2022 EPAS Pre-Candidacy & Candidacy Training
Includes Multiple Live Events. The next is on 03/24/2026 at 1:00 PM (EDT)
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2022 EPAS Pre-candidacy & Candidacy Training
CSWE's Department of Social Work Accreditation (DOSWA) is pleased to offer this 2022 Educational Policy and Accreditation Standards (EPAS) pre-candidacy & candidacy accreditation training for social work educators.
Purpose | This training prepares pre-candidate and candidate baccalaureate and master’s social work programs for each benchmark in the candidacy process, including reviews by the Board of Accreditation (BOA), and continuous compliance under the 2022 Educational Policy and Accreditation Standards (EPAS).
Objectives | This training will enable programs to:
- Understand and navigate accreditation processes.
- Learn and apply the 2022 EPAS within the program’s unique context.
- Understand fundamentals of scheduling and hosting a candidacy visit.
- Gain awareness of and encourage engagement with CSWE accreditation services.
- Promote confidence in the accreditation process for continuous improvement.
This hybrid training model consists of two components:
- Self-paced online learning modules via the CSWE Learning Academy
- Live drop-in question and answer (Q&A) sessions via Zoom
Online modules are designed to provide resources and guidance for each step in the candidacy process and continuous compliance between reviews. Live Q&A sessions provide interactive spaces for multiple programs to ask questions, learn from each other, and consult with CSWE accreditation staff.
To maximize your learning and the program's success achieving its accreditation goals, programs are encouraged to engage in all components of this hybrid training and our year-round accreditation services.
Additional modules and Q&A sessions will be added as they become available. Check back often for new content!
How to Navigate this Training Course
- To maximize your learning, we advise you to complete the full course by reviewing each tab consecutively from left to right, beginning with this "Course Overview" tab followed by the "Candidacy Process Timetables & Fees" tab.
- As you review each tab, you are encouraged to attend live Q&A sessions to assist your learning process. Review the "Live Q&A Sessions" for dates, times, and access information.
- Once you've completed all tabs, you are welcome to revisit the video modules, step-by-step tabs, and attend live Q&A sessions as you navigate your program's candidacy process and engage in continuous compliance efforts.
- We empower each learner to complete the pre/posttest to help the CSWE accreditation staff understand the training strengths and needs of our learners. We also ask that each learner complete a training evaluation so that we can continue to enhance training, services, and resources. These feedback opportunities are found in the "Video Modules & Evaluations" tab. Thank you for your invaluable feedback!
Consultation Services
Throughout the candidacy process and beyond, program primary contacts may email questions to their program's CSWE accreditation specialist. They may also book phone or video consultations via a scheduling application located in each specialist’s email signature. Learn more about CSWE accreditation services.
Accreditation consultations and presentations are also provided at CSWE's Annual Program Meeting (APM) and communicated to program primary contacts in advance of the conference.
Are you a primary contact and unsure who is your program's accreditation specialist? Email accreditation@cswe.org. Primary contacts are identified in the Directory of Accredited Programs.
Webinars
CSWE accreditation staff provide topical webinars featuring accreditation information, resources, and helpful tips, as well as to respond to questions about the selected topic.
Additional webinars are posted on the CSWE accreditation training webpage and communicated to program primary contacts as they become available.
Past Accreditation Slide Decks
Past accreditation slide decks and recordings are posted on the CSWE accreditation training webpage. Topics include:
- 2022 EPAS: Assessment Essentials
- 2022 EPAS and ADEI
- Accreditation Services Orientation
- Demystifying the Accreditation Process
- Writing an Accreditation Document
- Navigating Accreditation-Related Program Changes
- 2015 EPAS: Assessment of Student Learning Outcomes
- 2015 EPAS: Frequently-Cited Standards
Additional slide decks are posted on the CSWE accreditation training webpage as they become available.
