative in that it is meant organizational practice situations that are
to envision and support new and better futures characterized by complexity, ambiguity,
at all levels of the community. contradiction, and intensity.
The concentration year curriculum explores the Common across coursework in the
knowledge, values and skills in transformative concentration is the shared emphasis on
social work by drawing upon a number of strengths, human rights, social justice, and
ongoing dialogues that highlight the social, critical social construction with attention to
cultural, and historical contexts of meaning. family-centered and community-based social
These dialogues, integrated under the label of work practice issues involving various
social construction, complement and augment populations, services, and methods, such as
social work's traditional social change mission, victims of abuse, groups who are underserved,
its values of social justice and human rights, its managed care, and client-system mediation.
strengths orientation, and its commitment to
serve marginalized groups. Learning in the concentration is also shaped by
state and national trends that reflect the need for
Transformative social work research is a form of more advanced level practitioners to provide
social work practice that is conceptualized as a family-centered, community-based, inter-
vehicle for change, rather than as a systematic professional services, and the correlating
observation or "discovery" of the extant world. systemic leadership for increased coordination
The new understandings that are generated hold and collaboration among service providers. The
transformative potential for social work practice family-centered orientation that has grown
and for the lives and relationships of the people across the country in many fields of practice
most directly affected by the actions of social (e.g., health, mental health, child welfare,
workers. juvenile justice, developmental disabilities, and
aging) has created the need for advanced
Students consider transformative social work practitioners with the distinctive mission and
orientation of social work. The professional
from an individualized focus in a field-of-practice
and/or population-at-risk. orientation to the person-environment and the
integral relationship between personal and
Accordingly, students learn to select and utilize socio-cultural experience is particularly
congruent social work roles and methods in conducive for responding to the multi-
direct, organizational, and community practice. dimensional strengths and challenges of people
More specifically, students learn to apply roles who are oppressed, socially marginalized, and
and methods critically and differentially, underserved. A transformative social work
assessing the strengths, needs and resources of engagement of human suffering and social
socially at-risk children, youth, adults, families, problems places UVM social work graduate
and elders; and interdependently, intervening at students at the intersection of innovative
multiple levels of practice to build on and expand theorizing, creative policy and practice
the strengths and resources and meet the needs advances, and the assemblage of viable
of various populations. In the process, students contexts for help to individuals, families, and
are required to demonstrate increasing local and global communities.
15Required Concentration Courses concentration area and to develop advanced
social work practice skills. Students spend at
The required courses are organized sequentially least 225 hours each semester in the field and
with the spring courses building on the fall earn three credits per semester. Advanced
courses and all of these building on and standing students spend 300 hours in the field
expanding learning from the foundation each semester and earn four credits per
curriculum. Some year’s students remain in the semester.
same section of a fall and a related spring
course taught by the same instructor. This is The Comprehensive Exam
made clear in the town meeting preceding
registration for concentration course. The The University of Vermont Graduate College
following four required concentration courses requires that “All master’s degree students …
are: SWSS 314 and 315, Transformative Social pass a written and/or oral comprehensive
Work Practice I and II; SWSS 316, Integrative examination in their field of specialization. If
Applications of Transformative Social Work; both formats are used, satisfactory completion of
SWSS 327 Advanced Social Work Research. the written examination is prerequisite to
Advanced standing students take an standing for the oral examination” (on-line UVM
additional fifth required course in the summer, Graduate Catalogue at
SWSS 280 Perspectives in Social Work. All of http://catalogue.uvm.edu/graduate/
these are considered “practice” courses.
It leaves to each program the specification of the
Concentration Focus Courses format and criteria to be employed. The
Department of Social Work uses an assignment
In addition to the six required courses in the embedded within a course to meet this
concentration year (including spring and fall requirement. (SWSS 316 Integrative
semesters of field), students take four Social Applications of Transformative Social Work).
