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CSWE Learning Academy content is restricted to registered CSWE individual and program members and non-members. CSWE members should log in with the e-mail address and password associated with their membership. Non-members will need to create a free account here. Please allow 48 business hours for your registration to be processed. You can then log into the Learning Academy with your e-mail address and the password included in the confirmation e-mail you receive.

Featured Events

  • 2017-2018 Assessment Academy

    A year-long program of online and in-person workshops and presentations on assessment in social work education

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    The 2017-2018 CSWE Assessment Academy is tailored for social work programs interested in developing an ongoing commitment to assessing and improving student learning. Participants are presented with new ideas and techniques for influencing an assessment culture, increasing capacity to assess student learning, and using assessment data to improve student learning.

    The Academy features recorded presentations from the 2017 CSWE Annual Program Meeting, including:

    • Understanding Competency Assessment
    • Development and Use of Rubrics
    • Assessment of Competencies in Field Education
    • Assessment of Implicit Curriculum

    Additional webinars featuring assessment approaches and tools used by different social work programs will be presented in Spring 2018.

    Participants will learn:

    • Innovative approaches to assessing and improving student learning with assessment data
    • Tools for assessing social work competence and the implicit curriculum
    • Competency assessment with the 2015 EPAS

    Who should participate? Faculty and staff that have responsibility for assessment activities for their social work program

    Disclaimer: The workshops presented in the Assessment Academy are not mandated by the CSWE Commission on Accreditation, and programs are not required to use them for the purposes of accreditation. These workshops are offered only as resources for programs in developing their program and classroom assessment activities. For accreditation, programs should refer to the 2015 EPAS Reaffirmation Training.


    Allison Zippay, PhD

    Director of Doctoral Program/Professor, Rutgers, The State University of New Jersey, School of Social Work

    Dr. Zippay's research areas encompass community planning and community practice, and the ways in which place and social connections affect life prospects, including economic opportunity and social service utilization, for various subgroups of the poor. Dr. Zippay received funding from the National Institute of Mental Health to examine the ways in which communities and service agencies plan and locate psychiatric housing. This research identified 'geographies of opportunity' that promote social and community inclusion, and factors associated with community opposition to special needs housing. Other research examines resource mobilization and employment among low-income groups. Dr. Zippay has served as Associate Dean for Curriculum, and was a participant in the Management Development Program at the Harvard University Institute for Higher Education. She teaches graduate courses in the areas of policy and management. She is a recipient of the Rutgers University Susman Award for Excellence in Teaching.

    Marion Bogo, MSW

    Professor and Sandra Rothman Chair in Social Work, Faculty of Social Work, University of Toronto

    Marion Bogo teaches direct clinical social work practice and the theory and practice of social work education. Her research interests focus primarily on competency for professional practice including social work education and clinical social work supervision. In her research she has developed and tested field education models and innovative approaches to assessment of student and practitioner competence.

    Christina Bruhn, PhD, LCSWE

    Assistant Professor, Aurora University School of Social Work

    Dr. Bruhn is an Associate Professor at the Aurora University School of Social Work and Co-Director of Assessment for Aurora University. Aurora University is a private university offering 65 undergraduate and majors and minors and 16 graduate majors. Dr. Bruhn manages assessment of curricular outcomes for these programs as well as co-curricular outcomes on three physical campuses and online. Dr. Bruhn oversees the School of Social Work’s assessment for both program accreditation (CSWE) and regional university accreditation (HLC). Dr. Bruhn is also P.I. for evaluation of 22 after-school programs in the City of Aurora. Dr. Bruhn worked previously as a Research Specialist for the Children and Family Research Center and has over 15 years of program evaluation experience. Dr. Bruhn is an Accreditation Site Visitor for CSWE and serves on the Educational Policy Commission.