CSWE Membership
While not a function of accreditation, CSWE encourages all who teach, work, and learn at a candidate or accredited social work education program to link to their program's CSWE membership! This is a great way to keep your educational community connected to CSWE and remain current on both compliance matters and best practices in social work education. If your program has pre-candidacy status, make a note to share the individual membership opportunity, this assuming your program is granted candidacy status.
Programs are encouraged to complete this training course, engage in accreditation services, and utilize all resources available to achieve its accreditation goals. We look forward to collaborating with you!
Cost
This 2022 EPAS pre-candidacy & candidacy training is at no additional cost.
This training model allows unlimited access to both online self-paced learning modules and live drop-in Q&A sessions for social work educators.
Questions? Email accreditation@cswe.org.
Registration
Step 1: Click the green "Register" button in the upper-right corner and complete the no-cost registration.
Step 2: After you are registered, visit the "Live Q&A Sessions" tab and register for as many or as few drop-in consultations as desired.
How do I login to the CSWE Learning Academy?
To register for the 2022 EPAS Reaffirmation Training, you must be a CSWE member and have a CSWE Learning Academy account and login credentials. Remember, CSWE program membership now extends to all who teach, work, and learn at a candidate or accredited social work education programs!
Current Members/Users
If you are already a CSWE member and have an existing CSWE Learning Academy account and login credentials, login to the CSWE Learning Academy.
Need to check if you are a member? Visit the CSWE membership website.
Need to check if you have CSWE Learning Academy login credentials or reset your password? Visit the CSWE Learning Academy website.
New Members/Users
Complete the following steps:
- Visit the CSWE membership website to become a member and link yourself to your social work education program.
- Tip! Use the same email address and password to create both your membership and CSWE Learning Academy accounts. These are separate accounts and you will complete account set-up steps for each.
- Visit the CSWE Learning Academy and click the "Create Account" button.
- Complete all prompts to create a new account.
- When creating a new account or updating your profile, a prompt will ask you to indicate if you are "Member" or "Non-member." Select "Member."
- Login to the CSWE Learning Academy with the same email address and the password used to create your new account.
Questions about registration? Email accreditation@cswe.org.
Key:
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Pretest
10 Questions | 1 attempt | 0/14 points to pass
10 Questions | 1 attempt | 0/14 points to pass
We empower each learner to complete the optional pre/posttest to help CSWE accreditation staff understand training strengths and the needs of our learners.
Learners are permitted one (1) attempt at completing the pretest, which also serves as a helpful reflection of each learners knowledge at the beginning of the training course.
After submitting the pretest, return to the pretest module to review your responses, the correct answers, and explanations.
Participants for Pre-test: Users involved in any benchmark process for pre-candidate and candidate programs.
The CSWE accreditation team offers three 2022 EPAS training for specific audiences: (1) New Applicant; (2) Pre-candidacy and Candidacy; and (3) Reaffirmation. Each training includes optional pretests, posttests, and evaluations. If/when your program is granted to the next status, our team will support you and your team to gain access to the additional trainings.
Welcome and Overview of Pre-Candidacy and Candidacy
Open to view video. | 28 minutes
Open to view video. | 28 minutes
Welcome and Overview of Welcome and Overview of Pre-Candidacy and Candidacy PowerPoint PDF
Open to download resource.
Open to download resource.
ADEI Explicit Curriculum (AS 2.0.1)
Open to view video. | Closed captions available | 9 minutes
Open to view video. | Closed captions available | 9 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 2.0.1 is a developmental standard
For Benchmark 2: AS 2.0.1 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as how anti-racism, diversity, equity, and inclusion are intended to be taught within the explicit curriculum, ensuring narrative addresses both specific and continuous elements.
ADEI Explicit Curriculum (AS 2.0.1) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 2.0.1 is a developmental standard
For Benchmark 2: AS 2.0.1 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as how anti-racism, diversity, equity, and inclusion are intended to be taught within the explicit curriculum, ensuring narrative addresses both specific and continuous elements.
