Nghiên cứu và đào tạo công tác xã hội trong quá trình hội nhập và phát triển

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Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- PHÁT BIỂU KHAI MẠC CỦA HIỆU TRƯỞNG TRƯỜNG ĐHKHXH&NV, ĐHQGHN Tại Hội thảo khoa học “Nghiên cứu và đào tạo Công tác Xã hội trong quá trình hội nhập và phát triển” Kính thưa GS.TSKH. Vũ Minh Giang, Phó Giám đốc ĐHQGHN. Kính thưa GS.TS. Alice M. Hinces, Hiệu trưởng Trường Công tác Xã hội San Jose, Bang Caliornia (Hoa Kỳ). Kính thưa các nhà khoa học Việt Nam và Quốc tế. Thưa anh, chị em đồng nghiệp và các bạn. Công tác xã hội (Social Work) là những hoạt động có ý nghĩa to lớn trong mỗi quốc gia dân tộc và là một trong những lĩnh vực thu hút được sự quan tâm của các cấp các ngành, đặc biệt là của các nhà khoa học trong nước và quốc tế. Công tác xã hội (CTXH) đã và đang đóng vai trò quan trọng đối với sự bình đẳng và tiến bộ của cả nhân loại. Qua hơn một thế kỷ hình thành và phát triển, với tư cách là một khoa học, một nghề nghiệp, CTXH đã từng bước hoàn thiện hệ thống lý thuyết về con người, xây dựng các phương pháp khoa học, thực hành các kỹ năng nghề nghiệp góp phần giải quyết các vấn đề xã hội liên quan đến đời sống của từng cá nhân, nhóm và cộng đồng yếu thế. CTXH đã và đang góp phần thúc đẩy sự thay đổi xã hội theo hướng trao quyền và giải phóng con người, làm “thức dậy” tiềm năng của chính họ. Chính vì vậy, CTXH đang ngày càng tập hợp được đông đảo các nhà nghiên cứu, các nhà khoa học góp sức xây dựng và phát triển ngành nghề CTXH đáp ứng những nhu cầu cấp bách trong đời sống con người, đặc biệt là những nhóm người đang có nguy cơ bị tổn thương. 1
Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- Xuất phát từ ý nghĩa to lớn đó, hôm nay, Trường Đại học Khoa học Xã hội và Nhân văn, Đại học Quốc gia Hà Nội phối hợp với Trường Công tác Xã hội San Jose Bang Caliornia (Hoa Kỳ) tổ chức Hội thảo khoa h ọc “Nghiên cứu và đào tạo Công tác Xã hội trong quá trình hội nhập và phát triển” nhằm chia sẻ kinh nghiệm trong việc xây dựng ngành CTXH tại Trường Đại học Khoa học Xã hội và Nhân văn nói riêng và trong hệ thống đại học ở Việt Nam nói chung. Tại Hội thảo này, các bài viết của các cán bộ nghiên cứu, của các nhà khoa học Việt Nam, đặc biệt là của các giáo sư đến từ Trường CTXH San Jose, bang Caliornia (Hoa Kỳ) sẽ là những đóng góp mới vào hoạt động nghiên cứu và đào tạo CTXH tại Trường ĐH KHXH&NV và tại các Trường Đại học ở Việt Nam trong giai đoạn hiện nay. Kính thưa các quý vị đại biểu, các nhà khoa học. Hoạt động nghiên cứu và đào tạo ngành, nghề CTXH đã và đang phát triển mạnh ở Việt Nam. Xác định rõ vị thế của một trung tâm đào tạo và nghiên cứu khoa học cơ bản đầu ngành, Trường ĐHKHXH&NV, ĐHQGHN đã và đang huy động mọi nguồn lực để xây dựng và phát triển các ngành học, trong đó có ngành CTXH từ bậc đại học đến sau đại học phục vụ nhu cầu và đòi hỏi của thực tiễn ở Việt Nam trong quá trình hội nhập và phát triển thời kỳ CNH, HĐH đất nước. Chúng tôi hy vọng, thông qua Hội thảo này, Nhà trường sẽ nhận được sự giúp đỡ quý báu của các nhà khoa học trong và ngoài nước về kinh nghiệm xây dựng chương trình đào tạo, các lý thuyết và hướng nghiên cứu mới về CTXH, về quy trình đào tạo nhằm tiếp tục hoàn thiện và đổi mới công tác đào tạo CTXH với tư cách là trung tâm đổi mới trong đào tạo, nghiên cứu và hợp tác quốc tế. 2
Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- Kính thưa toàn thể quý vị. Nhân dịp Hội thảo quan trọng này, cho phép chúng tôi, Lãnh đạo Nhà trường xin chân thành cảm ơn những tình cảm tốt đẹp mà các tổ chức, đoàn thể, các cá nhân trong nước và bạn bè quốc tế đã dành cho Trường ĐH KHXH&NV trong suốt những năm qua. Sự có mặt của đông đảo các vị khách quý, các nhà quản lý, các nhà khoa học tại Hội thảo này chính là sự cổ vũ lớn đối với chúng tôi trong sự nghiệp nghiên cứu, đào tạo nói chung và trong sự nghiệp xây dựng, phát triển ngành nghề CTXH tại Trường ĐH KHXH&NV nói riêng. Xin kính chúc sức khoẻ các vị khách quý, các vị đại biểu có mặt tại đây. Chúc Hội thảo thành tốt đẹp Xin trân trọng cảm ơn. 3
Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- SCHOOL OF SOCIAL WORK: OVERVIEW Alice M. Hines, MSW, Ph.D. Professor and Director, School of Social Work, San Jose State University Where and Who is San Jose State University? San José State University (SJSU) is a comprehensive public university located in the center of San José and in the heart of Silicon Valley, a world center of technology. SJSU is the oldest public institution of higher education on the United States of America’s west coast. Established in 1857, we are celebrating our 151st year. San José is a major metropolitan city with a culturally diverse population that includes Latinos, African Americans, Asian Americans, Native Americans, and other ethnic groups. The University’s seven colleges Applied Sciences and Arts, Business, Education, Engineering, Humanities and the Arts, 4
Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- Science, Social Sciences enroll approximately 32,000 students in programs designed to meet the needs of an increasingly diverse and complex society. We emphasize quality teaching and scholarship; fulltime professors teach introductory as well as advanced courses, and conduct research within our respective disciplines. The School of Social Work is located within the College of Applied Sciences and Arts (CASA). CASA is composed of four schools and six departments. In addition to the School of Social Work, it includes the schools of Nursing, Library & Information Sciences, and Journalism & Mass Communications. Its departments include Health Science, Justice Studies, Occupational Therapy, Nutrition and Food Science, Recreation & Leisure Studies and Hospitality Management, and Kinesiology. In addition, CASA is home to a gerontology program, the Division of Health Professions, and military science. The Mission of the School of Social Work The BASW and MSW programs were originally created to prepare social workers for work with and on behalf of Spanish speaking populations. The origins of the School were rooted in advocacy and, although its mission, philosophy and objectives were considered revolutionary in 1971, the School was powerfully supported during its formative years by both the Chicano community and the California Legislature. In these early years, the program maintained a strong emphasis on macro practice. In response to the needs of the professional community, additional direct practice content was integrated into the structure and content of the curriculum during late 1970s and early 1980s. The emphasis on social justice, concern for oppressed groups, and community practice has been consistently maintained. In 1989, in recognition of growing numbers of immigrants in California from Southeast Asia and other parts of the world, the 5
Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- mission was expanded to include a focus on other minorities, and women. In 1997 this expansion was formalized with the adoption of a transcultural perspective. In 2005 our commitment to this perspective was affirmed and extended. The School of Social Work is committed to social justice and to addressing the changing needs of diverse communities through education, research, and service. In the spirit of honoring our roots while responding to evolving community needs, the faculty, with participation from community members and students, refined the School’s preamble and mission in 2005 as follows: The School of Social Work at San José State University is committed to using and promoting a transcultural perspective. This transcultural perspective informs the curriculum and promotes advocating for social justice, honoring the strengths of diverse cultures, and enhancing the well being of individuals and communities. The mission of the School of Social Work at San José State University is to prepare social workers for effective, ethical social work practice from a transcultural perspective with Latinos, Asian and Pacific Islanders, African Americans and those individuals, families, groups, and communities who are disenfranchised, oppressed, or marginalized. In the service of this mission, we are active in scholarship and professional leadership endeavors that advance a transcultural perspective in social work and promote social justice. The Goals of Our School There are five goals of the BASW and MSW social work programs. These are listed below in relationship to both the program mission and the purposes of social work education. 6
Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- Table 1: Linkage between goals, mission, and purposes of social work education School of Social Purposes of SW SJSU School of Social Work Goals Work Mission Education The Mission of the 1. Prepare 1. To prepare social workers for School of Social competent and ethical social work and use of the Work at San José effective transcultural perspective with State University is to professionals diverse, disenfranchised, prepare social oppressed and marginalized workers for effective, populations. ethical social work 2a (BASW) To prepare social practice from a workers for transcultural effective generalist practice from perspective with a transcultural perspective with Latinos, Asian and individuals across the lifespan, Pacific Islanders, and with families, groups, African Americans organizations and communities. and those individuals, 2b (MSW) To prepare social workers families, groups, and for communities who are advanced practice from a disenfranchised, transcultural multisystems oppressed, or perspective with individuals marginalized. across the lifespan, and with families, groups, organizations and communities. 3. To prepare social workers for leadership in advocating positive change and innovation in social 7
Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- work policies, programs and practices to enhance social justice and the well being of individuals, families and communities. 4. To prepare social workers for critical inquiry in the service of the above goals. In the service of this 2. Develop 5. To contribute to social work mission, we are active social work through professional leadership in scholarship and knowledge and scholarship that advances professional 3. Provide social work knowledge, practice leadership endeavors leadership in and values. that advance a the transcultural development perspective in social of social work and promote service social justice. delivery systems Each of the five goals operationalizes key elements of our mission. The first four program goals and corresponding objectives are realized primarily through the curriculum. The first goal focuses on broad overarching principals in practice including ethics and the ability to work with diverse populations. This first goal also incorporates a key element of our mission that we have adopted as a framework for working with diverse populations and communities: our transcultural perspective. The second goal speaks to educating social work students for effective practice at multiple systems levels and across the lifespan. In the BASW program, our goal is to prepare social workers for basic generalist 8
Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- practice; in the MSW program, our goal is to prepare students for advanced practice from a multisystems perspective. Our third and forth goals are also necessary components of effective practice. Specifically, our third goal speaks to the importance of preparing social workers who are able to serve as leaders within their agencies, their communities, and in the larger policy context and our forth goal speaks to preparing social workers for critical thinking and inquiry skills. These third and forth goals are central to ensuring and advancing service quality and facilitating change on organizational and community levels. The fifth program goal contributing to social work through professional leadership and scholarshipis advanced primarily through faculty scholarship and service. Consistent with the history and mission of our School, faculty members are actively involved with a wide range of professional and service activities that both contribute to the profession and inform our curriculum. Faculty research interests and service reflect our transcultural perspective and our commitment to advancing the knowledge base and quality of practice in the social work field. The Administrative Structure of the School of Social Work The School is headed by a Director who is elected by the faculty for a four year term. The Director reports directly to the CASA Dean. As may be seen from the School’s organizational chart (Figure 1), the administration of the School is the ultimate responsibility of the Director. However, shared governance and participatory decision making are important features of the School’s operations. School Director. Executive and administrative oversight of the School of Social Work is vested in the School’s Director. The Director is responsible for personnel administration and management, curricular and instructional matters, faculty affairs, student affairs, and budgetary and fiscal management. In essence, the Director is responsible for the educational and administrative leadership of the 9
Nghiên cứu và Đào tạo Công tác xã hội trong quá trình hội nhập và phát triển -------------------------------------------------------------------------------------------------------------------------------- School, the allocation of resources, and strategic planning and program development. The Director is also the School’s primary link with the College, the University, and the broader community. The Director carries out her responsibilities and duties in collaboration with other School administrators, faculty, professional support staff, and other pertinent School constituents. The Director has established an administrative team (see Executive Committee) to provide counsel on program issues. BASW Program Coordinator. The BASW Program Coordinator is appointed by the Director of the School with approval of the faculty for a minimum of two years and is a fulltime tenured faculty member who reports directly to the School’s Director. The BASW Program Coordinator is responsible for the daytoday 10
Figure 1. School of Social Work Organizational Chart School of Social Work Director MSW Program BASW Program Field Education Coordinator Coordinator Program Director Research Center Head Director Administrative Analyst IVE & MHIP PPSC Program MSW Program BASW Field Program Coordinator Admissions Coordinator Coordinators Director School of Social IVE & MHIP Admissions Field Education Work Staff Program Administrative Program Administrative Assistant Administrative Analysts Assistant 11
direction of the BASW program. Her responsibilities include curricular and student affairs, goal and objective setting and attainment, program planning and development, faculty evaluation and assessment, and program assessment. MSW Program Coordinator. The MSW Program Coordinator is appointed by the Director of the School with approval of the faculty for a minimum of two years and is a fulltime, tenured faculty member who reports directly to the School’s Director and is responsible for the daytoday direction of the MSW program. His responsibilities include curricular and student affairs, goal and objective setting and attainment, program planning and development, evaluation and assessment of instructional faculty, and program assessment. He is also responsible for overseeing the MSW admissions process and for coordinating graduate student advising. As Admissions Coordinator, he is responsible for recruiting prospective MSW students and processing applications for admission. In this capacity, he works closely with the School’s Director and the faculty Admissions Committee. He also assists incoming MSW students with matters related to financial aid/scholarships and conducts orientations for