    Megan Fujita, MSW

    Associate Director of Accreditation, CSWE

    Megan Fujita is the Associate Director of Accreditation for the Council on Social Work Education. Megan has experience as a social work clinician, and worked as a curriculum coordinator, organizing reaffirmation and assessment efforts at a school of social work prior to joining CSWE in 2014. She is currently earning her Ph.D. in Education Policy where she studies higher education accountability policies.

    Beverly Black, PhD

    Michelle Jillian Smith Professor in Family Violence Research, University of Texas at Arlington

    Dr. Black's areas of expertise are domestic violence, sexual assault, adolescent dating violence, and prevention programming.  She publishes extensively in the area of violence against women and mentors doctoral students interested in intimate parent violence. Her current research focuses on effective parental responses to teens’ disclosures of abusive relationships and the evaluation of a teen dating violence prevention program for Karen refugee youth. She is the 2013 recipient of the Distinguished Recent Contributions in Social Work Education Award from CSWE. She has long been active in CSWE, including the serving on the Women’s Council and co-chair for the Violence Against Women and Children Track. She currently serves on CSWE’s Commission of Accreditation. 

    Julie Guevara, PhD, LMSW

    Professor Assessment and Accreditation Officer, Grand Valley State University School of Social Work

    served as an Associate Vice President for Academic Affairs from 2005-2015 at Grand Valley State University in Allendale, MI. Dr. Guevara was responsible for the University’s strategic planning, program assessment, student outcomes and benchmarking activities as well as overseeing university and specialized discipline specific re-accreditation processes. She led GVSU through its regional re-accreditation with the Higher Learning Commission where GVSU received the maximum 10 year re-accreditation with no required follow-up. She also served as the primary author of GSVU’s Self-study. Dr. Guevara has led GVSU through its strategic planning efforts in 2010 and 2015. She helped design and implement data management systems to streamline collection and analysis of assessment and strategic planning data. She has presented numerous assessment and strategic planning workshops at national conferences and serves as a peer site visitor for the Higher Learning Commission and the Council on Social Work Education. After 10 years in Central Administration Dr. Guevara returned to the Social Work faculty where she had served as the BSW program director, interim Director of the School of Social Work and full professor. She currently teaches in both graduate and undergraduate social work programs.


    Antoinette Farmer, PhD

    Professor and Associate Dean for Academic Affairs, Rutgers, The State University of New Jersey, School of Social Work

    Dr. Farmer's research focuses on two areas:  (1) social work education, more specifically educating social workers about appropriate research methodologies to use when conducting research with diverse groups and assessment of the explicit and implicit curriculum and (2) parenting behaviors and outcomes. Her research has been published in Social Work, Journal of Social Service Research, and Children and Youth Services Review. She co-edited a special issue of the Journal of Social Service Research, which was devoted to informing researchers of the methodological issues confronting them when conducting research with minority and oppressed populations. She has also written several chapters on this issue as well, with the most recent appearing in the Handbook of Social Work Research Methods (2nd Edition).  Additionally, she co-authored a book entitled, “Research with Diverse Groups:  Research Design and Multivariate Latent Modeling for Equivalence”.  She is on the editorial board for the Journal of Religion and Spirituality in Social Work:  Social Thought and has  presented at numerous national and international conferences. She is currently writing a book entitled, “Social Work Research Methods:  A Problem-Based Approach”. In 2015, she and her colleagues Drs. N. Andrew Peterson and Allison Zippay received the CSWE Best Quantitative Article Award for the article entitled, “The implicit curriculum in an urban university setting:  Pathways to students’ empowerment”. Journal of Social Work Education, 50, 630-647. 

  • Managing a Field Education Program: A Training for New Field Directors

    A practical training on the key responsibilities of a new field director

    Field education is the signature social work pedagogy, and field directors play a critical role in ensuring that social work students develop the competencies to be successful practitioners. At the same time, field directors face complex and often competing demands that can be difficult to navigate without support. 

