2029 EPAS

Social work is a practice-based profession and an academic discipline that promotes human and community well-being. Guided by the profession’s ethics and values, social work draws on theories of human behavior and social systems to understand and respond to the complexity of human experience. Social work intervenes within the context of people and their environments, building on individual strengths while simultaneously addressing structural barriers and providing support to enhance health and well-being. The profession's integrated approach distinguishes social work from allied disciplines and shapes its role in addressing the complex needs of individuals, families, groups, organizations, and communities (five client systems). 

Social work education plays a central role in sustaining and advancing the profession. At the baccalaureate, master’s, and doctoral levels, social work education prepares competent, ethical, and critically reflective social workers while contributing to the generation of knowledge, the advancement of evidence-informed practice through scientific inquiry, and professional leadership. Across practice settings, social workers apply a person-in-environment perspective to respond to the complex circumstances that influence health and well-being. Social work education also equips practitioners to develop socially responsible policy, consider the policy implications of their work, and implement strategies that reduce barriers, expand opportunities, and promote well-being. 

Social work educators contribute to the profession through teaching, mentorship, research, scholarship, and service. Social work educators are responsible for preparing students to practice safely, competently, and ethically with clients, constituents, and the public. 

The Educational Policy and Accreditation Standards (EPAS) for social work defines the competencies or core expertise and skills that graduates must achieve and establishes the standards by which programs are evaluated for accreditation. It is both a philosophical document and an accountability mechanism for social work educational programs. 

The 2029 EPAS applies to all CSWE-accredited and candidate baccalaureate, master’s, and practice doctorate programs. It is built upon the 2022 EPAS and 2025 Accreditation Standards for Practice Doctorate Social Work Programs. It preserves the competency-based framework for baccalaureate and master’s social work education that has anchored CSWE accreditation since 2008 and integrates the practice doctorate level practitioner-scholar education that was added to CSWE’s scope of accreditation in 2025. While accreditation standards are firm, the EPAS recognizes that social work education occurs in varied institutional, geographic, and community contexts and supports program-level autonomy in determining how competencies and core expertise and skills are achievedgiven their context.

Accreditation is a formal system for recognizing that educational institutions and their professional programs meet established standards of performance, integrity, and quality. Through accreditation, the educational community and the public receive assurance of academic quality, accountability, and a commitment to continuous improvement.The Board of Accreditation (BOA) of the Council on Social Work Education (CSWE) is recognized by the Council for Higher Education Accreditation (CHEA) to accredit baccalaureate, master’s, and practice doctorate degree programs in social work education within the United States and its territories. The BOA establishes accreditation standards that define expectations for the competent preparation of social work practitioners and evaluates program compliance with those standards. To carry out this responsibility, the BOA administers a multistep peer-review process that includes program self-studies and benchmarks, site visits, and BOA reviews. 

The accreditation review process provides professional judgments on the quality of social work education programs and encourages continuous improvement. Systematic examination of compliance with established standards supports public confidence in the quality of professional social work education and in the competence of graduates engaged in social work practice.  

The accreditation review process provides professional judgments on the quality of social work education programs and encourages continuous improvement. Systematic examination of compliance with established standards supports public confidence in the quality of professional social work education and in the competence of graduates engaged in social work practice. 

The development of the 2029 Educational Policy and Accreditation Standards (EPAS) was a collaborative effort between the Board of Accreditation (BOA) and the CSWE Commission on Educational Policy (COEP). The BOA periodically reviews the accreditation standards—as required for recognition by the Council for Higher Education Accreditation (CHEA)—and the COEP periodically reviews the educational policy. 

EPAS development occurs over a 5-year period and includes opportunities for public review and comment. The BOA contributed insights from its ongoing accreditation work, including feedback from programs and anassessment of program needs through the accreditation review process. In addition, the COEP conducted an environmental scan examining trends and emerging developments affecting social work education and practice. The findings provided insight into how social work educators, practitioners, and students are responding to and navigating changes in the social work landscape. The COEP summarized its findings in the 2026 Environmental Scan Report, which identified the themes that informed the development of the 2029 EPAS. 

The following themes permeate all aspects of the 2029 EPAS. They are not intended to be addressed by separate modules in isolated courses; rather, they should be seen as integrating principles that infuse the totality of the educational experience. The EPAS affirms these themes across baccalaureate, master’s, and practice doctoratesocial work education while also recognizing the need for a curriculum that is responsive to institutional, program, community context, and other external forces. In a landscape shaped by technological development, evolving community needs, and increasing complexity, social work education must prepare the next generation of social work professionals, scholars, and leaders to think critically, act ethically, and respond effectively across system levels. The standards, competencies, and core expertise and skills that follow are rooted in this enduring foundation and are intended to guide programs in preparing graduates for current practice and the future of the profession.

Professional Social Work Identity and Values 

Social work’s distinct professional identity is grounded in the integration of the person-in-environment perspective, professional values, a commitment to fairness, and engagement with society’s most vulnerable populations. A strong professional identity provides an essential foundation for social work education and practice, particularly as the profession operates within an evolving landscape shaped by technological advances, changing workforce needs, and political and legislative developments. As social work responds to change and engages in interdisciplinary collaboration, maintaining its core values and distinct professional identity remains essential to advancing the profession.  

Social workers value service, justice, integrity, competence, human rights, dignity and worth of all people, individual strengths and capacities for growth and change, the importance of human relationships, scientific inquiry, and other ways of knowing. These values have guided the profession for more than a century. Although the language used to describe them may vary across time, institutions, and political contexts, their substance remains fundamental to the profession. Social work education must remain grounded in these values and prepare graduates to embody them in practice with individuals, families, groups, organizations, and communities. 

Person-in-Environment Perspective 

The ecological perspective recognizes that human development and behavior are shaped by ongoing, reciprocal interactions between individuals and the multiple, interconnected systems in which they live and with which they interact. People are understood within their contexts, from family and community to broader 

 economic conditions and societal structures. This understanding is central to the person-in-environment perspective, which recognizes that human behavior, health, and well-being reflect the interplay of biological, psychological, social, spiritual, economic, and environmental factors. Digital environments, geographic contexts, the environmental impacts of digital infrastructure, and global systemic forces are increasingly important influences on human experience and social work practice. 

Social workers must be prepared to help individuals, families, groups, organizations, and communities understand their environments, including how structural conditions, policies, practices, and broader external forces shape opportunities and influence decision making. The person-in-environment perspective is central to social work’s professional identity and distinguishes it from other helping professions. 

Human Dignity and Respect  

Serving people and advancing dignity, opportunity, and full participation in society are central to social work. Social work education prepares professionals to recognize the inherent dignity and worth of all people and to address personal, institutional, and systemic barriers that limit opportunity and well-being. Social workers support individuals and communities in identifying and pursuing their goals while recognizing that personal challenges are often shaped by broader social and structural conditions that require professional attention.  

Respect is both a core value and an essential practice of the profession. Grounded in principles of human dignity and respect that extend across national and cultural contexts, social work education prepares professionals to advocate at all levels for the conditions necessary for all people to live dignified, self-determined lives. 

Policy and Organizational Impact on Outcomes 

Effective social work practice requires the capacity to analyze the broader policy and institutional conditions that influence individual and community needs. The ability to understand how economic, historical, legal, political, and social factors interact within institutional systems and how those interactions produce measurable differences in outcomes is required for all levels of social work practice.  

This includes a critical examination of how major service systems—such as child welfare, criminal justice, healthcare, housing, and education—have developed over time, as well as how policies and practices have led to different levels of access and outcomes across communities. Students need to develop the capacity to analyze how laws, policies, and institutional practices drive outcome variation across populations defined by race, disability status, religion, national origin, immigration status, age, and sexual orientation. 

Practice Preparation for a Changing World 

In addition to the profession’s longstanding foundations, social workers must continuously acquire new and expanded skills to practice effectively in a rapidly changing environment. Social work graduates are joining a practice landscape transformed by technology, globalization, and the evolving knowledge base of the profession. Practice readiness requires more than generalist practice skills; it requires adaptability, technological fluency, ethical sophistication, and an ongoing commitment to professional development. At the same time, social workers need to understand emerging and global developments and how they influence social work practice.

The Educational Policy and Accreditation Standards (EPAS) establish expectations for social work programs that prepare students for professional practice across the continuum of social work education, including the baccalaureate, master’s, and practice doctorate levels. The EPAS provide a shared framework for accreditation grounded in professional values, ethics, and a commitment to quality education, guiding programs in preparing graduates for ethical, effective, and fair practice with people and communities across cultures, backgrounds, circumstances, and practice settings. 

Baccalaureate Programs: Generalist Practice  

Baccalaureate social work education prepares students for generalist practice across populations and the five client systems: individuals, families, groups, organizations, and communities. Graduates demonstrate a foundationalunderstanding of all 2029 EPAS competencies and are prepared to enter the workforce as generalist social work professionals who practice across these system levels. 

Master’s Programs: Specialized Practice 

Master's social work education builds on generalist foundations and prepares students for specialized practice. Master’s programs define one or more areas of specialized practice and demonstrate specialized competency achievement working with one or more of the five client system levels. Based on the program’s areas of specialized practice, graduates of master’s programs may be prepared for clinical practice, supervisory and administrative roles, policy practice, or scholarly contribution to the field. 

Practice Doctorate Programs: Practitioner-Scholar 

Practice doctorate social work education prepares master’s-level social workers with a minimum of 2 years of post-master’s practice experience for advanced professional practice, organizational leadership, and improving the effectiveness of social programs and services. Practice doctorate programs develop practitioner-scholars who advance the profession and provide leadership in areas such as clinical social work practice, research, social work education, administration, policy, and organizational and systems change. 

The 2029 EPAS is organized using the five elements of an integrated program design: 

• Program mission (EPAS 1.0) 
• Social work perspective: Person-in-environment (EPAS 2.0) 
• Implicit curriculum (EPAS 3.0) 
• Explicit curriculum (EPAS 4.0) 
• Assessment (EPAS 5.0) 

Educational policies describe each of the five elements. In addition, the accreditation standards informed by those policies specify the requirements for developing and maintaining an accredited social work program at the baccalaureate, master’s, or practice doctorate level.

Each accreditation standard is preceded by a number, followed by the text of the standard. Compliance statements used in accreditation reviews are located underneath each accreditation standard. Viewed together, the accreditation standards and compliance statements provide an indication of whether the standard has been met. The compliance statements are considered by the BOA when determining whether the social work program meets the accreditation standards.  