prospective and incoming students. Director of Field Education. The Director of Field Education, is a fulltime faculty member, with a threeyear contract and the possibility of reappointment. The Field Director administers the School’s field education program and reports directly to the School’s Director. The Field Director provides leadership for the field program, evaluates and certifies agencies as field placements, supervises and evaluates field education faculty, serves on appropriate School committees, represents the School in the broader community, works with faculty to develop, implement, and monitor the field education curriculum, nurtures and maintains collaborative partnerships between human service agencies and the School, plans and assigns field seminars to appropriate field faculty, teaches field education seminars, organizes and conducts training for field supervisors, 1
collaborates with other social work field education administrators, and advises students and faculty concerning field issues. Other duties may be assigned by the SSW Director., The Field Director serves as chair of the Joint Field Practicum Committee. She is supported by the BASW Field Education Coordinator and a fulltime administrative assistant. The Field Education Director also chairs the Field Education Advisory Committee comprised of members of the community. Coordinator of Field Education for the BASW Program . The Coordinator of Field Education for the BASW program is appointed by the SSW Director and is responsible for the administration of the field practicum in the BASW program and reports directly to the Director of Field Education. Responsibilities include planning, developing, implementing and evaluating activities of the BASW Field Practicum. Working in conjunction with the Director of Field Education, the BASW Field Education Coordinator is responsible for the evaluation of agencies and field placements and student and field instructors performance, supervision and evaluation of field liaisons, training and certification of field instructors, and reviewing and recommending the termination of students from field placement or any other administrative action needs that result from student performance or professional difficulties. The Coordinator of Field Education in the BASW Program serves as cochairperson of the Joint Field Practicum Committee. SCHOOL GOVERNANCE AND DECISION MAKING The School has in place well conceived administrative, governance and decision making structures that enable administration and faculty to attend to fundamental programmatic matters, such as setting goals and objectives, long and shortterm strategic planning, evaluation and assessment, academic and curricular matters, and student affairs. 1
In general, the School’s primary governance and decision making standing committees are chaired by fulltime faculty members who are either appointed by the School’s Director or elected by the faculty. Membership on standing committees consists primarily of fulltime faculty and, where appropriate, students and other important constituents. Each standing committee reports to the General Faculty Assembly and the School’s Director. Special committees and task forces are established as needed to address educational or policy related issues. The following section describes several of the School’s standing committees. The General Faculty Assembly (GFA). The General Faculty Assembly consists of all fulltime and parttime social work faculty members from both the BASW and the MSW programs. The General Faculty Assembly is the de facto governing body of the School. The committee has responsibility for reviewing and approving all social work policies, programs, and curriculum recommended by existing standing committees. Students have one vote on this committee. Plenary meetings of the School, General Faulty Meetings, are meetings of the GFA. Senate Policy F024 Departmental Voting Rights is followed when matters require vote by the GFA (see http://www.sjsu.edu/senate/pol_vote.html) Executive Committee. Members of this Committee include the School’s Director, serving as Chair, the MSW Program Coordinator, the BASW Program Coordinator, the Director of Field Education, and one full time tenured/tenuretrack faculty member at large, elected by the faculty as a whole. The Executive Committee serves as the planning, coordinating, and policy formulation body for the School. It oversees the School’s Policies and Procedures Manual. The Committee makes recommendations for approval of new polices and procedures at general faculty meetings and enters statements that have been approved by faculty into the Policies and Procedures Manual. For example, during the 200607 academic year, the Executive Committee developed and refined the current administrative structure for the School, a necessary step following the 1