    This training addresses all of the main responsibilities of a new field director, including gatekeeping, working with field sites, working with students and field instructors, and integrating field and classroom curriculum. All content is available on-demand and can be completed at your convenience. Participants can also network with one another through a discussion forum and quarterly live webinars.

    After participating in this training, new field directors will be able to:

    1. Develop inclusive policies and procedures for the various aspects of their field program (recruiting field sites and instructors, placing students, evaluation) that incorporate the 2015 EPAS standards
    2. Identify strategies for integrating field education and other learning opportunities such as coursework
    3. Identify administrative processes that are commonly a responsibility of a field director or field department

    Who should participate? Field directors with less than two years of experience

    Total training time: 4-6 hours

    Estella Williamson, LCSW-R

    Assistant Dean and Director of Field Education, University of Albany SUNY

    Estella Williamson serves the School of Social Welfare as assistant dean and director of the Field Education Program. Williamson assists students in learning to develop, apply and integrate learned theoretical skills in social work practice settings. A licensed clinical social worker, Williamson's past experience in social work leadership involved managing programs in child welfare, outpatient mental health and addictions, prenatal services and HIV clinical and preventive care. Her management of clinical programming included the development and implementation of services; program monitoring and evaluation; and the procurement and management of State and Federal grants. She has served as a field instructor, adjunct instructor and speaker on social work practice and theory.

    Elizabeth (Betsy) Voshel, LMSW

    Associate Clinical Professor of Social Work and Director of Field Instruction, University of Michigan

    Elizabeth (Betsy) Harbeck Voshel, LMSW, ACSW earned her MSW in social work from Western Michigan University in 1978, her BA in Sociology/Psychology in 1973 from Alma College and received a Post-Master’s teaching certificate from the University of Pennsylvania in 2003. She joined the School of Social Work at the University of Michigan as a clinical assistant professor in 2004 and was promoted to clinical associate professor in 2009. Previously, she was the Coordinator of the Field Education Program at the School of Social Work at Western Michigan University, and she was employed as a social worker at the U.S. Department of Veterans Affairs prior to that for 22 years where she won a national award for the development of an intensive case management program. She has been involved in NASW at the state and national levels since 1978 and was named Region II Social Worker of the Year in 2003. She served on the MI Chapter Ethics Committee of NASW for 24 years, and also on the NASW MI Chapter Board of Directors. Betsy created and developed a student peer facilitator teaching model for the U-M School's Foundation Field Seminar, and co-led the development and teaching effort in the School's e-Portfolio seminar. She has presented nationally and internationally focusing on developing signature field instruction curriculum, portfolio development, safety training for social workers, and countless workshops on social work ethics. She’s written several proposals that have been funded, and is the co-author of a Social Work textbook and several articles.

    Traci Lilley, MSW, LCSW

    Associate Director & Director of Field Education, Louisiana State University

    Traci Lilley received her BSW in 1990 from Louisiana College in Pineville, LA and her MSW in 1995 from Louisiana State University. She began her career at LSU in 1996 as Assistant Director of Field Education. She was promoted to Director of Field Education in 2002, and has served as Assistant Dean of Field Education from 2005-2012.  Her role changed to Associate Director of the School and Director of Field Internships in August 2012 when the School became a part of the College of Human Services and Education.  Ms. Lilley has been recognized by students, colleagues and community partners through the years as Louisiana Social Worker of the Year, LSU Outstanding Staff Award and Outstanding Teacher of the Year.  Ms. Lilley is a frequent guest lecturer locally and nationally on a wide range of social work topics with special focus on ethics, gatekeeping and social work retention. Prior to her tenure at LSU, Ms. Lilley worked in the area of mental health and family services. Her continued areas of practice are mental health issues, family issues, parenting education, and advanced social work supervision.