• Baccalaureate programs: Accreditation standards with numbers preceded by the letter “B” apply only to baccalaureate-level social work programs. 
• Master’s programs: Accreditation standards with numbers preceded by the letter “M” apply only to master’s-level social work programs.  
• Practice doctorate programs: Accreditation standards with numbers preceded by the letter “D” apply only to practice doctorate-level social work programs.  
• All programs: Accreditation standards with numbers not preceded by a letter are applicable to baccalaureate, master’s, and practice doctorate level social work programs.

CSWE has adopted a competency-based education framework to guide curriculum design in baccalaureate and master's social work programs. This framework centers assessment of demonstrated practice ability rather than content mastery to determine whether students have the level of competence necessary to enter professional practice, which in turn demonstrates that programs are successful in achieving their goals. In addition, programs are expected to demonstrate how the curricula, field education, and program design achieve the competencies and meet the educational policies and accreditation standards. Assessment information is then used to improve the educational program and the methods used to assess student learning outcomes.  

This approach is grounded in an understanding of professional competence as a multidimensional set of interrelated competencies, rather than a single, discrete skill. Competence is also understood as developmental rather than fixed, evolving over the course of a social worker's career in response to ongoing education, changes in the social environment, and advances in the profession's knowledge base.  
Competency-based education is an outcome-oriented approach to curriculum design. Its central aim is to ensure that students can integrate and apply competencies in practice. Using a curriculum design that begins with outcomes (which are expressed as the expected competencies), program developers can produce substantivecontent, pedagogical approaches, and educational activities that provide learning opportunities for students to demonstrate competencies.

The EPAS recognizes a holistic view of competence for baccalaureate (i.e., generalist) and master’s (i.e., generalist and specialized) programs. Ten interrelated generalist social work practice competencies are required for both baccalaureate and master’s programs. The descriptions of each competency represent the underlying content and processes for generalist social workers, which inform the subsequent behaviors.  

Each competency in the EPAS consists of four dimensions—knowledge, values, skills, and cognitive and affective processes—as well as a set of behaviors that integrate these components. Behaviors are the observable actions and components of the competency. Competence in real or simulated practice is demonstrated by the behavior, and the behavior cannot be demonstrated without incorporating the knowledge, values, skills, and cognitive and affective processes associated with the competency.  

In addition, master’s programs include specialized social work competencies and corresponding behaviors for each area of specialized practice. These programs must develop a competency description incorporating the four dimensions along with specialized behaviors for each competency, for each area of specialized practice.  

Programs may add competencies, competency descriptions, and behaviors at the baccalaureate and master’s level that are consistent with their mission to respond to their context.

Social workers understand the profession’s values and ethical standards, as well as the policies, laws, and regulations that shape human experience and social work practice. Social workers apply this knowledge when working with individuals, families, groups, organizations, and communities. Social workers understand the ethics within a person-in-environment framework grounded in human identity, humility, dignity, and respect. Social workers recognize how historical and contemporary forces shape people and environments at local, regional, national, and global levels. They apply ethical decision-making frameworks and critical thinking in practice, research, and policy to address barriers and structural conditions affecting human well-being. 

Social workers actively work to engage in interprofessional practice that values the contributions of other professions, while ensuring ethical professional social work practice. Social workers recognize and manage their personal values, distinguishing them from the professional values that guide ethical practice. Social workers understand how their evolving worldview, personal experiences, identity, and affective reactions influence their professional judgment and behavior. Social workers behave and communicate professionally. Social workers use emerging technologies and artificial intelligence ethically and appropriately to facilitate practice outcomes and understand how these forces are shaping the current environment.  

Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers recognize the importance of lifelong learning and are committed to continually improving, refining, and expanding their skills, knowledge, and understanding to ensure relevant and effective practice through supervision and consultation with peers. 

Social workers: 

1. make ethical decisions by applying the standards of the National Association of Social Workers Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct in research, and additionalcodes of ethics within the profession as appropriate to the context; 
2. demonstrate professional behavior and oral, written, and electronic communication (including use of digital technology and social media); and 
3. use self-care, supervision, and consultation to ensure professional judgment and behavior.

Social workers recognize that people from all backgrounds and circumstances possess inherent dignity and deserve respect and fair treatment. Social workers understand how historical and contemporary factors shaped inequalities across communities, including the social work profession’s role and response. Social workers critically assess how power and resources are distributed across society and promote fairness and equal opportunity for all people within the context of their environment.  

Social workers advocate and implement strategies for increasing access to resources and services that promote the dignity, respect, and justice of all individuals, families, groups, organizations, and communities. Social workers engage in practices that advance human dignity, respect, and justice within the context of their environment, and ensure human rights are protected. 

Social workers: 

1. engage in practices that promote dignity, respect, and justice for people within the context of their environment; and 
2. advocate for and implement strategies that increase client and constituency access to resources and services while promoting human dignity, respect, and justice 

Social workers apply a person-in-environment perspective to engage in practice that is responsive to each person’s lived experience, identity, relationships, community, and broader social conditions. Social workers understand that human experiences are shaped by dynamic and reciprocal relationships between people and their environments, as well as the cultural, economic, historical, organizational, physical, political, religious, social, systemic, and technological contexts that influence how they live and interact. Social workers recognize and respond to complex and intersecting biological, psychological, social, spiritual and developmental factors that influence lived experiences including but not limited to ability, age, caste, class, color, culture, disability, economic status, ethnicity, gender, gender expression, gender identity, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion, sex, sexual orientation, spirituality, and tribal sovereign status. Social workers recognize that strengths, needs, opportunities, and obstacles emerge within these contexts and influence practice with individuals, families, groups, organizations, and communities, as well as policy and research.  

Social workers use knowledge, self-awareness, self-regulation, cultural humility, critical reflection, and practice skills to engage clients and constituencies, acknowledging them as experts of their own lived experiences. Social workers examine how their own assumptions, biases, values, perspectives, lived experiences, and privilege may influence their assessment of client needs, professional judgment, interactions with others, and ability to respond effectively while upholding human dignity, respect, and justice. 

Social workers: 

1. apply the person-in-environment perspective in practice at the individual, family, group, organizational, community, research, and policy levels; and  
2. demonstrate self-awareness, self-regulation, cultural humility, critical reflection, and practice skills to manage the influence of personal assumptions, biases, values, perspectives, and privilege in working with clients and constituencies.

Social workers use a person-in-environment perspective when conducting ethical research and building knowledge. Social workers also articulate how their practice experience informs research and evaluation decisions. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using a just and inclusive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills in qualitative and quantitative research methods, data analysis and interpretation, and leveraging public datasets. Social workers understand how to use technology ethically in the research process. Social workers demonstrate knowledge of the methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are understandable and useful for a variety of clients and constituencies. 

Social workers use research to inform their practice decision making. Social workers understand the value of evidence derived from interprofessional research that uses a range of methods, approaches, and sources. Social workers critically evaluate how research, policies, institutions, and social structures shape opportunities, outcomes, and lived experiences for all people. Social workers apply relevant research findings when selecting and implementing services and interventions. Social workers apply research evidence to inform and improve practice, policy, and programs.  

Social workers: 

1. use practice experience to inform ethical research from a person-in-environment perspective; and 
2. apply research evidence to inform and improve practice, policy, and programs.

Social workers are grounded in the profession's values and person-in-environment perspective. They recognize that social policy is shaped by the human experience and environmental factors (such as cultural, economic, environmental, global, historical, organizational, political, racial, social, and technological influences). Social workers identify social policies at the local, state, federal, and global levels that affect individual well-being, human dignity, service delivery, and access to resources and opportunities. Social workers understand and critique the historical development, implementation, and consequences of social policies and services through a lens that promotes human rights. They understand how institutions, policies, power, and resource distribution shape lived experiences, opportunities, and outcomes. Social workers analyze how policies regarding emerging technologies, including artificial intelligence and digital systems, influence privacy, self-determination, and inequitable access to services. Social workers understand that each of the five client system levels—individuals, families, groups, organizations, and communities—are affected by interconnected structural conditions, including but not limited to ecological change, migration, digital systems, economic forces, and evolving social institutions. Social workers understand that policy practice does not operate in isolation but is informed by interprofessional collaboration. 

Social workers influence policy formulation, analysis, implementation, and evaluation within their practice settings, as well as how they affect the five client system levels. Social workers advocate for policies and practices that promote dignity, respect, and justice for all in a rapidly changing global environment. Social workers engage actively in efforts that promote fair treatment and rights-based policy practice to influence change at individual, family, group, organizational, and community levels.  

Social workers: 

1. recognize how social policies affect well-being, service delivery, and access to resources and opportunities for clients and constituencies; and, 
2. demonstrate an understanding of how to influence policy formulation, analysis, implementation, and evaluation.

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of the five client systems: individuals, families, groups, organizations, and communities. Social workers demonstrate humility and empathy and understand the importance of building rapport when engaging with clients and constituents. Social workers apply the person-in-environment perspective whenengaging within the five client systems, recognizing how lived experiences, personal context, relationships, and environmental factors shape interactions. They also acknowledge that effective social work practice may require engagement with multiple systems simultaneously. Social workers critically evaluate and apply knowledge to facilitate engagement with clients and constituencies.  

Social workers are self-reflective and understand how their personal values and experiences—including biases, power, and privilege—may influence their ability to engage effectively with clients and constituencies, especially with those who have different lived experiences. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.  

Social workers: 

1. apply the person-in-environment perspective, in collaboration with other professions, to engage with clients and constituencies; and  
2. use self-reflection to identify how their personal values and experiences may influence their ability to engage effectively with clients and constituencies. 

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice. Social workers use the person-in-environment perspective andinterprofessional collaboration in the assessment process. Social workers critically evaluate and apply this knowledge by selecting research-based assessment tools that are relevant to the context experienced by the client system being assessed.  

Assessment involves a collaborative process of defining the presenting challenges and identifying the strengths of clients and constituencies to develop a mutually agreed-upon plan. Social workers demonstrate empathy, humility, and respect for self-determination when assessing clients and constituencies. Social workers recognize the implications of the larger practice context, including the influence of global forces and policies on assessment. Social workers are self-reflective and understand how their own assumptions, biases, values, perspectives, lived experiences, and privilege may influence their assessment of client needs. Social workers critically evaluate the use of technology and the effects of digital technology in their assessment of the five client systems. 