recent reorganization of the School within CASA. Once approved by the Executive Committee, this was ratified unanimously by the GFA. Assessment Committee. The School’s Director appoints faculty members to the Assessment Committee for two year terms, and the Committee elects a chairperson. The committee designs measurement instruments for assessing the School’s achievement of programmatic goals and objectives, and collects and analyzes data for School reports and communication purposes. Faculty Research Development Committee. The Director of the School appoints three faculty members to the Faculty Research Development Committee for two year terms, and the Committee elects a chairperson. The Committee develops and implements protocols to enhance and facilitate faculty research and scholarship, fosters linkages with funding agencies and the SJSU Research Foundation to facilitate opportunities for professional development and advancement, and promotes the mentoring of BASW and MSW students to encourage promising students to pursue academic careers in social work. Academic and Professional Standards Committee. Members of this committee are the MSW Program Coordinator, the BASW Program Coordinator, and the Director of Field Education. The Committee develops, reviews, and oversees the School’s student academic conduct and performance standards, and carries out all School, College, and University policies and procedures concerning student academic performance and grievances. The committee convenes as needed. Scholarship and Awards Committee. The School’s Director appoints three faculty members (including one BASW and one MSW faculty member) to this committee whose primary purpose is to develop and implement policies and procedures regarding student awards and recognition. Its tasks include circulating announcements for various 1
scholarships, reviewing applications, and making award recommendations to the Director. MSW Admissions Committee. This committee includes the MSW Program Coordinator, the Field Education Director, the Admissions Director, and three faculty members appointed by the School’s Director for two year terms. It is chaired by the MSW Program Coordinator. The Committee sets admission standards and processes for selecting and admitting students. The key tasks of the Committee are to develop and recommend MSW program admission policies to the faculty as a whole and to assist and advise the Admissions Coordinator on issues concerning the governance and administration of the admissions process. BASW Program Committee. This committee includes all BASW instructional and field faculty and is chaired by the BASW Program Coordinator. Its responsibilities include providing academic leadership and instructional guidance to the BASW program and developing and recommending criteria regarding program design and structure, goal setting and attainment, program growth and enrollment, and class size. Senate Policy F024 Departmental Voting Rights is followed when matters require a vote by the GFA (see http://www.sjsu.edu/senate/pol_vote.html) MSW Program Committee. This committee includes all MSW instructional and field faculty and is chaired by the MSW Program Coordinator. Its key responsibilities include providing academic leadership and instructional guidance to the MSW program and developing and recommending criteria regarding program design and structure, program goal setting and attainment, program growth and enrollment, and class size. The Committee also develops and implements policies and procedures regarding student awards and recognitions. Senate Policy F024 Departmental Voting Rights is followed when matters require vote by the GFA (see http://www.sjsu.edu/senate/pol_vote.html) School committees report on their activities and actions at meetings of the GFA for additional review and appropriate action. The committee system promotes a high 1
level of faculty participation in School governance and decision making. The committee system, it should be noted, is relatively new, and is evolving to meet the needs of the School. As the School continues to develop, it will regularly and systematically review its committee structure to ensure its optimal functioning. Curriculum Development and Oversight Under the authority granted to it by San Jose State University and CASA, the School of Social Work possesses the necessary organizational and administrative autonomy to define, implement, and evaluate its curricula. The School’s Joint MSW/BASW Curriculum Committee, program level curriculum committees, Joint MSW/BASW Sequence Committee, program level sequence committees, and the faculty as a whole, share responsibility for the development, implementation, and evaluation of the School’s BASW and MSW degree curricula. Routine or minor changes to a degree program’s curriculum are the responsibility of the various curriculum area sequence committees and the core faculty assigned to them. Substantive or substantial changes to a degree program’s curriculum are the responsibility of the School’s Joint MSW/BASW Curriculum Committee and the faculty as a whole. The School’s faculty in general faculty meetings vote on curricular recommendations of the School’s Joint Curriculum Committee. Development of new courses or major changes in the University’s course catalogue must be approved by the CASA Curriculum Committee. The School has one representative on that Committee which meets regularly during the academic year. Joint MSW/BASW Curriculum Committee. This committee consists of the chairs of the curriculum area MSW and BASW sequences Committees (HBSE, Practice, Research, Policy, and Field Education) and the chair of the MSW Concentration Committee. It is cochaired by the MSW and BASW Program Coordinators. The chairs of the curriculum area sequence committees are elected by the fulltime faculty within the sequence, 1