ADEI Implicit Curriculum (AS 2.0.2)
Open to view video. | Closed captions available | 8 minutes
Open to view video. | Closed captions available | 8 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 2.0.2 is a developmental standard
For Benchmark 2: AS 2.0.2 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as how anti-racism, diversity, equity, and inclusion are integrated into the implicit curriculum, ensuring narrative addresses both specific and continuous elements.
ADEI Implicit Curriculum (AS 2.0.2) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 2.0.2 is a developmental standard
For Benchmark 2: AS 2.0.2 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as how anti-racism, diversity, equity, and inclusion are integrated into the implicit curriculum, ensuring narrative addresses both specific and continuous elements.
Curriculum Matrices: Generalized Practice (AS 3.1.2)
Open to view video. | Closed captions available | 23 minutes
Open to view video. | Closed captions available | 23 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 3.1.2 is a developmental standard
For Benchmark 2: AS 3.1.2 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as selecting course content to include within Form AS 3.1.2 - Generalist Practice Curriculum Matrix. Matrices do not include all course content nor syllabi; rather selecting the best examples to align with each of the nine social work competencies (and any additional competencies added by the program) which all students receive consistently.
Curriculum Matrices: Generalized Practice (AS 3.1.2) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 3.1.2 is a developmental standard
For Benchmark 2: AS 3.1.2 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as selecting course content to include within Form AS 3.1.2 - Generalist Practice Curriculum Matrix. Matrices do not include all course content nor syllabi; rather selecting the best examples to align with each of the nine social work competencies (and any additional competencies added by the program) which all students receive consistently.
Curriculum Matrices: Specialized Practice (AS M3.2.4)
Open to view video. | Closed captions available | 25 minutes
Open to view video. | Closed captions available | 25 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS M3.2.4 is a developmental standard
For Benchmark 2: AS M3.2.4 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as selecting course content to include within Form AS M3.2.4 - Specialized Practice Curriculum Matrix. Matrices do not include all course content nor all syllabi; rather selecting the best examples to align with each of the nine social work competencies (and any additional competencies added by the program) which all students receive consistently for each area of specialized practice.
Curriculum Matrices: Specialized Practice (AS M3.2.4) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS M3.2.4 is a developmental standard
For Benchmark 2: AS M3.2.4 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as selecting course content to include within Form AS M3.2.4 - Specialized Practice Curriculum Matrix. Matrices do not include all course content nor all syllabi; rather selecting the best examples to align with each of the nine social work competencies (and any additional competencies added by the program) which all students receive consistently for each area of specialized practice.
Specialized Practice Overview (AS M3.2.1 and M3.2.2)
Open to view video. | Closed captions available | 16 minutes
Open to view video. | Closed captions available | 16 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS M3.2.1 and AS M3.2.2 are approval standards
For Benchmark 2: AS M3.2.1 is an approval standard; AS M3.2.2 is not included.
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Specialized Practice Overview (AS M3.2.1 and M3.2.2) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS M3.2.1 and AS M3.2.2 are approval standards
For Benchmark 2: AS M3.2.1 is an approval standard; AS M3.2.2 is not included.
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Field Education: Field Hours (AS 3.3.3)
Open to view video. | Closed captions available | 12 minutes
Open to view video. | Closed captions available | 12 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 3.3.3 is a developmental standard
For Benchmark 2: AS 3.3.3 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as discussing the full process for each element of the field education program as required, including any relevant policies or protocols during within volume 1 under the corresponding compliance statement of the accreditation standard. When policies and protocols are required or necessary for a narrative response, do not only refer to volume 3 with the program's student handbook and field manual. Rather, copy and paste the policy within volume 1, and clearly label each inserted content with a citation of where located within volume 3.
Field Education: Field Hours (AS 3.3.3) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 3.3.3 is a developmental standard
For Benchmark 2: AS 3.3.3 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as discussing the full process for each element of the field education program as required, including any relevant policies or protocols during within volume 1 under the corresponding compliance statement of the accreditation standard. When policies and protocols are required or necessary for a narrative response, do not only refer to volume 3 with the program's student handbook and field manual. Rather, copy and paste the policy within volume 1, and clearly label each inserted content with a citation of where located within volume 3.