    Darrin E. Wright, PhD, LMSW, MAC

    Assistant Professor and Director of Field Education, Clark Atlanta University

    Dr. Wright is an Assistant Professor and Director of Field Education, at Clark Atlanta University- Whitney M. Young, Jr., School of Social Work. Dr. Wright has served in his current position as Director of Field Education for the past 10 years. He is responsible for coordinating all aspects of Field Instruction including planning, coordination of agency/student placements, evaluation of the field agencies, and recruiting and training agency field instructors. Dr. Wright has over a decade of community-based social work practice in the area of community-based mental health and addictions practice with individuals, families and groups. He holds a B.A. in Forensic Psychology from John Jay College of Criminal Justice, Manhattan, NY, and Master’s in Social Work from Columbia University, Manhattan, N.Y., and a PhD in Social Work Policy, Planning and Administration from Clark Atlanta University, Atlanta, GA. Dr. Wright’s area of expertise and interest are: community based integrated behavioral healthcare practice, field practicum development and pedagogy, international social work practice, and workforce development initiatives for individuals with varying disabilities.

    Anwar Najor-Durack, PhD, MSW

    Assistant Professor, Clinical and Director of Field Education

    Dr. Najor-Durack has worked closely with various faculty in the School of Social Work to develop programs to better prepare social work students for professional practice. She served as the principle investigator of the Hartford Partnership Program for Aging Education grant that helps to prepare M.S.W. students for work with older adults.In addition to her work in the School, Dr. Najor-Durack is the current Chair of the Michigan Board of Social Work. In her work with the Board, she reviews allegations to determine need for investigations and has served as conferee on substantiated cases. As a former member of the Boards Disciplinary Sub-Committee, she has deliberated and voted on many cases for final disposition. Dr. Najor-Durack oversees the placement of all B.S.W. and M.S.W. students at the School. In addition to working with students to arrange and oversee field placements, she works closely with agency partners to cultivate strong relationships/affiliations that advance student preparation for professional practice.

    Cindy Hunter, MSW

    Associate Professor and Director of Field Placement

    Cindy Hunter, MSW, is Director of Field Placement at James Madison University. She is a  member of CSWE’s Council on Field Education and the Baccalaureate Program Director’s Field Committee. She currently chairs the Mid-Atlantic field consortium and is co-author with Julia Moen and Miriam Raskin of Social Work Field Directors: Foundations for Excellence (2016), Oxford University Press.

    CSWE would like to thank the CSWE Council on Field Education, the Baccalaureate Program Directors (BPD) Field Education Committee, the North American Network of Field Educators and Directors (NANFED), and our speakers for their contributions to this training, particularly:

    Janet Bradley, Director, Field Education Content Chair, West Chester University Department of Social Work

    Rebecca Brigham, Assistant Dean of Field Education and Clinical Associate Professor, University of North Carolina at Chapel Hill School of Social Work

    Ann Petrila, Professor of the Practice of Social Work and Assistant Dean for Field Education, University of Denver Graduate School of Social Work

    Riva Zeff, Field Director and Clinical Professor, Seattle University, Department of Anthropology, Sociology, and Social Work

    Cyndy Hunter, Associate Professor and Director of Field Placement, James Madison University Department of Social Work

    Traci Lilley, Associate Director and Director of Field Education, Louisiana State University School of Social Work 

    Anwar Najor-Durack, Assistant Professor, Clinical and Director of Field Education, Wayne State University School of Social Work

    Elizabeth Voshel, Director of Field Instruction and Clinical Associate Professor, University of Michigan School of Social Work

    Estella Williamson, Assistant Dean and Director of Field Education, University at Albany SUNY School of Social Welfare

    Darrin Wright, Assistant Professor and Director of Field Education and Practicum Activities, Clark Atlanta University School of Social Work




  • Introducing Economic Well-Being Resources in Social Work Curricula

    A webinar and corresponding curricular resources on how to help students address economic well-being

    In today’s classroom, students have questions about ways to understand and address growing income and wealth inequality, poverty, financial management challenges, and economic justice. Educators find themselves in need of effective tools to teach this content within a wide variety of courses.

