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The School of Social Work adheres to the University of Nevada, Reno Academic Standards Policy for Students concerning issues of academic integrity. Please see the UNR website for a complete description, definitions and policies regarding class conduct and academic dishonesty.
Students who require additional support due to disabling conditions should discuss their needs with their instructors at the start of each semester. Accommodations for all reasonable requests will be made for documented disabling conditions. In addition, students are encouraged to contact the UNR Disability Resource Center at (775) 784-6000 to access a range of supportive services.
The faculty of the School of Social Work believe that classroom attendance and participation are critical aspects of professional socialization. Students are responsible for assisting in the creation of a learning environment that promotes such socialization. To do so, students should assume responsibility for their own learning and be engaged within the course room. It is expected for students to log into the online classroom a minimum of three times a week to be successfully engaged. Attendance and participation will be part of grading, as determined by the course instructor. Opportunities for make-up assignments are determined at the discretion of individual instructors.
NASW Code of Ethics requirements regarding confidentiality of client information extend to the use of confidential information from field work in classes, seminars and in student assignments. Students may not divulge client, collateral or collegial information, disguising all names, demographic information and any case details that might identify a client or co-worker. Client files and records should never be removed from the agency for any purpose.
The programs of the School of Social Work are conducted without discrimination on the basis of race, color, gender, creed, ethnic or national origin, disability, political orientation, or sexual orientation. This policy applies to the baccalaureate and master’s programs, the field education program, and all admission, employment, and financial aid decisions.
In its description of the Social Work major, the University of Nevada, Reno catalog states that:
“The admission and retention of students in the program is subject to the professional judgment of the social work faculty.”
Retention in the MSW Program is based on student performance in two general areas: academics and adherence to professional values and standards of behavior. Retention in the social work major requires students and maintain a 3.0 (B) overall grade point average—with a letter grade of “C” or higher in each of the graduate course, including the required 3 credits of electives. Additionally, students must adhere to the academic and professional standards outlined in UNR’s Student Handbook for Student Code of Conduct, the National Association of Social Workers Code of Ethics and the State Board of Examiners for Social Workers, Nevada Legislature’s Standards of Practice.
The School of Social Work adheres to the Dismissal Policy of the Nevada System of Higher Education (NSHE) Code, Title 2, Chapter 11.
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice.
Foundation practice behaviors
Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.
Foundation practice behaviors
Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected.
Foundation practice behaviors
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi- disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.
Foundation practice behaviors
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Foundation practice behaviors
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.
Foundation practice behaviors
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making.
Foundation practice behaviors
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, interprofessional, and inter-organizational collaboration.
Foundation practice behaviors
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.
Foundation practice behaviors
Under the remediation policy, there are 4 points at which a student can initiate a grievance:
The written grievance should be submitted to the Director of The School of Social Work no later than 10 working days following the decision point in question (see 1-4 above). The burden of proof during the grievance process rests with the student. If the Director determines that the student has provided adequate evidence to support his or her grievance, the Director may dismiss the issue with no further action required. Alternatively, if the Director determines that there is not adequate evidence to support the student’s grievance, he or she will redirect the student to the Remediation Team for further steps/action. The Director will provide his or her decision to the student and Remediation Team in writing within 10 working days of receipt of the student’s written grievance.
The School of Social Work adheres to the University’s policy by which students may appeal a grade. This policy states “…a grade assigned by an instructor is only subject to the appeals procedure if:
The burden of proof of these conditions rests on the student.” The policy advises students to begin the process by consulting with the course Instructor. If the issue is not resolved at that level students may proceed with filing a Grade Appeal Form. The full policy and procedures for filing a Grade Appeal can be found at under section 3,510 of the University Administrative Manual.
The master of social work at UW is an advanced generalist degree program with a focus on rural and frontier practice. The graduate program curriculum allows you to acquire the theoretical and practical foundations of social work, along with advanced competencies. Plus, your two-part practicum and capstone give you the chance to customize your M.S.W. program to focus on an area meaningful to you.
