phd programs for social workers

PhD in Social Work Degree Guide | Salary & Programs 2024

A PhD in Social Work is a mark of distinction as an expert in the discipline. Graduates of social work PhD programs often use their knowledge and training to conduct groundbreaking research on critical issues facing society. Their discoveries shape policy and assist countless people. As respected leaders, they hold top positions at various social services organizations. As professors, they mold new generations of social workers.

In addition to increased ability to help others, PhDs in social work can expect something else following graduation – good job prospects. The U.S.  Bureau of Labor Statistics  (BLS) projects employment in the community and social service occupations to grow a hearty 12% between 2020 to 2030. 1

What is a PhD in Social Work?

A PhD in Social Work is a Doctor of Philosophy in Social Work. It is one of the two highest degrees that someone can earn in the field, the other being a DSW (Doctor of Social Work). PhD programs in social work focus heavily on research methods and pedagogy. DSW programs emphasize advanced training for practicing social workers.

Outstanding Schools with PhD in Social Work Degrees in U.S.

The road to a PhD in Social Work begins with admittance to a school that meets an aspiring student’s needs. While the “perfect” school varies by an individual’s interests and circumstances, here’s a sample of some noteworthy institutions:

• University of Southern California  – Through its Suzanne Dworak-Peck School of Social Work, USC offers a PhD program that prides itself on promoting independent inquiry. Students gain competence in research methodology and communicating results. They learn skills vital to their future, such as how to submit grant proposals, how to write articles for publication, and how to present findings at conferences.
• New York University  – From day one, each PhD student in NYU’s Silver School of Social Work gets paired with a faculty mentor who helps develop research, scholarships, and teaching skills. Areas of staff expertise include racial and social justice, behavioral health services, child welfare, and aging. The school’s location in New York City provides a dynamic, diverse setting for studying important social work issues.
• Wayne State University  – Opportunities for professional and intellectual growth abound in the PhD program at this public institution in Michigan. The school encourages students to take coursework outside of the School of Social Work to support their individual interests. This interdisciplinary approach can lead to special degrees in areas such as infant mental health, gerontology, or social work and anthropology.
• Baylor University  – No need to live in Waco, Texas, to attend this institution. After a required five-day session on campus, social work PhD students can live elsewhere while pursuing their degree through an online classroom. Online PhD in Social Work courses meet via videoconferencing at specific times each week. The program focuses on the integration of religion and faith with practices of the social work profession. Graduates leave ready to address complex social issues as leaders, educators, and researchers.
• The University of Utah  – Other than a week on campus at the start of each semester, this institution’s “distance-delivered doctoral program” allows students to pursue an online PhD in Social Work from any location. Individuals attend classes remotely at the same time as their on-campus cohorts. All students possess equal access to research opportunities and financial support.

If you’re looking for other schools that offer PhD’s in social work, check out the Find Your Perfect “U” tool. You can search over 6,000 colleges and universities with 11 different filters to find the  perfect school for you !

What Can I Do with a PhD in Social Work?

Many who pursue a PhD in Social Work do so in hopes of securing a faculty position at a university or junior college. They wish to continue conducting research in their area of interest within the field or teach up-and-coming social work students. Others may find employment at think tanks, non-profits, or governmental agencies.

PhD in Social Work Salary and Career Outlook

The U.S. Department of Labor includes postsecondary social work teachers on its list of Bright Outlook Occupations because of the job’s rapid growth prospects (9%) over the next decade (2020-2030). 9  Projections are not a guarantee, but the information is encouraging to PhDs looking to go in that direction.

While the mean annual wage for social work professors is $71,570, possibilities exist to earn substantially more. In California, for instance, the mean annual wage stands at $110,020. New York, the state with the highest concentration of postsecondary social work teachers, posts a mean annual wage of $91,680. 7

Some PhDs find employment as social service consultants. They train social service staff members and help organizations implement improvements in procedures and policies. According to PayScale, this type of position brings in an average hourly rate of $32.50. 8

PhD in Social Work Career Paths

Students in PhD programs usually enter possessing an MSW (Master’s of Social Work) and a social work license. After earning their doctorate, some individuals decide to return to careers in applied social work rather than enter academia. Their increased knowledge and training oftentimes set them up for higher-level positions in occupations such as:

• Median Salary: $51,760 
• Career Outlook: +12% (2020-2030)

Social workers identify and assist individuals, families, and groups within a community that need help with various life challenges.

• Median Salary: $48,140 
• Career Outlook: 17% (2020-2030)

These professionals promote wellness and serve as a liaison between individuals/groups and health care systems.

• Median Salary: $58,120 
• Career Outlook: +11% (2020-2030)

These counselors help individuals with social and academic issues in order to succeed in school and forge an employment plan.

Source: BLS

Earning a PhD in Social Work

Individuals generally go into social work because they want to  make a difference in the lives of others . Earning a PhD in Social Work certainly advances that objective. The decision to undertake something so rigorous, however, should not be made lightly.

Pros and Cons of PhD in Social Work Degrees

Completing a PhD program in social work takes time, money, and effort. Only you can decide if such an endeavor is in your best interest.

• Expanded job opportunities, especially in academia, consulting, and research
• Recognition as an expert in the field
• Good job growth predictions from the BLS
• The potential for increases in income, responsibility, and influence
• A chance to study specific areas of interest and learn advanced knowledge about them
• The cost of pursuing a degree
• The stress of staying on track and finishing this academic challenge
• Taking away time from other endeavors in order to focus on studies
• Possibly moving to a new location to be closer to campus

PhD in Social Work Program Prerequisites

Most students enter social work PhD programs already possessing an MSW and a history of social work employment. People with a  background in a similar field , such as psychology, may also be eligible for consideration. Some institutions conduct dual-degree programs where participants earn both an MSW and a PhD upon completion of studies.

Courses in PhD in Social Work Programs

While specific courses vary by program, the following are some of the courses frequently encountered in social work PhD programs:

• Quantitative research
• Qualitative research
• Data analysis
• Social policy analysis
• Scholarly writing
• Grant writing
• Teaching and pedagogy

Coursework helps students prepare for two important components of a social work PhD program:  the qualifying exam and the dissertation .

Passing an oral and/or written qualifying exam demonstrates a solid base of knowledge and readiness to engage in independent research. The dissertation focuses on a topic or research question of the student’s choice. In addition to writing the dissertation, the student must orally defend the ideas presented at a meeting with other scholars.

Skills Learned in a PhD in Social Work Degree Program

PhD programs promote scholarly development. Students hone their critical-thinking skills. They learn how to ask important questions about social work issues and how to go about seeking possible answers. They graduate knowing how to construct research studies and evaluate results.

How Long Does It Take to Get a PhD in Social Work?

Programs generally require 36 credit hours. In terms of time, this translates to 3-5 years.

Students pursuing accelerated studies may be able to shave off time from this range. On the flipside, students enrolled in a dual MSW/PhD program take longer to finish because they need to fulfill more requirements.

A substantial determinant of program length is progress on one’s dissertation. Some students develop a clear idea early on of what they wish to focus on and make steady progress toward completion. Others require more time to figure out what they want to do and how to do it.

Social Work Degree Specializations

Social work is a large discipline with many niches. Some areas PhD candidates may concentrate on include:

• Mental health
• Substance abuse
• School social work
• Military social work
• Children and families
• Gerontology
• Terminal illness
• Migration studies
• Disaster relief
• LGBTQIA+ community
• Public welfare
• Justice and corrections

Social Work Certification and Licensure

Many social work positions require a license and/or certification. People should look into the requirements for jobs of interest as well as for the geographical region in which they seek employment. A good place to start is the  Association for Social Work Boards .

Accreditation

Selecting a school with regional accreditation ensures the institution has met certain educational standards. Choose one approved by the  U.S. Department of Education  or the nonprofit  Council for Higher Education Accreditation  (CHEA).

While the Council on Social Work Education (CSWE) accredits BSW and MSW programs, it does not do so at the doctoral level. However, the Group for the Advancement of Doctoral Education in Social Work (GADE) can provide prospective social work PhD students with information on its member schools.

Online PhD Social Work Programs

Opportunities exist to pursue doctoral studies in social work online. The majority of such programs lead to a DSW, but some result in a PhD.

Online vs. On Campus Degrees

Earning an online PhD in Social Work degree through has a variety of potential benefits.

• Remote learning removes geographical barriers.
• Students gain greater choice in selecting an institution
• Students do not need to upend their lives to move to campus housing.
• Online programs generally offer more flexibility in terms of when and where work gets completed.
• Sometimes, ambitious students can accelerate their progress.

Some students prefer regular, campus-based programs. They enjoy the social aspect of physically attending class alongside others, focus better in an academic environment, or prefer a consistent schedule.

How Long Do Online Courses Take to Complete?

Finishing an online PhD in Social Work program generally takes about the same amount of time as on-campus studies, which is 3-5 years. Choosing an accelerated program can reduce some of that time.

Schools offering online PhD in social work programs tend to have a hybrid set-up. They require brief periods of time on campus, such as the first week of each semester.

Also, remote PhD programs in social work tend to favor synchronous learning. Off-campus students use video technology to attend classes with their on-campus peers on specific days at set times.

Applying to PhD in Social Work Programs

Students interested in obtaining a PhD in Social Work must apply to individual schools offering this graduate study. Due to substantial competition for spots, students oftentimes apply to more than one program.

Admission Requirements for PhD in Social Work Programs

Each school has its own specific set of criteria for applicants to present in order to receive consideration for admission. Things often required include:

• A master’s degree from a program accredited by the Council on Social Work Education
• Transcripts of all collegiate work, including degree(s) earned and GPA
• A resume of hands-on social work experience, including internships, employment, and volunteer experiences
• Satisfactory performance on the Graduate Record Examination (GRE)
• Personal statements/essays on the reason for pursuing a PhD
• Interviews with faculty members
• Letters of recommendation supporting the candidacy
• A scholarly writing sample

Paying for a PhD in Social Work

Students rightly worry about paying for higher education. Fortunately, a good number of options exist to  finance graduate studies , including grants, loans, and scholarships. Schools also often offer PhD candidates positions as research or teaching assistants, which can cover or reduce tuition and even provide a stipend.

PhD in Social Work Degree Costs

Many factors influence the cost of pursuing a PhD in Social Work. Choosing a public school in one’s state often proves more economical than tuition for private institutions. Programs partially or fully online can lower expenses by eliminating the cost of traveling to campus or residing in campus housing.

Any student looking for financial assistance should fill out the  Free Application for Federal Student Aid (FAFSA) . It serves as the first step in determining eligibility for grants, loans, and school-specific monetary aid.

Scholarships for PhD in Social Work Students

Individuals looking for assistance in funding their PhD studies in social work may want to check out the following:

• Council on Social Work Education  – The CSWE offers a variety of general and niche scholarships for students interested in graduate studies in social work.
• National Association of Social Workers  – Doctoral students qualify for several funding opportunities offered by the NASW Foundation.
• Davis-Putter Scholarship Fund  – Students working for social change can apply for one of these need-based scholarships of up to $15,000 per year.

PhD in Social Work Career Resources

Along their educational journey and into their career, social work PhDs may find the following groups good sources of knowledge and support:

• Council on Social Work Education  – This national organization is dedicated to advancing excellence in social work education and research. PhD candidates may find the careers section on the group’s website particularly interesting. It contains job opportunities, career planning advice, and free resume review.
• The Group for the Advancement of Doctoral Education in Social Work  – This organization provides a wealth of information on what makes a good PhD program. Its website includes links to all its member institutions, which proves helpful to students trying to compare schools.
• National Association of Social Workers  – This well-established organization of professional social workers focuses on career development and advancing social policies. Its website contains resources on a variety of topics by interest, such as aging, child welfare, and LGBTQ issues. Networking opportunities and tips for landing a job prove useful to graduate students.
• Clinical Social Work Association  – This group focuses on meeting the practice needs of  clinical social workers  through support and advocacy. Members receive free consultative services for legal and ethical questions, reduced rates on liability insurance, and access to the association’s job board.
• Society for Social Work and Research  – For more than 25 years, this non-profit has supported faculty, students, and others interested in social work research. Funding, information sharing, and interdisciplinary networking are among its areas of concern.
• People often pursue a PhD in Social Work to become a professor at a university, college, or junior college. Such a job involves teaching classes, managing internships and other hands-on student experiences, and conducting research. Other PhDs work for the government, military, non-profits, think tanks, schools, and other organizations as social workers, community managers, researchers, and policy shapers.
• The answer depends on individual interests and career objectives. For someone hoping for a job in academia, a PhD is usually necessary. Individuals interested in positions such as social worker or community service manager oftentimes get hired with a lesser degree. A doctorate, though, can put someone in a better position for greater responsibility, leadership, decision-making, and pay.
• Examine your career goals. A  bachelor’s degree  can be enough for entry-level positions. A master’s will qualify you to perform more extensive duties and is a must for those interested in clinical social work. Future social work instructors and social work executives generally hold a doctorate, which can be a PhD in Social Work or a DSW (Doctor of Social Work).
• An  MSW (Master of Social Work)  helps individuals secure higher-level positions within the field of social work. Obtaining one signifies greater education and training than just a bachelor’s degree. A PhD in Social Work demonstrates exceptional knowledge and commitment. PhDs often remain in academia to teach others and to continue advancing the discipline through original research.

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• https://www.bls.gov/ooh/community-and-social-service/home.htm
• https://dworakpeck.usc.edu/academics/phd-program
• https://socialwork.nyu.edu/a-silver-education/degree-programs/phd.html
• https://socialwork.wayne.edu/phd
• https://www.baylor.edu/social_work/index.php?id=866760
• https://socialwork.utah.edu/phd/
• https://www.bls.gov/oes/2018/may/oes251113.htm
• https://www.payscale.com/research/US/Job=Social_Service_Consultant/Hourly_Rate?loggedIn
• https://www.onetonline.org/find/bright?b=1&g=Go

College of Education and Human Development

School of Social Work

PhD in Social Work

Established in 1946, our program is one of the oldest in the United States, and develops a mentoring partnership between nationally prominent faculty and students to promote knowledge and skills in theory development and community-based research. The research productivity of our faculty was ranked 20th out of 76 U.S. social work doctoral programs in a recent study 

Our graduates include internationally recognized scholars in diverse areas of study. Alumni go on to faculty and academic leadership roles in schools of social work around the world, as well as agency and program directors, and high-level servants in federal, state, and local government agencies. 

Learn about the PhD program in social work at the University of Minnesota, Twin Cities

Scholarship, research, and teaching which contribute to the knowledge base of social work and foster a just, nurturing, inclusive society.

Program Highlights

• Highly productive faculty. Collaborate with our faculty and research and training centers to conduct, write, and publish research in child welfare, aging, mental health, violence prevention, health disparities, social welfare policy, international social work, work with immigrants and refugees, and other social work related research areas.
• Generous funding for PhD students. The majority of our students receive a four-year funding package that covers tuition, health insurance, and a stipend. Many students also secure dissertation fellowships, and we help students secure assistantships for funding for their fifth year.
• Teaching and professional development. Gain skills in teaching and curriculum development. We provide doctoral colloquia focusing both on current research and professional and career development.
• Diverse student body. Our graduate students come from Minnesota, across the nation, and from around the world, giving the learning and research experience depth and breadth in lived experiences and perspectives.
• Structured research mentoring experiences. Our PhD program relies heavily on a mentoring model, and PhD students work closely with faculty members throughout the program. Mentoring is seen as a vital part of the teaching and learning process within the doctoral program. 

