Rethinking the MSW Curriculum

Abstract

The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model that focuses on preparation for advanced practice. By using the 2008 EPAS stated intention to develop new and “emerging models of curriculum design,” the author describes a graduate model in which three of the four academic semesters of study are devoted to advanced study, whereas foundation study is limited to a one-semester, cohort student modular learning experience.

Acknowledgments

The author wishes to recognize the faculty of the University of Houston Graduate College of Social Work, who as a collective honestly confronted the traditions of social work education and crafted an educational model that was a marked departure from our past. Their ability to move forward in uncharted waters speaks to their many talents and desires to ensure that graduate education is vibrant and relevant to the needs of the social work profession. The author also wishes to thank Dr. Paul Raffoul, Professor Emeritus of Social Work, University of Houston, and Dr. Susan Robbins, Associate Professor of Social Work, University of Houston, for their constructive comments.