Social workers: 

1. apply the person-in-environment perspective, in collaboration with other professions, to assess clients and constituencies; and,  
2. demonstrate empathy, humility, and respect for self-determination when assessing clients and constituencies to develop a mutually agreed-upon plan.

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers use the person-in-environment perspective to critically evaluate and apply this knowledge when selecting culturally responsive interventions with the five client system levels.  

Social workers understand the methods for identifying, analyzing, implementing, and evaluating research-informed interventions and participate in interprofessional collaboration, when appropriate, to achieve client and constituency goals. Social workers intervene across the five client system levels with dignity and respect, using technology ethically and appropriately when applicable. Social workers also facilitate effective transitions and endings. 

Social workers: 

1. critically select and implement culturally responsive, research-informed interventions to achieve client and constituency goals; and 
2. facilitate effective transitions and/or endings with clients and constituencies that advance mutually agreed-upon goals.  

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of the five client system levels. Grounded in the profession's values and person-in-environment perspective, social workers select, adapt, and use ethical judgement to evaluate processes, outcomes, and systems. As a result, social workers enhance well-being, advance the human experience, andimprove the effectiveness, responsiveness, and accountability of practice, programs, policies, and service delivery across a variety of changing contexts. Social workers use qualitative, quantitative, and emerging methods of evaluation.  

Social workers recognize the opportunities and limitations of data, technology, artificial intelligence, and digital systems in evaluation; and make ethical decisions and critical judgments in their use. Social workers analyze evaluation outcomes and understand the influence of social, structural, economic, political, cultural, historical, systemic, and environmental factors on outcomes. As appropriate, social workers use interprofessional collaboration to evaluate outcomes for clients and constituencies. 

Social workers: 

1. select, adapt, and use ethical tools to evaluate practice, including processes, outcomes, and systems across various populations and contexts; and 
2. critically analyze evaluation findings, including the influence of structural, environmental, technological, economic, and systemic factors on outcomes.

Social workers ethically and effectively evaluate, select, and integrate technology, including artificial intelligence into professional practice, as appropriate. Social workers apply a person-in-environment perspective to understand how technology-infused environments shape human experiences and influence practice with the five client systems levels. Social workers understand the socio-cultural contexts in which technologies are developed, deployed, and experienced in relation to the populations they serve.  

Social workers use technology to advance human well-being while critically examining how power and inequities shape access to, use of, and benefits from technology. Social workers make professional judgments regardingtechnology use in practice and understand how technology may benefit or inhibit client and constituency access to resources and services. 

Social workers: 

1. demonstrate ethical and effective evaluation, selection, and integration of technology in practice, when appropriate; and 
2. analyze how technology may benefit or inhibit client and constituency access to resources and services. 

Social work practice doctorate programs prepare practitioner-scholars to advance practice and innovate at the micro, mezzo, and/or macro levels, as well as in higher education and/or professional leadership. Practice doctorate education is grounded in seven core areas of expertise and associated skills, rather than the competency-based framework used for foundational and advanced practice. The practice doctorate educates social work professionals to become practitioner-scholars who apply their core expertise and skills at an advanced level beyond master’s-level education. Practice doctorate programs specifically prepare students to lead within the social work profession and collaborate effectively across disciplines. Programs may add core expertise and skills consistent with their mission to respond to their context. 

Practitioner-scholars develop, apply, and evaluate research-informed practice. They engage in systematic inquiry and translate, apply, and disseminate knowledge to advance social work practice, professional leadership, and teaching. Practitioner-scholars apply the person-in-environment perspective and principles of human dignity and justice to understand the factors that shape outcomes for individuals, families, groups, organizations, and communities. They prepare to become social work leaders grounded in social work identity and values within a rapidly changing technological and global environment.

Social work practitioner-scholars elevate social work practice through future-thinking approaches that generate, adapt, and apply knowledge to address complex and evolving social challenges. Practitioner-scholars use iterative design and evaluation processes to test the efficacy of their approaches, ensuring new approaches yield meaningful outcomes for individuals, families, groups, organizations, and communities. Practitioner-scholars draw from interprofessional collaborations to craft solutions and translate empirical evidence into practical approaches.Practitioner-scholars strengthen the social work profession’s capacity to adapt, innovate, and address complex barriers to health and well-being. 

Social work practitioner-scholars critically evaluate, synthesize, and apply research, empirical evidence, and diverse forms of knowledge to inform social work practice. Practitioner-scholars assess the relevance, rigor, and influence of research and theory, including the historical and contemporary implications for diverse individuals, families, groups, organizations, and communities. Practitioner-scholars integrate quantitative and qualitative evidence to inform practice, policy, teaching, and social service design and delivery. Practitioner-scholars advance effective, ethical, and justice-centered social work practice through the critical use of research and knowledge.

Social work practitioner-scholars conduct rigorous, ethical scientific inquiries that generate knowledge to advance social work practice. Practitioner-scholars identify consequential gaps in knowledge and opportunities for inquiry.Practitioner-scholars design and execute methodologically sound research that reflects the complexity of social work practice and the lived expertise of individuals, families, groups, organizations, and communities. Practitioner-scholars translate findings into actionable knowledge that informs practice, policy, organizational leadership, and education. Through scientific inquiry, practitioner-scholars advance the knowledge base and future direction of the social work profession. 

Social work practitioner-scholars develop and disseminate research-informed knowledge that advances social work practice and contributes to other disciplines. Practitioner-scholars bridge research and practice by translating their knowledge and findings into accessible, actionable forms that benefit individuals, families, groups, organizations, and communities. Practitioner-scholars disseminate original work to inform practice, leadership, policy, and education. Practitioner-scholars expand access to emerging knowledge and innovations that strengthen social work practice and advance health and well-being.

Social work practitioner-scholars are visionary, strategic leaders who advance individuals, families, groups, organizations, communities, and learning environments through evidence-informed action. Practitioner-scholars provide leadership across settings and adapt their approaches to evolving needs and contexts. Practitioner-scholars demonstrate professional and ethical leadership, promote well-being and self-care, uphold the social work perspective, and advance fair treatment for all. Social work practitioners strengthen practice and education through effective communication and responsible stewardship, mentorship, supervision, and the development of others. Practitioner-scholars strengthen the social work profession through leadership and advance the quality of practice and learning.

Social work practitioner-scholars demonstrate substantive expertise in one or more areas of social work practice.Practitioner-scholars apply specialized knowledge to address complex and evolving social challenges and advance evidence-informed approaches. Practitioner-scholars extend specialized knowledge through consultation, education, and collaboration within social work and other disciplines. Practitioner-scholars continuously deepen and refine their expertise through engagement with emerging research, theory, and practice knowledge.

Social work practitioner-scholars integrate established and emerging technologies to advance social work practice and scholarship while upholding professional ethics and values. Practitioner-scholars critically evaluate the benefits, risks, and influences of technology on individuals, families, groups, organizations, and communities. Practitioner-scholars select and use technologies that protect client and constituent rights and promote human dignity, equitable access, and environmental responsibility. Practitioner-scholars uphold confidentiality, informed consent, privacy, and data security when using technology. Practitioner-scholars advance responsible and equitable technology use in social work practice and scholarship.

The program mission is informed by a commitment to student attainment of the 10 social work competencies for baccalaureate and master’s programs and the seven core expertise and skills for practice doctorate programs. It is grounded in the social work profession’s purpose and core values, and is informed by the program’s context. 

Purpose  

The purpose of the social work profession is to promote individual, family, group, community, and organizationalwell-being. Guided by a person-in-environment framework and a global perspective, social work’s purpose is actualized through the active pursuit of fairness; the creation of conditions that facilitate the realization of human dignity and respect; the elimination of poverty; and the enhancement of life for all people. 

Values and Principles 

Social workers value service, justice, integrity, and competence, as well as the dignity, worth, strength, vitality, and potential for good of all people. Social workers also value the possibility for change, the importance of human relationships, human rights, scientific inquiry, and other ways of knowing. These values—along with a proactive, multisystem-level perspective—underpin the explicit and implicit curriculum and frame the profession’s commitment to respecting all people and advancing human well-being. 

Graduates are expected to embody the profession’s core values of service, fairness, dignity and worth of the person, the importance of human relationships, integrity, competence, human rights, and scientific inquiry, and advance these values through practice, research, and leadership. 

Program Context 

Program context encompasses the needs and opportunities of practice communities, which are informed by their historical, political, economic, environmental, social, cultural, demographic, institutional, local, regional, and global contexts, as well as how programs elect to engage these factors. Additional factors include new knowledge, technology, and ideas that may influence contemporary and future social work education, practice, and research. 

Accreditation Standard 1.0: Program Mission 

1.0.1 The program has a program-level mission statement that is consistent with the profession’s purpose and values. Institutions with more than one CSWE-accredited or candidate social work program have a separate mission statement for each program level.  

The program is asked to:  

1. Provide the program-level mission statement. 
2. Describe how the program’s mission statement is consistent with the profession’s purpose, ethical values, and principles, as defined in Educational Policy 1.0. 
3. Address all program options. 

1.0.2 The program’s mission statement is consistent with the program’s context. 

The program is asked to:  

1. Describe the program’s context and provide a description of its program options. 
2. Describe how the program mission statement is consistent with the program’s context, as described in Educational Policy 1.0. 
3. Address all program options.

The social work perspective is grounded in a person-in-environment perspective and the purpose and values of the profession. Social work programs integrate this perspective and these values throughout the explicit curriculum, helping students understand how well-being is shaped by the dynamic and reciprocal relationships between people and the multiple environments in which they interact. Programs prepare students to examine how social, economic, political, cultural, historical, environmental, and organizational factors shape human experiences, opportunities, and well-being. Through this perspective, students recognize how strengths, needs, opportunities, and barriers emerge within these contexts and develop an awareness of positionality, power, privilege, and difference. Programs prepare students to apply the person-in-environment perspective through engagement, assessment, planning, intervention, and evaluation with individuals, families, groups, organizations, and communities.  

The implicit curriculum includes intentional, inclusive practices that reduce barriers while optimizing accessibility and equity for students. Social work programs reflect the purpose and values of the profession throughout the implicit curriculum. Faculty and administrators model social work values through the program’s culture, practices, relationships, and learning environment. Programs foster environments that advance human dignity and respect, fairness, access, and well-being. The explicit and implicit curriculum are both informed by the program context and learning environment. 