Fall 2024 Applications

Notice: Application deadline is December 1st, 2024!

To learn more about the application process, consider attending a one-hour information session:

Thursday, August 8th - 1:00pm

Wednesday, September 18th - 6:00pm

Tuesday, October 15th - 1:00pm

Thursday, November 14th - 1:00pm

Questions about applying? You can schedule a one-on-one appointment with Director of Admissions, Larissa Lavrov .

Program Outline

Students take two years of coursework both inside and outside the School of Social Work, including required courses in research methods, statistics, theory, history, policy and teaching, as well as supporting program courses from across the university. Students typically complete their preliminary examinations and defend their dissertation proposal, and then complete their dissertation in their fourth or fifth year.

Careers of Social Work PhD Graduates

This is a selected list of institutions where recent University of Minnesota School of Social Work graduates have found positions:

Research Universities

• State University of New York at Buffalo
• Tulane University
• University of Arkansas
• University of Kansas
• University of Memphis
• University of Texas
• University of Utah
• Virginia Commonwealth University

Teaching Universities

• Augsburg University
• California State University - Chico
• Colorado State University - Pueblo
• Providence College
• Radford University 
• University of Wisconsin - Green Bay

Institutes and Foundations

• Institute on Community Integration, University of Minnesota
• Health Partners Research Foundation
• Minnesota Minority Education Partnership

Applied/Administrative Positions

• Children’s Defense Fund
• Minnesota Department of Human Services
• NASW-MN  

International Universities

• National University Taiwan
• Tel Aviv University
• Self-Directed Services for the Long-Term Supports of Adults with Intellectual and Developmental Disabilities: A Propensity Score Matching Analysis
• Social Work, Intractable Conflict and Professionalism: A Case Study of Jewish-Israeli Social Work Practice
• Omayeletumbulo [wisdom sayings] as a Pathway to School Engagement for Young Mothers in Rural Namibia
• County Exemption from Social Work Licensure in Minnesota: Understanding the Past and Present to Affect the Future
• Animal-Assisted Interactions for College Student Mental Health and a Conceptual Model of Practice
• Environmental Effects on Cognitive Health in Older Adults: Insights for Long-Term Care Services
• “This is how we show up for our relatives”: Understanding How Indigenous Relative Caregivers Embody Traditional Kinship to Resist the Colonial Child Welfare System
• Perceived Discrimination and Depressive Symptom Trajectories of Middle-aged and Older Adults with Chronic Diseases
• Student Stories of Resilience After Campus Sexual Assault
• How do Contextual Factors and Family Support Influence Disclosure of Child Sexual Abuse During Forensic Interviews and Service Outcomes in Child Protection Cases?
• Moral Injury Among Professionals in K-12 Education: A Mixed Methods Inquiry
• Making Sense of Poverty in Child Welfare: A Grounded Theory Informed Study of Public and Tribal Child Welfare Workers' Poverty Constructions, Perceptions of Causes, and Praxis
• Neighborhood Social Capital and the Health and Health Risk Behavior of Adolescent Immigrants and Non-Immigrants

Sampling of PhD Student Publications

Our PhD students routinely co-author with faculty and other researchers at the School of Social Work and across campus. Nearly all PhD students graduate with multiple peer reviewed articles, multiple presentations at national/international research conferences, and teaching experience as the instructor of record of undergraduate or graduate courses. The following is just a sampling of the recent peer-reviewed articles published by our students, either as sole author or in collaboration with others.

Carlson , W. C. (2023). Implementation challenges of T visa eligibility for human trafficking survivors: a role for social work. Social Work , 68(3), 222-229.

Flangan, S. , Sterman, J., & Merighi, J. R., Batty, R. (2023). Bridging the gap – How interprofessional collaboration can support family-centered emergency preparedness: An exploratory qualitative study. BMC Public Health, 23(1):777.

Haight, W. L., Suleiman , J. , Flanagan , S. K. , Park, S. , Soltani, L. J. , Carlson, W. C. , Otis , J. R. , & Turck, K. S. (2023). Reflections on social work education during the COVID-19 pandemic: Experiences of faculty members and lessons moving forward. Qualitative Social Work , 22(5), 938-955.

Samimi, C., Jefferson, N., Flanagan , S. , & Anyon, Y. (2023). Intersections of disproportion: A critical quantitative examination of dis/ability and gender in Black students’ school discipline outcomes. The Urban Review , 1-20.

Soffer-Elnekave , R. , Haight, W., Nashandi , N. J. , Cho, M., Suleiman , J. , & Park , S. (2023). Re-orienting narratives of moral injury towards positive development: The experiences of emerging adults with child welfare histories. Children and Youth Services Review , 149, 106922.

Soria, K. M., Horgos , B. , & Shenouda, J. D. (2023). Disparities in college students’ financial hardships during the Covid-19 pandemic. Journal of Student Affairs Research and Practice , 60(1), 31-48.

Toft, J., Lightfoot, E., Calhoun, M ., Choy-Brown, M., Merighi, J. R., Renner, L. M., Soffer-Elnekave, R. , Mendel, J., & Marsalis, S. (2023). Effects of neoliberalism on social work practice in the United States: A scoping review. Social Work Research , 47(2), 99-110. 

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2022). An evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 37(2), 247-259.

Soria K., Horgos B ., Roberts B.J. (2022). The COVID‐19 pandemic and students’ mental health. New Directions for Student Services, 176, 37-45. 

Lee, M. H., Hong, S., & Merighi, J. R. (2021). The effect of fatalism on mammography use in Korean American women. Health Education & Behavior , 49(4), 740−749.

Lightfoot, E., Yun, H. , Moone, R., Otis, J ., Suleiman, K., Turck, K ., & Kutzler, C. (2021). Changes to family caregiving of older adults and adults with disabilities during COVID-19. Gerontology and Geriatric Medicine , 7, 1-8.

Mervis, J. E., Fischer, J ., Cooper, S. E., Deckert, A. C., Lysaker, P. H., MacDonald III, A. W., & Meyer-Kalos, P. (2021). Introspective accuracy for substance use across a year of treatment for first episode psychosis. Schizophrenia Research: Cognition , 26, 100200.

Renner, L. M., Hartley, C. C., & Driessen, M. C. (2021). Provider, caretaker, nurturer, hero: Perceptions of parenting changes among women who experienced intimate partner violence. Journal of Child and Family Studies , 30(9), 2191-2203.

Soria, K., & Horgos, B. (2021). Factors associated with college students’ mental health during the COVID-19 pandemic. Journal of College Student Development, 62(2), 107-113. 

An, S., Lee, H. Y., Choi, Y. J., & Yoon, Y. J. (2020). Literacy of breast cancer and screening guideline in an immigrant group: importance of health accessibility. Journal of Immigrant and Minority Health , 22, 563-570.

Lightfoot, E., Zheng, M ., & DeZelar, S . (2021). Substantiation of child maltreatment among parents with disabilities in the United States. Journal of Public Child Welfare , 15(5), 583-596.

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2020). A pilot study evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 35, 203-215.

Cho, M. , Haight. W., Choi, W. S., Hong, S. H., & Piescher, K. (2019). A prospective, longitudinal study of risk factors for early onset of delinquency among maltreated youth.Children and Youth Services Review, 102, 222-230.

Choi, Y. J., Lee, H. Y., An, S., Yoon, Y. J. , & Oh, J. (2019). Predictors of cervical cancer screening awareness and literacy among Korean-American women. Journal of Racial and Ethnic Health Disparities, 7(1), 1–9.

Driessen, M. C. (2019). Campus sexual assault policies: A feminist policy analysis framework. Affilia, 35(3) 1-16. doi:10.1177/0886109919878273

Driessen, M. C. (2019). Campus sexual assault & student activism, 1970-1990. Qualitative Social Work, 19(3), 1-16. doi:10.1177/1473325019828805

Emery, C. R., Wu, S., Eremina, T., Yoon, Y. J. , Kim, S., & Yang, H. (2019). Does informal social control deter child abuse? A comparative study of Koreans and Russians. International journal on child maltreatment: research, policy and practice, 2(2), 37–54.

Gibson, P., Haight, W., Cho, M., Nashandi, N. J., & Yoon, Y. J. (2019). A mixed methods study of Black Girls' vulnerability to out-of-school suspensions: The intersection of race and gender. Children and Youth Services Review, 102, 169–176.

Haight, W., Waubanascum, C., Glesener, D. , Day, P., Bussey, B., & Nichols, K. (2019). The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through Indigenous social work education. Children and Youth Services Review, 100, 156-166.

Kiesel, L, DeZelar, S. & Lightfoot, E. (2019). Equity in social work employment in the United States: Opportunity and challenges for social workers with disabilities. Disability & Society.

Kivnick, H. Q., Driessen, M. C., Santavasy, C. , Wardwell, C., & Davis, L. D. (2019). “Who’s Been Putting Socks in My Drawer?” Narrative case study of an elder role model. The Gerontologist, 1-10. doi:10.1093/geront/gnz114

Lee, H.Y., Beltran, R.M. , Kwon, M., Kim, G.N., Lee, D.K. (2019). Racial disparities in cervical cancer screening: Implications for relieving cervical cancer burden in Asian American Pacific Islander women. Cancer Nursing: An International Journal for Cancer Care.

Lightfoot, E. & DeZelar, S . (2019). Social work with parents with disabilities: Historical interactions and contemporary innovations. Social Work Review, 2, 1-10.

Lightfoot, E., Franklin, C., & Beltran, R . (2019). Preparing for the academic job market: A guide for social work doctoral students and their mentors. Journal of Social Work Education.

Newman, T., Okamoto, K. , Kimiecik, C., Sohns, E., Burns, M., & Magier, E. (2019). The role of social workers in sport: Shared values and opportunities for interprofessional collaborations. Journal of Sport Psychology in Action, 10(3), 160-173.

Renner, L. M., & Driessen, M . C. (2019). Siblings who are exposed to child maltreatment: Practices reported by county children's services supervisors. Journal of Public Child Welfare, 13(5), 491-511. doi:10.1080/15548732.2018.1514350

An, S., Choi, Y. J., Lee, H. Y., Yoon, Y. J. , & Platt, M. (2018). Predictors of breast cancer screening among Korean American women: Is having an annual checkup critical? Asian Pacific Journal of Cancer Prevention, 19(5), 1281–1286.

Bayless, S. D., Jenson, J. M., Richmond, M. K., Pampel, F. C., Cook, M., & Calhoun, M. (2018). Effects of an afterschool early literacy intervention on the reading skills of children in public housing communities. Child & Youth Care Forum, 47, 537-561.

DeZelar, S. , & Lightfoot, E. (2018). Use of parental disability as a removal reason for children in foster care in the US. Children and Youth Services Review, 86, 128-134.

Fink, A. (2018). Bigger data, less wisdom: The need for more inclusive collective intelligence in social service provision. AI & Society, 33, 61-70.

Haight, W., Waubanascum, C., Glesener, D. , & Marsalis, S. (2018). A scoping study of Indigenous child welfare: The long emergency and preparations for the next seven generations. Children and Youth Services Review, 93, 397-410.

Jenson, J. M., Veeh, C., Anyon, Y., St. Mary, J., Calhoun, M. , Tejada, J., & Lechuga-Peña, S. (2018). Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods: A quasi-experimental study. Children and Youth Services Review, 88, 211-217.

Kiesel, L., DeZelar, S. & Lightfoot, E. (2018). Challenges, barriers and opportunities: Social workers with disabilities and experiences in field education. Journal of Social Work Education. 54(4), 696-708.

Lee, H. Y., Choi, Y. J., Yoon, Y. J. , & Oh, J. (2018). HPV literacy: The role of English proficiency in Korean American immigrant women. Clinical Journal of Oncology Nursing, 22(3), E64–E70.

Lightfoot, E. & LaLiberte, T. & Cho, M. (2018). Parental supports for parents with disabilities: The role of informal supports.Child Welfare, 96(4), 89-110.

Merighi, J. R., Zheng, M. , & Browne, T. (2018). Nephrology social workers' caseloads and hourly wages in 2014 and 2017: Findings from the National Kidney Foundation Council of Nephrology Social Workers Professional Practice Survey. Journal of Nephrology Social Work, 42(1), 31−59.

St. Mary, J., Calhoun, M. , Tejada, J., & Jenson, J. M. (2018). Perceptions of academic achievement and educational opportunities among Black and African American youth. Child and Adolescent Social Work Journal, 35(5), 499-509.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). “Basically, I look at it like combat”: Reflections on moral injury by parents involved with child protection services. Children and Youth Services Review, 82, 477-489.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). Everyday coping with moral injury: The perspectives of professionals and parents involved with child protection services. Children and Youth Services Review, 82, 108-121.

Haight, W., Sugrue, E., Calhoun, M. (2017). Moral injury among child protection professionals: Implications for the ethical treatment and retention of workers. Children and Youth Services Review, 82, 27-41.

Hewitt, A., Stancliffe, R., Hall-Lande, J., Nord, D., Pettingell, S., Hamre, K. , Hallas-Muchow L. (2017). Characteristics of adults with Autism Spectrum Disorder who use residential services and supports through adult developmental disability services in the United States. Research in Autism Spectrum Disorders.

Horn, T. L. , Piescher, K., Shannon, P. J., Hong, S., & Benton, A. (2017). Experiences of Somali and Oromo youth in the child protection system. Children and Youth Services Review.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2017). East Asian and U.S. educators' reflections on how stigmatization affects their relationships with parents whose children have disabilities: Challenges and solutions. Children and Youth Services Review, 73, 128-144.

Khuu, B. P. , Lee, H. Y. (2017). Health literacy and associated factors among Hmong American immigrants. Journal of Community Health, 1-8.

Kim, Y.S., Lee, H.Y., Lee, M.H., Simms, T. , & Park, B.H., (2017). Mental health literacy in Korean older adults: A cross-sectional survey. Journal of Psychiatric and Mental Health Nursing. doi: 10.1111/jpm.12395

Lightfoot, E. & LaLiberte, T. & Cho, M. (2017). A case record review of termination of parental rights cases involving parents with a disability. Children and Youth Services Review, 79, 399-407.

Sugrue, E. & Lightfoot, E. (2017). Preschool Policymaking by Stealth: Application of an Alternative Framework for the Policy Process. Journal of Policy Practice. DOI: 10.1080/15588742.2016.1266982

Carlson, J., Nguyen, H. , and Reinardy, J. (2016). Social justice and the capabilities approach: Seeking a global print for EPAS. Journal of Social Work Education, 52, Issue 3.

Haight, W., Bidwell, L., Choi, W. S., & Cho, M. (2016). An evaluation of the Crossover Youth Practice Model (CYPM): Recidivism outcomes for maltreated youth involved in the juvenile justice system. Children and Youth Services Review, 65, 78-85.

Haight, W., Kayama, M., Ku, M. L., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 1: Defining the problem in cultural context. Children and Youth Services Review, 70, 214-228.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2016). A scoping study of moral injury: Identifying directions for social work research. Child and Youth Services Review, 70, 190-200.

