This course introduces students to a variety of theories to help support the doctoral journey. The importance of scholarly writing and literature review skills will also be emphasized.

This course introduces students to a variety of theories to help support the doctoral journey. The importance of scholarly writing and literature review skills will also be emphasized.

In this course, students will delve into the responsibilities of social work leaders in shaping policy, advocating for social justice, and advancing human rights. Strategies for influencing policy at the macro level to create equitable and just systems for diverse populations will be discussed.

This course integrates advanced theoretical concepts with practical skills necessary for effective anti-oppressive clinical social work practice. Building upon foundational clinical theories, students will explore justice-oriented frameworks relevant to the assessment and treatment of individuals, families, and groups across the lifespan in diverse settings.

This course dives deeper into the exploration of advanced clinical practice treatment approaches and theoretical underpinnings through an anti-oppressive lens. Students will explore inclusive, culturally responsive theory and practice as they look to advance their skills with constituents.

This course examines the use of technology in social work practice and leadership emphasizing the integration of digital tools to enhance client services and organizational efficiency in an ethical manner. Emerging technologies, digital communication, and data management strategies in the context of ethical decision-making and interprofessional practice will be explored.

This course examines anti-racism, diversity, equity, and inclusion (DEI) principles in the context of interprofessional leadership, emphasizing strategies for fostering inclusive environments and addressing systemic inequalities. Students will develop skills to promote equity and cultural competence within social work and interprofessional teams and organizations. Students will engage with theoretical models, historical contexts, ethical considerations, and practical strategies for advancing inclusive practices in complex social and organizational environments. Through interactive lectures, case studies, group projects, and reflective practice, participants will develop the skills necessary to lead transformative initiatives in diverse professional settings.

This course will introduce students to several different qualitative research methods from which to explore. Students will participate in activities which align with the building of a potential qualitative study for their approved working topic of choice.

This course will introduce students to quantitative, as well as mixed methods research. Students will describe various research designs and evaluate them for appropriateness for their approved working topic of choice. Students will participate in activities which align with the building of a potential quantitative or mixed methods study.

Social Work is a value-based profession steeped in strong beliefs and core principles, including human dignity, social justice, equity, and self-determination. Since its inception in 1947, the NASW COE has gone through many iterations, each reflecting both social work’s push towards professionalism as well as prevailing issues of the times. This course will critically explore the underlying tenets of the NASW COE and its impacts on empowering and justice-oriented practice. We will compare it with those of other social work COE,s including the International Federation of Social Workers and the National Association of Black Social Workers. We will discuss the theoretical influences of writers such as Rawls, Foucault, and feminist theorists, among others. We will also consider how social work ethics intersect with interprofessional core competencies and in what ways they do or do not enact concepts such as cultural responsiveness, collaborative leadership, moral responsibility, and equity, especially in health and social care. Finally, we will actively assess how current ethical structures and assumptions can be altered to more fully embrace the diverse and ever-changing world we live in.

This course is designed to equip students with the knowledge and skills necessary to lead interprofessional teams effectively in complex health and social service environments. Students will examine the roles and responsibilities of various professions in interprofessional teams, develop strategies for effective communication, conflict resolution, and collaboration.

This course is designed to equip students with the knowledge and skills necessary to lead interprofessional teams effectively in social service organizations and in higher education systems. Students will examine the roles and responsibilities of an interprofessional leader, and develop strategies for effective communication, conflict resolution, and collaboration.

The course examines the processes and skills for constructing and defending scholarly practice-oriented proposals in the field of social work. Proposal design, literature review, and persuasive argumentation for advancing professional practice will be emphasized.

This is the first of two doctoral project seminar courses designed to support and advance students in their journey to implement their doctoral research project.

This is the second of two doctoral project seminar courses designed to support and advance students to complete and defend their doctoral research project.

This is the second of two doctoral project seminar courses designed to support and advance students to complete and defend their doctoral research project.

This course is designed to be a continuation of DSW 821, supporting students in concluding the gathering and analysis of their research project data. This course is required for those who have not completed the gathering and analysis of data in DSW 821.

This course is designed to provide students with an experiential experience in teaching and learning. Students will spend the first portion of the course developing an understanding of teaching and learning theory and best practices for adult learners. Students will then engage, with mentorship, in practical application of these skills by teaching a course as an instructor or teaching assistant or developing and presenting a continuing education program for our social work community.

Students enrolled in the Doctorate in Social Work (DSW) degree program may propose independent studies to further special scholarship or research interests. Students should complete all core DSW courses prior to the independent study course. The proposed course requires the approval of the faculty sponsor, the Program Director, and the Dean of the College of Graduate and Professional Studies.