Field Education: Field Placement and Employment (AS 3.3.7)
Open to view video. | Closed captions available | 6 minutes
Open to view video. | Closed captions available | 6 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 3.3.7 is a developmental standard
For Benchmark 2: AS 3.3.7 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as discussing the full process for each element of the field education program as required, including any relevant policies or protocols during within volume 1 under the corresponding compliance statement of the accreditation standard. When policies and protocols are required or necessary for a narrative response, do not only refer to volume 3 with the program's student handbook and field manual. Rather, copy and paste the policy into volume 1 and clearly label each inserted content with a citation of where located within volume 3.
Field Education: Field Placement and Employment (AS 3.3.7) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 3.3.7 is a developmental standard
For Benchmark 2: AS 3.3.7 is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, provide what is intended to be incorporated, such as discussing the full process for each element of the field education program as required, including any relevant policies or protocols during within volume 1 under the corresponding compliance statement of the accreditation standard. When policies and protocols are required or necessary for a narrative response, do not only refer to volume 3 with the program's student handbook and field manual. Rather, copy and paste the policy into volume 1 and clearly label each inserted content with a citation of where located within volume 3.
Implicit Curriculum: Student Development — Admissions; Advisement, Retention, and Termination; and Student Participation (AS 4.1)
Policies and Procedures: Admissions (AS 4.1.1; B4.1.2; M4.1.2; and M4.1.3)
Open to view video. | Closed captions available | 24 minutes
Open to view video. | Closed captions available | 24 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 4.1.1; AS B4.1.2; AS M4.1.2; and AS M4.1.3 are approval standards
For Benchmark 2: AS 4.1.1; AS B4.1.2; AS M4.1.2; and AS M4.1.3 are not included
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Policies and Procedures: Admissions (AS 4.1.1; B4.1.2; M4.1.2; and M4.1.3) PowerPoint PDF
Open to download resource.
Open to download resource.
Teams of Faculty (AS B4.2.1 and M4.2.1)
Open to view video. | Closed captions available | 24 minutes
Open to view video. | Closed captions available | 24 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS B4.2.1 and AS M4.2.1 are approval standards
For Benchmark 2: AS B4.2.1 and AS M4.2.1 are approval standards
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
While accreditation standards may be approval standards at a specific benchmarks, the requirements may vary slightly from those for full compliance review at benchmark 3. AS M4.2.1 is an excellent example, as the required number of full-time faculty with specific credentials within the program increases at each benchmark. Planning for future benchmarks is important. For example the majority of full-time social work program faculty must have certain credentials at Benchmark 3 to receive initial accreditation. Considering this while hiring for Benchmark 1 is helpful for the program's eventual full compliance.
Teams of Faculty (AS B4.2.1 and M4.2.1) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS B4.2.1 and AS M4.2.1 are approval standards
For Benchmark 2: AS B4.2.1 and AS M4.2.1 are approval standards
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
While accreditation standards may be approval standards at a specific benchmarks, the requirements may vary slightly from those for full compliance review at benchmark 3. AS M4.2.1 is an excellent example, as the required number of full-time faculty with specific credentials within the program increases at each benchmark. Planning for future benchmarks is important. For example the majority of full-time social work program faculty must have certain credentials at Benchmark 3 to receive initial accreditation. Considering this while hiring for Benchmark 1 is helpful for the program's eventual full compliance.
Faculty-to-Student Ratio (AS B4.2.3 and M4.2.3)
Open to view video. | Closed captions available | 18 minutes
Open to view video. | Closed captions available | 18 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS B4.2.3 and AS M4.2.3 are developmental standards
For Benchmark 2: AS B4.2.3 and AS M4.2.3 are developmental standards
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, perhaps exact numbers are not known of students or faculty. However, the narrative can still include the calculations your program will use to determine the faculty-to-student ratio.