Hoffman, S. J., Robertson, C. L., Shannon, P. J., Cook, T.L. , Letts, J., & Mathiason, M. A. (2016). Physical Correlates of Torture Exposure in Karen Refugees. Journal of Loss and Trauma, 1-15.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 2: Solutions. Children and Youth Services Review, 70, 403-418.

Khuu, B. P. , Lee, H.Y., Zhou, A.Q., Shin, J. & Lee, R.M., (2016) Healthcare providers’ perspectives on parental health literacy and child health outcomes among Southeast Asian American immigrants and refugees, Children and Youth Services Review, 67 (2016) 220–229. doi: 10.1016/j.childyouth.2016.06.006

Lightfoot, E., Blevins, J. , Lum, T. & Dube, A. (2016). Cultural health assets of Somali and Oromo immigrants in the United States: Findings from a community-based participatory research project. Journal of Health Care for the Poor and Underserved, 27(1), 252-260.

Lightfoot, E. & DeZelar, S. (2016). The experiences and outcomes of children in foster care who were removed because of a parental disability. Children and Youth Services Review, 62, 22–28.

Lightfoot, E., Nienow, M., Moua, K., Colburn, G. , & Petri, A. (2016). Insights on professional identification and licensure from community practice social workers. Journal of Community Practice, 24 (2), 123-146. http://dx.doi.org/10.1080/10705422.2016.1165328

McCleary, J., Shannon, P. J., Cook, T. (2016) Connecting refugees to substance use treatment: A qualitative study. Social Work and Public Health, 31(1), 1-. 10.1080/19371918.2015.1087906.

Shannon, P.J., Vinson, G.A., Cook, T.L. , Lennon, E. (2016). Characteristics of successful and unsuccessful mental health referrals of refugees. Administration and Policy in Mental Health and Mental Health Services Research, 43(4), 555-568. doi:10.1007/s10488-015-0639-8

Simms, T. (2016). Statutory compensation for the wrongly imprisoned. Social Work, 61, 155-162. doi: 10.1093/sw/sww003

Yang, H., Yoon, Y. J. , Jeong, B., & Emery, C. R. (2016). The effects of parental abuse and aggression on mobile phone dependency: Focused on the moderated mediation effect of youth activity. Youth Facilities and Environment, 14(2), 5–15.

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PhD in Social Work

Baylor's Social Work PhD program is designed to develop  leaders  and  educators  who can lead visionary social work education or service programs and conduct original research addressing the complex social issues of our world. The program provides a distinctive focus on the  integration of religion and faith  with the ethics, values and practices of the social work profession.

Click the yellow Apply Now but at right to begin your application.

Baylor University is an NC-SARA approved institution.

What can you do with a PhD in Social Work?

Graduates from the social work PhD program are uniquely prepared to: • Serve in academic research and teaching posts in social work programs • Provide leadership in government and private agency contexts around the world

Program Format

Baylor's online PhD in social work is primarily taught in a synchronous video classroom that utilizes high-definition technology to connect students and the instructor in real-time. Classes are conducted much as they would be on campus, except the students are able to participate from anywhere in the world.

Learn more about the Program of Study . 

Program Requirements

Admission to the PhD program is a highly selective process. The admissions committee selects up to seven students every other year that have:

• Clear interest in developing theory, policy, and research skills in a substantive area relevant to the field of social work
• A superior academic record in all previous work
• The maturity, intellectual ability, and readiness for doctoral study

Explore admissions requirements at how to apply .

What was your first impression of the Garland School of Social Work?

Online  - the information is clear and robust. The chairs were easy to communicate with and faculty was available to answer any questions. In person  - I cannot give enough positive feedback about my experience at the Garland School of Social Work. The staff and faculty were warm, interested, and invested in us individually and as a cohort from the moment we walked in. I felt known. I felt spurred on in my research interests. I felt heard by every person I encountered. I left feeling connected to my educational goals, the university, the school of social work, my cohort, and the faculty. —Dr. Brianna Garrison, PhD '21

• Diana R. Garland School of Social Work

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PhD in Social Work and Social Welfare

Joint phd in social work and social science.

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Social work phd programs.

The University of Michigan School of Social Work offers two distinct doctoral program options to meet the educational and training needs of emerging social work scholars.

The School of Social Work is thrilled to announce a new addition to our doctoral program. The PhD in Social Work and Social Welfare is designed for students who already have their Master of Social Work (MSW) degree and are looking for a career focused on social justice, equity, and rigorous research. The PhD in Social Work and Social Welfare provides a transdisciplinary approach to identifying and studying societal problems for the purpose of proposing and developing solutions.  The focus on societal interventions and solving problems is core to the new PhD in Social Work and Social Welfare at the University of Michigan.

The School of Social Work offers the only Joint PhD program in Social Work and Social Science in the United States. The Joint PhD program in Social Work and Social Science has a long and illustrious history of trailblazing and producing extraordinary scholars. The Joint PhD program pairs education and training in social work with disciplinary training in anthropology, psychology, or sociology.  Joint PhD students become deep disciplinary experts who use the knowledge and skills of both their fields to examine societal problems through transdisciplinary research. 

Students in both the PhD in Social Work and the Joint Program will take some core coursework together, further increasing the diversity of knowledge and perspectives of our PhD students.

What Program is Right for You?

Phd in social work and social welfare, joint phd program in social work and social science.

Faculty with rigorous, diverse research areas that span key domains of social work practice and policy including children and families, health and mental health, educational, economic, and racial, and health disparities, and power, privilege, and oppression.

Top-ranked faculty in social work, anthropology, psychology, and sociology who carry out research across a wide array of domains to create a robust transdisciplinary culture for understanding and addressing serious worldwide problems.

Curriculum includes social work theory, methods, and statistical analysis courses, as well as specialized electives focused on services, intervention, and social change.

Curriculum includes theory, methods, and statistical analysis courses in one of three social sciences (anthropology, psychology or sociology).

The PhD Program in Social Work and Social Welfare provides all incoming doctoral students with a multi-year funding package that includes tuition, stipends, and health care during the school year and summers.

The Joint Program in Social Work and Social Science provides all incoming doctoral students with a multi-year funding package that includes tuition, stipends, and health care during the school year and summers.

Two semesters of teaching in the school of social work.

Two semesters in social work and four semesters in the selected social science.

Approximately 4 to 5 years.

Approximately 6 to 7 years.

Develop social work scholars and educators who are prepared for careers in academic, research, and policy settings.

Develop scholars and educators who are prepared for careers in academic, research, and policy settings in either social work or in their social science of choice.

Ready to Move Forward?

Contact our PhD office to learn more about our PhD program and application process.

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• Joint PhD Program »

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PhD Office 1080 South University Room B660 Ann Arbor, MI 48109-1106

Phone: (734) 763-5768 Email: [email protected]

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University of Michigan School of Social Work 1080 South University Avenue Ann Arbor, MI 48109-1106

• Faculty, Staff & PhD Directory » Building Hours & Maps

Doctor of Philosophy

NYU Silver School of Social Work’s PhD program prepares students to become leading researchers and educators in the promotion of social justice and the health and well-being of marginalized communities nationally and globally.

Our intensive doctoral training competitively positions graduates for top-tier academic and research opportunities—such as faculty positions at leading research universities—cultivating the next wave of independent investigators, scholars, and social work leaders. Building on Silver’s nationally recognized strength in intervention and implementation research and our focus on addressing inequities, the PhD program prepares students to make their own unique contributions to the field of social welfare. 

Our rigorous coursework educates students in classic and contemporary theory, cutting-edge quantitative, qualitative and mixed methodologies, and specialized learning in their substantive areas. The opportunity to take electives within the larger university allows students to explore further their areas and methodologies in an interdisciplinary classroom. NYU Silver also prepares students to be educators through training, including in anti-racist pedagogies, and hands-on experience teaching BSW and MSW level courses.

At the heart of our program is the mentored research practicum offering students the opportunity to put their learning into practice. NYU Silver PhD students are paired from day one with a research mentor as part of our  personalized mentoring program , helping them develop competencies in core research, scholarship, and teaching areas.  NYU Silver  Faculty  are renowned for their expertise in several key research areas, including racial and social justice, behavioral health services, child welfare, and aging. Being part of a large Global Network University and located in the diverse and dynamic city of New York, NYU Silver offers an unparalleled environment for the study of areas critical to local, national and global well-being. 

In fact, PhD Program Director Dr.  Rohini Pahwa was recently awarded a  five-year, $3.1 million grant from the National Institute of Mental Health  to gain insight into the factors that influence the social networks and and mental health services use of Black and Latinx people with serious mental illnesses. 

Associate Professor of Social Work and PhD Program Director

“I chose NYU Silver for my PhD . . .

because of the program’s emphasis on preparing students to become leading researchers and educators in the health and well-being of marginalized communities and in the promotion of social justice.”

Sabrina Cluesman, PhD candidate and recipient of a NIDA Ruth L. Kirschstein National Research Service Award (F31)

In an Emerati Women’s Day video from the United Arab Emirates (UAE) Embassy in Washington, DC, PhD student  Layla Al Neyadi  discusses her inspiration to seek her degree at NYU Silver and her aspiration to improve mental health policy and services for her fellow Emiratis:

Please email the doctoral program office or call (212) 998-5941 for additional information.

Knowledge and expertise to change the world

Focused on intensive, community-engaged research, IU’s social work doctoral program prepares graduates for success as scholars, educators, policymakers and advocates. A flexible degree program allows students to enroll in part-time or full-time study. Support from faculty and peers, coupled with competitive financial award packages, makes IU School of Social Work the ideal place to learn, achieve, and contribute.

Welcome to the Doctor of Philosophy program #

The development of leadership in social work is at the core of the Doctoral program at Indiana University School of Social Work. Advanced research and scholarship are woven through a comprehensive program to prepare students for leading roles in areas such as social work education, social welfare, policy analysis and development, administration, social work practice, and advocacy.

The PhD program is built around a flexible interdisciplinary model which includes a carefully integrated series of didactic and experiential learning opportunities.

And, while solidly grounded in the profession of social work, doctoral students may take advantage of the rich learning experiences available in other disciplines throughout the university.

The PhD program develops community-engaged interprofessional leaders, scholars, and educators within an inclusive and supportive environment. Students receive rigorous training and mentorship in diverse theoretical and philosophical perspectives and research methods that promote equity and social justice locally, nationally, and internationally.

The PhD program is nationally and internationally recognized for developing community-engaged, interprofessional scholars and leaders with diverse theoretical and methodological expertise equipped to advance equity and social justice.

Career Possibilities #

Our Ph.D. program prepares students for leading roles in areas such as social work education, social welfare, policy analysis and development, administration, social work practice, and advocacy. While our program stresses research, many of our students continue to practice or teach as well.

• Doctoral graduates in social work are very much in demand for teaching in many of the almost 500 BSW and MSW programs in the country.
• Graduates often continue to pursue professional funded research in a variety settings.
• Consultation is also an area where our graduates thrive!

The PhD Program at Indiana University has more than prepared me for a career of scholarship, research, and leadership in the social work profession. The collegiality of faculty members and fellow students truly enriched my experience. Not only did I earn a degree, but I built relationships for the future.

Matt Moore , PhD Indiana School of School Work

Explore more #

"url(#clip0_20_18)"> Stay up to date with the latest announcements, news and information, or find out what’s happening around campus at each location and online.

• Explore PhD related events
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PhD Program

Join the next generation of social work leaders and scholars..

Welcome to admissions for the PhD in Social Work program in Social Work at Boston University! Building upon BU School of Social Work’s robust commitment to social justice  and empowerment of historically marginalized populations, our doctoral program provides training in the theory, research methods, and values of the social work profession necessary to solve urgent human and societal problems.

Our students’ work  reflects the interdisciplinary nature of our program and individualized course of study. Interested in learning more? Explore our curriculum  and funding package . Ready to apply? Read about the admissions process , familiarize yourself with the deadline , then start your online application !

The application period for Fall 2025 entry to the PhD in Social Work program is open now!

START YOUR APPLICATION

For further information about the PhD program, request information below or contact Lyndsey Browning, Program Coordinator of the PhD Program in Social Work, at [email protected] .

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PhD in Social Work

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A Doctoral Degree for Social Change Agents

The Graduate School of Social Work is home to one of the nation’s oldest social work PhD programs, but nothing about it is old-fashioned. We see ourselves as more than social work researchers; we're social justice scholars, educators and policy experts whose work responds to today's most pressing community needs.

There’s never been a better time to embark on a PhD in social work. Social work job opportunities in academia are plentiful, and given the social challenges of the 21st century — challenges such as the growing wealth and achievement gap in the U.S. and the impacts of climate change on vulnerable populations worldwide — the need for social work research and scholarship is greater than ever.

• Request Information about the PhD in Social Work
• Sign Up for a PhD Information Session

6 Cohort size

4-5 years to complete the program, 14% projected job growth for postsecondary social work educators, financial aid.

Most students are admitted to our PhD program with a competitive funding package that typically provides four years of financial support.

Years 1 & 2 

In the first two years, PhD students receive a graduate assistantship, which includes a living stipend, 100 percent tuition waiver and a health care subsidy. PhD students will also receive a Graduate Assistantship which includes a 9-month base salary in exchange for work with a GSSW faculty member on research activities.

Students receive a pre-dissertation fellowship, which includes a living stipend. (A tuition waiver is no longer necessary because all classes are completed during the first two years of the program.)

Students receive a dissertation fellowship, which includes a living stipend. We also support students in seeking adjunct teaching roles, research assistant roles on funded faculty projects, and external fellowships. 

Offered on our campus in Denver, Colorado, the PhD program is geared toward those who already have an MSW or a master’s degree in a related field and who want to work as a faculty member or researcher in an academic setting. From team-based mentorship to an emphasis on training excellent teachers, several features make our program stand apart:

An Emphasis on Teaching

One of the best predictors of success in doctoral programs is the strength of the relationship between students and their faculty mentors. The GSSW faculty is passionate about doctoral education, works collaboratively with students to help them succeed in their job search, has strong national networks within the discipline, and supports students in becoming excellent social work scholars.

Whether it is partnerships between faculty and doctoral students, among doctoral students, or with community partners, most GSSW research involves collaboration. When students share common research interests, they work with faculty as teams that support incoming students with multiple mentors, provide opportunities for more advanced students to mentor, and enhance the productivity of doctoral students and faculty.

Although most programs provide a solid foundation in research methodology and statistics, the focus on theory and the philosophy of science can vary significantly. Because we are committed to developing scholars who are solidly grounded in theory, students are required to take a philosophy of science course along with courses in social work theory and theory in their substantive area.

Across our academic programs, you’ll find a deep commitment to scholarship that is centered in issues of social justice. We educate students to understand practice, teaching and research in the context of social justice.

Most of our faculty members are involved in community-based research, and we have an extensive network of community-based partners — from large health care systems to social service providers to schools and community organizers — that co-create much of our research.

Not all doctoral programs emphasize producing graduates who are excellent teachers, as well as excellent researchers. We require a course on pedagogy and a teaching practicum. GSSW also has a number of faculty members who conduct research on evidence-based teaching and pedagogy.

Unlike most doctoral programs, we provide training in a broad array of research methodologies. You will learn and practice quantitative, qualitative and mixed-methods research designs as well as analytic techniques. This variety will allow you to select the best research methods for the questions you’re pursuing in your independent research.