Our student-centric social work master’s offers two tracks: the two-year Standard Program, which does not require a B.S.W. for admission, and the one-year Advanced Standing Program, which requires a bachelor’s degree from a Council on Social Work Education (CSWE) accredited school.
The UW master’s degree program in social work qualifies you for state license exams and clinical licensure and for social work jobs in government, agency, health care, nonprofit and other settings.
Application Requirements Overview
How to Apply
Please visit our program admission webpage for more details and necessary forms/documents.
The Standard M.S.W. program (for students who enter the program without a social work undergraduate degree) is a 66–68 credit hour program you can complete in two years.
The Advanced Standing M.S.W. program (for students with social work bachelor’s degrees from Council on Social Work Education accredited programs) complete 38–40 credit hours.
These are a sampling of master’s of social work classes you might take at the University of Wyoming:
View the full master of social work degree program curriculum.
Graduates from our master’s program in social work find employment with public agencies, nonprofits, government agencies, community organizations and health care organizations. Some have also started their own practices.
Social Work Careers
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UW social work graduates have gone on to work in the following roles:
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Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.
Social work licensing practices vary widely by state. Some states require entry-level and generalist social workers to pass an test and earn licensure. In other states, you only need a license to become a licensed clinical social worker (LCSW) and provide psychotherapy services.
In many states, social work licensure at any level requires you to pass an test administered by the Association of Social Work Boards (ASWB). The ASWB test is a nationally recognized assessment that evaluates your comprehension of human behavior and development.
If you’re a social work major or considering pivoting into the human services field, read on to discover how to prepare for, take and pass the ASWB licensure exam—with or without a social work degree.
ASWB is a nonprofit organization comprising all of the state social work regulatory boards in the United States and Canada. This body regulates the social work profession and administers the licensure test that evaluates prospective social workers’ ethics and expertise. Passing the ASWB test is the final step to earning a social work license in many states.
ASWB offers five test categories—associate, bachelor’s, master’s, advanced generalist and clinical—each tailored to a specific education and experience level. A candidate’s test category determines their title and scope of practice post-licensure.
Within a four-hour window, ASWB exam-takers must answer questions concerning:
All ASWB test categories contain 170 questions on human development and behavior, but question types may vary among categories. For example, the associate and bachelor’s exams lean more heavily on recall questions than other test categories, which feature larger proportions of reasoning questions.
Each test category may lead to a different level of social work licensure depending on your state’s licensing processes. Not all states offer all five categories of the ASWB exam.
This category offers a licensure pathway for applicants who want to practice social work without earning a four-year degree in the field. In most cases, associate-level social workers can only practice under supervision.
A handful of states offer this licensing pathway: South Dakota, Michigan, Ohio, New Hampshire and Massachusetts. Only South Dakota, New Hampshire and Massachusetts require associate-level social workers to pass the associate ASWB exam.
Registration for the associate ASWB test category costs $230.
The ASWB bachelor’s exam, which also costs $230, evaluates your generalist understanding of social work practices and ethics. You must hold a bachelor’s degree in social work from an accredited college to sit for this test category.
The bachelor’s category features the same questions as the associate category.
Passing the bachelor’s test qualifies you to become a non-clinical baccalaureate social worker. Exact titles vary among states; in Oregon, these professionals are called registered baccalaureate social workers, while North Carolina calls them certified social workers.
In most cases, social workers at this level interview clients, manage cases, conduct research and advocate for social justice. Depending on the state, they may only be able to practice autonomously after gaining supervised work experience post-licensure.
The ASWB master’s category requires a master of social work (MSW) and usually qualifies applicants for the licensed master social worker (LMSW) credential. Again, the exact title may vary by state—Indiana calls these professionals licensed social workers, for example.
The master’s-level test tests your foundational understanding of the social work field and evaluates your application of specialized skills gained during their MSW program. Licensees know how to apply advanced practice skills and specialized knowledge in their roles.
LMSWs can drive social change and justice for various communities. In some states, they can provide clinical therapy with oversight from an LCSW. The registration fee for this ASWB test category is $230.
