Traditional MSW Flagship (On-Campus)

Students in this concentration learn how to work directly with individuals, families, and small groups. They build skills in assessment, planning, and intervention, with an emphasis on understanding people in the context of their environment. Direct Practice students are prepared for roles in hospitals, schools, clinics, community centers, and more.

Graduates of this concentration are ready to:

• Support individuals and families 

• Coordinate services and resources

• Offer counseling and support

• Evaluate interventions using evidence-based approaches

• Adapt to the needs of diverse populations

Students in the CAP concentration focus on broader systems—communities, organizations, programs, and policies. This path prepares students for roles in program development, policy analysis, nonprofit leadership, and advocacy.

Graduates of this concentration are equipped to:

• Design and evaluate programs

• Understand and influence policy

• Lead teams and manage organizations

• Promote structural change at local, national, and global levels

(Foundation course)  First of four required Field Education courses in regular sixty (60) hour degree program.  Focuses on integration of foundation knowledge and practice skills for beginning generalist practice.  Requires completion of 233 clock hours, including ten (10) hours for Field Education orientation, 208 hours in assigned Field Education agency setting, and 15 hours in scheduled Field Education integrative seminars.  Concurrent enrollment in Practice Methods I course required.

(Differential Foundation course)  Second of four required Field Education courses in regular sixty (60) hour degree program.  First of three Field Education courses in Advanced Standing program.  Focuses on integration of differential foundation knowledge and practice skills.  Requires completion of 223 clock hours, for regular students, including 208 hours in assigned Field Education agency and 15 hours in scheduled Field Education integrative seminars.  Requires 233 clock hours for advanced standing students, including 10 hours for Field Education orientation, 208 hours in assigned Field Education agency, and 15 hours for scheduled Field Education integrative seminars.  Concurrent enrollment in Practice Methods II course required.  Prerequisites: SWFI-201

(Advanced course)  Third of four required field Education courses in regular sixty (60) hour degree program. Second of three required courses in advanced standing program.  Focuses on integration of advanced knowledge and practice skills in chosen Practice Method concentration and Field of practice specialization.  Requires completion of 272 clock hours, including 260 hours in assigned Field Education agency setting, and 12 hours in scheduled Field Education integrative seminars.  Concurrent enrollment in Practice Methods III course and Field of Practice I course required.  Prerequisites: SWFI-202

(Advanced course) Fourth of four required Field Education courses in regular sixty (60) hour degree program.  Third of three required courses in Advanced Standing program.  Focuses on integration of advanced knowledge and practice skills in chosen Practice Method concentration and Field of practice specialization.  Requires 272 clock hours, including 260 hours in assigned Field Education agency setting, and 12 hours in scheduled Field Education integrative seminars.  Concurrent enrollment in Practice Methods IV course and Field of Practice II course required.  Prerequisites: SWFI-336

Critically examines social forces, programs, policies, and services for families, particularly Black families. Social work practice implications are examined based on the assumption that the family is an important institution, a source of strength, dynamic and evolving in its structure, organization and values. The family as primary source of support and socialization for children is examined from two important perspectives: 

• The child within his/her natural parenting situation or home; and
• The child in need of substitute, alternative or additional parenting and childcare arrangements. Policy contexts are addressed; practice implications are examined

Course offerings focus on biological, psychological and social aspects of aging with a special emphasis on Black and minority aged are covered. Students are prepared to become practitioners with the elderly population. Policies, programs and services are studied with special emphasis on the Black elderly who are known to suffer disproportionately from the disadvantages and problems common to aging in America

Covers perspectives, problems and processes of refugees, immigrants, victims of natural and man-made disasters, displaced homemakers, long-term unemployed, and the homeless. Policy contexts and issues are covered as are relevant theoretical models and social work practice interventions. A wide variety of service responses are studied including institutional and self-help group responses to the phenomena of uprootedness and displacement. Critical policy analysis and practice implications as related to disadvantaged status and discrimination are covered.

Addresses special issues related to particular health care settings, health care policy and costs, epidemiology for health sciences and professional values and ethical issues. In addition, students completing the concentration are educated about the emotional and social stress placed on individuals and families when physical illness and handicaps are present. Psychosocial factors in illness and handicaps are covered as are social conditions and ethnic and racial differences as they are relevant to health care problems. The role of the health care system is examined, as well as its impact on its users, particularly Blacks, women, and other people of color.

Provides knowledge about policies, programs, and service systems in mental health. In addition, legal decisions and related issues that impact on mental health practice are covered as are: social work's role in interdisciplinary and emerging mental health settings. There is an emphasis on the implications and relevance of these factors to the mental health of Blacks, women, and other people of color