Important Links

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Recent Doctoral Student Research

Improving End-of-Life Care

Serving the Community

Moral Injury in Social Work

“I wanted to find an opportunity where I could pair that passion for social justice with learning how to sharpen my research skills.”  Stephanie Begun, PhD ’17, Assistant Professor, University of Toronto

GSSW researchers are doing a world of good. Want to know more?

GSSW Research Projects

Featured Courses

Advanced social welfare policy analysis.

Applies analytical techniques to development of social welfare policy stressing the ability to formulate a policy hypothesis (i.e., a statement, in testable form, of a basic premise undergirding a policy position) and to reach conclusions based on analysis of empirical evidence related to the policy hypothesis. This course is for SOWK PhD students only.

Seminar in Professional Social Work Issues

Examines the dilemmas and challenges confronting the social work profession and social work education. Examines the nature of professional education, the nature of the profession itself and the forces internal and external to the profession that have an impact upon practice and education. Required.

Jennifer Greenfield

Associate professor & associate dean for doctoral education.

Passionate about educating future social work researchers, Greenfield mentors all doctoral students when they first begin the program and throughout their time at GSSW. Her student-focused approach places students’ individual goals at the center of their learning plans and gradually moves them from learning specific tasks to becoming independent scholars. “At GSSW, our scholars-in-training identify how their strengths can align with programs of scholarship that will maximize their impact in the world,” she says.

Career Opportunities

Do you want to train the next generation of social workers and create solutions to pressing social problems? Unlike most other disciplines, the job outlook for social work faculty positions is robust. As the demand for master’s-level social workers continues to increase, so does the demand for new educators to train them at a time when nearly 25 percent of U.S. social work faculty members are nearing retirement.

Most of our PhD graduates pursue careers as social work faculty members or researchers in university settings. Approximately 25 percent of our graduates work in other settings, such as nonprofit organizations and policy think tanks where they can put their research training to work.

Where our PhD Graduates Work

The GSSW PhD program prepared our graduates for teaching positions at Universities across the U.S.

• Amber McDonald : University of Colorado Anschutz (Denver)
• Amy Lopez : University of Colorado Anschutz (Denver)
• Angela Lavery : West Chester University (West Chester, PA)
• Ann Obermann : Metropolitan State University (Denver)
• Antonia Alvarez: Portland State University
• Ashley Daftery (Hanna) : University of Nevada at Reno
• Ashley O'Connor : University of Alaska at Anchorage
• Brittanie Atteberry-Ash : University of Texas at Arlington
• Ceema Samimi : University of Minnesota (Minneapolis)
• Chris Knoepke : University of Colorado Anschutz (Denver)
• Christopher Veeh : University of Iowa (Iowa City)
• Darren Whitfield : University of Maryland
• Dawn Matera : Metropolitan State University (Denver)
• Erin Boyce : Metropolitan State University (Denver)
• Heather Kennedy : Colorado School of Public Health (Denver)
• Jamie Yoder : Colorado State University (Ft. Collins)
• Jennifer Boeckel : Walden University (Minneapolis)
• Jennifer Dickman Portz : Ohio State University (Columbus)
• Jennifer Middleton : University of Louisville
• Jessica Sparks : Tufts University (Boston)
• Jessica Yang : Winthrop University (Rock Hill, SC)
• Jon Phillips : University of Connecticut (Storrs Center, CT)
• Jonah DeChants : Colorado State University (Ft. Collins)
• Jordan Farrar: Boston College
• Katie Massey Combs : University of Colorado at Boulder
• Kristie Seelman : Georgia State University (Atlanta)
• Laurie Walker : University of Montana (Missoula)
• Lin Jiang : University of Texas Rio Grande Valley (Edinburg, TX)
• Lisa Langenderfer-Magruder : Florida State University (Tallahassee)
• Mark Plassmeyer : University of Arkansas (Fayetteville, AR)
• Samantha Brown : Colorado State University (Ft. Collins)
• Sarah Nickels: Colorado Department of Public Health & Environment (Denver)
• Shandra Forrest-Bank : University of Tennessee (Knoxville)
• Shanna Kattari : University of Michigan (Ann Arbor)
• Shelby McDonald: Rutgers (Newark)
• Stephanie Begun : University of Toronto
• Stephanie Lechuga Peña : Arizona State University (Phoenix)
• Susanne Klawetter : Portland State University

Living at GSSW

An inclusive environment.

Ours is an environment where every voice matters and a culture that welcomes and embraces the rich diversity of our extended community. We stand in solidarity with immigrants, religious groups, people of color, indigenous communities, people with disabilities, survivors of sexual violence, members of the LGBTQIA community, and all other communities whose civil rights have been threatened and/or violated. As a school dedicated to the development of future social workers who will embody and represent the values and ethics of social justice, we commit ourselves to understanding our place in the larger context of institutional injustice.

• Diversity and Inclusion at GSSW
• Diversity at DU

The Denver Difference

The University of Denver campus is just a short train or bus ride from downtown Denver (all University of Denver students get a free pass!), a city that U.S. News & World Report has named one of the nation’s best places to live. Craft beer, food trucks and art crawls are plentiful, as are urban and mountain parks and recreation opportunities. Denver also is home to a thriving, engaged community of social justice activists. And as one of the nation’s fastest-growing cities with several major universities nearby, Denver has no shortage of job opportunities.

• Campus Life
• City of Denver

"I’ve had colleagues in other PhD programs in social work across the nation who were not as well prepared as I have been in this program. The school really sets you up for a great experience. It’s very supportive but also extremely rigorous." Ann Obermann, PhD ’17, Assistant Professor, Metropolitan State University of Denver

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PhD Program in Social Welfare

The UW School of Social Work doctoral program stands out among advanced social welfare programs by offering an array of academic resources available at one of the nation’s premier research universities. Transdisciplinary opportunities and faculty mentorship enrich the learning experience and help to shape a viable career path in social justice teaching, research or public service. It’s one of the key reasons our graduates find work in highly regarded social work programs throughout the country.

Is a doctoral education in your future? Find answers to some of your questions at FAQ About the PhD Program .

For more information about the application process, refer to Apply to PhD .

About the PhD Program

About the program

PhD Degree Requirements

Doctorate in Social Work Degrees: Search the Best DSW Programs for You

Are you a licensed social worker interested in advancing your career in administration, policy advocacy, advanced clinical practice, or college-level teaching? Earning a doctorate in social work may be the right move for you.

Explore these rankings to help you choose the right Ph.D. or DSW program for your personal and professional needs. Our degree guide explains what to look for when comparing different doctoral programs in social work, and what you can do with your degree after graduation.

Key Factors for Selecting a Doctorate in Social Work Program

What should you look for when choosing the best Ph.D. or DSW program for you? Before enrolling in any program, investigate several options, noting the program’s academic reputation, curriculum requirements and available specializations, and faculty areas of expertise.

Accreditation

Consider social work programs offered by schools with regional accreditation from an agency recognized by the U.S. Department of Education. While the Council on Social Work Education (CSWE) currently only accredits BSW and MSW programs, the CSWE’s Commission on Accreditation has begun a DSW pilot accreditation program.

Specializations

If you want to work in a particular area of social work, look for DSW or Ph.D. programs that offer specializations or concentration paths that align with your interests and career goals.

Faculty Research Areas

The best colleges and universities hire faculty with strong research reputations who bring their expertise into the classroom. When comparing doctoral programs, check out faculty profiles to find out about their research interests and publications.

Featured Online Social Work Degrees

The best doctorate in social work programs.

Our rankings of the best schools for doctoral degrees make it easier for you to see how one program differs from another. You can compare curriculum, learning formats, costs, and other factors that matter most to you.

We use a data-driven methodology to determine the best bachelor’s in social work programs based on four primary factors: academic quality, overall cost, reputation, and accessibility.

University of California-Los Angeles

For over a century, the University of California-Los Angeles has garnered a reputation for academic excellence. UCLA boasts 16 Nobel Laureates, 15 MacArthur Fellows, 11 National Medal of Science winners, and two Pulitzer Prize winners among its faculty.

The Ph.D. in social welfare, offered by the Luskin School of Public Affairs, integrates personalized instruction and applied research with an interdisciplinary focus. Coursework includes nursing, public health, psychology, and sociology. Most applicants hold an MSW degree, but the program accepts students with a master’s in related fields, such as public policy or sociology.

Full-time students enroll in 12 units each quarter, completing two years of coursework prior to their dissertation research. Students can complete the program in four years.

University of North Carolina at Chapel Hill

Established in 1795, the University of North Carolina at Chapel Hill is the oldest public university in the nation. The university enrolls over 35,000 students in 95 bachelor’s, 104 master’s, and 65 doctoral degrees.

The Ph.D. in social work, organized around the theme of social intervention, comprises nine core courses, a professional development seminar, a teaching seminar/practicum, a dissertation seminar, and additional electives. Students must complete 45 credits prior to beginning their doctoral dissertation.

Applicants for the doctorate in social work need an MSW from a program accredited by the Council on Social Work Education and two years of work experience in human services. A master’s in a related field may also be considered.

University of California-Berkeley

One of the most prestigious public universities in the nation, the University of California-Berkeley , offers over 10,000 undergraduate and graduate courses through over 300 degree programs.

Berkeley’s top-ranked Ph.D. in social welfare admits students who have completed a master’s in social work or social welfare, or a comparable degree in a related field. The doctorate takes a minimum of three years to complete, including two years of full-time coursework and one year for the dissertation.

The social welfare Ph.D. provides doctoral students with a generous financial package that includes tuition, health insurance, and an allowance for living expenses, funded jointly through fellowships and salary as a graduate student instructor or researcher.

Florida State University

Based in Florida’s capital city of Tallahassee, Florida State University administers close to 300 undergraduate, graduate, and professional programs, including a doctorate in social work.

FSU’s Ph.D. in social work emphasizes hands-on training in research and teaching. The curriculum comprises core methods and theory courses, specialized social work research methods courses, statistics courses, and cognates taken outside of the social work department related to the student’s areas of interest. Students typically complete the program in 4-5 years.

Admission requirements include an MSW from a program accredited by the Council on Social Work Education, a minimum 3.0 GPA, and GRE scores taken within the previous five years.

University of Chicago

The University of Chicago in Hyde Park ranks among the top U.S. and global research institutions. The Crown Family School, one of the nation’s first schools of social work, has played a seminal role defining the profession.

The Ph.D. in social work requires a minimum of 15 courses, including one on the history of social work, five on statistics and research methods, and nine additional courses that include three taken in other departments. Students take 4-5 years to complete their degree.

Admission to the Ph.D. program is highly selective. Of the approximately 100 applications received annually, the program admits only eight students. Enrollees receive a substantial financial aid package that includes a stipend, health insurance, tuition, and fees.

University of Georgia

Established over 235 years ago in Athens, Georgia, the University of Georgia is the state’s oldest institution of higher education.

The 60-credit Ph.D. in social work provides students with an interdisciplinary curriculum and certificate opportunities in gerontology, women’s studies, qualitative studies, quantitative methods, and nonprofit management and leadership. The program supports students with four years of financial assistance through teaching and research assistantships.

The Ph.D. program admits MSW-holders who have at least two years of post-MSW professional experience, an overall 3.0 undergraduate GPA, and a 3.5 MSW GPA. Applicants must submit GRE scores from within the last five years.

University of Washington-Seattle Campus

Consistently ranked among the top U.S. public universities, the University of Washington-Seattle Campus receives more federal research funding than any other public university. The campus hosts a student population of close to 30,000.

The Ph.D. in social welfare focuses on prevention/intervention research that addresses topics in health/mental health, promotion and disparities, aging, child and adolescent services, family-based practice, interpersonal violence, substance abuse, income distribution, and issues related to gender, communities of color and other underrepresented groups. An optional statistics track provides students with advanced quantitative training relevant to their areas of specialization.

The program offers four years of financial support, including teaching or research assistantships or fellowships, tuition, and health benefits.

The University of Texas at Austin

Established in 1883, the University of Texas at Austin has grown into a leading research university. As the main campus for the University of Texas system, UT Austin supports 52,000 students and 3,000 teaching faculty across 18 colleges and schools.

The Ph.D. in social work offers an interdisciplinary approach to the field with an emphasis on advanced research methodology and statistics. Minimum requirements for admission include an MSW from a Council on Social Work Education-accredited or related field and extensive experience in human services. Applicants must have a 3.0 GPA or above in upper-division undergraduate courses and in any completed graduate work.

University of South Florida

A relatively young university founded in 1956, Tampa Bay’s University of South Florida enrolls over 50,000 students across 13 colleges.

Based in the College of Behavioral and Community Sciences, the Ph.D. in social work emphasizes five topic areas that reflect the strengths of the college and the forecasted direction of the profession. These five areas cover societal change and innovation, global issues, health, behavioral health, and leadership and business.

Admission is typically limited to individuals who hold an MSW from a Council on Social Work Education-accredited program or international equivalent, with an overall 3.5 GPA. Applicants without an MSW may be considered on a case-by-case basis.

Florida International University

Florida International University is a public research university in Miami, offering bachelor’s, master’s, and doctoral degrees to over 56,000 students. The university emphasizes research as a major component in its mission.

The Ph.D. in social welfare boasts one of the fastest completion rates and highest retention rates among U.S. social work doctoral programs. Students typically complete the program in as little as three years.

Admission to the program is selective. Requirements include an MSW from a Council on Social Work Education-accredited school of social work or a master’s in a closely related field, at least a 3.0 undergraduate GPA and a 3.5 graduate GPA, and GRE scores. Preference is given to applicants with prior social work experience.

Advantages of Earning a Doctorate in Social Work

If you are already working as a licensed social worker, you may wonder why you should invest the time and money into earning a doctorate in social work. Today, the need for highly trained social workers in advanced practice and leadership roles has never been greater, and earning a Ph.D. or DSW comes with many advantages.

Salary Potential

A doctoral degree expands your career opportunities in administrative roles, with salaries significantly higher than master’s-level positions. According to a report from the National Association of Social Workers , DSWs earn $20-$25,000 more than MSWs.

Opportunities in Academia

The increased enrollment in social work programs has resulted in the need for more social work educators to train the next generation of professionals. Most college-level teaching positions in social work require a doctorate. Postsecondary social work teachers employed at colleges, universities, or professional schools earn an annual average salary of over $78,000 a year.

Increased Credibility

As the most advanced practice-focused degree in the field, a doctorate provides you with a high level of expertise and the credibility to address complex social work issues, formulate social policy, and bring about social change. A doctorate in social work establishes you as a “thought leader” and critical thinker with the insight and skills to make significant contributions to the field.

How to Apply to a Doctorate in Social Work Program

Required application materials for DSW or Ph.D. programs vary by institution. Most often, schools request official transcripts, 2-3 letters of recommendation from teachers and supervisors, and a current resume. Be prepared to submit a personal essay outlining why you are seeking the degree, what you hope to accomplish with it, and why you have chosen to apply to this program.

Admission requirements also vary by program. In general, applicants must hold a master’s in social work from a CSWE-accredited program and at least two years of post-MSW practice experience. Some programs may admit individuals who have earned a graduate degree in a related field, such as counseling or psychology.

The best DSW programs look for candidates with strong undergraduate academic records, requiring a minimum 3.0 GPA. A growing number of programs no longer require GRE scores for admission.

What Can I Do with a Doctorate Degree in Social Work?