Accreditation Standard 2.0: Social Work Perspective 

2.0.1 The program integrates the social work perspective in the explicit curriculum. 

The program is asked to:  

1. Provide examples of how social work values and the person-in-environment perspective are integrated within the explicit curriculum, as described in Educational Policy 2.0.  
2. Address all program options. 

2.0.2 The program integrates the social work perspective in the implicit curriculum. 

The program is asked to:  

1. Provide examples of how human dignity and respect, fairness, access, and well-being are integrated within the implicit curriculum, as described in Educational Policy 2.0 
2. Address all program options. 

The implicit curriculum consists of the student learning experience as influenced by the program context, environment, and structure. It includes student development, admissions, academic advising, professional advising for baccalaureate and master’s students, and mentorships for practice doctorate students; retention and termination; student participation in governance; faculty; administrative and governance structure; and resources. These elements reflect the program’s commitment to preparing students to understand and engage the person-in-environment perspective, including the cultural, economic, environmental, historical, political, social, andtechnological factors that shape human experiences, opportunities, and well-being.  

The culture of human interaction, the spirit of inquiry, attention to diversity and difference, and the values and priorities in the educational environment directly shape how a student learns and their professional development. This also includes field settings in baccalaureate and master’s programs. These elements are reflected through transparent, consistently applied policies that are responsive to structural, organizational, and rapidly changing global and technological contexts; the qualifications and engagement of faculty; and the distribution of educational resources. The student learning experience and educational environment are as essential as the formal curriculum in shaping the professional identity, ethical orientation, and competence of the program’s graduates.

Programs recognize the need to support student development both in and out of the classroom. Both aspects of the learning environment manifest holistic characteristics that communicate the program and institution’s values, commitments, priorities, and culture. Thus, a program’s commitment to student development includes program structures and resources that facilitate student participation and input into the development and delivery of the explicit and implicit curriculum. The student’s professional development requires a program’s commitment to adequate resources from admission through graduation. These resources include clear admissions, advising, retention, and termination policies that reflect the program’s commitment to the person-in-environment perspective. Programs also recognize the need to provide student-centered activities and initiatives designed to further a student’s professional identity and comportment and prepare them for professional practice. These resources include but are not limited to academic advising, career services, alumni services, networking and mentoring opportunities, licensure preparation, and community engagement and advocacy opportunities. 

Accreditation Standard 3.1: Student Development—Admissions; Advisement; Mentorship; Retention and Termination; and Student Participation 

Admissions 

3.1.1 The program’s admission practices are fair and accessible, considering the applicant’s academic readiness, personal context, and lived experience. 

The program is asked to:  

1. Describe how admissions practices are fair and accessible, considering applicant academic readiness, personal context, and lived experience. 
2. Address all program options. 

B3.1.2 The program has criteria for admission, a process for application evaluation, and a process to notify students of admission decisions.  

The program is asked to:  

1. Provide criteria for admission. 
2. Provide the process for application evaluation. 
3. Provide the admission decision types. 
4. Provide the process for notification of each decision type. 
5. Explain how constituents are actively informed of these processes, including where and how the information is accessed. 
6. Address all program options. 

M3.1.2 The program has criteria for admission, a process for application evaluation, and a process to notify students of admission decisions. The criteria for admission to the master’s program must include an earned baccalaureate degree from a college or university accredited by a recognized institutional accrediting organization. 

The program is asked to:  

1. Provide criteria for admission that includes an earned baccalaureate degree from a college or university accredited by a recognized institutional accrediting organization. 
2. Provide the process for evaluating applications. 
3. Provide the admission decision types. 
4. Provide the process for notification of each decision type. 
5. Explain how constituents are actively informed of these processes, including where and how the information is accessed. 
6. Address all program options. 

D3.1.2 The program has criteria for admission, a process for application evaluation, and a process to notify students of admission decisions. The criteria for admission to the practice doctorate program must include an earned master’s degree in social work from a CSWE-accredited program, as well as 2 or more years of post-master’s social work degree practice experience. The admission process includes mechanisms for applicants to demonstrate readiness for doctoral education. 

The program is asked to:  

1. Provide criteria for admission, including: 
2.  an earned master’s degree in social work from a CSWE-accredited program; and  
3.  2 or more years of practice experience in social work following receipt of the master’s degree. 
4. Provide the process for evaluating applications. 
5. Provide mechanisms for applicants to demonstrate readiness for doctoral education. 
6. Provide the admission decision types. 
7. Provide the process for notification of each decision type. 
8. Explain how constituents are actively informed of these processes, including where and how the information is accessed. 
9. Address all program options. 

M3.1.3 The program offers advanced standing to graduates holding degrees from baccalaureate social work programs accredited by CSWE. The program has a policy to ensure that students from CSWE-accredited baccalaureate social work programs do not repeat generalist content at the master’s level that has already been achieved at the baccalaureate level. 

The program is asked to:  

1. Provide an advanced standing policy outlining the steps taken to ensure that students from CSWE-accredited baccalaureate social work programs do not repeat generalist content at the master’s level that has already achieved at the baccalaureate level. 
2. Explain how constituents are actively informed of these policies, including where and how the information is accessed. 
3. Address all program options. 

3.1.4 The program has a policy for the transfer of social work course credit.  

The program is asked to:  

1. Provide the policy for transferring social work course credit. 
2. Explain how constituents are actively informed of this policy, including where and how the information is accessed. 
3. Address all program options. 

3.1.5 The program does not grant social work course credit for life experience or previous work experience. 

The program is asked to:  

1. Provide the policy indicating that the program does not grant social work course credit for: 
2. life experience, or 
3. previous work experience. 
4. Explain how constituents are actively informed of this policy, including where and how the information is accessed. 
5. Address all program options. 

Academic Advising, Professional Advising, Mentorship, Retention, and Termination 

3.1.6 The program has a policy for academic advising. 

The program is asked to:  

1. Provide the policy for academic advising. 
2. Describe whether academic advising is sufficient to meet student needs. 
3. Explain how constituents are actively informed of this policy, including where and how the information is accessed. 
4. Address all program options. 

B/M3.1.7 The program has a policy for professional advising. Professional advising is provided by social work program faculty and/or staff.  

The program is asked to:  

1. Provide the policy for professional advising, including whether professional advising is provided by social work program faculty and/or staff. 
2. Describe whether academic advising is sufficient to meet student needs. 
3. Explain how constituents are actively informed of this policy, including where and how the information is accessed. 
4. Address all program options. 

D3.1.7 The program has a policy for mentorship that supports the individualized professional development of each practitioner-scholar. Mentorship is provided by practice doctorate program faculty. 

The program is asked to:  

1. Provide the policy for mentorship, including that mentorship is provided by practice doctorate program faculty. 
2. Explain how mentorship supports the individualized professional development of each practitioner-scholar. 
3. Describe whether mentorship is sufficient to meet the individualized professional development needs of students. 
4. Explain how constituents are actively informed of this policy, including where and how the information is accessed. 
5. Address all program options. 

The program has policies for evaluating student academic performance, student ethical conduct, and student termination from the program. The program also has policies related to due process for reasons of academic performance, ethical conduct, and termination from the program. 

The program is asked to:  

1. Provide the policy for evaluating student academic performance. 
2. Provide the policy for evaluating student ethical conduct. 
3. Provide the policy for student termination from the program. 
4. Provide the policy related to due process for reasons of academic performance. 
5. Provide the policy related to due process for reasons of ethical conduct. 
6. Provide the policy related to due process for reasons of student termination from the program. 
7. Explain how constituents are actively informed of these policies, including where and how the information is accessed. 
8. Address all program options. 

Student Participation 

3.1.9 The program has policies that ensure fair and accessible opportunities for all students to provide feedback and participate in the implicit and explicit curriculum. 

The program is asked to:  

1. Provide the policy for ensuring fair and accessible opportunities for all students to provide feedback and participate in the implicit curriculum. 
2. Provide the policy for ensuring opportunities for all students to provide feedback and participate in the explicit curriculum. 
3. Explain how constituents are actively informed of these policies, including where and how the information is accessed. 
4. Address all program options. 

Appropriate and qualified faculty representing diverse perspectives is essential for developing an educational environment that promotes, emulates, and teaches students the knowledge, values, skills, and cognitive and affective processes expected of professional social workers. Through their teaching, research, scholarship, and service—as well as their interactions with one another, administrators, students, and the community—the program’s faculty model the behavior and values expected of professional social workers. Faculty function as appropriate role models for students in their learning and their socialization into the discipline and profession. Faculty carry out the program’s essential functions, which may include recruitment; enrollment; advising; student engagement; retention; curriculum development; teaching; research; scholarship; mentorship; oversight of student research; assessment; service on institutional or program committees; appropriate class sizes and sufficient course offerings to meet program aims; and monitoring and evaluation of student progress. Faculty may also assist in field education support and program management for baccalaureate and master’s programs. 

Faculty demonstrate sufficient educational qualifications and experience related to the 10 social work competencies for baccalaureate and master’s programs or the seven core expertise and skills for practice doctorate programs. Programs demonstrate that faculty are qualified to teach the courses to which they are assigned. Learning experiences are designed, delivered, and assessed by faculty (full or part-time) or other professionals who are qualified for the positions they hold and the work they do. Faculty are given opportunities, resources, and support for their own professional growth and innovation. 

Accreditation Standard 3.2: Faculty 

B3.2.1 The baccalaureate social work program identifies two or more full-time faculty members, with a full-time appointment in social work, whose principal assignment is to the baccalaureate program. Inclusive of all program options, the majority of the full-time social work program faculty whose principal assignment is to the baccalaureate program have a master’s degree in social work from a CSWE-accredited program.  

The program is asked to:  

1. Submit Form AS 3.2.1 and include: 
   1. two or more full-time faculty members, with a full-time appointment in social work, whose principal assignment is to the baccalaureate program; 
   2. the number of faculty in the program; and 
   3. records showing that the majority of the full-time faculty whose principal assignment is to the baccalaureate program have a master’s degree in social work from a CSWE-accredited program. 
2. Submit a Faculty Data Form for each full- and part-time baccalaureate social work program faculty member. 
3. Include faculty for all program options. 

M3.2.1 The master’s social work program identifies four or more full-time faculty members, with a full-time appointment in social work, whose principal assignment is to the master’s program. Inclusive of all program options, the majority of the full-time social work program faculty whose principal assignment is to the master’s program have a master’s degree in social work from a CSWE-accredited program and a doctoral degree, preferably in social work. 