The advanced generalist category is tailored to prospective LMSWs who aspire to work in macro-level roles. This means working with large populations, such as entire states and countries. The advanced generalist ASWB test indicates a desire to work with public policy, state or national campaigns, or other government initiatives.
To sit for the advanced generalist ASWB exam, you must hold a master’s degree in social work plus two years of nonclinical professional experience.
With a fee of $260, test takers can prove their expertise in social justice, public policy and administration, and public welfare to their state licensing boards.
The minimum requirements for this ASWB category include an MSW and two years of clinical experience. The clinical ASWB test serves prospective social workers who want to provide mental health services in clinical settings.
LCSWs (who may work under different titles, depending on where they practice) provide psychotherapy services to prevent, diagnose and treat mental illnesses. Through individual or group therapy, these professionals help people struggling with emotional distress.
Clinical social workers practice independently in various settings, including hospitals, schools, psychiatric facilities and social service agencies. Registering for the clinical ASWB test category costs $260.
First, you must get your state board’s approval to register for the ASWB exam. Approval processes differ depending on the state where you want to practice.
Typical requirements vary by state and license level but may include college transcripts, a license application fee and proof of supervised experience, which you can send to the board via email or fax. Some states may also require you to provide fingerprints and undergo a background check.
Once you receive approval from your state social work board, you must register for the appropriate ASWB licensure exam, either online, via mail or by fax. Registration costs between $230 and $260, depending on your test category.
If your registration is successful, you’ll receive an “authorization to test” email from ASWB.
Pearson VUE provides testing centers for licensure applicants nationwide. You can schedule, cancel and reschedule test appointments with Pearson VUE through the testing authorization email.
The ASWB test is a four-hour, computer-based test comprising 170 multiple-choice questions that test your expertise and decision-making skills as a social worker.
Exam questions cover various content areas and competencies you should have covered during your degree program. You may also find knowledge, skills and abilities statements resembling real-life situations that require critical thinking. To pass the licensure exam, you must answer about 100 out of the 150 questions correctly.
Although self-study is necessary to pass professional exams, practice tests can help you prepare better. By taking a mock test, you can identify loopholes in your study plan, learn the testing software, understand your strengths and areas for improvement, and prepare for complex questions.
After you register for your exam, ASWB offers a 30-day window to take a VCE test for an additional $85. Practice exams exist for all categories except the advanced generalist exam.
Other test prep resources offer free practice tests, but ASWB warns against those resources because their content may be misleading.
ASWB enforces several security measures on test day to ensure a reliable test process. Prepare to present two photo IDs and sign a confidentiality agreement.
Pearson VUE test centers are fitted with surveillance tools to detect test malpractice. Exam Center personnel may also walk through the room at intervals.
You cannot enter the testing center with personal items, but you will receive erasable note boards, markers and other necessary materials from the Exam Center personnel. You must return the items after the test or risk invalidating your score.
The testing equipment should look like a typical computer setup. Test administrators may provide a short on-screen tutorial to help you navigate the software.
Upon completing the licensure exam, you’ll receive an unofficial score report at the Exam Center indicating your performance. ASWB will then send the official score report to your state’s social work board two weeks after the exam.
Note that your scores cannot be altered at any point, so all you can do is wait for your state board to contact you or go ahead with other state-specific requirements. This may take anywhere from two weeks to a month.
If you fail the licensure exam, you can retake it after 90 days.
The ASWB test stands for the Association of Social Work Boards examination. This test determines whether a candidate is fit to practice social work at their desired licensure level.
A exact ASWB report showed that 75.8% of first-time test takers passed the clinical test category in 2021. The master’s and bachelor’s categories had pass rates of 73% and 68.7%, respectively.
Specific passing score thresholds on the ASWB test may vary with each passing year. ASWB recommends that testers correctly answer 90 to 107 of the graded questions to pass the licensure exam.