A doctorate provides a respected credential to advance in clinical practice and to move into leadership positions. Doctorate-level graduates find employment in social service agencies, educational organizations, nonprofits, and governmental agencies. This degree can prepare graduates to take on administrative and managerial roles at the macro level; developing and implementing organizational policy; and supervising, teaching, and guiding clinical practitioners.

Employment prospects in social work remain strong. The U.S. Bureau of Labor Statistics (BLS) projects a 9% increase in social work positions between 2021 and 2031, exceeding the national average for all occupations.

When considering whether to pursue a DSW, keep in mind that educational attainment impacts salaries in almost all professions. According to a 2021 BLS report , doctoral degree-holders make $400 a week more than individuals with only a bachelor’s degree. Social workers with a DSW can expect to earn the highest salaries in the field.

Your Next Career Path: Is a Doctorate in Social Work Right for Me?

Earning a DSW or Ph.D. in social work can lead to significant professional advancement, but keep in mind that the expanded career opportunities and higher salaries also come with increased responsibilities. When choosing a DSW program, evaluate how the curriculum can help you acquire the skills needed to achieve your professional goals.

Does the program offer specializations and electives that reflect your interests? Does it prepare you to move into a leadership role in your organization or conduct research that informs policy change? Will you get the training needed to teach, supervise, and mentor the next generation of social work practitioners?

Besides the academic preparation you receive in a doctoral program, you must develop the needed “soft skills” to take on these new roles and obligations, such as perseverance, perceptiveness, and listening skills.

Frequently Asked Questions About Doctorate in Social Work Programs

What is the difference between a dsw and phd.

The DSW focuses on advanced training for clinical practice, leadership, and applied research for policy advocacy and professional practice. The Ph.D. emphasizes theoretical and methodological perspectives and research to build knowledge in the field.

How long does it take to get a DSW?

Earning your doctorate in social work takes 3-5 years, depending on whether you enroll full or part time. Some programs offer accelerated two-year options.

Can you complete DSW or Ph.D. in social work online?

Yes, though students enrolled in an online DSW or Ph.D. will need to attend local fieldwork. See our roundup of online Ph.D. in social work programs to learn more.

Where do DSW graduates work?

DSW graduates pursue careers as social work administrators, community or social service managers, policy analysts, educators, and nonprofit directors. They work in a variety of settings, including social service agencies, healthcare facilities, schools, and government offices.

Note: The ranking list and school descriptions on this page were created and reviewed independently by our Rankings Team.

Take the next step toward your future in social work.

Explore schools offering programs and courses tailored to your interests, and start your learning journey today.

School of Social Work

Ph.d. in social work.

The Ph.D. Program in social work is research oriented and interdisciplinary in nature.

The Ph.D. Program in social work is research-oriented and interdisciplinary in nature. It prepares graduates for leadership positions as academicians and researchers, educators, policymakers, and senior-level administrators. Our program provides a focused and highly personalized student learning process with a knowledgeable and caring faculty. Students are challenged to grow as scholars and encouraged to use their experience as social workers to be exceptional in their scientific inquiry and examination. 

The goal of the Howard University School of Social Work doctoral program is to prepare doctoral graduates for research, the professoriate, and leadership in global and local communities. Graduates are expected to become architects of liberating structures in culturally diverse families and communities. We are dedicated to the pursuit of knowledge through discovery, research, partnerships, innovative process, and other scholarly educational endeavors of the faculty, staff, students, and alumni. Graduates are expected to become architects of liberating structures in culturally diverse families and communities.  

The Black Perspective, the guiding philosophy of the School of Social Work, emphasizes training doctoral scholars to be sensitive to the development of knowledge for social work practice. The Black Perspective is used to guide the formulation and application of research that is responsive to oppressive and discriminatory systems experienced by African Americans and other groups. Additionally, the Black Perspective calls for sensitivity to the experiences of all oppressed and underserved groups and embraces an international dimension with special emphasis on Africa and the Caribbean.  

General Admission Requirements

Applicants will be evaluated holistically: GPA, letters of recommendation, statement of academic interests and professional goals, and an autobiographical statement that foregrounds your research interests. Interviews via Zoom may also be required. 

Students should consult the Howard University Graduate School  (HUGS)  for other requirements not indicated in this document. Official information for admissions requirements can be found  here.   

A completed application should include the following: 

• Master of Social Work (MSW) degree 
• A minimum Graduate GPA of 3.0
• Preferred two years of post-MSW social work experience
• Official transcripts from all undergraduate and graduate programs attended. 
• Test of English as a Foreign Language (TOEFL) score for international students. 
• Current curriculum vitae of your education, professional experiences, scholarly writings/presentations, and community services. 
• Three (3) written letters of recommendation of which at least one graduate professor and one professional supervisor. 
• Essay reflecting (a) your philosophy of social welfare/social work; (b) personal, professional, and educational goals; and (c) research interest. Please include information on how you intend to relate your professional and educational experiences to your future goals, and how you think this program will assist you (3 to 5 double-spaced typewritten pages). 
• Your plans for financial support, as well as how you plan to finance your education. There are a limited amount of funds available through the Graduate School.   
• Please adhere to the deadlines of  FAFSA . Financial Aid is available through the University on the basis of need and academic performance in the form of federally supported student loans, not to exceed the cost of attendance.  
• The School of Social Work offers a limited number of graduate assistantships, partial-tuition scholarships, and tuition grants on the basis of need and academic performance. 
• Other relevant material you would like to submit as evidence of your ability to perform in the program including copies of published papers/sample of academic writing. 

The requests for admission far exceed the number of students who can be accommodated by the Program. The Doctoral Committee does not assess incomplete files. 

You are encouraged to begin the application process early as some of the items, such as transcripts and letters of reference may require additional time. From time to time you should check with the doctoral program office at 202-806-7300 regarding the status of your file. The deadline for applications is January 15.

Ph.D. in Social Work Degree Requirements

An applicant must have a Master's degree from an accredited School of Social Work. 

Candidates must complete 48 semester credit hours of course work, including 3 hours for the dissertation. A cumulative average of B is required for graduation. Additionally, students must earn a grade of B or better in all core courses and special-interest area courses. 

The curriculum of the doctoral program consists of four components: 

Core Curriculum 

Special Interest Area 

Electives, and 

Dissertation 

The core curriculum consists of nine courses. One course in the history and philosophy of social welfare, three theory courses (Individual, Group, Community and Organization), one course in Social Work Education, and four courses in advanced  research methods and statistics. All students are required to take the above-specified courses as the basis for their study in one of the special interest areas. 

Students are expected to take 12 credits in their chosen special interest area. The specific interest area courses are decided upon by the student, his/her academic advisor, and the Director of the Ph.D. Program. These courses may be taken outside of the School of Social Work, in other schools and colleges of Howard University, or in one of the Consortium of Universities in Washington, D.C. 

Six credits of elective courses are required. 

The  qualifying examination   is taken at the end of the first year of study, after completion of 18 credit hours. The examination covers the course content in the first-year core courses. Emphasis is placed on the ability to synthesize knowledge. The student must pass the examination in order to continue in the program. 

The comprehensive examination is taken upon the completion of all the core courses and special interest area courses. Students are admitted to candidacy after passing the comprehensive examination and receiving the recommendation of the doctoral committee. The candidate is required to present and orally defend the proposal for subsequently a completed dissertation. 

A student should file for admission to candidacy on completion of most of the requirements of the Ph.D. Program except for the dissertation. The student should have also satisfied the GSAS writing proficiency requirements and a foreign language examination or an approved substitute. 

Residence Requirements

Students in the Ph.D. Program are required to spend at least four semesters in full-time residence, two of which must be consecutive.

Caution to Prospective Students

The Board of Trustees of Howard University on September 24, 1983, adopted the following policy statement regarding applications for admission: "Applicants seeking admission to Howard University are required to submit accurate and complete credentials, as well as accurate and complete information requested by the University. Applicants who fail to do so shall be denied admission. Enrolled students who as applicants failed to submit accurate and complete credentials or accurate and complete information on their application for admission shall be subject to dismissal when the same is made known, regardless of classification." 

Soleman Abu-Bader, Ph.D. Director, Doctoral Program  Inabel Lindsay Hall  Howard University  601 Howard Place, N.W.  Washington, DC 20059  (202) 806-7300

[email protected]  

The Ohio State University

PhD Program

We have what you need to discover your extraordinary potential at Ohio State

• Translational Research Curriculum
• Internationally Known Faculty and Supportive Doctoral Student Community
• Competitive Funding Support
• Vibrant City with a Reasonable Cost of Living

Doctoral faculty are studying:

• Child maltreatment and child well-being
• Children of immigrant families and social adjustment
• Community food security and community-based research
• Culturally competent policy, practice, and research
• Educational disparities
• Environmental Justice
• Geographic Information Systems
• Health Disparities
• Human trafficking
• Immigrant and refugee well-being and inclusion
• Implementation research in child welfare and evidence-based practices
• Integrated primary care and behavioral health services
• Integrative body-mind spirit practices
• Intimate partner violence among women and college students
• Information and communication technologies used in social work practice
• Intergenerational strategies on individual and community development
• LGBTQ+populations
• Mental health disparities and inequities among diverse populations
• Older adults and community-based interventions and services
• Grandparents raising grandchildren
• Policy research and advocacy
• Positive youth development and youth sport
• Poverty and anti-poverty policies and programs
• School mental health, school social work, school-family-community partnerships
• Social determinants of health and health equity
• Strengths-based integrative family and systems treatment for at-risk children and adolescents
• Substance abuse prevention, service access, and mutual-aid based interventions
• Trauma-informed care

For questions about the PhD Curriculum, please contact Dr. Mo Yee Lee, PhD Program Director, [email protected] .

For questions about the PhD and MSW+PhD applications or general questions, please contact Jennifer Nakayama, PhD Coordinator, at [email protected] or 614-292-6188 .

2024-2025 University of Denver Graduate Bulletin

Graduate School of Social Work

The Graduate School of Social Work (GSSW) at the University of Denver is internationally recognized as a leader in educating practitioners, scholars, educators and researchers. GSSW’s vision aims for the achievement of thriving sustainable communities, actualized human potential, and embodiment of equity across all communities. GSSW's mission promotes social justice by advancing scholarship, education, and community engagement that leads, connects, mobilizes, and transforms. This mission is carried out in a rich educational environment featuring excellent teaching by award-winning faculty and path-breaking research.

The Master of Social Work (MSW) program is ranked in the top seven percent of all accredited MSW programs in the country by the U.S. News and World Report. GSSW offers four program locations to fit diverse learning needs. Although course options differ between locations, all MSW programs provide small class sizes, field internships and an individualized learning experience. MSW program locations span across Colorado and beyond:

• Denver Campus MSW Program – four unique certificates and international courses 
• MSW@Denver - Online MSW Program – course work is 100% online
• Four Corners MSW Program (located in Durango, Colorado) - focus on rural and tribal communities
• Western Colorado MSW Program (located in Glenwood Springs, Colorado) - focus on rural social work practice, integrated health and sustainability

Throughout the MSW program, students gain fundamental skills to make a significant impact on individuals, communities, systems and policy. 

GSSW’s Denver-based Doctor of Philosophy in Social Work was one of the first in the United States. During the program, students work alongside distinguished faculty to conduct research, write publications and gain substantive knowledge in the field of social work.

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2024 PhD Cohort

Welcome to the 2024 incoming PhD class!

Mary Coyle received her undergraduate degree from Fordham University and her master’s in social work from The Silberman School of Social Work at Hunter College. She is currently the Director of Social Work in the Criminal Defense Practice at Brooklyn Defender Services. There, she manages a team of over 30 social workers and works closely with the Senior Director of Interdisciplinary Practice. Mary’s specialty is mitigation writing and she has written hundreds of mitigation reports for pre-trial and post-conviction clients at various public defender organizations. Notably, she was a mitigation specialist with the Juvenile Life Without Parole project at the Defenders Association of Philadelphia and assisted in the resentencing hearings of dozens of individuals sentenced to life without parole as juveniles. She trains dozens of staff members each year in mitigation writing and conducts various writing workshops and presentations. She has presented her work nationally at social work conferences and trained staff at other public defender organizations in mitigation writing. Mary is thrilled to be a part of Adelphi’s School of Social Work’s doctoral program and she looks forward to the journey ahead!

Sharmaine Francis

Shamaine earned both her Bachelor’s and Master’s degrees in Social Work from Long Island University’s Brooklyn campus. Shamaine has a background in case management and nonprofit administration. She has been a School Social Worker for over a decade and currently works for New York City Public Schools (NYCPS). Shamaine is interested in examining the impact of Social Workers in leadership positions in K-12 education. She resides on Long Island with her husband and their 2 daughters.

Yvette Jones

Yvette Jones, LMSW is a licensed social worker and a NYSPEP Certified Parenting Educator. She has worked as the Clinic Coordinator for the Derner Child and Family Center, and is co-author of two articles in the Journal of Infant, Child and Adolescent Psychotherapy: ”Meeting the Needs of Children from Disadvantaged Households” and “Using Weaving Thoughts Peer Supervision Method to Generate a Nested Mentalization frame.” Her areas of focus are the impact of trauma on the mental health of children and families.

Neil Ramsahai

Neil earned his MSW from Stony Brook University, graduating from the School of Social Welfare. Right after completing his studies, he received his state license as an LMSW. He specializes in treating individuals who suffer from severe mental illness and addiction disorders. Neil started his Social Work career working at a homeless shelter in Sunnyside Queens, before joining Creedmoor Psychiatric Center in 2022. In 2024, Neil was honored as the Social Worker of the Year by Creedmoor. Neil currently holds a CASAC-T and has ambitions of becoming a CASAC-Advanced Counselor. Neil enjoys spending time with friends and family. He is a movie enthusiast as well. A Beautiful Mind and Vanilla Sky are among Neil’s favorite films.

Gwendolyn Taylor

Gwendoyln is a dynamic speaker, writer, and leader. Through her poetry and spoken word, Gwendolyn empowers women to be authentic by writing and telling their true stories. Gwendolyn’s academic journey is a testament to her commitment to learning and growth. She holds a bachelor’s degree in English from Medgar Evers College, a Master’s Degree in Organizational Leadership from Nyack College, and a Master’s in Social Work from Silberman School of Social Work, Hunter College. Her professional credentials include being a New York State Credentialed Alcoholism and Substance Abuse Counselor (CASAC), New York State Credentialed Prevention Counselor (CPP), certified Christian Counselor, and licensed Chaplain through the International Chaplains Association Chaplain Corps. Gwendolyn is the Director of Prevention Programs and the Center Director of Hope Leadership Academy at the Children’s Aid Society in New York City. Gwendolyn is also a licensed Minister and a distinguished author of Picked to Survive, a testament to her life’s journey as an ovarian cancer survivor.

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Ph.D. Graduate Program in Psychological Sciences and Human Development

Introduction.

The Graduate Field of Psychological Sciences and Human Development (PSYHD)  includes faculty members from departments across the university including Psychology, Neurobiology and Behavior, Communication, and Philosophy.  See below for more on the Cornell Field System. The dominant strengths of the PSYHD Field lie in four broadly defined areas: Cognition , Development ,  Neuroscience , and Social and Personality . The goal of the Field is to educate students to become researchers, scholars, and teachers who will contribute to the future of psychology as a scientific discipline in academic or other research-oriented settings.