generally for terms of two years. The primary responsibility of the Joint Curriculum Committee is to address issues related to the pedagogical quality of the BASW and MSW degree programs. It has the necessary autonomy and authority to carry out its principal responsibilities. These include developing, implementing, monitoring, and evaluating curriculum content, developing, modifying, and monitoring program structure, and reviewing and approving course syllabi, textbooks, and related instructional materials. Overall, the Committee is responsible for the curricular integrity of the two degree programs, for avoiding redundancy, for the vertical and horizontal interface of curricular components, and for ensuring that curricular outcomes are aligned with program goals and objectives. Joint MSW/BASW Sequence Committees and Joint Field Practicum Committee. The joint sequence committees are comprised of all BASW and MSW faculty teaching in the respective curricular sequences. Chairs are elected by the faculty within each sequence for a twoyear term. The Joint Field Practicum Committee is composed of all field liaison faculty and the practice sequence chairs and is chaired by the Director of Field Education and co chaired by the BASW Field Education coordinator. The Committee reviews and recommends practices related to the field education program including the selection and evaluation of agencies, evaluation of student performance, syllabi for integrative field seminars, and other fieldrelated tasks assigned by the Field Education Director. Small subcommittees may be utilized for particular tasks such as creating evaluation forms and developing criteria for agency selection. Our curricular subcommittees include: MSW Curriculum Committee. The MSW Curriculum Committee is comprised of the chairpersons of the five curricular sequences—research, social policy, practice, HBSE, and field educationand the chair of the MSW Concentration 1
Committee. It is chaired by the MSW Program Coordinator. Its primary responsibilities are evaluating and assessing curriculum outcomes, assessing compliance with Curriculum Policy Statement objectives, particularly with respect to content on diversity, populationsatrisk, social and economic justice, and ethics and values, reviewing requests from sequence committees for curriculum changes, additions, or deletions and making recommendations to faculty, overseeing the elective curriculum, making recommendations to the faculty related to revisions in program mission or curriculum goals, objectives, or design, and continuously monitoring and evaluating the impact and outcomes of program changes adopted by faculty. MSW Concentration Committee. The MSW Concentration Committee supports the MSW Curriculum Committee in formulating and implementing curriculum policy pertaining to the concentration year and ensuring coordination of concentration courses associated with the four fields of practice. It includes fulltime faculty who are responsible for each practice area as well as the Title IVE Coordinator, the MHIP Coordinator, the Coordinator of the Gerontology Stipend program, and the PPSC Coordinator. A Chair is appointed by the School’s Director. MSW Sequence Committees and the MSW Field Practicum Committee. The five sequence committees are composed of faculty teaching in the first and second year MSW curriculum. The MSW Field Practicum Committee is comprised of MSW field faculty and the Practice Sequence Chair and is chaired by the Director of Field Education. The Committee develops common syllabi for the practicum courses and regularly reviews content for needed changes. Small subcommittees are utilized to develop the Field Manual and evaluation forms and to review criteria for the selection of agencies. 1
BASW Curriculum Committee. The BASW faculty as a whole acts as a policy and curriculum committee for the BASW program. It is chaired by the BASW Program Coordinator. The primary concerns of the BASW Curriculum Committee are: (a) evaluating and assessing curriculum outcomes, (b) assessing compliance with Curriculum Policy Statement objectives, particularly with respect to content on diversity, populationsatrisk, social and economic justice, and ethics and values, which is expected to be infused in all areas of the curriculum, (c) reviewing requests from sequence committees for curriculum changes, additions, or deletions, and making recommendations to faculty, (d) overseeing the elective curriculum, (e) making recommendations to the faculty related to revisions in program mission or curriculum goals, objectives, or design, and, (f) continuously monitoring and evaluating the impact and outcomes of changes adopted by faculty. BASW Sequence Committees and the BASW Field Practicum Committee. The Practice, Research, HBSE, Social Policy, and Field Education sequence committees are composed of faculty teaching in the first and second year BASW curriculum. The BASW Field Practicum Committee is comprised of BASW field faculty and the Practice Sequence Chair, and is chaired by the BASW Field Education Coordinator. It serves the same roles and plays the same functions in the undergraduate program as the MSW Field Practicum Committee does for the MSW program. 2