Faculty-to-Student Ratio (AS B4.2.3 and M4.2.3) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS B4.2.3 and AS M4.2.3 are developmental standards
For Benchmark 2: AS B4.2.3 and AS M4.2.3 are developmental standards
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, perhaps exact numbers are not known of students or faculty. However, the narrative can still include the calculations your program will use to determine the faculty-to-student ratio.
Program Director [AS 4.3.4(a); B4.3.4(b-c); and M4.3.4(b-c)]
Open to view video. | Closed captions available | 16 minutes
Open to view video. | Closed captions available | 16 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 4.3.4(a); AS B4.3.4(b-c); and AS M4.3.4(b-c) are approval standards
For Benchmark 2: AS 4.3.4(a); AS B4.3.4(b-c); and AS M4.3.4(b-c) are approval standards
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Program Director [AS 4.3.4(a); B4.3.4(b-c); and M4.3.4(b-c)] PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 4.3.4(a); AS B4.3.4(b-c); and AS M4.3.4(b-c) are approval standards
For Benchmark 2: AS 4.3.4(a); AS B4.3.4(b-c); and AS M4.3.4(b-c) are approval standards
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Field Director [AS 4.3.5(a); B4.3.5(b-c); and M4.3.5(b-c)]
Open to view video. | Closed captions available | 20 minutes
Open to view video. | Closed captions available | 20 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 4.3.5(a); AS B4.3.5(b-c); and AS M4.3.5(b-c) are approval standards
For Benchmark 2: AS 4.3.5(a); AS B4.3.5(b-c); and AS M4.3.5(b-c) are approval standards
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Field Director [AS 4.3.5(a); B4.3.5(b-c); and M4.3.5(b-c)] PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 4.3.5(a); AS B4.3.5(b-c); and AS M4.3.5(b-c) are approval standards
For Benchmark 2: AS 4.3.5(a); AS B4.3.5(b-c); and AS M4.3.5(b-c) are approval standards
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Assessment [AS 5.0.1(a)]
Open to view video. | Closed captions available | 31 minutes
Open to view video. | Closed captions available | 31 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.1(a) is a developmental standard
For Benchmark 2: AS 5.0.1(a) is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, select and include the instruments intended to be used to meet each of this standard's elements. Complete Form AS 5.0.1(a) - Student Achievement Assessment Plan.
Assessment [AS 5.0.1(a)] PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.1(a) is a developmental standard
For Benchmark 2: AS 5.0.1(a) is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, select and include the instruments intended to be used to meet each of this standard's elements. Complete Form AS 5.0.1(a) - Student Achievement Assessment Plan.
Assessment [AS 5.0.1(b)]
Open to view video. | Closed captions available | 16 minutes
Open to view video. | Closed captions available | 16 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.1(b) is a developmental standard
For Benchmark 2: AS 5.0.1(b) is a developmental standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, your program may not have data at benchmark 1 and/or benchmark 2. Discuss how your program plans to analyze outcomes for the nine social work competencies (and any additional competencies added by the program). Include the calculations your program plans to use, such as the formulas with algebraic characters rather than your program's actual data numerical values.
Assessment [AS 5.0.1(b)] PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.1(b) is a developmental standard
For Benchmark 2: AS 5.0.1(b) is a developmental standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, your program may not have data at benchmark 1 and/or benchmark 2. Discuss how your program plans to analyze outcomes for the nine social work competencies (and any additional competencies added by the program). Include the calculations your program plans to use, such as the formulas with algebraic characters rather than your program's actual data numerical values.
Assessment [AS 5.0.1(c)]
Open to view video. | Closed captions available | 10 minutes
Open to view video. | Closed captions available | 10 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.1(c) - process only - is a developmental standard
For Benchmark 2: AS 5.0.1(c) - process only - is an approval standard; AS 5.0.1(c) - full standard - is a developmental standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, your program may not have data at benchmark 1 and/or benchmark 2. Discuss how your program plans to review its outcomes for the nine social work competencies (and any additional competencies added by the program).