Our program prepares students for research and teaching careers in academic life, work in government agencies, and careers in industry or other public and private sectors.  We encourage you to explore the history of our M.A. and Ph.D. theses through the  Cornell University Theses/Dissertations guide .

Please note that we do not offer training in clinical psychology, counseling, school psychology, community psychology, industrial psychology, or clinical neuropsychology.  Applicants with primary interests in these subjects are not admitted.

To enter the PSYHD Doctoral (Ph.D.) program, you must  apply directly  to the Cornell University Graduate School. You may also want to investigate the  Cornell Graduate School  site for additional information about applying.

Application portal opens on September 1   Application portal closes on December 1 (11:59 pm)

Ph.D. Program

We offer three Ph.D. Degrees:

•Ph.D. in Psychology  •Ph.D. in Developmental Psychology  •Ph.D. in Human Development and Family Studies

The Ph.D. Graduate Student Handbook (Quick Guide) can be found here.

The Ph.D. program in PSYHD is a research focused, apprentice-styled (mentor-mentee) graduate program.  The curriculum and requirements are designed for a 5 year program; the median time to complete the Ph.D. is 5.5 years.

Student progress is supervised by a Primary Advisor who serves as the Chair of a Special Committee comprised of two faculty members, typically within the Psychological Sciences and Human Development graduate field . Prospective students should investigate the faculty members within the PSYHD field, and particularly within the Department of Psychology, whose research interests are compatible with the students' interests.  Prospective students for the Ph.D. program should then contact those faculty directly before applying.

Application requirements

• Unofficial transcript of the undergraduate record
• Three letters of recommendation , with a fourth letter optional, which your recommenders will upload to the application.

Academic Statement of Purpose

Describe (within 1000 words) the substantive research questions you are interested in pursuing during your graduate studies, and explain how our program would help you achieve your intellectual goals. Additionally, detail your academic background, intellectual interests and any training or research experience you have received that you believe has prepared you for our program. Within your statement, please also identify specific faculty members whose research interests align with your own interests.

Personal statement of interest

Please describe (within 1000 words) how your personal background and experiences influenced your decision to pursue a graduate degree. Additionally, provide insight on your potential to contribute to a community of inclusion, belonging, and respect where scholars representing diverse backgrounds, perspectives, abilities, and experiences can learn and work productively and positively together. We also encourage you to include information on any of the following areas:

• How your personal, academic, and/or professional experiences demonstrate your ability to be both persistent and resilient especially when navigating challenging circumstances.
• How you engage with others and have facilitated and/or participated in productive teams.
• How you have experienced or come to understand the barriers faced by others whose experiences and backgrounds may differ from your own.
• If relevant, how your research interests focus on issues related to diversity, inclusion, access, inequality, and/or equity.
• Your service and/or leadership in efforts to advance diversity, inclusion, access, and equity especially by those from backgrounds historically underrepresented and/or marginalized.
• Additional context around any perceived gaps or weaknesses in your academic record (including, but not limited to, personal and family struggles with unemployment and health as a result of the pandemic, systemic discrimination and the fight for civil rights, and any other situational factors that may have impacted achievements throughout your life).

Applicants are not required to submit scores on the GRE; the GRE subject test in psychology, or to have had an undergraduate major in psychology. 

Prior research experience is highly desirable; applicants may submit research reports or work.

Additional requirements for International applicants:

• English Language Proficiency requirement (TOEFL or IELTS)
• International Degree Equivalencies

The Field Structure

At Cornell, graduate study is organized using a field structure.   Fields are composed of faculty members from a number of departments who come together around a shared intellectual interest, and may draw from different campuses or colleges.  Graduate students are admitted to fields of study.  Within each field, they select major and minor subjects, which are research interests or concentrations.

Fields span departments and even disciplines.  It’s possible for a student in the field of economics to include faculty on his or her special committee from industrial labor and economics, civil and environmental engineering, and sociology, along with the more traditional economics and management.

Click here for the complete "Fields of Study, Subjects, and Concentrations" in PDF form .

Student Life

Alexander G. Ophir, Director of Graduate Studies Uris Hall, Room 218 E-mail:  [email protected] Phone:  607-255-3714

Pamela A. Cunningham, Graduate Field Assistant   •  Psychology Ph.D. Uris Hall, Room 211A E-mail:  [email protected] Phone:  607-255-3834 Fax: 607-255-8433

Marianne Arcangeli, Graduate Field Assistant   •  Developmental Psychology Ph.D.   •  Human Development and Family Studies Ph.D. Martha Van Rensselaer Hall, Room G201B E-mail:  [email protected] Phone:  607-255-4661

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Courses Master of Social Work Advanced Standing

Master of social work.

• Social Work
• Master of Social Work Advanced Standing

Practicum/Internship Experience Requirement(s):

Minimum of 600 supervised internship experience hours. See the Practicum/Internship Experience section below  for more information.

Two Elective Courses

At least 8 quarter credits

Recommended elective courses:

Choose from a select list of graduate courses † related to social work within the fields of psychology (PSY), counseling (ADD, COUN, SHB), human services (HMSV, NPM), health care (MHA, MPH, NHS), public administration (MPA, PUAD), education (ED), or related area as approved by the  academic program director.

At least 52 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.

† Learners are encouraged to contact their academic advisors for additional details.

Capella University cannot guarantee eligibility for licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. For more information, see the professional licensure disclosures for this program on Capella’s website . 

Practicum/Internship Experience

Learners enrolled in the Master of Social Work (MSW)—Advanced Standing degree program are required to complete a minimum of 600 supervised hours of hands-on internship experience in an agency setting that is specific to the learner’s area of interest. The practicum/internship experience portion for this program is the signature pedagogy in social work education.

In the MSW—Advanced Standing practicum/internship experience, learners integrate theory, practice, and intellectual contributions from their courseroom activities to develop advanced generalist practice skills under the leadership and supervision of an experienced professional social worker. This practicum/internship experience provides learners with the opportunity to participate in advanced practice with individuals, families, groups, and organizations. Additionally, learners engage in an advanced integrated practicum/internship seminar to support their advanced generalist practice development.

Learners use their practicum/internship experiences to help them achieve their program outcomes and advanced generalist practice skills under the leadership and supervision of an experienced professional social worker. This practicum/internship experience provides learners with the opportunity to experience direct practice with individuals, families, groups, and organizations. Additionally, learners engage in an integrated practicum/internship seminar to support their professional development.

Practicum and/or Internship hours are considered complete once all program required practicum/internships hours have been successfully achieved.  Partial completion of practicum/internship requirements/hours can't be verified for licensure or transfer of hours.

Concentrations

If you have elective courses yet to satisfy in your program, you may be able to add a concentration and satisfy those degree requirements at the same time, with no additional program cost or time commitment. Concentrations available for this program include:

• Continuity Management
• Corrections
• Criminology
• Critical Infrastructure and Key Resources (CIKR)
• Higher Education
• Human Resource Management
• Project Management

What can I expect?

Each unit consists of readings, discussions, and other activities you will be expected to complete throughout the week. Assignments are due on Sundays, though not every course requires an assignment each week.

In each course, you will receive a detailed scoring guide that describes expectations for every graded assignment.

Grades are based on your participation in weekly reading discussions and completion of assignments. You will also be assessed on your ability to demonstrate an understanding of expected outcomes for your program or specialization. These outcomes are based on the needs and performance standards of your field or discipline.

Learn more about  online learning  at Capella.

Transfer Credits

There are many ways to  reduce tuition costs , including  transferring credits  which may help save time and money. You can transfer up to 12 credits into this program.

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Whether you're completing additional credits for your own education, want to see if online learning is right for you, or are simply interested in a specific topic, you can enroll in many of Capella's online courses without committing to a degree program. We recommend speaking with an enrollment counselor to discuss your goals and ensure that the credits you earn now may be applicable to a Capella degree program.

Learn more about individual courses .

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Social Work

Recent graduates, basw program, msw program, contact ttu.

PHD IN SOCIAL WELFARE

Bring your intellect, curiosity, and creativity to tackling complex social challenges.

The Doctor of Philosophy in Social Welfare (PhD) Program will transform you into a scholar well-equipped to identify and solve social problems – both close to home and around the world. Grounded in innovation and academic rigor, the SP2 PhD allows you to explore diverse perspectives and approaches to social work, social welfare research, social policy, social theory, and social justice.

Request Info

Learn more about the PhD program and the SP2 experience.

Ready to experience SP2? Learn more about the application process.

Join us for an upcoming in-person or virtual event.

An Invitation from the Co-Directors

“Social welfare” is a complex term. Its basic definition is deceptively simple—the collective welfare or wellbeing of a given society. But what constitutes that wellbeing and how it can and should be achieved, who belongs in that society and can and should form and formulate the “social,” are abiding questions that have been posed, debated, and contested for as long as collective human settlements have been in existence. World-shaping works of art, science, and philosophy have been crafted to answer these questions. Disagreements on those answers are at the heart of the social, cultural, and political tumult in which the U.S. is embroiled. Social welfare is, in other words, a weighty, vital, and pressing field of study.

The social welfare field draws from all social science disciplines and the discourses of multiple professions including social work. Whatever the domain of interest—health, poverty, education, incarceration, climate change, racism, migration, philanthropy, homelessness, history, and whether it is framed as a theoretical, methodological, issue-focused, or population-based inquiry—what we seek is students interested in not only finding the answers but in critically interrogating the questions themselves. Given the school’s commitment to advancing social justice in all of its programs, the courses of study students engage in should, no matter the specific domain, actively attend to issues of power, inequality, and disparity.

We believe that the vitality of the social welfare field is maintained by the passion for social justice brought by those who enter it. SP2’s rigorous yet flexible curriculum aims to provide the training necessary to forge the students’ passion into disciplined scholarship. To encourage each student to develop unique work and an individual scholarly voice, the program is intentionally interdisciplinary, designed to expose students to an array of approaches to social welfare offered by the world-class faculty of the school and the university.

The PhD in Social Welfare prepares students for careers as outstanding researchers and scholars committed to critically and rigorously analyzing social problems to propose effective, research-based solutions, to offer new theories and methods for approaching research and scholarship, and to formulate new paradigms for social welfare. We welcome your questions about the program and the school. We invite you to join us in this endeavor.

Yoosun Park, MSW, PhD Co-Director, PhD in Social Welfare Program

Tamara J. Cadet, PhD, LICSW, MPH Co-Director, PhD in Social Welfare Program

“ Whatever the domain of interest—health, poverty, education, incarceration, climate change, racism, migration, philanthropy, homelessness, history, and whether it is framed as a theoretical, methodological, issue-focused, or population-based inquiry—what we seek is students interested in not only finding the answers but in critically interrogating the questions themselves.”

The SP2 Difference

A highly selective program for students with a proven record of academic excellence and strong potential to contribute to their field

Instruction and mentoring from world-class faculty researchers and practitioners in multiple disciplines

Four years of support in the form of tuition, fees, individual health insurance, and stipend

INVISIBLE – leave blank

Access to Penn’s vast institutional resources

A diverse global alumni network in academia  and industry, government, nonprofits, think tanks, and research institutes

World-Class Faculty

The PhD program faculty are here to help you shape your specific area of expertise, drawing on their own decades of scholarship, teaching, and experience in areas including mental health , queer studies , sex work, homelessness , incarceration, gerontology , foster youth , and more .

Coursework provides students with core knowledge and skills as well as the opportunity to develop a specific expertise area. Papers and projects in core courses, combined with strategically selected electives, ensure a broad understanding of the field as well as deep study in the theoretical and empirical aspects of a specific area.

Students work with their academic advisors to develop an individualized plan for five electives. Graduate-level electives can be taken in any Penn department. At least one of these electives must be an advanced methods course, such as advanced statistical methods or qualitative research methodology.

Courses may be offered in varying order and year of program. Students are notified of such arrangements well in advance.

*Subject to change.

Fall Semester

• SOCW 8110: Social Theory
• SOCW 8520: Social Welfare Research Methods
• SOCW 9010: Proseminar
• SOCW 6300: Quantitative Reasoning/Social Statistics

Spring Semester

• SOCW 8030: Advanced History and Philosophy of Social Welfare
• SOCW 8550: Advanced Social Welfare Research Methods
• SOCW 8970: Applied Linear Modeling

Second Year

• SOCW 8610: Advanced Policy Analysis Research Methods or elective
• Theory Course or Elective
• Advanced Methods Course or Elective
• Theory course or elective
• Advanced methods course or elective

Third & Fourth Years

Fall & Spring Semesters

• Dissertation research & writing
• Teaching practicum

Your Experience

You’ll devote 15 hours per week to a research fellowship during your first year and 20 hours per week during your second through fourth years. You typically begin by working with your first-year advisor to identify research experiences that align with your skills and interests. To develop a broad range of methodological skills, we encourage students to work on multiple faculty projects as well as their own research.

Each student is assigned a doctoral advisor upon entering the program. At the end of their first year, students are encouraged to assess the arrangement and decide whether to continue with that faculty member or to choose another advisor from among the Graduate Group faculty. The advisor helps the student prepare an individual educational plan, choose courses, form a dissertation committee, and become familiar with SP2 and Penn’s wide array of educational resources. Students are responsible for initiating meetings with their advisors at regular intervals.

Please see University guidelines for best practices around academic advising and building strong mentor relationships.

After completing all required coursework, typically at the end of the second year, students must take the Preliminary Exam.

After completing the required coursework and passing the Preliminary Exam, students defend their dissertation proposal. Upon a successful defense, students become PhD candidates.

A dissertation defense serves as the program’s final examination. Passing this defense completes all degree requirements.

Recent Awards & Honors

Federal research awards.

Shana Merrill

• American Board of Genetic Counseling, up to $50,000

Alexandra Schepens

• Ruth L. Kirschstein National Research Service Award (F31), National Institutes of Health, 9/1/2014 – 8/31/2017, $105,409
• Yoga Intervention for Substance Use and ART Adherence in Community Reentry.

National Research Honors

Michael L. Shier, PhD’15

• Received the Northeastern Association of Graduate Schools (NAGS) for the Doctoral Dissertation Award for 2015-2016. Each year NAGS recognizes an outstanding dissertation that has been produced by a PhD candidate at one of its member institutions. The $1,000 award is presented at the annual meeting.

Staci Perlman, MSW’01, PhD’10

• Selected by the American Psychological Association Section on Child Maltreatment to receive the Early Career Award in the Field of Child Maltreatment. This award recognizes individuals who have made substantial contributions to the field within eight years of receiving a terminal degree and who have demonstrated the potential to continue such contributions. One award is made each year to a practitioner or researcher whose work has demonstrated an influence on the field of child maltreatment.

Sara Wiesel-Cullen, PhD ‘11

• Awarded honorable mention for the best dissertation from the Society for Social Work Research. Her dissertation chair was Professor Phyllis Solomon. Washington, DC: January 2012.

Joanna Bisgaier, PhD ’11

• Received the 2012 Student Research Award for Social Work Research from GADE (Group for the Advancement of Doctoral Education). Shown are Jill Duerr Berrick, awards committee chair; Joanna Bisgaier; Karin Rhodes, Joanna’s dissertation chair; and Kia Bentley, Chair Elect of GADE. Washington, DC: January 2012.

The Hal Levin Award

Presented to a meritorious doctoral student who is continuing the process of completing coursework. All students enrolled in classes at the time of award nominations and who have passed their preliminary exams are eligible to be nominated. The recipient is chosen by nomination and voting of the SP2 faculty. Dr. Herman (Hal) Levin was a professor in the School of Social Work.