At Reveal from The Center for Investigative Reporting, we’ve spent the last 43 years uncovering injustice and holding those responsible to account. Today, we are in the midst of a long-overdue reckoning with racial inequality in this country, in many of our most established institutions and in the journalism profession. This has opened up a deeper and more honest conversation inside our own organization, along with a push for a far greater sense of urgency and accountability, as we work to create a more diverse, equitable and inclusive workplace for all.
Just as we’ve held other institutions accountable since our inception, it’s important we hold ourselves accountable for this. That is why we are sharing our 2020 diversity, equity and inclusion (DEI) goals with you – our audience, funders and broader community – and why we will report back on our progress at the end of the year.
Over the last five years, we have increased the percentage of people of color on our staff from 25% to 37%. We are deepening our focus not just on hiring to build a diverse team, but also on equity and inclusion so that we retain the staff we hire, create pathways to growth, provide a sense of purpose and belonging for everyone, and ensure our journalism is inclusive and representative of the audiences we serve.
This work is iterative: As we make progress on the 2020 goals laid out here, we will add new ones that will be the focus of our DEI efforts in 2021.
A number of DEI initiatives have been underway at Reveal over the last year and a half, from designing an equitable salary and title structure to redesigning performance reviews to include contributions to inclusion, updating the 360 performance review process for managers based on feedback from staff, providing newsroom training on implicit bias, and creating a permanent DEI staff working group.
The goals outlined in this plan were developed in response to specific requests made by people of color at Reveal, a staff survey administered in July of this year, ongoing roundtable discussions we are holding inside the organization, exit interviews with people who have left Reveal over the last 18 months and the DEI efforts that were already underway.
The focus of the plan is on hiring and retaining people of color, investing in our staff’s professional growth and development, and ensuring our journalism is inclusive and representative of the audiences we seek to serve. We have hired the DEI strategy and racial equity firm Dorianne St. Fleur Consulting to support us in this work.
It is our belief that if we can Boost the experience and retention of people of color at all levels of the organization, we will create a culture that benefits everyone who works at Reveal – and will produce better, more inclusive and higher-impact journalism as a result.
Implement standard hiring practices and policies.
While we redesigned our hiring process a few years ago to support building a more diverse staff, we now are revising the process to provide more support and accountability to ensure we build the strongest candidate pools for every position. With input from people we recently hired, the new practices will create more standardization, minimize bias from hiring committees and managers, and ensure accountability for diverse finalist pools.
Recruit and hire diverse editorial and administrative staff, including Black, Indigenous, Latinx of color and Southwest Asian/North African (SWANA) people.
Despite increasing overall diversity in exact years, we have been left with diversity gaps in critical areas. Going forward, every department head is spending at least four hours a month expanding and diversifying their networks to include more people from underrepresented communities who we may want to consider for future job openings. We’re also working to expand our freelancer and contractor pools – including reporters, producers, photographers and visual artists – prioritizing those who add needed perspectives and skills to our team.
Implement standard organizational and team-specific onboarding practices and policies.
We are creating a comprehensive onboarding process, as well as team-specific processes, to ensure new staff members feel welcomed and integrated into the organization. Particular emphasis is being placed on onboarding remote staff, which is especially important during COVID-19.
Implement an equitable title, salary, promotion and raise structure.
We are building a new structure to set equitable titles and salaries across Reveal, to standardize how raises are given, and to articulate the process for requesting and receiving promotions. The goal is to address title and salary inconsistencies that arose out of previous incarnations of the organization and to give all staff members a clear understanding of where they sit in the organization and how they can advance.
Increase culturally competent and inclusive management skills for everyone in leadership.
The work of shifting power dynamics, transferring power to a more diverse group of people at Reveal, and promoting a fair and empathetic workplace requires an inclusive and human-centric approach to management. Everyone on the management team will receive training and tools designed to foster open communication, effectively address conflict and better support staff members in their day-to-day work and career goals.
Increase cultural competency of all staff.
Cultural competency of our staff is critical to creating a healthy workplace for everyone at Reveal and for producing journalism that is representative of the audiences we seek to serve. We are providing training, policies and incentives to reveal the power dynamics within the organization now, aid our staff in working across differences and build more equitable power structures going forward. This work also will give the organization common language and understanding of our DEI work, enabling shared accountability for making Reveal more inclusive.