Work courses that are intended to generate an The assignment itself can be seen in the course
area of focus for their concentration in syllabus but in general, the goals of the
transformative social work. Selecting these Department Comprehensive Exam are to
courses is part of the students’ individual deepen and demonstrate the following:
planning with their advisors. Concentration
Focus Courses are offered in the summer, 1. Integration of the program philosophy and its
between the foundation and concentration implications for all aspects of social work
years, and during both semesters of the practice;
concentration year. Students are not required to
2. Connections between professional
take focus courses during the summer, but
knowledge and theory and their application in
many do, so in order to lighten their course load
social work practice;
during the academic year. Students must
complete all of their professional foundation 3. Critical, analytical, and generative thinking as
courses before they can begin their a professional social worker;
concentration year course work.
4. Clear professional communication.
Field Practicum II There is one alternative option to completing the
Comprehensive Exam outside of enrolling in and
In addition to the four required courses, students completing SWSS 316. This would be an
must take SWSS 390, Concentration Field individualized, scholarly option of working with a
Practicum I and II. The concentration practicum faculty member on the faculty member’s
is a two-semester, advanced level field particular scholarly project. Selection of students
experience. It provides opportunities for for these projects would be at the discretion of
students to gain practice experience in their the faculty member.
16concentration practice courses and
concentration field practicum simultaneously
because they are interdependent. Students
are guaranteed to get into every required
course in the semester needed. However, if a
required course has more than one section,
they may not be able to enroll in the section
they prefer. Likewise, students may not be
able to enroll in the foundation elective or
TIMETABLES AND OPTIONS FOR every focus course they prefer.
COMPLETING THE PROGRAM THE OPTIONS DEFINED
Upon admission to the program, the option and Full-time, Two Year Option
timetable for each student’s completion of the
program are determined. These include a full- During the first 30 credits of study (the
time, two-year course of study; an advanced “foundation year”) students focus on learning,
standing, one summer and one full year course understanding, and applying the generic
of study; and one part-time four-year option. See knowledge, values, and skills of professional
Tables 1 through 3 at the end of this section for social work. The typical full-time course load is
these options and timetables. A student’s 15 credits per semester that includes four
admission status within the Program can only be courses on campus and a concurrent field
changed through a formal request to and placement off campus.3 Students spend a
approval from the M.S.W. Program Coordinator minimum of 15 hours per week in the field
or Committee. practicum.
During the second 30 credits of study, (the
In determining the appropriate option, the
“concentration year”) students develop
Admission Committee must be confident that the
advanced social work knowledge, ethics, skills,
students’ education will not be adversely
and inter-professional leadership in the area of
affected by taking courses out of the preferred
the concentration, transformative social work,
full-time sequence. Therefore, the decision to
and with regard to their individualized area of
grant part-time status to applicants is not
focus. This curriculum enables students to
automatic. It is based on careful appraisal of
synthesize their learning and develop greater
their prior academic performance and their
depth and autonomy in their practice. Specific
rationale for requesting part-time status. This is
courses, the field practicum, and the final project
also true for students admitted with full-time,
(completed in SWSS 316: Integrative
two-year status who later request a change to
Applications of Transformative Social Work)
part-time status.
create contexts for students to advance their
The number of days and times of the week that
foundation and concentration year courses are
3 Please
scheduled and specific courses meet often note that the concept of full-time status is defined
varies from semester to semester and year to differently according to the University unit and purpose.
Whereas, within the Department of Social Work, full-time,
year according to many factors. Typically, M.S.W. status typically involves a minimum of 15 credits a
students are in their field practica during the semester, the Graduate College defines full-time status as
weekdays at times when classes are not a minimum of nine credits. “Full time” is a floating definition
scheduled. and may have implications for students’ particular
experience at UVM. For example, cost of living estimates
The Program requires that students take
provided by the Graduate College, Registrar, and financial
their foundation practice courses and aid definitions may be based on the assumption of nine
foundation field practicum, and their credits per semester rather than 15.
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