Recent Recipients

• 2023-2024: Husel Husile
• 2022-2023: Samaita Jana and Codi Smith
• 2021-2022: John Gyourko
• 2020-2021: Jessica Cho Kim
• 2019-2020: Michelle Mullen
• 2018-2019: Viviana Chiu-Sik Wu
• 2017-2018: Allison Russell

Penn Healthcare Innovation Challenge

• Meagan Cusack, 2020

Frank R. Bruel Memorial Prize

Social Service Review recently announced that the 2022 Frank R. Bruel Memorial Prize has been awarded to Aaron Gottlieb and SP2 graduate Kalen Flynn MSW ’09, PhD ’18. The prize honors their article, “The Legacy of Slavery and Mass Incarceration: Evidence from Felony Case Outcomes.”

Presidential PhD Fellows

• Sandhya Jha
• Sharon Zanti
• Jessica Kim
• Rebecca Pepe
• Mira Phillips
• Christopher Wodicka

Career Success

Our PhD graduates go on to hold prestigious positions in academia, government, nonprofit organizations, think tanks, research firms, and more. Here are just some of the places where our recent graduates have found full-time employment:

• American Federation of Teachers
• Bill and Melinda Gates Foundation
• U.S. Department of Health & Human Services, Office of the Inspector General
• U.S. Department of Justice, Office of the United States Attorney
• U.S. Department of Veterans Affairs, National Center to End Homelessness
• Columbia University, School of Nursing
• Hebrew University of Jerusalem, School of Social Work
• Hong Kong University, Department of Social Work
• McGill University, School of Social Work
• National Institute on Poverty
• New York University, School of Social Work
• Rutgers University, School of Social Work
• Temple University, Graduate School of Social Work
• University of Massachusetts, School of Public Policy
• University of Pennsylvania, School of Medicine
• University of Pennsylvania, School of Social Policy & Practice
• University of Toronto, School of Social Work
• Yonsei University

FEATURED ALUMNI

Amy blank wilson, phd ’06.

“I am very thankful to have had the opportunity to pursue my PhD studies at SP2. The invaluable education and training I received at SP2 created opportunities for me to help develop policies and practices for people with mental illness that I could only dream about when I was a practicing social worker in the community mental health system. Through my educational experiences at SP2, I also built relationships with faculty and fellow students that continue to support and fuel my work to this day.”

Ready to join the PhD community?

Related news.

SP2 honors five accomplished social change agents at 2024 Alumni Hall of Fame Ceremony

Five distinguished alumni were celebrated at the 2024 SP2 Alumni Hall of Fame Induction Ceremony on Friday, May 17. The event marked the sixth year that the School has honored alumni through the SP2 Hall of Fame.

Faculty & Research

Exploring sustainable development & the human impact of natural disasters

What factors allow people to prepare for and recover from natural disasters? Dr. Chenyi Ma, a research assistant professor at Penn’s School of Social Policy & Practice (SP2), conducts interdisciplinary research that investigates the role of inequality in disasters’ impact and points to policy solutions.

SP2 ranked #8 among Schools for Social Work by U.S News & World Report

SP2 has been named #8 among Schools for Social Work in the 2024 U.S. News & World Report Best Graduate Schools rankings. This marks SP2’s highest ranking ever, and the second time that the School has appeared in the list’s top 10.

Coordinator, PhD in Social Welfare Program

215 573 7268

eerich@upenn.edu

Related Links

TUITION & FEES >

PHD ADMISSIONS >

PHD RESOURCES >

PhD Student Handbook >

CURRENT PHD STUDENTS >

RECENT PHD GRADUATES >

2024 PhD in Social Welfare Graduates >

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• Master of Social Work, MSW

Belmont’s Master of Social Work program combines cutting edge coursework and hands on experience to provide students with the skills and knowledge needed to effectively engage in advanced practice, lead teams and organizations in the provision of trauma informed services, and effect social change. 

In This Section

• Cost & Financial Aid

Why Belmont's Master of Social Work? 

The Belmont School of Social Work faculty and staff partner with Master of Social Work students from day one to ensure a student’s program of study, and hands-on experience in the field, equips them to serve the populations they have a passion for! Belmont Social Work students are known, loved, and deeply supported as they work to gain the knowledge and skills needed to practice in an array of contexts–including mental health agencies, health care, schools and community organizations–where they can address the complex needs of individuals, families, and communities.  The Belmont MSW offers a broad curriculum with a unique focus on trauma informed care and leadership in advocacy practice, ensuring our students have the cutting-edge training and support needed to gain licensure and impact change in their chosen field of practice.

What Sets Us Apart

Belmont MSW students are uniquely prepared for clinical and advanced generalist practice via our student-centered and personalized approach to their education. This includes:

• A cutting-edge curriculum that makes use of Belmont’s 60,000 square foot Center for Interprofessional Engagement and Simulation where MSW students counsel simulated clients, make home visits, and practice group therapy sessions – all in the comfort of a class session, with the support of their teachers and classmates!
• Preparation for the entry level licensure exam built into the curriculum – students work in class prior to graduation to study for this important exam under the guidance of experienced and licensed faculty!
• Over 900 hours of personalized field work that can include their place of employment.

What You'll Learn

Through personalized agency-based field placements, unique access to a 60,000 square foot interprofessional simulation center, and a state-of-the-art curriculum informed by the needs of our community, the Belmont MSW program prepares students to advance social work practice around trauma informed care, and lead in supporting clients and their communities immediately upon graduation.

Program Details

Courses you'll take add.

The Belmont MSW is a 60-credit hour advanced generalist in-person degree designed to provide students with the requisite knowledge, values, skills that support competency for advanced social work practice with individuals, families, groups, and communities/social systems.

• Foundational Coursework: 30 credit hours
• Advanced Coursework: 18 credit hours
• Trauma Theory and Leadership Coursework: 6 hours
• Elective Coursework: 6 credit hours
• Fieldwork/Internship: 900 clock hours over four courses

See All Program Requirements

Courses You'll Take

• SWK 5000 Social Policy, History, and Ethics This course delves into the historical, ethical, and policy foundations that shape social work practice. This course prepares students to develop their framework for social work practice that is anti-racist, anti-oppressive, reflective, and focused on seeking justice. In this course, students will examine the major fields of practice in the profession, and critically reflect on the development of social welfare policies, their historical contexts, and the ethical principles guiding social work interventions.
• SWK 5100 Social Work Practice I: Individuals and Families This course is one part of a series of required Social Work practice courses taken in the foundational year of the MSW program.  This course is an examination of the knowledge, values, and skills central to the generalist practice of social work with individuals and families. Students utilize an understanding of the social work process to develop skills in in problem solving within the context of social work values and ethics. Emphasis is placed on the ability to engage and assess with individuals and families using a strengths-based and culturally responsive approach.
• SWK 5200 Exploring Human Diversity This exploring human diversity social work course is designed to provide students with an understanding of the cultural, social, economic, and political factors that shape human diversity and the ways in which these factors impact individuals, families, groups, and communities. The course will cover the impact of systems of oppression, privilege, and discrimination on marginalized populations and how these systems are interconnected. Emphasis will be placed on understanding the unique experiences and perspectives of diverse populations and on developing skills in culturally responsive practice. The course will also cover self-care and self-awareness for the social worker. 
• SWK 5300 Human Behavior and the Social Environment This course provides an overview of development through the lifespan in an environmental context.  Students will utilize major theoretical frameworks to assess individual and family development and will examine the impact of diversity and of trauma on health and well-being. This course builds on a liberal arts background and is designed to provide an understanding of key biological, psychological, social, spiritual, historical, and cultural factors associated with individual development, as applied to social work practice.
• SWK 5400 Field Instruction I The signature pedagogy of the Master of Social Work degree is the field experience.  In this experiential course, students will complete 200 hours of fieldwork, supervised by a professional social worker in a local social service agency. This will provide the student an opportunity to apply classroom knowledge in a practice setting. Emphasis is on developing generalist social work practice skills with individuals, families, groups, and organizations. The accompanying seminar provides a supportive environment for processing the field experience, and space for students to reflect on their knowledge, skills and abilities as they move from theoretical understanding to applied learning.
• SWK 5500 Social Work Research Methods This course is designed to introduce social science research methods in the context of social work practice. This foundational level course will encourage critical thinking skills that build on a liberal arts undergraduate education in science, social sciences, and the humanities. Emphasis will be placed on how research skills are integrated within social work practice, using an ethical, anti-oppressive framework. Specifically, this course will examine the relationship between theory and research, conceptualization of research questions and hypotheses, and elements of research design. Both qualitative and quantitative methodologies will be introduced as a means of building knowledge for practice.
• SWK 5600 Social Work Practice II: Groups, Organizations, and Communities This course is designed to provide students with the knowledge and skills necessary to work effectively with diverse groups and communities in a variety of settings. The course will cover group work theories and interventions, as well as social justice principles for community organizing. Emphasis will be placed on understanding the impact of systems of oppression and discrimination on groups and communities and learning how to address these issues in organizational practice settings. Students will develop skills in culturally responsive practice, including understanding and valuing the unique perspectives and experiences of group members and community members.
• SWK 5700 Social Work Policy Analysis and Advocacy This course examines the history of social welfare policy in the United States and analyzes the values and assumptions that form the foundation of social welfare policies and programs. This course introduces students to the key social policies and programs that shape current social work practice while providing a historical context for how they came to be. 
• SWK 5800 Psychopathology This course provides an in-depth exploration of psychopathology with a focus on understanding the complex interplay of biological, behavioral, emotional, cognitive, and social factors that influence mental health. Grounded in trauma-informed practice and utilizing the DSM-5 as a guide, students will examine how various influences converge to impact individuals' mental health trajectories.
• SWK 5900 Field Instruction II This course is designed to provide students with the knowledge and skills necessary to work effectively with diverse groups and communities in a variety of settings. The course will cover group work theories and interventions, as well as social justice principles for community organizing. Emphasis will be placed on understanding the impact of systems of oppression and discrimination on groups and communities and learning how to address these issues in organizational practice settings, via 200 hours of fieldwork. Students will develop skills in culturally responsive practice, including understanding and valuing the unique perspectives and experiences of group members and community members.
• SWK 6000 Advanced Practice with Individuals & Families This course will provide students with the knowledge and skills necessary to work effectively with individuals, couples, and families in a variety of settings. The course covers advanced practice theories, interventions, and ethical considerations specific to working with individuals and families. Emphasis will be placed on understanding the impact of systems of oppression and discrimination on individuals, couples, and families and learning how to address these issues in practice. Students will also develop skills in culturally responsive practice, including understanding the unique perspectives and experiences of clients. The course will also cover self-care and self-awareness for the social worker.
• SWK 6100 Advanced Practice with Groups This course is designed to provide students with the knowledge and skills necessary to work effectively with diverse groups in a variety of settings. The course will cover advanced group work theories and interventions, as well as ethical considerations and cultural responsiveness in group practice. Students will learn how to design, facilitate, and evaluate group work, and will also examine the impact of systems of oppression on individuals and groups. Emphasis will be placed on the process of forming, developing, and terminating groups and the importance of self-care and self-awareness in group work practice.
• SWK 6200 Trauma Theory in Practice This course will present the current conceptualizations of trauma and trauma-informed care from an ecological perspective. Emphasis is placed on the biology and neuroscience of stress and trauma, the effects of trauma on populations at-risk and the evolving conceptualization of social work’s role in the treatment and prevention of stress and trauma. Acquisition of diagnostic skills will be emphasized throughout the course as well as the knowledgeable application of “trauma-informed care” to all levels of advanced practice. Students will consider issues such as vicarious trauma, compassion fatigue, and burn-out, exploring approaches to self-care and promotion of wellness. Through case presentations, written work, and class discussions students are encouraged to use their experiences in the field to deepen their understanding of course content.
• SWK 6000 Level Electives Students will be able to choose a minimum of two elective courses during their specialized curriculum. These courses will allow students a chance to explore theoretical perspectives more deeply, populations of interest, practice areas, or social problems. Exemplar courses include Race-Based Trauma, Poverty in the United States, Mental Health Practice, Crisis Intervention, School Social Work, and Family Practice in Social Work.
• SWK 6300 Field Instruction III In this third experiential course, students will complete an advanced generalist placement in a micro, macro and/or mezzo environment.  This second field placement, supervised by a professional social worker in a local agency, will provide the student an opportunity to further apply advanced knowledge to practice through the course of 250 required field hours. Students will engage in specialized practice in a local social service setting. Emphasis is on furthering skills of advocacy, and leadership in social work practice.  
• SWK 6400 Advanced Practice with Organizations & Communities This course explores contemporary theories, models, and practices for leadership in human service organizations, emphasizing skills in team building, program design and implementation, development and funding, organizational change and genuine commitment to diversity, equity, and inclusion. The community practice dimensions of this course engage students in examining theory, methods, and strategies for community practice within complex political and economic environments, emphasizing participatory action and anti-racist, anti-oppressive practice.
• SWK 6500 Evaluation for Advanced Social Work Practice This course provides students with the knowledge and skills needed to evaluate their practice and the programs in which they work. Students will develop evaluation skills which can be used as practical tools for social change by improving the quality of individual level and social programming. In acquiring these skills, in the context of their field placement, students will: a) explore ethical responsibilities associated with evaluating practice; b) apply research methods to conceptualize and measure problems and goals; c) implement research design and methods of evaluation; d) conduct data analyses and interpret results; and e) report their findings.
• SWK 6600 Leadership for Advanced Social Work Practice   This integrative seminar provides students with the knowledge and skills to be leaders in their practice environments and communities. Students will learn models and theories related to general supervision, power, and authority in public and nonprofit organizations. The course will explore the influence of politics, economics, technology, and socio-cultural factors within supervisory practice, across multiple contexts. Students will explore social work leadership ethics and deepen their understanding of caring for self and others. A capstone experience, this course will also support students in their preparation for employment and licensure.
• SWK 6700 Field Instruction IV The signature pedagogy of the Social Work degree is the field experience.  In this fourth experiential course, students will continue an advanced generalist placement in a micro, macro and/or mezzo environment, supervised by a professional social worker in a local agency. This will provide the student an opportunity to further deepen and apply advanced knowledge to practice through 250 required hours of field work. Emphasis is on deepening skills of advocacy, leadership and social work practice in a specialized setting. Additional attention is given to preparing students for post-program destinations.  

Two Year Full-Time Program of Study add

Three Year Part-Time Program of Study add

Admissions Information add

Applications for admission and an applicant’s credentials are received exclusively through the Social Work Centralized Application Service (SocialWorkCAS). Learn more about the admissions process

Accreditation Status add

The Belmont University MSW program is currently in pre-candidacy for accreditation by the Council on Social Work Education’s (CSWE) Board of Accreditation (BOA). A program that has attained pre-candidacy status has not yet been reviewed by the BOA nor verified to be compliant with the Educational Policy and Accreditation Standards (EPAS). Students that are admitted to pre-candidate programs in the fall (or later) of the academic year in which the program is granted candidacy status will be retroactively recognized as graduates from a CSWE-BOA accredited program as long as the program attains initial accreditation. Review our program’s pre-candidacy status in CSWE’s Directory of Accredited Programs. For more information about social work accreditation, contact CSWE’s Department of Social Work Accreditation.