Build our HR infrastructure with a focus on staff support and development.
Over the last decade, our staff has doubled. We’ve added new teams (audio, collaborations, audience), expanded our remote workforce and diversified the organization. We will hire our first in-house manager to support staff in pursuing their professional development goals, navigating job advancement and resolving conflict and to ensure excellence in our recruitment and hiring, onboarding, and talent development.
Adopt best practices for increasing diversity and inclusion in our journalism.
We believe the more diverse the perspectives that inform our work, the stronger the work itself will be. But we know it’s not enough to have people from diverse backgrounds on our teams. We also need to empower people to step into leadership; be seen and heard in the editorial decision-making process; and be valued for the judgment, work and ambition they bring to the table. We are designing an editorial diversity and inclusion audit to evaluate our stories and visuals on all platforms, conducting newsroom discussions on courses such as avoiding victim narrative tropes, and setting clear expectations that editors vet all reporting plans, story memos and pitches for source diversity. We also are articulating the decision-making behind large projects, giving all staff guidance and support to make a case for cross-platform investment in their story ideas, assigning clear roles at project kickoffs to ensure that crediting consistently and accurately recognizes work across the editorial team, and refining our community engagement practices to avoid an extractive relationship with the communities on which we report. Finally, we are working to expand our collaboration partnerships to include and support news outlets that focus on serving underrepresented communities.
Diversify the board of directors.
The board of directors is responsible for ensuring the organization adheres to its mission, ethics and values; ensuring that it is financially sustainable; and selecting and overseeing the work of the CEO. The prioritization, values and leadership that we bring to our DEI work should start with the board. This summer, we conducted our first board self-assessment. We are using the results to build a board matrix that articulates the skills and experience currently represented on the board and identifies what we are looking for in new board members. We aim to fill open board seats with people who will increase diversity, bring new perspectives to the board’s decision-making, and support the organization’s equity and inclusion goals.
We intend to complete or make meaningful progress toward all these goals by Dec. 15, 2020. The work plan is being led by CEO Christa Scharfenberg, Editor in Chief Matt Thompson and Chief Operating Officer Annie Chabel, with support from editors, managers and staff throughout the organization. We have divided the work and tasks associated with these goals over three six-week phases, which started at the beginning of August. We are providing weekly email updates and monthly staff meeting presentations to our staff to report on our progress and any roadblocks we’ve hit. We will survey our staff at the end of the year to assess whether there have been perceived shifts in our culture and the experience of working here. And we will share our results – and renewed goals for 2021 – with you at the end of the year.
The overriding goal of the Undergraduate Program is to prepare students for entry-level generalist social work practice. The Bachelor of Arts in Social Work Program is fully accredited by the Council on Social Work Education
The objectives of the Undergraduate Program are based upon the following sections of the CSWE Curriculum Policy Statement:
The curriculum of the Undergraduate Program is based upon these goals and reflects a commitment to impart the ethics and standards of professional practice as well as the skills which are essential for beginning level proficiency in professional practice. Curriculum is developed in accordance with standards of the Council on Social Work Education, the National Association of Social Workers, and the considered judgment of the faculty members of the Division of Social Work.
The curriculum plan of the Undergraduate Social Work Program of the Division of Social Work begins with the liberal arts (General Education) completed during the freshman and sophomore years. During the junior year, Social Work majors commence the professional foundation and beginning generalist curriculum.
General Education Requirements
Students complete courses as follows to satisfy General Education requirements:
Social Work students should complete courses in Economics, Psychology, Sociology, Anthropology, Biology, Ethnic Studies, and Women’s Studies.
Graduation Requirements
*All students must complete their GWAR requirement prior to enrolling in their Writing Intensive course. The GWAR can be completed in three different ways:
After successfully completing the GWAR requirement, students can enroll in their Writing Intensive Course. The Division offers two writing intensive courses as part of our Social Welfare & Human Behavior courses (electives): SW 126 Theories of Criminal Behavior and SW 191 Exploration of Veterans Studies.