    CSWE and the Center for Social Development, Washington University in St. Louis, have partnered to help educators prepare students to address economic well-being. The 2015 Educational Policy and Accreditation Standards (EPAS) requires that programs address economic justice, an essential element of economic well-being. Economic well-being knowledge and skills are essential to all fields of practice, and social workers are encouraged to effectively apply these principles and skills at the individual, family, community, and policy level. The forthcoming Curricular Guide for Economic Well-Being Practice, part of CSWE’s 2015 EPAS Curricular Guide Resource Series, offers a framework for understanding economic well-being, as well as a compilation of resources educators can use to introduce and integrate this important topic into social work curricula at the generalist or specialist level. This interactive webinar will provide an overview of economic well-being, explain its connection with the 2015 EPAS and the Grand Challenges for Social Work, demonstrate how to use the guide, and discuss strategies for teaching and integration.

    The webinar and forthcoming curricular guide are made possible through the generous support of the New York Community Trust.

    In this webinar, participants will:

    1. Learn about new economic well-being resources that connect the 2015 EPAS and two of the Grand Challenges for Social Work with curriculum.
    2. Understand ways to educate students about and address issues related to economic well-being.

    Who should participate?

    Social work educators at all levels who are teaching policy, research, practice, HBSE, and field; social work program administrators

    Julie Birkenmaier, PhD, LCSW

    Professor of Social Work, Saint Louis University

    Dr. Birkenmaier's research focuses on financial capability, financial access, credit, and community development. Her recent publications include Financial Capability and Asset-Building in Vulnerable Households with Drs. Margaret Sherraden and J. Michael Collins (in press, Oxford University Press), and Financial Capability and Asset Development:  Research, Education, Policy, and Practice with Drs. Margaret Sherraden and Jami Curley, Eds. (Oxford University Press, 2013). She holds a PhD in Political Science from the University of Missouri-St. Louis, and an MSW and BA from Saint Louis University. 

    Christine Callahan, PhD, LCSW-C

    Research Assistant Professor, University of Maryland School of Social Work

    Dr. Christine Callahan is Research Assistant Professor with the Financial Social Work Initiative (FSWI) at the University of Maryland School of Social Work. She joined the FSWI in July 2012 and conducts research to grow the FSWI as a national leader in financial capability. Dr. Callahan received her MSW from Virginia Commonwealth University in 1993 and her PhD in social work from the Catholic University of America in 2012. She worked as a clinician for 20 years at the NIH Clinical Center in Bethesda, MD. Much of her work involved financial distress and financial burden with people who were in medical and psychosocial crisis. The topic of her dissertation was financial quality of life in a cross-section of cancer patients from two hospitals in the Washington, DC metropolitan region, and it was funded by a doctoral training grant in oncology social work from the American Cancer Society. Since 1999, Dr. Callahan has presented regularly at national conferences, including AOSW, SSWR, CSWE, and SWHPCN General Assembly, and has written steadily on psychosocial issues related to cancer and social work practice and financial capability, including in The Journal of Social Work Education, Social Work in Health Care, and The Journal of Psychosocial Oncology

    Jessica Holmes (Moderator)

    Director, CSWE Department of Educational Initiatives and Research

    Ms. Holmes has more than ten years of experience in curriculum development, research and evaluation, developing training and workshops, and grants management. She has worked on projects across a number of social work specialties and topic areas, including integrated care, responsible conduct of research, prevention of substance use disorders, mental health services, and military social work. Ms. Holmes received her MSW from the University of Georgia and BA in Sociology from Covenant College.  