The program is asked to:  

1. Submit Form AS 3.2.1 and include: 
   1. four or more full-time faculty members, with a full-time appointment in social work, whose principal assignment is to the master’s program; 
   2. the number of faculty in the program; and 
   3. records showing that the majority of the full-time faculty whose principal assignment is to the master’s program have both a master’s degree in social work from a CSWE-accredited program and a doctoral degree, preferably in social work. 
2. Submit a Faculty Data Form for each full- and part-time master’s social work program faculty member. 
3. Include faculty for all program options. 

D3.2.1 The practice doctorate program identifies two or more full-time faculty members, with a full-time appointment in social work, whose principal assignment is to the practice doctorate program. Inclusive of all program options, all faculty who teach in the program have doctoral degrees and have a master’s degree in social work from a CSWE-accredited program and two or more years of post-master’s social work degree practice experience in social work. 

The program is asked to:  

1. Submit Form AS 3.2.1 and include: 
   1. two or more full-time faculty members, with a full-time appointment in social work, whose principal assignment is to the practice doctorate program; 
   2. the number of faculty who teach in the program; 
   3. records showing all faculty have doctoral degrees; and 
   4. records showing that the majority of the faculty members also have a master’s degree in social work from a CSWE-accredited program and two or more years of post-master’s social work degree practice experience in social work. 
2. Submit a Faculty Data Form for each full- and part-time practice doctorate social work program faculty member. 
3. Include faculty for all program options. 

B/M3.2.2 Faculty who teach social work practice courses have a master’s degree in social work from a CSWE-accredited program and at least 2 years of post-master’s social work degree practice experience in social work.  

The program is asked to:  

1. Identify the social work practice courses defined by the program. 
2. Identify the faculty members who teach each social work practice course.  
3. Affirm that all practice course faculty have:  
   1. a master’s degree in social work from a CSWE-accredited program and  
   2. at least 2 years of post-master’s social work degree practice experience in social work; or  
   3. have a CSWE-approved waiver. 
4. Include faculty and practice courses for all program options. 

B3.2.3 Inclusive of all program options, the baccalaureate program has a full-time equivalent faculty-to-student ratio not greater than 1:25. If programs do not meet the 1:25 faculty-to-student ratio, the program must haveevidence demonstrating achievement of student competence (AS 5.0.1) and program outcomes (AS 5.0.3). 

The program is asked to:  

1. Provide the full-time equivalent faculty-to-student ratio. 
2. Describe how this ratio is calculated. 
3. For programs that do not meet the 1:25 faculty-to-student ratio, provide evidence demonstratingachievement of student competence (AS 5.0.1) and program outcomes (AS 5.0.3). 
4. Include faculty and students from all program options in the ratio. 

M3.2.3 Inclusive of all program options, the master’s program has a full-time equivalent faculty-to-student ratio not greater than 1:12. If programs do not meet the 1:12 faculty-to-student ratio, the program must have evidence demonstrating achievement of student competence (AS 5.0.1) and program outcomes (AS 5.0.3). 

The program is asked to:  

1. Provide the full-time equivalent faculty-to-student ratio. 
2. Describe how this ratio is calculated. 
3. For programs that do not meet the 1:12 faculty-to-student ratio, provide evidence demonstratingachievement of student competence (AS 5.0.1) and program outcomes (AS 5.0.3). 
4. Include faculty and students from all program options in the ratio. 

D3.2.3 The practice doctorate program explains how faculty size is sufficient in number to fulfill the following essential program functions: recruitment; enrollment; advising; mentorship; student engagement; retention; curriculum development; teaching; research; scholarship; supervision of student academic products; assessment of the core expertise and skills; service on institutional or program committees; program management; program options; course offerings and class sizes sufficient to meet the program mission and areas of focus; and monitoring and evaluation of student progress. 

The program is asked to:  

1. Provide the full-time equivalent faculty-to-student ratio. 
2. Describe how this ratio is calculated. 
3. Explain how faculty size is sufficient in number to fulfill the following essential program functions: 
   1. recruitment; 
   2. enrollment; 
   3. advising; 
   4. mentorship; 
   5. student engagement; 
   6. retention; 
   7. curriculum development; 
   8. teaching; 
   9. research; 
   10. scholarship; 
   11. supervision of student academic products; 
   12. assessment of the core expertise and skills; 
   13. service on institutional or program committees; 
   14. program management; 
   15. program options; 
   16. course offerings sufficient to meet program mission and areas of focus; 
   17. class sizes sufficient to meet program mission and areas of focus; and 
   18. monitoring and evaluation of student progress. 

Based on their education, knowledge, and skills, social work faculty and administrators are best suited to make decisions about the delivery of social work education. Faculty and administrators exercise autonomy in designing an administrative and leadership structure that reflects and affirms diversity, respect, fair treatment, and accessibility. Faculty develop curriculum and formulate and implement policies that support the education of culturally competent social workers. Administrative sufficiency includes the distribution of resources across program options and levels, as well as the number of students enrolled in social work program modalities and locations, to carry out the program’s mission.  

Field education is recognized as the signature pedagogy for baccalaureate and master’s programs. As such, programs implement administrative structures for the field program that provide adequate and equitable resources, based on the number of students in field practicum, for systematically designing, supervising, coordinating, and evaluating the quality of the field education curriculum across all program options. 

Accreditation Standard 3.3: Administrative and Governance Structure  

3.3.1 The program has the necessary autonomy to achieve its mission. 

The program is asked to:  

1. Provide an organizational chart of its administrative structure. 
2. Describe whether the program has the necessary autonomy to achieve its mission. 
3. Address all program options. 

3.3.2 The social work faculty is responsible for defining a program curriculum consistent with the Educational Policy and Accreditation Standards (EPAS).  

The program is asked to:  

1. Describe how the social work faculty has responsibility for defining a program curriculum consistent with the EPAS. 
2. Address all program options. 

3.3.3 The program’s administration and faculty participate in formulating and implementing fair and accessible policies and/or practices for the recruitment and hiring, retention, promotion, and, if applicable, tenure of program personnel.  

The program is asked to:  

1. Describe how the administration and faculty participate in formulating and implementing fair and accessible policies and/or practices for:  
   1. recruiting and hiring program personnel;  
   2. retaining program personnel;  
   3. promoting program personnel; and  
   4. awarding tenure for program personnel (if applicable). 
2. Address all program options. 

3.3.4 The program supports the faculty’s ongoing professional development as educators, researchers, scholars, and practitioners to achieve the program’s mission.  

The program is asked to:  

1. Describe how it supports the faculty’s ongoing professional development as: 
   1. educators; 
   2. researchers; 
   3. scholars; and 
   4. practitioners. 
2. Address all program options. 

3.3.5(a) The program has a program director who administers all program options. The program director has a full-time appointment to social work, with a primary assignment to the program they administer. Institutions with more than one CSWE-accredited or candidate social work program appoint a separate director for each program level. 

The program is asked to:  

1. Identify the program director who administers all program options. 
2. Provide documentation that the program director has a full-time appointment to social work, with principal appointment to the program they administer. 
3. Appoint a separate director for each program level if the institutions has more than one CSWE-accredited or candidate social work program. 

B3.3.5(b) The baccalaureate program director has a master’s degree in social work from a CSWE-accredited program. The program director provides leadership through teaching, scholarship, curriculum development, administrative experience, and/or other academic and professional activities in social work. 

The program is asked to:  

1. Attest that program director has a master’s degree in social work from a CSWE-accredited program. 
2. Describe the program director’s leadership to the baccalaureate social work program. 

M3.3.5(b): The master’s program director has a master’s degree in social work from a CSWE-accredited program. In addition, the master’s program director has ideally earned a doctoral degree, preferably in social work. The program director provides leadership through teaching, scholarship, curriculum development, administrative experience, and/or other academic and professional activities in social work. 

The program is asked to:  

1. Attest that the program director has a master’s degree in social work from a CSWE-accredited program. 
2. Describe the program director’s leadership to the master’s social work program. 

D3.3.5(b) The practice doctorate program director has a doctoral degree in social work, a master’s degree in social work from a CSWE-accredited program, and 2 or more years of post-master’s social work degree practice experience in social work. The program director provides leadership through teaching, scholarship, curriculum development, administrative experience, and/or other academic and professional activities in social work. 

The program is asked to:  

1. Attest that the program director has a doctoral degree in social work. 
2. Attest that the program director has a master’s degree in social work from a CSWE-accredited program. 
3. Attest that the program director has 2 or more years of post-master’s social work degree practice experience in social work. 
4. Describe the program director’s leadership to the practice doctorate social work program. 

B3.3.5(c) The baccalaureate program director has sufficient assigned time for administrative oversight of the baccalaureate social work program, inclusive of all program options. It is customary for the program director to use, at minimum, 25% of their time to administer the social work program. 

The program is asked to:  

1. Provide the program director’s workload. 
2. Describe the procedures for calculating the assigned time for the program director to administer the baccalaureate social work program. 
3. Provide the program director’s percentage of assigned time to administer the baccalaureate social work program. 
4. Explain whether this time is sufficient to administer the baccalaureate social work program, inclusive of all program options. 

M3.3.5(c) The master’s program director has sufficient assigned time for administrative oversight of the social work program, inclusive of all program options. It is customary for the program director to use, at minimum, 50% of their time to administer the master’s social work program. 

The program is asked to:  

1. Provide the program director’s workload. 
2. Describe the procedures for calculating the assigned time for the program director to administer the master’s social work program. 
3. Provide the program director’s percentage of assigned time to administer the master’s social work program. 
4. Explain whether this time is sufficient to administer the master’s social work program, inclusive of all program options. 

D3.3.5(c) The practice doctorate program director has sufficient assigned time for administrative oversight of the practice doctorate program, inclusive of all program options. It is customary for the program director to use, at minimum, 50% of their time to administer the practice doctorate program.  

The program is asked to:  

1. Provide the program director’s workload. 
2. Describe the procedures for calculating the tassigned time for the program director to administer the practice doctorate social work program. 
3. Provide the program director’s percentage of assigned time to administer the practice doctorate social work program. 
4. Explain whether this time is sufficient to administer the practice doctorate social work program, inclusive of all program options. 