Assessment [AS 5.0.1(c)] PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.1(c) - process only - is a developmental standard
For Benchmark 2: AS 5.0.1(c) - process only - is an approval standard; AS 5.0.1(c) - full standard - is a developmental standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, your program may not have data at benchmark 1 and/or benchmark 2. Discuss how your program plans to review its outcomes for the nine social work competencies (and any additional competencies added by the program).
Assessment [AS 5.0.1(d)]
Open to view video. | Closed captions available | 13 minutes
Open to view video. | Closed captions available | 13 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.1(d) is a developmental standard
For Benchmark 2: AS 5.0.1(d) is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, complete Form AS B5.0.1(d) or Form AS M5.0.1(d) as fully as possible. Insert formulas and calculations with algebraic characters rather then numerical values from data wherever possible or relevant.
Assessment [AS 5.0.1(d)] PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.1(d) is a developmental standard
For Benchmark 2: AS 5.0.1(d) is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, complete Form AS B5.0.1(d) or Form AS M5.0.1(d) as fully as possible. Insert formulas and calculations with algebraic characters rather then numerical values from data wherever possible or relevant.
Assessment: ADEI [AS 5.0.2(a)]
Open to view video. | Closed captions available | 9 minutes
Open to view video. | Closed captions available | 9 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.2(a) is a developmental standard
For Benchmark 2: AS 5.0.2(a) is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, select at least one ADEI implicit curriculum effort which was drafted/included within AS 2.0.2 and explain the assessment plan. Consider the accreditation standard's language of "systematic plan." If the instrument(s) are not yet designed, discuss as extensively as possible the method of the assessment, type, and the anticipated plan and details.
Assessment: ADEI [AS 5.0.2(a)] PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.2(a) is a developmental standard
For Benchmark 2: AS 5.0.2(a) is an approval standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, select at least one ADEI implicit curriculum effort which was drafted/included within AS 2.0.2 and explain the assessment plan. Consider the accreditation standard's language of "systematic plan." If the instrument(s) are not yet designed, discuss as extensively as possible the method of the assessment, type, and the anticipated plan and details.
Assessment: ADEI [AS 5.0.2(b)]
Open to view video. | Closed captions available | 9 minutes
Open to view video. | Closed captions available | 9 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.2(b) is a developmental standard
For Benchmark 2: AS 5.0.2(b) is a developmental standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, discuss the process the program intends to utilize when reviewing AS 5.0.2(a) - both the assessment plan and outcomes. Discuss anticipated timelines. Share as much anticipated information as possible at the respective stage of submission.
Assessment: ADEI [AS 5.0.2(b)] PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.2(b) is a developmental standard
For Benchmark 2: AS 5.0.2(b) is a developmental standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, discuss the process the program intends to utilize when reviewing AS 5.0.2(a) - both the assessment plan and outcomes. Discuss anticipated timelines. Share as much anticipated information as possible at the respective stage of submission.
Assessment: Outcomes (AS 5.0.3)
Open to view video. | Closed captions available | 15 minutes
Open to view video. | Closed captions available | 15 minutes
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.3 is a developmental standard
For Benchmark 2: AS 5.0.3 is a developmental standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, identify the additional outcome which will be utilized by the program. Discuss how both outcomes will be assessed, such as where and when data will be collected; who will be collecting data; how it will be analyzed and reviewed; etc. Include relevant calculations and formulas with algebraic characters prior to providing available data. Discuss benchmarks for each outcome and provide corresponding rationales for each benchmark. Provide as much content as possible at the time of the benchmark document submission.
Assessment: Outcomes (AS 5.0.3) PowerPoint PDF
Open to download resource.
Open to download resource.
Refer to the 2022 EPAS Benchmark Grid to better understand the application of each accreditation standard corresponding to each benchmark.
For Benchmark 1: AS 5.0.3 is a developmental standard
For Benchmark 2: AS 5.0.3 is a developmental standard
For Benchmark 3/Initial Accreditation: All accreditation standards are evaluated for compliance
Developmental standards must be as fully written as possible. Insert the narrative which is intended to be incorporated. Developmental standard content is reviewed by the assigned Candidacy Visitor (BOA member) in order to provide consultation to the program during its development. Narrative may change between benchmark document submissions to ensure narrative of accreditation documents is always accurate at the time of submission.