    Erin Bascug

    Project Consultant, CSWE

    Erin joined CSWE in 2010 and served as associate director for the Department of Educational Initiatives and Research from 2014 – 2016. While at CSWE, she worked on a variety of curriculum development partnership projects on mental health recovery, adolescent substance use, and economic well-being. Ms. Bascug received a master’s degree in human development and family studies from the University of Delaware and BA in psychology from Drew University. She will begin a master’s program in social work this fall.

  • How should social work education respond to the changing political landscape?

    A webinar on the changing political climate's impact on social work education

    As the new presidential administration takes office, many social workers question the extent to which it will reflect the profession's values of equality and social and economic justice. Students, too, may be wondering how the administration's policies will impact their work with clients and communities, in particular the implications for marginalized groups. What are some ways to help students make sense of the emerging, often confusing, political era in the classroom?

    The CSWE Center for Diversity and Social & Economic Justice explored this question in a live webinar panel on March 21, 2017. The Center provided curated resources to further these discussions in the classroom.

    In this webinar, participants will learn ways to help students feel empowered in order to apply their skills to intervene on behalf of and with their clients in the face of the current political uncertainty by:

    • helping to create a vision of a just society
    • providing information that will help to analyze the current political environment, and
    • critically considering how to frame issues for social change.

    Who should participate?

    Social work faculty, administrators, field educators, and students with an interest in helping students navigate the changing political landscape in their work with clients and communities

    Yolanda Padilla

    Clara Pope Willoughby Centennial Professor in Child Welfare The University of Texas at Austin School of Social Work Director, CSWE Center for Diversity and Social & Economic Justice

    Dr. Yolanda C. Padilla is the inaugural director of the CSWE Center for Diversity and Social & Economic Justice, which focuses on developing innovative education. A graduate of the doctoral program in social work and sociology at the University of Michigan, she is an expert in social inequality and poverty. She has conducted population-level studies on social and health disparities with a focus on Latino populations, which have been reported in Social Work, Families in Society, Social Service Review, and Social Science Quarterly. Dr. Padilla is a research affiliate of the National Poverty Center located at the University of Michigan and is a network scholar of the Fragile Families and Child Wellbeing Study. Her teaching focuses on generalist social work, community practice, and interdisciplinary approaches to the study of social justice. Dr. Padilla is a fellow of the American Academy of Social Work and Social Welfare and is a member of the Grand Challenges Executive Committee. In 2015-2016, she served as Vice President and Conference Chair of the Society for Social Work and Research.

    Kaetlyn Cordingley

    CSWE Government Relations Staff

    Kaetlyn Cordingley utilizes her extensive knowledge of education policy at both the state and federal levels to advise and advocate on behalf of Lewis-Burke clients. Ms. Cordingley joined the firm after working on education issues on Capitol Hill in the offices of Montana's Senator Jon Tester and Senator John E. Walsh. She also brings a wealth of state education policy knowledge from her experience working for Montana's state education agency.

    As a legislative assistant for Senator Walsh, she was responsible for advancing legislation included in the Higher Education Reauthorization draft. In this role she gained vast expertise on the critical issues of higher education quality, access, and affordability. In addition to her work on education policy, she also served as the senior advisor on women's and children's health, banking, housing, consumer protection, and business engagement.

    Katie received her bachelor's degree from the University of Washington in Journalism and Political Communications. She holds a master's degree from Harvard University in Education Policy and Management.

    John L. Jackson, Jr.

    Dean of the School of Social Policy & Practice and Richard Perry University Professor, University of Pennsylvania

    Dr. Jackson's research examines racial and class-based differences in contemporary urban environments, including a focus on how urbanites themselves theorize and deploy those differences in everyday interactions.

    Dr. Jackson's scholarship uses ethnographic research methods to extend and expand Critical Race Theory as an analytical and explanatory framework for understanding contemporary social conflicts.

    Dr. Jackson's work also critically explores how film and other non-traditional or multi-modal formats can be most effectively utilized in specifically scholarly research projects, and he is one of the founding members of CAMRA (www.camrapenn.org) and PIVPE, two Penn-based initiatives organized around creating visual and performative research projects—and producing rigorous criteria for assessing them.