B/M3.3.6(a): The program has a field education director who administers all program options. The field education director has a full-time appointment to social work. Institutions with accredited baccalaureate and master’s social work programs may have the same field education director appointed to both programs. 

The program is asked to:  

1. Identify the field education director, who administers all program options. 
2. Provide documentation that the field education director has a full-time appointment to social work.  
3. Identify the field education director for each program, if the institution has both accredited baccalaureate and master’s social work programs. 

B3.3.6(b): The baccalaureate field education director has a master’s degree in social work from a CSWE-accredited program and at least two years of post-baccalaureate social work degree or post-master’s social work degree practice experience in social work. The field education director provides leadership to the baccalaureate field education program through practice experience, field instruction experience, and administrative and/or other relevant academic and professional activities in social work. 

The program is asked to: 

1. Attest that the field education director has a master’s degree in social work from a CSWE-accredited program and at least two years of post-baccalaureate social work degree or post-master’s social work degree practice experience in social work. 
2. Describe the field director’s leadership to the baccalaureate field education program. 

M3.3.6(b): The master’s field education director has a master’s degree in social work from a CSWE-accredited program and at least two years of post-master’s social work degree practice experience in social work. The field education director provides leadership to the master’s field education program through practice experience, field instruction experience, and/or administrative or other relevant academic and professional activities in social work.  

The program is asked to:  

1. Attest that the field education director has a master’s degree in social work from a CSWE-accredited program and at least two years of post-master’s social work degree practice experience in social work. 
2. Describe the field director’s leadership to the master’s field education program. 

B3.3.6(c): The baccalaureate field education director has sufficient assigned time for administrative oversight of the field education program, inclusive of all program options. It is customary for the field education director to have, at minimum, 25% assigned time to administer the baccalaureate field education program. 

The program is asked to:  

1. Provide the field education director’s workload. 
2. Describe the procedures for calculating the field education director’s assigned time to administer the baccalaureate field education program. 
3. Provide the field education director’s percentage of assigned time to administer the baccalaureate field education program. 
4. Explain if this time is sufficient to administer the baccalaureate field education program, inclusive of all program options. 

M3.3.6(c): The master’s field director has sufficient assigned time for administrative oversight of the field education program, inclusive of all program options. It is customary for the field education director to have, at minimum, 50% assigned time to administer the master’s field education program. 

1. Provide the field education director’s workload. 
2. Describe the procedures for calculating the field education director’s assigned time to administer the master’s field education program. 
3. Provide the field education director’s percentage of assigned time to administer the master’s field education program. 
4. Explain if this time is sufficient to administer the master’s field education program, inclusive of all program options. 

B/M3.3.7: The program has sufficient personnel and technological support to administer the field education program.  
 
The program is asked to: 

1. Provide an organizational chart for the administration for field education.  
2. State if personnel are sufficient to administer field education. 
3. State if technological support is sufficient to administer field education. 
4. Address all program options 

Adequate resources are fundamental for creating, maintaining, and improving an educational environment that supports the development of culturally competent social workers. Social work programs have the necessary resources to carry out the program’s mission and support learning and professionalization of students and program improvement.  

Accreditation Standard 3.4: Resources 

3.4.1 The program uses its budget development and administration process to achieve its mission and continuously improve the program. The program has sufficient financial resources to achieve its mission.  

The program is asked to:  

1. Submit Form AS 3.4.1 and complete all requirements. 
2. Describe how the program-level budget is developed and administered.  
3. State whether financial resources are sufficient. 
4. Explain how the budget helps achieve the program-level mission.  
5. Explain how the budget helps continuously improve the program. 
6. Address all program options. 

3.4.2 The program has sufficient support staff to carry out its educational activities and achieve its mission.  

The program is asked to:  

1. Describe the support staff roles. 
2. State whether support staff is sufficient. 
3. Explain how support staff help carry out the educational activities and achieve the program’s mission. 
4. Address all program options. 

3.4.3 The program has sufficient access to library resources that provide social work and other informational and educational resources to achieve its mission. 

The program is asked to:  

1. Submit Form AS 3.4.3 and complete all requirements. 
2. Explain whether the library resources are sufficient to achieve the mission. 
3. Address all program options. 

3.4.4: The program has sufficient technological access, technology support, and, if applicable, office and classroom space to achieve its mission. 

The program is asked to:  

1. Describe technological access for students, faculty, and staff. 
2. Describe technology support for students, faculty, and staff. 
3. Describe office and classroom space (if applicable) for students, faculty, and staff. 
4. State whether technological access is sufficient to achieve the mission. 
5. State whether technology support is sufficient to achieve the mission. 
6. State whether office and classroom space is sufficient (if applicable) to achieve the mission.  
7. Address all program options. 

3.4.5 The program provides all students with access to sufficient support services to reduce barriers while optimizing fair treatment and accessibility. 

The program is asked to:  

1. Describe the support services available to all students that reduce barriers while optimizing fair treatmentand accessibility.  
2. State whether the student support services are sufficient. 
3. Address all program options.

The explicit curriculum is the program's design and delivery of formal education to students. It includes curriculum design, courses, and course content used across each of the program's options. It also includes the signature pedagogy and field education for baccalaureate and master’s programs, as well as the required academic product for practice doctorate programs. Social work education is grounded in the liberal arts and prepares graduates who embody the profession's enduring values and the distinct identity of a person-in-environment perspective. Social workers respect all people’s rights and dignity, are committed to fair and equitable conditions for all, and directlyengage with those facing barriers to the well-being of individuals, families, groups, organizations, and communities.  These principles provide the intellectual foundation for the professional curriculum and inform its design throughout, including attention to global context and positionality, interprofessional perspectives, and comparative analysis of policy, practice, and research. The goal is to prepare students to critically examine how laws, policies, and institutional practices produce differential outcomes across populations and systems on a national and global level. 

Using the competency-based education framework for baccalaureate and master’s programs, as well as the core expertise and skills for practice doctorate programs, the explicit curriculum prepares students for professional social work practice at the baccalaureate, master's, and practice doctorate levels. Baccalaureate programs provide students with strong generalist practice knowledge, values, skills, and cognitive and affective processes that prepare them for professional practice with individuals, families, groups, organizations, and communities. Master's programs provide knowledge, values, skills, and cognitive and affective processes at both generalist and specialized levels to prepare students for professional practice with individuals, families, groups, organizations, and communities. Practice doctoral programs prepare practitioner-scholars to advance practice and innovate at the micro, mezzo, and/or macro levels, as well as in higher education and/or professional leadership.  

The explicit curriculum fosters an environment that promotes engaged learning through methods informed by guidance from the professional practice community. 

Design and delivery of the explicit curriculum incorporates experientially based learning opportunities—including instruction in digital and information literacy and technology-supported learning—preparing graduates for a practice landscape shaped by technological change, evolving service systems, global forces, and dignity and respect for all. The program's commitment to continuous curriculum improvement is guided by evolving contemporary science and interprofessional research.

The baccalaureate and master’s programs in social work prepare students for professional practice at a generalist level. The 10 social work competencies presented in the EPAS identify the knowledge, values, skills, and cognitive and affective processes that students demonstrate once they achieve competence at a generalist level of practice. 

Generalist practice is grounded in the liberal arts and the person-in-environment perspective. To promote human and social well-being, generalist practitioners use a range of research-informed intervention methods in their practice with the five client system levels (individuals, families, groups, organizations, and communities). The generalist practitioner applies ethical principles and critical thinking in practice and is proactive in responding to the influence of context on professional practice. Generalist practitioners engage ethical practice and advocate for human rights and social, racial, economic, and environmental justice. They also recognize, support, and build on the strengths and resiliency of all human beings.  

Accreditation Standard B/M4.1: Generalist Practice 

B/M4.1.1 The program’s generalist practice curriculum integrates the classroom and field and is informed by the professional practice community.  

The program is asked to:  

1. Provide the generalist practice curriculum design. 
2. Provide the rationale for the generalist practice curriculum design. 
3. Describe how the generalist practice curriculum integrates the classroom and the field. 
4. Describe how the generalist practice curriculum is informed by the professional practice community. 
5. Address all program options. 

B/M4.1.2 The program’s generalist practice curriculum content implements the 10 social work competencies (and any additional competencies added by the program). 

The program is asked to:  

1. Provide any additional competencies and corresponding behaviors added by the program (if applicable). 
2. Submit Form AS 4.1.2 and complete all requirements. 
3. Provide a syllabus in Volume 2 for each course listed on Form AS 4.1.2 illustrating how the curriculum implements the 10 social work competencies (and any additional competencies) to prepare students for generalist practice. 
4. Address all program options. 

The master’s program in social work prepares students for specialized practice. Specialized practitioners build upon generalist social work knowledge, values, skills, and cognitive and affective processes, and demonstrate an ability to engage, assess, intervene, and evaluate with specialized competence. Specialized practitioners may work with specific client populations, problem areas, methods of intervention, or advanced generalists. For each area of specialized practice defined by the program, the program generates and customizes 10 social work competencies that encompass the four dimensions of holistic competence (knowledge, values, skills, and cognitive and affective processes). Additionally, the program generates and customizes observable behaviors for each competency, which are indicative of competence in the program’s chosen specialized areas of practice. Specialized practitioners synthesize and use the knowledge and skills necessary for interprofessional collaboration based on scientific inquiry and best practices, consistent with social work values. They engage in research and advocacy in their commitment to changing structural inequities and informing and improving practice, policy, and service delivery. 

Accreditation Standard M4.2: Specialized Practice 

M4.2.1 The program has at least one area of specialized practice. The program generates and customizes the 10 social work competencies and corresponding behaviors (as well as any additional competencies added by the program). The competencies reflect the knowledge, values, skills, cognitive and affective required for each area of specialized practice and the behaviors are observable and indicative of competence.   

The program is asked to:  

1. Provide the areas of specialized practice, as described in Educational Policy M4.2. 
2. Provide the 10 customized specialized competencies (and any additional added by the program) for each area of specialized practice. The competencies reflect the knowledge, values, skills, cognitive and affectiverequired for each area of specialized practice. 
3. Provide the customized specialized behaviors that correspond to each competency, which are observable and indicative of competence for each area of specialized practice.  
4. Address all program options. 

M4.2.2 The program’s specialized practice curriculum integrates the classroom and field and is informed by the generalist practice curriculum per Educational Policy B/M4.1 and the professional practice community. 