Social Work Licensure add

Once accredited by the Council on Social Work Education , those earning a Master’s degree in Social Work from Belmont University have met the first of several steps needed to attain state licensure to practice social work at the Master’s level. It is important to note that state licensure is a separate process from that of attaining your master’s degree and requires additional criteria. For example, Tennessee requires that additional examinations be taken. State licensure is handled through state boards and not through Belmont University. Students are advised to seek licensure information through the requisite state Department of Health’s Social Work Licensure Board. Belmont’s faculty and staff are a resource for Belmont MSW graduates seeking licensure but are the licensing authority.

Note that a felony conviction may affect a graduate's ability to be eligible to take the national certification examination or obtain state licensure.

Student Resources add

Student Handbook

Field Manual

Career Possibilities

A Master of Social Work degree from Belmont University can open the door to a diverse range of career possibilities. Graduates find success in various fields, utilizing their skills in unique and impactful ways.

Here are some of the many paths you may pursue after completing the MSW program:

Licensed Clinical Social Worker

Mental and Behavioral Health Counselor

Military Affairs Social Worker

Non-Profit Leader

Hospital Social Worker

Frequently Asked Questions

May i apply while i am still in the process of completing my undergraduate degree add.

Yes! You are welcome to apply in the year before you graduate. All credits associated with your bachelor's degree must be completed before June 1 and your final transcript sent to Belmont.

Do I need to have a bachelor’s degree in social work? add

No, students do no need an undergraduate degree in social work to apply. We do not require a specific major to apply for the MSW. Common majors include psychology, child and family studies, sociology, public policy, and other social science disciplines.

Do you offer Advanced Standing? add

Yes, we will begin enrolling for Advanced Standing in September 2026.

Is this program online? add

No, the Belmont MSW is a face-to-face program. However, our classes are scheduled such that students will not be on campus more than two days a week.

Please reach out to [email protected] if you have any questions.

Can I complete my internship/field hours where I work? add

Yes! Students working in a social work setting may be eligible to complete their internship at their place of employment during their work hours.

Is a specific major or courses required? add

No, there is not a specific major, or specific courses required. It is suggested that students have successfully completed approximately 18 credit hours of courses such as psychology, sociology, statistics, biology, anthropology, economics, history, political science, government, and/or languages.

I am not a Tennessee Resident may I still apply? add

Belmont University makes no distinction between in-state and out-of-state students for admission or tuition purposes, and all are welcome to apply.

Do you require an interview? add

No, however, the faculty reserves the right to request an introductory interview to ensure we are able to fully evaluate your application for admission. Additionally, information sessions and campus preview days will be scheduled throughout the year to offer students an opportunity to visit Belmont and learn more about the MSW and School of Social Work in person!

How long is the program and how many credit hours are required? add

The traditional program is 60 credit hours (5 classes a semester for four semesters). The Advanced Standing program is 30 credit hours (5 classes a semester for two semesters). The Advanced Standing program will begin accepting applications in September 2025.  

Can I go part-time? add

Yes, there is a part-time option enrolling now. Please reach out to your admissions counselor for further information.

When do classes meet? add

Students will attend class no more than two days a week throughout the program. Students in Year 1 of the program will complete approximately 13 hours a week of field work outside of class. Students in Year 2 of the program will complete approximately 16 hours a week of field work.

Do you accept transfer credit? add

Yes! Students with undergraduate course credit from a CSWE-accredited baccalaureate social work program – earned within the last seven years – are entitled to have generalist-equivalent course credit evaluated for waiver, regardless of the undergraduate degree they hold, or their ability to enter the advanced standing program. Applicants requesting a transfer of credits must also meet specific criteria and provide additional documentation. Institutional policy holds graduate applicants can request the transfer of up to 15 graduate credit hours, while advanced standing transfer applicants can request up to 9 credits.

See further details here.

Do you offer scholarships or other financial aid? add

Scholarships are not available. Students typically fund tuition through loans or private sources. All questions concerning financial aid should be directed to our Student Financial Services department. You can reach the Student Financial Services office by phone at 615-460-6403 or  online .

Learn more about financial aid for graduate students

Do you offer on campus housing for graduate students? add

Belmont does not offer graduate student housing but does have resources available to students who are looking to relocate to the Nashville area.

Off Campus Housing Helper

Request Information

Ready to apply.

Start Your Application

College of Pharmacy & Health Sciences

Sarah Caylor Assistant Director of Graduate Admissions (615) 460.6722 Email Sarah Schedule a Call

College Links

California State University, Sacramento

Graduate recruitment and admissions coordinator.

Apply now Job no: 542683 Work type: Staff Location: Sacramento Categories: Unit 4 - APC - Academic Professionals of California, Temporary, Full Time, Student Services

Working Title: Graduate Recruitment and Admissions Coordinator

Classification Title: Student Services Professional III

Position Details  

Emergency Hire - Temporary position lasting at most 60 days with an option of being extended to 120 days.

Position Summary

The Graduate Recruitment and Admissions Coordinator - Graduate Program works in the College of Business Administration (COB) under the Executive Director of Graduate Programs (EDGP). The incumbent reports directly to the EDGP with the focus on the Graduate Programs.

The Graduate Recruitment and Admissions Coordinator – Graduate Programs is responsible for the analysis and daily operations of the recruitment and admission processes, management and implementation of recruiting and outreach events, outreach to on and off-campus partners, data collection through a variety of sources, and preparation of reports that document, analyze and measure the impact of recruiting and admission strategies. The Graduate Recruitment and Admissions Coordinator will participate in the development and implementation of COB Graduate Program Office (GPO) policies and procedures, manage the team responsible for primary communication with prospective students and applicants, and will have direct contact with off-campus constituents. This position provides strategic outreach and recruiting efforts at the local, regional, national, and international level to promote the state side graduate programs and to increase enrollment. This position creates a strategic recruitment plan and designs and implements student recruitment/program promotion and events. This position plays a key role in maintaining and optimizing the current admissions and student lifecycle CRM to ensure it is up-to-date and functioning effectively.

FLSA :  Exempt

CSU Classification Salary Range : $5,276 - $7,517 per month  

Hiring Range/Rate :  $5,276 - $5,500

Salary Grade/Range :   1

Time Base :  Hourly-Intermittent/Daily Rate  

Work Hours :  40 per week

Department Information  

The California State University, Sacramento – College of Business (COB) develops engaged, responsible, and inclusive leaders that enrich communities around the world. The Faculty in the COB are committed to providing the highest quality of education and serving as resources to its students. Founded in 1947, the COB offers four graduate degrees and one undergraduate degree. The COB has been accredited by the Association to Advance Collegiate Schools of Business (AACSB), the world leader in business school accreditation and a hallmark of excellence achieved by only 5% of colleges worldwide, since 1963. The COB is located in California’s vibrant capital city, Sacramento.

For more information on the college of business Administration, please visit: http://www.csus.edu/cob/

Minimum Qualifications  

Knowledge and Abilities: Thorough knowledge of the principles of individual and group behavior. General knowledge of the principles, practices and trends of the Student Services field as well as general knowledge of the policies, procedures and practices of the program area to which assigned; general knowledge of individual counseling techniques; general knowledge, or the ability to rapidly acquire such knowledge, of the organizational procedures and activities of the specific campus to which the position is assigned. Working knowledge of student services programs outside the program to which immediately assigned.

Ability to analyze complex situations accurately and adopt effective courses of action; advise students individually and in groups on complex student-related matters; determine appropriate courses of action and proper techniques to utilize while engaged with individuals in personal interactions of an argumentative or sensitive nature; interpret and evaluate descriptions and explanations of problems brought forward by individuals or student organizations, analyze and define the problem, draw valid conclusions and project consequences of various alternative courses of action; carry out a variety of professionally complex assignments without detailed instructions; and establish and maintain cooperative working relationships with a variety of individuals.

Experience: Possession of these knowledge and abilities is typically demonstrated through the equivalent of three years of progressively responsible professional student services work experience. One year in the program area to which assigned may be preferred but is not required.

A master’s degree in Business, counseling, Clinical Psychology, Social Work, or a directly related field may be substituted for one year of experience. A doctorate degree and the appropriate internship or clinical training in counseling or guidance may be substituted for the three years of experience for positions with a major responsibility for professional career or personal counseling.

Education: Equivalent to graduation from a four-year college or university in a related field, including or supplemented by upper division or graduate course work in counseling techniques, interviewing, and conflict resolution where such are job-related.

Required Qualifications  

Knowledge, Skills, Abilities

1. Experience in outreach, recruitment, marketing or public relations.

2. Ability to apply high degree of judgement, persuasiveness, imagination, professional skills, and knowledge in graduate student recruitment and admissions, as well as a general understanding of the interrelationships and the need for coordinated action within the total Student Services program.

3. Understands outreach, recruiting and admission needs/trends, and develops approaches for possible implementation to meet these needs.

4. Knowledge of basic academic advising procedures, activities and organizational structures of a university or similar organizations.

5. Excellent written and oral communication skills; ability to deliver a variety of presentations in small and large group environments.

6. Strong interpersonal skills and the ability to initiate and manage relationships with internal and external stakeholders.

7. Ability to perform data collection, online surveys, analysis and report writing.

8. Skills in program management.

9. Ability to make decisions in individual cases to resolve problems where guidelines and precedents do not exist; independently determine approaches and techniques to utilize in advisement situations, and within established parameters, independently determine services and other resources to be provided individuals or groups of clients; and recommend changes on varied matters both within and outside the area of specific assignment.

10. Expertise in use of Microsoft Office Suite and web-based programs and software and working knowledge of professional networking sites such as LinkedIn and Facebook.

11. Ability to act independently, maintain confidentiality, and work effectively with diverse individuals and groups.

12. Skills in sensitivity to the needs of the individuals and of the groups contacted; insight and a sound understanding of some of the cause-and-effect relationships that exist in a university or similar organization.

13. Ability to adjust approaches and techniques in the face of unpredictable responses and rapidly changing circumstances.

14. Experience with event planning and management.

15. Ability to travel and work early mornings, evenings and weekends as needed for special events.

Conditions of Employment

- Possess valid driver’s license and maintenance of good driving record

-Ability to pass background check.

Preferred Qualifications  

16. A master’s degree in business, Counseling, Clinical Psychology or a job‑related field

17. Experience reviewing student applications and providing advising to prospective students.

18. Experience coordinating and conducting student outreach and recruitment events.

19. Prior experience with Customer Relations Management (CRM) systems such as Common Management Systems (CMS, Salesforce/Hobsons or similar).

20. Experience or familiarity with university academic and computing environments, e.g. Financials, Human Resources, Student records, and CMS.

21. Ability to perform routine updates to website content using online web content editing software (Cascade).

22. Experience researching, collecting and analyzing data to identify emerging trends and opportunities in graduate recruitment and application.

23. Experience working with students in higher education.

24. Experience with recruiting from target groups such as underserved and underrepresented populations.

25. Experience with reviewing student academic records and relating them to course requirements.

26. Experience reviewing student transcripts and familiarity with graduate-level curriculum.

About Sacramento State

Sacramento State is located in the heart of California’s capital city, five miles from State Capitol. The lush, 300-acre campus is situated along the American River, close to numerous bike trails and other recreational areas. Sacramento, also known as the “Farm-to-Fork Capital,” is one of the most ethnically diverse and livable cities in the country, with a population of half of a million. Sacramento State is a Hispanic and AANAPISI serving institution with about 31,000 students coming not only from the Greater Sacramento Region, but also from across the state, country, and world. Our 1,800 faculty and 1,500 staff are committed to meeting our mission:

“As California’s capital university, we transform lives by preparing students to lead, serve, and succeed. Sacramento State will be a welcoming, caring, and inclusive leader in education, innovation, and engagement.” As the regional hub of higher education, Sacramento State is dedicated to learning and student success ; teaching, research, scholarship and creative activity ; justice, diversity, equity and inclusion ; resource development and sustainability ; dedicated community engagement , and wellness and safety .

As evidenced by the values embedded in our Hornet Honor Code , Sacramento State is committed to creating an inclusive environment where all faculty, staff, students, and guests are welcome and valued.  Our commitment is more than simply ensuring that our campus is free from bias and discrimination, but is one devoted to celebrating many diverse identities, life experiences, and perspectives that enrich our community, teaching and learning. 

To learn more about why you should join the Hornet Family, please visit the Why Sac State? page.

Equal Employment Opportunity California State University, Sacramento is an Affirmative Action/Equal Opportunity Employer and has a strong institutional commitment to the principle of diversity in all areas. We consider qualified applicants for employment without regard to race, color, religion, national origin, age, sex, gender identity/expression, sexual orientation, pregnancy, genetic information, medical condition, marital status, veteran status, or disability. Sacramento State hires only those individuals who are lawfully authorized to accept employment in the United States.

It is the policy of California State University, Sacramento to provide reasonable accommodations for qualified persons with disabilities who are employees or applicants for employment. If you need a disability related reasonable accommodation as part of the application and/or interviewing process, visit https://www.csus.edu/administration-business-affairs/human-resources/benefits/reasonable-accomodation.html .

The University is committed to creating an education and working environment free from discrimination, sexual harassment, sexual violence, domestic violence, dating violence, and stalking. For more information on mandatory training for new employees, visit https://www.csus.edu/administration-business-affairs/human-resources/learning-development/csu-learn.html .

Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act and Campus Fire Safety Right-To-know Act Notification:

Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act), the current Annual Security Report (ASR) is available for viewing at https://www.csus.edu/clery . The ASR contains the current security and safety-related policy statements, emergency preparedness and evacuation information, crime prevention and sexual assault prevention information, and drug and alcohol prevention programming. The ASR also contains statistics of Clery Act crimes for Sacramento State for the last three (3) calendar years. Paper copies are available upon request from the Office of Clery Compliance & Training by emailing [email protected] .

Under the Clery Act, this position may be designated as a Campus Security Authority (CSA) depending upon the role on campus and/or job duties. If this position is identified by the Director of Clery Compliance & Training as a CSA position, you will be notified via email and will be assigned the appropriate training in CSU Learn.

Background Check Disclaimer

A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with California State University, Sacramento. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current California State University, Sacramento employees who apply for the position.

COVID19 Vaccination Policy

Effective May 2023, per the  CSU COVID-19 Vaccination Policy , it is strongly recommended that all California State University, Sacramento employees who are accessing office and campus facilities follow COVID-19 vaccine recommendations adopted by the U.S. Centers for Disease Control and Prevention (CDC) and the California Department of Public Health (CDPH) applicable to their age, medical condition, and other relevant indications. 

Out of State Employment

Sacramento State University, as part of the CSU system, is a State of California Employer. As such, the University requires all employees (up)on date of hire to reside in the State of California.

As of January 1, 2022 the  CSU Out-of-State Employment Policy  prohibits the hiring of employees to perform CSU-related work outside the state of California.

Eligibility Verification

Candidate must furnish proof of eligibility to work in the U.S. California State University, Sacramento is not a sponsoring agency for staff and management positions (ie. H-1-B Visa).

Note to Applicants:

Possession of the minimum qualifications does not guarantee an interview unless required by collective bargaining agreement.

Advertised: September 17, 2024 (9:00 AM) Pacific Daylight Time Applications close: November 11, 2024 (11:55 PM) Pacific Standard Time

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