Students who want to declare Social Work as their major must complete the following Pre-Major requirements as part of their General Education requirements. To declare your major, you must earn a grade of a “B” or better (“B minus” is not acceptable) and must have at least 2.5 Sac State and Cumulative GPA. These requirements are effective for the Fall 2019 catalog year. To verify your pre major requirements, please contact the Division of Social Work advisor.
Area B2 Life Forms (at least 3 Units)
Select one of the followings:
Area D Foundation in Social and Behavioral Sciences (at least 3 units)
Select at least one of the followings:
Area D Major Social Issues of the Contemporary Era (at least 3 units)
Select one of the followings:
Social Work education provides students with a unique opportunity to apply what they are learning in the classroom to practice in the field. Working in a social work field agency allows students to leverage classroom theory and knowledge to develop their professional competence and identity, as well as begin their commitment to serving clients and communities.
Field Practicum is a core requirement of the BASW and MSW programs. It is an integrated course involving human service organizations, professional Social Work practitioners who are "teachers" in the field, and the faculty of the Division of Social Work. Field Education is the "heart of social work education." The profession of Social Work uses field education as the avenue through which it “professionalizes” its members. It is through a field placement that the student learns how to think and act like a professional social worker. For more information, visit our Field Practicum website.
Questions
Asia Society convened social studies and history faculty from across our International Studies Schools Network to chart innovative and effective ways in which students develop global perspectives. The outcome of this multiyear effort is a set of what we call performance outcomes, which are the enduring understandings, skills, and content that students should know about the social studies and history disciplines.
The goal of history and social studies courses in a globally focused school is to develop students who can investigate and act in the world socially, using distinct and disciplined methods from history and the various social sciences (including, but not limited to anthropology, civics, cultural studies, economics, geography, political science, psychology, and sociology).
A globally competent student can use social science skills to:
Investigate the World
Recognize Perspectives
Communicate Ideas
Take Action
“Our challenge as History and Social Studies educators is not merely to understand the world around them by investigating roots of tradition and conflict,” said one teacher, “It is also to empower them to Boost upon the human condition once they leave our classrooms.”
The History and Social Studies Framework for a global approach to the social studies does not offer a new set of content standards regarding the things students must know about the world. Instead, it indexes the ways in which students approach the world, socially and collaboratively,1 and asked how this approach develops as the student’s sense of that world becomes broader.2
This framework does not replace required curricula or scope and sequences. Instead, students and teachers are challenged to rethink their learning experiences about the world socially, in an increasingly collaborative and global context. As they do, students and their teachers will be able to identify those competencies with which a student best or most ably comprehends the world.
Yet the framework is not a rubric for attaining a global perspective. Global competence is not a singular developmental achievement of the ability to integrate vast amounts of information. Rather it is an expression of each student’s unique capacity to use some or all of these competencies in a way that allows them to understand the world better and to be an effective citizen.
Based on the performance outcomes, four levels of performance are described in the rubrics for each discipline and for global leadership. Taken in the context of an individual student’s development, students can shift the focus of their learning experiences from being subject to their lessons, to becoming the agent of their own education. Participation, backed by capacity, will allow them to participate in, or even shape, their ever-changing world.
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Notes
1. Robert C. Hanvey, “An Attainable Global Perspective,” Theory into Practice, Vol. 21, No. 3, Global Education (Summer 1982): pp. 162–167.
2. See also: Jean Piaget, The Construction of Reality in the Child (1954); Lawrence Kohlberg, Philosophy of Moral Development (1981) and Psychology of Moral Development (1984); Carol Gilligan, In a Different Voice: Psychological Theory and Women’s Development (1982); Benjamin Bloom, Taxonomy of Educational Objectives (1956); Eleanor Duckworth, The Reality to Which Each Belongs (2005); and James Banks et. al., Principles and Concepts for Educating Citizens in a Global Age (2005).
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