The program is asked to:  

1. Identify each area of specialized practice. 
2. Define each area of specialized practice, including which of the five client systems apply. 
3. Explain the rationale for the curriculum design for each area of specialized practice. 
4. Describe how each area of specialized practice curriculum integrates the classroom and field. 
5. Describe how each specialized practice curriculum is informed by and distinct from the generalist practice curriculum per Educational Policy B/M4.1. 
6. Describe how each specialized practice curriculum is informed by the professional practice community. 
7. Address all program options. 

M4.2.3 The program’s specialized practice curriculum content implements the 10 social work competencies (and any additional competencies added by the program).  

The program is asked to:  

1. Submit Form AS M4.2.3 and complete all requirements for each area of specialized practice. 
2. Provide a syllabus in Volume 2 for each course listed on Form AS M4.2.3 illustrating how the curriculum implements the 10 specialized social work competencies (and any additional competencies) to prepare students for specialized practice. 
3. Address all program options. 

Using a practitioner-scholar perspective, the practice doctorate explicit curriculum prepares students for professional social work practice within an area of focus. Students gain substantive expertise beyond the master’s level in one or more areas of focus within social work practice. The program defines its students’ academic products and selects the format that best incorporates the requirements of the areas of focus. The academic products demonstrate students’ core expertise and skills and contributes to the advancement of social work practice. 

Accreditation Standard D4.3: Practitioner-Scholar 

D4.3.1 The program has at least one area of focus that prepares students for substantive expertise beyond the master’s level in one or more areas of social work practice. For each area of focus, the program implements the core expertise and skills (and any additional expertise and skills). The explicit curriculum is informed by professional practice communities and ensures opportunities for students to advance practice.  

For each area of focus, the program is asked to:  

1. Identify each area of focus. 
2. Define each area of focus. 
3. Provide any additional expertise and skills added by the program (if applicable). 
4. Provide a rationale for the curriculum design. 
5. Describe how it prepares students for substantive expertise beyond the master’s level in one or more areas of social work practice. 
6. Describe how the curriculum ensures opportunities for students to advance practice. 
7. Describe how the curriculum is informed by professional practice communities. 
8. Submit Form AS D4.3.1 and complete all requirements. 
9. Provide a syllabus in Volume 2 for each course listed on Form AS D4.3.1 illustrating how the curriculum implements the core expertise and skills (and any additional expertise and skills) to prepare students for doctoral practice. 
10. Address all program options. 

D4.3.2 The program identifies the students’ required academic products, which demonstrate core expertise and skills and contribute to the advancement of practice related to the areas of focus. The academic products reflect doctoral-level quality.  

For each area of focus, the program is asked to:  

1. Identify the students’ required academic products. 
2. Describe how the academic products demonstrate core expertise and skills.  
3. Describe how the academic products demonstrate and contribute to the advancement of practice. 
4. Describe how faculty provide mentorship and supervise the academic products. 
5. Explain how the academic products reflect doctoral-level quality. 
6. Address all program options. 

D4.3.3 The program defines leadership in social work practice. The program explains how its curriculum prepares students to be doctoral leaders in addressing diversity, respect, fair treatment, and accessibility; scholarship; professional behavior and ethics; human rights; and social, racial, economic, and environmental justice. 

The program is asked to:  

1. Provide the program’s definition of doctoral leadership. 
2. Describe how its curriculum prepares students to be doctoral leaders in addressing diversity, respect, fair treatment, and accessibility. 
3. Describe how its curriculum prepares students to be doctoral leaders in addressing scholarship for each area of focus. 
4. Describe how its curriculum prepares students to be doctoral leaders in addressing professional behavior and ethics for each area of focus. 
5. Describe how its curriculum prepares students to be doctoral leaders in addressing human rights and social, racial, economic, and environmental justice for each area of focus.

Field education is the signature pedagogy for social work. Signature pedagogies are elements of instruction and socialization that teach future social work professionals the fundamental dimensions of professional work in their discipline: to think, to perform, and to act intentionally, ethically, and with integrity. The field setting provides students with opportunities to apply the person-in-environment perspective and social work values to advance social, racial, economic, and environmental justice. It fosters a supportive learning environment that promotes fair treatment and accessible opportunities while recognizing the importance of lived experiences and personal context. 

Field education is designed to integrate the theoretical and conceptual contributions of the explicit curriculum in the field setting. It is a basic precept of social work education that the two interrelated components of curriculum—classroom and field—are of equal importance, with each contributing to the development of the requisite competencies for professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria and whether students have acquired and can demonstrate the 10 social work competencies. Due to the changing nature of the practice world and student demographics and characteristics, field education programs articulate how they maintain or enhance students’ access to high-quality experiences. Field education programs develop models to prepare students for contemporary and interprofessional social work practice, including the use of various forms of technology.  
 

Accreditation Standard B/M4.4: Field Education 

B/M4.4.1 The program ensures generalist practice opportunities in field education so all students can demonstratethe 10 social work competencies (and any additional competencies added by the program) with all five client system levels (individuals, families, groups, organizations, and communities). 

The program is asked to:  

1. Describe how  generalist practice opportunities are provided in field education for all students to demonstrate the 10 social work competencies (and any additional competencies) with each client system level:  
   1. individuals,  
   2. families,  
   3. groups, 
   4. organizations, and  
   5. communities. 
2. Address all program options. 

M4.4.2 The program ensures specialized practice opportunities all students to demonstrate the 10 specialized social work competencies (and any additional competencies) with one or more relevant client system levels for each area of specialized practice. 

For each area of specialized practice, the program is asked to:  

1. Identify the relevant system levels. 
2. Describe how the program ensures that specialized practice opportunities are provided to students to demonstrate the 10 specialized social work competencies (and any additional competencies) with each relevant client system level. 
3. Address all program options. 

B/M4.4.3 The program provides a minimum of 400 hours of field education for baccalaureate programs and a minimum of 900 hours of field education for master’s programs. 

The program is asked to:  

1. Provide the policy indicating the minimum number of field education hours required for the applicable program level.  
2. Describe where in the formal curriculum design student field hours are accrued.  
3. Describe how a minimum of 400 hours of field education for baccalaureate programs or a minimum of 900 hours of field education for master’s programs is ensured for all students. 
4. Explain how students and field personnel are actively informed, including where and how the information is accessed by relevant constituents.  
5. Address all program options. 

B/M4.4.4 The program is responsible for evaluating student readiness for field education placement and ensuring all eligible students have opportunities to secure a qualified field placement. The program is responsible forensuring that all field placements meet the program’s processes for identifying, selecting, approving, and engaging with qualified field settings. The program is responsible for orienting and engaging with field instructors; and for evaluating the effectiveness of field instructors and field education settings. 

The program is asked to:  

1. Explain the process for evaluating student readiness for field education placement. 
2. Explain how the program ensures all eligible students have the opportunity to secure a qualified fieldplacement.  
3. Explain the process for identifying, selecting, approving, and engaging with field education settings. 
4. Explain the process for orienting and engaging with field instructors. 
5. Explain the process for evaluating field instructors and field education setting effectiveness. 
6. Explain how students and field personnel are actively informed, including where and how the information is accessed by relevant constituents. 
7. Address all program options.

B/M4.4.5 The field education program has a process for orienting students, placing students, monitoring and supporting student learning, implementing student safety protocols, and evaluating student learning congruent with the 10 social work competencies (and any additional competencies). 

The program is asked to:  

1. Describe the process for orienting students. 
2. Describe the process for placing students. 
3. Describe the process for monitoring and supporting student learning. 
4. Describe the process for implementing student safety protocols. 
5. Describe the process for evaluating student learning congruent with the 10 social work competencies (and any additional competencies). 
6. Explain how students and field personnel are actively informed, including where and how the information is accessed by relevant constituents. Address all program options. 

B4.4.6 The program ensures that all baccalaureate students receive field supervision from an individual who holds a baccalaureate or master’s degree in social work from a CSWE-accredited program and has at least 2 years of post-social work degree practice experience in social work. 

The program is asked to:  

1. Describe the process for ensuring that field supervision is provided by an individual with the required degree and practice experience. 
2. Describe the process for assigning a qualified field instructor to provide supervision when an individual with the required degree and practice experience is unavailable in the field setting. 
3. Explain how students and field personnel are actively informed, including where and how the information is accessed by relevant constituents. 
4. Address all program options. 

M4.4.6 The program ensures that all master’s students receive field supervision from an individual who holds a master’s degree in social work from a CSWE-accredited program and has at least 2 years of post-master’s social work degree practice experience in social work. 

The program is asked to:  

1. Describe the process for ensuring that field supervision is provided by an individual with the required degree and practice experience. 
2. Describe the process for assigning a qualified field instructor to provide supervision when an individual with the required degree and practice experience is unavailable in the field setting. 
3. Explain how students and field personnel are actively informed, including where and how the information is accessed by relevant constituents.  
4. Address all program options. 

B/M4.4.7 The program has a policy documenting whether it permits field placements in an organization in which the student is also employed. If permitted, student assignments and employee tasks may qualify as field hours ifdirectly linked to the 10 social work competencies (and any additional competencies) and level of practice (generalist or specialized). Field education supervision may be provided by the same supervisor if field education supervision is distinct from employment supervision, and the supervisor meets the requirements of Accreditation Standard B/M4.4.6. The policy documents how the program assists students with continuing field education or changing assignments if the student becomes unemployed in an organization in which their field education has co-occurred with employment. 

The program is asked to:  

1. Provide the policy related to field placements in an organization in which the student is also employed. If permitted, the program’s policy includes: 
   1. how it ensures that student assignments are directly linked to the 10 social work competencies (and any additional competencies) and level of practice (generalist or specialized); 
   2. how it ensures that field education supervision is distinct from employment supervision time, even if it’s provided by the same supervisor; and 
   3. how it assists students with continuing field education or changing assignments if a student becomes unemployed in an organization in which their field education has co-occurred with employment. 
2. Explain how students and field personnel are actively informed, including where and how the information is accessed by relevant constituents.  
3. Address all program options.

Assessment is an integral component of competency-based and practitioner-scholar education. Assessment is the systematic and ongoing process of gathering, analyzing, and using data to understand student achievement, the student experience, and program outcomes. Assessment informs educational decision making, strengthens curriculum and program effectiveness, and supports continuous program improvement. 