    Dr. Jackson's work also examines how contemporary urban religions are being mobilized to improve health literacy and health outcomes in poor and underserved communities around Philadelphia and all across the world.

Recommended For You

  • Policy Practice Certificate Course

    Contains 16 Component(s)

    This on-demand course introduces social work students and educators to the theoretical and practical skills of policy and advocacy practice with a focus on poverty and inequality in the U.S.

    This engaging, on-demand course uses animation and video to help social work students and educators advance their understanding of critical social justice issues and key elements of effective advocacy practice. An understanding of policy is key to being an effective social worker and advancing social justice causes. Miguel Ferguson, Founder of OfCourse!, and Rick Hoefer, Professor at the University of Texas at Arlington, draw on decades of experience in educating for social policy and advocacy. They highlight the necessity of social work engagement in the policy arena and the knowledge and skills required for effective advocacy.

    Participants will learn:

    • The history of social welfare in the U.S. and current trends in poverty and inequality
    • What advocacy is and how social workers can get involved
    • Strategies for effective advocacy, including education, persuasion and negotiation

    The course concludes with a brief quiz to assess how well participants retained the course material. After successfully completing the quiz, participants have the option to print a certificate of completion.

    This course was produced in partnership with Influencing Social Policy, a member of the Coalition for Policy Education and Practice in Social Work, which is generously funded by the Fund for Social Policy Education and Practice supported by the Lois and Samuel Silberman Grant Fund of the New York Community Trust.

    Richard Hoefer

    Professor, University of Texas at Arlington

    Dr. Richard (Rick) Hoefer (MSW, University of Kansas; Ph.D., University of Michigan, Ann Arbor) is the Roy E. Dulak Professor for Community Practice Research in the School of Social Work at the University of Texas at Arlington (UTA). He has been at UTA since 1992, publishing frequently and teaching about advocacy, grant writing, program evaluation, and nonprofit management topics. His presentations on these topics to community groups and professional organizations always receive high marks from audience members for creativity, passion, and substance. He directs the Center for Advocacy, Nonprofit, and Donor Organizations (CAN-DO) which provides capacity-building for nonprofits of all types. Beyond the University, Dr. Hoefer serves on the Board of Influencing Social Policy (ISP), has been President of NASW Texas' state-wide Political Action Committee twice and is Editor of The Journal of Policy Practice.

    Miguel Ferguson

    Founder, OfCourse!

    Dr. Miguel Ferguson is an award-winning instructor who has taught social welfare policy at leading schools of social work for the last two decades. He is the founder of an educational instruction company (OfCourse!) that, beginning in 2017, will offer innovative online university courses in social welfare policy and social justice. He is the author of two forthcoming books (Navigating Policy and Practice in the Great Recession and The Good Crusade: American Brigadistas in Spain) and a board member of Influencing Social Policy.

  • 2015 EPAS Reaffirmation Training

    Contains 6 Component(s)

    This hybrid training consists of both online modules available on-demand in the CSWE Learning Academy and attendance at one all-day face-to-face workshop. Registration is required for access to the modules and attendance at the face-to-face sessions.

    The Department of Social Work Accreditation is pleased to announce the 2015 Educational Policy and Accreditation Standards (EPAS) Reaffirmation Workshop training package.

    This hybrid training consists of both online (asynchronous) workshop modules available on-demand for programs and their faculty along with attendance at one all-day face-to-face workshop with the program's accreditation specialist. Registration is required for access to the modules and attendance at the face-to-face sessions.

    Online Modules

    The five online modules and related workshop handouts as well as the recording of the welcome & Introductory webinar, which took place on February 19, 2016, are available for immediate use with program registration and payment.