If content is not known given the stage of development, write as fully as possible. For example, identify the additional outcome which will be utilized by the program. Discuss how both outcomes will be assessed, such as where and when data will be collected; who will be collecting data; how it will be analyzed and reviewed; etc. Include relevant calculations and formulas with algebraic characters prior to providing available data. Discuss benchmarks for each outcome and provide corresponding rationales for each benchmark. Provide as much content as possible at the time of the benchmark document submission.
Program Options
Open to view video. | 16 minutes
Open to view video. | 16 minutes
Understanding program options is relevant to all programs involved in any accreditation process. Programs identify program options in Benchmark 1 documents and cannot add additional program options until accredited by the BOA and no longer involved in an accreditation process.
Program Options PDF
Open to download resource.
Open to download resource.
Understanding program options is relevant to all programs involved in any accreditation process. Programs identify program options in Benchmark 1 documents and cannot add additional program options until accredited by the BOA and no longer involved in an accreditation process.
Live Q&A Session via Zoom
03/24/2026 at 1:00 PM (EDT) | 90 minutes
03/24/2026 at 1:00 PM (EDT) | 90 minutes
Upcoming Sessions:
Tuesday, March 24, 2026
1:00pm - 2:30pm ET
REGISTRATION REQUIRED
Input this link into your browser to register for this live Q&A session hosted by CSWE accreditation staff: https://cswe.zoom.us/meeting/register/R5USdZBZRiyfPUg9kobqhw
Programs may attend as many live Q&A sessions as they wish. Prior to attending, first engage with the self-paced video modules available on this platform for initial 2022 EPAS foundational information and resources
Live Q&A Session via Zoom
07/16/2026 at 1:00 PM (EDT) | 90 minutes
07/16/2026 at 1:00 PM (EDT) | 90 minutes
Thursday, July 16, 2026
1:00pm - 2:30pm ET
REGISTRATION REQUIRED
Input this link into your browser to register for this live Q&A session hosted by CSWE accreditation staff: https://cswe.zoom.us/meeting/register/E1yjMuwzRdGMiJp9msMn6A
Programs may attend as many live Q&A sessions as they wish. Prior to attending, first engage with the self-paced video modules available on this platform for initial 2022 EPAS foundational information and resources
Live Q&A Session via Zoom
11/17/2026 at 1:00 PM (EST) | 90 minutes
11/17/2026 at 1:00 PM (EST) | 90 minutes
Tuesday, November 17, 2026
1:00pm - 2:30pm ET
REGISTRATION REQUIRED
Input this link into your browser to register for this live Q&A session hosted by CSWE accreditation staff: https://cswe.zoom.us/meeting/register/i-gnrWN_R2SWEQwB_9WpUg
Programs may attend as many live Q&A sessions as they wish. Prior to attending, first engage with the self-paced video modules available on this platform for initial 2022 EPAS foundational information and resources
Posttest
10 Questions | 1 attempt | 0/14 points to pass
10 Questions | 1 attempt | 0/14 points to pass
We empower each learner to complete the optional pre/posttest to help CSWE accreditation staff understand training strengths and the needs of our learners.
Learners are permitted one (1) attempt at completing the posttest, which also serves as a helpful reflection of each learners knowledge at the end of the training course.
After submitting the posttest, return to the posttest module to review your responses, the correct answers, and explanations.
Participants for Post-test: Users involved in any benchmark process for pre-candidate and candidate programs
Training Course Evaluation
After completing the self-paced online learning modules via the CSWE Learning Academy and attending one (1) or more live drop-in Q&A sessions via Zoom, we ask that each learner complete a training course evaluation so that CSWE'S Department of Social Work Accreditation can continue to enhance training, services, and resources. Thank you for your invaluable feedback!
Participants for Course Evaluation: Users involved in any benchmark process for pre-candidate and candidate programs