Assessment reflects the complex and multidimensional nature of social work education, practice, and scholarship. Programs use multiple sources of evidence and assessment methods appropriate to their educational level, context, and program goals. Assessment is conducted with fairness and integrity and through ethical and unbiased practices that respect the dignity and worth of students. Assessment findings are used to identify strengths and areas for improvement and to make evidence-informed changes to the program. 

Explicit Curriculum Assessment: Student Outcomes 

Explicit curriculum assessment provides evidence of the knowledge, values, skills, and cognitive and affective processes students demonstrate as a result of their education. Baccalaureate and master’s programs systematically assess student achievement of the 10 social work competencies at the applicable generalist and specialized practice levels. Practice doctorate programs systematically assess student achievement of the seven core expertise and skills within each area of focus. Programs use multiple assessment methods, establish expected levels of achievement, analyze student outcomes, and use findings to make evidence-informed changes to the explicit curriculum. Assessment plans and summary outcomes are publicly available to promote transparency and accountability.  

Student Feedback 

Student feedback provides programs with evidence about their experience and complements assessments of student achievement. Baccalaureate and master’s programs gather feedback from graduating students about professional advising, their understanding of the person-in-environment perspective, and their readiness for practice through coursework and field education. Practice doctorate programs gather feedback from graduates about mentorship, leadership development, and the process of completing the academic products. Programs evaluate and systematically review feedback and use findings to strengthen the student experience and inform continuous improvement. 

Program Outcomes 

Program outcomes provide evidence of overall program effectiveness and students’ progression through and completion of the program. Baccalaureate and master’s programs assess graduation rates and at least one additionaloutcome, while practice doctorate programs assess retention rates and time to program completion. Programs establish benchmarks, regularly analyze outcome data, and use findings to inform decision making and continuous program improvement. 

Assessment provides multiple sources of evidence for evaluating educational effectiveness. Ongoing assessment supports the intentional, evidence-informed improvement of the curriculum, student experience, and program. 

Accreditation Standard 5.0: Explicit Curriculum Assessment 

Baccalaureate and Master’s Programs: Explicit Curriculum Assessment  

B/M5.0.1(a) The program has a systematic plan for ongoing assessment of student achievement of the 10 social work competencies (and any additional competencies added by the program) of generalist practice for baccalaureate social work programs and of generalist and specialized practice for master’s social work programs. The program assesses each competency, using at least two instruments (with at least one being based in a real or simulated demonstration of student achievement in field education). The instruments, the expected level of achievement for each instrument, and the expected level of achievement for each competency are determined by the program. Student competence must be assessed by program faculty or field personnel. 

The program is asked to:  

1. Submit Form AS B/M5.0.1(a) and complete all requirements. 
2. Submit copies of all instruments used to assess the 10 social work competencies (and any additionalcompetencies), including assignment descriptions, scoring rubrics, and other relevant materials. 
3. Address all program options. 

B/M5.0.1(b) The program has a method of analyzing outcomes for the 10 social work competencies (and any additional competencies) in its assessment plan. 

The program is asked to:  

1. Submit Form AS B/M5.0.1(b) to provide the most recent year of outcomes from the assessment plan submitted in Accreditation Standard B/M5.0.1(a). 
2. Provide calculations for the 10 social work competencies (and any additional competencies), including all instruments. 
3. Provide the outcomes in relation to the expected level of student achievement for each competency. 
4. Provide outcomes for each program option and in aggregate. 

B/M5.0.1(c) The program has a process to formally review its assessment plan and outcomes related to student achievement of the 10 social work competencies (and any additional competencies). The program makes specific changes to its explicit curriculum based on the outcomes and clearly links those changes to the assessment data. 

The program is asked to:  

1. Describe the process used to formally review the assessment plan and outcomes related to student achievement of the 10 social work competencies (and any additional competencies). 
2. Describe the specific changes made to the explicit curriculum based on the most recent assessment outcomes presented in Accreditation Standard B/M5.0.1(b) and clearly link the changes to the assessment data. 
3. Address all program options. 

B/M5.0.1(d) The program posts the assessment plan and summary outcomes publicly on its webpage using Form AS B/M 5.0.1(d). The findings are updated at least every 2 years. 

The program is asked to:  

1. Submit Form AS B/M 5.0.1(d) and complete all requirements. 
2. Provide a hyperlink to the program’s webpage where the assessment plan and summary outcomes are publicly displayed. 
3. Provide summary outcomes collected within the last 2 years. 
4. Provide outcomes for each program option and in aggregate. 

Practice Doctorate Program: Explicit Curriculum Assessment   

D5.0.1(a) The program has a systematic plan for ongoing assessment of student achievement of the core expertiseand skills (and any additional core expertise and skills) for each area of focus. The program uses at least two instruments to assess each core expertise and skill. The instruments, the expected level of achievement for each instrument, and the expected level of achievement for each core expertise and skill are determined by the program. Student core expertise and skills must be assessed by program faculty. 

The program is asked to:  

1. Submit Form AS D5.0.1(a) and complete all requirements. 
2. Submit copies of all instruments used to assess the core expertise and skills (and any additional core expertise and skills), including assignment descriptions, scoring rubrics, and other relevant materials. 
3. Address all program options. 

D5.0.1(b) The program has a method of analyzing outcomes for the core expertise and skills (and any additional expertise and skills) in its assessment plan. 

The program is asked to:  

1. Submit Form AS D5.0.1(b) to provide the most recent year of outcomes from the assessment plan submitted in Accreditation Standard D5.0.1(a). 
2. Provide the calculations for student achievement of the core expertise and skills (and any additionalexpertise and skills) inclusive of all instruments. 
3. Provide outcomes in relation to the expected level of student achievement for each core expertise and skill. 
4. Provide outcomes for each program option and in aggregate.  

D5.0.1(c) The program has a process to formally review its assessment plan and outcomes related to student achievement of the core expertise and skills (and any additional expertise and skills). Specific changes are made to the explicit curriculum based on the outcomes and changes are clearly linked to the assessment data. 

The program is asked to:  

1. Describe the process used to formally review the assessment plan and outcomes related to student achievement of the core expertise and skills (and any additional expertise and skills). 
2. Describe specific changes made to the explicit curriculum based on the most recent assessment outcomes presented in Accreditation Standard D5.0.1(b) and clearly link the changes to the assessment data. 
3. Address all program options. 

D5.0.1(d) The program posts the assessment plan and summary outcomes publicly on its webpage using Form AS D5.0.1(d). The findings are updated at least every 2 years.  

The program is asked to:  

1. Submit Form AS D5.0.1(d) and complete all requirements. 
2. Provide a hyperlink to the program’s webpage where the assessment plan and summary outcomes are publicly displayed. 
3. Provide summary outcomes collected within the last 2 years. 
4. Provide outcomes for each program option and in aggregate. 

Student Feedback: Baccalaureate and Master’s 

B/M5.0.2(a) The program offers opportunities for graduating students to provide feedback on their experience, including professional advising, their understanding of the person-in-environment perspective, their readiness for practice through coursework and field education, and any additional program components selected by the program. 

The program is asked to: 

1. Describe the plan for gathering feedback from graduating students, including feedback on their:  
   1. professional advising experience; 
   2. understanding of the person-in-environment perspective; 
   3. readiness for practice through coursework; 
   4. readiness for practice through field education; and  
   5. experience in additional program components selected by the program (if applicable). 
2. Describe the data collection procedures, including: 
   1. how each feedback opportunity is implemented; 
   2. when each feedback opportunity occurs; and  
   3. by whom feedback is collected. 
3. Provide copies of all instruments used to collect feedback. 
4. Address all program options. 

B/M5.0.2(b) The program has a process to formally review its graduating students’ feedback. The program makes specific changes to the student experience based on this feedback and can clearly link to the findings. 

The program is asked to: 

1. Present feedback findings from the most recent outcomes. 
2. Describe the processes used to formally review the feedback plan as presented in Accreditation Standard B/M5.0.2(a). 
3. Describe the processes used to formally review the feedback findings. 
4. Describe specific changes made to the student experience based on the most recent feedback—as presented in Accreditation Standard B/M5.0.2(a)—with clear links to the findings. 
5. Address all program options. 

Student Feedback: Practice Doctorate  

D5.0.2(a) The program provides opportunities for graduating students to provide feedback on their experience, including mentorship, leadership development, process of completing the academic products, and any additional program components selected by the practice doctorate program. 

The program is asked to: 

1. Describe the plan for gathering feedback from graduating students, including feedback on their experiences with:  
   1. mentorship; 
   2. leadership development; 
   3. the process of completing the academic products; and 
   4. any additional program components selected by the program (if applicable). 
2. Describe the data collection procedures, including: 
   1. how each feedback opportunity is implemented; 
   2. when each feedback opportunity occurs; and  
   3. by whom feedback is collected. 
3. Provide copies of all instruments used to collect feedback. 
4. Address all program options. 

D5.0.2(b): The program has a process to formally review feedback from graduating students. The program makes specific changes to the student experience based on this feedback, with clear links to these findings. 

The program is asked to: 

1. Present feedback findings from the most recent year. 
2. Describe the processes used to formally review the feedback plan as presented in Accreditation Standard D5.0.2(a). 
3. Describe the processes used to formally review the feedback findings. 
4. Describe specific changes made to the student experience based on the most recent feedback—presented in Accreditation Standard D5.0.2(a)—with clear links to the findings. 

Program Outcomes 

B/M5.0.3 The program monitors outcomes through graduation rates and at least one additional outcome (e.g., employment rates, higher education acceptance rates, and time to program completion). The annual collection period and benchmarks for graduation rates and the chosen outcomes are determined by the program. 

The program is asked to: 

1. Submit Form AS B/M5.0.3 and complete all requirements. 
2. Explain the benchmark rationale for the graduation rates and identified program outcomes. 
3. Explain the calculation of graduation rates and identified program outcomes. 
4. Explain how the data are used for continuous program improvement and decision making to improvegraduation rates and identified program outcomes. 
5. Provide outcomes for each program option and in aggregate. 

D5.0.3 The program monitors outcomes using retention rates and time to program completion. The annual collection period and benchmarks for retention rates and time to program completion are determined by the program. 

The program is asked to: 

1. Submit Form AS D5.0.3 and complete all requirements. 
2. Explain the benchmark rationale for the retention rates and time to program completion. 
3. Explain the calculation of retention rates and time to program completion. 
4. Explain how the data are used for continuous program improvement and decision making to improveretention rates and time to program completion.  
5. Provide outcomes for each program option and in aggregate. 
6. Address all program options.