    The online portion of the training consists of the following on-demand modules:

    • Welcome & Introduction to Training Package
    • Overview of the Reaffirmation Process
    • Overview of the 2015 EPAS
    • Understanding the 2015 EPAS Social Work Competencies
    • Preparing to Write the Self-Study: Top Ten List

    Face-to-face Workshops

    The face-to-face workshops allow participants to meet in a small group with other programs and their Accreditation Specialist to focus more in-depth on the 2015 EPAS and preparing for each stage of reaffirmation. Face-to-face sessions will focus on how to:

    1. Complete the reaffirmation eligibility process
    2. Understand and apply the standards to your program
    3. Write the self-study
    4. Plan and participate in the site visit
    5. Complete the program response to the site visit report

    2018 face-to-face workshops are scheduled for:

    • Friday, February 23, 2018 (DATE FULL-REGISTRATION CLOSED)
      CSWE Headquarters Alexandria, VA
    • Friday, March 23, 2018 (DATE FULL-REGISTRATION CLOSED)
      CSWE Headquarters Alexandria, VA
    • Friday, May 18, 2018 (DATE FULL-REGISTRATION CLOSED)
      CSWE Headquarters Alexandria, VA
    • Friday, September 7, 2018
      CSWE Headquarters Alexandria, VA
    • Friday, December 7, 2018
      CSWE Headquarters Alexandria, VA

    The 2015 EPAS reaffirmation training package is offered to CSWE program members for $750 per program. This fee allows faculty members unlimited access to the five online training modules and up to four attendees at one face-to-face reaffirmation session. Programs interested in sending more than four attendees to the face-to-face workshops will be charged $200 per additional registrant.

    To request additional information or if you have questions about these workshops, e-mail accredworkshop@cswe.org or contact your program's accreditation specialist.

    To register for the 2015 EPAS Reaffirmation training package, programs must register and submit payment via the CSWE Learning Academy. Please note that registration through the CSWE Learning Academy does not reserve space at a face-to-face session and a registration form must be submitted. See below for details.

    Individuals registering for this training package will need to share their login information to give additional faculty and staff access to the modules. For information on obtaining a CSWE login please scroll down to How do I log into the CSWE Learning Academy?


    Face-to-Face Workshop Registration

    Registration through the CSWE Learning Academy and payment are required prior to signing up for attendance at a face-to-face workshop. To secure space at a face-to-face workshop please visit the Face-to-Face Workshop Registration box on the right side of the page. Programs will be asked to fill out a registration form which will be submitted via email to accredworkshop@cswe.org.

    Programs interested in sending more than four attendees to the face-to-face workshops will be charged $200 per additional registrant. Please contact accredworkshop@cswe.org for information on registering additional participants.

    2018 face-to-face workshops are scheduled for:

    • Friday, February 23, 2018 (DATE FULL-REGISTRATION CLOSED)
      CSWE Headquarters Alexandria, VA
    • Friday, March 23, 2018 (DATE FULL-REGISTRATION CLOSED)
      CSWE Headquarters Alexandria, VA
    • Friday, May 18, 2018 (DATE FULL-REGISTRATION CLOSED)
      CSWE Headquarters Alexandria, VA
    • Friday, September 7, 2018
      CSWE Headquarters Alexandria, VA
    • Friday, December 7, 2018
      CSWE Headquarters Alexandria, VA

    How do I log into the CSWE Learning Academy?

    In order to register for the 2015 EPAS Reaffirmation training package, you must have a CSWE account login. If you have not signed up for an account on the CSWE website, you will need to do so. You can create an account by visiting www.cswe.org and clicking “Log In" at the top of the page. You will be prompted to sign up as a new contact. You can then log into the CSWE Learning Academy with your e-mail address and the password included in the confirmation e-mail you receive. Please allow 48 business hours for your account to be processed.

    If you are already a CSWE individual or program member, log in with the e-mail and password associated with your membership.

    E-mail learningacademy@cswe.org if you have trouble logging in.